Tests 

Compound sentences with attributive clauses. Complicated sentence with an attributive clause

Lesson topic: Complex sentences with adverbial clauses.

(Autumn in poetry, painting and music of our compatriots.)

Lesson Objectives:

Tutorials:

Finding attributive clauses in a complex sentence;

Correctly punctuate (highlight subordinate clauses with commas);
- draw up schemes of sentences with subordinate clauses.
- make their synonymous replacement where necessary and possible;
- correctly use these types of sentences in speech;

Developing:

Develop research skills.

To develop interest in poetry - to help evoke visual images when reading poetry, to understand the moods, feelings of poets;

Educators:

To cultivate a positive attitude towards knowledge in general and the study of the Russian language;

Cultivate a tolerant and respectful attitude towards the opinions of other people in the conditions of working in groups,

To cultivate love for the motherland through touching the beautiful.

Lesson design and equipment:

A computer;

video projector

On the board: (in slides)

Lesson topic, epigraph:

I love these days...

When everything is so clear in nature, so clear and quiet around.

Y. Levitansky

During the classes

Organizing time

Repetition of theoretical information on the example of an epigraph.

Define SPP.

What are the parts of the SPP? What are these parts called?

Where can the subordinate part be located in relation to the main one? Give examples.

How can subordinate clauses be added to the main clause?

How to distinguish subordinating conjunctions from an allied word? (Allied words: pronouns: who, what, which, which, whose; adverbs: where, where, where, why, why, how much, how much. Allied word: 1) is a member of the sentence 2) logical stress falls on it 3) its can be replaced by another significant word 4) it cannot be excluded from the sentence.

Give examples (I told the boys I was lost. I don't know what happened.

What words are in the main part of the NGN? What are they needed for? (indicate the presence of a subordinate clause, demonstrative words: that, there, there, from there, then, so much, etc. Do not talk about what you don’t know)

Today we will get acquainted with the main groups of SPP, we will try, plunging into the secrets of nature, to get acquainted with SPP with relative attributive clauses.

First we write vocabulary dictation

Golden reflections. Frozen in a daze. Blossomed the last color. Annoying rain, silent forest, farewell circle of cranes, washed away by rains, breathes peace, bright sadness, quiet joy, perfect charm, destiny, lyrical season, landscape lyrics.

LANDSCAPE "F, a, m. [fr. paysage].

1. A picture of nature, a view of some kind. terrain (book). A wonderful item was opened to the eyes of the travelers. 2. A painting, a drawing depicting nature (painting). Exhibition of landscapes. || Description of nature in a literary work (lit.). P. in the novels of Turgenev. In the end, I feel that I can only paint a landscape, and in everything else I am false and false to the marrow of my bones. Chekhov.

(Explanatory Dictionary of Ushakov, 1935-1940)

Let's watch over the following sentences and define secondary members in them:

1 The heart foresaw (what?) bad.

2 (Whose?) My house is in a new area.

3 We reached our destination (when?) in the evening.

Let's pick syntactic synonyms for these sentences - we will restructure them so that they become NGN.

1 My heart had a premonition that something bad was about to happen.

2 The house I live in is in a new area.

3 We reached our destination when evening came.

Let's put questions for subordinate clauses:

1 had a premonition (what?)

2nd house (what?)

3 arrived (when?)

Conclusion:

Adventitious clauses are similar in meaning to the second members. We have recorded 3 main groups of NGN: similar to the definition - NGN with relative clauses; similar to additions - NGN with subordinate explanatory clauses; similar to the circumstance - circumstantial.

How do we determine which minor member is in front of us? (on the issue)

Similarly, we will define the type of the subordinate clause. The key here is to ask the right question.

Let's turn to the text.

In every season of the year, the great Russian composer Pyotr Ilyich Tchaikovsky found his charm. He loved clear autumn days, when one could wander over the rustling carpet of fallen yellow leaves and look for porcini mushrooms under the birches and firs. He also liked the cold autumn season, when it often drizzles for a long time. Moods and feelings that were inspired by pictures of nature, he expressed in his music. Listening to it, we are imbued with love for our native nature, which gives us unforgettable moments of high enjoyment of beauty.

(From the periodical press)

Work with text:

What is the topic of the text? What (whom) is it talking about? (The text refers to the great composer)

What is the main idea? (Tchaikovsky loved autumn and managed to convey this love in his music)

Read the sentence that contains the main idea. Let's write it down. Commented letter.

(Listening to her, we are imbued with a deep love for our native nature, which gives us unforgettable moments of high enjoyment of beauty.)

Highlight the main and subordinate parts graphically.

How difficult is the main part? (Gerential turnover)

From what word do we ask a question to the subordinate part? What is this part of speech? (From the word nature, it is a noun).

From what word do we ask a question to the subordinate part? (which?)

Let's highlight the grammar.

Let's build a proposal.

Let's find other SPP sentences in the text. Let's analyze verbally. Let's build diagrams. The main thing here is not allied words, but the right question

How is a subordinate clause attached to the main clause? (Allied words)

Is it possible to swap the subordinate clause and the main thing? (No)

So let's fill in the table:

(Compilation of a reference diagram and its entry in the Directories.)

Tell us, using the reference diagram, about the attributive clause.

IV. Consolidation.

Read the theoretical material of the textbook - paragraph 10

What new did you learn from the textbook article

Pronominal-defining adjuncts are close to relative attributive clauses. They have a subordinate relation to pronouns used in the meaning of a noun: that, all, everything, everyone, etc.

Still worried about everything (what exactly?) What happened.

Who seeks (who exactly?) He will always find. (unlike the adjectives of the def. s, the pronominal-def. s can also appear before the word being defined.

Designing proposals

And the gray rock looks into the depths, where the wind shakes and drives the wave.

On days when there is stuffiness and silence over the sleepy sea, a wave barely moves in the foggy expanse.

We are responsible for those whom we have taught.

At the bottom of the forest ravine where we came, a stream ran along a rocky bed.

The most beautiful thing in the world is what is created by labor, by a smart head.

From an egg that lies on the ground, a bird will fly into the sky.

From the PP, compose an NGN with a subordinate definitive

In front of me is a swamp. Rare grassy hummocks stick out from the swamp.

The autumn grove is dear to me. Every leaf rustles above me

Is the sentence structured correctly?

We drove into the village, which was located in a hollow, which began immediately after the forest.

The trees near which we camped stood alone in the midst of an open field that was sown with rye and buckwheat.

On the table was a bouquet of roses, the fragrance of which filled the room, which had a festive air.

The jets of the fountain, which sparkled in the sun and seemed to hit the very sky, refreshed the air.

A huge cloud that slowly moved and covered the sky made us refuse to walk.

Which students did not hand over their books, let them come to the library

The house stood on a hillock, which overlooked the river.

V. Oral work:

Replace the participial phrase with a clause:

1. The air was full of sharp freshness, which happens only after rain. (Stanyuk)(which)

2. The bitter smell of wormwood, mixed with the delicate aroma of autumn flowers, was poured into the morning air.. (what)

3. The sun illuminated the tops of the lindens, already yellowed under the fresh breath of autumn. (M.Yu. Lermontov) ( what kind)

And now the reverse work. In which sentence the clause of NGN cannot be replaced by participial turnover. Such tasks are sure to meet you on the exam:

1. The artistic means that were used when writing the "Village" gravitate towards the classic traditions.

2. The autumn panorama that opens from the steep bank of the Tsna is unique in its beauty.

3. But there are distant lands in the world, to which migratory birds are so eager.

(In sentences 1-2, the verb of the subordinate clause can be replaced by the participle that characterizes the last noun, and in the 3rd sentence, the clause cannot be converted into a synonymous sentence with participial construction. Even if we replace the verb strive participle, the participle will not characterize the noun the edges .)

VI. Creative work.

Let's return to the epigraph of our lesson. Why do you think I took these words? (About autumn, NGN sentence with attributive clause)

Listen to an excerpt from a poem by Yuri Levitansky, our compatriot who lived and worked in the middle of the last century, was a participant in the Great Patriotic War.

The forest becomes more and more transparent, exposing such depths,

That the whole secret essence of nature becomes apparent, -

Everything is more spacious, everything is quieter in the autumn forest - the musicians are leaving -

Soon the last violin will fall silent in the violinist's hand -

And the last flute will freeze in silence - the musicians leave -

Soon, soon the last candle in our orchestra will go out...

I love these days, in their cloudless, in their turquoise frame,

When everything is so clear in nature, so clear and quiet all around,

When you can easily and calmly think about life, death, glory

And there are many other things to think about, many other things.

What will you think about when you see Levitan's unsurpassed canvases dedicated to autumn and hear P.I. Tchaikovsky's composition "October" from the "Seasons" cycle.

Write a miniature essay on the topic« Autumn is eternal poetry” or “What do I feel when plunging into the secrets of autumn”. Use as reference words from the dictionary dictation. I would like NGN with adjectival clauses to also find their place in your work.

(..., which were spinning yesterday in an unpretentious dance.

... who rejoice in the last warm rays.

... that dazzles on the withering grass.

... that smell fresh.

…, which is filled with a sense of hopeless sadness.

... who seems to regret something.)

Let the guys of the 1st option make up 3-4 sentences, using the given clauses and being inspired by the reproduction of Levitan's painting.

VI. REFLECTION AND SUMMARY OF THE LESSON

What new did we learn at the lesson today?

Which tasks aroused the greatest interest or difficulty?

What did you especially like?

Learned:

1) find attributive clauses in a complex sentence;
2) make their synonymous replacement where necessary and possible;
3) correctly use these types of sentences in speech;
4) correctly punctuate (highlight subordinate clauses with commas);
5) draw up schemes of sentences with subordinate clauses.


There are (by analogy with the secondary members of the proposal: definitions, additions and circumstances) three main type adnexal: definitive, explanatory and circumstantial; the latter, in turn, are divided into several types.

Subordinate clause can refer to a specific word in the main (conditional adjectives) or to everything main (non-verbal adventitious).

For determining the type of subordinate clause three interrelated features must be taken into account: 1) a question that can be asked from the main clause to the subordinate clause; 2) the conditional or non-verbal nature of the subordinate clause; 3) a means of communication of the subordinate with the main.

Clauses

Like definitions in a simple sentence, attributive clauses express a sign of an object, but, unlike most definitions, they often characterize the object not directly, but indirectly - through the situation one way or another related to the subject.

In connection with the general value of the attribute of the subject attributive clauses dependent on the noun(or from a word in the meaning of a noun) in the main clause and answer the question which? They join the main only with allied words - relative pronouns (which, which, whose, what) and pronouns (where, where, where, when). In a subordinate clause, allied words replace that noun from the main one on which the subordinate clause depends.

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

Allied words in complex sentences with can be divided into main (which, what, whose) and minor (what, where, where, where, when). Non-basic can always be replaced by the main allied word which, and the possibility of such a replacement is a clear sign definitive adjectives.

The village where(wherein) Eugene was bored, there was a lovely corner ... (A. Pushkin)- [noun, (where),].

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

At night, in the desert of the city, there is one hour, imbued with longing, when(in which) for the whole city at night got off ... (F. Tyutchev) -[n.], (when).

In the main sentence there are often demonstrative words (demonstrative pronouns and adverbs) that, such For example:

It was that famous artist whom she saw on stage last year (Yu. Herman)- [uk.sl. that - n.], (which).

Pronoun-defining clauses

By value, relative clauses are close pronominal-defining clauses . They differ from the proper attributive clauses in that they do not refer to the noun in the main clause, but to the pronoun (that, each, all etc.), used in the meaning of a noun, for example:

1) [Total, (what knew more Evgeny), retell to me lack of leisure) (A. Pushkin)- [local, (what),]. 2) [Not oh (what you think), nature]... (F. Tyutchev)- [local, (what),].

Like attributive clauses, they reveal the attribute of an object (therefore, it is better to ask a question about them too which?) and join the main sentence with the help of allied words (the main allied words are who and what).

Wed: [That Human, (who came yesterday Today didn't show up] - adjective attributive. [indicative + noun, (which), ].

[That, (who came yesterday Today didn't show up] - adjectival pronoun. [local, (who),].

Unlike proper attributive clauses, which always come after the noun they refer to, pronoun-defining clauses can also appear before the word being defined, for example:

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

Clauses of explanatory

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

Clauses of explanatory are attached to the explained word in three ways: 1) with the help of unions what, how, as if, so that when and etc.; 2) with the help of any allied words; 3) using the union-particle whether.

For example: 1) [The light has decided], (that t smart and very mil) (A. Pushkin)- [vb], (what). [I_ was afraid], (so that in a bold thought you me could not blame) (A. Fet) - [ vb.], (so that). [Her dreaming], (as if she goes on a snowy glade, surrounded by a sad mist) (A. Pushkin)- [vb.], (as if).

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

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

Clauses of explanatory can be used to convey indirect speech. With the help of unions what, like, when indirect messages are expressed using the union to- indirect urges, with the help of allied words and union-particles whether- indirect questions.

In the main clause, with the explained word, there may be a demonstrative word then(in different cases), which serves to highlight the content of the subordinate clause. For example: \Chekhov through the mouth of Dr. Astrov expressed one of his absolutely amazingly accurate thoughts about] (that forests teach a person to understand the beautiful) (K. Paustovsky)- [n. + uk.slov.], (what).

Distinguishing between subordinate attributive and subordinate explanatory

Certain difficulties are caused distinction between subordinate attributive and subordinate explanatory that refer to the noun. It should be remembered that attributive clauses dependent on the noun as parts of speech(the meaning of the noun being defined is not important for them), answer the question which?, indicate the sign of the subject that is called the noun being defined, and are attached to the main one only with allied words. Adnexal same explanatory depend on the noun not as a part of speech, but as from a word with a specific meaning(speech, thought, feeling, perception), except for the question which?(and it can always be set from a noun to any word or sentence depending on it) case question, they disclose(explain) content speeches, thoughts, feelings, perceptions and join the main unions and allied words. ( adnexal, attachable to the main unions and union-particle whether, can only be explanatory: The thought that he was wrong tormented him; The thought of whether he was right tormented him.)

More difficult distinguish between subordinate attributive and subordinate explanatory clauses depending on nouns when explanatory clauses join the main one with the help of allied words (especially the allied word what). Compare: 1) Question what(which) he was asked, seemed strange to him. Thought that(which) came into his head in the morning, haunted him all day. The news that(which) I received yesterday, very upset me. 2) The question of what to do now tormented him. The thought of what he had done made him uneasy. The news of what happened in our class amazed the whole school.

1) The first group - complex sentences with adverbial attributive. union word what can be replaced by an allied word which. The subordinate clause indicates the sign 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 subordinate explanatory clauses. Allied word replacement what allied word which impossible. The subordinate clause not only indicates the attribute of the object named by the noun, but also explains the content of the words question, thought, message(from the main clause to the subordinate clause, a case question can be asked). The demonstrative word in the main clause has a different form (case forms of pronouns: question, thought, news about that).

Adverbial clauses

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

Adventitious mode of action and degree

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

For example: 1) [The offensive was on as provided at headquarters) (K. Simonov)- [vb + uk.el. so], (as) (subordinate modus operandi).

2) [The old woman is the same wanted to repeat my story], (how much do I listen) (A. Herzen)- [vb + uk.el. so many],(how much) (subordinate clause).

Adventitious mode of action and degree can be unambiguous(if they join the main allied words how, how much, how much)(see examples above) and two-digit(if joined by unions; the second value is introduced by the union). For example: 1) [White acacias smelled so strong] (that their sweet, cloying, candy the smell was felt on the lips and in the mouth) (A. Kuprin)-

[uk.sl. So+ adv.], (what) (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 union to).

3) [Everything is small plant So sparkled at our feet], (as if it was really made from crystal) (K. Paustovsky)- [uk.sl. so + vb.], (as if) (the value of the degree is complicated by the value of the comparison, which is introduced by the union as if).

adnexal places

adnexal places indicate the place or direction of action and answer questions where? where? where? They depend on the whole main sentence or on the circumstance of the place in it, expressed by the adverb (there, there, from there, nowhere, everywhere, everywhere etc.), and join the main sentence with the help of allied words where, where, where. For example:

1) [Go the free way], (where entails you free cm)... (A. Pushkin)- , (where).

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

3) (Where the river went), [there and the channel will] (proverb)-(where), [uk.sl. there ].

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

Compare: 1) AND [ Tanya enters to an empty house], (where(wherein) lived recently our hero) (A. Pushkin)- [n.], (where) (subordinate definitive).

2) [I_ began to remember], (where walked during the day) (I. Turgenev)- [vb], (where) (subordinate explanatory).

Adventitious time

Adventitious time indicate the time of the action or manifestation of the sign, which is referred to in the main sentence. They answer questions when? how long? since when? How long?, depend on the entire main sentence and join it with temporary unions when, until, as soon as, barely, before, while, until, since, suddenly etc. For example:

1) [When the count is back], (Natasha impolitely rejoiced him and hurried to leave) (L. Tolstoy)- (kog2) (Till does not require poet to the sacred sacrifice of Apollo), [in the cares of the vain world, he cowardly submerged} (A. Pushkin)- (Bye), .

The main sentence can contain demonstrative words then, until then, after and others, as well as the second component of the union (then). If there is a demonstrative word in the main clause then, then when in the subordinate clause is a union word. For example:

1) [I_ sitting until I don't start to feel hunger) (D. Kharms)- [uk.sl. until], (Bye).

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

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

Adventitious time must be distinguished from other types of subordinate clauses attached by a union word when. For example:

1) [I_ saw Yalta that year], (when (- wherein) her left Chekhov) (S. Marshak)- [indicative + noun], (when) (subjective definitive).

2) [Korchagin repeatedly asked me] (when he can check out) (N. Ostrovsky)- [vb], (when) (subordinate explanatory).

Subordinate conditions

Subordinate conditions 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 get sick), [to doctors I won't apply]...(Y. Smelyakov)- (if), .

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

If a conditional clauses stand in front of the main one, then in the latter there may be a second part of the union - then(see 2nd example).

Adventitious targets

Adnexal suggestions goals indicate the purpose of what is being said in the main clause. They refer to the entire main sentence, answer questions why? for what purpose? for what? and join the main with the help of unions so that (to), in order to, so that, then so that, in order (obsolete) etc. For example:

1) [I_ woke up Pashka] (so that he didn't fall off from the road) (A. Chekhov)- , (to);

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

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

When dismembering a compound union, a simple union remains in the subordinate clause to, and the rest of the words are included in the main sentence, being a demonstrative word and a member of the sentence, for example: [I_ mention about it solely for the purpose] (to emphasize unconditional authenticity of many things Kuprin) (K. Paustovsky)- [uk.sl. for],(to).

Adventitious targets must be distinguished from other types of subordinate clauses with a union to. For example:

1) [I want], (to the bayonet equated pen) (V. Mayakovsky)- [vb], (to) (subordinate explanatory).

2) [Time landings was calculated so], (to the place of landing get into at dawn) (D. Furmanov)- [red.adj. + uk.sl. So],(to) (subordinate modus operandi with an added meaning of purpose).

Adnexal causes

Adnexal suggestions causes reveal (indicate) 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 join it with the help of unions because, because, since, for, because, because, because, due to the fact that, due to the fact that etc. For example:

1) [Sending her all my tears as a gift], (because not live me before the wedding) (I. Brodsky)- , (because)

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

3) (Thanks to we set every day new plays), [ theatre ours is quite willing visited] (A. Kuprin)- (thanks to), .

Compound unions, the last part of which is what, can be dismembered: a simple union remains in the subordinate clause what, and the remaining words are included in the main sentence, performing the function of a demonstrative 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. because],(what).

Adventitious concessions

In the subordinate concession, an event is reported, in spite of which an action is carried out, an event called in the main clause. In concessive relations, the main sentence reports such events, facts, actions that should not have happened, but nevertheless happen (happened, will happen). Thus, subordinate concessions called as if "non-working" reason. Adventitious concessions answer questions in spite of what? contrary to what? refer to the entire main sentence and join it 1) unions 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 much, no matter what (whatever). For example:

I. one) And (although he was a rake ardent), [but he fell out of love finally, and abuse, and a saber, and lead] (A. Pushkin)- (at least), [but].

Note. In the main clause, in which there is a concessive subordinate clause, there may be a union but.

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

3) [In steppes it was quiet and overcast], (despite what the sun has risen) (A. Chekhov)- , (despite the fact that).

Item 1) (No matter how protected myself Pantelei Prokofievich from all sorts of difficult experiences), [but soon had to endure him a new shock] (M. Sholokhov)- (whatever), [but].

2) [I_, (however would love you), getting used to fall out of love immediately) (A. Pushkin)- [, (however),].

Comparative clauses

The types of adverbial clauses considered above correspond in meaning to the same-named categories of circumstances in a simple sentence. However, there are three types of adjectives (comparative, consequences and connecting), which do not correspond among the circumstances in a simple sentence. A common feature of complex sentences with these types of subordinate clauses is the impossibility, as a rule, 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 join it with conjunctions like, exactly, as if, buto, as if, like as, as if, than ... asand etc. For example:

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

2) [Small leaves bright and friendly turn green], (as if who them washed up and varnish on them brought) (I. Turgenev)-, (as if).

3) [We threesome started talking], (as if a century whether familiar) (A. Pushkin)- , (as if).

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

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

2) [As time went slower] (than clouds were creeping across the sky) (M. Gorky)- [compar. step. out], (than).

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

[Existence his concluded into this cramped program], (as egg in shell) (A. Chekhov)- , (as).

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

Incomplete comparative clauses should not be confused with comparative turns in which there cannot be a predicate.

Adnexal consequences

Adnexal consequences indicate a consequence, a conclusion that follows from the content of the main sentence .

Adnexal consequences refer to the entire main clause, always come after it and join it with a union so.

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

Adventitious connecting

Adventitious connecting contain additional information, comments on what is reported in the main sentence. Connecting subordinate clauses refer to the entire main clause, always stand after it and are attached to it with allied words what, what, about why, why, why, why and etc.

For example: 1) [Her should not be late to the theatre], (from whatshe is very was in a hurry) (A. Chekhov)- , (from what).

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

3) [And the old man Cuckoos n fast allotment glasses, forgetting to wipe them] (what with him for thirty years of official activity never 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 conditional), characterize the means of communication (conjunction or allied word), determine the type of the clause (definitive, explanatory, etc.). d.).

An example of parsing a complex sentence with one subordinate clause

1) [In storm time turned out with the root 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 everything main and joins it with an allied word from what.

2) (To be contemporary clear), [all wide open open the poet] (A. Akhmatova).(to), .

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

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

The sentence is narrative, non-exclamatory, complex with a pronoun-defining clause. The adjective answers the question which?, depends on the pronoun all in the main, joins with an allied word what, which is an indirect complement.

Clauses indicate the sign of the object named in the main sentence; answer the question which?; refer to one word in the main clause - to a noun (sometimes to the phrase "noun + demonstrative word"); join with allied words: who, what, whose, which, which, where, where, from where, when. At the same time, demonstrative words are often found in the main sentence: that (that, that, those), such, any, each, any and etc.

For example: The forest we entered, was extremely old(I. Turgenev); Again I visited that corner of the earth, where I spent as an exile two years of inconspicuous (A. Pushkin).

Like definitions in a simple sentence, attributive clauses express a sign of an object, but, unlike most definitions, they often characterize an object not directly, but indirectly - through a situation that is somehow connected with the object.

Definitive clauses are attached with the help of allied words - relative pronouns which, which, whose, what and pronominal adverbs where, where, where, when. In the subordinate part, they replace the noun from the main part.

For example: I ordered to go to an unfamiliar object, which (= subject) immediately began to move towards us(A. S. Pushkin) - allied word which is subject.

I love people with whom(= with people) easy to communicate (With which is an addition).

allied words in complex sentences with subordinate clauses can be divided into main (which, what, whose) and minor (what, where, where, where, when).

Non-basic can always be replaced by the main allied word which, and the possibility of such a replacement is a clear sign of definitive clauses.

For example: The village where(wherein ) Eugene was bored, there was a lovely corner ...(A. Pushkin) - [noun, ( where ),].

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

At night, in the desert of the city, there is one hour, imbued with longing, when(in which ) night fell on the whole city ...(F. Tyutchev) - [noun], ( when).

union word which can be located not only at the beginning, but also in the middle of the subordinate part.

For example: We approached the river, the right bank of which was overgrown with dense thorny bushes.

Word which can even stand at the end of a subordinate clause, as in the epigram of D.D. Minaeva: That field gives a generous harvest, Dung is not spared for which ...

Relative attributive clause usually placed immediately after the noun it defines, but may be separated from it by one or two members of the main part.

For example: It was just peasant children from a neighboring village who guarded the herd. (I. Turgenev.)

It is forbidden to put the noun and the subordinate clause far apart from each other, they cannot be broken off by sentence members that do not depend on this noun.

You can't say: We ran to swim in the river every day after work, which was very close to our house .

Correct option: Every evening after work we ran to swim to the river, which was very close to our house.

The subordinate definitive part can break the main one, being in the middle of it.

For example: mill bridge, from which I have caught minnows more than once, was already visible.(V. Kaverin.) Little house, where i live in Meshchera deserves a description.(K. Paustovsky.)

The defined word in the main part can have demonstrative words with it. that one, such, For example: There is almost never sun in the room where I live. However, such a demonstrative may be omitted and is therefore not required in sentence structure; The subordinate clause refers to the noun even if it has a demonstrative.

In addition, there are relative attributive clauses that refer specifically to demonstrative or attributive pronouns that, that, such, such, each, all, every etc., which cannot be omitted. Such adnexal called pronominal-defining . The means of communication in them are relative pronouns who, what, which, what, which.

For example: Who lives without sorrow and anger, he does not love his homeland(N. A. Nekrasov) - means of communication - allied word who acting as the subject.

He is not what we wanted him to be.- means of communication - allied word what, which is the definition.

Everything seems good what it was before(L. N. Tolstoy) - a means of communication - union words what, which is the subject.

Like the adjectives, pronominal-defining adnexal reveal the sign of the object (therefore, it is better to ask a question to them too which?) and join the main sentence with the help of allied words (the main allied words are who and what).

Compare: That the person who came yesterday, today did not appear- adjective attributive. [indicative word + noun, ( which), ]. The one who came yesterday, today did not appear- adjectival pronoun. [ pronoun, ( who ), ].

Unlike proper attributive clauses, which always come after the noun they refer to, pronominal-defining clauses can also appear before the word being defined.

For example: Who lived and thought can't help but despise people...(A. Pushkin) - ( Who), [pronoun].

The purpose of the teacher's activity: create conditions for the formation and consolidation of the ability to see and explain the spelling in a word, to consolidate the ability to put punctuation marks in a complex sentence.

Planned results:

  • subject - they know the classification of errors, their types, the main studied spellings, signs of spelling, the rules for punctuation in a complex sentence;
  • are able to distinguish between different types of errors and classify them, analyze and find the right ways to correct and explain errors, apply algorithms for choosing the correct spelling.

Metasubject.

  • Personal- give an adequate self-assessment of educational activity, realize the limits of their own knowledge and "ignorance", strive to overcome them.
  • cognitive- formulate a learning task, structure knowledge, consciously and voluntarily build a verbal statement in oral form, read and listen, extracting the necessary information, make generalizations and conclusions.
  • Regulatory- accept and save the learning task, plan their action in accordance with the task, make the necessary adjustments and the action after its completion based on its assessment and taking into account the nature of the mistakes made, are able to assess the correctness of the action at the level of an objective retrospective assessment, adequately perceive the teacher's assessment.

Lesson goals.

Educational:

  • repeat and deepen information about compound and complex sentences;
  • introduce the concept of a complex sentence with an attributive clause and a pronominal attributive;
  • find the main and subordinate clauses in NGN, ask the right question and see the means of communication between the parts of the sentence;
  • checking the understanding and degree of assimilation of the material on the topic.

Educational:

  • development of mental activity of students;
  • development of the ability to work in groups, evaluate the answers of classmates.

Educational:

  • fostering a conscious interest in the native language as a means of obtaining knowledge;
  • fostering friendly relations between students, encouraging the desire for joint activities and mutual assistance.

During the classes

Teacher's word:

In the last lesson, we began to study the complex sentence. And today I propose to start with a little warm-up, which will allow you to determine how you learned the material of the previous lessons.

Vocabulary warm-up(Decoder)

To about dream of the earth, o(n, pp )positioner, co(p, pp)oziya, pr e caution, dosa d ny, pr e cases, co(l, ll)edge, pr e dacha, complete (n,nn)a, pr and vychka, pr e overcoming.

EXAMINATION.

Definition.

What is a definition?

What word do you not know the meaning of?

OPPOSITIONER - representative of the opposition

OPPOSITION - - the consignment or public Group opposing the opinion of the majority, the dominant point of view, putting forward an alternative policy or other way of solving problems.

Orally build a sentence with the given word.

(The oppositionist puts forward an alternative policy of his party).

Work with text

Water, you have no taste, no color, no smell. You cannot be described, you are enjoyed:. It cannot be said that you are necessary for life, because you are life itself. You fill us with joy beyond our senses. ( A. Saint-Exupery)

Place punctuation marks and explain them.

Prove that this is a text.

  1. Define its theme and idea. (Theme: water; idea: water is life itself)
  2. Title options. Which heading more accurately reflects the content of the text?
  3. Describe the proposals.
  4. What kind of offer is not here? (compound)
  5. Try to form a compound sentence from one of the proposed . (You are indescribable and enjoyed.)
  6. What is the difference between compound sentences and compound sentences?
  7. Draw a diagram of the last sentence.
  8. What question do we ask from the main clause to the subordinate clause?
  9. Which minor term answers the question which one? (definition)
  10. If we ask the question what? to the subordinate clause, then such a subordinate clause is called a subordinate clause.

Determination of the topic of the lesson "Complex sentence with attributive clause".

3) /4 sentences without questions are displayed on the screen/

  1. Worth a penny for a person (what?) who cannot break a bad habit.
  2. The room (what?) where they brought me looked like a barn.
  3. And the pain (what?), That pounded like a starling in the temple, subsides, subsides.
  4. And the beggar rider lurks in the gorge (which one?), where the Terek plays in fierce fun.

Place punctuation marks.

On what basis can you single out the 1st sentence out of the four proposed? (proverb)

What is a proverb?

A proverb is not a simple saying. It expresses the opinion of the people. It contains the people's assessment of life, the observations of the people's mind. Not every saying became a proverb, but only one that was consistent with the way of life and thoughts of many people - such a saying could exist for millennia, passing from century to century. Behind each of the proverbs is the authority of the generations that created them. Therefore, proverbs do not argue, do not prove - they simply affirm or deny something in the certainty that everything they say is a solid truth. Proverbs are firmly embedded in memory. Their memorization is facilitated by various consonances, rhymes, rhythms, sometimes very skillful. The people who created the proverbs were not literate, and the common people had no other way to store their life experience and their observations. However, we would not understand proverbs if we did not take into account their special connection with speech. No one remembers proverbs like that, without reason or reason. They always come to mind in conversation, in various speech applications.

On what basis can sentences be combined? (2nd and 3rd sentences - by structure: the subordinate clause is inside the main sentence; 3rd and 4th sentences are lines of poetry)

By structure, we combined the 1st sentence with the 4th, and the 2nd with the 3rd. If we imagine that these are rhyming lines, then what will such a rhyme be called? (girdle)

What do the subordinate clauses refer to, from which words in the main clause the question is raised to the subordinate clause?

Clauses refer to nouns in the main clause, from which a question is posed (students ask questions).

How are subordinate clauses attached to the main clause?

With the help of allied words which, where, what, where. (The teacher draws the students' attention to the fact that only allied words are used in the subordinate clauses).

Work with the textbook.

Reading the theoretical material on page 73

  • Formulate a problematic question with which you will work at this stage of the lesson.
  • What is the role of demonstrative and allied words in compound sentences with attributive clauses?
  • What new did you learn from the textbook article?

Demonstratives in attributive clauses serve to highlight the noun being defined and the subordinate clause.

Definitive clauses always come after the noun they define.

Pronominal-defining clauses refer to pronouns in the meaning of nouns (that, each, all, etc.) and can stand both after and before the word being defined.

Consolidation of the studied material.

Execution of ex. No. 98 (oral).

Using the "Explanatory Dictionary" of the textbook, make complex sentences with a subordinate clause, revealing the interpretation of the words: aquilon, flotilla.

Group work

Each group receives a card with a task:

among the sentences, find the NGN with a clause, write out, highlight the grammatical basis, draw up a diagram.

Card for 1 group:

2. An empty veranda is ready to receive guests, for whom it is a sin to descend and stand by: (A. Gorobets), (whom).

Card for group 2:

1. Peace to the aspens, which, spreading their branches, looked into the pink water. (S. Yesenin)

Card for group 3:

3. But there are days when in the blood of golden-leaved headdresses burning autumn looks for eyes: (A.A. Fet)

Card for 4 groups:

1.My dear autumn grove: where every birch leaf rustles over me: (Yu. Levitansky)

GROUP CHECK. (Construction of circuits)

Exercise 103

CHECK EXERCISE 103

6. Summing up the lesson.

  • What question do the adjectives answer? (which?)
  • What are adjective adjectives? (to nouns or other words used in the meaning of a noun)
  • How are subordinate clauses attached to the words they define? (in allied words which, what, where, where?)
  • Why is the demonstrative word that, such is added to a noun? (to highlight the noun and the subordinate clause)
  • Where are the adjectival clauses related to the noun? (always after)
  • How do pronoun-defining clauses differ from attributive clauses? (refer to the pronouns that, everything, everything, everyone, etc., the subordinate clause can be both before and after the word being defined).

7. Homework- exercise 106. learn the paragraph rule.

ROUTE SHEET

F.I. (student(s)______________ Date:________ _____

 Appendix

Card

Task 1. Write off. Arrange punctuation marks, explain the punctuation marks using diagrams.

Water can quickly run and flow quietly, roar like a waterfall and be silent like an iceberg, smoke like a geyser and shine with dew drops.

The sun begins to descend into the sea and restless waves play merrily and noisily splashing on the shore. (M. Gorky)

IV. Consolidation. Group work.

Card for 1 group.

1. The forest was quiet and silent, because the main singers flew away. (Mamin-Sibiryak D.N.)

2. An empty veranda is ready to receive guests, who are it a sin to descend and stand for a stay: (A. Gorobets)

3. The autumn river is so shiny and sparkling in the sun that it hurts the eyes. Goncharov I.A.)

Card for 2 groups.

Among the sentences, find the NGN with a clause, write out, highlight the grammatical basis, draw up a diagram.

1. Peace to the aspens, which, spreading their branches, looked into the pink water. (S. Yesenin)

2. Red rays fell like fiery lead along the river where it hid under overhanging bushes. (I. S. Turgenev)

3. The cloud, now whiter, now blacker, was advancing so quickly that it was necessary to add a step more in order to be in time for home before the rain. (L.N. Tolstoy)

Card for 3 groups.

Among the sentences, find the NGN with a clause, write out, highlight the grammatical basis, draw up a diagram.

1. Everyone was silent to hear the rustle of flowers. (K. Paustovsky)

2. It was raining like a bucket, so it was impossible to go out onto the porch. (S.T. Aksakov)

3. But there are days when autumn looks for eyes in the blood of golden-leaved headdresses burning: (A.A. Fet)

Card for 4 groups.

Among the sentences, find the NGN with a clause, write out, highlight the grammatical basis, draw up a diagram.

1. The autumn grove is dear to me: where every birch leaf rustles over me: (Yu. Levitansky)

2. I had to hire bulls to pull my cart up that damned mountain because it was autumn and sleet. (M.Yu. Lermontov)

3. The sky lowered and became yellow-pink, as if the reflection of a distant fire fell on it. (S.Antonov)

ROUTE SHEET

F.I. (student(s)_______________________Date:____________

The study of syntax causes certain difficulties, which is primarily due to the variety of structures and concepts. is distinguished by the presence of several predicative parts, which can be independent. This is a complex sentence. And they can be dependent and main - this is a complex sentence. The article deals with NGN with attributive clauses.

Compound sentence with subordinating parts

Sentences, where one part is main and the other dependent, may be different in their structure and in the meaning of the subordinate parts. If the subordinate part of NGN answers to cases, then this is an explanatory part. For example:

  • Peter claimed that he was not at the meeting.
  • Catherine understood why they were doing this work.
  • The cat knew that she would be punished for her antics.

In cases where a question of circumstance is asked to the subordinate part, this is a sentence. For example:

  • They met in the park when the demonstration was over.
  • Since a storm began, the boat trip had to be postponed.
  • Maxim was where his friends lived.

To NGN with adjectival clauses, the question "what" is asked. For example:

This bird, which has flown over the sea several times, is called the loon.

The boy, whose parents worked at a facility in Sochi, showed excellent results in sports.

The estate, which is located within the reserve, is a museum.

Punctuation in NGN

What are the punctuation marks in a complex sentence? In Russian grammar, it is customary to separate the main part from the subordinate clause with commas. In most cases, it precedes the union or is a member of the proposal, you can ask a question to it): " The tourists stopped for the night in a tent city, because they still had a long way to go to the mountains."

There are many examples when a comma is placed at the end of the main part, but not before the union / allied word (this is especially often observed in NGN with relative clauses): " The path to the source lay through a gorge, the location of which was known to few.

In cases where the subordinate clause is located in the middle of the main clause, commas are placed on both sides of the dependent clause: " The house they moved into was bigger and brighter."

Punctuation marks in are placed according to the same syntactic rules: after each part - a comma (most often before unions / allied words). For example: " When the full moon rose, the guys saw how the sea waves were mysteriously splashing, the sounds of which they had heard for a long time.

Attributive clause

  • The attributive dependent part reveals some features of the word indicated in the main part. Such a subordinate clause is comparable to a simple definition: " It's been a wonderful day" "It's been a day we've been dreaming of for a long time." The difference is not only syntactic, but also semantic: if the definitions name the subject directly, then the subordinate part draws the object through the situation. With the help of allied words, NGNs with attributive clauses are added. Sample sentences:
  • The car that Maria bought in Japan was reliable and economical.
  • Misha brought apples from the garden where pears and plums also grew.
  • Father showed vouchers to Venice, where the whole family will go in September.

At the same time, there are allied words that are basic for such sentences: "which", "whose", "what". Others are considered minor: "where", "what", "when", "where", "from where".

Features of the subordinate attributive

Having briefly described the main characteristics of the structures, it is possible to draw up a small synopsis of "SPP with a subordinate definitive." The main features of such proposals are disclosed below:


Pronoun-defining sentences

From NGN with attributive clauses, where the dependent part refers to a noun with a demonstrative pronoun, one must distinguish those that depend on the demonstrative pronoun itself. Such sentences are called pronouns. For comparison: " He will not be admitted to the offset, who did not pass the laboratory work" / "Those students who did not pass the laboratory work will not be allowed to pass. The first sentence is pronominal-attributive, since in it the subordinate clause depends on the demonstrative pronoun "that", which cannot be removed from the sentence. In the second sentence, the dependent part refers to the noun "students", which has the demonstrative pronoun "those" and can be omitted, hence it is a relative attributive.

Related exercises

To consolidate the above theoretical information will help the test "NPP with adjectival clauses."

  1. In which sentence is NGN presented with an attributive clause.

a) Egor was informed about what happened late, which he did not like.

b) Due to the fact that the meeting was delayed, the lawyer was late for the meeting.

c) The grove, where many birches grew, beckoned mushroom pickers after the rain.

d) The sea was calm when they reached the shore.

2. Among the sentences, find the pronominal-attributive.

a) He has not yet been seen as he was yesterday at the meeting.

b) The city that appeared on the horizon was Beirut.

c) The idea that came to his mind was liked by everyone.

d) The school her sister went to was in another city.

3. In which answer option does the subordinate part break the main part?

a) He will not understand Pushkin who has not read him with his soul.

b) The water in the river, which was on the outskirts of the city, was cold.

c) His friend, whom he met at the conference, was invited to his birthday party.

d) Vasily called the doctor, whose number was given by Daria Nikolaevna.

4. Specify the relative attributive sentence.

a) He knew where the goods were delivered from.

b) The country where he comes from was in the center of Africa.

c) Where Michael came from was known only to his father.

d) She went to the window where the voices were coming from.

5. Indicate the sentence with a pronominal-defining clause.

a) The street that ran parallel to the avenue was the oldest in the city.

b) The one in the yellow suit turned out to be Ipatov's wife.

c) The girl that Nikolai met in the park was a friend of his sister.

d) Lydia was attracted by the song that the children sang from the stage.