Subject: Complex sentences with subordinate clauses

Purpose of the lesson: 1.Explain a new topic

2.Develop oral and written speech, logical thinking,

memory, distinguish ERP from SPP

3.Cultivate interest in the lesson.

Lesson type: combined

Methods: practical, verbal, managerial.

Equipment: interactive board, tables, Russian language textbook for 9 grades of secondary schools with Kazakh language of instruction (N.N. Shmanova, N.Zh. Shaidermenova, A.T. Kosherova - Almaty. “Mektep” 2013)

During the classes

1.Organizing time

Psychological mood of students for the lesson.

Hello guys! Let's wish each other good luck.

2. Homework survey

(SPP with subordinate conditionals exercise 91)

Brain attack

A).What does syntax study?

Phrase and sentence

B). Who compiled the first scientific grammar of the Russian language?

Mikhail Vasilievich Lomonosov

Q) In what year was the grammar published?

In 1755.

D).A complex sentence consists of...

-two or more simple sentences

D). Name the species complex sentences?

Union and non-union

E).What conjunctions connect complex sentences?

Coordinating

G).What conjunctions connect complex sentences?

Subordinate

3.. We cleared our school grounds to plant trees and flowers.

Now guys, name some proverbs about work

The sun paints the earth, but labor paints man

4.Problem situation

Why, for what purpose should we work?

There was prosperity

To earn money

We have to work hard to

make your dream come true

to be healthy

Guys, what is the topic of our lesson today?

Complex sentences with subordinate clauses.

5. Learning new material.

Subordinate clauses of purpose indicate the purpose of what is being said

is said in the main sentence and answers questions

For what? For what? for what purpose? They apply to everything

the main sentence and are associated with it most often with

with the help of unions so that, so that Subordinate goals can

be placed before or after the main clause.

The main clause may contain demonstrative words for that.

To shorten the journey, he swam across the river.

Compare:
In russian language	In Kazakh language
To hold the Russian Language Week, we developed its script. We study different subjects to know the basics of science.	Orys tel i aptasyn otkizu ushіn without this scenario thirst. The thick part is white and without articulation.

6. Strengthening exercises

Exercise 103. From simple sentences, create complex sentences with subordinate clauses. When writing, where possible, change the place of the subordinate clause in relation to the main one. Place punctuation marks.

Exercise 104. Read the text. Retell

Questions about the text

What do you need to understand in order to master a language?

What types of people are divided into in terms of learning languages?

What types of people need business advice when learning languages?

What is the main way to learn languages?

How much time per day should you spend to successfully learn a language?

How much character will help you withstand this regime?

How do you learn languages?

Vocabulary work

Work regularly - uday enbek etu

They don’t want to touch a finger - zhumys istegisi kelmeydi

Do not give any concessions-Ozin-Ozi ayamau, erinbeu, zhalykpau

Exercise 105. When answering the questions on the left, use appropriate words and phrases from the right side.

7. Game "Who is faster" assemble sentences from scattered words.

You need to get a school in order to finish an education, or, or, a lyceum, a gymnasium, a secondary school.

Lessons, in, I, to, go, to the library, to cook.

So that I will go to the city to study.

8. Differentiated task

І -level. Insert conjunctions and conjunctive words into complex sentences and determine the type

subordinate clause.

A) Everyone was silent... you could hear the rustling of flowers

b) I came.....to ask for an apology for my actions.

II level. Make sentences according to the diagram

, (to).

(In order to), .

9. Creative work

Exercise Make a Venn diagram, indicate the differences and common features of BSC and SPP

10. Homework learn the rule. Exercise 108.

11. Commenting on ratings

12.Reflection

What did I learn? What have I learned?

Most of all I liked....

Lesson topic: Complex sentence with subordinate purpose.

Lesson type: Lesson on learning new material.

Objectives: Formation of the concept of an IPP with a subordinate purpose.

Tasks:

Introduce the structural features of the SPP with the subordinate purpose.

To develop the ability to construct sentences of this type and correctly formulate them in oral and written speech.

Learn to find SPPs in literary texts.

Expected result: Students will be able to:

Recognize and differentiate types of SPPs with studied subordinate clauses;

Model and use different types of dictionaries in speech;

Characterize the syntactic structure of NGN;

See SPP in literary texts.

Equipment, visibility:

Organizing time:

Welcome speech from the teacher.

We continue to study the topic “Complex sentence”.

1. What work do you think we’ll start our lesson with?

Agree + or disagree – with this statement

1. Syntax is a Greek word that means “structure”, “composition”

2. Sentences can be simple, complex and compound

3. A complex sentence consists of two simple sentences

4.Composition complex sentence includes a main clause and one or more subordinate clauses.

5.Simple sentences within a complex sentence are always equal.

6. Subordinating conjunctions or allied words act as means of communication in a complex sentence.

7. Conjunctive words answer questions and perform a syntactic role.

8. Subordinate clauses in complex sentences, depending on their meaning, are divided into explanatory, attributive, and adverbial.

9.The type of subordinate clause is determined by the conjunction or allied word.

10The type of subordinate clause is determined by the question posed by the main clause.

11.The main clause from the subordinate clause in writing is usually separated by a comma, and in oral speech by a pause.

Self-test Key to the task: 1-+ 4+6+7+8+10+11+ 1 mistake ready for lesson, 2-3 mistakes partially ready 4 mistakes or more - not ready for lesson

Comment on each correct option (optional and chained).

2. Motivational moment of the lesson:

Here are 3 offers. What task can you complete? What skills do you use?

Remind the reasoning algorithm. Explain what are their similarities and differences?

1. I demand that you reveal the secret hopes of your soul to me.

2. He strove to write in such a way that it would be easy to read what he wrote.

3. The coachmen tied the bells so that the ringing would not attract the attention of the watchmen.

(to – ambiguous conjunction)

Which of the proposals caused difficulty?

(NGN with subordinate clause: explanatory, course of action, goal)

Maybe someone has already guessed what the lesson will be about? Try to formulate the topic yourself and determine the goals of the lesson.

2. Message of the topic and purpose of the lesson: (determined by children)

IPP with subordinate purpose. We will learn to identify features, construct, place commas, and find in the text.

3.MESSAGE STUDY Vova Emelin

1. Questions: subordinate goals answer the questions why? For what? for what purpose?

2. Means of communication: subordinate goals are attached to the main sentence by conjunctions: so that, in order to, so that, then that, in order to, particle conjunctions only, if only, etc.

Composite unions in order to, then in order to, etc. can fully perform the function of a union. However, depending on the meaning and logical stress, a compound conjunction can be divided into two parts. The first part is part of the main sentence and is an indicative word - a circumstance of the goal: with that, for that, then, etc.; the second part of the compound conjunction (to) remains in the subordinate clause and independently performs the function of a simple subordinating conjunction. In this case, the comma is placed once - in the middle of the compound conjunction.

3. Place in a sentence: subordinate goals can appear after the main clause, before the main clause, or in the middle of the main clause.

4.Collect and read the scattered sentence (Who is faster):

1. He picked up a spear out of boredom with something steel to play with.

2. think to live, I want to suffer so that I can.

3. be proud of my name, you are the glory I wish with.

Answers:

1. He picked up a steel spear to play with something out of boredom. (goals)

2. I want to live so that I can think and suffer. (goals)

3. I wish you glory, so that you can be proud of my name. (goals)

Determine sentence structure? Type of clause? Explain?

Determine what artistic device is used in the sentences?

What role do special clauses with subordinate clauses play in the text?

(1 and 3 – with inversion). We check the completed exercise. and we conclude that SPPs with these subordinate clauses help construct complete answers and make our speech more accurate and complete. Slide 3

5. Physical education minute: slide 7

6.Task “Constructing sentences” Peer review

Task formulation: Connect subordinate clauses with main clauses. Determine the type of subordinate clauses. (If you are at a loss, the table on page 58 will help you)

1.And she had to become more careful,

2In order to learn to tell the truth to people,

3. The Dymkovo clay toy is fired in a kiln.

4. The bear did not attack the hunter out of malice,

5. In order not to attract close attention to yourself,

7.To achieve strength

8.the stranger sat down on a bench near the door

9. You need to learn to say it to yourself.

10.to save your freedom.

11. but in order to protect their cubs.

Answers:

1+10, And she had to become more careful in order to save her freedom.

2+9, 2. In order to learn. To tell the truth to people, you must learn to tell it to yourself. /L.N. Tolstoy/

7+3, To achieve strength, a Dymkovo clay toy is fired in a kiln.

4+11, The bear attacked the hunter not out of malice, but in order to protect her cubs.

5+8, So as not to attract close attention to himself, the stranger lined up on a bench near the door.

Which of the proposals is aimed at human self-education?

7.Working with text. What task can you complete?

1) We often say to each other: I wish you all the best. 2) This is not just an expression of politeness. 3) In these words we express our human essence. 4) You must have great fortitude to be able to wish goodness to others. 5) In order to be able to feel, to be able to see the people around you kindly, you need not only an indicator of culture, but also the result of enormous internal work of the spirit.

6) When turning to each other with a request, we say: please. 7) A request is an impulse of the soul. 8) To refuse help to a person means to lose one’s own human dignity. 9) Indifference to those in need of help is mental deformity. 10) To protect yourself from indifference, you need to develop in your soul complicity, empathy, compassion and at the same time the ability to distinguish harmless human weaknesses from vices that cripple the soul.

11) To increase goodness in the world around us - this is the greatest goal of life. 12) Good is made up of many things, and every time life presents a person with a task that one must be able to solve 13). Love and friendship, growing and spreading to many things, gain new strength, become higher, and man, their center, becomes wiser.

(According to D.S. Likhachev)

Determine the type of text, prove it.

What is the theme of the text? (good in the world.)

How many microthemes?

Name the sentences that express the main idea of ​​the text 8 – 9

ON ONE'S OWN.

1.Find IBS with adverbial clauses of purpose.

RECORD ONLY THE OFFER NUMBER(S).

2. Give 2 sentences (arguments) in the second part, using the IPP with a subordinate adverbial purpose.

Text Information for Concise Exposition

№ paragraph

Micro theme

Wishing people well is an expression of the essence of a person. The ability to see the world around us and people in a kind way is an indicator of culture, the result of a lot of internal work.

Kindness is human dignity, and indifference is mental deformity; to protect yourself from it, you need to develop sympathy and complicity in your soul.

To increase goodness in the world around us is the greatest purpose of life; the ability to love and make friends makes a person wiser and stronger.

Summarize:

Answer the questions using IPS with a subordinate clause of purpose:

1. For what purpose did you come to the lesson?

2. For what purpose do you need to study SPP?

3. Why do you need to be able to build WBS diagrams?

Homework: Slide 6

Mandatory for everyone: Complete exercise 166 according to the proposed task.

To choose from:

1. Write an essay-reasoning on the topic “To - a polysemantic conjunction.” Use examples of IPPs recorded in class as arguments.

Or

2. Find and write out 4-5 SPP with subordinate purpose from the texts of works of art.

Self-esteem:

Rate yourself using the rating scale. (Children evaluate themselves) Slide 7

Thank you for the lesson!

Now I will know that...

I was upset that...

I am glad that…

Russian language 9 "B" class

Open lesson on the topic:

Lesson Objectives: 1.form in students the concept of a complex sentence with a subordinate clause;

2. develop skills in performing grammatical analysis;

3. cultivate a desire to learn languages.

Lesson type: combined.

During the classes:

1.Org.moment. The lesson begins with a circle of joy.

Let's hold hands tightly

And let's smile at each other

The earth is waking up

Together with her and me.

State the topic and purpose of the lesson.

Dividing the class into groups.

II. Homework survey.

Complex sentences with subordinate clauses, exercise 121

Digital dictation

A number of statements are proposed, either correct or obviously false. If you answer affirmatively, “yes,” then put “1,” but if you disagree with the statement, “no,” then put “0.”

Is it true that:

1. Do complex sentences consist of two or more simple sentences?

2. Unions A, BUT, ZATO, HOWEVER, connecting?

3. Are complex sentences connected using coordinating conjunctions?

4. Unions AND, ALSO, ALSO, NEITHER...NOR - dividing?

5. Does a complex sentence consist of two or more unequal parts: main and subordinate?

6. In complex sentences with conjunctions OR, OR, THAT...THAT, NOT THAT...NOT THAT, is one phenomenon opposed to another?

7. Is the subordinate clause subordinate to the main one in meaning and structure?

8. Complex sentences with conditional clauses answer the question UNDER WHAT CONDITIONS?

9. Subordinate reasons are attached to the main conjunctions BECAUSE, BECAUSE THAT, SO HOW?

You should get the following response:

"101 010 111"

Students fill out the “Blind” chart

Brain attack

Students answer the questions: What needs to be done to get a good education? At what age do you need to start training to become a good athlete?

Complex sentences:

I know......

I would like to know.....

Introduction to new material:

Working with the textbook. Each group reads the rules and explains to each other.

Reading theoretical material in the textbook on pp. 82-83

Compose questions and answer them.

Recording questions and conjunctions of IPPs with subordinate clauses in notebooks.

Learning new material:

Subordinate objectives in SPP indicate the purpose of what is reported in the main one. Answer the questions: why? for what purpose? For what? and are usually connected by unionsSO WHAT . The subordinate clause can be in any position in relation to the main clause, before or after the main clause. Sometimes there may be a demonstrative word in the main clausefor that :

For example: He swam across the river in order to shorten the path.

Working with a table. Using the table, give a definition of IPP with subordinate clauses of purpose.

Subordinate clause type	What is the main word that explains what it explains?	What conjunctions or what allied words does it join?	What questions does it answer?	Place of subordinate clause
IPS with clauses of purpose	Applies to the entire main clause	So that Demonstrative words for that	For what? For what? For what purpose?	before and after the main clause

Pinning a new topic:

1.Working with the textbook, exercise 103. From simple sentences, make up IBS with subordinate clauses of purpose. When writing, where possible, change the location of the subordinate clause. Place punctuation marks. Make graphic diagrams of the WBS.

For example: We cleared the area so we could plant flowers. So that we could plant flowers, we cleared the area.2. Exercise 104. Working on the text “Language and People”, p.84

Write out the IPP with subordinate clauses and make diagrams of them.

Game "Who is faster?"

Compose an IPP with subordinate clauses of purpose. Exercise 105

Why do we go to school?

For what purpose do we study different subjects?

Why do you need to study languages?

Connect the parts of the IPP with the subordinate clauses of the goal:

Exercise 107 /orally/

Answer the questions using complex sentences with subordinate clauses.

Mission "Finish"

Exercise 108

Complete the second part of the SPP.

Homework:

Learn the rules, exercise 106 p. 86

Translate into Russian using sentences with subordinate clauses.

Reflection:

1. The lesson is useful, everything is clear.

2. Only some things are a little unclear

3. You still have to work hard.

4. Yes, it’s still difficult to study!

Secondary school No. 19

Open lesson on the topic:

Complex sentences with subordinate clauses

/9 “B” class/

The lesson was taught by: Aitkalieva B.U.

№1.

Adverbial clauses- subordinate clauses that answer the same questions as the circumstances.

At the center of adverbial complex sentences are sentences whose meaning is in one way or another connected with the relationship of cause and effect. These are sentences with subordinate clauses causes, consequences, concessions, conditions, goals . Due to the known proximity of meanings, they are easy to confuse with each other. However, each of these varieties is characterized by its own unions ( subordinate clause - union So,goals - union to etc.).

Each of these varieties of complex sentences also has its own differences in meaning.

So, a complex sentence with subordinate reasons expresses the relationship between two events, one of which (from the speaker’s point of view) naturally gives rise to the other.

For example: The car turned on its headlights,because it's already dark in the forest (G. Nikolaeva).

Complex sentences of consequence convey the same relationships, but the reason in them is expressed in the main part, and not in the subordinate part: It's already dark in the forest,so the car turned on its headlights . What was the main clause in the first case has become a subordinate clause here.

Concessive complex sentences are also related in meaning to causal ones. But the consequence here is directly opposite in meaning to what naturally follows from the content of the subordinate clause.

For example: Although it's already dark in the forest , the car did not turn on its headlights. The speaker is waiting for the natural consequence of the subordinate clause ( the car turned on its headlights), but it is not implemented.

Adverbial clauses are also close to causal, but the cause here is the desire of the actor in the main clause for the action of the subordinate clause to be realized.

For example: He arrived in Rostov,to go to college .

Compare: He arrived in Rostov,because I wanted to go to college .

Adverbial clauses also convey a reason, but one that the speaker is not sure of.

For example: If your brother went to college

Compare: Since my brother went to college , he will write to us about it soon.

In addition, adverbial clauses include clauses of time, comparison, and manner of action.

Complex sentences with adverbial clauses

Theoretical information Adverbial clauses are very diverse and therefore have their own classification. There are the following types of adverbial adverbs: manner of action and degree, place, time, condition, cause, purpose, comparison, concession, consequence. Clauses of manner and degree denote the image, degree or measure of the action (attribute) named in the main sentence; answer the questions: How? how? in what degree? how much? and etc.; refer to phrases in the main clause: verb + So; full adjective + such; full adjective + noun + such; join unions what, to, as if etc. and allied words: how, how much, how much and etc. The main clause may contain demonstrative words: so, so much, so much, to such an extent, such and etc. For example: I was born in Russia. I love her so muchthat words can’t say everything ( S. Ostrovoy). The air is clearso much so that the jackdaw's beak is visible... (A. Chekhov). Subordinate clauses indicate the place of action named in the main clause; answer the questions: Where? Where? where?; refer either to the entire main sentence or to its predicate; are joined by conjunctive words: where, where, where. In the main sentence they often correspond to demonstrative words: there, there, from everywhere, everywhere, everywhere and etc. For example: Go on the free road,where does your free mind take you? (A. Pushkin). There,where the thicket ended , the birches were whitening. Clauses of time indicate the time of the action named in the main clause; answer the questions: When? how long? since when? How long? and etc.; refer either to the entire main clause or to its predicate. The main clause often contains demonstrative words: then, now, always, once, sometimes and etc. For example: While he was singing , Vaska the cat ate all the roast(I. Krylov). Sometimes,when you wander through unmown fallow land , almost from under your very feet a large brood of quails or gray partridges bursts out(S. Ognev). Subordinate clauses indicate the condition under which the action named in the main clause can occur; answer the questions: under what condition? in which case?; refer either to the entire main sentence or to its predicate; are joined by conditional conjunctions: if, once, if, if, when(in meaning " If"), How(in meaning " If") and etc. For example: If life deceives you , don't be sad, don't be angry(A. Pushkin); When there is no agreement among comrades , things won’t go well for them(I. Krylov). Additional reasons indicate the reason for what is said in the main sentence; answer questions Why? from what? because of which? for what reason?; refer either to the entire main clause or only to the predicate; are joined by causal conjunctions: since, because, because and etc. For example: I'm upset,because you're having fun (M. Lermontov); The Ossetian cab driver tirelessly drove the horses,because I wanted to climb Kaur Mountain before nightfall (M. Lermontov). Subordinate goals indicate the purpose of the action named in the main clause; answer the questions: For what? For what? for what purpose? For what? and etc.; refer either to the entire main sentence or to its predicate; are joined by target unions: so that (so that), then in order to, in order to and etc. For example: To become a musician , it takes skill(I. Krylov). I want to liveto think and suffer (A. Pushkin). Subordinate comparisons explain the content of the main sentence by comparison; answer the question: like what?; refer either to the entire main sentence or to its predicate; join comparative unions: as if, as if, exactly, with what (that) and etc. For example: It was quiet for two minutesthe convoy seemed to have fallen asleep (A. Chekhov). And the spruce tree knocks on the window with a thorny branch,how sometimes a belated traveler knocks (A. Pleshcheev). Subordinate concessions indicate the circumstance in spite of which the action named in the main sentence is performed; answer the questions: no matter what? in spite of what?; refer to the entire main clause or its predicate; join by concessional unions: although (at least), despite, let, letting, for nothing; although etc., allied combinations: no matter what, no one, no matter how much, no matter when, no matter how and etc. For example: Hot,although the sun has already dropped to the west (M. Gorky). Even though it's cold , but not hungry(Proverb). Wherever you throw it , wedge everywhere(Proverb). Subordinate corollaries denote a consequence (conclusion, result) arising from the content of the main sentence; answer the questions: what follows from this?; refer to the entire main clause; join unions: consequences so, therefore. For example: The wind howls at the top of its lungs,so I couldn't sleep in my room (I. Goncharov). The whole next day Gerasim did not show up, so the coachman Potap had to go get water instead.(I. Turgenev). It is necessary to distinguish between a subordinate clause of consequence and a subordinate clause of manner and degree. Compare: The road was washed away by the rain,so that wide ruts formed across the mountains (I. Goncharov) (clause of consequence); The road was washed out by the rain,that wide ruts have formed across the mountains (clause of manner and degree).

№2. Complex sentences with several subordinate clauses

Theoretical information Complex sentences with two or more subordinate clauses are of two main types: 1) all subordinate clauses are attached directly to the main clause; 2) the first subordinate clause is attached to the main clause, the second - to the first subordinate clause, etc. I. Subordinate clauses that are attached directly to the main clause can behomogeneousAndheterogeneous. 1. Homogeneous subordinate clauses, like homogeneous members, have the same meaning, answer the same question and depend on one word in the main sentence. Homogeneous subordinate clauses can be connected with each other by coordinating conjunctions or without conjunctions (only with the help of intonation). The connections of homogeneous subordinate clauses with the main clause and among themselves resemble the connections of homogeneous members of the sentence. For example: [ I came to you with greetings, to tell you], (What Sun is up), (What it fluttered with hot light across the sheets). (A. Fet.) If homogeneous subordinate clauses are connected by non-repeating conjunctions and, or, a comma is not placed in front of them, as with homogeneous members of the sentence. For example: [ I answered], (What nature is good) And ( What Sunsets are especially good in our area). (V. Soloukhin.) The connection of homogeneous subordinate clauses with the main clause is called homogeneous subordination. 2. Heterogeneous clauses have different meanings, answer different questions, or depend on different words in a sentence. For example: ( When I have a new book in my hands), [I feel], (What something living, speaking, wonderful came into my life). (M. Gorky.) With heterogeneous subordination, subordinate clauses can refer to the same words of the main sentence, but are not homogeneous, since they answer different questions. The connection of heterogeneous subordinate clauses with the main clause is called parallel subordination. II. The second type of complex sentences with two or more subordinate clauses are those in which the subordinate clauses form a chain: the first subordinate clause refers to the main clause (clause of the 1st degree), the second subordinate clause refers to the subordinate clause of the 1st degree (clause of the 2nd degree) etc. For example: [ The young Cossacks rode vaguely and held back their tears.], (because were afraid of their father), (which I was also a little embarrassed), (Although I tried not to show it). (N. Gogol) This connection is called consistent submission. With sequential subordination, one clause can be inside another; in this case, there may be two subordinating conjunctions nearby: what and if, what and when, what and since, etc. For example: [ The water came down so scary], (What , (When soldiers were running below), raging streams were already flying after them) (M. Bulgakov).

№3.Complex sentences with subordinate clauses

To express our opinion, our attitude to a fact or phenomenon, we often use complex sentences with explanatory clauses.

Explanatory clauses refer to members of a sentence that have the meaning of speech, thought, feeling, message, etc. Verbs in which the subordinate clause is used usually mean: speech ( said, shouted), perception ( saw, heard, felt), mental activity ( thought, decided, determined), the internal state of a person ( was afraid, surprised).

For example, I.S. Turgenev in his letter to P. Viardot wrote about his feelings: I I can't see without worry , like a branch covered with young green leaves, clearly appears against the blue sky.

In a sentence: Sophia, characterizing Chatsky, speaks that “he is especially happy with friends”, - a speaking verb is used.

Very often we use explanatory clauses when we express our opinions:

I am convinced... I believe... I agree that... I can say with confidence... It seems to me... I am attracted (interested) by the thought, (statement) about... .

Besides, complex sentences with explanatory clauses convey indirect speech: I explained to them that I am an officer, going to the active detachment on official business. (M. Lermontov) Vera said, that he doesn't want tea , and went to her room.(N. Chernyshevsky)

Complex sentences with subordinate clauses

Theoretical information Explanatory clauses answer case questions and join the main part with conjunctions ( what, as if, as if, as if, to, whether etc.) and allied words (what, who, how, which, why, where, where, from, why, etc.). For example: I want,so that a feather was compared to a bayonet(V. Mayakovsky) - means of communication - union so that . I don't know, I wantwhether I'll go with them- means of communication - union whether , which, like coordinating conjunctions same, also, also, is not at the beginning of the part. They saidthat it seems he became addicted to collecting smoking pipes.(A. N. Tolstoy) - means of communication - compound union that it seems . How could God alone sayWhich Manilov had a character(N.V. Gogol) - means of communication - union word Which, part of the predicate. It's sad to see a young man lose his best hopes and dreams...(M. Yu. Lermontov) - means of communication - union When . Explanatory clauses refer to one word in the main part - a verb, a short adjective, an adverb, a verbal noun with the meaning of speech, thought, feeling, perception. For example: Irejoiced / expressed surprise / was glad that he came. It's good that he came. The main part may contain an index word That in different case forms: I was happythat that he came. In this sentence, the word that can be omitted, so the subordinate clause refers to the adjective glad. However, in some complex sentences with explanatory clauses, the demonstrative word in the main part is an obligatory component of the sentence structure. For example: It all startedsince then that father has returned. Such subordinate clauses refer specifically to the demonstrative word, which can only be the word that. This feature brings such sentences closer to pronominal-definitive ones, while the use of a conjunction rather than a conjunctive word allows them to be classified as explanatory. An explanatory clause is usually located after the word in the main part to which it refers, but occasionally, mainly in colloquial speech, it can be located before the main part. For example: That he won't come , it was clear to me right away.

№4. Complex sentences with attributive clauses

Theoretical information Determinative clauses explain (characterize) that member of the main part of the sentence that is expressed by a noun or pronoun, and answer questions of definition: Which? whose? For example: (1) Blizzards ( which? ), (2) that they are banging on the doors, (1) they won’t knock me off the road. Subordinate clauses are added to the main part only with the help of allied words which, which, whose, what, where, where, where, when: For example: And Tanya seeshouse empty(Which?), Where Our hero lived recently. (A. Pushkin) [– = noun. ], (where = –). Subordinate clauses have a strictly defined place as part of a complex sentence: they stand always after the word being defined. For example: Childhood isjourney (which?), which no one has managed to do twice . (V. Sanin) [noun. – noun ], (which =). Conjunctive words which, which, whose with a defined word only agree in gender, number , and their case form depends on which member of the sentence these allied words in the subordinate part are: For example: I likepeople who the life of the country is not indifferent.(The word which is used in the dative case.) Compare: I likepeople with whom easy to communicate.(Word which used in the instrumental case.) - I like people about whom legends are made.(Word which used in the prepositional case.) Word which can stand not only at the beginning, but also inside the subordinate clause. For example: 1) A river flows near the village, the sourcewhich is located in the forest foothills.(M. Lermontov) 2) As if chained, the northern river fell silent, the noisewhich The grandfathers and great-grandfathers of the Pomor fishermen listened.(I. Sokolov-Mikitov) Close in meaning to the definitions clauses of pronominal attributives which refer to pronouns that, each, such, all, every etc., located in the main part. For example: (1) Everything will go far into the pastThat , (2) what do I live for . (N. Glazkov).[ = That ], (how – =).

№5.Types of subordinate clauses in complex sentences

Subordinate clause is a syntactically dependent predicative part of a complex sentence containing a subordinating conjunction or a conjunctive word.

For example: Vladimir saw with horror that he had driven into an unfamiliar forest(Pushkin). It is very difficult to describe the feeling I felt at that time.(Korolenko).

The term “subordinate clause” used in educational practice is usually replaced in theoretical works by the term “subordinate clause” (accordingly, instead of “main clause” - “main part”); This avoids the use of the same term “sentence” in relation to the whole and its individual parts, and also emphasizes the interconnectedness of the structural parts of a complex sentence.

School textbooks present two types of classifications of subordinate clauses.

1. Subordinate clauses are divided into three groups: attributive, explanatory and adverbial; the latter are divided into subgroups.

2. Subordinate clauses are divided into subject, predicate, attributive, additional and adverbial, depending on which member of the sentence is replaced by the subordinate clause (to determine the type of subordinate clause, questions asked to various members of the sentence are used).

Since the classification adopted in the first case is more common in the practice of school and pre-university teaching, we will adhere to it.

Let us recall that knowledge about the types of subordinate clauses in a complex sentence is also tested in Unified State Exam tests V parts B(task B6) in 11th grade.

Types of subordinate clauses in complex sentences

Theoretical information According to the meaning and structure, the subordinate parts of complex sentences are divided into three main groups, which correspond to three groups of secondary members of the sentence: definitions, additions, circumstances. Determinative clauses explain (characterize) that member of the main part of the sentence that is expressed by a noun or pronoun, and answer the questions of definition: which one? whose? For example: (1) Blizzards(which ones?), (2) that they're banging on the doors , (1) they won't knock me off the road.(A. Fatyanov) [ – , (that =), =]. Explanatory clauses explain the member of the sentence (most often the predicate) of the main part and, like additions, answer questions about indirect cases. For example: (1) We talked animatedly about(about what?), (2) how to resolve the current situation . [ – = ], (as =). Adverbial clauses indicate the place, time, purpose, reason, mode of action, condition, etc. of what is reported in the main part of the complex sentence. They answer questions of circumstance. For example: (1) To love music , (2) you have to listen to her first(for what purpose?). (D. Shostakovich) (To =), [=].

№6. Complex sentence

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