Types of subordinate clauses in the SSP table. Basic types of subordinate clauses
In this chapter:
§1. Complex sentences. General characteristics
Complex sentences- these are complex sentences, the parts of which are unequal: one depends on the other. They are connected by a subordinating syntactic connection, expressed by subordinating allied means: .
The commonly used designation for complex sentences is SPP.
The independent part of the SPP is the main one. It's called the main clause.
The dependent part of the NGN is the subordinate part. It's called a subordinate clause.
There may be several subordinate clauses. Since semantic relationships in SPP are expressed using subordinating conjunctions and allied words, the classification of SPP is in many ways similar to the classification of subordinating conjunctions. Allied means in the SPP are located in the subordinate part.
The subordinate clause can refer to one word in the main clause or to the entire main clause as a whole. Examples:
We communicated as if we had known each other for a hundred years.
(subordinate clause refers to the whole main thing)
When we met, we communicated more coldly than one might expect.
(clause refers to the word colder)
§2. Classification of NGN by meaning
The NGN classification reflects the meaning expressed by allied means.
The main division is into four types:
1). SPP with an explanatory clause(with conjunctions: what, how, so that, whether):
Olga said that she would return from Pskov on Monday.
2). SPP with subordinate clauses(with allied words: which, which, whose, what; where, where, from, how):
This is the house I would like to live in.
3). SPP with subordinate clauses: (with allied words that (in any case), why, why, why):
In the morning he took a shower, after which his wife fed him breakfast.
4). SPP with adverbial clauses:
We climbed the hill from where we could see beautiful view to the surrounding area.
Circumstantial meaning may be different: the circumstance of the manner of action, time, place, etc. Therefore, adverbial SPPs are divided into types according to meaning.
Adverbial clauses are divided into sentences with subordinate clauses:
1) places(conjunctive words: where, where, from):
We went down to the river where the children were swimming.
2) temporary(conjunctions: when, while, only, only):
I was sleeping when you called.
3) conditional(conjunctions: if, if (obsolete):
If he invites me to the cinema, I will go.
4) causal(conjunctions: because, since, for (obsolete):
Anna didn't come to the extra lesson because she didn't know anything about it.
5) targeted(conjunctions: so that, so that (obsolete):
Call Anna so that she also knows this news.
6) consequences(conjunction so that):
The grandmother agreed to help look after the children, so they were not left alone.
7) concessive(union though):
Dimka does not really like mathematics, although he has good mathematical abilities.
8) comparative(conjunctions: as, as if, as if, than):
The meeting was very tense and cold, as if none of us had known each other before.
9) measures and degrees(conjunctions: what, so that and allied words: how much, how much):
In just a week she accomplished so much that others would not have accomplished in a month.
10) course of action(conjunctions: that, to, as if, as if, exactly, as if and the conjunctive word as):
Study so that you don't get scolded for your grades
§3. Means of syntactic communication in NGN
The subordinating syntactic connection in NGN can be expressed in different ways:
- unions
- allied words
1. As mentioned above, a typical means of subordinating syntactic connection in NGN is conjunctions.
In addition to those mentioned above, derivative conjunctions are widely represented in the dictionary, which are formed in different ways:
a) from two simple conjunctions: as if, as soon as, only and others similar.
b) from simple conjunctions and demonstrative words with prepositions: after ; despite the fact that; thanks to the fact that and others like that.
c) from simple conjunctions and words time, reason, purpose, condition, etc. with demonstrative words and prepositions (while; while; while; for the purpose of; due to the fact that and others similar)
2. Conjunctive words.
What words can serve as the means of the main and subordinate parts of the dictionary?
First of all, these are relative pronouns who, what, which, which, which, whose, how many, standing in different forms, as well as adverbs where, where, from, when, why, how, etc.
How to distinguish conjunctions from allied words?
Unions are not members of the proposal. They serve only to express the nature of the syntactic connection and the meaning of the sentence as a whole. Unions cannot be questioned.
Conjunctive words, on the contrary, not only serve as a means of communication, but are also members of the sentence. You can ask them questions. For example:
I remember well the melody that my mother often hummed.
(melody (what?) which is a conjunctive word)
In the Russian language there is homonymy of conjunctions and allied words: what, how, when.
I think she will arrive tomorrow.
(What- union)
I know what she answered you.
(What- a conjunctive word expressed by a relative pronoun)
In addition, subordinating conjunctions, unlike allied words, are not distinguished by logical stress.
Subordinating conjunctions cannot be replaced with a word from the main part, but allied words can:
I remember the conversation you had with me before you left.
(which=conversation)
Conjunctions can sometimes be omitted, but allied words cannot:
I knew that we had parted forever.
(synonymous: I knew we were parting forever)
I know what I'm saying.
(omit the conjunction word What impossible)
§4. Place of the subordinate clause relative to the main one
The subordinate part can occupy different positions in relation to the main part:
1) it can precede the main part:
When the mother arrived, the son was already at home.
2) it can follow the main part:
The son was already at home when the mother arrived.
3) it can be located inside the main part:
The son was already at home when his mother arrived.
SPP schemes:
[...] 1, (to...) 2 - complex sentence, for example:
I will do everything 1/to make her happy 2.
(to...) 1, […] 2 - complex sentence, for example:
To make her happy 1, / Mitya will do everything 2.
[... , (to...) 2...] 1 - complex sentence, for example:
Mitya 1,/ to make her happy 2,/ will do everything 1.
Test of strength
Find out your understanding of this chapter.
Final test
Is it true that SPPs are complex sentences, the parts of which are unequal: one depends on the other?
Is it true that subordinating syntactic connections in SPP can be expressed in different ways: by subordinating conjunctions and allied words?
Is it true that the main part of a sentence is the dependent part, which is called a subordinate clause?
Is it true that the subordinate part of the NGN is the independent part, which is called the main clause?
What type of SPP is it: I think we will definitely meet.?
What type of SPP is it: This is the book that Tatyana Nikolaevna recommended to me.?
- NGN with explanatory clause
- NGN with clause attributive
What type of SPP is it: We talked, after which Vanka repented of his action.?
- SPP with additional connecting
- NGN with clause attributive
- SPP with adverbial clause
What type of SPP is it: I was sleeping when he came.?
- SSP with subordinate clause
- SSP with subordinate explanatory clause
Is it true that conjunctions are parts of a sentence, but allied words are not?
What can be replaced by a word from the main part of the IPP: a conjunction or an allied word?
- allied word
Correct answers:
- NGN with explanatory clause
- NGN with clause attributive
- SPP with additional connecting
- SPP with adverbial adverbial clause (of time)
- allied word
- Chapter 19. Punctuation in sentences with different types of syntactic connections
Explanatory clauses answer questions about indirect cases. The main part needs semantic explanation; the main part without a subordinate clause looks unfinished.
Examples: Still, it seems to me that you do not have the right to do this. (I think so?)
Subordinate clauses
Subordinate clauses answer the question which?; delivered not from the main part, but from the noun. In an explanatory clause there is always the word “which” or a word that can be replaced with it.
Examples: She sang tunes that moved me to tears. (what are the motives?)
Subordinate adverbial clauses
Adverbial clauses answer adverb questions. Since there are many questions about adverbs, we will divide adverbial clauses into subtypes:
The purpose clause answers the question “for what purpose?” The subordinate clause always contains the word “so that”
Examples: To come quickly New Year, we moved the clock hands forward.
Subordinate concession. In a subordinate clause there is always a conjunction “although” or another synonym (despite the fact that, that neither, no matter how...)
Examples: The prince has a stupid face, although many considered him a dull person.
Subordinate clause. The subordinate clause always contains the conjunction “so that”. A comma must be placed before so.
Examples: The boat had no oars, so we had to row it with a board.
Additional reasons. The subordinate reason always contains the conjunction “because” or its synonym (since, because)
Subordinate conditions. There is a conjunction “if”, but sometimes the conjunction “if” can be played by the conjunction “when”.
Examples: If I had known all the consequences, I would not have gotten into the water.
Clause of manner of action. Answers the question “how?”, indicates the method of action.
Examples: He ate as if he had not eaten for three days.
Measures and degrees.
Examples: It was so dark that I couldn't see anything.
Subordinate clause of comparison.
Examples: The air occasionally trembled, like disturbed water trembles.
Subordinate clause of time. There is always the question “when?”
Examples: When I woke up, it was already dawn.
Subordinate place. Answers the questions “where? Where? where?"
REMEMBER: The main thing for determining the type of subordinate clauses is the semantic question.
Conjunctions and allied words can add additional shades of meaning to a complex sentence.
Example: The village where Evgeniy was bored was a charming place. — This is a complex sentence with a subordinate attributive, which has an additional spatial connotation of meaning.
In the Russian language, there is a group of complex sentences, the subordinate parts of which cannot be called either attributive, explanatory, or adverbial. These are complex sentences with subordinate clauses.
Such subordinate clauses contain an additional, incidental, additional message to the content of the main part of the complex sentence. In this sense, such subordinate clauses often approach in meaning to plug-in constructions.
The means of communication in them are the conjunctive words that, why, why, why, as a result of which, etc., which seem to repeat in a generalized form the content of the main part.
For example: His enemies, his friends, which may be one and the same thing, honored him this way and that. (A. Pushkin) The coachman decided to travel along the river, which was supposed to shorten the naked journey by three miles. (A. Pushkin)
It is impossible to pose a question to adjunct clauses, since in the main part of a complex sentence there is no word or phrase that would require the presence of a subordinate clause.
Algorithm for determining the type of subordinate clause
1). Determine the main part of a complex sentence.
2). Identify the reference word in the main part (if there is one).
3). Ask the question from the main part to the subordinate clause:
- from the content of the main part as a whole;
- from the predicate in the main part;
- from a noun or pronoun in the main part;
- It is impossible to ask a question to a subordinate clause (with adjuncts and comparatives).
4). Indicate the means of communication in the subordinate part (conjunctions or allied words).
Instructions
Remember the subordinate clause and what function it performs. A complex sentence consists of unequal parts. One of them is independent, and is called the main one. A subordinate clause is a dependent part that acts as a secondary member offers.
Subordinate clauses offers are divided into 4 groups. Since in many cases they serve as minor members offers, then they are very similar: attributive, explanatory, adverbial, connecting. In turn, there are several types of adverbial clauses. Remember the types of circumstances: place, time, course of action, cause, effect, purpose. This group also includes comparative and concessive clauses.
Determine whether the subordinate clause refers to the entire main clause or to any one of its members. The entire main clause most often includes some categories of adverbial clauses, that is, place, time, purpose, cause, effect, concessional, conditional and comparative. All other subordinate clauses refer to one member of the main clause offers.
Determine which member of the main offers refers to the subordinate clause. Ask him a question. The definition answers the questions “which?”, “which?”, “whose?”. They can also be added to the attributive clause. Sometimes this type can be determined by a conjunction or an allied word if it coincides with the question. However, a attributive clause can also be attached using the words “how” or “when”, that is, it can be confused with an adverbial clause. Therefore, the main way is still a question.
An explanatory subordinate clause performs the function of a supplement, that is, it answers case questions. Its conjunctions and allied words are “who” and “what,” and in this case the type is determined immediately. But there is a trap here too. An explanatory sentence can be attached with the same or allied words that are characteristic of other types of subordinate clauses.
The most diverse group is adverbial clauses. This offers answer very different questions, by which the “subspecies” is determined. Circumstantial offers place and time answer the questions “where”, “from where”, “when”, “from what time”.
Subordinate reasons, goals and conditionals have a lot in common. The first answers the questions “why?”, “for what reason?”. The other two types determine for what purpose what is said in the main sentence is done, or under what conditions it is possible.
Please note
There are several types of subordinate clauses for which questions are not usually asked. These are concessional, comparative, connecting. The first category includes sentences that say that something did not happen despite efforts or favorable circumstances. Such a subordinate clause is added to the main clause by the conjunctive words “although”, “despite”. In comparative clauses, as the name suggests, something is compared with something.
Sources:
- types of subordinate clauses
- this is a type of complex sentence with the meaning of inequality of parts, which is expressed by subordinating conjunctions and allied words found in the subordinate clause. In the structure of a complex sentence, there are two parts: main and dependent. The connection between them is two-way, because Not only can a subordinate clause not exist without the main clause, but the main clause also needs a dependent clause.
A subordinate clause, dependent on the main one, is attached to it in two ways: - attached to one word in the main sentence and explains it (“We stopped at the place where the stream flowed”); - connected to the main sentence as a whole (“It was cool summer, like new life began"). In the school course of the Russian language, three groups are distinguished, which correspond to minor members in a simple sentence: definition, addition, circumstance. The subordinate clause refers to the noun in the main and characterizes the subject, naming its attribute (“Chekhov witnessed the event about which Moscow will not forget"). A type of attributives are pronominal attributives offers, referring to the pronoun in the main clause (“He who does nothing will achieve nothing”). The peculiarity of this group of subordinate clauses is the use as a means of communication only of allied words that perform a syntactic function and the “fixed” place of the subordinate clause after the main one. The subordinate (additional) clause is attached to verbs, verbal nouns and adverbs with the meaning of speech, thoughts, feelings, perceptions with using subordinating conjunctions and allied words. Such offers additions have meaning and answer case questions (“Tell me how to go to Gogol Street”). Adverbial clauses offers most often refer to the main sentence as a whole and determine the sign of the action taking place: time, place, manner of action, measure and degree, condition, purpose, cause, effect, comparison and concession. All these meanings are correlated with semantic groups of circumstances (“I want a person to be beautiful, simple and smart” - with clause of purpose, answering the question “why?”). Please note that complex offers may have several subordinate clauses, belonging either to the same type or to different ones. “At the end of the year, I was drawn to my native places, where I was born and where I spent” - in the sentence there are two subordinate attributives, relating to the same word “places” and answering the same question “which ones?” This type of subordination is called homogeneous subordination. “We didn’t know which way to go, because” - in the sentence there are two subordinate clauses that are connected to the main one and to each other like a “chain”. This consistent submission. “When their work is finished, I see that the whole bottom is covered with live fish” - there are two subordinate clauses in the sentence that answer different questions and relate to different types. This is the type parallel subordination.
Video on the topic
Subordinate clause- a syntactically dependent predicative part of a complex sentence containing a subordinating conjunction or a conjunctive word.
For example: Vladimir saw with horror that he drove into an unfamiliar forest (Pushkin). Portray the feeling which I was experiencing at the time, very difficult(Korolenko). Term used in educational practice "subordinate clause" usually replaced in theoretical works by the term “subordinate part”(accordingly, instead of “main sentence” - “main part”); This avoids the use of the same term “sentence” in relation to the whole and its individual parts, and also emphasizes the interconnectedness of the structural parts of a complex sentence.
Subordinate clause may be related to as a separate word(group of words) of the main sentence, performing the function of expanding or explaining these members.
For example: She dreams that she is walking through a snowy meadow(Pushkin) (the subordinate clause extends the predicate of the main sentence is dreaming). His nature was one of those who need an audience for a good deed.(L. Tolstoy) (the subordinate clause explains the group of words one of those).
In other cases, the subordinate clause correlates with the entire composition of the main clause.
For example: If grandfather left home, grandmother would arrange the most interesting meetings in the kitchen.(Gorky) (the subordinate clause refers to the main thing as a whole).
A subordinate clause can clarify a word in the main clause that is not a member of the sentence.
For example: Grow, a country where, by the will of a single people, all merged into one people!(Lebedev-Kumach) the subordinate clause refers to the address word country).
A subordinate clause can refer to two main clauses as a whole.
For example: It was already quite dawn and people began to rise when I returned to my room.(L. Tolstoy).
Classification of types of subordinate clauses
School textbooks present two types of classifications of subordinate clauses.
In the complexes of T.A. Ladyzhenskaya and M.M. Razumovsky subordinate clauses are divided into three groups: definitive , explanatory And circumstances ; the latter are divided into subgroups.
In the V.V. complex Babaytseva's subordinate clauses are divided into subject , predicates , definitive , additional And circumstances depending on which member of the sentence is replaced by a subordinate clause (to determine the type of subordinate clause, questions are asked to various members of the sentence).
Since the classification adopted in the complexes of T.A. is more common in the practice of school and pre-university teaching. Ladyzhenskaya and M.M. Razumovskaya, let’s turn to her.
Let's present information about the types of subordinate clauses in the form of a summary table.
Types of subordinate clauses
| 1. Definitive (including pronominal attributives) | Answer questions Which? whose? who exactly? What exactly? and refer to a noun or pronoun in the main part; most often joined with the help of allied words which, which, whose, where
etc. and unions what, to, as if
etc. | The native places where I grew up will forever remain in my heart; That, who does nothing, will achieve nothing; She looked with such a look that everyone was silent. |
| 2. Explanatory | They answer questions about indirect cases and usually refer to the predicate in the main part; join through unions what, so, if, if, if etc. and allied words where, where, how many, which etc. | I soon realized that I was lost; It seemed to him as if everyone around him was happy about his happiness. |
| 3. Circumstantial: | ||
| mode of action, measure and degree | Answer questions How? how? to what extent? to what extent? how much? and usually refer to one word in the main sentence; join through unions what, to, as if, exactly and allied words how, how much, how much. | We're so tired that we couldn't go further. |
| time
| Answer questions When? From what time? until what time? How long? when, while, how, while, as, while, as long as, after, barely, since, only, slightly, before, as soon as, just, just, just, only, just a little, earlier than, before. | Until the rain stops, you will have to stay at home. |
| places | Answer questions Where? Where? where? and usually refer to the entire main clause; join with the help of allied words where, where, where. | People go to folklore practice where they are still alive folk traditions songs, tales |
| goals | Answer questions For what? for what purpose? and usually refer to the entire main clause; join through unions so that, in order to, in order to, then that, in order, if only, yes, if only. | To avoid getting lost, we went out onto the path. |
| reasons | Answer questions Why? why? for what reason? and usually refer to the entire main clause; are joined with the help of conjunctions because, because, due to the fact that, due to the fact that, due to the fact that, because of the fact that, then that, since, for, good, since, in connection with the fact that, especially since . | Because the candle burned weakly, the room was almost dark. |
| conditions | Answer the question under what condition? and usually refer to the entire main clause; join through unions if, if, when, if, if, how, once, how soon, whether... whether. | If the weather does not improve within 24 hours, the trip will have to be postponed. |
| concessions
| Answer questions no matter what? in spite of what? and usually refer to the entire main clause; join through unions although, despite the fact that, despite the fact that, let and combinations of pronominal words with a particle no matter how, no matter where, no matter how much, no matter where. | Even though it was already well after midnight b, the guests did not leave; No matter how you rot the tree, it keeps growing. |
| comparisons
| Answer questions like what? like who? than what? than who? and usually refer to the entire main clause; join through unions as, just as, as if, as if, exactly, as if, as if, what. | Birch branches reach towards the sun, as if they were holding out their hands to him. |
| consequences | They answer questions about why what happened? what follows from this? and usually refer to the entire main clause; join by union So. | The summer was not very hot so the mushroom harvest should be good. |
Subordinate clauses can be attached to the main clause using a particle whether, used in the meaning of a union.
For example: He didn't know if tomorrow would come. Union-particle whether can serve to convey an indirect question: They asked if we would go with them.
REMEMBER: The main thing for determining the type of subordinate clauses is the semantic question.
Conjunctions and allied words can add additional shades of meaning to a complex sentence.
For example: The village where Evgeniy was bored was a charming place. This complex sentence with attributive clause , having an additional spatial connotation of meaning.
In the Russian language, there is a group of complex sentences, the subordinate parts of which cannot be called either attributive, explanatory, or adverbial. This complex sentences with subordinate clauses .
Such clauses contain additional, incidental, additional message to the content of the main part of a complex sentence. In this sense, such subordinate clauses often approach in meaning to plug-in constructions.
The means of communication in them are allied words what, why, why, why, as a result of which and others, which seem to repeat in a generalized form the content of the main part.
For example: His enemies, his friends, which might be the same thing, he was honored this way and that.(A. Pushkin) The coachman decided to travel along the river, which was supposed to shorten the naked path by three miles.
(A. Pushkin)
It is impossible to pose a question to adjunct clauses, since in the main part of a complex sentence there is no word or phrase that would require the presence of a subordinate clause.
Algorithm for determining the type of subordinate clause
1. Determine the main part of a complex sentence.
2. Identify the supporting word in the main part (if there is one).
3. Ask a question from the main part to the subordinate clause:
b) from the predicate in the main part;
c) from a noun or pronoun in the main part;
d) it is impossible to ask a question to a subordinate clause (with adjuncts and comparatives).
4. Indicate the means of communication in the subordinate part (conjunctions or allied words).
5. Name the type of subordinate clause.
A sentence is called which consists of two syntactically unequal parts: main part(head part) - basic and independent, subordinate clause(contractual part) is subordinate to the main part. Parts of a complex sentence are combined using subordinating conjunctions, allied words, and also using intonation.
The subordinate part is attached to the main part using conjunctions and allied words, i.e. relative pronouns and adverbs acting as subordinating conjunctions who, what, which, how, when, where, whose, from where, where, so, as if, if, so that, because, although, while etc.
Subordinating conjunctions and allied words are found in the subordinate clause of a sentence.
The subordinate clause can refer to a specific word or phrase, to a grammatical stem, or to the entire main clause. You can pose a question from the main part to the subordinate part.
The subordinate part can be located before the main part, after and inside it: ( What), ; , (What); , (What). For example: When the bread , then the measure when the money, then there is faith (Proverb). It was already dawn when I finally fell asleep(V. Voinovich). The lion is creeping towards that stream, where herds of buffalo go to drink water every day, and hides between the stones (I. Kuprin).
A complex sentence can have two or more subordinate clauses : We need to study a lot to realize that you know little(M. Montaigne).
In the subordinate part of a complex sentence, you can provide additional information about the subject, person, event, you can indicate the cause, conditions, purpose of those events mentioned in the main sentence. Depending on this, three types of subordinate clauses are distinguished: explanatory(z "yasuvalni") definitive(meaning) circumstances (furnished) (place, time, purpose, cause, condition, concession, consequence, mode of action, measure and degree, comparison).
The subordinate clause is separated by commas in the middle of the main part (one comma if the subordinate clause is at the beginning or end of a complex sentence; two - if in the middle).
Subordinating conjunctions and allied words are identifying features of the “Commas in a complex sentence” rule.
To check, follow the algorithm: find the semantic segment, attached by a subordinating conjunction or allied word, and separate it with commas.
Plan for parsing a complex sentence
1. Determine the type of sentence based on the purpose of the statement and the emotional coloring.
2. Highlight (underline) the grammatical bases in each part of a complex sentence and indicate that the sentence complex.
3. Make sure that the parts of a complex sentence connect subordinating conjunction or allied word, indicate that the proposal is union, complex.
4. Name home And subordinate clause part, mark place subordinate part in relation to the main one.
5. From the main to the subordinate part, ask a question, indicate what clarifies, complements, what the subordinate part in the main indicates and indicate its type.
6. Analyze each part of a complex sentence according to the plan for parsing a complex sentence.
7. Make an outline of a complex sentence.
1. Selective distribution work
I. Read the sentences selected from the work M. Lermontov, maintaining the correct intonation. Indicate the conjunction or allied word that attaches the subordinate clause to the main clause. In which part of a complex sentence is there always a conjunction or a conjunctive word?
II. First write down sentences in which the subordinate clause comes after the main clause, then sentences in which the subordinate clause comes before the main clause, and then inside the main clause. Place punctuation marks.
1. The old woman answered all my questions that she was deaf and couldn’t hear. 2. She felt an internal heat as if there was a red-hot iron in her chest. 3. When I woke up it was already dark in the yard. 4. The area on which we were supposed to fight depicted an almost regular triangle. 5. He throws his head back when he speaks and constantly twirls his mustache with his left hand. 6. I involuntarily took several steps forward to quickly move away from the edge. 7. Everything would have been saved if my horse had enough strength for another ten minutes! 8. I went to the fortress to find out from the commandant about the hour of my departure. 9. However, in those moments when he casts off his tragic mantle, Grushnitsky is quite sweet and funny.
3. Using the materials from the table “Types of subordinate parts”, determine the type of subordinate part. Do parsing third sentence.
2. Constructing sentences
Make up sentences based on this beginning. From the main part to the subordinate part, ask a question, determine the type of subordinate part. 
When determining the type of subordinate clause, errors may occur.
The place where our camp was located was in a picturesque corner of the island. In this sentence, the attributive clause, since it indicates a characteristic, can be asked a question: Place ( which?), where our camp was located, ... . What error could occur when determining the type of this part? What could have caused it?
When determining the type of subordinate clause of a complex sentence, always ask a question about it, think about the question and the meaning of the subordinate clause.
3. Explanatory letter
I. Write down the sentences, arranging punctuation marks. Underline the conjunction or allied word that joins the subordinate clause to the main clause. In which part of the sentence is there always a conjunction or a connecting word?
II. Using the advice given above and the materials from the table “Types of subordinate clauses,” determine the type of subordinate clause, indicating it in parentheses. Orally comment on what errors could occur when determining the type of subordinate clause, and what could have caused them. How did you manage to avoid them?
1. Knowledge is only knowledge when it is acquired through the efforts of one’s thoughts and not through memory ( L. Tolstoy). 2. B last time he saw her in the spring near the school where he himself once studied ( F. Iskander). 3. I didn’t know exactly where his house was located ( F. Iskander). 4. The snow and rain were so continuous that the other bank of the river was not visible ( E. Grishkovets). 5. It's sad to see a young man lose his best hopes and dreams ( M. Lermontov).
III. Analyze the third sentence.
Complex sentences with subordinate clauses
Subordinate clauses explain in the main part a member of a sentence expressed by a noun or pronoun, answer questions Which? which? whose?.
Subordinate clauses are attached to the main part using allied words which, which, whose, where, where, when and subordinating conjunctions: what, to, as if, exactly as: Just in case, I opened the pantry, Where the cleaning lady was stacking firewood and laughed (V. Belov).
A conjunctive word that can be found not only at the beginning, but also in the middle of the subordinate clause: We approached the river, the right bank which overgrown with dense thorny bushes.
The attributive clause in a sentence always comes only after the word being defined.
To highlight the word being defined in the main part and in the sentence, demonstrative words can be used then, that, those, that, such. 
For example: His (the artist’s) art grows along with the people he depicts (A. Tolstoy). 
4. Restoring offers
I. Copy the sentences, replacing, where possible, the connecting word which union word where, when, where or What. First write down the sentences with participial phrase, then - sentences with participles and sentences with introductory words. Place punctuation marks.
II. Determine the type of subordinate parts of complex sentences. Analyze the fifth sentence.
1. On the left, behind the tangerine bushes, a garden began in which grew pears, figs and a pomegranate tree dotted with crimson helots ( F. Iskander). 2. His mother opened the door for him and, still smiling affectionately, led him into the room where his grandmother was sitting ( F. Iskander). 3. The sea quietly echoed the beginning of one of the ancient legends that may have been created on its shores ( Maxim Gorky). 4. She had to be saved, of course, by a handsome prince who would certainly appear at the most tragic moment and would certainly be under scarlet sails (M. Yudenich). 5. We kept looking at the platform from which the bus was supposed to depart.
5. Punctuation work
Write down the sentences. Use commas to separate the subordinate clauses of complex sentences. Check the correct punctuation.
1. The windows of her room looked out onto a gorge street, the bottom of which turned out to be canal water shimmering with quartz ingots. 2. The bells of neighboring churches began to speak pitifully again, interrupting each other. They and San Marco were answered by an even roar against the background of which the upper bells splashed. 3. Halfway into the opening open window the trapezoid was pushed in sunlight the upper corner of which touched the edge of the mirror cabinet. 4. She saw the front door of a neighboring house whose steps went straight into the water.
(D. Rubina)
The attributive clause should only appear after the word to which it refers.
6. Editing
Find errors in these sentences caused by incorrect placement of the subordinate clause. Write down the sentences in corrected form.
1. We looked for luminous points of satellites moving across the sky every evening, which looked like they were lost in space stars. 2. We admired the sunset of the southern sun, which was extremely beautiful. 3. Computer program helped me develop a project much faster, which I installed. 4. Mobile communications can significantly increase the pace of life, which is widespread everywhere.
7. Mixed texts
I. This text is composed of two thematically similar texts (the first text by L. Ulitskaya, the second by T. Tolstoy). Read the texts, find their boundaries, based on some features of the author's styles and grammatical features texts.
II. Read the text by L. Ulitskaya expressively. Write out the isolated definitions together with the word being defined in front, orally replace the isolated definitions with a subordinate attributive with a conjunction which. Write a summary of the first text using the written materials.
Once upon a time they studied in the same class at the gymnasium, wore the same gray-blue uniform dresses, sewn by the best tailor in Kaluga, and wore the same gymnasium badges “KZhGS”. These openwork letters meant only the Kaluga Women's Gymnasium on Sadovaya.
Anya was an excellent student with a thick braid thrown over her shoulder; in her notebooks the last page was no different from the first, especially beautiful and diligent. Asya did not have the same zeal for learning that Anya had: French verbs, endless palisades of dates and beautiful trinkets of theorems flew into one of her ears, half-covered by springy, randomly curly whitish hair, and while she drew a caricature of a history teacher with a finely sharpened pencil, flew out of another. Asya was a lively, cheerful and nice girl.
We were friends childhood. We once hurried through the same morning iron darkness, past the same snowdrifts, fences and swinging lanterns, to the same red brick school, surrounded on the outside by medallions with alabaster profiles of frostbitten literary classics. And they were common to us green walls, floors smeared with red mastic, echoing stairs, the warm stench of locker rooms and on the third floor landing the scary-eyed Saltykov-Shchedrin, vaguely writing about some crucian carp.
Complex sentences with subordinate clauses
Subordinate clauses answer case questions and explain in the main part words that have the meaning of speech, thought, feeling. Lexical meaning These words require clarification: what did he say(answered, shouted, asked) what I thought, what I felt(what I was happy about, what I’m happy about, what I’m confident about, what I’m sorry about, what’s desirable, etc.).
Such sentences require completion with the help of a subordinate explanatory part, both in meaning and grammatically. The subordinate clause may contain a demonstrative word That, with which you can direct the attention of the listener or reader to the content of the subordinate clause: He himself was surprised that that listens into this emptiness (F. Iskander).
The subordinate part most often comes after the main part and is joined to it with the help of conjunctions and allied words what, so that, how, as if, whether, how much, where, when, whither, why, how, why. 
Indirect speech is conveyed by complex sentences with explanatory clauses.
8. Syntactic synonyms
I. Write down the sentences. Place commas and explain their placement. Name the type of subordinate clauses, indicate the word that they explain in the main part. In which part of the sentence is someone else's speech indirectly reproduced?
II. Write down the sentences, replacing indirect speech with direct speech. How, in this case, are personal and possessive pronouns? Whose point of view do they represent in direct speech?
1. The guide warned us to be very careful. 2. Mom asked me to find the information she needed for the article on the Internet. 3. The sailors said that the Don was becoming dangerously shallow and that its sources were being covered with sand ( K. Paustovsky). 4. Kozonkov asked where I live ( V. Belov). 5. The interlocutor, starting with the number and quality of heirs, asked where and who I work for ( V. Belov).
9. Constructing sentences
I. Read the test questions. After answering them, analyze whether you can communicate effectively. Evaluate your answers like this: Always- 2 points, in most cases- 4 points, Sometimes- 6 points, rarely - 8 points, never- 10 points. You will receive the exact answer with maximum sincerity. If you end up scoring above 62 points, you are a good conversationalist.
II. Indicate complex sentences. Write down the number of the complex sentence, draw up its diagram, and indicate the type of subordinate clause in brackets.
ІІІ. Simple sentences include the composition of a complex sentence as a subordinate part. Main part build like this: The psychologist asked, ... ; The presenter clarified, ... ; I asked, ...etc. Circle the conjunction-particle whether. How will the punctuation change at the end of the sentence?
Your communication style
1. Do you try to interrupt a conversation if the topic or your interlocutor is not interesting to you?
2. Can an unsuccessful or tactless expression of your interlocutor provoke you to be harsh or rude?
3. Can the manners of your interlocutors irritate you?
4. Do you avoid talking with an unknown or unfamiliar person, even when he strives to do so?
5. Do you have a habit of interrupting your interlocutor?
6. Do you pretend that you are listening attentively to your interlocutor, while thinking about something completely different?
7. Does your tone, voice, or facial expression change if the tone of your interlocutor has changed?
8. Do you change the topic of conversation if the interlocutor touches on a topic that is unpleasant to you?
9. Do you correct your interlocutor if there are incorrectly pronounced words, distorted names, or terms in his speech?
10. Are you sometimes ironic towards your interlocutor?
(According to L. Averchenko)
10. Homework
Option 1 . Copy the text of the exercise. Fill in the missing punctuation marks. Circle unions or allied words, indicate the type of subordinate clauses. Explain the placement of the colon in the first sentence. Indicate sentences with indirect speech.
Option 2 . Copy the text of the exercise, transforming sentences with indirect speech into sentences with direct speech. Explain the placement of the colon and thyrsus.
Today I received a "D" in physical education: I did not jump very high, did not jump long, and mixed up all the gymnastic exercises.
There was nothing joyful about it. The physical education teacher reminded me that our school is in first place in the region in terms of sports activities. He said that I should have gone to another school that was not in such an honorable place in the area as ours. During recess, the class teacher warned me not to think that physical education was a secondary subject. And she said that all you have to do is just start: today you get a bad mark in physical education and tomorrow you get a bad mark in literature or even in literature mathematics(our class teacher is a math major). And the class leader, Knyazev, simply said that I was a wimp.
(A. Aleksin)
Option 3 . Copy the text. Fill in the missing punctuation marks. Underline the participial and adverbial phrases as parts of the sentence. Justify the placement of dashes in sentences.
I entered my class and began to look for the desk at which I had once sat. Wait, where was I sitting? In tenth grade, my neighbor was Seryozha Voropaev - that’s for sure. We were sitting by the window in front there was a free desk and then there was the teacher’s desk... Now I remember! Our desks were powerful, monolithic. The lids of the desks covered with rock paintings were painted over with a thick layer of green paint every year. But the traces left by previous generations still appeared.
Moving from class to class, we grew out of our sledges like out of children's clothes - and this was called growing up. Welcoming the incoming teacher, we stood up and slammed the hinged lids - and there was some special solemnity in this.
(According to Yu. Polyakov)
Option 4 . From exercise 7, write out the second text (author T. Tolstaya), replacing participial phrases with attributive clauses. Underline the participial phrases as parts of the sentence. Indicate the word defined by the participial phrase with an x.
Option 5 .
1. Copy the text, placing punctuation marks and replacing the highlighted subordinate clauses with participial and participial phrases, and direct speech is indirect.
2. Consider any phenomenon of nature or life, identifying the possible goals of this phenomenon from different points of view. Write an essay, trying to use the same syntactic structures as in the text of this exercise. Someone else's speech convey in the form of indirect speech.
Bee who was sitting on a flower stung the child. And the child is afraid of bees and says the purpose of a bee is to sting people. The poet admires the bee which stuck into the cup of a flower and says the purpose of the bee is to absorb the scent of flowers. Beekeeper who noticed that the bee collects flower dust and brings it to the hive says the purpose of the bee is to collect honey. Another when observing the relocation of plants sees that the bee is facilitating this migration. And this new observer can say This is the purpose of the bee.
But the final goal of the bee is not limited to either one or another or a third goal that the human mind is able to discover. The higher the mind rises in the discovery of these goals, the more obvious to it is the inaccessibility of the final goal. Man can only observe the correspondence between the life of a bee and other phenomena of life. The same goes for the goals of historical figures and peoples.
(According to L. Tolstoy)
A.N.Rudyakov, T.Ya. Frolova. Russian language 9th grade
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