Subordinate clause of purpose.
The subordinate parts of a complex sentence can have the meaning of purpose. They join the main part of the union of the goal to and answer the questions why? with what purpose? For what? They indicate the purpose of the action mentioned in the main part of the sentence.
The main part may contain indicative words in order, then, with that, For example: In order for air to pass into the boxes and boxes, their lids were all pierced with a thick pin. (A.)
In relatively rare cases, demonstrative words merge with the conjunction to in a complex union, for example: So that they understand our truth sooner , we must move forward. (M. G)
The predicate in target clauses is often expressed by the indefinite form of the verb, for example: I invited you, gentlemen, because to tell you some very unpleasant news.(G.) This happens in cases where the subject of the action in both the main and subordinate parts of the sentence is the same (I invited and I I'll let you know). Therefore, such subordinate goals are close to the circumstances of the goal expressed indeterminate form verb. (Wed: I came out refresh yourself. I went out to freshen up.)
Subordinate clauses with a conjunction of purpose can have two meanings if the main part contains demonstrative words not noted above (in order, then, with that) and others, for example:!) We. let's run upstairs to get dressed so as to resemble the hunters as much as possible(L.T.)(meaning of goal and course of action). 2) Science has not yet collected so many information, to resolve the issue in a positive way(Black)(meaning of purpose and degree, measure). (See § 106.)
Note: Index word then used in modern literary language relatively rare and gives the impression of being outdated, for example: I've arrived then, to explain. (T.)
Goal conjunctions have almost fallen into disuse so that and especially Yes. Now they are used for special stylistic purposes: either to recreate ancient speech, or for solemnity, or to create an ironic impression. 1) And he slowly left, so that the father did not wake up. (AND.) 2) Someday a hardworking monk... will rewrite true stories, Yes The descendants of the Orthodox of their native land know the past fate. (P.) 3) I was advised not to stick out too much in public, so that Do not attract undue attention to the bakery. (M.G.)
Exercise 156. Read, indicate the subordinate parts, their connection with the main part and meanings. Copy by inserting missing letters and punctuation marks.
I. 1) She looked in the mirror and shook her head several times to make the beads sound. (Ch.) 2) I already told the coachman to cover the sleigh with a carpet. (Polonsky) 3) N... for the same reason he plowed and sat down so that the autumn wind would not blow us away? (N.)
4) I saw that my work was losing its meaning. It happened more and more often that people, regardless of the progress of the case, took money from the cash register so n...carefully that sometimes there was nothing to pay for the flour. (M.G.)
5) In order not to starve, I went to the Volga to the piers where I could easily earn fifteen to twenty kopecks. (M.G.)
6) The weapon on a Cossack is always adjusted so that it rings and... strums. (L.T.) 7) He [Plyushkin] had already forgotten how much he had and only remembered where in his closet there was a decanter with the remains of some tincture on which he himself made a mark so that no one would steal it... and where there was a feather or sealing wax lying around. (G.)
II. 1) Here, with courage... the brothers died so that life would become wonderful for those who were born in poverty. (N.O.) 2) I want to meet my death hour as Comrade Nette met death. (V.M.) 3) The most precious thing a person has is life. It is given to him once and he needs to live it so that there is no excruciating pain for the wasted years, so that there is no shame for the mean and petty past. (BUT.) 4) Sing the wind to us about glory and courage about learned heroes and fighters so that our hearts warm up so that everyone wants to catch up and overtake their fathers. (OK.) 5) Anyone who lives a real life, who has been accustomed to poetry since childhood, always believes in the life-giving Russian language, full of reason. (N. 3.)
157. Make up complex sentences of the following types: 1) conjunction What adds subordinate clauses and degrees; 2) union to attaches subordinate clauses and explanatory clauses.
158. Copy using missing punctuation marks. Indicate the subordinate clauses, their connection with the main clause and their meanings.
WHAT IS THE WIND FOR?
When wild animals When they walk through forests and fields, they always walk into the wind and hear with their ears and smell with their nose what is in front of them. If there was no wind, they would not know where to go...
In order for a seed to grow on a grass bush or tree, dust must fly from one flower to another flower. Flowers are far from each other and they cannot send their dust from one to another.
When cucumbers grow in greenhouses where there is no wind, then people themselves pick one flower and put it on top of another so that the flower dust falls on fruit flower and there would be an ovary. Bees and other insects sometimes carry dust from flower to flower on their legs. But most of all this dust is carried by the wind. If there was no wind, half the plants would be without seeds.
Steam rises above the ground only where there is water, above streams, above swamps, above ponds and rivers, most of all above the sea. If there was no wind, the couples would not walk, but would gather in clouds over the water and fall again where they rose. There would be rain above the stream above the swamp above the river above the sea, but there would be no rain in the fields and forests. The wind blows away the clouds and waters the earth.
(L.N. T o l s t o y.)
§ 113. Complex sentences with additional reasons.
The subordinate parts of a complex sentence can have the meaning of reasons. They join the main part with unions because, because, since, for and answer questions about why? WHAT ABOUT? as a consequence of what?, for example: 1) The horse could not move the cart, because the rear wheel came off.(L.T.) 2) The apple trees are gone because the mice ate all the bark around.(L.T.) 3) Ohm I was very out of sorts because I was very dissatisfied with the last exams.(Ch.) 4) Every work is important for it ennobles a person.(L.T.) They indicate the cause of the phenomenon discussed in the main part.
If the subordinate clause is with a conjunction because stands in front of the main one, then the latter may contain an additional part of the union - That, For example: Since I write down my observations every evening, then I compiled a thick manuscript in the most imperceptible way. (Grieg.)
In unions because And because separate use of demonstrative pronominal adverbs is possible That's why And that's why and explanatory union What, for example: 1) He walked[Belikov] only to us because he considered it his comradely duty.(Ch.) 2)Because you can’t cry and be indignant out loud, Vasya is silent and wrings his hands. (Ch.) Such separation of the indicated conjunctions by a comma is mandatory if before That's why or that's why stands for restrictive or negative particle: only, only, not. Wed: I I didn’t do it (only) because you told me ordered.
In addition to demonstrative pronominal adverbs That's why And because the main part may contain other demonstrative words:
as a result of this. thanks to that, in view of that, due to that, on the occasion of that etc. Merging these demonstrative words with the conjunction What into one complex union rarely occurs.
EXAMPLES. 1) The greens retained their freshness until the beginning of July due to the fact that the spring was wet. 2) The grass was unusually juicy thanks to the frequent and heavy rains.
If the main part has a demonstrative pronoun those at comparative degree, then the subordinate clause with the conjunction What combines two meanings: causes and degrees, for example: They[flaws] especially protrude out that he himself is not a small person.(G.)
A unique type of causal clause is represented by clauses with the conjunction What, which contain the reason for the feeling spoken of in the main part of the sentence; therefore, they belong to those main ones in which there are members denoting any feeling; subordinate parts are always found after the main part, for example: He's happy what sees you(M.-S.)(the subordinate clause indicates the reason for the feeling expressed by the word happy).
Exercise 159. Indicate the subordinate clauses, their connection with the main clause and their meanings. Copy by inserting missing letters and adding commas. Indicate the vowels in the first five sentences whose spelling cannot be checked by stress.
I. 1) I was treated by the regimental s...r... because there was no other doctor in the fortress. (P.) 2) The road will soon be cleared... because there are p...thrones and c...ranks...and the troops want to fight. (A.N.T.) 3) The forest stood dark and silent because the main singers had flown away. (M.-S.) 4) Levinson almost lost contact with other units because he climbed into a remote place. (Fad.) 5) The river has taken on a special appearance because the water is visible through the bare branches and even more so because the watery color has disappeared from the cold. (A.) 6) Since it was not possible to land in the usual place, Tyulin will land on the clay steep... ravine. (Cor.) 7) I hired myself as an apprentice to him because I had nothing to live on. (Ch.) 8) I had to hire bulls to pull my cart up this damn mountain because it was already autumn and there was ice. (L.) 9) In the clearing where there was a shock of recently mown hay, it was hotter because the place was protected from the wind by thick, thick cherry trees. (V.G.)
II. 1) After the evening, my mother washed the pot and looked with her eyes for somewhere to pour the slop because there were ridges all around... (G.) 2) Since you say that he received you well, then go to him! (G.) 3) It hurt him that he...kept his Cossack word. (G.) 4) When the policeman was still sorting the note into warehouses, Pavel Ivanovich Chichikov himself went to see the city with which he seemed satisfied... because he found... that the city was in no way... inferior to other provincial cities. (G.) 5) If he didn’t... justify himself before the court, it was because he just... wanted to confuse me. (P.) 6) Since we will fight to the death, we must do everything possible to ensure that this remains a secret. (L.)
§ 114. Complex sentences with subordinate clauses.
The subordinate parts of a complex sentence can have the meaning of s u p i t e l n o s t i o n . They join the main part by concessional alliances although (at least), for nothing, let, let, for example: 1) Foggy summer days are nice although hunters don't like them.(T.) 2) Let the rose be plucked it's still blooming.(Na dson) 3) Let me weak, my sword is strong. (AND). 4) Tom Thumb, despite being small, he was very clever and cunning. (L.T.)(Union for nothing that more typical of spoken language; in meaning this conjunction is close to the expression although.) Subordinate clauses indicate a cause that is opposite to the effect contained in the main part of the sentence.
The concessive meaning is similar to the adversative meaning. Therefore, before the main part, when it comes after the subordinate clause, there are adversative conjunctions a, but, yes, however, but, For example: And even though an insensible body is equally likely to decay everywhere , but closer to the sweet limit I would still like to rest. (P.) In these cases there is a combination in one complex sentence and submission, and composition. (See § 97.)
In addition to the marked conjunctions, subordinate clauses are joined by an explanatory conjunction what to demonstrative combination despite, For example: Even though I'm being showered with raindrops , I tear the wet branches, hit myself in the face with them and revel in their wonderful smell. (L.T.)(Combination despite the fact that is a compound union).
In the meaning of a concessionary union, an introductory word is used Truth, For example: True, it turned out to be a very bad day, but nothing unexpected happened.(S e y f u l l i n a.)
Subordinate clauses that are attached to the main clause by relative words have a generalized concessive meaning. how, how much etc. with an intensifying particle neither, For example:
No matter how the month shines,but it’s still not the sun’s light. (Kr.)
The predicate of the subordinate clause of a sentence can be expressed by the form imperative mood; in this case there is usually no concessionary union, for example:
Be he seven spans in the forehead,but he will not escape my judgment. (P.)
Exercise 160. Read, indicate the subordinate clauses, their connection with the main clause and their meaning. Write it down using punctuation marks.
I. 1) Yegorushka lay on the bale and shivered from the cold, although the sun soon appeared and dried his clothes, the bale and the ground. (Ch.) 2) Although it was dry in the yard, there was a dirty puddle at the threshold. (L.T.) 3) Even if he made a mistake, this mistake can be corrected. (M.-S.) 4) The pediment did not fit in the middle of the house, no matter how hard the architect tried. (G). 5) It was quietly cloudy in the steppe despite the fact that the sun had risen. (Ch.) 6) True, Nikolai knows more than a hundred Latin names, knows how to assemble a skeleton, sometimes prepares a preparation, makes students laugh with some long scientific quote, but for example, the simple theory of blood circulation is still as dark for him now as it was twenty years ago. (Ch.)
II. 1) No matter how much Panteley Prokofievich protected himself from any difficult experiences, he soon had to experience a new shock. (School.) 2) The brigade commander decided to stop the pursuit before dawn in order to bring up reserves to concentrate on the approaches to Veshenskaya by morning and, after artillery preparation, conduct a further offensive. (Shol.) 3) If the enemy does not surrender, he is destroyed. (M.G.)
161. Copy using punctuation marks and inserting missing letters. Indicate the subordinate clauses, their connection with the main clause and their meanings.
1) The nanny narrated the story with passion, picturesquely, with passion and inspiration in places, because she herself half believed the stories. (Gonch.) 2) When the cows come from the field, the old man will be the first to make sure they are given water; If he sees from the window that the mongrel is chasing the chicken, he will immediately take strict measures against the riots. (Gonch.) 3) I admit how much I tried to discern something like a boat in the distance, but to no avail. (L.) 4) H..-what n... could be funnier than his face; as he raised his eyebrows upward, his heavy eyelids did not want to rise and lay there on his barely noticeable salty but sweetest eyes. (T.) 5) After dinner, I danced the promised square dance with her and despite the fact that I seemed infinitely happy, my happiness grew and grew. (L.T.) 6) He talked about how hard you have to work when you want to become an exemplary farmer. (Ch.) 7) The artist must have worked for one night, since all the teachers of the male and female gymnasium, seminary teachers and officials all received a copy. (Ch.) 8) All kinds of violations of evasion and deviation from the rules brought him [Belikov] into despondency, although it would seem that why should he care? (Ch.)
§ 115. Synonymy of subordinate parts of complex sentences and participial phrases, as well as gerunds.
Participial phrases are characteristic of book speech. In colloquial speech, the corresponding subordinate parts of complex sentences are more common. Some gerunds and participial phrases are similar in meaning to subordinate clauses of time, reasons, concessions, conditions, for example: Having drunk tea, I began to ask my father to show me the mill.- When I had some tea, then I asked my father to show me the mill. Subordinate clauses and gerunds of similar meaning are called synonymous phrases. But the meanings of condition, reason, concession, time in gerunds are less clear, while in complex sentences specified values are expressed by special conjunctions (and sometimes by demonstrative words).
EXAMPLES. 1) Conditions: However, chatting with you You can't pick mushrooms. (P.) (However, if you chat with you, You can’t pick mushrooms.)
2) Reason : I miss looking out of the windows into a dirty alley, I went to wander through all the rooms . (P.) (Because I missed looking out of the windows into a dirty alley, then I went to wander through all the rooms).
3) C onditional value: Ivan Kuzmin. respecting your wife, For nothing in the world would he have revealed to her the secret entrusted to him in his service. (P.) (Ivan Kuzmich, although he respected his wife, For nothing in the world would he have revealed to her the secret entrusted to him in his service.)
4) Time: Andrey Gavrilovich, having calmly considered the assessor's requests, saw the need to answer in detail. (P.) (Andrey Gavrilovich, when he calmly considered the assessor's requests, I saw the need to answer in detail.)
If the participle in meaning is close to the circumstance of the manner of action, then the parallel phrase will not be a subordinate part, but a homogeneous predicate, denoting an accompanying action, for example: Someone was running touching and breaking the twigs of the raspberry tree.- Someone ran and at the same time he touched and broke the twigs of the raspberry tree.
The similarity in meaning of gerunds and subordinate parts of complex sentences allows in some cases the stylistic replacement of one phrase with another. However, the gerund participle instead of the subordinate part cannot always be used, but only when the predicates of the main and subordinate parts of the sentence refer to the same person or thing:
A) When Chechevitsyn said goodbye - Saying goodbye to the girls, Cheche-
hanging out with the girls he didn’t say a word;
not a word from the hall.
b) When I opened the window my(You cannot say “Opening the window”
the room was filled with panic, my room filled up
house of flowers. (L.) the smell of flowers.")
In the first case, instead of a subordinate part with the meaning of time, you can use an adverbial phrase: the predicates of the main and subordinate parts refer to the same person (Chechevitsyn said goodbye aka didn't say a word) and therefore, when replaced, the gerund will indicate the accompanying action of the person designated by the subject. In the second example, substitutions cannot be made, since the predicates refer to different subjects (I opened, room filled).
When replacing an accessory part participial phrase conjunctions are omitted (for example, once upon a time); the predicate of the subordinate clause is replaced by a gerund; the subject of the subordinate clause is either discarded, or transferred to the main part, or replaces the pronoun in it. In comparative sentences, conjunctions may not be omitted: Natalya avoided him exactly I was afraid of something in him. - Natalya avoided him, exactly afraid of something in him. Replacing a subordinate clause with a gerund or participial phrase is impossible if a gerund cannot be formed from a given verb, for example: When I'm writing This letter, I remember with pleasure the time spent with you.(Replacement is impossible because there is no present participle of the verb write).
Exercise 162. Replace, where possible, the subordinate parts of a complex sentence with participles with dependent words.
1) Vasilisa Egorovna left me alone because she saw my stubbornness. 2) Wonderful field strawberries sometimes lured my mother to the fallow fields of the nearby field, because she loved this berry very much. 3) The ferry shuddered and swayed when two healthy Cossacks pushed it away from the shore. 4) Lyonka, when he looked into the water, felt that his head was spinning sweetly. 5) It was already evening when he returned to the village. 6) If you see him tomorrow, ask him to come see me for a minute. 7) The raspberries grew so high that they looked into our windows for a whole quarter. 8) The forest sleeps silently, motionless, as if peering somewhere with its tops. 9) Although he refuses the trip, he really regrets it. 10) If you take on the work together, you will certainly complete it on time.
163. Read, indicate separate members proposals and explain the reasons for separation; copy it down, filling in the missing punctuation marks. Indicate adverbs and explain their spelling. Indicate the subordinate clauses, their connection with the main clause and their meanings.
Korchagin hit the horse so hard that it immediately went into a gallop. Spurred on by the rider's shout, the crow overtook the running ones and rushed forward with swift leaps. Pulling his ears tightly to his head and throwing his legs high, he kept speeding up. On the hillock, the windmill, as if blocking the road, spread its arms-wings to the side. From the windmill to the right in the lowland near the river there are meadows. To the left, as far as the eye could see, a rye field stretched out, rising in mounds and then falling into holes. The wind ran through the ripe rye as if stroking it with its hand. The poppies along the road were glowing brightly. It was quiet and unbearably hot here. Only from a distance from below, where the river warmed itself in the sun like a silvery snake, did screams reach.
The horse walked down to the meadows with a terrible gait. “It’ll get caught in his foot and it’ll be a grave for him and me,” flashed through Pavel’s head.
(N. Ostrovsky.)
164. Read, indicate isolated gerunds and their meaning; indicate the subordinate clauses, their connection with the main clause and their meanings. Copy by inserting missing letters and punctuation marks.
The grass grew softer and Levin, listening but not responding and trying to mow as best he could, followed Titus. They walked a hundred paces. Titus kept walking... stopping... leaning on... showing... the slightest fatigue, but Levin was already getting scared that
he can't stand it, he's so tired.
He felt that he was waving with all his strength and decided to ask Titus to stop. But at this very time Titus himself stopped and, bending down, took some grass, wiped his scythe and began to sharpen it. Levin straightened up and looked around with a sigh. A man was walking behind him and was obviously also tired because immediately upon reaching Levin he stopped and began sharpening. Titus sharpened his scythe and Levin's scythe and they moved on.
The same thing happened at the second appointment. Titus walked step by step... stopping and... getting tired. Levin followed him, trying to keep up, and it became more and more difficult for him: a moment came when he felt he had more strength left, but at that very time Titus stopped and sharpened.
So they passed the first row. And this long row seemed especially difficult to Levin, but when the row was reached and Titus, throwing his braid over his shoulder, with slow steps, began to follow the tracks left by his heels along the swath, and Levin walked along his own swath in the same way. Despite the fact that sweat was rolling down his face and dripping from his nose and his whole back was wet as if soaked in water, he felt very good.
(L.N. Tolstoy, Anna Karenina.)
§ 116. Complex sentences with subordinate clauses.
The subordinate parts of a complex sentence can have the following meaning. They join the main part of the union So and denote a consequence arising from the entire content of the main part of the sentence, for example: He immediately fell asleep so in response to my question I heard only his even breathing.
Note: From subordinate parts with the meaning of a consequence, it is necessary to distinguish subordinate degrees that include the meaning of a consequence, for example: 1) U every house has a through gate, and you sneak around like that, that no devil will find you. (G.) 2) Before I suddenly felt ashamed that literally tears flowed down my cheeks.(Adv.) In these subordinate clauses, the meaning of degree clearly prevails over the meaning of consequence.
§ 117. Complex sentences with subordinate clauses.
Adjuncts are those subordinate parts of a complex sentence that are attached to the main part by relative pronouns and adverbs. what, as a result of which. why, why, why.
EXAMPLES. 1) Hoc judge involuntarily sniffed his upper lip, which he usually did before only out of great pleasure.(G.) 2) During strong storm uprooted a tall old pine tree, which is why this hole was formed.(Ch.) 3) He wasn't at home that's why I left a note.(P.) 4) He had to arrange something in the city, that’s why he left in a hurry.(P.) Such subordinate clauses have the meaning of additional remarks, findings, conclusions.
Notes. 1. Complex sentences with subordinate clauses are close in meaning to compound sentences, which have a pronoun in the second part This or pronoun adverbs because, therefore, therefore.(Wed: I) Father didn't come for a long time, which worried us all a lot. 2) Father didn't come for a long time, and this worried us all very much. 3) Father didn't come for a long time, and therefore (because, because) we were all very worried.)
2. Words therefore, because, therefore sometimes used to semantically connect individual sentences that are not part of a complex sentence, for example: I was not at home and I did not receive the summons. That's why I didn’t show up to the meeting.
Exercise 165. Indicate the subordinate clauses, their connection with the main clause and their meanings; copy by inserting missing letters and punctuation marks.
I. 1) The snow became whiter and brighter so that it hurt my eyes. (L.) 2) The air was so rare that it was painful to breathe. (L.) 3) The hostess’s words were interrupted by a strange hissing so that the guest was... scared. (G.) 4) Natalya Gavrilovna was famous at the assemblies as the best dancer, which was partly the reason for Korsakov’s misconduct, who came the next day to apologize to Gavrilo Afanasyevich; but the panache and dexterity of the young dandy did not please the proud boyar who wittily nicknamed him the French monkey. (P.)
II. 1) Avdotya was so overcome with fear that her knees began to tremble. (T.) 2) I will burn the old sorcerer so that the crows will have nothing to scatter... (G.) 3) Solokha poured coal into a tub from another bag and the clerk, who was too bulky in body, climbed into it and sat down at the very bottom so that another half a bag of coal could be poured on top of it. (G.) 4) The red color burns like fire, so I wish I could have seen enough! (G.) 5) The front of the britzka is completely wobbly, so it might not even make two stations. (G.) 6) By this time, they fed me and took me to the bathhouse and interrogated me and gave me uniforms, so I showed up in the dugout to the colonel, as expected, clean in soul and body and in full form. (School.) 7) During such an interrogation, Ivan Fedorovich voluntarily rose from his seat and stood up...as he usually did when the colonel asked him what. (G.) 8) He was happy with me, which I didn't expect. (M.G.)
166. Copy using missing punctuation marks; indicate the subordinate clauses, their connection with the main clause and their meanings.
1) Savelich brought the cellar behind me and demanded a fire to prepare tea, which I never thought I needed. (P.) 2) I paid the owner, who took such a reasonable payment from us that even Savelich did not argue with him and did not bargain as usual, and yesterday’s suspicions were completely erased from his head. (P.) 3) The moon was already rolling across the sky and it seemed to me that someone in white was sitting on the shore. (L.) 4) A suspicion arose in my head that this blind man is not as blind as he seems; It was in vain that I tried to convince myself that thorns could not be faked, and for what purpose? (L.) 5) He waved his hand and all three began to pull something out of the boat; the load was so great that I still don’t understand how she didn’t drown. (L.) 6) While he was looking at all the strange decorations, a side door opened and the same housekeeper whom he had met in the yard came in. (G.) 7) He could not rely on his eldest daughter Alexandra Stepanovna for everything, and he was right because Alexandra Stepanovna soon ran away with the headquarters captain of God knows what cavalry regiment and got married to him somewhere hastily. (G.) 8) I don’t know how the general yearning would have been resolved if Yakov had not suddenly finished with a high, unusually subtle sound, as if his voice had stopped. (T.)
167. Copy by inserting missing letters and adding punctuation marks; indicate the subordinate clauses, their connection with the main clause and their meanings.
The hungry wolf got up to go hunting. All three of her wolf cubs were fast asleep, huddled together and warming each other. She licked them and left.
It was already the spring month of March, but at night the trees were shaking from the cold, like in December, and as soon as you stuck out your tongue, it began to sting strongly. The wolf was in poor health and suspicious; She shuddered at the slightest noise and kept thinking about how at home without her no one would offend the wolf cubs. The smell of human and horse tracks, stumps, stacked firewood and the dark manure road frightened her; It seemed to her as if people were standing behind the trees in the darkness and dogs were howling somewhere behind the forest.
She was no longer young and her instincts were astonishing, so that sometimes a fox trail happened, she mistook it for a dog, and sometimes even deceived by her instincts she lost her way, something that never happened to her in her youth. Due to poor health, she no longer hunted calves and large rams as before and already walked far around horses with foals and ate only carrion; She had to eat fresh meat very rarely only in the spring when she came across a hare and took her children away from her or climbed into the men's barn where there were lambs.
(A.P.Chekhov.)
168. Read, indicate complex sentences and their meaning; write it down using punctuation marks.
I. Usually the old man went out to play in the evening, at the first dusk. It was more beneficial for his music to make the world quieter and darker. He did not know the troubles of his old age because he received a pension from the state and was fed enough. But the old man was bored by the thought that he was not bringing any good to people and therefore voluntarily went to play on the boulevard. There, the sounds of his violin were heard in the air in the darkness, and at least occasionally they reached the depths of the human heart, touching him with a gentle and courageous force that captivated him to live the highest beautiful life. Some listeners took out money to give it to the old man, but did not know where to put it; the violin case was closed... Then people put ten-kopeck pieces and kopecks on the lid of the case. However, the old man did not want to cover his need at the expense of the art of music, hiding the violin back in the case, he showered money from it on the ground, not paying attention to their value. He went home late, sometimes as early as midnight, when people became sparse and only some random lonely person listened to his music. But the old man could play for one person and played the piece to the end until the listener left, crying in the darkness to himself. Maybe he had his own grief, now disturbed by the song of art, or maybe he felt ashamed that he was living wrong or he just drank wine...
(A. Platonov.)
II. When the day is falling, when a pink haze covers the distant parts of the city and the surrounding hills, then only one can see the ancient capital in all its splendor, for like a beauty showing her best attire only in the evening, only at this solemn hour can she make a strong, indelible impression on the soul.
What can be compared with this Kremlin, which, surrounded by battlements, flaunting the golden domes of cathedrals, reclines on a high mountain like a sovereign crown on the brow of a formidable ruler?...
(M.Yu. L e r m o n t o v.)
169. Copy using parentheses and punctuation. Indicate the types of subordinate parts.
1) The water is blue (from) the fact that the sky was reflected in it passionately beckoned to itself. (Ch.) 2) The interior of the grove, damp from the rain, was constantly changing, looking (By) whether the sun was shining or covered with clouds. (T.) 3) We lived in a field outside the city in the old (semi) destroyed building (By) why (That) called "glass factory" may be (By) to what's in his windows (Not) was (nor) one whole glass. (M.G.) 4) The glass door to the balcony was closed (would) there was no heat coming from the garden. (A.N.T.) 5) It was a sad August night, sad (By) to what already smelled like autumn. (Ch.) 6) There were cucumbers (on) so tender that the greenhouse green of their skin shone white. (Fed.) 7) There was only one road and (at) the volume is wide and furnished with milestones (So) what a mistake it was (Not) Maybe. (Cor.) 8) Nikita himself (Not) knew (By) why does he want to stand and look at this desert. (A.N.T.) 9) (Not) despite the fact that all the windows were covered with snow, I felt that the day had become brighter than yesterday. (Cor.) 10) The goose took another string in its beak and pulled it (from) what (That) hour (same) a deafening shot rang out. (Ch.)
NON-UNION COMPLEX SENTENCES
§ 118. The meaning of non-union complex sentences and punctuation marks in them.
A non-conjunctive compound sentence is one in which the parts are combined into one whole in meaning, but their connection is expressed not by conjunctions and allied words, but by intonation and the relationship of forms of the form and verb tenses, for example: The stars gradually disappeared, the reddish stripe in the east became wider, the white foam of the waves was covered with a delicate pink tint. (T.)
This complex sentence paints a picture of early morning. A complex sentence has three parts; their connection is expressed by enumerative intonation and homogeneity of verb forms: all three predicates are expressed by verbs of the imperfect form, past tense. By these means the simultaneity and coexistence of phenomena is established.
Complex non-union proposals in their meanings, intonation and verbal forms are not homogeneous: some of them reflect the simplest relationships between the phenomena of reality (simultaneity, the succession of one phenomenon after another), while others reflect very complex ones (causal, conditional
In modern Russian, non-union complex sentences are very widespread in fiction. Along with this, they are widely used in colloquial speech, in dialogue, when intonation, gestures, and facial expressions help express semantic relationships.
EXAMPLES. 1) The horses started moving, the bell rang, and the wagon flew off. (P.) This compound sentence has three simple clauses; they indicate that one phenomenon follows another, the connection is expressed by the intonation of the enumeration and the uniformity of the forms of the predicate: all three predicates are expressed by verbs perfect form, past tense.
2) Korchagin did not like autumn and winter: they brought him a lot of physical torment. (BUT.) In this complex sentence, the second simple sentence indicates the reason for what is reported in the first sentence, the connection is expressed by explanatory intonation and the relationship of predicates: both predicates are expressed by verbs imperfect form, past tense.
3) I I’ll do it this way: I’ll dig it right next to the stone big hole, I will scatter the earth from the pit over the area, throw the stone into the pit and level it with earth. (L.T.) In this complex sentence, the second clause explains the first; explanatory meaning is expressed by warning intonation and the use of a pronoun So: I'll do this(and then it is explained exactly how the speaker will do it).
4) Call yourself a milk mushroom - get into the back.(Last)
5) The jug got into the habit of walking on water - he couldn’t take his head off. (Last) In the example under paragraph 4, the first sentence contains a condition, the second - a consequence. In the example under paragraph 5, the content of one sentence is contrasted with the content of another. Despite the difference in meaning, both examples are similar in intonation: each has a slight rise in voice at the end of the first part and a short pause after it.
Russian language 9 "B" class
Open lesson on the topic:
Lesson Objectives: 1.form in students the concept of a complex sentence with a subordinate clause;
2. develop skills in performing grammatical analysis;
3. cultivate a desire to learn languages.
Lesson type: combined.
Lesson progress:
1.Org.moment. The lesson begins with a circle of joy.
Let's hold hands tightly
And let's smile at each other
The earth is waking up
Together with her and me.
State the topic and purpose of the lesson.
Dividing the class into groups.
II. Homework survey.
Complex sentences with subordinate clauses, exercise 121
Digital dictation
A number of statements are proposed, either correct or obviously false. If you answer affirmatively, “yes,” then put “1,” but if you disagree with the statement, “no,” then put “0.”
Is it true that:
1. Do complex sentences consist of two or more simple sentences?
2. Unions A, BUT, ZATO, HOWEVER, connecting?
3. Are complex sentences connected using coordinating conjunctions?
4. Unions AND, ALSO, ALSO, NEITHER...NOR - dividing?
5. Does a complex sentence consist of two or more unequal parts: a main clause and a subordinate clause?
6. In complex sentences with conjunctions OR, OR, THAT...THAT, NOT THAT...NOT THAT, is one phenomenon opposed to another?
7. Is the subordinate clause subordinate to the main one in meaning and structure?
8. Complex sentences with conditional clauses answer the question UNDER WHAT CONDITIONS?
9. Subordinate reasons are attached to the main conjunctions BECAUSE, BECAUSE THAT, SO HOW?
You should get the following response:
"101 010 111"
Students fill out the “Blind” chart
Brainstorming
Students answer the questions: What needs to be done in order to get a good education? At what age do you need to start training to become a good athlete?
Complex sentences:
I know......
I would like to know.....
Introduction to new material:
Working with the textbook. Each group reads the rules and explains to each other.
Reading theoretical material in the textbook on pp. 82-83
Compose questions and answer them.
Recording in notebooks questions, conjunctions of NGN with subordinate clauses of purpose.
Learning new material:
Subordinate objectives in SPP indicate the purpose of what is reported in the main one. Answer the questions: why? for what purpose? For what? and are usually connected by unionsSO WHAT . The subordinate clause can be in any position in relation to the main clause, before or after the main clause. Sometimes there may be a demonstrative word in the main clausefor that :
For example: He swam across the river in order to shorten the path.
Working with a table. Using the table, give a definition of IPP with subordinate clauses of purpose.
| Subordinate clause type | What is the main word that explains what it explains? | What conjunctions or what allied words does it join? | What questions does it answer? | Place of subordinate clause |
| IPS with clauses of purpose | Applies to the entire main clause | So that Demonstrative words for that | For what? For what? For what purpose? | before and after the main clause |
Consolidation new topic:
1.Working with the textbook, exercise 103. From simple sentences, make up IBS with subordinate clauses of purpose. When writing, change the location of the subordinate clause whenever possible. Place punctuation marks. Make graphic diagrams of the WBS.
For example: We cleared the area so we could plant flowers. So that we could plant flowers, we cleared the area.2. Exercise 104. Working on the text “Language and People”, p.84
Write out the IPP with subordinate clauses and make diagrams of them.
Game "Who is faster?"
Compose an IPP with subordinate clauses of purpose. Exercise 105
Why do we go to school?
For what purpose do we study? various items?
Why do you need to study languages?
Connect the parts of the IPP with the subordinate clauses of the goal:
Exercise 107 /orally/
Answer the questions using complex sentences with subordinate clauses.
Mission "Finish"
Exercise 108
Complete the second part of the SPP.
Learn the rules, exercise 106 p. 86
Translate into Russian using sentences with subordinate clauses.
Reflection:
1. The lesson is useful, everything is clear.
2. Only one thing is a little unclear
3. You still have to work hard.
4. Yes, it’s still difficult to study!
Average secondary school №19
Open lesson on the topic:
Complex sentences with subordinate clauses
/9 “B” class/
The lesson was taught by: Aitkalieva B.U.
Subordinate objectives contain an indication of the purpose or purpose of what is said in the main part of the sentence, and answer the questions “why?”, “for what?”, “for what purpose?”.
The semantic feature of target clauses in their uncomplicated form is that they denote an event or a desired phenomenon, and it is emphasized that active activity is necessary for its occurrence.
Subordinate objectives are attached to the main part through conjunctions so that, in order to, so that, then that, so that, if only, if only, etc. Subordinate clause usually refers to the entire main part as a whole: We bought several lilies from the flower girls to put them on the tomb of Raphael (K. Paustovsky); And so that the mouse race would not harm him, he established a police force of cats (I. Krylov); People invented vices for themselves so as not to be considered insipid (JI. Tolstoy); Of course, quick-witted Valentina probably left some at home so that she could have some left over for the first expenses upon her return (A. Gaidar); I turned around, looking for Chubuk, in order to quickly give him the prearranged signal (A. Gaidar); In complete darkness... the flotilla moved slowly along the very shore, so as not to run into mines placed by the Whites at some distance from the coastline (K. Paustovsky).
Compound conjunctions can be dismembered, as a result of which only the conjunction remains in the subordinate clause, and the first part of the conjunction is used as a correlative word: People did not live underground at all in order to simply hide. They hid in order to live. And they lived in order to tirelessly fight the enemy (V. Kataev). The division of a conjunction is mandatory if it is preceded by restrictive, comparative and other particles, as well as introductory words: He allowed silence only to scold his daughters (A. Pushkin); All this was said as if to make an already difficult task as difficult as possible (K. Fedin).
Subordinate goals can occupy any position in relation to the main part, except in cases where the union is dismembered.
More on the topic COMPLEX SENTENCES WITH CLAUSES OF PURPOSES:
- § 223. Complex sentences with subordinate clauses of purpose
- 345. Complex sentences with a subordinate part of the goal
- 117. Complex sentences with a subordinate part of the goal
- 35. Complex sentences of undivided structure. Complex sentences with attributive clauses. Other ways of expressing these relationships.
- 33. Complex sentences of undivided structure. Complex sentences with explanatory clauses.
Lesson topic: Complex sentence with a subordinate clause.
Lesson type: Lesson on learning new material.
Objectives: Formation of the concept of an IPP with a subordinate purpose.
Tasks:
Introduce the structural features of the SPP with the subordinate purpose.
Develop the ability to construct sentences of this type and formulate them correctly in oral and written speech.
Learn to find SPPs in literary texts.
Expected result: Students will be able to:
Recognize and differentiate between types of SPPs with studied subordinate clauses;
Model and use NGN in speech different types;
Characterize the syntactic structure of NGN;
See SPP in literary texts.
Equipment, visibility:
Welcome speech from the teacher.
We continue to study the topic “Complex sentence”.
1. What work do you think we’ll start our lesson with?
Agree + or disagree – with this statement
1. Syntax is a Greek word that means “structure”, “composition”
2. Sentences can be simple, complex and compound
3. A complex sentence consists of two simple sentences
4.A complex sentence includes a main clause and one or more subordinate clauses.
5.Simple sentences within a complex sentence are always equal.
6. Subordinating conjunctions or allied words act as means of communication in a complex sentence.
7. Conjunctive words answer questions and perform a syntactic role.
8. Subordinate clauses in complex sentences, depending on their meaning, are divided into explanatory, attributive, and adverbial.
9.The type of subordinate clause is determined by the conjunction or allied word.
10The type of subordinate clause is determined by the question posed by the main clause.
11.The main clause from the subordinate clause in writing is usually separated by a comma, and in oral speech pause.
Self-test Key to the task: 1-+ 4+6+7+8+10+11+ 1 mistake ready for lesson, 2-3 mistakes partially ready 4 mistakes or more - not ready for lesson
Comment on each correct option(optional and chain).
2. Motivational moment of the lesson:
Here are 3 offers. What task can you complete? What skills do you use?
Remind the reasoning algorithm. Explain what are their similarities and differences?
1. I demand that you reveal the secret hopes of your soul to me.
2. He strove to write in such a way that it would be easy to read what he wrote.
3. The coachmen tied the bells so that the ringing would not attract the attention of the watchmen.
(to – ambiguous conjunction)
Which of the proposals caused difficulty?
(NGN with subordinate clause: explanatory, course of action, goal)
Maybe someone has already guessed what the lesson will be about? Try to formulate the topic yourself and determine the goals of the lesson.
2. Message of the topic and purpose of the lesson: (determined by children)
IPP with subordinate purpose. We will learn to identify features, construct, place commas, and find in the text.
3.MESSAGE STUDY Vova Emelin
1. Questions: subordinate goals answer the questions why? For what? for what purpose?
2. Means of communication: subordinate goals are attached to the main sentence by conjunctions: so that, in order to, so that, then that, in order to, particle conjunctions only, if only, etc.
Composite unions so that, then that, in order to, etc. can fully perform the function of a union. However, depending on the meaning and logical stress, a compound conjunction can be divided into two parts. The first part is part of the main sentence and is an indicative word - a circumstance of the goal: with that, for that, then, etc.; the second part of the compound conjunction (to) remains in the subordinate clause and independently performs the function of a simple subordinating conjunction. In this case, the comma is placed once - in the middle of the compound conjunction.
3. Place in the sentence: subordinate goals can appear after the main clause, before the main clause, or in the middle of the main clause.
4.Collect and read the scattered sentence (Who is faster):
1. He picked up a spear out of boredom with something steel to play with.
2. think to live, I want to suffer so that I can.
3. be proud of my name, you are the glory I wish with.
Answers:
1. He picked up a steel spear to play with something out of boredom. (goals)
2. I want to live so that I can think and suffer. (goals)
3. I wish you glory, so that you can be proud of my name. (goals)
Determine sentence structure? Type of clause? Explain?
Determine which artistic technique used in sentences?
What role do special clauses with subordinate clauses play in the text?
(1 and 3 – with inversion). We check the completed exercise. and we conclude that SPPs with these subordinate clauses help construct complete answers and make our speech more accurate and complete. Slide 3
5. Physical education minute: slide 7
6.Task “Constructing sentences” Peer review
Task formulation: Connect subordinate clauses with main clauses. Determine the type of subordinate clauses. (If you are at a loss, the table on page 58 will help you)
1.And she had to become more careful,
2In order to learn to speak truth to people,
3. The Dymkovo clay toy is fired in a kiln.
4. The bear did not attack the hunter out of malice,
5. So as not to attract close attention,
7.To achieve strength
8.the stranger sat down on a bench near the door
9. You need to learn to say it to yourself.
10.to save your freedom.
11. but in order to protect their cubs.
Answers:
1+10, And she had to become more careful in order to save her freedom.
2+9, 2. In order to learn. To tell the truth to people, you must learn to tell it to yourself. /L.N. Tolstoy/
7+3, To achieve strength, a Dymkovo clay toy is fired in a kiln.
4+11, The bear attacked the hunter not out of malice, but in order to protect her cubs.
5+8, So as not to attract close attention to himself, the stranger lined up on a bench near the door.
Which of the proposals is aimed at human self-education?
7.Working with text. What task can you complete?
1) We often say to each other: I wish you all the best. 2) This is not just an expression of politeness. 3) In these words we express our human essence. 4) You must have great fortitude to be able to wish goodness to others. 5) In order to be able to feel, to be able to see the people around you kindly, you need not only an indicator of culture, but also the result of a huge internal work spirit.
6) When turning to each other with a request, we say: please. 7) A request is an impulse of the soul. 8) To refuse help to a person means to lose one’s own human dignity. 9) Indifference to those in need of help is mental deformity. 10) To protect yourself from indifference, you need to develop in your soul complicity, empathy, compassion and at the same time the ability to distinguish harmless human weaknesses from vices that cripple the soul.
11) To increase goodness in the world around us - this is the greatest goal of life. 12) Good is made up of many things, and every time life presents a person with a task that one must be able to solve 13). Love and friendship, growing and spreading to many things, gain new strength, become higher, and man, their center, becomes wiser.
(According to D.S. Likhachev)
Determine the type of text, prove it.
What is the theme of the text? (good in the world.)
How many microthemes?
Name the sentences that express main idea text 8 – 9
ON ONE'S OWN.
1.Find IBS with adverbial clauses of purpose.
RECORD ONLY THE OFFER NUMBER(S).
2. Give 2 sentences (arguments) in the second part, using the IPP with a subordinate adverbial purpose.
Text Information for Concise Exposition
№ paragraph
Micro theme
Wishing people well is an expression of the essence of a person. The ability to see the world around us and people in a kind way is an indicator of culture, the result of a lot of internal work.
Kindness is human dignity, and indifference is mental deformity; To protect yourself from it, you need to develop sympathy and complicity in your soul.
To increase goodness in the world around us is the greatest purpose of life; the ability to love and make friends makes a person wiser and stronger.
Let's summarize:
Answer the questions using IPS with a subordinate clause of purpose:
1. For what purpose did you come to the lesson?
2. For what purpose do you need to study SPP?
3. Why do you need to be able to build WBS diagrams?
Homework: Slide 6
Mandatory for everyone: Complete exercise 166 according to the proposed task.
To choose from:
1. Write an essay-reasoning on the topic “To - a polysemantic conjunction.” Use examples of IPPs recorded in class as arguments.
Or
2. Find and write out 4-5 SPP with subordinate purpose from the texts of works of art.
Self-esteem:
Rate yourself using the rating scale. (Children evaluate themselves) Slide 7
Thanks for the lesson!
Now I will know that...
I was upset that...
I'm glad that...
Lesson topic: Complex sentences with subordinate clauses.
Lesson objectives: - deepen and systematize information about complex sentences
with subordinate clauses;
To develop students’ skills in constructing IPPs with subordinate clauses of purpose;
place punctuation marks in them; outline sentences
subordinate clauses of purpose;
students’ cognitive abilities, ability to analyze, draw conclusions;
Instill a love for the Russian language.
Equipment: tables, diagrams, interactive whiteboard, test.
Lesson type: combined
Lesson progress:
1. Organizational moment. Checking the class for the lesson
Hello guys! Today the lesson will be unusual because we have guests. The lesson will be held in stages. Each completed task is indicated by an asterisk.
I-stage “Thinking together”
Stage II “Test”
Stage III “Prove yourself”
IV stage"One on One"
V-stage “Test yourself”
Stage VI “Translator”
Work on the 1st stage “Thinking together”.
BLITZ SURVEY
What sentences are called complex sentences?
What three groups are complex sentences divided into?
What punctuation marks are used in IPP?
What is the name of the word in the main clause to which the subordinate clauses belong?
1. Specify the WBS with subordinate clauses
A. My heart ached when we found ourselves in a long-familiar room.
V. There is no greatness where there is no simplicity, goodness and truth.
S.M. Prishvin said that he chose ten smart books as his companions.
2.Indicate the IPP with attributive clauses.
A. It became completely dark, and the street gradually became empty.
B. The thought that came to his mind after long thoughts seemed to him
convincing.
S. The day when I took my first exam will be remembered forever.
3.Indicate the sentence that contains an explanatory clause
A. The travelers came out into a clearing, which was covered with thick and lush grass.
V. We approached a house that stood deep in the forest.
S. I told the boys that I was lost.
4. Indicate the IBS with subordinate reasons
A. The sun was already beginning to hide behind the snow ridge when I entered the Koishauri valley.
Q. It was probably a bear, because the elk does not cry like that and only in the fall.
S. Through the window I saw how big gray bird sat on a maple branch in the garden.
5. Indicate a number of conjunctions that attach the subordinate tense to the main one
A. When, as soon as, while, as
B. Because, because, since, for
EXPLANATION OF NEW MATERIAL
Subordinate clauses with the meaning of the goal, they clarify the purpose of the action being discussed
in the main clause, and answer questions for what purpose? For what? For what?
Subordinate clauses with the meaning of purpose are attached to the main one using subordinates
target conjunctions in order (to), in order to.
For example: In order to take part in the subject Olympiad, we spent a long time and seriously
were preparing.
To do something great, you need to direct all the strength of your soul to one point.
Language exists for people to communicate with each other.
The subordinate clause with the meaning of the goal can be located anywhere in relation to the main one
proposal. There may be demonstrative words for that in the main clause.
I wrote down his address in order to send the letter.
"SHOW YOURSELF"
Work in notebooks.
Rewrite using punctuation marks and graphically indicate the diagram.
In order to depict well, the artist must see perfectly.
He devoted his whole life to art in order to develop in people a sublime sense of beauty.
To reach Magadan by ship you need to cross the Sea of Okhotsk from south to north.
"ONE ON ONE"
Level tasks
I-level.
From simple sentences make up IBS with clauses of purpose with a conjunction
| 1.We have cleared the area. 2.We need to plant a tree. 3. You have to be patient with the apple tree to look after. 4. Along railways plant trees. | Could have been planted Leave a good memory of Good fruits have grown. The embankments were strengthened. |
II-level
Rewrite using punctuation marks.
Love of work is necessary to build free happy life.
To eat a fish you have to get into the water.
Reading serves me to awaken my thoughts.
To hold the Russian Language Week, we developed a script for it.
III-level
Complete the second part of the SPP.
I get up at 7 o'clock to...
Flowers need to be watered to...
Masha came to study to...
Father strengthened the branches of apple trees so that...
"TEST YOURSELF"
Collect an offer
1. to school so that we can get, go, knowledge.
2. communicate, languages, study, in order, with other, necessary, peoples.
3. I decided to return to the path so as not to get lost.
4. so that we, different, sciences, study, know the basics.
" TRANSLATOR"
Orta bilim alu ushin mektepti bitiru kerek.
Sabakka dayyndalu ushіn kitaphanaga bardym.
There is still smoke in the drain.
More information is needed.
Summing up.
What questions do IPPs with subordinate clauses answer? What unions are used to communicate?
Homework
Write out from any work of art 5 IPS with clauses of purpose.