Types of subordination in phrases. Types of subordination in the phrase: agreement, control, adjacency Triple the type of subordination

Coordination	Control	adjoining
adjective, participle, pronoun, ordinal number) agrees with the main (noun) in gender, number and case.	This is a subordinating relationship in which the dependent word ( noun, pronoun, numeral) is put in a certain case in relation to the main (verb, participle, participle, noun, adjective, numeral).	This is a subordinating relationship in which the dependent word ( adverb, gerund, indefinite form of the verb) is associated with the main (verb, gerund, participle, adverb, adjective, noun) only in meaning and intonation.
reading boy	charity action	run fast
our village	sparkling in the snow	talk excitedly
Fox's tail	sparkling in the snow	cold in winter
open notebook	listen to the news	started reading
such an order	traffic on the road	third from left
Older brother	flew to us	unusually quiet
incessant rains	brought from a friend	triple
first student	accept help	a little frivolous
this alley	visit a friend	to know by heart
deserted alley	help a friend	naval pasta

REMEMBER! Phrases are not:

- combination independent word with official: near the house, let him speak;

- combinations of words as part of phraseological units: fool around, headlong;

- subject and predicate;

- compound word forms: lighter, will walk.

TASKS

1. Replace phrase SHEETS OF IRON control agreement
2. Replace phrase HUMAN PERSONALITY, adjusted based on subordination agreement, a synonymous phrase with connection control. Write the resulting phrase.
3. Replace phrase UNNAMED RIVER, built on the basis of connection agreement, a synonymous phrase with connection control. Write the resulting phrase.
4. Replace phrase SLEEPLESS NIGHTS, built on the basis of connection harmonization, a synonymous phrase with connection control. Write the resulting phrase.
5. Replace phrase SPOKEN WITH ENJOYMENT, built on the basis of connection control, a synonymous phrase with connection contiguity. Write the resulting phrase.

6. Replace the phrase BLANKET IN A CAGE, built on the basis of connection control, a synonymous phrase with connection agreement. Write the resulting phrase.

7. Replace the phrase IN FATHER'S OFFICE, built on the basis of connection control, a synonymous phrase with connection agreement. Write the resulting phrase.

8. Replace the phrase SCREAM IN FEAR, built on the basis of connection control, a synonymous phrase with connection contiguity. Write the resulting phrase.

9. Replace the phrase MORNING WORK-OUT, built on the basis of connection agreement, a synonymous phrase with connection contiguity. Write the resulting phrase.

10. Replace the phrase DUMBLY REPEATED, built on the basis of connection contiguity, a synonymous phrase with connection control. Write the resulting phrase.
11. Replace the phrase Binoculars MOM, built on the basis of connection control, a synonymous phrase with connection agreement. Write the resulting phrase.

12. Replace the phrase BOARD SHED, built on the basis of connection agreement, a synonymous phrase with connection control. Write the resulting phrase.

13. Replace the phrase FUR BALL, built on the basis of connection agreement, a synonymous phrase with connection control. Write the resulting phrase.

14. Replace the phrase SILENTLY HAVING, built on the basis of connection contiguity, a synonymous phrase with connection control. Write the resulting phrase.

15. Replace the phrase CHILDREN'S IMAGINATION, built on the basis of connection agreement, a synonymous phrase with connection control. Write the resulting phrase.

16. Replace the phrase SUBSTRATE OF LIFE, built on the basis of connection management, a synonymous phrase with connection agreement. Write the resulting phrase.

17. Replace the phrase COLIN SISTER built on the basis harmonization, a synonymous phrase with connection control. Write the resulting phrase.

18. Replace the phrase BEAM OF THE SUN based on management, a synonymous phrase with connection agreement. Write the resulting phrase.

19. Replace the phrase APPLE CAKES built on the basis harmonization, a synonymous phrase with a connection control. Write the resulting phrase.

20. Replace the phrase CAREFULLY IRONED, built on the basis of adjacency, with a synonymous phrase with a control connection. Write the resulting phrase

REPETITION

From sentences 20-21, write out the word in which the spelling HH is determined by the rule: "In an adjective formed with the suffix -H- from a noun whose stem ends in -H-, it is written HH"

(20) Only sometimes an old woman from the surrounding village will scurry between the loaves to such a place, stand bowed in mute thought and, having overcome sorrow, will begin to weed hard Chernobyl from a barely noticeable hillock, leaving the grass more gentle, more tender: white bindweed, chamomile, blue flowers chicory, and leaving - cross this grass with a withered pinch. (21) It happened that Uncle Sasha himself accidentally came across such an island, where quails eagerly huddled in the withered autumn grass among the arable land, and lingered for a long time in front of the rusty helmet crowning the grave headboard.

Goals: give a concept of the ways of subordinating communication-coordination ; development of skills in the ability to parse phrases; promote the development of dialogical speech, development of logical thinking skills.

Equipment: multimedia cabinet, interactive whiteboard, reference charts, flip charts.

Lesson type:

Lesson methods: partial search

Expected result: consolidation of knowledge about the ways of subordination: coordination, the ability to work in a group.

During the classes

1. Organizational moment.

-What time of year is it? (Autumn.)

-Correctly. Summer flew by quickly. The leaves on the trees are turning yellow. Birds fly to warmer climes. The days are getting shorter , and the nights are longer. Cold winds are blowing. Heavy rains are pouring. Crimson leaves are falling from the trees. Although the days are cool, the atmosphere in our classroom is warm.

-Now let's Let's describe the sky.

-Well done! We got autumn sky . Guys! What is written on each ray? (Words are written on each ray.)

clear

the sky the sky is cloudless

overcast

autumn

-What can be done with words? (Words can be used to form phrases.)

What do phrases consist of? (From the main and dependent words.)

2.Updating knowledge.

Write phrases on the board.

cloudy days

Cold wind

Pouring rain

autumn days

Migratory birds

Warm atmosphere

- What exactly is the name of the subject? (phrase)

3.Group work. (September October November.)

Gold autumn. (The main word agrees with the dependent in gender, number, case.)

Firmament (m.r., im.p., sing.)

Terrible peals (pl., im. p.)

4. Work with gifted students . Exercise 10. Form the phrases “adjective + noun”, mark the suffixes in adjectives.

5. The game "Who is more attentive?"

Words, phrases and sentences are given on the board. Students must write out word combinations with an agreement connection.

Autumn has come. Forest. Sultry summer. Clean shirt. Month. White sails. Happy life. Fall rain. Joy. Kind eyes. Watch closely. Write a letter. Look closely.

5. Work in pairs.

Exercise 12. Find a pair and write down phrases. Determine the type of subordination.

6. Reflection.

What did I learn in class today? What did I like and what not?

7. Evaluation. Mutual verification.

8. Homework.

Using the word combinations made at the beginning of the lesson, write a mini-essay about autumn.

Subject: « Control"

Goals : enable students to understand ways of subordination: management ;

develop the ability to use them correctly in speech;

to promote the ability to work in groups, using the means information technologies;

develop logical thinking skills.

Lesson type: formation of new knowledge.

Lesson method: dialogical, partially exploratory.

Equipment: interactive whiteboard, flipchart, reference charts.

Expected result: the ability to work in a group, arouse desire and interest in the lesson.
During the classes

Organizing time

Psychological mood.

-What is happiness?

-What does it mean to be happy? A good grade, praise from teachers and parents, friendly relations between you and others - can this be called happiness?

What to do so that after the lesson you go home happy?

2. Stage of knowledge testing

Selective dictation

Write out phrases with a connection of agreement.

Hot summer, write beautifully, play sports, morning exercises, magnificent figure eight, beautiful sight, think about the beautiful, oriental wisdom, walked briskly, go right, smart girl, run fast, living word.

3. Work on new material.

1. Reading the text "Steppe".

2. Answer questions to the text

- What plants adorn the steppe in April?

Why does summer spoil the luxurious steppe?

-What changes occur in the fall in the steppe?

3. Write out phrases

Will be full of (what?) Plants. (Management)

4. Teacher's word

Management is a type of connection in which the dependent word is placed with the main one in a certain case.

5. Work in groups

Explanatory cheating

flew from the rooftops

dried to the root

Reached out for bread

Tapped on the glass

I will gather the guys

I'll go in for sports.

6. Work in pairs

Exercise 10. Add words from the text.

7. Work with gifted children

Write a story using the following phrases:

Forest path, rode a bicycle, a colorful bird, looked around, a large stone, with difficulty reached.

Determine the types of subordination in phrases.

8. Poetic minute

Expressive reading of a poem by F.I. Tyutchev.

With what feeling does the poet write about the rainbow?

9. Evaluation

+ coped

? doubted

- did not cope

10. Reflection

Getting feedback.

11. Homework

Exercise 17. Work on the painting by A. Kuindzhi "Rainbow"

Subject : "Adjacent"

Goals: build skills the ability to compose phrases with the type of subordinating connection "adjacency" ;

Skill Development critical thinking; create a sense of responsibility for their work.

Lesson type: partially exploratory.

Equipment: flipchart, interactive whiteboard, speakers, reference charts.

Expected result: to teach to work in a group, to arouse students' interest in the lesson.

During the classes.

1. Organizational moment.

Psychological mood.

We came here to study.

Don't be lazy, but work hard.

We work diligently

We listen carefully.

2. Checking homework.

Question and answer conversation

What is a phrase?

Name the types of subordination.

What kind of communication is called coordination?

3. Work in groups

The words are on the board. Make up sentences with these words.

loud long attentively

expressively askew without interrupting

quiet with surprise silently

teacher's word

How do these words relate to each other (in meaning)

This means that adjunction is a type of connection in which the dependent word is associated with the main one only in meaning.

4. Work at the blackboard. (interactive board)

Word combinations on the board

run fast

Pada be back

Zavern ut right

Umch at jump up

hit t backhand

Wait a long time

Find main and dependent words. Determine the type of subordination.

5. Work with text.

O TWITCH TO QUESTIONS TO THE TEXT.

6 .Group work.

Exercise 8. Compose phrases according to the method of adjunction.

Exercise 9. Determine the method of subordination.

7. Game "Who is faster?" Add.

Be in love

Hate

Sit

Dance

run

wash your face

Wake up

rejoice

8.Summary of the lesson

-What models belong to the type of connection adjoining?

Verb + adverb verb + noun

Noun + adverb numeral + noun

adjective + noun

9. Evaluation

behind correct answer - 5 points;

for an inaccurate answer - 4 points;

for an answer with large errors - 3 points;

for no answer or wrong answer - 0 points.

10. Reflection.

What topic were you working on?

What is this knowledge for?

11. Homework.

Exercise 10.11.

Subject : « Lesson-p repetition "Methods of subordination"

Goals: repeat and summarize the material on the ways of subordination in a phrase;

DEVELOP CORRECT SPEECH,development of critical thinking skills ;

CONSOLIDATION OF THE ABILITY TO TRANSFORM PHRASES WITH VARIOUS WAYS OF SUBJECTIVE COMMUNICATION.

Lesson type: partial search, generalization and consolidation of knowledge about the ways of subordination.

O equipment : INTERACTIVE BOARD, BACKGROUND DIAGRAM. FLIPCHART.

Expected Result: the ability to distinguish between all types of subordination, arouse desire and interest in the lesson.

DURING THE CLASSES.

1. ORGANIZATIONAL MOMENT.

Psychological mood.

You accompany a positive answer with an exclamation: “In!”

-What are your friends?

-And the school?

-And the teachers?

- Class?
- How are you doing?

-How is your mood?

-Well done! I'm happy for you. Let's remember our motto: "Knowledge is calling, but deeds do not wait."

2. BLITZ TOURNAMENT. What do I know?

1. What does syntax study?

2. What are the main types of syntax?

3. What is a phrase?

4. What is the difference between a phrase and a word?

5. What parts does the phrase consist of?

6. How are the words in the phrase grammatically related?

3.Group work. (Coordination, control, connection)

Work with the text "Ordinary land" by K. Paustovsky.

1. Reading the text along the chain.

2. Answers to questions on the text.

4.Selective write-off

Completing tasks:

1. Find phrases in the text according to the method of communication: coordination, control, adjunction.

2.Make parsing suggestions: A cheerful tourist walked along the path and hummed a song. A tear rolled down from the horse's eyes.

5. Explanatory cheating (work on the interactive whiteboard)

Specify ways submissively oh connections in phrases:

Frost fierce-

Flew from rooftops

dried to the root

Reached for bread

Impossible to lift

reluctantly got up

Universal consent-

Knocked in the door-

I'll take the guys

Looked around-

6. Test tasks

1. Specify the phrase:

A) ski jumping
c) it is snowing
c) the dog barked.

2. Specify the phrase with the connection agreement:
a) beautiful voice

3. Specify the phrase with the connection management:

BUT) winter morning;

B) wait until morning
c) early in the morning.

4. Indicate the phrase with the adjacency connection:
a) a capable student;
c) a jasper box;
c) speak quietly.

5. What types of word connections exist in Russian?
a) coordination, management, adjoining;
c) addition, circumstance, definition;
c) nominal, verbal, adverbial.

6. What does syntax study?

A) words and their meanings;
c) speech sounds;
c) phrase and sentence.

7. Lesson summary

Create a cluster on a topic : "Methods of subordination"

8. REFLEXI I

What did you learn from the topic « Methods of subordinating communication.

9. EVALUATION.

Self-assessment, evaluation of each other.

10. Homework

Write a mini-essay on the topic "The nature of my land"

Shevchenko Svetlana Nikolaevna

Lesson Development

Subject: Ways of subordination in the phrase: coordination, management,

Adjacency. Step-by-step preparation for the GIA according to the teaching materials of S.I. Lvova. 8th grade

Goals:

Educational:

To consolidate the concept of ways of connecting words in a phrase;

to develop the ability to produce syntactic analysis of the phrase;

to form the ability to transform phrases of one grammatical meaning into synonymous ones with another type of connection;

continue to work on the development of literate writing skills.

Developing:

Create conditions for the formation of decision skills learning objectives that meet the requirements of the GIA; contribute to the improvement of the ability to correctly use phrases related by the method of management and coordination.

Educational:

Create conditions for the realization of a situation of success.

Equipment:

- presentation for the lesson ;

- interactive whiteboard and projector;

- Handout;

Blackboard.

Lesson type - practical lesson

During the classes

Organizing time

2. Communication of the topic and purpose of the lesson

3. Spelling warm-up

4. Preparing students for the perception of new material

5. Step-by-step study of new material and practical consolidation of the received

Knowledge.

1. Observation-research

2. Training exercises.

3. Stimulation. Joke - minute

4. VD Methods of subordination.

5. Recording from dictation.

6. Propaedeutics. Getting ready for GIA.

6. Independent work.

7. Relaxation

8. Homework.

Organizing time.

Teacher: Today we Let's continue the study of the phrase as a syntactic unit. We will consolidate and deepen knowledge about the ways of connecting words in phrases. In your notebooks, write down the date and topic of the lesson.

2 . Message about the topic and purpose of the lesson. Slide #2

3. Spelling warm-up. (Taking into account the gaps in independent work)

(Target: developing writing skills.)

At the blackboard, the 1st student works on the card.

- Distribute words with unstressed vowels in the root according to the method of verification. Briefly explain the spelling.

Distribute, it seemed, position, assume, gather, grow up, president, ingenious, priority, privilege, partisan.

At the blackboard, the 2nd student works on the card.

- Highlight spellings. What parts of the word are they in? To explain which orthograms did you need to determine the part of speech?

At the edge of a grove, in a dense forest, talented person, on the outskirts of the village, we'll talk at a meeting, at a rickety hut, a profession.

- Name phrases with the same structure.

(Mutual check)

3) 3rd student works with interactive whiteboard. Comments on inserted

Letters. The class works in notebooks.

Slide #3

4. Preparing students for the perception of new material.

Slide #4

(Goal: to repeat the concept of a phrase, types of phrases according to morphological features main word)

Teacher: Write down a sentence under dictation, write out phrases that are different in structure.

Many Russian words themselves radiate poetry, just as precious stones radiate a mysterious brilliance. (K. Paustovsky)

Students write down the following phrases:many words, radiate poetry, radiate by themselves, like that.

5. Step-by-step study of new material and practical consolidation of acquired knowledge.

(Goal: to develop the concept of the types of connection of words in a phrase)

Observation - research

Teacher: Guys, write the phrases in a column, leaving the first line for writing after the explanations. Find the main and dependent word; determine what part of speech the main and dependent words are expressed; on the left in your notebook, write down the diagrams.

(In parallel, after recording each group of phrases, work with the textbook)

Coordination

Bad news adj. + n.

Excellent result app. + n.

The second invitation is num. (order) + noun.

This haven of places. + n.

The approaching storm + n.

Side №5

Teacher: Will the dependent word change if the main word is changed? (Yes)

What parts of speech can be expressed dependent words in

Harmonization? Determine grammatical meanings recorded

Collocations.

Working with the textbook. Reading § 10 pp. 86-87. Coordination.

Control

Reduction to the denominator of nouns. + n.

I saw the casting of the verb. + n.

Rush to you. + seats

Teacher: - Does the dependent word change if we change the main one? (Not)

What parts of speech act as dependent words?

Working with the textbook. Reading § 10 p. 87. Management.

Slide #6

Connection:

Arrive unexpectedly. + adv.

He spoke with a smile. + ger.

Very carelessly adv. + adv.

Teacher: - What part of speech are dependent words?

Do the dependent words in these phrases obey the grammatical

Norms?

Working with the textbook. Reading § 10 p. 87. Adjacency.

Slide №7,8

2 Training exercises.

(Target : to train students in determining the way words are connected in a phrase)

Teacher:

- Match the nouns lecture, speech, assessment adjectives with

meaning "very good".(Brilliant, bright, high).Determine the type of connection in the recorded phrases, their grammatical meaning.

What is the name of this series of words?to surprise, to puzzle, to amaze, to shake, to bewilder?In what style of speech are these words used? Make up and write down phrases with them. Determine the type of phrases, their grammatical meaning.

Stimulation . Joke is a minute.

(To create interest in the work, I introduce entertaining material into the explanation)

Teacher: In a phrase, there is always one word that is the main thing, the master, the other is subordinate to him. Therefore, the relationship between words is subordinate. But the word “master” refers to his subordinates in different ways.

Upon agreement. The main word is a good host. Works with subordinates. “I do, and you do the same,” it seems to say.
When driving . The owner is demanding and rude. He does nothing himself, but orders his subordinate: “Do as I command!”
When adjoining . The owner does not require anything from the subordinate, he only asks: "Stand next to me"

VD lesson

Teacher : - Name the types of phrases according to the morphological features of the main

The words.

Student: Phrases are verbal, nominal and adverbial, depending on the main word.

______________________________________________________________________

G.G. Granik, O.N. Yudin.Programmed tutorial and exercise book
S.I. Lvova, V.V. Lvov. Russian language. Reference materials. Appendix to the textbook. Grade 8, M. "Mnemosyne", 2010, p. thirteen

Work with the textbook.

Exercise number 179.

Write down phrases, distributing them into three groups, depending on what part of speech the main word is. Determine how words are connected in a phrase. Follow spelling rules.

Dictation recording.

Have you ever heard of wool or brick trees? Have you drunk stone, sawed cotton wool, dried clouds? This does not happen in life, and only such words can be combined into phrases that name phenomena that are actually interconnected.

(According to I. Postnikova)

Teacher:- Determine the main idea of the statement.

Name two phrases different types connections. Make a syntactic analysis of the phrase according to the plan 2 .

(Students complete the task on their own, 3 people at the blackboard)

Have you ever heard that it doesn't happen - approx .; about woolen trees, such words - acc.; drank cotton wool, they call the phenomena - ex.

Propaedeutics. Getting ready for the GIA

Teacher: Today we will get acquainted with you with one more concept - stylistic synonyms. This is a series of words with the same lexical meaning relevant in different contexts of communication.

Teacher: - Write down the phrases:

Shelter in the house, provide shelter, give shelter, settle in one's home, give shelter, a roof over one's head.

Teacher: - When are these phrases used in speech?

Shelter in the house, provide housing, give shelter (book style); to settle in oneself, to give shelter, a roof over one's head (colloquial style).

Teacher: - The topic "Phrase", guys, requires deep understanding and memorization, because this section is included in the tasks of the GIA. Today this task IN 2 . And now we will practice together to complete the tasks, and then on our own.

Slide #9

Replace the phrase ASKED WITH A grin (ex. No. 7: Bannikov even whistled, pulled up the tops of his new cloaks, asked with a grin), built on the basis of communication management, with a synonymous phrase with the connection connection. (Asked smiling).
Replace the phrase CHILDREN'S IMAGINATION (Ex. 9), built on the basis of the connection agreement, with a synonymous phrase with the connection control. (Imagination of children).

Independent work. Slide number 10,11

Target : creating conditions for the formation of the skill of solving educational problems that meet the requirements of the GIA

Handout for each student

1. Determine the way phrases are linked:

1. Purple twilight

2. Get out quickly

3. Float on water

4. A flock of birds

5. Walked looking back

6. Waving his hand

7. Hit hard

9. Went to get drunk

10. Heard a rustle

11. Very far

12. Eleventh on the list

13. Seventh day

2. Tasks of GIA 2013

1. Replace the phrase SPOKEN WITH rapture (sentence 18),

Communication-based management, synonymous with communication

Adjacency. Write the resulting phrase.

2.Replace the phrase ENEMY ARTILLERY, built on the basis of communication

Harmonization, a synonymous phrase with communication management. write down

The resulting phrase.

3. Replace the phrase UNCLE'S WIFE, built on the basis of communication management,

A synonymous phrase with a connection is agreement. Write down the result

Phrase.

Teacher: A now exchange works and check by key.

Slide #12

Reflection:

Name the ways of subordination.
What parts of speech act as dependent words in coordination, control, adjunction.
What is not a phrase?
What do the terms "free" and "non-free phrases" mean?

Homework: § 10, ex. No. 186

Workshop on completing task B3 at the Unified State Examination in the Russian language

As the analysis shows USE results, test-takers as a whole successfully cope with task B3.

Particularly effective is the solution of tasks in which it is required to determine the method of subordination in a demonstrative phrase ( Indicate the type of connection in the subordinating phrase all sky (sentence 20). This is due to the fact that in such cases, the examinee does not analyze the entire sentence ( all sentences) as a whole, but only the given phrase.

Difficulties always arise when the same task requires finding a phrase in a particular sentence or text fragment ( From sentence 18, write out the subordinating phrase with the connection AGREEMENT), especially if the dependent component of such a phrase is a pronoun in a prepositional case form (on that day).

Diagnostic work revealed typical mistakes when completing task B3. They are related:

with insufficient ability of examinees to distinguish between lexical and grammatical categories of words (primarily pronouns and adverbs),
determine the value grammatical features and functions in the speech of words of different lexical and grammatical categories,
with insufficient ability to establish the dependence of some words on others and isolate a phrase from a sentence.

When preparing for the exam, special attention must be paid to the formation of the ability to establish the dependence of some words on others and to isolate the phrase from the sentence, which causes great difficulties when completing task B3.

We start work with repetition and generalization of the material.

What is a phrase?(this is a combination of two or more words related in meaning and grammatically).
What are the types of phrases by meaning?

We pay attention to subordinate phrases, because they are found in USE tests. Our task is to consider ways of connecting words in a phrase.

1. We conduct a workshop on the selection of all phrases from sentences.

Select all phrases:

My brain cleared dope
The soul is drawn into the primitive.
I see dewy fogs!
I hear a fake tune! (I. Severyanin "Epilogue")

Write out phrases: my brain
cleared up the brain
drawn into the primitive
dewy fogs
I see fogs
hear the motive
fake motif

I like that you are not sick of me,
I like that I'm not sick of you,
That never a heavy globe of the earth
Won't float under our feet. (M. Tsvetaeva)

Write out phrases: I like
sick not by me
under our feet
heavy ball
globe
will never float

2. Workshop on determining the ways of connecting words in a phrase:

loud rustle (coordination);
go for luggage (management);
argue fervently (adjacency);
make a jump (control);
to speak in a whisper (adjacency);
overnight in the forest (management);
draw with a pencil (management);
shines brighter (adjacent);
my profession (coordination);
welcome guest (approval);
violation of the rules (management);
three comrades (coordination);
you need to think (adjacency);
gooseberries (management);
clear morning (coordination);
noticed by you (management);
speak more quietly (adjacent);
fall backwards (adjacency).

3. Working out the task of the exam.

The task in the tests sounds, for example, like this: “Write out a phrase from sentence 6 with an adjunction connection.” The number of the offer and the method of communication, of course, can be anything.

What kind steps to take to complete this task?

Highlight grammatical basis, because it cannot be a phrase.
Based on the given task, we pay attention to the main OR dependent word (we are looking for the necessary parts of speech). Do not forget that the words in the phrase MAY BE BROKEN with other wordsand.

Step by step work on the task:

1. From the sentence, write out the phrase with the connection CONNECTION:

Recently, someone - I don’t remember who - said: if we didn’t teach literature, there would be no missiles, no Korolev, or much more.

The first basis - someone said; the second basis - do not be; the third would not be.
Since, when adjoining, the dependent word is an invariable part of speech, we will find an adverb in it (there are no gerunds and an indefinite form of the verb in the sentence). The only adverb is in the first simple sentence- recently. It is connected with the predicate: said (when?) Recently.
Therefore, we write the answer as these words are used in the sentence: recently said.

2. From the sentence, write out the phrase with the connection CONNECTION:

The writer, the true writer, does not compromise his conscience, even when he is in need.

3. From the sentence, write out the phrase with the connection AGREEMENT:

But then on what should we base our judgments about the life of society?

4. From the sentence, write out the phrase with the connection MANAGEMENT:

Quite often a cold, rational, technical process of work should come to the rescue.

5. From sentences 10-13, write out the phrase with the connection CONNECTION:

(10) We say this at a time when millions of books are being printed and every year the fountains of printed pages freeze like snowy mountains. (11) In this labyrinth of paper glaciers, snow blindness can strike an inexperienced traveler. (12) But a vigilant librarian is like a true keeper of Knowledge. (13) He knows how to guide the boat of the seeker through the waves of the boundless printed ocean.

6. From the sentence, write out the phrase with the connection MANAGEMENT:

Everyone hoped for the best, but our hopes were not justified.

7. From sentences 11, 12 write out the phrase with the link AGREED:

(11) When the sun shines, the light multiplies a hundredfold. (12) At such an hour you feel like a birthday person on earth.

8. From the sentence, write out the phrase with the connection MANAGEMENT:

My passion for sports came in handy very soon.

9. From the sentence, write out the phrase with the connection CONNECTION:

The discoveries of archaeologists have made a real revolution in the views on art that existed earlier.

Hello. Please tell me what type of communication will be in the phrase "work from the heart." If adjoining, then do I understand correctly that "from the heart" is an adverb?

Communication type - control.


	Question No. 302682

Are these phrases adjoining m? Read aloud, do exactly the same, thinking about the task, the desire to understand, walked slowly.

Answer help desk Russian language


	Question #285879

In the next / op. BACK HOME what type of connection and why?