What does the attributive clause depend on? Determinative clause rule
Types of subordinating connections, members of a sentence, parsing a sentence, means of connecting sentences - all this is the syntax of the Russian language. The attributive clause is an example of one of the most difficult topics in studying Russian syntax.
Subordinate clause: definition
An integral part of a complex sentence is the subordinate clause. A subordinate clause is that part of a complex sentence that is dependent on the main one. Lying in the fields White snow when they went to the village. Here is the main offer There was snow on the fields. It asks a question to the dependent part: lay (when?) when they went to the village. The subordinate clause is a separate sentence because it has a predicative basis. However, being associated with the main member semantically and grammatically, it cannot exist independently. This distinguishes the main part of a complex sentence from a subordinate clause. Thus, a subordinate clause is part of a complex sentence, dependent on the main part.
Subordinate clause: types
In the syntax of the Russian language, there are four types of subordinate clauses. The type of dependent part is determined by the question asked from the main clause.
| Name | Meaning | Example |
| Definitive | One word in the main sentence asks a question Which? | At that time he led the ensemble where Ilyin played. (ensemble (which?) where Ilyin played) |
| Explanatory | From one word in the main sentence the question of the indirect case is asked: what? what? how? about what? whom? to whom? by whom? about whom? | Imagine how happy she will be! (can you imagine (what?) how happy she will be) |
| Circumstantial | From one word in the main sentence the question of circumstance is asked: Where? When? where? How? For what? and others | He did what cowards do. (acted (how?) as cowards act) |
| Connection | Any question is asked from the entire main sentence. | There was a strong wind, which is why the flights were cancelled. (flights were canceled (why?) because there was a strong wind) |
Correctly determining the type of subordinate clause is the task facing the student. 
Subordinate clause
A complex sentence (CSS) with attributive clauses, examples of which are given in the table, consists of two or more parts, where the main part is characterized by a subordinate clause. The attributive clause refers to one word from the main clause. It is either a noun or a pronoun. 
A attributive clause is an example of the formation of attributive relations between the main and dependent parts. One word from the main part agrees with the whole subordinate clause. For example, Victor looked at the sea, in the vastness of which a ship appeared. (The sea (which one?), in the vastness of which a ship appeared).
Subordinate clause: features
There are some peculiarities in IPPs with attributive clauses. Examples from the table will help you understand.
| Peculiarities | Examples |
| A subordinate clause is attached to the main clause, usually with a conjunctive word ( whose, which, what, where, which and others). | He was shocked by the picture (what?) that hung in the living room. The city (which one?) where magnolias grow, he remembered forever. |
| In the main part of the dictionary there may be demonstrative pronouns associated with allied words that, that, such and others. | In the city (which one?) where we were vacationing, there are many historical monuments. The apple orchard gave off such an aroma (what?) that only happens on warm May days. |
| The attributive clauses must follow immediately after the word being defined. | The photograph (which one?) that he has in his notebook, was given to him by Olga. Everyone remembered the day (what?) when they met. |
| Subordinate clause (examples of sentences with a conjunction word which) can be separated from the main word by other parts of sentences. | The room within which the gallery was located was well lit. In the evenings in the resort town you could hear the sound of the sea, with seagulls screaming in the background. |
Correlative clauses
Complex sentences with a subordinate clause have one more feature. If in the main part of the IPP the subject or nominal part of the compound nominal predicate expressed by a attributive or demonstrative pronoun on which the subordinate attributive part depends, then such a part is called correlative (pronominal-definitive). That is, sentences in which there is a relationship between a pronoun in the main part and a conjunctive word in the dependent part are sentences where there are pronominal-defining clauses.
Examples: They only told him what happenednecessary(ratio that+what). The woman swore so loudly that the whole square could hear(the ratio so + that). The answer was the same as the question itself(ratio such + as). The captain's voice was so loud and stern that the entire unit immediately heard and formed(the ratio such + that). Distinctive feature Pronominal clauses are that they can precede the main clause: Whoever has not been to Lake Baikal has not seen true beauty nature.
Subordinate clause: examples from fiction
There are many options for complex sentences with a subordinate clause. 
Writers actively use them in their works. For example, I.A Bunin: The northern provincial town (which one?), where my family remained,... was far from me. At the early dawn (what?), when the roosters are still crowing and the huts are smoking black, you would open the window...
A.S. Pushkin: In one minute the road skidded, the surroundings disappeared into the darkness (what?)..., through which white flakes of snow flew... Berestov answered with the same zeal (what?) with which a chained bear bows to his masters on the orders of his leader.
T. Dreiser: We can only console ourselves with the thought (what?) that human evolution will never stop... The feelings (what?) that an outcast experiences came flooded into her. 
The subordinate attributive clause (examples from the literature illustrate this) introduces an additional shade of meaning to the main word, having a broad descriptive ability, allowing the author of the work to colorfully and reliably describe this or that object. 
Impaired construction of sentences with attributive clauses
In the exam paper on the Russian language there are tasks where the attributive clause is used incorrectly. An example of a similar task: H An investor came to the city who was responsible for financing the project. In this sentence, due to the separation of the subordinate part from the main part, a semantic shift occurred. 
It is necessary to see the mistake and use the attributive clause correctly. Example: The official who was responsible for financing the project came to the city. An error has been corrected in the proposal. In the speech of native speakers and in creative works Students also encounter other errors when using sentences with attributive clauses. Examples and characteristics of errors are given in the table.
| Example | Characteristics of errors | Corrected version |
| She was helped out by someone she had helped in the past. | Unreasonable omission of the demonstrative pronoun | She was rescued by someone she had helped in the past. |
| Narwhal is a unique mammal that lives in the Kara Sea. | Incorrect agreement of the allied word with the main word | Narwhal is a unique animal that lives in the Kara Sea. |
| People opened their mouths in surprise, amazed at the action taking place. | Logical and semantic connections are not observed | People who were amazed by the action taking place opened their mouths in surprise. |
Determinative clause and participle phrase
Sentences containing a participial clause are semantically similar to a complex sentence containing a subordinate clause. Examples: The oak planted by my great-grandfather turned into huge tree. - The oak tree that my great-grandfather planted turned into a huge tree. Two similar sentences have different shades of meaning. In the artistic style, preference is given to the participial phrase, which is more descriptive and expressive. In colloquial speech, the attributive clause is used more often than the participial phrase.
Lesson topic: Complex sentences with attributive clauses.
(Autumn in poetry, painting and music of our compatriots.)
Lesson objectives:
Educational:
Find subordinate modifiers as part of a complex sentence;
Use punctuation marks correctly (separate subordinate clauses with commas);
- create sentence diagrams with attributive clauses.
- make their synonymous replacement where necessary and possible;
- correctly use these types of sentences in speech;
Educational:
Develop research skills.
To develop interest in poetry - to help evoke visual images when reading poetry, to understand the moods and feelings of poets;
Educators:
To cultivate a positive attitude towards knowledge in general and the study of the Russian language;
Cultivate a tolerant and respectful attitude towards the opinions of other people when working in groups,
To cultivate love for the homeland through touching beauty.
Lesson design and equipment:
Computer;
Video projector
On the board: (in slides)
Lesson topic, epigraph:
I love these days...
When everything is so clear in nature, so clear and quiet all around.
Yu. Levitansky
During the classes
Organizing time
Repetition of theoretical information using the example of an epigraph.
Define SPP.
What parts does the SPP consist of? What are these parts called?
Where can the subordinate part be located in relation to the main part? Give examples.
How can subordinate clauses be added to the main clause?
How to distinguish subordinating conjunctions from allied words? (Conjunctive words: pronouns: who, what, which, which, whose; adverbs: where, where, from where, why, why, how much, how much. Conjunctive word: 1) is a member of the sentence 2) falls on it logical stress 3) it can be replaced with another significant word 4) it cannot be excluded from the sentence.
Give examples (I told the boys that I was lost. I don’t know what happened.
What words are in the main part of the dictionary? What are they needed for? (indicate the presence of a subordinate clause, demonstrative words: that, there, there, from there, then, so much, etc. Don’t talk about what you don’t know)
Today we will get acquainted with the main groups of SPPs, we will try, plunging into the secrets of nature, to get acquainted with SPPs with attributive clauses.
First we'll write vocabulary dictation
Golden reflections. Frozen in a daze. Bloomed last color. Annoying rain, silent forest, farewell circle of cranes, washed away by rains, emanates peace, bright sadness, quiet joy, perfect charm, purpose, lyrical season, landscape lyricism.
LANDSCAPE "W, a, m. [French paysage].
1. A picture of nature, some kind. locality (book). A wonderful item 2 was revealed to the travelers’ eyes. A painting, a drawing depicting nature (painting). Exhibition of landscapes. || Description of nature in literary work(lit.). P. in Turgenev's novels. In the end, I feel that I can only paint landscapes, and in everything else I am false and false to the core. Chekhov.
(Explanatory Dictionary of Ushakov, 1935-1940)
Let's watch over the following sentences and define the minor members in them:
1 My heart had a presentiment of (what?) bad things.
2 (Whose?) My house is in a new area.
3 We reached the destination of our journey (when?) in the evening.
Let's pick there are syntactic synonyms for these sentences - let’s rearrange them so that they become NGNs.
1 My heart had a presentiment that something bad would happen.
2 The house I live in is in a new area.
3 We reached the destination of our journey when evening came.
Let's put Questions for subordinate clauses:
1 had a presentiment (what?)
2nd house (which?)
3 arrived (when?)
Conclusion:
Subordinate clauses are similar in meaning to second clauses. We recorded 3 main groups of SPPs: similar to the definition - SPPs with subordinate attributives; similar to additions - NGN with explanatory clauses; similar to circumstance - circumstantial.
How do we determine which minor member is in front of us? (on the issue)
In the same way, we will determine the type of subordinate clause. The main thing here is to ask the right question
Let's look at the text.
The great Russian composer Pyotr Ilyich Tchaikovsky found its own charm in every season. He loved clear autumn days, when you can wander through the rustling carpet of fallen yellow leaves and look for porcini mushrooms under the birch and spruce trees. He also liked the cold autumn season, when frequent light rain drizzled for a long time. He expressed the moods and feelings inspired by pictures of nature in his music. Listening to her, we are imbued with love for native nature, which gives us unforgettable moments of high pleasure in beauty.
(From periodicals)
Work with text:
What is the topic of the text? What (who) does it say? (The text talks about the great composer)
What is the main idea? (Tchaikovsky loved autumn and managed to convey this love in his music)
Read the sentence that contains the main idea. Let's write it down. Commentary letter.
(Listening to her, we are imbued with a deep love for our native nature, which gives us unforgettable moments of high pleasure in beauty.)
Highlight the main and subordinate parts graphically.
What makes the main part difficult? (Adverbial phrase)
From what word do we ask a question to the subordinate clause? What part of speech is this? (From the word nature, it is a noun).
From what word do we ask a question to the subordinate clause? (Which?)
Let's highlight the grammatical basis.
Let's build a proposal diagram.
Let's find other SPP sentences in the text. Let's analyze it orally. Let's build diagrams. The main thing here is not the connecting words, but the correctly posed question
How is a subordinate clause attached to the main clause? (Conjunctive words)
Is it possible to swap subordinate clauses and main clauses? (No)
So, let's fill out the table:
(Drawing up a reference diagram and recording it in Directories.)
Tell us, using a supporting diagram, about the attributive clause.
IV. Consolidation.
Read the theoretical material of the textbook - paragraph 10
What new did you learn from the textbook article?
Pronominal attributive clauses are close to attributive clauses. In them, the subordinate clause refers to pronouns used in the meaning of a noun: that, all, everything, each, etc.
I still care about everything (what exactly?) that happened.
He who seeks (who exactly?) will always find. (unlike adverbs, pronominal adjectives can also appear in front of the word being defined.
Constructing proposals
And the gray rock looks into the depths, where the wind shakes and drives the waves.
On days when there is stuffiness and silence over the sleepy sea, a wave barely moves in the foggy expanse.
We are responsible for those we have taught.
At the bottom of the forest ravine where we came, a stream ran along a rocky bed.
The most beautiful thing in the world is what was created by labor, by a smart head.
From an egg that lies on the ground, a bird will fly into the sky.
From PP, compose an IPP with a subordinate attributive
In front of me is a round swamp. Rare grassy hummocks stick out from the swamp.
The autumn grove is dear to me. Every leaf rustles above me
Is the sentence structured correctly?
We drove into the village, which was located in a ravine that began immediately behind the forest.
The trees near which we were located stood alone in the middle of an open field, which was sown with rye and buckwheat.
There was a bouquet of roses on the table, the aroma of which filled the room, which had a festive look.
The jets of the fountain, which sparkled in the sun and seemed to hit the very sky, refreshed the air.
A huge cloud that was slowly moving and covering the sky forced us to abandon our walk.
Those students who have not returned their books, let them come to the library
The house stood on a hillock that looked out onto the river.
V. Oral work:
Replace the participial phrase with an attributive clause:
1. The air was full of sharp freshness, which occurs only after rain. (Stanyuk)(which)
2. The bitter smell of wormwood, mixed with the delicate aroma of autumn flowers, was diffused in the morning air. (What)
3. The sun illuminated the tops of the linden trees, which had already turned yellow under the fresh breath of autumn. (M.Yu. Lermontov) ( which)
And now the reverse work. In which sentence the subordinate part of the NGN cannot be replaced by a participial phrase. You will definitely encounter such tasks on the Unified State Exam:
1. Artistic media, which were used when writing “The Village”, gravitate toward classicist traditions.
2. The autumn panorama, which opens from the steep bank of the Tsna, is unique in its beauty.
3. But there are distant lands in this world to which migratory birds strive so much.
(In sentences 1-2, the verb of the subordinate clause can be replaced by a participle, which characterizes the latter noun, and in sentence 3, the subordinate clause cannot be transformed into a synonymous sentence with a participial phrase. Even if we replace the verb strive participle, the participle will not characterize the noun the edges .)
VI. Creative work.
Let's return to the epigraph of our lesson. Why do you think I took these words? (About autumn, sentence of the IPP with a subordinate clause)
Listen to an excerpt from a poem by Yuri Levitansky, our compatriot who lived and worked in the middle of the last century and was a participant in the Great Patriotic War.
The forest becomes more and more transparent, revealing such depths,
That the whole secret essence of nature becomes clear -
Everything is more spacious, everything is more secluded in autumn forest- the musicians leave -
Soon the last violin will fall silent in the violinist's hand -
And the last flute will freeze in silence - the musicians leave -
Soon, soon the last candle in our orchestra will go out...
I love these days, in their cloudless, turquoise frame,
When everything is so clear in nature, so clear and quiet all around,
When you can easily and calmly think about life, about death, about glory
And you can think about much more, much more.
What will you think about when you see Levitan’s unsurpassed canvases dedicated to autumn and hear P.I. Tchaikovsky’s composition “October” from the cycle “The Seasons”.
Write a miniature essay on the topic« Autumn is eternal poetry" or "What I feel, plunging into the secrets of autumn." Use words from the vocabulary dictation as reference words. I would like SPPs with attributive clauses to also find their place in your work.
(..., which were spinning yesterday in a simple dance.
...who rejoice in the last warm rays.
... that dazzles on the withering grass.
...that smell of freshness.
... which is filled with a feeling of hopeless sadness.
...who seems to regret something.)
Let the guys of option 1 make up 3-4 sentences, using these subordinate clauses and being inspired by a reproduction of Levitan’s painting.
VI. REFLECTION AND SUMMARY OF THE LESSON
What new did we learn in class today?
Which tasks caused the most interest or difficulty?
What did you especially like?
Learned:
1) find subordinate modifiers as part of a complex sentence;
2) make their synonymous replacement where necessary and possible;
3) correctly use these types of sentences in speech;
4) use punctuation marks correctly (separate subordinate clauses with commas);
5) draw up sentence diagrams with attributive clauses.
Learning syntax causes certain difficulties, which is primarily due to the variety of structures and concepts. characterized by the presence of several predicative parts, which can be independent. This is a compound sentence. Or they can be dependent and main - this is a complex sentence. The article deals with IPPs with attributive clauses.
Complex sentence with subordinate connection of parts
Sentences, where one part is main and the other dependent, can be different in their structure and in the meaning of the subordinate parts. If the subordinate part of the NGN responds to cases, then this is an explanatory part. For example:
- Peter claimed that he was not at the meeting.
- Catherine understood why they were doing this work.
- The cat knew that she would be punished for her antics.
In cases where a question of circumstance is asked to the subordinate clause, this is a sentence. Eg:
- They met in the park after the demonstration ended.
- Since the storm began, the boat trip had to be postponed.
- Maxim was where his friends lived.
For SPPs with attributive clauses, the question “which” is asked. For example:
This bird, which has flown over the sea several times, is called a loon.
The boy, whose parents worked at a facility in Sochi, showed excellent results in sports.
The estate, which is located within the reserve, is a museum.
Punctuation in NGN
What punctuation marks are used in a complex sentence? In Russian grammar, it is customary to separate the main clause from the subordinate clause with commas. In most cases, it precedes a conjunction or is a member of a sentence; you can ask a question to it): " The tourists stopped for the night in a tent camp because they still had to long haul into the mountains".
There are many examples when a comma is placed at the end of the main part, but not before a conjunction/conjunctive word (this is especially often observed in SPPs with attributive clauses): " The path to the source lay through a gorge, the location of which was known to few."
In cases where the subordinate clause is located in the middle of the main clause, commas are placed on both sides of the dependent clause: " The house they moved into was larger and brighter."
Punctuation marks are placed according to the same syntactic rules: after each part there is a comma (most often before conjunctions/conjunctive words). Eg: " When the full moon rose, the guys saw how mysteriously splashing sea waves, the sounds of which they had heard for a long time."
Subordinate clause
- The attributive dependent part reveals some characteristics of the word indicated in the main part. Such a subordinate clause is comparable to a simple definition: " It was a wonderful day"/ "It turned out to be a day that we had been dreaming about for a long time." The difference is not only syntactic, but also semantic: if definitions name the object directly, then the subordinate part draws the object through the situation. With the help of allied words, SPPs with subordinate attributive clauses are added. Example sentences:
- The car that Maria bought in Japan was reliable and economical.
- Misha brought apples from the orchard, where pears and plums also grew.
- The father showed tickets to Venice, where the whole family will go in September.
At the same time, there are allied words that are basic for such sentences: “which”, “whose”, “which”. Others are considered non-essential: “where”, “what”, “when”, “where”, “from where”.
Features of the subordinate clause
Having briefly described the main characteristics of the structures, we can make a short summary of “SPP with a subordinate attributive”. The main features of such proposals are revealed below:
Pronominal-defining sentences
From SPPs with subordinate attributives, where the dependent part refers to a noun with a demonstrative pronoun, it is necessary to distinguish those that depend on the demonstrative pronoun itself. Such sentences are called pronominal attributive sentences. For comparison: " Anyone who has not passed the laboratory work will not be allowed to take the test."/ "Those students who have not passed the laboratory work will not be allowed to take the test." The first sentence is pronominal-definitive, since in it the subordinate part depends on the demonstrative pronoun “that”, which cannot be removed from the sentence. In the second sentence, the dependent clause refers to the noun “students”, which has a demonstrative pronoun “those” and can be omitted, therefore it is a attributive clause.
Exercises on the topic
The “SPP with subordinate attributive” test will help to consolidate the theoretical information presented above.
- Which sentence contains an IPP with a subordinate clause?
a) Yegor was informed about what had happened late, which he did not like.
b) Due to the fact that the meeting was delayed, the lawyer was late for the meeting.
c) The grove, where many birches grew, attracted mushroom pickers after the rain.
d) The sea was calm when they reached the shore.
2. Find a pronominal attribute among the sentences.
a) He has not yet been seen as he was yesterday at the meeting.
b) The city that appeared on the horizon was Beirut.
c) Everyone liked the idea that came into his head.
d) The school her sister went to was in another city.
3. In which answer option does the subordinate part break the main part?
a) He will not understand Pushkin who has not read him with his soul.
b) The water in the river, which was located on the outskirts of the city, was cold.
c) His friend, whom he met at the conference, was invited to his birthday.
d) Vasily called the doctor, whose number was given by Daria Nikolaevna.
4. Indicate the subordinate clause.
a) He knew where the cargo was delivered from.
b) The country where he came from was in the center of Africa.
c) Where Mikhail came from was known only to his father.
d) She went to the window from where the voices were coming.
5. Indicate a sentence with a pronominal clause.
a) The street that ran parallel to the avenue was the oldest in the city.
b) The one in the yellow suit turned out to be Ipatov’s wife.
c) The girl that Nikolai met in the park was a friend of his sister.
d) Lydia was attracted by the song that the children performed on stage.
Subject. Complex sentence with attributive clause
Lesson Objectives
Build skills:
1) find subordinate modifiers as part of a complex sentence;
2) make their synonymous replacement where necessary and possible;
3) distinguish between ways of connecting subordinate modifiers with the main sentence;
4) correctly use these types of sentences in speech;
5) use punctuation marks correctly (separate subordinate clauses with commas);
6) draw up sentence diagrams with attributive clauses.
Activate cognitive activity students, stimulate and develop their thinking processes.
LESSON STEPS
I. ORGANIZATIONAL MOMENT.
We are starting to study a new topic.
II. KNOWLEDGE UPDATED
Task 1. Game “Bluff Club”, or digital dictation.
This technique allows students to quickly engage in active cognitive activity, update previously acquired basic knowledge that must be quickly recalled to master a new topic, and allows the teacher to quickly diagnose and, if necessary, correct what has been poorly learned.
This type Work also develops speed of reaction, involuntary attention, forms the ability not only to listen, but also to hear the teacher’s tasks, to be independent of the opinions of others.
Children are given instructions:
Statements are presented that may or may not be true. If you agree with what was said, put the number 1 in your notebook, if not - 0. Then check your answers and figure out the mistakes.
So, give your answer to my statements:
1. The word punctuation comes from punctual. (No)
2. In the sentence Soon it will be summer, there is no predicate in the grammatical basis. (No)
3. In the sentence We live in a city in which many new ones are being built beautiful houses there are definitions. (Yes)
4. A subordinate clause can only appear after the main clause. (No)
5. An independent sentence as part of a complex sentence is called the main one. (Yes)
6. and is a diagram of a complex sentence with the conjunction and. (No)
Final answer: 001 010.
Task 2. Fill out the “blind” table.
Orally draw a conclusion explaining theoretical information written down in graphical form. Tell us about the structure of sentences of this type.
(This task serves not only the development of monologue speech, but also the ability to structure, systematize, generalize material, and draw independent conclusions.)
Task 3. Finding correspondences.
Look on the right side of the table for wording that matches these terms. Connect them together with arrows.
1, Simple sentences –
These are complex sentences in which one part is subordinate in meaning to the other and is connected to it by a subordinating conjunction or a conjunctive word.
2. Complex sentences –
These are such complex sentences that do without conjunctions and allied words.
3. Compound sentences –
These are sentences that have only one grammatical stem
4. Complex sentences –
These are sentences consisting of two or more simple clauses.
5. Non-union proposals –
These are complex sentences in which simple sentences are equal in meaning and are connected by a coordinating connection.
Task 4. Distinguishing sentences by ear.
(This is one of the so-called alternative methods of doing work, which helps schoolchildren to effectively develop skills in recognizing various grammatical phenomena, and the teacher to quickly provide so-called “feedback” and, if necessary, correct what has been incorrectly learned).
In the children's notebooks, write:
Simple Non-union Compound. Complex subordinates
The teacher reads the sentences, calling out the serial number of each, and the students only place their corresponding numbers in the correct columns.
1. The buds bloomed on the trees and the birds flew in.
2. Don't go outside because it's already dark.
3. The sun was shining, but it was very cold.
4. I picked up the book that fell from the table.
5. I picked up the book that fell from the table.
III. EXPLANATION OF NEW MATERIAL
All subordinate clauses in complex sentences are divided into three groups. Today we will talk about one of them: attributive clauses.
Write on the board:
Students draw diagrams of sentences and, under the guidance of the teacher, draw conclusions:
The subordinate clauses in these sentences are similar to definitions and answer the same questions, which is why they are called attributives. They refer to one word in the main sentence - the noun, and always come after it (just like a participial phrase, if it is separated by commas!).
And the sentences on the board are grammatical synonyms that differ in shades:
the verb enhances the meaning of the action;
the participial phrase emphasizes the attribute of the subject.
The participial phrase is used mainly in book speech, and subordinate clauses - in colloquial speech. It is known that I.S. Turgenev practically did not use subordinate clauses with the conjunctive word which, avoiding them.
Questions for initial consolidation
What questions are answered by attributive clauses?
Is it possible to start a complex sentence of this type with a subordinate clause?
Is it possible to swap the positions of the main and subordinate clauses in such complex sentences?
Give reasons for your answers.
IV. INITIAL APPLICATION OF NEW MATERIAL
Exercise 1.
Connect the halves of complex sentences. Select the main and subordinate clauses among them.
1. Nikolai didn’t even notice, 1. we need to study diligently.
2. The day was boring until the evening, 2. the weather was warm and sunny.
3. To get good profession, 3. quietly rustling in the wind.
4. Which happens at the beginning of September, 4. that it began to get light.
5. The air is saturated with the aroma of herbs, 5. if there is nothing to do.
Attention! Two errors have crept into the table!!! Fix them urgently!
Questions for the class:
Which sentences from the table relate to the topic of today's lesson? Write them down in your notebook and make diagrams of these sentences.
Is it possible to swap the positions of the main and subordinate clauses? Why?
How can you check that you are looking at subordinate clauses? (On the question from main to subordinate - which one?)
Do you think there is only one conjunctive word that can attach a subordinate clause?
Task 2. Analyze sentences.
a) I again visited that corner of the earth (which one?) where I spent two years as an exile. (Additional shade of place)
An indicative word in the main sentence, from which we can ask the question what? to the subordinate clause, leads us to the word that connects the main clause with the subordinate clause.
b) The country (which?) where he came from lies in the north of Europe.
We draw diagrams of these proposals.
Task 3. (Develops concentration and memory.)
Decipher the encrypted message urgently!
(Compare the two tables and write down the letters from the right one in accordance with the numbers on the left. When correct execution task should result in a sentence.) What type does it belong to? Outline this proposal.
(The room I entered was dark.)
Task 4. (Train your powers of observation.)
Another encryption!
(I love the place where I was born.)
The class draws its own conclusion:
Subordinate clauses can be attached to the main one not only with the help of the conjunctive word which, but also with the help of other conjunctive words (where, where, from where, when, etc.).
V. PROVIDING FEEDBACK
Independent work by cards (game “Smart Editor”).
Exercise 1.
Correct the sentences by replacing the conjunctive word which in one of the subordinate clauses with the conjunctive words where, where, from, when. Write down the corrected sentences using punctuation marks.
Sample. The city where I was born is famous for its factory that produces cars. - The city where I was born...
1. The house in which the builders settled was surrounded by taiga in which there was a lot of game. 2. The year in which I moved to Tyumen was rich in such events that it is (not) possible to forget. 3. The train on which Gleb was traveling arrived at the station at an hour when everyone was still sleeping. 4. The plant to which the young engineer was sent produces products that are much needed agriculture. 5. The country from which the students came needs the specialists our institute produces.
(If there is not enough time, all tasks are completed on the card itself, where there is enough free space.)
Task 2. (Additional - for stronger and faster students.)
Explain and correct errors in sentence construction. Write down the sentences in corrected form.
1. Kolya stood in the yard, which was enclosed by a fence, waiting for his brother. 2. Olga approached the corner where there was a bench from which she loved to look at the sea. 3. On the windowsill lay several toys that belonged to the baby, who was now in kindergarten. 4. A dog was sitting near the balcony, hoping to get the bones that the guys brought her. 5. The compartment neighbor helped Anya carry a suitcase, which contained a heavy bag of stones that Anya had collected on the seashore. 6. There were a lot of apples in the garden, which the boy loved very much, who every summer came to his grandmother, who worked as a gardener on this collective farm. 7. Passengers filled the tram, which went to the plant, where the shift began in half an hour.
VI. REFLECTION AND SUMMARY OF THE LESSON
Questions for the class:
What new did we learn in class today?
Which tasks caused the most interest or difficulty?
What did you especially like?
Grading work in class
VII. MOTIVATION FOR DOING HOMEWORK
Learn theoretical material, exercise 173.
Complex sentences with attributive clauses are structures with closely welded parts, which is explained by the conditional dependence of the clause. Determinative clauses refer to nouns in the main part.
This subsubstantive reference determines the main functions of the attributive parts - they contain the characteristics of an object or reveal its attribute: I was afraid of the women who left the People's Commissariat with Natasha (S. Bar.); “Autumn Day in Sokolniki” is the only landscape of Levitan where a person is present (Paust.). Nouns defined by a subordinate part can perform in the main part the role of any member of a sentence, since their ability to have a definition in the form of a subordinate part is associated with their lexico-morphological nature, and not their syntactic function (cf.: Women who left the People's Commissariat with Natasha, me scared; I was captivated by “Autumn Day in Sokolniki” - the only landscape by Levitan where a person is present).
Purely conditionally, complex sentences with attributive clauses include sentences with pronouns (attributive and demonstrative) in the main part. Conditionally, because in this case the subordinate clauses do not define the pronoun (it is of no quality and cannot be defined), but specify its meaning, reveal its meaning: He who is cheerful laughs (L.-K.).
Subsubstantive-defining sentences
Subsubstantive-defining sentences, depending on the function of the subordinate clause, have two varieties. The function of a subordinate clause depends on the extent to which the noun it defines needs definition.
In some cases, the main part necessarily requires definition. Such a subordinate clause fills in the missing member of the main part, since the noun being defined is too general in meaning and needs a distinctive feature that specifies and narrows its meaning. For example: “How can a class exist,” Romashov asked himself, “which in Peaceful time, without bringing a single crumb of benefit, eats other people's bread and meat, dresses in other people's clothes, lives in other people's houses, and in wartime goes senselessly to kill people just like themselves (Kupr.); People who know how to carry themselves with dignity under fire are forgiven a lot, a lot (Kupr.).
In others, the main part does not need a subordinate clause, since it is autosemantic. The subordinate clause in such sentences extends the main one, provides additional information about the subject named by the defined noun, which is either specific in its meaning or is already sufficiently defined in the main part. For example: At the height of the feast, Travkin, whom no one expected, entered the barn (Cossack); Turning to the window, I looked at the deserted streets along which military vehicles occasionally rushed (S. Bar.); But he did not take his hand away and spoke simple, touching, soothing words, the kind an adult says to an offended child (Kupr.). The presence of definitions for a noun in the main part does not always indicate its comprehensive characteristics. For example, in the sentence He wrote still timidly, with an eye on the editor and the reader, he wrote with that feeling, well known to beginning writers, as if a crowd of mocking people was standing behind him and reading every word with condemnation (Paust.). The noun being defined by feeling is already defined in the main part, but the subordinate clause turns out to be necessary because this definition in terms of content is not specific enough and another, more specific one is required, which is given in the subordinate part.
The functional difference between the two types of attributive clauses is emphasized by the use of the pronouns that, such when the noun is qualified in the main part. Subordinate clause with meaning distinctive feature(exclusive-restrictive or qualitative) either has correlative words in the main part (demonstrative pronouns for nouns), or involves their substitution. The pronouns that, such serve as an indicator of the obligatory subordinate clause: ... Valeryanov had the same subtle calculation as that cabman who hung a piece of hay in front of the muzzle of his hungry nag (Kupr.); I even told Natasha about the Vop River. And about the beauty of the places where I go for the summer (S. Bar.); Only those few people who were in dress did not participate in the meeting (S. Bar.); At the place where the field road merged into a deserted highway, I got off my bicycle and leaned it against a telegraph pole (Eb.).
Clauses with a distributive function usually do not allow demonstrative words for qualifying nouns: The second quadrille came, which I danced with Sonechka (L.
T.); The idea of my current trip to the camp belonged, oddly enough, to my mother, who had finally lost hope of achieving a match between my height and weight (S. Bar.); And now my father is walking next to our column... My father, who once wrote good poetry (S. Bar.). Substitution demonstrative pronouns to defined nouns in these examples deprives the sentence of meaning, since the objects in question are thought of as unique.
Subsubstantive-defining sentences by type of subordination can be of relative and conjunction type. The subordinate part in them is attached to the main one with the help of allied words which, which, which (obsolete), whose, what, where, where, where, from, when and conjunctions so as, as if, as if, as if.
In complex sentences expressing attributive relations, the most general meaning of attributiveness is conveyed by the conjunctive word which, for example: The chaise, which drove into the yard, stopped in front of a small house, which was difficult to see due to the darkness (G.).
As a conjunction word, equivalent to the word which, can be used relative pronoun which, for example: These tears were partly caused by the punch, of which he pulled out three glasses (P.).
The conjunctive word which (usually in the presence of demonstrative words in the main one) is used in the subordinate clause with an additional connotation of likening and comparison. IN complex sentence If you want to be argued with and understood as you should be, then you yourself must be conscientiously attentive to your opponent and accept his words and evidence exactly in the meaning in which he addresses them to you (Bel.) subordinate clause in which he turns them to you contains the additional meaning of likeness.
The conjunctive word whose is used in subordinate clauses with an additional connotation of belonging, for example: I also thought about the person in whose hands my fate lay (P.).
The relative pronoun what, how and which serves as an indicator of the general attributive meaning. For example: And they used to live in that outbuilding, gray with time, that is hidden behind the house (Shishk.). However, along with this, it, like the conjunctive word which, can attach a subordinate part with a hint of assimilation (if there are demonstrative words in the main one). A conjunctive word that in this use takes on a colloquial coloring: The gray-haired sorcerer kissed her mouth, eyes and shoulders and whispered the same sweet words to her that the dear one about the wedding (N.).
Pronominal adverbs where, where, from where, acting as allied words, are usually used in subordinate clauses with a spatial connotation of meaning. For example: I intended to go at dawn to the fortress gates, from where Maria Ivanovna was supposed to leave, and there to say goodbye to her for the last time (P.); Clouds descended over the valley where we were driving (P.); Several people were sitting in the saloon car, where Korchagin entered after the conductor (N. Ostr.). Conjunctive words where, where, where are possible only with nouns containing spatial meaning.
Determinative clauses with a conjunction word are when complicated by a connotation of temporary meaning and are permissible only with nouns of the same meaning, i.e. meanings of time: The year will come, a black year for Russia, when the crown of the kings will fall (L.).
Loading...
