Explanatory sentences with the conjunction to. Main types of subordinate clauses

Clauses of explanatory answer case questions and explain the words of the main part of a complex sentence.

The lexical meaning of these words is such that they need additional clarification: I thought - about what ?, I'm waiting - what ?,

For example: You say(what? ), that again we will wait for a warm spring.(A. Fet) I think(what? ), that the forest is a beautiful expression of the power of nature and the clearest example of its perfection.(K. Paustovsky) I am a city dweller. I grew up not knowing(what? ), like a slow sunset drowning in the rivers.(Yu. Drunina) Only now it became clear to me(what?),why did they collect firewood.(V. Arseniev)

Without an explanatory clause, such sentences would be incomplete, not complete in terms of meaning and grammar.

Compare: I think. We agreed with a friend. By appearance can be assumed.

The words that are explained are different parts speech denoting thoughts, feelings, perceptions of a person, his speech:

Verbs: say, answer, speak, inform, ask, think, see, feel, feel, be proud and etc.;

adjectives: happy, satisfied, sure, convinced and etc.;

adverbs and words of state: necessary, sorry, impossible, desirable, scary, clear, understandable, known and etc.;

nouns: message, question, thought, news, concern, conversation, faith and etc.

For example: But I read in a frightened look, that you remember and love me. (A. Blok) He said it and felt his face go cold. (K. Paustovsky)

In addition, some phraseological units require clarification in the sentence: give a word, give a word, make a suggestion, give a sign and etc.

The explanatory clause plays the same role in a complex sentence as many additions in a simple sentence.

Compare: He announced his enrollment at the university.(Verb informed distributed by supplement about enrollment.)He said that he was enrolled in the university. (Verb informed in the main part is distributed by a subordinate explanatory clause that he was enrolled in the university .)

The subordinate explanatory clause is attached to the main part with the help of conjunctions and allied words.

For example: I want a pen to be equated with a bayonet(V. Mayakovsky) - means of communication - union so that .

I don't know if I want to go with them- means of communication - union whether, which, like coordinating conjunctions same, too, also, is not at the beginning of the part.

It was said that he was addicted to collecting pipes.(A. N. Tolstoy) - a means of communication - a compound union as if .

God alone could tell what kind of character Manilov had(N.V. Gogol) - means of communication - allied word which, which is part of the predicate.

It's sad to see a young man lose his best hopes and dreams...(M. Yu. Lermontov) - means of communication - union when.

Adnexal with union what contain a message about a real-life fact.

For example: Lev Nikolayevich read me a short poem. But at the same time he emphasized that he was not the author(Ard.); I involuntarily thought that I heard the same voice (L.); Let the soul warm consciousness that not for a step, not for a moment in the harsh days of the test did not give up their positions (Isak.); How many times have they told the world that flattery is vile, harmful (Cr.); I'm happy, that I am a particle of this force, that even tears from the eyes are common (M.).

Clauses of explanatory With what related to nouns, reveal inner content subject and therefore approach the defining subordinate clauses.

Clauses(they are joined by an allied word what), in contrast to the subordinate explanatory clauses (they are joined by the union what), allow the substitution of the allied word what allied word which the.

Compare: And in the evening the news that(word substitution which impossible) I arrived, in Moscow many already knew(N.); but: The news that (which) made me happy was already known to many in Moscow. This also applies to clauses with some other unions, for example to and etc.

Close in meaning to union what union how, used only with words denoting perception or mental activity.

For example: I remember as standing on a narrow street (Chuck.); I have seen, how the dim silhouette of transport was reflected in leaden water (Paust.).

Unions as if, as if, as if, as if, as if, as opposed to unions what how, introduce into the subordinate part a shade of presumption, uncertainty about the reported fact.

For example: Can't agree like Stepan Mikhailovich Bagrov(in the description of his "Good Day") "obscured somewhat by a description of nature ..." (Ax.); She dreams as if she were walking through a snowy meadow (P.).

For example: Arkady Nikolaevich loved so that his Christmas tree goes to fame, and always invited Ryabov's orchestra to her(Cupr.); I don't want, so that the world knows my mysterious story (L.).

Union if introduces a shade of the condition into the subordinate part.

For example: It would be great if, if he came back early.

Union whether, used after a significant word, indicates an assumption with a hint of uncertainty and reveals the content of an indirect or direct question. Union whether is placed in the subordinate part not at the beginning, but after the first word.

For example: unknown (what? ),was he at home. You're asking, did I know Schmidt before his speech at the cemetery? No I didn't know(Paust.); Don't know, whether the waterfall looked like an animal, but it was really beautiful (Chuck.).

Union bye introduces a temporary shade of value.

For example: Somewhere nearby a shell exploded, and the driver, without waiting, while the soldier gets out from under the car, gave gas(Skin).

Subjunctive explanatory clauses refer to one word in the main clause- a verb, a short adjective, an adverb, a verbal noun with the meaning of speech, thought, feeling, perception - and are usually located after the word in the main part to which it refers, but occasionally, mainly in colloquial speech, it can be located before the main part.

For example: I rejoiced / expressed surprise / was delighted that he came. It's good that he came., (what).

That he would not come, it was clear to me at once. That wolves are greedy, everyone knows.(I. Krylov) ( What), .

In the last two sentences, the order of the main and subordinate parts of the complex sentence is broken in order to increase attention to the information conveyed by the subordinate part.

The main part may contain an index word then in different case forms: I was glad that he came. In this sentence, the word tom can be omitted, so the subordinate clause refers to the adjective glad.

However, in some complex sentences with subordinate explanatory clauses, the demonstrative word in the main part is an obligatory component of the sentence structure.

For example: It all started when my father returned.

Such subordinate clauses refer specifically to the demonstrative word, which can only be the word then. This feature brings such sentences closer to pronominal attributive ones, while the use of a union, and not a union word, makes it possible to classify them as explanatory.

Indirect speech is transmitted by complex sentences with subordinate explanatory clauses.

For example: I explained to them that I am an officer, I am going to the active detachment for official purposes. (M. Lermontov) Verochka said she didn't want tea and went to her room.(N. Chernyshevsky)

If someone else's speech - interrogative sentence, then when converting it to indirect, we use allied words(if the question is framed with a question word) or union whether(if the question does not contain a question word).

A question mark is not put at the end of a sentence with an indirect question.

For example: 1) "Who is this man?" I asked the attendant.(K. Paustovsky) - I asked the attendant who this person was. 2) I ask the old man sitting by the stove: "Is this your grandson?"(K. Simonov) - I ask the old man sitting by the stove if this is his grandson

Distinguishing between subordinate attributive and subordinate explanatory

Certain difficulties are caused by the distinction between attributive clauses and subordinate explanatory clauses that refer to a 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 named by the noun being defined, and are attached to the main one only with allied words.

Adnexal 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 , attached to the main by unions and union-particle whether, can only be explanatory: Thought he was wrong, tormented him; Thought about whether he's right tormented him).

Harder to demarcate attributive clauses and subordinate explanatory clauses ,dependent on nouns in cases where explanatory clauses are attached to the main one with the help of allied words (especially the allied word that).

Compare: 1) Question, what (which) he was asked seemed strange to him. Thought, what (which) came to his mind in the morning haunted him all day long. News, what (which) I received yesterday, upset me a lot.

2) Question, what should he do now tormented him. The thought of what he had done did not give him rest. The announcement about what happened in our class amazed the entire school.

1) The first group - complex sentences with subordinate clauses . union word what can be replaced by an allied word which the. 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?, a 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 - complex sentences with subordinate clauses . Allied word replacement what allied word which the 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).

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Compound sentences with a subordinate explanatory clause

slide 2

we will continue to study the types of subordinate clauses;
let's talk about subordinate explanatory clauses;
Let's find out the features of NGN with subordinate explanatory clauses.
Today we…

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NGN classification
defining
explanatory
circumstantial
CPP with clauses
Let's remember...

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I said that I had already seen this movie.
We met with subordinate explanatory clauses when we talked about indirect speech.
Let's remember...
Old acquaintances!
Indirect speech is made in the form of SPP.
commentary part
someone else's speech
the main part of the NGN
subordinate explanatory clause

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Examples of sentences with indirect speech
Let's remember...
Examples of NGN with subordinate 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?

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Alexey saw what fluffy snow lies outside the window.
Mom is afraid that her son will catch a cold.
The boy asked to be allowed to take the puppy.
Subordinate explanatory clauses answer questions of indirect cases.
What?
What?
About what?
Subordinate explanatory clauses are also called complementary 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 that 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.
At first we heard that someone was following us.
Then we considered that this is our neighbor.

Slide 10

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

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

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It is said that the fishing is good here.
Verb with speech meaning
Too bad we didn't get to talk more.
State category
Subordinate explanatory clauses refer to a member of a sentence with the meaning of speech, thought, feeling, perception.
Everything needs to be ready tomorrow.
State category
Not to be confused with simple sentences complicated by introductory words!

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Means of communication in NGN with subordinate explanatory clauses
what as if as if so
Unions
allied words
what how who who where where when how much why etc.

Slide 14

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

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We want to go where no man has gone before.

That's where we're going tomorrow!
Attributive clause
Be sure to ask a question!
Where?
Which?
I asked where we would go tomorrow.
Clause explanatory
About what?

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We set up a tent where there is a stream.
Adverbial clause
The tent stood in a clearing where a stream flowed.
Attributive clause
Be sure to ask a question!
Where?
Which?
We had no idea where we could pitch a tent here.
Clause explanatory
What?

Slide 17

On the table was a bag that belonged to my friend.
Attributive clause
I didn't know which bag belonged to my friend.
Clause explanatory

Which?
What?

Slide 18

Flowers that bloom in spring are especially beautiful.
Attributive clause
We are glad that you liked these flowers.
Clause explanatory
Pay attention to what the adjective refers to!
Which?
What?

Slide 19

Criteria Union words Unions

4. You can substitute the same and exactly
Problem 2. Unions or allied words?
In explanatory sentences, what and how can turn out to be both conjunctions and allied words.
1. Member of the proposal
2. Can be removed
3. Logical stress

Clauses

The main types of subordinate clauses

The adjunctive part of the SPP. The main types of subordinate clauses.

Pointer words

Pointer words are definitive and demonstrative pronouns ( that, that, such, any) and adverbs ( there, there, then, so, therefore, because) that are members in the main part of the NGN. They serve to connect the main and subordinate parts of the SSP.

Suggestion examples:

Trunk pines So glittered, as if the whole was in resin.

This bird generally loves only those places, where there are lakes.

That , who loves homeland should serve her.

I'm sure in , what our children will see the world in golden bloom.

About such friendship, which can't stand touch of naked truth, not worth it and regret.

The subordinate part of the SPP- this is a part of the NGN, which depends on the main part and contains a subordinating union or an allied word. Subordinate clauses are subordinate to the main clause.

The adjective may explain:

NGN with attributive clause is a sentence in which the subordinate clause refers to a noun or pronoun ( that, each, such, all, everyone) located in the main part. The attributive clause answers the questions of the definition, it is always located after the main part and joins it with the help of allied words ( which, whose, which, where, where, what, who). Suggestion examples:

NGN with an explanatory clause- this is such a sentence, the subordinate part of which answers the questions of indirect cases, and joins the predicate in the main part. Subordinate explanatory clauses can appear before the main part, after the main part, and inside the main part. They are attached to the main part with:

1) unions ( what, as if, to, when, how):

2) allied words ( who, where, where, when, why, what):

2) LI particles in the meaning of the union:

Attention! Sometimes in the composition of the predicate verbs is, is may be absent, but they are implied by meaning. In such cases, it is important not to confuse the types of subordinate clauses. Examples:

Compound sentences with a subordinate explanatory clause

The purpose of the lesson: to acquaint students with subordinate explanatory sentences that are part of the SPP

Lesson objectives:

Educational : find subordinate explanatory clauses in complex sentences; means of their connection with the main; correctly punctuate in NGN with subordinate explanatory clauses; draw up schemes of complex sentences with the specified subordinate clauses.

Educational : improving punctuation skills, practical skills in complex sentence analysis, literate writing skills;develop spelling vigilance, memory, attention; develop the analytical thinking of students and the ability to systematize knowledge, independently draw conclusions.

Educational : educate interest in the native language.

Lesson type: lesson learning new material

During the classes.

I. Organizing time

2. Actualization of knowledge.

2.1. Recall:

What sentences are called complex sentences?

What are the main groups of SPPs?

Name the means of communication in NGN.

How to distinguish subordinating conjunctions from allied words?

What is the place of the subordinate part in relation to the main part?

2.2. Vocabulary dictation.

Commentary, passive, extraordinary, director, beat, popular, thoughtful, optimist, intense, living room, principled, collective, echelon, accompaniment, initiator, ideological, gigantic, effective, sullenly, silver, outlook.

2.3.

Orthoepic workout.

1) Put the stress on the words written on the board and pronounce them correctly

sacrament decoration

plowing is more beautiful

briefly for a long time

pearl arrived

(In the first column in all words, the stress falls on the first syllable, in the second column - on the second syllable)

2.4. Repetition test:

1. NGN consists of a main clause and a subordinate clause. (YES)

2. The subordinate clause always comes after the main one. (NO)

3. Parts of the NGN are interconnected by subordinating unions or allied words. (YES)

Parts of the NGN are equal. (NO)

Subordinating conjunctions, with which parts of the NGN are connected, are in the subordinate part of the sentence. (YES, ALWAYS)

The subordinate clause is separated by a comma from the main clause or is separated by commas. (YES)

JV has 1 GO (NO)

Means of communication in NGN - coordinating conjunctions (NO)

3. Explanation of the new material.

Today we continue to study a large and difficult topic"Complex sentences". In the previous lessons, you learned about the structure of complex sentences, the means of communication between their parts, the role of demonstrative words and the place of the subordinate clause in them. We learned into which groups complex sentences are divided by meaning. And today we will dwell in detail on the subordinate explanatory clauses.

Setting goals and objectives of the lesson.

Remember the secondary members of the sentence?

What question does each answer?

The main groups of complex sentences have names similar to the names of secondary members: NGN with attributive clauses (similar to definitions), explanatory (similar to additions) and adverbial, which in turn are divided into subgroups.

3.1. Analyze the sentences according to the scheme:

A) Highlight the grammatical basics.

b) Explain punctuation marks.

C) Ask a question from the main part of the NGN to the subordinate clause, determine the part of speech of the words being explained.

D) Make a conclusion by filling in the table.

1) All night we lay by the fire, dozed and listened to the raging sea.

2) The grandmother was not sure if her grandson would come for the summer holidays.

3) I told the boys that I got lost and sat down with them.

4) It seemed that the floors were being washed in the house and all the furniture was moved here for a while.

5) It was important that no one noticed him.

6) I found out where the letter was hidden.

Draw students' attention to the words in the main part that need clarification (they can be verbs, words of the state category, adjectives, nouns), they denote the processes of speech, thought, perception, as well as feeling and state. In the examples given, these are the wordslistened, was not sure, said, it seemed important, it was known . They only indicate the content that is revealed in the subordinate clause.

The difference between unions and allied words. In the sixth example, the subordinate clause is joined by the allied word where, which performs the function of an adverbial place in the sentence. In the second example, the conjunction is the interrogative particle

Conclusion: subordinate explanatory clauses answer case questions and explain the words of the main part of the NGN. The explained words are the words of different parts of speech, denoting thoughts, feelings, perceptions of a person, his speech: verbs, adjectives, adverbs and words of the state category, nouns.

3.2. Work with the textbook.

4. Training exercises.

Write down sentences, indicate NGN with subordinate explanatory clauses. Highlight the grammatical foundations, draw up sentence schemes, indicate the means of connecting the subordinate part with the main one. Take the unions in an oval, and underline the allied words as a member of the sentence. Explain punctuation. (one student writes down and comments on the sentences at the blackboard).

1.. Alexei felt that he was weakening from tension and pain. 2. The commander of the first company asked where to feed the soldiers .. 3. The sky and the sea are arguing with each other, who is better, who is quieter.

5. Consolidation of the studied material

5.1. Role-playing game "Smart corrector" (The exercise is performed orally.)

Exercise 1 Try to explain what is wrong in the sentences included in the task in terms of grammar.

1. The commander said that the assignment given to me was a simple test. (missing conjunction what)

2. He thought that we misunderstood him.

3. During the conversation, the children were asked whether the donated books were of interest to them. (In indirect interrogative sentences, you cannot simultaneously use a subordinating union and a particle whether in the role of a union).

4. My brother asked me why I took my younger sister with me. (In indirect interrogative sentences, you cannot simultaneously use the conjunction that and the other with

Knowledge aboutNGN with subordinate explanatory clauses is now very useful when doing a little independent work.

5.2. Highlight grammar points. In the main sentence, mark the word to be explained. Draw a proposal outline. Specify the type of adjective.

1) Don't delay tomorrow what you cando today.

 = then, (what =).

2) Painter sees whatdo not see rest.

[... then ...], (what ...).

3) For everythinghuman beret , he pays yourself.

[…, (what…),…].

6. Summing up the lesson. Grading. Reflection.

What did you learn about NGN with an explanatory clause?

- Answer the questions:

How did I understand the topic of the lesson and how did I work in the lesson using explanatory clauses?

(I think I understood the topic of the lesson.

–I think I did a good job in the lesson.

I am sure that this knowledge will be useful to me in the future.).

7 Homework.