Complex sentences with the word that

First, let me just correct your second sentence:

I love fish and vegetables, which are the most common foods in Japan.

Fish and vegetables are plural, so the rest of the sentence has to agree. Now, the concept to understand is that «which» is non-restrictive, whereas «that» is restrictive. Have a look at these:

I’m interested in attending one of the Ivy League schools, which are among the highest-rated schools in the world.
I’m interested in attending one of the Ivy League schools that are among the highest-rated schools in the world.

The first one says two things: I want to go to an Ivy League school. Ivy League schools are among the highest rated in the world. The first sentence doesn’t restrict the first one; it provides additional related information.

The second one says only one thing: I want to go to an Ivy League school, but only an Ivy League school that is among the highest rated in the world (by implication, not one of the other Ivy League schools that is not among the highest rated in the world). This sentence is restrictive; the «that» clause restricts or qualifies the main clause.

Here is an article that covers the basics of the subject and gives more examples.

Let see some of the conjunctions or conjunctive words that can be used to built a complex sentence.

И: and

• Мы пишем, и Ира пишет. (We are writing and Ira is writing.)

• Антон и его брат смотрят телевизор. (Anton and is brother are watching TV.)

А: and (but used to express something in opposition of something else.)

• Антон гуляет, а Настя работает. (Anton is walking and Nastya is working.)

• Мама учительница, а папа врач. (Mum is a teacher and dad a doctor.)

Но: but

• Вася говорит по-русски, но не говорит по-английски. (Vasya speaks Russian but doesn’t speak English.)

• Она русская, но очень хорошо говорит по-испански. (She is Russian but she speaks Spanish very well.)

Кто: who

• Я знаю, кто его отец. (I know who is his father.)

Что: what

• Я не знаю, что это. (I don’t know what it is.)

Какой: which

• Я не знаю, какой это автобус. (I don’t know which bus is it.)

Как: what, how

• Антон не помнит, как её зовут. (Anton doesn’t remember what is her name.)

• Я знаю, как он работает. (I know how he works.)

Когда: when

• Ты знаешь, когда будет урок? (Do you know when is our lesson?)

Где: where (for the location of something, when there is no movement.)

• Ты знаешь, где находится этот город? (Do you know where is this city?)

Куда: where (when there is a movement.)

• Ты не знаешь, куда они поедут летом? (Do you know where are they going next summer?)

Откуда: from where

• Ты знаешь, откуда приехал Том? (Do you know where Tom comes from?)

Почему: why

• Почему вы не работаете? (Why are you working?)

Зачем: why, what for

• Зачем ты здесь? (Why are you here?)

Сколько: how much

• Я не знаю, сколько лет она жила в Канаде. (I don’t know how many years she lived in Canada.)

Потому что: because

• Вадим часто смотрит спортивные передачи, потому что он любит спорт. (Vadim often watchs sport programs because he loves sport.)

Поэтому: therefore, so

• Алёна любит книги, поэтому она много читает. (Alyona loves books, and so she is reading a lot.)

Exercises

•  Adjectives and Adverbs: Exercise 1
•  Adjectives and Adverbs: Exercise 2

Word Order in Complex Sentences

There are five parts of a sentence: the subject, the predicate, the attribute, the object, and the adverbial modifier. Accordingly, there are five types of subordinate clauses: the subject clause, the predicative clause, the attributive clause, the object clause, and several types of adverbial clauses.

Subordinate clauses are also called dependent clauses because they can’t be used without the main clause. Word order in subordinate clauses is first the subject, then the verb. Compare these pairs of simple and complex sentences:

I bought a book on history.

I bought the book that you asked for.

I know the way to his house.

I know where he lives.

He went home after work.

He went home after he had finished work.

The subject clause

The subject clause functions as the subject of the sentence. Subject clauses are introduced by the words «who, what, how, when, where, that, whether».

Who brought the roses is a secret.

What you told me was interesting.

How it happened is not clear.

The subject clause is often placed after the predicate, and the formal subject «It» is used in such sentences.

It is not known who brought the roses.

It is not clear how it happened.

It is doubtful that he will come back today.

The predicative clause

The predicative clause functions as part of the predicate and usually stands after the linking verb BE.

The problem is that he is rude.

The question is where I can find enough money for my project.

This is what he said to her.

This is how it happened.

The attributive clause

The attributive clause performs the function of an attribute and stands after the noun that it modifies. Attributive clauses are introduced by the words «who, whom, whose, which, that, when, where, why».

The man who helped her was Dr. Lee.

The bag that he bought cost forty dollars.

Here’s the book that I am talking about.

The place where she lives is not far from here.

The time when they were friends is gone.

The object clause

Object clauses function as objects. (Object clauses are described more fully in Sequence of Tenses in the section Grammar.)

He told us that he had already bought a car.

I know where we can find him.

I asked how I could help him.

Types of adverbial clauses

Adverbial clauses function as adverbial modifiers. Adverbial clauses include several types of clauses that indicate time, place, purpose, cause, result, condition, concession, manner, comparison.

The adverbial clause of place

He went where I told him to go.

This cat sleeps wherever it wants.

Go down this street and stop where the road turns right.

The adverbial clause of time

When she arrived, they went home.

She left while he was sleeping.

He hasn’t called me since he arrived.

He left before I returned.

Call me as soon as you receive the report.

No future tense is used in subordinate clauses of time referring to the future (after the conjunctions «when, till, until, after, before, as soon as, as long as, by the time», and some others). The present tense, usually the Simple Present, is used instead of the future in clauses of time.

He will call you when he returns.

I’ll help you after I have dinner.

I will wait until he finishes his work.

I said that I would wait until he finished his work.

The adverbial clause of condition

We will go to the lake on Saturday if the weather is good.

If the plane left on time, they should be in New York now.

If he has already seen the report, he knows about our plans.

No future tense is used in subordinate clauses of condition referring to the future (after the conjunctions «if, unless, in case, on condition that», and some others).

If he calls, tell him the truth.

I will talk to him if I see him.

I won’t be able to go with you unless I finish this work soon enough.

The adverbial clause of purpose

He works hard so that he can buy a house for his family.

He gave her detailed directions so that she could find his house easily.

They should call her in advance so that she may prepare for their visit.

We left early in order that we might get there before the beginning of the wedding ceremony.

The adverbial clause of result

My car was repaired on Thursday so that on Friday I was able to leave.

I have so much work this week that I won’t be able to go to the concert.

It was so cold that I stayed home.

He was so tired that he fell asleep.

The adverbial clause of reason

I can’t come to the party because I have a cold.

I went home because I was tired.

I called you because I needed money.

Since she didn’t know anyone there, she stayed in her room most of the time.

As there are several possible answers to this question, let’s discuss all of them.

The adverbial clause of comparison

He works as quickly as he can.

Tom is older than I am.

It looks as if it is going to snow.

You sound as if you have a sore throat.

Note that after «as if; as though», the subjunctive mood is used in cases expressing unreality.

He looks as if he were old and sick.

She described it as if she had seen it all with her own eyes.

She loves them as though they were her children.

(See more examples with «as if, as though» at the end of Subjunctive Mood Summary in the section Grammar.)

The adverbial clause of concession

Though he was tired, he kept working.

Although it was already dark, he could still see the shapes of the trees.

He didn’t convince them, although he tried very hard.

No matter what she says, call me at nine o’clock.

Whatever happens, you must help each other.

Find him, whatever happens.

Note: Commas

A comma is generally not used between the main clause and the adverbial subordinate clause if the subordinate clause stands after the main clause. But a comma is used between them if the subordinate clause stands at the beginning of the sentence before the main clause. Compare:

She went for a walk in the park after she had finished her work on the report.

After she had finished her work on the report, she went for a walk in the park.

A comma is used before the adverbial subordinate clause if the subordinate clause refers to the whole main clause (not only to the verb in it). Such situations often occur in the case of the clauses beginning with «though, although, whatever, no matter what» and «because». Compare:

She was absent because she was ill.

They must have been sleeping, because there was no light in their windows.

Types of subordinate clauses in English sources

There are some differences in the way English and Russian linguistic sources describe subordinate clauses, which may present some difficulty for language learners.

In English grammar materials, subordinate clauses are divided into three main types: noun clauses, adjective clauses, and adverb clauses. Adjective clauses (attributive clauses) and adverb clauses (adverbial clauses) are described similarly in English and Russian materials.

Noun clauses are described differently in English materials. Noun clauses include three types of subordinate clauses described in Russian materials: the subject clause, the predicative clause, and the object clause.

Noun clauses

Noun clauses function as nouns. A noun clause can serve as the subject of the sentence, as a predicative noun, or as an object.

What he said was really funny. (Noun clause «What he said» is the subject.)

This is not what I meant. (Noun clause «what I meant» is in the function of predicative noun.)

She says that he will come back tomorrow. (Noun clause «that he will come back tomorrow» is a direct object.)

He is not interested in what she is doing. (Noun clause «what she is doing» is a prepositional object.)

Relative clauses

The term «relative clauses» in English materials refers to noun clauses and adjective clauses introduced by the relative pronouns «who (whom, whose), which, that, what».

Relative clauses in the form of noun clauses are introduced by the relative pronouns «who (whom, whose), which, what».

Who will be able to do it is still a question.

I don’t know which of these bags belongs to her.

I didn’t hear what he said.

Relative clauses in the form of adjective clauses are introduced by the relative pronouns «who (whom, whose), which, that». «Who» refers to persons; «which» refers to things»; «that» refers to things or persons. To avoid possible mistakes, language learners should use «who» (not «that») when referring to people.

The boy who is standing by the door is her nephew. Or: The boy standing by the door is her nephew.

The man to whom she is speaking is her doctor. Or: The man she is speaking to is her doctor.

The house in which he lived was too far from the center of the city. Or: The house he lived in was too far from the city center.

The people whose house he bought moved to Boston.

I lost the pen that you gave me. Or: I lost the pen which you gave me. Or: I lost the pen you gave me.

She likes the stories that he writes. Or: She likes the stories which he writes. Or: She likes the stories he writes.

Relative clauses that have parenthetical character (i.e., nonrestrictive clauses) are separated by commas. Such clauses are usually introduced by the relative pronouns «which» and «who» (whom, whose), but not by «that».

She lost his book, which made him angry.

She doesn’t study hard, which worries her parents.

My brother, who now lives in Greece, invited us to spend next summer at his place.

The war, which lasted nearly ten years, brought devastation and suffering to both countries.

Порядок слов в сложноподчиненных предложениях

Есть пять членов предложения: подлежащее, сказуемое, определение, дополнение, обстоятельство. Соответственно, есть пять типов придаточных предложений: придаточное подлежащее, придаточное сказуемое, придаточное определительное, придаточное дополнительное и несколько типов обстоятельственных придаточных.

Придаточные предложения также называют зависимыми предложениями, т.к. они не могут употребляться без главного предложения. Порядок слов в придаточных – сначала подлежащее, затем глагол. Сравните эти пары простых и сложноподчиненных предложений:

Я купил книгу по истории.

Я купил книгу, которую вы просили.

Я знаю дорогу к его дому.

Я знаю, где он живет.

Он пошел домой после работы.

Он пошел домой после того, как закончил работу.

Придаточное предложение подлежащее

Придаточное предложение подлежащее выполняет функцию подлежащего в предложении. Придаточные подлежащие вводятся словами «who, what, how, when, where, that, whether».

Кто принес розы, секрет.

Что вы мне рассказали, было интересно.

Как это случилось, неясно.

Придаточное подлежащее часто ставится после сказуемого, и в таких предложениях употребляется формальное подлежащее «It».

Неизвестно, кто принес розы.

Неясно, как это случилось.

Сомнительно, что он вернется сегодня.

Придаточное предложение сказуемое

Придаточное предложение сказуемое выполняет функцию именной части составного сказуемого и обычно стоит после глагола-связки BE.

Проблема в том, что он груб.

Вопрос в том, где я могу найти достаточно денег для моего проекта.

Это то, что он ей сказал.

Вот как это случилось.

Определительное придаточное предложение

Определительное придаточное предложение выполняет функцию определения и стоит после существительного, которое оно определяет. Определительные придаточные предложения вводятся словами «who, whom, whose, which, that, when, where, why».

Человек, который помог ей, был доктор Ли.

Сумка, которую он купил, стоила сорок долларов.

Вот книга, о которой я говорю.

Место, где она живет, недалеко отсюда.

Время, когда они были друзьями, ушло.

Дополнительное придаточное предложение

Дополнительные придаточные предложения выполняют функцию дополнения. (Дополнительные придаточные предложения описаны более полно в статье Sequence of Tenses в разделе Grammar.)

Он сказал нам, что уже купил машину.

Я знаю, где мы можем его найти.

Я спросил, как я могу помочь ему.

Типы обстоятельственных придаточных предложений

Обстоятельственные придаточные предложения выполняют функцию обстоятельства. Они включают в себя несколько типов придаточных предложений, которые указывают время, место, цель, причину, результат, условие, уступку, образ действия, сравнение.

Придаточное предложение места

Он пошел (туда), куда я ему сказал.

Этот кот спит (там), где захочет.

Идите по этой улице и остановитесь (там), где дорога поворачивает направо.

Придаточное предложение времени

Когда она приехала, они пошли домой.

Она ушла, когда он спал.

Он не звонил мне с тех пор, как приехал.

Он ушел до того, как я вернулся.

Позвоните мне, как только получите доклад.

Не употребляется будущее время в придаточных предложениях времени, относящихся к будущему (после союзов «when, till, until, after, before, as soon as, as long as, by the time» и некоторых других). Настоящее время, обычно Simple Present (Простое настоящее), употребляется вместо будущего в придаточных предложениях времени.

Он позвонит вам, когда вернется.

Я помогу вам после того, как пообедаю.

Я подожду, пока он не закончит свою работу.

Я сказал, что подожду, пока он не закончит свою работу.

Придаточное предложение условия

Мы поедем к озеру в субботу, если погода будет хорошая.

Если самолет вылетел вовремя, они должны быть в Нью-Йорке сейчас.

Если он уже видел доклад, (то) он знает о наших планах.

Не употребляется будущее время в придаточных предложениях условия, относящихся к будущему времени (после союзов «if, unless, in case, on condition that» и некоторых других).

Если он позвонит, скажите ему правду.

Я поговорю с ним, если увижу его.

Я не смогу пойти с вами, если только не закончу эту работу достаточно скоро.

Придаточное предложение цели

Он много работает, чтобы он мог купить дом для своей семьи.

Он дал ей детальные указания (пути), чтобы она могла легко найти его дом.

Им следует позвонить ей заранее, чтобы она могла подготовиться к их визиту.

Мы выехали пораньше, чтобы мы могли приехать туда до начала свадебной церемонии.

Придаточное предложение результата

Мою машину починили в четверг, так что в пятницу я смог уехать.

У меня столько работы на этой неделе, что я не смогу пойти на концерт.

Было так холодно, что я остался дома.

Он так устал, что заснул.

Придаточное предложение причины

Я не могу прийти на вечеринку, потому что у меня простуда.

Я пошел домой, потому что устал.

Я позвонил вам, так как мне были нужны деньги.

Поскольку она никого там не знала, она оставалась в своей комнате большую часть времени.

Поскольку есть несколько возможных ответов на этот вопрос, давайте обсудим их все.

Придаточное предложение сравнения

Он работает так быстро, как может.

Том старше, чем я.

Выглядит так, как будто пойдет снег.

Вы звучите так, как будто у вас больное горло.

Обратите внимание, что после «as if; as though» употребляется сослагательное наклонение в случаях, выражающих нереальность.

Он выглядит так, как будто он старый и больной.

Она описала это так, как если бы она видела все это своими собственными глазами.

Она любит их так, как будто они ее дети.

(Посмотрите еще примеры с союзами «as if, as though» в конце статьи Subjunctive Mood Summary в разделе Grammar.)

Уступительное придаточное предложение

Хотя он устал, он продолжал работать.

Хотя было уже темно, он все еще мог видеть очертания деревьев.

Он не убедил их, хотя он очень старался.

Что бы она ни говорила, позвоните мне в девять часов.

Что бы ни случилось, вы должны помогать друг другу.

Найди его, что бы ни случилось.

Примечание: Запятые

Запятая обычно не ставится между главным предложением и обстоятельственным придаточным предложением, если придаточное предложение стоит после главного предложения. Но запятая ставится между ними, если придаточное предложение стоит в начале предложения перед главным предложением. Сравните:

Она пошла на прогулку в парк после того, как закончила свою работу над докладом.

После того, как она закончила свою работу над докладом, она пошла на прогулку в парк.

Запятая ставится перед обстоятельственным придаточным предложением, если придаточное предложение относится ко всему главному предложению (а не только к глаголу в нем). Такие ситуации часто возникают в случае придаточных предложений, начинающихся с «though, although, whatever, no matter what» и «because». Сравните:

Она отсутствовала, потому что она была больна.

Они, должно быть, спали, потому что в их окнах не было света.

Типы придаточных предложений в английских источниках

Есть некоторые различия в том, как английские и русские лингвистические источники описывают придаточные предложения, что может представлять трудность для изучающих язык.

В английских материалах по грамматике, придаточные предложения делятся на три основных типа: noun clauses, adjective clauses и adverb clauses. Adjective clauses (attributive clauses) и adverb clauses (adverbial clauses) описываются похожим образом в английских и русских материалах.

Noun clauses описываются по-другому в английских материалах. Noun clauses включают в себя три типа придаточных предложений, описываемых в русских материалах: придаточное предложение подлежащее, придаточное предложение сказуемое и дополнительное придаточное предложение.

Придаточные предложения существительные

Noun clauses выполняют функцию существительных. Noun clause может служить как подлежащее, как именная часть составного сказуемого или как дополнение.

Что он сказал, было действительно смешно. (Noun clause «What he said» – подлежащее.)

Это не то, что я имел в виду. (Noun clause «what I meant» выполняет функцию именной части составного сказуемого.)

Она говорит, что он вернется завтра. (Noun clause «that he will come back tomorrow» – прямое дополнение.)

У него нет интереса к тому, что она делает. (Noun clause «what she is doing» – предложное дополнение.)

Относительные придаточные предложения

Термин «relative clauses» в английских материалах имеет в виду noun clauses и adjective clauses, вводимые относительными местоимениями «who (whom, whose), which, that, what».

Относительные придаточные предложения в виде noun clauses вводятся относительными местоимениями «who (whom, whose), which, what».

Кто сможет это сделать, по-прежнему вопрос.

Я не знаю, которая из этих сумок принадлежит ей.

Я не слышал, что он сказал.

Относительные придаточные предложения в виде adjective clauses вводятся относительными местоимениями «who (whom, whose), which, that». «Who» относится к людям; «which» относится к вещам; «that» относится к вещам или людям. Во избежание возможных ошибок, изучающим язык следует употреблять «who» (а не «that») в отношении людей.

Мальчик, который стоит у двери, ее племянник. Или: Мальчик, стоящий у двери, ее племянник.

Мужчина, с которым она разговаривает, ее врач.

Дом, в котором он жил, был слишком далеко от центра города.

Люди, чей дом он купил, переехали в Бостон.

Я потерял ручку, которую вы мне дали.

Ей нравятся рассказы, которые он пишет.

Относительные придаточные предложения, имеющие характер вводного элемента (т.е. не ограничительные), отделяются запятыми. Такие придаточные предложения обычно вводятся относительными местоимениями «which, who (whom, whose)», но не «that».

Она потеряла его книгу, что разозлило его.

Она мало занимается, что беспокоит ее родителей.

Мой брат, который теперь живет в Греции, пригласил нас провести следующее лето у него.

Война, которая длилась почти десять лет, принесла разорение и страдания обеим странам.

Complex Object – сложное дополнение

Инфинитив образует сложное дополнение с местоимением в объектном падеже (me, you, him, her, us, them, it) или с существительным в общем падеже (John, my sister, our teacher etc.). На русский язык такая конструкция переводится придаточным предложением с союзами «что, чтобы».

Конструкция Complex object употребляется:

• поле глаголов want, expect, would like — с инфинитивом с частицей to
• после восприятия — see, hear, feel, notice, watch — с инфинитивом без частицы to или с причастием настоящего времени
• после глаголов make и let — с инфинитивом без частицы to

Конструкция Complex object + инфинитив с частицей to употребляется после глаголов:

Complex object упражнения с ответами

Упражнение 1

Откройте скобки, используя конструкцию Complex Object.

Example: We expected (she, come) at 5. – We expected her to come at 5.

1. Do you want (they, stay) at the hotel?
2. Would you like (I, show) you the sights of the city?
3. We expect (she, set) the table by the time we come.
4. I want (she, tell) me the news.
5. I don’t want (they, be late) for dinner.
6. He expected (she, invite) him to the party.
7. They found (the lecture, be) boring.
8. I wish (my mother, buy) the dress by Saturday.
9. We considered (he, be) an honest person.
10. I know (he, learn) this poem by heart.

Правильные ответы:

1. Do you want them to stay at the hotel?
2. Would you like me to show you the sights of the city?
3. We expect her to set the table by the time we come.
4. I want her to tell me the news.
5. I don’t want them to be late for dinner.
6.  He expected her to invite him to the party.
7. They found the lecture to be boring.
8. I wish my mother to buy the dress by Saturday.
9. We considered him to be an honest person.
10. I know him to learn this poem by heart.

Упражнение 2

Составьте предложения с конструкцией Complex Object.

1. them/She/ to read/ wanted /that book.
2. I/ him/ expect / in a minute/ to come.
3. wishes / John /to do / the work/ her/ at once.
4. well / to study/ Sarah /The teacher expected.
5. to come/They/ him/ know/ in time.
6. this girl/ He/ to be/ believes/ his wife.
7. I/ this computer game/ find/ exciting/ to be.
8. her children/ to dance/ The Mother /likes.

Правильные ответы:

1. She wanted them to read that book.
2. I expect him to come here in a minute.
3. John wishes her to do the work at once.
4. The teacher expected Sarah to study well.
5. They know him to come in time.
6. He believes this girl to be his wife.
7. I find this computer game to be exciting.
8. The mother likes her children to dance.

Упражнение 3

Составьте предложения с Complex Object, используя глагол, данный в скобках.

1. I think she will phone. (expect)
2. My father said I could use his car. (allow)
3. I suggested that she should go home. (ask)
4. I asked my friend ‘Can you help me?’ (ask)
5. I think you should know the truth. (want)

Правильные ответы:

I expect her to phone.

My father allowed me to use his car.
I asked her to go home.
I asked my friend to help me.
I want you to know the truth.

Упражнение 4 

Поставьте глагол в правильной форме: -ing, infinitive with or without to (с окончанием -ing, инфинитивом с частицей to или без частицы to).

The film was very sad. It made me ….. (cry)
Have you got enough money or do you want me ….. you some. (lend)
I heard her ….. the door and ….. (open, go out)
She told him ….. the door. (lock)
I saw him ….. the ducks. (feed)

Правильные ответы:

Упражнение 5 

Замените дополнение, выраженное существительным, на местоимение в объектном падеже.

We expected Tom to be late.
I wouldn’t recommend my friends to stay in that hotel.
I saw Mary take the pen out of the pocket.
I asked my friend to help me.
Jane’s parents wouldn’t let their daughter go out alone.

Правильные ответы:

him
them
her
him/her
her

Упражнение 6

Переведите предложения на английский язык, используя конструкцию Complex Object.

Я хочу, чтобы ты знал об этом.
Я сказал Алану идти домой.
Они пригласили его погостить у них несколько дней.
Она не хотела, чтобы я ушел.
Я слышал, как она играет на пианино.

Правильные ответы:

I want you to know about it.
I told Alan to go home.
They invited him to come and stay with them for a few days.
She didn’t want me to go.
I heard her playing the piano.

Упражнение 7 

Постройте предложения без конструкции Complex Object, сохранив их первоначальный смысл.

I want you to remember this rule.
Glasses make him look older.
Do you expect her to phone?
They think him to be a good driver.
She allowed us to borrow her books.

Правильные ответы:

You should remember this rule.
He looks older in glasses.
Do you think she will phone?
They think that he is a good driver.
She said that we could borrow her books.

Упражнение 8

Раскройте скобки, используя сложное дополнение. Переведите.

1. I want (she) to be my wife.
2. My brother taught ( I ) to swim and dive.
3. They would like (we) to read aloud.
4. Bob advised (she) to stay for another week.
5. We expect (he) to arrive at noon.
6. I heard (you) open the door.
7. Dad always makes ( I ) go fishing with him every weekend.
8. Our parents expect (we) to stop quarreling.
9. Sara never lets (he) drive her car.
10. I saw (you) cross the street.

Правильные ответы:

1. her (Я хочу, чтобы она стала моей женой.)
2. me (Мой брат научил меня плавать и нырять.)
3. us (Они хотят, чтобы мы читали вслух.)
4. her (Боб посоветовал ей остаться еще на неделю.)
5. him (Мы ожидаем, что он приедет в полдень.)
6. you (Я слышал, как ты открыл дверь.)
7. me (Папа всегда заставляет меня ходить с ним на рыбалку каждый выходной.)
8. us (Наши родители надеются, что мы перестанем ссориться.)
9. him (Сара никогда не разрешает ему водить ее машину.)
10. you (Я видел, как ты переходил улицу.)

Упражнение 9

Поставьте «to» там, где необходимо.

1. We heard the lorry … stop near the house.
2. I want my elder sister … take me to the zoo.
3. I believe the Internet … be the greatest invention ever.
4. The teacher doesn’t let us … use our mobile phones.
5. They didn’t expect her … be late.
6. The police officer made him … tell the truth.
7. I would like you … admit your fault.
8. Swan believes Vicky … be the best manager in our store.
9. Nick persuaded me … go in for sports.
10. We saw Jacob … break the window.
11. I consider this sculpture … be a masterpiece.
12. She noticed Mary suddenly … turn pale.

Правильные ответы:

1. — (Мы слышали, как грузовик остановился возле дома.)
2. to (Я хочу, чтобы моя старшая сестра сводила меня в зоопарк.)
3. to (Я считаю, что интернет – величайшее изобретение всех времен.)
4. — (Учитель не разрешает нам пользоваться мобильными телефонами.)
5. to (Они не ожидали, что она опоздает.)
6. — (Полицейский заставил его сказать правду.)
7. to (Я бы хотел, чтобы ты признал свою вину.)
8. to (Мистер Свон считает Вики лучшим менеджером в нашем магазине.)
9. to (Ник убедил меня заняться спортом.)
10. — (Мы видели, как Джейкоб разбил окно.)
11. to (Я считаю эту скульптуру шедевром.)
12. — (Она заметила, что Мэри вдруг побледнела.)

Упражнение 10

Перефразируйте предложения, используя сложное дополнение.

Н-р:  I want that she will cook mushroom soup. (Я хочу, чтобы она приготовила грибной суп.) – I want her to cook mushroom soup.

1. The children were laughing and enjoying themselves on the beach. Their parents saw them. – Their parents saw … .
2. They said: “He is an expert in our industry.” – They consider … .
3. The bike disappeared in the forest. The policeman noticed it. – The policeman noticed … .
4. Elvis said to his son: “Don’t watch horror films.” – Elvis doesn’t let … .
5. “Mummy, please, buy me that doll”, said the little girl. – The little girl would like … .
6. Dad says that I can travel to China with you. – Dad allows … .
7. He swears a lot. Many people heard that. – Many people heard … .
8. “Bring me some water from the well,” my grandmother said. – My grandmother wanted … .
9. Somebody was watching me. I felt that. – I felt … .
10. Daniel said: “Helen, you can go to a night club tonight.” – Daniel let … .

Правильные ответы:

1. Their parents saw the children laughing and enjoying themselves on the beach. (Их родители видели, как дети смеются и веселятся на пляже.)
2. They consider him to be an expert in our industry. (Они считают его экспертом в нашей индустрии.)
3. The policeman noticed the bike disappear in the forest. (Полицейский заметил, как мотоцикл скрылся в лесу.)
4. Elvis doesn’t let his son watch horror films. (Элвис не разрешает своему сыну смотреть фильмы ужасов.)
5. The little girl would like her mum to buy a doll. (Маленькая девочка хотела бы, чтобы мама купила ей куклу.)
6. Dad allows me to travel to China with you. (Папа разрешает мне поехать с тобой в Китай.)
7. Many people heard him swear a lot. (Многие люди слышали, как он нецензурно выражается.)
8. My grandmother wanted me to bring her some water from the well. (Моя бабушка захотела, чтобы я принесла для нее воды из колодца.)
9. I felt somebody watching me. (Я чувствовал, что кто-то следил за мной.)
10. Daniel let Helen go to a night club. (Дэниэл позволил Хелен сходить в ночной клуб.)

Упражнение 11


Complete the following sentences using the infinitive with or without to.

The teacher asked us ________ (listen) to his explanations.
He made the students _____________ (write) the composition.
The teacher let us ____________ (use) the dictionaries.
The teacher noticed me ____________ (open) my dictionary several times.
I made myself ____________ ( write) as neatly as I could.
The teacher watched us _____________ (work) and didn’t say anything.

Правильные ответы:

1. to listen, 2 write, 3 use, 4 open, 5 write, 6 work / working.

Упражнение 12

Open the brackets and use the Complex Object.

1. Do you want (they / stay) at the hotel?
2. I would like (the professor / look through) my report.
3. We considered (he /be) an honest person.
4. I would like (the dress / buy) by Sunday.
5. He doesn’t want (they / be late) for dinner.

Правильные ответы:

1. Do you want them to stay at the hotel?
2. I would like the professor to look through my report.
3. We considered him to be an honest person.
4. I would like the dress to be bought by Sunday.
5. He doesn’t want them to be late for dinner.

Упражнение 13

Combine the sentences using the Complex Object.

Example:

I felt something hard. It hurt my leg. -> I felt something hard hurt my leg.
I saw Mike. He was entering the house. -> I saw Mike entering the house. 

1. They didn’t notice us. We passed by.
2. Mike heard Sam. She was playing the violin.
3. I felt her hand. It was shaking.
4. I heard them. They were arguing.
5. We many times heard him. He told this story.

Правильные ответы:

1. They didn’t notice us pass by.
2. Mike heard Sam playing the violin.
3. I felt her hand shaking.
4. I heard them arguing.
5. We many times heard him tell this story.

Упражнение 14


Fill in the correct form of the Infinitive to make Complex Object.

1. Our teacher made us _______ (do) this exercise all over again.
2. The teacher advised us _______ (rewrite) the test.
3. Please, let me _______ (know) when your sister returns from Paris.
4. I find your story _______ (be) very unusual and interesting.
5. Nick doesn’t want me _______ (tell) everybody this news.
6. I watched the cat _______ (crawl) to the flock of sparrows.
7. I would like you _______ (be) very accurate and attentive.

Правильные ответы:

1 do, 2 to rewrite; 3 know; 4 to be; 5 to tell; 6  crawl; 7 to be.

Упражнение 15

Translate the sentences using Complex Object.

1. Я бы хотел, чтобы вы доставили товары к концу месяца.
2. Вы сегодня услышите, как она поет.
3. Я не ожидал, что Майк – такой невежливый.
4. Я слышал, что его имя упоминали на собрании.
5. Он не заметил, как мы подошли к нему.
6. Я бы хотел, чтобы никто не брал мои вещи.

Правильные ответы:

1. I would like you to deliver the goods by the end of the month.
2. You will hear her sing / singing today.
3. I did not expect Mike to be so impolite.
4. I heard his name be mentioned at the meeting.
5. He did not notice us approach / approaching him.
6. I would like my belongings not to be taken.

Упражнение 16

Составьте предложения с Complex Object, используя глагол, данный в скобках.

1. I think she will phone. (expect)
2. My father said I could use his car. (allow)
3. I suggested that she should go home. (ask)
4. I asked my friend ‘Can you help me?’ (ask)
5. I think you should know the truth. (want)

Правильные ответы:

1. I expect her to phone.
2. My father allowed me to use his car.
3. I asked her to go home.
4. I asked my friend to help me.
5. I want you to know the truth.

Упражнение 17

Translate into English using Complex Object.

1. Mr. Worthing is sure to be back soon.
2. These two young people are sure to be very good friends.
3. You are sure to be there tomorrow night, aren’t you?
4. We most of us want a good many things that we are not likely to get.
5. He is sure to tell me all about this even if I don’t ask him.
6. When Sondra said that they were sure to meet again, she saw Clyde’s face suddenly brighten.
7. If we go on arguing, we are sure to quarrel.
8. They are sure to acknowledge your talent.
9. He is sure to give us some useful information.
10. The article is likely to appear in the next issue of the journal. 

Правильные ответы:

1. Известно, что марсианские (martian) каналы были открыты в 1877 году.
2. Предполагают, что заседание закончится в десять часов.
3. Полагают, что они знают об этом больше, чем хотят показать.
4. Джим оказался храбрым мальчиком.
5. Рочестер случайно встретил Джейн по дороге домой.
6. Говорят, что он работает над своим изобретением уже несколько лет.
7. Говорят, что эта статья переведена на все языки мира.
8. Вы, кажется, много читали до поступления в университет.
9. Как известно, Жуковский был прекрасным педагогом и лектором.
10. Никак не ожидали, что холодная погода наступит так рано.

Упражнение 18

Read the article and identify constructions with Complex Subject.

Fears for Lone Missing Climber

Fears are growing here for a lone climber missing for the past 48 hours. Jamie Biddals, 32, from New Zealand, is known to have left Kathmandu alone six days ago but has not been seen since. He is thought to have only a small amount of food and he is believed to be wearing only lightweight climbing clothes. As for equipment, he is known to be carrying a small rucksack and a lightweight tent. He is said to have been heading for an old base camp. The weather has deteriorated during the last 48 hours, and he is thought to have been trying to get to the camp when a severe blizzard started. Jamie is considered to be one of the best climbers in the world but there are still fears for his safety in these conditions.

Правильные ответы:

1. Is Jamie Biddals said to have left Kathmandu alone or with a group of other climbers?
2. How much food supplies is he thought to have taken with him?
3. What kind of clothes is he reported to be wearing?
4. Did he happen to take any tent to sleep in?
5. Where is he expected to have been heading for?
6. Why do people appear to be worried about Jamie?

Work in groups. Suggest any ideas about Jamie’s escape

Exchange your ideas in the class.

Use the following patterns:

Jamie               is sure                     to do smth.
                        certain                     to be doing smth.
                        (not) likely               to be done.
                        bound                      to have done smth.
                                                        to have been doing smth.
                                                        to have been done.

Упражнение 19

Complex Subject with the word-groups.

1. He is likely to win the prize. — Похоже, что он выиграет приз.
2. He is sure to come. — Он обязательно придет.
3. We are certain to meet them. — Мы несомненно встретим его.
4. He is sure to come.
5. He was not likely to have made a mistake.
6. He is easy to deal with.
7. He is anxious to see her. — Ему очень хочется увидеть ее.

Правильные ответы:

1. to be (un) likely
2. To be sure
3. To be certain / to be bound
4. To be anxious
5. To be pleased
6. To be easy
7. To be happy

Упражнение 20

He is said to know six languages.
He was said to know 6 languages.
He is said to have gone to London.
He was said to have gone to London.

Правильные ответы:

Говорят, что он знает 6 языков.
Говорили, что он знает 6 языков.
Говорят, что он уехал в Лондон.
Говорили, что он уехал в Лондон.

A complex sentence
consists of a principal clause and one or more subordinate clauses.
Subordinate clauses function as different parts of the sentence
(subject, predicative, object, attribute, apposition, adverbial
modifier).

Clauses in a complex sentence
may be joined in two ways:

1.
Syndetically, i.e. by means of subordinating
conjunctions or connectives. There
is a difference between a conjunction and a connective. A
conjunction serves
as a formal element connecting separate clauses and expressing the
relation between them. They usually stand at the beginning of a
joined clause. A
connective serves
as a connecting link and has at the same time a syntactic function in
the subordinate clause it introduces.

She
became convinced that
some misfortune had overtaken Paul (conjunction).

All
that he
had prepared was of no use any more (connective).

2. Asyndetically, i.e. without
a conjunction or connective.

The book you gave me is very
interesting.

He said he would come in the
evening.

A complex sentence may consist
of more than two clauses. It may form a hierarchy of clauses.

I
see that you
have lost the key which I gave you.

The principal clause may have
several subordinate clauses of equal rank.

I
know that you
are afraid of me and that
you suspect me of
something.

The
principal clause may have several subordinate clauses with different
functions.

All
she saw was that
she might go to prison for a robbery she had committed years ago.

Subject
clauses
perform the
function of a subject to a predicate of the principal clause. In this
case the principal clause has no subject, the subordinate clause
serving as such. Subject clauses answer the questions What?
and Who?

What
is interesting?

Complex sentences with a
subject clause may be of two types:

1. With a subject clause
preceding the predicate of the principal clause.

What
I need is a piece
of good advice.

Because
I ask too many questions
does not mean I am curious.

How
the book will be sold
depends on its plot and the author.

2. With a subject clause in
the final position, the usual place of the subject being occupied by
formal it.

It
is strange that he
has made a mistake.

It
is uncertain when we
shall start.

It
is not known yet whether
they will come today.

Subject clauses are connected
with the principal clause in the following way:

1. by
   means of conjunctions that,
   if, whether.

It
is understood that
modern science allows such experiments.

b)
by means of the connectives who,
which, what, whoever, whatever, where, when,

how, why.

What
was done cannot be
undone.

Whatever
I can do for
you is paying a
debt.

c) asyndedically.

It
is a pity her
brother should be quite a stranger to her.

Predicative
clauses perform
the function of a predicative. The peculiarity of complex sentences
with a predicative clause is that in the principal clause we find
only part of the predicate –– a link verb, which together with
the predicative clause forms a compound nominal predicate.
Predicative clauses answer the questions What
is the subject? What is the subject like?

The trouble is

that I have lost his address.

What
is the trouble?

Complex sentences with a predicative clause may be of two types:

1. The predicative clause may
   follow the principal clause in which the subject is a notional word,
   although it usually has a very general meaning.

The
problem is not who
will go, but who will say.

The
question is whether
they are able to help us.

1. The
   predicative clause may follow the principal clause in which the
   subject is expressed by the impersonal pronoun it.
   In this case the predicative clause describes the situation, either
   directly or by means of comparison.

It
appears he hasn’t
been here.

It
sounded as if it
were here.

This
type of sentences shouldn’t be confused with complex sentences with
a subject clause, which also begins with it.
In sentences with a subject clause the predicate of the principal
clause is complete, whereas in the case of a predicative clause it
consists only of the link verb. Compare:

It
seems that there is
no care (a
predicative clause).

It
seems evident that
there is no care (a
subject clause).

Predicative clauses are
connected with the principal clause in the following ways:

1. by
   means of the conjunctions that,
   if, whether, as if.

Our
attitude is that
facts are facts.

I
felt as if death had
laid a hand on me.

1. by
   means of the connectives who,
   which, what, where, when, how, why.

The
weather is not what
it was yesterday.

The
question was how was
the matter to be kept quiet.

1. asyndetically.

Another
thing was they made
him stay for one more week.

In the case when a complex
sentence consists of a subject clause and a predicative clause the
principal clause is represented only by the link verb.

What he says	is	that he goes away.
a subject clause		a predicative clause

Object
clauses perform
the function of an object to the predicate-verb of the principal
clause. They answer the questions What?
About what? For what? etc.

An object clause may also
refer to a non-finite from of the verb, to an adjective, or to a word
denoting state.

I
left her to do
whatever she
liked.

He
has just gone away saying
that he will
return in an hour.

He
was glad that
no one was at home.

Complex sentences with an
object clause may be of two types:

1. A direct object clause, which
   follows directly the word it refers to. A particular case of this
   type of object clauses is indirect speech following verbs of saying.

I
know when I am
wasting time.

He
asked me if I wanted
to stay.

An
object clause may refer to formal it
followed by the objective predicative.

He
made it
clear that his
intentions were honest

I
think it necessary
that you should go
there at once.

I
like it when people
are nice to me.

1. A
   prepositional object clause, when an object clause is introduced by
   the prepositions after,
   about, before, beyond, for, near, of, as, to, etc.

I
am not certain of what
he did.

I
want to be paid for what
I do.

Object clauses are connected
with the principal clause in the following way:

1. by
   means of the conjunctions that,
   if, whether.

Time
will show whether I
am right or wrong.

b)
by means of the connectives who,
which, what, whatever, whoever, where, when,

how, why.

I’ll
do just what I say.

He
wondered why he
should look back.

I
don’t know where I
have lost it.

c) asyndetically.

I
know he has
returned.

Attributive
clauses serve
as an attribute to a noun or a pronoun in the principal clause. This
pronoun or noun is called the
antecedent of the
clause. Usually the attributive clause immediately follows its
antecedent, they answer the questions What?
Which?

An
attributive clause may be introduced by connectives: relative
pronouns (who,
whose, whom, what, which, that, as) or
relative adverbs (when,
where).
The choice of relative word depends on the meaning of the antecedent.

1. If
   the antecedent denotes a living being, the relative word who,
   whom, whose or
   that is used.

A
man whose voice
seemed familiar to me
gave commands.

1. If
   the antecedent denotes a thing or notion the relative word which,
   whose or
   that is used.

He
went to the next house
which stood in a
small garden.

1. If
   the antecedent is expressed by all
   denoting a living
   being the pronoun who
   or that
   is used; if it denotes a thing or notion the pronoun that
   is generally used.

All
that
remained was to
thank them and say “good-bye”.

1. If
   the antecedent is expressed by everything,
   something, anything or
   nothing
   the relative pronoun that
   is generally used
   or the clause is joined asyndetically.

There
was nothing in his face that
spoke of his character.

Everything
you may want
is in the wardrobe.

1. If
   the antecedent is modified by the adjective only,
   the pronoun any or
   by an adjective in the superlative degree, the attributive clause is
   introduced by the pronoun that
   or asyndetically.

There
is the only chance (that)
we have.

1. Attributive
   clauses joined by the relative adverbs when,
   where refer to
   antecedents denoting space or time.

It
is the hour when we
asleep.

1. The
   relative adverb why
   refers to
   antecedents denoting cause or reason.

They
see no reason why
they should do it.

Depending
on the degree of connection attributive clauses fall into two types:
attributive
restrictive clauses and
attributive
descriptive clauses.

1. Attributive restrictive
   clauses are very closely connected with the antecedent and cannot be
   removed from the sentence because the information contained in the
   attributive clause determines or particularizes the person, thing,
   idea expressed by the antecedent. Therefore the meaning of the
   principal clause is not complete or even changed without the
   subordinate clause.

A
library is a place where
they keep books.

This
is the kind of job I’d
like.

I
used to learn by heart the things they
had written.

1. Attributive
   descriptive clauses are characterized by a looser connection with
   the principal clause. Usually it contains additional information
   about the antecedent and may be left out without any serious change
   in the meaning of the principal clause. They are joined by the same
   connectives as restrictive clauses, although the relative pronoun
   that
   and asyndetic connection are not possible.

I
returned to London, where
I remained for a week.

I
consulted my father who
promised to help me.

All
that could be done
had been done.

An
attributive descriptive clause referring to a whole clause, sentence,
series of sentences or even a whole story is called continuative
attributive clause.

He
was not indoors, which
was a relief to her.

She
lived in two rooms over a teashop, which
was convenient,
since she could send down for cakes if she had visitors.

Attributive
appositive clauses.
Unlike an apposition in a simple sentence, which usually gives
another name to the person or thing disignated by the antecedent, an
appositive clause discloses the meaning of the antecedent, which is
expressed by an abstract noun. Appositive clauses are chiefly
introduced by the conjunction that,
occasionally by the
conjunction whether
or by the
connectives how
and why.
They are not joined to the principal clause asyndetically, e.g.

He
stopped in the hope that
she would speak.

The
question whether it
was he or was hotly
discussed.

The
matter how and why
those people got the information
still

worried him.

Adverbial
clauses perform the
function of an adverbial modifier. They can modify a verb, an
adjective or an adverb in the principal clause. They answer the
questions of adverbial modifiers.

Adverbial clauses are joined
to the principal clause by means of subordinating conjunctions; they
are not joined to the principal clause asyndetically except sometimes
adverbial clauses of condition. According to their meaning we
distinguish adverbial clauses of time, place, cause (reason),
purpose, condition, concession, result, manner and comparison.

Adverbial
clauses of time
show the time of the action expressed in the principal clause. They
are introduced by the following conjunctions: when,
while, whenever, as, till, until, as soon as, since, after, before,
now, that.

My
sister was born when
I was eight
years old.

I
stopped as soon as I
saw Susan.

Whenever
there was a pause, he gently asked again.

After
the agreement had been signed, the delegation left
Moscow.

We
have not had any news from him since he left Moscow.

The conjunctions
till and until introduce clause which fix the end of
the action in the principal clause if the latter contains no
negation.

She resolved to
wait till Clym came to look for her.

If the time
reference in the subordinate clause with till or until
is to a commencement point, the main clause is always negative.

He did not say a
word till he was asked.

They did not marry
until she was forty.

The boy did not
start to read until he went to school.

The conjunction
since may introduce a clause which indicates the beginning of
a period of time continuing until now or until some time in the past.
In the first case the

Present Perfect is used in the principal clause, in the second
–– the Past Perfect. In the temporal clause the Past
Indefinite is used in both cases.

I have only seen
him once since I left school.

Adverbial clauses in
sentences of the following type are also clauses of time.

Scarcely had
his hands touched her head, when she sighed deeply.

Hardly
had they entered the house, when a violent
thunderstorm broke out.

No sooner had
I wiped one drop from my cheek, than another
followed.

The conjunctions
when and than introducing adverbial clauses of time are
correlated with the adverbs scarcely, hardly and no sooner
in the principal clause.

Adverbial
clauses of place show the place or the direction of
the action in the principal clause. They are introduced by the
conjunctions where and whenever.

I like to spend my
leave where I can shoot.

He went where
the doctor sent him.

Whenever he
went, he was welcome.

Adverbial
clauses of cause (reason) show the cause or motivation
of the action expressed in the principal clause. They are introduced
by the conjunctions as, because, since, for fear (that); in
official style they may also be introduced by the conjunctions on
the ground that, for the reason that, in view of the fact that, in so
far as, etc.

I went away
because there was no one there.

He walked quickly
for he was in a great hurry.

Since you
have finished your work, you may go home.

Now that he
is here, he can help you.

Each of the
conjunctions expresses a certain shade of causative meaning, and so
they are not always interchangeable. Because usually
introduces clauses with the meaning of real cause. This can be
illustrated by the ability of because-clauses (but not others)
to be included in questions. Thus it is correct to say:

Did you ask him
because he was famous?

But it is wrong to
say:

Did you ask him since he was famous?

Unlike because the conjunctions since and as
introduce clauses with an explanatory meaning or that of
motivation.

Since you
are here, we may begin our talk.

The other reason why
causal conjunctions are not always interchangeable with because,
is that some of them are polyfunctional: as and since may
be conjunctions of time, as well as of cause.

We
had to carry the luggage ourselves as there were no
porters (causal relation).

His
mood changed as they marched down to the clocks
(temporal relation).

Adverbial
clauses of purpose generally contain a planned action, which
is to be achieved by the action expressed by the predicate or any
verbal part in the principal clause. The predicate in the subordinate
clause is in the Subjunctive mood. Adverbial clauses of purpose are
introduced by conjunctions that, so that, lest, so as, so, in
order that, for fear that.

The teacher speaks
slowly so that his pupils may understand him.

Соседние файлы в предмете [НЕСОРТИРОВАННОЕ]

• #
• #
• #
• #
• #
• #
• #
• #
• #
• #
• #

1. What is a Complex Sentence?

A complex sentence is a sentence with an independent clause and a dependent clause. It is one of the four main types of sentence structures. In a complex sentence, the independent clause shares the main information, and the dependent clause(s) provide details. Complex sentences let us share lots of information with just one sentence.

2. Examples of Complex Sentences

In the examples below, independent clauses are orange and dependent clauses are green.

• When the dog went to the county fair, he ate popcorn.
• If the dog goes to the county fair, he will eat popcorn.
• The dog went to the county fair after he smelled popcorn.
• The dog went to the county fair when he smelled the popcorn.

As you can see, sometimes the independent clause comes first, and sometimes the dependent clause comes first.

3. Parts of Complex Sentences

All complex sentences have one independent clause and one or more dependent clauses. They often also include dependent “marker” words or coordinating conjunctions.

a. Independent Clause

An independent clause is a clause that can exist as a sentence on its own. It has a subject and a predicate and makes sense as a complete sentence. As mentioned, the independent clause shares the main information of a complex sentence.

• The dog ate popcorn.
• The dog ran quickly.
• He ate popcorn.
• He went to the county fair.

So, you can see that all of the clauses above are working sentences. All complex sentences have ONLY one independent clause.

b. Dependent (Subordinate) Clause

A dependent clause has a subject and a predicate; BUT, it can’t be a sentence. It provides extra details about the independent clause, and it doesn’t make sense on its own, like these:

• After he went to the fair
• Though he ate popcorn
• While he was at the county fair
• When the dog smelled popcorn

Though all of the examples above contain subjects and predicates, none of them make sense. Each leaves an unanswered question. By itself, a dependent clause is just a fragment (an incomplete sentence). So, it needs to be combined with an independent clause to be a sentence.

Complex sentences have at least one dependent clause, but they can have two or more.

c. Dependent “Marker” Words/Subordinating Conjunctions

A dependent marker word (also called a subordinating conjunction) goes at the beginning of an independent clause. It turns an independent clause into a dependent clause by adding details like time or context. Common dependent marker words include after, although, as, because, before, even if, even though, if, since, though, unless, until, whatever, when, whenever, whether, and while. Let’s start with an independent clause:

He was at the county fair = Independent clause

Now, add a dependent marker word, like “when”:

When he was at the county fair = Dependent clause

Here are some complex sentences with the marker words underlined:

• When he was at the county fair, the dog ate popcorn.
• Though he likes cotton candy, the dog loves popcorn.
• The dog gets a stomachache if he eats popcorn.
• The dog went to the county fair when he smelled the popcorn.

Notice that when the sentence starts with a subordinating conjunction, there is a comma at the end of the dependent clause. When the subordinating conjunction is in the middle of the sentence, there is no comma.

This is different from what you’ve learned with compound sentences! So, remember when there is a subordinating conjunction in the middle of a sentence you don’t need a comma.

4. How to Write a Complex Sentence

Complex sentences are very common and pretty easy to write, as long as you remember their rules. When writing a complex sentence, you should follow these important guidelines:

1. All complex sentences have an independent clause and a dependent clause.
2. Complex sentences can have more than one dependent clause.
3. To connect independent and dependent clauses, you need dependent marker words and/or subordinating conjunctions.
4. Dependent marker words come at the beginning of a complex sentence.
5. When a dependent marker word comes at the beginning of a sentence, you need a comma at the end of the dependent clause.
6. When a dependent marker word comes in the middle of the sentence, you do not need a comma.