Strong-weak positions for vowels. Positional vowel changes
The composition of vowel phonemes in the system of the Russian language is determined on the basis of their meaningful role in a strong position. For the vowel phonemes of the Russian language, the position under stress not between soft consonants is absolutely strong (both perceptually and significatively). However, in a perceptually weak position, a phoneme does not enter into neutralization with other phonemes; therefore, to determine the composition of vowel phonemes, it is sufficient to take into account which position is significatively strong. For the vowel phonemes of the Russian language, this is the position under stress. In this position, six vowels are distinguished: [a] - [o] - [i] - [s] - [e] - [y]. But two vowels positionally alternate: [and] / [s]. Positionally alternating sounds are representatives of one phoneme. In a perceptually strong position - after and between solid consonants [s] appears, however, only [s] occurs at the beginning of a word, therefore it is considered to be the main version of the phoneme, and [s] only a variation of the phoneme<и>. So, the composition of the vowel phonemes of the Russian language is as follows:<а>– <о>–< and> –< e> –< y> (she – [ʌn a ], it – [ʌn about], they [ʌn’ and ], those - [t ' uh ], here at ]).
Significatively weak for Russian phonemes is the position not under stress. However, for each phoneme it is individual. Yes, phoneme<у>does not enter into neutralization with any other phoneme. For<а>, <о>all unstressed positions are weak. In position, the first pre-stressed syllable after soft consonants, four vowel phonemes enter into neutralization<а> –< o> – < e> – < and>: h [and e] sy, m [and e] doc, r [and e] ka, l [and e] sa. Perceptually weak for Russian vowels are positions: after soft consonants mint[m'ˑat], before soft consonants mother[matˑt '] and between soft consonants knead [m'ät '].
STRONG AND WEAK POSITIONS OF CONSONANTS AND COMPOSITION OF CONSONANT PHONEMES OF THE RUSSIAN LANGUAGE
The composition of voiced and voiceless consonant phonemes is determined by strong positions for voiced and voiceless consonants. Strong positions are:
1) Before vowels: ko[z]a - ko[s]a (<з> – <с>);
2) Before sonorant consonants: [z'l ']it - [s'l']it (<з’> – <’с>);
3) Before / in /, / in ’/: in [s’v ’] ut - [s’v ’] ut (<з’>– <’с>).
Weak positions for voiced and voiceless noisy consonants:
1) At the end of the word: ro [d] a-ro [t], r [t] a - ro [t] (<д>neutralized with<т>in option [t]);
2) Before a voiced consonant: ko[s']it - ko[z'b]a (<с’>neutralized with<з’>in the variant [h ']);
3) Before deaf consonants: lo [d] points - lo [tk] a (<д>neutralized with<т>option [t]).
Sonorant consonants do not neutralize with any other consonant phonemes on the basis of voiced/deafness, so all positions for them are strong on this basis.
In terms of hardness-softness, strong positions for consonant phonemes of the Russian language are:
1) Before vowels<а>, <о>, <и>, <у>, <э>: garden - sit down (<д> – <д’>), nose - carried (<н> – <н’>), bow - hatch (<л> – <л’>), soap - mil (<м> – <м’>), pole - slot (<ш> –<ш’:>);
2) At the end of the word: horse - horse (<н> – <н’>), angle – coal (<л> – <л’>);
3) Before back-lingual consonants: hill - bitterly (<р> – <р’>), shelf - polka (<л> – <л’>).
However, weak positions in terms of hardness-softness are “individual”:
1) For dental consonants - before soft dental consonants: evil - anger (<з>neutralized with<з’>in the variant [h ’]), chant - song (<с>neutralized with<с’>in the variant [c']);
2) For dental consonants - before soft labial consonants: story - dawn (<с>neutralized with<с’>in the variant [c']);
3) For labial consonants - before soft labial consonants: again - together (<в>neutralized with<в’>in the variant [in ']);
4) For dental<н>- in front of the anterior<ч’>and<ш’:>: boar - boar (<н>neutralized with<н’>in the variant [n ']), deception is a deceiver (<н’>neutralized with<н’>in the variant [n ']).
Requires special comment position before a vowel<э>. For centuries, the Russian language had a law: a consonant, falling into a position before<э>, softened. Indeed, in native Russian words before<э>the consonant is always soft: forest, river, light, summer, wind. The exception is hard hissing (rustling, gesture), but they were originally soft. Therefore, the position before<э>for consonants it was weak in hardness-softness. In 20-30 years. XX century there have been changes in the phonetic system of the Russian language. On the one hand, abbreviations are actively formed, which become common words: NEP, DNEPROGES, power lines. On the other hand, many borrowings, passing into the category of mastered ones, bypass the stage of phonetic adaptation. So, the words in common use, without a doubt, include the words: antenna, atelier, stand, tennis, muffler. consonant before<э>these words are pronounced firmly. Thus before<э>in modern Russian, hard and soft consonants are possible. This means that the position has changed from weak to strong.
In fact, all positions are strong in hardness-softness, except for the weak ones listed above. The range of weak positions in terms of hardness-softness has narrowed over the past 50-80 years. The "destroyed" positional patterns include:
1) Softening consonants before
2) Softening of the labials in front of the soft posterior lingual: paws [lap'k'i], rags [tr'ap'k'i].
In fact, the positional patterns of softening of the labials before the soft labials and the teeth before the soft labials are also in the stage of destruction. The Russian Grammar indicates possible pronunciation options in these positions: [s'v'et] and [sv'et], [v'm'es't'] and [vm'es't']. The reasons for such changes in the phonetic system of the Russian language will be discussed in the next paragraph.
A special position in the system for back-lingual consonants. Hard and soft back lingual consonants alternate positionally: soft back lingual consonants are possible only before front vowels<и>, <э>. In these positions, there are no hard back-lingual ones: ru [k] a - ru [k '] and, ru [k '] e; but [g] a - but [g '] and, but [g '] e; sti [x] a - sti [x '] and, o sti [x '] e. Consequently, hard and soft posterior linguals are representatives of the same phonemes. Since hard backlinguals are possible in most positions, they are considered the main variants of consonant phonemes -<г>, <к>, <х..
Thus, the composition of the consonant phonemes of the Russian language is as follows:<б> – <б’> – <п> – <п’> –<в> – <в’> – <ф> – <ф’> – <д> – <д’> – <т> – <т’> – <з> – <з’> – <с> – <с’> – <м> –<м’> – <н> – <н’> – <л> – <л’> – <р> – <р’> – <ж> – <ж’:> – <ш> – <ш’:> – <ч’> – <ц> –
PHONEMATIC TRANSCRIPTION
Phonetic transcription is used to accurately capture sounding speech. Phonemic transcription reflects the composition of phonemes. It is a record of abstract units of the language, not meant to be read.
The procedure for performing phonemic transcription:
1) Perform phonetic transcription;
2) Perform a morphemic analysis of the word (to determine which morpheme a particular phoneme belongs to);
3) Determine the nature of the position for each sound unit (a strong position is indicated by "+", a weak position - "-");
4) Select checks for all phonemes in weak positions: a) for phonemes in the root of a word - cognate words; b) for phonemes in prefixes - words of any part of speech with the same prefix (with the same meaning); c) for phonemes in suffixes - words with the same suffixes (checks "automatically" will belong to the same part of speech and the same grammatical category); d) for phonemes in endings - words of the same part of speech, the same grammatical category, in the same grammatical form.
5) Transfer the entry to phonemic transcription.
Note. Remember that it is necessary to check the positions of consonants by two parameters - by sonority-deafness and by hardness-softness.
Sample.
1) correspondence [p'yr'i e p'isk];
2) [p'yr'i e -p'is-k-b];
3) [p 'b r 'and e -p 'and s-k-b];
+ - + - + + - + - (for consonants by voicedness / deafness)
+ + + + + (for hardness/softness consonants)
4) Check for vowels in the prefix: P e rewriting, transˈ e abusive; for the root consonant [s], which is in a weak position in voicedness / deafness: rewrite; for an unstressed vowel [ъ] at the end: Spring(the ending of a feminine noun in the singular, nominative case).
5) After checks, we transfer the record to phonemic transcription:<п’эр’эп’иска>.
Performing phonemic transcription of different words, memorize checks for various prefixes, suffixes, endings of different parts of speech in different grammatical forms.
Since it is the phonemic principle that is the basis of Russian graphics and spelling, the recording of a word in phonemic transcription largely coincides with the spelling appearance of the word.
1) What does phonology study? Why is it also called functional phonetics?
2) Define a phoneme. Explain why the phoneme is considered the smallest sound unit of a language. What is the function of the phoneme? Illustrate your answer with examples.
3) What alternations are classified as phonetic positional? Give examples of phonetic positional alternations of vowels and consonants. What are the differences between phonetic non-positional (grammatical positional) alternations? In which case are the alternating sounds representative of one phoneme, in which case are they representative of different phonemes? How can a phoneme be defined in terms of positional alternations?
4) Give a definition of the strong and weak position of phonemes from the perceptual and significative points of view. In which case is the phoneme represented by its main variant? With your variations? Options? What are allophones?
5) Define a hyperphoneme and illustrate your answer with examples.
6) Name strong and weak positions for Russian vowels. What is the composition of the vowel phonemes of the Russian language?
7) Name the strong and weak positions of the consonant phonemes of the Russian language in terms of voicedness - deafness.
8) Name the strong and weak positions of the consonant phonemes of the Russian language in terms of hardness-softness.
9) What is the composition of the consonant phonemes of the Russian language?
Practical tasks
№1 . Write down the definition of the phoneme in your workbook. Justify each word in this definition.
№2 . Pick up rows of words in which vowels, voiced and deaf consonants, hard and soft consonants perform a semantic function. Prove that a semantic function can be performed by the order of sound units in a word.
№3. Determine what alternations are observed in the following cases: a) house - house a- domovik; b) traces - trace; c) play along - signature d) graze - pasture; e) evil - to anger; f) honor - honest; g) walk - I walk; h) frost - freeze; i) table - about the table. Which of these alternations are phonetic positional? Pick up similar examples of phonetic positional and phonetic non-positional alternations.
№4. Transcribe the text. Set possible phonetic positional and non-positional alternations: Snow fell until midnight, darkness fell over the gorges, and then it became quiet, and a young moon rose ... This world, it is driven and alive from time immemorial by transformations, sometimes invisible, sometimes obvious, countless of them(Yu. Levitansky).
№6 . Prove that for alternations [s’]/[w] and [d‘]/[w] in pairs wear - wear, walk - walk there are exceptions and, therefore, these alternations are phonetic non-positional.
№7 . Show what different sounds the phoneme /з/ can be represented (in the preposition without). Indicate the main variant of this phoneme, its variations, options.
№8. Transcribe the words and determine which row of positionally alternating sounds are represented by Phonemes<э>, <о>, <а>: running, running, running; walk, walked, walkers; thunderstorms, thunderstorm, thunderstorm; anger, wisdom; record, record, record.
№9. What phonemes and in what positions are neutralized in the examples of task 3?
№10. Select examples illustrating the neutralization of phonemes:<б> – <п>; <и> – <э>; <э> – <о>; <д> – <д’>.
№11. Transcribe the words. Designate strong and weak positions for vowel phonemes: domovik, honey plant, golden, groovy, subscription, story, kindness, youth, copier, cotton wool, field, strict. Pick up checks for vowels in weak position. Which vowel phonemes do they represent?
№12 . Transcribe the words. Indicate the strong and weak positions of consonant phonemes according to voiced-deafness. Pick up phonemic checks: crab, trace, thunderstorm, long, hawk, braid (short adjective), dexterous, cat, piece of wood, mowing, carving, interspersed, signature, echo, jump, heartless, soundless, laugh, break.
№13 . Write down the words in phonetic transcription, indicating strong and weak positions for consonant phonemes in terms of hardness-softness: elephant, horse, hill, bitterly, goat, song, together, with Vitya, racer, boar, cog, difference, removable, branching. Pick up checks for phonemes in a weak position.
№14 . What are the hyperphonemes in the following words: watercolor, crimson, left-handed, turquoise, wife, lean, suddenly, wax, becoming, light, everywhere?
№15. Give examples of words that have hyperphonemes:<а/о>; <и/э>; <а/о/э>; <а/о/э/и>; <с/з>; <г/к>; <с’/з’>; <т’/д’>; <с/c’/з/з’>.
№16. Perform phonemic transcription of words: young, flew, show, prose writer, stay, riddle, quiet, armchair, sea, play along, wash, kerosene, blind, furnish, closet, delight, asphalt, here.
№19. Using the materials of the paragraph and the completed exercises, write in a notebook and remember the checks for morphemes: a) prefixes on-, for-, under-, re-, roses-; b) suffixes
-ost-, -chik-, -from-, -out-; c) endings of nouns of different types of declension, adjectives, personal endings of verbs; d) infinitive suffix -th and postfix -ss reflexive verbs.
In a word, consonants can take different positions. In some positions, consonants are opposed to each other in terms of sonority-deafness and hardness-softness; such positions are called strong. The positions of the consonant before vowels and before sonorants are strong in voicing-deafness (i.e., voiced and deaf consonants always differ here): d am - t am, b silt - P silt, h loy - with loy, d relay - t rel. Consonant positions before vowels (except [e]) are also strong in hardness-softness: m al - m yal, l uk - l yuk, b yt - b it, in ol - in ate(but before [e] both soft and hard consonants are possible: ser - sir; meter(unit of measure; pronounced with soft [m"]) -meter(teacher, master; pronounced with [m] solid).
Positions in which consonants are not opposed in terms of voiced-deafness and hardness-softness are called weak. Thus, the position of a consonant at the end of a word is weak in terms of voicedness-deafness: voiced and deaf consonants are pronounced the same here - deafly (cf. hundred to and hundred G, pr t and pru d). Before voiced consonants, all consonants that are paired in voiced-deafness are pronounced as voiced (cf. h here and with make: in both words, in the position before the voiced [d "] the voiced [з"] is pronounced), and before the deaf ones - as deaf (cf. true b ka and sha P ka: in both words, in the position before the deaf [k], the deaf [p] is pronounced).
Position in front of soft lips and teeth, as well as in front of
In the same word, but in its different forms, consonants can alternate with each other - depending on what position they are in: voiced consonants before vowels alternate with voiceless ones in the position of the end of the word, voiceless ones alternate with voiced ones in position before voiced , hard ones alternate with soft ones in position before soft consonants. Such alternations of sounds are called positional. They do not violate the morphological integrity of the word and are not reflected in writing. Compare: true b a-true b (pronounced [true P]), mow t b-skew b a(pronounced [ka h"ba]), tra in a-tra in ka(pronounced [tra f kъ]), more[ m b]a–o bo[ m"b]e, [ d"in"] e - [dv] mind.
Some alternations characterize not the modern phonetic system, but its state in the past; such alternations are called historical. They are assigned to certain morphological forms and are reflected in writing in the form of different letters. Compare: sve t it - light h u, boo d it - boo well u, stere G and - erase well et and under. Such alternations are not determined by the position of the sound: and before<и>, and before<у>both [t "], [d"], [g "], and [h], [g] are possible (compare: shine - sharpen, guard - wake etc.). (For more on historical alternations, see below, § 94–97.)
Equipment:
- handout cards with missing spellings of a weak position,
- notebooks,
- textbooks,
- spelling dictionaries,
- markers.
A fragment from the work of A. Milne "Winnie the Pooh and All-All-All" is drawn on the board, a fragment from the cartoon is prepared. Children sit in groups of four.
During the classes
I. Organizational moment
U. Hello! Today in the lesson we must consider cases when the sound is in a strong position, and when it is in a weak position. We sit down correctly, put the notebooks with an inclination, write down the number and "Classwork".
II. Calligraphy
U. Look at the board, we write the elements in conjunction with a lowercase letter "o". Write one line in your notebooks.
Children complete the task in notebooks.
III. Work on repetition
U. How do you understand what an error-prone place is, where it can occur?
D. An erroneous place can occur in any part of the word. To check the spelling at the root of a word, you need to choose a single-root word in which a strong sound would appear in place of a weak sound.
U. And with the help of related words, can spelling be checked only at the root or in different parts of the word?
E. In other parts of these words, such spellings cannot be checked, since these parts in related words may be different. An erroneous place is a place when we hear one sound and write another letter.
U. And what erroneous places do you already know?
E. For vowels, when the sound is in a weak position, i.e. it doesn't get stressed. D For consonant sounds, when they are close, there are no "wizard" sounds among them.
U. And what are these magical sounds?
D. These are sonorous sounds [l, m, n, p, d "] and another sound [c]. If the consonant is in front of these sounds, then we can safely write down the consonant letter, and if there are two consonant sounds and none of them is not a "wizard", then an error-prone place arises.
D: For example, in the word shu__ka, two consonants met, they came into play - the second deaf consonant "commands" - [k] He, as it were, stuns the consonant in front.
U. Guys, let's say this word in unison.
D. Children pronounce [shupka] in unison.
U. Who agrees with the reasoning?
D. Children fix their opinion by pointing with their fingers: yes "+", no "-".
U. All show "+", and one child "-". Why don't you agree with the children?
D. D I think that if one of these consonants is voiced, then the one in front will also be voiced.
U. Good. Let's do this research work together.
Children write down the sound model of the word [shupka] in their notebooks.
D. Can I prove it?
U. Prove it. Go to the board.
D. We, at the root of the word, met two consonants side by side. The second consonant sound [k], it seems to deafen the consonant in front. When we pronounce, we hear the sound [ p ], he is in a weak position. According to the law of Russian writing, I check the weak position of the consonant against the strong [fur coat], => and in the word fur coat I will write the letter "b", a fur coat.
U. And what is this alternation?
D: This is a positional alternation of sounds [ b] / / [ p ].
U. And who can find a word in which a consonant is voiced?
D. Difficulty.
D . I have a note from my mother with a "request ...", it seems to me that when we pronounce this word - [proz" ba], we hear the sound [z"], and my mother wrote to me - a request.
U. Good. In this case, a consonant sound occurs. This is a mistaken place. Let's pick up a related word where this sound will be in a strong position (word change).
D Maybe the word ask will do? Here is the positional alternation of sounds [z "/ / s"].
U. Recording on the board (sound model of words).
[proz "ba], [PRAS" AND T "]
U. What sounds alternate?
E. Vowels [o / /a] and consonants [z "/ / s"].
IV. Work with Study Notebook No. 2.
Task number 1. page 11. Complete sentences that have words with the opposite meaning.
U. Write it down yourself, put the stress, circle the desired letter.
The teacher at this time distributes a task to each team, and the children begin to work in a group.
Group I: "The radish is bitter, and the carrot is ________________."
Group II: "The sour cream is thick, and the milk is _____________."
Group III: “The stone is heavy, and the fluff is ______________.”
Group IV: "The road is wide, and the path is _____________."
Group V: “The moon is big, and the asterisk is ______________.”
The children completed the task in groups and from each team one person went to the board with their answer cards. The remaining groups check, supplement representatives from each team.
At .Could you check all the spellings of a weak position by changing the word?
D. Only those that are at the base of the word.
W. Why?
D.T. k. when the word changes, the stem does not change.
U. And where can't we check?
D. In the ending, because when the word changes, the ending changes. Our team had the word sweet_kaya (berry) Weak position at the root of the word, we check with the word sweet, sweet. The second weak position in the ending, one test word is enough, in which the sound in the ending is in a strong position: sweet a i am evil a I.
Children point with their fingers "+" (agree).
D: We had the word zh__k_e. Liquid - spelling of a strong position and, checked according to the rule: zhi - shi write with and . The spelling of a weak position at the root of the word, we picked up the test word thin. The second weak position in the ending, we check with the word in which the sound in the ending is in a strong position: liquid_young.
Children check the first two words, going to the blackboard, the rest of the children demonstrate their agreement or disagreement with special signs.
After working on each word, the teacher pays attention to the method of verification. The children checked the first two tasks together at the blackboard. And the rest are invited to do a mutual check between groups.
V. Work on the sound "shell" of the word
U. Make a chart of strong and weak positions for the word carrot.
E. The first sound is [m], he is in a strong position, because followed by a vowel.
D. The second sound [a], he is in a weak position, because. it doesn't get stressed.
E. The third sound [r] is in a strong position, because this is the sound of "wizard", he will always be in a strong position.
D. The fourth sound is [k], he is in a strong position, because followed by a vowel sound.
D. The fifth sound [o], he is in a strong position, because he's under stress.
U. What can be said about the sixth sound? (say in unison) children (in unison) - [markofka]
E. We hear and pronounce the sound [f], because there are two consonant sounds nearby and the second deaf sound [k] subdues the consonant that stands in front of it and deafens it.
U. Who wants to write a diagram on the board and finish the analysis?
D.(at the blackboard) draw up a diagram:
V_VVV_V_, m_rko_ka, the sound [k] is in a strong position, and the sound [a] is in a weak position. The word carrot-kov-ka is written, because. it refers to a dictionary word and can be looked up in a dictionary.
U. You need to write down the letter model of words, distributing them into two columns. In the first column, write the words where the weak positions are at the root of the word. In the second column, where the weak positions are in the end.
This is the first part of the task that the children complete on their own.
VI. On the board, the sound model of the words:[HAD" AND T "], [GR ACH" AND], [SHY N A], , [R" E P A], [S B "AND H" A]
T: Let's check the task.
Two people come to the blackboard and write down:
D: Words with a weak position in the root (letter with holes)
X_dit, gr_chi, s_mlya, sv_cha
D. Weak Ending Position:
D. We they wrote out the words in their column (lists): walk - move, rooks - rook, earth - earth, candle - candles. I write the letter in a strong position.
U. Children, do you agree with the work?
D. I got two words: tire, turnip.
U. Thank you.
VII. Working with a study book.
U. In A. Milne's book "Winnie the Pooh and All, All, All," the owl lived in the magnificent Chestnut Castle. Under the bell, she had announcements:
Why are the same words spelled differently in two ads?
D. (in chorus) Owl does not know the basic rule of the Russian language.
D . H e agree with Owl. The word [open "ut] is written open, a weak position in the prefix. We know the prefix from, you can check the word vacation (Corrects the mistake with a felt-tip pen).
E. There is another mistake, spelled Owl, a weak position at the root. We check the word - owls.
U. Look at the second ad. (Children read carefully).
D .N e agree as the owl wrote, I ask for a word. Weak position at the root of the word, you can check - please. The letter o is written.
Found another mistake in the word [pad "orgat"]. Weak position in the prefix, we know the prefix by, you can check the word on top.
D: go to the board and correct the mistakes in the announcements (with a felt-tip pen).
At . You did you find all the errors?
D . All.
At . Write these declarations on the blank lines.
I option - records the first announcement.
Option II - writes the second announcement.
U. The lesson is over. How do you know what we've been working on?
D . We considered strong and weak positions for vowels and consonants.
D. We understood: a sound in a weak position is denoted by the same letter that denotes a sound in a strong position in this word.
VII. Homework.
U. Thank you for the lesson.
Literature:
M.P. Romaneeva. L.A. Sukhovershina, Moscow. 2006 Study book No. 2 In Russian.
Course work
on the topic: “Root orthograms.
Spelling of unstressed vowels at the root of a word.
Work completed:
Davydova Nadezhda Nikolaevna,
primary school teacher at school No. 1446
North-Eastern Administrative District.
Moscow
2012
If the sound is pronounced and heard distinctly, it can be meaningful, then it is in a strong position. A strong position for vowel phonemes is their position under stress. It is in this position that five vowel phonemes are distinguished: (i), (e), (o), (a), (y).
For example: salt- (o), rivers- (e), myal- (a).
Stressed vowels are affected by preceding and subsequent consonants
nyh, and therefore strong vowel phonemes appear in their different allophones. Such an impact is expressed in various kinds of shifts of vowels in the zone of formation or in the acquisition by vowels of tension, of a closed nature.
Positions without stress are weak for vowel phonemes. Weak vowel phonemes appear in these positions. At the same time, it is necessary to distinguish between the weak vowel phonemes of the first prestressed syllable and the weak vowel phonemes of the remaining unstressed syllables, since they are characterized by a different composition of allophones.
Let's compare the weak vowel phonemes (o), (e), (a) in the first prestressed syllable: glass (st^kan),
home (d ^ my), nickel (p'ietak). It can be seen from the comparison that a weak vowel phoneme implements
Xia in the allophone (^) after a hard consonant and in the allophone (ie) after a soft consonant. So
Thus, the vowels (^) and (ie) are allophones of one weak vowel phoneme.
The procedure for determining the main variant of the vowel phoneme:
- determine what position the vowel occupies in the word;
- if the position is weak, then it is necessary to choose such a related word or its form in which the vowel will be in a strong position, i.e. under stress.
For example: (dragoy) - (d`ork), on (v`i e tr`u) - (v`e`t`r), (str ^ on) - (str`anna).
Although there is constant work in the classrooms with children to improve the literacy of children, it cannot be said that they never violate the rules of spelling.
This is especially true for unstressed vowels of the root, which are checked by stress; windows-
chaniy of nouns; not with different parts of speech; verb endings.
There is also a paradoxical fact of an increase in errors after studying the rule,
although before that the situation was prosperous.
Let's try to determine the main causes of spelling errors that students make.
- The gap in the study of the spelling rule by schoolchildren and the formation of their spelling skills: first, the rule is memorized, and then the methods of its application are practiced. In this case, the necessary connections between the content and operational aspects of the spelling action do not have time to form.
- The lack of formation of a spelling action according to the rule, when schoolchildren smartly answer the rule and even give their own examples, and in the dictation mistakes are made precisely on this rule. This happens because in the Russian language lesson, students theorize a lot, spend a lot of time memorizing the rules and monotonously train in applying them in writing.
- Fixing a mistake in the student’s memory, which is not easy to correct afterward, since “... the initial own formulations, both successful and unsuccessful, even distorting the meaning of the reproduced text, turn out to be exceptionally persistent” (S.L. Rubinshtein).
- Different activities of schoolchildren in the conditions of training exercises and testing (dictations). In the first case, the missing letters turn out to be a signal for the application of the corresponding rule; when writing by ear, there are no such signals.
- Schoolchildren's lack of ability to compare oral and written forms of speech and to choose letters correctly in the presence of strong phonetic interference.
First of all, it is necessary to determine the range of issues related to the spelling literacy of schoolchildren. The concept of spelling literacy should reflect the ability of students to write independently or from dictation in accordance with program requirements, provided that it is possible to check what is written in any way possible: use the rules of the textbook and algorithms, dictionaries and reference books, seek help from classmates and the teacher.
The concept of spelling literacy should reflect the ability of students to write independently or from dictation in accordance with program requirements, provided that it is possible to check what is written in any way possible: use the rules of the textbook and algorithms, dictionaries and reference books, seek help from classmates and the teacher. It is necessary to strive not to achieve absolute literacy, which is observed more as an exception than as a rule, but to a potential one, that is, one that is based on spelling skills. It includes the ability to observe the linguistic facts of written speech, is characterized by the degree of confidence and doubt when writing, the desire and the realizable possibility of proactive verification of "difficult" words. Speech skill at this level is determined by the presence of spelling experience (knowledge + intuition) and spelling action (a set of operations that are adequate to language norms).
Research by psychologists and didactics shows that the process of acquiring literacy causes the formation of the most important intellectual skill that a person needs in his professional activity - the skill of self-control. The general educational ability of self-control is the most important factor in improving the spelling literacy of schoolchildren.
The formation of spelling skills should be considered in two interrelated plans:
1.) developing the ability of schoolchildren to compare oral and written speech and choose the correct spelling in the face of strong phonetic interference of the writer and dictator;
2) equipping students with rational methods for studying and applying the spelling rule in a strict time frame.
A Russian language teacher needs to know and be able to attenuate sound interference.
1. The source of such interference is himself. Reading the text of the dictation, the teacher draws the attention of students to the sound side of speech to the detriment of the graphic side.
2. Each student, following the teacher, internally ("to himself") repeats the text. The sound form of speech, and not the graphic form of speech, is secondarily fixed in consciousness.
3. Serious interference occurs when translating a sound form of speech into a graphic form with an extremely strict time limit: the student needs to know the spelling rules, remember the one that is currently needed, and have time to apply it.
4. Complicates writing during dictation and constant stress of memory: the student must remember the text all the time, grasping it when read by the teacher, try to keep up in writing.
5. Phonetic interference is not prevented by the main type of exercises, which involves putting the necessary letters instead of dots. Such an exercise is artificial in nature, since in speech practice a person deals with the translation of the sound form of speech into a graphic one under conditions of constant sound interference.
A system of measures should be developed to reduce the influence of phonetic interference when choosing the correct spelling.
First, the teacher weakens the internal interference that is associated with the translation of the student's oral form into its graphic equivalent. The first entry of the word that the student will make must be made based on a graphic image. The teacher shows and explains cases of discrepancy between the phonetic and graphic forms of the word, and also teaches the technique of spelling pronunciation.
Gradual mastery of error-free writing.
Writing off the text, Spelling pronunciation and spelling analysis
Every elementary school student should be able to copy the text without errors. From the very first days of study, the philologist teaching in grade V checks whether all students have mastered this skill. Suggested text without missing letters. The only task is to write it off without errors. The work is evaluated as an excellent mark if it does not contain errors, and unsatisfactory if it has at least one error. The ability to pronounce the text is also checked, that is, to pronounce words the way they are written. Speaking precedes the writing process. Students who make mistakes while copying continue training until they master error-free copying.
Along with simple copying, the slovnik offers copying with spelling parsing.
The text in this case is chosen by the student himself from a number proposed by the teacher. Here, the needs, inclinations, and interests of each student are fully taken into account, and the adverse effect of monotonous activity on his psyche is reduced. In this case, the various cognitive interests of boys and girls can be taken into account. Already at this stage, the teacher can indicate spellings that are difficult for each student, which will provide an individual approach in preventing spelling errors.
Consider the options for tasks that can be offered to students for independent work.
1. When cheating, rely on spelling pronunciation. Make a spelling analysis of the selected spellings.
All night it rustled and rustled, Whispered, leaving in the dark, Flowed, broke, rustled And wanted to say something to me
Under the sound of rain, under the sound of rain. And it seemed to me that someone, keeping a strict account of the noisy Days, Stands at the dark threshold Irresistibly, like anxiety,
Under the sound of rain, under the sound of rain. Dawn blazed misty, And pleading and shaming,
And I tried to understand him
I fell asleep and woke up
Under the sound of rain, under the sound of rain.
(Sun. Christmas.)
2. Make a spelling analysis of the selected spellings. Encrypt "difficult" words, for example: dog - s.. tank or s (o / a) tank. The score will be given after you write a dictionary dictation according to the words you encrypted.
Every hour and a half in our country a child dies under the wheels of a car. Every year the road takes the lives of several thousand children, injures and maims several tens of thousands.
A boy died on the street of a Japanese city. No, he (did not) break the rules: he waited for the “green”, raised his hand, as is customary in this country for children, and ran along the pedestrian crossing. At that moment, the boy was hit by a car ... The injuries turned out to be too severe, and the last words of the boy, when he came to his senses before his death, were: “But I kept my hand up, so why was he driving at me ?!” The conclusion of the author of the article in the journal, where this case is described, will seem unexpected to us: the education of the child in the family and at school was completely wrong! It is not enough to follow the rules, one must be able to make sure that there is no real danger, to inspect the street and assess the situation.
An analysis of hundreds of incidents with children on the roads showed that almost all of them - 95 percent - occur in just 30 recurring situations that are quite recognizable and foreseeable.
Among the many habits necessary for the road, the main one is the ability to anticipate the possible appearance of a previously hidden danger. A child who has such a habit, automatically, without thinking about it specifically, perceives any object that prevents him from inspecting the road as a “hiding object”. He will stop, look, “what is there for ...?”.
What an elementary habit, you say. And you will be right. The trouble is that our children don’t have this habit... And as a result, accidents in 15 situations are associated with the absence of this habit - “traps of limited visibility”, including running out in front of a bus standing at a bus stop (about 700 dead every year). ), standing behind a standing tram (annually about 300 dead). (From newspapers.)
Preparation of self-dictations.
The next stage is the preparation of self-dictations. Students are offered such, for example, tasks.
1. Find all the studied spellings. Do a spelling analysis of these words. Encrypt them for self-dictation. Remember that the mark will be given only if you write a dictionary dictation without errors.
Ancient armored personnel carrier
In ancient chronicles, it is reported that the Mongol commander Subudai Bagatur, during the campaigns of Genghis Khan and Batu, rested in a special metal carriage impenetrable by arrows. During excavations near the South Korean city of Busan, Japanese archaeologists discovered a recently closed two-wheeled metal chariot, similar in description to the old Mongolian "armored personnel carrier". Chemical analysis of the metal showed that it was alloyed steel with the addition of tungsten and molybdenum. Its skin is strong enough: even a shot from a rifle will not pierce it. (From magazines.)
The teacher can also use texts to complete individual tasks, for example, a vocabulary task is invented for the first text, in the second one it is proposed to write down the numbers in words, after reading the third one - to talk about the adjective as a part of speech, reinforcing the message with examples from the text. Punctuation and syntactic tasks may be offered.
2. Insert missing letters instead of dots. Do a spelling check. Prepare a card for self-dictation using these spellings. The work is evaluated after writing a self-dictation.
Electric..ka
Girl..ka with k.sich.koy Sat in the electric:.ku. Next to her - a s.sedka In a pink beret .., Grandmother with a basket, And in a basket .. - a cat. A fat boy with a book .. is chewing everything. Passing by .. melt Station .. I Uskovo, Station .. I (F / f) abrich .. naya, Station .. I (P / n) Erovo - Gray buildings, Gray names. Says fellow traveler ..kam Girl ..ka with k.sich ..koy: “How boring .. this electric ..ka! I wish we could go past the Station .. and (V / V) atrushka, From the platform (S / s) vinkino TO STOP .. NOVK .. (X / x) ryushka! And funny s.sedk .. In a pink beret ...
I jumped into the doshka
Grandma with a basket
Forgotten boy
About sv.yu k..vri (f / w) ku,
Excellent .. people lived
Newspapers and in ..zane,
began to think
New names.
That was some laughter!
And through m.. chickpeas
Electric..ka was driving
(On) the new route:
With stop..novk.. (M / m) arm..la (t / d)
To platform (L/L) ..monad.
And from the station .. and (P / n) pillow
Up to the platform (R / r) fold!
Speaks with.sedam
Fat kid:
“Soon we are going
At the station..u (A / a) rbu ..!
Fun s.sedk ..:
“Station .. I (B / W) herets!”
The boy says:
“Station .. I (K / c) .. lie (f / w) ka!”
And said .. l important dad:
"Half-station (Sch / w) blunder!"
(V. Ivanova.)
In case of difficulty in writing a self-dictation, you can refer to the spelling dictionary, the rule of the textbook, for help from comrades, a teacher, or to a variant prepared at home. It is possible for children to work together in pairs (within the table). "Difficult" words are written in the workbook and in the dictionary.
Repeated recording of a difficult word under conditions of positive motivation enhances the effect of mind control with the participation of the most active analyzers - visual and kinetic. This weakens the effect of the auditory analyzer, which in this case acts as a hindrance. The transfer of students to the visual and motor levels of control is the most economical and effective means of developing a spelling skill.
Fixed texts for self-dictation can be accumulated in the Russian language classroom. They can be repeatedly offered to test the formed spelling skill. Thus, the “bank” of didactic materials is constantly replenished. Students select and prepare texts for dictation themselves. At the same time, the cognitive interests of students are taken into account. Thematic selections of texts are possible.
Development of mutual dictations.
For this, it is necessary that students master some methods of joint educational activity. Special texts are prepared for work in pairs. Students are asked to explain the spelling of the highlighted letters; think about which letters are missing, you do not need to insert them.
I. Not
I. (Don't) rush in the rain
The rican scientific..but-popular magazine "Discover" .- How right..lo, he is trying to get to the nearest..closest shelter as quickly as possible. And this, writes the magazine, is (not) easy to do..lno. It turns out that the faster you run, the faster you will get wet. Physicists came to this conclusion by counting how many drops fall on a running and walking person. If you get caught in the rain, walk with a calm step, and you will get wet .. those less - this is the conclusion of the study.
II. Treasure on the territory
For centuries, Borovitsky Hill has been attracting seekers of sacred treasures. But today she returned the treasure of the ancient Moscow Kr.
Carrying out earth .. work in the city, where the eastern defensive line passed .. the ancient stronghold, besieged .. by the hordes of Batu, the builders stumbled upon a site of urban development of those years. When examining it, archaeologists discovered a wooden casket, decorated with metal plaques, at a depth of 10 meters.
sleep..sew under d..waiting “What are you doing ..t man, when the heavy rain finds him ..on the street ..tse? - asks the American scientific and popular magazine "Discoverer". - As a rule, he tries to ... run as quickly as possible to the nearest shelter. And this, write a magazine, is not necessary. It turns out that the faster you b.. press, the faster you get wet.. those. Physicists came to this conclusion by counting how many drops fall on a running and walking person. If you get caught in the rain, walk at a slow pace, and you will get less wet - this is the conclusion ... of the study.
II. Cla.. on the territory of the Kremlin
(B) for centuries m..nile of treasure seekers.. oatmeal with legends Borovitsky hill. But today the land of the ancient Moscow Kremlin has returned.., which has been preserved since the invasion of Batu.
Carrying out earthworks in places where he went to..stoch..ny defensive line of the ancient fortress, condemned by the hordes of Batu, the builders stumbled upon a site of urban development .. of those years. When examining it, archaeologists found a wooden l..retz, decorated with meta..ic plaques, at a six-motor depth.
It is easy to see that each student is preparing to explain those spellings that his friend missed. Errors in this case are excluded. In joint learning activities, students explain to each other the spelling of missing letters or check each other's work, finding out the knowledge of the rules governing the spelling of missing letters. The results of such joint activities are monitored with the help of a codoscope: a dictionary, dictation is offered, including words with missing letters. An excellent mark is given if each student of the pair completed the work without errors. When writing a dictation, students can turn to each other for help. This forms a sense of responsibility not only for the quality of their work, but also for the result of a friend.
Gradually, the teacher instructs the student to prepare texts for mutual dictations. First, those who can cope with self-dictations without errors. These guys become teaching assistants. They select texts from newspapers, magazines, encrypt them in accordance with the instructions of the teacher; offer cards with tasks to their friend, and then check and evaluate the work. The teacher controls the activities of both. If the verifier did not follow the instructions of the teacher, missed the mistakes of a friend, then he temporarily loses the right to prepare a text for mutual dictation. He is forced to do the tasks of other students. This approach supports the healthy rivalry of the guys: everyone wants not to do the task prepared by the other, but to cook for himself and check the other.
This stage of joint activity of schoolchildren should be long. All students must master the ability to find the studied spellings in the text, encrypt them, write self- and mutual dictations without errors, and check the work of their comrades.
The development of texts and tasks for mutual dictation is of particular interest to boys, who, as a rule, do not like tasks according to the established pattern.
To maintain the achieved level of spelling literacy when working with encrypted texts, the teacher can use various reminders for students.
To write without mistakes.
1. Learn to copy any text without errors. Remember that spelling very rarely matches pronunciation.
Try to justify the choice of a particular letter, check according to the rule. Do a spelling check.
2. Reading newspapers, magazines, school textbooks, look for examples of the learned rule or words in which mistakes were made earlier. Explain the spelling of these words, write down “Difficult words” in the dictionary, making a spelling analysis (v..d (e / i / ya) noy - water - water):
3. Encrypt these words for self-dictation.
4. The next day, write down these words, choosing the correct spelling. In case of difficulty, refer to the learned rule, dictionary. And only after that check for the unencrypted version.
5. From school textbooks, studied works, newspapers, magazines, constantly write out small texts (excerpts), prepare for self- and mutual dictation.
Students who have chosen this method of forming spelling skills are exempted from other homework. The teacher can constantly control the children with the help of individual cards.
Perhaps, only now it is possible to move on to the usual dictations that the teacher conducts, since the children have learned to compare oral and written forms of speech, to write without errors in the conditions of their own sound interference.
A systematic and consistent work begins to overcome the sound interference of the dictator. A new type of activity should not be very different from the already familiar training. The teacher warns the students that they are starting to write down the text from dictation, that errors may appear, but we must try to make the errors as small as possible.
The text of the individual warning dictation is given for homework. Each student chooses a convenient way to work with the text:
1) writes off the entire text;
2) writes out those words that he considers "difficult":
3) conducts spelling analysis with “difficult” words;
4) writes down on a separate sheet the number of “difficult” words determined by the teacher, this sheet can be used when writing a dictation.
The teacher can emphasize the "difficult" spellings, later - encrypt (my well-known, with (b / b) is).
Students receive a task for the text: prepare for the dictation in the class, make sure that you are prepared, according to the self-control sheet.
Let's take an example.
Three "gray robbers" It will be a question of three "gray robbers" prospering now at the expense of the person. They are united by high “rational” activity, the ability to adapt to a person, including easily evading persecution.
For many years there has been a fight against the wolf and the gray rat - Pasyuk. And the end of this war is (not) in sight. There are only temporary relief. The third robber is a gray crow. This is a relatively young Sinanthropus - this is the name of animals that exist near a person and at his expense. In the last decade, the Rhone has (not) adapted poorly, (un)usually increased its numbers. The gray v..rona is quickly mastering the urban environment. In green suburban areas, it destroys the nests of songbirds, kills many starlings, thrushes and squirrels, deadening our gardens and parks.
The wolf is the (same) gray and, perhaps, the most generally recognized "robber". The history of the battle with him is much shorter than the history of his relationship with a person. The destruction of natural food by people - wild ungulates - turned the wolf into a consumer of livestock and determined the long-term war with the predator and its destruction in many countries. (146 pp.)
Control sheet.
Test yourself. Rewrite by inserting or selecting the required letters. In case of difficulty, check the text and make a spelling analysis of difficult words.
Rech. , wow .. to give, pr .. trace (o / s) vane, v.. goes, leash .., temporary .. th, relief, comparatively, m .. lody, with (and / e) nanthrope, existing, the last, d..syat..summer^e, pr..method..was, r.khtet, master..vay, green..th, ruin..t, kill..vaet, well..rtsov, etc ..health, om..spit.
Before the dictation, students hand over blanks, and leave self-control sheets (those in which “difficult” words are written out) so that when writing a dictation, they do not make mistakes in “difficult” words. For the first dictation, you can allow the children to bring sheets with a record of any number of dictation words in order to reduce the risk of errors, maintain self-confidence, and not weaken interest in work. If the student has doubts about the spelling of the word, and it will not be among those written out, he should be allowed to look in the spelling dictionary or even prompt. The teenager writes this word not only in a dictation, but also in a sheet of “difficult” words. These sheets are handed over for verification along with the dictation.
Checking the dictation is a preparation for further work.
1. If the text is written without errors, the work is evaluated by five points.
2. The preparation of students for the dictation is analyzed: who copied the entire text, who wrote out the “difficult” words and made spelling analysis.
3. A list of "difficult" words is compiled for the individual work of schoolchildren. The students helped the teacher in selecting these words. These are those that each of the guys wrote out before the dictation on a sheet of self-control, as well as those words, the spelling of which was specified in the dictionary during the dictation. Gradually, the range of such words for each student will be determined, and spelling work will cease to be spontaneous.
At the next stage of preliminary work with the text of the upcoming dictation, it is also offered to students for homework. However, the text cannot be copied. You can only make a spelling analysis of "difficult" words and prepare a self-control sheet with a certain number of words by the teacher.
The teacher checks the children's home preparation for the dictation, a sheet of self-control. An excellent mark is given to the student only if he did not use the hint, did not use it when writing the control sheet and wrote the dictation without errors. In case of doubt, the student can skip the letter, after the dictation check it in the dictionary or refer to the rule of the textbook.
When the literacy of students increases significantly and they acquire sufficiently strong skills in preliminary work with the text of the dictation, you can limit yourself to a preliminary acquaintance with it 10 minutes before writing the auditory dictation. At the same time, the student is allowed to write out 5-6 "difficult" words on a sheet of self-control and use it during the dictation. It is necessary to gradually lead schoolchildren to refuse to write out words, allowing, however, to use a spelling dictionary a certain number of times. In this case, the student checks what is written in the dictionary, writes out the “difficult” word on the control sheet and writes it down in a notebook. At the end of the dictation, students hand over notebooks with dictation and checklists that will help the teacher outline individual work to prevent spelling errors.
It is necessary to develop and support among schoolchildren the desire to constantly check themselves in the dictionary, which “will contribute to the creation of conditions for self-education. It is advisable to allow the children to use a spelling dictionary on control dictations so that the risk of error is completely eliminated and the student develops a sense of rejection of mistakes. When evaluating such a dictation, take into account the children's reference to the dictionary and reduce the mark based on those criteria that are optimal for this class. For mistakes strictly ask. The student should know that one should only write correctly, check in any way (you can ask classmates or a teacher for help), hand over only fully checked work, since an error is easier to prevent than to correct.
Checking the dictation by the teacher should stimulate the students' independent search activity, form stable cognitive interests, a sense of responsibility for the quality of the work performed. A variety of verification methods should ensure the variability of the educational activities of schoolchildren, which implements an individual approach.
I. The usual way of checking. The teacher corrects the spelling, underlines the spelling and puts the appropriate icon in the margins. At this stage, working on mistakes for the student does not present any particular difficulties: it is impossible to repeat the mistake, the student can only make spelling analysis, remembering the necessary rule and selecting the necessary examples. The work of students on mistakes in this case is stimulated by systematic vocabulary dictations "In the wake of mistakes."
II. Non-traditional verification methods.
1. The teacher does not correct the incorrect spelling, but only underlines the spelling and puts in the margins the letter that should be written. This recording option requires the student to do more complex independent activity, allows you to capture the correct spelling in memory: you need to mentally transfer the letter to the word, which will allow you to remember the correct spelling. Then the student makes a spelling analysis.
2. The teacher notes errors in the word, but only puts the corresponding icon in the margins against the line where the error was made. This option turns out to be quite difficult: students often do not find the place of the wrong spelling. Some guys should be helped: spelling numbers or pages of a textbook with a rule are placed in the margins, and all misspelled words are underlined in the text.
It is necessary to gradually transfer students to a more complex level of independent work, which requires spelling vigilance: finding a word with a mistake, correcting it and spelling analysis.
3. Errors are not marked in any way, and at the end of the dictation their total number or types of spelling are indicated. The student can refer to the rules corresponding to these spellings and repeat the search for misspelled words. At this stage, the teacher writes out on the control sheet (card) all the student's mistakes: a) without missing letters, b) encrypting in any way (c..yes, c (a / o) yes). Using the proposed card, students correct errors in the text, and then conduct a spelling analysis. These words should also be written down by schoolchildren in the "Difficult words" dictionary. On the basis of such work, the teacher must create vocabulary dictations and conduct them regularly.
At all stages of correction and prevention of errors, joint activities of students can be organized, under which the individual capabilities of each student in preventing errors are strengthened and interest in this type of work is strengthened.
Individual preventive dictation is a system of measures aimed at preventing spelling (and punctuation) errors of students.
A high level of schoolchildren's literacy can be achieved under conditions of an individual approach, when not only typical, but also individual mistakes and the reasons for their occurrence are prevented. Each student should keep a sheet (notebook) of “difficult” words and regularly create dictionary self-dictations for themselves in order to ensure the maximum possible number of spellings of these words. At the same time, error-free writing and the desire to check what is written in any way possible should be encouraged, for example, you can reduce the amount of homework or completely abandon it, you can also transfer some students to teacher assistants to monitor and evaluate the performance of various works by students in the class. Of course, these teenagers must constantly confirm the achieved level of literacy, and for this they should regularly (once a week) offer them cards with individual tasks in spelling and grammar. Students who fail to complete the assignments will be re-transferred to normal working conditions. Thus, the group of teacher assistants will be mobile, and getting into it will be competitive. In this way, a sense of responsibility of students for the results of their work will be developed, a healthy spirit of competition will be maintained, captivating boys and girls and providing a steady cognitive interest in the subject.
Work on the proposed system significantly improves the literacy of students. And many of them master almost error-free writing.
Practical work.
In my work with children, first of all, I rely on expanding their vocabulary, as well as on various exercises aimed at practicing spelling vigilance. A very important point in working with spelling is constant and systematic work in this direction. For example, at the beginning of the lesson, you can offer a series of words, after reading which you need to compare them, find a common spelling, name the topic of the lesson.
For example: soft, wall, winds, sharp, pours.
2. Divide words into parts, depending on the spelling.
3. Formulate the topic of the lesson according to the largest number of words and
Spelling in these words.
Work on vocabulary is carried out from the first minutes of the Russian language lesson at the calligraphy stage.
For example: g k ga ik ge ka
2. Make up words that will begin with these letters and syllables.
(Russian language 1 class).
Work on single-root words in a simpler version begins from the first grade.
For example: The crow crow missed.
2. Explain how the words in the tongue twister are similar.
3. Come up with a chain of similar words.
From the first grade, dictionary words are given, which, in part, can be checked by selecting cognate related words.
For example: carrot. .b, p .. goof, thief .. beat, v .. ron and so on ..
Task: 1. Choose test words in which the desired letters will be clearly audible.
Similar work is carried out in subsequent lessons, it becomes a habit for children, they gradually develop a need to select related words, make comparisons - according to the common sound:
For example: Kitten - cat, cat; The girl has a braid - braids; wear - wears, they wear; skating rink - rolling; thin - thin; The rope is thick - the thread is thin; young - young - young; milk - milk soup, etc.
It is very important at the very first stage of learning the Russian language to introduce the rule of spelling words when writing, especially those words that cannot be verified using related words. By the way of pronunciation, children learn the alphabetic composition of endings.
The rule about zhi, shi intersects with checking unstressed vowels: it is not uncommon for students to write in these combinations and instead of e -, ... (as if according to the rule). In these cases, it is necessary to apply the method of checking with the help of stress: yellow, rustle, whispers; the last word is checked against a dictionary. Schoolchildren should remember that in combinations zhi, shi is opposed only to the sound [s].
Mistakes on zhi, shi, cha, schA, chu, shu are very stable. Therefore, it is recommended to systematically, about once every two weeks, repeat both the rule and the practical solution of the problem (orally or in writing).
For example: The mouse says to Murka:
Well, let's play tricks then.
Blindfold your eyes with a handkerchief
And catch me later.
(S. Marshak)
Task: find in the texts words with combinations of shi, zhi, cha, chu.
On the topic “Spelling zhi, shi, cha, scha, chu, shu” in the post-alphabetic period, a generalizing lesson is conducted, in which the rules are repeated, the spelling vigilance developed over two to three months is checked - the ability to quickly and accurately detect these words in the text and in words combinations, a spelling analysis of 10 - 20 words is performed with combinations of zhi, shi, cha, schA, chu, shu (orally), a few words and a short sentence are written down.
stress. This topic is very important for mastering the spelling theme that runs through the entire spelling course: the spelling of unstressed vowels at the root of a word, in a prefix, in a suffix, at the end. The success of checking unstressed vowels depends primarily on the ability to hear stress and detect unstressed vowel sounds.
For example: 1. Showing the teacher - the teacher pronounces the word in syllables, the children repeat after the teacher.
2. Observation of the movement of the organs of speech: there are as many syllables in a word as the number of times the mouth opens, that is, the lower jaw drops.
3. Division into syllables according to the number of vowels in a word.
For example: 1. Pronounce the words with emphasis on the stressed syllable.
2. Find unstressed vowels in words.
3. Spell words (as we write), then pronounce them
Orthoepic, according to literary norms (as we say).
To improve the level of knowledge of children, not only the reading technique of children is systematically checked, but also the volume and content of the books read. A direct pattern can be drawn: children who read a lot make much fewer spelling mistakes than children who read little.
- Strong and weak positions of vowel phonemes.
- Causes of students' violation of spelling rules.
- Formation of spelling skills.
- Gradual mastery of error-free writing:
- Writing off the text, spelling pronunciation and spelling analysis.
- Preparation of self-dictations.
- Development of mutual dictations.
- Prepared auditory dictation.
- Methods for correcting mistakes in dictation.
- Practical work.
- Bibliography:
- The most complete course of the Russian language / Ed. - N.N. Adamchik. - Minsk: Harvest, 2007. - 848s.
- Rosenthal D.E.
Russian language. Collection of exercises and dictations: For schoolchildren Art. classes and applicants to universities / LLC
"Publishing house" World and Education ", 2007.
- Lvov M.R.
Spelling in elementary grades: Guidelines for all topics of programs in the Russian language.- Tula: OOO
"Publishing House" Rodnichok "; M. LLC Astrel Publishing House, AST Publishing House LLC, 2001.- 256p.- (Teacher's Library).
- Sidorenkov V.A.
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T.G. Ramzaeva, N.N. Svetlovskaya.- 2nd ed., revised.- M.: Enlightenment, 1987.- 415p.
Speech sounds are studied in the section of linguistics called phonetics. All speech sounds are divided into two groups: vowels and consonants. Vowels can be in strong and weak positions. Strong position - a position under stress, in which the sound is pronounced clearly, for a long time, with greater force and does not require verification, for example: city, land, greatness. In a weak position (without stress), the sound is pronounced indistinctly, briefly, with less force and requires verification, for example: head, forest, teacher. All six vowels are distinguished under stress. In an unstressed position, instead of [a], [o], [h], other vowels are pronounced in the same part of the word. So, instead of [o], a somewhat weakened sound [a] - [vad] a is pronounced, instead of [e] and [a] in unstressed syllables, [ie] is pronounced - a sound that is intermediate between [i] and [e], for example: [ m "iesta], [h" iesy], [n "iet" brka], [s * ielo]. The alternation of strong and weak positions of vowels in the same part of the word is called positional alternation of sounds. The pronunciation of vowel sounds depends on which syllable they are in relation to the stressed one. In the first pre-stressed syllable, vowel sounds change less, for example: st [o] l - st [a] la. In the remaining unstressed syllables, the vowels change more, and some do not differ at all and in pronunciation approach zero sound, for example ^: transported - [n "riev" 6s], gardener - [sdavot], water carrier - [vdavbs] (here b to b denote an obscure sound, zero sound). The alternation of vowels in strong and weak positions is not reflected in the letter, for example: to be surprised is a miracle; in an unstressed position, the letter that denotes the stressed sound in this root is written: to be surprised means “to meet with a diva (miracle)”. This is the leading principle of Russian orthography - morphological, providing for the uniform spelling of significant parts of the word - root, prefix, suffix, ending, regardless of position. The morphological principle is subject to the designation of unstressed vowels, checked by stress. There are 36 consonants in Russian. The consonant sounds of the Russian language are such sounds, during the formation of which the air meets some kind of barrier in the oral cavity, they consist of a voice and noise, or only of noise. In the first case, voiced consonants are formed, in the second - deaf. Most often, voiced and deaf consonants form pairs of voiced-deafness: [b] - [p], [c] - [f], [g] - [k], [d] - [t], [g] - [ w], [h] - [s]. However, some consonants are only deaf: [x], [c], [h "], [w] or only voiced: [l], [m], [n], [r], [G]. There are also hard and soft consonants. Most of them form pairs: [b] - [b "], [c] - [c"], [g] - [g "], [d] - [d "], [h] - [h"] , [k] - [k "], [l] - [l "], [m] - [m *], [n] - [n *], [n] - [n "], [r] - [p "], [s] - [s"], [t] - [t"], [f] - [f"], [x] - [x"]. Solid consonants [g], [w], [c] and soft consonants, [h "], [t"] do not have paired sounds. In a word, consonant sounds can occupy different positions, that is, the location of a sound among other sounds in a word. The position in which the sound does not change is strong. For a consonant, this is the position before a vowel (weak), sonorant (true), before [v] and [v *] (twist). All other positions are weak for consonants. At the same time, the consonant sound changes: the voiced before the deaf becomes deaf: hem - [patshyt "]; the deaf before the voiced becomes voiced: request - [prbz" ba]; voiced at the end of the word is stunned: oak - [dup]; the sound is not pronounced: holiday - [praz "n" ik]; hard before soft can become soft: power - [vlas "t"].
Two heads and six legs; four walk, and two lie still
Self-esteem - what is it: concept, structure, types and levels
Cassandra's Path, or Pasta Adventures War on Earth and Underground