Explanatory clauses. Main types of subordinate clauses Talk about complex sentences with subordinate clauses

Langolf Nina Valentinovna

Complex sentences with explanatory clauses"

Lesson type: lesson on discovering new knowledge.

The purpose of the lesson: to form students' knowledge about complex subordinates

Sentences with explanatory clauses.

Tasks:

• educational formation of skills:

1. find explanatory clauses in complex sentences based on their characteristic features, and use them correctly in speech;
2. place punctuation marks;
3. draw up diagrams of complex sentences with subordinate clauses

• developing development of speech skills, systematization of acquired knowledge, observation, spelling and punctuation vigilance;
• educational nurturing a culture of speech and interest in learning the Russian language.

Lesson type: lesson in learning new knowledge

Forms of student work:individual, group, pair

Lesson plan.

1. Individual tasks (cards):

DURING THE CLASSES

1. Organizing time. Motivation.

1. Repetition of learned material.Checking home/tasks (card)

1. The day until the evening is boring, if there is nothing to do. (SPP with additional obs conditions)

2. A person must have favorite works to which he turns. (NGN with additional definition)

3. To get a good profession, you need to study diligently. (SPP with a general purpose)

4. Just as a bird is created for flight, so man is created for work.

Teacher. Today we continue to explore complex sentences. But before we start studying new material, let’s do a linguistic warm-up and remember the theoretical material we’ve studied.

2. Tasks for linguistic warm-up (Preparation for the OGE) (in pairs) No. 3, No. 7

1.Indicate a sentence in which the means of speech expression iscomparative turnover? (

1) And I even had tears dripping from my eyes - Levka gave me such a good time - they dripped straight onto the blotter and spread across it like colorless blots.

2) I took his blue plastic cutting knife from my dad’s desk and sharpened it on the stove all day.

3) As soon as I saw him, I immediately began to unfasten my briefcase to take out the dagger.

4) In the classroom everything was as usual, and Lyovka stood at the window with Valerik.

Answer: 1

3. 2. Indicate a sentence in which the means of expressive speech is PHRASEOLOGIST.

1) He walked with a waddle and always touched the edge of the table or knocked over a chair.

2) In his dreams, from fat and clubfoot, he turned into slender and flexible, and dexterity and dexterity appeared in his movements.

3) Is this how a noble knight is treated?

4) The friend had no idea that he had wounded Vasya in the very heart. Answer (4)

1. 3. Indicate a sentence in which the means of expressive speech is EPITHET

1. The lights of the poor villages blinked blindly in the gray snowstorm.
2. Levitan remembered his first trip to Crimea, and he wanted to go to the mountains.
3. The sick Levitan asked Chekhov for a piece of cardboard and in half an hour he sketched an evening field with haystacks on it in oil paints.
4. This air often gave me headaches.

Answer: 1

3. (4.) Indicate a sentence in which the means of expressive speech is METAPHOR

1) He already thought of the soldier as his father, and a new feeling of filial love and tenderness was born in his childish soul.

2) And indeed, the soldier on the screen looked very much like his father in that old military photograph that hung in their home.

3) It was my father who was killed... - Avalbök shouted, wanting people to be as proud of his father as he was.

4) He was glad that his mother did not see his tears. Answer (1)

7 .1 Replace the phrase UNNAMED KNIGHT, built on the basis of agreement, with a synonymous phrase with the connection management

Answer: a knight without a name

2.Replace the phraseattacked fiercely(proposition 7), built on the basis adjacency control . Write the resulting phrase.

Answer: - attacked with ferocity

7.3.Replace the phrasechoir groupbuilt on the basis coordination , a synonymous phrase with connection control . Write the resulting phrase.

Answer: - choir group

1. 4.Replace the phraseiron tube,built on the basis coordination , a synonymous phrase with connection control . Write the resulting phrase.

Answer: - iron tube

5.Replace the phrase days after the war , built on the basis of communication management , a synonymous phrase with connection coordination . Write the resulting phrase.

Answer: post-war days

7.6. Replace the phrase “German tanks”, built on the basis of coordination, with a synonymous phrase with communication control. Write the resulting phrase.

German tanks answer

3. Frontal survey. (work in pairs)

1. What types of SPP are divided into according to their meaning? (work in pairs)

(There are SPPs with attributive clauses (which one? Whose?), explanatory clauses (questions of indirect cases) and adverbial clauses (answering questions about circumstances). The easiest way to determine the type of clause is by the question that can be asked about it).

2. How are the main and subordinate clauses connected?

(The main and subordinate clauses are connected in meaning, intonation and with the help of subordinating conjunctions or allied words).

3. How to distinguish between a union and a union word?

(A conjunction is a auxiliary part of speech, therefore it is not a member of a sentence, it can be omitted or replaced with another subordinating conjunction; the role of a conjunction word is always an independent part of speech (pronoun or adverb), therefore it is a member of a sentence, it cannot be omitted without damage for a sentence, can be replaced with another significant word, sometimes the logical stress falls on the conjunctive word)

4. What function do demonstrative words serve? What parts of speech can they be expressed by?

(Demonstrative words are found in the main clause and usually answer the same questions and have the same syntactic meaning as the subordinate clause.

The main function of demonstrative words is to be a harbinger of a subordinate clause, so in most cases the demonstrative word can tell you what type of subordinate clause it is. Pronouns and adverbs act as demonstrative words)

5. Tell us about the features of NGN with subordinate modifiers.

(The subordinate clause in such sentences answers the questions of definition and is attached only with the help of allied words. The subordinate clause always refers to a noun or a word that appears in its meaning. The position of the subordinate clause is always after the word being defined. The main clause may also contain demonstrative words. There are also pronominal-defining sentences.The contact word in this case will be the pronoun (everyone, everyone, everyone).

Repetition test: (individual)

1. An IPP consists of a main clause and a subordinate clause. (YES)
2. The subordinate clause always comes after the main clause. (NO)
3. Parts of the NGN are connected to each other by subordinate clauses

conjunctions or allied words. (YES)

1. Parts of the NGN are equal. (NO)
2. Subordinating conjunctions that connect parts

SPP are in the subordinate part of the sentence. (YES, ALWAYS)

1. The subordinate clause is separated by a comma from the main clause or separated by commas. (YES)
2. The subordinate clause answers the question: which one? (YES)
3. What is this subordinate clause?(definitive)

1. Learning new material.

Determining the goals and objectives of the lessonIn previous lessons we got acquainted with attributive clauses. Today we have to study NGN with explanatory clauses.

Let's try to formulate the goals and objectives of our lesson:

- Let's get acquainted with a new type of subordinate clauses - with subordinate clauses

Find explanatory clauses as part of a complex sentence;

Determine the place of explanatory clauses in relation to the main sentence; means of communication with the main sentence;

Correctly place punctuation marks in IPP with explanatory clauses;

draw up sentence diagrams with the specified subordinate clauses;

Distinguish between attributive and explanatory clauses with the same means of communication.

We will continue to work on developing correct, competent oral speech.

2. Working with linguistic text.After studying paragraph 11 of the textbook, 23, draw up a reference diagram “SPP with an explanatory clause.” When drawing up a diagram, use the following questions::

• What do explanatory clauses refer to?
• What parts of speech act as contact words?
• What questions do explanatory clauses answer?
• How are subordinate clauses added to the main clause?

1. Working with a table

Presentation of reference diagram

IV. Primary consolidation

1. Write down the sentences. Highlight grammatical basics. Determine what question the subordinate explanatory sentence answers and with what help it is attached to the main one.

Sample :
[Arsenyev was struck by (what?)], (how accurately I remembered the trip twenty years ago). , (how much).

1. These people knew () how much Lermontov was not liked at court.

2. It was nice to see () how tanned and independent they were.

3. I am sure () that he will cope with the task.

4. It is known () that elephants are a curiosity among us.

5. Everyone knows that wolves are greedy ().

6. It’s hard to say how long he sat there ().

7. You say (about what?) that we’ll wait for a warm spring.

8. He asked () if our friendship was strong.

9.I believe that the forest is a wonderful expression of the power of nature.

Physical education minute.

We start walking on the spot.

The finish line is in two hundred meters.

Enough is enough - we're here

We stretched and breathed.

So we threw up our hands -

As if they were surprised

And to each other to the ground

They bowed at the waist.

Bent over, straightened up

Below, children, don’t be lazy,

Bow, smile.

Inhale, exhale.

Inhale, exhale.

V. Consolidation of the studied material.

1. Distributive digital dictation.

Target: to develop the skill of distinguishing between attributive and explanatory clauses with the same means of communication.

Exercise: listen to the sentences, determine the type of subordinate clause and distribute the numbers of the sentences in 2 columns: SPP with attributive clauses, pronominal attributive clauses and CPP with explanatory clauses.

1. On the cliff that rose behind, in the bright sky, a lonely bench loomed black.
2. It seemed that the city was tired of winter.
3. Not far from the house where the writer lived, a huge poplar grew.
4. Often such interesting conversations take place in the carriage that you would not hear even among friends.
5. I know from old hunts how beautiful the last days of autumn can be.
6. On stormy autumn nights, when the giant poplar trees swayed and hummed from the wind blowing from behind the ponds, horror spread from the old castle.
7. Please find out when the train from Samara arrives.
8. The investigator guessed where the criminal might be hiding.
9. I already know who will sing today.
10. The house I live in is in a new area

Conclusion:

In SPP with attributive clauses, the clause answers the question which?, performs the function of definition; in SPP with explanatory clauses, the clause answers the case question and refers to words with the meaning of speech, thought, feeling.

Key

Column I: No. 1, 3, 4, 6, 10. (clause clauses)

Column II: No. 2, 5, 7, 8, 9. (explanatory clauses)

2. Write down the text. Fill in the missing letters and punctuation marks.

1. Soon after the creation of the monument to Pushkin, A.M. Opekushin proceeds to another major work on the monument to Lermontov. 2. It was decided that he would stay in Pyatigorsk. 3. This presented the artist with the most difficult task of combining sculpture with the surrounding nature of the Caucasus. 4. The master sought to ensure that the landscape... was not only a decoration, but also complemented the characteristics of the sculptural appearance.

• SAWELER, -I; m.High.He who sculpts. ,
  Sculptor. Antique sculptors(Sculpt - sculpt from clay or carve from stone

piece of art.

Assignments to the text:

A) Remember what synonyms are called contextual.

(In context, the semantic differences of words with similar meanings are often erased, the so-called neutralization of meanings occurs, and while synonyms can be used words that do not belong to the same synonymous series in the lexical system of the language. For example, in phrasestalk (murmur) of waves, noise (rustle, rustle, whisper) of foliageThe highlighted words are interchangeable, but they cannot be called synonyms in the strict sense of the term. In such cases we talk about contextual synonyms. So, words that are similar in meaning in the same context are called contextual (situational, occasional, author) synonyms).

B) Write down the contextual synonyms used in the text.

(A.M. Opekushin – sculptor – master)

B) Explain the lexical meaning of the word “sculptor” (sentence 3)

D) Perform a complete syntactic analysis of 2 sentences.

It was decided that he would standь in Pyatigorsk.

(Declarative, non-exclamative, complex, conjunction, SPP with an explanatory clause, the subordinate clause is attached to the main one using the subordinating conjunction “what”, consists of two simple ones:

1. The main thing, one-part, impersonal, undistributed, complete;
2. Subordinate clause, two-part clause, extended clause, complete clause).

3. Place punctuation marks, then transform these statements into NGN with explanatory clauses.

Purpose of the task: to remember the placement of punctuation marks in sentences with direct speech, to develop the skill of replacing sentences with direct speech with sentences with indirect speech (SPP with subordinate clauses)

1. Aristotle wrote that clarity is the main virtue of speech.

(Aristotle wrote that clarity is the main virtue of speech)

1. Chekhov insisted that the language should be simple and elegant.

(Chekhov insisted that language should be simple and elegant)

1. At all times, the richness of language and oratory went hand in hand, argued A.P. Chekhov.

(A.P. Chekhov argued that the richness of language and oratory went hand in hand at all times).

4. Development of student speech.

Speaking about the role of subordinating “fasteners” in NGN, one cannot help but recall the errors that we encounter both in your written works and in oral speech. Therefore, our next task is editing sentences.

Exercise: correct errors in sentence construction.

1. Skalozub notes with satisfaction that “I am happy in my comrades.”

(Mixing direct and indirect speech.Skalozub notes with satisfaction that he is happy among his comrades)

1. In Onegin's office, Tatiana finds portraits of Byron on the walls, books laid out on the table and on which were marked by Eugene's pencil.

(In Onegin’s office, Tatyana sees portraits of Byron hanging on the walls, books with Eugene’s pencil notes laid out on the table.)

VI. Reflection on activities in the lesson repeated...

Found out...

Today in class I learned... got to know... understood...

Explanatory clausesrefer to wordswith the meaning of speech, thought, action in the main part of the SPP.

Explanatory clauses answer

questions ... oblique cases

To the main part explanatory clausesjoin using

subordinating conjunctions and allied words. Dz

D/z

Preparation for the OGE

12. In the sentence below fromof the text read, all commas are numbered. Write down a number indicating a comma between parts of a complex sentence connected by a subordinate connection.

1. When Senya, (1) confused and tense, (2) wandered through the labyrinths of the famous quatrains, (3) Vanya suffered. 3 (1,2 – isolated circumstance expressed by homogeneous gerunds)

12 In the sentence below from the text read, all commas are numbered. Write down the numbers indicating commas between partscomplex offers.

2. A scream, (1) full of despair and torment, (2) tore open the silence, (3) hit the rocky slopes of the ravines and with a biting echo returned to the savannah, (4) informing its inhabitants, (5) that the owner of these places, a leopard, had gone hunting .

(Commas 1 and 2 highlight a separate definition, 3 separates homogeneous predicates, 4 highlights an adverbial phrase. The main and subordinate parts are separated by a comma 5)

12. In the followingIn sentences from the text read, all commas are numbered. Write down the numbers indicating commas between parts of a complex sentence connected by a subordinate connection.

(1,2-introductory design)

3.Father and mother, (1) it seems to me, (2) they are very happy, (3) that I am short. After all, they were expecting a child and want me to remain with them for the rest of my life.. (3,4)

1. Individual tasks (card):

Insert missing letters and punctuation marks, parse the sentence.

In Andersen's complex biography, it is difficult to establish the time when he began to write his charming fairy tales. 4 (Narrative, non-vocal, complex, conjunctive, SPP with a subordinate attributive, consists of 2 sentences:

1. The main thing, one-part, impersonal, widespread, complete;

2. Subordinate clause, two-part, common, complete.)

Task 2. Explain any remaining punctuation.

Complex sentences with an explanatory subordinate part are those sentences in which the subordinate part, relating to the word (phrase) in the main part and answering case questions, extends this word. The main part, which is not completed grammatically and lexically, certainly requires its completion in the form of an explanatory subordinate clause.
Explanatory clauses are associated with words that have the meaning of speech, thought, perception, feeling, state or express an assessment, most often capable of control (usually these are verbs, but they can also be nouns with the specified meanings, short adjectives with meanings of an emotional or volitional state, state category words).
Subordinate clauses are added to the main part with the help of conjunctions that, as if, as, as if, as if, whether, as well as allied words where, where, from, how, how much, how much, why, why, which, which, who, what, whose, etc.: Aunt Granya visited, washed, tidied up, cooked, grumbled at him for not moving much (V. Astafiev); And Dasha didn’t see what kind of face her sister had. (A. N. Tolstoy); It is clear who appeared before his contemporaries in the best possible way (N. Cherkasov); You're right... I don't know where I was born (M. Lermontov); How many times have they told the world that flattery is vile and harmful (I. Krylov); She dreams that she is walking through a snowy meadow (A. Pushkin); Arkady Nikolaevich loved his Christmas tree to look great, and he always invited Ryabov’s orchestra (A. Kuprin) to it; They walked, exhausted, and did not know whether they would get there (E. Kazakevich); Nobody knows whose hand laid these flowers (A. Kuprin); Now, I say, it’s clear why the train derailed last year (A. Chekhov); I wouldn’t like to tell you how many more troubles we had with our neighbor (V. Soloukhin) until the fall.
The function of the explanatory subordinate clause is either to descriptively replace the missing member of the sentence (subject or object) in the main part: Then he saw Nikolaev get up from behind the cards (A. Kuprin); It was required that a rifle butt be placed in the alignment of the deployed socks and that the inclination of all soldiers’ bodies be the same (A. Kuprin), or in concretization, filling with the content of attributive or demonstrative pronouns (that, all, all): All night long the quails sing in the wheat about that that there will be a fruitful year (M. Isakovsky); Youth is good because it has a future (N. Gogol); The hardest thing is that you work and don’t find sympathy from anyone (A. Chekhov).
Complex sentences with an explanatory subordinate part may have correlative words in the main part. The function of these words is not the same. They can be used to strengthen, highlight, emphasize the object of speech, thought, feeling, etc. In such cases, correlative words are not constructively obligatory: The important thing was that no one noticed him (M. Gorky); The thought that strangers, indifferent people lived in my father’s house, was unbearable (K. Paustovsky); [The prisoners] walked randomly, in disarray, and everyone was amazed by the fact that no one was pushing from the side with rifle butts (V. Korolenko). Such a correlative word is not a necessary structural element and can be omitted.
An explanatory subordinate clause is required by words that are primarily capable of control. These are verbs (including participles and gerunds): Soshin regretted that he did not own a movie camera (V. Astafiev); Having learned that the master had arrived, she ran to the hut again (A. Pushkin); words of the state category: And for some reason he felt annoyed that the conversation ended so simply and so banally (V. Belov).
In addition, they can be attached to short adjectives: Naive, who sought peace in love (S. Shchipachev); He had long been known for the fact that in another city and in another troupe, playing in “Princess of Dreams”1 the green knight, he fell and rolled in his tin armor towards the ramp, rumbling like a huge samovar (A. Kuprin).
So, some clarification is required:

1. verbs denoting perception (hear, see, feel, feel, etc.), volitional or emotional state (decide, fear, regret, rejoice, etc.), message (speak, shout, report, explain, tell, etc.), mental activity (think, understand, convince, realize, etc.), a message with an emotional connotation (complain, swear, suggest, threaten, insist, threaten, etc.);
2. control nouns are adjectives with the meaning of an emotional and volitional state (confident, agree, right, happy, guilty, etc.);
3. words of the state category with the meaning of assessment from the point of view of psychological, moral and ethical, from the point of view of visual and auditory perception, as well as with the meaning of the state with a modal coloring (sorry, painful, visible, heard, necessary, etc.).

The range of verbs that can directly attach an explanatory part is very limited (verbs of speech, thoughts, feelings, perceptions, desires, etc.). Moreover, even Verbs of these semantic groups do not always allow it. For example, you cannot say: The speaker said that...; expressed that...; sympathized that... etc. The ability to have an explanatory part is determined not only by the general syntactic properties of these verbs (the ability to control), but also by the semantic nature of each word and sometimes its stylistic properties.
An explanatory clause can also be substantive, but nouns that need explanation are very limited in their semantics. These are abstract nouns with the meaning of perception, volitional and emotional states, mental activity, speech, etc. (rumor, message, news, statement, threat, consciousness, belief, confidence, feeling, thought and some others), related by origin or semantics with the corresponding verbs and retaining the ability to manage: And the idea became clearer and clearer for him that there are only three proud callings of man: science, art and free physical labor (A. Kuprin); The flat idea that writing is an easy task still stands like a stake in the brains of many people (K. Paustovsky); After some time, however, an upset, wet McCoo appeared at the only hotel of the green-pink Ramsdale with the news that his house had just burned to the ground (V. Nabokov).
Such explanatory clauses are complicated by the attributive connotation of meaning, which is associated with the morphological-syntactic nature of the noun.
Explanatory clauses can relate to phrases that correspond in meaning to verbs: give the floor, pretend, mean, blame (merit), overlook, come to a conclusion, as well as sentence words: thank you, thank God, etc. .: “Thank God that I can go,” said Prince Andrei (JI. Tolstoy); He gave his word that he would leave on the first of July, not earlier (A. Chekhov).
Explanatory clauses are usually placed after the main part or in the middle, but always after the words to which they relate.
Placing an explanatory clause at the beginning of a sentence creates an inversion: Everyone knows that wolves are greedy (I. Krylov).
Explanatory subordinate clauses, answering questions of indirect cases, act as a descriptive replacement for the addition missing in the main part: While shaving, he peered into his face, into the shine of his sleepy eyes and festively and cheerfully thought (about what?) whether he should grow a thin mustache ( Yu. Bondarev). The subordinate clauses, answering the question of the nominative case, act as a descriptive replacement for the missing subject in the main part: It was surprising (what?) that no one had heard anything about this yet.
On this basis, some grammarians distinguish between complementary clauses and subject clauses, pointing out that, along with the general features of the corresponding varieties of explanatory clauses (structural-semantic incompleteness of the main part and the need for explanatory distribution of a particular word in it), between them there is also The significant difference is the very structure of the main part. In one case, the main part either contains a subject and needs to be distributed by a controlled member - an addition (I want him to leave), or, being impersonal, does not allow a subject in its composition and also needs to be distributed by a controlled member - an addition (I I want him to leave), in the other - the main part does not allow the controlled member with him and needs to be distributed by the subject (It is important that he leaves).
It is necessary to distinguish a complex sentence with a subordinate explanatory part from a simple sentence complicated by an introductory word or clause. A formal distinguishing feature is the presence of a conjunction or allied word in a complex sentence and its absence in a simple one. Wed: It seemed to them that they had become little girls again, ended up in the house of a wizard, but he turned into an old angry artist in a velvet jacket (K. Paustovsky). - The leaves kept falling and falling. and this, it seemed, would not be konia (K. Paustovsky). It seemed to him that in the Odessa air the faint smell of braziers, alcohol, and almonds was mixed with the smell of the storm (K. Paustovsky). - She was very close. It seemed that you could put your hand into it (K. Paustovsky).

Slide 1

Complex sentences with subordinate clauses

Slide 2

Let's continue studying the types of subordinate clauses;
let's talk about explanatory clauses;
Let's find out the features of SPP with explanatory clauses.
Today we…

Slide 3

Classification of NGN
definitive
explanatory
circumstances
CPP with subordinate clauses
Let's remember...

Slide 4

I said that I had already seen this film.
We encountered explanatory clauses when we talked about indirect speech.
Let's remember...
Old friends!
Indirect speech is formalized in the form of SPP.
comment part
someone else's speech
main part of the NGN
explanatory clause

Slide 5

Examples of sentences with indirect speech
Let's remember...
Examples of CPPs with explanatory clauses
You said you would write to me tomorrow.
I asked how to get to the library.
He asked if we had time.
What?
About what?
How?

Slide 6

Alexey saw what fluffy snow lay outside the window.
Mom is afraid that her son will catch a cold.
The boy asked to be allowed to take the puppy.
Explanatory clauses answer questions about indirect cases.
What?
What?
About what?
Explanatory clauses are also called additional clauses.

Slide 8

What needs clarification?
Verbs with the meaning of thought.
Let's think...
Think, understand, realize, know, reason, imagine, imagine, remember, etc.
I know this task is not difficult.
But I don't understand how to solve it.

Slide 9

What needs clarification?
Verbs with the meaning of perception.
I see everything! I hear everything!
Hear, see, feel, etc.
First we heard that someone was following us.
Then we realized that it was our neighbor.

Slide 10

What needs clarification?
Verbs with the meaning of feelings.
Feel, rejoice, complain, be upset, be horrified, fear, etc.
He complained that the apartment was cold.
She was glad that it would soon be warmer.

Slide 11

What needs clarification?
Nouns, adjectives, words of the state category with the meaning of feelings, thoughts, perceptions.
Glad, sorry, confident, happy, needed, message, news, rumor, etc.
I heard the news that the Olympics are coming soon.
I am confident that you will cope with the tests with dignity.
Not just verbs!

Slide 12

They say the fishing is good here.
Verb with speech meaning
It's a shame we didn't have to talk longer.
Condition category
Explanatory clauses refer to a member of a sentence with the meaning of speech, thought, feeling, perception.
Everything needs to be ready tomorrow.
Condition category
Not to be confused with simple sentences complicated by introductory words!

Slide 13

Means of communication in NGN with subordinate explanatory clauses
it's like it's like it's like
Unions
Conjunctive words
what how who which where where when how much why etc.

Slide 14

Problem 1. Communications are very treacherous!
The same conjunctions and allied words can be used in SPPs with explanatory, attributive, and adverbial clauses.
what how which where where when why
What?
Which?
Where?
When?
Let's look at the questions first!

Slide 15

We want to go where no man has gone before.

This is where we will go tomorrow!
Subordinate clause
Be sure to ask a question!
Where?
Which?
I asked where we would go tomorrow.
Explanatory clause
About what?

Slide 16

We pitched our tent where there is a stream.
Adverbial clause
The tent stood in a clearing where a stream flowed.
Subordinate clause
Be sure to ask a question!
Where?
Which?
We had no idea where we could put a tent here.
Explanatory clause
What?

Slide 17

There was a bag on the table that belonged to my friend.
Subordinate clause
I didn't know which bag belonged to my friend.
Explanatory clause

Which?
What?

Slide 18

The flowers that bloom in spring are especially beautiful.
Subordinate clause
We are glad that you liked these flowers.
Explanatory clause
We pay attention to what the subordinate clause refers to!
Which?
Why?

Slide 19

Criteria Conjunctive words Conjunctions

4. You can substitute exactly
Problem 2. Conjunctions or allied words?
In explanatory sentences, what and how can turn out to be both conjunctions and allied words.
1. Sentence member
2. Can be deleted
3. Logical stress

2.2. Complex sentence. Subordinate clauses that refer to one word in the main clause

1. Questions: explanatory clauses answer questions of addition, that is, questions of indirect cases.

2. Main word: explanatory clauses extend the main word into the main word, which needs clarification and is expressed verb, noun, adjective, adverb.

3. Communications: subordinate clauses can be attached to the main clause using:

• unions (what, in order, as if, as if), union-particles;
• allied words (who, what, which, which, whose, where, where, from, when, why, why and etc.).

The main clause may (but does not have to) demonstrative words, performing the function of addition.

4. Place in a sentence: explanatory clauses usually appear after the word they refer to. However, their position before the main word is also possible.

It started with that[why?], that Kolka took the book from me out of mischief(Gaidar).

[Ch. + decree next], ( What- union).

Slobodkin had a problem feeling [what?], as if he was frozen in infinite space(Telpugov).

[noun], ( as if- union).

We are vying with each other asked coachmen[about what?], Are their horses calm?(Marshak).

[Ch. ], ( whether- conjunction-particle).

- Yulia Dmitrievna, chief ordered [What?], so you don't go anywhere(Panova).

[Ch. ], ( to- union).

Now no one does not know [what?], where went to Kursk gardens "nightingale school" (Peskov).

[Ch. ], ( where- union. word).

Note!

1) In explanatory clauses there are the most diverse means of communication (both conjunctions and allied words), and some of them ( what how) can be both conjunctions and allied words. Therefore, in this case, you need to be especially careful when distinguishing between conjunctions and allied words (see section 2, chapter 2, paragraph 2.1).

2) The conjunction so always has a goal meaning, and it can be used in a goal clause.

I woke up Pashka[For what? for what purpose?], so that he doesn't fall off the droshky. (A.P. Chekhov)

This conjunction can also be used in an explanatory subordinate clause, but the question from the main clause to the subordinate clause will be different (questions of indirect cases), and the subordinate clauses will have the meaning of desirability, possibility, necessity.

Wed: Elizaveta Kievna asked[about what?], so that she herself would be allowed to take him to the big infirmary(A.N. Tolstoy).

3) Comparative conjunctions seem to be used in comparative clauses.

There's something shaking and flickering there[How? like what?], as if the star on the branches got tangled(Marshak).

If they are used in explanatory subordinate clauses, then the main word asks the question of the indirect case, and the subordinate clause itself contains a message with a tinge of uncertainty and conjecture.

Wed: They say[What?], as if he took on more than just adjutant duties(Turgenev).

4) Conjunctions and allied words usually appear at the beginning of a subordinate clause. It is from them that it is quite easy to determine the boundary between the main and subordinate clauses. But the conjunction-particle is always in the middle of the explanatory clause.

Therefore, such complex sentences are often confused with non-union complex sentences. In addition, the position of the conjunction-particle must be taken into account when placing punctuation marks (the comma is not placed before it, but at the beginning of the subordinate clause).

Sentences in Russian can be complex or simple. In the latter there is only one basis, that is, either a subject and a predicate, or even one of these members (then the sentence is also incomplete). Complex sentences have two or more stems. It is worth paying attention to the fact that the basis is two terms, and several homogeneous ones do not make the sentence complex.

Types of complex sentences

Complex sentences, in turn, are divided into compound and complex sentences. In the case of a complex sentence (CSS), both its parts are equal, can be separated and will not lose their meaning. SSP consists of two or more simple sentences and is connected by a conjunction or a conjunction word. SSPs are connective, disjunctive and adversative, depending on what conjunction they are connected with.

Complex sentences

A standard complex sentence (SCS) consists of a main clause and one dependent clause (expository clause, attributive clause or adverbial clause). There may, of course, be several main and several dependent clauses.

Explanatory clause

A SPP with a subordinate explanatory clause is a sentence that uses its content to spread a word that has the meaning of feeling, thought, speech, state (most often a verb). An explanatory clause begins with the conjunctions as if, as if, as if, that, etc.

Examples of explanatory clauses:

1. "And Strider fell silent so as not to cause unnecessary rumors."

2. “As a child, Sam dreamed that someday, at least in a beautiful dream, he would see the most beautiful of elves - Lucian Tinuviel.”

Punctuation rules associated with explanatory clauses

Subordinate clauses are always separated from the main sentence by a comma, that is, the punctuation mark is placed immediately before the separating conjunction or allied word. For example:

1. "Marriadoc thought it was time to go for a walk." The explanatory clause here “that it’s time to go for a walk” depends on the predicate verb “thought”.

2. “Laurel Narcissus realized that in order not to harm travelers, he must remain silent about the latest incidents.” This case is more complicated: here one of the explanatory clauses is “hidden” in another. And they are still separated by commas before conjunctions or allied words (in the example, before “what” and “to”).

In a situation where the sentence is long, common and complicated in many ways, some commas can be replaced with semicolons to make it easier to understand. A dash as a dividing sign can be placed only with a strong meaning of opposition for the intonation distinction between the subordinate and the main.

Other types of subordinate clauses

In addition to the explanatory clause, there are also adverbial and attributive clauses. They are also separated by commas from the main clauses and joined by conjunctions or allied words. For a more detailed study of Russian punctuation and syntax, we recommend that you refer to the textbook edited by Babaytseva.