Ball games aimed at the formation of correct sound pronunciation and the development of phonemic processes educational and methodological material on speech therapy (middle, senior group) on the topic. Master class: “Techniques for working on the introduction of letters denoting vowels

Material from the book:

"Ball and Speech" T. A. Vorobyova, O. I. Krupenchuk

Ball games aimed at developing correct sound pronunciation and developing phonemic processes

At first school year We introduce children to vowel sounds. Children are offered a wide variety of games and exercises on this topic. Vowel sounds are the foundation on which all work on the development of phonemic processes in children is based. Having mastered this topic, children, as a rule, master sound analysis and synthesis of words well, and therefore, in the future, it is easier to assimilate material on learning to read and write. All work on vowel sounds is reinforced in ball games.

In games No. 1, 2 and 4, children practice clearly pronouncing vowel sounds and distinguishing them from the sound range. Smooth, prolonged singing of vowel sounds is reinforced in games No. 3 and 5. It is interesting that in these games children correlate the duration of rolling the ball with the duration of singing vowel sounds. All these games help practice smooth exhalation, which is very important when working on sound pronunciation. We reinforce the ability to control the power of the voice in game No. 7. In the group you can observe children with disorders of the prosodic components of speech. These defects are very diverse. The child may speak very quietly, almost in a whisper, or have a dull, often nasal voice.

IN speech therapy group Children with rhinolalia are also admitted after cheiloplasty and uranoplasty operations. All ball games aimed at singing vowel sounds are beneficial for these children. K. S. Stanislavsky, characterizing the sound of the Russian language, figuratively said that vowels are a river, and consonants are the banks, and without them our speech is a swamp. In our daily work on correcting children’s speech, we strengthen these “shores.” Consolidation of the correct pronunciation of sounds and the development of phonemic processes can be carried out in ball games.

In game No. 8, children select words that match a given sound and pronounce these words clearly. The kids really love game No. 9, which requires attention, a good level of development of phonemic awareness, and the ability to highlight the sound at the beginning and end of a word. Game No. 10 is fun, since the child can give answers to all the speech therapist’s questions that begin only with the same specific sound. It is advisable to include ball game No. 11 in a lesson on differentiating sounds. This game can be used to differentiate any sounds (s-sh, sh-zh, r-l, z-zh, etc.). Children with phonetic-phonemic speech underdevelopment may have difficulty dividing a word into syllables and mastering words with a complex syllabic structure. Of course, to solve this problem we use traditional techniques: clapping a rhythmic pattern, clapping and tapping the number of syllables in a word, building up syllables. The ball also plays a positive role in such activities.

In games No. 12, 16 and 17, children learn the syllabic structure of a word and consolidate the ability to divide words into syllables. In games we use not only rubber balls, but also homemade ones made from fabric. In the group and speech therapy room there is a set of these balls, red and blue, with letters embroidered on them. Each red ball has four vowels embroidered on it, and the blue ball has four consonants. Games with these balls are very diverse. So, for example, in game No. 6, the child names a vowel sound or a word starting with a vowel sound (if the speech therapist throws him a red ball) and a consonant (if the ball is blue). Multi-colored balls are also used to analyze and synthesize syllables and words. So, in game No. 13, children, on the instructions of the speech therapist, reproduce the reverse syllables AP, UT, OK, and then this syllable is laid out from balls. In game No. 14, children make words from balls, read, and analyze them.

1. Game “We hit the ball with our palm, repeat the sound together”

Goal: development of phonemic perception, reaction speed, consolidation of knowledge of vowel sounds.

Speech therapist: When you hear the sound “A”, hit the ball on the floor. After catching the ball, repeat this sound. A - U- O - U - A-A - O - U

2. Game “The vowel sound is heard by the ears, the ball flies over the top of the head”

Goal: development of phonemic perception, reaction speed, selection of a given vowel from a number of others.

Speech therapist: I will name vowel sounds. Toss the ball when you hear the "E" sound. A - E - U -Y - E - A - U - O - A - E - Y-E

3. Game “My ball and I sing vowel sounds together”

Goal: development of long, smooth exhalation, consolidation of the pronunciation of vowel sounds.

Option 1. The speech therapist asks the children to sing a vowel sound while rolling a ball on the table. The child takes a breath, smoothly rolls the ball to a friend, singing the vowel: A - A - A - A - A - A

Option 2. The game can be played while sitting on the floor - in a circle or in pairs, singing the vowel sounds assigned by the speech therapist and rolling the ball. The speech therapist draws the children’s attention to the fact that the ball needs to be rolled smoothly and the sound sung protractedly.

4. Game “Knock” I want to say sounds And I knock on the ball.

Goal: training in clear pronunciation of vowel sounds, development of phonemic perception.

Progress of the game. Children and speech therapist sit in a circle. The ball is sandwiched between each knee. The speech therapist pronounces vowel sounds while tapping the ball with his fist. Children repeat individually and in chorus. Sounds are practiced in isolated pronunciation with a gradual increase in the number of repetitions per exhalation, for example: A AA AAA E ee ee O 00 000 U UU UUU Then you can pronounce various combinations of sounds: AAE AEO AAU

5. Game “Singing Balls” First I knock on the ball, and then I roll it.

Goal: strengthening short and long pronunciation of vowel sounds, developing phonemic perception, strengthening long oral exhalation.

Progress of the game. Children are distributed in pairs and sit facing each other at a distance of three meters. Each pair has a ball. The speech therapist pronounces combinations of vowel sounds. The last sound is pronounced for a long time and sung. For example: A A E-uh-uh. U E A~a~a-a~a. The first two sounds are accompanied by a fist hitting the ball; singing the third sound, the child rolls the ball to his partner. Rolling the ball is emphatically smooth and prolonged, just like pronouncing a vowel sound.

6. Game “Multi-colored balls” Red is a vowel. Blue - no. What's the sound? Give me the answer!

Goal: strengthening the differentiation of vowels and consonants, developing attention and speed of thinking. Equipment: red and blue balls.

Progress of the game.

Option 1. The speech therapist throws the ball to the children. The person who catches it calls out a vowel sound if the ball is red, a consonant sound if the ball is blue, and throws the ball back to the speech therapist.

Option 2. The child names a word starting with a vowel sound if the ball is red. And if the ball is blue, then the child names a word that begins with a consonant sound.

7. Game “Quiet - Loud” We rode through the mountains, Sang here and sang there.

Goal: strengthening the articulation of vowel sounds, developing phonemic perception, working on voice strength.

Equipment: small balls.

Progress of the game. Singing a given sound as demonstrated by a speech therapist. The strength of the voice is proportional to the direction of movement of the hand. As the hand with the ball moves upward (uphill), the strength of the voice increases, downward (downhill) it decreases. When the hand with the ball moves horizontally (the ball rolls along the path), the strength of the voice does not change. In the future, children independently assign tasks to each other.

8. Game with passing the ball “Pass the ball - say the word”

Goal: development of phonemic awareness, reaction speed.

Progress of the game. The players line up in a column. The players standing first have one large ball (25-30 cm in diameter). The child names the word with the given sound and passes the ball back with both hands above his head (other ways of passing the ball are possible). The next player independently comes up with a word for the same sound and passes the ball on.

9. Game with passing the ball “Sound chain” We will connect a chain of words. The ball won't let you put a point.

Goal: development of phonemic awareness, activation of vocabulary.

Progress of the game. The speech therapist says the first word and hands the ball to the child. Next, the ball is passed from child to child. The final sound of the previous word is the initial sound. For example: spring - bus - elephant - nose - owl...

10. Ball throwing game “One hundred questions - one hundred answers starting with the letter A (I, B), and only this one”

Goal: development of phonemic concepts, imagination.

Progress of the game. The speech therapist throws the ball to the child and asks him a question. Returning the ball to the speech therapist, the child must answer the question so that all words of the answer begin with a given sound, for example, with the sound I. Example: - What is your name? - Ira (Ivan). - What about your last name? - Ivanova. - Where are you from? - From Irkutsk. - What grows there? - Figs. - What birds are there? - Orioles. - What gift will you bring to your family? - Taffy and toys.

11. Game “A syllable and a syllable - and there will be a word, we will play the game again”

Option 1. Goal: to consolidate the ability to add a syllable to a word.

Progress of the game. The speech therapist says to the children: “I will say the first part of the word, and you will say the second: sa - har, sa - ni.” Then the speech therapist throws the ball to the children one by one and says the first syllable; the children catch it and throw it back, saying the whole word. You can throw the ball on the floor.

Option 2. Goal: differentiation of sounds, development of attention, speed of thinking.

Progress of the game. The speech therapist throws a ball to the children, calling the first syllable: “sa” or “sha”, “su” or “shu”, “so” or “sho”, “sy” or “shi”. The child finishes the word. For example: Sha- balls sa-sanki sho- rustle so- forty shu- shuba su- bag shishina cheese- cheese

12. Game with throwing the ball “Let's catch the ball - once!” And two - we will unravel the words!

Progress of the game: Throwing the ball to the children, the speech therapist pronounces the words, and the children, returning the ball, repeat them: Plate, cave, room, dishes, display case, well. Then the speech therapist confuses the words by rearranging the syllables. And the children MUST untangle them. Speech therapist: Children: reltaka plate shpera cave nakomta soup room dishes trivina display case well well

13. Game “Sounding Toys” Prick up your ears: The toys will tell you the sounds.

Goal: analysis and synthesis of reverse syllables and consolidation of merging syllables.

Equipment: red and blue balls made of fabric with letters embroidered on the sides, indicating vowels and consonants.

Progress of the game. The speech therapist calls two children: “These are sounding toys, they can sing and speak.” Names in the children's ears the sounds that they will have to sing or pronounce. “Now I’ll press the button and our toys will talk” (touches the children one by one). “Toy children” reproduce their sounds, and the rest of the children orally “read” the resulting syllable. Children determine which sound they heard first, which sound they heard second, and reproduce the syllable along with the “sounding toys.” Then the reverse syllable is laid out from balls with letters and read.

14. Game “Catch the ball - make up a word” We caught three balls - We’ll say the word now.

Goal: compiling three-sound words and analyzing them. Equipment: fabric balls with vowels and consonants embroidered on them.

Progress of the game. The speech therapist throws a ball to each child, naming the sounds of the intended word: M - A - K D - O - M K - O - T Children find on their ball the letter corresponding to the named sound, and make up a word from the balls, read, analyze it.

15. Game with throwing the ball “Catch the ball and throw the ball - name how many sounds”

Goal: determining the sequence and number of sounds in a word.

Progress of the game. The speech therapist, throwing the ball, pronounces the word. The child who catches the ball determines the sequence of sounds in the word and names their number. Subsequence. Three-sound words like: MAC, SLEEP, KIT. Four-sound words with open syllables: FRAME, MOTHER. Four-sound words with a combination of consonants: MOLE, TABLE, ARGUMENT.

16. Game “If I meet a word on the road, I’ll break it into syllables”

Goal: training the ability to divide words into syllables, development of attention, speed of thinking.

Progress of the game. The speech therapist throws a ball to the children, naming one-syllable, two-syllable and three-syllable words. The child who catches the ball determines the number of syllables, names them and throws the ball back. You can invite children to pronounce the word syllable by syllable while simultaneously hitting the syllables with a ball.

17. Game with throwing the ball “Change this word, change it - lengthen it”

Goal: expansion vocabulary, development of attention, speed of thinking

Progress of the lesson: An adult throws a ball to the children, while pronouncing a one-syllable word: garden, bush, nose, knife, table. The child who catches the ball, before throwing it back, changes the word so that it becomes two-syllable (nose - noses) or three-syllable (house - houses). The number of SYLLABLES is determined.

VI. Bottom line. What two sounds made friends in class today? What song do they sing together?

Group/class

Lesson 29

Certificate. Sound [y "a]. Letter I, I

Target:

· Fix the sound combination [th "a", determine its place in the word;

·reinforce the concept that one letter represents two sounds:

·introduce the vowel letter I;

· consolidate the visual image of the letter I;

· practice the ability to formulate plural from names

baby animals, in agreement possessive pronouns my, my, my with nouns;

·develop phonemic awareness, attention, memory, fine motor skills;

· to educate, independence, activity, responsibility.

Progress of the lesson

1. In the last lesson we got acquainted with double sound[th"], and today we will learn the letter that denotes this combination of sounds.

When can you hear a combination of sounds [y"a]? (At the beginning of a word and after

vowel sound.)

Here Yasha and Raya are eagerly waiting for us.

They can't find the patterns for their names. Let's help them! Where is the combination of sounds [y"a] heard in the name Yasha? (At the beginning of the word.) Find objects with a combination of sounds [y"a] at the beginning and connect them with Yasha (lizard, lamb, apple). And in the name of Raya, where is the combination of sounds [y"a] heard? (After the vowel.) Find and connect the objects of Raya. (Fairy, button accordion, piano)

Introducing the letter. The double sound [y"a] is denoted by one letter I. What do you think, is the letter I one or two? (Large and small) Why? (Children's explanations)

111 . 1. Fixing the image of the letter. Find and circle the letter I among the other letters.

2. Name the sounds that these letters represent. (Children must name two sounds for the letters M, N, L - soft and hard.)

Physical exercise.

That's an apple

Stretch out your hand

Pick an apple.

The wind began to shake the twig,

And it's hard to get an apple.

(Children imitate the movements.)

I'll jump up and extend my hand

And I’ll quickly pick an apple! "

IV. 1. Reading syllables, words.

2.Match the objects with the appropriate word.

3.Reading sentences.

V. Performing exercises to prepare children for writing.

VI. Bottom line. What have we learned about the letter I?

SPEECH DEVELOPMENT. PREPARATION FOR LEADERSHIP AND WRITING

Date "___" __________ ______ ________________

Group/class

Lesson 30

Diploma (consolidation). Letters A-Z

Target:

Introduce the letter I as an indicator of the softness of the previous consonant (the letter I means [a] after a soft consonant);

·fix the letters A, Z, the rule of writing them after consonants;

· exercise in determining the sound composition of a word, highlighting vowel sounds, designating them with letters, selecting words to sound patterns, the ability to provide feedback: highlight the first sound in a word, designate it with a letter;

and with all the letters studied;

Develop intonation expressiveness of speech (reading plain language with different intonations);

Develop phonemic hearing, attention, fine motor skills;

· cultivate the ability to listen to a friend, supplement, correct his answer.

Progress of the lesson

1. What two groups are sounds and letters divided into?(For vowels and consonants) How do sounds and letters differ? (We hear and pronounce sounds, and we see and write letters.)

Today we will talk about 2 vowel letters - A and Z, and their work.

11. Game "Name the Sound".

Label the first two sounds with the appropriate color. Divide the words into

Which of you can guess the word for this diagram?

Mystery

Long thin stalk

Above is a scarlet light.

Not a plant, but a lighthouse

This is bright red... (poppy).

(E. Savelyeva)

The teacher shows a picture of a poppy: tell us about the sound composition of the word - name the vowel sound.

What letter do we use to represent this sound? (a) Write down on the letter diagram A.

Mystery

I jump and remain silent.

If I fall, I won't scream.

I don't even need a doctor.

Guess who I am?

And in the word ball is there a sound [a]? What sound is this: first, second or third?

Who can say: there is in the word ball the letter a? In a word ball The sound [a] is indicated by the letter Y.

Sign the letter I in your letter diagrams under the sign of the vowel sound [a].

How do you know when to denote the sound [a] the letter A is used, and when - I? Now we will reveal the first rule of competent writing. Look closely at the word patterns poppy And ball. In a word poppy After what consonant sound does the sound [a] come: after soft or hard? (Solid) In the word ball, Which consonant comes before the “sound [a]: hard or soft? (Soft)

Conclusion.

The letters A and Z stand for the vowel sound [a].

The letter A denotes the sound [a] after a hard consonant (hard commander"). The letter I denotes the sound [a] after a soft consonant (soft commander").

Remember this rule.

Let's take two more words - small And crumpled. What vowel sound do you hear in these words? That's right, in words small And crumpled the sound [a] is heard. Two diagrams, and you determine where the word is small, And where crumpled, write it down.

Why did you decide that I wrote down the word first? small? (Because the letter A indicates the first hard consonant, and the word begins with the hard consonant [m] small The letter I indicates that it is preceded by a soft consonant, and the word begins with a soft consonant crumpled(color the first sound in the diagram with the desired color), What letter represents the sound [a] in the word small? Which - in the word crumpled?

Name the objects, what letter is written in the word A or Z? Match the word with the corresponding letter.

Reading syllables, words.

If a syllable has a hard consonant before the sound [a], what letter should be written? If it's soft? Write the letter A in the first column and read the syllables. What consonant sounds are they? Hard or soft? Turn hard sounds into soft ones. Which letter will help you? Write it down. Read the syllables.

Related information.

Master Class:

“Techniques for working on the introduction of letters denoting vowel sounds”

Language training must begin with those extremely general knowledge about the structure of language and writing, which can become the basis of a future system of linguistic knowledge and skills of students. It is known that the basis of Russian writing lies positional principle, the essence of which is that any linguistic unit reveals its real value- or function - only in combination with other linguistic units, i.e., depending on its linguistic environment, on its position in a word, sentence, text. This pattern is evident at all linguistic levels.

Reading and writing are complex skills that take a long time to develop, going through a number of stages. At the initial stage of the formation of these skills, according to psychologist Daniil Borisovich Elkonin, reading “is the action of recreating the sound form of a word based on its graphic model, and writing is the creation of a graphic model based on the sound form.”

But in order for the child to be able to discover the positional principle of Russian reading when becoming familiar with the first letters, when reading and writing the first syllables and words, in the pre-letter period of learning, much attention is paid to the phonemic analysis of the word.The purpose of this period is to teach the child to navigate sound system Russian language, introduce the structure of the sound form of a word, the most important characteristics of sounds (phonemes).Particular attention is paid to the differentiation, on the one hand, of vowels and consonants, and, on the other, of soft and hard consonant phonemes.The practical goal of phonemic analysis is to isolate the phoneme and associate it with the letter. Sound parsing is transformed from the moment letters are introduced into sound-letter parsing. A new question is added: what letter can be used to denote a sound and why? At first, naturally, this question refers to that part of the word that is denoted by letters known to children. Gradually, due to the accumulation of the stock of studied letters, an increasing part of the sound sequence is replaced by letters.

A child who knows the principle of positionality is able to read a syllable (word) with any new letter as soon as he learns its phonemic meaning from an adult. This general positional principle of Russian writing determines the order of learning letters denoting vowel sounds.

Learning to read according to D. B. Elkonin’s system, a child immediately learns positional reading. By learning to read, a child learns to think. Reading his first syllables, the child immediately masters the general method of reading any syllables: he learns to focus on the vowel letter following the consonant. To do this, vowels are entered in pairs:A-Z, O-Y, U-Y, Y-I, E-E . Children are first introduced to all five pairs of vowels, and then, when introduced to the first letters of consonants, they discover that they can already read any open syllable. From the very beginning, when reading and writing the first syllables and words, the child discovers the general law of Russian writing, which underlies the reading of any open syllable.

I would like to show you the introduction of ten vowel letters in pairs today. I took the first lesson of the section “Work of vowel letters” “Designation of the sound [a] with the letters A, Z.”

Subject . The sound nature of letters. LettersA AndI .

Target . Teach children to recognize two ways to designate the sound [A] depending on the hardness or softness of the preceding consonant sound.

Create a situation that requires students to find and use letter aids to represent a specific word.

Teacher. I thought of a word and made a diagram of this word, try to guess it. (SUMMER)

Who can guess our word from this sound pattern?(Children offer their own variants of words, each sentence is checked - “read” according to the scheme.) You found many words that fit the diagram, but you didn’t guess the one I had in mind. Now I'll give you a little hint.(The teacher indicates soft and hard consonant sounds in the diagram)

Now can you guess our word? (Children again offer their words that fit the sound pattern, for example: FOX, SAW, VERA.) Look: every sound is indicated in the pattern, but you still haven’t been able to read the hidden word. Why?(The teacher helps the children determine the reason for the failure: “There are many consonant and vowel sounds, and we used the same icons for them; therefore, it is impossible to say exactly what sound is indicated by each of these icons.”)

What sounds can come in second place?(Children name all vowel sounds.) Let's come up with a different sign for each sound, then this sound will not be confused with others. Who can offer their own, new way of designating sounds?

(Children propose new signs for different sounds, these proposals are discussed. Students, together with the teacher, find out the “weaknesses” of each new method (too many signs, incomprehensible to other people, etc. The children themselves will probably suggest using letters to represent sounds. Next, the teacher can show the closeness and relatedness of the letter notation to other symbols and methods of fixing the word. At the same time, it is necessary to note the peculiarity of the alphabetic letter, its universality.)

People have long agreed to designate sounds with special icons - letters. Each nation has its own letters with which it denotes the sounds of human speech. We will use those letters that are accepted in the Russian language. Now I will write in Russian letters the word that I wished for: SUMMER.

Designation of the vowel sound [A] using letters A And I .

Teacher. What is shown in the picture? (POPPY ). Make a sound diagram of the word MAC. What sign do you use to indicate the second sound? Why? What sound is this?(Vowel.) Name it. Raise your hands everyone who knows what letter icon is to represent the sound [A]. Who can find this letter in our cash register?(There is a large box with letters hanging on the board. The teacher helps the student find two cards - a capital letter A and lowercase A . The student shows them to the class.)

Look: there are two letters hereA (uppercase and lowercase). Open your tills and take out the exact same letters. Show them to me. What sound will we denote with this letter? ([A].) Sign the letterA under the sign of the diagram that denotes the vowel sound [A].(The same work is done by one of the students on the board: . Let's read the word MAC.

I will speak the words. If you hear the sound [A] in a word, raise the letterA . STORK, SAIL, LAMP. How many times is [A] sounded in the word LAMP? Show me on your fingers. And in the word MAP? What about the word CAKE? That's right, there is no [A] sound in this word.

Does the word BALL have the sound [A]? What sound is this: first, second or third? Who can say: there is a letter in the word BALLA ? (Most likely, there will be literate children in the class who know how to spell the word BALL. If there are no such children, the teacher himself says that in the word BALL the sound [A] is indicated by the letter I .)

Let's make a sound diagram of the word BALL. Name the second sound of this word.([A].) What sound is that? Who can find in our cash register the letter that represents the sound [A] in the word BALL?(The student finds a card with the letter I and shows it to the other children.) Sign the letter I in their diagrams under the sign of the vowel sound [A]:

Now listen to the word MElon. What is the last sound in this word? Perhaps it should also be designated by a letterA . Who disagrees with me?(By offering an incorrect option, the teacher counts on the reading children who will be able to correct his mistake.)

Indeed, in the word MELTON the sound [A] is indicated by the letterI . Let's make a diagram of the word MELONS.

Is there an [A] sound in the word MOON? What letter do you think represents this sound?(The teacher counts on the reading children to be able to name the letter correctly.) Let's make diagrams.

How do you know when a letter is used to indicate the sound [A]? A , and when - I ?

Now we will reveal the first rule of competent writing. Look carefully at the diagrams of the words POPPY and BALL, MOON and MELONS. Have you noticed any pattern? In the word MAK, after what consonant sound does the sound [A] come: after soft or hard? In the word BALL, which consonant comes before the sound [A]: hard or soft? Now look at sound circuits words MOON and MElon. What consonant sound comes before the sound [A] in the word MOON? Name it. ([N].) Does the word MElon sound hard [N] or soft sound [N’] before the sound [A]?

Conclusion .

LettersA AndI indicate the vowel sound [A].

LetterA denotes the sound [A] after a hard consonant.

LetterI denotes the sound [A] after a soft consonant.

Write this rule in your notebooks just like I did on the board:

Let's take two more words - MAL and MAL. What vowel sound do you hear in these words? That's right, in the words MAL and MYAL the sound [A] is heard. Now I will draw you two diagrams, and you will determine where the word is MAL and where MAL:

Why did you decide that I wrote down the word MAL in the first diagram?(Because the letter A indicates the first consonant is hard, and the word MAL begins with the hard consonant [M]. Letter I indicates that it is preceded by a soft consonant, and the word MYAL begins with a soft consonant (symbols of softness and hardness are included in the diagram). What letter represents the sound [A] in the word MAL? Which one is in the word MYAL?

Take two letters from your cash registers -A AndI . A take it in your right hand,I - to the left. I will speak syllables. Listen carefully. If a syllable has a hard consonant before the sound [A], which letter should be raised? If it's soft?NA, NYA, LA, LA, TYA, TA, RA, MU. ( When one of the children makes a mistake, the teacher asks him to repeat the syllable - highlight the consonant sound and remember the rule.)

Label the sound [A] with letters.

I offer you sound-letter diagrams of the words WEIGHT and VERA. Determine which circuit is which.

All letters denoting vowel sounds are entered in the same way. These letters are arranged in two rows.Letterstop row A, O, U, Y, E command: “Read before me firmly!” Bottom row lettersI, Yo, Yu, I, E : “Read before me softly!”

Getting acquainted with the first letters, they discover the most general property Russian graphics: a way of indicating the softness and hardness of consonants in writing using vowels.

LettersE, Yo, Yu, I, naturally, they occur not only in a theoretically meaningful position - after a consonant, but also at the beginning of a word, as well as after a vowel. Practical mastery of how to read lettersE, Yo, Yu, I in these positions prepares a theoretical study of the topic “Ways to indicate the sound [j] in writing”, upon starting which children already know how to read the corresponding words. They don't have to solve two difficult problems at the same time.

This principle of teaching writing and reading immediately removes the painful distinction for modern schools between reading and non-reading first-graders: the basic laws of Russian writing are equally new and unknown to both.

I have been working with this system for many years. Children do not just denote sounds with letters, but they themselves discover and can consciously justify the operation of any letter, which is what the New Generation Standard requires. Previously, we worked according to Elkonin's Primer. And when everyone switched to the Goretsky ABC of the School of Russia, I developed an additional notebook to help me, in which I included various tasks to develop the fundamentals of linguistics in children. And in ABC we very widely use material on speech development.

1 ) Transcription of the word “ball”: [m❜ach❜].

3 letters, 3 sound

Settings

PRONUNCIATION RULES 1

§ 16

§ 16. Letter I denotes the stressed vowel [a] after a soft consonant (except for [h] and [sch]; a is written after the letters ch and u; see § 15): crumple, fifth, sit, pull, you.

Thus, the words slippers and tyaches (pronounced [tá pki] and [t❜ á pki]) contain the same vowel with a preceding hard or soft consonant.

§ 66

§ 66. The following consonants are both hard and soft: [l] and [b], [f] and [v], [t] and [d], [s] and [z], [m], [ p], [l], [n]. For each of these consonants in Russian graphics there is a corresponding letter. The softness of these consonants at the end of a word is indicated by the letter b. Wed. top and top (pronounced [top❜ ]), econom and economy (pronounced [ekanó m❜ ]), blow and blow (pronounced [ud❜ ]), was and reality (pronounced [was❜ ]). The softness of these consonants before the consonants is also indicated: corner and coal (pronounced [ugal❜ ka]), banku and banku (pronounced [bá n❜ ku]), rarely and radish (pronounced [ré t❜ kъ]) .

The softness of these consonants before vowels is indicated by the letters of the following vowels: letter I(Unlike A) denotes the vowel [a] after a soft consonant; Wed small and crumpled (pronounced [m❜ al]); letter e(Unlike O) denotes the vowel [o] after a soft consonant; Wed mole and chalk (pronounced [m❜ ol]); letter Yu(Unlike at) denotes the vowel [y] after a soft consonant; Wed tuk and bale (pronounced [t❜ uk]). The distribution of letters is approximately the same And And s: the letter and is used after soft consonants and at the beginning of a word, and the letter s after hard consonants that have a soft pair; Wed play, hut, clean, sew, drank and ardor, sweet and washed, pitched and howled, thread and whine, wear and noses.

Examples for distinguishing between hard and soft consonants: top and top (pronounced [top❜ ]), bódro and hips (pronounced [b❜ ó dr]), graph and graph (pronounced [graph❜ а́ ]), val and vyal (pronounced [v❜ al]), raft and flesh (pronounced [raft❜ ]), shame and shame (pronounced [shame❜ á ]), os and axis (pronounced [os❜ ]); thunderstorm and thunderstorm (pronounced [graz❜ á ]), ox and led (pronounced [v❜ ol]), coffin and row (pronounced [gr❜ op]), steel and steel (pronounced [stall❜ ]), nose and carried (pronounced [n❜ os]), onion and hatch (pronounced [l❜ uk]), goŕ and bitterly (pronounced [gor ́ r❜ kъ]).

§ 69

§ 69. The consonants [ch], [sch], [zh❜ zh❜], [th] are only soft. For the sounds [h] and [uh] in Russian graphics there are special letters h And sch: Wed chin, chan, forelock, cheln (pronounced [choln]), niello, shit, pike, silk (pronounced [shcho lk]), sliver, squeak. However, the consonant [ш] is also indicated in writing by the combinations сч, зч and some others (about this, see § 124): count (pronounced [schot], cabbie (pronounced [cabman]).

1 Pronouncing dictionary Russian language: Pronunciation, stress, grammatical forms / S.N. Borunova, V.L. Vorontsova, N.A. Eskova; Ed. R.I. Avanesova. - 4th ed., erased. - M.: Rus. lang., 1988. - 704 pp.

Before moving on to phonetic analysis with examples, we draw your attention to the fact that letters and sounds in words are not always the same thing.

Letters- these are letters, graphic symbols, with the help of which the content of a text is conveyed or a conversation is outlined. Letters are used to visually convey meaning; we perceive them with our eyes. The letters can be read. When you read letters out loud, you form sounds - syllables - words.

A list of all letters is just an alphabet

Almost every schoolchild knows how many letters are in the Russian alphabet. That's right, there are 33 of them in total. The Russian alphabet is called the Cyrillic alphabet. The letters of the alphabet are arranged in a certain sequence:

Russian alphabet:

In total, the Russian alphabet uses:

• 21 letters for consonants;
• 10 letters - vowels;
• and two: ь (soft sign) and ъ (hard sign), which indicate properties, but do not themselves define any sound units.

You often pronounce sounds in phrases differently from how you write them in writing. In addition, the word can use more letters than sounds. For example, “children’s” - the letters “T” and “S” merge into one phoneme [ts]. And vice versa, the number of sounds in the word “blacken” is greater, since the letter “Yu” in this case is pronounced as [yu].

What is phonetic analysis?

We perceive spoken speech by ear. By phonetic analysis of a word we mean the characteristics of the sound composition. In the school curriculum, such analysis is more often called “sound-letter” analysis. So, with phonetic analysis, you simply describe the properties of sounds, their characteristics depending on the environment and the syllabic structure of a phrase united by a common word stress.

Phonetic transcription

For sound-letter parsing, a special transcription in square brackets is used. For example, it is correctly written:

• black -> [h"orny"]
• apple -> [yablaka]
• anchor -> [yakar"]
• Christmas tree -> [yolka]
• sun -> [sontse]

The phonetic parsing scheme uses special symbols. Thanks to this, it is possible to correctly designate and distinguish the letter notation (spelling) and the sound definition of letters (phonemes).

• The phonetically parsed word is enclosed in square brackets – ;
• a soft consonant is indicated by a transcription sign [’] - an apostrophe;
• percussive [´] - accent;
• in complex word forms from several roots, the secondary stress sign [`] - gravis is used (not practiced in the school curriculum);
• the letters of the alphabet Yu, Ya, E, Ё, ь and Ъ are NEVER used in transcription (in the curriculum);
• for doubled consonants, [:] is used - a sign of the longitude of the sound.

Below are detailed rules for orthoepic, alphabetic, phonetic and word analysis with online examples, in accordance with general school standards of the modern Russian language. Professional linguists' transcriptions of phonetic characteristics are distinguished by accents and other symbols with additional acoustic features of vowel and consonant phonemes.

How to make a phonetic analysis of a word?

The following diagram will help you carry out letter analysis:

• Write down the necessary word and say it out loud several times.
• Count how many vowels and consonants there are in it.
• Indicate the stressed syllable. (Stress, using intensity (energy), distinguishes a certain phoneme in speech from a number of homogeneous sound units.)
• Divide the phonetic word into syllables and indicate their total number. Remember that syllable division in is different from the rules of transfer. The total number of syllables always matches the number of vowels.
• In the transcription, sort the word by sounds.
• Write the letters from the phrase in a column.
• Opposite each letter in square brackets, indicate its sound definition (how it is heard). Remember that sounds in words are not always identical to letters. The letters "ь" and "ъ" do not represent any sounds. The letters “e”, “e”, “yu”, “ya”, “i” can represent 2 sounds at once.
• Analyze each phoneme separately and indicate its properties separated by commas:
  • for a vowel we indicate in the characteristic: vowel sound; stressed or unstressed;
  • in the characteristics of consonants we indicate: consonant sound; hard or soft, voiced or deaf, sonorant, paired/unpaired in hardness-softness and sonority-dullness.
• At the end of the phonetic analysis of the word, draw a line and count the total number of letters and sounds.

This scheme is practiced in the school curriculum.

An example of phonetic analysis of a word

Here is a sample phonetic analysis of the composition for the word “phenomenon” → [yivl’e′n’ie]. IN in this example 4 vowels and 3 consonants. There are only 4 syllables: I-vle′-n-e. The emphasis falls on the second.

Sound characteristics of letters:

i [th] - acc., unpaired soft, unpaired voiced, sonorant [i] - vowel, unstressedv [v] - acc., paired hard, paired sound l [l'] - acc., paired soft., unpaired . sound, sonorant [e′] - vowel, stressed [n’] - consonant, paired soft, unpaired sound, sonorant and [i] - vowel, unstressed [th] - consonant, unpaired. soft, unpaired sound, sonorant [e] - vowel, unstressed________________________In total, the word phenomenon has 7 letters, 9 sounds. The first letter “I” and the last “E” each represent two sounds.

Now you know how to do sound-letter analysis yourself. The following is a classification of sound units of the Russian language, their relationships and transcription rules for sound-letter parsing.

Phonetics and sounds in Russian

What sounds are there?

All sound units are divided into vowels and consonants. Vowel sounds, in turn, can be stressed or unstressed. The consonant sound in Russian words can be: hard - soft, voiced - deaf, hissing, sonorous.

How many sounds are there in Russian living speech?

The correct answer is 42.

Doing phonetic analysis online, you will find that 36 consonant sounds and 6 vowels are involved in word formation. Many people have a reasonable question: why is there such a strange inconsistency? Why does the total number of sounds and letters differ for both vowels and consonants?

All this is easily explained. A number of letters, when participating in word formation, can denote 2 sounds at once. For example, softness-hardness pairs:

• [b] - cheerful and [b’] - squirrel;
• or [d]-[d’]: home - to do.

And some do not have a pair, for example [h’] will always be soft. If you doubt it, try to say it firmly and make sure it is impossible: stream, pack, spoon, black, Chegevara, boy, little rabbit, bird cherry, bees. Thanks to this practical solution, our alphabet has not reached dimensionless proportions, and the sound units are optimally complemented, merging with each other.

Vowel sounds in Russian words

Vowel sounds Unlike consonants, they are melodic; they flow freely, as if in a chant, from the larynx, without barriers or tension of the ligaments. The louder you try to pronounce the vowel, the wider you will have to open your mouth. And vice versa, the louder you try to pronounce a consonant, the more energetically you will close your mouth. This is the most striking articulatory difference between these phoneme classes.

The stress in any word form can only fall on the vowel sound, but there are also unstressed vowels.

How many vowel sounds are there in Russian phonetics?

Russian speech uses fewer vowel phonemes than letters. There are only six shock sounds: [a], [i], [o], [e], [u], [s]. And let us remind you that there are ten letters: a, e, e, i, o, u, y, e, i, yu. The vowels E, E, Yu, I are not “pure” sounds in transcription are not used. Often, when parsing words by letter, the emphasis falls on the listed letters.

Phonetics: characteristics of stressed vowels

The main phonemic feature of Russian speech is the clear pronunciation of vowel phonemes in stressed syllables. Stressed syllables in Russian phonetics are distinguished by the force of exhalation, increased duration of sound and are pronounced undistorted. Since they are pronounced clearly and expressively, sound analysis of syllables with stressed vowel phonemes is much easier to carry out. The position in which the sound does not undergo changes and retains its basic form is called strong position. This position can only be occupied by a stressed sound and a syllable. Unstressed phonemes and syllables remain V weak position.

• The vowel in a stressed syllable is always in a strong position, that is, it is pronounced more clearly, with the greatest strength and duration.
• A vowel in an unstressed position is in a weak position, that is, it is pronounced with less force and not so clearly.

In the Russian language, only one phoneme “U” retains unchangeable phonetic properties: kuruza, tablet, u chus, u lov - in all positions it is pronounced clearly as [u]. This means that the vowel “U” is not subject to qualitative reduction. Attention: in writing, the phoneme [y] can also be indicated by another letter “U”: muesli [m’u ´sl’i], key [kl’u ´ch’], etc.

Analysis of the sounds of stressed vowels

The vowel phoneme [o] occurs only in a strong position (under stress). In such cases, “O” is not subject to reduction: cat [ko´ t'ik], bell [kalako´ l'ch'yk], milk [malako´], eight [vo´ s'im'], search [paisko´ vaya], dialect [go´ var], autumn [o´ s'in'].

An exception to the rule of a strong position for “O”, when the unstressed [o] is also pronounced clearly, is represented by only a few foreign words: cocoa [kaka "o], patio [pa"tio], radio [ra"dio], boa [bo a"] and a number of service units, for example, the conjunction but.

Unstressed vowels and sounds in Russian words

It is possible to make a correct sound analysis and accurately determine the characteristics of a vowel only after placing stress in the word. Do not forget also about the existence of homonymy in our language: zamok - zamok and about the change in phonetic qualities depending on the context (case, number):

• I'm home [ya do "ma].
• New houses [no "vye da ma"].

IN unstressed position the vowel is modified, that is, pronounced differently than written:

• mountains - mountain = [go "ry] - [ga ra"];
• he - online = [o "n] - [a nla"yn]
• witness line = [sv’id’e “t’i l’n’itsa].

Such changes in vowels in unstressed syllables are called reduction. Quantitative, when the duration of the sound changes. And high-quality reduction, when the characteristics of the original sound change.

The same unstressed vowel letter can change its phonetic characteristics depending on its position:

• primarily relative to the stressed syllable;
• at the absolute beginning or end of a word;
• in open syllables (consisting of only one vowel);
• on the influence of neighboring signs (ь, ъ) and consonant.

Yes, it varies 1st degree of reduction. It is subject to:

• vowels in the first pre-stressed syllable;
• naked syllable at the very beginning;
• repeated vowels.

Note: To make a sound-letter analysis, the first pre-stressed syllable is determined not from the “head” of the phonetic word, but in relation to the stressed syllable: the first to the left of it. In principle, it can be the only pre-shock: not-here [n’iz’d’e’shn’ii].

(uncovered syllable)+(2-3 pre-stressed syllable)+ 1st pre-stressed syllable ← Stressed syllable → over-stressed syllable (+2/3 over-stressed syllable)

• vper-re -di [fp’ir’i d’i´];
• e -ste-ste-st-no [yi s’t’e´s’t’v’in:a];

Any other pre-stressed syllables and all post-stressed syllables during sound analysis are classified as reduction of the 2nd degree. It is also called a “weak position of the second degree.”

• kiss [pa-tsy-la-va´t’];
• model [ma-dy-l’i´-ra-vat’];
• swallow [la´-sta -ch’ka];
• kerosene [k'i-ra-s'i´-na-vy].

The reduction of vowels in a weak position also differs in stages: second, third (after hard and soft consonants - this is beyond curriculum): learn [uch’i´ts:a], become numb [atsyp’in’e´t’], hope [nad’e´zhda]. During letter analysis, the reduction of the vowel in the weak position in the final open syllable (= at the absolute end of the word) will appear very slightly:

• cup;
• goddess;
• with songs;
• turn.

Sound-letter analysis: iotized sounds

Phonetically, the letters E - [ye], Yo - [yo], Yu - [yu], Ya - [ya] often mean two sounds at once. Have you noticed that in all the indicated cases the additional phoneme is “Y”? That is why these vowels are called iotized. The meaning of the letters E, E, Yu, I is determined by their positional position.

When analyzed phonetically, the vowels e, e, yu, i form 2 sounds:

◊ Yo - [yo], Yu - [yu], E - [ye], I - [ya] in cases where there are:

• At the beginning of the words “Yo” and “Yu” are always:
  • - shudder [yo´ zhyts:a], Christmas tree [yo´ lach’nyy], hedgehog [yo´ zhyk], container [yo´ mcast’];
  • - jeweler [yuv ’il’i´r], top [yu la´], skirt [yu´ pka], Jupiter [yu p’i´t’ir], nimbleness [yu ´rkas’t’];
• at the beginning of the words “E” and “I” only under stress*:
  • - spruce [ye´ l’], travel [ye´ w:u], huntsman [ye´ g’ir’], eunuch [ye´ vnukh];
  • - yacht [ya´ hta], anchor [ya´ kar’], yaki [ya´ ki], apple [ya´ blaka];
  • (*to perform sound-letter analysis of the unstressed vowels “E” and “I”, a different phonetic transcription is used, see below);
• in the position immediately after the vowel “Yo” and “Yu” always. But “E” and “I” are in stressed and unstressed syllables, except in cases where these letters are located after a vowel in the 1st pre-stressed syllable or in the 1st, 2nd unstressed syllable in the middle of words. Phonetic analysis online and examples in specified cases:
  • - receiver [pr’iyo´mn’ik], sings t [payo´t], klyyo t [kl’uyo ´t];
  • -ayu rveda [ayu r’v’e´da], I sing t [payu ´t], melt [ta´yu t], cabin [kayu ´ta],
• after the dividing solid “Ъ” the sign “Ё” and “Yu” - always, and “E” and “I” only under stress or at the absolute end of the word: - volume [ab yo´m], shooting [syo´mka], adjutant [adyu "ta´nt]
• after the dividing soft “b” the sign “Ё” and “Yu” is always, and “E” and “I” are under stress or at the absolute end of the word: - interview [intyrv'yu´], trees [d'ir'e´ v'ya], friends [druz'ya´], brothers [bra´t'ya], monkey [ab'iz'ya´ na], blizzard [v'yu´ ga], family [s'em'ya´ ]

As you can see, in the phonemic system of the Russian language, stress is of decisive importance. Vowels in unstressed syllables undergo the greatest reduction. Let's continue the sound-letter analysis of the remaining iotized ones and see how they can still change characteristics depending on the environment in the words.

◊ Unstressed vowels“E” and “I” designate two sounds and in phonetic transcription and are written as [YI]:

• at the very beginning of the word:
  • - unity [yi d'in'e´n'i'ye], spruce [yil´vyy], blackberry [yizhiv'i´ka], him [yivo´], fidget [yigaza´], Yenisei [yin'is 'e´y], Egypt [yig'i´p'it];
  • - January [yi nvarskiy], core [yidro´], sting [yiz'v'i´t'], label [yirly´k], Japan [yipo´n'iya], lamb [yign'o´nak ];
  • (The only exceptions are rare foreign word forms and names: Caucasoid [ye vrap'io´idnaya], Evgeniy [ye] vgeny, European [ye vrap'e´yits], diocese [ye] pa´rkhiya, etc.).
• immediately after a vowel in the 1st pre-stressed syllable or in the 1st, 2nd post-stressed syllable, except for the location at the absolute end of the word.
  • in a timely manner [svai vr'e´m'ina], trains [payi zda´], let's eat [payi d'i´m], run into [nayi w:a´t'], Belgian [b'il'g'i´ yi c], students [uch'a´sh'iyi s'a], with sentences [pr'idlazhe´n'iyi m'i], vanity [suyi ta´],
  • bark [la´yi t'], pendulum [ma´yi tn'ik], hare [za´yi c], belt [po´yi s], declare [zayi v'i´t'], show [prayi in 'l'u´]
• after the dividing hard “Ъ” or soft “b” sign: - intoxicating [p'yi n'i´t], express [izyi v'i´t'], announcement [abyi vl'e´n'iye], edible [syi dobny].

Note: The St. Petersburg phonological school is characterized by “ecane”, and the Moscow school is characterized by “hiccup”. Previously, the iotrated “Yo” was pronounced with a more accented “ye”. With a change of capitals, performing sound-letter analysis, adhere to Moscow norms in orthoepy.

Some people in fluent speech pronounce the vowel “I” the same way in syllables with a strong and weak position. This pronunciation is considered a dialect and is not literary. Remember, the vowel “I” under stress and without stress is voiced differently: fair [ya ´marka], but egg [yi ytso´].

Important:

The letter “I” after the soft sign “b” also represents 2 sounds - [YI] in sound-letter analysis. (This rule is relevant for syllables in both strong and weak positions). Let's conduct a sample of online sound-letter analysis: - nightingales [salav'yi´], on chicken legs [na ku´r'yi' x" no´shkah], rabbit [kro´l'ich'yi], no family [s'im 'yi´], judges [su´d'yi], draws [n'ich'yi´], streams [ruch'yi´], foxes [li´s'yi]. But: Vowel “O” after a soft sign. “b” is transcribed as an apostrophe of softness ['] of the preceding consonant and [O], although when pronouncing the phoneme, iotization can be heard: broth [bul'o´n], pavilion n [pav'il'o´n], similarly: postman n , champignon n, chignon n, companion n, medallion n, battalion n, guillot tina, carmagno la, mignon n and others.

Phonetic analysis of words, when the vowels “Yu” “E” “E” “I” form 1 sound

According to the rules of phonetics of the Russian language, at a certain position in words, the designated letters give one sound when:

• sound units “Yo” “Yu” “E” are under stress after an unpaired consonant in hardness: zh, sh, ts.
  • Then they represent phonemes:
  • ё - [o],
  • e - [e],
  yu - [y].
• Examples of online analysis by sounds: yellow [zho´ lty], silk [sho´ lk], whole [tse´ ly], recipe [r'itse´ pt], pearls [zhe´ mch'uk], six [she´ st '], hornet [she'rshen'], parachute [parashu't]; The letters “I” “Yu” “E” “E” and “I” indicate the softness of the preceding consonant [’]. Exception only for: [f], [w], [c]. In such cases in a striking position
  • they form one vowel sound:
  • ё – [o]: ticket [put'o´ fka], easy [l'o´ hk'iy], honey fungus [ap'o´ nak], actor [akt'o´ r], child [r'ib' o´nak];
  • e – [e]: seal [t’ul’e´ n’], mirror [z’e’ rkala], smarter [umn’e´ ye], conveyor [kanv’e´ yir];
  • I – [a]: kittens [kat'a´ ta], softly [m'a´ hka], oath [kl'a´ tva], took [vz'a´ l], mattress [t'u f'a ´ k], swan [l'ib'a´ zhy];
  • yu – [y]: beak [kl'u´ f], people [l'u´ d'am], gateway [shl'u´ s], tulle [t'u´ l'], suit [kas't 'mind].
• Note: in words borrowed from other languages, the stressed vowel “E” does not always signal the softness of the previous consonant. This positional softening ceased to be a mandatory norm in Russian phonetics only in the 20th century. In such cases, when you do a phonetic analysis of the composition, such a vowel sound is transcribed as [e] without a preceding apostrophe of softness: hotel [ate´ l'], strap [br'ite´ l'ka], test [te´ st] , tennis [te´ n:is], cafe [cafe´], puree [p'ure´], amber [ambre´], delta [de´ l'ta], tender [te´ nder], masterpiece [shede´ vr], tablet [table´ t]. Attention! After soft consonants in prestressed syllables

the vowels “E” and “I” undergo qualitative reduction and are transformed into the sound [i] (except for [ts], [zh], [sh]). Examples of phonetic analysis of words with similar phonemes: - grain [z'i rno´], earth [z'i ml'a´], cheerful [v'i s'o´ly], ringing [z'v 'i n'i´t], forest [l'i sno´y], blizzard [m'i t'e´l'itsa], feather [p'i ro´], brought [pr' in'i sla´], knit [v'i za´t'], lie [l'i ga´t'], five grater [p'i t'o´rka]

Phonetic analysis: consonants of the Russian language

There is an absolute majority of consonants in the Russian language. When pronouncing a consonant sound, the air flow encounters obstacles. They are formed by organs of articulation: teeth, tongue, palate, vibrations of the vocal cords, lips. Due to this, noise, hissing, whistling or ringing appears in the voice.

How many consonants are there in Russian speech? In the alphabet they are designated by However, when performing sound-letter analysis, you will find that in Russian phonetics consonant sounds more, namely 36.

Sound-letter analysis: what are the consonant sounds?

In our language there are consonants:

• hard - soft and form the corresponding pairs:
  • [b] - [b’]: b anan - b tree,
  • [in] - [in’]: in height - in yun,
  • [g] - [g’]: city - duke,
  • [d] - [d’]: dacha - dolphin,
  • [z] - [z’]: z von - z ether,
  • [k] - [k’]: k onfeta - to enguru,
  • [l] - [l’]: boat - l lux,
  • [m] - [m’]: magic - dreams,
  • [n] - [n’]: new - nectar,
  • [p] - [p’]: p alma- p yosik,
  • [r] - [r’]: daisy - row of poison,
  • [s] - [s’]: with uvenir - with urpriz,
  • [t] - [t’]: tuchka - t ulpan,
  • [f] - [f’]: f lag - f February,
  • [x] - [x’]: x orek - x seeker.
• Certain consonants do not have a hard-soft pair. Unpaired ones include:
  • sounds [zh], [ts], [sh] - always hard (zhzn, tsikl, mouse);
  • [ch’], [sch’] and [th’] are always soft (daughter, more often than not, yours).
• The sounds [zh], [ch’], [sh], [sh’] in our language are called hissing.

A consonant can be voiced - voiceless, as well as sonorous and noisy.

You can determine the voicedness-voicelessness or sonority of a consonant by the degree of noise-voice. These characteristics will vary depending on the method of formation and the participation of the organs of articulation.

• Sonorant (l, m, n, r, y) are the most sonorous phonemes, in them a maximum of voices and a few noises are heard: l ev, rai, n o l.
• If, when pronouncing a word during sound parsing, both a voice and noise are formed, it means that you have a voiced consonant (g, b, z, etc.): plant, b people, life.
• When pronouncing voiceless consonants (p, s, t and others), the vocal cords do not tense, only noise is made: st opka, fishka, k ost yum, tsirk, sew up.

Note: In phonetics, consonant sound units also have a division according to the nature of formation: stop (b, p, d, t) - gap (zh, w, z, s) and method of articulation: labiolabial (b, p, m) , labiodental (f, v), anterior lingual (t, d, z, s, c, g, w, sch, h, n, l, r), midlingual (th), posterior lingual (k, g, x) . The names are given based on the organs of articulation that are involved in sound production.

Tip: If you're just starting to practice spelling words phonetically, try placing your hands on your ears and saying the phoneme. If you were able to hear a voice, then the sound being studied is a voiced consonant, but if noise is heard, then it is voiceless.

Hint: For associative connection remember the phrases: “Oh, we didn’t forget our friend.” - this sentence contains absolutely the entire set of voiced consonants (excluding softness-hardness pairs). “Styopka, do you want to eat some soup? - Fi! - similarly, the indicated replicas contain a set of all voiceless consonants.

Positional changes of consonants in Russian

The consonant sound, just like the vowel, undergoes changes. The same letter phonetically can represent a different sound, depending on the position it occupies. In the flow of speech, the sound of one consonant is compared to the articulation of a consonant located next to it. This effect makes pronunciation easier and is called assimilation in phonetics.

Positional stun/voicing

In a certain position for consonants, the phonetic law of assimilation according to deafness and voicedness applies. The voiced paired consonant is replaced by a voiceless one:

• at the absolute end of a phonetic word: but [no´sh], snow [s’n’e´k], garden [agaro´t], club [klu´p];
• before voiceless consonants: forget-me-not a [n’izabu´t ka], obkh vatit [apkh vat’i´t’], Tuesday [ft o´rn’ik], tube a [corpse a].
• doing a sound-letter analysis online, you will notice that the voiceless paired consonant standing before the voiced one (except for [th'], [v] - [v'], [l] - [l'], [m] - [m'] , [n] - [n'], [r] - [r']) is also voiced, that is, replaced by its voiced pair: surrender [zda´ch'a], mowing [kaz'ba´], threshing [malad 'ba´], request [pro´z'ba], guess [adgada´t'].

In Russian phonetics, a voiceless noisy consonant does not combine with a subsequent voiced noisy consonant, except for the sounds [v] - [v’]: whipped cream. In this case, the transcription of both the phoneme [z] and [s] is equally acceptable.

When parsing the sounds of words: total, today, today, etc., the letter “G” is replaced by the phoneme [v].

According to the rules of sound-letter analysis, in the endings “-ого”, “-го” of adjectives, participles and pronouns, the consonant “G” is transcribed as the sound [в]: red [kra´snava], blue [s'i´n'iva] , white [b'e´lava], sharp, full, former, that, that, whom. If, after assimilation, two consonants of the same type are formed, they merge. In the school curriculum on phonetics, this process is called consonant contraction: separate [ad:'il'i´t'] → the letters “T” and “D” are reduced into sounds [d'd'], besh smart [b'ish: u ´much]. for two adjacent consonants: the combination “GK” sounds like [xk] (instead of the standard [kk]): light [l’o′kh’k’ii], soft [m’a′kh’k’ii].

Soft consonants in Russian

In the phonetic parsing scheme, an apostrophe [’] is used to indicate the softness of consonants.

• Softening of paired hard consonants occurs before “b”;
• the softness of the consonant sound in a syllable in writing will help determine the vowel letter that follows it (e, ё, i, yu, i);
• [ш'], [ч'] and [й] are only soft by default;
• The sound [n] is always softened before soft consonants “Z”, “S”, “D”, “T”: claim [pr'iten'z 'iya], review [r'itseen'z 'iya], pension [pen 's' iya], ve[n'z'] el, licé[n'z'] iya, ka[n'd'] idat, ba[n'd'] it, i[n'd'] ivid , blo[n'd']in, stipe[n'd']iya, ba[n't']ik, vi[n't']ik, zo[n't']ik, ve[n' t'] il, a[n't'] ical, co[n't'] text, remo[n't'] edit;
• the letters “N”, “K”, “P” during phonetic analysis of their composition can be softened before the soft sounds [ch'], [sch']: glass ik [staka'n'ch'ik], smenschik ik [sm'e ′n'sch'ik], donch ik [po'n'ch'ik], mason ik [kam'e'n'sch'ik], boulevard [bul'va'r'sh'ina], borscht [ borsch'];
• often the sounds [з], [с], [р], [н] before a soft consonant undergo assimilation in terms of hardness-softness: wall [s't'e′nka], life [zhyz'n'], here [ z'd'es'];
• in order to correctly perform sound-letter analysis, take into account the exception words when the consonant [p] before soft teeth and labials, as well as before [ch’], [sch’] is pronounced firmly: artel, feed, cornet, samovar;

Note: the letter “b” after a consonant unpaired in hardness/softness in some word forms performs only a grammatical function and does not impose a phonetic load: study, night, mouse, rye, etc. In such words, during letter analysis, a [-] dash is placed in square brackets opposite the letter “b”.

Positional changes in paired voiced-voiceless consonants before hissing consonants and their transcription during sound-letter parsing

To determine the number of sounds in a word, it is necessary to take into account their positional changes. Paired voiced-voiceless: [d-t] or [z-s] before sibilants (zh, sh, shch, h) are phonetically replaced by a sibilant consonant.

• Literal analysis and examples of words with hissing sounds: arrival [pr'ie'zhzh ii], ascend [vashsh e´st'iye], izzh elta [i´zh elta], take pity [zh a´l'its: A].

The phenomenon when two different letters are pronounced as one is called complete assimilation in all respects. When performing sound-letter analysis of a word, you must denote one of the repeated sounds in the transcription with the longitude symbol [:].

• Letter combinations with a hissing “szh” - “zzh” are pronounced like a double hard consonant [zh:], and “ssh” - “zsh” - like [sh:]: squeezed, sewed, without a splint, climbed in.
• The combinations “zzh”, “zhzh” inside the root, when parsed by letters and sounds, are written in transcription as a long consonant [zh:]: I ride, I squeal, later, reins, yeast, zhzhenka.
• The combinations “sch”, “zch” at the junction of a root and a suffix/prefix are pronounced as a long soft [sch’:]: account [sch’: o´t], scribe, customer.
• At the junction of the preposition with the following word in place of “sch”, “zch” is transcribed as [sch'ch']: without number [b'esh' ch' isla´], with something [sch'ch' e'mta] .
• During sound-letter analysis, the combinations “tch”, “dch” at the junction of morphemes are defined as double soft [ch':]: pilot [l'o´ch': ik], good fellow [little-ch': ik], report [ach': o´t].

Cheat sheet for comparing consonant sounds by place of formation

• сч → [ш':]: happiness [ш': а´с'т'е], sandstone [п'ish': а´н'ik], peddler [vari´sch': ik], paving stones, calculations, exhaust, clear;
• zch → [sch’:]: carver [r’e’sch’: ik], loader [gru’sch’: ik], storyteller [raska’sch’: ik];
• zhch → [sch’:]: defector [p’ir’ibe´ sch’: ik], man [musch’: i´na];
• shch → [sch’:]: freckled [in’isnu’sch’: ity];
• stch → [sch’:]: tougher [zho’sch’: e], biting, rigger;
• zdch → [sch’:]: roundabout [abye’sch’: ik], furrowed [baro’sch’: ity];
• ssch → [sch’:]: split [rasch’: ip’i′t’], became generous [rasch’: e’dr’ils’a];
• thsch → [ch'sch']: to split off [ach'sch' ip'i′t'], to snap off [ach'sch' o´lk'ivat'], in vain [ch'sch' etna], carefully [ch' sch' at'el'na];
• tch → [ch’:]: report [ach’: o′t], fatherland [ach’: i′zna], ciliated [r’is’n’i′ch’: i′ty];
• dch → [ch’:]: emphasize [pach’: o’rk’ivat’], stepdaughter [pach’: ir’itsa];
• szh → [zh:]: compress [zh: a´t’];
• zzh → [zh:]: get rid of [izh: y´t’], kindle [ro´zh: yk], leave [uyizh: a´t’];
• ssh → [sh:]: brought [pr’in’o′sh: y], embroidered [rash: y’ty];
• zsh → [sh:]: lower [n’ish: s′y]
• th → [pcs], in word forms with “what” and its derivatives, doing a sound-letter analysis, we write [pcs]: so that [pcs] , for nothing [n'e′ zasht a], something [ sht o n'ibut'], something;
• th → [h't] in other cases of letter parsing: dreamer [m'ich't a´t'il'], mail [po´ch't a], preference [pr'itpach't 'e´n' ie] etc;
• chn → [shn] in exception words: of course [kan'e´shn a′], boring [sku´shn a′], bakery, laundry, scrambled eggs, trifling, birdhouse, bachelorette party, mustard plaster, rag, as well as in female patronymics ending in “-ichna”: Ilyinichna, Nikitichna, Kuzminichna, etc.;
• chn → [ch'n] - letter analysis for all other options: fabulous [ska´zach'n y], dacha [da´ch'n y], strawberry [z'im'l'in'i´ch'n y], wake up, cloudy, sunny, etc.;
• !zhd → in place of the letter combination “zhd”, double pronunciation and transcription [sch’] or [sht’] is allowed in the word rain and in the word forms derived from it: rainy, rainy.

Unpronounceable consonants in Russian words

During the pronunciation of an entire phonetic word with a chain of many different consonant letters, one or another sound may be lost. As a result, in the spelling of words there are letters devoid of sound meaning, the so-called unpronounceable consonants. To correctly perform phonetic analysis online, the unpronounceable consonant is not displayed in the transcription. Number of sounds in similar phonetic words will be less than letters.

In Russian phonetics, unpronounceable consonants include:

• "T" - in combinations:
  • stn → [sn]: local [m’e´sn y], reed [tras’n ’i´k]. By analogy, one can perform a phonetic analysis of the words staircase, honest, famous, joyful, sad, participant, messenger, rainy, furious and others;
  • stl → [sl]: happy [sh':asl 'i´vyy"], happy, conscientious, boastful (exception words: bony and postlat, in them the letter “T” is pronounced);
  • ntsk → [nsk]: gigantic [g'iga´nsk 'ii], agency, presidential;
  • sts → [s:]: sixs from [shes: o´t], to eat up [take´s: a], to swear I [kl’a´s: a];
  • sts → [s:]: tourist [tur'i´s: k'iy], maximalist cue [max'imal'i´s: k'iy], racist cue [ras'i´s: k'iy] , bestseller, propaganda, expressionist, Hindu, careerist;
  • ntg → [ng]: x-ray en [r’eng ’e´n];
  • “–tsya”, “–tsya” → [ts:] in verb endings: smile [smile´ts: a], wash [my´ts: a], looks, will do, bow, shave, fit;
  • ts → [ts] for adjectives in combinations at the junction of a root and a suffix: childish [d’e´ts k’ii], bratskiy [bratskyi];
  • ts → [ts:] / [tss]: athlete [sparts: m’e´n], send [atss yla´t’];
  • tts → [ts:] at the junction of morphemes during phonetic analysis online is written as a long “ts”: bratz a [bra´ts: a], father epit [ats: yp'i´t'], to father u [k atz: y´];
• “D” - when parsing by sounds in the following letter combinations:
  • zdn → [zn]: late [z'n'y], star [z'v'ozn'y], holiday [pra'z'n'ik], free [b'izvazm' e′know];
  • ndsh → [nsh]: mundsh tuk [munsh tu´k], landsh aft [lansh a´ft];
  • NDsk → [NSK]: Dutch [Galansk ’ii], Thai [Thailansk ’ii], Norman [Narmansk ’ii];
  • zdts → [ss]: under the bridles [fall uss s´];
  • ndc → [nts]: Dutch [galans];
  • rdc → [rts]: heart [s’e´rts e], serdts evin [s’irts yv’i´na];
  • rdch → [rch"]: heart ishko [s’erch ’i´shka];
  • dts → [ts:] at the junction of morphemes, less often in roots, are pronounced and when parsed soundly, the word is written as double [ts]: pick up [pats: yp'i´t'], twenty [dva´ts: yt'] ;
  • ds → [ts]: factory [zavac ko´y], rods tvo [rac tvo´], means [sr’e´ts tva], Kislovods k [k’islavo´ts k];
• “L” - in combinations:
  • sun → [nz]: sun [so´nts e], solar state;
• “B” - in combinations:
  • vstv → [stv] literal analysis of words: hello [hello, go away], feelings about [ch's'tva], sensuality [ch'us'tv 'inas't'], pampering about [pampering o´], virgin [d'e´stv 'in:y].

Note: In some words of the Russian language, when there is a cluster of consonant sounds “stk”, “ntk”, “zdk”, “ndk” the loss of the phoneme [t] is not allowed: trip [payestka], daughter-in-law, typist, summons, laboratory assistant, student , patient, bulky, Irish, Scottish.

• When parsing letters, two identical letters immediately after the stressed vowel are transcribed as a single sound and a longitude symbol [:]: class, bath, mass, group, program.
• Doubled consonants in pre-stressed syllables are indicated in transcription and pronounced as one sound: tunnel [tane´l’], terrace, apparatus.

If you find it difficult to perform phonetic analysis of a word online according to the indicated rules, or you have an ambiguous analysis of the word being studied, use the help of a reference dictionary. Literary norms of orthoepy are regulated by the publication: “Russian literary pronunciation and stress. Dictionary - reference book." M. 1959

References:

• Litnevskaya E.I. Russian language: short theoretical course for schoolchildren. – MSU, M.: 2000
• Panov M.V. Russian phonetics. – Enlightenment, M.: 1967
• Beshenkova E.V., Ivanova O.E. Rules of Russian spelling with comments.
• Tutorial. – “Institute for Advanced Training of Education Workers”, Tambov: 2012
• Rosenthal D.E., Dzhandzhakova E.V., Kabanova N.P. Handbook of spelling, pronunciation, literary editing. Russian literary pronunciation. – M.: CheRo, 1999

Now you know how to parse a word into sounds, make a sound-letter analysis of each syllable and determine their number. The described rules explain the laws of phonetics in the format school curriculum. They will help you phonetically characterize any letter.