Phonetic analysis. Lesson using diagrams-models in the process of teaching sound analysis Unpronounceable consonant sounds in words of the Russian language

Words in spoken language are made up of sounds. Among the sounds there is vowels and consonants. The first ones are so called because they are pronounced with a voice. When we pronounce them, the air does not meet any obstacle.

The latter in speech are added to vowels, which is why they are called consonants. When pronouncing these sounds, the air always encounters an obstacle.

Among the vowel sounds, one is stressed, and the rest, if any, are unstressed.

There are 6 vowel sounds: [a], [o], [u], [e], [i], [s].

Consonant sounds are hard and soft. Most of them are in pairs of hardness and softness. For example: b-b", mm", v-v". Some do not have a pair.

Always hard consonant sounds: [zh], [sh], [ts]

Always soft consonant sounds: [ш'], [ч'], [й']

These consonant sounds of the sentence will help you remember: AND juggler juggles w arami and ts vetami. SCH uka, h A th ka.

Scientists have figured out how to designate the sounds of our speech.

They agreed to use letters, but to put them in special square brackets. To show that a consonant is soft, use an icon that looks like a comma.

Consonants are also voiced and voiceless. Many of them are combined into pairs based on their voicedness and deafness. For example, b-p, v-f, g-k, d-t, zh-sh, z-s.

But there are also those who do not have a deaf or voiced pair. For example, unpaired voiced: [l], [m], [n], [r], [y’], unpaired voiceless: [x], [ch’], [ts], [sch’].

In writing, sounds are represented by letters.

The Russian alphabet includes 33 letters: 10 of them represent vowels, 21 represent consonants, as well as ъ and ь (these letters do not represent sounds).

Vowel letters: a-i, o-e, u-yu, s-i, e-e.

12 letters indicate paired consonants in terms of voicedness and deafness.

Letters of consonants paired by voiceness-voicelessness: b-p, v-f, g-k, d-t, w-sh, z-s.

Letters l, m, n, r, th denote unpaired voiced consonants.

Letters x, h, c, sch denote unpaired voiceless consonants.

Which letters indicate the hardness or softness of a consonant:

Let's say the word "hatch".

In front of you transcription words (transmission of speech sounds in writing using special characters): [l’ u k]

Did you hear the first sound [l’], a soft consonant? Let's write the first letter l.

Let’s listen to ourselves again: [l’u. The second sound is vowel [y].

Which letter should I choose? Let's write a letter at. We will get a “bow”. Need a letter Yu.

The letters of consonants themselves do not show the hardness or softness of their sounds. The letters of vowel sounds do this for them. Some indicate hardness, others indicate softness of the consonant.

I hear a hard consonant - after it I write letters in place of the vowel a, o, y, s, e.

I hear a soft consonant - after it I write letters in place of the vowel I, e, yu, and, e.

We pronounce the words and write them in letters:

[n about s] - after a hard consonant [n] the sound [o] is denoted by a letter O.

[n’ o s] - after a soft consonant [n’], the sound [o] is denoted by a letter e.

Write the words in letters.

[u t’ a΄ t a] - ducklings Letter I denotes the softness of the previous consonant [and] sound [a] [s’ o΄ s ry] - sisters Letter e indicates the softness of the previous consonant [and] sound [o] [d’ eʹ n’] - day Letter e denotes the softness of the previous consonant [and] sound [e]

Letter b denotes the softness of a consonant.

What does the table remind you of?

[zh yʹ] - zhi [ch΄á] - chá [ch’ ý] - chý
[sh ы΄] - shѝ [schʹá] - shchá [sch’ý] - shchý

Combinations zhi - shi written with a letter And, but we hear the sound [s]. Combinations cha - sha written with a letter A, and we hear the sound [a].

It is a mistake to replace the sound [a] with a letter I in the sound scheme.

Combinations chu-chu written with a letter at, and the sound is heard at].

It is a mistake to replace the sound [y] with a letter Yu in the sound scheme.

This is how we compiled transcriptions for words with these spellings:

[zh y t’] - live [sh’ u k a] - pike [h’ a sh k a] - cup [ch’ u l a n] - closet

It is a mistake to replace the sounds [e, o, u, a] with letters e, e, yu, i in transcription.

Let's pronounce these letters:

e - [y’ e], e - [y’ o], yu - [y’ y], i - [y’ a].

These letters can represent two sounds.

They designate two sounds at the beginning of a word, after vowels, after the separating signs ъ and ь.

I ma [ th" aʹm a]

e l[ y" uh l"]

Letters i, e denote two sounds because they are at the beginning of a word.

Yes e t [d a th" o T]

at I tight [p "i" th" aʹ tny"]

Letters oh, I denote two sounds, as they come after vowels.

V yu ha [in" th"y΄ g a]

V e du [in y" uhʹ d y]

Letters yu, e denote two sounds, as they appear after the separating signs ъ and ь.

The sound [th’] is conveyed by the letter th and a combination of letters yi.

[l "i΄ s" th" and]- fox yi

[p t "iʹch" th" and]- birds yi

[m u r a v " th" and] - ant yi

Rules for pronunciation of words with paired consonants

Words have spelling patterns, for example, unstressed vowels and paired consonants in deafness and voicedness.

In order not to make mistakes in the phonetic analysis of a word, be sure to pronounce the words out loud, paying attention to the sound of vowels and consonants.

1. At the end of a word and before voiceless consonants, paired voiceless consonants are pronounced in place of the letters of voiced consonants:

gla [s] (gla h), zaga [t] ka (zaga d ka), ro [n] cue (ro b cue), book [sh] ka (book and ka)

2. Before voiced pairs (except for [v]), paired voiced ones sound in place of the letters of voiceless consonants:

About [z’] ba (about sya ba), e [g] replacements (e To substitutions), fu [d] bol (fu T bol).

How to pronounce unstressed vowels

Let's determine which unstressed vowel sound is pronounced at the place of the gap.

Sv O nok, k O lie, b e sorry, in I son-in-law

Sound nok, klot, b zhá, v záz.

Sound [a] nok, k [a] lie, b [i] zhá, v [i] zát.

Use the transcription icon to show what sound the underlined letter in the word represents.

O shi b ka - [a] shi [p] ka

m O rkό ve - m [a] rko [f’]

l e dream To l - [i] sni [k]

With do - [h] do

How to perform sound-letter analysis?

1. Listen to the word and write it down (in a column) with sound symbols, indicate the stress (if more than one syllable).

2. Give a description of each sound:

• vowel or consonant;
• vowel: stressed or unstressed;
• consonant: hard or soft;
• voiced or voiceless.

3. Label the sounds with letters.

4. Indicate the number of syllables, sounds and letters.

5. Write the word on a line. If there are spellings, mark them.

We perform sound-letter analysis:

Listen to the word: [y’ o sh]. Let's write it down using sound icons.

[y’] - consonant, voiced, soft e

[o] - vowel

[w] - consonant, deaf, hard

3 sounds, 2 letters, 1 syllable

hedgehog

Let's denote the sounds with letters.

Two sounds [y'o] are indicated by the letter e, it comes at the beginning of the word.

The unvoiced sound sh at the end of a word is denoted by the letter and.

You can check a paired consonant with a word hedgehogs.

Let's say the word notebook.

[t’] - consonant, voiceless, soft t

[i] - vowel, unstressed e

[t] - consonant, voiceless, hard t

[r] - consonant, voiced, hard r

[á] - vowel, stressed a

[t’] - consonant, deaf, soft d

6 sounds, 7 letters, 2 syllables

Notebook

There are more letters, since the soft sign does not indicate sound.

1) At the board, three children take turns finding the sounds in the word “ball”.

2) Reading a word with a pointer according to the diagram.

3) Game with the word “ball”: three children are called to the board, call them with sounds out of order: [a], [p], [w] - the children must stand up correctly to get the word.

4) Task: find the same sounds in the words “house” and “smoke”, and then in the words “house”, “smoke”, “poppy”.

Physical education lesson “If you like it”

4. Writing proposals from 2, 3, 4 words according to the plot picture (at the choice of the teacher), writing sentences (graphically) on the board: _______________.

For example: Cold winter has come.

5. Work V notebooks.

Assignment for children: complete the pattern.

(A pattern of two squares and a pattern of one square.)

Summary of the lesson.

Lesson No. 21

Topic: SOUND ANALYSIS OF THE WORDS “BEETLE” AND “ONION”. WORD CHANGE

Tasks:

Strengthen the ability to intonationally highlight sounds in words;

Expand children’s understanding of their native language in game exercises on inflection;

Continue to train children to perform sound analysis of the words “beetle” and “onion”;

Improve children's ability to find similarities and differences between words based on their sound composition;

Continue to strengthen the ability to compose sentences of 2, 3, 4 words;

Exercise children in shading objects (in different directions).

Aids: pictures-schemes of the words “beetle” and “onion”, cards of three-sound words, envelopes with chips; notebooks, simple pencils.

Progress of the lesson

Game "Tell me like me."

Children stand in a circle, the teacher throws the ball to one of the children, calling a word with intonation highlighting any of the consonant sounds (rruka, plane, trubba, knife, domme, llampa). The child must repeat the word as the adult pronounces it, throwing the ball back.

Game exercise on inflection.

The teacher asks the children to change one sound in a given word to make a new word, for example:

house - smoke cheese - rubbish cat - kit mat - mot

3. Sound analysis of the word “bug”(three children conduct it, each sings out one sound).

A game with the word "bug".

The essence of the game: call children by numbers (1, 2, 3), call them to you by sounds ([u], [k], [z]). Children stand up so that they spell the word “bug.”

Sound analysis of the word "onion".

6. Assignment for children:

a) Find the same sounds in the words “beetle” and “onion”. Name the sounds by which these words differ from each other.

b) Riddle. There are tables on the blackboard with poppy, onion, beetle, house, smoke, ball. Find words that contain the sounds [k], [m], [a], [y].

Work in notebooks.

Hatching Christmas trees in different directions.

8. Summary of the lesson.

Lesson No. 22

Topic: SELECTION OF DEFINITIONS

TO NOUNS. REPRESENTATION OF THE TEXT

ACCORDING TO GRAPHIC SCHEME. COMPILATION

GRAPHIC SCHEME OF OFFERS

WITH PREPOSITIONS

Tasks:

Exercise children in selecting definitions for nouns;

Develop the ability to retell a short text based on its graphic diagram;

Practice drawing up a graphic diagram of sentences with prepositions;

Cultivate attention, a sensitive attitude to words, and develop a sense of humor.

Aids: ball; picture (or illustration) “Spruce”, a graphic diagram of the story on a board or on a sheet of paper (Whatman paper); notebooks, simple pencils.

Progress of the lesson

1. Didactic game “Who is bigger?”(with a ball).

Game conditions: The teacher asks the children questions about winter and winter phenomena, and the children answer.

Rules of the game: Answer in turns; answers should not be repeated.

What words can you use to describe winter? What's winter like? (Snowy, magical, fairy-tale, frosty, cold, beautiful, magical winter.)

- What forest is it like in winter?

(Sleeping, dense, dense, deaf, fabulous, magical, harsh, mysterious, motionless.)

- What kind of snow is there in winter?

(White, fluffy, silver, clean, shiny, soft, loose, deep, sticky, squeaky, wet, sparkling, cold.)

- What snowflakes?

(Cold, fluffy, white, light, delicate, silvery, openwork).

What winter day?

(Frosty, cold, clear, snowy, short.)

- What winter night?

(Dark, cold, frosty, starry, frosty, long).

2. Working with text.

1) Riddles:

Well, the dress:

All needles

They wear it forever... (Christmas trees).

The needles glow softly, He is worn forever... (Christmas trees).

What is another name for a Christmas tree? (Spruce.)

2) The teacher informs the children that today they will retell the text using its graphic diagram:

The spruce has grown.

She is slim and tall.

Spruce smells pleasantly of pine needles.

It gives people healthy air.

The teacher first reads the text completely. Then he asks the children to guess the title of a one-word story. (Spruce.) Invites children to consider the graphic diagram of the story:

How many sentences are there in the story?

How many words are in the first sentence?

How many words are there in the second one? etc.

The teacher repeats each sentence according to the scheme.

3) Retelling the text by children (2-3 people).

Physical education lesson “Frost”

I am not afraid of frost, I will become close friends with it. The frost will come to me, touch my hand, touch my nose. (You need to show your hand and nose.)

This means you must not yawn, jump, run and play. (Appropriate movements.)

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, a word may 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 differ in 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 this example there are 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 in a 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, are only some 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. The sound [o] in writing can be reflected by another letter “ё” - [o]: thorn [t’o´ rn], fire [kas’t’o´ r]. It will also not be difficult to analyze the sounds of the remaining four vowels in the stressed position.

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: za"mok - zamo"k 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 outside the 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”. When changing capitals, performing sound-letter analysis, they 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 'and 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 21 letters. 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 communication, 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]. When analyzing the composition of a number of words in sound-letter analysis, dissimilation is observed - the opposite process to assimilation. In this case, the common feature of two adjacent consonants changes: 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

• sch → [sch':]: happiness [sch': a´s't'ye], sandstone [p'ish': a´n'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. The number of sounds in such 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 school curriculum format. They will help you phonetically characterize any letter.

Roza Grishkeeva
Lesson using diagrams-models in the process of teaching sound analysis

Subject: « The use of diagrams - models in the process of teaching sound analysis»

Target: Learn to distinguish by ear sounds zh – sh, strengthen the ability to determine location sound zh or sh in a word(beginning, middle, end, consolidate the ability to divide words into parts - syllables, learn to do sound analysis of words.

Equipment: basket diagram, houses with windows, berries, teddy bear, cards Pictures: ball, beetle, wardrobe, giraffe, car, cat, scissors, ice cream, hedgehog, grass snake, ruff, Kinder toys for each child, candy berries, basket.

Progress of the lesson.

Educator: Guys come to us class Today a guest came, and to find out who it is, you need to guess the riddle, listen carefully!

He sleeps in a den in winter

Under a huge pine tree.

And when spring comes,

Wakes up from sleep.

Who is this? (bear)

It was not a bear that came to us, but his son, who is this?

Children: Little Bear

Educator: That's right guys, do you know what his name is?

Children: No

Educator: Guys, what can we affectionately call the bear cub?

Children: Mishka, Mishutka

Educator: Guys, the word Mishka and Teddy Bear are familiar to us sounds what are these sounds? (I say it in a loud voice soundШ and Ж in these words).

Children: Sound Ш and Ж

Educator: That's right guys, oh look, our Mishka is sad, let's sing him a song of a snake and a beetle.

(The teacher reminds the children that the sound sh is the song of a snake, and - the song of a beetle. Formulates exercise: hearing this or that sound, children must perform appropriate movement: on sound w - zigzag movement of the hand away from you - a snake is crawling, on sound g - put your hands in front of your chest (so as not to touch children sitting nearby) and move your hands up and down - the beetle flies. Helps children learn the relationship between sound and corresponding movement).

One child comes to the board and says sounds: w. w. and. w. and. and. w. and. and. w. and. Invites those who made mistakes to complete the task separately; the rest control them.

Educator: Guys, our Mishka really liked the way you sing, but he is sad because in the forest kindergarten he was given a task that he cannot cope with, let’s help him.

Children: Let's help Mishka.

Educator: Guys, the little bear gives me an envelope with tasks that need to be completed. Listen carefully to task number 1

Guys, we need to put pictures in our houses if we hear sound at the beginning of the word, then we will place the picture in the 1st window, if in the middle, then in the 2nd window, if at the end, then in the 3rd window. (In the basket there are pictures with words where it is heard sound sh or z at the beginning, middle or end. ball, beetle, wardrobe, giraffe, cat car, scissors, ice cream, hedgehog, snake, ruff).

Children: (the guys take turns going to the basket with pictures and putting them in the right window)

Educator: Well done boys! We completed the first task. Now guys, let's show the little bear how we get on here, stand next to your table.

Physical education minute

How are you?

Like this (show thumbs up).

How are you swimming?

Like this (imitation swimming).

How are you running?

Like this (index and middle fingers run).

Are you looking into the distance?

Like this (put your fingers to your eyes with binoculars).

Are you looking forward to lunch?

Like this (rest your cheek on your fist).

Are you following?

Like this (wave hands).

Do you sleep in the morning?

Like this (both hands under the cheek).

Are you silent?

Like this (Touch your lips with your index finger).

Now they quietly sat down in their seats.

Educator: The little bear now knows how you and I are doing and will tell all his forest friends, and the little bear also promised his friends to pick berries. Let's guys help the little bear pick berries. To collect the berries we need to place them in baskets in their places. And in order for places in the basket to open, we need to divide the word into syllables and sounds. Guys, you need to guess this word, this is Mishka’s second task.

I take task No. 2 out of the envelope

How did the little bear try to get honey in the cartoon Winnie the Pooh?

Educator: Well done guys, we guessed the word that will open up places in the basket for us - this is the word BALL. Guys, tell me how many syllables are in the word ball?

Children: the word SHAR has one syllable.

Educator: Right! Guys, let's determine how much sounds? Listen (I pronounce the word BALL, highlighting each sound) let's say together SHAR, how much sounds?

Children: In the word ball there are three sound

Educator: Let's open 3 places in the cart (opened). Which 1 sound in the word BALL? Let's say

Children: Sh.

Educator: Vowel or consonant?

Children: sound Ш consonant.

Educator: Soft or hard sound?

Children: The sound Ш is hard

Educator: Which berry should we put in 1st place?

Children: Blue berry.

Educator: Correct, which 2 sound?

Children: Second sound A

Educator: vowel or consonant?

Children: Vowel

Educator: Which berry should we put in second place?

Children: red berry.

Educator: Which third sound?

Children: R

Educator: vowel or consonant?

Children: consonant

Educator Soft or hard sound?

Children: solid sound

Educator Which berry should we put in third place?

Children: Blue berry.

Educator: Well done guys, we completed the task and helped the little bear pick berries for his friends. Mishka thanks us very much for helping him complete all the tasks that he was given in the forest kindergarten. Guys, it’s time for the little bear to go home and he asks us what time it is? We won’t tell him, we’ll show him on our watches. Guys need to find words where the number of syllables in the words is the same, and turn the arrows. (there are pictures on the clock, children name the pictures and determine the number of syllables, find the same words by the number of syllables and move the arrows) The little bear thanks you all because you told him what time it was and helped him complete all the tasks, he brought you all gifts from the forest this candy berries (distributing). Thank you teddy bear and goodbye, come see us again (says goodbye to the guys and leaves).

Thank you all, class is over!

Class

I select words for phonetic analysis according to the principle from simple to complex.

1.Words consisting of sounds in strong positions:

house, crowbar, himself, son, catfish, dream, poppy, horse, horse, day, bumblebee, stump, spruce, bags, tulip, pipe, arc, pipe, mountains, fish, wounds, sleigh, sled, roses, goats, moose, book, table, bunny, T-shirt, shadow, chair, king, salt, cube, beads, drink, dig, film, Yasha, hole.

2. Words consisting of sounds in strong and weak positions that practically coincide in their acoustic characteristics with the strong positions of the same phonemes:

grass, soup, bow, ruff, rail, Yasha, pit, mom, dad, rainbow, sofa, shelf, goat, bird, room, line, kidney, finger, boy, bunny, T-shirt, cuckoo, ABC book, pilot, goose, perch, cat, crayfish, willow, bag, fisherman, spinning top, watermelons, fungus, barking, wings, ice floe, filming, paint, ringing.

3. Words that contain sounds in strong positions, and the latter differ in sound from the strong positions of phonemes:

hedgehog	corner	Luke	joy	bend
freezing	children	chalk	snow	cover
forests	blind man's buff	entrance	run	broach
wall	frosty	application	mushroom	nautical
quail	pupils	leave	eye	glass
evening	skates	climb	tooth	pike
leg	spring	streams	spoon	raspberries
runner	funny	health	pillar	berry
spot	pie	jam	carrot	loading
bolt	ball	snowstorm	leg	track
catch	walking	putty	dog	flower
birch	trees	catch	five	south

The sound analysis proceeds in the following sequence:

1.Say the word with the rules of pronunciation and listen to yourself.

2. Find the stressed syllable and pronounce the word syllable by syllable.

4. Write down and highlight the phoneme (letter).

6. Check if the word is correct.

Students are reminded:

No. 1. Phonetic analysis (Fig. No. 1).

PHONETIC ANALYSIS

Vowel sounds [a], [o], [u], [s], [i], [e].

The vowel letters i, e, e, yu, when they stand:

A) at the beginning of a word (For example: Yasha, spinning top);

b) after a vowel (For example: lighthouse);

V) after the soft separator (For example: trees, blizzard) make two sounds.

Vowels: a, o, u, e, s- show that the consonant is read firmly.

Vowels: I, e, e, yu and- show that the consonant is read softly.

b – indicator of softness.

Sounds [nn', pp', ll', mm', th]– voiced unpaired or sonorant.

[th] or [j]– acc., sound nep., soft nep.

Sounds [bb’, vv’, zz’, f, yy’, dd’]- voiced pairs.

Sounds [pp', ff', ss', sh, kk', tt']- deaf pairs.

Sounds [xx ’, sch, h, ts]- deaf unpaired.

Sounds [f, w, c]– solid unpaired.

Sounds [ sch, h, j ]- soft unpaired.

b, b signs - do not indicate sound

’ - softness

Every day in reading and writing lessons I teach the characteristics of sound in accordance with the study of a new letter and sounds. I take words for analysis from the “ABC” or “copybook”. There is always a ribbon of letters before my eyes.

Words for phonetic analysis in 1st grade (Russian ABC. V.G. Goretsky. Moscow. “Enlightenment”. 2000.).

aster	chair	nails	shepherd	forest
watermelon	steering wheel	two	shepherds	elk
perches	fence	apples	spinning top	poppy
vegetables	door	Apple tree	blacksmith	poppies
needle	goalkeeper	mushrooms	echo	three
balls	catch	circles	bream	five
duck	ate	ball	scarf	house
drum	saw	pen	scarf	seven
horse	a carpenter	geese	leaves	call
snake	zebra	goose	pigeons	closet
pencil	blind man's buff	hedgehog	tram

Class

Weekly work with a tape of letters, and then the following types of work:

1. A). Sounds of nature, remember and reproduce them with your voice.

The trees rustle with their leaves: shhhhhh...

Birds are singing: …? The dog barks: ...? It's raining: ...? Thunder: …? Snow creaks underfoot: ...? The rustle of footsteps is heard: ...?

b). Book 1.

1. A).

How does the kettle whistle? How does a hot frying pan sizzle? How does the alarm clock ring? How does an old door squeak? How does water drip from a tap?

b). Speech 1.

1. A). Sounds in the house, reproduce them with your voice.

How does the boy play the drum? How does dad work with a drill? How does the washing machine hum? What does a running engine sound like? How does the clock tick? How does your mother's sewing machine make a noise? Etc.

b). Suddenly 1.

1. A). Working with a ribbon of letters.

Name the vowels that indicate the hardness of the consonant sound.

Name the vowels that indicate the softness of the consonant sound.

Name voiced unpaired consonants, voiceless unpaired consonants, paired voiced and voiceless consonants.

Why are they called that?

Consonants are always soft.

Consonants are always hard.

What do you know about Kommersant And b signs?

b). Mushroom 1– control analysis.

1. A). Remove one phoneme.

Take one phoneme from each word. Do this so that the remaining phonemes form a new word.

Like this: a handful is a guest.

Regiment, to your heart's content, paint, slope, screen, trouble, warmth.

b). Skis 1.

1. A). Add a phoneme.

Add one phoneme to each word to make a new word.

Like this: ball - scarf.

Chopping, gift, table, treasure, paw, mustache, bite.

b). Tea 1.

1. A). Replace the phoneme.

In the given words, replace one consonant phoneme with another to make a new word.

Like this: cake - walrus.

Nails, bun, paw, teeth, pussy, sand, jackdaw, eagle, mink, wedge, longing, light, log, frame.

b). Handle 1.

1. A). Describe the sound in the word that I indicate.

Wind – 2 stars, 3 stars, 5 stars.

b). Circus 1– control analysis.

1. A). Add a letter.

Add a letter to the beginning or end of a word to make a new word.

What sounds are represented by these letters?

rose g

wolf

wasps to

measles

a park

duck w

b). Yasha 1.

1. A). Add a letter(similar task of week 9).

ear m

faucet

pillar

one hundred g

glasses t

enemy o

b). Point 1.

1. A). Naughty phonemes.

You know the important role phonemes play. As soon as you change one phoneme in a word or remove it, confusion arises and it becomes funny.

Here's a funny story that happened in one family.

A first-grader girl says to her grandfather:
Grandpa, look what I drew!
And who is it?
You, grandfather, and a briefcase with textbooks. Why are you laughing?
Your signatures are very funny, Mashenka. You were probably in a hurry and got something wrong.
(According to A. Shivaev).

Caption under the 1st picture: portfolio with students.

Signature under the 2nd picture: girl.

· What did the girl get confused?

· What does this story have to do with sounds (phonemes)?

b). Spruce 1.

12. a). Working with a ribbon of letters.

What does it mean b sign at the end and in the middle of a word?

Why letters are interesting I, E, Yo, Yu?

When do they have two sounds?

Name the words that have sound [Y].

And the snake casually threw at me:

"Everyone has their own destiny!"

But I knew that this was impossible -

Live by twisting and sliding.

b). Letter 1.

13. a). Absurdities.

Listen to the poem by Novella Matveeva, this is a conversation between two friends. Why is it difficult for them to understand each other? Find and correct absurdities in the poem. What role did sounds (phonemes) play in this?

Confusion.

A loaf is baked in the oven,
And in the buttonhole there is a bud,
A python crawls through the grass,
Milk flows into a can
And there is concrete at the construction site.

Repeat in my tone:
Where is the bud?
Where's the loaf?
Where is the can
Where's the python?
Well, where is the concrete?

One two three four five.
I start repeating:
A bud is baked in the oven,
And there’s a loaf of bread in the buttonhole,
A can crawls across the grass,
Milk flows into concrete
And there is a python at a construction site.

No not like this!
No not like this!
- Well then, like this:
A can is baked in the oven,
And there’s a python in my buttonhole,
Concrete crawls across the grass,
Milk flows into the loaf
And there is a bud at a construction site.

No not like this!
No not like this!
Tell me yourself: how?
Figure it out for yourself
Where is the bud, and where is the loaf,
Where is the can, and where is the python.
Well, where is the concrete?
(N. Matveeva)

b). Control analysis.

Kidney 1 – 1 in
Hump ​​1 – 2 in

14. a). Miracles.

Listen to a humorous poem. Tell me why such miracles happened? Be attentive to the words in the text - maybe they will tell you the answer.

Smoke
Pies are baked in the river.
Standing on the street
Fishermen are sitting by the stove.
House
The traveler was walking into the city
It's coming out of the pipes.
In a bag.
A spoon climbed into the attic,
Have you heard of this?
The cat fell off the table.
Who doesn't believe in miracles,
On a spring day at the gate
You can see for yourself.
Started to melt together
Honey.
(A. Sanin)

b). Ice 1.

15. a). Let's turn the wolf into a goat.

This word game was invented by the English mathematician Lewis Carroll, the author of the fairy tale “Alice in Wonderland.” The point of the game is to create a series of words, each of which differs from the previous one by only one letter. In this case, the following rules must be observed:

1) only one letter can be changed in a word;

2) you cannot rearrange letters, lengthen or shorten a word;

3) the beginning and end chains must have a logical connection.

b). "Wolf - goat."

Wolf - regiment, floor, time, bark, goat.

b). Bridges 1.

16. a). Let's turn “night” into “day”.

Night – zero, salt, solo, village, hay, net, child, day.

b). Family 1.

17. a). Working with a ribbon of letters.

What sound do you hear after a consonant in syllables: me - me - me - mu -

Name the vowel letters that indicate the softness of the consonant sound.

What letter do we write and what sound do we hear?

E - [E] Yo - [O] I - [A] Yu - [U]

b). Earth 1– control analysis.

18. a). Help the sounds.

Help vowels and consonants to be together. Connect them to make words.

b). Class 1.

19. a). Replace one sound with another.

It won’t take long for me to change: with “s” - I’m a fish, with “f” - I’m a bird. (carp - pheasant)

b). Cross 1.

20. a). The riddle is a metagram.

I with “u” - a distant planet,

And with “and” - I am in an Asian country.

(Uranus – Iran)

b). Balloon 1 – control analysis.

21. a). Remember the words about winter with sound[A].

(winter, slide, icicle, sled, mittens).

Describe the 2nd sound in the word “slide”, the 5th sound in the word “icicle”, the 5th sound in the word “mittens”.

b). Shaking 1.

22. a). Curious.

When answering any question from the teacher, name only those words that begin with the sound [a].

What is your name? (Andrey).

What about the last name? (Azbukin).

Where did you come from? (From Anapa).

What's growing there? (Watermelons).

And what else? (Apricots).

What birds are there? (Storks).

What will you use to get back? (By bus).

What gift will you bring for mom and dad? (Asters and album).

b). Hedgehog 1.

23. a). Speak, listen, don't repeat.

I show a letter, the children “in a chain” name a word starting with this letter.

b). Anchor 1.

24. a). How does a sheep bleat?(ba-e-e...).

“Chain” of words with sounds [b, b, ].

Tell us what your sound is in the word (ag., sound, deaf., parn., tv., soft., parn.).

b). Zoya 1 – 1 in

- control analysis.

Pit 1 – 2 in

25. a). Entertaining models.

1. _ _ _ b (horse, elk).

2. _ _ _ b _ _ (coat, letter, skates).

What do you know about the letter b?

b). Horse 1.

26. a). Finish the word(with b).

Beech...(-var), tet...(-var), slo...(-var), honey...(-after all), yang...(-var), Feb...(-ral).

What does b mean at the end of a word? in the middle between consonants; in the middle after the consonant before the vowels I, E, E, I?

b). Day 1.

27. a). How to check an unstressed vowel? Why does it require verification?

Name the same sound in the words: house, notes, umbrella, coat, wasps, legs.

What is that sound? (vowel, stressed).

b). Window 1.

28. a). Complete the sentences with words starting with the letter O.

It was very hot, and mom opened all ... (windows). Grandma was making jam, and evil...(wasps) flew into the open window. I really love pine...(nuts). There was no sign of rain, an airy ... (cloud) floated across the sky.

b). - control analysis.

Lake 1 – 1 in

Socket 1 – 2 in

29. a). Who is more important?

What do you think is more important: vowels or consonants? Let's conduct a phonetic experiment. Let's take any three words. Let's remove all consonants from them. What will we get?

_ _ O _ _ _ I _ _ A _ A _ _ A _ _ O _ A _ U _ _ _ A.

Can you guess what words these are? Of course not. Now let’s take the same words, but leave only the consonants in them:

SHK _ LIN _ K K _ R _ ND _ SH P _ F _ L _ YST _

Have you guessed it now? For sure. So who is more important - vowels or consonants? Think and explain why you think so?

b). Mushroom 1.

30. a). Try to decipher these abbreviations:

Mrshk, Mrk Tvn, Mhlkv, Chkvsky, Shlkhv, Blk, Lrmntv, Nkrsv, Hydr, Krlv.

b). Eye 1.

Work in grades 3-4 is structured in a similar way. By the end of the fourth grade, all students have excellent results in phonetic (sound-letter analysis).