Sentences with subordinate clauses. Complex sentences with subordinate clauses

SPP with adverbial clauses. Slide number 1

Consolidate knowledge about NGN with attributive and explanatory clauses; - give general idea about adverbial adverbials;

To develop the ability to distinguish between types of adverbial adverbs by meaning, questions, means of communication;

Improve spelling and punctuation literacy.

Organizational moment .

(Mutual greetings, identifying absentees, checking students’ readiness for the lesson, etc.)

II. Repetition

"Check your literacy." Insert missing letters where necessary. Slides No. 2-3

Chicken..y, calculation..command..to, uninvited..y, ac..accompaniment, peer..nickel, literate..due to..rain, forged..y, charming, dangerous, windless.

Write down the inserted letters in a row. What word did you get? (ocean)

Differentiated work.

Group 1 (work independently; diagrams are printed)

Make sentences using diagrams, determine the type of subordinate clauses.

A) (Where...), [ch. ].

u/r: No one could say where he was hiding for several days. (come to explain)

B) [Noun, (which...),...].

u/r: After a minute, which seemed like an eternity to everyone, he appeared at the gate. (add. define.)

B) (Who...), [that...].

n/r: Whoever trades his homeland will not escape punishment. (proverb) (adv. local-determinative)

Group 2 (work independently) Slide No. 4

Copy, place punctuation marks, make diagrams, determine the types of subordinate clauses.

A) The comrades asked me if there really was a brood in this ravine.

B) It was hard these days for those who left their native places.

B) We settled down to rest near a village that grows right in the water.

Group 3 (work with a teacher)

Write down sentences, determine the types of subordinate clauses.

A) The street, which seemed extinct, suddenly came to life.

[ Noun, (which ...), ...]. (add. define.)

B) I could not determine where the rustling sound was heard.

[ch. … ], (Where …). (come to explain)

C) He who is brave is confident in himself.

(Who...), [that...]. (adj. local-definitive)

Checking the work of groups 1 and 2.

3. Game (written on the board)

Based on the fragments of sentences, determine which of them are SPP and which are SSP.

A) ... was there and they ...

B) ... by the tail which ...

B) ... the wolf also ran ...

D) ... saw how the wind ...

III. Communicate the topic and objectives of the lesson.

Today we will get acquainted with the types of adverbial clauses. Most adverbial clauses have the same meanings as the adverbial clauses in simple sentence, which means they answer the same questions and are divided into the same types.

Remember what types of circumstances do you know? (Mode of action, degree, place, time, condition, reason, purpose, concession)

How do we distinguish between types of circumstances? (For questions)

We will also distinguish types of adverbial clauses by questions, as well as by conjunctions and allied words with the help of which they are attached to the main sentence.

Studying the types of adverbial clauses using the table (printed for each desk).

Type of subordinate clause

What is it attached to?

Mode of action or degree

How, how much, how much, what, so that, as if, as if, as if, etc.

My peasant worked so hard that the sweat rolled off him like hail.

Where, where, where

Where the vines bend over the pool, where the summer sun bakes, dragonflies fly and dance, and they lead a merry round dance.

When (once...then), until, as soon as, barely, since (since), until (until), etc.

I will return (when?) when our white garden spreads its branches like spring.

If (if...then), when, times, etc.

When there is no agreement among the comrades, things will not go well for them.

Because, because, due to the fact that, since, for, due to the fact that, etc.

Mishutka does not go to school because he is barefoot.

In order to, in order to, etc.

In order to cross the river, one had to stay firmly on one's feet.

Comparisons

How, with what, with what - as if, as if, exactly, etc.

Before the thunderstorm, the forest became quiet (how?), as if everything had died.

Although, despite the fact that, no matter how

The leaves on the trees did not turn yellow or fly off, no matter how much the wind whistled at night.

Consequences

The heat kept increasing, so it became difficult to breathe.

IV. Consolidation.

1) Determine the type of subordinate clauses. Slide number 5

1) I wrote down this story as I heard it from the lips of a comrade.

2) For a long time, my tireless dog continued to scour the bushes, although she herself, apparently, did not expect anything worthwhile from her feverish activity.

3) Dasha’s heart was beating so much that she had to close her eyes.

4) I’ll be happy to talk if good man.

5) All work is also a game if you love work.

6) Where Razin was born, people don’t like timidity.

Write down sentence No. 2 in your notebook, explain the punctuation marks graphically. (SPP with adverb of concession; the subordinate clause is complicated by the introductory word “apparently”)

2) Recording a proposal. Slide number 6

Mercy will begin to warm our souls if everyone does at least a little, spends a minute of precious time, applies at least a little warmth.

Determine the type of subordinate clause in the IPP. (additional conditions)

Assignments (preparation for the OGE)

Determine how many grammatical stems are in the written sentence (2)

Indicate grammatical basics (1) mercy will begin to warm; 2) everyone will do, spend, apply)

Make a sentence diagram, (if... oh, oh, oh).

Write down a phrase connected by the method of “coordination”, “control”, “adjacent” (for example, our souls, will spend a minute, will begin to warm)

3) Differentiated work.

A) Creative work in pairs. Slide number 7

Make up a dialogue with a friend so that the questions begin with the words How? how? When? If? For what? etc., and the answers contained complex sentences with adverbial clauses.

B) Individual work (tasks are printed for several students)

Continue the sentences by making them IPPs with the indicated type of subordinate clauses

a) Despite the fact that it rained... (adv. concessions)

b) I haven’t learned my lessons... (give reasons)

c) ...had to prepare for the night. (add. consequence)

4)Testing followed by mutual testing (OGE-type tasks). Slides No. 8-12

1) Indicate the SPP number with an adverbial clause.

1. The letter that you wrote to me made me happy.

2. There is no truth where there is no love.

3. It is not without reason that they say that the master’s work is feared.

2) Among sentences 1-3, find a complex sentence with a subordinate clause

1) There I was involuntarily distracted, I was forced to do something all the time, there the guys bothered me, together with them - like it or not - I had to move, play, and work in class. (2) But as soon as I was left alone, longing immediately fell upon me - longing for home, for the village. (3) Never before had I been away from my family, even for a day, and, of course, I was not ready to live among strangers.

3) Among sentences 1-7, find a complex sentence with a subordinate clause

(1) Alyosha stood with a confused, shocked face. (2) After all, it was he who carried the mail to apartment thirty-five! (3) So it’s all his fault! (4) But none of us reproached Alyosha. (5) We were no less shocked than he was. (6) We began to figure out how to take revenge on Ovtsov. (7) Natasha suggested stretching a rope along the entrance so that Ovtsov would trip.

4) Write it out numbers, denoting commas between parts of a complex sentence connected subordinating connection.

Thank you, (1) - said Nazarov, (2) - but that’s not what I came for. My father is sick. We arrived in Moscow, (3) but in Moscow I only know you, (4) and I wanted to ask, (5) can we stay with you for a week?

No, (6) no, (7) - Sergeeva said hastily. - This is inconvenient (8) because I have a very small apartment.

5) Write it out figure, denoting a comma between parts of a complex sentence connected by a subordinating relationship.

When Senya, (1) confused and tense, (2) wandered through the labyrinths of the famous quatrains, (3) Vanya suffered.

Peer review

Key Slide No. 13

1) 2 2) 2 3) 7 4) 5, 8 5) 3

5) Problem task(subject to free time)

Ivan Afanasyevich asked me riddles and was childishly happy when I could not guess them.

Determine the type of subordinate clause: time or...?

Try to transform the SPP into a simple sentence (Ivan Afanasyevich asked me riddles and was childishly happy at my inability to guess them).

V. Lesson summary.

Homework. Slide number 14

1. Learn theoretical material.

2. Make 10 complex sentences with adverbial clauses or copy them from the novel by M.Yu. Lermontov “Hero of Our Time” 8-9 complex sentences with adverbial clauses different types.

Reflection stage. Slide number 15

The guys in a circle speak in one sentence, choosing the beginning phrases from the reflective screen on the board.

today I found out...

it was interesting...

it was difficult...

I completed tasks...

I realized that...

now I can...

I felt that...

I purchased...

I learned...

I did it...

I will try…

I was surprised...

gave me a lesson for life...

Complex sentences with subordinate clauses

Subordinate clauses indicate the place or direction of movement, answer questions Where? Where? where? They do not refer to the entire main part, but to one word in it - an adverb of place, expressed by a pronominal adverb ( there, there, from there, nowhere, everywhere, everywhere). The means of communication in NGN with subordinate clauses are allied wordswhere, where, where, acting in the syntactic function of circumstances:

And there, in consciousness,WhereJust yesterday there were so many sounds, all that was left was emptiness(K. G. Paustovsky).

IN colloquial speech the correlative adverb in the main part can be omitted, and this part becomes incomplete, subordinate clause refers to this missing adverb, for example: He wentWherehe wanted, where a word is missing in the main part there.

Usually subordinate clauses come after the demonstrative word in the main part. The location of the subordinate clause before the main clause is presented only in colloquial speech, mainly in proverbs and sayings:

Wherethin, it breaks there.

Complex sentences with subordinate clauses of reason

Subordinate reasons relate to the entire main part, reasons matter, answer questions Why? why? and join the main unionsbecause, because, since, for, good, due to the fact that, since, especially since and so on:

They're hungrybecausethere is no one to feed them, they cry,becausethey are deeply unhappy(A.P. Chekhov).

Every work is importantforennobles a person(L.T.)

The subordinate clause is usually located after the main part, however, when using a two-component union, the subordinate clause can appear before the main part, into which the second component of this union is placed:

Becausewe are all as one for technology and for its exposure,ThatLet's ask Mr. Woland!(M. A. Bulgakov)

Complex sentences with subordinate clauses

The subordinate clause refers to the entire main part, has the meaning of a consequence, a conclusion, is attached to the main part unionSo and is always located after the main part. The subordinate clause answers the question what happened as a result of this?:

He immediately fell asleepSoIn response to my question, I only heard his even breathing.

Do not apply to SPPs with a subordinate clause of the sentence, in the main part of which there is an adverb So, and in the subordinate clause - a conjunction What: Over the summer he grew so much that he became taller than everyone in his class.; This is an SPP with a subordinate clause of measure and degree.

Sentences whose parts are connected by a coordinating or non-union connection and in the second part of which adverbs are presented do not belong to the group under consideration. That's why And That's why: The weather was good, so we went to the lake(SSP); It started to rain so we had to leave(BSP).

Complex sentences with subordinate clauses

The subordinate clause refers to the entire main part, has the meaning of the condition, answers the question under what condition? and joins the main one with the help of subordinating conjunctions if, when(in the meaning of the union If), if, as soon as, once, in case etc.:

His face seemed very young,Ifnot for the rough corporal folds that crossed the cheeks and neck(I. Ilf and E. Petrov).

What kind of operation?WhenThe man has passed sixty!(K. Paustovsky)

Subordinate conditions can occupy any position in relation to the main part.

Two-component conjunctions can participate in the design of a conditional connection: if - then, if - so, if - then, and all of them can be replaced by a simple conjunction If(that is, their second part is optional). In this case, the subordinate clause comes before the main clause:

Iftomorrow the weather will be the sameThatI'll take the morning train to the city(A.P. Chekhov).

Complex sentences with subordinate clauses

The subordinate clause of the goal refers to the entire main part, has the meaning of the goal, answers questions for what purpose? For what? and joins the main part unionsin order to (so that), in order to, in order to, then in order, so that, if only, if only, if only:

They put chains under the wheels instead of brakes,so thatthey did not roll out, took the horses by the bridle and began to descend(M. Yu. Lermontov) .

These NGNs sometimes use a demonstrative word then:

I arrived thentoexplain yourself.

Conjunctions used in IPPs with subordinate clauses of purpose are often separated by a comma:

I invited you, gentlemen,so thatdeliver the most unpleasant news(N.V. Gogol) .

Complex sentences with subordinate clauses

The subordinate clause of concession refers to the entire main part and has a concessional meaning - it names the situation in spite of which the event named in the main part takes place. You can ask questions about the subordinate clause no matter what? in spite of what? The subordinate clause is joined by subordinators unionsAlthough (at least), despite the fact that, for nothing, even though, even though or allied wordswho neither, where nor, whichever, no matter how much etc.:

It was dirty almost everywhere on the street,Althoughit rained yesterday evening(F. Sologub) - means of communication - union Although.

What arewouldneitherthere were feelings that overwhelmed Bomze, the expression of innate nobility did not leave his face what are, part of the predicate.

How manyIvanneitherincreased his pace, the distance between the pursued and him did not decrease at all(M. A. Bulgakov) - means of communication - union word How many, which is a circumstance.

Union may be two-component with the second part but, yes, however; these components can also be used when using allied words:

WhateverWeird,Butthe sight of the papers calmed the chairman a little(I. Ilf and E. Petrov).

ANDat leastan insensible body is equal to decay everywhere,Butcloser to the sweet limit I would still like to rest(A.S. Pushkin).

Complex sentences with comparative clauses

The comparative clause extends the entire main clause. The content of the main part is compared with the content of the subordinate part. You can pose questions from the main part to the subordinate part How? like what? like what? The subordinate clause is added by comparatives unionsas, as if, as if, exactly, in the same way, just as, as if, as if, as if, as if, as if:

Prince Vasily always spoke lazily,Howthe actor speaks the role of an old play.(L.N. Tolstoy)

But then a wide and dull sound came from the ocean,as ifa bubble burst in the sky.(A. N. Tolstoy)

Rolling shook, rose from his chair, the pipe fell out of his mouth, his purple lips curled,exactlyhe wanted and could not utter a word(A.N. Tolstoy).

In the main part of the IPP with a comparative clause, an indicative word can be used So, which, however, is optional: HeSolaughed cheerfully, as if he had heard the wittiest joke of his life.

It is necessary to distinguish between comparative and comparative clauses. In a comparative clause, there is a predicate or secondary members of the predicate group, i.e., dependent on the predicate word. In the comparative phrase, the predicate group is not represented:

The wildebeest accepted the subdued brute and rolled on, swaying,like a funeral chariot(I. Ilf and E. Petrov) - comparative phrase, circumstance.

Close to SPP with subordinate clauses comparison SPP with subordinate clauses comparative, in which one part is compared with another and the second is joined to the first using a union than - with that; in both parts of such a sentence the comparative degrees of the adjective or adverb are presented:

ANDhowthe colors became brighter in his imagination,thoseit was more difficult for him to sit down at a typewriter(V. Nabokov).

In these sentences, the main part is considered to be the second part containing the conjunction component those.

A special group within the SPP with comparative clauses is formed by those that relate not to the entire main part, but to one word in it - to the form comparative degree adjective or adverb or to words different, other, differently, differently, otherwise. The subordinate part is joined to the main part using conjunctions how, than. Relationships between parts - comparative or comparative:

Time passed more slowlyhowclouds crawled across the sky(M. Gorky).

Complex sentences with modus operandi clauses

The modus operandi clause answers questions How? how?, refers to one word in the main part - a demonstrative pronominal adverb So or a combination Thus(sometimes they are omitted) and joins the main part union wordHow:

Gaston only clenched his jaw, but behaved like this,Howit was necessary(A. N. Tolstoy)

Subordinate modes of action are located behind the main part.

Complex sentences with subordinate clauses of measure and degree

Subordinate measures and degrees denote the measure or degree of something that can be measured in terms of quantity, quality, intensity. They answer the question To what extent? and join the main part unionswhat, so, how, as if, as if etc. or allied wordsHow many, how much.

Subordinate clauses with conjunctions what to refer to words so, so, so, so and revolutions to such an extent, to such an extent and have additional corollary significance:

He stood at such a heightWhatpeople below had to look at him with their heads thrown back(D. Merezhkovsky).

Here horror took such a hold of Berlioz,Whathe closed his eyes(M. Bulgakov).

A separate group among SPPs with subordinate clauses of measure and degree are those in which the subordinate part is attached to words so many, so using connecting words How many, how much. These sentences express only the meaning of measure and degree and lack the additional connotation of the consequence:

I was so upsethow muchit was just possible.

Subordinate measures and degrees can have an additional connotation of comparison; in this case they are joined by comparative conjunctions:

There was such ringing and singing on the main street,as ifthe driver in fisherman's canvas overalls was carrying not a rail, but a deafening musical note(I. Ilf and E. Petrov).

Complex sentences with subordinate clauses

The Russian language presents another type of subordinate clauses, which is not reflected in any of the educational complexes. These are subordinate clauses. Their peculiarity lies in the fact that they are not equivalent to any of the members of the sentence; a question cannot be posed to them from the main part, which is the reason for their separation into a separate group.

The means of connecting the subordinate part with the main one in this type of subordinate clause are allied wordsWhat(in any case form with or without a preposition), why, why, why, containing the content of the main part; means of communication in PP connectives can be replaced for diagnosis with a pronoun This:

And every time for seven years the old man clutched his heart,What(= this) amused everyone a lot(I. Ilf and E. Petrov) - means of communication - union word What, which is the subject.

I'm healthywhat(= this) and I wish you - means of communication - allied word what, which is the complement .

He was latewhy(= from this) we couldn't start the show on time- means of communication - allied word why, which is a circumstance .

Let us present information about the types of subordinate clauses in the form pivot table. When listing means of communication, the main conjunctions and allied words used in these types of subordinate clauses are highlighted in bold. When determining the type of subordinate clause, non-main means of communication can be replaced with main ones.

Types of subordinate clauses in Russian



Complex sentence with two or more subordinate clauses

In an IPP with two or more subordinate clauses, the following ways of connecting these parts with each other are possible:

1) sequential submission: the connection of parts in the composition of the IPP is a chain, that is, the main part is subordinated to the subordinate part (the subordinate part of the first degree), on which in turn depends the next subordinate part (the subordinate part of the second degree), etc. With such a connection, each subordinate part becomes the main part in relation to the subsequent, but the original main part remains only one:

The linear diagram of the above sentence looks like this:

Here's what a vertical (hierarchical) diagram of the same sentence looks like:

2) parallel subordination:

a) one main part includes different types of subordinate clauses:

Linear diagram:

Hierarchical scheme:

b) conditional clauses of the same type refer to different members main part sentences:

Linear diagram:

Hierarchical scheme:

3) homogeneous subordination: subordinate clauses are of the same type and refer either to the same member of the main sentence, or to the entire main sentence as a whole (they are also called subordinate clauses). Homogeneous subordinate clauses are connected with each other by a coordinating or non-conjunctive connection (intonation):

Linear diagram:

Hierarchical scheme:

In NGN with several subordinate clauses, combinations of the specified methods of subordination can be presented, for example:

Linear diagram:

Hierarchical scheme:

SPP with parallel (- 1, 3) and sequential (- 3 - 4) subordination.

Bessoyuznoe complex sentence

The non-union complex proposal (BSP) is contrasted with union proposals due to the absence of union means. The parts of the BSP are connected in meaning and intonation.

The following are presented in Russian types non-union proposals:

1. Between parts it is observed semantic equality, the parts are connected by enumerative intonation, the order of the parts is free:

Cannonballs are rolling, bullets are whistling, cold bayonets are hanging(A.S. Pushkin) .

To my right was a ravine, bending like a snake; a narrow but deep river meandered to the left.

2. Parts of the BSP are unequal: the second part explains first (or individual words in it) in some respect, the parts are connected by explanatory intonation, the order of the parts is fixed:

a) the second part reveals the content of the first (= namely):

Everything was unusual and scary: some rustling sounds were heard in the room.

b) the second part complements the meaning of the first (= What):

I looked out the window (and saw): dawn was breaking over the forest.

c) the second part reveals the reason for what is said in the first (= because):

I was surprised: there was a note stuck in the door.

As a rule, in sentences of this type, the first part contains the main part of the statement, and the second part explains and complements the content of the first (it is the functional equivalent of a subordinate clause).

3. The parts of the BSP are unequal and connected by a special contrasting intonation (the first part of the sentence is characterized by a high tone, the second by a sharp decrease in tone), the order of the parts is fixed:

a) the first part contains an indication of the condition or time of the action:

I come to the well - no one is there anymore(M. Yu. Lermontov).

In this case, the first part of the BSP is the functional equivalent of a subordinate clause or time, and the second part is an analogue of the main part.

b) the second part contains an indication of an unexpected result of an action or a rapid change of events:

Before I could blink, the ball was already in the goal.

c) the second part contains a comparison with what is said in the first part:

Says a word - the nightingale sings.

d) the second part contains a contrast:

Try it on seven times - cut it once.

Complex syntactic structures (complex sentences mixed type)

IN complex syntactic structures combinations are presented

a) coordinating and subordinating connections,

b) coordinating and non-union,

c) subordinate and non-union,

d) coordinating, subordinating and non-union connections.

In such complex sentences of a mixed type, sometimes, in addition to parts, complex blocks are distinguished that combine several more closely related parts. The border between such blocks passes at the place of coordinating or non-conjunctive connection. For example:


Complex sentence with conjunction and non-conjunction. Consists of two blocks connected coordinating conjunction And.

Block I consists of 5 parts and is in the form of an SPP with consistent and homogeneous subordination.

Block II consists of 4 parts and is a SPP with uniform and consistent subordination.

Parsing a complex sentence

I. Analyze the proposal by members.

II. Divide the sentence into parts, number the parts in order.

III. Draw up a sentence diagram indicating means of communication and types of subordinate clauses.

IV. Describe the relationships between subordinate clauses: sequential, parallel, homogeneous subordination.

V. Make a descriptive analysis according to the following scheme:

1. According to the purpose of the statement:

Narrative,

Interrogative,

Incentive.

2. By intonation:

Non-exclamatory

Exclamation.

3. By the number of grammatical bases:

1) simple,

2) complex:

Compound,

complex,

Non-Union,

WITH different types communications.

4. By the presence of one or both main members:

1) two-part.

2) one-piece. With the main dick

a) subject - nominative;

b) predicate: - definitely personal,

Vaguely personal

Generalized-personal,

Impersonal.

5. By the presence of minor members:

Common,

Undistributed.

6. By the presence of missing members:

Incomplete (indicate which member(s) of the sentence is missing).

7. By the presence of complicating members:

1) uncomplicated,

2) complicated:

Homogeneous members of the sentence (specify which ones);

Separate secondary members of the sentence - definitions (including appendices), additions, circumstances (expressed by participial, participial, comparative and other phrases);

Introductory words, introductory and plug-in constructions,

Direct speech;

Appeal.

When a sentence is complicated by direct speech or an inserted sentence, they are considered and described as an independent sentence.

Sample parsing

The sentence is narrative, non-exclamatory, complex, with different types of connections.

Part 1: two-part (subject cabinet, predicate was, PGS), widespread, complete, complicated by homogeneous circumstances;

Part 2: two-part (subject dampness, predicate was

Part 3: one-part - indefinite-personal (predicate opened, PGS), widespread, complete, uncomplicated;

Part 4: one-part - impersonal (predicate it was impossible to say), uncomplicated, complete, uncomplicated; (another version of parsing: two-part, incomplete - the place of the subject is occupied by an explanatory clause, uncomplicated, uncomplicated);

Part 5: two-part (subject spruce, predicate ends, PGS), widespread, complete, uncomplicated;

Part 6: two-part (subject spruce, omitted, predicate begins, PGS), common, incomplete (subject omitted), uncomplicated;

Part 7: two-part (subject boy, predicate stood, PGS), widespread, complete, uncomplicated;

Part 8: two-part (subject volumes, predicate were, PGS, omitted), common, incomplete (predicate omitted), uncomplicated.

2 - 3 - 4 - 5 - sequential submission,

2 - 3 - 4 - 6 - sequential submission,

2 - 7 - parallel submission,

5 - 6 - homogeneous submission.

Let us comment on the syntactic analysis of a complex sentence.

Parsing order

Complex 1 offers parsing indicate the purpose of the statement and the intonation of the sentence, then find the grammatical foundations of each part, indicate the means of connecting the parts, explain the placement of punctuation marks, then, as a simple sentence, analyze each of the parts that make up a complex sentence. In IPP, determine the type of subordinate clauses.

Complex 2 prescribes the following order of analysis: highlight grammatical basics, determine the type of complex sentence (compound, compound, non-conjunctive). The SSP determines the means of communication between the units. In the SPP, based on the question and structural features (what it refers to, what it is attached to), determine the type of subordinate clause. In BSP, determine the meaning (simultaneity, sequence, opposition, etc.). Indicate the purpose of the statement; If the sentence is exclamatory, mark it. Every simple sentence can be parsed as simple.

Complex 3 offers the following order of analysis: determine the type of sentence according to the purpose of the statement and emotional coloring, highlight the grammatical basics and characterize them (one-part, two-part), determine the means of communication and the type of complex sentence (SSP, SPP, BSP, with different types of connection), compose diagram, explain the placement of punctuation marks. After this, it is possible (as an additional task) to analyze parts of a complex sentence according to the scheme of a simple one.

As we see, all complexes offer, albeit in different sequences, the same type of actions in relation to the analysis of a complex sentence. The most significant difference in these analyzes is that only in complex 1 the analysis of each part of a complex sentence is required, including its analysis by members of the sentence. In complexes 2 and 3, only the grammatical basics are emphasized in the sentence, the structure of the parts is described only at will as an additional task.

Constructing a proposal diagram

When parsing a sentence syntactically, the construction of a sentence diagram is assumed.

All three educational complexes work primarily with linear circuits, using square brackets to indicate main clauses and round brackets for subordinate clauses. At the same time, in each part, underscores indicate the subject and predicate, means of communication are introduced into the schematic representation of the subordinate part, and a question is raised from the main part to the subordinate part.

As workers in all educational complexes, this type of linear diagrams is used, in which the presence of complicating terms in a sentence is symbolically displayed, but in the final analysis of the sentence these designations are no longer used.

More visual for demonstrating the connection of parts in a complex sentence hierarchical schemes. Their construction is provided for by complexes 2 and 3 along with linear ones. In complex 2, the same ones are used for the hierarchical scheme symbols, as for linear, but subordinate clauses of the first degree are placed under the main ones, subordinate clauses of the second degree - under subordinate clauses of the first degree, etc. Complex 3 uses hierarchical schemes similar to those presented in our description.

Let us give as an example a linear and two hierarchical schemes of the same sentence:

I regretted it 1/, that I'm not an artist 2/, which can display all the beauty of this spring morning 3/.

Linear diagram:

Hierarchical scheme adopted in complex 2:

The hierarchical scheme adopted in complex 3 and in the practice of pre-university training:

Circles can be used to indicate subordinate clauses instead of rectangles.

There are methods for constructing diagrams in which conjunctions that are not members of the sentence are placed outside the rectangle (circle) of the subordinate clause, and allied words, as members of the sentence, are placed inside the schematic representation of the parts.

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  • Moscow businessmeridian 2011 contents

    Abstract of the dissertation

    Possibility is provided For personal development, self-control and self-realization schoolchildrenFor active participation... Vowel sounds and letters E.I. Litnevskaya. Russian language: brieftheoreticalwellForschoolchildren. Section ｫVowel sounds and vowels...

    • In Russian, sentences are divided into simple and complex. Their difference is that simple ones have one grammatical basis, while complex ones can have two or more. In syntactic constructions consisting of several parts, one of three types of connection can be used: coordinating, non-union or subordinating. Complex sentences with (grade 9) are the most extensive topic due to the number of meanings of the dependent part from the main part.

    The concept of a complex sentence

    A syntactic construction in which one part is dependent on another is called complex. It always has a main part (from which the question is posed) and a subordinate part. The sentences that make up such a structure are combined, or for example:

    1. The boy realized (what?) that his deception had been discovered (main part- the boy understood which subordinate clause is attached using the subordinating conjunction “what”).
    2. Rather than being second in Rome, it is better to be first in the province(under what condition?) (the main sentence - it is better to be the first in the province - is connected with the dependent conjunction “than”).
    3. A wind blew from the north (what kind?), which forced everyone to button up their jackets(the main sentence - the wind blew from the north - is connected with the subordinate conjunctive word “which”).

    Depending on how the parts of a complex sentence are connected, they are divided into 4 types:

    • with using conjunctions so that, what, how, whether (I heard the gate creaking);
    • with attributive clauses, attached by allied words which, which, whose, what, where and others ( I bought the car I've been dreaming about for a long time);
    • with an connecting clause using allied words why, why, why and what (In the evenings, the mother bathed her son, after which she always read him a fairy tale.);
      • We went up to the observation deck, from where the city was as visible as possible).

    The last type of syntactic constructions are divided into types according to their meaning.

    Types of adverbial clauses

    In complex sentences, the dependent part, which answers questions specific to the circumstances, is called that. Below are the circumstances. The table briefly summarizes all their types:

    time

    as soon as the curtain rose, the orchestra began to play (when?)

    places

    they came home, where a hot dinner and warming grog were already waiting for them (where?)

    reasons

    the children laughed (for what reason?) because the dog stood on its hind legs and wagged its stubby tail

    conditions

    If you happen to be nearby, please stop by and see us (under what conditions?)

    goals

    I went to the store (for what purpose?) to buy bread for dinner

    concessions

    he remained silent (in spite of what?), despite the fact that the offense against his friend was strong

    comparisons

    something rumbled outside the window (like what?), like a distant thunderstorm

    course of action

    we did everything as (in what way?) as indicated in the note

    measures and degrees

    the girl was so shy (to what extent?) that she would never speak to a stranger first

    consequences

    Yegor grew up over the summer, so that he now took second place in the ranks (as a result of what?)

    Complex sentences with adverbial clauses are connected by conjunctions and allied words, depending on the meaning they define.

    Subordinate clauses and degrees of action

    This type of complex sentence in its dependent part provides an explanation of how the action was performed or indicates the degree of quality of the attribute of the object being discussed in the main part.

    In such syntactic constructions, questions are posed to the subordinating sentence: “in what way?”, “how?”, “how much?”, “to what extent?” and others. The dependent part corresponds to:


    A complex sentence with a subordinate adverbial manner of action is always constructed in such a way that the main part comes before the dependent part. If you swap them, a different meaning is formed. For example:

    1. The snow was so bright (to what extent?) that my eyes began to water after a few minutes of being outside.
    2. My eyes started to water after a few minutes of being outside (for what reason?) because the snow was so bright.

    Clause of time

    When the dependent part in indicates when the event took place, then this is a complex sentence with an adverbial clause. Moreover, the dependent part does not refer to a separate concept, but to the entire main one, and gives answers to the questions “when?”, “how long?”, “until when?”, “since when?”

    They are connected using temporary conjunctions “when”, “as soon as”, “barely”, “until”, “until”, “since” and others. In this case, the main sentence may contain words that have the meaning of time, for example “then”, “after that”, “until”, etc. For example, complex sentences with subordinate adverbial clauses from the literature:

    1. On the day (when exactly?) when I made this decision, someone hit me on the shoulder in the Criterion bar (A. Conan Doyle).
    2. Now sit here for a while (how long?) while I run off to have a bite to eat (J. Simenon).

    In such syntactic constructions, complex conjunctions can be used, which are divided into two parts by a comma. Moreover, one of them is in the main sentence as an indicative word, and the second is in the subordinate clause in the form of a conjunction ( It's been 30 years since he left his hometown).

    In the event that there is no index word, the dependent part can be located either before or after the main part, but in two cases it is fixed:

    1. If complex sentences with subordinate adverbial clauses use the conjunctions “how”, “how suddenly”, then they are located after the main one ( Lunch was already coming to an end when suddenly another guest arrived.).
    2. If double conjunctions are used, such as “when… then”, “only only… how”, “when…. That". In this case, the subordinate clause is placed before the main part, and the second fragment of the double conjunction can be omitted ( When the first snow falls, the flock will move south).

    In other cases, the place of the subordinate clause can change without affecting the meaning of the sentence.

    Subordinate clauses

    A complex sentence with an adverbial clause (examples below) can indicate the place of action or its direction. It answers the questions “where?”, “where to?”, “from where?” and refers to a specific word in the main part, which can be expressed by an adverb (there, there, from there, everywhere, everywhere and others).

    1. Everywhere (where exactly?) you looked there was water.
    2. I come from where (where?) where poverty has never been known.

    The complex sentence is connected with the adverbial clause by the conjunctive words “where?”, “where?”, “from where?” The dependent part in such syntactic constructions comes after the word being defined.

    Subordinate clause

    Complex sentences with subordinate adverbial conditions answer the questions “under what condition?”, “in what case?” Such syntactic constructions indicate the conditions under which the actions named in the main part are performed. In them, the dependent clause can refer both to the main part and to a separate predicate, and is joined using the conjunctions “if”, “how” (in the definition “if”), “if”, “kol” and “when” (in role "if").

    A complex sentence with a subordinate adverbial clause (the examples below confirm this) conditions can be found both before and after the main one:

    1. If that’s what you want, so be it (on what condition?).
    2. You can get a chance to win the lottery (in which case?) if you buy tickets regularly.
    3. If you buy tickets regularly, you can win the lottery (the content of the offer has not changed due to the rearrangement).

    Often such syntactic constructions use conjunctions consisting of two parts: “if...then”, “if.... so", "if... Then" ( If it rains tomorrow, we won't go mushroom picking.).

    Clause of purpose

    Goals indicate the purpose for which the action specified in its main part is performed. They give answers to the questions “why?”, “for what purpose?”, “for what?”

    Parts of such a syntactic structure are joined by conjunctions “so that”, “in order to”, “so that”, “if only”, “then” and others, for example:

    1. To get there faster, he quickened his steps (for what purpose?).
    2. To be useful people, you need to work a lot on yourself (for what?).
    3. I said this in order (why?) to annoy my father.

    Complex conjunctions can be separated by using a comma between them. One part remains in the main clause, and the conjunction “so that” remains in the dependent clause.

    Subordinate reasons

    Complex sentences with subordinate adverbial reasons indicate the basis of what is said in the main part. The dependent clause completely relates to the main clause and answers the questions “for what reason?”, “why?”, “why?” and is joined by conjunctions “because”, “good”, “since”, “for”, “because” and others, for example:

    1. Thanks to the fact that we united, our opponents could not defeat us (for what reason?).
    2. She was sad (why?) because autumn brought rain and cold.
    3. We decided to take a break (why?) because we had been walking for six hours straight.

    The subordinate clause in such syntactic constructions usually comes after the main clause.

    Subordinate clause

    In complex sentences with similar subordinate clauses, the conclusion drawn from the content of the main part is indicated. It answers the question “what happened because of this?” The dependent fragment is attached to the main one with the conjunction “so that” and always comes after it, for example:

    1. The heat intensified (what happened because of this?), so we had to look for shelter.
    2. The girl began to cry (what happened because of this?), so I had to give in to her request.

    This type of construction should not be confused with subordinate clauses of degree and measure, in which the adverb “so” and the conjunction “that” are used ( Over the summer he got so tanned that his hair looked white).

    Clause of concession

    Complex sentences with these subordinate clauses provide explanations for events that occurred contrary to what was discussed in the main part.

    They answer the questions “despite what?”, “despite what?” and join the main part:

    • conjunctions “although”, “even though... but”, “despite the fact that”, “let”, “let” ( There were big puddles on the street, although it rained yesterday);
    • allied words with the particle “neither” - “no matter how”, “no matter how much” “no matter what” ( No matter how much my grandfather made a rocking chair, it came out lopsided).

    Thus, concession clauses indicate why the action did not work.

    Goals:

    1. Introduce complex sentences with adverbial clauses.

    2. To develop the ability to distinguish between types of adverbial clauses by meaning, questions, means of communication; simple and compound conjunctions in s/n sentences with adverbial clauses.

    3. Foster hard work and independence.

    Equipment: textbook “Russian language. 9th grade”, computer, projector, screen, handouts (test), didactic handouts.

    Lesson progress

    I. Org. moment. (Teacher’s orders organizing the work of the class).

    II. Repetition of learned material.

    1. Working at the computer. (Completing tasks from the disk, 2 students work in turns)

    2. Theoretical issues.

    How does a complex sentence differ from a simple sentence?

    What types of complex sentences are divided into?

    How do complex sentences differ from complex sentences?

    What types of complex sentences do you know?

    What are complex sentences with attributive clauses?

    What are complex sentences with explanatory clauses?

    3. Dictation. Write down sentences and build diagrams.

    1) The ink penetrated so deeply into the parchment that the most brutal scraping could not erase traces of the text.

    2) It is sometimes enough to wet the manuscript with one or another chemical composition, so that the bluish or reddish outlines of the old text appear on the surface.

    3) And before its invention, the materials that our ancestors used for writing were stone, clay and metal.

    III. Preparation for the State Examination. Test tasks from part B. (3 slides)

    IV. Communicate the topic and objectives of the lesson.

    Today we will get acquainted with the types of adverbial clauses. Most adverbial clauses have the same meanings as adverbials in a simple sentence, which means they answer the same questions and are divided into the same types.

    Let's remember what types of circumstances do you know? (Mode of action, degree, place, time, condition, reason, purpose, concession)

    How do we distinguish between types of circumstances? (For questions)

    We will also distinguish types of adverbial clauses by questions, as well as by conjunctions and allied words with the help of which they are attached to the main sentence.

    1. Studying theoretical material using screen projection. (From the training disk)
    2. Studying the types of adverbial clauses using the textbook table.

    Let's look at the table.

    Adverbial clauses

    Mode of action or degree How, how much, how much, what, so that, as if, as if, as if, etc. The girl told it so well (how?) that no one had any questions.
    Places Where, where, where The travelers went to (where?) where the noise of cars was heard.
    Time When (once...then), until, as soon as, barely, since (since), until (until), etc. I will return (when?) when our white garden spreads its branches like spring.

    (S.A. Yesenin)
    Terms If (if...then), when, times, etc. I'll come to you tomorrow (under what conditions?), if you don't mind.
    Reasons Because, because, due to the fact that, since, for, due to the fact that, etc. We need to light the lamp (why?) because it's getting dark.
    Goals In order to, in order to, etc. We walked across the field (why?) to shorten the path.
    Comparisons How, with what, with what - as if, as if, exactly, etc. Before the thunderstorm, the forest became quiet (how?), as if everything had died.
    Concessions Although, despite the fact that, no matter how No matter how much we rushed to the station, we still missed the last train (no matter what?).
    Consequences So She didn't read anything, so she didn't pass the exam.

    How many adverbial clauses stand out?

    What type of subordinate clauses does not correspond with the adverbial clause in a simple sentence? (Additional corollaries)

    3. Physical exercise.

    V. Consolidation. Doing the textbook exercise.

    Write it down using punctuation marks. Label subordinate clauses, as well as conjunctions and allied words that attach the subordinate clause to the main one.

    1) Where the mouth of the river used to be, the trail climbs up the mountain.

    2) Everywhere you look there are hills.

    3) When we reached the top of the mountain the sun had already risen.

    4) In the morning, as soon as we left the bivouac, we immediately came across a trail.

    5) The sun must have disappeared below the horizon because it suddenly became dark.

    VI. Performing test tasks.

    (Handout)

    1. Find a complex sentence.

      1. I was about to get up, when suddenly my eyes stopped on a motionless human image.
      2. I took a closer look: it was a young beautiful girl.
      3. She sat twenty paces from me, bowing her head thoughtfully and dropping her hands on her knees.
      4. The left, far bank was still drowning in darkness, and the darkness drew huge, absurd figures there.

    2. In which sentence does the subordinate clause come before the main clause?

      1. I didn’t immediately realize what had happened.
      2. Whether I can help you now, I don’t know.
      3. The hostess asked us if we were really leaving tomorrow.
      4. The apple trees disappeared because the mice ate all the bark.

    3. In which sentence is the subordinate clause inside the main clause? (There are no punctuation marks.)

      1. When she returned home, she thought that she would hardly be happy here and that driving from the station was much more interesting than living here.
      2. Without waiting for it to be unlocked, he jumped over the fence, pulled back the lock, brought in his horse and himself fell into a hut full of sleeping people.
      3. Approaching the courtyard, Chichikov noticed the owner himself on the porch, standing in a green frock coat with his hand placed on his forehead in the form of an umbrella in front of his eyes.
      4. It was still early, so early that the sun had not yet risen above the honeysuckle thickets and it was cool in the garden.

    VII. Lesson summary.

    What did you learn about in class today?

    What types of adverbial clauses are distinguished?

    How to distinguish between these types of subordinate clauses?

    VIII. Homework: paragraph 12, exercise 74 (didactic handout).

    There are (by analogy with the minor members of the sentence: definitions, additions and circumstances) three main type subordinate clauses: definitive, explanatory And circumstantial; the latter, in turn, are divided into several types.

    Subordinate clause may refer to a specific word in the main (proverbial subordinate clauses) or to the whole main thing (unverbal subordinate clauses).

    For determining the type of subordinate clause It is necessary to take into account three interrelated features: 1) a question that can be asked from the main clause to the subordinate clause; 2) the verbatim or non-verbal nature of the subordinate clause; 3) a means of connecting the subordinate clause with the main one.

    Subordinate clauses

    Like definitions in a simple sentence, attributive clauses express the attribute of an object, but, unlike most definitions, they often characterize the object not directly, but indirectly - through situation, which is somehow related to the subject.

    Due to general meaning attribute of an object attributive clauses depend on the noun(or from a word in the meaning of a noun) in the main sentence and answer the question Which? They join the main thing only with allied words - relative pronouns (which, which, whose, what) and pronominal adverbs (where, to where, from where, when). In a subordinate clause, allied words replace the main noun on which the subordinate clause depends.

    For example: [One of the contradictions, (what creativity is alive Mandelstam), concerns own nature of this creativity] (S. Averintsev)- [noun, (by what (= contradictions)), ].

    Conjunctive words in complex sentences with can be divided into basic (which, which, whose) And non-basic (what, where, where, where, when). Non-main ones can always be replaced by the main allied word which, and the possibility of such a replacement is a clear sign attributive clauses.

    The village where(in which) I missed Evgeny, there was a lovely corner... (A. Pushkin)- [noun, (where),].

    I remembered today a dog that(which) was friend of my youth (S. Yesenin)- [noun], (what).

    Sometimes at night in the city desert there is one hour, imbued with melancholy, when(to which) for the whole city night got off... (F. Tyutchev) -[noun], (when).

    The main clause often contains demonstrative words ( demonstrative pronouns and adverbs) that one, that one, For example:

    It was the one famous artist, whom she saw on stage last year (Yu. German)- [uk.sl. That - noun], (which).

    Pronominal attributive clauses

    They are close in meaning to subordinate clauses pronominal attributive clauses . They differ from attributive clauses proper in that they refer not to the noun in the main clause, but to the pronoun (that, every, all etc.), used in the meaning of a noun, for example:

    1) [Total (that knew more Evgeniy), retell to me lack of leisure) (A. Pushkin)- [local, (what)]. 2) [No oh (what do you remember), nature]... (F. Tyutchev)- [local, (what)].

    Like subordinate clauses, they reveal the attribute of the subject (therefore it is better to ask a question about them too Which?) and are joined to the main sentence using allied words (main allied words - Who And What).

    Wed: [That Human, (who came yesterday), today didn't show up] - subordinate clause. [word + noun, (which), ].

    [That, (who came yesterday), today didn't show up] - subordinate pronominal attributive. [loc., (who),].

    In contrast to the actual attributive clauses, which always come after the noun to which they refer, pronominal clauses can also appear before the word being defined, for example:

    (Who lived and thought), [he can't in the shower don't despise people] ... (A. Pushkin)- (who), [place. ].

    Explanatory clauses

    Explanatory clauses answer case questions and refer to a member of the main sentence that needs semantic expansion (supplement, explanation). This member of the sentence is expressed by a word that has the meaning speeches, thoughts, feelings or perception. Most often these are verbs (say, ask, answer etc.; think, know, remember etc.; be afraid, be happy, be proud etc.; see, hear, feel etc.), but there may be other parts of speech: adjectives (glad, satisfied) adverbs (known, sorry, necessary, clear), nouns (news, message, rumor, thought, statement, feeling, sensation etc.)

    Explanatory clauses attached to the word being explained in three ways: 1) using conjunctions what, as, as if, in order to, when etc.; 2) using any allied words; 3) using a particle conjunction whether.

    For example: 1) [The light has decided], (what t smart and very nice) (A. Pushkin)- [verb], (that). [I_ was afraid], (so that in a bold thought You me I couldn't blame) (A. Fet) - [ vb.], (so that). [To her dreaming], (as if she's coming along a snow glade, surrounded by sad darkness) (A. Pushkin)- [verb], (as if).

    2) [You You know himself], (what the time has come) (N. Nekrasov)- [verb], (what). [Then she started asking questions me], (where am I now Working) (A. Chekhov)- [verb], (where). (When he will arrive), [unknown] (A. Chekhov)- (when), [adv.]. [I_ asked and the cuckoo], (How many yo I I'll live)... (A. Akhmatova)- [verb], (how much).

    3) [Both are very I wanted to know\, (brought whether father the promised piece of ice) (L. Kassil)- [verb], (li).

    Explanatory clauses can be used to transmit indirect speech. With the help of unions what, how, as if, when indirect messages are expressed using a conjunction to- indirect incentives, with the help of allied words and particle conjunctions whether- indirect questions.

    In the main sentence, with the word being explained, there may be an indicative word That(in different cases), which serves to highlight the content of the subordinate clause. For example: \Chekhov through the mouth of Doctor Astrov expressed one of his absolutely amazingly accurate thoughts about] (that the forests teach a person to understand the beautiful) (K. Paustovsky)- [noun + adjective], (that).

    Distinguishing between attributive clauses and explanatory clauses

    Causes certain difficulties differentiation between attributive clauses and explanatory clauses, which refer to a noun. It should be remembered that attributive clauses depend on the noun as parts of speech(the meaning of the defined noun is not important for them), answer the question Which?, indicate the attribute of the object that is named by the defined noun, and are attached to the main one only by allied words. Subordinate clauses same explanatory depend on the noun not as a part of speech, but as from a word with a specific meaning(speeches, thoughts, feelings, perceptions), except for the question Which?(and it can always be assigned from a noun to any word or sentence dependent on it) they can also be assigned case question, They reveal(explain) content speech, thoughts, feelings, perceptions and are attached to the main thing by conjunctions and allied words. ( Subordinate clause, attachable to the main thing by conjunctions and particle conjunctions whether, can only be explanatory: The thought that he was wrong tormented him; The thought of whether he was right tormented him.)

    More difficult differentiate between attributive clauses and explanatory clauses, depending on nouns in cases where explanatory clauses join the main one with the help of allied words (especially the allied word What). Wed: 1) The question is what(which) they asked him, it seemed strange to him. The thought that(which) came into his head in the morning and haunted him all day. The news that(which) I received it yesterday, I was very upset. 2) The question of what he should do now tormented him. The thought of what he had done haunted him. The news of what happened in our class amazed the whole school.

    1) The first group - complex sentences with subordinate clauses. Union word What can be replaced with a conjunction word which. The subordinate clause indicates the attribute of the object named by the noun being defined (from the main clause to the subordinate clause you can only ask a question Which?, case question cannot be asked). The demonstrative word in the main clause is possible only in the form of a pronoun agreed with the noun (that question, that thought, that news).

    2) The second group is complex sentences with explanatory clauses. Replacing a conjunction word What union word which impossible. The subordinate clause not only indicates the attribute of the object named by the noun being defined, but also explains the content of the words question, thought, news(a case question can be asked from the main clause to the subordinate clause). The demonstrative word in the main sentence has a different form (case forms of pronouns: question, thought, news).

    Adverbial clauses

    Majority adverbial clauses sentences have the same meanings as the circumstances in a simple sentence, and therefore answer the same questions and are accordingly divided into the same types.

    Clauses of manner and degree

    Characterize the method of performing an action or the degree of manifestation qualitative sign and answer questions How? how? to what extent? how much? They depend on the word that performs the function of an adverbial manner of action or degree in the main sentence. These subordinate clauses are attached to the main sentence in two ways: 1) using allied words how, how much, how much; 2) using unions that, to, as if, exactly, as if, as if.

    For example: 1) [The offensive was underway because was provided at headquarters) (K. Simonov)- [verb + uk.el. so], (as) (clause of manner of action).

    2) [The old lady is the same age I wanted to repeat it your story], (how much of it do I need listen) (A. Herzen)-[verb+uk.el. so many],(how much) (subordinate clause).

    Clauses of manner and degree there may be unambiguous(if they join the main one with allied words how, how much, to what extent)(see examples above) and double digit(if added by conjunctions; the second meaning is introduced by the conjunction). For example: 1) [White the acacias smelled so much], (that their sweet, sugary, candy the smell was felt on the lips and in the mouth) (A. Kuprin)-

    [uk.sl. So+ adv.], (that) (the meaning of the degree is complicated by the meaning of the consequence, which is introduced into the meaning of the subordinate conjunction What).

    2) [Beautiful the girl must be dressed so that stand out from the environment) (K. Paustovsky)- [cr. + uk.sl. So],(to) (the meaning of the course of action is complicated by the meaning of the goal, which is introduced by the conjunction to).

    3) [It's all small plant So sparkled at our feet] (as if it was really made made of crystal) (K. Paustovsky)- [U.S. so + verb.], (as if) (the meaning of the degree is complicated by the meaning of comparison, which is introduced by the conjunction as if).

    Subordinate clauses

    Subordinate clauses indicate the place or direction of action and answer questions Where? Where? where? They depend on the entire main sentence or on the circumstance of the place in it, expressed by the adverb (there, there, from there, nowhere, everywhere, everywhere etc.), and are attached to the main sentence using allied words where, where, where. For example:

    1) [Go along the free road], (where entails free tsm for you)... (A. Pushkin)- , (Where).

    2) [He wrote everywhere], (where caught his thirst write) (K. Paustovsky)- [adv.], (where).

    3) (Where the river has flown), [there and there will be a channel] (proverb)- (where), [ uk.sl. there ].

    Subordinate clauses should be distinguished from other types of subordinate clauses, which can also be attached to the main clause using allied words where, where, where.

    Wed: 1) AND [ Tanya enters to an empty house], (where(in which) lived recently our hero) (A. Pushkin)- [noun], (where) (clause clause).

    2) [I_ started to remember], (Where walked during the day) (I. Turgenev)- [verb], (where) (expository clause).

    Clauses of time

    Clauses of time indicate the time of the action or manifestation of the sign referred to in the main sentence. They answer questions When? How long? since when? until when?, depend on the entire main clause and are joined to it by temporary conjunctions when, while, as soon as, barely, before, while, until, since, when suddenly etc. For example:

    1) [When the count is back], (Natasha discourteous I was happy him and I was in a hurry to leave) (L. Tolstoy)- (cog2) (Bye does not require poet to the sacred sacrifice Apollo), [in the worries of the vain world he is cowardly submerged} (A. Pushkin)- (Bye), .

    The main clause may contain demonstrative words then, until then, after that etc., as well as the second component of the union (That). If there is a demonstrative word in the main clause Then, That When in a subordinate clause it is a conjunctive word. For example:

    1) [I_ sitting until I'm not starting to feel hunger) (D. Kharms)- [uk.sl. until then], (Bye).

    2) (When in winter eat fresh cucumbers), [then in the mouth smells in spring] (A. Chekhov)- (when), [then].

    3) [The poet feels literal meaning of the word even then] (when gives him in figurative meaning) (S. Marshak)- [uk.sl. Then],(When).

    Clauses of time must be distinguished from other types of subordinate clauses attached by a conjunctive word When. For example:

    1) [I_ saw Yalta that year], (when (- in which) her left Chekhov) (S. Marshak)- [adjective + noun], (when) (clause clause).

    2) [Korchagin repeatedly asked me] (when he can check out) (N. Ostrovsky)- [verb], (when) (expository clause).

    Subordinate clauses

    Subordinate clauses indicate the conditions for the implementation of what is said in the main sentence. They answer the question under what condition?, if, if... then, when (= if), when... then, if, as soon as, once, in case etc. For example:

    1) (If I I'll get sick), [to doctors I won't contact you]...(Ya. Smelyakov)- (If), .

    2) (Once we started talking), [That it's better to negotiate everything to the end] (A. Kuprin)- (times), [then].

    If subordinate clauses stand before the main one, then the latter may contain the second part of the union - That(see 2nd example).

    Subordinate goals

    Subordinate clauses offers goals indicate the purpose of what is being said in the main clause. They relate to the entire main clause, answer questions For what? for what purpose? For what? and join the main thing with the help of unions in order to (so that), in order to, in order to, then in order to, in order to (obsolete) etc. For example:

    1) [I_ woke me up Pashka], (so that he didn't fall down out of the way) (A. Chekhov)- , (to);

    2) [He used all his eloquence], (so that disgust Akulina from her intention) (A. Pushkin)- , (so that);

    3)(In order to be happy), [necessary not only love, but also to be loved] (K. Paustovsky)- (in order to), ;

    When a compound conjunction is dismembered, a simple conjunction remains in the subordinate clause to, and the remaining words are included in the main sentence, being an indicative word and a member of the sentence, for example: [I_ I mention about this solely for the purpose] (so that emphasize the unconditional authenticity of many things by Kuprin) (K. Paustovsky)- [U.S. for that],(to).

    Subordinate goals must be distinguished from other types of clauses with a conjunction to. For example:

    1) [I Want], (to the bayonet equated feather) (V. Mayakovsky)- [verb], (so that) (expository clause).

    2) [Time landings was calculated so], (so that to the landing place get in at dawn) (D. Furmanov)- [cr.adverb.+uk.sl. So],(so that) (clause of action with the additional meaning of purpose).

    Additional reasons

    Subordinate clauses offers reasons reveal (denote) the reason for what is said in the main sentence. They answer questions Why? for what reason? why?, refer to the entire main clause and are joined to it using conjunctions because, because, since, for, due to the fact that, then that, due to the fact that, due to the fact that etc. For example:

    1) [I send her all my tears as a gift], (because Not live until the wedding) (I. Brodsky)- , (because)

    2) [Any labor is important], (because ennobles person) (L. Tolstoy)- , (for).

    3) (Thanks to the fact that we put new plays every day), [ theater ours quite willingly visited] (A. Kuprin)- (due to the fact that), .

    Compound conjunctions, the last part of which is What, can be dismembered: a simple conjunction remains in the subordinate clause What, and the remaining words are included in the main sentence, performing the function of an index word in it and being a member of the sentence. For example:

    [That's why roads to me People], (What live with me on earth) (S. Yesenin)- [uk.sl. that's why],(What).

    Subordinate clauses

    The subordinate clause reports an event in spite of which the action is carried out, an event called in the main clause. In concessional relations, the main sentence reports such events, facts, actions that should not have happened, but nevertheless occur (happened, will happen). Thus, subordinate clauses they call it a “failed” reason. Subordinate clauses answer questions no matter what? in spite of what?, refer to the entire main sentence and are joined to it 1) by conjunctions although, although... but, Not despite the fact that, despite the fact that, despite the fact that, let, let etc. and 2) allied words in combination With particle nor: no matter how, no matter how much, no matter what. For example:

    I. 1) And (even though he was an ardent rake), [But he fell out of love finally, abuse, and saber, and lead] (A. Pushkin)- (at least), [but].

    Note. In the main clause, at which there is a concessive subordinate clause, there may be a conjunction But.

    2) (Let the rose is plucked), [she more blooms] (S. Nadson)- (let), .

    3) [B steppes it was quiet, cloudy], (despite What the sun has risen) (A. Chekhov)- , (despite the fact that).

    P. 1) (No matter how protected myself Panteley Prokofevich from any difficult experiences), [but soon had to go through a new shock for him] (M. Sholokhov)-(no matter how), [but].

    2) [I_, (no matter how much would love you), getting used to it, I'll fall out of love immediately) (A. Pushkin)- [, (no matter how much), ].

    Comparative clauses

    The types of adverbial clauses discussed above correspond in meaning to the categories of adverbials of the same name in a simple sentence. However, there are three types of clauses (comparative, consequences And connecting), for which there is no correspondence among the circumstances in a simple sentence. General Feature complex sentences with these types of subordinate clauses - it is usually impossible to ask a question from the main clause to the subordinate clause.

    In complex sentences with comparative clauses the content of the main clause is compared with the content of the subordinate clause. Comparative clauses refer to the entire main clause and are joined to it by conjunctions as, exactly, as if, buto, as if, just as, as if, with... with whatAnd etc. For example:

    1) (As in summer we swarm midge flies to the flame), [flocked flakes from the yard to the window frame] (K. Pasternak](How), ["].

    2) [Small leaves bright and friendly turn green], (as if Who their washed and varnish on them directed) (I. Turgenev)- , (as if).

    3) [We three of us started talking], (as if a century do you know each other?) (A. Pushkin)- , (as if).

    A special group among comparative clauses make up sentences with a conjunction how and with a double union than... the. Subordinate clauses with double conjunction than... the have comparative meaning, mutual conditionality of parts. Subordinate clauses with a conjunction how, in addition, they do not refer to the entire main thing, but to the word in it, which is expressed in the form of the comparative degree of an adjective or adverb.

    1) (How smaller woman we love), [the easier like us to her] (A. Pushkin)- (than), [that].

    2) [Time passed slower] (than the clouds were creeping across the sky) (M. Gorky)- [compare step.nar.], (than).

    Comparative clauses can be incomplete: they omit the predicate if it coincides with the predicate of the main sentence. For example:

    [Existence his concluded into this close program] (as egg into the shell) (A. Chekhov)- , (How).

    The fact that this is precisely an incomplete two-part sentence is evidenced by minor member predicate groups - into the shell.

    Incomplete comparative clauses should not be confused with comparative clauses, which cannot contain a predicate.

    Subordinate corollaries

    Subordinate corollaries indicate a consequence, a conclusion that follows from the content of the main sentence .

    Subordinate corollaries refer to the entire main clause, always come after it and are joined to it by a conjunction So.

    For example: [ Heat All increased], (So it was getting hard to breathe) (D. Mamin-Sibiryak); [ Snow All became whiter and brighter], (So it ached eyes) (M. Lermontov)- , (So).

    Subordinate clauses

    Subordinate clauses contain additional information and comments to what is reported in the main sentence. Connecting clauses refer to the entire main clause, always come after it and are attached to it by conjunctive words what, what, O what, why, why, why etc.

    For example: 1) [To her I shouldn't have been late to the theater], (whyshe Very was in a hurry) (A. Chekhov)- , (why).

    2) [The dew has fallen], (what foreshadowed Tomorrow good weather) (D. Mamin-Sibiryak)- , (What).

    3) [And the old man Cuckoos n quickly allotment glasses, having forgotten to wipe them], (which has never happened to him in thirty years of official activity didn't happen) (I. Ilf and E. Petrov)- , (what).

    Syntactic analysis of a complex sentence with one subordinate clause

    Scheme for parsing a complex sentence with one subordinate clause

    1. Determine the type of sentence according to the purpose of the statement (narrative, interrogative, incentive).

    2.Indicate the type of sentence by emotional coloring (exclamatory or non-exclamatory).

    3. Determine the main and subordinate clauses, find their boundaries.

    Make a sentence diagram: ask (if possible) a question from the main to the subordinate clause, indicate in the main word on which the subordinate clause depends (if it is a verb), characterize the means of communication (conjunction or allied word), determine the type of subordinate clause (definitive, explanatory, etc.). d.).

    Sample analysis of a complex sentence with one subordinate clause

    1) [In time of strong storm vomited with roots tall old pine], (which is why formed this pit) (A. Chekhov).

    , (why).

    The sentence is narrative, non-exclamatory, complex with a subordinate clause. The subordinate clause refers to the entire main thing and is joined to it by a conjunctive word why.

    2) (So ​​that be contemporary clear), [all wide the poet will open the door] (A. Akhmatova).(so that), .

    The sentence is narrative, non-exclamatory, complex with a subordinate clause of purpose. The subordinate clause answers the question for what purpose?, depends on the entire main clause and is joined to it by a conjunction so that

    3) [I I love everything], (to which there is no consonance or echo in this world No) (I. Annensky).[local], (to).

    The sentence is narrative, non-exclamative, complex with a pronominal clause. The subordinate clause answers the question which?, depends on the pronoun All in the main, it is joined by a conjunctive word what, which is an indirect object.



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