PHONETICS EXERCISES
1. Identify vowel phonemes:
1) Middle row, upper instep, non-labialized;
2) middle row, lower instep, non-labialized
3) back row, upper instep, labialized
2. Transcribe stressed vowels in words and determine how many times the non-labialized middle row of the upper rise, the labialized back row of the upper rise, the labialized back row of the middle rise, the labialized back row of the middle rise and the non-labialized middle row of the lower rise occur.
House, silk, two, this, shame, poet, duck, clearly, mine, land, key, circus, yours, tire, yours, son, without willow, stable, spirit.
4. Draw and fill out the diagram “Table of classification of vowel phonemes by articulation.”
5. Determine when pronouncing which consonants of the following words the vocal cords are open and do not tremble.
Driven by spring rays,
There is already snow from the nearby mountains
Escaped through muddy streams
To the flooded meadows. (P.)
6.Distribute the consonants in the passage into groups according to the method of formation
Heavenly clouds, eternal wanderers!
The azure steppe, the pearl chain
You rush as if like me, exiles
From the lovely north to the south. (L.)
7.Distribute the consonants in the passage into groups according to place of formation
So, my midday is brewing, and I need
I have to admit it, I see.
But so be it: let’s say goodbye together,
O my easy youth! (P.)
8. Determine what phoneme it will be if it includes the following kinemes:
VI. 1) Vocal cords are open; 2) the velum palatine is raised and folded back; 3) the tip of the tongue, after joining the alveolus, does not move away immediately, but gradually, forming a narrow gap; 4) articulation of the tongue is complicated by raising the middle back of the tongue.
VII. 1) Vocal cords are closed and trembling; 2) the velum palatine is raised and tilted back; 3) the oral cavity has the narrowest opening, in which air still passes without obstacles; 4) the tongue is raised with its back to the soft palate; 5) lips are extended into a tube.
9.Pronounce the phonemes according to the given description.
Consonant, sonorant, anterior lingual, transitory (lateral), soft; vowel, high, back, labialized; consonant, sonorant, labial, occlusive (nasal), hard; consonant, noisy, labial, plosive, voiceless, soft; the consonant is noisy, front-lingual, fricative, long, soft.
10.Name the consonants characterized by these features: voiced labials; soft anterior lingual fricative voiceless labial, hard anterior lingual, plosive; voiced, back-lingual; soft nasal; labial nasals; affricates; labiodental fissures; sonorous.
11.Draw a diagram of all phonemes, indicating tone with parallel lines (=), noise with vertical lines (//); sounds in which the voice prevails over the noise are represented by a sign (=/); sounds in which noise predominates over voice are marked with (//-).
||-:[b],[v],...
12. I. Identify two phonemes that differ in the position of the larynx, but are equally: 1) anterior lingual dental, 2) plosive, 3) soft.
II. Identify two phonemes that differ in the way they are formed, but are equally: 1) voiceless, 2) back-lingual, 3) hard.
III. Identify two phonemes that differ in the role of the nasal cavity, but are the same: 1) labial, 2) voiced, 3) stop, 4) soft.
IV. Identify four phonemes that differ in place of formation, but are equally: 1) voiceless, 2) fricative, 3) hard.
V. Identify two phonemes that differ in place of formation, but are equally: 1) sonorant, 2) nasal, 3) soft.
13. Write a word consisting of phonemes with the following features:
1) consonant, sonorant, occlusive (quivering), anterior lingual, hard;
2) vowel, labialized, upper rise, back row;
3) vowel, noisy, voiceless, back lingual, hard stop.
4) vowel, non-labialized, lower rise, middle row.
14. Give a complete phonetic description of the consonants of words, combining them into groups.
Comrade, silence, through, spring, singing, tree, driving, forest, driving.
15. Compare the following pairs of phonemes in terms of articulation, indicating which features are the same and which are different:
1)[š] -- [ž]; 2) [s] -- ; 3) [r] -- [t]; 4) [ž] -- [x]; 5) -- ; 6) [m] -- [n]; 7) [b] -- [v]; 8) [z] -- [d]; 9) [k] -- [d]; 10) [u] -- [a]; 11) [a] -- [i]; 12 [o] -- .
16.What differences in the composition of phonemes distinguish the following pairs of words? Highlight the cases when the words being compared: 1) have entirely different phonemes; 2) several different phonemes in the presence of a number of common phonemes; 3) only one different phoneme; 4) all the same phonemes, but following in a different order; 5) one of the words, having all the same phonemes as in another word, differs from it by one extra phoneme.
1. Mouth - dirty linen 2. Table - hundred
3. One hundred - stop 4. Juice - give
5. One hundred - juice. 6. Blood - blood.
7. Knife - saw. 8. Quiet - sew.
9. Dare - chalk. 10. Bright - arches.
11. Sang and vili. 12. Maple - b.
13. Weight - all. 14. Salt - pain.
15. Gray - old. 16. Knock - sound
17. Bright - nimble. 18. Bush - knock
19. Mine - mine 20. Shelf - Christmas tree
17. Indicate which phonemes serve to distinguish the following pairs of words, as well as what differential features distinguish the found phonemes from each other; for example, the words tom and som are distinguished by phonemes [t] and [s], which differ only in the method of formation: phoneme [t] - stop, while [s] is fricative.
1. Mountain - bark, bush - bush, year - cat, mole - grotto.
2. Don - tone, ladies - there, grass - firewood.
3. Ball - heat, live - sew, pole - gesture, judge - land.
4. Dew - roses, layer - evil, tooth - soup.
5. Moss - mok, fly - flour, dry - juice.
6. Dal - hall, water - cart, oak - clove.
7. Yours is yours, there is yourself, carcass is dry land.
8. Dust - true story, sing - fight, fluff - thump.
9. Poppy - tank, small - ball, wash - to be.
10. A day is a joke, to be able to make noise, to grow is rye, a nose is a knife.
11. Ours - you will give, to us - you will give, glad - a wound.
12. Cat - that, boredom - knocking, like - so.
13. Fervor is the rear, the gun is the carcass, right is the grass.
14. Soap - ached, catfish - sleep, house - Don, com - con
15. Brother - hail, year - bot, boron - mountains.
16. Heat - heat, strike - strike, vigilantly - dawn.
17. Steel - steel, shelf, polka, chalk - stranded.
18. Stan - stand, horse - horse, nose - carried.
19. Luk - hatch, lub - love, lot - fly.
20. Dry - dry, gud - year, bough - juice, knock - drain.
21. Quiet - those, mil - chalk, strength - sela.
22. Bos - bass, grew - once, mouth - glad.
23. Wash - dregs, onion - bast, knock - joint.
24. Soap - rear, mom - dad, wave - plow.
25. Cube is tooth, stake is angry, crust is sharp-sighted.
26. Gord - variety, din - himself, horns - dew.
27. Clean - honor - part, drink - sing - five, swing - rocked; mark - crush, miles - crush.
18. Determine what phonemes distinguish these pairs of words.
Ice - pours, here - howls, sweat - drinks, sat down - ate, mark - hot, net - copper, hole - strap, south - hatch, tree - shelf, frame - wound, liquid - harvester.
19. Match the words with pairs so that they are minimally phonologically different.
Pipe, pass, life, six, horse, put on, shaft, temple, force, firewood, board, current, body, ink, fishing rod, green, poke, places.
20. Determine the opposition of phonemes - [s], [d] - [f], [d] - [p].
21. Determine on what basis the consonants in each of the given pairs differ.
[s] - [z], [t] - [s], [p] - [t], [s] - [š], [š] - [ž], [n] - [d], [b ] - [m], [s] - , [f] - [r].
22. Determine the positions of stressed vowels in words. We love the protective light of beacons, but we rarely look into it.
Only watchmen and helmsmen look closely at the lights of lighthouses, checking the secret of its light flash, because all lighthouses on the same sea burn and blink differently, so that by these signs one can determine what kind of lighthouse it is and find out where it is located ship.
23. Determine what shades of stressed vowels are in the following words; point out the differences in the structure of the speech organs when pronouncing them; determine the conditions that cause these shades.
1) [a]: thicket, sadness, shaft, garden, sit down, dirt, once, squeak, steam.
2) [o]: devil, mountain, go, walked, yellow, silk, aunt, that, whisper, in the report, window.
3) [u]: cold, people, sensed, pike, fur coat, joke, ears, flair, wise.
4) [ε]: grandfather, children's, children, top, honor, therefore, cut, era, weight, all.
24. Pronounce words, explaining the pronunciation of the vowel [ε]. Eh! echo, this, export, workshop, gesture, female, pole, sat down, run, all, runaway, cheerful, song, eat.
25. Read, reducing the unstressed vowel[a] Explain its pronunciation.
Paragraph, pineapple, questionnaire, April, patriot, manifesto, instruction, campaign, picture, book; over a plan, over an address, at a stadium, at a wedding.
26. Read the text and explain the pronunciation of unstressed [o].
The song helps us live and love,
She is like a friend and calls and leads,
And the one who walks through life singing,
He will never disappear anywhere.
27. Read the following phonetic words and underline the phoneme [i] alternating with the phoneme [f].
Without an idea, without an idea, without an idea, from India, without a name, with a name, in July, by June, from a spark, at an institute, a pedagogical institute, in the end, with sincerity, out of fright, find, summarize, nameless, play.
28. Read aloud without a pause separating these words.
Frost and sun, husband and wife, nose and mouth, bread and salt, forest and steppe.
29. Read the words. Explain the pronunciation of [ε] in pre-stressed and post-stressed and post-stressed syllables.
Run, fly, lie, carry, forest, beautiful, wish, whisper, appreciate.
Forest - forest, run - run, white - whiten, gray - greyish, rustle - rustle, tin - tin, six - sixth, wife, desire, whisper.
Spring. In the village, collective farmers are preparing the lands for sowing day. The peasants spend the whole day in the field. Children help their parents.
There are a lot of berries and flowers in our forest near the village. On Sunday, adults and children always chatter animatedly in the forest.
As soon as dusk had fallen, we gathered for the group evening. During the evening we sang songs, played and danced.
30. Determine whether you can distinguish the words by ear:
Forests - fox, frequency - purity, dedicate - shine, hid - hid, shiny - shiny, average - average, forge - pack, forging - packing, label - tag, wake up - will be, elm - elms, whistle - reduce, illuminate - I will consecrate - I will consecrate, cheerfully - weighed, strands - come, went out - embroidered, bare foot, flywheel - flywheel.
31. Transcribe words, paying attention to the reduction of unstressed vowels.
Letters, everyone, familiar, at home, pharmacy, yellow, comrade, carefully, gold, place, if, in the water, watch, together, man, endurance, probably, necessarily, today, neck, ordinary belt, blizzard, here, southern, I suck.
32. Transcribe a passage of text and explain the pronunciation of unstressed vowels [o], [a] and [ε].
The most precious thing to live is life. It is given to him once, and he must live it in such a way that there is no excruciating pain for the years spent aimlessly, so that the shame for a petty and petty past does not burn, and so that, when dying, he can say: all his life and all his strength were given to the most beautiful thing in the world - the struggle for the liberation of humanity. (N. Ostrovsky)
33. Transcribe the following passage of text and explain what laws in force in modern literary language explain the pronunciation of individual unstressed vowels.
During lunch, Luchkin seated Maksimka with him. The little black man, who was never allowed to eat with the whites, was afraid at first. The old sailor stroked Maksimka’s curly head and brought his spoon to his mouth. After that, Maksimka stopped being afraid and after a few minutes he was happily eating cabbage soup, meat, and porridge with butter.
34. Complete the following table with the vowel letters of the transcription.
35. Write each of these words with prefixes (given in brackets) and read correctly, paying attention to the deafening and voicing of consonants.
run (with-, in-, under-, about-) sew (with-, -in, under-, about-) do (with-, (under-, over-, from-) push (with-, in- , under-, from-) let go (with-, in-, under-, from-) write (with-, in-, re-, under-, dis-) code (with-, in-, under-, from -, about-) burn (with-, once-, under-)
36. Read the following phonetic words, paying attention to the assimilation of consonants by voicedness - deafness.
Rain, with the rain, to the shore, from the shore, sit down, don’t forget, gathering, out loud, without asking, as if, an inscription, stars.
37. Transcribe the text. Group cases of consonant assimilation: deafening of voiced ones before voiceless ones; voicing of deaf people before voiced ones; softening of the hard before the soft. Note the cases of deafening of voiced consonants at the end of a word.
Nadezhda Kondratievna Emelyanova was in an unusually high spirit throughout this entire time. Whatever she was doing, whatever she was doing - washing the dishes, preparing dinner, washing clothes, sewing, putting the children to bed - he mentally always stood in her yard. At the pond connected to Lake Razliv, in the same motionless position: with his back to the lake, with his arms outstretched in both directions, as if protecting the lake and meadow with a hut from the entire hostile world.
39. Transcribe the words below and determine in which words the softness of the consonant is assimilative.
Snow, book, bathhouse, bathhouse, honor, before, here, wash.
40. Transcribe and read the following phonetic words and determine in which cases there is and in which there is no assimilation by softness.
Door, satellite, select, party, woman, truth, nails, July, without them, from summer, under a tree, support, crawl, holiday.
41. Read the words and mark the cases of obligatory assimilation by softness.
I twist, borscht, wrinkles, tornado, sorrow, tear, guard, merge, curl, anger, blade, together, in rhyme, on a lamp, in the world, in love, nails, songs, bridle, brush, deceiver, bell, on the track , in the bath, New Year's, glacier, dovecote, moving away, fake, push aside, India, antique, longer, wanderer, up, run in, thrifty, for the first time, fearful, loop, pension, wallet, light, soft.
42. How do you pronounce the words: judge, drinks, feathers, family, ants, eat, departure, detour, unite, corrode, travel? Why?
43. Read the text: determine how many times a palatal sound occurs in the text and how many times each of the palatal sounds occurs.
Instead of sitting through a boring arithmetic lesson, we are lucky enough to dig potatoes in the school plot. If you think about it, digging potatoes is a wonderful activity compared to the various multiplications of numbers, when you can’t blow your nose loudly, tinker with your friend (who will knock whom down), or whistle into your fingers.
That’s why all of us, boys and girls, fooled around as best we could, finding ourselves instead of a dull classroom under a clear September sky.
The day was unusual: quiet, warm, made of gold and blue, except for the black earth under our feet, which we did not pay attention to, and the silver threads of cobwebs flying in the golden blue.
44. Transcribe the following phonetic words and explain the pronunciation of consonants assimilated by the method and place of noise formation.
Happiness, fatherland, you, with honor, subjugate, expansion, fathers, twenty, later, without noise, translator, with fervor, with a ball, burn, clean off, loader, peddler, customer, from among, with a cup, in an hour, With what, brother, saucer, is it taken, for children, will it work.
45. Consider the following paired words and phrases and establish what their difference in oral speech is based on.
With noise - with noise, from the door - about the door, to press - to squeeze, from the crack - and the crack, brother - to take, blue - tit, clean - clean.
46. Read the suggested passages: mark where [ž] should be and where [ž] is acceptable.
1) It rains here until December and only much later does it snow all over.
2) Add yeast later.
3) The stroller, rattling and swaying, drives away from the porch.
4) Dawn broke, and bees buzzed in the rays of the sun.
5) It splashes and pours from the top of the stroller and the face of the passer-by is not visible at all because of the rain.
6) She talked about her work with passion.
47. Transcribe the following words, paying attention to combinations with unpronounceable consonants.
Honest, joyful, late, holiday, happy, envious, Bolshevik, Marxist, feel, hello, famous, sad, oral, propaganda, conscientious, heart, sun.
48. Transcribe a passage of text.
I, Oleg Koshevoy, joining the ranks of the members of the “Young Guard”, in the face of my friends in arms, in the face of my native much-suffering land, in the face of the entire people, solemnly swear: to unquestioningly carry out any tasks of the organization; to keep everything that concerns my work in the Young Guard in the deepest secrecy. I swear to take revenge mercilessly for the burned cities and villages, for the blood of our people, for the martyrdom of the heroic miners. And if this revenge requires my life, I will give it without a moment’s hesitation. If I break this sacred oath under torture, or because of cowardice, then let my name and my family be forever damned, and I myself will be punished by the harsh hand of my comrades, blood for blood, death for death!
49. What property of sonorants is illustrated by the following episode?
The boy wrote: “Peter the First.” The teacher said: “Wrong, there is a mistake.” The boy corrected: “Petor.” Teacher: “Wrong again!” Boy (in complete surprise): “So is it really Petar?”
50. Transcribe the following words and break them down into syllables.
Victim, magazine, breakfast, grain, pan, area, tool, industry, spark, classic, Russian, French, brave, ship, easy, nurse, worldview, million, array, scale, Muscovite, medicine, children's, given, sublime, peasant, gun.
51. Break the words below into syllables, noting cases where syllable division does not coincide with word hyphenation:
Palm tree, brisk, calculating, go around, summarize, sing, new, designate, lonely, eagle, imagine, saddle, norm, regional, disinterested, mobile, pre-October, acacia.
52. Place the stress in the following words and watch the pattern of stress placement.
Run out, carry out, get out, crawl out, pull out, swim out, drive out, push out, perform; teacher, saboteur, educator, owner, inspirer, builder, seeker, dreamer, educator, parent, destroyer, mover; collectivization, mechanization, industrialization, recitation, delegation, demonstration, qualification; running, combat, barefoot, cargo, volute, sea, wool, spring.
53. Group the words below according to different stress functions:
1) different places of stress distinguish different words.
2) different places of stress differentiate different shapes one word,
Mine - mine, teachers - teachers, road - road, beginning - beginning, land - land, walls - walls, teach - teach, around - around, I cry - I cry, doctors - doctors, I carry - [burden] abyss - abyss.
54. Set enclitics and proclitics in the following passages of text.
1) I heard them enter the room, but I don’t understand how he could do it.
2) I will give whatever you ask.
3) Since we are pretty tired, it wouldn’t hurt to take a break.
4) Let's do the same as last week.
5) Are you healthy? Was it killed by a wolf?
6) After all, they left.
7) He already knows.
8) I was about to go, but came back.
9) But I’m not a child, I would have done it if I had at least something at hand.
10) It’s you that I need.
11) So this is where my destruction was hidden.
12) Here you are sitting down. The horses started moving at once, and the cart rattled loudly. You are driving - you are driving past the church, from the mountain to the right, across the dam... You are a little cold; you cover your face with the collar of your overcoat; you are dozing.
Russian alphabet for foreigners: Often, not only foreigners starting to learn Russian, but also advanced-level foreigners cannot correctly pronounce some Russian sounds. We'll talk about which letters of the Russian alphabet cause difficulties for foreigners, we will give recommendations for teachers on how to teach phonetics of the Russian language, what phonetic exercises should foreigners do? and what difficulties may arise when performing them, we will separately talk about those that cause the greatest difficulties for foreigners.
Russian as a foreign language
How to teach Russian pronunciation: letters and sounds
Lessons for teachers of Russian as a foreign language (RFL)
For foreigners starting to learn Russian difficulty in learning the Russian alphabet and Russian phonetics is that almost all letters of the Russian alphabet can denote several different sounds, for example: the letter E can denote the sounds [E], [YE], [I], and sometimes even the letter E can denote the sound [Y] ( after the consonants Zh, Sh, Ts without stress: price, wife).
Pronunciation setting– this is another difficulty for teachers of Russian as a foreign language when teaching Russian to both beginners and foreigners continuing to study the Russian language. Below are recommendations: how to pronounce Russian sounds in Russian as a foreign language lessons.
Rules for staging Russian sounds. Teaching phonetics of the Russian language
Phonetics of the Russian language for foreigners: work on staging any sound of the Russian language we need to start with establishing phonemic hearing, i.e. first you need to get the foreigner to distinguish sounds by ear. This is important because many Russian sounds sound the same to foreigners. For example, if your student says “grandfather” instead of “girl”, and when you correct him, he replies that he said so, then this means that your student does not distinguish between the sounds [D] and [V] by ear; they are for they sound the same.
In order for foreigners to learn to distinguish sounds by ear, we recommend doing the following exercises:
Exercise “Game with cards”:
1. Take two sheets of paper, write on them the sounds that you will practice. For example, we write D on one sheet of paper, and V on the other. Let’s give these cards to the foreigner. The teacher pronounces the sounds [D] and [V] in random order, and the foreigner must pick up the corresponding card. Of course, the teacher must tell the foreigner if he makes a mistake.
2. Then the teacher pronounces syllables, for example: wa - yes, du - wu, ava - ada, etc., and the foreigner must raise the “D” card or the “B” card.
Exercise “Phonetic dictation”:
The teacher dictates sounds, syllables, words to the student, and the foreigner writes down what he hears.
Please note that in the exercise “Game with cards” and “Phonetic dictation”, when practicing consonant sounds, you do not need to dictate words that end in voiced paired consonant letters (B, V, G, D, Zh, Z), because When pronounced at the end of a word, voiced paired consonants are deafened. For example, if you dictate to a foreigner “bow”, “meadow”, then the foreigner will write down “bow”, “bow”, because “meadow” is pronounced “lu[K]”, and your foreign student will not make a mistake, because This is a phonetic, not a spelling dictation.
When a foreigner begins to distinguish Russian sounds by ear, the teacher can already change places with the foreigner, i.e. the teacher shows the card, and the foreigner says what is written. At this stage, another problem arises: a foreigner hears and understands how a Russian sound should sound, but cannot pronounce it correctly. Foreigners have the greatest difficulty pronouncing the following sounds: [Y], [Y], [R], [F], [C], [SH], [SH]. Below we will look at the rules for producing these sounds and give recommendations on how to explain Russian phonetics to foreigners, and how to conduct phonetic exercises for foreigners.
Russian alphabet – Letters I, Y
Pronunciation of sounds [I], [Y]. Phonetic exercises for foreigners
Pronunciation of the Russian vowel sound [ы] causes difficulties for almost all foreigners. For example, foreigners pronounce “mi” instead of “we”, and “beat” instead of “be”.
Pronunciation of the vowel sound [I] causes much less difficulties for foreigners. The Russian sound [I] is similar to English sound. To pronounce the sound [I], you need to point your tongue forward and touch the tip of your tongue to your lower teeth. When pronouncing [I] your students need to smile a little :).
Let's return to the production of the problematic Russian sound [Y]. When pronouncing it, the entire tongue must be moved away back And tense the back of your tongue. Now the tip of the tongue no longer touches the lower teeth, but is moved back. When we pronounce [Y], we no longer smile (of course, such a complex sound!)
In order to help foreigners tense the back of the tongue when pronouncing the sound [Y], there is the following technique: we will use the assistant sounds [K] and [G]. The pronunciation of the sounds themselves [K] and [G] usually does not cause difficulty for foreigners, but when pronouncing them, the back of the tongue automatically tenses, which is what we use in our phonetic exercise for foreigners:
yk - yg - yk - yg - yk - yg - yk - yg
ky - gy - ky - gy - ky - gy - ky - gy
yky - ygy - yky - ygy - yky - ygy - yky - ygy
s – s – s – s – s – s – s – s
ky - kmy - we - soap
gee - um - we - soap
ky - kvy - you - howled
gee - gwe - you - howled
ky - if - would - be
gee - gby - would - was
soap, was, exit, exhibition, was, son, cheese, letters, smart
Russian alphabet – Letter Y
Pronunciation of the Russian sound [Y]. How to explain the sound [Y] to foreigners?
The attention of foreigners starting to study the phonetics of the Russian language should be drawn to the letter of the Russian alphabet J. The sound [Y] is found in Russian speech much more often than the letter Y, because the vowel letters E, Ё, Yu, I at the beginning of a word, after vowels and after the letters Ъ and ь designate two sounds: [YE], [YO], [YU], [YA], for example: [YO]lka , come [YE] come, cal [YA]n.
Difficulty in pronouncing the sound [Y] (often this sound in transcription is designated as [j]) usually occurs among foreigners if the letter J is at the end of a word, for example: foreigners pronounce “sanatoriums” instead of “sanatorium” or “moi” instead of “my” " Very often foreigners do not distinguish between the sounds [Y] and [I] by ear, then it is advisable to do the exercise “Game with cards” with foreigners.
How to explain to a foreigner the difference between the sounds [Y], [I] and how to teach a foreigner to pronounce the sound [Y]?
It is necessary to explain to a foreigner that the sound [Y] is pronounced VERY briefly. The sound [I] can be sung: i-i-i-i-i-i-i-i-i..., and the sound [Y] must be pronounced very briefly, as if someone pricked with a pin: OH! The sound [Y] is pronounced with much more voltage than the sound [I], when pronouncing the sound [Y], the middle part of the tongue rises more, therefore a narrower gap is created between the palate and the tongue and a stream of air escapes with greater pressure, more powerfully.
Pay the attention of foreigners to the writing of the letter of the Russian alphabet J:
Often foreigners confuse not only the sounds [Y] and [I], but also the letters Y, I. Foreigners can write the letter Y as the letter I (without a checkmark above the letter Y), they do this by analogy with writing the letters E and E, t .To. It is not necessary to dot the letter E on a letter.
The teacher should draw the foreigner’s attention to the fact that when writing the letter Y, you should always put a tick above the letter, because the absence of a check mark over the letter Y is a spelling and grammatical error. Compare: “my favorite cowboy” and “my favorite cowboys.”
Russian alphabet – Letter R
Pronunciation of the Russian sound [R]. Phonetic exercises for foreigners
When pronouncing the Russian consonant sound [P], the tense tip of the tongue, under the influence of an air stream, vibrates at the alveoli (these are the tubercles above the upper teeth).
So, when pronouncing the sound [P], the tip of the tongue is slightly curved upward, touches the tubercles above the teeth and is tense. But getting the tip of the tongue to vibrate is quite difficult for a foreigner. To help a foreigner, we will turn to the helper sounds [T] and [D], when pronounced, the tongue automatically takes the desired position at the alveoli.
Let's get started with our phonetic exercises.
Let's start the motorcycle!
dr - dr - dr - dr - dr - dr - dr - dr - dr - dr - dr - dr - dr - dr - dr - dr - dr - dr...
Whose motorcycle started?
Let's do some more exercises (pronunciation of the sound [P]):
dra - dra - dra - dra - dra - dra - dra - fight
dro - dro - dro - dro - dro - dro - dro - fraction
friend - friend - friend - friend - friend - friend
tra - tra - tra - tra - tra - tra - tra - injury
tro - tro - tro - tro - tro - tro - tro - cable
Tru - Tru - Tru - Tru - Tru - Tru - Tru - Coward
|
dra - dra - dra - ra - cancer dro - dro - dro - ro - rock dru - dru - dru - ru - pen wood - wood - wood - fish - fish |
tra - tra - tra - ra - frame tro - tro - tro - ro - robot tru – tru – tru – ru – Russian tra - tra - tra - ry - market |
To practice your pronunciation soft sound[P’], in phonetic exercises after the letter P you need to use vowels that soften the previous consonant (E, Yo, I, Yu, Ya).
Russian alphabet – Letter Z
Pronunciation of the Russian sound [Zh]. Phonetic exercises for foreigners
Another letter of the Russian alphabet, the letter Z, is unusual for foreigners both in its spelling (some foreigners call it a butterfly) and pronunciation.
When pronouncing the sound [Z], the tip of the tongue is raised to the alveoli (to the tubercles behind the upper teeth) and the tongue is pulled back.
For staging LJ For the first sound [Zh], we again turn to the helper sounds: the consonant [G] and the vowels [O], [U]. The sound [G] will help to pull the tongue back, and the sounds [O] and [U] will help to stretch the lips forward and round.
Phonetic exercises for foreigners:
buzz - buzz - buzz - buzz - magazine, buzz, buzz, tell you
gzho - gzho - gzho - zho - yellow, alien, knife, circle
The pronunciation of the sound [Ш] is similar to the pronunciation of the sound [Х], but the difference is that the sound [Ш] is pronounced without the participation of the vocal cords (without voice, only noise). Below we will talk separately about the letters of the Russian alphabet Ш and Ш.
Russian alphabet – Letter T
Pronunciation of the Russian sound [Ц]. How to explain the Russian sound [Ц] to foreigners?
The Russian sound [Ts] is a single and indivisible sound, although it is similar to the combination of sounds [T+S], which is why some foreigners pronounce two sounds [TS] instead of the letter Ts. In this case, the foreigner must be explained that the sound [T] must be pronounced maximum briefly!
It is better to practice the pronunciation of the sound [C] in words where the letter C comes after the letters T or D, for example: fathers, to the father, with the father, thirteen, thirty, twenty, twelve, well done...
Russian alphabet – Letters Ш and Ш
Pronunciation of Russian sounds [Ш] and [Ш]. Phonetic exercises for foreigners
Foreigners often confuse the sounds [Ш] and [Ш] and do not even distinguish these sounds by ear. In this case, you already know what to do! Of course, do the “Game with Cards” exercise.
Compare how the tongue and lips are positioned when pronouncing the sound [Ш] and the sound [Ш]:
When pronouncing the sound [Ш], the entire tongue moves forward, the middle part of the tongue is raised to the palate, the tongue is tense. When pronouncing the sound [Ш], the lips are less extended forward than when pronouncing the sound [Ш]. When pronouncing the sound [Ш], the corners of the lips are slightly stretched, and when pronouncing [Ш], we do not smile.
The sound [Ш] is pronounced LONGER than the sound [Ш].
The sound [Ш] causes much more difficulties for foreigners. It is necessary to ensure that foreigners pronounce the sound [Ш] softly. Therefore, in the phonetic exercise we use the vowel sound [I]:
Search - search - cabbage soup - shield
Look - look - yet - cheek
Look - look - more - brush
Seek – I’m looking – I’m feeling – I’m feeling
How to correctly perform phonetic exercises when teaching phonetics of the Russian language to foreigners
When you do any phonetic exercise , you need to adhere to the following scheme:
1) When teaching phonetics of the Russian language, the teacher first reads the letters, syllables, words, and the foreigner listens to the teacher and follows the text.
2) Then the teacher reads and the foreigner repeats.
3) And only now does a foreigner read on his own.
If you need to explain to a foreigner the position of the tongue when pronouncing a sound, then you can show this with the help of your hands. For example, let’s round the right hand, fingers pointing to the floor. Now your right hand is the palate, alveoli and teeth. And from the left hand we will make a tongue. Now you can show foreigners the position of your tongue in your mouth.
Thanks to this, we can practically explain do without an intermediary language, which, of course, is a big plus.
When creating materials for foreigners and for teachers of Russian as a foreign language, we are always focused on ensuring that Russian language lessons are not only as effective as possible, but also easy.
Materials on the Russian language for foreigners:
New communication textbook published by our Center:
Distance course on methodology for those wishing to teach Russian to foreigners:
- The course provides all the necessary knowledge for teaching Russian to foreigners.
- The course is adapted for those who do not have special philological training.
- The course will help beginning RFL teachers find answers to questions that arise in the course of teaching Russian as a foreign language.
“Practical tasks on phonetics and orthoepy”
Developed by: teacher of the highest category S.A Proskuryakova
Moscow
2015
EXPLANATORY NOTE
Methodological development "Practical tasks on phonetics and orthoepy" is intended for classroom lessons for 2nd year college students in the secondary vocational education system in the process of studying the corresponding section of the discipline "Russian language and speech culture".
The content basis of the presented practical tasks is the repetition and generalization of previously acquired knowledge by students about units of the phonetic language level in combination with a deeper understanding of the general issues of this section of the discipline “Russian Language and Speech Culture”. Exercises and assignments help to systematize the studied material, improve speech culture, and contribute to a more complete and conscious mastery of the system of orthoepic, including accentological, norms of the Russian literary language.
Assignments and tests can be used both at the stage of studying the topic “Phonetics and Orthoepy” and in preparation for the test lesson.
TASKS AND EXERCISES
Give examples of 2-3 words that:
spelling matches pronunciation;
spelling and pronunciation differ.
a) the consonant before E is pronounced firmly;
b) the consonant before E is pronounced softly;
c) variable pronunciation is possible:
Aka de mia, d oodorant, de wet, re yting, computer those r, boo those rbrod, meh nejer, de gradate, those mp, pa those nt, pio Not r, p re ssa, fa n era, summary meh , uh Not rgy, fe de ral, shi Not l, those rmin, biz Not With meh n, T thermometer, T eats, T hermos
Distribute the words into three groups:
a) the number of letters and sounds in a word is the same;
b) there are more letters in a word than sounds;
c) there are more sounds in a word than letters:
Dart, broth, sun, pain, lighthouse, notebook, mine, joyful, computer
How many times does the sound [w] appear in this proverb:
He is not good who is good-looking, but he is good who is good for business
Sort the words into groups:
a) the stress falls on the first syllable;
b) the stress does not fall on the first syllable;
c) a word can have variable stress placement
College, rubber, cough, masterfully, meager, citizenship, clog, beet, purple, supine, plum, heretic, treaty, iconography, spark, combiner, garbage chute,
Give examples of words that include:
only hard consonants;
only soft consonants.
Transcribe:
The morning train is late again. I like this picture.
Place emphasis in the following words:
August, hyphen, conspiracy, phenomenon, petition, thinking, gas pipeline, pantry, alleviate, turn on, ring, seal, sorrel, pine needles, leisure, aggravate, quarter, iconography, dancer, spoiled, darling, spoiled one, flounder, fluorography.
Write down words that have two vowel sounds next to each other:
hare, laureate, melody, battery, branch, oasis, library, singing, video, dialogue.
Form the short form of masculine, feminine, neuter adjectives, as well as the plural form and place the emphasis:
stupid, cheerful, smart, loyal, beautiful, affectionate, cunning.
Distribute these words into two groups: in the first, write down words where E is pronounced, in the second, words with E. Check yourself in a spelling dictionary:
scam, newborn, sharpness, beets, gifted, knowledgeable, grenadier, successor, mockery, gutter, guardianship, polygamist, polygamy, solvent, wool, lye, godfather, procession.
Reconstruct the words using stressed syllables:
− fer; − − meter; − − log; - - thief; for − −; − − der; − ti − .
Name the method of sound expressiveness used by the author in the above passage. Explain how it manifests itself.
The snake bit the snake,
I can't get along with the snake.
I've already become terrified -
The snake will eat it for dinner.
K. Balmont
Come up with phrases with each of these words, differing in stress and ending:
conscript – conscript;
characteristic - characteristic;
lingual - language.
Determine in which words the spelling pronunciation is preserved, and in which words you need to pronounce pcs.
What, insignificance, something, for nothing, for nothing, nothing, something, something, respect, anything, for nothing, mail
REFERENCE MATERIAL FOR TASKS AND EXERCISES
№2:
A)the consonant before E is pronounced firmly: computer, sandwich, degrade, pace, summary, energy, test, thermos;
b) the consonant before E is pronounced soft : academy, democratic, patent, pioneer, press, plywood, federal, overcoat, term, thermometer.;
V)Maybe variable pronunciation : deodorant, rating, manager, businessman.
№5:
college, rubber, cough, masterfully, meager, citizenship,
cork, beets, purple, supine, plum, heretic, contract, Iconography, Spark and Spark, combiner and combiner, garbage chute.
№8:
Augustovsky, hyphen, conspiracy, phenomenon, petition, thinking, gas pipeline, pantry, ease, turn on, ring, aggravate, quarter, prettier, dancer, spoiled, spoiled, spoiled, flounder, fluorography.
№11:
a) pronounced withE : scam, grenadier, successor, guardianship, polygamist, religious procession
b) pronounced withYo : newborn. tip, beet, gifted, knowledgeable, mockery, gutter. polygamy, solvent, wool, crack, godfather
