Such a position of a sound is called strong when it cannot be confused with another sound and it is clearly pronounced. For vowels, the strong position is their position under stress, and in this way, by placing the vowel under stress, it is checked for correct spelling. Accordingly, a weak position for vowels will be their unstressed position in the word. Consonant sounds are not stressed, but there are also options for them when the pronunciation of the consonant is distinct - before the vowel, before the sonar, and before the consonant B. On the contrary, a weak position for consonants is their location at the end of the word or before the sound opposite in sonority.
Each sound has its strengths and weaknesses.
A sound is considered to be in a strong position when we clearly hear it and we have no doubts about the spelling of this letter.
A sound is considered to be in a weak position when we have doubts about which letter is heard and written.
Table of strengths and weaknesses of vowels and consonants:
A strong vowel position is a position under stress, where the sound does not require checking when writing, since it is heard clearly.
Weak vowel position - a position that is not under stress, where the sound needs to be checked when writing, since it is not heard clearly.
As for consonants, strong positions for them are:
- before vowels
- before sonorants
- before in and in.
The position of the sound in phonetics they call the position of a sound in a dictionary unit:
- before a vowel/consonant;
- at the end, as well as in the middle or beginning of lexemes and their forms;
- under stress or in the absence of it (for vowel sounds).
These positions fall into two categories:
strong we name the one sound in which heard distinctly and marked with its own letter:
- lady lady; even smooth; intellectual intellectual;
- gold s, o, l, t; solo s, o, l, n; speck n, a, t, n, k;
Weak the one where the sound is indicated by an alien letter, where the spelling is often in doubt and therefore requires verification or the application of another rule that determines its choice ( position (position) of sound indistinction) plant trees (plant trees):
- in the 1st syllable of both dictionary units, the sounds A, AND are marked with letters by strangers (O, E), therefore in the 1st case it is necessary to remember the uniform spelling of the prefix, in the 2nd word to find a single-root lexeme in order to check the stress of the root vowel: tree ;
- in the 2nd syllable (word 1st), the sound A is indicated by its own letter, (A), but its position is also weak (unstressed), therefore the choice of A still needs to be proved, for which we also check: landing.
In this way, the nature of the position of vowel sounds is closely related to the accent (stress).
Any vowel sound that is under stress has a strong position:
- provide provide;
- terem terem;
- hawk hawk.
Unstressed vowels have a weak position, for example:
- frost frost;
- lazy lazy;
- pedestrian pishihot.
A quantitative as well as a qualitative change in the sound of a vowel, directly related to stress (with an unstressed position), is called reduction.
If the unstressed sound is pronounced only shorter than the stressed one, but does not change its quality (for example, U in the lexemes leaving, leaving), we talk about the presence quantitative reduction, and the farther the unstressed vowel is from the stressed one (pre-stressed and stressed positions: 1st, 2nd, 3rd), the less long it is.
If the vowel at the same time also changes its quality (for example, AND in the lexeme tarnish on the letter is indicated by the letter I), we say that, in addition to quantitative, he was also subjected to reduction of quality. Consider as an example the sounds in place of the letters O in three related lexemes:
- ear 1st letter O sound O and denotes (strong position), the 2nd O has a shorter sound, in universities it is customary to denote it with a b (at school they use the A icon; position 1 is shock weak);
- ears of 1st O are marked with a sound (at school they also use the A icon; the 1st pre-shock position is weak), it is shorter in sound than A, but longer than b;
- earing 1st letter O already known to us sound b means (position 2nd pre-impact weak); in the 1st position of the pre-stressed (syllable 2nd), also weak, with the same letter O, the sound is indicated.
For clarity I made a board like this:
Strength / weakness of the position of consonant sounds depends on factors such as:
- type of sounds following them (vowel / consonant);
- the place occupied by a sound in a dictionary unit (beginning, middle, end);
- another consonant, occupying a postposition in relation to the 1st (deaf / voiced, soft / hard, noisy / sonorous).
Presence of a vowel sound, located immediately after the consonant, contributes to a clear pronunciation of the first, therefore, create a strong position for the consonant:
- come true dust p;
- kindergarten s, d gray-haired s, d;
- lived and sewed sh.
For paired voiced / voiceless consonants strong are positions before vowels:
- doka d, k;
- toga t, Mr.
as well as before consonants:
- noisy in, in (utensils t two hundred d);
- sonorous (zhmot w shmat sh),
weak same
- at the end of lexemes and their forms (column p pillar p; meadow k bow k);
- at the beginning, as well as at the end of vocabulary units before noisy ones, except for c, c (building z do z, fairy tale with mask s).
For paired hard / soft consonants strong we call these positions:
- before vowels (soap m cute m);
- at the end of lexemes and their word forms (sel l sel l; elm z vyaz z);
- before solid consonants: (asphalt c before f; mowing z before b),
a weak
- before soft consonants (steppe s in preposition to t, umbrella n before t).
Weak positions consonant sounds are associated with the phenomenon of phonetic assimilation(likening consonants in front to those behind). In school practice, the term assimilation, as a rule, is replaced by the expressions:
- stunning voiced consonants before deaf ones;
- voicing of deaf consonants before voiced ones;
- softening hard consonants before soft ones.
Examples:
- T-shirt, mowing (voicing: d before b and z before b);
- fairy tale, shop (stunning: s and f before k);
- bow, gift (mitigation: n and s before t).
Positions of consonant sounds I presented in the following table:
The weak position of vowels and consonants is the position when the sounds are indistinguishable. for example, a voiced consonant at the end of a word is deafened, there is a doubt whether we write the letter correctly. And then you need to remember the rule for deafness - sonority.
The position is called strong if there is a distinction between sounds from others.
It is best to explain with examples.
The teacher once taught us this way - say any word sharply and rudely. They said, each And now you need to say which letter you all heard loudly and sharply, that one will stand in a strong position, and the rest, which you could hardly hear, will be in weak positions.
Strong and weak positions of vowels
Vowel position under stress called STRONG.
In this position, all six vowels are distinguished (Mal - MOR - WORLD - MUL - MER - Soap).
AT strong vowel positions are pronounced with the greatest force, very clearly and do not require verification.
Vowel position in non-percussive syllables is WEAK position.
In this position, instead of some vowels in the same part of the word, other vowels are pronounced, for example, vAda and water, rika and rivers, mesto and mista, row and ridy.
The pronunciation of vowels in a weak position depends on which syllable in relation to percussion syllable they are.
In the first prestressed syllable after solid consonant vowels a and about are pronounced the same, that is, they coincide in one sound a, for example, sady, gara. Russian literary pronunciation is considered to be
Vowel sounds a and e after soft consonants in the first pre-stressed syllable are pronounced as a sound close to and (rather, it sounds with an overtone e).
For example, compare the pronunciation of words nickel and rooster: pi (e) so, pi (e) dead.
Normative in Russian is hiccupquot ;.
In all other pre-stressed syllables and stressed vowels ah, oh sound even weaker and more indistinct.
Weak vowel position a, o, e after hissing and C expressed somewhat differently.
I will give just one example. After hard w, w, c before soft consonants instead of a the sound usually s with an overtone uh: jacket => zhy (e) ket, hut => shy (e) lash, thirty => tritsy (e) t.
In some cases, in a weak position with rapid pronunciation, vowels may fall out, for example, pillowcase.
Strong and weak positions of consonants
The position in which the consonant does not change is called strong.
For consonants, this is the location of the consonant before:
vowels: dock - current, bow - hatch, race - cassock, dear - soap;
SONORAL: elephant - clone, sheaf - chills, down - down, grass - firewood;
consonant AT: to marry, to create.
WEAK a position is a position in which consonants are not opposed in terms of voicedness-deafness and hardness-softness.
Weak is the position:
a) at the end of the word (voiced and deaf consonants are pronounced the same here - deafly): raft - fruit, pond - rod, side - god, haystack - drain;
b) before voiced (deaf voiced): ask - request (s => s)
and in front of the deaf (voiced ones are deafened): sharp - sharp, bottoms - low (z => s);
Often the position before soft ones, as well as before lt; j>, turns out to be weak for consonants paired in hardness-softness. In this position, the consonant is pronounced softly, for example: snow, bomb, blizzard.
A strong position differs from a weak one as follows:
If we are talking about vowels, then when they are under stress, then this is a strong position. And when without stress - weak.
But with consonants, things are more complicated.
strong position is considered if there is a vowel after the consonant.
And if after there is a sonorant consonant or the letter Bquot ;.
Weak position is considered if the consonant is at the end of a word or before a voiced consonant or before a voiceless consonant.
Here is a table with examples:
The strong position of vowels and consonants is the moment when sounds can be distinguished.
And the weak position of vowels and consonants is when the sounds are not entirely distinguishable.
Let's say the sound can be deafened. Sometimes in this situation, errors in words occur, because it is not entirely clear which letter to write.
Here's a brief about the positions of sounds in the tables:
The location of the sound in the word, its location relative to the beginning or end of the word, as well as relative to other sounds, is called positionquot ;. Depending on the degree of distinguishability of a sound in a particular position, its weak and strong positions are distinguished. Both vowels and consonants can be in a weak or strong position.
Equipment:
- handout cards with missing spellings of a weak position,
- notebooks,
- textbooks,
- spelling dictionaries,
- markers.
A fragment from the work of A. Milne "Winnie the Pooh and All-All-All" is drawn on the board, a fragment from the cartoon is prepared. Children sit in groups of four.
During the classes
I. Organizational moment
U. Hello! Today in the lesson we must consider cases when the sound is in a strong position, and when it is in a weak position. We sit down correctly, put the notebooks with an inclination, write down the number and "Classwork".
II. Calligraphy
U. Look at the board, we write the elements in conjunction with a lowercase letter "o". Write one line in your notebooks.
Children complete the task in notebooks.
III. Work on repetition
U. How do you understand what an error-prone place is, where it can occur?
D. An erroneous place can occur in any part of the word. To check the spelling at the root of a word, you need to choose a single-root word in which a strong sound would appear in place of a weak sound.
U. And with the help of related words, can spelling be checked only at the root or in different parts of the word?
E. In other parts of these words, such spellings cannot be checked, since these parts in related words may be different. An erroneous place is a place when we hear one sound and write another letter.
U. And what erroneous places do you already know?
E. For vowels, when the sound is in a weak position, i.e. it doesn't get stressed. D For consonant sounds, when they are close, there are no "wizard" sounds among them.
U. And what are these magical sounds?
D. These are sonorous sounds [l, m, n, p, d "] and another sound [c]. If the consonant is in front of these sounds, then we can safely write down the consonant letter, and if there are two consonant sounds and none of them is not a "wizard", then an error-prone place arises.
D: For example, in the word shu__ka, two consonants met, they came into play - the second deaf consonant "commands" - [k] He, as it were, stuns the consonant in front.
U. Guys, let's say this word in unison.
D. Children pronounce [shupka] in unison.
U. Who agrees with the reasoning?
D. Children fix their opinion by pointing with their fingers: yes "+", no "-".
U. All show "+", and one child "-". Why don't you agree with the children?
D. D I think that if one of these consonants is voiced, then the one in front will also be voiced.
U. Good. Let's do this research work together.
Children write down the sound model of the word [shupka] in their notebooks.
D. Can I prove it?
U. Prove it. Go to the board.
D. We, at the root of the word, met two consonants side by side. The second consonant sound [k], it seems to deafen the consonant in front. When we pronounce, we hear the sound [ p ], he is in a weak position. According to the law of Russian writing, I check the weak position of the consonant against the strong [fur coat], => and in the word fur coat I will write the letter "b", a fur coat.
U. And what is this alternation?
D: This is a positional alternation of sounds [ b] / / [ p ].
U. And who can find a word in which a consonant is voiced?
D. Difficulty.
D . I have a note from my mother with a "request ...", it seems to me that when we pronounce this word - [proz" ba], we hear the sound [z"], and my mother wrote to me - a request.
U. Good. In this case, a consonant sound occurs. This is a mistaken place. Let's pick up a related word where this sound will be in a strong position (word change).
D Maybe the word ask will do? Here is the positional alternation of sounds [z "/ / s"].
U. Recording on the board (sound model of words).
[proz "ba], [PRAS" AND T "]
U. What sounds alternate?
E. Vowels [o / /a] and consonants [z "/ / s"].
IV. Work with Study Notebook No. 2.
Task number 1. page 11. Complete sentences that have words with the opposite meaning.
U. Write it down yourself, put the stress, circle the desired letter.
The teacher at this time distributes a task to each team, and the children begin to work in a group.
Group I: "The radish is bitter, and the carrot is ________________."
Group II: "The sour cream is thick, and the milk is _____________."
Group III: “The stone is heavy, and the fluff is ______________.”
Group IV: "The road is wide, and the path is _____________."
Group V: “The moon is big, and the asterisk is ______________.”
The children completed the task in groups and from each team one person went to the board with their answer cards. The remaining groups check, supplement representatives from each team.
At .Could you check all the spellings of a weak position by changing the word?
D. Only those that are at the base of the word.
W. Why?
D.T. k. when the word changes, the stem does not change.
U. And where can't we check?
D. In the ending, because when the word changes, the ending changes. Our team had the word sweet_kaya (berry) Weak position at the root of the word, we check with the word sweet, sweet. The second weak position in the ending, one test word is enough, in which the sound in the ending is in a strong position: sweet a i am evil a I.
Children point with their fingers "+" (agree).
D: We had the word zh__k_e. Liquid - spelling of a strong position and, checked according to the rule: zhi - shi write with and . Spelling of a weak position at the root of the word, we picked up test word thin. The second weak position in the ending, we check with the word in which the sound in the ending is in a strong position: liquid_young.
Children check the first two words, going to the blackboard, the rest of the children demonstrate their agreement or disagreement with special signs.
After working on each word, the teacher pays attention to the method of verification. The children checked the first two tasks together at the blackboard. And the rest are invited to do a mutual check between groups.
V. Work on the sound "shell" of the word
U. Make a chart of strong and weak positions for the word carrot.
E. The first sound is [m], he is in a strong position, because followed by a vowel.
D. The second sound [a], he is in a weak position, because. it doesn't get stressed.
E. The third sound [r] is in a strong position, because this is the sound of "wizard", he will always be in a strong position.
D. The fourth sound is [k], he is in a strong position, because followed by a vowel sound.
D. The fifth sound [o], he is in a strong position, because he's under stress.
U. What can be said about the sixth sound? (say in unison) children (in unison) - [markofka]
E. We hear and pronounce the sound [f], because there are two consonant sounds nearby and the second deaf sound [k] subdues the consonant that stands in front of it and deafens it.
U. Who wants to write a diagram on the board and finish the analysis?
D.(at the blackboard) draw up a diagram:
V_VVV_V_, m_rko_ka, the sound [k] is in a strong position, and the sound [a] is in a weak position. The word carrot-kov-ka is written, because. it refers to dictionary word and can be looked up in a dictionary.
U. You need to write down the letter model of words, distributing them into two columns. In the first column, write the words where the weak positions are at the root of the word. In the second column, where the weak positions are in the end.
This is the first part of the task that the children complete on their own.
VI. On the board, the sound model of the words:[HAD" AND T "], [GR ACH" AND], [SHY N A], , [R" E P A], [S B "AND H" A]
T: Let's check the task.
Two people come to the blackboard and write down:
D: Words with a weak position in the root (letter with holes)
X_dit, gr_chi, s_mlya, sv_cha
D. Weak Ending Position:
D. We they wrote out the words in their column (lists): walk - move, rooks - rook, earth - earth, candle - candles. I write the letter in a strong position.
U. Children, do you agree with the work?
D. I got two words: tire, turnip.
U. Thank you.
VII. Working with a study book.
U. In A. Milne's book "Winnie the Pooh and All, All, All," the owl lived in the magnificent Chestnut Castle. Under the bell, she had announcements:
Why are the same words spelled differently in two ads?
D. (in chorus) Owl does not know the basic rule of the Russian language.
D . H e agree with Owl. The word [open "ut] is written open, a weak position in the prefix. We know the prefix from, you can check the word vacation (Corrects the mistake with a felt-tip pen).
E. There is another mistake, spelled Owl, a weak position at the root. We check the word - owls.
U. Look at the second ad. (Children read carefully).
D .N e agree as the owl wrote, I ask for a word. Weak position at the root of the word, you can check - please. The letter o is written.
Found another mistake in the word [pad "orgat"]. Weak position in the prefix, we know the prefix by, you can check the word on top.
D: go to the board and correct the mistakes in the announcements (with a felt-tip pen).
At . You did you find all the errors?
D . All.
At . Write these declarations on the blank lines.
I option - records the first announcement.
Option II - writes the second announcement.
U. The lesson is over. How do you know what we've been working on?
D . We considered strong and weak positions for vowels and consonants.
D. We understood: a sound in a weak position is denoted by the same letter that denotes a sound in a strong position in this word.
VII. Homework.
U. Thank you for the lesson.
Literature:
M.P. Romaneeva. L.A. Sukhovershina, Moscow. 2006 Study book No. 2 In Russian.
1) strong position- pronunciation conditions in which all the differential features of phonemes appear: for vowels under stress and in an open syllable; for consonants- intervocalic position, before vowels and sonorous consonants;
2) weak position- pronunciation conditions in which not all differential features of phonemes appear: for vowels- unstressed position, in a closed syllable; for consonants at the end of a word, before voiceless consonants.
Strong and weak phonemes
Strong phonemes are phonemes with the highest distinctiveness. Stressed vowels are strong phonemes.
Weak phonemes have less distinctiveness, because in a weak position, a phoneme is a substitute for two or even three strong phonemes. So [b] can replace<а>, <о>, <э>: [tantsy e va´t], [shulk/\v´i´ty], [myl/\ka´].
As noted earlier, each phoneme has a number of permanent, position-independent, constitutive features. Among the constitutive features, a differential feature stands out, which is both relevant (correlative) and constitutive at the same time. For<п>such a sign is deafness in relation to<б>: fell, ball. But deafness<п>eliminated in position before a voiced consonant.
If the feature of the phoneme is not relevant, then the constitutive feature is non-differentiating. For example, deafness<ц>- a constitutive irrelevant feature.
The concept of relevance is associated with two rows of phonemes: the first row consists of consonants, paired by deafness-voicedness, the second - consonants, paired by hardness-softness. A position that is strong for one member of the series is strong for all members of the series: h, s´║z´, w║zh, k║g, k´║g´].
Outside of this row, extra-pair consonants remain:<л>, <л´>, <р>, <р´>,m>,<м´>, <н>, <н´>, <ч´>, <х>, <х´>, <ц>, <ш´>,
Strong positions in deafness-voicedness:
1. position before vowels: [do´t] - [to´t];
2. position before sonorants: [gro´t] - [kro´t];
3. position before [j]: [bjo´t] - [pjo´t];
4. position before [in], [in´]: [dv´e´r´] - [tv´e´r´].
Weak positions are:
1. end of word : the code[cat] - cat[cat];
2. for the deaf, the position is in front of the voiced; for the voiced, the position is in front of the deaf: change[task], over the table[ntst/\lo´m].
The second row - phonemes paired in hardness-softness: [п║p´, b║b´, v║v´, f║f´, m║m´, s║s´, z║z´, t║t ´, d║d´, l║l´, n║n´, r║p´, g║g´, k║k´, x║x´].
Outside the pairs remain: consonants:<ц>, <ч>, <ж>, <ш>, <ш´>,
Strong positions in hardness-softness:
1. end of the word: [sta´n] - [sta´n´];
2. position before the vowels of the non-front row: [ma´l] - [m´a´l];
3. anterior lingual before posterior lingual [re´t´kj] - [re´dk] and hard labials [r´i e z´ba ´ ] - [hut ´ ] ;
4. sonorants (except [m]) before dental ones: [yi en nva ´ R ´ ] - [yi e nva´rsk´y].
5. <л>always in a strong position: [l´va ´ ] – [m/\lva´], the exception is the position before [j]: [l´ j y´].
Weak positions in terms of sonority-deafness appear very clearly, in terms of hardness-softness they are not so obvious.
Phonetic transcription conveys the sound composition of words, phonological (phonemic) transcription conveys the phonemic composition of words.
In phonological transcription, it is customary to designate:
α - all weak vowel phonemes,
α 1 - weak vowels 2 and 3 of prestressed and all stressed syllables:
index 1 - consonant phonemes weak in hardness-softness:
work<т 1 ру´т>, index 2 - consonants weak in deafness-voicedness:
allowance <нαт 2 ба´ф 2 кα 1 >,
index 3 - weak in hardness-softness and deafness-
voiced consonants: guarded <с 3 т´α 1 р´αгл´и´>.
If in phonological notation the same morpheme appears in different phonemic forms, determined by the phonological position in the word form, then in morphophonemic transcription, a generalized phonemic notation of the word form is used, abstracted from the types of its constituent morphemes determined by the phonological position. For example, the word stack in phonetic transcription- [with t o´k], in phonemic transcription -<с/з т о´ к 2 >, in morphophonemic transcription -<(с 3 т)ог>, where brackets indicate a combination of consonants with common phonetic features of deafness and hardness.
Allophone(Greek άλλος another and φωνή sound) - the realization of a phoneme, its variant, due to a specific phonetic environment. Unlike the phoneme, is not abstract concept, but specific speech sound. The set of all possible positions in which allophones of one phoneme occur is called the distribution of the phoneme. Native speakers are good at recognizing phonemes, that is, semantic units of a language, and are not always able to recognize individual allophones of one phoneme. Phonemes in the minds of speakers are usually represented by basic allophones.
The main allophone is such an allophone, the properties of which are minimally dependent on the position and phonetic environment. The main allophones in Russian are:
- vowels in isolated pronunciation;
- hard consonants before stressed [a];
- soft consonants before stressed [and].
The main allophones are usually realized in a strong sound position. A strong position is a position in which the maximum number of phonemes of a given type is possible. In Russian, for vowels, a strong position is the position under stress, for consonants - before a non-front vowel.
Differ combinatorial and positional allophones.
Combinatorial allophones- implementations of phonemes associated with coarticulation under the influence of the phonetic environment of sounds.
Examples of combinatorial allophones in Russian can be:
- advanced forward back vowels [a], [o], [y] after soft consonants;
- labialized (rounded) consonants before vowels [o], [y];
- voiced affricates [dz], [d'zh "] in place of [c], [h] before voiced noisy ones.
Combinatorial allophones are also considered nasalized vowels before nasal [n], [m], [ŋ] in English language. In some languages of the world, combinatorial features (for example, nasalization) can extend over several syllables.
Positional allophones- realizations of phonemes related to their phonetic position in a word or syllable. By phonetic position it is customary to understand:
- the position of the sound in relation to the absolute beginning of the word (after a pause);
- the position of the sound in relation to the absolute end of the word (before the pause);
- the position of the sound in relation to the stress.
The positional allophones of the vowels [а], [o] in Russian are the vowels [ъ], [ʌ] in unstressed syllables.
Obligatory and free allophones
Depending on the degree of predictability of implementation, allophones are divided into obligatory, that is, implemented in accordance with the rules of the grammar of the language, and free, that is, implemented in accordance with the preferences of the speakers.
Obligatory allophones of the same phoneme are in complementary distribution relationships, when two different allophones of the same phoneme cannot exist in the same position. In Russian, rounded and non-rounded consonants are in additional distribution relations: rounded consonants are possible only before rounded vowels [o], [y], and unrounded consonants are pronounced in all other cases. The pronunciation of such an allophone in a different position is perceived by native speakers as an unnatural sound or a foreign accent.
Free allophones can be considered both facultative variants of phonemes that are widespread in various social and dialect groups (for example, fricative /г/ or hard /ш/ in certain Russian dialects), as well as individual variants of phonemes that make up the pronunciation features of individual speakers (for example, non-syllabic [ w] in place of the trembling [r] in Russian).
Background, background in phonetics - a unit of the sound level of a language, distinguished in a speech stream regardless of its phonemic affiliation (that is, without attributing it to a particular phoneme) or as a specific implementation of a phoneme in speech.
Unlike phonemes and allophones that belong to a language, phonemes are speeches. Associating a background with an allophone and a phoneme, the phoneme is said to be "general" (or class), allophones are "special" (or subclasses), and backgrounds are said to be "singular". Every phoneme in speech appears in one of its allophones, which is realized as one or another background.
The mimic realization of a phoneme (background) is called viseme. Visemes are used in lip reading and computer speech recognition techniques.
In the classroom, various forms of multi-level education of schoolchildren are used. Students work in three groups. The first group includes children with high learning abilities and high and average working capacity. The second group is the average and low level of learning abilities and average working capacity. The third group of students with low and average learning abilities and low working capacity.
In this lesson, work is underway to open a new position of paired consonant sounds and its further application in teaching schoolchildren.
Topic: Strong and weak positions of consonants.
Objectives: to teach to distinguish signs of strong and weak positions of paired consonants; acquaintance with the “weak” position of consonants in front of consonants, which is new for children; to work out the way of writing with gaps in spelling of weak positions.
During the classes:
1. Organizational moment.
Check readiness for the lesson. Teach children to be kind to each other. on cultural dialogue when working in groups.
2. Knowledge update.
- Change the words: meadows, sides so that they name one object. Record both changes of each word in sounds. Write down the changes next to it.
For group 3, task No. 1 is performed according to the model. Task number 2 in groups is different, taking into account their learning abilities.
For group 1: write down schemes of strong and weak positions of consonants.
Group 2: indicate the strong and weak positions of consonants next to the diagrams.
Group 3: connect the strong and weak positions with the diagrams with a line.
3. Checking the work of the group at the blackboard:
Children from group 1 start so that the rest of the students listen to the explanation again.
1 Gr. 2 Gr. 3 Gr.
[MEASOWINGS] [G] O Meadows
[LUG] [K]. Lu_
[TANK][K] O B_
[BOK] [K]. Bo_
From the schemes written on the board, choose a more complete one or answer the teacher's questions.
4. Statement of the problem:
- Do the consonants have any other weak positions? (Listen to the opinion of the children).
- Write down the name of the objects beep, skating rink with sounds. Change each word so that it names many things, and record the word changes with sounds. Circle the penultimate consonants in the changes.
Group 1 students work independently and observe the changes in each word.
Students of groups 2 and 3 work together with the teacher.
[BEEP] [Y]
[GUTK'I] [T]
[RINK] [T]
[KATK'I] [T]
– In vowels, strong and weak positions are determined by stress. And what determines the positions of paired consonants? (neighbor on the right, that is, Oh, no).
- Highlight and write down the penultimate consonant sounds.
Are there any vowel sounds in weak position? Mark them.
Are there any consonant sounds in strong positions? Explain.
Have you noted the positions of all consonants?
- In what position are both sounds from a pair possible? (In the strong). Write them out.
- And in what position does only 1 consonant sound out of a pair come to work? (In the weak).
- What is that sound? (consonant, deaf).
- Show with arrows which sound appeared instead of the sounds [Д] and [Т] before the consonants.
Children opening a new position.
– Compare and discuss in pairs the weak position of consonants with the one you learned earlier. (Group 1 independently concludes a new weak position). You made another discovery today. How many weak positions of consonants do you now know? Is it possible to designate sounds in weak positions with letters? (No, because spelling, put a dash).
Write a letter next to it. Who has a different letter entry, without gaps?
- What helped to write words without gaps? (the law of Russian writing).
6. Primary fastening:
Writing words, sentences with missing spellings of weak positions.
The first group works independently;
The second - according to the model;
The third group with the teacher.
If the groups have questions, they show a card with a question mark. Children from group 1 come to the rescue.
7. Reflection of activity:
What discovery has each made for himself?
8. Homework:
For the first group: write down a few words where paired consonants come before other consonants.
The second and third group task according to the textbook.
The next lesson of the Russian language begins with determining the positions of consonants in words written by group 1.
In a word, consonants can take different positions. In some positions, consonants are opposed to each other in terms of sonority-deafness and hardness-softness; such positions are called strong. The positions of the consonant before vowels and before sonorants are strong in voicing-deafness (i.e., voiced and deaf consonants always differ here): d am - t am, b silt - P silt, h loy - With loy, d relay - t rel. Consonant positions before vowels (except [e]) are also strong in hardness-softness: m al - m yal, l uk - l yuk, b yt - b it, in ol - in ate(but before [e] both soft and hard consonants are possible: ser - sir; meter(unit of measure; pronounced with soft [m"]) -meter(teacher, master; pronounced with [m] solid).
Positions in which consonants are not opposed in terms of voiced-deafness and hardness-softness are called weak. Thus, the position of a consonant at the end of a word is weak in terms of voicedness-deafness: voiced and deaf consonants are pronounced the same here - deafly (cf. one hundred to and one hundred G, pr t and pru d). Before voiced consonants, all consonants that are paired in voiced-deafness are pronounced as voiced (cf. h here and With do: in both words, in the position before the voiced [d "] the voiced [з"] is pronounced), and before the deaf ones - as deaf (cf. true b ka and sha P ka: in both words, in the position before the deaf [k], the deaf [p] is pronounced).
Position in front of soft lips and teeth, as well as in front of
In the same word, but in its different forms, consonants can alternate with each other - depending on what position they are in: voiced consonants before vowels alternate with voiceless ones in the position of the end of the word, voiceless ones alternate with voiced ones in position before voiced , hard ones alternate with soft ones in position before soft consonants. Such alternations of sounds are called positional. They do not violate the morphological integrity of the word and are not reflected in writing. Compare: true b a-true b (pronounced [true P]), mow t b-skew b a(pronounced [ka h"ba]), tra in a-tra in ka(pronounced [tra f kъ]), more[ m b]a–o bo[ m"b]e, [ d"in"] e - [dv] mind.
Some alternations characterize not the modern phonetic system, but its state in the past; such alternations are called historical. They are assigned to certain morphological forms and are reflected in writing in the form of different letters. Compare: sve t it - light h u, boo d it - boo and u, stere G and - erase and et and under. Such alternations are not determined by the position of the sound: and before<и>, and before<у>both [t "], [d"], [g "], and [h], [g] are possible (compare: shine - sharpen, guard - wake etc.). (For more on historical alternations, see below, § 94–97.)
Loss of consonants.
In some positions during pronunciation, consonants are dropped out. As a rule, no sounds are pronounced d and t in combinations zdn and stn , for example: right zdn ik, u stn th. In addition, in some words, a consonant sound falls out when other consonants collide, for example: sun, se RDC e , scha st liv, hello sun wuy(compare: sun, heart, happiness, congratulations, where are the sounds l, d, t, v are pronounced).
To check the spelling of words with unpronounceable consonants, you need to select related words or word forms where these combinations of consonants would be separated by a vowel or would be at the end of the word, for example: mustache t ny - mustache t a - mustache t (genus case).
Exercise 72. Orally answer these questions.
1) What additional work of the language creates the softness of consonant sounds: d - d", l - l", s - z", d - d", x - x", b - b", m - m "? 2) What consonant sounds of the Russian language are only solid? 3) Which consonants are only soft? 4) After which consonants in Russian words there can be no sound s ? After which - the sound and ?
73 . Read; indicate soft consonants and explain how their softness is indicated in writing.
The louder the hubbub about you,
The more haughty be quiet.
Don't complete someone else's lies
Shame of explanation. (B. Pasternak)
74 . Write by inserting the missing letters. Explain why in some cases the softness of the consonant is indicated by the letter ь, and in others it is not indicated.
1) Ve ... vi lilacs closed the whole house. 2) Kits of white flowers stood out against the dark greenery. 3) Ma...chiki were looking for people for fishing. 4) An agronomist ... made a report on a bean ... with pests of gardens and orchards. 5) In...my pi...ma and put them in...po...polybox. 6) The tables were covered with white scat...s. 7) At the meeting they talked about ko ... be and young ... spring. 8) The hunters tracked down a big bear. 9) Ra ... ve ra ... she had a mustache here ... ba? 10) There were nails in the box. 11) Se ... d went in shoals. 12) But ... the air was fresh.
75 . Change these words so that the highlighted consonants soften, and write. Orally explain why between soft consonants is written b .
letter m o - in writing m e; struggle b ah, grind b a, prisons m a, scythe b ah, please b ah, cutting b ah, tes m ah, sur m a , finger m a , finger b ah, seat b ah, take it m y, Kuz m a, eight m oh.
76 . Write down and underline the adjacent soft consonants. Orally explain why there is no b .
Worm, branchy, bears, bony, unless, if, death, forgive, forgive, regions, jaws, tales, canes, honors, in a dream, shipyards, nails, thoughts, executions, illnesses, greengrocer, lamplighter, bricklayer, night, kidney , daughter, stove, finish, take into account, read, subtract.
77 . Read expressively; indicate what sounds stand for the underlined letters.
E sli boy
l Yu bit Labor,
in the book eh chik,
about such
write here:
good and th boy.
(V.V. Mayakovsky.)
78. Install according to the program and textbooks elementary school, with what cases of designation of softness of consonants students of I and II classes get acquainted.
79. Indicate which words have unpronounceable consonants; change, where possible, the indicated words so that these consonants are pronounced.
1) The sun flooded all the surroundings with bright light. 2) The guys felt happy in the fresh air. 3) Giant pine trees made a dull noise with their tops. 4) The nature of the area suddenly changed dramatically. 5) Late in the evening we were returning home. 6) There was a ladder by the window. 7) Someone whipped me with a branch. 8) A breeze swept from the forest - a messenger of a thunderstorm.
vowels
