Voiced and voiceless consonants. Strong-weak positions for vowels
In Russian, not all consonants can be both hard and soft. For example, in the word “song” there is an N after the C and we mark the C as a hard consonant. In writing, the hardness and softness of consonant sounds are indicated only when writing a transcription. Find consonant sounds that sound before voiced paired consonants.
So, let's look at vowel sounds, which are divided into hard and soft. Pay attention to consonant sounds at the end of words and before voiceless consonants. 5 letters, 6 sounds). But not all consonant sounds and letters form pairs. Those consonants that do not have pairs are called unpaired.
Make this reminder to your child and let it help him distinguish between hard and soft sounds. Apply all these methods at once and your child will learn to identify hard and soft consonants without any problems. Even though these consonants are paired, they are still very different. First, the child learns to understand how letters are divided into vowels and consonants. It is quite easy to determine whether a consonant is hard or soft.
Remembering this simple rule, children no longer have difficulty determining the hardness and softness of individual consonant sounds if they are followed by a vowel. If, when pronouncing a word or syllable, the corners of the mouth move into a smile (i.e., the consonant is followed by one of the vowels i, e, e, yu, i), then this consonant sound is soft. Phonetics gives a clear idea of whether a consonant sound will be voiced or unvoiced. To remember and distinguish voiced consonants from deaf ones, we divide them into pairs. There are 11 of them in total, if you take into account soft consonants (exception -) -; -; -; -; -.
In each case there are consonants that have a pair, as well as consonants that do not have a pair. Let's look at paired and unpaired consonants, and in what words they occur. In an unstressed position, vowels are pronounced less clearly and sound for less duration (i.e., they are reduced). When letters that usually denote voiceless consonants, when voiced, denote voiced sounds, this seems so unusual that it can lead to errors in transcription.
In tasks related to comparing the number of letters and sounds in a word, there may be “traps” that provoke errors. If a person pronounces consonants, he closes his mouth (at least a little), which causes noise. But consonants make different noises.
Which sounds are always hard and which are soft?
You can conduct a similar experiment by placing your hands on your neck on the right and left sides, and pronounce the sounds and. The sound is pronounced much louder, more resonant. Scientists call such sounds voiced, and sounds that consist only of noise are dull. Let's populate phonetic houses in the city of sounds. Let’s agree: dull sounds will live on the first floor, and voiced sounds will live on the second floor.
Let's put unpaired consonant sounds in our houses. Let us remind you that the sound is always only soft. The sounds of the second house are also called sonorous, because they are formed with the help of the voice and almost without noise, they are very sonorous. Comparison with vowel sounds. Each consonant has characteristics that distinguish it from other consonant sounds. In speech, sounds can be replaced under the influence of neighboring sounds in a word. It is important to know the strengths and weak positions consonant sounds in a word for their correct spelling.
We need to teach the child to hear them and identify them based on various signs. If the child has this reminder before his eyes, it will be easier for him to remember these letters. You can print it out and hang it above the table where your child studies.
It depends on the position of the letter in the word. At the end of a syllable, the voiced sound is muffled, the same happens if the letter comes before a voiceless consonant, for example “dove”. It is necessary to remember that after hard consonants there are always vowels: a; O; y; e; s. If after the consonant there are: and; e; Yu; I; e, then these consonants are soft.
Sound is the smallest unit of language pronounced with the help of the organs of the speech apparatus. Scientists have discovered that at birth, the human ear perceives all the sounds it hears. All this time, his brain sorts out unnecessary information, and by 8-10 months a person is able to distinguish sounds unique to his native language and all the nuances of pronunciation.
33 letters make up the Russian alphabet, 21 of them are consonants, but letters must be distinguished from sounds. A letter is a sign, a symbol that can be seen or written. The sound can only be heard and pronounced, and in writing it can be designated using transcription - [b], [c], [d]. They carry a certain semantic load, connecting with each other to form words.
36 consonant sounds: [b], [z], [v], [d], [g], [zh], [m], [n], [k], [l], [t], [p ], [t], [s], [sch], [f], [ts], [w], [x], [h], [b"], [z"], [v"], [ d"], [th"], [n"], [k"], [m"], [l"], [t"], [s"], [p"], [r"], [ f"], [g"], [x"].
Consonant sounds are divided into:
- soft and hard;
voiced and voiceless;
paired and unpaired.
Soft and hard consonants
The phonetics of the Russian language is significantly different from many other languages. It contains hard and soft consonants.
When pronouncing a soft sound, the tongue is pressed harder against the palate than when pronouncing a hard consonant sound, preventing the release of air. This is what distinguishes a hard and soft consonant sound from each other. In order to determine in writing whether a consonant sound is soft or hard, you should look at the letter immediately after the specific consonant.
Consonant sounds are classified as hard in the following cases:
- if letters a, o, u, e, s follow after them - [poppy], [rum], [hum], [juice], [bull];
- after them there is another consonant sound - [vors], [hail], [marriage];
- if the sound is at the end of the word - [darkness], [friend], [table].
The softness of sound is written as an apostrophe: mole - [mol’], chalk - [m’el], wicket - [kal’itka], pir - [p’ir].
It should be noted that the sounds [ш'], [й'], [ч'] are always soft, and hard consonants are only [ш], [тс], [ж].
A consonant sound will become soft if it is followed by “b” and vowels: i, e, yu, i, e. For example: gen - [g"en], flax - [l"on], disk - [d"ysk] , hatch - [l "uk", elm - [v "yaz", trill - [tr "el"].
Voiced and voiceless, paired and unpaired sounds
Based on their sonority, consonants are divided into voiced and voiceless. Voiced consonants can be sounds created with the participation of the voice: [v], [z], [zh], [b], [d], [y], [m], [d], [l], [r] , [n].
Examples: [bor], [ox], [shower], [call], [heat], [goal], [fishing], [pestilence], [nose], [genus], [swarm].
Examples: [kol], [floor], [volume], [sleep], [noise], [shch"uka], [choir], [king"], [ch"an].
Paired voiced and voiceless consonants include: [b] - [p], [zh] - [w], [g] - [x], [z] - [s]. [d] - [t], [v] - [f]. Examples: reality - dust, house - volume, year - code, vase - phase, itch - court, live - sew.
Sounds that do not form pairs: [h], [n], [ts], [x], [p], [m], [l].
Soft and hard consonants can also have a pair: [p] - [p"], [p] - [p"], [m] - [m"], [v] - [v"], [d] - [ d"], [f] - [f"], [k] - [k"], [z] - [z"], [b] - [b"], [g] - [g"], [ n] - [n"], [s] - [s"], [l] - [l"], [t] - [t"], [x] - [x"]. Examples: byl - bel, height - branch, city - cheetah, dacha - business, umbrella - zebra, skin - cedar, moon - summer, monster - place, finger - feather, ore - river, soda - sulfur, pillar - steppe, lantern - farm, mansions - hut.
Table for memorizing consonants
To clearly see and compare soft and hard consonants, the table below shows them in pairs.
Solid - before the letters A, O, U, Y, E Soft - before the letters I, E, E, Yu, I | Hard and soft consonants | |||
| b | ball | b" | battle | |
| V | howl | V" | eyelid | |
| G | garage | G" | hero | |
| d | hole | d" | tar | |
| h | ash | z" | yawn | |
| To | godfather | To" | sneakers | |
| l | vine | l" | foliage | |
| m | March | m" | month | |
| n | leg | n" | tenderness | |
| P | spider | P" | song | |
| R | height | R" | rhubarb | |
| With | salt | With" | hay | |
| T | cloud | T" | patience | |
| f | phosphorus | f" | firm | |
| X | thinness | X" | chemistry | |
| Unpaired | and | giraffe | h | miracle |
| w | screen | sch | hazel | |
| ts | target | th | felt | |
Another table will help you remember consonant sounds.
| Doubles | Voiced | Deaf |
| B | P | |
| IN | F | |
| G | TO | |
| D | T | |
| AND | Sh | |
| Z | WITH | |
| Unpaired | L, M, N, R, J | X, C, Ch, Shch |
Children's poems for better mastery of the material
There are exactly 33 letters in the Russian alphabet,
To find out how many consonants -
Subtract ten vowels
Signs - hard, soft -
It will immediately become clear:
The resulting number is exactly twenty-one.
Soft and hard consonants are very different,
But not dangerous at all.
If we pronounce it with noise, then they are deaf.
The consonant sounds proudly say:
They sound different.
Hard and soft
In fact, very light.
Remember one simple rule forever:
W, C, F - always hard,
But Ch, Shch, J are only soft,
Like a cat's paws.
And let’s soften others like this:
If we add a soft sign,
Then we get spruce, moth, salt,
What a cunning sign!
And if we add the vowels I, I, Yo, E, Yu,
We get a soft consonant.
Brother signs, soft, hard,
We don't pronounce
But to change the word,
Let's ask for their help.
The rider rides on a horse,
Con - we use it in the game.
1. Isolate the sounds f and v from words in the initial position (using subject pictures).
2. Compare sounds by articulation (similarity, difference).
3. Match the sounds with the letters f, v.
5. Complete the sentence by choosing the appropriate word: (moisture, flags)
They fluttered on the houses.... In the fields there are enough....
6. Differentiation f - in words - orally (raise the corresponding letter):
snorted, crow, violets, flute, cook, wrapped, focus, van, locomotive, wires, sweater, elevator operator, safe, crops, shoes, physical education, window, briefcase, telephone.
7. Vocabulary dictation (write words in two columns according to the presence of 0 or f):
gate, headlights, fruit, cotton wool, forfeit, potatoes, rug, kefir, cabinets, truth, coffee, cranberries, dates, spring, blows, fairy, factory, beans.
a) koro-a, s-yokla, -utball, -oleyball, pro-il, pro-essia, con-ert, kon-eta, no, -artuk, kla-ishi, pro-erka, bu-et , slo-a, li-t, pla-al, shar-ik, fat-s, -ontan;
b) -a-li, -e-rap, -y-them, -est-al, -u-aika, -y-eska, s-oyst-o, -o-remya, -le-o, -yli -at, -alshi-y, -oe-oda, -ar-op, -er-ochka, in-orachi-ay, -tofa-iya, -odo-orot, -odoem, -doba-ok, -ehto- aniye, -yet-oh, -do-ol, -yes-oh, -eyer-erk, al-a-it.
(Preliminary analysis takes place with loud pronunciation of words, raising the corresponding letters, orally composing phrases or sentences.)
9. Working with numbers: determining the place of a given sound in words (pull out the corresponding number):
in - nightingale, translation, water carrier, water pipeline, put in, oil pipeline, brought out, strong-willed, floats out, dislocated, involve, screw, unscrew, explosions, leveled, conclusions, platoon, ventilated, porcelain, patronage;
f - owl, oil, profession, sweatshirt, flannel, shoes, polishes, coffee pot, gramophone, figure, muff, marshmallows, scarves, cabinets, jacket, porcelain, photography, candy, waffles, platform, driver, telegraph, napkin, telephone, traffic light.
10. Suggestions for analysis and recording:
Vera is cooking beans. Valya has violets. Fedya has a new cap. Fenya saw an owl. We came to a new farm. The factory produces a lot of shoes. Things were carried into the elevator. Vegetables and fruits ripen in August. Pests have appeared on beans and carrots. Blizzards howl in February. Flags flutter at the gates.
1. Isolation of sounds l and b from words in the initial position (using subject pictures).
2. Comparison of sounds by articulation (similarity, difference).
3. Correlating sounds with the letters p and b.
4. Reading the syllabic table; recording syllables from dictation.
5. Oral dictation (after hearing a word, raise the corresponding letter - p, b):
mushroom, woke up, posters, steps, bun, rowan, certificate, sausage, hollow, swam, close, dancing, report, patience, fiddled, Saturday, clouds, cried, heel.
6. Vocabulary dictation (write words in two columns according to the presence of p and b):
weak, rough, large, letters, argued, collected, care, scarf, papers, package, bouquet, bow, coat, boots, pipes, shepherd, shovel, drops.
7. Selectively write down from a number of dictated words those that contain:
n - freedom, carpenter, beard, trousers, millet, lamp, caring, boils, spring, swan;
b - true, wake up, worked, equally, dental, zoo, forgot, smell, compote, ball, violinist.
8. Consider a series of object pictures containing the sounds p and b in their names in a clear position. Pronouncing the name words in chorus, students isolate paired consonants by raising a letter, and then write down this series (15–20 pictures) with the given letters, for example:
9. After checking, you can perform the reverse task: the collected, mixed pictures must be arranged by the called students so that the pictures correspond to the finished record, for example:
boots, album, library...
10. Working with numbers - determining the place of a sound in a word (pull out the corresponding number):
n - report, lamp, April, attempt, bought, pass, quail, disappeared, jumped over, slept, crawl, warmer, ashes, flood, remembered, hurried, registration;
b - caring, instruments, tambourine, drum, victory, butterfly, white-sided, beaver, try, picked up, muttered, safe, cloudless, unemployment, unmistakable.
11. Fill in the missing syllable pa or ba:
Liu -, ry -, tro -, li -, -ran, -latka, sdo -, -lets, -zar, - bushka, tru-, -rus, lo-ta, pri-vil, for-you, -ket , -namka.
12. Complete the sentences by choosing the appropriate word:
13. Write down verbs with the prefix po-.
Example: ran - ran.
He whitewashed, visited, was sick, thanked, worried, was afraid, wandered, shaved.
golu-oh, -laval, tsara-al, deep-eye, za-latil, -ri-avit, -o-food, -ri-ory, -alu-a, -ro-oval, -o-ro-oval , -ro-lyl, -o-orol, -u-en-tsy, -od-orodok, -lago-oluchno, -asno-suiter.
There were big li-s in the arch. Re-yata -o-lyed to -ereg. -glasses -about the sea -spits. -ora -o-elit -otolki. The grains are ripening in Ola. The middle legs of the Christmas tree are short, and the donkey is ill. She grew up re-a-olly, -re-olshaya.
1. Isolating paired sounds from words based on an object picture (in the initial position), for example firewood, pipe.
2. Comparison of d and t by articulation (similarities and differences).
3. Comparison of these sounds with their graphic representation.
4. Differentiation g - d in syllables (orally and in writing).
5. Looking at paired pictures. Analysis of paronymous words by meaning and sound. Making sentences with them (orally).
dacha - wheelbarrow
shower - mascara
fishing rod - duck
daughter - period
reel - reel
6. Fill in the missing ones letters t, d. Make sentences using the given words.
7. Complete the sentences by choosing the appropriate word:
In Alyonushka's heart...
Rotted on the porch... . ( longing, board)
The wind... the last leaves.
Bring it to the guest.... ( chair, blown away)
Brother... exam.
I... am a good student. ( became, passed)
8. Find an error in the poem:
The poet, having come up with a line,
I put my daughter at the end.
9. Write down the words from dictation in two columns (according to the presence of t, d):
Bucket, winds, cloud, blew, knock, smart, country, hit, fog, dozed off, doors, whistle, trumpet, girlfriend, grass.
10. Selective recording of words: only with the sound t: ran, pipe, branch, dandelion, wipe.
11. Add the missing syllable ta or da.
b) in writing:
lopa -, nature -, child -, voro-, goro -, mach -, boro-, goose-, dark -, sword-, posu-, deaf-, free -, simple -, star -, zabo -, holo - , bese -, kar -.
12. Write down verbs with the prefix do-. Make sentences with them orally.
Example: pulled - pulled out.
He dragged, drowned, stomped, held, was on duty, did.
Underline the letters g, l with colored pencils.
13. Determine the place of the sound in words (pick out the corresponding number from the row):
g - tractor, arrow, shoot, notebooks, stool, hurries, worries, arrives, will come, will bring, blows, drowsiness, ashamed, groceries, touched, from there, teenager;
d - beard, pipe, thermometer, clockwork, blackbirds, waited, thought of, waited, prey, got it, dined, difficult, cold, drain, water supply, chin.
T" - D" (soft options)
1. Select soft phonemes from words in initial position.
those de; those - de - those; adi - ati...
3. Record them from dictation.
4. Compare paronymous words in meaning and sound: day - shadow matter - body is watching - fly off, walk - if you want
5. Select soft phonemes from words - raise the corresponding letters:
quieted down, touched, shadows, glass, marvelous, poems, sow, divide, nine, mother, swans, well done, black grouse, put on, watch, multiplier, put on.
6. Write down the words from dictation in two columns (according to the presence of t "-d")
wind, girls, washing, water, December, tree, dark, wall, days, guests, flies, week, October, picture, middle, record, horses, woke up.
7. Determine the place in the word (push the number out of the row):
g" - plant, darken, walls, children, extended, winner, kids, bed, stem, dampness, beauty, sleep, speed, sporty, rub, black grouse, divider;
d" - come, wake up, sit, redo, won, jelly, worked, clothes, stadium, bucket, divide, swans, currants, will hold, homemade.
8. Change words according to the example:
a) verbally - with throwing the ball;
b) in writing.
Example: log in - log in.
Look - go - find - move away - come - take away - follow - dress up - come in - cross wait...
T-D; T"-D"
9. Clearly pronounce the phrase:
A woodpecker is sitting on a branch, a woodpecker is hammering a tree.
One day strikes, two strikes - your nose will land in the sky.
E-yo-, gu-eGreen Noise,
Green Noise, spring noise!
Playfully spluttering
around the fan on horseback:
kachne-kus-s of alder,
like flower dust,
like a cloud: everything is green,
and wow, and wow!..
Like pouring milk,
cherry s-oyas,
quietly making noise;
warmed by the warm sun,
noisycheerful
and next to it new greenery
babbling a new song
and the white linden tree,
and white birch tree
with a green braid!
Shumi-ros-Inka small,
noise-tall maple...
11. Copy by inserting the missing letters:
a) -e-and state-or at -e-and in -erevne. -I-I treated-ee-ee me-ohm. Guys, puss or lo-ochka according to vo-e. Soon pri-e-le-o. -e-and sing-uv the forest for the yagos. -u-ub. Boo-ee jelly-ee.
b) -e-and si-yapod with-ary -ub. At noon, it's gus-a-day. E-e-s -support -I-I Vi-ya. He chops up dry twigs, “-e-e, o-o-e-e from the tree. Suk upa-yo-.”
12. Auditory dictation:
a) Autumn has come. Cold wind is blowing. The sun shines dimly. It rains often. Birds fly in friendly flocks warm countries. There is silence in the forest. The day has become short.
b) Stands for a long time middle lane dreary autumn. Rain, wind, cold. The distance is covered with a gray haze of fog. The last leaves are falling from the trees. Flocks of birds are ready to long-haul flights. All living things are waiting for Mother Winter to come.
13. Insert the missing prefix from- into the verbs below; emphasize t, d.
was breathing
Ro-i-fir and -e-ok are all o-e-h-a from monet-ok. (Fish.)
(V. Fetisov.)
15. Texts for graphic dictation.
Ice flakes are melting on the glass. A wild duck leads the ducklings. An owl sees in the dark.
a) The sea is covered with ice. And the high-speed steamers stopped. There is no way forward for them. And the icebreaker is coming. It crushes ice floes under itself and breaks them. There is now a long corridor among the ice. Steamships are following the icebreaker.
b) The gardens were burdened with fruits. The fruits huddled together like chicks in a nest. The gardener walks from tree to tree. He picks the ripe fruits and puts them in a basket. The basket is covered with a tablecloth and carried into the car. There they put her in the front seat. These wonderful apples are sent to the capital for an exhibition.
a) raise the corresponding letter;
b) press the letters into the slots of the text printed on the card.
Ri-nya-ul is a wet fan, eating snow. At night, the fire finally poured out, and began to flow through the window so much that Nikita woke up, sat down in the bed and listened, smiling.
Chu-esen the noise of the night -ozh-ya. “Sleep, sleep, sleep,” he hurriedly taught through his eyes. And the fan in gusts tore across the fields.
Nicky turned his ear over with his cold face up, lay down again and tossed and turned, settling down more.
The heat had passed, but the sky was still dark. There was no trace of snow left. The wide thief was covered in puddles of rats. The whole clear, clean, air was full of the noise of falling water...
Breaking the ice, the river overflowed its banks, swirled l-ins, uprooted bushes, went high through the dam and fell into the omu-s. ( According to A. Tolstoy)
1. Select sounds s and з from words in the initial position.
3. Match the sounds with the letters c, z.
5. Differentiate s and s in words (orally, raising letters): statement, event, samovar, found out, sit down, call, assigned, term, difference, segment, action, sign, syllables, sounds,
mimosa, mischievous, plant, forget-me-not, capricious, carousel.
6. Write the words in two columns (based on the presence of c, h):
umbrella, beets, eyes, sunset, eight, September, August, found out, fell asleep, mature, ripe, managed, oar, lucky, spring, autumn, class, sat down, thank you, stuck, basin, sand, pasta, snake, brave.
7. Determine the place of the sound in the word (pick a number out of the row):
a) village, saved, saved, whistle, gathered, cash register, made, class, dump truck, schedule, seated, bored, ostrich;
b) laughed, note, got dirty, hung, weighed, shielded, adjusted, here, windbag, told, shy, neighbor, sat next to, ranted;
a) called, locomotives, splinter, ordered, tied, untied, rang, cut, froze, covered up, stars, found out, rang, backpack, unloaded, defrosted;
b) dropped in, arrogant, hello, slides, tears, the day after tomorrow, said, painted, rang, consciousness, immediately, surprises, realized, state farms.
8. Form new verbs using the prefix for-:
Pattern: knit - tie
shine - ... salt -... lay - ... carry - ... call - ... carry -
wear - ... sprinkle - ... litter - ... ask - ... thrust - ... crawl - ...
Orally make up phrases with some of the verbs.
9. Repeat clearly:
Zoya sat down on the bench,
on the right - Slava, Seva - on the left.
The donkey was angry today - he found out that he was a donkey.
The fields ate ov-oh and corn-oh. In -ovho-e-o-reli arbu-s. O-era has thick aro-li. -for now there are green entrances. Ra-dal-ya -il -tuk. -agremel -a-ov. IN -about-new le-u-praying -apah. Dress your coats with fir, and your tins. -a-creaked under the skirts -neg. -in-the-tracks were flying over o-oka.
1. Isolate the sounds k, g from words (in the initial position).
2. Compare by articulation (similarity, difference).
3. Match the sounds with the letters k, g.
4. Differentiate sounds in syllables like: ga - ka - ga aka - aga, etc. (orally and in writing).
slide - crust
pebbles - tracing paper
game - caviar
guest - bone
grotto - mole
Include them in sentences (orally).
6. Oral dictation of words (raise the letter k or g according to the presence of sound):
bent, fortress, brick, about, frog, store, huge, rooks, nettle, depth, jug, order, gas, mittens, term, paper, main.
7. Write the words in two columns (according to the presence of k, g):
tan, roof, menacing, eyes, jumped, jump, cinema, sunset, milk, shores, clay, said, thunder, den, rough, large.
8. Determine the place of sound in words (based on the number series):
g - Grisha, Gregory, verb, riddle, giant, jumping rope, cackling, round, chewed, straightened, title, loon, warmed up, daisies, around, conversation, run up, button, bicycle race, kilogram;
k - cubes, rug, strong, boxes, roof, lid, heels, carrots, carrots, crocodile, ball, fairy tale, deep, bell, bell, accordion, eyes, hot water bottle, strawberry, tongue twister, title.
9. Insert the missing syllable ga or ka:
a) verbally with throwing the ball;
b) in writing:
du -, ru-, but - , -empty, doro -, mountains - , - zeta, vil - , zagad -, radu - ,- vet-, ro -, bo -tyri, blue - , -ter, -loshi, -rage, believe -, charge-, hundred-, courage-, chambers-, - mice, -lit-, -pel-, -nav-.
10. Complete the missing word:
The entire attic is already...
pigeons are fighting.... (in the window, on fire)
A child's voice sounded...
Everyone was golden in the sun... (spikelet, little voice)
11. Repeat the riddle in chorus, remember, solve.
Jackdaws were flying, sticks were standing.
If there is a jackdaw on each stick,
then there is not enough stick for one jackdaw.
If there are two jackdaws on each stick, then one of the sticks will remain without jackdaws.
How many sticks were there? How many jackdaws were there?
(Answer: three and four.)
12. Listen to the poem:
Misha-Mikhail writes:
“Grandfather Gerasim scored a goal.”
Everyone reads and exclaims:
Hey old man, he scored a goal!
Put grandfather's portraits in all newspapers!
No,” said the grandfather angrily, “
Mishkin, give me a portrait in them!
I wrote a dictation at school,
I was thinking about football.
That is why KOL turned into GOL,
And for this GOAL he received a KOLE!
(S. Pogorelovsky.)
What was Mikhail's mistake? What two meanings does the word stake have?
13. Explain the meaning of the proverb; write it down from memory:
Don't drive your horse with a whip,
and drive the horse with oats.
14. Suggestions for graphic recording:
A blizzard is buzzing outside the window. December is the end of the year. The wolf disappeared into a deep ravine. We put the needles in a box. The berries on the hill are turning red. We love to play town and bowls. The hedgehog put an apple on the thorns. Rowan trees are covered with clusters of red berries.
15. Guess the riddle, write down its text graphically under dictation (dictated line by line):
On the hill near the stumps
many thin stems.
Each thin stem
holding a red light.
Unbend the stems
collecting lights.
(Strawberries) (V. Fetisov.)
1. Isolate the sounds sh and z from words in the initial position.
2. Compare by articulation (similarity, difference).
3. Match the sounds with the letters sh, zh.
4. Differentiate sounds in syllables (in pronunciation; by hearing; in recording).
5. Compare paronymous words by meaning and sound:
sew - live
shawl - sorry
six - tin
crushed - circled
put out - put out
Make sentences with them (orally).
6. Differentiation between w and w in words:
a) orally (raise the appropriate letter):
lark, powder, sheepskin coat, lived, sew, crown, courage, made noise, build, engineer;
b) in writing (write in two columns):
circled, pears, toad, wait, galoshes, fur coat, listen...
7. Determine the place of the sound in the word (by moving the number out of the row):
f - scissors, thirst, burns, thinner, thinner, buzzed; important, weapon, yolk, polite, careful;
sh - shashka, hut, rustles, rustles, cones, playful, peel, break, crumble, whisper.
And about the two of them,
two e-eys and two y-eys
know in our new house
all twelve are this.
(S. Mikhalkov.)
9. Repeat the rule for writing the syllables shi and zhi, enter the indicated syllables in the words given below:
After the pain, lu-i. We found it under the tree and brought it home in a Christmas tree. Everyone gets up early. The cor-un is circling in the sky. The pencil eraser is cut. Multiplication can be replaced by layering. Keep it up head you-e, breathe deeply.
The pu-empty cotton wool is floating somewhere.
The lower the wool, the closer it is. ( Clouds)
Stunning of voiced consonants
Subject . Stunning of voiced consonants in the middle of a word.
Target. Observe the discrepancy between pronunciation norms and spelling norms, exercise students in checking dubious consonants.
1. Consider and name the subject pictures (in pairs):
a) cup - spoon
b) branch - boat
In each pair of words, highlight the third sound:
a) in both words the word sh is heard (pronounced);
b) in both words d. is heard (pronounced). Compare the spelling of the words considered.
Find out in a conversation that the deafening of the voiced consonants w and d in the words spoon, boat is explained by the proximity of the voiceless consonant k. If you eliminate this proximity, the sounds will sound loudly, without distortion: spoon, boat. The neighboring vowel (e, o) helps clarify the consonants.
Devoicing can occur with any of the paired voiced consonants. In this case, the voiced consonant is pronounced as its paired voiceless consonant (see table):
2. Consider examples of deafening of voiced consonants in words (when a voiced consonant is followed by a voiceless consonant):
3. In the middle of the words cup, branch, two voiceless consonants met: shk, tk. To make sure that there is no contradiction between pronunciation and spelling, let’s turn to the same vowels for help: cup, twig.
4. Check doubtful consonants in words:
…-Shop
…-strip
Coat
…-herring
...-Matryoshka
…-cover
…-Notebook
…-fairy tale
…-Tile
The hut stands on chicken legs. It contains rainwater. The dog is sleeping in the box. Carrots grow in this garden. The birch trees are turning green at the bottom. On the way out, a sweet raspberry ripened. Boards and feet are running along the road. (Skis.)
6. After checking, insert the missing consonants:
The growl is small, but the ear is sweet. Sit down next to each other and talk to each other. Na we-ku and ko-ka beast.
Along this path, the goose army marches with a goose-like stride.
He appeared in a yellow jacket, goodbye, two shells! (Chick.)
Gold coins are falling from your eyelids. ( Leaves .)
He will fuss over the flower and share the sack. ( Bee .)
(A. Rozhdestvenskaya.)
7. Choose words that correspond to these patterns. Verbally check the consonant in the middle of words:
Shka (cup, cat, tower, mouse, porridge, drying, crumpet)
Shka (stick, bowl, brooch, bun, crumb, lid)
Shka (shirt, reel, pillow, frog, okroshka, drying)
Shka (brother, tire, top, potato, old lady)
Leg (leg, spoon)
Zhka (buckle, stitch, mug)
Haircut (haircut, cap, shavings, earring, mitten, cover)
Zhka (russula, fastener, footrest)
Dka (boat, tub, booth, grandfather)
Dka (bed, breast, summary, strand)
Dka (riddle, neighbor, guess, landing, gazebo)
Dka (reconnaissance, wiring)
Tka (thread, mesh, branch, fleece, baby)
Weave (cage, tile, throat, whip)
Weaving (cap, tent, attempt)
Tka (tablet, candy, crib)
Ska (paint, footnote, typo)
Ska (stroller, note, strip, sign)
Ska (registration, sausage, pendant, subscription)
Zka (mating)
Zka (pointer, lubricant, teardrop, fairy tale, bunch)
Zka (birch, string, clipping, putty)
Zka (loading, trimming)
8. Observation of deafening of voiced consonants at the end of words is carried out similarly to the previously discussed cases of deafening in the middle of words.
Check for a dubious consonant at the end of a word:
a) orally - by throwing the ball or raising the corresponding consonant letter;
b) in writing (selectively).
Sample: ice - ice (d).
p - b - soup, crab, tooth, snowdrift, ice hole, volley, hawk, log house;
d - t - garden, factory, mole, honey, people, seine, ice, labor, pilot;
w - w - baby, hut, rye, lily of the valley, knife, ruff, hedgehog;
s - z - frost, watermelon, story, cargo, nose, eye, cart, coward;
f - v - beak, wardrobe, shoes, scarf, carrots, crops, giraffe, eyebrow;
k - g - knock, iron, ravine, flag, shore, step, friend, apron.
Words for reference:
lion, fishing; glad, kind, row; snow, stack, lay, syllable; enemy, screech; eye, load, gnawed; trace, shame, vault; hump, mushroom, coat of arms, rough, row; friend, duty.
Sample: flowering meadow(s), bitter onion(bulb).
A pond is a rod, a fruit is a raft, young is a hammer, ice is flight, a mouth is a rod, a drain is a haystack, a Serb is a sickle, a mushroom is a flu.
People honor those who love work. Bro they live like crazy. On the tongue is myo-, and under the tongue is le-. Thank you, Moro, for bringing snow. Without ru-, without but-, but he can draw. Drink, eat, and tell the truth. What a root, what a bad thing.
Three wise men in one basin
set off across the sea in a thunderstorm.
Boo stronger old ta-,
My story would have been longer.
(S. Marshak.)
Eight no-, like eight ru-,
embroidered with silk cru-.
A master in silk knows a lot.
Buy, flies, go-! (Spider.)
(V. Fetisov.)
12. After checking the doubtful consonants, write down the data below the word in two columns according to the presence of a voiced or voiceless consonant:
a) book-ka, kry-ka, cha-ka, ko-ka, bum-ka, boots-ki, katu-ka, raw-ka, hide-ka, tele-ka, cover-ka, gray-ka, go, go, go, go, go;
b) bula-ka, kno-ka, koro-ka, trample-ka, bitch, mo-ki, klu-ki, pro-ka, horse-ka, ve-ka, kolya-ka, re-kiy, no, re-kiy, slak-ki, shka-chik, hand-chik, close, smooth;
c) no-, gla-, strau-, holo-, dokla-, sapo-, cru-, vol-, vra-, table-, moe-, tor-, mali-, baga-, poho-, kama-, gara-, solda-, shar-, ulo-, prili-, ruka-, fisherman-.
General rule. Paired voiceless consonants p, f, t, s(and corresponding soft ones), k, w at the end of words and before voiceless consonants can be represented by letters, respectively P or b , f or V , T or d , With or h , To or G , w or and . The same letters can convey paired voiced consonants b, c, d, h(and corresponding soft ones), g, f before paired voiced consonants (except V). To correctly write a consonant letter in these cases, you need to choose another form of the same word or another word, where in the same significant part of the word (same root, prefix, suffix) the consonant being tested is located before the vowel or before the consonants r, l, m, n, v(and corresponding soft ones), as well as before j(in writing - before separators ъ And b , see § 27–28). Examples:
Consonants in roots and suffixes:
1) at the end of a word: dub (cf. oak, oak), gluP (stupid, stupid), grabe (rob), sydrink (sprinkle), ButWith (noses), inh (carts),thd (of the year), kroT (mole), wifeT (married), handV (sleeves), krove (blood, blood), shtraf (fines, fine, penalty), vymoTo (get wet, wet, wet), blueTo (bruises), moG (maybe, could), smallw (baby, baby),montaand (installation, installation), drawyeah (tremble, tremble); Wed starveds (frost, frost, freeze) And starvedsya (drizzle, drizzle);
2) before consonants:
A) in front of the deaf: dub ki(cf. oaks, oak tree), shakingP ka (rag, rag, rag, rag), kuP tsa (merchant), OV tsa (sheep),loV cue (dexterous), handV chick (sleeves), shkaf chick (cabinets), neitherh cue (low), miWith ka (bowls), Vasya ka (Vasya), Kus ka (Kuzya, Kuzma), kad ka (tub), mehT cue (marks), coG you (claw), loTo you (elbow), beG quality (running, fugitive), loand ka (spoon, spoon), roomw ka (little rooms), wingsw co (wings); Wed back and forthand ku (alternate) And back and forthw ku(mix), suP chick (soups) And sub chick (subject);
b) before paired voiced ones (except V): molot ba (thresh), matchmakeryeah bA (weddings, bridal; don't check with words woo), xoyeah ba (walk), aboutsya ba (ask), res ba (cut), oxw ba (magic), boand ba (swear), liesand Yes(hostile), and gu (burned, burn), and give (wait).
| Exceptions: in words holed And gaping is written With , although there are verbs open (Xia), open (Xia) And open up (Xia), open up (Xia). In words abstraction, reaction, correction is written To (Although abstract, react, correct), in a word transcription is written P (Although transcribe); in these cases, the letter reflects the alternations of consonants in the source language (Latin). About relations of type prognosis - prognostic, diagnosis - diagnostics see a.1.3.1.3, paragraph 2, Note 1. |
Consonants in prefixes (before a voiceless or paired voiced consonant, except V): V walk,V beat(cf. enter, get in), ond prick (cut, tear), Ob hew, ohb fry (cut off, cut off, go around), OT talk aboutT call, ohT advise (wean off), Byd throw, byd quit, byd send (bring, send), With do,With be cunning(be able to, be able to, get rid of), Pred Carpathia (Cis-Urals).
Possession orally very important for social life and individual development. Much attention is paid to learning a native (or foreign) language colloquial speech — correct pronunciation phonemes. There are many words that differ only in individual sounds. Therefore, special attention is paid to the functioning of the speech organs and sound production.
Sound production
Sound formation occurs as a result of mental and speech activity person. The vocal apparatus consists of the diaphragm, larynx, epiglottis, pharynx, vocal cords, nasal and oral cavity, uvula, palate (soft and hard), alveoli, teeth, tongue, lips.
The tongue and lower lip are actively involved in sound production. Teeth, palate, upper lip remain passive.
The production of sounds (phonemes) includes:
- respiration - breathing,
- phonation - the use of the larynx and vocal folds to create phonemes,
- articulation - work for sound production.
Noisy (deaf) Russian language
There are exactly 33 letters in the Russian language, and much more sounds - 42. There are 6 vowel phonemes, consisting of a pure voice. The remaining 36 sounds are consonants.
In the creation of 16 consonant phonemes, only noise is involved, resulting from the exhaled air flow overcoming certain barriers, which are interacting speech organs.
[k, ], [p, ], [s, ], [t, ], [f, ], [x, ], [h, ], [sch, ], [k], [p], [s ], [t], [f], [x], [ts], [sh] are voiceless consonant sounds.
To learn how to determine which consonant sounds are voiceless, you need to know their main features: how and in what place they are formed, how the vocal folds participate in their production, whether there is palatalization during pronunciation.
Formation of noisy consonants
In the process of producing voiceless consonant phonemes, the interaction of various organs of the speech apparatus occurs. They can close together or form a gap.
Voiceless consonant sounds are born when the exhaled person overcomes these barriers. Depending on the type of obstacles, voiceless phonemes are divided into:
- stop plosives [k, p, t, k, p, t];
- stop fricatives (affricates) [ts, ch, ];
- fricatives (fricatives) [s, f, x, shch, s, f, x, w].
Depending on the places where barriers are formed, voiceless phonemes are distinguished:
- labiolabial [p, p];
- labiodental [f, f];
- anterior lingual dental [s, s, t, t, ts];
- anterior lingual palatodental [h, sch, w];
- velar lingual velar [k, x, k, x].
Palatalization and velarization
Noisy phonemes are classified taking into account the degree of tension in the middle of the tongue. When, in the process of sound production, the anterior and middle area tongue, a palatalized consonant (soft) voiceless sound is born. Velarized (hard) phonemes are produced by raising the root of the tongue to the posterior region soft palate.
6 soft and 6 hard noisy voiceless phonemes form pairs, the rest do not have pairs.
Paired voiceless consonants - [k, - k], [p, - p], [s, - s], [t, - t], [f, - f], [x, - x]; [ts, ch, sh, shch, ] - voiceless unpaired consonant sounds.
Articulation
The combination of all the work of the individual organs of the speech apparatus involved in the pronunciation of phonemes is called articulation.
For speech to be understandable, you must be able to clearly pronounce sounds, words, and sentences. To do this, you need to train your speech apparatus, practice the pronunciation of phonemes.
Having understood how voiceless consonant sounds are formed and how to pronounce them correctly, a child or adult will master speech much faster.
Sounds [k - k, x - x, ]
Lower the end of the tongue, slightly move it away from the incisors of the lower jaw. Open your mouth slightly. Raise the back of the tongue so that it comes into contact with the border zone of the elevated soft and hard palate. Through a sharp exhalation, the air overcomes the barrier - [k].
Press the end of your tongue against your lower front teeth. Bring the middle and back parts of the tongue closer to the middle-back area of the hard palate. Exhale - [k,].
In the production of phonemes [x - x, ], the speech organs are located similarly. Only between them there remains not a bow, but a gap.
Sounds [p - p, ]
Close your lips, leave your tongue freely, and move its tip slightly away from the lower incisors. Exhalation. A stream of air breaks through the lips - [p].
The lips are positioned the same way. Press the end of the tongue against the incisors of the lower jaw. Raise the middle of the tongue towards the hard palate. A sharp push of air overcomes the labial barrier - [n,].
Sounds [s - s, ]
Stretch your lips, almost close your teeth. Use the tip of your tongue to touch the front teeth of the lower jaw. Arch your tongue, lifting the middle back towards the palate. Its lateral edges are pressed against the upper chewing teeth. The air flow passes through a groove formed in the middle of the tongue. Bridges the gap between the alveolar arch and the anterior back of the tongue - [c].
The phoneme [s, ] is pronounced similarly. Only the middle of the tongue rises higher, and the front one bends more (the groove disappears).
Sounds [t - t, ]
Part your lips. Place the end of the tongue against the incisors of the upper jaw, forming a bow. A stream of exhaled air forcefully breaks through the barrier - [t].
The position of the lips is the same. Press the tip of your tongue against the lower incisors. Touch the upper alveolar arch with the front part of the tongue, creating a bow. Under the pressure of the air stream, an obstacle is overcome - [t,].
Sounds [f - f, ]
Lower lip slightly retract and press the upper incisors to it. Raise the back of the tongue towards the back of the soft palate. As you exhale, the air passes through a flat gap formed by the lip and teeth - [f].
Lips and teeth in the same position. Move the tip of the tongue towards the lower incisors. Raise the middle part of the tongue towards the palate. The air flow penetrates through the labial-dental fissure - [f,].
Sound [ts]
Sound is produced in two stages:
- Stretch slightly tense lips. Press the end of the tongue against the front lower teeth. Raise the front part of the tongue, closing it with the hard palate (immediately behind the alveolar arch).
- The air flow enters oral cavity. Bend the tongue slightly - raise the middle part, lower the back, press the side edges to the chewing teeth. The bow turns into a gap and the air comes out - [ts].
Sound [h, ]
The formation of a phoneme consists of two phases:
- Slightly round and protrude your lips. Press the end and front of the tongue against the hard palate and alveolar arch, creating a barrier.
- Push out the air: at the place of the bow between the tongue and the palate there will be a gap. At the same time, you need to raise the middle of the tongue - [h,].
Sound [sh]
Pull out slightly rounded lips. Raise the end of the tongue until a narrow passage with the palate and alveolar arch is formed (1st cleft). Having lowered the middle of the tongue, raise its back part (2nd gap). Press the edges against the chewing teeth to form a cup. Exhale smoothly - [w].
Sound [sch, ]
Pull your lips out a little and round them out. Raise the end of the tongue to the alveolar arch without pressing, so that a gap remains. Raise the tongue to the hard palate (except for the front part), and press the edges against the molars of the upper jaw. Exhale slowly. The central part of the tongue goes down, creating a groove through which the air flow passes. The tongue tenses - [sch,].
In the speech stream, voiceless consonant sounds coexist with other phonemes. If a noisy phoneme is followed by a vowel, then the lips take a position for the articulation of the latter.
Comparison of noisy voiceless and voiced phonemes
Voiced phonemes are those whose formation involves both voice and noise (the latter predominates). Some voiced ones have paired sounds from among the voiceless ones.
Paired voiceless consonants and voiced sounds: [k - g], [k, - g, ], [p - b], [p, - b, ], [t - d], [t, - d, ], [ s - z], [s, - z, ], [f - v], [f, - v, ], [w - g].
Voiced and voiceless unpaired consonants:
- [y, l, m, n, r, l, m, n, r] - voiced (sonorant);
- [x, h, sch, x, ts] - noisy deaf.
Lettering for noisy phonemes
The ability to write correctly is no less important than speaking. Mastery in writing is associated with even greater difficulties, since some sounds on paper can be written with different letters or letter combinations.
When written, voiceless consonant sounds are expressed in similar letters if they are in strong positions.
By deafness-voicing: before a vowel, [v - v, ], other noisy ones (applicable to paired deaf people!).
By hardness-softness: before a vowel, [b, m, g, k, p, x, b, m, g, k, p, x, ] - for sounds [s, s, t, t, ], at the end words.
In other cases, to determine the correct letter (or combination of letters) for a voiceless consonant phoneme, one must use certain rules Russian language. And sometimes you just need to remember the correct spelling of words (dictionary words).
