Solid unpaired: [w], [w], [c] .
Soft unpaired: [th"], [h"], [w":].
The designation of the softness of consonants in writing
Let's digress from pure phonetics. Consider a practically important question: how is the softness of consonants indicated in writing?
There are 36 consonants in Russian, including 15 pairs of hardness-softness, 3 unpaired hard and 3 unpaired soft consonants. There are only 21 consonants. How can 21 letters represent 36 sounds?
For this, they are used different ways:
iotized letters e, yo, yu, i after consonants except sh, w and c, unpaired in hardness-softness, indicate that these consonants are soft, for example: uncle- [t’o´t’a], uncle -[Yes Yes] ;
letter and after consonants except sh, w and c. Consonants denoted by letters sh, w and c, unpaired hard. Examples of words with a vowel and: nothing- [n’i´tk’i], sheet- [l'ist], cute- [cute'] ;
letter b, after consonants except sh, w, after which the soft sign is an indicator of the grammatical form. Examples of soft words : request- [proz'ba], stranded- [m'el'], distance- [gave '].
Thus, the softness of consonants in writing not transmitted special letters, but combinations of consonants with letters i, e, e, u, i and b. Therefore, when parsing, I advise you to turn Special attention to adjacent letters after consonants.
§eight. Place of formation of consonants
Consonants differ not only in the signs you already know:
deafness-voicedness,
hardness-softness
Formation method: bow-slit.
The last, fourth sign is important: place of education.
The articulation of some sounds is carried out by the lips, others - by the tongue, its different parts. So, the sounds [p], [p '], [b], [b '], [m], [m '] are labial-labial, [c], [c '], [f], [f ' ] - labio-dental, all the rest - lingual: front-lingual [t], [t '], [d], [d '], [n], [n '], [s], [s '], [s ], [h '], [w], [g], [w ':], [h '], [c], [l], [l '], [p], [p '] ,
middle lingual [th '] and back lingual [k], [k '], [g], [g '], [x], [x '].
Positional changes in sounds
Strong-weak positions for vowels. Positional vowel changes. Reduction
People do not use spoken sounds in isolation. They don't need it.
Speech is a sound stream, but a stream organized in a certain way. The conditions in which a particular sound appears are important. The beginning of a word, the end of a word, the stressed syllable, the unstressed syllable, the position before the vowel, the position before the consonant - these are all different positions. We will figure out how to distinguish between strong and weak positions, first for vowels, and then for consonants.
Strong position one in which the sounds are not subject to positionally determined changes and appear in their main form. A strong position is distinguished for groups of sounds, for example: for vowels, this is a position in a stressed syllable. And for consonants, for example, the position before vowels is strong.
For vowels, the strong position is stressed, and the weak position is unstressed.
In unstressed syllables, vowels undergo changes: they are shorter and not pronounced as distinctly as under stress. This change in vowels in a weak position is called reduction. Due to reduction, fewer vowels are distinguished in the weak position than in the strong position.
Sounds corresponding to stressed [o] and [a], after hard consonants in a weak, unstressed position, sound the same. Normative in the Russian language is recognized as "akanye", i.e. nondiscrimination O and BUT in an unstressed position after hard consonants.
Under stress: [house] - [lady] - [o] ≠ [a].
without stress: [d a ma´] -at home´- [d a la´] -dala´ - [a] = [a].
Sounds corresponding to stressed [a] and [e], after soft consonants in a weak, unstressed position, sound the same. The normative pronunciation is "hiccups", i.e. nondiscrimination E and BUT in unstressed position after soft consonants.
under stress: [m'ech '] - [m'ach '] - [e] ≠ [a].
without stress: [m’ich’o´m] - sword´m -[m'ich'o´m] - ball´m - [and] = [and].
What about the vowels [and], [s], [y]? Why was nothing said about them? The fact is that these vowels in a weak position undergo only quantitative reduction: they are pronounced more briefly, weakly, but their quality does not change. That is, as for all vowels, an unstressed position for them is a weak position, but for a schoolchild these vowels in an unstressed position do not represent a problem.
[ski'zhy], [in _lu'zhu], [n'i't'i] - both in strong and weak positions, the quality of vowels does not change. Both under stress and in an unstressed position, we clearly hear: [s], [y], [and] and write the letters with which these sounds are usually denoted.
Strong-weak positions for consonants. Positional changes of consonants
For all consonants without exception, the strong position is position before a vowel. Before vowels, consonants appear in their basic form. Therefore, when doing phonetic analysis, do not be afraid to make a mistake characterizing a consonant in a strong position: [dacha] - country house,[t'l'iv'i´zar] - TV set,[s’ino´n’ima] - synonyms,[b'ir'o´zy] - birches,[karz "and´ny] - baskets. All consonants in these examples are before vowels, i.e. in a strong position.
Strong positions in voicelessness:
before vowels: [there] - there,[ladies] - ladies,
before unpaired voiced [p], [p '], [l], [l '], [n], [n '], [m], [m '], [th ']: [dl'a] - for,[tl'a] - aphids,
Before [in], [in ']: [own'] - mine,[ringing] - ringing.
Remember:
In a strong position, voiced and deaf consonants do not change their quality.
Weak positions in deafness-voicedness:
in front of pairs for deafness-voicedness: [sla´tk’y] - sweet,[zu´pk'i] - teeth.
Before deaf unpaired ones: [aphva´t] - girth, [fhot] - entrance.
at the end of a word: [zoop] - tooth,[dup] - oak.
Positional changes of consonants according to deafness-voicedness
In weak positions, consonants are modified: positional changes occur with them. Voiced ones become deaf, i.e. deafened, and the deaf - voiced, i.e. voiced. Positional changes are observed only in paired consonants.
Stunning-voicing of consonants
Voiced stunning occurs in positions:
before paired deaf people: [fsta´v'it'] – in put,
at the end of a word: [clat] - treasure.
Voicing of the deaf happens in position:
before paired voiced: [kaz'ba´] – to with bba´
Strong positions in hardness-softness:
before vowels: [mat'] - mother,[m'at'] - crush,
at the end of a word: [won] - out,[out'] - stink,
before labial-labial: [b], [b '], [n], [p '], [m], [m '] and back-lingual: [k], [k '], [g], [g '], [x[, [x'] for sounds [s], [s'], [s], [s'], [t], [t'], [d], [d'], [ n], [n '], [p], [p']: [sa´n'k'i] - Sa'nki(genus pad.), [s´ank'i] - sled,[bu´lka] - bun,[bu´l'kat'] - gurgling
all positions for sounds [l] and [l ’]: [forehead] - forehead,[pal'ba] - a shot.
Remember:
In a strong position, hard and soft consonants do not change their quality.
Weak positions in hardness-softness and positional changes in hardness-softness.
before soft [t '], [d'] for consonants [c], [h], which are necessarily softened:, [z'd'es'],
before [h '] and [w ':] for [n], which is necessarily softened: [po´n'h'ik] - donut,[ka'm'n'sh': ik] - mason.
Remember:
In a number of positions today, both soft and hard pronunciation is possible:
before soft front lingual [n '], [l '] for front lingual consonants [c], [h]: snow -[s'n'ek] and, piss off -[z’l’it’] and [zl’it’]
Before soft anterior lingual, [h ’] for anterior lingual [t], [d] - lift -[pad’n’a´t’] and [padn’a´t’] , take away -[at’n’a´t’] and [atn’a´t’]
Before soft anterior lingual [t "], [d"], [s "], [s"] for anterior lingual [n]: vintik -[v’i´n "t" ik] and [v’i´nt’ik], retirement -[p'e´n's'iy'a] and [p'e´ns'iy'a]
Before soft labials [c '], [f '], [b '], [n '], [m '] for labials: write in -[f "p" isa't '] and [fp" is'at '], rhyme(dat. pad.) - [r'i´f "m" e] and [r'i´fm" e]
Remember:
In all cases, in a weak position, positional softening of consonants is possible.
Writing a soft sign with positional softening of consonants is a mistake.
Positional changes of consonants according to the features of the method and place of formation
Assimilation of consonants
The logic is this: the Russian language is characterized by the likeness of sounds if they are similar in some way and at the same time are close.
Learn the list:
[c] and [w] → [w:] - sew
[h] and [g] → [g:] – compress
[s] and [h '] - at the root of words →
[w':] - happiness, account
- at the junction of morphemes and words →
[w':h'] - comb, dishonest, with what (a preposition followed by a word is pronounced together, like one word)
[s] and [w':] → [w':] - split
[t] and [c] - in verb forms → [ts:] - smiles
-at the junction prefixes and roots →
[cs] - sprinkle
[t] and [ts] → [ts:] - unhook
[t] and [h’] → [h’:] - report
[t] and [t] and [w’:]←[c] and [h’] - Countdown
[d] and [w ':] ← [c] and [h '] - counting
Distinguishing consonants
Dissimilarity is the process of positional change, the opposite of likening.
[g] and [k '] → [x'k '] - easy
Simplifying consonant clusters
Learn the list:
vstv - [stv]: hello, feel
zdn - [zn]: late
zdts - [sc] : under the bridle
lnts - [nts]: sun
NDC -
[nc]: Dutch
ndsh -
[nsh:] landscape
ntg - [ng]: x-ray
RDC -
[rc]: a heart
rdch -
[rh']: heart
stl - [sl ']: happy
stn - [sn]: local
Pronunciation of groups of sounds:
In the forms of adjectives, pronouns, participles, there are letter combinations: wow, him. AT place G they pronounce [in]: him, beautiful, blue.
Avoid spelling. say the words him, blue, beautiful right.
Letters and sounds
Letters and sounds have different purposes and different nature. But these are comparable systems. Therefore, the types of relationships need to be known.
Types of ratio of letters and sounds:
1. The letter denotes a sound, for example, vowels after hard consonants and consonants before vowels: weather.
2. The letter does not have its own sound value, for example b and b: mouse
3. The letter stands for two sounds, for example, iotized vowels e, yo, yu, i in positions:
o the beginning of a word,
o after vowels,
o after separators b and b.
4. The letter may indicate the sound and quality of the preceding sound, such as iotized vowels and and after soft consonants.
5. The letter may indicate the quality of the previous sound, for example b in words shadow, stump, firing.
6. Two letters can mean one sound, often a long one: sew, squeeze, rush
7. Three letters correspond to one sound: smile - ts -[c:]
Sections: elementary School
GOALS:
- updating, clarifying and concretizing students' knowledge of paired and unpaired voiced and voiceless consonants; introduction to the active dictionary of terms paired consonants and unpaired consonants;
- development of speech, attention, memory, thinking, phonemic hearing; vocabulary enrichment;
- fostering a culture of communication and interest in the Russian language.
DURING THE CLASSES
I. ORGANIZATIONAL MOMENT.
I greet you as members of the Sound Laboratory of the Russian Language Institute. Where do we start? With a smile! Smile at each other. After all, it is more pleasant to communicate with friendly, benevolent people.
II. MOBILIZING STAGE.
Our Sound Lab operates under the motto:
Russian language is interesting!
Do you agree? Why?
While doing this exercise, we uttered many different words. Can you tell me what words are made of?
What two groups are divided into all the sounds of the Russian language?
What sounds are more in Russian?
Based on your answers, tell us what we will be working on today.
What work needs to be done?
Repeat:
Develop skill:
In our laboratory, you need to work, knowing important information about sounds:
- Sounds live in words.
- They are heard but not seen.
- They can be spoken, but not written.
How are the sounds in writing?
III. A MINUTE OF CLEANWRITING.
Look at the letters on the board:
S, b, f, x, f, d.
What groups can they be divided into?
Make up and write down different chains with the letters of each group:
skhf sfh khsf khfs fsh phs
bjd bj jbd jb dbj jb
What sounds represent the letters you wrote in the first line? In the second?
So, today we will talk about voiced and deaf consonants.
IV. VOCABULARY AND SPELLING WORK.
Today we have a new word that needs to be explored. You can determine it if you arrange the rectangles in order of increasing the number of points in each of them.
What word did you make?
Write it down in your notebook.
Determine the stressed syllable, emphasize the unstressed vowel.
What is a shovel?
What are the distinguishing features of this instrument?
Tell me fully what the word shovel means .
Name the consonant sounds in the word shovel, give them a description.
How are consonants pronounced?
So, the sounds of speech are uttered with the help of either noise, or voice, or both. Look at the "Rock of Sonority" diagram and try to tell the names of the sounds that are pronounced with the help of voice; noise; voices and noise.
V. STUDYING A NEW TOPIC. Paired voiced and voiceless consonants.
A couple of words are written on the blackboard:
Barrel - kidney;
Board - longing;
Heat - a ball;
Itching - court.
Read aloud the written pairs of words. What words do you not understand?
How are these words similar?
Say the first sounds in the words of the left column.
What are these consonant sounds?
How are they pronounced?
Say the first sounds in the words of the right column.
What are these consonant sounds?
How are they pronounced?
Compare the first sounds in each pair of words. What can you say about them?
(The first sounds in each pair of words meet the same obstacle. Only the voiced one is pronounced with a voice, and the deaf one is without a voice.)
So each ringing sound forms a pair with the corresponding voiceless:
VOICED [B] [B, ] [C] [C, ] [D] [D, ] [D] [D, ] [F] [Z] [Z, ]
MUTE [P] [P, ] [F] [F, ] [K] [K, ] [T] [T, ] [W] [S] [S, ]
Using the table, name the pairs of consonants according to voiced / deafness.
How can you call sounds that have a pair?
CONCLUSION: pairs for voicedness / deafness - 11. Paired consonants are friends. They are almost twins and differ from each other only in one thing: the voiced consonant has a voice, while the deaf one does not.
What letter represents these sounds?
B C D E F G
P F K T W S
Write the paired consonants in your notebook.
VI. PHYSICAL MINUTE.
I will name the words. If the word begins with a voiced double consonant, you squat, spread your arms to the sides. If the word begins with a deaf double consonant - get up, lower your hands down.
Bunny, cod, Venya, Fenya, grass, firewood, live, sew, shadow, stump, door, beast, stumps, days.
VII. FIXING.
1. Recognition of paired consonants by voicedness / deafness.
Find and write down the words in which there is one of the pairs of consonants for voiced-deafness. Underline the paired consonants.
Parade, whistle, ball, firing, peephole, small step, patronage, there, buffet, gray, here.
2. Work with the textbook. Exercise 74 (p. 73).
Open the textbook on p.73.
Get to know the words in the exercise.
Name words for reference.
Pay attention to the sample. What can you say about these words? How do they differ? Match the rest of the words in the same way.
The tower is arable land, the owl is a sofa, the guests are bones, the dacha is a wheelbarrow, the heat is a ball, roses are dew.
In the written words, name and underline the letters in place of paired voiced and voiceless consonants.
VIII. Fizkultminutka. The development of fine motor skills.
Moved by the flower
All four petals.
I wanted to rip it off
He fluttered and flew away.
The pendulum is swinging
Forward-backward, backward-forward
From yellow to green
Then vice versa.
While the arrow is swinging
So many times in a row
You are green from yellow
Shift your gaze.
IX. STUDY OF NEW MATERIAL. Unpaired voiced and voiceless consonants.
Read the words. What consonant sound is pronounced at the beginning of each word - voiced or deaf?
Goldfinch, elk, rhinoceros, walrus, heron, ferret, lynx, seagull, iodine.
Consider the table. Explain why the named consonants are arranged in this way.
| [Y] | [L] [L, ] | [MM, ] | [N] [N, ] | [R] [R, ] |
||||
| [X] [X, ] | [C] | [H, ] | [SCH, ] | |||||
So what can they be called?
| UNPAIRED | ||||||||
| [Y] | [L] [L, ] | [MM, ] | [N] [N, ] | [R] [R, ] |
||||
| THE MOST VOICED CONSONANTS | ||||||||
| [X] [X, ] | [C] | [H, ] | [SCH, ] | |||||
So, voiced and deaf consonants are paired and unpaired.
X. FIXING.
1. The game "Lost".
Dear employees! We have an unfortunate incident. While we explored the sounds
It is not known how it happened
Only the sound got lost:
He jumped into someone's house
And hosts it!
Correct the word. Name the "lost" sound. What is he? What letter stands for? Write down the word. Underline the letter.
Old Grandpa Pahom
Riding a goat. (Kone.)The sea turns blue before us
T-shirts fly over the waves. (Seagulls.)There are no roads in the swamp.
I'm for cats - lope yes lope! (bumps.)The hunter shouted: - Oh!
The doors are chasing me! (Beasts.)In front of the kids
The painters paint the rat. (Roof.)Dropped the doll from my hands
Masha rushes to her mother:
- There creeps green onions
With a long mustache! (Bug.)
So, what are voiced and deaf consonants?
2. Individual work. Three students work at the blackboard.
Put the number 1, 2 or 3 above the word, which correspond to the following statements:
1. The word has only deaf consonants;
2. Words in which consonants are only voiced;
3. Words that have both voiceless and voiced consonants.
Scallop, beard, cockerel, sausage, vaseline, frog.
3. Front work.
While the guys are working at the blackboard, we will work orally. In each chain of words, find the extra. Rely on the topic of our lesson and the first letters. Justify the answer.
poppy, meadow, soup, cancer.
Chizh, garden, oak, bow.
Pack, dot, daughter, quotation.
4. Checking individual work.
You should have written: 3 2 1 1 2 3.
5. Writing from memory based on associations.
Now turn your attention to full power. Read word combinations. Try to remember them (2 minutes). I remove the words of the second column. Focusing on the first words, write the second.
Underline in the written words: boys - letters in the place of voiced consonants, girls - letters in the place of deaf consonants.
6. Group work.
Add one consonant to each word to make a new word. For example, a ball - a scarf.
1. Cutting, table, paw.
2. Mustache, rose, mouth.
3. Table, spruce, cat.
4. Tooth, wasp, cancer.
5. Sex, cottage, ox.
XI. GENERALIZATION. Work with signal cards.
Now let's work with signal cards. I am making a statement. If you agree with him, show a green card, no - a red one.
- A consonant can represent either a hard or a soft sound.
- The consonants x, c, h, u have their own pair of voiced-deafness.
- L, m, n, p, d - the most voiced consonants.
XII. HOMEWORK.
At home, learn the rules on p. 70-71, do exercises 72 and 73 on p. 72.
XIII. MARKING.
Our working day at the Sound Lab has come to an end. Now I will note the work of active employees.
- Mudreyka 5 points - :.
- Mudreyka 4 points - :.
Well done! You've done well!
XIV. LESSON SUMMARY.
What do you remember about your working day?
- A a a
- B b ba
- in in ve
- G G G G
- D d de
- E e e
- Yo yo yo
- Well
- Z z ze
- And and and
- th and short
- K to ka
- L l el
- M m um
- N n en
- Ltd
- P p p p
- R r er
- S s es
- T t te
- u u u
- f f ef
- x x ha
- C c c tse
- h h th
- Sh sh sha
- shh shcha
- ъ solid sign
- s s s
- b soft sign
- uh uh
- yu yu yu
- I am I
| 42 sounds | |||||
|---|---|---|---|---|---|
| 6 vowels | 36 consonants | ||||
| [a] [and] [o] [y] [s] [e] | Paired | Unpaired | |||
| Drums | Unstressed | Voiced | Deaf | Voiced | Deaf |
| [b] [b "] [in] [in"] [g] [g"] [d] [d "] [f] [h] [h "] | [n] [n"] [f] [f"] [to] [to "] [t] [t"] [w] [s] [s"] | [th"] [l] [l"] [mm"] [n] [n"] [r] [r "] | [x] [x"] [c] [h"] [sch"] |
||
| Paired | Unpaired | ||||
| Solid | Soft | Solid | Soft | ||
| [b] [in] [G] [e] [h] [to] [l] [m] [n] [P] [R] [with] [t] [f] [X] | [b"] [in"] [G"] [d"] [h "] [to"] [l"] [m"] [n"] [P"] [R"] [with"] [t"] [f"] [X"] | [f] [c] [w] | [th"] [h"] [sch"] |
||
How are letters different from sounds?
Sound is elastic vibrations in a medium. We hear sounds and can create them, among other things, with the help of the speech apparatus (lips, tongue, etc.).
A letter is a symbol of the alphabet. It has an uppercase (excl., ь and ъ) and a lowercase version. Often the letter is graphic image corresponding speech sound. We see and write letters. So that the pronunciation features do not affect the letter, spelling rules have been developed that determine which letters should be used in the word in question. The exact pronunciation of a word can be found in the phonetic transcription of the word, which is shown in square brackets in dictionaries.
Vowels and sounds
Vowel sounds (“voice” is the Old Slavonic “voice”) are the sounds [a], [i], [o], [u], [s], [e], in the creation of which the vocal cords are involved, and on the way exhaled air is not blocked. These sounds are sung: [aaaaaaa], [iiiiii] ...
Vowels are denoted by the letters a, e, e, and, o, u, s, e, u, i. The letters e, e, u, i are called iotized. They denote two sounds, the first of which is [th "], when
- stand first in the phonetic word e le [y "e ́ l" e] (3 letters, 4 sounds) e sche [y" and sch "oʹ] (3 letters, 4 sounds) , 3 sounds) Yu la [y "u l" a] (3 letters, 4 sounds) i block [y" a blaka] (6 letters, 7 sounds) i ichko [y" and ich "ka] (5 letters, 6 sounds)
- follow after the vowels bird d [pt "itsy" e ́ t] (7 letters, 8 sounds) her [yy" o ́] (2 letters, 4 sounds) kayu ta [kai" u ta] (5 letters, 6 sounds) blue [with "in" y "a] (5 letters, 6 sounds)
- follow after b and ъ entry zd [vy "e st] (5 letters, 5 sounds) rise m [fall" o m] (6 letters, 6 sounds) lew [l" y ́] (3 letters, 3 sounds ) wings [wing "th" a] (6 letters, 6 sounds)
The letter and also denotes two sounds, the first of which is [th "], when
- follows after nightingales [salav "th" and ́] (7 letters, 7 sounds)
In a word, vowels highlighted during pronunciation are called stressed, and not highlighted are unstressed. Stressed sounds are most often both heard and written. To check what kind of letter you need to put in a word, you should choose a single-root word in which the desired unstressed sound will be stressed.
Running [b "igush" y"] - running g [b" e k] mountain ra [gara] - mountains [mountains]
Two words united by a single stress make one phonetic word.
To the garden [fsat]
There are as many syllables in a word as there are vowels. The division of a word into syllables may not correspond to the division during transfer.
e -e (2 syllables) then -chka (2 syllables) o -de -va -tsya (4 syllables)Consonants and sounds
Consonant sounds are sounds, during the creation of which a barrier is erected in the way of the exhaled air.
Voiced consonants are pronounced with the participation of the voice, and deaf consonants without it. The difference is easy to hear in paired consonants, for example, [n] - [b], when pronouncing which the lips and tongue are in the same position.
Soft consonants are pronounced with the participation of the middle part of the tongue and are indicated in transcription by an apostrophe " what happens when consonants
- are always soft [th "] , [h"] , [u"] ah [ah"] (2 letters, 2 sounds) beam [beam"] (3 letters, 3 sounds) bream [l" esch "] (3 letters, 3 sounds)
- follow before the letters e, e, and, u, i, b (excl., always solid [g], [c], [w] and in borrowed words) stranded [m "el"] (4 letters, 3 sounds) aunt [t "ot" a] (4 letters, 4 sounds) people [l "oud" and] (4 letters, 4 sounds) life [zh yz "n"] (5 letters, 4 sounds) circus [ts yrk] (4 letters, 4 sounds) neck [sh eya] (3 letters, 4 sounds) tempo [t emp] (4 letters, 4 sounds)
- followed by soft consonants (some cases) pancake [bl "in" h "ik]
The rest of the consonants will mostly be solid.
Hissing consonants include sounds [g], [w], [h "], [u"]. Speech therapists correct their pronunciation penultimate: the tongue must be strong and flexible in order to resist exhaled air and be held against the palate in the shape of a cup. Vibrating [p] and [p"] are always the last in line.
Do students need phonetics?
Without division into vowels, consonants, stressed, unstressed, of course, it is impossible. But transcription is a clear overkill.
Speech therapists are required to know the phonetic parsing of words, and probably it can be useful to foreigners.
For students (from grade 1!), who have not yet mastered the rules of spelling, a rather in-depth study of phonetics only hinders, confuses and contributes to incorrect memorization of the spelling of words. It is “back” that the child will associate with the pronounced “run”.