Consonants in the middle of a word and at the end can be replaced by paired voiced or voiceless sounds, depending on the phonetic position. Here are examples of words with paired consonants at the root and at the end of words.
In Russian phonetics, there are voiced and deaf consonants that pair with each other:
Examples of words with paired consonants at the root of the word
Voiced and voiceless consonants in the root can distinguish between words, for example:
As part of a word, voiced and deaf consonants can be nearby, which interact with each other. When a voiced and a voiceless consonant are nearby, the second consonant affects the previous one.
For example:
This means that in Russian the same letter can convey different sounds. For example, a letter "d" in words "garden", (past) "garden" and "kindergarten" conveys the sounds [t], [d] and [d ']:
Knowing the correspondence between letters and sounds in words will help you pronounce and write words correctly.
If there is a voiced consonant behind the voiceless consonant in the word, then it voices the previous sound.
- request [pr o z 'b a];
- in the hall [v a g za l].
- tooth teeth;
- carrots - the taste of carrots;
- many cows - a cow;
- overnight stay - no overnight stay;
- friend - from a friend;
- monologue - recording of a monologue;
- notebook - notebooks;
- acorn - acorn;
- square - on the square;
- cold - coldness;
- matchmaker - matchmakers, matchmaker;
- image - image;
- skaz - narrator;
- frost - freeze;
- drizzle - drizzle.
- work., work.we are, work.loving;
- du.glasses, du.ovy, du..
- snowfall, snowman, snow;
- we work hard, industrious, work;.
- oak trees, oak, oak.
- ok, boat;
- wrote, horn.
- create conditions for finding out in which cases it is necessary to check paired consonants in the root of a word, deriving a rule for checking paired consonants in the root of a word and applying this rule in practice;
- create conditions for the development of analytical thinking, the ability to compare, highlight essential features, generalize, draw conclusions;
- create comfortable conditions for the perception of new material and the repetition of the past through compliance with hygienic rules and norms.
- speech situation. inclusion in the lesson. Knowledge update.
- The study of words with a double consonant in the root.
- Independent analysis of words with a double consonant in the root.
- Reflection.
- Continuation of the study of words with a paired consonant in the root.
- Fizkultminutka number 1.
- Finding a way to check the spelling of words with a paired consonant in the root of the word
- Fixing the rule for checking words with a paired consonant in the root.
- Fizkultminutka number 2.
- Conclusions. Commenting on homework.
- Creative work.
- Summary of the lesson.
However, in writing, stunning and voicing are not indicated: in all cases, the same letter is written. To establish the true nature of the consonant of the root, it is necessary to take such a form of the word or choose a related word in which the consonant being checked was either before a vowel or before consonants l, m, n, r, v .
Let's pay attention to words with paired consonants in the root, which cannot be checked.
Examples of words with paired consonants at the end of a word
russkiiyazyk.ru
Spelling of paired consonants at the end of a word. 2nd grade
Target: development of spelling vigilance (the ability to recognize a double consonant in a word that requires verification), the ability to select test word and use it.
1. Organizational moment
The teacher greets the children. Checks their readiness for the lesson. Children make an entry in a notebook (number, class work).
2. Mobilizing stage
The words are written on the board:
U. Read the written words in the chain of words. Pay attention to the third chain.
Formulate a task for the exercise.
D. From each chain, one word must be selected and written down in the third line.
U. By how many and exactly what signs can these words be distinguished?
D. These words can be distinguished by two features: grammatical and spelling.
U. What word can be distinguished from the first chain?
D. From the first chain, you can select the word ice. This is a noun. There is a double consonant at the end of this word. Check word - ice. And the words running and flies are verbs with a checked unstressed vowel. Test words run, flight.
From the second chain, you can select the word mushroom. This is a noun. There is a double consonant at the end of this word. Check word - mushrooms. And the words forest and herbal- adjectives with an unstressed vowel. Test words forest, herbs.
U. Write the highlighted words, mark the spelling in them.
3. Formulation by students of the topic and purpose of the lesson
U. Considering the general spelling of the words that you wrote down, formulate the topic of the lesson.
D. These words have paired consonants. They are at the end of a word. Lesson topic: "Spelling of paired consonants at the end of a word."
U. Considering the topic covered, determine the purpose of the lesson.
D. Repeat the rule about the spelling of paired consonants at the end of a word; learn to write words with this spelling correctly, choosing test words.
Board writing:
White sheep beat the drums.
U. Read the written sentence aloud. What's this?
D. This is a tongue twister.
U. What is a tongue twister?
D. A specially invented phrase with an unpronounceable selection of sounds, a quickly pronounced comic joke.
U. Determine what letters we will write today in a minute of calligraphy?
D. Today we will write letters b-p. B - since this letter is present in four words of the tongue twister. P - since it makes up a pair of b in sonority - deafness.
U. Write down these letters.
U. Name all paired consonants.
D. Paired consonants b-p, v-f, g-k, d-t, s-s, f-sh.
U. Write a chain of paired consonants from memory.
5. Vocabulary and spelling work
U. The word that we will meet today in the lesson is encrypted. You can recognize it if you compare two rectangles. What is the word.
D. This word factory.
U. What is the meaning of this word in the sentence:
Tractor plant has released a new type of tractors.
E. In this sentence, the plant is a large industrial enterprise.
W. That's right. What is the meaning of the word factory in the following sentences?
This watch has a weekly winding. Sasha bought a toy with a factory.
D. In the first sentence, the word factory denotes the duration of the wound mechanism, and in the second - a device in the mechanism that serves to put it into action.
U. Word factory formed from the verb "start". So they called those places where something is planted or bred.
U. Find the word factory in a dictionary, write it down.
U. What spellings are in this word.
D. Word factory consists of two syllables, the second syllable is stressed. First spelling: unstressed vowel a in the first syllable; the second spelling is paired for voiced-deafness d at the end of a word.
U. Choose a test word.
D. Factory - factories.
U. A proverb and a phraseological phrase are written on the board. Read them.
Marriage is not in fashion in our factory.
U. Distinguish between proverbs and phraseological units. Explain their meaning.
U. I will name the words. If the word begins with a voiced double consonant, you squat, spread your arms to the sides. If the word begins with a deaf double consonant - get up, lower your hands down.
Bunny, jay, Venya, Fenya, grass, firewood, live, sew, shadow, stump, door, beast, stumps, days.
7. Repetition of the studied material
Written on the board are the words:
T.notebook, z.vod, m.dved, city.d, m.rose, k.r.ndash.
U. Read the given words aloud. Determine which letters to write in them instead of dots. Group the words for the answer.
D. In words notebook and bear e and b.
In words city and freezing an unchecked vowel is written about.
In words factory and pencil you need to write an unverifiable unstressed vowel a.
D. This dictionary words. All words are nouns. All words end in a double consonant.
U. What differences do you see in these words?
D. Nouns: notebook, plant, frost, pencil answer the question what?, and the noun bear- to the question who?
In words: notebook, frost, bear, city, plant- two syllables, and in a word pencil- three.
The words notebook, plant, bear, city, frost end in a voiced double consonant, and the word pencil- into a voiceless double consonant.
U. What should be done in order not to make a mistake in the spelling of words with a double consonant at the end?
D. In order not to make a mistake in the spelling of a paired consonant at the end of a word, it is necessary to change the word so that a vowel comes after the consonant.
U. Change these words so that after the consonant there is a vowel, and write them down in alphabetical order.
D. Cities, factories, pencils, bears, frosts, notebooks.
U. Write the words in the following sequence: verifiable, verifiable, verification. Insert the missing letters.
- snow.fall, dream., snow.ovik;
U. From the words under the same number, make up new words using their first syllables for this.
- dog, saddle;
D. Neighbor, cold, pie.
U. What unites the spelling of words with each other?
D. These are dictionary words.
All words are nouns.
All words end in a double voiced consonant.
U. How should I check the correct spelling of a double consonant at the end of a word?
D. It is necessary to change the word so that after the consonant there is a vowel.
U. Choose test words for these words.
D. Neighbor - neighbors, cold - cold, pie - pies.
U. Find more words for this spelling in our dictionary. Write the words in your notebook and match them with test words.
D. City - cities, class - classes, boots - boots, friend - friends, people - peoples, berries - berries.
The children are given forms with a printed task, the students correct the mistakes. After completion, the forms are handed over to the teacher.
Zema. Frost covered the rod with ice. the first sneh wrapped the field in white fur coats and climbed.
A fluffy hare is shivering from the cold under a bush.
U. What spelling mistakes were made.
D. Checked unstressed vowel: winter-winter, trembling - trembling.
The spelling of the combination JI-SHI: fluffy.
Capitalization at the beginning of a sentence: First.
Spelling of paired consonants at the end of the word: frost - frost, pond - ponds, snow - snow, forest - forests.
U. Our lesson ends. Let's get back to the purpose of the lesson. Have we been able to implement it?
D. ... (students express their views)
U. So what do we conclude about how to correctly write a word with a double consonant at the end?
D. It is necessary to change the word so that after the consonant there is a vowel.
U. Confirm it with examples of words that were not heard in the lesson.
9. Evaluation of the activities of students in the lesson
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Spelling of words with paired consonants in the root. 2nd grade
The textbook authors teaching aids, notebooks: Zelenina L.M. Russian language. Textbook for grade 2 elementary school/ L.M. Zelenina, T.E. Khokhlova. - 4th ed. - M: Enlightenment, 2007; Zelenina L.M., Khokhlova T.E. Russian language: Workbook. Grade 2 Student aid educational institutions. – 5th ed. – M.: Enlightenment, 2008.
Lesson type: study lesson.
Lesson equipment: multimedia projector, screen, multimedia presentation.
Structure(plan) lesson:
1. Speech situation. inclusion in the lesson. Knowledge update.
On the slide is the problem under study and the subtopic of the lesson.
– Today, in the lesson, we will conduct a study on the problem of “Spelling consonants at the root of a word”. But for study, let's take certain words on the topic "Whether in the garden, in the garden ...". What are these words you now learn. Answer the question:
- What grows in the garden?
- Fruit.
- And in the garden?
- Vegetables.
- Correctly. Now let's look at paired consonants.
- B-p, v-f, g-k, s-s, f-sh, d-t.
2. The study of words with a double consonant in the root.
- Let's examine some words and determine in which cases we can make mistakes when writing paired consonants at the root of a word. Read the words on the slide and choose those where the spelling of paired consonants differs from the pronunciation.
The words appear on the slide:
Pear, Fruit, Watermelon, Melon, Berry
(Children call the words “fruit, watermelon, berry” and explain that “z” is written in the word watermelon, and the sound [s] is heard. Thus, students analyze each word. In addition, children put forward a hypothesis (assume) that the consonants being studied may appear at the end of a word or before voiceless consonants in the middle of a word.)
- Guys, we have identified the words we need by working together, and now you will do it yourself.
3. Independent analysis of words with a double consonant at the root.
Job options appear on the slide:
IN 1. Apricot, Lemon, Pomegranate, Grape, Apple, Raspberry
IN 2. Turnip, Cucumber, Carrot, Eggplant, Redtska, Beetroot
- Children, where can the fruits proposed to the first option grow?
- In the garden.
- And the second one?
- In the garden.
– Task: write down in a column the words of your variant, in which it is necessary to check the spelling of paired consonants in the root of the word.
Students of the first option write down the words “apricot, pomegranate, grapes”, and the second - “turnip, carrot, radish”.
Checking with signal cards (green card - correct, red - incorrect). If the checking student makes a mistake, then the word is analyzed in detail.
5. Continuation of the study of words with a paired consonant in the root.
- Children, what else interesting did you notice in terms of letters of paired consonants, where are they located?
- In all the selected words of the 1st option, the letters denoting paired consonants are at the end of the word. And in the 2nd version - in the middle of a word before a dull sound [k].
- Guys, you correctly noticed this feature. Despite the different arrangement of paired consonants, the letter of paired consonants is at the end of the word root. Let's select the root and underline the letter of the paired consonant.
7. Finding a way to check the spelling of words with a double consonant in the root of the word.
- And now, young researchers, we must find a way to check the spelling of words with paired consonants in the root of the word. Think about how we can change these words so that the pronunciation and spelling match.
- Apricot - apricots, pomegranate - pomegranates, grapes - no grapes.
- Turnip - turnip (turnip), carrot - carrot, radish - radish.
- Children, but you can do it like this: grapes - grapes, carrots - carrots. Let's write these test words to our words.
IN 1.
apricot - apricots
pomegranate - grenades
grape - grape
IN 2.
turnip - turnip
carrot - carrot
radish - radish
- Children, let's see what letters are in front of the letters of paired consonants.
- These are the letters of vowels and the letter “n” in the words grape, carrot.
- Guys, what conclusion do we make?
Children, with the help of a teacher, conclude: “To check the spelling of words with a paired consonant sound at the root of the word, you need to change the word or pick up a single-root word in which there is a vowel sound or sound [n] after the consonant”
The rule slide appears.
- Guys, tell me, please, what needs to be done before eating delicious juicy fruit and vegetables?
- They need to be washed!
- Correctly. And we know this from the lessons on life safety. If you do not wash the fruit, you can get sick, end up in the hospital. This is very annoying. I wish you not to get sick and always wash fruits and vegetables before eating!
The slide “My fruits and vegetables!” appears.
8. Fixing the rule for checking words with paired consonants at the root.
- Guys, now we will do the task in reverse. Task: you need to change the data on the word slide so that the paired consonant in the word needs to be checked. You will do this yourself.
Ridge - (Bed)
Garden - (Garden)
Berry - (Berry)
Guard - (Watchman)
Reflection: checking the task using signal cards (green - agree, red disagree).
Fizkultminutka to relax the muscles of the eyes.
- Well done! Let's continue to reinforce our rule. And now you will guess riddles, where the answers are the words on the topic of our lesson “Whether in the garden, in the garden ...”:
1) The shores are green, the water is red, the fish are black. Watermelon.
2) An oak tree hid in a golden ball. Acorn.
3) I'm under a colored cap On my foot I stand alone, I have my own habits, I always play hide and seek. Mushroom.
4) Here are needles and pins Creeping out from under the bench, They look at me, They want milk. Hedgehog.
5) He makes noise in the field and in the garden, But he won’t get into the house, And I don’t go anywhere, As long as he goes. Rain.
On the slides there are pictures with answers.
- Task: write riddles, write down test words for them (two students on a closed board)
Reflection. Children check their work on the board, previously checked by the teacher. In the checked words, letters denoting paired consonants are underlined.
- Children, what unites the riddle words?
- They have letters of paired consonants at the end of the word.
What part of speech are riddle words?
- These are nouns.
- Guys, let's check if our rule applies to other parts of speech.
Words on the slide:
Sla_ki, Le_ki, U_ki, Gla_ki, Re_ki
– Read. What part of speech are these words?
- These are adjectives.
- Where are the letters of paired consonants in these words?
- In the middle of a word, before voiceless consonants, as we expected at the beginning of the lesson.
- Let's choose words for them, following our rule.
sweet - sweet
Lightweight - Lightweight
narrow - narrow
smooth - smooth
rare - rare
9. Conclusions. Commenting on homework.
- So, guys, we made sure that our rule applies to both nouns and adjectives. Now we will boldly use this rule to check words with paired consonants in the root.
- Children, but was our assumption confirmed that paired consonants occur at the end of a word or before a voiceless consonant?
Yes, it has been confirmed!
- At home, you will write down 5 words with paired consonants at the end of a word and before deaf consonants, and also select test words for them. Look at the example on the slide.
10. Doing creative work
– The result of our research will be creative work. You must complete the story written on the slide with words from the topic of our lesson “In the garden, in the garden ...”. But only those in which the double consonant needs verification , and write them correctly using our rule. Advice. Children, first read the whole story so that you understand exactly what it is about.
IN 1.
We have fruit ______ in the country. In autumn, ______ fruits ripen in it. Ripe ________ is poured with juice. ________ turns green on the lawns.
IN 2.
Grandma has a big ______ in the village. There on ______ grow _____ and ____. A huge striped _______ has ripened on melon.
(For children with a low level of development, cards with key words are distributed according to the options: 1) garden, vegetable garden, sweet, juicy, watermelon, tomato, grass, grass; 2) garden, kitchen garden, beds, lawns, tomatoes, cucumbers, turnips, radishes, carrots, watermelon, eggplant.)
Reflection. Students read the stories aloud. Classmates evaluate the choice of words on the topic “Whether in the garden, in the garden ...” using signal cards. Ask questions about the method of verification.
12. Summing up the lesson.
Children, what did you like about the lesson?
- What way of checking words with paired consonants in the root of the word, thanks to our research, have we learned?
“To check the spelling of words with a paired consonant sound at the root of the word, you need to change the word or pick up a single-root word in which there is a vowel or sound [n] after the consonant”
- Thank you for the lesson!
List of used literature:
- Zhirenko O.E., Obukhova L.A. Lesson developments in Russian: Grade 2. – M.: VAKO, 2009.
- Zelenina L.M., Khokhlova T.E. Russian language: Verification work. Grade 2 Handbook for students of educational institutions. - 4th ed. – M.: Enlightenment, 2010.
- Krylova O.N. Russian language: final certification: grade 2: typical test tasks/HE. Krylov. - M .: Publishing house "Exam", 2010.
- Russian language. Maths. Grade 2: final test knowledge test / ed. E.V. Volkova, T.V. Tipaeva. – Ed. 2nd, rev. - Volgograd: Teacher, 2010.
- Thematic lesson planning according to the new basic plan: Grade 2 / Avt. L.A. Obukhova, O.E. Zhirenko, A.V. Kochergin. – M.: VAKO, 2010.
- Tikhomirova E.M. Russian language tests: Grade 2: to the textbook L.M. Zelenina, T.E. Khokhlova“Russian language 2nd grade. At 2 o'clock." /EAT. Tikhomirova.– M.: Exam Publishing House, 2010.
- To form the ability to compare the pronunciation and spelling of words.
- Develop spelling skills for words with the spelling "pair consonant at the end of words", develop students' phonemic hearing.
- To develop the ability to work in groups, to provide mutual assistance and mutual support.
Applications for the lesson: multimedia presentation made in Power Point.
Spelling of paired consonants at the end of words. 1st class
The purpose of the lesson: to develop the ability of students to check words with a paired consonant sound at the end of words.
1. Organizational moment.
Students greet the teacher and the guests present at the lesson. In notebooks write down the date and class work.
2. Actualization of knowledge.
1) Conversation on the material covered.
Teacher: What 2 groups are all sounds divided into?
Children: For vowels and consonants.
Teacher: Describe vowels and consonants.
(Children answer in full.)
Teacher: What makes a vowel sound?
Teacher: What about the consonant sound?
Teacher: We work on a tape of letters. Why are the consonants in 2 rows? What do the top and bottom consonants mean?
Teacher: What 2 groups can all consonants be divided into?
Children: On hard and soft, voiced and deaf, paired and unpaired.
Teacher: Name the letters of unpaired voiced consonants.
Teacher: Name the letters of unpaired deaf consonants.
Teacher: Name the letters of paired voiced consonants.
Children: B, C, D, E, G, Z.
Teacher: Name the letters of paired deaf consonants.
Children: P, F, K, T, W, S.
Teacher: On what basis are consonants paired?
Children: On the basis of sonority and deafness.
Teacher: Name paired solid consonants. How many couples were named?
Teacher: Name paired soft consonant sounds. How many couples were named?
Teacher: Why unequal number of couples?
Children: The consonants Zh and Sh are always solid.
3. Self-determination to activity.
Teacher: What topic did you work on in the previous lesson?
Children: Paired consonants at the end of a word.
Teacher: Today in the lesson we will continue to work on the spelling of paired consonants at the end of words.
(The topic of the lesson appears on the board (or is posted by the teacher). The children read the topic of the lesson from the board in chorus.)
Teacher: Why do paired consonants at the end of words need to be checked?
Children: At the end of words, paired consonants are stunned, pronounced and heard indistinctly.
Teacher: How to check a double consonant at the end of a word?
(Children in chorus repeat the rule for checking a double consonant at the end of a word.)
There are cards on the board with the words: WINTER, CIRCLE, SOUP, WATER, RIVER, CAKE.
Teacher: What 2 groups, depending on the spelling, can these words be divided into?
(Two students go to the blackboard.)
Children: The first group is the words WINTER, RIVER, WATER. In these words, the spelling is "an unstressed vowel at the root of the word." And the second group is the words CIRCLE, SOUP, CAKE. In these words, the spelling is "a double consonant at the end of a word."
(Children arrange words in 2 columns.)
Teacher: Name the spelling in the word CIRCLE.
Children: Double consonant G at the end of a word.
Teacher: Why does the double consonant G need to be checked?
Children: He is stunned, standing in a weak position.
Teacher: Name the test word.
Teacher: Let's write in the notebook the lowercase letter g.
(The words SOUP, CAKE are parsed similarly. Appear in the notebook lower case g, p, t in alternation with oblique lines. Next, students write words with these letters in a notebook: port, cake, tiger.)
Teacher: The next stage of our lesson is vocabulary work.
(Students write the word DICTIONARY in their notebooks.)
Teacher: What words do we call dictionary?
Children: Their spelling cannot be checked, but must be remembered.
Teacher: Let's get acquainted with a new vocabulary word. And to find out, listen to the riddle.
The owner of the forest
Wakes up in the spring.
And in winter under a blizzard howl
Sleeping in a snow hut.
(A bear image appears on the interactive whiteboard (or TV) screen.)
Teacher: Why is the bear named so?
If you know the origin of the word bear, it is easy to remember its spelling. The word bear was formed from two words: honey and to know. The word to know in the old days meant to know.
(Look at the picture of the bear and describe it. The teacher asks leading questions.)
Children: The bear is a large predatory animal with brown hair and thick paws.
Teacher: How is the bear depicted in fairy tales?
Children: Clumsy, stupid, clumsy.
Teacher: In fact, a bear is a smart, agile, fast, very strong and cunning animal. If he runs away from someone, it is difficult to catch up with him. And when he sneaks up to his prey, not a single twig crunches under his paws.
Teacher: Open the textbook on page 99 and find our dictionary word at the bottom of the page. Pronounce this word orthoepically. What spellings did you see in the word?
(Children name orthograms: unstressed vowel e at the root of the word, double consonant d at the end of the word, b - an indicator of softness.)
Teacher: Read the dictionary word spelling correctly and write it down in your notebook.
(Children read the word in chorus, then write it down in their notebooks, divide it into syllables, put stress, underline spelling. One student works at the blackboard with comments.)
Teacher: And what spelling in this word can be checked?
Children: Double consonant d at the end of a word.
Teacher: Why is it testable?
Children: Because the double consonant d stands in strong position- followed by a vowel sound.
Teacher: Write down the test word bears in your dictionary.
5. Physical education minute.
Teacher: Imagine that we are bears and we are walking through the forest.
The bear walked, walked, walked,
Found white fungus.
One is a fungus, two is a fungus, three is a fungus,
He put them in a box.
The bear is tired
Dropped into place.
6. Consolidation of the material covered.
Work according to the textbook p. 100, exercise 14.
Children read the task for the exercise aloud, parse it, orally select test words. Then, in a chain, they go to the board and write down pairs of words: check and check, emphasizing the spelling. The following entry is obtained in notebooks and on the board: notebooks - notebook, sounds - sound, syllables - syllable, cacti - cactus, etc.
7. Physical education minute.
Teacher: Guys, does everyone remember the rules of conduct good student at school? Let's repeat them.
A desk is not a bed, and you can’t lie on it.
You sit at your desk harmoniously and behave with dignity.
Don't talk like an overseas parrot in class.
The teacher will tell you to get up.
The teacher will allow you to sit down - sit down.
If you want to ask - do not make noise,
But just raise your hand.
8. Continued consolidation of the material covered.
On the students' desks there are cards with written phrases, where the spelling is missing in words with a double consonant at the end of the word. Next in brackets are the spelling options for the letters of this orthogram. Students must choose the correct letter, circle it, and write the test word next to it.
Loss of a traumatic weapon punishment 2018 Loss of a traumatic weapon punishment 2018 In the current year, 5 units of civilian weapons were lost in the service area of the Ministry of Internal Affairs of Russia in ZATO Mirny, Arkhangelsk Region. The main reason for the loss is a violation of the rules for storing and carrying weapons. For allowed by the owners […]
Visual and auditory warning dictations.
Oak, coat of arms, dove, mushroom, tooth, club, forehead, pillar, snowdrift, bread, soup, sickle, sheepskin coat, chain, dill.
Eyebrow, beak, blood, lion, carrot, cliff, shoes, island, sowing, roar, sleeve, catch, barn, scarf, closet, fine.
Shore, enemy, friend, circle, meadow, ravine, pie, snow, boot, syllable, stack, horn, cottage cheese, iron, flag, step, south, tank, side, bull, wolf, tie, whistle, diary, sound, beetle, scream, hook, varnish, bow, poppy, hammer, hunter, sand, cancer, fisherman, park, juice, lesson, tank, apron, tongue.
Year, nail, city, grandfather, rain, report, thrush, plant, honey, horse, bear, ice, people, outfit, garden, dinner, detachment, parade, fruit, area, hike, train, pond, happy, row, garden, trail, warehouse, notebook, labor, cold, round dance, bow, bandage, brother, sideboard, screw, guest, bouquet, bone, brush, whale, cat, mole, bush, ballet, elevator, hammer, bridge, raft, rod, growth, mouth, salad, salute, light, whistle, plane, net, fleet, front, dressing gown, tail.
Watermelon, cart, load, eye, dirt, collective farm, frost, bottom, prize, story, state farm, basin, waltz, taste, weight, voice, goose, ear, forest, elk, sailor, nose, oats, dog, hour.
Luggage, garage, hedgehog, knife, beach, swift, watchman, already, siskin, experience, ruff, reed, pencil, lily of the valley, march, hut.
1. Here's a rod for you. Drive the geese to the pond. 2. Onions grew in the garden. The meadow was covered with lush grass.
1. A raft floats along the river. A ripe fruit fell from the tree. 2. The father has a hammer in his hands. In the winter cold we fed the birds.
1. An old oak tree grew behind the house. 2. Lena grated carrots for salad. 3. Cancer lived under a rock. 4. We are going to the ballet.
1. I love watermelon, and my brother loves melon. 2. Luggage was loaded into the wagons. 3. Grandpa has a fox coat. 4. Mom will knit a scarf for her brother.
1. A dog is a true friend. 2. Started academic year. 3. The school waltz sounded. 4. Fragrant lily of the valley grew in the forest.
1. A dove sat on the window. 2. The children stood in a circle. 3. The mushroom grew under the tree. 4. This is a bookcase.
1. Pour water into the basin. 2. Brother puts the car in the garage. 3. Dill was put into the soup. 4. The teacher puts grades in the diary.
1. A notebook costs two kopecks. 2. Frost bound the rivers with ice. 3. The hunter came across a large hut. 4. There was a stack of hay in the meadow.
1. The cliff is overgrown with dense spruce forest. 2. The word "horse" has one syllable. 3. Our coat of arms is a sickle and a hammer. 4. The sailor Orlov serves excellently.
1. Bought fresh bread in the morning. 2. Children need to buy shoes.
3. Our guests sat on the first row. 4. There are many birches in the forest.
1. The teacher made a report. 2. One of the bull's horns is broken. 3. Reeds grew near the shore. 4. Vera had a siskin in a cage.
1. Our people are building new life. 2. Our squad is going to the parade. 3. The city of Moscow is very big.
1. Take a knife and fork. 2. I crawled in the grass. 3. The dog attacked the trail. 4. Thrush pecks at berries.
1. I got the first prize. 2. For lunch they gave a pie with cabbage. 3. Vali has a strong voice. 4. Behind the forest is a large meadow.
The children stood in a circle. They are playing. Misha is a wolf. The wolf catches the geese. One goose at the wolf. Misha is happy.
Vanya was carrying bread. He is tired. Vanya sat down under a bush and fell asleep. And Rex is right there. The dog eats bread and growls. Vanya woke up. There is no bread. Vanya is crying. And Rex is whining. Sorry Vanya.
There was frost. Fluffy snow fell. The children took skates and skis. They went out to the park. There is a hill and a pond. Skates run easily on ice. Skis go fast from the hill. Good in winter!
Selective dictations.
The squad is coming.
Drummer
I am glad.
(A. Barto.)
Behind the fence is a garden -
Young apple trees.
There is a squad
With wheelbarrows and rakes.
(A. Barto.)
squinting eyes
And furrowing my brows
Muttering in his mouth,
Watchmaker Ivan Petrovich
Carefully took the watch.
(S. Mikhalkov.)
A year has passed like yesterday.
Over Moscow at this hour
The clock of the Kremlin tower strikes
Your salute - twelve times.
(S. Marshak.)
Under a birch on a hill
The old hedgehog made a mink ...
(G. Ladonshchikov.)
The snow was upset to tears:
The house is overgrown with icicles.
(L. Zubkova.)
Passersby say:
Here comes the spring!
And this is me working
Breaking the ice
(A. Barto.)
The fleet is sailing towards the mainland;
Flag on every ship.
(S. Marshak.)
Bear found honey in the forest -
Little honey, a lot of bees.
(S. Marshak.)
Here is our watermelon
Great tasting!
Even the nose and cheeks
All in watermelon juice.
(3. Aleksandrova.)
A hedgehog will stick on a needle
Pear, plum - every fruit,
What will he find under the tree?
(P. Voronko.)
Quietly, quietly it snows
Fluffy white snow.
We'll clear the snow and ice
In the yard with a shovel.
(M. Poznanskaya.)
Self-dictations.
The traffic light blinked and - time!
Suddenly he opened a green ... (eye).
Great tasting!
Scarlet, sugar ... (watermelon).
Lined up together,
The children went to ... (parade).
take care of your nose
In a strong ... (frost).
Once upon a time there were a hundred children
Everyone went to the kindergarten ... (garden).
Everyone is young
In winter ... (cold).
Our artist came home
He took a notebook and ... (pencil).
It's blue in the sky
In honor of the victory, the guns beat,
And sounds over the whole country
May, festive ... (salute).
I dig a hole day and night,
I don't know about the sun.
Who will find my long move
He will immediately say - this is ... (mole).
Now I'm in a cage, then in a line.
Feel free to write on them!
You can also draw.
What is me? … (notebook)
The sun will bake hotter
The rain will fall on us from the sky.
Bloom, turn green
Our cheerful ... (garden).
Topic : Paired consonants at the root of the word.
Target : Form an idea of consonant spellings at the root of the word, if these consonants are paired, if paired consonants are at the end of the word, if paired consonants are in the middle of the word before the consonants; about ways to check paired consonants in the root of a word: by changing the form given word and the choice of a single-root word. To draw the attention of children to the fact that paired consonants in the middle of a word can only be checked by selecting a single-root word.
Equipment : DOR, memo (how to highlight the root in single-root words.).
During the classes:
I Vocabulary work.
Picture dictation. (The teacher shows pictures, children write down vocabulary words. Emphasize the unchecked unstressed vowel, put stress)
City, plant, frost, boot, notebook, carrot, pencil, bear, watermelon.
Swap notebooks, correct mistakes with a simple pencil, if any.
Now compare with the words that I have written on the blackboard.
Correct the errors again if there are any.
Look carefully at the vocabulary words - what do they have in common?
(Nouns. Unchecked unstressed vowels at the root of a word, paired consonants at the end of a word).
2. New material.
A) What does a double consonant mean? (she has a couple and when we pronounce them, the air meets the same barrier, only one is pronounced loudly - the other is deaf).
How many are there? (12).
Let's call them. (B-P, V-F, G-K, D-T, F-Sh, Z-S.)
Will we check other consonants? (Not).
Why? (They are both heard and written).
For example?
We pronounce the word that we hear, but we write?
Conclusion : Voiced and voiceless paired consonants at the end of a word are pronounced dull. At the end of words, the pronunciation and designation in writing of paired consonants may or may not coincide.
What rule should we remember in order to write paired consonants correctly? (choose a test word so that after the double consonant there is a vowel).
So what is the topic of the lesson?
B) Work with the textbook.
Exercise number 45.
Read the riddle, guess. (Mushroom.).
What consonant is pronounced at the end of a word? (P)
– Are we writing? (b)
How can we check?
Write down the riddle. Write the guess word after the test word.
(Mushrooms - mushroom).
Highlight the root. ( memo)
AT) Independent work.
On the board: ... - camel (d, t),
...-le(f, c),
…-goal(b, n),
…-ca(d, t),
...- fat (f, c),
...-zu(b, p).
Write down the test word first, and then the one being checked. Highlight the root. Underline the letter you checked.
Let's see how we checked.
Conclusion : to check a paired consonant at the end of a word, you need to either change the form of the word or pick up a single-root word.
Fizminutka.
Let's get back to our riddle. See if there is a word in it with a double consonant? (Sha n ka).
Where is this paired consonant located? (in the middle of a word)
How did you find it? (pronunciation and spelling do not match).
When does it not match? (before voiceless consonants)
How can we check? (hat-hat).
On the board: ... - a pointer, ... - a fairy tale, ... - a riddle, ... - a fish, ... - a path.
Find paired consonants in these words. Highlight them.
How can we check? Write it down.
Conclusion : they selected single-root words - nouns, adjectives, verbs, so that after the checked consonant sound a vowel or voiced consonant (n) was heard.
Russian has 21 consonants and 36 consonants. Consonants and their corresponding consonant sounds:
b - [b], c - [c], d - [g], d - [e], f - [g], d - [d], h - [h], k - [k], l - [l], m - [m], n - [n], n - [n], r - [p], s - [s], t - [t], f - [f], x - [x ], c - [c], h - [h], w - [w], u - [u].
Consonants are divided into voiced and deaf, hard and soft. They are paired and unpaired. There are 36 different combinations of consonants in terms of pairing-unpairing of hard and soft, deaf and voiced: deaf - 16 (8 soft and 8 hard), voiced - 20 (10 soft and 10 hard).
Scheme 1. Consonant letters and consonant sounds of the Russian language.
Hard and soft consonants
Consonants are hard and soft. They are divided into paired and unpaired. Paired hard and paired soft consonants help us distinguish between words. Compare: horse [kon '] - con [kon], bow [bow] - hatch [l'uk].
For understanding, let's explain "on the fingers". If the consonant is in different words means either soft or solid sound, then the sound is paired. For example, in the word cat, the letter k denotes a hard sound [k], in the word whale, the letter k denotes a soft sound [k ']. We get: [k] - [k '] form a pair of hardness-softness. Sounds for different consonants cannot be attributed to a pair, for example [v] and [k '] do not make a pair in hardness-softness, but make a pair [v] - [v ']. If a consonant is always hard or always soft, then it belongs to unpaired consonants. For example, the sound [g] is always solid. There are no words in Russian where it would be soft [zh']. Since there is no pair [w] - [w ’], then it belongs to unpaired ones.
Voiced and voiceless consonants
Consonants are voiced and voiceless. Thanks to voiced and deaf consonants, we distinguish words. Compare: ball - heat, count - goal, house - volume. Voiceless consonants are pronounced almost with a covered mouth, when they are pronounced vocal cords does not work. For voiced consonants, more air is needed, the vocal cords work.
Some consonants have a similar sound in terms of pronunciation, but are pronounced with different tonality - deaf or sonorous. Such sounds are combined in pairs and form a group of paired consonants. Accordingly, paired consonants are a pair of voiceless and voiced consonants.
- paired consonants: b-p, v-f, g-k, d-t, s-s, f-sh.
- unpaired consonants: l, m, n, p, d, c, x, h, u.
Sonorant, noisy and hissing consonants
Sonorant - voiced unpaired consonants. There are 9 sonorous sounds: [th '], [l], [l '], [m], [m '], [n], [n '], [p], [p '].
Noisy consonants are voiced and deaf:
- Noisy voiceless consonants (16): [k], [k "], [p], [p"], [s], [s"], [t], [t"], [f], [f "], [x], [x'], [q], [h'], [w], [w'];
- Noisy voiced consonants (11): [b], [b '], [c], [c '], [g], [g '], [d], [d '], [g], [s ], [h'].
Hissing consonants (4): [g], [h '], [w], [u '].
Paired and unpaired consonants
Consonants (soft and hard, deaf and voiced) are divided into paired and unpaired. The tables above show the division. Let's summarize everything with a diagram:
Scheme 2. Paired and unpaired consonants. To be able to do phonetic parsing, in addition to consonants you need to know
Voiceless and voiced consonants
Paired voiceless consonants p, f, t, s(and corresponding soft), k, w at the end of a word and before voiceless consonants can be transmitted respectively by letters P or b , f or in , t or d , With or h , to or G , sh or and . The same letters can convey paired voiced consonants b, c, e, h(and corresponding soft), g, f before paired voiced consonants (except in). In order to correctly write a consonant letter in these cases, you need to choose a different form of the same word or another word, where in the same significant part of the word (same root, prefix, suffix) the consonant being checked is before the vowel or before the consonants p, l, m, n, v (and corresponding soft ones).
For example:
1) at the end of a word: du b (cf. oak, oak), deep P (stupid, stupid), gra b (rob), sy pi (pour), but With (noses), in h (carts), th d (of the year), cro t (mole), wife t (married), hand in (sleeves), cro vy (blood, blood), shtra f (fines, penalty, penal), vymo to (get wet, get wet, wet), blue to (bruises), mo G (can, could), small sh (baby, baby), monta and (mounting, mounting), draw zh (tremble, tremble); izmoro sz (frost, frost, freeze) and izmoro camping (drizzle, drizzle);
2) before consonants:
a) in front of the deaf: du b ki(cf. oaks, oak), trya P ka(rag, rag, rag, rag), ku P ca(merchant), about in ca(sheep), lo in cue(dexterous), hand in chik(sleeves), scale f chik(cabinets), neither h cue(low), mi With ka(bowls), Wa camping ka(Vasya), Ku sz ka(Kuzya, Kuzma), ka d ka(tub), me t cue(marks), to G ti(claw), lo to ti(elbow), be G stvo(running, fugitive), lo and ka(spoon, spoon), room sh ka(small rooms), wings sh to(wings); together and ku(intersperse) and together sh ku(mix), su P chik(soups) and su b chik(subject);
b) before paired voiced (except in): molo be ba(thresh), swa d ba(weddings, wedding; do not check with a word woo), ho d ba(walk), about camping ba(ask), re sz ba(cut), ox sh ba(magic), bo and ba(swear), vra and Yes(hostile), and gu(burn, burn), and to give(wait).
Exceptions: in words holed and open spelled With , although there are verbs open (Xia), open (Xia) and open (Xia), open up (Xia). In words abstraction, reaction, correction spelled to (although abstract, react, correct), in the word transcription spelled P (although transcribe); in these cases, the letter reflects the alternation of consonants in the source language (Latin).
In some words, the letter G sound is transmitted X : God(god, gods), light, lighter(easy), soft, softer(soft, soft). The words soft, softer, soften etc. should not be checked with words like pulp, soften, soften.
The spelling of unchecked consonants in roots is determined in dictionary order , for example: a b sept, a b salty, ane to DotA P teka, and P sitting, and With best, and f Ghanaian, in friend, in to Hall, in torii, G de, zi G zag, cosmon in then b shchy, oh P about f set, ryu to zach, With trousers, then G Yes, f thor, fu t bol, uh to substitutions .
Words with consonant combinations sk, st, zg, zd. In these combinations, the first consonant is usually unverifiable. When writing words containing these very common consonant groups, one should be guided by the following patterns of letter combinations.
1. There are no stems in Russian that end in letter combinations sg, sd , but there are only the basics on zg, zd (b ); are written: brain(brain), clanging, squealing, small fry; thrush, much, nail, nest, star, train, passage etc. At the beginning of the roots are written zg, zd : no idea(can not see), here, health, building ; exception : sweetness, sweet .
2. At the end of the stems, letter combinations predominate sk, st (b ); are written: start(launch), search, risk, melancholy, gloss, arabesque, Bryansk, Kursk. At the beginning of the basics and roots of letter combinations zk, zt missing, but written sk, st , for example: scrape, creak, cheekbone, wall, groan, step, country .
letter combination zt occurs only at the junction of the root with the suffix of the indefinite form (infinitive) of the verb: climb, gnaw, crawl, carry; letter combination zk - only at the junction of the root and suffix ?to?, for example: close, vile, grease, wagon, dragonfly.
Silent consonants
In groups of consonants, one of the consonants may not be pronounced: in combinations stn, stl, zdn, rdts, rdch, sts, zds, ntsk, ndsk, ndts, ntsv, stsk is the middle consonant, in combinations lnts, sun - initial consonant. The presence of an unpronounceable consonant is checked by selecting a different form of the same word or another related word where this consonant is pronounced, eg: ches t ny(honest, honor), Strass t ny(passionate, passion), rados t ny(joyful, joy), joint t ny(together), cross t ny, chair t Nick(cross, baptize), around t ny(around), braid t ny(bone), pakos t Nick(dirty trick, dirty trick), whip t choke(whip), crunch t choke(crunch), unhappily t ny and right now t livid(happiness), stuck t livid(envy), With t lat(stele), poses d ny(be late), praz d ny(idle), run over d Nick(ride), ser d tse, ser d cevin, ser d chishko(hearts, cordial), kres t tsovy(sacrum), is t ca(plaintiff), under the bonds d tsy(bridle), giant t sky(giant), gollan d sky and gollan d tsy(Holland, Dutch), agent t stvo(agent), marxis t sky(Marxist); co l nce(solar), healthy in goodbye, hello in go(healthy, health), I in to succumb(explicit).
Words without unpronounceable consonants , for example: horrible(terrible), dangerous, danger(dangerous), inert(kosen), skillful(skillful), dominate(power, domineering), participate(participation), send(send), intriguing, intrigue(schemer).
Exceptions. Contrary to the verification, according to tradition, the words are written: flash(although shine), bottle‘glass vessel’ (although glass, glass), be angry(although be angry), tablecloth(although tablecloth; but tablecloth).
In some cases, the silent consonant is unverifiable, for example: in in the word feeling, t in the word stairs(in the latter case, the consonant t spelled contrary to word verification ladder). The spelling of such words should be memorized, as well as words where an extra consonant can be suspected, for example: march(go), viands(food), peer.
double consonants
Double consonants at the junction of significant parts of the word
Double consonants are written at the junction of the prefix and the root, if the prefix ends and the root begins with the same consonant letter, for example: lawless, heartless, introduce, restore, chill, anciently, wipe(but cf. wipe off, where is the prefix about- ), support, threshold, pre-diploma, pour, scatter, call, interlock, counter-revolution, post-totalitarian .
They differ in spelling, on the one hand, words with a root ?even?(calculation, calculation, calculation; to comb, to comb), and on the other hand, words with the root -cheat- (ra ss read, ra ss read).
Double consonants are written at the junction constituent parts compound words , if one part ends and the other begins with the same consonant, for example: head physician, state property, Moscow City Council, pommaster .
Double n and double With are written at the junction of the generating stem and the suffix, if the stem ends and the suffix begins with the same consonant n or With :
In words with suffixes -n (oh, oh), for example: long(from length), old(antiquity), stone(stone), pocket(pocket), domain(blast furnace), law(law), living room(from noun. living room: living room talk, living room regular), chased(mint), temporary and temporal(time, time), wall(wall); -n (uy): autumn(autumn), third party(side), early(early); -Nick: price tag(price); -nits (a): belfry(ringing); -nicha (be): ape(a monkey);
In words with suffixes -sk (uy), for example: sailor(from sailor), Russian(Rus), Arzamas(Arzamas), Circassian(Circassian); -stv (about): art(skillful).
Double n also written in the numeral eleven(from one); double With - in the form of a man. the gender of the past tense of verbs when the root is combined on With with final part (postfix) -sya , for example: rush, escape .
Double l written in word goofy(from walk, suffix -living- ).
In words like young, swine, one is written n , since they do not contain the suffix -n- .
In fused words, no more than two identical consonants are written in a row , even though it was required by the composition of the word, for example: quarrel(race + quarrel), columnar(from column: column + ny), bathroom(from bath: bath+naya), five-ton(from ton: five+ton+ny), Odessa(from Odessa: odess+skiy), Prussian(from Prussia: Prussian+sky), Donbass(from Donbass: donbass+sky). But cf. preservation of three identical consonants in hyphenated words: press secretary, press service, mass start, gram-molecule, kilogram-meter .
Double consonants in Russian roots
Double consonants are written in the roots of Russian (not borrowed) words in the following cases.
· Double and written in words reins, yeast, buzz, juniper and in their derivatives, for example: yeasty, buzz, juniper, as well as in some forms of the verb burn and derivatives of it, for example: burn, burn, burnt, burnt, burnt, burning, burnt(second and arises here as a result of the alternation g - f: cf. sting - sting).
· However, in words where there is an alternation zg - zzh , zd - zzh, written in place of a long consonant and not double and , a zzh , for example: splashes(spray), grumble(killjoy), squeal(screech), rattle(to smithereens), clutter up(clutter up), cerebellum, crush(brain), later(late), come(arrival); the same in glimpse(from obsolete disdain'dawn').
· Double With written in word argument and its derivatives: quarrel, quarrel etc., as well as in words with the root ross- , for example: Russia, Russians, Russian, Great Russian, Little Russian .
Words with roots rus? written with one With , for example: rusist, russification, russified, russophile, russophobe, russify, Belarusian; but with a suffix ?sk?- double With : Russian, Russian-speaking, Russian-speaking, Belarusian, Great Russian; with double With the word is written Belarus.
Double consonants in borrowed (foreign) roots
The spelling of double consonants in the roots of borrowed (foreign) words is determined in dictionary order , for example: abbreviation, acclimatization, accompaniment, accreditation, neat, alley, antenna, appeal, apparatus, association, attraction, bacillus, gross, buddhism, bath, watt, gram, grammar, flu, group, illusion, illustration, immigration, irrigation, cash desk, cassette, killer, class, collection, column, comment, commune, compromise, correspondent, bullfight, corrosion, corruption, mass, metal, mission, short story, opposition, pizza, press, press, program, professor, rabbi, spinning, shelving, saturday, terrace, terror, ton, thriller, troupe, chlorophyll, hockey, kurtosis, essence .
foreign words with single consonants : aluminum, gallery, dessert, dealer, amateur, impresario, corridor, office, official, offshore, report, race, soffit, torero, sidewalk, plug, emigration and many others.
Double consonants are also written in some proper names, for example: Haggai, Apollo, Vissarion, Gennady, Hippolyte, Cyril, Philip, Alla, Anna, Apollinaria, Bella, Henrietta, Inna, Rimma; Akkerman, Bessarabia, Bonn, Holland, Essentuki, Odessa .
In variants diamond - diamond and derived words ( brilliant - brilliant, brilliant - brilliant, brilliant - brilliant) the second members of these pairs are written with one letter l before b . The same applies to options like million - millionth, millionth - millionth, billion - billionth(the second members of such pairs, limited in use, are more common in poetry).
In words formed from stems ending in two identical consonants, double consonants before suffixes are preserved, for example: group - group, group, group; program - program, program, program; score - five points, Gauls - Gallic, metal - metal, metallurgist; class - class, class, classmate; compromise - compromise, kilowatt - kilowatt, libretto - librettist, Normans - Norman, antenna - aerialist, bath - bathtub, Dardanelles - gift? Danelles, Calcutta - Calcutta, Cannes(and Cannes) - Cannes, Ravenna - Ravenna .
However, instead of a double consonant, one consonant is written in the following cases:
1) in diminutive and familiar forms of personal names with a suffix -to (a), for example: Alla - Alka, Stella - Stelka, Emma - Emka, Zhanna - Zhanka, Inna - Inka, Rimma - Rimka, Vassa - Vaska, Mirra - Mirka, Marietta - Marietka, Savva - Savka, Cyril - Kirilka, Philip - Filipka(same way: Filipok, genus. P. Filipka? and Filipchik);
2) single letter n - in any words with a suffix -to (a), for example: Finnish(cf. Finn), five-ton, three-ton(ton), column(Column), antenna(antenna);
3) in the following words: crystal(crystal), Finnish(Finn), operetta(operetta).
When abbreviating words containing a double consonant, only one consonant is retained as part of complex abbreviated words, for example: record(gramophone record), bureau(correspondent office), terrorist attack(terrorist act), groupcom, grouporg, special correspondent.
In the first part compound words, written with a hyphen, double consonants are preserved, for example: mass indicator, mass culture, mold, press center, express analysis, watt-second; same in word wattmeter.
At the end of words Donbass, Kuzbass(-bass from swimming pool) is written double With .
It is necessary to distinguish between the spelling of compound words and graphic abbreviations: the latter retain double consonants at the end before the dot, for example: special correspondent, correspondent, but: specialist. corr., sob. corr.
