Russian language lesson in grade 9

Complex sentences with clauses of time.

Goals:

1. Get to know distinctive features complex sentences with clauses of time.

2 To form the ability to recognize adverbial tenses, to distinguish them from other types

subordinate clauses; correctly punctuate in NGN with a clause of time.

4 Improve spelling and punctuation skills.

To cultivate a careful attitude to the word, love for the Russian language.

During the classes

Good afternoon guys. Let's start today's lesson.

Write down today's date in your notebooks.

Announcement of the topic and objectives of the lesson

I write the topic of the lesson on the board and announce the objectives of the lesson.

1 Orthoepic warm-up.

Place stress in words(slide "Put the accents")

Agreement, carpenter, suppose, more beautiful, began, began, plum, will call, lighten, orphan porcelain, scoop, funds, customs, reward, force, case, statue, owners, sheet.

2. Checking homework.

Oral survey on students' questions. 5 students ask 1 question, listen to the answer and evaluate the answer.

3 The ratio of proposals and schemes. (slide "Pick a proposal to the scheme"),sentences are printed on leaflets (one sentence per desk)

Task: select sentences for the schemes and give them a description.

[…where…). Ten years later, I arrived at the place where I spent my childhood.

[village, (where…)…]. The village where Eugene missed was a lovely corner. (A. Pushkin)

[…know], (where…). I know where the most beautiful corner of the earth is.

, (where…). Go where your heart takes you.

(where…), . Everywhere I look, there are familiar faces.

[…at home, (where…)]. There were tall birch trees near the house where we stayed..

4 Exploring a new topic.

On the offer slidestudents write in notebooks. (on the slide?), we build diagrams on the board

When the lilac blossomed in the yard with light foam, I set off.

He woke up as soon as the first rays of the sun appeared.

At five o'clock, when the heat subsided, everything revived.

What question do subordinate clauses answer? What do they mean?

In relation to the main sentence, where are they located?

Teacher: The presented sentence schemes refer to complex sentences with clauses of time. Such sentences express the meaning of the time of a certain phenomenon or action. The order of the main and subordinate clauses is free: the subordinate clause can be at the beginning or end of the sentence, and it can also be surrounded by the construction of the main clause.

We supplement the table “Types of SPP” (questions: when? How long? Since when? Until when?

Means of communication - unions: when, until, since, until, as soon as, only, before, barely, slightly, while, etc.)

5 Consolidation of the studied.

Ex. 140 (2,3,4,5,6 offers)

Working with offers

In early spring, my father took us to the arable land, where he was going to sow the land with wheat.

The shady garden, from where it was cool, attracted thirsty townspeople.

Let's think about the question: why do we need complex sentences with a clause of time. Where are they used most often?

6 Work on the text.

The use of complex sentences distinguishing feature book styles. In colloquial speech, especially in its oral form, we most often use simple sentences, and very often incomplete ones. This is due to the fact that oral statements generally do not require complex logical explanation. The absence of unions is compensated by intonation, which becomes crucial for expressing various semantic relationships.

"Pure" compound sentences in book styles are relatively rare. And complex sentences take their rightful place in any of the book styles. Complex sentences are, as it were, "adapted" to the language of science, official business style and artistic speech.

How are adjectives used in different styles?

In the scientific style, temporary clauses are often complicated by an additional conditional meaning:A scientific hypothesis justifies itself when it is optimal.

(cf.: A scientific hypothesis justifies itself if it is optimal)

In artistic speech, where complex sentences with clauses of time are found four times more often than in scientific speech, “purely temporary” meanings of these clauses are widely used. They can betray the duration, repetition, unexpectedness of actions, the gap in time between events, etc. This creates great expressive possibilities for artistic speech, for example: 1) A little light breeze will ripple the water, you will stagger, start to weaken (I.A. Krylov) 2) And as soon as the sky lit up, everything suddenly stirred noisily, flashed behind the formation stop. (M .Yu. Lermontov) 3) I only smile when I hear a storm. (N.A. Nekrasov) 4) He has noticeably turned gray since we parted with him. (I.S. Turgenev) 5) We walked until then until the reflections of the stars began to fade in the windows of the dachas. (A.P. Chekhov).

(By study guide"The style of the Russian language" I. Golub)

What type of speech is the text? (narration)

To what style? (scientific)

What is this text about? What is the topic of this text?

What is the main idea of ​​the text?

What styles of speech use complex sentences more often? What are NGNs with a time clause used for?

Task: find in the text complex sentences with a clause of time.

6. Summing up..

Homework. Level 1: exercise 141,142 .; Level 2: essay-reasoning “Are complex sentences needed in speech?”

Topic of the lesson: Complex sentences with subordinate clauses of time.

The course of the lesson:

Organization of homework checks.

1 group - strong students; 2 group - average students; 3rd group - weak students.

Group 1 (exercise 138):

Exercise: according to these schemes, compose a SPP, determine the values ​​of subordinate clauses.

…where… . 2) ... n. , where… .

3) Where ..., .... 4) ... n. , where… .

5) ... v. , where… .

Group 2 (exercise 137):

Exercise: supplement the main clauses with subordinate clauses with an allied word where. What are these adjuncts?

The boat stopped on the other side...

We did not know…

The city of Astrakhan stands there...

Group 3 (exercise 136):

Exercise: rebuild simple sentences in NGN, replacing the highlighted secondary members with subordinate clauses.

The city of Kolomna is located at the confluence of the Moscow River into the Oka.

Everyone rushed to the landing site of the aircraft.

The boat pushed against the shore with force at a sharp bend in the river.

Conversation with the class.

What is a complex sentence?

What do adverbial clauses of place indicate?

What questions do adjectives answer?

What are adnexal places attached to? Give examples.

Checking exercise 138, 137, 136.

students 1 group read the SPP compiled according to the schemes, name the values ​​​​of subordinate clauses;

students 2 groups read the resulting sentences, name the meanings of the subordinate clauses:

1) The ship stopped on the other side, where was a suitable pier.(Determinative).

2) We didn't know Where are secret files kept?. (Explanatory.)

3) The city of Astrakhan stands there, where the Volga flows into the Caspian Sea.(Place.)

students 3 groups read the resulting NGN with subordinate places.

1) The city of Kolomna is located where the Moscow River flows into the Oka.

2) Everyone rushed to where the plane landed.

3) The boat pushed against the shore with force where the river turned sharply.

Answer the teacher's questions.

Teacher activity

Student activities

"Third Extra".

Task: 1) insert the missing letters, explain the choice of spelling; 2) which sentence is not a NGN with a place clause?

Where hope dies, there is emptiness. (Leonardo da Vinci.)

In the place where the sun has gone n tse, the sky is still red a dirty p about l about themselves.

3) Where there were puddles during the day, now tr e schal under n about gami l e doc.

Students fill in the missing letters, explaining the conditions of choice.

Find a sentence that is not a NGN with a place clause.

In the place where the sun has gone n tse, the sky is still red a dirty p about l about themselves.

Teacher activity

Student activities

Task: by lexical meaning determine which word it is and underline.

1st word - one solid line; 2nd - two solid lines; 3rd - dotted line; 4th - dotted line with dots; 5th - wavy line.

Ecology- a science that deals with the protection and restoration surrounding nature.

The president- the name of the leader, the head of state.

Ecological- an adjective derived from a word denoting a science that deals with the protection and restoration of the natural environment.

Opera - musical and dramatic work intended for performance in the theater, as well as a theatrical performance in which characters sing with the accompaniment of an orchestra.

Ballet - a theatrical performance consisting of dances and mimic movements accompanied by music.

Students determine the word by lexical meaning and underline it:

ecology;

the president;

ecological;

Teacher activity

Student activities

Offer analysis:

We ran to the station , when the train has already left.

I will not move anywhere until I have heard enough of the unpretentious spring purity of the song.

When it gets dark, we'll make a halt.

Work with tables "Additional time".

Table No. 1

subordinate clause

to which

he answers

and allied words

when? how long?

since when? How long? for how long?

when (when ... then), barely, barely, as soon as, until, a little, as, before, after, before, while, since (since), until as (as long as).

Table number 2

1. Contain: an indication of the time of the action referred to in the main sentence.

2. Answer questions: when? how long? since when? How long? for how long?

3. Unions and allied words are used: scarcely, barely, as soon as, until, just as, before, after, before, while, since (since), until (as long as ).

4. Place in relation to the main offer: any.

Students along with

The teacher analyzes the sentences.

Working with tables

and answer the teacher's questions.

Teacher activity

Student activities

Which complex sentence has

adverbial time?

1. The whole room suddenly darkened, as if the curtains were drawn in it. (Sergeev-Tsensky).

2. As soon as it began to get light, we moved on. (Kataev).

3. The boundaries where the plains meet the mountains are marked extremely sharply. (Kaverin).

Work with the textbook.

EXERCISE #140

Make diagrams of the 2nd, 3rd, 4th, 5th and 6th sentences.

Students do ex. No. 140, make up the schemes of the 2nd, 3rd, 4th, 5th and 6th sentences.

2) While ...,.

3) When ...,.

4) Once, .

5) ... of how ... .

6) In that ..., as ..., ....

Analysis of sentences (NGN with clauses of time, NGN with clauses that are outwardly similar to them):

Table 1.

Can you tell me when the train leaves? (Addendum explanatory.)

Table 2.

But the most difficult thing awaited us in the forest, when we came to a clearing. (Additional time).

There are autumn nights, deafened and dumb, when the calmness stands like a black wooded edge. (Attributive clause.)

Students analyze sentences, determine the type of clause.

Teacher activity

Student activities

Which complex sentence has an adverbial clause?

1. Vitka terribly disliked being reminded of this.

2. We get to know friends and relatives at the hour when trouble threatens.

3. When dusk came, I had to return home.

Work with the textbook.

EXERCISE #145

Make schemes 1, 2 and 3 of sentences from p.I .

Find an NGN with a clause of time:

When dusk came, I had to return home.

Students do ex. No. 140, make up schemes 1, 2, and 3 of sentences from paragraph I:

1) ... where from ....

2) ... with the one from where ....

3) when…, .

Teacher activity

Student activities

Verification work (multi-level)

1 group - strong students; 2 group - average students; 3rd group - weak students.

1. The village where Eugene missed was a lovely corner.

2. When you joke, I laugh.

3. Let's go home before the weather finally deteriorates.

Tasks:

Group 1. Write out, punctuating, complex sentences with a clause of time, characterize this type of sentence.

Group 2 Write out, punctuating, complex sentences with a clause of time, make diagrams.

Group 3. Write down sentences, punctuating them, make their schemes.

Perform exercises in groups.

Group 1

1. When you joke, I laugh.

Adverbs of time answer questionswhen? how long since when? How long?

The adverbials of time apply to the entire main part.

As a rule, there are no demonstrative words in the main sentence.

The means of communication is unions (simple and compound).

The main and subordinate clauses can be interchanged.

Group 2

1. When you joke, I laugh.

(When…), .

2. Let's go home before the weather gets bad, let's go home.

, (Bye…).

Group 3

1. The village where Eugene missed was a lovely corner.

[ ,(where…), ].

2. When you joke, I laugh.

(When…), .

3. Let's go home before the weather turns bad.

, (Bye…).

Teacher activity

Student activities

Summing up the lesson

Instruction is given on homework- exercise 146.

Write vocabulary words in the "Dictionary of the modern student."

Analysis of cases that caused difficulty for students.

Listen, write down homework.

Ask questions about the most difficult cases.

№1.

Adverbial clauses- subordinate clauses that answer the same questions as circumstances.

In the center of adverbial complex sentences are sentences whose meaning is somehow connected with the relationship of cause and effect. These are sentences with clauses causes, effects, concessions, conditions, goals . Due to the well-known similarity of values, it is easy to confuse them with each other. However, each of these varieties is characterized by its unions ( subordinate corollary - union so,goals - union to etc.).

Each of these varieties of a complex sentence has its own differences in meaning.

So, a complex sentence with adnexal reasons expresses the relationship of two events, one of which (from the point of view of the speaker) naturally gives rise to the other.

For example: The car lights upbecause it's already dark in the forest (G. Nikolaev).

Complex sentences of the corollary convey the same relations, but the reason in them is expressed in the main, and not in the subordinate part: It's already dark in the forestso the car lights up . What was the main clause in the first case has now become subordinate.

Concessive complex sentences are also semantically related to causal. But the consequence here is directly opposite in meaning to what naturally follows from the content of the subordinate clause.

For example: Even though it's already dark in the forest The car didn't turn on the headlights. The speaker is waiting for the regular consequence of the subordinate clause ( car lights up), but it is not implemented.

Adverbial clauses are also close to causal, but the reason here is the desire of the agent in the main clause so that the action of the subordinate clause takes place.

For example: He came to Rostovto go to college .

Compare: He came to Rostovbecause I wanted to go to college .

Adverbial clauses also convey a reason, but one that the speaker is not sure about.

For example: If the brother went to college

Compare: Since my brother went to college He will write to us soon.

In addition, adverbials include adverbial clauses of time, comparison, manner of action.

Compound sentences with adverbial adverbial clauses

Theoretical information Adverbial clauses very diverse and therefore have their own classification. Distinguish the following types adverbial adverbial: mode of action and degree, place, time, condition, cause, purpose, comparison, concession, consequence. Adventitious mode of action and degree indicate the image, degree or measure of the action (feature) named in the main sentence; answer questions: as? how? in what degree? how much? and etc.; refer to phrases in the main clause: verb + So; full adjective + such; full adjective + noun + such; join unions what, to, as if etc. and allied words: how, how much, how much and etc. In the main sentence, there can be demonstrative words: so, so much, so much, to such an extent, such and etc. For example: I was born in Russia. I love her sothat words can't say everything ( S. Ostrovoy). The air is transparentuntil the jackdaw's beak is visible ... (A. Chekhov). adnexal places indicate the place of action named in the main sentence; answer questions: where? where? where?; refer either to the entire main clause or to its predicate; join with allied words: where, where, from where. In the main sentence, they often correspond to demonstrative words: there, there, everywhere, everywhere, everywhere and etc. For example: Walk the free pathWhere does the free mind take you? (A. Pushkin). There,where the bowl ended , whitened birches. Adventitious time indicate the time of the action named in the main sentence; answer questions: when? how long? since when? How long? and etc.; refer either to the whole main clause or to its predicate. In the main sentence, there are often demonstrative words: then, now, always, once, sometimes and etc. For example: While he sang , the cat Vaska ate all the roast(I. Krylov). Sometimes,when you wander through unmowed deposits , almost from under the very feet, a numerous brood of quails or gray partridges breaks out(S. Ognev). Subordinate conditions indicate the condition under which the action named in the main clause can be carried out; answer questions: under what condition? in which case?; refer either to the entire main clause or to its predicate; are joined by conditional unions: if, if, if, if, when(in meaning " if"), as(in meaning " if") and etc. For example: If life deceives you don't be sad, don't be angry(A. Pushkin); When there is no agreement among comrades , their business will not go well(I. Krylov). Adnexal causes indicate the reason for what is said in the main sentence; answer questions why? from what? because of which? for what reason?; refer either to the entire main clause, or only to the predicate; are joined by causal unions: because, because, because and etc. For example: I'm sad,because you have fun (M. Lermontov); The Ossetian cab driver tirelessly drove the horses,because he wanted to climb the Kaur mountain until nightfall (M. Lermontov). Adventitious targets indicate the purpose of the action named in the main sentence; answer questions: why? for what? for what purpose? for what? and etc.; refer either to the entire main clause or to its predicate; join target unions: to (to), then to, in order to and etc. For example: To become a musician so skill is needed(I. Krylov). I want to liveto think and suffer (A. Pushkin). Adventitious comparisons explain the content of the main sentence by comparison; answer the question: like what?; refer either to the entire main clause or to its predicate; are joined by comparative conjunctions: as, as if, as if, exactly, than (by that) and etc. For example: It was quiet for two minutes.sure convoy fell asleep (A. Chekhov). And with a thorny branch the spruce is knocking on the window,how a belated traveler sometimes knocks (A. Pleshcheev). Adventitious concessions indicate the circumstance in spite of which the action named in the main sentence is performed; answer questions: in spite of what? contrary to what?; refer to the whole main clause or to its predicate; are joined by concessive unions: although (at least), despite, let, let, for nothing; despite the fact that etc., allied combinations: no matter what, no matter who, no matter how much, when no, no matter how and etc. For example: Hot,although the sun has already set in the west (M. Gorky). Even though it's cold , but not hungry(Proverb). Wherever you throw , wedge everywhere(Proverb). Adnexal consequences denote a consequence (conclusion, result) arising from the content of the main sentence; answer questions: what follows from this?; apply to the entire main clause; join unions: consequence so that, therefore. For example: The wind howls with all its mightso I couldn't sleep (I. Goncharov). The whole next day, Gerasim did not show up, so instead of him the coachman Potap had to go for water.(I. Turgenev). It is necessary to distinguish between the subordinate consequence and the subordinate mode of action and degree. Compare: The road washed out by the rainso wide ruts formed in the mountains (I. Goncharov) (subordinate corollary); The road was washed away by the rainthat wide ruts formed in the mountains (subordinate clause of mode of action and degree).

№2. Complex sentences with several subordinate clauses

Theoretical information Complex sentences with two or more subordinate clauses are of two main types: 1) all subordinate clauses are attached directly to the main clause; 2) the first clause is attached to the main clause, the second - to the first clause, etc. I. Clauses that are attached directly to the main clause can behomogeneousandheterogeneous. 1. Homogeneous clauses, like homogeneous members, have the same meaning, answer the same question and depend on one word in the main sentence. Between themselves, homogeneous subordinate clauses can be connected by coordinating unions or union-free (only with the help of intonation). The connections of homogeneous clauses with the main clause and between themselves resemble the connections of homogeneous members of the sentence. For example: [ I came to you with greetings, to tell], (what Sun is up), (what it trembled with hot light on the sheets). (A. Fet.) If homogeneous clauses are connected by non-repeating unions and, or, a comma is not placed in front of them, as with homogeneous members of the sentence. For example: [ I answered], (what nature is good) and ( what sunsets are especially good in our places). (V. Soloukhin.) The connection of homogeneous clauses with the main clause is called homogeneous subordination. 2. Heterogeneous clauses have different meanings, answer different questions, or depend on different words in the sentence. For example: ( When I have a new book in my hands), [I feel], (what something living, speaking, wonderful entered my life). (M. Gorky.) With heterogeneous subordination, clauses can refer to the same words of the main sentence, but they are not homogeneous, as they answer different questions. The connection of heterogeneous clauses with the main clause is called parallel subordination. II. The second type of complex sentences with two or more subordinate clauses includes those in which the clauses form a chain: the first clause refers to the main clause (subordinate clause of the 1st degree), the second clause refers to the clause of the 1st degree (subordinate clause of the 2nd degree) etc. For example: [ Young Cossacks rode vaguely and held back tears], (as were afraid of their father), (which I was also a little embarrassed), (although tried not to show it). (N. Gogol) Such a connection is called consistent submission. With sequential subordination, one subordinate clause can be inside another; in this case, there may be two subordinating unions nearby: what and if, what and when, what and since, etc. For example: [ The water crashed so scary], (what , (when the soldiers ran below), raging streams were already flying after them) (M. Bulgakov).

№3.Complex sentences with subordinate explanatory clauses

To express our opinion, our attitude to a fact, a phenomenon, we often use complex sentences with subordinate clauses.

Clauses of explanatory refer to members of a sentence that have the meaning of speech, thoughts, feelings, messages, etc. Verbs in which the subordinate explanatory part is used usually denote: speech ( said, shouted), perception ( saw, heard, felt), mental activity ( thought, decided), the internal state of a person ( afraid, surprised).

For example, I.S. Turgenev in his letter to P. Viardot wrote about his feelings: I I can't see without worry , like a branch covered with young green leaves, clearly looms in the blue sky.

In a sentence: Sophia, characterizing Chatsky, He speaks that "he is especially happy in friends", - the verb of speaking is used.

Very often we use subordinate explanatory clauses when expressing our opinion:

I am convinced ... I believe ... I agree ... I can say with confidence ... It seems to me .... I am attracted (interesting) by the thought, (statement) about ... .

Besides, complex sentences with subordinate explanatory clauses convey indirect speech: I explained to them that I am an officer, I am going to the active detachment for official purposes. (M. Lermontov) Vera said that does not want tea and went to her room.(N. Chernyshevsky)

Complex sentences with subordinate explanatory clauses

Theoretical information Clauses of explanatory answer case questions and join the main part with unions ( what, like, as if, as if, as if, in order to, whether etc.) and allied words (what, who, how, what, why, where, where, where, why, etc.). For example: I want,so that a feather was equated to a bayonet(V. Mayakovsky) - means of communication - union so that . I don't know if I wantwhether i go with them- means of communication - union whether , which, like coordinating conjunctions same, too, also, is not at the beginning of the part. They saidas if he became addicted to collecting pipes.(A. N. Tolstoy) - a means of communication - a compound union as if . God alone could saywhich Manilov had a character(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 . Clauses of explanatory refer to one word in the main part - a verb, a short adjective, an adverb, a verbal noun with the meaning of speech, thought, feeling, perception. For example: Irejoiced / expressed surprise / was glad that he came. It's good that he came. The main part may contain an index word then in different case forms: I was happyto that 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 startedsince that the father has returned. Such subordinate clauses refer specifically to the demonstrative word, which can only be the word that. This feature brings such sentences closer to pronominal attributive ones, while the use of a union, and not a union word, allows them to be classified as explanatory. The explanatory clause is usually located after the word in the main part to which it refers, but occasionally, mainly in colloquial speech, it can also be located before the main part. For example: that he won't come , it was clear to me right away.

№4. Complex sentences with subordinate clauses

Theoretical information Determinative clauses explain (characterize) that member of the main part of the sentence, which is expressed by a noun or pronoun, and answer the definition questions: which? whose? For example: (1) Blizzards ( which? ), (2) that they are bursting in the doors, (1) they will not knock me off the road. Definitive clauses are attached to the main part only with the help of allied words which, which, whose, what, where, where, from where, when: For example: And Tanya seeshouse empty(which?), where our hero lived recently. (A. Pushkin) [– = noun. ], (where = –). Clauses have a fixed place as part of complex sentence: they are standing always after the defined word. For example: Childhood istravel (which?), which no one has been able to do twice . (V. Sanin) [ n. - noun. ], (which =). allied words which, what, whose with a defined word only agree in gender, number , and their case form depends on which member of the sentence these allied words in the subordinate clause are: For example: I likepeople who the life of the country is not indifferent.(The word which is used in the dative case.) Compare: I likepeople with whom easy to communicate.(Word which used in the instrumental case.) - I like people who are legendary.(Word which used in the prepositional case.) Word which can stand not only at the beginning, but also inside the subordinate part. For example: 1) A river flows near the villagewhich located in the forest foothills.(M. Lermontov) 2) As if in chains, the northern river fell silent, the noisewhich the grandfathers and great-grandfathers of Pomor fishermen listened.(I. Sokolov-Mikitov) Close in meaning to definitive adjectival pronouns that refer to pronouns that, each, such, all, everyone etc., located in the main part. For example: (1) Everything will go far in the pastthen , (2) how i live . (N. Glazkov).[ = then ], (how – =).

№5.Types of subordinate clauses in a complex sentence

Subordinate clause- this is a syntactically dependent predicative part of a complex sentence containing a subordinating conjunction or allied word.

For example: Vladimir saw with horror that he drove into an unfamiliar forest(Pushkin). It is very difficult to describe the feeling I experienced at that time.(Korolenko).

The term “subordinate clause” used in educational practice is usually replaced in theoretical works by the term “subordinate clause” (respectively, instead of “main clause” - “main clause”); this avoids the use of the same term “sentence” in relation to the whole and to its individual constituent parts, and also emphasizes the interconnectedness of the structural parts of a complex sentence.

School textbooks present two types of classifications of subordinate clauses.

1. Clauses are divided into three groups: attributive, explanatory and adverbial; the latter are divided into subgroups.

2. Clauses are divided into subject, predicate, attributive, additional and circumstantial, depending on which member of the sentence is replaced by the clause (to determine the type of the clause, questions are asked to various members of the sentence).

Since the classification adopted in the first case is more common in the practice of school and pre-university teaching, we will stick to it.

Recall that knowledge about the types of subordinate clauses in a complex sentence is also checked in USE tests in part B(task B6) in 11th grade.

Types of subordinate clauses in a complex sentence

Theoretical information By meaning and structure, the subordinate parts of complex sentences are divided into three main groups, which correspond to the three groups of secondary members of the sentence: definitions, additions, circumstances. Determinative clauses explain (characterize) that member of the main part of the sentence, which is expressed by a noun or pronoun, and answer the definition questions: which one? whose? For example: (1) Blizzards(what?), (2) that break in the door , (1) I won't be knocked off the road.(A. Fatyanov) [ - , (what =), =]. Explanatory clauses explain the member of the sentence (most often the predicate) of the main part and, like the additions, answer the questions of indirect cases. For example: (1) We had a lively conversation about(about what?), (2) how to resolve the situation . [ – = ], (as =). Adverbial clauses denote the place, time, purpose, reason, mode of action, condition, etc. of what is reported in the main part of the complex sentence. They answer questions about circumstances. For example: (1) To love music , (2) you have to listen to it first.(for what purpose?). (D. Shostakovich) (To =), [=].

№6. Complex sentence

The simplest constructions of the type "my name is…; I'm working…,; I'm going…” learn in the very first English lessons. But such phrases are not enough to use the language at least at an intermediate level. For an interesting conversation and successful communication with foreigners, you need to learn how to compose simple sentences extended expressions. We will develop this skill in ourselves today, studying the adjectives of time in English language and conditional structures. Knowledge of typical combinations and the ability to use them correctly will enrich and diversify our speech.

Meaning of subordinate clauses

Subordinate clauses are dependent constructions of complex sentences that help to reveal the meaning of the main sentence more widely, expressing any signs, causes, conditions, consequences, etc. The method of attaching an additional part of an expression to the main one can be different, but more often this always happens with the help of or allied words.

Dependent sentences in English can have different semantic meanings, and refer to any member of the sentence, both main and secondary. The most numerous category of subordinate structures is the adverbial group. It carries the meanings of time, purpose, place, cause, etc., in general, all those topics for which the circumstance is responsible. According to the construction of constructions, most of these additional sentences coincide with similar expressions in Russian. But two representatives of the adverbial group of English clauses sometimes have a tense form that is not typical for Russian-speaking people. We will talk about them in more detail in the next section.

Adverbs of tense in English

These additional constructions carry explanations about when and for how long the actions and events about which in question in the main sentence. In other words, they express the time of occurrence of events. The sentences explaining the time are attached to the main part with the help of conjunctions. The union when is most often used in English speech, therefore such subordinate clauses are often called that: sentences with when. But for different shades of time, other unions are also widely used, for example: assoonas,until,since,after,till,before,bythetime.

• MyparentshadgonetothetheaterbeforeI came home My parents had gone to the theater before I came home.
• Wewentforawalkintheparkafterthe snow had stopped We went for a walk in the park after the snow stopped falling.
• Myfatherhasn'tseenhisparentssincehe moved to the Netherlands My father has not seen his parents since he moved to the Netherlands.

In these examples, the clauses of time used in English do not differ much from Russian ones. What is their catch then? It lies in the construction of a practical construction, which refers to the future tense. In Russian we say " When I get home I will repeat this lesson". Note that both parts are in the future tense.

In English speech, such a construction is impossible, because the rules of grammar do not allow the use of the future tense in additional constructions. This is what distinguishes the clauses of time and conditions from other clauses. To indicate future events or actions, they will use the Present tense forms ( present Simple orpresent Perfect to indicate the completion of an action). Please note that this rule applies only to the dependent structure, the main part can be in any form, including in the future. Let's see how it looks in practice.

Offer	Translation
When I meet my colleague , I'll tell him about this story.	When I meet my colleague, I will tell him about this story.
I hope I will be at home before the hurricane reaches our city .	I hope that I will be at home before the hurricane hits our city.
Nick will go to the airport as soon as the concert finishes .	Nick will go to the airport as soon as the concert is over.
After the rain stops , they'll go to the supermarket.	After the rain stops, they will go to the supermarket.
I will live in this room until my brother returns home from his trip .	I will live in this room until my brother returns home from his trip.
By the time the police find him , he'll live in another country.	By the time the police find him, he will be living in another country.
They'll go to play football when they have done their homework .	They will go to play football when they finish their homework.
As soon as he has finished talking , I can use the phone.	As soon as he finishes talking, I can use the phone.

Note that the English language has peculiar punctuation rules, according to which the subordinate clause is separated by a comma only when it is at the beginning of a sentence.

Let's just add a couple of words about conditional sentences, since they are the only constructions that behave in the same way when forming sentences with the future tense. As the name implies, these expressions reveal various probabilities, conditions, possibilities under which the events of the main statement may or may not be fulfilled. Unions by which they can be easily recognized - if,unless,incase.

The condition in English is a voluminous and complex topic, because English grammar includes several types of such structures with different rules their use. You can learn more about all types of conditional sentences in the adjacent material.

As we have already said, subordinate clauses can be very different kind. And here, too, a little English cunning is hidden, since different types sentences can use the same conjunctions. For beginners in learning English, such confusion sometimes puts them in an awkward position and makes them make mistakes. In order to avoid unpleasant situations in the conversation, it is necessary to be able to distinguish which member of the sentence the dependent construction refers to. Why this is really important, let's look at example phrases.

As you remember, the rule about subordinate tenses says that the union when in English requires the Present tense after itself. But in the first sentence, we used the future, is this a deliberate mistake? No. These two are absolutely different situations conjunction: in the first case, it adds a complement construction ( doesn't know what?), and in the second situation, when attaches an adverbial construction that reveals the duration of the action ( won't know about it when?). Let's give a couple more examples for better memorization.

• Theydon'twriteyetwhen they will arrive - They do not write yet, (about what? - about that ...) when they arrive.
• Nobodysayswhen we have to finish ourworks - No one says (what? - that ...) when we have to turn in our work.

• Iwillbehappywhen I pass thisexamverywell - I will be happy (when? - then ...) when I pass this exam very well.
• Wewillhavesupperwhen guests arrive - We will have dinner (when? - then ...) when the guests arrive.

This rule also applies to conditional constructs if the if clause is used as an object in the clause.

This concludes the development of English clauses of time. We hope that you have learned the basic rules, learned to distinguish between use cases and are ready to test your knowledge by doing exercises on the topic of adverbial tense in English. Good luck in improving your foreign language!

Adverbial clauses

Adverbial clauses replace the position of circumstances of various kinds and answer questions specific to circumstances. The following types of adverbial clauses are presented in Russian: time, place, cause, effect, condition, concession, comparison, mode of action, measure and degree. In all three educational complexes these types of subordinate clauses are singled out, but the subordinate modes of action and degrees are combined in them into one group.

Complex sentences with clauses of time

The adverbial tense applies to the entire main part, indicates the time of the action in the main part, answers questions when? how long? since when? How long? and joins the main part with the help of subordinate unions when, as, until, barely, just, before, while, until, since, suddenly and etc.:

Since we know each other, you gave me nothing but suffering(M. Yu. Lermontov).

Just now you stop, he starts a long tirade(M. Yu. Lermontov).

If there is a word with the meaning of time in the main part, including index word then, adnexal joins allied word when, stands after this word in the main part and refers specifically to it :

Today , when I opened the window, my room was filled with the smell of flowers growing in a modest front garden(M. Yu. Lermontov) - the subordinate clause refers to the adverb today and joins with an allied word when, which is a circumstance.

From sentences with a correlative adverb in the main part, sentences with complex alliances, which can be split into two parts by a comma. Such unions are found not only in NGN with subordinate clauses, but in their other types. Breaking the union with a comma does not change its part-of-speech affiliation and the type of the subordinate clause. For example, suggestions It's raining,since we returned and It's rainingsince then , as we returned have the same union since.

The scientific literature also presents a point of view according to which, when dismembering the conjunction with a comma, it splits into two parts, the first part is included in the main sentence as a correlative word, and the second plays the role of the union. The type of the subordinate clause may change. For example, a proposal It happened at a time when no one was in this case, it should be interpreted not as NGN with a tense clause, but as NGN with a definitive clause.

In the absence of an index word, the subordinate part in the NGN of time can be in any position in relation to the main part. There are only two cases when the position of the subordinate part is fixed.

1) union used how, suddenly expressing the attitude of surprise, surprise between the situations named in the main and subordinate parts. The subordinate part comes after the main part:

My hat was almost full of nutsSuddenly I heard a rustle(A. S. Pushkin);

2) a two-component (double) union is used when --then, just --how, when --then etc. The second component of these unions is placed in the main part and can be omitted; the subordinate part is located in front of the main:

Barely I threw on a cloakas snow fell(M. Yu. Lermontov).