Topic: Complex sentences
Lesson: Complex sentences with clauses of place and time
Subordinate clauses indicate a place or space where an object is located or something happens, and answer the question where?, where?, from where?. Usually subordinate clauses come after the main part: “ Go where your free mind takes you..." (A. Pushkin.) The main part may contain indicative words there, there, from there - These are adverbs that act as adverbs of place in a sentence: “I went where all my classmates went.” A subordinate clause can also appear before the main clause. This technique is used to enhance the semantic meaning of the subordinate clause. Most often this is observed in proverbs, sayings and aphorisms: “Wherever you throw it, there’s a wedge everywhere.” (Proverb) Subordinate clauses are attached by allied words where, where, where. To determine the type of subordinate clause, you need to look at what it refers to and what question it answers. Compare: Everywhere(where everywhere?), where necessary, children's playgrounds were built. - Village ( what village?) There was a lovely corner where Evgeniy was bored.(A. Pushkin). In the first case we have a subordinate clause, and in the second case we have a subordinate clause.
Subordinate clauses of time answer questions When? how long? since when? How long? etc. Subordinate clauses are attached to the main sentence by conjunctions when, while, only, as soon as, barely, while. Main clauses can have demonstrative words then, until then. If the main part contains an adverb with the meaning of time, including an indicative word Then, the subordinate clause is added to the main conjunction word When: « We met when I was preparing for admission.”
The actions mentioned in the main and subordinate clauses can occur simultaneously or sequentially. When actions occur simultaneously, conjunctions are used when, while, as long as, how, while. In the sequence of actions, simple conjunctions are used when, barely, as soon as, only, slightly, etc. These are stylistically neutral unions. Unions for now and a little have a conversational tone. All compound conjunctions ( while, before, before etc . ) have a connotation of bookishness. Unions for now, as soon as before, before outdated. Union How may in some cases give speech an archaic connotation, in others - a colloquial one.
Homework
Questions
1. How to distinguish a subordinate clause from a subordinate clause?
2. How are subordinate clauses attached to the main sentence?
3. How are subordinate tenses attached to the main sentence?
4. From which sentences should subordinate clauses be distinguished?
Exercise 1: Identify the species subordinate clauses.
(1) What did you read this week while we weren't seeing each other? (A. Chekhov.) (2) The village where Evgeny was bored was a charming corner. (A. Pushkin.) (3) Sit down where you can. (D. Rosenthal). (4) I don't know where I can buy a new textbook. (5) She smiled and bowed, and they all loved it when she smiled at them. (F. Dostoevsky.) (6) In the evening of the same day, when the barracks had already been locked, Raskolnikov lay on his bunk and thought about her. (F. Dostoevsky.) (7) There is no greatness where there is no simplicity, goodness and truth. (L. Tolstoy.)
Exercise 2. Determine how the subordinate clause is attached to the main clause.
(1) Where once everything was empty, bare, now the young grove has grown. (A. Pushkin.) (2) While other children were playing football, he played the violin for hours. (3) He laughed and went wherever he wanted. (M. Gorky). (4) When we met him, he was five years old. (5) We entered the classroom when the bell rang. (6) He lived at a time when there was no television.
Exercise 3. Write down the numbers of sentences from Exercise 2, in which subordinate clauses are attached to the main clause using allied words. Make a conclusion about the type of subordinate clauses.
1. Efremova T. F. New dictionary Russian language. Explanatory and word-formative. - M.: Russian language, 2000 ().
2. Reference and information Internet portal “Russian Language” ().
Internet resources used
1. Preparation for the Russian Language Olympiad ().
Literature
Russian language: Textbook for 9th grade. educational institutions/ S.G. Barkhudarov, S.E. Kryuchkov, L.Yu. Maksimov, L.A. Czech. M.: Education, 2011.
Russian language. 9th grade: textbook. for educational institutions /M.M. Razumovskaya, S.I. Lvova, V.I. Kapinos, V.V. Lviv; edited by MM. Razumovskaya, P.A. Lekanta, - M.: Bustard, 2011.
Rosenthal D.E. Handbook of spelling and literary editing M.: 2012
Unified State Exam in the RUSSIAN LANGUAGE Demo version control measurement materials for the 2013 unified state exam in the Russian language, prepared by the Federal State Budgetary scientific institution"FEDERAL INSTITUTE OF PEDAGOGICAL MEASUREMENTS".
Demonstration version of control measurement materials for conducting state (final) certification (in a new form) in the RUSSIAN LANGUAGE in 2009, 2011, 2012, 2013 of students who have mastered the basic general education programs main general education, prepared by the Federal State Budgetary Scientific Institution “FEDERAL INSTITUTE OF PEDAGOGICAL MEASUREMENTS”.
Russian language lesson in 9th grade.
Lesson topic. Complex sentences with subordinate clauses of place and time.
Lesson type. A lesson in learning new knowledge.
Type of lesson. Student-centered lesson
Lesson objectives:
– deepen students' knowledge about SPP;
– learn to recognize subordinate clauses of place and time, distinguish them from other subordinate clauses;
– determine the place of subordinate clauses of place and time in a complex sentence;
– improve the skills of constructing and using complex sentences in speech with adverbial adverbs of place and time;
– improve the skill of setting punctuation marks in NGN;
– contribute to the development of horizons, interest and love for Crimea.
Equipment. Russian language. Textbook for 9th grade general education educational institutions with Russian language of instruction / V. Goloborodko et al., 2006; poster “Lesson Objectives”; photographs of the Livadia Palace; Handout(application)
During the classes
I. Organizational stage
II. Mobilizing stage
Reading by the teacher an excerpt from a poem by V.V. Mayakovsky "Heavenly Attic":
Let's hit the road,
in the heat
cool!
There,
where is the horizon line,
where are the teeth
mountains
from heaven's mouth,
there,
In the end,
to the heavens in the attic,
on -
Chatyrdag.
– Think about what sentence the author used? How might this be related to the topic of today's lesson? What new should we learn?
III. Students’ understanding of the lesson topic
- So, the topic of our lesson: “Complex sentences with subordinate clauses of place and time.”
(Write on the board and in your notebook)
– Look again at the topic of the lesson. What do you already know? What new things should you learn?
At this stage, students remember what a sentence is, what kind of sentence is called a complex sentence, what a main and subordinate clause is, and types of subordinate clauses.
IV. Independent formulation of lesson goals
– Knowing the topic of today's lesson, let's try to determine what goals we should set for ourselves in order to master this topic.
You can use a poster with the following text:
Lesson objectives:
learn to find...;
find out ways of communication...;
strengthen the skills of placing...;
learn to use correctly...
– And besides this, we will see today that such sentences were often used by various writers and poets when speaking about Crimea. I think this will help you learn even more about your native land, and perhaps love it even more, because it was so loved and appreciated by creative people, people with a sensitive soul.
It is no coincidence that at the beginning of our lesson a quatrain about Bryusov was heard, because this year marks the 140th anniversary of the birth of this wonderful Russian poet (data as of December 13, 2013), which you will talk about in detail in 11th grade. He visited us in Crimea, so we started our lesson by mentioning him.
V. Learning new material
– And I suggest you start studying new material with the words famous writer XIX century Evgenia Markova:
“When you are transported to the southern coast of Crimea, you feel captive in some world that is new to you. That is why you look at everything as if in a dream, a seductive and incredible dream. For a long time you seem to not believe the magical scenery unfolding around you. The gaze involuntarily rushes to where the blue sea merges with the sky. Villages - toys as if someone dropped them there, where the chaos of cliffs and greenery triumphs. But when you leave the South Coast, your soul yearns for it as if it were a lost paradise. People who have lived in Crimea and experienced the pleasures that Crimea alone gives, never forget it."
(Text for each student as a handout)
Assignments to the text
- Choose a title.
- Determine the style of this text and prove it.
- Find the spellings in the text that seem most difficult to you and explain the spelling of words with these spellings.
- Find punctuation marks that are difficult for you in the text, explain the placement of punctuation marks.
- Find complex sentences. Ask questions to the subordinate clauses. Try to identify their type. Can you always do this?
Teacher's word.
Today we met a new type of subordinate clause for you: place and time, we learned some questions that they answer and some conjunctions and allied words that can attach them to the main sentence. We will learn complete information about these subordinate clauses with the help of a textbook (or with the help of theoretical material on pieces of paper):
(Handouts on everyone’s desk)
Work in pairs according to the instructions:
– carefully read the theoretical material on the topic of the lesson;
– think about how best to present the material to your partner;
– explain new material to the neighbor so that he understands;
– ask him 1-2 questions to check what he has learned;
– listen to your partner, ask questions if something is unclear.
VI. Subjectivization when comprehending new material
Conversation on questions:
– What did you know about what you heard today and what did you not know?
– What did you hear that remained unclear?
– Why do you think?
VII. Generalization, systematization and control of students’ knowledge and skills
1. Differentiated task
1 . Using the new material, compose several test tasks with multiple-choice answers (12 points).
2 . Make a plan for “New material for today’s lesson” (8 points).
3. Make a plan for “New material for today’s lesson”, select your own examples for each point (10 points).
2. Assignment based on options. Digital dictation.
The 1st option writes down the numbers of complex sentences with subordinate clauses, and the 2nd – with clauses of place.
All sentences are taken from poems by different poets about Crimea.
1. Where the garden approaches the sea,
I know a secluded grotto (V.Ya. Bryusov).
2. When I leave, let me leave the meadows of Russia
My warm greetings are flying here (E. Gromova “Old Crimea”).
3. Dear friend, my angel! let's hide there
Where the gentle waves wash Taurida. (K. Batyushkov “Tavrida”)
4. Everywhere you look, there are gardens around. (N. Dorizo “Bonfires”)
5. As soon as I stepped under your familiar roof,
The inscriptions of enemies catch my eye (A.K. Tolstoy “I greet you”).
6. And there, to the seashore,
The whole city is pouring out (D.D. Minaev “At the end of summer in Yalta”).
7. And I confess, when we are there
They crawled like flies over the rocks,
I was a little scared:
Falling down is a bad joke! (A.K.Tolstoy “The Almighty Will of Allah”).
8.
Where was Diana's treasured forest?
The sounds of an ax are heard there (A.K. Tolstoy “The Bright Key”)
9. ...And doom impulses
Involuntarily I rushed towards you,
When under the laurels and olives
He bowed the alarming chapter (V.G. Benediktov “In the country where there are clear rays”).
10. Only then does the city become a hero,
When did a soldier become a hero? (M.S. Lisyansky “The Black Sea Sun is Burning”)
Key:
Option 1 – 2, 5, 7, 9, 10
Option 2 – 1, 3, 4, 6, 8
3. Connect main and subordinate clauses. Make diagrams.
(this task is performed at the board)
1. 200 million years ago the huge Tethys Ocean roared there
2. Karsting of Ai-Petri continues today
3. Rock lizards are especially beautiful in the sunshine
1. Shining with multi-colored scales, they gracefully crawl along the slopes of Ai-Petri.
2. from where the Black Sea is now visible for 135 kilometers.
3. they gracefully crawl along the slopes of Ai-Petri.
Answers
200 million years ago, the huge Tethys Ocean roared where the Black Sea is now visible 135 kilometers away.
The karsting of Ai-Petri continues even now, when rainfall and melt water seep through cracks and dissolve limestone.
Rock lizards are especially beautiful in the light of the sun, when, shining with multi-colored scales, they gracefully crawl along the slopes of Ai-Petri.
The composed sentences are taken from the lyrical guide by Vladlen Avinda. The real name of the Yalta writer Vladlen Petrovich Goncharov is a laureate of the State Prize of the Autonomous Republic of Crimea, the author of wonderful books about Crimea.
4. Continue complex sentences. Specify the type of subordinate clause.
When the last lesson ended...
As soon as we arrived in Sevastopol,…
We returned there...
5. Creative task.
Teacher's word (photos shown).
How many of you have been to the Livadia Palace? How much do you know about him? Look at the photos, remember this amazing place. Let our next task help you not only repeat new material, but also once again remember one of the Crimean attractions.
Exercise. Write a short story on the topic “Livadia Palace” using complex sentences. Indicate the type of subordinate clauses..
Samples you can use:
Numerous excursions go to where…
Since the luxurious white stone palace was built in Livadia, ...
..., where the residence of the imperial family was located.
..., from where you can go to one of the best parks on the southern coast of Crimea.
VIII. Reflective stage of the lesson
2-3 people present a short essay on the topic “What we learned today, what was interesting in the lesson.”
2-3 people express an opinion about what worked and did not work out for them, what and why remains unclear.
IX. Homework.
1) Learn theoretical material (pages 80 and 81).
2) Exercise 104
Or
Write a short story on the topic “Crimea in my life” using the SPP.
APPLICATION
Handout.
Complex sentences with clauses of time
The subordinate tense refers to the entire main part, indicates the time of the action in the main part, answers questionsWhen? how long? since when? How long? and joins the main part with the help of subordinates unions when, how, while, barely, only, before, while, until, since, suddenly and etc.:
Since we visited the sea, I have constantly thought about it
If there is a word with the meaning of time in the main part, including an indicative word Then , subordinate clause is added conjunction word when , stands after this word in the main part and refers specifically to it:
Today, when I opened the window, my room was filled with the smell of flowers.- the subordinate clause refers to the adverb now and is joined by the conjunctive word when, which is a circumstance.
In the absence of an indicative word, the subordinate part in the dictionary of time can be in any position in relation to the main part.
Complex sentences with subordinate clauses
Subordinate clauses indicate the place or direction of movement, answer questionsWhere? Where? where?They do not refer to the entire main part, but to one word in it - the adverb of place, expressed by a pronominal adverb (there, there, from there, nowhere, everywhere, everywhere). The means of communication in NGN with subordinate clauses are allied words where, where, where, acting in the syntactic function of circumstances:
And where the sun was shining yesterday, autumn fog reigned.
In colloquial speech, the correlative adverb in the main part may be omitted, and this part becomes incomplete, the subordinate part refers to this omitted adverb, for example:
He went wherever he wanted, - in the main part the word there is missing.
Usually subordinate clauses come after the demonstrative word in the main part. The location of the subordinate clause before the main clause is presented only in colloquial speech, mainly in proverbs and sayings:
Where it's thin, that's where it breaks.
Russian language lesson in 9th grade
The purpose of the lesson: formation of skills: 1) recognize subordinate clauses, distinguish them from other types of subordinate clauses (definitive, explanatory); 2) improve spelling and punctuation skills.
During the classes
1. Linguistic warm-up
Write down and place emphasis on the words: agreement, carpenter, assume, more beautiful, began, began, parterre, alphabet, rust, call, ease.
(DogovO r, tableI p, guessAnd oh, beautifulAnd vee, nA started, startedA , deske p, alphaAnd t, rzhA vet, callAnd t, make it easierAnd t).
2. Checking homework
Questions for consolidation. Theory:
— What questions do subordinate degrees answer? Give examples.
— What questions do subordinate clauses answer? Give examples.
— How to distinguish between single-valued and polysemous subordinate degrees and modes of action?
— In what style of speech and for what purpose are SPPs with subordinate clauses that have an additional meaning of comparison used?
Syntactic parsing of sentences.
He remembered his last visit to the village so well, as if he was returning back just now.
Live as the star leads you, under the tabernacle of a renewed canopy.
The horses were so tired that after stopping they immediately lay down on the ground.
3. Study of IPPs with subordinate clauses
Write down sentences, draw up their diagrams, determine the type of subordinate clauses.
“Where the sun rises from, from there the red summer will come.”
- Where there is a needle, there is a thread.
- There is no truth where there is no love.
Conclusion: subordinate clauses clarify the circumstances of the place of the main sentence.
Working with the table “Types of subordinate clauses”:
| Type of subordinate clause | Which question does it answer? | What does it refer to? | Place of subordinate clause | What is attached |
| 1. Determinative | Which? | to the noun in the main clause | after the defined word | allied words which, what, where, where and etc. |
| 2. Pronominal-definitive | Which? (who exactly, what exactly?) | to a pronoun in the meaning of a noun | before and after the defined word | allied words who what |
| 3. Explanatory | questions of indirect cases | to words with the meaning of thought, speech, feeling | unions what, as, as if, to , allied words who what and etc.; particle whether | |
| Circumstantial: | ||||
| 4. Degrees | in what degree? how much? | after the main one | unions and allies words what, as if, as if, how much... | |
| 5. Mode of action | How? how? | to be combined with an index word | after the main one | unions and allies words what, how, so that, as if... |
| 6. Places | Where? Where? where? | to the whole main sentence | free (before, after, inside the main clause) | allied words where, where, where |
- What questions do subordinate clauses answer?
— How are subordinate clauses attached to the main sentence?
- What does the subordinate clause refer to?
4. Consolidation. Analysis of proposals
Determine the type of subordinate clause, draw up a diagram.
1) We didn’t know where to stay for the night.
2) The village where Evgeniy was bored was a lovely corner.
3) I wanted to go to a place where I could rest peacefully.
Conclusion: The same allied word attaches different subordinate clauses (definitive, explanatory, place) to the main one.
5. Working with the textbook
Performing exercise No. 135 according to options: I option of proposal No. 1 – 5; II version of proposal No. 6 – 11.
6. Test. Read the sentences and answer the questions.
A. Wherever I turn my gaze, the gloomy forest is blue all around.
B. Golitsyno, where we spent the summer, greeted us with a diverse children's choir.
Q. I don’t know where the line is between a comrade and a friend.
G. Solokha thought for a long time about where she should hide her guest.
D. In the place where the sun set, the sky still glowed with crimson stripes.
- Find sentences that have errors in punctuation.
- Find complex sentences in which the subordinate clause is in the middle of the main clause.
- Indicate a complex sentence with a subordinate clause.
- Indicate a complex sentence with an explanatory clause.
- Find a complex sentence with a relative clause.
7. Test
Find sentences that contain subordinate clauses.
A. And Tanya enters the empty house where my hero recently lived.
B. Now the sea of wheat is noisy where there once was a war.
V. Where once everything was empty, bare, now the young grove has grown.
G. I don’t know where he found this copy.
D. I looked where the people were crowding.
8. Homework
- Exercise
- Miniature essay: using NGN with subordinate clauses, describe the geographical location of your village.
Complex sentences with adverbial clauses.
Subordinate clauses of place.
Subordinate clauses of time.
Preliminary preparation for the lesson
As preliminary preparation for the lesson, students are asked to review theoretical material about types of subordinate clauses, subordinate clauses of place and time, and perform several repetition exercises.
Goals:
1) repeat theoretical material devoted to the study of the topic “Complex sentences with adverbial clauses”;
2) develop the ability to competently and quickly distinguish among themselves the types of subordinate adverbial clauses;
3) cultivate love and interest in the native language.
Equipment: textbook, table.
Lesson type: application and improvement of knowledge.
During the classes
I. Organizational moment
II. Checking homework
Exercise 1 (to review theoretical material)
Fill in the blanks in the table on the next page (answers are in parentheses).
III. Working on new material
The teacher announces the topic of the lesson.
Subordinate clauses of place
The teacher draws the following diagrams on the board:
[...where...).
[...where...).
[qualified noun], (where...).
[verb], (where...).
[...where...), ...].
Teacher: Determine the type of sentences presented in front of you in schematic form. (Complex adverbial sentence with subordinate clause.) Make up sentences according to the appropriate schemes and write them down.
Types of adverbial clauses | Conjunctions and allied words | |
Mode of action and degree | how, how much, how much, what, so that, as if, as if, as if | [The student was able to complete the task exactly as the teacher asked him to.] |
[Where. where, from] | I went where the red arrow pointed. |
|
[when, when... then, until, barely, as soon as, since (since), until (until)] | When we got ready to leave the forest, it was already dark. |
|
[if (if... then), when, times] | [Looking at the sun for too long can damage your eyesight.] |
|
[Causes] | Because, because. due to the fact that, since, for, due to the fact that | Due to the fact that the road was covered with an even layer of fluffy snow, it was impossible to drive through. |
so that, in order to | It takes some effort to catch fish from a pond. |
|
[Comparisons] | How, with what, with what - as if, as if, exactly | [Quietly, as if a light wind ran through the clearing, she walked along the corridor] |
[although, despite the fact that, no matter how] | [Despite the fact that the moon is practically not appeared from behind the clouds, it was light outside the window.] |
|
Consequences | The snow was falling in thick sticky flakes, so that nothing was visible on the street. |
Exercise 1
Compose from simple sentences complex adverbial clauses with subordinate clauses, write down the resulting sentences. Make a diagram for each sentence, highlight the means of introducing a subordinate clause into a complex one.
1. The city of K(o)lomna is located in the (M/m)Oskovsky region, at the confluence of the Moscow(-)river into the Oka. 2. People rushed headlong to the place of the fall of a(pp/p)arat. 3. I was given an appointment near the intersection of (M/m)oskovskaya and (S/s)aratovskaya streets. 4. The car had an accident near a sharp turn in the road. 5. In the forest, we stopped in a clearing next to a tree damaged by lightning. 6. We did not remember the meeting place with the other participants of the marathon.
Subordinate clauses of time
The teacher writes the following sentences on the board:
1. When the lilac blossomed in a light foam in the yard, I hit the road.
2. I felt completely recovered when I could speak without difficulty.
3. Warmth will come to us only when the sun lingers for a long time in the high sky.
Teacher: Try to make diagrams for each of the given sentences, and also determine the order of the main and subordinate clauses.
(1. (when...), ; subordinate clause - main;
2. , (when...); the main thing is the subordinate clause:
3. [only then], (when...) the main thing is the subordinate clause).
Teacher: The presented sentence patterns refer to complex sentences with time clauses. Such sentences express the meaning of the time of a certain phenomenon or action. The order of the main and subordinate clauses is free: the subordinate clause can appear at the beginning or end of the sentence, and it can also be surrounded by the structure of the main clause. (For example: Only when it snowed was I able to get out of the house.)
The main means of joining a subordinate clause to the main one are the allied words when (in a subordinate clause), then, only then, etc.
A sentence complicated by the construction of a subordinate tense is subject to the standard rule of placing a comma, separating the main and subordinate clauses.
Exercise 2
Dictation. Write down the text from dictation, paying special attention to punctuation marks and spelling patterns. separate writing Not. Find complex sentences in the text, determine the type of subordinate clauses. Prove the accuracy of the type definition. Highlight the main parts of sentences and the means of joining subordinate clauses to the main ones.
Steppe. In all directions, the flat land stretches far (-) far away - not covered with buildings (,) or forests - nothing (,) except low growth of wild grasses and sown grain.
The wind in the steppe is like a song(,) you can listen to it for hours. During the day(,) when the sultry air is heavy and restless(,) all you can hear is the wind. And only in the evening(,) when the air ocean(,) washing the earth(,) gradually calms down in transparent silence(,) other sounds become audible.
There is a lot of life in these desert plains(,) called the steppe. And among the voices of living nature, a new (,) song of machines that recently burst into the steppe choir sounds in the endless expanses. There is no such corner in our steppes(,) where machines penetrate... They have firmly and inseparably entered the steppe landscape. Wherever you wander through the fields(,), the crowing of cranes and the singing of larks is echoed by the metallic(,) softly rumbling song of cars (V. Ovechkin).
(The wind in the steppe is like a song, you can listen to it for hours. - clause of comparison. The wind is like a song, you can listen to it; How.
During the day, when the sultry air is heavy and restless, all you can hear is the wind. - subordinate tense. The wind is heard, the air is heavy and restless; When.
And only in the evening, when the ocean of air washing the earth gradually calms down into transparent silence, other sounds become audible. - subordinate tense. The ocean calms down, sounds become audible; only when.
There is no corner in our steppes where machines cannot penetrate... - subordinate clause. There is no corner, cars have entered; like this, wherever.
Wherever you wander through the fields, the crowing of cranes and the singing of larks is echoed by the metallic, softly rumbling song of machines. - subordinate clause. You have wandered, the song echoes; wherever, everywhere.)
IV. Summarizing
To summarize, students are asked to discuss the solution to dictation tasks.
V. Homework
Exercise
Write a text on any topic from several interconnected sentences, compiled according to the following schemes:
1. , (while...).
2. [..., (until), ...].
3. (if...), [then...].
4. [such...], (wherever...).
5. [that], (that...).
6. [only..., (when), ...].
The concept of complex sentences of dismembered structure
Undifferentiated SPPs with conditional dependence are contrasted with SPPs dismembered, in which the dependence is of a sentence type. The subordinate part of such a clause contains an indication of a certain circumstance under which what is said in the main one occurs or can occur (time, condition, cause, effect, etc.). Such subordinate clauses extend the entire main part, less often the composition of one of its predicates or a separate phrase in the main part and are attached by semantic conjunctions. The only exceptions are subordinate clauses, the connection of which with the main part is carried out using correlative words. However, in this case, the correlative word does not refer to a separate word in the main part, forming a phrase with it, but usually to the entire main part or to the composition of its predicate: It would seem that there is no place for fun where shells are digging the ground(Ovechkin) (adverbial part of place); Masha was just about to go to the door when Shmelev stopped her(Simonov) (subordinate clause); How good can river water be if you drink it at noon in large sips from a helmet?(Surkov) (subordinate part of the condition).
The main part of the SPP of a dissected structure usually does not require expansion at all, expresses a relatively complete thought, can exist without a subordinate clause, and also freely attaches other types of subordinate clauses. Wed: The doctor did not like our economy, although he found it quite tolerable; The doctor did not like our economy, which he did not hide at all. This “freedom” in joining subordinate parts indicates their loose connection with the main one. Thus, the syntactic connection in unsegmented sentences is predictable, but in dissected sentences it is unpredictable.
SPP with subordinate clauses
Subordinate clauses contain an indication of the place or space where what is said in the main part occurs (with a correlative elephant there), in the direction of action of the main part, direct (with a correlative bishop there) and the reverse (with a correlative word from there): Alexey crawled to where the plane went(Field); He rode out from where the horses were riding into the yard(A.N. Tolstoy).
Subordinate clauses are added to the main clause by allied words where, where, where. They can extend the main part of the sentence, reveal the content of adverbs there, there, from there, everywhere, everywhere and have a clarifying character. Subordinate places can occupy any position in relation to the main part.
Relative clauses
· there... somewhere contain an indication of the place where the action of the main part takes place: Where the winds licked the snow, the earth bursts loudly at night(Shol.);
· where contain an indication of the direction of movement: Nastasya looked forward, to where the line of the first mating season had been pre-marked...(G. Nick . );
· from there... where indicate the starting point of movement: From where the river was there was a damp air;
· everywhere... wherever limit the meaning of the pronominal adverb of the main part of the sentence: Everywhere is dear to me, where only the wind blows and the sea rustles(L.).
· there... where indicates the direction of movement: Where a horse goes with its hoof, there goes a crayfish with its claw(last);
· there... where the place where the action of the main part takes place is indicated: Wherever this stream hit, the leaves turned pale, shriveled and withered(Garsh.);
· from there... to indicates the starting point of movement: Smoke poured out from where he pointed his finger.
