The modern Russian alphabet consists of 33 letters. The phonetics of the modern Russian number defines 42 sounds. Sounds are vowels and consonants. The letters ь (soft sign) and ъ (hard sign) do not form sounds.

Vowel sounds

There are 10 vowels and 6 vowels in Russian.

• Vowels: a, i, e, e, o, u, s, e, u, i.
• Vowel sounds: [a], [o], [y], [e], [i], [s].

For memorization, vowels are often written in pairs according to a similar sound: a-z, o-e, ee, u-s, u-yu.

percussion and unstressed

The number of syllables in a word is equal to the number of vowels in a word: forest - 1 syllable, water - 2 syllables, road - 3 syllables, etc. A syllable that is pronounced with more intonation is stressed. The vowel forming such a syllable is stressed, the rest of the vowels in the word are unstressed. The position under stress is called a strong position, without stress - a weak position.

Iotated vowels

A significant place is occupied by iotized vowels - the letters e, ё, u, i, which mean two sounds: e → [y'] [e], ё → [y'] [o], yu → [y'] [y], i → [d'][a]. Vowels are iotated if:

1. stand at the beginning of the word (spruce, tree, spinning top, anchor),
2. stand after a vowel (what, sings, hare, cabin),
3. stand after b or b (stream, stream, stream, stream).

In other cases, the letters e, e, u, i mean one sound, but there is no one-to-one correspondence, since different positions in the word and various combinations with the consonants of these letters give rise to different sounds.

Consonants

There are 21 consonants and 36 consonants in total. The discrepancy in number means that some letters can mean different sounds in different words - soft and hard sounds.

Consonants: b, c, d, e, g, s, d, k, l, m, n, p, r, s, t, f, x, c, h, w, u.
Consonants: [b], [b '], [c], [c '], [g], [g '], [d], [d '], [g], [h], [h ' ], [d'], [k], [k'], [l], [l'], [m], [m'], [n], [n'], [n], [n' ], [p], [p'], [s], [s'], [t], [t'], [f], [f'], [x], [x'], [c] , [h'], [w], [w'].

The ‘ sign means a soft sound, that is, the letter is pronounced softly. The absence of a sign indicates that the sound is solid. So, [b] is hard, [b ’] is soft.

Voiced and voiceless consonants

There is a difference in how we pronounce consonants. Voiced consonants - are formed in a combination of voice and noise, deaf consonants - are formed due to noise (the vocal cords do not vibrate). There are 20 voiced consonants and 16 voiceless consonants.

Voiced consonants		voiceless consonants
unpaired	paired	paired	unpaired
th → [th"]	b → [b], [b "]	n → [n], [n"]	h → [h"]
l → [l], [l"]	in → [in], [in"]	f → [f], [f"]	u → [u"]
m → [m], [m"]	g → [g], [g"]	to → [to], [to "]	ts → [ts]
n → [n], [n "]	d → [d], [d "]	t → [t], [t"]	x → [x], [x"]
p → [p], [p "]	f → [f]	w → [w]
	s → [s], [s "]	s → [s], [s"]
9 unpaired	11 doubles	11 doubles	5 unpaired
20 voiced sounds		16 deaf sounds

According to pairing-unpairness, voiced and deaf consonants are divided into:
b-p, v-f, g-k, d-t, w-w, s-s- paired by sonority-deafness.
d, l, m, n, p - always voiced (unpaired).
x, c, h, u - always deaf (unpaired).

Unpaired voiced consonants are called sonorants.

Among the consonants, according to the level of "noisiness", there are also groups:
f, w, h, u - hissing.
b, c, d, e, g, h, k, p, s, t, f, x, c, h, w, u- noisy.

Hard and soft consonants

hard consonants		Soft consonants
unpaired	paired	paired	unpaired
[f]	[b]	[b"]	[h"]
[w]	[in]	[in"]	[sch"]
[c]	[G]	[G"]	[th"]
	[e]	[d"]
	[h]	[h "]
	[to]	[to"]
	[l]	[l"]
	[m]	[m"]
	[n]	[n"]
	[P]	[P"]
	[R]	[R"]
	[with]	[with"]
	[t]	[t"]
	[f]	[f"]
	[X]	[X"]
3 unpaired	15 doubles	15 unpaired	3 doubles
18 solid sounds		18 soft sounds

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.)

This means that each voiced sound with the corresponding deaf one forms a pair:

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?

In this chapter:

§one. Sound

Sound is the smallest unit of sounding speech. Each word has a sound shell, consisting of sounds. The sound is related to the meaning of the word. Different words and word forms have different sound design. The sounds themselves do not matter, but they play an important role: they help us to distinguish between:

• words: [house] - [volume], [volume] - [there], [m'el] - [m'el']
• word forms: [house] - [lady´] - [do´ ma].

Note:

words written in square brackets are given in transcription.

§2. Transcription

Transcription is a special recording system that displays the sound. Symbols accepted in transcription:

Square brackets, which are the designation of transcription.

[ ´ ] - stress. The stress is placed if the word consists of more than one syllable.

[b '] - the icon next to the consonant indicates its softness.

[j] and [th] are different designations for the same sound. Since this sound is soft, these symbols are often used with an additional softness designation:, [th ']. On this site, the designation [th ’] is adopted, which is more familiar to most guys. The soft icon will be used to get you used to the fact that this sound is soft.

There are other symbols as well. They will be introduced gradually, as you become familiar with the topic.

§3. Vowels and consonants

Sounds are divided into vowels and consonants.
They have a different nature. They are pronounced and perceived differently, as well as behave differently in speech and play different roles in it.

Vowels- these are sounds, during the pronunciation of which air freely passes through the oral cavity, without encountering obstacles in its path. Pronunciation (articulation) is not focused in one place: the quality of vowels is determined by the shape of the oral cavity, which acts as a resonator. When articulating vowels, the vocal cords in the larynx work. They are close, tense and vibrate. Therefore, when pronouncing vowels, we hear a voice. Vowels can be drawn. They can be screamed at. And if you put your hand to your throat, then the work of the vocal cords when pronouncing vowels can be felt, felt with your hand. Vowels are the basis of the syllable, they organize it. There are as many syllables in a word as there are vowels. For example: is he- 1 syllable, she is- 2 syllables, guys- 3 syllables, etc. There are words that consist of one vowel sound. For example, unions: and, a and interjections: Oh!, Ah!, Woo! other.

In a word, vowels can be in stressed and unstressed syllables.
stressed syllable one in which the vowel is pronounced clearly and appears in its basic form.
AT unstressed syllables vowels are modified, pronounced differently. Changing vowels in unstressed syllables is called reduction.

There are six stressed vowels in Russian: [a], [o], [y], [s], [i], [e].

Remember:

Words are possible that can only consist of vowels, but consonants are also necessary.
There are many more consonants in Russian than vowels.

§4. Method of formation of consonants

Consonants- these are sounds, during the pronunciation of which the air meets an obstacle in its path. In Russian, there are two types of barriers: a gap and a bow - these are the two main ways of forming consonants. The type of barrier determines the nature of the consonant sound.

gap is formed, for example, when pronouncing sounds: [s], [s], [w], [g]. The tip of the tongue only approaches the lower or upper teeth. Slotted consonants can be pulled: [s-s-s-s], [sh-sh-sh-sh] . As a result, you will hear the noise well: when pronouncing [c] - whistling, and when pronouncing [w] - hissing.

bow, The second type of articulation of consonants is formed when the organs of speech are closed. The air flow abruptly overcomes this barrier, the sounds are short, energetic. That is why they are called explosive. You won't be able to pull them. These are, for example, the sounds [p], [b], [t], [d] . Such articulation is easier to feel, feel.

So, when pronouncing consonants, noise is heard. The presence of noise is a hallmark of consonants.

§5. Voiced and voiceless consonants

According to the ratio of noise and voice, consonants are divided into voiced and deaf.
When pronouncing voiced consonants, both voice and noise are heard, and deaf- just noise.
Deaf people cannot be spoken loudly. They cannot be shouted.

Compare words: house and cat. Each word has 1 vowel and 2 consonants. The vowels are the same, but the consonants are different: [d] and [m] are voiced, and [k] and [t] are deaf. Voiced-deafness is the most important sign of consonants in Russian.

voiced-deafness pairs:[b] - [n], [h] - [c] and others. There are 11 such pairs.

Pairs for deafness-voicedness: [p] and [b], [p "] and [b"], [f] and [c], [f "] and [c"], [k] and [g], [k"] and [g"], [t] and [d], [t"] and [d"], [w] and [g], [s] and [h], [s"] and [ h"].

But there are sounds that do not have a pair on the basis of sonority - deafness. For example, the sounds [p], [l], [n], [m], [th '] do not have a voiceless pair, but [c] and [h '] do not have a voiced pair.

Unpaired in deafness-voicedness

Voiced unpaired:[r], [l], [n], [m], [th "], [r"], [l"], [n"], [m"] . They are also called sonorous.

What does this term mean? This is a group of consonants (9 in total) that have pronunciation features: when they are pronounced, obstacles also arise in the oral cavity, but such that the air stream, passing through the barrier, forms only a slight noise; air passes freely through the opening in the nasal or oral cavity. Sonorants are pronounced with the help of a voice with the addition of a slight noise. Many teachers do not use this term, but everyone should know that these voiced unpaired sounds.

Sonorants have two important features:

1) they are not deafened, like paired voiced consonants, before deaf and at the end of a word;

2) there is no voicing of paired deaf consonants before them (i.e., the position in front of them is strong in deafness-voicedness, as well as before vowels). For more information about positional changes, see .

Deaf unpaired:[c], [h "], [w":], [x], [x "].

What is the easiest way to remember lists of voiced and voiceless consonants?

Phrases will help memorize the lists of voiced and deaf consonants:

Oh, we didn't forget each other!(Here only voiced consonants)

Foka, do you want to eat a soup?(Here only voiceless consonants)

True, these phrases do not include hardness-softness pairs. But usually people can easily figure out that not only hard [s] is voiced, but soft [s"] too, not only [b], but also [b"], etc.

§6. Hard and soft consonants

Consonants differ not only in deafness-voicedness, but also in hardness-softness.
Hardness-softness- the second most important sign of consonants in Russian.

Soft consonants differ from solid special position of the language. When pronouncing hard ones, the entire body of the tongue is pulled back, and when pronouncing soft ones, it is shifted forward, while the middle part of the tongue is raised. Compare: [m] - [m ’], [h] - [h ’]. Voiced soft ones sound higher than hard ones.

Many Russian consonants form pairs of hardness-softness: [b] - [b '], [ c] - [ c '] and others. There are 15 such pairs.

Pairs by hardness-softness: [b] and [b "], [m] and [m"], [p] and [p "], [c] and [c"], [f] and [f"] , [h] and [h "], [s] and [s"], [d] and [d"], [t] and [t"], [n] and [n"], [l] and [l "], [p] and [p "], [k] and [k"], [g] and [g "], [x] and [x"].

But there are sounds that do not have a pair on the basis of hardness-softness. For example, the sounds [zh], [w], [c] do not have a soft pair, but [y '] and [h '] do not have a hard pair.

Unpaired in hardness-softness

Solid unpaired: [w], [w], [c] .

Soft unpaired: [th"], [h"], [w":].

§7. 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, different methods are used:

• iotated 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: no´ tki- [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 is transmitted not by special letters, but by combinations of consonant letters with letters i, e, e, u, i and b. Therefore, when parsing, I advise you to pay special attention to neighboring letters after consonants.

Discussing the problem of interpretation

School textbooks say that [w] and [w ’] - unpaired in hardness-softness. How so? After all, we hear that the sound [w ’] is a soft analogue of the sound [w].
When I studied at school myself, I could not understand why? Then my son went to school. He had the same question. It appears in all the guys who are thoughtful about learning.

Bewilderment arises because school textbooks do not take into account that the sound [w ’] is also long, but the hard [w] is not. Pairs are sounds that differ in only one feature. And [w] and [w ’] - two. Therefore, [w] and [w’] are not pairs.

For adults and high school students.

In order to maintain correctness, it is necessary to change the school tradition of transcribing the sound [sh ']. It seems that it is easier for children to use one more additional sign than to face an illogical, unclear and misleading statement. Everything is simple. So that generation after generation does not rack their brains, it is necessary, finally, to show that a soft hissing sound is long.

There are two icons for this in linguistic practice:

1) superscript above the sound;
2) colon.

The use of an accent mark is inconvenient because it is not provided by the character set that can be used in computer typing. This means that the following possibilities remain: the use of a colon [w':] or a grapheme denoting the letter [w'] . I think the first option is preferable. Firstly, at first, guys often mix sounds and letters. The use of a letter in transcription will create a basis for such confusion, provoke an error. Secondly, the guys now start learning foreign languages ​​early. And the [:] sign, when used to indicate the length of a sound, is already familiar to them. Thirdly, a transcription with a colon [:] for longitude will perfectly convey the features of the sound. [w ':] - soft and long, both features that make up its difference from the sound [w] are presented clearly, simply and unambiguously.

What advice would you give to children who are now studying according to generally accepted textbooks? You need to understand, comprehend, and then remember that in fact the sounds [w] and [w ':] do not form a pair of hardness-softness. And I advise you to transcribe them as your teacher requires.

§eight. Place of formation of consonants

Consonants differ not only in the signs you already know:

• deafness-voicedness,
• hardness-softness,
• method of formation: 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, [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 '].

§nine. Positional changes in sounds

1. 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 accent: [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].
• But 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 present a problem.

[ly´ 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.

Discussing the problem of interpretation

What vowel sounds are actually pronounced in unstressed syllables after hard consonants?

Performing phonetic analysis and transcribing words, many guys express bewilderment. In long polysyllabic words, after solid consonants, it is not the sound [a] that is pronounced, as school textbooks say, but something else.

They are right.

Compare the pronunciation of the words: Moscow - Muscovites. Repeat each word several times and listen for the vowel in the first syllable. With a word Moscow everything is simple. We pronounce: [maskva´] - the sound [a] is clearly audible. And the word Muscovites? In accordance with the literary norm, in all syllables, except for the first syllable before the stress, as well as the positions of the beginning and end of the word, we pronounce not [a], but a different sound: less distinct, less clear, more like [s] than [ a]. In the scientific tradition, this sound is denoted by the icon [ъ]. So, we really say: [malako´] - milk ,[harasho´ ] - well ,[kalbasa´] - sausage.

I understand that by giving this material in textbooks, the authors tried to simplify it. Simplified. But many children with good hearing, who hear clearly that the sounds in the following examples are different, cannot understand why the teacher and the textbook insist that these sounds are the same. Actually:

[in a Yes ] - water´ -[in b d’other’] - water ´ th:[a]≠[b]
[dr a wa´ ] - firewood´ -[dr b v’ino´ th’] - wood fired:[a]≠[b]

A special subsystem is the realization of vowels in unstressed syllables after sibilants. But in the school course, this material is not presented at all in most textbooks.

What vowels are actually pronounced in unstressed syllables after soft consonants?

I have the greatest sympathy for the guys who study from textbooks offered on the spot BUT,E, O after soft consonants, hear and translate the sound “and, prone to e” in transcription. I consider it fundamentally wrong to give schoolchildren as the only option the outdated pronunciation norm - “ekanye”, which is much less common today than “hiccups”, mainly among very elderly people. Guys, feel free to write in an unstressed position in the first syllable before the stress in place BUT and E- [and].

After soft consonants in other unstressed syllables, except for the position of the end of the word, we pronounce a short weak sound resembling [and] and denoted as [ь]. Say the words eight, nine and listen to yourself. We pronounce: [vo´ s'm '] - [b], [d'e´ v't '] - [b].

Do not confuse:

Transcription marks are one thing, but letters are quite another.
The transcription sign [ъ] denotes a vowel after hard consonants in unstressed syllables, except for the first syllable before stress.
The letter ъ is a solid sign.
The transcription sign [ь] denotes a vowel after soft consonants in unstressed syllables, except for the first syllable before stress.
The letter b is a soft sign.
Transcription signs, unlike letters, are given in square brackets.

end of word- special position. It shows clearing of vowels after soft consonants. The system of unstressed endings is a special phonetic subsystem. In her E and BUT differ:

Building[heel n’i’e] - building[building´ n’i’a], me´ nie[mn’e´ n’iy’e] - me´ nia[mn’e´ n’iy’a], mo´ re[mo´ r'e] - seas[mo´ r'a], vo´ la[vo´ l'a] - at will[na_vo´ l'e]. Keep this in mind when doing phonetic parsing of words.

Check:

How does your teacher require you to designate unstressed vowels. If he uses a simplified transcription system, that's okay: it's widely accepted. Just do not be surprised that you really hear different sounds in an unstressed position.

2. 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’im] - synonyms,[b'ir'o´ zy] - birches,[karz "and´ us] - 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 [r], [r '], [l], [l '], [n], [n '], [m], [m '], [d ']: [dl'a] - for,[tl'a] - aphid,
• 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: [weak tk’y] - sweet,[zu´ pk'i] - teeth.
• before deaf unpaired ones: [apkhva´ 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:

• in front of paired deaf people: [fsta´ v’it’] - in become,
• 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: [out] - out,[out'] - stink,
• before labial-labial: [b], [b '], [n], [n '], [m], [m '] and back-lingual: [k], [k '], [g], [g' ], [x[, [x'] for sounds [s], [s'], [s], [s'], [t], [t'], [d], [d'], [n ], [n'], [r], [r']: [sa´ n'k'i] - Sa´ nks(born pad.), [s´ ank'i] - sled,[bu´ lka] - bu´ lka,[bu´ l'kat'] - boo' lkat,
• all positions for sounds [l] and [l ’]: [forehead] - forehead,[pal'ba] - firing.

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: [by´ n'h'ik] - donut,[ka´ m'n'sh': ik] - bricklayer.

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]: vi´ ntik -[v'i´ n "t" ik] and [v'i´ nt'ik], pension -[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 '], ri´ fme(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

Naturally, in the school tradition it is not customary to state the characteristics of sounds and the positional changes that occur with them in all details. But the general laws of phonetics need to be learned. Without this, it is difficult to do phonetic analyzes and complete test tasks. Therefore, below is a list of positionally determined changes in consonants according to the features of the method and place of formation. This material is a tangible help for those who want to avoid errors in phonetic parsing.

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 → [c:] - smiles
- at the junction of prefix and root → [cs] - sleep

[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.

§ten. 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. A letter denotes a sound, such as vowels after hard consonants and consonants before vowels: weather.
2. The letter has no sound value of its own, for example b and b: mouse
3. The letter stands for two sounds, for example, iotized vowels e, yo, yu, i in positions:
   • the beginning of a word
   • after vowels,
   • after the separation 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 preceding sound, for example b in words shadow, stump, firing.
6. Two letters can represent one sound, often a long one: sew, squeeze, rush
7. Three letters correspond to one sound: smile - ts -[c:]

test of strength

Check your understanding of the contents of this chapter.

Final test

1. What determines the quality of a vowel sound?

   • From the shape of the oral cavity at the moment of pronouncing the sound
   • From the barrier formed by the organs of speech at the moment of pronouncing the sound

2. What is called reduction?

   • pronunciation of vowels under stress
   • pronouncing unstressed vowels
   • special pronunciation of consonants

3. At what sounds does the air stream encounter an obstacle in its path: a bow or a gap?

   • Vowels
   • Consonants

4. Can voiceless consonants be pronounced loudly?

5. Are the vocal cords involved in the pronunciation of voiceless consonants?

6. How many pairs form consonants according to deafness-voicedness?

7. How many consonants do not have a deafness-voiced pair?

8. How many pairs do Russian consonants form according to hardness-softness?

9. How many consonants do not have a pair of hardness-softness?

10. How is the softness of consonants conveyed in writing?

    • Special icons
    • Letter combinations

11. What is the name of the position of the sound in the flow of speech, in which it appears in its basic form, without undergoing positional changes?

    • Strong position
    • Weak position

12. What sounds have strong and weak positions?

    • Vowels
    • Consonants
    • All: both vowels and consonants

Right answers:

1. From the shape of the oral cavity at the moment of pronouncing the sound
2. pronouncing unstressed vowels
3. Consonants
4. Letter combinations
5. Strong position
6. All: both vowels and consonants

In contact with

This material will be devoted to paired consonants and in which cases which of them should be used. When teaching a child the rules of the Russian language, do not forget that the easiest form of learning is a game. By playing, you can achieve quick results, it will be much easier and more interesting for the baby to learn new material for him.

Sounds and letters

In Russian, like in any other language, there are letters and sounds. Letters are special characters that are used in a language to convey sounds. Sounds are formed into words. We write and see letters, and we hear and pronounce sounds. In the future, in order to distinguish between letters and sounds, the latter (in the case of a graphic image) will be enclosed in square brackets.

Sounds and their features

Now let's talk about sounds. Russian has consonants and vowels. The first of them is opposite to the second. With the simultaneous combination of consonants and vowels, words are formed. The first are divided into hard and soft, voiced and deaf. There are consonants that have a pair, and there are those that do not have a pair. Next, various examples of words in which paired consonants can be found will be shown.

The demonstration of these examples will be reduced to the understanding that in their writing and pronunciation there is a difference in the perception of sounds. So, to make it clear and interesting, let's recall the sequence of letters in the Russian alphabet, arrange the first six consonants of the alphabet out of order in a column.

• B - [B] - [P];
• G - [G] - [K];
• V - [V] - [F];
• F - [F] - [W];
• З - [З] - [С];
• D - [D] - [T].

Opposite each letter in square brackets is the sound of the letter. All these consonants are voiced, and each of them has a pair. The second column in this example is paired deaf consonants. The main problem in this case is determining which letter should be written in the word. But the resulting pair of letters is the paired consonant sounds. It is to this topic, as noted earlier, that this material will be devoted.

Examples

Here are examples of words with paired consonants. To make it more interesting, guess the riddles, pay attention to the riddle words, so:

1. The girl is sitting in a dungeon, and her long green braid is on the street (the answer is carrots).
2. There was a lanky, stuck in the ground (the answer is rain).
3. I was born in the forest, but I live on the water (the answer is a boat).

So, we get these words: carrot, boat, rain. What they have in common is that when pronouncing these words, we hear one sound, and write a completely different letter. Similar words with paired consonants are quite common both in our speech and when writing texts. Now we can observe the stunning of paired consonants both at the end and in the middle of a word.

rule

In the first case, consider some words at the end with paired consonants. For example, let's say the word "oak", we hear the sound [p] at the end of the word. In order not to make a mistake when writing a word, it is necessary to pronounce a test word, for this you need to put a vowel after the consonant (it is also possible in some cases a consonant) or put the word in the plural: oaks. Now we can clearly hear the sound [B]. Or pick up a single-root word in a diminutive form.

There is another way to check spelling in this case: mentally substitute the word "no". And so, we get the test words: flag - no flag, beak - no beak, frost - no frost. Sometimes the examples given earlier are called paired consonant words.

More examples

Let's take some more examples of words. Let's pronounce the word "tooth", at the end of the word we hear the sound [p]. Now we will use the rule known to us: we will put the word in the plural, we will get the answer to our question - “teeth”, now we will put the vowel after the consonant letter and we will get the following result: “tooth”, we will put the consonant - “tooth”. And, finally, mentally insert the word "no" - "no tooth."

"Train" - "trains". We hear "T" - we write "D".

"Taz" - "basins, basin." We hear "C" - we write "Z".

We will give a few more examples, but in this case, consider the words in the middle with such letters:

"Eyes" - "eyes, peephole, eye."

"Trail" - "path, path, path."

Here are a few words as examples of the material covered.

1. Mom bought me a red skirt (the check word is a skirt).
2. The cold was unbearable in the early morning (the test word is chill).
3. In winter, the guys played snowballs in the yard (the test word is snowball).
4. A mug of milk was on the table (the test word was a mug).
5. We visited an exhibition of exotic animals (check word - exhibit).
6. In the desk drawer I found a rusty nail (the key word is nails).
7. The garden blooms in spring (the test word is gardens).
8. After the fight, Taras got a bruise under his eye (the test word is bruises).
9. At a party, we ate a delicious cucumber salad (the check word is salads).
10. A white dove landed on my window this morning (the passphrase is pigeons).

A fairy tale in the end - to consolidate the material

To consolidate the previously presented material, let's listen to the tale "On paired consonants." Once upon a time there were paired consonants in the "Primer" of one schoolboy: b - p, g - k, c - f, w -sh, d - t, s - s. They lived well, together, but the character of each sound was completely different: voiced consonants were vociferous and cheerful, and deaf consonants, on the contrary, were grouchy and angry.

Voiced consonants and deaf consonants liked to argue among themselves: which of them is in this word. "B" and "P" argued which of them should be at the end of the word "table (b) (p)". In turn, "V" and "F" also argued - who will be in the word "tra (v) (f) kA".

Kid Fortress was walking past, heard an argument and decided to reconcile the letters among themselves. And he said: “In these words, you need to put a vowel at the end, or after a consonant, put a vowel in the middle of the word, the vowel will tell you which of you will be in this word.”

Paired consonants reconciled, thanked the Kid and asked about his name. “And my name is Baby Krepysh!” he replied. "F" and "Sh" were worried about which of them would be at the end of the baby's name. And the kid says: “There are two more ways to find out which letter will stand: mentally add the word“ no ”and you will get the answer. Call me affectionately - you will never go wrong!

Today, almost all children know the letters and the alphabet already in early childhood. However, it is recommended to learn letters without naming the letters as they sound in the alphabet. Letters must be learned with sounds. Speaking of the letter "B", it is necessary to call it [b], and not "be". This is necessary in order to make it easier for the child to combine letters into syllables and words.

However, the world of sounds is not limited to this. And when the baby grows up, he will have to master such concepts as vowels, hard, soft, paired, deaf and voiced consonants. I invite you to talk today about such different sounds. We will talk about this in a fairy-tale form, in the form closest to children's perception. I invite you to phonetic tale . This is an expanded version of the fairy tale about sounds, presented in.

So, friendly letters live in a hospitable. And the sounds created a great Kingdom called Phonetics.

Kingdom of Sounds - Phonetics

In the kingdom of the sounds of the Russian language Phonetics lived together - fared vowels and consonants sounds. Each sound had its own house. The houses of vowels were painted red, while those of consonants were painted blue. But the roofs of all the houses were white and changed by themselves when the sounds went to visit each other.

Total in the kingdom 42 inhabitants: 6 vowels [a], [e], [o], [y], [i], [s] and 36 consonants. They lived together and often visited each other. And every time they visited each other, magic happened: as soon as they held hands, new sounds for new words were obtained.

Vowel sounds loved to sing. Therefore, music always sounded in their houses. But the consonant sounds did not work at all. But they were very malleable and always and in everything "agreed" with vowels. However, they could become hard or soft . For example, the sound [p]. In the word "saw" sounds soft, but in a word "dust"- firmly. And all because the sound [and] softened [p], and the sound [s], on the contrary, gave it hardness.

This is how consonants, holding hands with vowels, become soft or hard at their request.

However, there were also “naughty” sounds in the kingdom. And although they lived in blue houses and were called consonants, they did not want to change in any way. And it happened on the day when, sitting idly on the benches, they argued who is more important: vowels or consonants. And the sounds [f],[w] and [c] decided to become independent and not obey anyone, especially vowel sounds. They proclaimed themselves to be hard sounds that would never, under any circumstances, become soft! And as proof of their firm decision, they painted the white roofs of their houses in dark blue.

But compliant and non-conflict sounds [sch],[th] and [h] they were very upset and afraid that the balance of the ratio of sounds would be disturbed in the kingdom and decided to remain soft forever. And so that all the inhabitants of Phonetics knew about this, they painted the roofs of their houses green.

However, soon 2 more inhabitants appeared in the kingdom of Phonetics - soft and hard signs. But they did not violate the unity of the sound world. The soft sign helped the consonants to become soft, and the hard sign helped them to become hard. They built themselves white houses and all lived peacefully and amicably.

But the inhabitants of the Kingdom of Phonetics were famous not only for their hard and soft characters. Many of them had and still have their own special preferences. Some sounds loved the sound of falling leaves, while others loved the sound of rain. They even built separate quarters for themselves so that in one - the bell always rings loudly, and in the other - as if under a dome - deaf and noisy ... So voiced and voiceless consonants . A river flows between the quarters.

So the sounds [r], [l], [m], [n], [d], [b], [g], [c], [d], [g], [s] settled in the quarter with the bell . And in a quiet quarter - [p], [f], [t], [w], [s], [k], [x], [c], [h], [u]. And some letters became so friendly that they connected their houses with bridges. So there is a bridge between the sounds p-b, f-v, t-d, sh-zh, s-z and k-g. This is paired consonants .

This is how the amazing Kingdom of Phonetics lives. Sounds go to visit each other, change, adjust, make noise, shout, sing ... They have fun. And in this fun words are born, from them sentences that make up our speech. By the way, it happens ... But by the way, we'll talk about this another time.

How to learn soft and hard consonants

These are the complex relationships between sounds. To make it easier for my son to draw phonetic word patterns, we made very convenient clouds with him. It is very easy to determine the hardness or softness of consonant sounds from them.

Read about how we learned hard and soft consonants with the help of clouds.

How to distinguish between voiced and voiceless consonants

And a very simple technique helped us to make it easier for the child to distinguish between voiced and deaf consonants. Naming the sound, press your palm to your neck. If the sound is sonorous, then vibration (trembling) of the vocal cords is felt. If the sound is muffled, there will be no vibration.

For the same purposes, we used the picture with houses and bridges across the river, which you saw above.

Enjoy your acquaintance with the world of Phonetics!

All the best!