§ 1 Main groups of complex sentences
The purpose of this lesson is to expand knowledge about complex sentences, their structure and structure; give general idea about groups of complex sentences, paying special attention to subordinate clauses.
We know that a complex sentence, in which one simple sentence in meaning and structure depends on another (subordinates to it) and is connected with it on the basis subordinating connection, is called complex. The parts of a complex sentence are unequal in meaning: the main clause subordinates the subordinate clause, and a semantic question can be raised from the main clause to the subordinate clause. In addition, the connection between the main and subordinate clauses is carried out with the help of subordinating conjunctions and allied words, as well as with the help of intonation.
For example:
In this sentence, the subordinate clause refers to the grammatical basis of the main part “it was heard”, and it is from the base that the question is posed to the subordinate clause; the subordinating conjunction “what” is used as a means of communication between the parts.
Complex sentences consisting of two simple ones semantic meaning clauses are divided into three main groups. These groups have names similar to those minor members(depending on which member of the sentence was replaced by this subordinate clause):
Complex sentences with attributive clauses,
Explanatory (similar to additions)
And circumstantial.
Groups subordinate clauses can be presented in table form
|
What do they mean? |
Attached to main |
Demonstrative words |
|||
|
Subordinating conjunctions |
Conjunctive words |
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|
Define |
Characteristics of an object or phenomenon named in the main part |
Which, what, which, where, whose |
That, such, such, every, every, any, all |
||
|
Explanatory |
Characteristics of the main member of the sentence with the meaning of speech, thought, feeling named in the main part |
Case questions |
What, so that, as if, a particle of LI |
What, when, how, where |
|
|
Circumstances |
Characteristics of a member of a sentence with the meaning of place, time, manner of action, degree, condition, etc., named in the main part |
Where? How? Where? For what? |
When, while, if, so that, so |
Where, when, from, etc. |
There, there, from there, everywhere, everywhere, until, in that case, in view |
Thus, groups of complex sentences are determined by the following criteria:
1. on the semantic question to which the subordinate clause answers;
2. by means of connecting the subordinate clause with the main one (subordinating conjunctions, allied words, demonstrative words).
For example:
In this sentence, the subordinate clause refers to the noun “house” in the main part, and it is from this word that the question is posed to the subordinate clause, the conjunctive word “in which” is used as a means of connection between the parts. We have before us a complex sentence with a subordinate clause.
In this sentence, the subordinate part refers to the predicate of the main part “felt”, and it is from this that the question is posed to the subordinate clause; the subordinating conjunction “what” is used as a means of communication between the parts. We have before us a complex sentence with an explanatory clause.
In this sentence, the subordinate clause refers to the entire main part “we have reached the goal of our journey,” and it is from the entire main part that the question is posed to the subordinate clause; the subordinating conjunction “when” is used as a means of communication between the parts. We have before us a complex sentence with an adverbial clause.
Another type of subordinate clause stands out - these are subordinate clauses, which contain an additional message, an explanation of what is said in the main sentence; they are attached using allied words: what, where, where, when, how, why, why, why, as a result of which.
The peculiarity of such sentences is that it is impossible to pose a question from the main part to the subordinate clause, since there is no word or phrase in the main sentence that would require the presence of a subordinate clause.
For example:
The purpose of the subordinate clause in this complex sentence is to provide additional clarification about the message in the main clause.
§ 2 Complex sentences with attributive clauses
Let us dwell in more detail on the group of complex sentences with attributive clauses. Such subordinate clauses contain a characteristic of an object or phenomenon named in the main sentence, and answer the question “which?”; they relate to a member of the main sentence, which is expressed by a noun or another word in the meaning of a noun.
The subordinate attributive is attached to the word being defined in the main sentence with the help of allied words - pronouns and adverbs: which, which, whose, what, where, where, where, whence.
For example:
To correctly highlight the word being defined in the main sentence, you can use an indicative word.
In such sentences, the subordinate clause is attached to the combination of a noun with a demonstrative word, which is optional and can be omitted.
The attributive clause is always found after the main clause or inside the main clause, and follows strictly after the word being defined, characterizing it.
Due to this feature, such subordinate clauses cannot be located before the main clause.
For example:
In this regard, it is necessary to note that the conjunctive words which, which, whose necessarily agree with the word being defined in gender and number, and their case forms depend on which member of the sentence these words are in the subordinate part.
For example:
In this sentence, the conjunctive word which, like the defined word “fontanel”, is in the masculine gender and in singular, and in the subordinate clause the conjunctive word is the subject because it is in the nominative case form.
The word order in sentences with attributive clauses is often violated. According to the rule, allied words (which, which, whose) replace the nearest preceding noun.
This provision is not observed in the following example Consistent success enjoy books by our writers that reflect modern times. For elimination speech error You can introduce into the main sentence the demonstrative pronoun this or that, correlative to the conjunctive word which:
Often complex sentences with subordinate modifiers can be replaced with synonymous simple sentences with separate definitions expressed by participial phrases.
Compare:
Close to the attributive clauses are the subordinate clauses related to the pronouns that, each, every, all, any, such, such (pronominal modifiers).
They answer the questions “Who exactly?”, “What exactly?”
For example:
(Whoever works for the benefit of the fatherland) [will not be easily separated from him].
Pronominal-defining clauses can appear before the word being defined, before the entire main part.
Scheme (Who...), [place. That…].
In such sentences, the subordinate clause specifies and fills with content the meaning of the pronoun in the main sentence to which it refers. The term “definitive” in relation to a subordinate clause is used in this case conditionally, in the meaning of “revealing content”.
To summarize, it can be noted that the ability to competently and correctly use different groups of complex sentences is necessary for everyone who speaks Russian; this makes it possible to improve grammatical knowledge and punctuation skills.
List of used literature:
- Egorova N.V. Lesson developments in the Russian language: a universal guide. 9th grade. – M.: VAKO, 2007. – 224 p.
- Bogdanova G.A. Russian language lessons in 9th grade: a book for teachers. – M.: Education, 2007. – 171 p.
- Baranov M.T. Russian language: Reference materials: a manual for students. – M.: Education, 2007. – 285 p.
- Rosenthal D.E. Practical stylistics of the Russian language: Textbook for universities. – M.: graduate School, 1977. – 316 p.
Russian language lesson in 9th grade.
Lesson topic: “Main groups of complex sentences according to their meaning.”
Purpose of the lesson: to give a general idea of groups of complex sentences according to their meaning, to improve punctuation skills.
Lesson form: combined lesson, including work from the textbook, elements research work, construction of proposals, drawing up sentence diagrams.
During the classes.
Linguistic warm-up. Spelling dictation.
Brilliant, thoughtful, ultra-refined, parliament, shine, intense, obstacle, play, tennis, gallery, side by side, be at the exhibition, exactly the same, arrive in the city, by all means.
Assignment: identify paired types of spellings and explain them.
Construction of complex sentences. Generalization of knowledge about NGN.
Form of the game: the teacher listens, the students explain the material. Implementation of individual tasks.
1st student. The difference between a complex sentence and a complex sentence. The main and subordinate clauses in a sentence.
Example: When there is no agreement among comrades, things will not go well for them. Happy is he to whom the warm wind blows at dawn.
2nd student. An IPP may have more than one subordinate clause, but several.
Example: It’s so light outside that you can see the wind shaking the tops of the trees.
3rd student. The subordinate clause is attached to the main one by subordinating conjunctions or allied words ( relative pronoun, adverb).
Example: When the sun rises, we hit the road. We agreed on when to hit the road.
Determine where the conjunction is and where the conjunction word is, prove it.
4th student. The main clause may contain demonstrative words (they contain the content of the subordinate clause in a condensed form). The index word can be connected with subordinating conjunction, forming a compound union.
Example: The wind blew so that it seemed animated. We sat on a hill so we could see everything in all directions.
5th student. The place of the subordinate clause is not constant. It can stand before the main thing, in the middle, after the main thing. With double alliances, it always comes before the main one.
Example: The sooner the fire burned out, the darker it became around.
3.Teacher. What do you know about punctuation marks in NGN? Write down the sentence, explain the punctuation marks.
Example: Everyone understands that the fate of the country is being decided now. We know what is now on the scales and what is happening now.
Make diagrams of the written sentences.
I I, What ().
I I,(what…….) and (what…….).
The concept of the main groups of subordinate clauses in NGN. Comparison of simple and complex sentences. Construction of complex sentences.
Write it down in your notebook.
1. My heart had a presentiment of evil.
2. Our school is located on Alexey Khadykin Street.
3.We reached our destination in the evening.
1. My heart had a presentiment that something bad was going to happen.
2. The school where we study is located on Alexey Khadykin Street.
3. We reached the destination of the journey when evening came.
Let's compare the proposals and draw conclusions.
IN complex sentences subordinate clauses are similar in meaning to the secondary member of the sentence: addition, definition, circumstance. Therefore, we call them explanatory, attributive, adverbial clauses.
5.How to determine the type of subordinate clause?
The most important rule is to ask the question correctly (from the entire main sentence or from one of its words).
Example: A person who cannot break a bad habit is worthless. The artist sees what others do not see. Headlong, he rushed to where the cry for help was coming from.
Lesson summary.
Homework: paragraph 9 p. 43, ex. 98.
In case of time reserve parsing sentences: Never talk about what you don’t know. Create a proposal outline.
Warm-up game: Mixed up simple sentences as part of the SPP. Unravel them and write down correctly The only beauty, it is impossible to treat it. The food is more tasteless than the disease that robs life. There is no worse enemy and thief that I know - this is health. If the disease is not defined, the more beneficial it is for health.
CHECK YOURSELF! (self-test) The only beauty I know is health. G. Heine The more tasteless the food, the healthier it is. A. Lesage There is no worse enemy and thief than the disease that robs life. “Mirror of Wisdom” If a disease is not identified, it is impossible to treat it. Samarkandi
Algorithm “The order of mental operations in the analysis of NGN” Determine the type of sentence; how many simple sentences are included in it (find and underline grammar basics). Find the main offer. Read the subordinate clause and determine its place in relation to the main one. Determine what the subordinate clause explains (the main thing, word or phrase); put the question from the main clause to the subordinate clause. Name the type of clause. Indicate the method of connecting the subordinate clause with the main one (conjunctions, allied words, intonation). Find out whether there is an indicative word in the main sentence. Explain punctuation marks. Create a graphical diagram of the proposal. Replenishing the methodological piggy bank of the “Schoolboy”
COMPARE: The heart had a presentiment of evil. My house is in a new area. We reached our destination in the evening. My heart had a presentiment that something bad would happen. The house I live in is in a new area. We reached the destination of our journey when evening came. Comparative analysis
Lesson 37. Topic: Basic groups complex sentences according to their meaning. Complex sentences with attributive clauses.
(Anyktauysh bagynynkyly sabaktas kurmalas soylem)
Lesson objectives: give a general idea of groups of complex sentences according to their meaning; form a concept about subordinate clauses and the features of their structure; improve punctuation skills.
During the classes
1. Linguistic warm-up.
Vocabulary commented dictation: students “chain by chain” explain spelling patterns in words.
Nuance, dramatic, anti-fascist, reproach, idealize, brilliant, smuggler, premiere, skepticism, problem, by all means, stay, over-refined, overly, apparently-invisibly, think about it, tennis, quantitative, luxurious, gallery.
Tasks:
1) Select words with alternating morphemes, select words with paired morphemes ( brilliant - shine, stay - arrival, super-exquisite - play - charge (excl.) too - extraordinary, think - interrupt ).
Additional task: explain lexical meaning words nuance, skepticism, luxurious. If necessary, use a dictionary.
2. The concept of the main groups of NGN .
1. Let’s write down the sentences and identify the minor members in them, asking the appropriate questions:
1) My heart had a presentiment of (what?) bad things. ( Addition.)
2) (whose?) My house is in a new area. (Definition)
3) We have reached the destination of our journey (When?)In the evening. (Circumstance.)
2. Let’s select syntactic synonyms for these sentences - rearrange the sentences so that they become complex:
1) My heart had a presentiment that something bad would happen.
2) The house I live in is in a new area.
3) We reached the destination of our journey when evening came.
3. Let’s pose questions to subordinate clauses:
1) had a presentiment (what?)
2) house (which one?)
3) got there (when?)
4. Let’s compare simple and complex sentences and draw conclusions:
1) Subordinate clauses are similar in meaning to the secondary members of the sentence.
2) Three main groups of subordinate clauses correspond to three groups of secondary members: additions, definitions, circumstances.
3. The teacher's word.
The main groups of complex sentences have names similar to the names of the minor members: SPPs with attributive clauses, explanatory clauses (similar to complements) and adverbial clauses, which in turn are divided into subgroups.
How do we determine which minor member is in front of us? (on the issue.)
In the same way, we will determine which group the subordinate clause belongs to. The main thing is to ask the right question. Let's start with subordinate clauses.
Let's write down the sentences by adding questions to the subordinate clauses:
1) A person (what kind of person?) who cannot break a bad habit is worthless.
2) The room (which one?) where they took me looked more like a barn.
3) And the pain (what?) that was pounding like a bird in my temple subsides, subsides...
4) And the beggar rider lurks in the gorge (which one?), where the Terek plays in ferocious fun.
What do subordinate clauses refer to, from what words in the main sentence is the question raised to the subordinate clause? (Adverbial clauses refer to the nouns in the main clause; they pose a question.)
How are subordinate clauses attached to the main clause? (Using conjunctive words which, where, what, where. )
Let us consider separately, out of context, the words which, where, what, where.
What parts of the sentence can these words be associated with? (Which - with a definition, what - with a subject or object, where, where - with a circumstance.)
Please note that to determine the type of subordinate clause, context is necessary; it is necessary to pose a question that will prompt the correct answer. It is not so important that the subordinate clause is attached with allied words. The main thing is what question it answers.
SPPs with attributive clauses are absent in the Kazakh language. The difficulties of studying them lie in the fact that sentences similar to them in semantics in the Kazakh language in their structure represent simple sentences with so-called expanded definitions, which are not distinguished by intonation and are usually located in front of the word being defined. For example: The plane that flew from Astana has landed. – Astanadan ushyp kelgen ushak zherge kondy.
4. Working with the textbook .
1. Read the theoretical material on pp. 142-143.
What new did you learn from the textbook article?
Demonstrative words in subordinate attributives serve to highlight the noun being defined.
2. Subordinate modifiers always come after the noun being defined.)
5. Reflection 6. A subordinate clause can come before the main clause, after it, or break the main clause. Subordinate clauses are separated by commas.
For example:
[The sun was still warming the tops of the pine trees] (when we reached the place).(Yu. Kazakov.) […], (When…).
(To wait for such an evening), [one had to live a hundred years].(K. Paustovsky.) (To…), […].
[The village (where Bim was brought) really surprised him].(G. Troepolsky.) […, (Where…), …].
The subordinate clause is syntactically subordinate to the main clause. You can ask him a question:
And it's fun for me to think(about what?) that the poet will understand me.(I. A. Bunin.) […], (What…).
He remembers small house, bedroom(which?) , in which he slept against his father.(V. M. Garshin.) […], (wherein…).
If there are several subordinate clauses in a complex sentence, then they can be subordinate not only to the main clause, but also to each other.
For example:
The days of bright light have arrived, when it is impossible to go out without dark glasses, because the sunlight reflected in the snow unbearably hurts the eyes.(I. Sokolov-Mikitov.)
Or: When they were left alone, Rostov became convinced for the first time that he was embarrassed to look Boris in the eyes.(L.N. Tolstoy.)
7. Homework.
Complete exercises No. 283, 284.
Based on their meaning and structure, SPPs are divided into three main groups. The subordinate clauses in these complex sentences correspond to three groups of minor members of the sentence: definitions, additions and circumstances*.
Types of subordinate clauses
| 1. Determinatives (including pronominal-definitive ones) | They answer the questions which? whose? Who exactly? What exactly? and refer to a noun or pronoun in the main part; are most often joined with the help of allied words which, which, whose, where, etc. and conjunctions that, so that, as if, etc. | The native places where I grew up will forever remain in my heart; He who does nothing will achieve nothing; She looked with such an expression that everyone fell silent. |
| 2. Explanatory | They answer questions about indirect cases and usually refer to the predicate in the main part; are joined with the help of conjunctions that, so that, as if, whether, 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 rejoicing at his happiness. |
| 3. Circumstantial: | ||
| mode of action, measure and degree | How do they answer questions? how? to what extent? in what degree? how much? and usually refer to one word in the main sentence; are joined with the help of conjunctions that, so that, as if, exactly and allied words like, how much, how much. | We were so tired that we could not go further. |
| time | When do they answer questions? From what time? until what time? how long? and usually refer to the entire main clause; joined with the help of conjunctions when, while, as, while, as, while, as long as, after, barely, since, only, slightly, before, as soon as, only 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; joined with the help of allied words where, where, from. | People go to folklore practice where they are still alive folk traditions songs, tales |
| goals | They answer the questions why? for what purpose? and usually refer to the entire main clause; are joined with the help of conjunctions so that, in order to, in order to, then so that, in order to, if only, yes, if only. | To avoid getting lost, we took to the path. |
| causes | Answer the questions why? from what? 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 | They answer the question under what condition? and usually refer to the entire main clause; join with the help of conjunctions if, if, when, if, if, how, once, how soon, whether... whether. | If the weather does not improve within 24 hours, the hike will have to be rescheduled. |
| concessions | Do they answer questions no matter what? in spite of what? and usually refer to the entire main clause; are joined with the help of conjunctions although, despite the fact that, despite the fact that, even if combinations of pronominal words with a particle no matter how, no matter where, no matter how much, no matter where. | Despite the fact that it was already well after midnight, the guests did not leave; No matter how you bend a tree, it keeps growing. |
| comparisons | They answer questions like what? like who? than what? than who? and usually refer to the entire main clause; are joined with the help of conjunctions as, likewise, as if, as if, exactly, as if, as if, that. | The branches of the birch stretch towards the sun, as if they are stretching 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 means of a union so. | The summer was not very hot, so the mushroom harvest should be good. |
Explanatory subordinate clauses can be attached to the main clause using the particle li, used in the meaning of a conjunction. For example: He didn’t know if tomorrow would come. The conjunction 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 NGN. For example: The village where Eugene was bored was a charming place. This is a complex sentence with a subordinate attributive, which has an additional spatial connotation of meaning.
