During the classes.

1. Org. moment.

Snow flutters and sparkles

In the golden light of the day.

Like fluff

All roads and houses.

Pours, pours snow-snow.

Let's start our lesson.

As the snow falls quietly, sit quietly as well.

2. Repetition of the material covered.

Look how many snowflakes gathered in a round dance, how a blizzard swirled them.

Try to place the snowflakes correctly. Think about which snowflakes will fall on the red roof, which on the blue, and which on the green.

There are 3 students at the blackboard.

What snowflakes landed on the house with the red roof? (Letters a, y, u, i denote vowel sounds).

Which snowflakes are special? Why? (yu, i denote the softness of consonants, can denote two sounds).

What snowflakes will fall on a house with a blue roof? (w, w, always denote solid consonants).

What snowflakes will fall on the green roof? (th, h always denote solid consonants).

How do vowels differ from consonants? (vowels form syllables, when pronouncing the air does not meet obstacles).

3. Message of the topic of the lesson.

Today we will go ice fishing, where we will get acquainted with a new sound and a new letter. Which? You will soon find out. And for fishing to be successful, you must

help each other, be attentive, remember the rules of fishing - do not make noise.

4. Introduction to the topic.

The one who was fishing will tell us what to take with us. (Fishing rod, worms, bucket, etc.)

Let's make an ice hole, throw a fishing rod and try to catch the first fish. Listen to an excerpt from a fairy tale. Find out what kind of fish was hooked.

Emelya went to the river. He cut through the ice, scooped the oxen into buckets and put them, and he himself looks into the hole. And he caught Emel in the hole in the pike.

He contrived and grabbed the pike in his hand.

- Here, the ear will be sweet!

Suddenly the pike says to him in a human voice:

- Emelya, let me go into the ox, I'll do whatever you want.

- Lalno, just show first that you are not deceiving me, then I will let you go.

Pike asks him:

- Emelya, Emelya, tell me - what do you want now?

What roar did we catch? (Pike).

What is the name of the fairy tale? ("By pike command").

Who will continue the tale, what did Emelya want? (So ​​that the buckets go on their own without splashing water).

Did his wish come true in a fairy tale? (come true)

How did the dream of the people come true that the water itself entered the house? (Water buckets were replaced by water pipes. You open the tap, and water flows from it.)

Should we conserve the water that flows from the faucet? (Yes).

5. Work on new material.

1) Isolation of the sound [u "].

What fish did we catch? (Pike.)

Say the first sound.

Describe the sound [u"]. (Consonant, deaf).

What is this sound like? (to a hiss)

Sound [u "] hissing.

How to pronounce the sound [u"]? (Soft.)

Who knows the words where this sound is pronounced firmly? (There are no such words).

Let's make a conclusion about the new sound.

Conclusion: it means the sound [u "] is always soft and does not have a paired hard sound.

2) Phonetic charging.

And now we will train our ability to hear the desired sound in the word. If there is a [u" sound in the word that I say, raise your hands up and tell me where this sound is: at the beginning, in the middle or at the end.

Box, key, raincoat, ball, pike, cloud, bream.

The sounds [h "] and [u"] are very close in sound and are often confused in words. Let's practice pronouncing them in a tongue twister:

The pike swallowed the brush.

The brush tickles her throat.

Do not confuse the sounds [h "] and [u"].

3) The attention game “What is superfluous.” (Visual exercise).

Let's see how attentive you are, because anglers simply need patience and attention.

What is shown in the pictures? (Vegetables, puppy, detective, oven.)

Which drawing is missing? (Bake.)

Why? (There is no sound [u"] in the word oven.)

Make up a sentence with the subject you like best.

4) Sound-letter analysis of the word pike.

Look, another pike caught the bait.

Let's make a scheme of the word pike.

One student draws up a diagram at the blackboard, the rest on the desk. Check.

Describe each sound.

[u] - consonant, deaf, soft.

[y] - vowel, stressed.

[k] - consonant, deaf, hard.

[a] - vowel, unstressed.

How many syllables are there in a word? (Two.)

5) Acquaintance with the letter Sh.

The sound [u"] is denoted by the letter Щ.

What does the letter W look like? (Brush, fence, comb)

6) Work on the primer.

Find the word pike in the primer.

Let's read the first column.

What is a bowl? (Dense forest)

Let's read the second column. How are these words spelled differently? (t replaced by l).

Let's read the third column. How do these words differ? (Distinguished by the first letter).

In words beginning with letter combinations sch, the sound [u "] is pronounced. Read the words correctly.

Looks like another fish is on the hook.

Find its name according to the scheme given in the textbook.

What fish did we catch? (bream).

How many sounds in this word, letters? (Four).

Describe the first sound. (Consonant, deaf, soft).

Read the words with combinations of SCHA, SCHU, CHA.

Listen to a fairy tale.

Once upon a time there were hissing Ch and Shch in the world, and nearby lived the vowels U, Yu, A, Ya. They lived together. And then one day the letters decided to play hide and seek. It fell out to sizzle. The rest ran to hide. Letters sit in secret places, waiting to be looked for. The hissers looked into all the cracks, they search well, rustle - they already found A and U. But they just can’t find the vowels Yu and Ya. They searched, hiccupped, lost their feet, searched until the evening. And so, stumbling, offended, tired, hungry, decided to go home. They pass by a neighboring house and see that I and Yu, as if nothing had happened, are sitting, laughing, watching TV, drinking tea with gingerbread. The hissing ones were offended, since then they have been friends apart. They never stand together, but only like this: CHU - SHU, CHA - SCHA.

That's what the story says about it. And you guys, why do you not need to put the letters YuiYa after the letters H and U? (The letters ch and u always denote soft consonants. And there is no need to soften them with vowels i and yu.)

Read the rule in the textbook.

Remember this rule.

PHYSMINUTE.

6. Formation of reading skills.

Let's put the worm on the hook, cast the bait.

What do we see? "Pike counting" caught on the hook.

Reading rhymes to yourself and aloud.

What kind of pike did you see ? (Predatory, toothy, evil).

And what kind of bream? (Nimble and smart)

7. Work in pairs.

- Guys, where can you use counters? (In Game).

Remember the counting rhymes and play in pairs.

8. The result of the lesson.

Our fishing lesson is over .. Let's summarize.

How many fish caught ? (Three pike and bream)

What will you do with the fish? (Let's boil the ear, fry)

And who will release back into the water?

Do you think we had a good fishing trip?

What sound did you recognize? ( [sch]).

What letter are you familiar with? (SCH).

What rule did you learn in class? (CHA - SHA write with A, CHU - SHU write with U).

Whoever was interested in the lesson, everything is clear, they coped with all the tasks confidently, put your fish in a red bucket.

If you feel insecure and poorly understood the material, put your fish in the blue bucket.

The lesson is over.

Phonetics and phonetic analysis

Written language is made up of letters, and spoken language is made up of sounds. Phonetics deals with the classification of the sound composition of a language. How can a native Russian speaker help? phonetic parsing? You don't have to look far for an example. As a rule, by pronunciation, you can immediately understand that your interlocutor is a foreigner or came from the outback. If a person distorts sounds in words, puts stresses incorrectly, then he will be considered an ignoramus or illiterate, and such a dialect is colloquial. In today's highly developed society, this looks very comical.

So why feel like an object of ridicule when it is so easy to learn how to pronounce letters and sounds in words correctly! If you are planning an acting career, choosing the profession of a media person, journalist, editor, PR agent, or you have far-reaching plans for a leadership position, then the right speech and knowledge of rhetoric will thoroughly help you on the way to your cherished goal.

What does language phonetics study as a branch of linguistics?

Here's what the dictionaries say about it:

• Phonetics (from phone - phoneme) is a field of linguistics that studies voice speech (what we hear), as well as norms, traditions and rules for pronouncing sound units and word forms formed by them.
• Phonetics is a section of linguistic science that studies the acoustic side of the human voice, varieties of sound combinations, and intonation. During the phonetic analysis of the word, the regularities of the merging of sound units into the syllables of the Russian language and their correct pronunciation are revealed.
• The phonetics of the language explores the properties of speech sounds, as well as the features of their formation in the articulatory apparatus. Otherwise, if the child does not pronounce or incorrectly pronounce any sounds and letters in phrases, he is taken to a speech therapist. The latter teaches how to position the tongue, teeth, lips, palate (organs of speech) and direct the exhalation in order to correctly pronounce a vowel or consonant.
• Russian phonetics is a scientific description of speech communication (acoustics and articulation). Explains the patterns of merging phonemes into a speech chain, their mutual influence, alternation, the specifics of pronunciation and changes (depending on neighboring ones). To classify sounds (vowel-consonant; voiced-deaf; stressed-unstressed; hissing, sonorous, etc.), phonetic analysis is carried out. Based on the rules of phonetics, literary norms of pronunciation are established (this section is called orthoepy) and stress settings.

Sounds in words or what is phonetics for?

Let's summarize. The phoneme is the initial unit in any language. There is no language in which there would be only one sound unit, for example: [o]. It would be possible to form such words from it: oo, oooh, oooh, oooooh, etc. As a result, it would become impossible to distinguish them from each other, even despite the different placement of stresses. Obviously, there should be a lot of phonemes in any language. Based on this, the purpose of sound is to distinguish words from each other.

The sound itself does not carry meaning, but in combination with other phonemes it forms syllables and morphemes (the minimum significant parts of words: root, prefix, suffix, ending, etc.). Further, they are combined into semantic units: words and sentences.

Imagine that you can use phonetic units as you like, in any sequence and combination. Then you would constantly form new words unknown to anyone, and Speaking would be meaningless to others. In this case, the oral language itself would lose its purpose as a means of communication. That is why word formation, pronunciation of letters and phonemes in words obeys certain patterns.

Phonetics is a branch of the science of language that studies the laws that govern the combination and alternation of sound units. The phonetics of the Russian language analyzes the sounding speech and highlights:

• signs and differences of some phonemes from others;
• features of their pronunciation in combinations in syllables;
• and also establishes the norms of pronunciation, placement of stresses and intonation in words and sentences.

These characteristics are displayed in the sound-letter analysis of vowels and consonants. Now you know that all words are made up of sounds. Without them, people would simply not be able to communicate verbally and fully express their thoughts and emotions.

Phonetic analysis of the word

Phonetic analysis of the word

If you do not want to delve into the nuances of sound-letter analysis, use the automatic online analyzer. It will help you quickly parse the phrase by sounds online. To do this, enter the desired word in the search bar without grammatical errors and click:

Phonetic parsing of the word.

Note that the correct definition of phonemes depends largely on the environment in the syllable and even on the context of the sentence. The program will automatically designate the sounds in the word and give options. Choose from them suitable for your particular case. Sound-letter analysis online will display:

• the number of syllables;
• stressed and unstressed syllables;
• the total number of sounds and letters;
• letter analysis of each vowel and consonant;
• phonetic characteristic in transcription.

Some orthographically identical word forms differ in sound-letter analysis, since they can be homonyms, or vary in the position of stress when changing numbers and cases. Pay attention to the context of your offer. If you want to make a phonetic analysis of words yourself, learn how to identify sounds and characterize them phonetically, the general scheme is given below.

Phonetic analysis of "pike":

Sound characteristics

Sound letter analysis of the word: what is the difference between sounds and letters?

Before proceeding to perform 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 the text is conveyed or the conversation is outlined. Letters are used to visually convey meaning, we will perceive them with our eyes. The letters can be read. When you read letters aloud, you form sounds - syllables - words.

A list of all letters is just an alphabet

Almost every student knows how many letters are in the Russian alphabet. That's right, there are 33 of them in total. The Russian alphabet is called Cyrillic. 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 in themselves determine any sound units.

You often pronounce the sounds in phrases differently from how you write them down in writing. In addition, the word can be used more letters than sounds. For example, "children's" - the letters "T" and "C" 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 pronounced like [yu].

What is phonetic parsing?

We perceive sound speech by ear. Under the phonetic analysis of the word is meant the characteristic of the sound composition. In the school curriculum, such an analysis is more often called “sound-letter” analysis. So, in phonetic parsing, 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 analysis, a special transcription in square brackets is used. For example, the correct spelling is:

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

The phonetic parsing scheme uses special characters. Thanks to this, it is possible to correctly designate and distinguish between the letter record (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;
• shock [ ´ ] - stress;
• in complex word forms from several roots, a secondary stress sign [ ` ] is used - grave (not practiced in the school curriculum);
• the letters of the alphabet Yu, Ya, E, Yo, b and b are NEVER used in transcription (in the curriculum);
• for double consonants, [:] is used - a sign of the longitude of pronouncing the sound.

Below are detailed rules for orthoepic, alphabetic and phonetic and parsing words with examples online, in accordance with the general school norms of the modern Russian language. For professional linguists, the transcription of phonetic characteristics is distinguished by accents and other symbols with additional acoustic features of vowel and consonant phonemes.

How to make a phonetic parsing of a word?

The following diagram will help you conduct a letter analysis:

• You write necessary word and say it out loud a few times.
• Count how many vowels and consonants are in it.
• Mark the stressed syllable. (Stress with the help of intensity (energy) singles out 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 the syllable division in differs from the hyphenation rules. The total number of syllables always matches the number of vowels.
• In transcription, disassemble 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", "I", "and" can mean 2 sounds at once.
• Analyze each phoneme separately and mark its properties with a comma:
  • for a vowel, we indicate in the characteristic: the sound is a vowel; shock or unstressed;
  • in the characteristics of consonants we indicate: the sound is consonant; hard or soft, voiced or deaf, sonorous, paired / unpaired in hardness-softness and sonority-deafness.
• 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 parsing of a word

Here is an example of phonetic analysis by composition for the word "phenomenon" → [yivl'e′n'iye].
In this example, there are 4 vowels and 3 consonants.
There are only 4 syllables: I-vle′-ni-e.
The emphasis falls on the second.

Sound characteristic of letters:

i [th] - acc., unpaired soft, unpaired voiced, sonorous
[and] - vowel, unstressed
in [c] - acc., paired solid, paired sound.
l [l ’] - acc., paired soft, unpaired. sound, sonorous
e [e ′] - vowel, stressed
n [n '] - agree, paired soft, unpaired. sound, sonorous
and [and] - vowel, unstressed
e [th] - acc., unpaired. soft, unpaired sound, sonorous
[e] - vowel, unstressed
________________________
In total, the word phenomenon - 7 letters, 9 sounds
The first letter "I" and the last "E" 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 relationship and transcription rules for sound-letter parsing.

Phonetics and sounds in Russian

What are the sounds?

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

How many sounds are there in Russian live speech?

The correct answer is 42.

Doing phonetic analysis online, you will find that 36 consonants and 6 vowels are involved in word formation. Many 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, pairs of softness-hardness:

• [b] - peppy and [b '] - squirrel;
• or [d] - [d ’]: home - do.

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

Vowel sounds in the words of the Russian language

Vowel sounds unlike melodic consonants, they flow freely, as if in a singsong voice, from the larynx, without barriers and 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 strive to pronounce the consonant, the more vigorously you will close the oral cavity. This is the most striking articulatory difference between these classes of phonemes.

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

How many vowels are in Russian phonetics?

Russian speech uses fewer vowel phonemes than letters.

There are only six percussive sounds: [a], [i], [o], [e], [y], [s].
And, recall, there are ten letters: a, e, e, and, o, y, s, e, i, u.
The vowels E, Yo, Yu, I are not "pure" sounds in transcription are not used. Often, when parsing words alphabetically, the letters listed are stressed.

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 strength of exhalation, increased duration of sound, and are pronounced undistorted. Since they are pronounced clearly and expressively, sound analysis syllables with stressed vowel phonemes are much easier to carry out.
The position in which the sound does not undergo changes and retains the main form is called strong position. This position can only be percussive sound and syllable. Unstressed phonemes and syllables remain in a weak position.

• The vowel in the stressed syllable is always in a strong position, that is, it is pronounced more distinctly, with the greatest force 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 Russian, only one phoneme "U" retains unchanging phonetic properties: k at to at R at for, board at, at h at sya, at fishing, - in all positions it is pronounced distinctly as [y]. 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 “Yu”: muesli [m ’ at´sl’i], key [cl’ at´h’] and so on.

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 [k about t'ik], bell [kalak about l’ch’yk], milk [malak about], eight [in about s’im’], search engine [paisk about waya], dialect [g about var], autumn [ about syn'].

An exception to the rule of a strong position for "O", when unstressed [o] is also pronounced clearly, are only some foreign words: cocoa [kaka" about], patio [pa "ti about], radio [ra "di about], boa [b about a"] and a number of service units, for example, union no.

The sound [o] in writing can be reflected by another letter "yo" - [o]: turn [t' about rn], bonfire [kas't' about R].

Parsing the sounds of the remaining four vowels in the stressed position will also not be difficult.

Unstressed vowels and sounds in Russian words

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

• I'm at home [ya d about"ma].
• New houses [but "vye d a ma"].

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

• mountains - mountain = [g about"ry] - [g a ra"];
• he is online = [ about"n] - [ a nla "yn]
• certificate e t e flax \u003d [sv'id ' uh"t' and l'n'itsa].

Similar vowel changes in unstressed syllables are called reduction. Quantitative, when the duration of the sound changes. And a qualitative reduction, when the characteristic of the original sound changes.

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

• primarily with respect to the stressed syllable;
• at the absolute beginning or end of a word;
• in open syllables (consist of only one vowel);
• under the influence of neighboring signs (b, b) and a consonant.

Yes, different 1st degree of reduction. She is subject to:

• vowels in the first prestressed syllable;
• open 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'y].

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

• vpe- re-di [fp'i r'i di];
• e-ste-stve-no [ yi s’t’e´s’t’v’in: a];

Any other pre-stressed syllables and all pre-stressed syllables in sound analysis refer to reduction of the 2nd degree. It is also called "weak position of the second degree."

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

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

• calyx a;
• goddesses I;
• with songs and;
• change a.

Sound letter analysis: iotized sounds

Phonetically, the letters E - [ye], Yo - [yo], Yu - [yu], I - [ya] often denote 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 iotated. The meaning of the letters E, E, Yu, I is determined by their positional position.

In phonetic analysis, the vowels e, e, u, i form 2 SOUNDS:

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

• At the beginning of a word "Yo" and "Yu" always:
  • - cringe [ yo´ zhyts: a], Christmas tree [ yo´ lach’ny], hedgehog [ yo´ zhyk], capacity [ yo´ mkast'];
  • - jeweler [ yuv'il'i'r], yula [ yo la´], skirt [ yu´ pka], Jupiter [ yo p'i´t'ir], agility [ yo'rkas't'];
• at the beginning of a word "E" and "I" accented only*:
  • - spruce [ ye´ l '], I go [ ye´ f: y], huntsman [ ye´ g'ir'], eunuch [ ye´ vnuh];
  • - yacht [ ya´ xta], anchor [ ya´ kar’], yaki [ ya´ ki], apple [ ya´ blaka];
  • (*to perform sound-letter analysis of unstressed vowels “E” and “I”, a different phonetic transcription is used, see below);
• in position immediately after a vowel "Yo" and "Yu" always. But "E" and "I" in stressed and unstressed syllables, except when the indicated letters are located behind the vowel in the 1st pre-stressed syllable or in the 1st, 2nd stressed syllable in the middle of words.
  Phonetic analysis online and examples for specific cases:
  • - etc iyo mnik [pr’iyo´mn’ik], p oyo t [payo´t], cl yuyo t [kl'u yo t];
  • - ayu rveda [a yo r'v'e'da], p oyu t [pa yo´t], melt [ta´ yo t], cabin [ka yo´ta],
• after the separation hard "b" sign "Yo" and "Yu"- always,
  a "E" and "I" only under stress or at the absolute end of a word:
  - volume [ab yo´m], shooting [syo´mka], adjutant [hell yo"ta´nt]
• after the separation soft "b" sign "Yo" and "Yu"- always, and "E" and "I" under stress or at the absolute end of a word:
  - interview [interv' yu´], trees [d'ir'e´v' ya], friends [friends’ ya´], brothers [brother’t’ ya], monkey [ab’iz’ ya´ on], blizzard [in ' yu´ ha], family [s'em' ya´]

As you can see, in the phonemic system of the Russian language, stresses are of decisive importance. Vowels in unstressed syllables undergo the greatest reduction. Let's continue the literal analysis of the remaining iotated sounds and see how they can still change their characteristics depending on the environment in the words.

◊ Unstressed vowels"E" and "I" denote two sounds and in phonetic transcription and are written as [YI]:

• at the very beginning of a word:
  • - unity [ yi d'in'e´n'i'ye], spruce [yilo´vy], blackberry [yizhiv'i´ka], his [yivo´], egoza [yigaza´], Yenisei [yin'is'e´y ], Egypt [yig'i´p'it];
  • - January [ yi nva´rsky], core [yidro´], sting [yiz’v’i´t’], label [yirly´k], Japan [yipo´n’iya], lamb [yign’o´nak];
  • (Exceptions are only rare foreign word forms and names: Caucasoid [ ye wrap'io'idnaya], Eugene [ye] vge´ny, European [ ye wrap’e´yits], diocese [ye] pararchia, etc.).
• immediately after a vowel in the 1st pre-stressed syllable or in the 1st, 2nd stressed syllable, except for the location at the absolute end of the word.
  • in a timely manner [swa yi vr’e´m’ina], trains [pa yi zda´], let's eat [pa yi d’i´m], run into [on yi f: a´t ’], Belgian [b’il’g’i´ yi c], students [students'a'sch'i yi s’a], sentences [pr’idlazhe´n’i yi m'i], vanity [su yi ta´],
  • bark [la´ yi t ’], pendulum [ma´ yi tn’ik], hare [za´ yi c], belt [by´ yi s], declare [for yi v’i´t’], I will manifest [right yi v’l’u´]
• after the separation hard "b" or soft "b" sign:
  - intoxicates [n' yi n’i´t], express [from yi v’i´t’], announcement [ab yi vl’e´n’iye], edible [with yi do´bny].

Note: The St. Petersburg phonological school is characterized by "ekanye", while the Moscow school has "hiccups". Previously, the yottered "Yo" was pronounced with a more accentuated "ye". With the change of capitals, performing sound-letter analysis, they adhere to Moscow standards in orthoepy.

Some people in fluent speech pronounce the vowel "I" in 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 pronounced differently: fair [ ya´marka], but the egg [ yi egg´].

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 sound-letter online parsing:
- nightingales [salav' yi´], on chicken legs [on kur’ yi’ x "no´shkakh], 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 soft sign "b" transcribed as apostrophe of softness [’] preceding consonant and [O], although when pronouncing the phoneme, iotation can be heard: broth [bul’o´n], pavil yo n [pav'il'o´n], similarly: mailed yo n, champagne yo n, tire yo n, company yo n, medal yo n, battle yo n, gil yo tina, pocket yo la, min yo n and others.

Phonetic analysis of words when the vowels "Yu" "E" "Yo" "I" form 1 SOUND

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

• sound units "Yo" "Yu" "E" are under stress after an unpaired consonant in hardness: w, w, c.
  Then they denote phonemes:
  • yo - [o],
  • e - [e],
  • yu - [y].
  Examples of online parsing by sounds: yellow [g about light], silk [sh about lx], whole [ts e´ ly], recipe [r’its e´ pt], pearl [w e´ mch'uk], six [sh e´ st '], hornet [w e´ rshen '], parachute [parash y´ t];
• Letters "I" "Yu" "E" "Yo" and "AND" indicate the softness of the preceding consonant [’] . Exception only for: [w], [w], [c].
  In such cases in a striking position they form one vowel sound:
  • yo - [o]: voucher [put' about fka], light [l ’ about hk’y], honey agaric [ap’ about nak], actor [act' about r], child [r'ib ' about nak];
  • e - [e]: seal [t'ul' e´ n '], mirror [s ' e´ rkala], smarter [smarter’ e´ ye], conveyor [kanv ’ e´ yir];
  • i - [a]: kittens [cat' 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 [cl' y´ f], people [l ' y´ d’am], gateway [shl’ y´ c], tulle [t’ y´ l ’], costume [kas’t ’ y´ m].
  • 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 phonetic analysis by composition, such a vowel sound is transcribed as [e] without the preceding softness apostrophe: hotel [at e´ l ’], strap [br’it e´ l’ka], test [t e´ st], tennis [t e´ n: is], cafe [kaf e´], puree [p’ur e´], amber [ambergris e´], delta [d e´ l’ta], tender [t e´ nder], masterpiece [shad e´ vr], tablet [tablet e´ t].
• Attention! After soft consonants in prestressed syllables vowels "E" and "I" undergo a qualitative reduction and are transformed into a sound [and](excl. for [c], [g], [w]).
  Examples of phonetic analysis of words with similar phonemes:
  - h e rno [s' and rno´], s e blah [h' and ml’a´], in e gray [in ' and s’o´ly], sound e nit [z'v' and n’i´t], l e sleep [l' and dreamy], m e heifer [m ' and t’e´l’itsa], n e ro [n' and ro´], prin e sla [pr'in' and sla´], in I zat [in ' and za´t’], l I walk [l' and ga´t’], n I grater [p ' and t'o'rka]

Phonetic analysis: consonant sounds of the Russian language

There is an absolute majority of consonants in Russian. 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 sonority occurs in the voice.

How many consonant sounds are there in Russian speech?

In the alphabet for their designation is used 21 letters. However, performing a sound-letter analysis, you will find that in Russian phonetics consonants more, namely - 36.

Sound-letter analysis: what are consonant sounds?

In our language, consonants are:

• hard - soft and form the corresponding pairs:
  • [b] - [b ']: b anan - b Christmas tree,
  • [in] - [in ']: in height - in june,
  • [g] - [g ’]: G orod - G duke,
  • [d] - [d ']: d acha - d elfin,
  • [h] - [h ’]: h out - h ether,
  • [k] - [k ']: to onfeta - to yenguru,
  • [l] - [l ’]: l odka - l yuks,
  • [mm']: m agia - m dreams,
  • [n] - [n ']: n new - n ektar,
  • [n] - [n ']: P alma- P yoshik,
  • [r] - [r ']: R omashka - R poison,
  • [s] - [s ']: With uvenir - With surprise,
  • [t] - [t ’]: t uchka - t yulpan,
  • [f] - [f ']: f lag - f February,
  • [x] - [x’]: X orek - X searcher.
• Certain consonants do not have a hardness-softness pair. Unpaired include:
  • sounds [w], [c], [w]- always solid and life, c ikl, we sh b);
  • [h '], [u '] and [th']- always soft (up to h ka, cha sch e, yours th).
• Sounds [w], [h '], [w], [u '] in our language are called hissing.

consonant may be voiced - deaf, as well as sonorous and noisy.

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

• Sonorants (l, m, n, p, d) are the most voiced phonemes, they hear a maximum of voice and a little noise: l ev, R a th, n about l b.
• If, during the pronunciation of a word, both a voice and noise are formed during the sound analysis, then you have a voiced consonant in front of you (g, b, s, etc.): h a in about d, b lu d about, and and h n.
• When pronouncing deaf consonants (p, s, t and others), the vocal cords do not tense, only noise is emitted: st about PC a, f and shk a, to about st yum, c irk, for sh it.

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

Hint: If you are just starting to practice phonetic parsing, try placing your hands over your ears and pronouncing the phoneme. If you managed to hear a voice, then the sound being studied is a voiced consonant, but if noise is heard, then it is deaf.

Hint: For associative communication, remember the phrases:
"Oh, we didn't forget a friend." - this sentence contains absolutely the entire set of voiced consonants (excluding softness-hardness pairs).

“Styopka, do you want to eat cabbage soup? - Fi! - similarly, these replicas contain a set of all voiceless consonants.

Positional changes of consonant sounds in Russian

The consonant sound, like the vowel, undergoes changes. The same letter can phonetically denote a different sound, depending on the position it occupies. In the flow of speech, the sound of one consonant is likened to the articulation of a nearby consonant. This effect facilitates pronunciation and is called assimilation in phonetics.

Positional stun/voicing

In a certain position for consonants, the phonetic law of assimilation by deafness-voicedness operates. The voiced double consonant is replaced by a voiceless one:

• at the absolute end of a phonetic word: but and[but sh], dream G[s'n'e´ to], ogoro d[agaro´ t], clu b[clo´ P];
• before deaf consonants: forget it dk a [n’izabu´ t ka], oh bh wat [a ph wat’i’t’], Tue ornik [ ft o'rn'ik], true bq a [true´ PC a].
• making sound letter parsing online, you will notice that a voiceless double consonant standing before a voiced one (except for [d'], [v] - [v'], [l] - [l'], [m] - [m'] , [n] - [n '], [r] - [r ']) is also voiced, that is, it 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 deaf noisy consonant is not combined with a subsequent voiced noisy consonant, except for the sounds [v] - [v’]: vz whipped cream. In this case, the transcription of both the phoneme [h] and [s] is equally acceptable.

When parsing by 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 of the "-th", "-his" names of adjectives, participles and pronouns, the consonant "G" is transcribed as a sound [v]: red [kra´snava], blue [s'i´n'iva] , white [b'e'lava], sharp, full, former, that, this, whom.

If, after assimilation, two consonants of the same type are formed, they merge. In the school program on phonetics, this process is called contraction of consonants: separate [ad: 'il'i´t'] → the letters "T" and "D" are reduced to sounds [d'd'], without ssh smart [b'i w: smart].

When parsing by composition, a number of words in sound-letter analysis show dissimilation - the process is the opposite of assimilation. In this case, the common feature of the two adjacent consonants changes: the combination “GK” sounds like [hk] (instead of the standard [kk]): light [l'o′h'k'y], soft [m'a′h' k'iy].

Soft consonants in Russian

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

• Softening of paired hard consonants occurs before "b";
• the softness of the consonant sound in the syllable in the letter will help determine the vowel that follows it (e, e, i, u, i);
• [u '], [h '] and [th] by default only soft;
• always soften the sound [n] before soft consonants "З", "С", "Д", "Т": claim [pr'ite n'z’iya], review [r’icee n'z’iya], pension [pe n's' iya], ve [n'z'] spruce, face [n'z'] ya, ka [n'd'] idat, ba [n'd'] it, and [n'd'] ivid, blo [n'd'] in, stipe [n'd'] ia, ba [n't'] uk, vee [n't'] ik, zo [n't'] ik, ve [n't'] il, a [n't'] personal, co [n't'] text, remo [n't'] irate;
• the letters "H", "K", "P" during phonetic analyzes in composition can be softened before soft sounds[h ’], [u ’]: stack LF ik [staka'n'ch'ik], sm nsch ik [sm'n'shch'ik], by LF ik [po'n'ch'ik], kame nsch ik [kam'e′n'shch'ik], boulevard rsh ina [bul'va'r'sh'ina], bo rsh[borsch'];
• often the sounds [h], [s], [p], [n] before a soft consonant undergo assimilation in terms of hardness-softness: st enka [s't'e′nka], zhi zn[zhiz'n '], zd is [z'd'es'];
• in order to correctly perform sound-literal analysis, consider the words of exception when the consonant [p] before soft teeth and lips, as well as before [h ’], [u’] 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 literal analysis, in square brackets opposite the letter "b" is put [ - ] dash.

Positional changes in paired voiced-voiced consonants before sibilant consonants and their transcription in sound-letter parsing

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

• Letter analysis and examples of words with hissing sounds: reception zzh iy [pr’iye´ LJ ii], in ssh existence [wa shh e´stv’iye], and zzh elta [i´ LJ elta], szh cry [ LJ a'l'itz: a].

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

• Letter combinations with hissing "szh" - "zzh", pronounced as a double hard consonant [and:], a "ssh" - "zsh"- how [w:]: squeezed, stitched, without a tire, fit.
• Combinations "zzh", "lj" inside the root during sound-letter parsing is recorded in transcription as a long consonant [and:]: I drive, squeal, later, reins, yeast, burnt.
• Combinations "sch", "zch" at the junction of the root and the suffix / prefix are pronounced as a long soft [sch':]: check [ sch': o´t], scribe, customer.
• At the junction of a preposition with the next word in place "sch", "zch" transcribed as [sh'h']: no number [b'e sh' h' isla´], with something [ sh'h' emta].
• With a sound-literal analysis of the combination "tch", "dh" at the junction of morphemes is defined as double soft [h':]: pilot [l'o´ h': ik], young dh ik [little´ h': ik], oh PM em [a h': from].

Cheat sheet for likening consonants at the place of formation:

• mid → [sch':]: happiness [ sch': a´s’t’ye], sandstone [p’i sch': a´n’ik], peddler [miscellanea´ sch': hic], cobbled, calculations, exhaust, clear;
• zch → [sch':]: carver [r'e´ sch': hic], loader [gru´ sch': hic], narrator [raca´ sch': hic];
• zhch → [sch':]: defector [p'ir'ibe´ sch': ik], man [mu sch': i´na];
• shh → [sch':]: freckled [v’isnu′ sch': italy];
• stch → [sch':]: tougher [jo´ sch': e], sharper, rigger;
• zdc → [sch':]: buster [abye´ sch': ik], furrowed [baro´ sch': italy];
• ss → [sch':]: split [ra sch': ip’i′t ’], became generous [ra sch': e'dr'ils'a];
• tw → [h'sh']: split off [a h'sh' ip’i′t ’], snap off [a h'sh' o’lk’ivat’], in vain [ h'sh' etna], carefully [ h'sh' at'el'na];
• pm → [h':]: report [a h': o′t], fatherland [a h': izna], ciliated [r’is’n’i′ h': i′ty];
• dh → [h':]: underline [pa h': o’rk’ivat’], stepdaughter [pa h': ir'itsa];
• szh → [and:]: shrink [ and: a´t’];
• zzh → [and:]: get rid of [and and: y´t ’], ignition [po´ and: yk], leave [uyi and: a´t’];
• ssh → [w:]: bringing [pr'in'o′ w: th], embroidered [ra w: y´ty];
• zsh → [w:]: lower [n'i w: y′y]
• thu → [PCS], in word forms with "what" and its derivatives, making a sound-letter analysis, we write [PCS]: to [ PCS o′by], ​​not for anything [n’e′ for PCS a], anything [ PCS o n’ibut’], something;
• thu → [h’t] in other cases of literal analysis: dreamer [m'i h't a´t’il’], mail [by´ h't a], preference [pr'itpa h't’e´n’iye] and so on;
• h → [sn] in exception words: of course [kan'e´ sh a′], boring [sku´ sh 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 .;
• h → [ch'n]- letter analysis for all other options: fabulous [tale ch'n th], country [yes´ ch'n th], strawberry [z’im’l’in’i´ ch'n th], wake up, cloudy, sunny, etc.;
• !train → on the spot letter combination "zhd" double pronunciation and transcription allowed [sch'] or [PCS'] in the word rain and in the word forms formed from it: rainy, rainy.

Unpronounceable consonants in the words of the Russian language

During the pronunciation of a whole phonetic word with a chain of many different consonant letters, one or another sound may be lost. As a result, in the orthograms 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]: me stn th [m'e´ sn th], reed [tra s'n'i´k]. By analogy, you can perform a phonetic analysis of the words le stn ita, che stn oh, Izve stn oh, happy stn ouch, grue stn oh, teaching stn ik, ve stn ik, nena stn oh, vehemently stn th and others;
  • stl → [sl]: scha stl willow [w': a sl’and´vyy "], scha stl willow, owl stl willow, hwa stl willow (exception words: bony and spread, the letter “T” is pronounced in them);
  • ntsk → [nsk]: giga ntsk iy [g'iga´ nsk'y], yeah ntsk uh, presidency ntsk ii;
  • sts → [With:]: she sts from [she With: o´t], rise sts i [take it´ With: a], damn sts I [kl'a´ With: a];
  • sts → [With:]: turi sts cue [tour'i´ With: k’y], maxims sts cue [max'imal'i´ With: k'y], rasi sts cue [ras'i´ With: k'y], be sts eller, propaganda sts cue, expressioni sts cue, indian sts cue, quarry sts cue;
  • ntg → [ng]: re ntg en [r'e ng'e´n];
  • "–tsya", "-tsya" → [c:] in verb endings: smile to be[smile´ c: and we to be[we c: a] see tsya, please tsya, bow to be, brie to be, godi tsya;
  • ts → [c] for adjectives in combinations at the junction of the root and suffix: de ts cue [d'e´ c k'y], sconce ts cue [bra´ c cue];
  • ts → [c:] / [cs]: dispute ts men [spar c: m'e´n], oh ts ylat [a tss yla´t’];
  • mall → [c:] at the junction of morphemes during phonetic analysis online is written as a long "tss": bra mall a [bra´ c: a], o mall to drink [a c: yp’i´t’], to about mall y [to a c: y'];
• "D"- when parsing by sounds in the following letter combinations:
  • zdn → [zn]: on zdn uy [by´ z'n' y], star zdn th [z’v’o´ zn th], right zdn ik [pra′ z'n'ik], without compensation zdn th [b'izvazm'e′ zn th];
  • ndsh → [nsh]: mu ndsh knock [moo nsh Tu´k], la ndsh aft [la nsh a´ft];
  • ndsk → [nsk]: golla ndsk iy [gala´ nsk'y], taila ndsk iy [taila´ nsk'y], norm ndsk iy [narma´ nsk'y];
  • zdc → [sc]: under y zdc s [pad y sc s´];
  • ndc → [nc]: golla NDC s [gala´ nc s];
  • rdc → [rc]: se RDC e [s’e´ rc e], se RDC evina [s'i rc yv’i´na];
  • rdc → [rf"]: se rdch ishko [s'e RF’i´shka];
  • dts → [c:] at the junction of morphemes, less often at the roots, they are pronounced and, when the word is parsed, it is written as a double [c]: dts to drink [pa c: yp’i´t’], two dts at [two´ c: yt’];
  • ds → [c]: factory ds koi [zava c ko´y], ro ds yours [ra c yours´], sre ds yours [cf’e´ c tva], Kislovo ds to [k'islavo´ c to];
• "L"- in combinations:
  • lnc → [nc]: co lnts e [co´ nc e], co lnts state;
• "AT"- in combinations:
  • inv → [stv] letter parsing of words: hello vstv go away [hello´ stv uit’e], chu vstv o [w’u´ stv a], chu vstv value [ch’u´ stv'inas't'], balo vstv o [bala stv o´], de vstv enny [d'e´ stv'in:y].

Note: In some words of the Russian language, with the accumulation of consonant sounds “stk”, “ntk”, “zdk”, “ndk”, the phoneme [t] is not allowed to fall out: trip [paye´stka], daughter-in-law, typist, agenda, laboratory assistant, student, patient , bulky, Irish, Scottish.

• Two identical letters immediately after the stressed vowel are transcribed as a single sound and a longitude character [ : ] during literal parsing: 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 a phonetic analysis of a word online according to the indicated rules or you have an ambiguous analysis of the word under study, use the help of a reference dictionary. The literary norms of orthoepy are regulated by the publication: “Russian literary pronunciation and stress. Dictionary - reference book. M. 1959

Now you know how to parse a word into sounds, make a sound-letter analysis of each syllable and determine their number. The described rules explain the laws of phonetics in the format of a school curriculum. They will help you phonetically characterize any letter. If our resource was useful to you, we will be grateful for the support in social networks.

References

Litnevskaya E.I. Russian language: a short theoretical course for schoolchildren. – Moscow State University, Moscow: 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 educators", Tambov: 2012

Rosenthal D.E., Dzhandzhakova E.V., Kabanova N.P. A guide to spelling, pronunciation, literary editing. Russian literary pronunciation. - M .: CheRo, 1999

Please note: The Ministry of Education and Science recommends that in the 2017/2018 academic year include educational events dedicated to the year of ecology in the programs of upbringing and socialization(2017 has been declared the year of ecology and specially protected natural areas in the Russian Federation).

We recommend that teachers of grades 1-11 and educators of preschool educational institutions, together with the children, take part in international competition "Laws of Ecology" dedicated to the year of ecology. Participants of the competition will test their knowledge of the rules of behavior in nature, learn Interesting Facts about animals and plants listed in the Red Book of Russia. All students will be rewarded with colorful award materials, and teachers will receive free certificates on the preparation of participants and prize-winners of the international competition.

Literacy lesson on the topic:

Library
materials

Topic

Soft voiceless consonant [ sch' ] . Letters u, u

Pedagogical goal

[ u’ ], in letters sch, sch, development of speech, memory, logical thinking

Lesson type

Solving a learning problem

Highlight the sound [ u ’] from the words that characterize it ([ u ’ ] [ u ’ ] in letters u, u; establish on the basis of observations and the teacher's message that in the syllableshcha always spelled a, and in the syllable shu always spelled y, because the sound [ u ’ ]

Personal Outcomes

Regulatory:

cognitive : general education - focus on a variety of ways to solve educational problems;brain teaser - characterize the sound[ sch' ]

Communicative :

Letters u, u; sound [w'] ; syllable-sound analysis of the word; spellingcha, shcha, chu, shu; riddles, fairy tales, tongue twisters

Educational Resources

Technological map of the lesson.

Lesson stages

Teacher activity

Student activities

Kind and form

control

Implemented

actions

Formed

skills

I. Organization of the beginning of the lesson.

Snow flutters and sparkles

In the golden light of the day.

Like fluff

All roads and houses.

Pours, pours snow-snow.

Let's start our lesson.

Frontal. Teacher observation

Show me you're ready.

– [ sch' ] .

– Get to know the sound[ sch' ]

Learn about sound [sch] ,

Formulate together
learning task with teacher

Frontal. Oral responses

[sch] .

The one who was fishing will tell us what to take with us? - Let's make an ice hole, throw a fishing rod and try to catch the first fish. - What fish did we catch? - - Say the first sound. - Describe the sound [u "]. (Consonant, deaf).

Make a chart in pairs

Perform syllable-sound analysis of wordspike and bream.

– Sound [u ']: consonant, deaf, soft

(Pike.)

(bream).

(Consonant, voiceless, soft)

Emphasize the sound [u ']
in the process of syllable-sound analysis of words. Characterize the sound [u ']

Physical education minute

Collective. Practical

– Clap your hands if you hear the sound [u'] in words and stomp your feet if there is no such sound:silk, whisper, tickle, nutcracker, heron, honest, chocolate, pinch, sliver, hat, tongs

Perform actions

in words

3. Getting to know the letterSCH

Pike in the river every day
Too lazy to brush your teeth.
Called to her bream -
Left from the bream..

– What does the letter look like(sha) W?

Lettersch help us

Brush your teeth in the morning.

V Stepanov

Find a letter SCH

From counting sticks lay out a letterSCH

Find a letter SCH

4. Reading syllables and words(textbook, p. 63)

– Read the syllables and words.

Reading after the speaker.

Read syllables and words.

– [sch'].

Recognize a lettersch in words. Pronounce and characterize the sound [u ']. Name the letter correctlysch

(textbook, p. 63)

– Read the poem, look at the picture.

– Name words with letterssch

Read a poem, find words with a lettersch

Group. Reading

6. Spelling cha, cha, chu, cha (textbook,
With. 63)

– Read the spelling rulecha, cha, chu, cha.

– in syllable shcha always spelled a, and in the syllable shu always spelled y, because the sound [ u ’ ]

Read the rule, find the words. memorize spellingcha, cha, chu, cha. Tell the rule

Set on the basis of observation, reading the rules and the teacher's message, which is in the syllableshcha always spelled a, and in the syllable shu

Frontal. spelling rulecha, cha, chu, cha

always spelled y, because the sound [ u ’] is always soft

Physical education minute

Collective. Practical

Once! Get up, stretch.

Two! Bend over, unbend.

Three! Three claps in the hands

Three head nods.

For four! - hands are wider.

Five! - wave your hands.

Six - sit quietly at the desk

Collective. Correct execution of movements

– What story is this illustration for?

– Who is depicted on it?

– Who fulfilled Emelya's wishes?

– What were the desires?

Considering the picture.

They answer questions.

(come true)

(Yes).

With. 62)

In pairs

– Read the tongue twisters slowly at first, then quickly.

– What sound prevents you from pronouncing a tongue twister?

Read tongue twisters

Frontal. Reading, verbal responses

– Read the riddles, guess them. Complete the tasks in the textbook

4. Development of coherent speech.

Compose a story.

Group, individual

5. The game "The letter is lost."

Arrange all the letters u.

BOR CLE

ZHENINA HINIK

Vydumik PROENIE

Recognize cha, cha, cha in words.

VI. Reflective-evaluative

What will you do with the fish?

What sound did you recognize?

Answer the teacher's questions

Three pike and bream

Let's boil the ear, fry

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Brief description of the document:

Topic

Soft voiceless consonant[ sch' ] . Letters u, u

Pedagogical goal

Create conditions for familiarizing students with a soft voiceless consonant sound[ sch' ] , letters Щ, Щ, development of speech, memory, logical thinking

Lesson type

Solving a learning problem

Planned results (subjective)

Highlight the sound [ u ’] from the words that characterize it ([ sch' ] consonant, always soft, deaf), denote a sound[ sch' ] letters Щ, Щ; establish on the basis of observations and the teacher's message that in the syllable shcha it is always written a, and in the syllable shu it is always written y, since the sound[ sch' ] always soft, its softness does not need to be shown in special letters; consciously and expressively read short texts and poems

Personal Outcomes

They think about the question: what is the meaning and meaning of the teaching for them?

Universal learning activities (meta-subject)

Regulatory: learn to formulate a learning problem.

Cognitive:general educational - focus on a variety of ways to solve educational problems; logical - characterize the sound[ sch' ] , perform syllable-sound analysis of words.

Communicative:adequately use speech means to solve various communicative tasks

The main content of the topic, concepts and terms

Letters u, u; sound [w'] ; syllable-sound analysis of the word; spelling cha, shcha, chu, shu; riddles, fairy tales, tongue twisters

Educational Resources

Technological map of the lesson.

Lesson stages

Forms, methods, methodological techniques

Teacher activity

Student activities

Kind and form

control

Implemented

actions

Formed

skills

I. Organization of the beginning of the lesson.

Checking the readiness of the classroom and equipment; emotional mood for the lesson

Frontal. Verbal. teacher's word

Snow flutters and sparkles

In the golden light of the day.

Like fluff

All roads and houses.

Pours, pours snow-snow.

Let's start our lesson.

As the snow falls quietly, sit quietly as well.

Today we will go ice fishing. And in order for fishing to be successful, you must help each other, be attentive, remember the rules of fishing - do not make noise.

Welcome teachers. Organize your workplace, check availability

Show emotional responsiveness to the teacher's words

Frontal. Teacher observation

III. Statement of the learning task

Frontal. Verbal. Conversation

Now let's play a game called "Really?"

Prepare "Agree/Disagree" cards

I tell you a sentence, if what I said is true, you raise the “agree” card, if not, “disagree”

Show me you're ready.

Is it true that the sounds of the Russian language are divided into vowels and consonants?

Is it true that the sound [d] is a consonant?

Is it true that the letter w is always soft?

Is it true that the letter u stands for two sounds at the beginning of a word?

Is it true that consonants are sung?

Is it true that in the word puppy the first sound is always soft?

Guys, you have difficulty, why?

Are we familiar with these sounds?

So, can we immediately answer this question?

What do we need to do to answer the question?

What do you think is the purpose of our lesson?

- [ sch' ] .

- Get to know the sound[ sch' ] and the letter denoting it, read words with a new letter

Learn about the sound [u], and about the letter denoting it on the letter

Formulate together
learning task with teacher

Frontal. Oral responses

IV. Assimilation of new knowledge and ways of action.

1. Syllabic-sound analysis of the word (textbook, p. 63)

Frontal. Verbal, practical. Conversation, word analysis

Find more words in the picture that also start with sound[sch] .

The one who was fishing will tell us what to take with us? - Let's make an ice hole, throw a fishing rod and try to catch the first fish. - What fish did we catch? - Say the first sound. - Describe the sound [u "]. (Consonant, deaf).

How to pronounce the sound [u "]? (Softly.)

Who knows the words where this sound is pronounced firmly? (There are no such words).

Let's make a conclusion about the new sound.

Make a chart in pairsPike's words (the guys are on the desks and one is at the blackboard)

It seems that another fish has caught the hook. - What fish did we catch? - Describe the last sound. Make a diagram for the word Bream in pairs. Give a complete description of the new sound.

Perform a syllable-sound analysis of the words pike and bream.

- Sound [u ']: consonant, deaf, soft

(Pike.)

(bream).

(Consonant, voiceless, soft)

Emphasize the sound [u ']
in the process of syllable-sound analysis of words. Characterize the sound [u ']

Frontal. Oral responses, syllable-sound word analysis

Physical education minute

Collective. Practical

- Clap your hands if you hear the sound [u ’] in words and stamp your feet if there is no such sound: silk, whisper, tickle, nutcracker, heron, honest, chocolate, pinch, sliver, hat, tongs

Perform actions
text under the guidance of a teacher. Determine the presence of sound [u '] in words

Prevent fatigue. Recognize the sound [u ']
in words

Collective. Correct execution of movements

3. Acquaintance with the letter Щ

Frontal. Verbal, practical. Conversation, letter modeling

Another fish caught on the hook, but is it with a letter? -What's it called?

Pike in the river every day
Too lazy to brush your teeth.
Called to her bream -
Left from the bream..

- What does the letter (scha) Щ look like?

Letter will help us

Brush your teeth in the morning.

V Stepanov

Find the letter W
on the tape of letters. Express their guesses.

From counting sticks lay out the letter Щ

Find the letter W
on the tape of letters. Model it from counting sticks

Frontal. Oral responses, simulation

4. Reading syllables and words (textbook, p. 63)

Frontal. Verbal. Reading

- Read the syllables and words.

Reading after the speaker.

Read syllables and words.

- [sch'].

Recognize the letter u in words. Pronounce and characterize the sound [u ']. The correct name is the letter u

Frontal. Reading, verbal responses

5. Work with a poem by G. Vieru
(textbook, p. 63)

Group. Verbal. Reading, conversation

Read the poem, look at the picture.

- Name the words with the letter u

Read a poem, find words with the letter u

Read the poem expressively. Are able to work in a group

Group. Reading

6. Spelling cha, shcha, chu, shu (textbook,
With. 63)

Frontal. Verbal. Reading, conversation

- Read the spelling rule cha, shcha, chu, shu.

– In the syllable sha, it is always written a, and in the syllable shu, it is always written y, since the sound[ sch' ] always soft, its softness is not

Read the rule, find the words. Remember the spelling cha, shcha, chu, shu. Tell the rule

Based on observation, reading the rules and the teacher’s message, they establish that in the syllable shcha it is always written a, and in the syllable shu

Frontal. Spelling rule cha, shcha, chu, shu

must be shown in special letters.

always spelled y because the sound[w’] always soft

Physical education minute

Collective. Practical

Once! Get up, stretch.

Two! Bend over, unbend.

Three! Three claps in the hands

Three head nods.

For four! - hands are wider.

Five! - wave your hands.

Six - sit quietly at the desk

Perform movements according to the text under the guidance of the teacher

Prevent fatigue. Focus on healthy lifestyle life,

Collective. Correct execution of movements

V. Consolidation of knowledge and methods of action.

1. Work with an illustration for the fairy tale "By the Pike" (textbook, p. 62)

Frontal. Verbal, visual, creative. Conversation, work with illustration, story

What story is this illustration for?

Who is depicted on it?

- Who fulfilled the desires of Emelya?

- What were your desires?

Did his wish come true in a fairy tale?

How did the dream of the people come true that the water itself entered the house?

Should we conserve the water that flows from the faucet?

Considering the picture.

They answer questions.

(come true)

(Water buckets were replaced by water pipes. You open the tap, and water flows from it.)

(Yes).

Extract from the illustration the necessary information to answer questions. Telling a story with logic

Frontal. Oral responses, story

2. Work with tongue twisters (textbook,
With. 62)

Frontal. Verbal. Reading

In pairs

- Read the tongue twisters first slowly, then quickly.

- What sound prevents you from pronouncing a tongue twister?

Read tongue twisters

Pronounce sounds clearly, pronounce words

Frontal. Reading, verbal responses

3. Riddles about vegetables (textbook, p. 64)

Frontal, steam room. Verbal. Reading,

Read the riddles and guess them. Complete the tasks in the textbook

Reading and guessing riddles, looking at pictures

They synthesize the concept of "vegetables", analyze the text of riddles

Front, pair. Reading, verbal responses

4. Development of coherent speech.

Group, individual. Verbal.

Make up a story with pictures.

Compose a story.

Group, individual

5. The game "The letter is lost."

Frontal, group. Practical. Didactic exercises

Arrange all the letters u.

BORKLE

ZENINAHINIK

INNOVATION

Recognize cha, scha, shu in words.

Frontal, individual. Didactic exercises

VI. Reflective-evaluative

Frontal, individual. Verbal. Conversation

Our fishing lesson is over. Let's summarize.- How many fish were caught?

What will you do with the fish?

And who will release back into the water?

Do you think we had a good fishing trip?

What sound did you recognize?

What letter are you familiar with? What rule did you learn in class?

Answer the teacher's questions

Three pike and bream

Let's boil the ear, fry

CHA - SHA write with A, CHU - SHU write with U

Establish causal relationships. Answer the final questions of the lesson. Evaluate your work in class

Individual, frontal. Oral responses

general information

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