Indirect questions in teaching grammar

Verbs in the acquisition of knowledge ( discovery , perception ) . _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ This class is provided by predicates like find out , discover , feel , perceive , hear , guess and so on. The “acquisition” of knowledge can also take place as a result of mental activity: to think, think, think (as opposed to the predicate “think” in the sense of thinking about some problem). Reflection on one's current psychological state is the essence of the mental mode.
Verb, intro ducing to the clear speech with the meaning of advice
Advise - to give your opinion to someone about the best thing to do in a particular situation; to tell someone facts or information that they need to know.
Recommend - to advise someone that they should do something.
Counsel - to give someone advice about what to do in a particular situation Instruct - to tell someone to do something, especially officially or as their em ployer.
At the same time, each introduced verb brings its own shade of meaning. For example, the advice verb of expressing opinion is introduced by the verb advise. Advice based on one's own knowledge and experience is introduced by the verb recommend. Advice, framed in indirect speech, may have a hint of a guide to action, introduced by the verb counsel.
A verb that introduces the meaning of intelligibility, awareness
Understand - to know what someone or something means / to know how or why something happens, or what
Realize - to know and understand something Know - to have learned or found about something
Recognize - know, be able to identify again that one has seen, heard before. Find out - to discover a fact or piece of information.
We refer these verbs to the mental plan of modus-knowledge, the mental modus frame.
Semantically, indirect speech can act in literary texts in the form of an opinion and be represented by the following verbs: suppose, think, consider judje, believe, assume in the sense of "to have a particular opinion about someone or something". Indirect speech can be an opinion that the information being transmitted is true. It can be introduced with the verb suppose . If indirect speech in English texts is introduced by the verb assume , then it conveys a certain opinion that the information is true without evidence. Indirect speech, introduced by the verb imagine , can represent the opinion that the correct information is being conveyed.
So, having considered different lexico-semantic groups of verbal-cogitative verbs and verbs of perception (sensory and mental), we came to the conclusion that the verb in English has a wide semantic scope and, depending on the context, is able to express different types of modal relations.
Modality and predicativity are the two main features of a sentence realized through verbal categories. When analyzing the modal plan of an utterance, it is necessary to see in the sentence not only a proposition (predicative core), but also a modal frame. Having considered the LSG data of verbs, we attributed them to the modes of the mental plane (mental modus frame) and the modes of the sensory plane (perceptual modus frame). The verbs of message, request for information and response were singled out into a separate group of verbs of the speech modus frame.
The term modus is widely used in communicative grammar. Depending on the type of mode (modus assumptions, knowledge, assumptions, etc.), one or another position of the speaker in relation to the reported statement is transmitted.
In the practical part of our work, we will consider, using specific examples from Joyce's short prose, the features of the functioning of these lexical-semantic groups of verbs as part of the explanatory constructions of the CG and analyze how the use of certain syntactic models and constructions used by Joyce to convey the mental and speech activity of the characters reflect their own model of the author's linguistic vision of the world. But before that, let's define the syntactic nature and scope of the concept of "explanatory construction".