Lesson summary "the role of demonstrative words in a complex sentence." Lesson plan for a lesson in the Russian language (grade 9) on the topic: The role of demonstrative words in a complex sentence

Grammar Basics: “the cloud turned” and “which rose, grew.”

Let's look at the proposal:

The main thing is “you shouldn’t regret such a friendship,” the subordinate one is “which can’t stand the naked truth.” Grammar basics: “not worth pitying” and “which cannot stand.” It is worth noting that in the main sentence the demonstrative word “such” is used, which serves as a definition; the subordinate clause in its meaning is close to this word. We can verify this with the help of the question: what kind of friendship? - “which cannot stand the naked truth.” Let's build a sentence diagram taking into account which members of the sentence are the index word and the allied word (Fig. 2).

Rice. 2. Sentence scheme ()

The syntactic role of demonstrative words corresponds to the form subordinate clauses, emphasizes their main importance.

Having determined which member the demonstrative word is, you can determine the main meaning of the subordinate clause. Demonstrative words not only help to clarify the type of subordinate clause, but also serve to connect the main and subordinate clauses, helping to highlight in the main the word or phrase that is explained by the subordinate clause.

Let's analyze the following sentence:

We walked until the reflections of the stars began to fade in the windows of the dachas.

Grammar basics: “we walked,” “the reflections did not go out.” The parts are connected by intonation and the conjunction “yet.” The main clause contains the demonstrative word “those”, since when? - those is the definition. Diagram of this proposal (Fig. 3).

Rice. 3. Sentence scheme ()

Consider the following sentence:

Let's move the demonstrative word from the main clause to the subordinate clause:

We see that in the first sentence the conjunction is “that”, and in the second - “so that”. We can see whether the meaning of the subordinate clause has changed with the help of questions: in the first case - “I’m tired” how? - “that I couldn’t go further”, in the second: “I was tired” - what follows from this? - “could not go further” (Fig. 4).

Conclusion: The placement of a comma can affect the meaning of a subordinate clause.

Rice. 4. The influence of the place of the comma on the meaning of the subordinate clause ()

We found out the role of demonstrative words in complex sentences and learned that they help determine the type of subordinate clause.

Bibliography

Razumovskaya M.M., Lvova S.I., Kapinos V.I., Lvov V.V. / ed. Razumovskoy M.M., Lekanta P.A., Russian language. 9th grade: textbook for educational institutions. - M.: Bustard, 2011.
Barkhudarov S.G., Kryuchkov S.E., Maksimov L.Yu., Cheshko L.A.. Russian language: Textbook for 9th grade. educational institutions. - M.: Education, 2011.
Pichugov Yu.S., Eremeeva A.P., Kupalova A.Yu. and others. “Russian language. Practice" 9th grade. - M.: “Drofa”, 2007.

Genon.ru ().
Licey.net().
Videotutor-rusyaz.ru ().

Homework

What are the means of connecting the subordinate and main clauses?
What is the syntactic role of demonstrative words?
Can the placement of a comma affect the meaning of a subordinate clause?

Item Russian language

Class 9 b

Subject. The role of demonstrative words in complex sentence.(Slide 1.)

Lesson type: combined lesson.

Lesson objectives:.(Slide 2.)

1. Educational:

deepen students’ understanding of complex sentences and the means of connecting the main clause with the subordinate clause;

develop the ability to identify demonstrative words in complex sentences;

using a question to them, determine the syntactic role of the subordinate clause;

draw up diagrams of complex sentences with demonstrative words and compound conjunctions;

2. Educational:

cultivate linguistic flair;

attention to ongoing processes.

3.Developing:

expand and deepen the subject competence of students;

Equipment: textbook, tables, handouts.

Lesson plan:

Lesson stage		Time (min.)
Organizing time	Focus students on the lesson
Examination homework	Update students’ existing knowledge about complex sentences
Preparatory conversation	Updating students' existing knowledge about complex sentences
Getting to know new material	Point out what students need to remember; give additional information about the structure of complex sentences
Practical work	Learn to systematize acquired knowledge
Work on speech development	Develop students' speech skills
Independent work	Practicing the ability to place punctuation marks in complex sentences; schematically depict the structure of the SPP.
Reflection. Summing up the lesson	Summarize the theoretical information received in the lesson
Homework message	Explain the content of homework

DURING THE CLASSES

Organizing time

Updating of reference knowledge

Checking homework

The first student talks about how to distinguish conjunctions from allied words; students review the monologue speech of the respondent.

The second student reads complex sentences from exercise. 96, indicates in which sentences conjunctions are used to connect the subordinate clause with the main one, and in which allied words are used.

The third student reads a concise statement “Why etymology is of interest”, indicates complex sentences, students review the answer, point out grammatical and speech defects.

Pay attention, guys, to the memo “How to improve what you’ve written” on p. 193.

2. “Catch the mistake” .(Slide 3.)

Carefree, snowless, boundless, characterless, noiseless, unearth, scratch, stir, kindle, outline, exhaust, give up, surrender.

2. Practical work: constructing impersonal sentences.(Slide 4.)

Work with sentences written on the board.

Spring began with an increase in light. Bird voices were heard in the forest. Magpie and rook tracks were visible in the snow. All the old trees on the edge were cut down. They decided to use the site for enclosures. There will be craftsmen to build them.

Rearrange the sentences so that they turn from two-part sentences into impersonal sentences.

Indicate how the main member is expressed in impersonal sentences.

Explain lexical meaning words aviaries.

Vocabulary work using the dictionary foreign words, determine the meaning and gender of a noun aviaries.

Aviary (and enclosures) (French voliege) - an open or closed area, fenced with a net, often with an adjacent shelter (cage, house, canopy); Designed for keeping fur animals, rabbits, dogs, birds and wild animals.

State the topic and purpose of the lesson. Motivation for learning activities

Teacher's word

A complex sentence is always intonationally complete. How should you pronounce complex sentences? Usually there is a pause between the main and subordinate clauses, and logical emphasis is placed on the demonstrative word (if there is one) in the main clause. Demonstrative words in the main clause usually answer the same questions and have the same syntactic meaning as subordinate clauses. The main function of demonstrative words is to be harbingers of subordinate clauses. Therefore, in most cases, the demonstrative word can tell you what type of subordinate clause it is. What is the role of the demonstrative word in a subordinate sentence?

Working on the lesson topic.(Slide 5.)

Teacher's explanation

The role of demonstrative words in organizing NGN varies.

Firstly, they may be constructively necessary (a sentence with a given subordinate clause cannot be constructed without them). For example: I'm the one no one loves. The inclusion of allied words necessary for the structure of a sentence is mandatory for the structural diagram of such

[that] , (who...)

Secondly, allied words can be optional; in this case, we suggest their role is intensifying and emphatic (allied words can be omitted without loss of meaning): He remembered the man who was visiting Petrov.

[that + noun], (which...)

Demonstrative words are members of the main sentence.

2. Familiarization with the table, accompanied by the teacher’s comments (sign up for blackboard).(Slide 6.)

Way of expressing demonstrative words

Discharge	List of words	Examples
1. Demonstrative pronouns and pronominal adverbs	That, this, such, there, there, from there, then, so, so much, so much, because, therefore, etc.	So here it is That what he promised to do to her in ten years (K. G. Paustovsky). No greatness there, where there is no simplicity, goodness and truth (L.N. Tolstoy).
2. Determinative pronouns and pronominal adverbs	All, all, every, everyone, everywhere, everywhere, always, etc.	IN 1. All I remember the day we spent in Zagorsk minute by minute (A.A. Fedoseev). 2.Everywhere where we visited, we can see traces of desolation (V. Soloukhin).
3. Negative pronouns and pronominal adverbs	Nobody, nothing, nowhere, never, etc.	I don't know no one, who could replace the old count ( N. S. Leskov).
4. Indefinite pronouns and pronominal adverbs	Someone - something, something, somewhere, sometime, etc.	By some kind reason , which we had no idea about, everyone in the house spoke in whispers and walked barely audible ( N. S. Leskov).
5. Nouns and whole combinations of nouns with demonstrative pronouns	Provided (that, if, when), at the time (when, how), in that case (when, if), for the reason (that), for the purpose (that), to such an extent (that)	And it works incase, if he himself treats words indifferently and unusually (S. Ya. Marshak).

3. Familiarization with the theoretical material of the textbook By topic lesson.(Slide 7.)

Read the material on pp. 62 – 67 of the textbook.

What is the role of demonstrative conjunctions in the main clause of a complex sentence?

What part of speech are demonstrative conjunctions?

What is the difference between complex sentences with double conjunctions and complex sentences with compound conjunctions?

Systematization, generalization of students’ knowledge and skills

1. Observation of linguistic material: stylistic experiment.(Slide 8.)

Exercise. Explain punctuation marks. Conduct an experiment: replace the proposed allied words with the word which; omit the index words. Why did the authors use these allied words and not which and used demonstrative words?

I also thought about that man in whose my fate was in my hands (A. S. Pushkin). 2. And shiny droplets crawled down his cheeks, which appear on windows when it rains (A. P. Chekhov). 3. She still can’t forget that moment When They put a silk dress on her for the first time and kissed her hand (I.S. Turgenev). 4. We ran to the old stack of reeds, What stood on the shore, on the mound (G. N. Troepolsky). 5. He [Adenauer] was assigned the lowly esteemed title of “knight” cold war», some he shared with former US Secretary of State Dulles ( From newspapers).

Lesson 25. The role of demonstrative words in a complex sentence (§ 21)

Lesson objectives: 1) to understand that demonstrative words can be used in the main part of a complex sentence, that demonstrative words (pronouns or adverbs) form pairs with allied words and some conjunctions, that depending on the communicative task of the speaker or writer, subordinating conjunctions can be divided and their the first part can become an indicator word that a comma is placed before the second part of a dismembered compound conjunction; 2) teach how to find the main sentence with and without an index word; determine which part of the sentence the demonstrative words are, what part of speech they are expressed in; use the necessary demonstrative words in these sentences; 3) teach how to find and correct errors associated with the use of demonstrative words; correctly place punctuation marks between parts of complex sentences, draw up diagrams of complex sentences with demonstrative words, with compound conjunctions.

I. Checking homework.

The first student talks about how to distinguish conjunctions from allied words; students review the monologue speech of the respondent.

The third student reads a concise statement “Why etymology is of interest”, indicates complex sentences, students review the answer, point out grammatical and speech defects.

II. Repetition.

1. Work with sentences written on the board.

Tasks:

1. Rearrange the sentences so that they turn from two-part sentences into impersonal sentences.

2. Indicate how the main member is expressed in impersonal sentences.

3. Explain the lexical meaning of the word enclosures.

Aviary (and enclosures) (French voliere) - an open or closed area, fenced with a net, often with an adjacent shelter (cage, house, canopy); Designed for keeping fur animals, rabbits, dogs, birds and wild animals.

III. Learning new material.

1. Students, based on the textbook material (p. 63), answer the questions:

Is the information in the left column sufficient to understand?

What words signal that the situation is not fully described and requires clarification?

Which word in the main sentence does the subordinate clause refer to?

Recommendations for the teacher: pay attention to the demonstrative words that form pairs with allied words and some conjunctions, they are given in a green frame on p. 63. Explain to students that, depending on the communicative task of the speaker or writer, subordinating compound conjunctions can be dissected and their first part can become a demonstrative word; a comma is placed before the second part of the dissected compound conjunction.

IV. Consolidation.

1. In ex. 99 students write complex sentences, underline demonstratives words like members of the sentence indicate which part of speech they are expressed in, forming a diagram of the highlighted sentence.

2. Selective dictation according to exercise. 100.

Students write complex sentences, using demonstrative words in place of gaps, and draw up diagrams of the highlighted sentences.

3. Independent work according to exercise. 104.

4. From ex. 98 write down demonstrative words, explain in which part of the complex sentence they are located.

5. Editing (exercises 102, 103).

6. Come up with and write down sentences whose structure corresponds to the diagrams:

a) ex. 104 (oral);

b) ex. 105 (written);

c) write an essay on the topic “Where and how a person’s kindness was manifested” (exercise 101 on p. 66).

All students should master the theoretical material on p. 63-64.

Presentation according to the text (exercise 106)

The purpose of the lesson: teach how to write a statement with the restoration of the order of the parts (is the topic and main idea revealed, are there any omissions of thoughts, are there any facts not related to the topic).

At the beginning of the lesson, the teacher reminds students how to write a statement; ninth-graders read the memo “How to improve what they have written” on p. 187-188.

Work on the content of the text.

1. Conversation with students.

What did you learn about the illustrations of the famous Russian artist Nikolai Vasilyevich Kuzmin?

Determine the style and type of text.

What is its main idea and how is it expressed?

Restore the order of the parts highlighted in paragraphs, make a plan for the text.

2. Students prepare an oral retelling of the text according to plan.

3. Students retell the text, the class reviews the answers.

4. Work on analyzing the content and linguistic features of the text.

What words or phrases begin each part?

What lexical and syntactic means are used to connect parts of the text?

How is the transition from one part of the text to another carried out?

How are sentences within parts connected?

5. Vocabulary work.

Students write down the words given in the green box on p. 68, explain their spelling, determine the lexical meaning, orally make up phrases and sentences with them.

a) Sketches are the same as drawings. Sketches from life.

b) Sketches - preliminary sketches for a painting or drawing. Exhibition of sketches.

c) Sketches - preliminary, cursory, generally drawn drawings, presentations, etc. Outline plan.

6. Written presentation.

Lesson 27. Basic groups of complex sentences. Complex sentences with attributive clauses (§ 22)

Lesson Objectives: 1) introduce students to the main groups of complex sentences and their features, in particular subordinate clauses, with the possibility and expediency of their synonymous replacement; 2) teach to determine the meanings of subordinate modifiers, pose questions to them, find a place in complex sentences, determine the means of connecting the subordinate clause with the main one, build complex sentences with subordinate modifiers according to the indicated schemes, and use them correctly in speech; 3) make synonymous replacement of attributive clauses with participial phrases; 4) correctly place the necessary punctuation marks between parts of complex sentences with subordinate attributives, justify the conditions for placing punctuation marks in complex sentences.

I. Work on mistakes made in the presentation.

II. Repetition.

1. Individual work using cards.

Card 1

Instead of periods, add one subordinate clause to these sentences. Write it down using punctuation marks.

2) Young birch trees... rustle their green foliage.

3) It’s easier on a hike

4) ... I will definitely visit the local history museum.

5) There on the river... a power station has grown.

Card 2

Rearrange these simple sentences into complex sentences, replacing the highlighted minor members with synonymous subordinate clauses.

1) With the coming of autumn many birds fly south.

2) Newspapers wrote about construction new school in our area.

3) Brother didn’t go to training because of illness.

4) The master watched a young mechanic at work and wrote something down in his notebook.

5) If spare parts are available The car will be repaired on time.

2. The class parses the sentence The wind stirred the leaves on the trees that had not yet had time to fly around. Students replace the isolated definition with a subordinate clause, write down the sentence, determine the way the subordinate clause is connected with the main one, and draw up its diagram.

Ninth graders do conclusion: to express the characteristics of objects, adjectives, participles, isolated definitions, and subordinate modifiers can be used. The same thought can be expressed by various synonymous constructions, but they differ in shades of meaning and scope of use.

III. Learning new material.

1. The teacher introduces students to the main groups of complex sentences.

A table is projected onto the board.

Table 14

Types of subordinate clauses	Semantic question answered by subordinate clauses	Means of connecting subordinate clauses with main clauses
1. Subordinate clauses	Answer the question Which?	Conjunctive words which, where and etc.; demonstrative words; unions what, as if, as if
2. Explanatory clauses	Answer to case questions What? what? about what? and etc.	Unions what, so, as if, how etc. or allied words where, how, how much, why and etc.
3. Subordinate adverbial clauses: a) time and place; b) causes, consequences, conditions, concessions, goals; c) mode of action, measure, degree, comparison	Circumstances answer questions Where? Where? where? and etc.	Unions where, when, because, so that, as if, as if and etc.; allied words how, how much;

demonstrative words

Students look at the table and conclude that there are three groups of complex sentences with attributive, explanatory, and adverbial clauses based on the following characteristics:

a) the semantic question answered by the subordinate clause;

Ninth-graders are introduced to adverbial clauses on the flyleaf of the textbook.

2. Students analyze the sentences written on the board.

1) There are people who carry with them throughout their lives the feelings they acquired in childhood or adolescence. (G. M. Markov)

2) They were sitting in the garden where the orchestra was playing. (K. A. Fedin)

Ninth graders answer the questions:

What does the main part in the first sentence mean?

What question can be asked from the main to the subordinate clause?

What does the subordinate clause explain: one word, a combination of words, or the entire main clause?

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

What is the word which in a sentence? Is it possible to pose a question to this word?

The second sentence is parsed in the same sequence. The teacher pays attention to the functions of allied and demonstrative words. Students prove that which And Where- allied words, they can be replaced with other words, they have logical stress.

The demonstrative word form in this case is a definition in the main sentence; it is introduced as a means of clarification and emphasis.

Ninth graders create sentence diagrams.

Students do conclusion that subordinate clauses contain a characteristic of the object or phenomenon named in the main sentence and answer the question Which?. They refer to such a member of the main sentence, which is expressed by a noun or another word in the meaning of a noun, and are attached to the main sentence using allied words.

To highlight the word being defined in the main sentence, you can use an indicative word.

Ninth graders read theoretical material on p. 69-70, 72, learn that clauses can refer to pronouns that, each, every, all, any, such, such in the main sentence and join the main one using allied words who, what, which, which, which, whose or unions what, as if, as if. In these sentences, the subordinate clause specifies and fills with content the meaning of the pronoun in the main sentence to which it refers. The term “definitive” in relation to a subordinate clause is used in this case conditionally, in the meaning of “revealing content”.

3. Students research the material on p. 70, read complex sentences, pose questions to subordinate clauses, clarify their position in relation to the main sentence.

IV. Fixing the material.

1. In ex. 107 students copy complex sentences with attributive clauses and place emphatic commas. Make a record according to the sample given before the exercise.

2. Ex. 108 ninth graders perform according to the options. Copy complex sentences, place punctuation marks, separate supporting words into phrases in the main sentence, designate allied words as members of a sentence and as parts of speech. Option I - 1st part, Option II - 2nd part of the text.

3. Ex. 109 is performed orally: students answer questions using complex sentences with a attributive clause attached using a connective word which.

4. Construction of complex sentences with attributive clauses (exercise 110 on p. 71).

5. Editing.

Sentences are projected onto the board.

Exercise: Find errors in the construction of sentences and correct them.

1) The jets of the fountain, which sparkled in the sun and seemed to hit the very sky, refreshed the air.

2) A huge cloud, which was slowly moving and covering the sky, forced us to abandon our walk.

3) The meadows, which had not yet been mowed with hay and retained a wonderful aroma, spread out all around.

4) The house that they were finishing building, which grew on our street in a few months, will soon be occupied.

6. Dictation.

The war did not kill the pre-war world in the souls of my peers. In the most difficult days, we kept the memory of that patch of earth that each of us walked with bare feet, where we cried and laughed, learned to understand good and evil, along the way from which we left for the big world. This small piece of land represented our Motherland for us.

The highest impulses of the human soul are associated with the feeling of the Motherland, which can hardly be expressed in ordinary words, it is so voluminous and everyone has their own.

(According to A.P. Maresyev)

In the dictation text, students highlight supporting words and phrases in the main sentence, designate allied words as members of a sentence and as parts of speech, and draw diagrams of complex sentences with subordinate modifiers.

V. Homework of a differentiated nature:

a) § 22, ex. 111, 112;

b) write down eight complex sentences with attributive clauses from the works of A. S. Pushkin.

Lesson 28. Complex sentences with attributive clauses (continuation of topic)

I. Checking homework.

The first student prepares a monologue answer on the topic “Complex sentences with attributive clauses.”

The second student writes eight complex sentences with subordinate modifiers on the board, identifies supporting words and phrases in the main sentence, and designates allied words as members of the sentence.

The third student reads complex sentences from exercise. 111, 112, indicates the means of connecting the subordinate clause with the main one, determines the type of subordinate clauses, and places punctuation marks.

Students review student responses.

II. Repetition of material.

1. Vocabulary dictation.

Internet, millennium, perfect, column, column, reactive, reaction, perspective, prototype, sketches.

2. Students compose complex sentences with attributive clauses, using words from the vocabulary dictation.

3. As you write words in your notebook communication given in the green box on p. 74, the teacher introduces students to the origin of the word.

Communication. Borrowing to the Petrine era from Polish, where komunikacja - message

(Shansky N.M., Vobrova T.A. Etymological dictionary of the Russian language. - M., 1994.)

Students determine the lexical meaning of a word communication, in case of difficulty, turn to the Dictionary of the Russian Language by S. I. Ozhegov.

Communication - 1. A route of communication (eg, connecting an army with its bases). Water, underground communications. 2. Message, communication. Speech as a means of communication.

Ninth graders make up phrases and sentences with an activated word.

III. Training exercises.

1. Editing.

Ex. Students perform 113 and 114 according to the options.

OptionI. In ex. 113 it is necessary to eliminate the unjustified repetition of the conjunction word which, write down the sentences in a corrected form, orally explain the placement of punctuation marks in the written sentences.

Option II. In ex. 114 it is necessary to eliminate the unjustified repetition of the conjunction word which, replace the attributive clause with a participial phrase, write down the sentences, explain the placement of punctuation marks.

2. In ex. 115 ninth graders construct complex sentences with a attributive clause according to the proposed schemes.

♦ Creative task. Write down the text, replacing attributive clauses with participial phrases. Compare this text with the modified one and indicate in which of them the description of natural phenomena is more vivid and expressive.

The text is projected onto the board.

A large dark purple cloud is quickly moving towards us. The sun, which was not yet hidden by the clouds, illuminates her gloomy figure and the gray stripes that go from her to the very horizon. Occasionally, lightning flashes in the distance and a faint rumble is heard, which gradually intensifies, approaches and turns into intermittent peals that embrace the entire sky.

3. Design.

Students compose complex sentences with attributive clauses using these words: city, from; the rock above which; village where; the doctor with whom; plant, which

Exercise: highlight supporting words and phrases in the main sentence, designate allied words as members of the sentence.

4. Students make diagrams of sentences written on the board.

1) Petya and Dolokhov passed the sentry, who was gloomily walking along the bridge, and drove out into the ravine where the Cossacks were waiting. (L.N. Tolstoy)

2) She ran into the room where her whole life had been spent, sat down at her table, on which her children’s toys stood, and began to cry. (K. G. Paustovsky)

3) Petya galloped to the place from where the shots were heard and where the gunpowder smoke was thickest. (L.N. Tolstoy)

4) We climbed along a narrow path to the platform where Grushnitsky was waiting for us with the dragoon captain and his other second, whose name was Ivan Ignatievich. (M. Yu. Lermontov)

5) The sent officer met Denisov on the road with the news that Dolokhov would arrive now and that everything was fine on his part. (L.N. Tolstoy)

Test tasks

1. Please provide a correctly constructed sentence.

a) Gorky created the image of a fighter, which has no equal in world literature.

b) The novel “Quiet Don,” which I read with great interest, is one of the favorite books of young people.

c) This book educates the younger generation, which stands guard over peace and freedom.

d) Extremists are trying to start a new war, which no nation in the world wants.

2. Identify the incorrectly highlighted reference word.

a) The dog rushed into the reeds where the dead bird had fallen.

b) I again visited that corner of the earth where I spent two unnoticed years as an exile.

c) The hunters approached the forest, which was famous for its abundance of game.

d) Here, finally, is the kind of person we need more of.

3. Indicate a complex sentence with an attributive clause.

a) Today I remembered a dog that was a friend of my youth.

b) I will never forget a friend if I became friends with him in Moscow.

c) While Ermolai was frying potatoes in the ashes, I managed to doze off.

d) Often I wanted to guess what he was writing about.

IV. Homework of a differentiated nature:

a) § 22, ex. 116;

b) Answer the questions in the form of complex sentences with subordinate modifiers:

1) What literary work is called a comedy?

2) What works about the Great Patriotic War do you like?

3) What works of M. Gorky can be called romantic?

4) What epithets are called permanent?

5) What is a metaphor?

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Slide captions:

The role of demonstrative words in complex sentences.

Repetition The cloud turned into a white cloud, which rose heavily and grew. By what signs can one determine that this is an SPP? What are the means of communication between the main clause and the subordinate clause?

A friendship that cannot withstand the naked truth should not be regretted.

The syntactic role of demonstrative words corresponds to the type of subordinate clauses and emphasizes their main meaning.

We walked until the reflections of the stars began to fade in the windows of the dachas.

The placement of a comma can affect the meaning of a subordinate clause. I was so tired (how?) that I could not go further. (clause of manner of action) I was tired, (What follows from this?) so I could not go further. (subordinate clause)

Compound conjunction Demonstrative word + conjunction Because that Because that Because Because In order to In order to Since since Since since

At first, to achieve, by heart, to interest, that, this, such, so much, there, here, there, then, therefore, so, with a ball, competitions, champion, no one, not, because, in order to

Demonstrative pronouns: That, such, this, all, everything, everyone, everyone, no one, nothing, someone, something, etc. Adverbs: From there, then, so, everywhere, everywhere, etc.

IN complex sentence demonstrative pronouns serve to connect the subordinate clause with the main one. They are members of the main clause. The syntactic role of demonstrative words corresponds to the type of subordinate clauses and emphasizes their main meaning.

The tree is felled where it bent [op.word],(). As is the summer, so is the hay. (), [ op. word ] Astronomy fascinated me because I considered and still consider not only the Earth, but partly the Universe as the property of human posterity. [index word] ,().

I looked out the window and closed my eyes at the clear and bright blue sky in which one transparent star, thinner from the dawn, still floated. We were convinced that juniper grows throughout the gorge here from the first minutes of our stay in the mountains. Many flower lovers have probably noticed that some flowers cannot be combined in one vase.

It was visible how the eagle hovered motionless and glidingly turned its head back and forth to get a better look at us. On the day the story is about, the guys came to the gym early. They made a bed for the guest in the living room on the sofa and lit a lamp so that it would not be dark for him.

It was easy to lose each other since a lot of people gathered in this square. The old man spoke with enthusiasm, as if he was pouring out his soul to the visitor. To get the ball into the basket without missing, you first need to practice the movements of your hand and shoulder.