Write a sentence with a clause of purpose. Complex sentences with subordinate goals

Subordinate clause goals

An adverbial clause that answers the questions why? for what? for what purpose? and containing an indication of the purpose or purpose of what is said in the main sentence; is attached to the main clause with the help of conjunctions so that, in order to, so that, then so that, so that, if only, etc. Nanny stayed in the shade to knit a stocking(Goncharov). In order for them to understand our truth sooner, we must move forward.(Bitter). He preferred a walk in the line so as not to be separated from his dear neighbor(Pushkin). Dersu and Chang-Ling made every effort to bring the raft as close as possible to the shore in order to enable me to land.(Arseviev).

Dictionary-reference linguistic terms. Ed. 2nd. - M.: Enlightenment. Rosenthal D. E., Telenkova M. A.. 1976 .

See what a "subordinate clause of purpose" is in other dictionaries:

The subordinate clause is the dependent part of the main clause in a complex sentence. Example: Petya ran away from the lesson so as not to miss the concert. By analogy with minor members proposals (definitions, additions and ... ... Wikipedia

A syntactically dependent predicative part of a complex sentence containing a subordinating conjunction or allied word. Vladimir saw with horror that he drove into an unfamiliar forest (Pushkin). Describe the feeling that I experienced at that time, ... ...

- (gram.). This is the name, in contrast to the main one, of such a sentence that does not have an independent, whole meaning no main clause. Syntactic structure all Indo-European languages shows beyond doubt that the creation of the category P...

A sentence, the parts of which are interconnected by subordinating conjunctions or allied words. It is not a pity for forces if they give such results (N. Ostrovsky). The battle is won by the one who firmly decided to win it (L. Tolstoy). subordination… … Dictionary of linguistic terms

- (SPP) is a type of complex sentence, which is characterized by division into two main parts: main and subordinate. The subordination in such a sentence is determined by the dependence of one part on the other, that is main part assumes ... ... Wikipedia

- (1) 1. Connecting union. connects homogeneous members sentences or whole sentences. 946: She (Olga) spoke to them (to the Drevlyans): ... Give me 3 doves and 3 sparrows from the court. Pov. time years, 42 (1377 ← early XII century). 1174: And seven ... ... Dictionary-reference book "The Tale of Igor's Campaign"

Dictionary Ushakov

AND TO [what], union. 1. Attaches a subordinate clause of purpose to the main clause, and also introduces a construction with inf. expressing the purpose of the action. “A heavy stone lies on him, so that he could not get up from the coffin.” Lermontov. "I invited you... ... Explanatory Dictionary of Ushakov

- (gram.). Under the name S. (σύνδεσμος), Greek grammarians understood the part of speech that maintains communication and order of speech and fills in it empty gaps. Thus this term among the Greeks covered everything that we mean by a general term ... ... encyclopedic Dictionary F. Brockhaus and I.A. Efron

- (gram.). Under the name S. (sundesmoV), Greek grammarians understood the part of speech that maintains communication and order of speech and fills empty gaps in it. Thus, this term in the Greeks embraced everything that we mean by a general term ... ... Encyclopedia of Brockhaus and Efron

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In Russian, sentences are divided into simple and complex. Their difference is that simple ones have one grammatical basis, in complex ones there can be two or more. AT syntactic constructions, consisting of several parts, one of three types of communication can be used: coordinating, unionless or subordinating. Complex sentences with (Grade 9) are the most extensive topic due to the number of values ​​\u200b\u200bof the dependent part from the main one.

The concept of a complex sentence

A syntactic construction in which one part is dependent on another is called a complex structure. It always has a main (from which the question is raised) and adnexa. The sentences that are part of such a structure are combined or, for example:

1. The boy realized (what?) that his deceit was exposed(the main part - the boy understood to which the subordinate clause is attached with the help subordinating union"what").
2. Than to be second in Rome, it is better to be first in the province(under what condition?) (the main clause - it is better to be the first in the province - is connected with the dependent conjunction "what").
3. A wind (what?) blew from the north, which forced everyone to button up their jackets(the main sentence - the wind blew from the north - is connected with the subordinate allied word "which").

Depending on how the parts of a complex sentence are connected, they are divided into 4 types:

• with the help of unions to what, how, whether (I could hear the gate creak);
• with attributive clauses, attached by allied words which, which, whose, what, where other ( I bought the car I dreamed of for a long time);
• with an adjective clause using allied words why, why, why and what (In the evenings, mother bathed her son, after which she always read him a fairy tale);
We climbed to observation deck from where the city was most visible).

The last type of syntactic constructions are divided into types according to their meaning.

Types of adverbial clauses

In complex sentences, the dependent part, answering questions inherent in circumstances, is called that. Below are the circumstances. The table briefly conveys all their types:

time	as soon as the curtain went up, the orchestra played (when?)
places	they came home, where a hot supper and a warming grog were already waiting for them (where?)
causes	the children laughed (for what reason?) because the dog stood on hind legs and wagged her curly tail
conditions	if you are nearby, please come to us (under what condition?)
goals	I went to the store (for what purpose?) to buy bread for dinner
concessions	he was silent (in spite of what?), despite the fact that the resentment against his friend was strong
comparisons	something rumbled outside the window (like what?), like a distant thunderstorm
course of action	we all did so (how?) as indicated in the note
measures and degrees	the girl was so shy (to what extent?) that she would never talk to a stranger first
consequences	over the summer, Yegor grew up, so that now he took second place in the ranks (as a result of what?)

Complicated sentences with adverbial clauses are connected by conjunctions and allied words, depending on the meaning they define.

Adventitious images and degrees of action

This type of complex sentences in its dependent part gives an explanation of how the action was performed or indicates the degree of quality of the attribute of the subject that is being discussed in the main one.

In such syntactic constructions, subordinate clause questions are raised: “how?”, “how?”, “to what extent?”, “to what extent?” other. The dependent part corresponds to:

A complex sentence with an adverbial adverbial mode of action is always constructed in such a way that the main part comes before the dependent. If you swap them, a different value is formed. For example:

1. The snow was so bright (to what extent?) that the eyes began to water after a few minutes of being outside.
2. My eyes started watering after a few minutes of being outside (for what reason?) because the snow was so bright.

Time clause

When the dependent part in indicates when the event took place, then this is a complex sentence with a clause of adverbial tense. At the same time, the dependent part does not refer to a separate concept, but to the entire main one, and gives answers to the questions “when?”, “How long?”, “until when?”, “since when?”

They are connected with the help of temporary unions "when", "as soon as", "barely", "until", "until", "since" and others. At the same time, the main sentence may contain words that have the meaning of time, for example, “then”, “after”, “until then”, etc. For example, complex sentences with adverbial clauses from the literature:

1. On the day (when exactly?) when I made this decision, someone hit me on the shoulder in the Criterion bar (A. Conan Doyle).
2. Now sit here for a while (how long?) while I run out to eat (J. Simenon).

In such syntactic constructions, one can use complex unions, which are separated by a comma into two parts. Moreover, one of them is in the main sentence as a demonstrative word, and the second - in the subordinate clause in the form of a union ( It's been 30 years since he left his hometown).

In the event that the index word is absent, the dependent part can be both before and after the main one, but in two cases it is fixed:

1. If complex sentences with adverbial clauses use the unions “as”, “as suddenly”, then they are after the main ( Dinner was about to end when another guest arrived.).
2. If double conjunctions are used, such as "when ... then", "only ... how", "when .... then". AT this case the adjective is in front of main part, and the second fragment of the double union can be omitted ( When the first snow falls, the flock will move south).

In other cases, the place of the subordinate clause can change without affecting the meaning of the sentence.

adnexal places

A complex sentence with an adverbial clause (examples below) can indicate the place of action or its direction. It answers the questions “where?”, “Where?”, “From where?” and refers to a specific word in the main part, which can be expressed by an adverb (there, there, from there, everywhere, everywhere and others).

1. Everywhere (where exactly?), wherever you look, there was water.
2. I come from a place (where?), where poverty has never been known.

The compound sentence is connected with the adverbial clause of the place by the allied words “where?”, “Where?”, “Where from?” The dependent part in such syntactic constructions comes after the word being defined.

Subordinate condition

Complex sentences with adverbial adverbial clauses answer the questions “under what condition?”, “In what case?” Such syntactic constructions indicate the conditions under which the actions named in the main part are performed. In them, the dependent clause can refer both to the main part and to a separate predicate, and join with the help of the unions “if”, “how” (in the definition of “if”), “if”, “if” and “when” (in role "if").

A complex sentence with a subordinate adverbial clause (the examples below confirm this) conditions can be both before the main one and after it:

1. If you want so much, be according to this (on what condition?).
2. You can get a chance to win the lottery (in which case?) if you buy tickets regularly.
3. If you buy tickets regularly, you can win the lottery (the content of the offer has not changed from the rearrangement).

Often, such syntactic constructions use conjunctions consisting of two parts: “if ... then”, “if .... yes, if... then" ( If it rains tomorrow, then we will not go for mushrooms.).

adjective purpose

Goals indicate the purpose for which the action indicated in its main part is performed. They provide answers to the questions “why?”, “for what purpose?”, “for what?”

Parts of such a syntactic construction are joined by the unions “to”, “in order to”, “in order to”, “if only”, “then so that” and others, for example:

1. In order to walk faster, he quickened his steps (for what purpose?).
2. To be useful people, you need to work hard on yourself (for what?).
3. I said this in order (why?) to annoy my father.

Compound unions can be separated, then there is a comma between them. One part remains in the main clause, and the union "to" - in the dependent.

Clause of reason

Complicated sentences with adverbial adverbial reasons indicate the basis of what is being said in the main part. The dependent clause is fully related to the main one and answers the questions “for what reason?”, “Why?”, “Why?” and is joined by unions “because”, “good”, “since”, “because”, “because” and others, for example:

1. Due to the fact that we rallied, the rivals could not defeat us (for what reason?).
2. She was sad (why?), because autumn brought rain and cold.
3. We decided to make a halt (why?) because we walked for six hours in a row.

The subordinate clause in such syntactic constructions usually comes after the main clause.

Adventitious corollary

In complex sentences with similar subordinate clauses, a conclusion is drawn from the content of the main part. It answers the question "what happened because of this?" The dependent fragment is attached to the main conjunction "so" and always comes after it, for example:

1. The heat intensified (what happened because of this?), so we had to look for shelter.
2. The girl began to cry (what happened because of this?), so I had to give in to her request.

This type of structure should not be confused with subordinate degrees and the measures in which the adverb "so" and the union "what" are used ( Over the summer, he was so tanned that his hair looked white.).

Adventitious assignment

Complicated sentences with these subordinate clauses give explanations for events that occurred contrary to what was discussed in the main part.

They answer the questions “despite what?”, “Despite what?” and join the main body:

• unions “although”, “even though ... but”, “despite the fact that”, “let”, “let” ( There were big puddles outside even though it rained yesterday);
• allied words with the particle "neither" - "no matter how", "no matter how much" "whatever" ( No matter how much grandfather made a rocking chair, it came out lopsided).

Thus, subordinate concessions indicate why the action did not work.

Subject: Complex sentences with adnexal goals

The purpose of the lesson: 1. Explain new theme

2.Develop oral and written speech, logical thinking,

memory, distinguish SSP from SPP

3. Raise interest in the lesson.

Lesson type: combined

Methods: practical, verbal, managerial.

Equipment: interactive whiteboard, tables, Russian language textbook for 9 grades general education schools with the Kazakh language of instruction (N.N. Shmanova, N.Zh. Shaidermenova, A.T. Kosherova-Almaty. "Mektep" 2013.)

During the classes

1.Organizing time

Psychological attitude students for the lesson.

Hello guys! We wish each other good luck.

2. Homework survey

(SPP with conditional clauses exercise 91)

Brain attack

A). What does syntax study?

Phrase and sentence

B). Who compiled the first scientific grammar of the Russian language?

Mikhail Vasilievich Lomonosov

c) In what year was the grammar published?

In 1755.

D). A complex sentence consists of ...

-two or more simple sentences

D). Name the species complex sentences?

Allied and non-allied

E). What unions connect compound sentences?

writing

G). What unions connect complex sentences?

subordinating

3.. We have cleared the area of ​​our school to plant trees and flowers

Now guys name the proverbs about work

The sun paints the earth, and labor paints man

4.Problem situation

Why, for what purpose should one work?

There was prosperity

To earn money

You have to work hard to

fulfill your dream

to be healthy

Guys, what is the topic of our lesson today?

Complex sentences with subordinate clauses.

5. Learning new material.

Purpose clauses indicate the purpose of what

stated in the main sentence, and answer questions

why? for what? for what purpose? They apply to everything

the main sentence and are associated with it most often with

unions in order to. Adventitious targets can

be placed before or after the main clause.

The main sentence can contain demonstrative words for.

To shorten the path, he swam across the river.

Compare:
In russian language	AT Kazakh language
In order to hold the Week of the Russian Language, we have developed its scenario. We are studying miscellaneous items to know the basics of science.	Orys tili aptasyn ötkіzu ushіn bіz onyң scenarioіn zhazdyk. Ғylymnyң negіzderіn bіlu үshіn bіz аrtүrlі pәndіrdi oқimyz.

6. Fixing exercises

Exercise 103. From simple sentences make complex subordinate with subordinate goals. When writing, where possible, change the place of the subordinate clause in relation to the main one. Set up punctuation marks.

Exercise 104. Read the text. Retell

Text questions

What do you need to understand in order to master a language?

What types of people are divided into in terms of learning languages?

What types of people need business advice when learning languages?

What main way learning languages?

How much time per day do you need to spend to successfully learn a language?

What amount of character will help to withstand this regime?

How do you study languages?

vocabulary work

Work regularly - ұdayy enbek etu

They don’t want to hit a finger on a finger - zhymys istegіsi kelmeydi

Do not give concessions-ozin-ozі ayamau, erіnbeu, zhalykpau

Exercise 105. When answering the questions given on the left, use the words and phrases from the right side that are appropriate in meaning.

7. The game "Who is faster" collect sentences from the scattered words.

Get, you need, a school in order to, education, graduate, or, or, lyceum, gymnasium, secondary.

Lessons, in, I, to, went, library, cook.

To, in, I, go, the city, to study.

8. Differentiated task

І -level. Insert conjunctions, allied words into complex sentences and determine the form

adjunctive proposal.

A) Everyone was silent, .... to hear the rustle of flowers

b) I came.....to apologize for my actions.

II-level. Make suggestions according to the scheme

, (to).

(In order to), .

9. creative work

Exercise Draw a Venn diagram, point out the differences and common features SSP and SPP

10. Homework learn the rule. Exercise 108.

11. Commenting on grades

12. Reflection

What did I learn? What have I learned?

Most of all I liked....