The meaning of subordinate clauses. Subordinate clause

Explanatory clauses answer questions about indirect cases. The main part needs semantic explanation; the main part without a subordinate clause looks unfinished.

Examples: Still, it seems to me that you do not have the right to do this. (it seems that?)

Subordinate clauses

Subordinate clauses answer the question which?; delivered not from the main part, but from the noun. In an explanatory clause there is always the word “which” or a word that can be replaced with it.

Examples: She sang tunes that moved me to tears. (what are the motives?)

Subordinate adverbial clauses

Adverbial clauses answer adverb questions. Since there are many adverb questions, we will divide adverbial clauses into subtypes:

The purpose clause answers the question “for what purpose?” The subordinate clause always contains the word “so that”

Examples: In order for the New Year to come sooner, we moved the clocks forward.

Subordinate concession. In a subordinate clause there is always a conjunction “although” or another synonym (despite the fact that, that neither, no matter how...)

Examples: The prince has a stupid face, although many considered him a dull person.

Subordinate clause. The subordinate clause always contains the conjunction “so that”. A comma must be placed before so.

Examples: The boat had no oars, so we had to row it with a board.

Additional reasons. The subordinate reason always contains the conjunction “because” or its synonym (since, because)

Subordinate conditions. There is a conjunction “if”, but sometimes the conjunction “if” can be played by the conjunction “when”.

Examples: If I had known all the consequences, I would not have gotten into the water.

Subordinate modus operandi. Answers the question “how?”, indicates the method of action.

Examples: He ate as if he had not eaten for three days.

Measures and degrees.

Examples: It was so dark that I couldn't see anything.

Subordinate clause of comparison.

Examples: The air occasionally trembled, like disturbed water trembles.

Subordinate clause of time. There is always the question “when?”

Examples: When I woke up, it was already dawn.

Subordinate place. Answers the questions “where? Where? where?"

REMEMBER: The main thing for determining the type of subordinate clauses is the semantic question.

Conjunctions and allied words can add additional shades of meaning to a complex sentence.

Example: The village where Evgeniy was bored was a charming place. — This is a complex sentence with a subordinate attributive, which has an additional spatial connotation of meaning.

In the Russian language, there is a group of complex sentences, the subordinate parts of which cannot be called either attributive, explanatory, or adverbial. These are complex sentences with subordinate clauses.

Such subordinate clauses contain an additional, incidental, additional message to the content of the main part of the complex sentence. In this sense, such subordinate clauses often approach in meaning to plug-in constructions.

The means of communication in them are the conjunctive words that, why, why, why, as a result of which, etc., which seem to repeat in a generalized form the content of the main part.

For example: His enemies, his friends, which may be one and the same thing, honored him this way and that. (A. Pushkin) The coachman decided to travel along the river, which was supposed to shorten the naked journey by three miles. (A. Pushkin)

It is impossible to pose a question to connecting subordinate clauses, since in the main part of a complex sentence there is no word or phrase that would require the presence of a subordinate clause.

Algorithm for determining the type of subordinate clause

1). Determine the main part of a complex sentence.

2). Identify the reference word in the main part (if there is one).

3). Ask the question from the main part to the subordinate clause:

• from the content of the main part as a whole;
• from the predicate in the main part;
• from a noun or pronoun in the main part;
• It is impossible to ask a question to a subordinate clause (with adjuncts and comparatives).

4). Indicate the means of communication in the subordinate part (conjunctions or allied words).

Which deals with the study of two units: sentences and phrases.

This article will focus specifically on sentence syntax. First, we will find out what the concept of a sentence as a whole means, and then we will talk in more detail about the types of subordinate clauses in the Russian language.

1. The concept of a proposal

Being one of the main ones, it is a set of one or several words, which, as a rule, contain a question (then they are called interrogative), a call to action (incentive) and the transfer of certain information (narrative).

Everything is usually divided into complex (equal) and complex subordinate clauses (these types of subordinate clauses are considered dependent. They are connected using special conjunctions or allied words).

2. How to correctly identify proposals?

By their nature, these units of syntax are very, very diverse. In order to determine, you just need to remember four main signs:

About grammatical meaning;

About the question this sentence answers;

About the part of the sentence to which it can be attributed;

About means of communication.

It is on the basis of these features that syntactic units are divided into circumstantial, attributive, connective and circumstantial.

3. in Russian

1. Definitive. Role performed: characterize the attribute of an object.

The question the sentence answers is: which one?

What does the sentence refer to: a noun.

Conjunctions and allied words: when, from where, where, which, which, whose, what, which.

Other characteristic features: demonstrative words are used - any, every, every, such, that.

For example: The camera I bought in Chicago last year takes excellent pictures.

2. Explanatory. Role performed: consider in more detail and complement the meaning of the main sentence.

The question the sentence answers is: what?

What they refer to: a verb, an adjective, an adverb, a single phrase.

Conjunctions and as, as if, so that, what, why, where, what for, when, where.

Other characteristic features: the demonstrative word “that” is used.

For example: I know I can do this.

3. Connecting. Role performed: contains an additional clarification message.

What they refer to: the entire main clause.

Conjunctions and allied words: “why”, “what”, “why”.

4. Detailed types of subordinate clauses. Subordinate clauses of this type are quite diverse and therefore also have their own classification:

• mode of action and degree

Role performed: indicate the measure, degree and manner of action.

The question the sentence answers is: how? how much? in what degree? How?

What they refer to: a verb or an adjective.

Conjunctions and allied words: “as if”, “so that”, “what”, “how much”, “how much”, “how”.

Other characteristic features: demonstrative words - “such”, “to such an extent”, “as much”, “so much”, “so”.

For example: He screamed so loudly that he almost deafened those present.

• places

Role performed: indicate the location of the action.

The question that these sentences answer is: where? Where? Where?

What do they refer to: the whole sentence or the predicate.

Conjunctions and allied words: “from where”, “where”, “where”.

Other characteristic features: demonstrative words - “everywhere”, “everywhere”, “there”, “there”.

For example: Where the road ended, the field began.

• time

Role performed: indicates the duration of the action.

The question the sentence answers is: until when? When? since when? how long?

Conjunctions and allied words: “until”, “since”, “until”.

Other characteristic features: demonstrative words - “sometimes”, “once”, “always”, “now”, “then”.

For example: While you were watching TV, I finished reading the newspaper.

• conditions

Performed role: denotes the condition under which an action is performed.

The question answered by the sentence is: in what case? under what condition?

Conjunctions and allied words: “kohl”, “if”, “times”, “if”, “how”.

For example: If you remind me, I will bring you a book.

• causes

Role: Indicates the cause.

The question the sentence answers is: for what reason? from what? Why? because of which?

What they refer to: everything Ch. to a sentence or to a predicate.

Conjunctions and allied words: “because”, “because”, “since”.

For example: He went on foot because... I didn’t want to travel in stuffy transport.

• comparisons

Role performed: provide explanation through comparison.

The question the sentence answers is: like what?

What does the sentence refer to: everything Ch. to a sentence or to a predicate.

Conjunctions and allied words: “as if”, “as”, “than”, “as if”.

For example: He chose to remain silent, like a fish.

Role performed: indicates the purpose of the action.

The question that the sentence answers is: for what? for what purpose? for what? For what?

What they refer to: everything Ch. to a sentence or to a predicate.

Conjunctions and allied words: “in order to”, “then”, “in order to”.

For example: I want to learn in order to know.

• concessions

Role performed: circumstance for performing an action.

The question the sentence answers is: despite what? in spite of what?

What they refer to: the entire main clause or the predicate.

Conjunctions and allied words: “no matter what”, “despite the fact that”, “what”, “although”, “even though”, “no matter how”, “whenever”, “no matter how much”

For example: Although it was cold, he was sweating.

• consequences

Role performed: means consequences, result or conclusion.

The question the sentence answers is: what of this?

What they refer to: everything Ch. proposal.

Conjunctions and allied words: “so”, “therefore”.

For example: Despite my hunger, I will not eat this.

In this chapter:

§1. Complex sentences. general characteristics

Complex sentences- these are complex sentences, the parts of which are unequal: one depends on the other. They are connected by a subordinating syntactic connection, expressed by subordinating allied means: .

The commonly used designation for complex sentences is SPP.

The independent part of the SPP is the main one. It's called the main clause.

The dependent part of the NGN is the subordinate part. It's called a subordinate clause.

An IPP can have several subordinate clauses. Since semantic relationships in SPP are expressed using subordinating conjunctions and allied words, the classification of SPP is in many ways similar to the classification of subordinating conjunctions. Allied means in the SPP are located in the subordinate part.
The subordinate clause can refer to one word in the main clause or to the entire main clause as a whole. Examples:

We communicated as if we had known each other for a hundred years.

(subordinate clause refers to the whole main thing)

When we met, we communicated more coldly than one might expect.

(clause refers to the word colder)

§2. Classification of NGN by meaning

The NGN classification reflects the meaning expressed by allied means.

The main division is into four types:
1). SPP with an explanatory clause(with conjunctions: what, how, so that, whether):

Olga said that she would return from Pskov on Monday.

2). SPP with subordinate clauses(with allied words: which, which, whose, what; where, where, from, how):

This is the house I would like to live in.

3). SPP with subordinate clauses: (with allied words that (in any case), why, why, why):

In the morning he took a shower, after which his wife fed him breakfast.

4). SPP with adverbial clauses:

We climbed a hill from where we had a beautiful view of the surrounding area.

Circumstantial meaning may be different: the circumstance of the manner of action, time, place, etc. Therefore, adverbial SPPs are divided into types according to meaning.

Adverbial clauses are divided into sentences with subordinate clauses:

1) places(conjunctive words: where, where, from):

We went down to the river where the children were swimming.

2) temporary(conjunctions: when, while, only, only):

I was sleeping when you called.

3) conditional(conjunctions: if, if (obsolete):

If he invites me to the cinema, I will go.

4) causal(conjunctions: because, since, for (obsolete):

Anna didn't come to the extra lesson because she didn't know anything about it.

5) targeted(conjunctions: so that, so that (obsolete):

Call Anna so that she also knows this news.

6) consequences(conjunction so that):

The grandmother agreed to help look after the children, so they were not left alone.

7) concessive(union though):

Dimka does not really like mathematics, although he has good mathematical abilities.

8) comparative(conjunctions: as, as if, as if, than):

The meeting was very tense and cold, as if none of us had known each other before.

9) measures and degrees(conjunctions: what, so that and allied words: how much, how much):

In just a week she accomplished so much that others would not have accomplished in a month.

10) course of action(conjunctions: that, to, as if, as if, exactly, as if and the conjunctive word as):

Study so that you don't get scolded for your grades

§3. Means of syntactic communication in NGN

The subordinating syntactic connection in NGN can be expressed in different ways:

• unions
• allied words

1. As mentioned above, a typical means of subordinating syntactic connection in NGN is conjunctions.

In addition to those mentioned above, derivative conjunctions are widely represented in the dictionary, which are formed in different ways:

a) from two simple conjunctions: as if, as soon as, only and others similar.

b) from simple conjunctions and demonstrative words with prepositions: after ; although; thanks to and others like that.

c) from simple conjunctions and words time, reason, purpose, condition, etc. with demonstrative words and prepositions (while; while; while; for the purpose of; due to the fact that and others similar)

2. Conjunctive words.
What words can serve as means of the main and subordinate parts of the dictionary?

First of all, these are relative pronouns who, what, which, what, which, whose, how many, standing in different forms, as well as adverbs where, where, from, when, why, how, etc.

How to distinguish conjunctions from allied words?

Unions are not members of the proposal. They serve only to express the nature of the syntactic connection and the meaning of the sentence as a whole. Unions cannot be questioned.

Conjunctive words, on the contrary, not only serve as a means of communication, but are also members of the sentence. You can ask them questions. For example:

I remember well the melody that my mother often hummed.

(melody (what?) which is a conjunctive word)

In the Russian language there is homonymy of conjunctions and allied words: what, how, when.

I think she will arrive tomorrow.

(What- union)

I know what she answered you.

(What- a conjunctive word expressed by a relative pronoun)

In addition, subordinating conjunctions, unlike allied words, are not distinguished by logical stress.

Subordinating conjunctions cannot be replaced with a word from the main part, but allied words can:

I remember the conversation you had with me before you left.

(which=conversation)

Conjunctions can sometimes be omitted, but allied words cannot:

I knew that we had parted forever.

(synonymous: I knew we were parting forever)

I know what I am saying.

(omit the conjunction word What impossible)

§4. Place of the subordinate clause relative to the main one

The subordinate part can occupy different positions in relation to the main part:

1) it can precede the main part:

When the mother arrived, the son was already at home.

2) it can follow the main part:

The son was already at home when the mother arrived.

3) it can be located inside the main part:

The son was already at home when his mother arrived.

SPP schemes:

[...] 1, (to...) 2 - complex sentence, for example:

I will do everything 1/to make her happy 2.

(to...) 1, […] 2 - complex sentence, for example:

To make her happy 1, / Mitya will do everything 2.

[... , (to...) 2...] 1 - complex sentence, for example:

Mitya 1,/ to make her happy 2,/ will do everything 1.

Test of strength

Find out your understanding of this chapter.

Final test

1. Is it true that SPPs are complex sentences, the parts of which are unequal: one depends on the other?

2. Is it true that subordinating syntactic connections in SPP can be expressed in different ways: by subordinating conjunctions and allied words?

3. Is it true that the main part of a sentence is the dependent part, which is called a subordinate clause?

4. Is it true that the subordinate part of the NGN is the independent part, which is called the main clause?

5. What type of SPP is it: I think we will definitely meet.?

6. What type of SPP is it: This is the book that Tatyana Nikolaevna recommended to me.?

   • NGN with explanatory clause
   • NGN with clause attributive

7. What type of SPP is it: We talked, after which Vanka repented of his action.?

   • SPP with additional connecting
   • NGN with clause attributive
   • SPP with adverbial clause

8. What type of SPP is it: I was sleeping when he came.?

   • SSP with subordinate clause
   • SSP with subordinate explanatory clause

9. Is it true that conjunctions are parts of a sentence, but allied words are not?

10. What can be replaced by a word from the main part of the IPP: a conjunction or an allied word?

    • allied word

Right answers:

1. NGN with explanatory clause
2. NGN with clause attributive
3. SPP with additional connecting
4. SPP with adverbial adverbial clause (of time)
5. allied word

• Chapter 19. Punctuation in sentences with different types of syntactic connections

In contact with

A sentence is called which consists of two syntactically unequal parts: main part(head part) - basic and independent, subordinate clause(contractual part) is subordinate to the main part. Parts of a complex sentence are combined using subordinating conjunctions, allied words, and also using intonation.

The subordinate part is attached to the main part using conjunctions and allied words, i.e. relative pronouns and adverbs acting as subordinating conjunctions who, what, which, how, when, where, whose, from where, where, so, as if, if, so that, because, although, while and etc.

Subordinating conjunctions and allied words are found in the subordinate clause of a sentence.

The subordinate clause can refer to a specific word or phrase, to a grammatical stem, or to the entire main clause. You can pose a question from the main part to the subordinate part.

The subordinate part can be located before the main part, after and inside it: ( What), ; , (What); , (What). For example: When the bread , then the measure when the money, then there is faith (Proverb). It was already dawn when I finally fell asleep(V. Voinovich). The lion is creeping towards that stream, where herds of buffalo go to drink water every day, and hides between the stones (I. Kuprin).

A complex sentence can have two or more subordinate clauses : We need to study a lot to realize that you know little(M. Montaigne).

In the subordinate part of a complex sentence, you can provide additional information about the subject, person, event, you can indicate the cause, conditions, purpose of those events mentioned in the main sentence. Depending on this, three types of subordinate clauses are distinguished: explanatory(z "yasuvalni") definitive(meaning) circumstances (furnished) (place, time, purpose, cause, condition, concession, consequence, mode of action, measure and degree, comparison).

The subordinate clause is separated by commas in the middle of the main part (one comma if the subordinate clause is at the beginning or end of a complex sentence; two - if in the middle).

Subordinating conjunctions and allied words are identifying features of the “Commas in a complex sentence” rule.

To check, follow the algorithm: find the semantic line segment, attached by a subordinating conjunction or allied word, and separate it with commas.

Plan for parsing a complex sentence

1. Determine the type of sentence based on the purpose of the statement and the emotional coloring.

2. Highlight (underline) the grammatical bases in each part of a complex sentence and indicate that the sentence complex.

3. Make sure that the parts of a complex sentence connect subordinating conjunction or allied word, indicate that the proposal is union, complex.

4. Name home And subordinate clause part, mark place subordinate part in relation to the main one.

5. From the main to the subordinate part, ask a question, indicate what clarifies, complements, what the subordinate part in the main indicates and indicate its type.

6. Analyze each part of a complex sentence according to the plan for parsing a complex sentence.

7. Make a diagram of a complex sentence.

1. Selective distribution work

I. Read the sentences selected from the work M. Lermontov, maintaining the correct intonation. Indicate the conjunction or allied word that attaches the subordinate clause to the main clause. In which part of a complex sentence is there always a conjunction or a conjunctive word?

II. First write down sentences in which the subordinate clause comes after the main clause, then sentences in which the subordinate clause comes before the main clause, and then inside the main clause. Place punctuation marks.

1. The old woman answered all my questions that she was deaf and couldn’t hear. 2. She felt an internal heat as if there was a red-hot iron in her chest. 3. When I woke up it was already dark in the yard. 4. The area on which we were supposed to fight depicted an almost regular triangle. 5. He throws his head back when he speaks and constantly twirls his mustache with his left hand. 6. I involuntarily took several steps forward to quickly move away from the edge. 7. Everything would have been saved if my horse had enough strength for another ten minutes! 8. I went to the fortress to find out from the commandant about the hour of my departure. 9. However, in those moments when he casts off his tragic mantle, Grushnitsky is quite sweet and funny.

3. Using the materials from the table “Types of subordinate parts”, determine the type of subordinate part. Parse the third sentence.

2. Constructing sentences

Make sentences based on this beginning. From the main part to the subordinate part, ask a question, determine the type of subordinate part.

When determining the type of subordinate clause, errors may occur.

The place where our camp was located was in a picturesque corner of the island. In this sentence, the attributive clause, since it indicates a characteristic, can be asked a question: Place ( which?), where our camp was located, ... . What error could occur when determining the type of this part? What could have caused it?

When determining the type of subordinate clause of a complex sentence, always ask a question about it, think about the question and the meaning of the subordinate clause.

3. Explanatory letter

I. Write down the sentences, arranging punctuation marks. Underline the conjunction or allied word that joins the subordinate clause to the main clause. In which part of the sentence is there always a conjunction or a connecting word?

II. Using the advice given above and the materials from the table “Types of subordinate clauses,” determine the type of subordinate clause, indicating it in parentheses. Orally comment on what errors could occur when determining the type of subordinate clause, and what could have caused them. How did you manage to avoid them?

1. Knowledge is only knowledge when it is acquired through the efforts of one’s thoughts and not through memory ( L. Tolstoy). 2. The last time he saw her was in the spring near the school where he himself once studied ( F. Iskander). 3. I didn’t know exactly where his house was located ( F. Iskander). 4. The snow and rain were so continuous that the other bank of the river was not visible ( E. Grishkovets). 5. It's sad to see a young man lose his best hopes and dreams ( M. Lermontov).

III. Analyze the third sentence.

Complex sentences with subordinate clauses

Subordinate clauses explain in the main part a member of a sentence expressed by a noun or pronoun, answer questions Which? which? whose?.

Subordinate clauses are attached to the main part using allied words which, which, whose, where, where, when and subordinating conjunctions: what, to, as if, exactly as: Just in case, I opened the pantry, Where the cleaning lady was stacking firewood and laughed (V. Belov).

A conjunctive word that can be found not only at the beginning, but also in the middle of the subordinate clause: We approached the river, the right bank which overgrown with dense thorny bushes.

The attributive clause in a sentence always comes only after the word being defined.

To highlight the word being defined in the main part and in the sentence, demonstrative words can be used then, that, those, that, such.

For example: His (the artist’s) art grows along with the people he depicts (A. Tolstoy).

4. Restoring offers

I. Copy the sentences, replacing, where possible, the connecting word which union word where, when, where or What. First write down the sentences with participial phrase, then - sentences with participles and sentences with introductory words. Place punctuation marks.

II. Determine the type of subordinate parts of complex sentences. Analyze the fifth sentence.

1. On the left, behind the tangerine bushes, a garden began in which grew pears, figs and a pomegranate tree dotted with crimson helots ( F. Iskander). 2. His mother opened the door for him and, still smiling affectionately, led him into the room where his grandmother was sitting ( F. Iskander). 3. The sea quietly echoed the beginning of one of the ancient legends that may have been created on its shores ( Maksim Gorky). 4. She had to be saved, of course, by a handsome prince who would certainly appear at the most tragic moment and certainly under scarlet sails ( M. Yudenich). 5. We kept looking at the platform from which the bus was supposed to depart.

5. Punctuation work

Write down the sentences. Use commas to separate the subordinate clauses of complex sentences. Check the correct punctuation.

1. The windows of her room looked out onto a gorge street, the bottom of which turned out to be canal water shimmering with quartz ingots. 2. The bells of neighboring churches began to speak pitifully again, interrupting each other. They and San Marco were answered by an even roar against the background of which the upper bells splashed. 3. A trapezoid of sunlight was pushed into the opening of the half-open window, the upper corner of which touched the edge of the mirror cabinet. 4. She saw the front door of a neighboring house whose steps went straight into the water.

(D. Rubina)

The attributive clause should only appear after the word to which it refers.

6. Editing

Find errors in these sentences caused by incorrect placement of the subordinate clause. Write down the sentences in corrected form.

1. We looked for luminous points of satellites moving across the sky every evening, which looked like they were lost in space stars. 2. We admired the sunset of the southern sun, which was extremely beautiful. 3. The computer program helped me develop the project much faster, which I installed. 4. Mobile communications can significantly increase the pace of life, which is widespread everywhere.

7. Mixed texts

I. This text is composed of two thematically similar texts (the first text by L. Ulitskaya, the second by T. Tolstoy). Read the texts, find their boundaries, based on some features of the author's styles and grammatical features of the texts.

II. Read the text by L. Ulitskaya expressively. Write out the isolated definitions together with the word being defined in front, orally replace the isolated definitions with a subordinate attributive with a conjunction which. Write a summary of the first text using the written materials.

Once upon a time they studied in the same class at the gymnasium, wore the same gray-blue uniform dresses, sewn by the best tailor in Kaluga, and wore the same gymnasium badges “KZhGS”. These openwork letters meant only the Kaluga Women's Gymnasium on Sadovaya.

Anya was an excellent student with a thick braid thrown over her shoulder; in her notebooks the last page was no different from the first, especially beautiful and diligent. Asya did not have the same zeal for learning that Anya had: French verbs, endless palisades of dates and beautiful trinkets of theorems flew into one of her ears, half-covered by springy, randomly curly whitish hair, and while she drew a caricature of a history teacher with a finely sharpened pencil, flew out of another. Asya was a lively, cheerful and nice girl.

We were friends childhood. We once hurried through the same morning iron darkness, past the same snowdrifts, fences and swinging lanterns, to the same red brick school, surrounded on the outside by medallions with alabaster profiles of frostbitten literary classics. And what they all had in common were green walls, floors smeared with red mastic, echoing staircases, the warm stench of locker rooms, and on the third floor landing the scary-eyed Saltykov-Shchedrin, vaguely writing about some crucian carp.

Complex sentences with subordinate clauses

Subordinate clauses answer case questions and explain in the main part words that have the meaning of speech, thought, feeling. Lexical meaning These words require clarification: what did you say(answered, shouted, asked) what I thought, what I felt(what I was happy about, what I’m happy about, what I’m confident about, what I’m sorry about, what’s desirable, etc.).

Such sentences require completion with the help of a subordinate explanatory part, both in meaning and grammatically. The subordinate clause may contain a demonstrative word That, with which you can direct the attention of the listener or reader to the content of the subordinate clause: He himself was surprised that that listens into this emptiness (F. Iskander).

The subordinate part most often comes after the main part and is joined to it with the help of conjunctions and allied words what, so that, how, as if, whether, how much, where, when, where, why, how, why.

Indirect speech is conveyed by complex sentences with explanatory clauses.

8. Syntactic synonyms

I. Write down the sentences. Place commas and explain their placement. Name the type of subordinate clauses, indicate the word that they explain in the main part. In which part of the sentence is someone else's speech indirectly reproduced?

II. Write down the sentences, replacing indirect speech with direct speech. How are personal and possessive pronouns replaced in this case? Whose point of view do they represent in direct speech?

1. The guide warned us to be very careful. 2. Mom asked me to find the information she needed for the article on the Internet. 3. The sailors said that the Don was becoming dangerously shallow and that its sources were being covered with sand ( K. Paustovsky). 4. Kozonkov asked where I live ( V. Belov). 5. The interlocutor, starting with the number and quality of heirs, asked where and who I work for ( V. Belov).

9. Constructing sentences

I. Read the test questions. After answering them, analyze whether you can communicate effectively. Evaluate your answers like this: Always- 2 points, In most cases- 4 points, Sometimes- 6 points, rarely - 8 points, never- 10 points. You will receive the exact answer with maximum sincerity. If you end up scoring above 62 points, you are a good conversationalist.

II. Indicate complex sentences. Write down the number of the complex sentence, draw up its diagram, and indicate the type of subordinate clause in brackets.

III. Include simple sentences as subordinate parts and the composition of a complex sentence. Build the main part like this: The psychologist asked, ... ; The presenter clarified, ... ; I asked, ...etc. Circle the conjunction-particle whether. How will the punctuation change at the end of the sentence?

Your communication style
1. Do you try to interrupt a conversation if the topic or your interlocutor is not interesting to you?
2. Can an unsuccessful or tactless expression of your interlocutor provoke you to be harsh or rude?
3. Can the manners of your interlocutors irritate you?
4. Do you avoid talking with an unknown or unfamiliar person, even when he strives to do so?
5. Do you have a habit of interrupting your interlocutor?
6. Do you pretend that you are listening attentively to your interlocutor, while thinking about something completely different?
7. Does your tone, voice, or facial expression change if the tone of your interlocutor has changed?
8. Do you change the topic of conversation if the interlocutor touches on a topic that is unpleasant to you?
9. Do you correct your interlocutor if there are incorrectly pronounced words, distorted names, or terms in his speech?
10. Are you sometimes ironic towards your interlocutor?

(According to L. Averchenko)

10. Homework

Option 1 . Copy the text of the exercise. Fill in the missing punctuation marks. Circle unions or allied words, indicate the type of subordinate clauses. Explain the placement of the colon in the first sentence. Indicate sentences with indirect speech.

Option 2 . Copy the text of the exercise, transforming sentences with indirect speech into sentences with direct speech. Explain the placement of the colon and thyrsus.

Today I received a "D" in physical education: I did not jump very high, did not jump long, and mixed up all the gymnastic exercises.

There was nothing joyful about it. The physical education teacher reminded me that our school is in first place in the region in terms of sports activities. He said that I should have gone to another school that was not in such an honorable place in the area as ours. During recess, the class teacher warned me not to think that physical education was a secondary subject. And she said that in general you just have to start: today you get a bad mark in physical education and tomorrow you get a bad mark in literature or even in mathematics(our class teacher is a math major). And the class leader, Knyazev, simply said that I was a wimp.

(A. Aleksin)

Option 3 . Copy the text. Fill in the missing punctuation marks. Underline the participial and adverbial phrases as parts of the sentence. Justify the placement of dashes in sentences.

I entered my class and began to look for the desk at which I had once sat. Wait, where was I sitting? In the tenth grade, my neighbor was Seryozha Voropaev - that’s for sure. We were sitting by the window, there was a free desk in front and then there was the teacher’s desk... Now I remember! Our desks were powerful, monolithic. The lids of the desks covered with rock paintings were painted over with a thick layer of green paint every year. But the traces left by previous generations still appeared.

Moving from class to class, we grew out of our sledges like out of children's clothes - and this was called growing up. Welcoming the incoming teacher, we stood up and slammed the hinged lids - and there was some special solemnity in this.

(According to Yu. Polyakov)

Option 4 . From exercise 7, write out the second text (author T. Tolstaya), replacing participial phrases with attributive clauses. Underline the participial phrases as parts of the sentence. Indicate the word defined by the participial phrase with an x.

Option 5 .

1. Copy the text, placing punctuation marks and replacing highlighted subordinate clauses with participial and participial phrases, and direct speech with indirect speech.

2. Consider any phenomenon of nature or life, identifying the possible goals of this phenomenon from different points of view. Write an essay, trying to use the same syntactic structures as in the text of this exercise. Someone else's speech convey in the form of indirect speech.

Bee who was sitting on a flower stung the child. And the child is afraid of bees and says the purpose of a bee is to sting people. The poet admires the bee which stuck into the cup of a flower and says the purpose of the bee is to absorb the scent of flowers. Beekeeper who noticed that the bee collects flower dust and brings it to the hive says the purpose of the bee is to collect honey. Another when he observes the relocation of plants sees that the bee is facilitating this migration. And this new observer can say This is the purpose of the bee.

But the final goal of the bee is not limited to either one or another or a third goal that the human mind is able to discover. The higher the mind rises in the discovery of these goals, the more obvious to it is the inaccessibility of the final goal. Man can only observe the correspondence between the life of a bee and other phenomena of life. The same goes for the goals of historical figures and peoples.

(According to L. Tolstoy)

A.N.Rudyakov, T.Ya. Frolova. Russian language 9th grade

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Lesson content

Subordinate clauses in Russian are dependent parts of the main clause in a complex sentence. That is, they play the role of secondary members of the sentence. Therefore, the types of subordinate clauses are divided taking into account the role played in the sentence. You can ask one question for the entire secondary sentence, just as you do with the members of the sentence.

Main types of subordinate clauses

Four types of them are considered: attributive, adverbial, explanatory and connective. Examples can be given that represent all types of subordinate clauses:

1. The flowerbed, which was laid out in the courtyard on the left side of the porch, resembled a smaller copy of the town - a sort of Flower Town from Nosov’s fairy tale about Dunno. (Definitive).
2. And it seemed to me that restless and funny little people really lived there. (Explanatory).
3. And we don’t see them because they are hiding from us underground. (Adverbial).
4. But as soon as we leave somewhere, the little ones come out of their hiding places and begin to vigorously enjoy life. (Connection).

Determinative clauses

These subordinate clauses in Russian define the attribute of one noun or sometimes a phrase consisting of a noun and a demonstrative word. They serve as answers to questions Which? whose? which? These secondary sentences are joined to the main part by allied words whose, which, who, what, which, from where, where, when. Usually in the main part of a complex sentence there are such demonstrative words as such, everyone, everyone, any or That in various forms of childbirth. The following proposals can be taken as examples:

• Living beings, ( which?) who live on the planet next to people, feel a kind human attitude towards them.
• Reach out your hand with food, open your palm, freeze, and some bird, ( which?) whose voice is heard in the bushes of your garden in the morning, will sit on your hand with trust.
• Every person ( Which?) who considers himself the pinnacle of the Almighty's creation, must correspond to this title.
• Whether it’s a garden, a forest or an ordinary yard, (Which?)where everything is familiar and familiar, can open the door to the wonderful world of nature for a person.

Subordinate clauses

Interesting types of subordinate clauses that relate not to a single word or phrase, but to the entire main part. They are called connecting. Often these parts of a complex sentence contain the meaning of the consequence, supplementing or explaining the content of the main part. Secondary sentences of this type are joined using allied words where, how, when, why, where, what. Examples:

• And only next to his mother does any baby feel protected, what is provided by nature itself.
• Caring for cubs, tenderness for one’s offspring, self-sacrifice are embedded in a creature at the level of instinct, how every creature has an inherent need to breathe, sleep, eat and drink.

Explanatory clauses

If the author of the text wants to clarify, specify one word of the main part, which has the meaning of thought, perception, feeling or speech. Often these clauses refer to verbs, such as say, answer, think, feel, be proud, hear. But they can also specify adjectives, for example, satisfied or glad. It is often observed when these types of subordinate clauses act as explanations of adverbs ( clear, necessary, necessary, known, sorry) or nouns ( message, thought, statement, rumor, thought, feeling). Explanatory clauses are added using:

Unions (so that, what, when, as if, how and others);

Any allied words;

Particles (of the union).

Examples include the following compound sentences:

• Have you ever watched, ( What?) how amazingly the sunlight plays, reflected in dew drops, insect wings, snowflake tiles?
• One day, a person will surely be incredibly happy about this beauty, ( what?) that I discovered a unique world of beauty.
• And it immediately becomes clear, ( What?) that everything around was created for a reason, that everything is interconnected.
• Consciousness will be filled with indescribable feelings of joy, (which?) as if you yourself are a part of this amazing and unique world.

Clauses of manner and degree

Adverbial clauses are divided into several subtypes. A group of dependent parts of compound sentences that relate to the attribute or action named in its main part, and denote its degree or measure, as well as image, are classified as subordinate clauses of manner of action and degree. They usually answer the following questions: how? how much? How? in what degree? The design of the connection between the subordinate and the main part looks something like this: full adjective + noun + such; full adjective + such; verb + so. The joining of these subordinate clauses is ensured by conjunctions so that, what, as if or allied words how much, so, how much and some others. Examples:

• The girl laughed so contagiously, so spontaneously, that it was difficult for everyone else not to smile.
• The ringing sounds of her laughter broke the tense silence of the room, as if multi-colored peas from a bag suddenly scattered.
• And the baby’s face itself changed so much, as far as this was possible in this case: the girl, exhausted by the disease, could easily be called a lovely and absolutely healthy child.

Adverbial clauses

These dependent clauses indicate the place of origin of the action, which is named in the main part of the complex sentence. Referring to the entire main sentence, they answer the following questions: where? Where? Where? and are joined by allied words where, where, where. Often there are demonstrative words in the main clause there, everywhere, there, everywhere, from everywhere and some others. The following examples of such proposals can be given:

1. It is quite easy to determine the cardinal directions in the forest thicket, where there is moss on the trees.
2. The ants carried on their backs building material for their anthills and food supplies from everywhere, wherever these hardworking creatures could get.
3. I am always drawn there, to magical lands, where we went with him last summer.

Adverbial clauses of time

Indicating the time of action, these subordinate clauses refer both to the entire main sentence and specifically to one predicate. You can ask the following questions about this type of subordinate clause: how long? How long? When? since when? Often there are demonstrative words in the main part of the sentence, for example: sometimes, once, always, now, then. For example: Animals will then be friendly with each other, (When?) when they grow up next to each other since childhood.

Adverbial clauses, causes, goals, consequences

1. If the dependent parts of complex sentences answer questions in what case? or under what condition? and relate either to the predicate of the main part or to the whole of it, joining with the help of conditional conjunctions once, if, if, if, when And How(meaning “if”), then they can be classified as subordinate conditions. Example: And even the most inveterate scoundrel turns into a serious and well-mannered gentleman, ( in which case?)when he becomes a parent, be it a person, a monkey or a penguin.
2. For questions because of which? Why? for what reason? from what? adjunct reasons answer. They are joined using causal conjunctions because, because, since. Example: For a child in early childhood, the authority of the parent is unshakable, ( Why?) because his well-being depends on this creature.
3. Dependent clauses indicating the purpose of the action named in the main part and answering questions For what? for what purpose? For what?, are called subordinate clauses. Their connection to the main part is ensured by target unions in order to, then in order to (in order to). Example: But even then you should accompany your requirements with explanations ( for what purpose?) then, so that the baby grows into a thinking person, and not a weak-willed robot performer.
4. Dependent parts of a sentence that indicate a conclusion or result, indicate a consequence arising from the above in the main part of the sentence, are called subordinate clauses of the consequence and relate to the entire main sentence. They are usually joined by consequence unions That's why or So, for example: Education is a complex and regular process, ( what follows from this?) therefore, parents should always be in shape and not relax even for a minute.

Adverbial clause comparisons

These types of dependent clauses in complex constructions relate either to the predicate or to the entire main part and answer the question like what?, joining comparative unions as if, than (that), as if, exactly. Subordinate clauses differ from comparative phrases in that they have a grammatical basis. For example: The polar bear cub was so funny falling on his side and lifting his paws up, it looks like a naughty boy playing happily in the sandbox with his friends.

Circumstantial clauses

Dependent clauses in a complex construction, denoting circumstances in spite of which the action indicated in the main part has been or can be committed, are called subordinate clauses of concession. You can ask them questions: contrary to what? no matter what? and join to the main thing with the help of concessionary unions at least (even though), let (even though), that, for nothing, despite and some others. Conjunctive combinations are often used: no matter how much, whatever, whenever, whoever, no matter how and the like. Example: Even though the panda cubs were playing happily, their dark spots around their eyes gave the impression of sad thoughtfulness.

A literate person should always remember: when writing, sentences that are part of a complex sentence are separated by commas.