Complicated with subordinate corollary. Lesson “Complex sentences with adverbial clauses. The sequence of sentences may vary.

1. Questions: adverbial corollaries answer the question what follows from this?

2. Means of communication: subordinate corollaries are attached to the main clause with the help of the union so.

3. Place in the offer: subordinate clauses come after the main clause.

The snow was getting whiter and brighter, so it hurt my eyes looking at it.(L. Tolstoy).

, (so- union).

Note!

1) So - the only union that is used in the subordinate clauses of the consequence, and it is used only in this type of clauses.

2) The union, therefore, cannot be divided into two parts, like many other compound unions. It is always fully included in the subordinate clause. If this union is dismembered, then not only the structure of the sentence will change, but also the meaning of the subordinate clause.

Wed: He dressed warmly, so that he is not afraid of the cold.- subordinate corollary with the union so; He got dressed So that he is not afraid of frost- subordinate clause of mode of action and degree, so - demonstrative word in the main clause, that - subordinating union in the subordinate clause.

Note. A number of benefits also highlight accessory connecting:

1) Questions: adjunctive adjectives answer the questions: what is the conclusion from this? what is the rating for this? what can be said about this?

2) Communication means: subordinate clauses are attached to the main clause with the help of allied words: what (in various forms without prepositions and with prepositions), why, why, why.

3) Place in the offer: adjunctive clauses come after the main clause, and there are no indications in the main clause that this type of sentence follows them (other than intonation, which indicates that the sentence is not finished).

The main sentence in a complex sentence with a subordinate clause is complete in form and content. The subordinate clause contains an additional message, an assessment of the situation in the main sentence, a conclusion, and individual comments on the message in the main part.

For example:

Such[wild, desert, inhospitable] taiga affects the psyche of people, what it was noticeable by my companions(Arseniev). In this case, the subordinate clause contains an observation confirming the general judgment expressed in the main clause.

Working on jasper, Russian artists and craftsmen learned to understand and appreciate the stone, look for an artistic concept in it, merge the idea of ​​the artist with the properties of the material, what is one of the greatest achievements in the history of stone-cutting art(Fersman). This subordinate clause expresses an assessment.

for what walks along the coast(Arseniev). In this subordinate clause, an additional message is given.

In general, complex sentences with subordinate clauses are close in meaning to compound and non-union complex sentences. It is no coincidence that allied words what, why, why can be replaced by demonstrative pronouns and pronominal adverbs: what → this; why → why; why → then .

Wed: Having destroyed the fish in one area, the otter moves up or down the river, for what walks along the coast. - Having destroyed the fish in one area, the otter moves up or down the river, for this it goes along the shore).

Plan for parsing a complex sentence

1. Specify the type of complex sentence (compound sentence).
2. Name the main clause and the subordinate clause (highlight the grammatical foundations).
3. Indicate what the subordinate clause refers to (to the entire main clause or to one word in the main clause).
4. Determine the type of subordinate clause.
5. Indicate the means of communication: union or allied word; demonstrative word (if it is in the main sentence).
6. Indicate the place of the subordinate clause in relation to the main clause.
7. Build a diagram of a complex sentence.

Sample parsing

Young people are so shocked by this meeting that they are silent for a while, looking at us.(Ginsburg).

A complex sentence consists of two simple sentences. Main suggestion: Young people are so shocked by this meeting, grammatical basis - young people are shocked. Subordinate clause: that for a while they are silent, looking at us; grammatical basis - are silent, subject omitted young people. The adjective refers to the predicate shocked expressed by a short participle. Adverbial modus operandi and degree. Means of communication - the union that and the demonstrative word so (in the main sentence). The subordinate clause comes after the main clause.

[cr. incl. + dict. next], ( what- union).
mode of action and degree

In such sentences, the subordinate clause, as a rule, specifies the place, reason, purpose of the action, etc. Depending on the meaning, various questions are posed to the adverbial clauses, which, in turn, help determine the meaning and meaning of the clause.

A complex sentence can have not one, but several subordinate clauses: homogeneously subordinated, sequentially subordinated, with parallel subordination.

Punctuation marks in a complex sentence

• A comma is placed
• The subordinate clause is separated or set off by commas:

We set off when the sun came up.

• Between homogeneous subordinate clauses, if they are not connected by coordinating unions:

We thought he would be late that we will not be able to say goodbye to him.

When using compound conjunctions because, because, due to the fact that, instead of, while, after:

We sat on the corner of the bastion so that everyone could see in both directions.

• No comma is placed
• negation + union:

He started to figure out not what happened and who did it.

• Subordinate clause \u003d one allied word:

He promised to return, but did not say when.

• Before a subordinating conjunction, the words in particular, that is, namely, especially:

He got better, especially when he found out about what had happened.

• Before steady turnovers, as you like, by all means, as much as you like, as if nothing had happened ...

Complex non-union proposals.

Associative compound sentence- this is a sentence in which simple sentences are combined with each other only in meaning and intonation.

Task 13. Complex sentence

With several adjectives

• Sequential submission
  Ch. prev. - Coming. I st - adj. II Art.

He reached the last flight of stairs and saw (what?) that someone is sitting on the steps below the platform (which one), on which his door opened.

• Parallel subordination

· If you see him tomorrow, then ask him to come to me for a minute.

• Homogeneous submission

· Olenin knew that it was dangerous in the forest, that abreks always hide in these places.

The sequence of sentences may vary.

PART 3

Using the read text of part 2, complete ONLY ONE of the tasks on a separate sheet: 15.1, 15.2 or 15.3. Before writing an essay, write down the number of the selected task: 15., 15.2 or 15.3

15.1. Write an essay-reasoning, revealing the meaning of the statement of Konstantin Georgievich Paustovsky: "There is nothing in life and in our minds that could not be conveyed by the Russian word."

Justify your answer by giving two examples from the text you read. When giving examples, indicate the numbers of the required sentences or use citations.

You can write a work in a scientific or journalistic style, revealing the topic on linguistic material. You can start the composition with the words of K.G. Paustovsky.

A work written without relying on the text read (not on this text) is not evaluated. If the essay is a paraphrase or a complete rewrite of the original text without any

comments, then such work is evaluated by zero points.

15.2. Write an essay-reasoning. Explain how you understand the meaning of the final text: “Letters, taking advantage of her blindness, were not taken out of the box - they were taken out of her soul, and now not only she, but also her soul has become blind and deaf ...” .

Bring in an essay two arguments from the read text, confirming your reasoning.

When giving examples, indicate the numbers of the required sentences or use citations.

The essay must be at least 70 words.

If the essay is a paraphrase or a complete rewrite of the source text without any comments, then such work is evaluated by zero points.

Write the essay neatly, legibly.

15.3. How do you understand meaning of the word HUMANITY? Formulate and comment on your definition. Write an essay on the topic: "What is Humanity", taking as a thesis the definition given by you. Arguing your thesis, give 2 (two) examples-arguments confirming your reasoning: one example- give an argument from the read text, and second - from your life experience.

The essay must be at least 70 words.

If the essay is a paraphrase or a complete rewrite of the source text without any comments, then such work is evaluated by zero points.

Write an essay carefully, legible handwriting.

WORK-REASONING PLAN:

1) Formulation of a thesis related to the topic of the essay and the main idea.

2) Theoretically substantiated and confirmed by linguistic examples from the text for reading the answer to the question posed in the topic.

3) Conclusion (confirmation of the thesis).

OPTIONS FOR THE BEGINNING of an essay-reasoning (THESIS)

1) a phrase belonging to the hero of the discussion;

2) own statement

YOUR OWN STATEMENT CAN BE FORMULATED:

1) With the help of a sentence stating the relevance of the issue under discussion (In our time, the problem is especially acute ... Or: The problem ... is relevant today)

2) USING STYLISTIC FIGURES:

Nominative sentences (Russian spelling. Principles of Russian spelling. What do these concepts mean?)

Pair connection of homogeneous members (Sounds and letters. How are these concepts related?)

Antitheses (Spelling and spelling error are concepts that are opposed to each other and are closely related to each other)

Defaults (A rhetorical question... What does it contain in a work of art?)

Question and answer to it (Are appeals necessary in speech? Of course, they are needed)

Rhetorical exclamation (What a difficult Russian spelling it is!)

3) With the help of proverbs and sayings (Everyone knows the saying “What is written with a pen, you can’t cut it out with an ax.” It hides a deep meaning: you need to be demanding of writing.)

4) In the form of a small digression, which can lead to the problem of the text (Every person wants to be considered educated. One of the signs of a good education is the ability to write a letter correctly.)

NGN with adverbial adverbial clauses. slide number 1

Consolidate knowledge about NGN with subordinate attributive, explanatory; - give a general idea of ​​the adverbial clauses;

To form the ability to distinguish between types of adverbial clauses by meaning, questions, means of communication;

Improve spelling and punctuation skills.

Organizing time.

(Mutual greeting, identifying absentees, checking students' readiness for the lesson, etc.)

II. Repetition

"Check your literacy." Insert, where necessary, the missing letters. Slides #2-3

Chicken..y, race..even, command..vat, uninvited..y, ak..accompaniment, peers..nickname, gram..otny, due to.. rain, forged..y, very..very good dangerous..ny, windless..th.

Write the inserted letters in a row. What word came out? (ocean)

differentiated work.

Group 1 (work independently; diagrams printed out)

Make sentences according to schemes, determine the type of subordinate clauses.

A) (Where ...), [ch. ].

n/r: Where he hid for several days, no one could say. (adj. explanatory)

B) [ Ex., (which ...), ...].

n/r: A minute later, which seemed like an eternity, he appeared at the gate. (adj. determine.)

C) (Who ...), [that ...].

n / r: Who sells the homeland, that punishment will not pass. (proverb) (adj. place.-determinant)

Group 2 (work independently) Slide number 4

Write off, punctuate, draw up diagrams, determine the types of subordinate clauses.

A) T.. comrades ask.. force me if there really is a brood in (o, a) chat in this ravine.

B) It was so bad (c) these days for those who left the r..dnye m..hundred.

C) We ra..floor..lived on the o..dykh near the village..va that r..stet at the very v..dy.

Group 3 (work with the teacher)

Write sentences, determine the types of subordinate clauses.

A) The street, which seemed extinct, suddenly came to life.

[ Ex., (which ...), ...]. (addition determine.)

B) I could not determine where the rustle was heard.

[ Ch. … ], (where …). (adj. explanatory)

C) Who dares, he is sure of himself.

(Who ...), [that ...]. (adj. place.-determinant)

Checking the work of groups 1 and 2.

3. Game (written on the board)

According to the fragments of the proposals, determine which of them are SPP and which are SSP.

A) ... was there and they ...

B) ... for the tail which ...

C) ... and the wolf fled ...

D) ... saw how the wind ...

III. Presentation of the topic and objectives of the lesson.

Today we will get acquainted with the types of adverbial clauses. Most adverbial clauses have the same meanings as circumstances in a simple sentence, which means they answer the same questions and are divided into the same types.

Remember what types of circumstances you know? (Mode of action, degree, place, time, condition, cause, purpose, concession)

And how do we distinguish between types of circumstances? (for questions)

We will also distinguish types of adverbial clauses by questions, as well as by conjunctions and allied words, with the help of which they are attached to the main sentence.

The study of the types of adverbial clauses according to the table (printed out for each desk).

IV. Consolidation.

1) Determine the type of subordinate clauses. slide number 5

1) I wrote down this story as I heard it from the lips of a comrade.

2) For a long time my indefatigable dog continued to prowl through the bushes, although she herself, apparently, did not expect anything worthwhile from her feverish activity.

3) Dasha's heart was beating so hard that she had to close her eyes.

4) I'll talk with pleasure if I'm a good person.

5) Any work is also a game, if you love work.

6) Where Razin was born, people do not like shyness.

Write sentence No. 2 in your notebook, explain graphically the punctuation marks. (NPP with an adjective concession; the subordinate clause is complicated by the introductory word "apparently")

2) Write a proposal. slide number 6

Mercy will begin to warm our souls if everyone does just a little bit, spends a minute of precious time, applies just a little warmth.

Determine the type of subordinate clause in NGN. (adj. conditions)

Tasks (preparation for the OGE)

Determine how many grammatical bases are in the written sentence (2)

Mark the grammatical foundations (1) mercy will begin to warm; 2) everyone will do, spend, apply)

Make a sentence scheme, (if ... oh, oh, oh).

Write out a phrase related by the method of “coordination”, “management”, “adjacency” (for example, our souls, it will take a minute, it will start to warm)

3) differentiated work.

A) Creative work in pairs. slide number 7

Make up a dialogue with a friend so that the questions begin with the words as? how? when? if? why? and others, and in the answers there were complex sentences with adverbial clauses.

B) Individual work (assignments printed out for several students)

Continue sentences by making them NGN with the specified type of clauses

a) Despite the fact that it rained ... (adj. concessions)

b) I didn’t learn my lessons ... (adj. reasons)

c) ... it was necessary to prepare for the night. (adj. consequence)

4)Testing with subsequent mutual verification (tasks by the type of OGE). Slides #8-12

1) Indicate the number of the NGN with the adverbial clause.

1. The letter that you wrote me made me happy.

2. There is no truth where there is no love.

3. No wonder it is said that the work of the master is afraid.

2) Among sentences 1-3, find a complex sentence with a clause of time

1) There I was involuntarily distracted, all the time I had to do something, there the guys bothered me, together with them - like it or not - I had to move, play, and work in the lessons. (2) But as soon as I was left alone, longing immediately piled up - longing for home, for the village. (3) I had never been away from my family even for a day before, and, of course, I was not ready to live among strangers.

3) Among sentences 1-7, find a complex sentence with a clause of purpose

(1) Alyosha stood with a bewildered, shocked face. (2) After all, it was he who carried the mail to the thirty-fifth apartment! (3) So, it is he who is to blame for everything! (4) But none of us reproached Alyosha. (5) We were as shocked as he was. (6) We began to figure out how to take revenge on Ovtsov. (7) Natashka suggested stretching a rope along the entrance so that Ovtsov stumbled.

4) Write out numbers denoting commas between parts of a complex sentence connected by a subordinating link.

Thank you, (1) - said Nazarov, (2) - but I didn’t come for this. My father is sick. We arrived in Moscow, (3) but in Moscow I only know you, (4) and I wanted to ask, (5) can we stay with you for a week?

No, (6) no, (7) - Sergeyeva hastily said. - This is inconvenient, (8) because I have a very small apartment.

5) Write out figure, denoting a comma between parts of a complex sentence connected by a subordinating link.

When Senya, (1) confused and straining, (2) wandered through the labyrinths of the famous quatrains, (3) Vanya suffered.

Mutual check

Key Slide #13

1) 2 2) 2 3) 7 4) 5, 8 5) 3

5) Problem task(subject to free time)

Ivan Afanasyevich gave me riddles and rejoiced like a child when I could not guess them.

Determine the type of subordinate clause: tense or ...?

Try to convert the SPP into a simple sentence (Ivan Afanasyevich made riddles for me and childishly rejoiced at my inability to guess them).

V. Lesson results.

Homework. slide number 14

1. Learn theoretical material.

2. Compose 10 complex sentences with adverbial clauses or write out from the novel by M.Yu. Lermontov "A Hero of Our Time" 8-9 complex sentences with adverbial clauses of different types.

stage of reflection. slide number 15

The guys in a circle speak in one sentence, choosing the beginning phrases from the reflective screen On the desk.

today I found out...

it was interesting…

it was difficult…

I did assignments...

I realized that...

Now I can…

I felt that...

I purchased...

I learned…

I managed …

I'll try…

surprised me...

gave me a lesson for life...

Subordinate clauses in Russian are dependent parts of the main clause in a complex sentence. That is, they play the role of secondary members of the sentence. Therefore, the types of subordinate clauses are divided according to the role played in the sentence. One question can be asked to the entire secondary sentence, just as it is done with respect to the members of the sentence.

The main types of subordinate clauses

Four types of them are considered: attributive, adverbial, explanatory and connecting. Examples can be given that will represent all kinds of subordinate clauses:

1. The flower bed, which was laid out in the courtyard on the left side of the porch, resembled a small copy of the town - a sort of Flower Town from Nosov's fairy tale about Dunno. (Determinative).
2. And it seemed to me that restless and funny short men really live there. (explanatory).
3. And we do not see them because they are hiding from us underground. (Circumstantial).
4. But as soon as we leave somewhere, as shorties get out of their hiding places and begin to enjoy life violently. (Connective).

Determinative clauses

These subordinate clauses in Russian define the sign of one noun or sometimes a phrase consisting of a noun and a demonstrative word. They serve as answers to questions which? whose? which? These minor sentences are joined to the main part by allied words. whose, which, who, what, which, from where, where, when. Usually in the main part of a complex sentence there are demonstrative words such as such, each, any, any or that in various forms of childbirth. The following suggestions can be taken as examples:

• living beings, which?) who live on the planet next to people, feel a good human attitude towards them.
• Reach out your hand with food, open your palm, freeze, and some bird, ( which?) whose voice is heard in the morning in the bushes of your garden, with confidence will sit on your hand.
• Every person ( which?) who considers himself the pinnacle of the creation of the Almighty, should correspond to this rank.
• Whether a garden, a forest or an ordinary yard, (which?)where everything is familiar and familiar, can open the door to the wonderful world of nature for a person.

Adventitious connecting

Interesting types of subordinate clauses that do not refer to a single word or phrase, but to the entire main part. They are called connecting. Often these parts of a complex sentence contain the meaning of the consequence, supplementing or explaining the content of the main part. Secondary sentences of this type are attached using allied words where, how, when, why, where, what. Examples:

• And only next to the mother any baby feels protected, what is meant by nature.
• Caring for the cubs, tenderness for their offspring, self-sacrifice is laid in the creature at the level of instinct, how every creature needs to breathe, sleep, eat and drink.

Explanatory clauses

If the author of the text wants to clarify, specify any one word of the main part, which has the meaning of thought, perception, feeling or speech. Often these clauses refer to verbs such as say, answer, think, feel, be proud, hear. But they can also specify adjectives, for example, satisfied or glad. It is often observed when these types of subordinate clauses act as explanations of adverbs ( clearly, necessary, necessary, known, pity) or nouns ( message, thought, statement, rumor, thought, sensation). The subordinate explanatory clauses are added with the help of:

Unions (to, what, when, as if, like others);

Any allied words;

Particles (union) whether.

Examples are the following compound sentences:

• Have you ever observed what?) how amazingly sunlight plays, reflected in dew drops, insect wings, snowflake tiles?
• Once such beauty, a person will surely be incredibly happy, ( what?) who discovered the unique world of beauty.
• And it immediately becomes clear what?) that everything around was created not just so that everything is interconnected.
• Consciousness will be filled with indescribable feelings of joy, (what kind?) as if you yourself are a part of this amazing and unique world.

Adventitious mode of action and degree

Adverbial clauses are divided into several subspecies. A group of dependent parts of compound sentences that refer to a sign or action, called in its main part, and denote its degree or measure, as well as the image, are referred to as subordinate modes of action and degree. They usually answer the following questions: how? how much? as? in what degree? The design of the connection of the subordinate with the main part looks something like this: full adjective + noun + such; full adjective + such; verb + so. The attachment of these subordinate clauses is provided by unions to, what, as if or allied words how much, how much and some others. Examples:

• The little girl laughed so infectiously, so spontaneously, that it was hard for everyone else to stop smiling.
• The sonorous play of her laughter broke the tense silence of the room, as if unexpectedly scattered colorful peas from the package.
• And the little face itself has changed so much, as far as it was possible in this case: the girl, exhausted by the disease, could already easily be called a lovely and absolutely healthy child.

Adverbial clauses

These dependent clauses indicate the place of origin of the action, which is called in the main part of the compound sentence. Referring to the whole main sentence, they answer the following questions: where? where? where? and join with allied words where, from where, where. Often in the main sentence there are demonstrative words there, everywhere, there, everywhere, everywhere and some others. The following examples of such proposals can be given:

1. It is quite easy to determine the cardinal directions in the forest more often, where there is moss on the trees.
2. Ants dragged on their backs building material for their anthills and food supplies from everywhere, where only these hardworking creatures could get.
3. I'm always drawn there, to magical lands, where we went with him last summer.

Adverbial clauses of time

Indicating the time of action, these subordinate clauses refer both to the entire main clause, and specifically to one predicate. For this type of adjective, you can ask the following questions: how long? How long? when? since when? Often there are demonstrative words in the main part of the sentence, for example: sometimes, once, always, now, then. For example: Animals will then be friendly with each other, (when?) when they grow up next to childhood.

Adverbial clauses, causes, purposes, consequences

1. If the dependent parts of complex sentences answer questions in what case? or under what condition? and refer either to the predicate of the main part, or to it all, joining with the help of conditional conjunctions once, when, when, if, when and as(in the meaning of "if"), then they can be attributed to subordinate conditions. Example: And even the most inveterate prankster turns into a serious and well-mannered gentleman, ( in which case?)when he becomes a parent, be it a man, a monkey or a penguin.
2. Questions because of which? why? for what reason? from what? subordinate causes are responsible. Their attachment occurs with the help of causal unions because, because, since. Example: For a baby in early childhood, the authority of the parent is adamant, ( why?) because his well-being depends on this being.
3. Dependent sentences denoting the purpose of the action named in the main part and answering questions for what? for what purpose? why?, are called subordinate targets. Their attachment to the main part is provided by target unions in order to, then in order to (in order to). Example: But even then you should accompany your requirements with explanations ( for what purpose?) then, so that a thinking person grows out of a baby, and not a weak-willed robot performer.
4. Dependent parts of a sentence that indicate a conclusion or result, denote a consequence following from the above in the main part of the sentence, are called subordinate consequences and refer to the entire main sentence. They are usually joined by coercive unions. That's why or so, for example: Education is a complex and regular process, ( what follows from this?) therefore, parents should always be in shape and not relax for a minute.

Adverbial clauses

These types of dependent sentences in complex structures refer either to the predicate or to the entire main part and answer the question like?, joining with comparative conjunctions as if, as, as, as, exactly. Comparative clauses differ from comparative phrases in that they have a grammatical basis. For example: The polar bear cub so funny fell on its side and lifted its paws up, it's like a naughty boy playing happily in the sandbox with his friends.

Adverbial clauses

Dependent sentences in a compound construction, denoting circumstances in spite of which the action indicated in the main part has been committed or can be committed, are called subordinate concessions. You can ask them questions: despite what? in spite of what? and attach to the main one with the help of concessive unions at least (although), let (let) that, for nothing, despite and some others. Allied combinations are often used: no matter how much, no matter what, when no, no matter who, no matter how and the like. Example: Even though the panda cubs were having fun, their dark spots around the eyes gave the impression of sad thoughtfulness.

A literate person should always remember: when writing sentences that are part of a complex one, they are separated by commas.

Adverbial clauses answer the same questions as circumstantial clauses, and in a sentence refer to verbs or words that have a circumstantial meaning.

By their meaning, circumstantial clauses, as well as circumstances, are divided into the following types: clauses of time, place, cause, effect, goal, condition, comparison, mode of action, measure and degree, concessions.

1) Adventitious time indicate the time of the action that takes place in the main sentence, answer questions when? From what time? until what time?

They refer to the main thing or to the circumstance of time in the main part and are joined by conjunctions when, until, since, as soon as, as soon as and etc.: In the summer, when the holidays come, we will go on vacation.

In a sentence, the subordinate tense can be in any position relative to the main (preposition - before the main, postposition - after the main, interposition - inside the main): When I returned, she's already gone(preposition). We'll hit the road as soon as dawn (postposition). In home, Since my father returned everything went differently(interposition).

The actions referred to in the main and subordinate parts can occur at the same time or at different times: When the sun comes out from behind the mountain, it becomes light(simultaneity of actions). They woke up when it was already quite light.(different time of action: first it became light, and then they woke up). The expression of the simultaneity and diversity of actions is carried out with the help of conjunctions, demonstrative words and verb forms of time and aspect.

2) adnexal places indicate the place or direction of the action referred to in the main, refer to the combination of the predicate and demonstrative word and answer questions where? where? from where?: I've been where none of you have been.

Subordinate places are attached to the main allied words where, where, where.

Sometimes demonstrative words can be omitted, which is typical for colloquial speech: I did what I wanted.

Subordinate places can be in any position in relation to the main one: postposition - "Go, where the free mind takes you" (A. Pushkin). Wherever I travel I have always kept a diary(preposition). Only there, where I come from there are beautiful places(interposition).

3) Subordinate conditions indicate the condition under which the action reported in the main clause occurs or may occur, and answer the question under what condition?

Subordinate conditions are attached to the main one with the help of unions if, if, if, when, once, if, as soon as, as soon: If you do not want to do this, say it straight. Once you've started, that's how you should finish.

Subordinate conditions can be in any position relative to the main one. If the subordinate condition is in preposition, then the main thing can begin with the words then, so: If the weather is good tomorrow, then I will leave.

Combinations can serve as pointing words in case, in that case: In the event that we turn off the road, we will get lost. Combination if can merge into one complex union: He was going to leave if nothing changed.

4) Adventitious targets indicate the purpose of the action reported in the main, and answer questions why? for what? for what purpose?

Subordinate goals are attached to the main one with the help of unions so that, in order to, in order to, so that. Compound unions can break into two parts, while the union remains in the subordinate clause to, and the rest of the complex unions goes into the main thing: for that, with that, then. These words become demonstrative words and members of the sentence: I came here to work (in order to - compound union). I came here to work here (in order - index word, to - union).

The clause of purpose usually refers to everything main and can take any position in relation to the main: To see you I have come the hard way(preposition). I flew here to see this region with my own eyes (postposition). He, so that no one notices quietly made his way to the exit(interposition).

5) Adnexal causes indicate the reason for the action reported in the main clause and answer questions why? from what? for what reason?

Subordinate causes are attached to the main unions because, because, due to the fact that, since, because, because, due to the fact that, due to the fact that and etc.: The grass was still green in autumn(why?), because it rained all summer.

The subordinate clause of the cause can take any position in relation to the main, except when joined by a union because(a sentence cannot begin with "because").

Compound conjunctions can break up into two parts, while in the main sentence there will be demonstrative words: because of that, because of that etc., and the subordinate part will join the main union that: "I'm sad because you're having fun"(M. Lermontov).

6) Adnexal consequences indicate the result of the action referred to in the main sentence, answer the question what caused this to happen?

Adverbial corollaries are joined by a union so, refer to the entire main clause and are always in postposition with respect to the main one: The house stood on the very shore of the sea, so that the cries of seagulls could be heard through the window.

7) Adventitious modus operandi indicate the nature of the action reported in the main sentence, and answer questions as? how?

The subordinate mode of action is attached to the main subordinating unions as, as if, exactly, as if. He spoke very slurred(how? in what way?), like he was in great pain.

The main clause can contain a demonstrative word So, in this case, the adjective refers to it: He lived like this(how? in what way?), as if every day was his last.

8) Adnexal measures and degrees indicate the measure and degree of action reported in the main sentence, and answer questions to what extent? in what degree? To what extent?

Subordinate measures and degrees are attached to the main clause with the help of unions and allied words what, how, how much, how much and come after the main clause. The main part may contain descriptive words. so, so much, so much, so much and etc.: The wind was blowing so hard that it broke the window. The light was so bright that it hurt my eyes. The book was so interesting that it was impossible to put it down.

9) Comparative clauses explain what is reported in the main sentence, answer the question as?, refer to the entire main clause, join with the help of unions as, as if, as if, exactly, as if and others. Comparative clauses can take any position in relation to the main one, but most often they are in postposition: The air was clean and fresh, like it had just rained. It got dark as quickly as it happens before a thunderstorm.

10) Adventitious concessions indicate the action that is opposed to the action in the main clause, and answer questions in spite of what? contrary to what?

Subordinate clauses are attached to the main one with the help of subordinating conjunctions despite the fact that, although, let, let, for nothing and etc.: Cloudy days are also good in their own way, although not everyone likes them. It was still dark in the forest, despite the fact that the sun had already risen. "Let the rose be plucked, it still blooms."(Nadson) Let them offend you, do not lose faith in friendship.

Subordinate concessions can also be attached to the main allied words how, how much with particle nor, at the same time, they acquire an additional amplifying value: No matter how hard we tried to get around it, we did not succeed. "No matter how much the rope winds, the end will be"(proverb).

Subordinate clauses often refer to the entire main clause and occupy a preposition or postposition in relation to it: Although the frost is still angry, spring will still come. We had to leave early even though we wanted to stay.

11) Adventitious connecting contain various additional information that relates to what is said in the main sentence.

Adjunctive adjunctives often refer to everyone; the main sentence, stand after it, join with allied words what why why etc. The connection between the main clause and the subordinate clause is very weak, in the main clause there is no indication that a subordinate clause is necessary: He was always very observant, which, in fact, was reflected in his works. This situation was I was unbearable, which is why I left.

As a result of frequent use, some subordinate clauses have turned into phraseological units: with which I congratulate you, which was required to be proved.