Sentences with adverbial adverbial reasons. Types of subordinate clauses with examples

Subordinate clauses in Russian are dependent parts of the main clause in a complex sentence. That is, they play the role of secondary members of the sentence. Therefore, the types of subordinate clauses are divided taking into account the role played in the sentence. You can ask one question for the entire secondary sentence, just as you do with the members of the sentence.

Main types of subordinate clauses

Four types of them are considered: attributive, adverbial, explanatory and connective. We can give examples that represent all types of subordinate clauses:

1. The flowerbed, which was laid out in the courtyard on the left side of the porch, resembled a smaller copy of the town - a sort of Flower Town from Nosov’s fairy tale about Dunno. (Definitive).
2. And it seemed to me that restless and funny little people really lived there. (Expository).
3. And we don’t see them because they are hiding from us underground. (Adverbial).
4. But as soon as we leave somewhere, the little ones come out of their hiding places and begin to vigorously enjoy life. (Connection).

Determinative clauses

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

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

Subordinate clauses

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

• And only next to his mother does any baby feel protected, what is provided by nature itself.
• Caring for cubs, tenderness for one’s offspring, self-sacrifice are embedded in a creature at the level of instinct, how every creature has an inherent need to breathe, sleep, eat and drink.

Explanatory clauses

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

Unions (so that, what, when, as if, how and others);

Any allied words;

Particles (of the union).

Examples include the following compound sentences:

• Have you ever watched, ( What?) how amazingly the sunlight plays, reflected in dew drops, insect wings, snowflake tiles?
• One day, a person will surely be incredibly happy about this beauty, ( what?) that I discovered a unique world of beauty.
• And it immediately becomes clear, ( What?) that everything around was created for a reason, that everything is interconnected.
• Consciousness will be filled with indescribable feelings of joy, (which?) as if you yourself are a part of this amazing and unique world.

Clauses of manner and degree

Adverbial clauses are divided into several subtypes. A group of dependent parts of compound sentences that relate to the attribute or action named in its main part, and denote its degree or measure, as well as image, are classified as subordinate clauses of manner of action and degree. They usually answer the following questions: how? how much? How? in what degree? The design of the connection between the subordinate and the main part looks something like this: full adjective + noun + such; full adjective + such; verb + so. The joining of these subordinate clauses is ensured by conjunctions so that, what, as if or allied words how much, so, how much and some others. Examples:

• The girl laughed so contagiously, so spontaneously, that it was difficult for everyone else not to smile.
• The ringing sounds of her laughter broke the tense silence of the room, as if multi-colored peas from a bag suddenly scattered.
• And the baby’s face itself changed so much, as far as this was possible in this case: the girl, exhausted by the disease, could easily be called a lovely and absolutely healthy child.

Adverbial clauses

These dependent clauses indicate the place of origin of the action, which is named in the main part of the complex sentence. Referring to the entire main sentence, they answer the following questions: where? Where? Where? and are joined by allied words where, where, where. Often there are demonstrative words in the main clause there, everywhere, there, everywhere, from everywhere and some others. The following examples of such proposals can be given:

1. It is quite easy to determine the cardinal directions in the forest thicket, where there is moss on the trees.
2. The ants carried on their backs building material for their anthills and food supplies from everywhere, wherever these hardworking creatures could get.
3. I am always drawn there, to magical lands, where we went with him last summer.

Adverbial clauses

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

Adverbial clauses, causes, goals, consequences

1. If the dependent parts of complex sentences answer questions in what case? or under what condition? and relate either to the predicate of the main part or to the whole of it, joining with the help of conditional conjunctions once, if, if, if, when And How(meaning “if”), then they can be classified as subordinate conditions. Example: And even the most inveterate scoundrel turns into a serious and well-mannered gentleman, ( in which case?)when he becomes a parent, be it a person, a monkey or a penguin.
2. For questions because of which? Why? for what reason? from what? adjunct reasons answer. They are joined using causal conjunctions because, because, since. Example: For a child in early childhood, the authority of the parent is unshakable, ( Why?) because his well-being depends on this creature.
3. Dependent clauses indicating the purpose of the action named in the main part and answering questions For what? for what purpose? For what?, are called subordinate clauses. Their connection to the main part is ensured by target unions in order to, then in order to (in order to). Example: But even then you should accompany your requirements with explanations ( for what purpose?) then, so that the baby grows into a thinking person, and not a weak-willed robot performer.
4. Dependent parts of a sentence that indicate a conclusion or result, indicate a consequence arising from the above in the main part of the sentence, are called subordinate clauses of the consequence and relate to the entire main sentence. They are usually joined by consequence unions That's why or So, for example: Education is a complex and regular process, ( what follows from this?) therefore, parents should always be in shape and not relax even for a minute.

Adverbial clause comparisons

These types of dependent clauses in complex constructions relate either to the predicate or to the entire main part and answer the question like what?, joining comparative unions as if, than (that), as if, exactly. Subordinate clauses differ from comparative phrases in that they have a grammatical basis. For example: The polar bear cub so funny fell on his side and lifted his paws up, it looks like a naughty boy playing happily in the sandbox with his friends.

Circumstantial clauses

Dependent clauses in a complex construction, denoting circumstances in spite of which the action indicated in the main part has been or can be committed, are called subordinate clauses of concession. You can ask them questions: contrary to what? no matter what? and join to the main thing with the help of concessionary unions at least (even though), let (even though), that, for nothing, despite and some others. Conjunctive combinations are often used: no matter how much, whatever, whenever, whoever, no matter how and the like. Example: Even though the panda cubs were playing happily, their dark spots around their eyes gave the impression of sad thoughtfulness.

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

Subordinate clauses in Russian are dependent parts of the main clause in a complex sentence. That is, they play the role of secondary members of the sentence. Therefore, the types of subordinate clauses are divided taking into account the role played in the sentence. You can ask one question for the entire secondary sentence, just as you do with the members of the sentence.

Main types of subordinate clauses

Four types of them are considered: attributive, adverbial, explanatory and connective. We can give examples that represent all types of subordinate clauses:

1. The flowerbed, which was laid out in the courtyard on the left side of the porch, resembled a smaller copy of the town - a sort of Flower Town from Nosov’s fairy tale about Dunno. (Definitive).
2. And it seemed to me that restless and funny little people really lived there. (Expository).
3. And we don’t see them because they are hiding from us underground. (Adverbial).
4. But as soon as we leave somewhere, the little ones come out of their hiding places and begin to vigorously enjoy life. (Connection).

Determinative clauses

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

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

Subordinate clauses

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

• And only next to his mother does any baby feel protected, what is provided by nature itself.
• Caring for cubs, tenderness for one’s offspring, self-sacrifice are embedded in a creature at the level of instinct, how every creature has an inherent need to breathe, sleep, eat and drink.

Explanatory clauses

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

Unions (so that, what, when, as if, how and others);

Any allied words;

Particles (of the union).

Examples include the following compound sentences:

• Have you ever watched, ( What?) how amazingly the sunlight plays, reflected in dew drops, insect wings, snowflake tiles?
• One day, a person will surely be incredibly happy about this beauty, ( what?) that I discovered a unique world of beauty.
• And it immediately becomes clear, ( What?) that everything around was created for a reason, that everything is interconnected.
• Consciousness will be filled with indescribable feelings of joy, (which?) as if you yourself are a part of this amazing and unique world.

Clauses of manner and degree

Adverbial clauses are divided into several subtypes. A group of dependent parts of compound sentences that relate to the attribute or action named in its main part, and denote its degree or measure, as well as image, are classified as subordinate clauses of manner of action and degree. They usually answer the following questions: how? how much? How? in what degree? The design of the connection between the subordinate and the main part looks something like this: full adjective + noun + such; full adjective + such; verb + so. The joining of these subordinate clauses is ensured by conjunctions so that, what, as if or allied words how much, so, how much and some others. Examples:

• The girl laughed so contagiously, so spontaneously, that it was difficult for everyone else not to smile.
• The ringing sounds of her laughter broke the tense silence of the room, as if multi-colored peas from a bag suddenly scattered.
• And the baby’s face itself changed so much, as far as this was possible in this case: the girl, exhausted by the disease, could easily be called a lovely and absolutely healthy child.

Adverbial clauses

These dependent clauses indicate the place of origin of the action, which is named in the main part of the complex sentence. Referring to the entire main sentence, they answer the following questions: where? Where? Where? and are joined by allied words where, where, where. Often there are demonstrative words in the main clause there, everywhere, there, everywhere, from everywhere and some others. The following examples of such proposals can be given:

1. It is quite easy to determine the cardinal directions in the forest thicket, where there is moss on the trees.
2. The ants carried on their backs building material for their anthills and food supplies from everywhere, wherever these hardworking creatures could get.
3. I am always drawn there, to magical lands, where we went with him last summer.

Adverbial clauses

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

Adverbial clauses, causes, goals, consequences

1. If the dependent parts of complex sentences answer questions in what case? or under what condition? and relate either to the predicate of the main part or to the whole of it, joining with the help of conditional conjunctions once, if, if, if, when And How(meaning “if”), then they can be classified as subordinate conditions. Example: And even the most inveterate scoundrel turns into a serious and well-mannered gentleman, ( in which case?)when he becomes a parent, be it a person, a monkey or a penguin.
2. For questions because of which? Why? for what reason? from what? adjunct reasons answer. They are joined using causal conjunctions because, because, since. Example: For a child in early childhood, the authority of the parent is unshakable, ( Why?) because his well-being depends on this creature.
3. Dependent clauses indicating the purpose of the action named in the main part and answering questions For what? for what purpose? For what?, are called subordinate clauses. Their connection to the main part is ensured by target unions in order to, then in order to (in order to). Example: But even then you should accompany your requirements with explanations ( for what purpose?) then, so that the baby grows into a thinking person, and not a weak-willed robot performer.
4. Dependent parts of a sentence that indicate a conclusion or result, indicate a consequence arising from the above in the main part of the sentence, are called subordinate clauses of the consequence and relate to the entire main sentence. They are usually joined by consequence unions That's why or So, for example: Education is a complex and regular process, ( what follows from this?) therefore, parents should always be in shape and not relax even for a minute.

Adverbial clause comparisons

These types of dependent clauses in complex constructions relate either to the predicate or to the entire main part and answer the question like what?, joining comparative unions as if, than (that), as if, exactly. Subordinate clauses differ from comparative phrases in that they have a grammatical basis. For example: The polar bear cub so funny fell on his side and lifted his paws up, it looks like a naughty boy playing happily in the sandbox with his friends.

Circumstantial clauses

Dependent clauses in a complex construction, denoting circumstances in spite of which the action indicated in the main part has been or can be committed, are called subordinate clauses of concession. You can ask them questions: contrary to what? no matter what? and join to the main thing with the help of concessionary unions at least (even though), let (even though), that, for nothing, despite and some others. Conjunctive combinations are often used: no matter how much, whatever, whenever, whoever, no matter how and the like. Example: Even though the panda cubs were playing happily, their dark spots around their eyes gave the impression of sad thoughtfulness.

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

1. Questions: subordinate clauses answer the question under what condition?

2. Communications: subordinate clauses are attached to the main clause unions: if, if, when(in the meaning of “if”), once (in the meaning of “if”), if only, if, how (in the meaning of “if”), etc.

In complex sentences with conditional clauses, compound double conjunctions can be used: if..., then; if so; if so; like... so and etc.

Unlike compound conjunctions like since, as long as, while etc. the second part of the double conjunction (that, so) is always in the main sentence, and this is part of the conjunction, and not an indicative word. Subordinate clauses with double conjunctions always come before the main clause:

Since you agreed, you can’t refuse(Dahl).

3. Place in a sentence: subordinate clauses can appear after the main clause, before the main clause.

[Under what condition?] If there was sand in the shallows, one could see animal tracks(Arsenyev).

(If- union), .

[Under what condition?] If you are a ruddy guy, you will be called a brother to me(Pushkin).

(if- union), .

It's not good to read books[under what condition?], when only the tops are enough(proverb).

, (When- union).

[Under what condition?] Just as the soul is black, you can’t wash it off with soap(proverb).

(How- union), [ so and ].

2.2. Subordinate clauses that refer to one word in the main clause

2.3. Subordinate clauses that refer to the entire main clause

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The purpose of the lesson: show the features of complex sentences with subordinate clauses

Lesson objectives.

Training tasks:

Consolidate acquired knowledge about SPP;

Train students in placing punctuation marks in complex sentences;

Teach schoolchildren linguistic analysis of text.

Developmental tasks:

Develop the ability to identify general and essential features and draw generalizing conclusions;

Develop the ability to analyze and evaluate one’s own activities;

Develop research skills.

Educational tasks:

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;

To cultivate such moral qualities as loyalty, patriotism, kindness, philanthropy.

Lesson type: combined (generalization and systematization, creative application of knowledge, study of a new topic).

Form of the lesson: practical lesson (with elements of laboratory work of a research nature).

Lesson equipment: computer, projector, screen, handouts, PowerPoint presentation developed by the teacher for this lesson on the topic: “Complex sentences with subordinate clauses.”

During the classes

1. Organizational moment

2. Setting the topic and purpose of the lesson

Teacher's word:

All work is important because it ennobles a person. The student must try to do his job well, since success in school depends not only on the teacher, but also largely on the student himself. One hundred of the best teachers will not teach a student anything if he himself does not try to study well.

Today in class we we will work with you on complex sentences, We will learn a lot of interesting, educational and new things, and in order to get a good result, your work is also needed.

Guys, what historical event happened the other day 185 years ago in St. Petersburg on Senate Square? (Slide 2. Presentation)

(Speech by a student who has prepared in advance)

Decembrists... When pronouncing this word, each person puts his own meaning into it. Any of us can tell about these people, some more, some less. And these stories will be varied, because... Each person will give his own assessment of the actions of the Decembrists.

On this day, “Russia saw for the first time a revolutionary movement against tsarism.” On December 14, in St. Petersburg, revolutionary-minded officers brought guards regiments to the Senate Square to achieve the overthrow of the autocracy and the abolition of serfdom. But the king had guns on his side, and he used them, coloring the beginning of his reign with the blood of the rebels.

Old Russia, doomed by history, fired grapeshot at the young rising force. The uprising lasted only a few hours. It began at about eleven o'clock in the morning, and was defeated at five o'clock in the evening. The uprising of the Chernigov regiment in the south was also defeated. The Decembrists were unable to achieve victory.

The Decembrists constitute an entire era in the Russian revolutionary movement, in the history of social thought and Russian culture. An entire generation of Russian revolutionaries was raised by the example of the Decembrists. Participants in student circles at Moscow University in the late 20s and early 30s saw themselves as heirs and continuers of the work of the Decembrists. The Decembrists, despite their defeat, did not change their noble ideals. This is evidenced by the attempt of I.I. Sukhinov to raise an uprising of exiled convicts in the Nerchinsk mines in 1828, the compilation and distribution of political letters and articles directed against tsarism in the late 30s. .Decembrists

3. Linguistic warm-up. (Slide 3)

Let's write down the words from dictation: rebellion, valor, gallery, supernatural, collective, profession, propaganda, effective.

Assignment: choose a paronym for the word “effective”.

Paronym - similar words that are similar to each other in their sound, but completely different in meaning. (Slide 4)

Effective – leading to the desired results, effective:

Effective measures are needed to achieve the desired result.

Spectacular - making a strong impression (She was very impressive in her black dress);

Calculated to produce an effect (spectacular pose).

Determine how the word is formed supernatural.

4. Repetition of what has been learned (Slide 5)

Task 1. Fill out the “blind” chart

Keeping in mind the need to develop children’s monologue speech, you can supplement the task: “Read the blind diagram. Tell us about the structure of complex sentences.”

Task 2. Construct diagrams and explain the placement of punctuation marks, name the types of subordinate clauses (As a check for homework) (Slide 6-8)

2) Soon many ordinary people came running and immediately dismantled the woodpile that stood near the buildings of St. Isaac's Cathedral. [...], (which...).

3) By force of arms, if they do not want it well, it is necessary to prevent senators from taking the oath and publish a revolutionary Manifesto to the Russian people. [ … , (If…), … ].

4) It turned out that the Senate had already taken the oath and the senators had left. [...], (as if...).

5) When it all ended, it was already dark. (When…), [ … ],

6) They only agreed on how to behave during interrogations. [... about ], (how...).

5. Explanation of new material

1) Let's continue studying complex sentences. Let's write down the proposal:

I was not surprised by his action because I knew his character. (Slide 9)

• Which sentence is this: simple or complex? How did you determine this?
• Compound or complex? Find the main sentence. Ask a question to the subordinate clause. Why?

[…], (because…).

• Why wasn't I surprised by his action? (The subordinate clause gives the reason for what is being said in the main clause.)
• So the topic of our lesson is: SPP with subordinate reasons.

2) Subordinate clauses offers causes reveal (denote) the reason for what is said in the main sentence. They answer questions Why? for what reason? from what?, refer to the entire main clause and are joined to it using conjunctions because, because, since, for, due to the fact that, then that, due to the fact that, due to the fact that etc. For example:

1) [I send her all my tears as a gift], (because Not let me live until the wedding) (I. Brodsky)- , (because)

2) (Thanks to the fact that we staged new plays every day), [our theater was visited quite willingly] (A. Kuprin)- (thanks to), .

Compound conjunctions, the last part of which is What, can be dismembered: a simple conjunction remains in the subordinate clause What, and the remaining words are included in the main sentence, performing the function of an index word in it and being a member of the sentence. For example:

[That is why people are dear to me] (because they live with me on earth) (S. Yesenin)- [U.S. that's why], ( What).

Reading sentences from exercise. 156 and their oral analysis.

Conclusion. What questions do adverbial reasons answer? (Why? why? for what reason?) What conjunctions and allied words are attached to the main sentence?

6. Consolidation

1. Creative work. (Slide 10) Add subordinate reasons to the sentences:

I am very tired ________ .
We were desperate _______.
It immediately got dark_______
_____________ everyone hid.
_____________ we were very pleased.
The tourists stopped _____________.
The guys carefully watched the birds ___________.
A group of vacationers went to the pier __________ in the morning.

2. Task: select corresponding subordinate clauses to the main sentences, determine their type. (Slide 11)

7. Lesson summary. (Slide 12)

Fill out the table (table on the interactive whiteboard)

Approach view parts	Subordinate conjunctions and allied words	Decree. word at the belt. word	Place coming parts	Answers the questions	Prid. Part
					explains	expresses meaning
Causes	Because Because Because of For	That's why Because	Any	Why?	the entire main part	… what is said in the main part

8. Research work in groups

The class is divided into 5 groups. Each group analyzes the text on the card. It is necessary to determine the type of speech, find SPPs, determine their type, draw a conclusion about which texts of speech styles most often use SPPs with attributive, explanatory, adverbial clauses, which types of SPPs are more numerous and why, draw up SPP diagrams. (Texts of journalistic, artistic, scientific, colloquial, official and business styles are given). (Annex 1)

9. Homework

Write a miniature essay on the topic: “All work is important, because it ennobles a person.”

Ex. 160 (make sentences using diagrams) (Slide 13)

Ind. card

10. Reflection

1. What is unique about the SPP?

2. What difficulties did you experience while studying this topic?

Students' grades for the lesson.

If there is time left...

Digital dictation

The setting is given: “Your attention is offered to statements that may be correct or incorrect. If you agree with what has been said, put the number “1” in the booklet, if not, “0”. Then check your answers and figure out the mistakes.”

Is it true that:

1. Unions what, if, where – subordinate?
2. The definition doesn't answer the question. whose?
3. Is a sentence a syntactic unit?
4. Pronoun myself does not have a nominative case?
5. Union however – subordinate?
6. Can a two-part sentence be indefinitely personal?
7. Do subordinate explanatory clauses answer questions about indirect cases?
8. In a sentence Everything has been done so that I can live in peace Is the first part a subordinate clause?
9. , (which...) – scheme of a complex sentence.

After completing the task, students should have the following answer: “101 100 101”.

1. Questions: subordinate reasons answer questions Why? from what? because of which? for what reason?

2. Communications: subordinate reasons are attached to the main clause unions: since, since, for, because, because, due to the fact that, due to the fact that, due to the fact that, in connection with the fact that, especially since, then that and etc.

Compound conjunctions due to the fact that, due to the fact that, due to the fact that, due to the fact that, because, because and others can fully perform the function of the union. However, depending on the meaning and logical stress, a compound conjunction can be divided into two parts. The first part is part of the main sentence and is an indicative word - an adverbial circumstance: because of that, as a consequence of that, thanks to that, in connection with that, because, therefore and etc.; the second part of the compound conjunction (that) remains in the subordinate clause and independently performs the function of a simple subordinating conjunction. In this case, the comma is placed once - in the middle of the compound conjunction.

For general rules for dividing a compound conjunction into an indicative word and a simple subordinating conjunction, see paragraph 2.4. Punctuation marks in a complex sentence with one subordinate clause.

3. Place in a sentence: subordinate reasons can appear after the main clause, before the main clause, or in the middle of the main clause.

The Russian language, of necessity, included many foreign words[Why?], because many foreign concepts have entered Russian life(Belinsky).

, (because- union).

[Why?] Because the snow that fell at night seemed to cover everything with cotton wool and sheets, it became light all around, like in an operating room.(Field).

(because of- union), .

Bombs fall into the water, into the sand, into the swamp That's why [Why?], that the formation of enemy aircraft is broken and torn apart(Gaidar).

[decree. next], ( What- union).

As a result[Why?], What On his orders, they stopped sending female children with infants to corvée, these same children carried out the most difficult work in their half(L. Tolstoy).

[decree. words, ( What- union),].

2.2. Subordinate clauses that refer to one word in the main clause

2.3. Subordinate clauses that refer to the entire main clause