2.2. Complex sentence. Subclauses that refer to one word in the main clause

1. Questions: subordinate explanatory clauses answer the questions of the complement, that is, questions of indirect cases.

2. Main word: subordinate explanatory clauses spread the main word in the main, in need of clarification and expressed verb, noun, adjective, adverb.

3. Communication means: subordinate explanatory clauses can be attached to the main clause with:

• unions (what, to, as, as if, as if), whether union-particles ;
• allied words (who, what, which, which, whose, where, where, from where, when, why, why and etc.).

The main clause may contain (but does not have to) index words that perform the complement function.

4. Place in the offer: adverbial clauses usually come after the word they refer to. However, their position before the main word is also possible.

Started from that[why?], that Kolya, out of mischief, took the book from me(Gaidar).

[ch. + dict. next], ( what- union).

Slobodkin had feeling [what?], as if he was frozen in boundless space(Telpugov).

[n.], ( as if- union).

We are vying questioned coachmen[about what?], Are their horses gentle?(Marshak).

[ch. ], ( whether- union-particle).

- Yulia Dmitrievna, head ordered [what?], so you don't go anywhere(Panova).

[ch. ], ( to- union).

Now nobody does not know [what?], where went to the Kursk gardens "nightingale school" (Peskov).

[ch. ], ( where- union. word).

Note!

1) In explanatory clauses, the most diverse means of communication (both conjunctions and allied words), and some of them ( what how) can be both unions and allied words. Therefore, in this case, one must be especially careful when distinguishing between unions and allied words (see section 2, chapter 2, clause 2.1).

2) The conjunction to always has a target meaning, and it can be used in a subordinate clause.

Should have lived a great life[why? for what purpose?], so that blacks ask for intercession from the Russian count(Peskov).

This union can also be used in the subordinate explanatory clause, but the question from the main clause to the subordinate clause will be different (questions of indirect cases), and the clauses will have the meaning of desirability, possibility, necessity.

Wed: Elizabeth Kievna asked[about what?], so that she herself would be allowed to take him to the big infirmary(A.N. Tolstoy).

3) Comparative conjunctions, as if, as if, can be used in comparative clauses.

There is something trembling, flickering[as? like what?], like an asterisk on the branches tangled(Marshak).

If they are used in subordinate explanatory clauses, then the question of the indirect case is asked from the main word, and the subordinate clause itself contains a message with a hint of uncertainty, presumption.

Wed: They say[what?], as if he took on more than one adjutant duties(Turgenev).

4) Conjunctions and allied words usually appear at the beginning of a subordinate clause. It is by them that it is quite easy to determine the boundary between the main and subordinate clauses. But the particle conjunction li is always in the middle of the explanatory clause.

Therefore, such complex sentences are often confused with non-union complex sentences. In addition, the position of the union-particle should be taken into account when arranging punctuation marks (the comma is not placed before it, but at the beginning of the subordinate clause).

Subordinate explanatory clauses answer case questions and join the main part with unions (what, like, like, like, like, to, whether, not - whether, whether - or, whether - whether, etc.) and allied words ( what, who, how, what, why, where, where, where, why, etc.): I want a pen to be equated with a bayonet (V.

Mayakovsky) - a means of communication - a union so that. I do not know if I want to go with them - a means of communication - a union, which, like coordinating conjunctions the same, also, also, is not at the beginning of the part. It was said that he was addicted to collecting smoking pipes. (A. N. Tolstoy) - a means of communication - a compound union, as if. I asked if he was coming with me or should I go alone - means of communication - double alliance - or. God alone could not say what kind of character Manilov (N.V. Gogol) had - a means of communication - which allied word, which is part of the predicate. It is sad to see when a young man loses his best hopes and dreams... (M. Yu. Lermontov) - a means of communication - a union when. Explanatory clauses refer to one word in the main part - a verb, a short adjective, an adverb, a verbal noun with the meaning of speech, thought, feeling, perception: I was delighted / expressed surprise / was glad that he came. It's good that he came. In the main part, there may be a demonstrative word in different case forms: I was glad that he came. In this sentence, the word tom can be omitted, so the subordinate clause refers to the adjective glad. However, in some NGN with clauses of explanatory clause, the demonstrative in the main part is a required component of the sentence structure; e.g.: It all started with the fact that the father returned. Such subordinate clauses refer specifically to the demonstrative word, which can only be the word that. This feature brings such sentences closer to pronominal attributive ones, while the use of a union, and not a union word, allows them to be classified as explanatory. The explanatory clause is usually located after the word in the main part to which it refers, but occasionally, mainly in colloquial speech, it can also be located before the main part: It was clear to me right away that he would not come. The subordinate explanatory takes a position corresponding to the object or subject; in complex 2, it corresponds to the additional and subject clauses.

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№1.

Adverbial clauses- subordinate clauses that answer the same questions as circumstances.

In the center of adverbial complex sentences are sentences whose meaning is somehow connected with the relationship of cause and effect. These are sentences with clauses causes, effects, concessions, conditions, goals . Due to the well-known similarity of values, it is easy to confuse them with each other. However, each of these varieties is characterized by its unions ( subordinate corollary - union so,goals - union to etc.).

Each of these varieties of a complex sentence has its own differences in meaning.

So, a complex sentence with adnexal reasons expresses the relationship of two events, one of which (from the point of view of the speaker) naturally gives rise to the other.

For example: The car lights upbecause it's already dark in the forest (G. Nikolaev).

Complex sentences of the corollary convey the same relations, but the reason in them is expressed in the main, and not in the subordinate part: It's already dark in the forestso the car lights up . What was the main clause in the first case has now become subordinate.

Concessive complex sentences are also semantically related to causal. But the consequence here is directly opposite in meaning to what naturally follows from the content of the subordinate clause.

For example: Even though it's already dark in the forest The car didn't turn on the headlights. The speaker is waiting for the regular consequence of the subordinate clause ( car lights up), but it is not implemented.

Adverbial clauses are also close to causal, but the reason here is the desire of the agent in the main clause for the action of the subordinate clause to take place.

For example: He came to Rostovto go to college .

Compare: He came to Rostovbecause I wanted to go to college .

Adverbial clauses also convey a reason, but one that the speaker is not sure about.

For example: If the brother went to college

Compare: Since my brother went to college He will write to us soon.

In addition, adverbials include adverbial clauses of time, comparison, manner of action.

Compound sentences with adverbial adverbial clauses

Theoretical information Adverbial clauses very diverse and therefore have their own classification. There are the following types of adverbial clauses: mode of action and degree, place, time, condition, cause, purpose, comparison, concession, consequence. Adventitious mode of action and degree indicate the image, degree or measure of the action (feature) named in the main sentence; answer questions: as? how? in what degree? how much? and etc.; refer to phrases in the main clause: verb + So; full adjective + such; full adjective + noun + such; join unions what, to, as if etc. and allied words: how, how much, how much and etc. In the main sentence, there can be demonstrative words: so, so much, so much, to such an extent, such and etc. For example: I was born in Russia. I love her sothat words can't say everything ( S. Ostrovoy). The air is transparentuntil the jackdaw's beak is visible ... (A. Chekhov). adnexal places indicate the place of action named in the main sentence; answer questions: where? where? where?; refer either to the entire main clause or to its predicate; join with allied words: where, where, from where. In the main sentence, they often correspond to demonstrative words: there, there, everywhere, everywhere, everywhere and etc. For example: Walk the free pathWhere does the free mind take you? (A. Pushkin). There,where the bowl ended , whitened birches. Adventitious time indicate the time of the action named in the main sentence; answer questions: when? how long? since when? How long? and etc.; refer either to the whole main clause or to its predicate. In the main sentence, there are often demonstrative words: then, now, always, once, sometimes and etc. For example: While he sang , the cat Vaska ate all the roast(I. Krylov). Sometimes,when you wander through unmowed deposits , almost from under the very feet, a numerous brood of quails or gray partridges breaks out(S. Ognev). Subordinate conditions indicate the condition under which the action named in the main clause can be carried out; answer questions: under what condition? in which case?; refer either to the entire main clause or to its predicate; are joined by conditional unions: if, if, if, if, when(in meaning " if"), as(in meaning " if") and etc. For example: If life deceives you don't be sad, don't be angry(A. Pushkin); When there is no agreement among comrades , their business will not go well(I. Krylov). Adnexal causes indicate the reason for what is said in the main sentence; answer questions why? from what? because of which? for what reason?; refer either to the entire main clause, or only to the predicate; are joined by causal unions: because, because, because and etc. For example: I'm sad,because you have fun (M. Lermontov); The Ossetian cab driver tirelessly drove the horses,because he wanted to climb the Kaur mountain until nightfall (M. Lermontov). Adventitious targets indicate the purpose of the action named in the main sentence; answer questions: why? for what? for what purpose? for what? and etc.; refer either to the entire main clause or to its predicate; join target unions: to (to), then to, in order to and etc. For example: To become a musician so skill is needed(I. Krylov). I want to liveto think and suffer (A. Pushkin). Adventitious comparisons explain the content of the main sentence by comparison; answer the question: like what?; refer either to the entire main clause or to its predicate; are joined by comparative conjunctions: as, as if, as if, exactly, than (by that) and etc. For example: It was quiet for two minutes.sure convoy fell asleep (A. Chekhov). And with a thorny branch the spruce is knocking on the window,how a belated traveler sometimes knocks (A. Pleshcheev). Adventitious concessions indicate the circumstance in spite of which the action named in the main sentence is performed; answer questions: in spite of what? contrary to what?; refer to the whole main clause or to its predicate; are joined by concessive unions: although (at least), despite, let, let, for nothing; despite the fact that etc., allied combinations: no matter what, no matter who, no matter how much, when no, no matter how and etc. For example: Hot,although the sun has already set in the west (M. Gorky). Even though it's cold , but not hungry(Proverb). Wherever you throw , wedge everywhere(Proverb). Adnexal consequences denote a consequence (conclusion, result) arising from the content of the main sentence; answer questions: what follows from this?; apply to the entire main clause; join unions: consequence so that, therefore. For example: The wind howls with all its mightso I couldn't sleep (I. Goncharov). The whole next day, Gerasim did not show up, so instead of him the coachman Potap had to go for water.(I. Turgenev). It is necessary to distinguish between the subordinate consequence and the subordinate mode of action and degree. Compare: The road washed out by the rainso wide ruts formed in the mountains (I. Goncharov) (subordinate corollary); The road was washed away by the rainthat wide ruts formed in the mountains (subordinate clause of mode of action and degree).

№2. Complex sentences with several subordinate clauses

Theoretical information Complex sentences with two or more subordinate clauses are of two main types: 1) all subordinate clauses are attached directly to the main clause; 2) the first clause is attached to the main clause, the second - to the first clause, etc. I. Clauses that are attached directly to the main clause can behomogeneousandheterogeneous. 1. Homogeneous subordinate clauses, like homogeneous members, have same value, answer the same question and depend on one word in the main clause. Between themselves, homogeneous subordinate clauses can be connected by coordinating unions or union-free (only with the help of intonation). The connections of homogeneous clauses with the main clause and between themselves resemble the connections of homogeneous members of the sentence. For example: [ I came to you with greetings, to tell], (what Sun is up), (what it trembled with hot light on the sheets). (A. Fet.) If homogeneous clauses are connected by non-repeating unions and, or, a comma is not placed in front of them, as with homogeneous members of the sentence. For example: [ I answered], (what nature is good) and ( what sunsets are especially good in our places). (V. Soloukhin.) The connection of homogeneous clauses with the main clause is called homogeneous subordination. 2. Heterogeneous clauses have different meanings, answer different questions, or depend on different words in a sentence. For example: ( When I have a new book in my hands), [I feel], (what something living, speaking, wonderful entered my life). (M. Gorky.) With heterogeneous subordination, clauses can refer to the same words of the main sentence, but they are not homogeneous, as they answer different questions. The connection of heterogeneous clauses with the main clause is called parallel subordination. II. The second type of complex sentences with two or more subordinate clauses includes those in which the clauses form a chain: the first clause refers to the main clause (subordinate clause of the 1st degree), the second clause refers to the clause of the 1st degree (subordinate clause of the 2nd degree) etc. For example: [ Young Cossacks rode vaguely and held back tears], (as were afraid of their father), (which I was also a little embarrassed), (although tried not to show it). (N. Gogol) Such a connection is called consistent submission. With sequential subordination, one subordinate clause can be inside another; in this case, there may be two subordinating unions nearby: what and if, what and when, what and since, etc. For example: [ The water crashed so scary], (what , (when the soldiers ran below), raging streams were already flying after them) (M. Bulgakov).

№3.Complex sentences with subordinate explanatory clauses

To express our opinion, our attitude to a fact, a phenomenon, we often use complex sentences with subordinate clauses.

Clauses of explanatory refer to members of a sentence that have the meaning of speech, thoughts, feelings, messages, etc. Verbs in which the subordinate explanatory part is used usually denote: speech ( said, shouted), perception ( saw, heard, felt), mental activity ( thought, decided), the internal state of a person ( afraid, surprised).

For example, I.S. Turgenev in his letter to P. Viardot wrote about his feelings: I I can't see without worry , like a branch covered with young green leaves, clearly looms in the blue sky.

In a sentence: Sophia, characterizing Chatsky, He speaks that "he is especially happy in friends", - the verb of speaking is used.

Very often we use subordinate explanatory clauses when expressing our opinion:

I am convinced ... I believe ... I agree ... I can say with confidence ... It seems to me .... I am attracted (interesting) by the thought, (statement) about ... .

Besides, complex sentences with subordinate explanatory clauses convey indirect speech: I explained to them that I am an officer, I am going to the active detachment for official purposes. (M. Lermontov) Vera said that does not want tea and went to her room.(N. Chernyshevsky)

Complex sentences with subordinate explanatory clauses

Theoretical information Clauses of explanatory answer case questions and join the main part with unions ( what, like, as if, as if, as if, in order to, whether etc.) and allied words (what, who, how, what, why, where, where, where, why, etc.). For example: I want,so that a feather was equated to a bayonet(V. Mayakovsky) - means of communication - union so that . I don't know if I wantwhether i go with them- means of communication - union whether , which, like coordinating conjunctions same, too, also, is not at the beginning of the part. They saidas if he became addicted to collecting pipes.(A. N. Tolstoy) - a means of communication - a compound union as if . God alone could saywhich Manilov had a character(N.V. Gogol) - means of communication - allied word which, which is part of the predicate. It's sad to see a young man lose his best hopes and dreams...(M. Yu. Lermontov) - means of communication - union when . Clauses of explanatory refer to one word in the main part - a verb, a short adjective, an adverb, a verbal noun with the meaning of speech, thought, feeling, perception. For example: Irejoiced / expressed surprise / was glad that he came. It's good that he came. The main part may contain an index word then in different case forms: I was happyto that that he came. In this sentence, the word tom can be omitted, so the subordinate clause refers to the adjective glad. However, in some complex sentences with subordinate explanatory clauses, the demonstrative word in the main part is an obligatory component of the sentence structure. For example: It all startedsince that the father has returned. Such subordinate clauses refer specifically to the demonstrative word, which can only be the word that. This feature brings such sentences closer to pronominal attributive ones, while the use of a union, and not a union word, allows them to be classified as explanatory. The explanatory clause is usually located after the word in the main part to which it refers, but occasionally, mainly in colloquial speech, it can also be located before the main part. For example: that he won't come , it was clear to me right away.

№4. Complex sentences with subordinate clauses

Theoretical information Determinative clauses explain (characterize) that member of the main part of the sentence, which is expressed by a noun or pronoun, and answer the definition questions: which? whose? For example: (1) Blizzards ( which? ), (2) that they are bursting in the doors, (1) they will not knock me off the road. Definitive clauses are attached to the main part only with the help of allied words which, which, whose, what, where, where, from where, when: For example: And Tanya seeshouse empty(which?), where our hero lived recently. (A. Pushkin) [– = noun. ], (where = –). Clauses have a fixed place as part of a complex sentence: they stand always after the defined word. For example: Childhood istravel (which?), which no one has been able to do twice . (V. Sanin) [ n. - noun. ], (which =). allied words which, what, whose with a defined word only agree in gender, number , and their case form depends on which member of the sentence these allied words in the subordinate clause are: For example: I likepeople who the life of the country is not indifferent.(The word which is used in the dative case.) Compare: I likepeople with whom easy to communicate.(Word which used in instrumental.) - I like people who are legendary.(Word which used in the prepositional case.) Word which can stand not only at the beginning, but also inside the subordinate part. For example: 1) A river flows near the villagewhich located in the forest foothills.(M. Lermontov) 2) As if in chains, the northern river fell silent, the noisewhich the grandfathers and great-grandfathers of Pomor fishermen listened.(I. Sokolov-Mikitov) Close in meaning to definitive adjectival pronouns that refer to pronouns that, each, such, all, everyone etc., located in the main part. For example: (1) Everything will go far in the pastthen , (2) how i live . (N. Glazkov).[ = then ], (how – =).

№5.Types of subordinate clauses in a complex sentence

Subordinate clause- this is a syntactically dependent predicative part of a complex sentence containing a subordinating conjunction or allied word.

For example: Vladimir saw with horror that he drove into an unfamiliar forest(Pushkin). It is very difficult to describe the feeling I experienced at that time.(Korolenko).

The term “subordinate clause” used in educational practice is usually replaced in theoretical works by the term “subordinate clause” (respectively, instead of “main clause” - “main clause”); this avoids the use of the same term “sentence” in relation to the whole and to its individual constituent parts, and also emphasizes the interconnectedness of the structural parts of a complex sentence.

School textbooks present two types of classifications of subordinate clauses.

1. Clauses are divided into three groups: attributive, explanatory and adverbial; the latter are divided into subgroups.

2. Clauses are divided into subject, predicate, attributive, additional and circumstantial, depending on which member of the sentence is replaced by the clause (to determine the type of the clause, questions are asked to various members of the sentence).

Since the classification adopted in the first case is more common in the practice of school and pre-university teaching, we will stick to it.

Recall that knowledge about the types of subordinate clauses in a complex sentence is also checked in USE tests in part B(task B6) in 11th grade.

Types of subordinate clauses in a complex sentence

Theoretical information By meaning and structure, the subordinate parts of complex sentences are divided into three main groups, which correspond to the three groups of secondary members of the sentence: definitions, additions, circumstances. Determinative clauses explain (characterize) that member of the main part of the sentence, which is expressed by a noun or pronoun, and answer the definition questions: which one? whose? For example: (1) Blizzards(what?), (2) that break in the door , (1) I won't be knocked off the road.(A. Fatyanov) [ - , (what =), =]. Explanatory clauses explain the member of the sentence (most often the predicate) of the main part and, like the additions, answer the questions of indirect cases. For example: (1) We had a lively conversation about(about what?), (2) how to resolve the situation . [ – = ], (as =). Adverbial clauses denote the place, time, purpose, reason, mode of action, condition, etc. of what is reported in the main part of the complex sentence. They answer questions about circumstances. For example: (1) To love music , (2) you have to listen to it first.(for what purpose?). (D. Shostakovich) (To =), [=].

№6. Complex sentence

Complex sentences with subordinate explanatory clauses

The purpose of the lesson:

To consolidate the ability to determine the structure of the NGN; place punctuation marks; strengthening spelling skills

During the classes

I. Actualization of knowledge. Checking homework

Pupils read out sentences based on the diagrams.

Repetition of the studied material

Complicated write-off. Write out the SSP with subordinate explanatory clauses. Insert missing spellings, place commas.

1. In the rays of the dewy in the rays of the green flow ..t river ..nka that is dear to me (F. Fatyanov.)that he is doing a very useful important thing. (L. Tolstoy.)

3. In an instant, by speech, they recognized that the princess was received, they were seated in a corner, they brought a pie (A. Pushkin.)

What proposals were made? Why?

Conclusion: Subordinate explanatory clauses answer case questions and explain the words of the main part of the SSP. The lexical meaning of these words is such that they need further clarification: thought about what? waiting for what? I see - what, etc.

You say that again we will wait for a warm spring.

Without an explanatory clause, such sentences would be incomplete, unfinished in semantic and grammatical terms:

I think ... My friend and I agreed ... By appearance one can guess...

Subordinate explanatory clauses are attached to the main part with the help of:

1. Unions: what, how, if, to, whether.

2. Allied words: what, how, how much, why, when, where, why.

Many SSPs with subordinate explanatory clauses include

demonstrative words, which are most often expressed by demonstratives

place names that, then. In some cases, such a pronoun plays a special role in the sentence and cannot be removed:

The point here is not in separate words, but in the fact that together they convey the colloquial, crumbly Russian speech to us as best as possible. (S. Marshak)

I I. Checking knowledge. Development of skills and abilitiesCommented letter

Determine where is what attaches a relative attributive, and where

explanatory. What proposals what is a union, and in which allied word? Remember that in the attributive clause what can be replaced by the word which. Set up punctuation marks.

1. The village that can be seen in the distance was built anew. The news that this village was rebuilt made me happy. 2. Information that was

obtained during the interrogation of the prisoner were very important. Information that

Pugachev occupied several fortresses proved to be loyal. 3. The news that the guests will arrive today took the hostess by surprise. The news that the headman brought upset everyone. 4. The thought that tomorrow I will leave my native places forever oppressed me. The idea that Sergey expressed was controversial. 5. The announcement that tomorrow there will be a community work day was posted in advance. An announcement that reported on the subbotnik was posted in advance.

Remember! Use in the same conjunction clause

And the particles unacceptable, because the particle whether plays the role of a union. You can't say:We figured out for a long time that the train would arrive today.

Editing

Correct the stylistic errors in the following sentences.

1. He asked how long the artist had been working on the painting.

and what they wanted to talk about.

2. Alyosha asked whether I'm dreaming or whether I want to listen to his story.

b) Determine in which of these sentences that is superfluous, and where it is missing.

1. Nicholas said what he had to say to reconcile quarreling friends. 2. The commander explained what the soldiers had to do. 3. I knew that my brother would come tomorrow. 4. I could not make up my mind to tell my mother what I planned to leave. 5. She understood what kind of person he was. 6. The lecturer said that everyone knew. 7. Reading the first chapters of "Eugene Onegin" we already know why Onegin becomes "unwittingly an egoist."

Graphic dictation

1. He did not say if he would come today, and we were not sure if he would return at all. 2. Lyubka was told to think not

Is it better for her to confess, and they let her go to the cell. (A. Fadeev.) 3. There were many old tracks in the snow, but it was not known whether the tiger went hunting on his own or we frightened him away. (V. Arseniev.) 4. The border guard had to find out how many violators crossed the border and how deep they managed to go to the rear. 5. Tell me what you read and I'll tell you who you are. (A. Chekhov.) 6. They laughed a little here, and it was not always clear what they were laughing at. (M. Gorky) 7. Pushkin's nanny was asked if there had been a search and if any papers had been taken. (V. Veresaev.)

III. Lesson summary

What is the difference between the subordinate clauses and the clauses?

What is the adjective used to attach to the main clause?

Homework

Complete the sentence with an adverbial clause.

I have long known where...

I've known for a long time where...

I have long known where...

I've known for a long time that...

I've known for a long time when...

I have long known how...

I've known for a long time what...

Clauses

Main types subordinate clauses

The adjunctive part of the SPP. The main types of subordinate clauses.

Pointer words

Pointer words are definitive and demonstrative pronouns ( that, that, such, any) and adverbs ( there, there, then, so, therefore, because) that are members in the main part of the NGN. They serve to connect the main and subordinate parts of the SSP.

Suggestion examples:

Trunk pines So glittered, as if the whole was in resin.

This bird generally loves only those places, where there are lakes.

That , who loves homeland should serve her.

I'm sure therein , what our children will see the world in golden bloom.

About such friendship, which can't stand touch of naked truth, not worth it and regret.

The subordinate part of the SPP- this is a part of the NGN, which depends on the main part and contains a subordinating union or an allied word. Subordinate clauses are subordinate to the main clause.

The adjective may explain:

NGN with attributive clause is a sentence in which the subordinate clause refers to a noun or pronoun ( that, each, such, all, everyone) located in the main part. The attributive clause answers the questions of the definition, it is always located after the main part and joins it with the help of allied words ( which, whose, which, where, where, what, who). Suggestion examples:

In one place between the cliffs was flat shore , (which?) where water carried a lot of shells.	, (where).
Has long been ripe field strawberry , feast on(which?) which allowed we are satisfied.	, (which).
Tell me that fairy tale , loved by mom.	[ that ], ( which).
get up on the paper the words , (what kind?) what six months I in the heart shore.	, (what).
That, (which?) who must answer for others fast grows up .	[ , (who) ].
I thought about people , (what?) whose life was tied with these shores.	, (whose).

NGN with an explanatory clause- this is such a sentence, the subordinate part of which answers the questions of indirect cases, and joins the predicate in the main part. Subordinate explanatory clauses can appear before the main part, after the main part, and inside the main part. They are attached to the main part with:

1) unions ( what, as if, to, when, how):

2) allied words ( who, where, where, when, why, what):

2) LI particles in the meaning of the union:

Attention! Sometimes in the composition of the predicate verbs is, is may be absent, but they are implied by meaning. In such cases, it is important not to confuse the types of subordinate clauses. Examples:

Friend to me that , to whom can all speak.	friend for me is an the one who?) to whom can all speak.	, (to whom). (subordinate explanatory)
You the most amazing Human , (which?) what I ever met.	Are you showing up the most amazing human , (what?) what I have ever met.	, (what
Knowledge of literature and love for her- This minimum , (which?) which defines human culture.	Knowledge of literature and love for her that minimum , (which?) which defines human culture.	, (which). (subordinate definitive)