A person’s speech consists of sentences, and you can determine what he is talking about by finding the grammatical basis of this sentence - the subject and the predicate. But what if a sentence has more than one subject and predicate, if it talks about different objects and phenomena? The answer to this question will be given by a very important topic that is taught in 3rd grade.

What is a complex sentence and how to work with it?

A complex sentence is one that consists of two or more simple clauses. They can be connected to each other using conjunctions such as a, but, and, and can be combined only by intonation, which is expressed in writing using punctuation marks.

Here are examples of complex sentences.

• Winter was already coming to an end, but spring was still not felt.
• He was hungry, but this hunger could not be satisfied.
• Masha and Petya loved animals, and their mother took them to the zoo.
• The rain continued to fall, the puddles shone in the light of the lanterns.

Using these examples you can see what types of connections there are in complex sentences.

Compared to a simple sentence, their structure is indeed more complex, since they do not just talk about several objects or phenomena, but are also combined into one whole in meaning and grammatically. Simple sentences that are part of a complex sentence may consist only of a grammatical stem or be extended by secondary members.

How to parse a complex sentence

To make a diagram complex sentence, you must first find all its basics. This will help you understand how many parts there are in it, after which you can find how they are connected to each other. Let's look at this with an example.

• The guys walked until late, then it didn’t snow.

There are two bases in this sentence (the guys were walking, it started snowing), which are connected by intonation, which is reflected in writing as a comma. There is no union between these parts.

A complex sentence does not necessarily have to have strictly two grammatical stems - there can be three or even more.

Basically, the order of parts in a complex sentence is sequential: the main part comes first, followed by the one that is related to it in meaning. In sentences that are connected by intonation and are simply a list of events, there is often no main and attached part - their order can be swapped and the meaning of the sentence will not change at all.

This is easy to understand if you compare two complex sentences with the same stems, which are simply rearranged:

• The wind is blowing, the rain is drizzling.
• The rain is drizzling, the wind is blowing.

Obviously, the rearrangement of the parts did not change the meaning of the sentence at all - it talks about the weather, describing it from different angles.

This principle makes complex sentences with the simplest possible structure similar to examples of addition, where the rearrangement of places does not change the total, which indicates that the language is to some extent mathematical.

The algorithm for parsing any sentence in which there are two or more stems is the same: you need to find these stems and determine whether they are connected only by intonation, that is, a punctuation mark, or whether a conjunction was involved in establishing the connection between them.

What have we learned?

The definition of a complex sentence in itself is quite simple - it is a unit of language that includes not one grammatical basis, but several (at least two or more). These parts can be connected only by intonation (punctuation) or by intonation and a conjunction. To parse a complex sentence, you must first find all its bases, and then determine how they are connected to each other. This is a fairly simple and understandable algorithm.

In this lesson you will get acquainted with phrases and find out whether phrases can be made from any words. You will practice isolating phrases from a sentence and composing phrases. You will learn to pose two types of questions: semantic and case.

The resulting combinations of words:

To name an object, sign, action more precisely, you can build phrase. To do this, to main word need to be added dependent, which will help clarify what has been said.

We made more accurate captions for the drawings by creating phrases. We mark the main member of the phrase with a cross, draw an arrow from it and write a question to the dependent member of the phrase. (see Fig. 3)

Rice. 3. Collocation

Most often, each member of a phrase is represented by one word: went (how?) cheerfully

Often some member of a phrase is expressed by a noun with a preposition: went (where? what?) to school, to (what?) new school

Let's check whether any words can be used to form phrases.

Collocations:

The dependent member of the phrase must be connected with the main one in meaning.

The game is small, the game is wide, the game is stormy, the game is bearded - These are not phrases, because the words are not related in meaning.

Is it possible to call a couple of words a phrase? in the park? It is forbidden.

A phrase is always made up of words of independent parts of speech (sometimes they are helped by prepositions), with one word commanding and the other obeying.

Let's make up phrases using this pair of words.

For example, in the (what?) summer park. In the park - the main member of the phrase.

I was walking (where?) in the park. In the park - dependent member.

built (what?) a school

built (how?) quickly

built (where?) in the village

built (of what?) from bricks

built (for whom?) for the guys

built (when?) in the summer.

Built by builders. This is not a phrase. This is the basis of the proposal. The main members of the sentence are not phrases.

Include the phrases in the sentence. Choose how best to arrange your words to express your thoughts more clearly.

A flock of white geese swims in a triangle over the ship. (V. Peskov)

This sentence is more complete and more accurately expresses the thought.

Have you noticed that two questions can often be asked: in meaning And according to form.

To understand what meaning the dependent member brings to the phrase, what exactly it clarifies, the semantic question is especially important.

A case question (question by form) is needed to find out the case in which the dependent noun is used.

Let's pose semantic and case questions in phrases.

Gray mouse(which? - semantic question, meaning of the phrase: object and its attribute);

shining above the forest(where? - semantic question, meaning of the phrase: action and place of its execution, over what? - question in form, over the forest, etc.);

flew away in the fall(when? - semantic question, meaning of the phrase: action and time of its commission);

peeked out from under the leaves(from where? - semantic question, meaning of the phrase: action and place of its commission, from under what? - question in form, from under the leaves, R.p.).

Which phrase is written out of the sentence incorrectly?

A fox trail stretched out from the spruce thicket.

trace of (whose?) fox

trace (from where? from what?) from the thicket

from a thicket of (what?) spruce

A fox trail stretched out from the spruce thicket.

Proposal Basis a trail stretched out.

We pose a question from the subject: trace of (whose?) fox.

We pose a question from the predicate: stretched out (from where? from what?) from the thicket.

We pose a question from a secondary member of the sentence: from a thicket of (what?) spruce.

Trace (from where? from what?) from the thicket - The highlighted phrase is incorrect, because a noun is commanded by a verb.

Read the entries and decide what it is: a word, phrase or sentence.

fluffy snowflakes

flew around a birch tree

sat down on the field

sat down quietly

near the birch

to a deserted field

snowflakes flew and landed

These are phrases, since there is a main member and a dependent one:

snowflakes (what?) fluffy

flew (where? near what?) near a birch tree

sat (where? on what?) on the field

sat down (how?) quietly

on a (what?) deserted field

This is not a phrase, it is a noun with a preposition:

near the birch

Main members of the proposal:

snowflakes flew and landed

Let us draw up the boundaries of the found proposal.

Snowflakes flew and landed.

Let's expand the sentence using phrases.

Fluffy snowflakes flew around the birch tree and quietly landed on the deserted field.

To name an object, a sign, an action more precisely, you can construct a phrase. The phrase has a main member and a dependent member. Often, two questions can be asked about the dependent member of a phrase: by meaning and by form.

The main members of the sentence are not phrases.

1. M.S. Soloveychik, N.S. Kuzmenko “To the secrets of our language” Russian language: Textbook. 3rd grade: in 2 parts. Smolensk: Association XXI century, 2010.
2. M.S. Soloveychik, N.S. Kuzmenko “To the secrets of our language” Russian language: Workbook. 3rd grade: in 3 parts. Smolensk: Association XXI century, 2010.
3. T. V. Koreshkova Test tasks in the Russian language. 3rd grade: in 2 parts. - Smolensk: Association XXI century, 2011.
4. T.V. Koreshkova Practice! Notebook for independent work in Russian for grade 3: in 2 parts. - Smolensk: Association XXI century, 2011.
5. L.V. Mashevskaya, L.V. Danbitskaya Creative tasks in the Russian language. - St. Petersburg: KARO, 2003
6. G.T Dyachkova Olympic tasks in Russian. 3-4 grades. - Volgograd: Teacher, 2008

1. Oldskola1.narod.ru ().
2. Social network of educators Nsportal.ru ().
3. Ext.spb.ru ().

• In which sentence of the text is it impossible to identify phrases? Tag him.

Scatter one of the remaining sentences into phrases.

Autumn. In the surrounding swamp, ruddy cranberries scattered like a necklace over the hummocks. Thin-legged honey mushrooms huddle close to an old large stump.

(According to. I. Sokolov-Mikitov)

• In phrases with adjectives, mark the main words with a cross, orally pose questions to dependent words and insert letters into the endings.

It's deep... autumn! Gray... sky, low..., heavy... clouds. In the distance is a bare, transparent forest.

• Read the lines from D. Kedrin's poem. Underline the main parts of the sentences.

Find phrases: mark the main words with a cross, show dependent words with an arrow, write a question above the arrow.

Summer has thrown off the green caftan.

The larks whistled to their heart's content.

Letskikh L.A.
teacher primary classes
MAOU secondary school No. 21, Kungur
Russian language lesson in 4th grade on the topic: “How to distinguish a complex sentence from a simple sentence with
homogeneous members?. Educational and educational complex "School of Russia"
Lesson type
Pedagogically
e tasks
Planned
subject
results
Metasubject
s UUD
Mastering new material
Create conditions for familiarization with the role of conjunctions “and”, “a”, “but” in a complex sentence and in a simple sentence with
homogeneous members; improve the ability to put commas in a complex sentence with conjunctions, compose
diagrams of simple and complex sentences; promote the development of students’ speech, the formation of skills
develop one’s own opinion based on understanding various experiences, ideas and perceptions, the ability to
independent analytical and evaluative work with information of any complexity; promote education
interest
to Russian language, culture educational work in class
Get acquainted with the role of the conjunctions “and”, “a”, “but” in a complex sentence and in a simple sentence with homogeneous
members; learn to recognize simple sentences with homogeneous members and complex sentences; use
complex sentences in oral and written speech; correlate sentence patterns and sentences corresponding
these schemes; make complex sentences from given simple sentences
Cognitive: analyze the studied facts of the language, highlighting their distinctive features, implement
synthesis as composing a whole from parts (under the guidance of a teacher); draw conclusions as a result of joint work
class and teacher; let down linguistic fact under concepts different levels generalizations (subject and word denoting
item; words denoting natural phenomena, school supplies, etc.); regulatory: use when
completing assignments, reference books and dictionaries; determine your own assessment criteria and give self-assessment;
express your assumptions regarding ways to solve a learning task; evaluate together with the teacher or
classmates the result of their actions, make appropriate adjustments; communicative: performing
different roles in the group, cooperate in jointly solving a problem (task); defend your point of view,
observing the rules of speech etiquette; argue your point of view with the help of facts and additional
information; participate in the work of the group, distribute roles, negotiate with each other; foresee consequences
collective decisions
Personal Consciously prepare for Russian language lessons, complete assignments, formulate your questions and assignments for

results
classmates; use forms of self-assessment and peer-assessment in the classroom

ORGANIZATIONAL STRUCTURE OF THE LESSON
Lesson stage
Contents of teacher activities
Content of student activity
(actions being carried out)
1
II.
Update
I knowledge.
Examination
home
assignments
(working
notebook).
Just a minute
penmanship.
2
3
Checks homework. Conducts a conversation
about the work done.
– Read task 51. Read the simple
sentence and complex sentence that you
compiled.
– Name the basics of complex sentences.
Answer the teacher's questions. They talk about
work done at home. Read the compiled
offers. Name the basics of complex
proposals. (See RM, Appendix 2.)
They do penmanship.
ℓ ℓ ℓ
ℓ ℓ ℓ
u a n o a n o u
An elderberry bush grew nearby, and they sat on it
young sparrows.
Spends a minute writing penmanship.
– Can these letters be words?
– What are these words called in grammar?
(Unions.)
– When do we use conjunctions in our speech?
– Write it down in calligraphy and correctly
offer.
– Analyze the proposal according to its composition. Compose
diagram. What can we say about this proposal?
How are simple sentences connected?
by yourself? (With the conjunction “and.”)
– What punctuation mark comes before the conjunction “and”?
– When do we not put a comma before the conjunction “and”?
Molded
ways
activities
student
4
Nominate
hypothesis and
justify
her.
Realize
updating
personal
life
experience. Be able to
listen in
in accordance with
target
installation.
Accept and
save
learning goal
and a task.
Add,
clarify
expressed
me
research on
essentially
received
assignments

1
Work on
words with
unverifiable
m spelling
III.
Message
lesson topics.
Definition
lesson objectives
2
3
4
Continuation of the table.
Organizes work on words with
unverifiable spelling.
– Guess the riddles:
Orange's little brother
Because it's small.
(Mandarin.)
He looks like a red ball
Only he doesn’t rush at a gallop.
It contains a useful vitamin.
This is ripe... (orange).
Growing up under the scorching sun
Golden... (apricot).
– Read the words in arrows and explain them
spelling.
– Make one sentence using all
four vocabulary words.
– Why is this proposal interesting?
– Place punctuation marks
Asks questions. Comments on the answers
proposes to formulate the purpose of the lesson
Make a diagram of a complex sentence.
[ = - ], and [ = - ].
Dictionary words are read along the arrows: “orange”,
“apricot”, “harvest”, “tangerine”.
Make up and write down a proposal.
(See RM, Appendix 3.)
– This is a sentence with homogeneous members
Discuss the topic of the lesson. Answer questions
formulate the purpose of the lesson. Under the leadership
teachers determine the objectives of the lesson: do not confuse
complex sentences and simple sentences with
homogeneous members, write complex words correctly
sentences and punctuation
Accept
and save
learning goal
and task

Continuation of the table.
1
IV.
Explanation
new
material.
Observation
above linguistic
material.
Job
according to the textbook
(exercise
53)
V. Primary
consolidation
knowledge.
Self-employed
naya work.
2
3
Organizes work on the topic of the lesson. Explains
new material, answers students' questions.
– How can simple sentences be combined to form
complex?
- Read it. Where are the commas missing? Explain
your answer. (Comma missing in sentence
“The wind is driving the clouds, the wind is howling in the chimneys.” This
complex sentence.)
– What theme can unite everything?
offers? (Theme “Wind”.)
– Determine the type of each sentence: simple
or complex.
– Write simple sentences with homogeneous
members. Place commas where necessary. Emphasize
main members in sentences
Asks questions. Comments and corrects
answers. Supervises the work of students.
Helps, checks if necessary
answers. Comments on the progress of the decision.
Organizes independent work.
– Choose 2-3 schemes and make them
sentences on the topic “Leaf fall”. Don't forget
that names make our speech beautiful
adjectives. What leaves are there in autumn? (Golden,
multi-colored, carved.)
- Now start completing the task.
Deduce linguistic patterns that lie in
basis of the concept or rule being studied.
Analyze the formulation of the rule (concept),
given in the textbook. Conduct observations on
material of connected texts.
Write down simple sentences. They put
missing commas. Emphasize the main
members of the proposal.
The wind is blowing on the sea and the boat is urging on.
Autumn winds blow in the gloomy oak grove.
The wind rushed joyfully and shook all the trees.
Execute didactic exercises, answer
answer questions and express their opinions. Apply
new knowledge based on new language material.
Perform analytical exercises. Participate
in discussing issues on the topic.
Make proposals based on these schemes.
4
Realize
analysis
objects with
based on
visualization
Consciously and
arbitrarily
build
speech
statement
orally
form,
justify
your opinion.
Coordinate
efforts to
decision
educational

Continuation of the table.
4
tasks.
Number of points
Negotiate
I
and come
to the general
opinion at
working in pairs.
Consider
neighbor's opinion
on the desk.
Realize
control
by result
3
Scheme
].
1 point
2 points
2 points
2 points
3 points
3 points
3 points
During the test, the responding student names
scheme number and reads out the sentence, and
rest
check and show with signal cards,
whether the proposal fits the scheme.
They work in pairs.
Prepare an oral story on the topic “What do I know about
complex sentence" according to plan.
1
2
Conducts independent work checks.
– How many points did you manage to score?
– Give the diagram number and read out the most
 and  ].
interesting proposal.
And
– Pay attention to diagrams 2–5. Why in the diagram
And
5 there is a comma before the conjunction “and”, and in the rest
no cases? (A comma is added if
the sentence is complex because she shares
the letter contains two simple sentences.)
[ – =], and [ = –].
[ – =], and [ = – ].
[ – =], but [ = – ].
]
Work in
couples
Organizes work in pairs.
– In pairs, prepare a coherent story on the topic
“What do I know about a complex sentence.” Build
A plan will help you tell your story. Don't forget that
every thought needs to be confirmed
example.
Oral communication plan:
1. Which sentence is called complex? How
can it be distinguished from a simple one?
2. How the parts can be connected
complex sentence?
3. What do the conjunctions “and”, “a”, “but” have in common and why do they
are they different?

1
2
3
4
Continuation of the table.
4. Setting and role of the comma in the complex
proposal.
5. What you need to remember so as not to make mistakes
placing a comma in a complex sentence with
conjunctions “and”, “a”, “but” and in a sentence with
homogeneous members?
- Read it. Where are the commas missing?
- Write out simple sentences first
homogeneous members, and then complex
offers.
– Place commas where necessary and define
what letters are missing in words.
– Explain the placement of commas in sentences
Organizes work in a workbook.
– Read an excerpt from Z.’s poem.
Fedorovskaya. Fill in the missing letters and
commas.
– Which of these schemes will fit the first
offer and why? Circle the number of this
schemes
in a circle. (See RM, Appendix 5, 6.)
Job
according to the textbook
(exercise
54)
VI.
Further
Job
By
consolidation
and generalization
acquired
knowledge and
skills.
Work in private
for the sake of
52)
Write out simple ones and then complex ones
offers. Fill in the missing letters and
commas.
Perform sound-letter analysis of the word “lunch”.
(See RM, Appendix 4.)
Complete the task in the workbook: insert
missing letters and commas.
(See RM, Appendix 7.)
Realize
analysis for the purpose
finding
compliance
given
standard.
Formulated
have your opinion
and position

2
3
1
VII. Bottom line
lesson.
Reflection
Homemade
exercise
Organizes evaluation of performance results
assignments in class. Invites children to evaluate them
work in class by filling out the self-assessment table.
Conducts a conversation on the following questions:
– What particularly interested you during the lesson?
– What new did you learn in the lesson?
– Which sentence is called complex? What's his name
distinguish from simple?
– What is used to connect parts of a complex complex?
offers?
– Does the placement of a comma depend on what
it is the union that connects the parts of a complex
offers?
– Did you like the work in the lesson? Rate
myself
Talks through and explains homework.
Formulates the objectives of the exercise,
gives accompanying comments.
– Complete task 53 in the workbook,
exercise 55 in the textbook
End of table.
4
Realize
self-control
educational
activities
Answer questions. Define their
emotional state in class. Conduct
self-esteem, reflection. They talk about the goal
lesson, determine whether the result is achieved or not,
speak out about the difficulties they face
collided in class.
The statements continue:
I did it...
I learned...
Today in class I was able...
Gave me a lesson for life...
For the lesson I...
Listen carefully and ask for clarification
questions
Realize
accept,
save
educational
tasks
Appendix 1
Checking readiness for the lesson. General lesson setting. Greeting students.
- Let's check your readiness for the lesson.
Organization of the beginning of the lesson

Textbook for grade 4 (Part 1)

Russian language

Accusative case of animate nouns

265. Read it. Write down these nouns in the nominative, genitive, and accusative cases. Highlight the case endings.

Eat Who? What? books squirrels
No whom? what? wolves at home
I see whom? What? mouse things

• Which nouns and in which case forms have the same endings?
• How to determine the case of nouns with the same endings?

266. Read it.

1. In winter you won’t see bears, badgers, or hedgehogs in the forest; they sleep all winter. 2. Wood mice do not have enough forest reserves in winter. They escape from burrows from stoats, weasels, and ferrets. 3. A large polar owl appeared in the forest. She hunts birds, squirrels and hares. 4. What kind of miracle? Bitter frost, and there are chicks in the nest. It was a couple of spruce crossbills that raised their chicks in winter.

• What topic can these sentences be combined with? Find nouns in the genitive and accusative cases and explain how to distinguish them.
• Write down the third group of sentences. Indicate the case above plural nouns.

267. Read it. Isn't it a beautiful proposal?

Little ones pine trees holding white on branches lumps, resemble those playing kids snowballs.

(E. Rusakov)

• Write it off. Indicate the case of the highlighted nouns.

268. Look at the pictures.

• For each drawing, make up a dialogue that takes place between the buyer and the seller. Use nouns plural in the genitive case.