Subordinate adverbial clauses of time and conditions. Types of subordinate clauses with examples

Complex sentences with adverbial clauses.

Problem-based learning technology

Related topic --The role of language in society

Goals:

1. Formation of the skill of recognizing and characterizing NGN with adverbial adverbial purposes.
2. Strengthening the skill of placing a comma between parts of an IPP.
3. Improving the skill of complex text analysis.
4. Formation of the ability to use SPPs with adverbial adverbs in one’s oral and written speech.
5. Formation of the ability to find ways to solve a problem and formulate hypotheses.
6. Fostering interest in learning your native language.

Equipment:

1. Presentation
2. Cards with texts for work in class and for homework.

During the classes:

1. Org moment. (slide 1)
2. Preparation for the perception of new material. Statement and solution of the problem.

Write down the sentence from dictation.

Language to remain a means of communication, must constantly evolve.

(A. Kornilov)

What does the sentence say? Determine the accompanying topic of the lesson.

(The role of language in the life of society)

Perform a complete parsing of the sentence according to the diagram on page 66.

(prov., non-exclamation, main part - 1, subordinate part - 2, subordinate part inside the main one, subordinate part with the meaning of the goal, conjunction - so that.

[ , (to), ].

Formulate and write down the topic of our lesson.

(IBS with adverbial adverbial purposes)

1. Learning new material.

1. Independent study of new material on page 104. Drawing up a reference summary of “QUESTION” (slide 2)

B – questions (why? For what purpose?)

O – applies (to the entire main part)

P – joins (conjunctions: in order to, in order to, so that, in order to, if only)

P – separated by a comma

C – standing (location free)

1. Linguistic story based on a supporting summary about the SPP with an adverbial clause for purposes.

1. Consolidation of what has been learned

1. Constructing proposals. (slide 3)

Continue the sentences you started.

We must learn our native language,

You need to treat it this way native language, to…

Through language, the experience of generations is passed on,

Read the resulting sentences. Find among them the IPP not with a subordinate purpose (No. 2). Determine its type (mode of action). Draw a conclusion.

(The conjunction SO – ambiguous)

1. Comprehensive text analysis.

Why is language needed? Why does a person need articulate speech?

Firstly, language is needed so that people can exchange thoughts in all kinds of joint activities. It is needed as a means of communication. True, in addition to language, other means can be used for this purpose, for example, a system of signs regulating street traffic.

Secondly, language is needed in order to consolidate and preserve the collective experience of humanity and the achievements of social practice. When Archimedes discovered his famous law, the first thing he did was formulate this law in words, expressing his thought in such a way that it became understandable to both his contemporaries and us, his distant descendants. When you study at school, you assimilate the achievements of social experience from textbooks, where the necessary information is presented in linguistic form.

Finally, thirdly, language is needed so that a person can use it to express his thoughts, feelings, and emotions. For example, in poetry a person conveys his most intimate thoughts, feelings, and experiences. And all this thanks to language.

Without language there would be no man himself, because everything that is human in him is connected with language, is expressed in language and is fixed in language.

A. Leontyev.

Tasks: (slide 4)

1) Determine the topic and main idea of ​​the text. Do you agree with the author's opinion?

2) Determine the type and style of speech.

3) Produce different kinds parsing:

1st row – phonetic analysis words LANGUAGE

2nd row – morpheme parsing words ARTICLE

Row 3 – spelling analysis of the word USE

4) Find all SPPs, indicate their type.

5) Write down the IPP with adverbial adverbs in your notebook and parse them syntactically.

Firstly, language is needed so that people could exchangethoughts during all kinds of joint activities.

Secondly, language is needed in order to consolidate and preserve collective experience of humanity, achievements of social practice.

Finally, thirdly, language is needed so that a person can use it to express your thoughts, feelings, emotions.

[ in order to).

1. Continuation of the text.

V. Summing up the lesson.

VI. Homework(slide 5)

§ 18

Working with a card

Read the text. Write how you spend your free time. Why are you engaged in this or that type of activity? Use IPS with adverbial clauses in your work.

Let’s say a person is multi-talented by nature, he instantly understands and remembers everything. But that’s why he’s a man to ask: “Is this just interesting or do I need this for something?” The question of why this or that knowledge is needed is completely natural and legitimate. And it’s better to have it arise earlier in order to avoid bitter disappointments in wasted efforts or regrets about wasted time.

I. Miloslavsky

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 (verbal 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

Similar to the definitions in 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(wherein) 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(in 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 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 Eugene), 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 and etc.; think, know, remember and etc.; be afraid, be happy, be proud and 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 and etc.)

Explanatory clauses attached to the word being explained in three ways: 1) using conjunctions what, as, as if, in order to, when and 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 goes 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 serve to convey 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 defined noun, 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 of a qualitative characteristic and answer questions How? how? in what degree? 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 can 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? How long?, 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], (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 it in a figurative sense) (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 be in 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 causes reveal (denote) the reason for what is said in the main sentence. They answer questions Why? for what reason? from what?, 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 we put new plays every day), [ theater ours quite willingly visited] (A. Kuprin)- (thanks to), .

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 a 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 clause, there may be a conjunction But.

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

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

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... that. 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) [As time went 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 turnover, in which there cannot be 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 and etc.

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

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.

Draw up 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 the roots of a tall old pine], (which is why formed this pit) (A. Chekhov).

, (from what).

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 from what.

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.

1. Questions: subordinate corollaries answer the question what follows from this?

2. Communications: subordinate clauses are attached to the main clause using the conjunction so.

3. Place in a sentence: subordinate clauses come after the main clause.

The snow became whiter and brighter, so it hurt my eyes to look at it(L. Tolstoy).

, (So- union).

Note!

1) So it is the only conjunction that is used in clauses of consequence, and it is used only in this type of clause.

2) The union therefore cannot be divided into two parts, like many other compound unions. It is always completely included in the subordinate clause. If this conjunction is dissected, then not only the structure of the sentence will change, but also the meaning of the subordinate clause.

Wed: He dressed warmly, so he is not afraid of the cold- subordinate clause with the conjunction so that; He got dressed So that the frost is not scary for him- a subordinate clause of manner of action and degree, so - an indicative word in the main sentence, that - a subordinating conjunction in a subordinate clause.

Note. A number of manuals also highlight subordinate clauses:

1) Questions: subordinate clauses answer the questions: what is the conclusion from this? what is the assessment of this? What can be noted about this?

2) Communications: subordinate clauses are attached to the main sentence using allied words: what (in various forms without prepositions and with prepositions), why, why, why.

3) Place in a sentence: subordinate clauses come after the main clause, and in the main clause there are no indicators that sentences of this type follow them (except for intonation, indicating that the sentence is not complete).

The main clause in a complex sentence with a subordinate clause is complete in form and content. The subordinate clause contains an additional message, an assessment of the situation in the main sentence, a conclusion, and individual comments about the message in the main part.

For example:

Such[wild, deserted, inhospitable] taiga affects people's psyche, What it was noticeable from my companions(Arsenyev). IN in this case the subordinate clause provides an observation that confirms the general judgment expressed in the main clause.

Working on jasper, Russian artists and craftsmen learned to understand and appreciate the stone, look for the artistic intent in it, merge the artist’s idea with the properties of the material, What is one of greatest achievements in the history of stone cutting art(Fersman). This subordinate clause expresses an assessment.

For what walks along the shore(Arsenyev). This subordinate clause gives an additional message.

In general, complex sentences with subordinate clauses are close in meaning to complex and non-conjunct complex sentences. It is no coincidence that the conjunctive words what, why, why can be replaced demonstrative pronouns and pronominal adverbs: what → this; why → because; why → then .

Wed: Having destroyed the fish in one area, the otter moves up or down the river, For what walks along the shore. - Having destroyed the fish in one area, the otter moves up or down the river, for this it walks along the bank).

Plan for parsing a complex sentence

1. Specify type complex sentence(complex sentence).
2. Name the main clause and subordinate clause (highlight grammatical bases).
3. Indicate what the subordinate clause refers to (to the entire main clause or to one word in the main clause).
4. Determine the type of subordinate clause.
5. Indicate means of communication: conjunction or allied word; indicative word (if it is in the main sentence).
6. Indicate the place of the subordinate clause in relation to the main clause.
7. Construct a complex sentence diagram.

Sample parsing

The young people are so shocked by this meeting that they are silent for some time, looking at us(Ginsburg).

A complex sentence consists of two simple ones. Main offer: The young people are so shocked by this meeting, grammatical basis - young people are shocked. Subordinate clause: who are silent for a while, looking at us; grammatical basis - are silent, subject omitted young people. The subordinate clause refers to the predicate shocked expressed by a short participle. Clause of manner and degree. Means of communication - the conjunction that and the demonstrative word so (in the main sentence). The subordinate clause comes after the main clause.

[cr. prib. + decree next], ( What- union).
mode of action and degree

In this lesson, you will learn what a subordinate consequent is in a complex sentence, find out what questions a subordinate consequent answers, where it is found in a sentence, learn to find subordinate consequents in sentences and distinguish them from similar constructions.

The snow became whiter and brighter , so it hurt my eyes(Fig. 2) .

In this sentence the conjunction So attaches a subordinate clause with the meaning of a consequence.

Rice. 2. Trees in the snow ().

The subordinate clause has the following features:

• indicates a consequence, a conclusion arising from the main part;
• answers the question what follows from this? ;
• attached to the main part of the sentence using a conjunction So;
• is only in postposition relative to the main clause.

They had a lot of youthful enthusiasm , so any task seemed up to them(Fig. 3) .

Rice. 3. Young people ().

It is necessary to distinguish sentences with subordinate clauses from other, similar syntactic structures.

Consider this offer:

I missed the train, so the date is cancelled.(Fig. 4) .

This is a complex sentence with a subordinate clause, because:

• firstly, there are semantic relationships between the parts of the sentence (cause and effect from it);
• secondly, union So can be replaced with words hence, That's why.

This is a complex sentence with a corollary clause.

Rice. 4. Late for the train ().

Consider another suggestion:

I was so late that I was already ashamed to appear on the threshold of the office(Fig. 5) .

This is a complex sentence with a subordinate clause of measure and degree. Of course, there is an additional meaning of the corollary, since to the main part we ask a question from the subordinate clause to what extent? In the first (main) part there is an index word So . It is this that allows us to say that this will be a subordinate clause of measure and degree. Do not confuse subordinate consequences and subordinate measures and degrees, in which the demonstrative word must appear.

Rice. 5. Late subordinate and boss ().

To practice, refer to the additional materials in this lesson.

Bibliography

1. Russian language: Textbook for 9th grade. general educational institutions / S.G. Barkhudarov, S.E. Kryuchkov, L.Yu. Maksimov, L.A. Czech. M.: Education, 2011.

2. Russian language. 9th grade: textbook. for educational institutions /M.M. Razumovskaya, S.I. Lvova, V.I. Kapinos, V.V. Lviv; ed. MM. Razumovskaya, P.A. Lekanta. - M.: Bustard, 2011.

3. Rosenthal D.E. Handbook of spelling and literary editing. - M.: 2012.

2. Festival website pedagogical ideas"Public lesson" ()

Homework

1. Name the features of subordinate clauses in a complex sentence.

2. Find sentences with corollary clauses.

He listened so that he remembered everything.

The house stood on a slope, so the windows into the garden were very low to the ground.

No one doubted that the money was missing.

I love her so much that words can’t say it all.

The wind was howling as loud as it could, so I couldn’t sleep in my room.

3. Come up with five complex sentences with subordinate clauses. Write them down.

SPP with adverbial clauses. Slide No. 1

Consolidate knowledge about NGN with attributive and explanatory clauses; - give a general idea of ​​adverbial adverbs;

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

Improve spelling and punctuation literacy.

Organizing time .

(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, calc..command, uninvited, ac..accompaniment, same age..literate, due to.. rain, forged.., 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 proposals based on diagrams, determine the type 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 NGN 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 adverbials in a 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 subordinate adverbial clauses by questions, as well as by conjunctions and allied words, with the help of which they join the main sentence.

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

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 and 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”, “adjacency” (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, the guys there 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, indicating 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 desk.

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 managed …

I will try…

I was surprised...

gave me a lesson for life...