Paired consonants and letters. §3

In this chapter:

§one. Sound

Sound- the minimum unit of sounding speech. Each word has a sound shell, consisting of sounds. Sound correlates with the meaning of the word. Have different words and the forms of the word sound design is different. The sounds themselves don't matter, but they do important role: they help us distinguish between:

• words: [house] - [volume], [volume] - [there], [m'el] - [m'el ']
• word forms: [house] - [lady´] - [house´ ma].

Note:

words written in square brackets are given in transcription.

§2. Transcription

Transcription is a special recording system that displays sound. The characters are accepted in the transcription:

Square brackets representing transcription.

[´] - stress. The stress is put if the word consists of more than one syllable.

[б ’] - the icon next to the consonant denotes its softness.

[j] and [th] are different meanings of the same sound. Since this sound is soft, these symbols are often used with the additional designation of softness:, [’’]. On this site, the designation [th '] is adopted, which is more familiar to most of the guys. The softness icon will be used to make you more accustomed to the softness of the sound.

There are other symbols as well. They will be introduced gradually as you become familiar with the topic.

§3. Vowel and consonant sounds

Sounds are divided into vowels and consonants.
They have a different nature. They are pronounced and perceived differently, and also behave differently in speech and play different roles in it.

Vowels- these are sounds, when pronounced, the air freely passes through the oral cavity, without encountering obstacles in its path. Pronunciation (articulation) is not focused in one place: the quality of the vowels is determined by the shape of the mouth, which acts as a resonator. When articulating vowels, the vocal cords work in the larynx. They are close, tense and vibrate. Therefore, when pronouncing vowels, we hear a voice. Vowels can be pulled. You can shout them. And if you put your hand to your throat, then the work of the vocal cords when pronouncing vowels can be felt, felt with your hand. Vowels are the basis of a syllable, they organize it. There are as many syllables in a word as there are vowels. For instance: he- 1 syllable, she- 2 syllables, guys- 3 syllables, etc. There are words that consist of one vowel sound. For example, unions: and, and and interjections: Oh !, Oh !, Ooh! other.

In a word, vowels can be in stressed and unstressed syllables.
Stressed syllable the one in which the vowel is pronounced clearly and appears in its basic form.
V unstressed syllables vowels are modified, pronounced differently. The change of vowels in unstressed syllables is called reduction.

There are six stressed vowels in Russian: [a], [o], [y], [s], [and], [e].

Remember:

Words that can only consist of vowels are possible, but consonants are also necessary.
In Russian, there are much more consonants than vowels.

§4. The way consonants are formed

Consonants- these are sounds, when pronounced, the air encounters an obstacle in its path. In Russian, there are two types of barriers: a slit and a bow - these are two main ways of forming consonants. The type of obstruction determines the nature of the consonant sound.

Slit formed, for example, when pronouncing sounds: [s], [h], [w], [g]. The tip of the tongue only approaches the lower or upper teeth. Slotted consonants can be pulled: [s-s-s-s], [w-w-w-w] . As a result, you will hear a good noise: when pronouncing [s] - whistling, and when pronouncing [w] - hissing.

Bow, the second type of articulation of consonants is formed when the organs of speech are closed. The air flow abruptly overcomes this obstacle, the sounds are short and energetic. Therefore, they are called explosive. You won't be able to pull them. These are, for example, the sounds [n], [b], [t], [d] . This articulation is easier to feel and feel.

So, when pronouncing consonants, noise is heard. The presence of noise - distinctive feature consonants.

§5. Voiced and voiceless consonants

According to the ratio of noise and voice, consonants are divided into voiced and deaf.
When pronouncing voiced consonants are heard both voice and noise, and deaf- only noise.
Deaf people cannot be pronounced loudly. They cannot be shouted.

Let's compare the words: House and cat. Each word has 1 vowel sound and 2 consonants. The vowels are the same, but the consonants are different: [d] and [m] are voiced, and [k] and [t] are voiceless. Voice-deafness is the most important sign of consonants in Russian.

pairs of voiced-deafness:[b] - [n], [h] - [c] and others. There are 11 such pairs.

Pairs for deafness-voicedness: [n] and [b], [n "] and [b"], [f] and [c], [f "] and [c"], [k] and [g], [k "] and [g"], [t] and [d], [t "] and [d"], [w] and [g], [s] and [z], [s "] and [ h "].

But there are sounds that do not have a pair on the basis of voicedness - deafness. For example, the sounds [p], [l], [n], [m], [y ’] do not have a voiceless pair, while [c] and [h’] have a voiced pair.

Unpaired in deafness-voiced

Voiced unpaired:[p], [l], [n], [m], [y "], [p"], [l "], [n"], [m "] . They are also called sonorous.

What does this term mean? This is a group of consonants (9 in total) with pronunciation features: when they are pronounced in the oral cavity, obstacles also arise, but such that the air stream, passing through an obstacle makes only a slight noise; air flows freely through an opening in the nasal cavity or mouth. Sonorous are pronounced using a voice with the addition of minor noise. Many teachers do not use this term, but everyone should know that these sounds are voiced unpaired.

Sonorants have two important features:

1) they are not stunned, like paired voiced consonants, before the deaf and at the end of the word;

2) in front of them, voicing of paired voiceless consonants does not occur (i.e., the position in front of them is strong in terms of voicelessness, as well as in front of vowels). For more information on positional changes, see.

Deaf unpaired:[c], [h "], [w":], [x], [x "].

What is the easiest way to memorize lists of voiced and voiceless consonants?

The phrases will help to remember the lists of voiced and voiceless consonants:

Oh, we didn’t forget each other!(There are only voiced consonants)

Foka, would you like to eat some checz?(There are only voiceless consonants here)

True, these phrases do not include hardness-softness pairs. But usually people can easily figure out that not only hard [s] sonorous, but also soft [s "], not only [b], but also [b"], etc.

§6. Hard and soft consonants

Consonants differ not only in voicelessness, but also in hardness and softness.
Hardness-softness- the second most important sign of consonants in Russian.

Soft consonants differ from solid the special position of the language. When pronouncing hard, the entire body of the tongue is pulled back, and when pronouncing soft, it is shifted forward, and the middle part of the tongue is raised. Compare: [m] - [m ’], [h] - [z’]. Voiced soft sounds higher than hard ones.

Many Russian consonants form hardness-softness pairs: [b] - [b ’], [c] - [c’] and others. There are 15 such pairs.

Pairs of hardness-softness: [b] and [b "], [m] and [m"], [p] and [p "], [c] and [c"], [f] and [f "] , [h] and [h "], [c] and [c"], [d] and [d "], [t] and [t"], [n] and [n "], [l] and [l "], [p] and [p"], [k] and [k "], [z] and [z"], [x] and [x "].

But there are sounds that do not have a hard-soft pair. For example, the sounds [w], [w], [c] do not have a soft pair, while [y ’] and [h’] have no hard pair.

Unpaired in hardness-softness

Solid unpaired: [w], [w], [c] .

Soft unpaired: [th "], [h"], [w ":].

§7. Indicating the softness of consonants in writing

Let's digress from pure phonetics. Consider practically important question: how is the softness of consonants in writing indicated?

In Russian, there are 36 consonants, among which there are 15 pairs of hardness-softness, 3 unpaired hard and 3 unpaired soft consonants. There are only 21 consonants. How can 21 letters represent 36 sounds?

For this are used different ways:

• iotated letters e, e, y, i after consonants, except w, w and c, unpaired in hardness-softness, indicate that these consonants are soft, for example: aunt- [t'o't'a], uncle -[Yes Yes] ;
• letter and after consonants, except w, w and c... Consonants denoted by letters w, w and c, unpaired solid. Examples of words with a vowel and: no wea- [n'i' tk'i], sheet- [l'ist], cute- [cute'] ;
• letter b, after consonants, except w, w, after which soft sign is an indicator grammatical form... Examples of soft-signed words : request- [prose'ba], stranded- [m'el '], distance- [gave ’].

Thus, the softness of consonants in writing is conveyed not in special letters, but in combinations of consonants with letters and, e, e, u, i and b. Therefore, when parsing, I advise you to pay special attention to the adjacent letters after the consonants.

Discussing the problem of interpretation

School textbooks say that [w] and [w ’] - unpaired in hardness-softness. How so? We hear that the sound [sh ’] is a soft analogue of the sound [sh].
When I studied at school myself, I could not understand why? Then my son went to school. He had the same question. It appears in all children who are thoughtful about learning.

Confusion arises because school textbooks do not take into account that the sound [ш '] is also long, but the solid [ш] is not. Pairs are sounds that differ in only one sign. A [w] and [w ’] - two. Therefore, [w] and [w ’] are not pairs.

For adults and high school students.

In order to maintain correctness, it is necessary to change the school tradition of transcribing the sound [ш ']. It seems that it is easier for the guys to use one more additional sign than to face an illogical, obscure and misleading statement. It's simple. So that generation after generation does not rack their brains, it is finally necessary to show that a soft hissing sound is long.

For this, in linguistic practice, there are two icons:

1) a superscript over the sound;
2) colon.

The use of an accented mark is inconvenient because it is not provided for by the set of characters that can be used in computer typing. This means that the following possibilities remain: the use of a colon [ш ’:] or a grapheme denoting the letter [ш’] . It seems to me that the first option is preferable. First, the guys often mix sounds and letters at first. The use of a letter in transcription will create a basis for such a confusion, provoke an error. Secondly, the guys now start to learn early foreign languages... And the [:] icon is already familiar to them when using it to indicate the longitude of sound. Thirdly, transcription with the designation of longitude by the colon [:] will perfectly convey the features of the sound. [ш ’:] - soft and long, both signs that make it different from the sound [ш] are presented clearly, simply and unambiguously.

What advice is there for the guys who are now studying using generally accepted textbooks? You need to understand, comprehend, and then remember that in fact the sounds [ш] and [ш ’:] do not form a pair in terms of hardness and softness. And I advise you to transcribe them as your teacher requires.

§eight. Place of consonant formation

Consonants differ not only according to the signs you already know:

• deafness-voicedness,
• hardness-softness,
• method of formation: bow-slit.

The last, fourth sign is important: place of education.
Articulation of some sounds is carried out by the lips, others - by the tongue, its in different parts... So, the sounds [n], [n '], [b], [b'], [m], [m '] - labial, [v], [v'], [f], [f ' ] - labiodental, all the rest - lingual: front-lingual [t], [t '], [d], [d'], [n], [n '], [s], [s'], [s ], [z '], [w], [w], [w':], [h '], [q], [l], [l'], [p], [p '] , middle lingual [th '] and posterior lingual [k], [k ’], [g], [g’], [x], [x ’].

§9. Positional changes of sounds

1. Strong-weak positions for vowels. Vowel positional changes. Reduction

People don't use spoken sounds in isolation. They don't need it.
Speech is a stream of sound, but a stream, organized in a certain way. The conditions in which this or that sound is found are important. The beginning of a word, the end of a word, a stressed syllable, an unstressed syllable, a position in front of a vowel, a position in front of a consonant are all different positions. We will figure out how to distinguish between strong and weak positions, first for vowels, and then for consonants.

Strong position one in which sounds are not subject to positional changes and appear in their basic form. A strong position is allocated for groups of sounds, for example: for vowels, this is the position in the stressed syllable. And for consonants, for example, the position in front of the vowels is strong.

For vowels, the strong position is stressed, and the weak one is unstressed..
In unstressed syllables, the vowels undergo changes: they are shorter and are not pronounced as clearly as under stress. Such a change in vowels in weak position called reduction... Due to the reduction, fewer vowels are distinguished in the weak position than in the strong one.

Sounds corresponding to stressed [o] and [a], after hard consonants in a weak, unstressed position, sound the same. The normative language in the Russian language is "akane", i.e. nondiscrimination O and A in an unstressed position after hard consonants.

• under stress: [house] - [dam] - [o] ≠ [a].
• without stress: [d a ma´] -home´ - [d a la´] -dala´ - [a] = [a].

Sounds corresponding to stressed [a] and [e] sound the same after soft consonants in a weak, unstressed position. Hiccup is considered to be the normative pronunciation. nondiscrimination E and A in an unstressed position after soft consonants.

• under stress: [m'ech ’] - [mach’] - [e] ≠ [a].
• without stress: [m'ich'o'm] - sword 'm -[m'ich'o'm] - ball 'm - [and] = [and].
• But what about the vowels [and], [s], [y]? Why was nothing said about them? The fact is that these vowels in a weak position are only exposed to quantitative reduction: they are pronounced more concisely, weakly, but their quality does not change. That is, as for all vowels, an unstressed position for them is a weak position, but for a student these vowels in an unstressed position do not pose a problem.

[ly'zhy], [in _lu'zhu], [n'i' t'i] - both in the strong and in the weak positions, the quality of the vowels does not change. And under stress, and in an unstressed position, we clearly hear: [s], [y], [and] and write the letters with which these sounds are usually denoted.

Discussing the problem of interpretation

What vowel sounds are actually pronounced in unstressed syllables after hard consonants?

Performing phonetic parsing and making transcription of words, many guys express bewilderment. In long polysyllabic words, after hard consonants, not the sound [a] is pronounced, as school textbooks say, but something else.

They are right.

Compare the pronunciation of the words: Moscow - Muscovites... Repeat each word several times and listen to which vowel sounds in the first syllable. With the word Moscow everything is simple. We say: [maskva´] - the sound [a] is clearly audible. And the word Muscovites? In accordance with the literary norm, in all syllables, except for the first syllable before the stress, as well as the positions of the beginning and end of the word, we pronounce not [a], but another sound: less distinct, less clear, more like [s] than [ a]. In the scientific tradition, this sound is designated by the sign [b]. So, in reality we say: [мълко´] - milk ,[xyrasho´] - Okay ,[k'lbasa´] - sausage.

I understand that by giving this material in the textbooks, the authors tried to simplify it. Simplified. But many children with good hearing, hearing clearly that the sounds in the following examples are different, cannot understand why the teacher and the textbook insist that these sounds are the same. Actually:

[v a Yes ] - water '-[v b d'inoy '] - watery:[a] ≠ [b]
[dr a wha '] - firewood´ -[dr b in'ino'th '] - wood burning:[a] ≠ [b]

A special subsystem is made up of the realization of vowels in unstressed syllables after hissing ones. But in the school course, this material is not presented at all in most textbooks.

What vowel sounds are actually pronounced in unstressed syllables after soft consonants?

I have the greatest sympathy for the guys who learn from textbooks that offer on-site A,E, O after soft consonants, hear and transmit the sound "and, inclined to e" in transcription. I think it is fundamentally wrong to give schoolchildren as the only option an outdated pronunciation norm - "ekane", which is much less common today "hiccups", mainly among deeply elderly people. Guys, feel free to write in an unstressed position in the first syllable before the stress in place A and E- [and].

After soft consonants in other unstressed syllables, in addition to the position of the end of the word, we pronounce a short weak sound reminiscent of [and] and denoted as [b]. Speak the words eight, nine and listen to yourself. We pronounce: [in 's'm'] - [b], [d'e' v''t '] - [b].

Do not confuse:

Transcription signs are one thing, but letters are quite another.
The transcription sign [ъ] denotes a vowel after hard consonants in unstressed syllables, except for the first syllable before stress.
The letter ъ is a solid sign.
The transcription sign [b] denotes a vowel after soft consonants in unstressed syllables, except for the first syllable before stress.
The letter ь is a soft sign.
Transcription characters, unlike letters, are given in square brackets.

End of word- a special position. There is a clarification of vowels after soft consonants. System unstressed endings is a special phonetic subsystem. In it E and A differ:

Building[building n'iy'e] - building[zda'n'iy'a], opinion[m'e' n'iy'e] - opinions[mn'e' n'iy'a], sea[mo're] - seas[mo'ra], in 'la[vo'l'a] - on the outside[na_vo'l'e]. Keep this in mind when doing phonetic parsing of words.

Check:

How your teacher requires you to designate vowels in an unstressed position. If he uses a simplified transcription system, that's okay: it's widely accepted. Just don't be surprised that you actually hear different sounds in an unstressed position.

2. Strong-weak positions for consonants. Positional changes of consonants

For all consonants without exception, the strong position is position before vowel... Before vowels, consonants appear in their basic form. Therefore, when doing phonetic analysis, do not be afraid to make a mistake when characterizing a consonant in a strong position: [dach'a] - dacha,[t'l'iv'i' zur] - TV set,[s'ino' n'ims] - sino 'nims,[b'ir'o´ zy] - birch,[karz "i´ us] - baskets... All consonants in these examples are before vowels, i.e. in a strong position.

Strong positions in voice deafness:

• before vowels: [there] - there,[I will] - I will,
• before unpaired voiced voices [p], [p ’], [l], [l’], [n], [n ’], [m], [m’], [th ’]: [dl’a] - for,[tl'a] - aphid,
• Before [in], [in ’]: [your’] - mine,[ringing] - ringing.

Remember:

In a strong position, voiced and voiceless consonants do not change their quality.

Weak positions in deafness-voicedness:

• before paired by deafness-voiced: [weak] - sweet,[zu' pk'i] - zu'bki.
• in front of deaf unpaired: [aphva 't] - girth, [fhot] - entrance.
• at the end of a word: [zup] - tooth,[dup] - oak.
  

Positional changes of consonants for deafness-voicedness

In weak positions, the consonants are modified: positional changes occur with them. Voiced speakers become deaf, i.e. are deafened, and the deaf - voiced, i.e. voiced. Positional changes are observed only in paired consonants.

Stunning-voicing of consonants

Stunning voiced occurs in positions:

• before paired deaf: [fsta 'v'it'] - v turn,
• at the end of a word: [clath] - treasure.

Sounding the deaf happens in position:

• before paired voiced: [kaz'ba'] - to With wha '

Strong positions in hardness-softness:

• before vowels: [mate ’] - mother,[m'at '] - crumple,
• at the end of a word: [out] - out,[out ’] - stench,
• before the labial-labial: [b], [b '], [p], [p'], [m], [m '] and posterior lingual: [k], [k'], [g], [g ' ], [x [, [x '] for sounds [s], [s'], [s], [s'], [t], [t'], [d], [d '], [n ], [n '], [p], [p']: [sa' n'k'i] - Sa'nky(genus. pad.), [s'anq'i] - sled,[boo lka] - bou'lka,[boo l'kat '] - boo lkat,
• all positions for sounds [l] and [l ']: [forehead] - forehead,[pal'ba] - firing.

Remember:

In a strong position, hard and soft consonants do not change their quality.

Weak positions in hardness-softness and positional changes in hardness-softness.

• before soft [t ’], [d’] for consonants [c], [z], which are necessarily softened:, [z’d’es ’],
• before [h ’] and [w’:] for [n], which is necessarily softened: [by 'n'ch'ik] - donut,[ka 'm'n'sh': uk] - ka 'the messenger.

Remember:

In a number of positions today, both soft and hard pronunciation are possible:

• before soft front-lingual [n '], [l'] for front-lingual consonants [c], [h]: snow -[s'n'ek] and, to piss off -[z'l'it '] and [evil']
• before soft front-lingual, [z '] for front-lingual [t], [d] - raise 't -[pad'n'a't '] and [pad'n'a't'] , take away -[at'n'a't ’] and [atn'a't’]
• before the soft front-lingual [t "], [d"], [s "], [z"] for the front-lingual [n]: vi' ntik -[v'i'n "t" uk] and [v'i' nt'ik], pe´ nsya -[p'e' n's'iy'a] and [p'e' ns'iy'a]
• before soft labial [v ’], [f’], [b ’], [p’], [m ’] for labial: enter -[f "p" isa 't'] and [fp "is'at '], ri´ fme(date pad) - [r'i' f "m" e] and [r'i' fm "e]

Remember:

In all cases, positional softening of consonants is possible in a weak position.
Writing a soft sign with positional softening of consonants is wrong.

Positional changes of consonants based on the method and place of formation

Naturally, in the school tradition it is not customary to present the characteristics of sounds and the positional changes occurring with them in full detail. But general patterns phonetics must be learned. Without this, it is difficult to do phonetic parsing and complete test tasks. Therefore, below is a list of position-related changes in consonants according to the characteristics of the method and place of formation. This material is a tangible help for those who want to avoid mistakes in phonetic analysis.

Assimilation of consonants

The logic is this: the Russian language is characterized by the assimilation of sounds, if they are similar in some way and at the same time appear to be close.

Learn the list:

[c] and [w] → [w:] - sew

[h] and [f] → [f:] - squeeze

[s] and [h ’] - at the root of words → [w ’:] - happiness, account
- at the junction of morphemes and words → [w ’: h’] - comb, dishonorable, with what (a preposition followed by a word is pronounced as one word)

[s] and [w ’:] → [w’:] - split

[t] and [c] - in verb forms → [c:] - smiles
-at the junction prefix and root → [cs] - pour out

[t] and [c] → [c:] - unhook

[t] and [h ’] → [h’:] - report

[t] and [t] and [w ’:] ← [c] and [h’] - Countdown

[d] and [w ’:] ← [c] and [h’] - counting

Assign consonants

Assimilation is a process of positional change, the opposite of assimilation.

[g] and [k'] → [x'k '] - light

Simplifying consonant groups

Learn the list:

vst - [st]: hello feel
zdn - [zn]: late
zd - [ss] : under the bridle
lnts - [nts]: Sun
ndc - [nts]: Dutch
ndsh - [nsh:] landscape
ntg - [ng]: x-ray
pdc - [rts]: heart
rdch - [rh ’]: heart
stl - [sl ’]: happy
stn - [sn]: local

Pronunciation of groups of sounds:

In the forms of adjectives, pronouns, participles, there are letter combinations: wow, him. V place G in them is pronounced [in]: him beautiful blue.
Avoid reading letter by letter. Say the words him, blue, beautiful right.

§10. Letters and Sounds

Letters and sounds have miscellaneous purpose and a different nature. But these are related systems. Therefore, the types of ratio need to be known.

Types of ratio of letters and sounds:

1. The letter denotes a sound, for example vowels after hard consonants and consonants before vowels: weather.
2. The letter has no sound of its own, for example b and b: mouse
3. The letter denotes two sounds, for example, iotated vowels e, e, y, i in positions:
   • the beginning of a word,
   • after the vowels,
   • after dividing b and b.
4. A letter can denote the sound and quality of the preceding sound, such as iotated vowels and and after soft consonants.
5. The letter may indicate the quality of the preceding sound, for example b in words shadow, stump, firing.
6. Two letters can denote one sound, more often a long one: sew, compress, rush
7. Three letters correspond to one sound: smile - yes -[c:]

Test of strength

Check your understanding of the content of this chapter.

Final test

1. What determines the quality of a vowel sound?

   • From the shape of the oral cavity at the time of pronouncing the sound
   • From the obstacle formed by the organs of speech at the time of uttering a sound

2. What is called a reduction?

   • pronunciation of stressed vowels
   • unstressed vowel pronunciation
   • special pronunciation of consonants

3. For what sounds does the air stream meet an obstacle on its way: a bow or a gap?

   • Vowels
   • Consonants

4. Can voiceless consonants be pronounced loudly?

5. Are the vocal cords involved in pronouncing voiceless consonants?

6. How many pairs of voiceless consonants form?

7. How many consonants do not have a voice-deafness pair?

8. How many pairs of hardness-softness Russian consonants form?

9. How many consonants have no hard-softness pair?

10. How is the softness of consonants conveyed in writing?

    • Special badges
    • Combinations of letters

11. What is the name of the position of sound in the stream of speech, in which it appears in its basic form, without undergoing positional changes?

    • Strong position
    • Weak position

12. What sounds have strong and weak positions?

    • Vowels
    • Consonants
    • For all: both vowels and consonants

Right answers:

1. From the shape of the oral cavity at the time of pronouncing the sound
2. unstressed vowel pronunciation
3. Consonants
4. Combinations of letters
5. Strong position
6. For all: both vowels and consonants

In contact with

The Russian language is quite complicated, and everyone knows that. To be literate, you need to primary grades pay special attention to spelling, because it is at this time that the basis of people's spelling literacy is formed. The difficulty of the language is often associated with incomprehensible pronunciation, that is, the discrepancy between the pronounced sounds and letters. This is often associated with paired consonants.

Paired consonants are letters that, according to their characteristics, characterize them, have a certain pair. One of these signs is the opposition of a voiced and a dull sound.

Certain consonants can differ only in how the voice is involved in pronunciation. Their other signs are the same. Others who do not have a pair in accordance with the signs: deaf - voiced - not paired. These include: l, m, x, c, h, w, y.

In order to be literate, it is imperative to know these letters and sounds, as well as to know the rules. Examples of words with a paired letter at the root:

• pillar (p) - check - pillars
• frost (s) - checked by the word frost or frosty
• beard (t) ka - checker - beard

Spelling words with a paired consonant at the root

When pronounced, paired sounds can replace each other. However, this is not reflected in the letter in any way. From this it follows that the letters in the word remain unchanged, no matter what sounds are heard in place. Thus, the principle of uniformity of morphemes is implemented in the Russian language. This law completely subordinates the spelling of consonants that have a pair. The rule is stated in the following points:

If the paired sound is at the root, then it is very easy to make a mistake. In order not to make mistakes, you need to select test words according to the rule. The rule is as follows: to check a paired consonant, it is necessary to choose such a test word so that after this consonant there is a vowel or sonorant sound.

For example, "snow". At the end, the sound "k" is heard. To check, we select such a word so that after the consonant there is a vowel - "snow". Now the sound "g" is heard, which means that the letter "g" is written.

Thus, paired letters located at the root of a word require verification when they are in a weak position, that is:

• at the end of words (for example, siskin);
• when they are in the middle of a word, and after them there is a paired consonant (for example, birch, light, etc.).

Those letters that are in a strong position do not need to be checked. This usually happens when the consonant is followed by a vowel or sonor consonant.

Spelling in third grade

In the third grade, children are actively learning to read and write and the rules of the Russian language, because this is the basis of spelling. It is simply necessary to know these rules, because, due to some peculiarities of the Russian language, it can be difficult to put the correct letter. Letters that have a pair are especially difficult for kids to write. Especially when they are at the end or at the root. By the third grade, there should already be much fewer mistakes, especially if the child has mastered the rule that was discussed above well.

To write correctly, you must be able to select the root. First, select it in the first value, and then in the test value. The vowel after the check root must be underlined with two lines. With such a parsing, it immediately becomes clear how the initial version is written, and why.

The goal of the teacher is to convey to his students the correct spelling and teach them to choose the same root words. When a child knows how to do this, he admits much less mistakes.

Examples of

There are many examples in which the student can clearly see the spelling. Visibility - The best way remember the rule and write correctly in the future. Examples include:

1. Tooth - teeth ("p" is heard, and "b" is written - this becomes clear after checking).
2. Grass - a blade of grass or grass (the sound "f" is heard at the root, but it is necessary to write "v" correctly. Again, if you check and choose another word, then it will be impossible to write incorrectly).
3. Horse - horse (the sound "t" is heard, but after checking, we get the correct spelling with the letter "d".
4. Oak - oaks ("p" is heard at the end, although when checking it it becomes clear that it is necessary to write "b".

There are many such examples, and having learned to select them, the child will write much more competently and make fewer mistakes. The main thing is to help him learn how to do it.

In Russian, voiceless and voiced consonants are separated. The rules for writing letters denoting them begin to be studied already in the first grade. But even after leaving school, many still cannot write words without errors, where voiceless and voiced consonants are encountered. This is sad.

Why do you need to correctly write voiceless and voiced consonants in Russian

Some people are superficial about the culture of writing. They justify their ignorance in this area with such a common phrase: "What difference does it make how it is written, it is still clear what it is about!"

In fact, mistakes in spelling of words indicate a low level of personality culture. You cannot consider yourself a developed person, not being able to write correctly in your native language.

There is one more fact that testifies in favor of the rule of error-free spelling. After all, voiceless and voiced consonants are sometimes found in words that are homophones orally in speech. That is, they sound the same, but they are written differently. Incorrect use of the letter in them is fraught with the loss or change of the meaning of the context.

For example, the words "pond" - "twig", "cat" - "code", "horn" - "rock" are just included in this list.

Shameful loss

A funny episode from life can be told to schoolchildren in the Russian language lesson. It should be based on the fact that several guys did not know how to correctly write letters in words for voiced and voiceless consonants.

And it happened during the school team game "Treasure Hunters". In her rules it was noted that you need to move along the route indicated in the notes. Moreover, the place where the next letter was hidden was not indicated exactly. The note only contained a hint of it.

The teams received their first letters with the following text: "Road, meadow, stone." One group of children immediately ran towards the lawn, found a stone there, under which a letter was hidden. The second, having confused the words-homophones "meadow" and "bow", ran to the garden bed. But, naturally, they did not find any stone among the bright green rows.

You can change the story in such a way as if an illiterate scribe composed the notes. It was he who, giving instructions to the members of his team, used "bow" instead of the word "meadow". Not knowing how to spell paired voiced and voiceless consonants, the "literate" misled the guys. As a result, the competition was disrupted.

The rule of writing dubious paired consonants for deafness-voiced consonants

In fact, it is quite simple to check which letter should be written in a particular case. Paired voiced and voiceless consonants raise doubts about writing only when they are at the end of a word or there is another voiceless consonant behind them. If one of these cases takes place, you need to choose a single root or change the form of the word so that the dubious consonant is followed by a vowel sound. You can also use the option where the checked letter is followed by a voiced consonant.

A mug is a mug, snow is snow, bread is bread; carving - carved, sweat - sweaty.

Didactic game "Connect the checked word with the checking word"

In order to have time to do more during class, you can play a game in which skills are consolidated without writing down. Its condition will be a task in which children are asked only to connect test words with the tested traits. It takes less time for this, and the work done will be extremely effective.

The game will become more interesting if it is carried out in the form of a competition. For this, three variants of tasks are made, where two columns are used. One contains test words. In the other, you need to add those in which voiced and voiceless consonants are in a dubious position. Examples of words might be like this.

First column: bread, ponds, snow, onion, meadows, twig... Second column: onions, bread, meadow, twig, snow, pond.

To complicate the task, you can include in the column with test words those that are not suitable for verification, that is, they are not the same root with those in the spelling of which there are doubts: snacks, servant, octopus.

Voice-deafness consonant table

All consonants are divided according to several parameters. During the phonetic parsing of a word at school, characteristics such as softness-hardness, voicedness or deafness are indicated. For example, the sound [n] is a consonant, solid, voiced. And the sound [n] differs from it in only one characteristic: it is not voiced, but deaf. The difference between the sounds [p] and [p '] lies only in softness and hardness.

Based on these characteristics, a table is compiled, thanks to which it is possible to determine whether the sound has a pair of soft-hardness. After all, some consonants are only soft or only hard.

Also, voiced and voiceless consonants are distinguished. The table presented here shows that some sounds do not have a pair for this feature. For example, these are

• y, l, m, n, p;
• x, c, h, sch.

Moreover, the sounds of the first row are voiced, and the sounds of the second are deaf. The rest of the consonants are paired. It is they that make it difficult to write, since a dull sound is often heard where the letter denoting a voiced consonant is written.

Only paired consonants - voiced and voiceless - require checks. The table reflects this point. For example, the sound "b", falling into the final position or facing another voiceless consonant, itself "stuns", turning into "p". That is, the word "hornbeam" (wood species) is pronounced and heard as [grap].

The table shows that these sounds are paired in voicing-deafness. The same can be called "v" - "f", "g" - "k", "d" - "t", "w" - "w" and "z" - "s". Although to the pair "g" - "k" you can add the sound "x", which often sounds in a stunned position in place of "g": soft - soft[m'ahk'iy], light - light[l'ohk'iy].

Didactic game-loto "Doubtful consonants"

So that classes in which the spelling of voiced and voiceless consonants are studied do not turn into a tedious routine, they should be diversified. For teachers and parents, special small cards with pictures and words containing dubious consonants can be prepared for didactic games. Doubtful consonants can be replaced with dots or asterisks.

Additionally, larger cards should be made, in which only letters will stand, denoting consonants that are paired in voicing-voicelessness. Cards with pictures are laid out on the table.

At the signal of the leader, the players take them from the table and cover the letters on the large card with them, which are missed in their opinion. Whoever closes all the windows before others and without mistakes is considered the winner.

Extracurricular activities in the Russian language

Winning options for developing interest in this field of science are evenings, competitions, KVNs. They are held after hours for everyone.

It is very important to create a captivating scenario for such an event. Special attention should be given to developing assignments that are both useful and fun. These activities can be conducted with students of all ages.

Interesting tasks can also be those that contain an element of literary creativity. For example, it is useful to suggest to the guys:

Make a story about how the sounds "t" and "d" quarreled;

Come up with as many cognate words for the word "horn" as possible in one minute;

Write a short quatrain with rhymes: meadow-onion, twig-pond.

Alternating consonants in Russian

Sometimes, contrary to the laws of spelling, some letters in words are replaced by others. For example, "spirit" and "soul". Historically (etymologically) they are of the same root, but they have different letters at the root - "x" and "w". The same process of alternating consonants is observed in the words "burden" and "wear." But in the latter case, the sound "sh" alternates with the consonant "s".

However, it should be noted that this is not an alternation of voiced and voiceless consonants that make up a pair. This is a special type of replacement of one sound with another, which occurred in ancient times, at the dawn of the formation of the Russian language.

Such consonant sounds alternate:

• h - f - g (example: friends - to be friends - friend);
• t - h (example: fly - fly);
• c - h - k (example: face - personal - face);
• s - w - x (examples: forester - goblin, arable land - to plow);
• w - d - railway (example: leader - driver - driving);
• h - st (example: fantasy - fantastic);
• u - ck (example: polished - gloss);
• u - st (example: paved - to pave).

Often, alternation is called the appearance in verbs of the sound "l", which in this case bears the beautiful name "el epentetikum". Examples are the pairs of words "love - love", "feed - feed", "buy - buy", "graph - graph", "catch - catch", "ruin - ruin".

The Russian language is so rich, the processes taking place in it are so diverse that if the teacher tries to find exciting options for work in the classroom, both in the classroom and outside the classroom, then many teenagers will plunge into the world of knowledge and discoveries, will be really interested in this school subject.

Topic."Spelling of paired voiced and voiceless consonants at the end of words."

Goals. Consolidation of knowledge about methods of checking words with consonants at the end, mastering by students the sequence of actions when designating consonant sounds with letters.

Equipment. Textbook "Russian language, 2nd grade" (author TG Ramzaeva), overhead projector, player, recording of K. Chukovsky's fairy tale "Doctor Aibolit", tables for the lesson, model of the book.

DURING THE CLASSES

I. Organizational moment

II. Lesson topic message

Teacher. Listen to one amazing story.

Once the letters - vowels and consonants - did not get along and went in different directions. The consonants got lost in a bunch, they wanted to talk and could not. The consonants got bored and suddenly ... It seemed to them that someone was crying ... They listened.
- A-ah! Ltd! - the vowels cried.
And the consonants shouted to them (or rather, they wanted to shout, but the result was only an indistinct muttering): "Prn".
And they heard a joyful (but also incomprehensible): "A-s-e".
And then the letters decided: we must make peace and live in words together.

The teacher hangs a mock-up of the book on the board.

- By connecting the vowels and consonants from both pages of the book, you can name the topic of the lesson.

Children carry out the task.
- What did you do?

Children. Paired voiced and voiceless consonants.

III. Calligraphy

W. Today in the lesson, this magic book will be our assistant. Let's open its first page.

- The sun is shining brightly, and under its rays flowers woke up in a forest clearing. And only one flower could not open its petals, because it was bewitched by an evil sorceress. You guys can help him. To do this, you need to remember and name all paired voiced and voiceless consonants, write them down beautifully.

Children write down pairs of deafness consonants in notebooks/sonority.

- Well done! So our flower has blossomed.

Check if you have spelled consonant pairs correctly. Why do we pay attention to the spelling of paired voiced and voiceless consonants at the end of words?

D. Paired voiced and voiceless consonants at the end of words are written differently from how they are heard, that is, the spelling does not match the pronunciation.
- For instance: flag - at the end of a word, the sound [k] is heard.
- Change the word - flags ... Before a vowel and the sound [g] is clearly heard, therefore in the word flag you need to write a letter G.

W. How to check the spelling of words with voiceless and voiced consonants at the root?

D. It is necessary to change the word so that after the consonant we are interested in there is a vowel.

IV. Consolidation of the passed material

W. And now we will visit a fairy tale.

The teacher includes the recording of K. Chukovsky's fairy tale "Doctor Aibolit". A small excerpt sounds.

- What is this fairy tale? Who wrote it?

Children answer.

- Let's imagine that doctor Aibolit fell ill. What will happen?

The answers of the guys are being listened to.

- All the animals from all over the world hastened to help the doctor. Here he lies in bed, sick, but happy, because the animals did not leave him in trouble. Name those who came to the aid of the doctor. ( The figure shown by the teacher shows animals:bear cub, baby elephant, giraffe, hare, hedgehog, whale, lion, and crocodile. They brought gifts to Aibolit:a bear - a barrel of honey, a baby elephant - a candy and a bar of chocolate, a hare - a carrot, a hedgehog - an apple, a whale - a box of lemonade, a giraffe - a first aid kit.)

D. Bear, lion, crocodile, hare, elephant, hedgehog, giraffe, whale, too.

W. Of all the named animals, you need to write down only those whose names have voiced or voiceless consonants at the end, and prove the correct spelling by choosing test words.

Two students work on individual boards.

On individual boards:

- Name the dictionary word from the recorded words.

D. Bear.

W. What can you say about the peculiarity of the sound composition of this word?

D. It has seven letters, six sounds.

W. Guys, ask questions to the student on the passed topic "The composition of the word."

–Name among the written words words that contain a familiar spelling.

D. Snakes, hedgehogs, giraffes.

W. Guys, ask questions on the topic "Word composition".

Children ask 2-3 questions, the teacher puts a mark.

- So what words require verification?

D. Words with paired consonants at the end of a word.

W. What words are test words?

D. Words in which a consonant comes before a vowel.

W. Look again at the picture. How do the doctor's animals treat? What did they bring him?

D. Barrel honey .

- Box lemonade .

- Tiles chocolate .

W. Do you think the underlined words are relevant to the topic of our lesson?

D. Yes. If we put them in the singular, there will be paired consonants at the end of the words.

V. Physical education

It is performed with a poem read by the teacher.

W. There are brothers in the world - exactly six.
And there are sisters too - exactly six.
Paired consonants are needed by everyone
We are friendly with paired consonants.

WITH b and P always together
WITH v and f we go to the woods,
WITH G and To we sing songs
WITH d and T learning a lesson
WITH s and With play ball,
WITH f and w let's solve the problem.
We will always be in friendship with them,
We will never be separated from them.

Vi. Reinforcement of the passed material (continued)

W. I offer you a task called "Help me figure it out." Many animals came to treat their beloved doctor, but the baby camel could not come. Do you know why? He received a telegram from the baby elephant, how to go to the clearing to the doctor, but did not understand anything. Let's help him figure it out. The text of the telegram is on your desk. Read it.

Each student has a printed text of the telegram.

- What words do you think aroused bewilderment in the camel?

D. Onion, twig, fruit, braid.

W. Why?

Children answer.

- Write down the text of the telegram in the notebook correctly.

Children write down the text.

- Let's check how you coped with the assignment.

The teacher projects the text onto the screen through the overhead projector. Pupils check the assignment.

- Let's move on to the next page of the book. It's called The Magic Apple Tree.

The teacher turns the page of the book layout.

- On this apple, in addition to ordinary apples, twelve more unusual ones have grown. They are larger than the rest, and have paired consonants written on them. The one who gives examples of words with given paired consonants at the end can pick the bull's-eye and pick up test words for them.

Children carry out the task.

- Before you is the last page magic book, which is called "A knot for memory".

The teacher turns the last page of the book layout and reads the poem.

- I know one walrus.
He eats porridge, drinks Borzhom,
Loves popsicle very much,
We go to the cinema together.
He is alone among the walruses
I have not seen huge ice floes,
He did not even see the sea.
This walrus is Morkovin Borya,
He's an athlete, my friend,
He bathes in winter.
About whom in question in a poem?

D. About the boy.

D. Walrus.

W. Who is a walrus?

Children answer. The teacher writes down the explanation of the meaning of the word on the blackboard.

The walrus is a northern animal.

A walrus is a person who is not afraid of the cold, tempered, and bathes in winter.

- What can you say about this word?

D. It is ambiguous.

W. Right. Why did I choose him for today's lesson?

D. At the end of a word walrus paired consonant f to be checked with a word walruses .

W. Well done! Doctor Aibolit and all the animals are very fond of guessing riddles, but they just can't guess one.

Walked, walked without roads.
Where he went, there he lay down.
I lay until spring
And then he ran away.
What are we talking about?

D. About snow.

W. What spelling is this word?

D. Snow - paired consonant at the end.

W. Pick up the signs that characterize this item.

D. It is white, fluffy, wet, soft, sparkling ...

W. Find words that indicate the action of the item.

D. Snow flies, sparkles, goes, falls, crunches ...

W. Make a sentence about snow using the selected actions and signs, write it down in a notebook.

Several sentences are read aloud. Weak students are given cards with words from which they need to make sentences.

Vii. Lesson summary

W. What did you learn in class today?

D. Correctly write words with paired consonants at the end of the word.

W. What do you need to know for this?

D. The paired consonant must be checked. To do this, we change the word so that after the consonant there is a vowel.

W. Knowing all this, you can easily cope with the last task. To each row, I distribute punched cards with words in which paired voiced and voiceless consonants are missing at the end. You must insert a letter into the window and hand the punch card to your neighbor. The row that completes the task faster wins.

The game is summed up.

VIII. Homework

Exercise 167.

Additional material

The verse flowed smoothly, smoothly,
Suddenly he stumbled and fell silent.
He waits and sighs:
Words are not enough!

To be on a good journey again
The verse flowed like a river
Help him a little bit
Give me a word.

- I will say without boasting:
I will rejuvenate all my friends!
They come to me sad -
With wrinkles, with folds,

Very cute go away
Fun and smooth!
So I am a reliable friend
Electric ... ( duck G ).

What a miracle! He is tasteful
Can eat dust and debris!
And buzzes like a hundred wasps,
Hard worker ... ( vacuum cleaner With ).

I say to my brother: - Oh!
Peas are falling from the sky!
- Here is an eccentric, - the brother laughs, -
Your peas are ... ( gra d ).

This beast is familiar to you -
Eats mice, drinks milk.
But he doesn't look like a cat,
All in long spines ... ( e f ).

He walks with his head lifted,
Not because an important count,
Not because a proud disposition,
But because he ... ( fat f ).

Now I'm in a cage, then in a ruler.
Manage to write on them!
You can draw.
What am I? ( tetra d b)

Target: creation of an algorithm for selecting test words with paired consonants at the root of the word.

1. To form the ability to select test words with paired consonants at the root of the word, to compare the desired letter in the test and checked words.
2. Develop logical thinking through the techniques of analysis, synthesis, comparison, generalization at the stages of preparation and assimilation of new material, when working in groups, in working with deformed text.
3. Continue to develop spelling vigilance, applying V.V. Laylo.
4. Promote the development of writing, enrichment vocabulary students.
5. Promote development creative thinking and imagination.
6. Form the skills of self-control and self-esteem.
7. Develop communication skills through organizing group work.
8. Promote the education of students' interest in the subject under study.

Equipment:

Signal cards;

Textbook "Russian language" for grade 2 four-year primary school, Part 2, T. G. Ramzaeva, Moscow, “Bustard”, 2009;

Notebook;

Individual cards, supports;

Each student has boats with multi-colored sails (red - level 1, blue - level 2, green - level 3).

During the classes

I. Organizing time.

Hello guys! Now we have a Russian lesson. Look how good the weather is today, how the sun is smiling at us. Let us and we smile at each other, and sit quietly.

Write down the number and class work.

II. Preparation for the assimilation of new material.

1. - Look at the board.

What are the letters that you noticed.

(T, D, V, G, K, F, W, Z, B)

What can you say about these letters? (These letters represent consonants)

2. - What two groups can these sounds be divided into? (Voiced and deaf)

I write the named letters on the board:

Let's fill in the blanks.

3. - And now we will write these pairs of letters beautifully, but first we will prepare our fingers for work.

(Children alternately connect the little fingers, then the ring fingers, etc. to the thumbs under the account:

One two three four five!
Leave your fingers for a walk!)

To prevent paired consonants from scattering, we will tie them with a string. We prescribe in the air for the teacher. Now we write it down ourselves in a notebook.

Children write from the board:

Think of words in which a letter from these pairs is at the root, at the end or in the middle of the word (dove, cold, berry).

III. Statement of the topic and objectives of the lesson.

Think about the topic of the lesson today? (Paired consonants at the root of the word)

I write the topic on the board.

Today we will learn how to correctly write a paired consonant at the root of a word, select test words.

IV. Assimilation of new material.

1. Observation of the language material.

Do you guys like to guess riddles? (Yes)

I will ask riddles, and you have to guess them. I'll write the answers on the board.

1. The maiden is red
Sits in a dungeon
A braid on the street (carrots).

2. Born in the forest
I live on the water (boat).

3. Walked lanky,
Stuck in the ground (rain).

4. A yellow side appeared
Only I'm not a bun
I'm not soft dough
Roll - I will not budge.
I was firmly rooted to the ground,
Name me. I ... (turnip).

On the desk:

carrot v b lo d ka doge d b re P ka
f t t b

Look what I got. What letters should I write?

Do you want to learn how to write consonants correctly in words? (Yes)

Get together in groups and try to derive a spelling rule (algorithm) for words with paired consonants at the root. You can give a hint:

Change word;

Find a single root word.

The group's work is discussed collectively:

1. Change a word - put it in plural to have a vowel after the consonant (rain - rain).
2. Change word - add the word “no” (rain - no rain).
3. Find a single-root word (diminutive) - (rain - rain).

Well done! You have found many ways to find test words. Let's remember a poem that combines all the ways:

We will write everything correctly
And remember the rule:
Paired in a word, check
Substitute a vowel next to it.

3. Work on the definition.

Compare the words on the board:

carrot ... b - carrot ... ny

In what word do you have any doubts about spelling a paired consonant? (Carrot)

Why? (Sounds clear)

What makes this sound clear when there is no vowel around? (Consonant sound "n")

Draw the conclusion of the fourth way of checking the spelling of paired consonants at the root of a word. (Choose a test word so that after the paired consonant there is the sound "n".)

Algorithm for selecting test words with paired consonants:

1. Change the word - put it plural so that after the consonant there was a vowel sound.
2. Change word - add word "No".
3. Pick up cognate word(diminutive).
4. Change word - choose a single root word in which after this consonant there is a consonant sound [n].

Well done boys! Compare our findings with those in the textbook on page 60.

Give your examples. The rest of the children listen carefully and show their attitude with signal cards.

And now, guys, we will listen to a fairy tale that your comrades will show us. Staging a fairy tale. “The Tale of Paired Consonants”.

The tale of paired consonants

Lived in the Country of the Russian language paired consonants: b-p, w-f, g-k, d-t, w-w, z-s. They lived together, but their character was different: the voiced consonants were cheerful, vociferous, but the deaf ones were a little angry. Both voiced and voiceless consonants were terrible debaters. Very often they could not decide which of the two consonants to stand for a word. And so it happened when the paired consonants went for a walk. They run along the path, and there is a telegraph pole, only one letter is missing in this word. The post asks: "Help me!" Letters B and P began to argue loudly about who should be in this word.

TABLE (B)? (P)?

Nearby was Orchard... There is no last letter in this word either. Took to help the garden letters D and T, but argued - who will cope better with this job.

A house was being built nearby. A path led to the house. We decided to get down to the letter F and W, but they also cannot agree on which of them will stand in this word.

DORO (W)? (W)? CA

Meanwhile Z and WITH they found a ripe watermelon in the garden, but they will not share it in any way. Everyone wants to stand up to this delicious word. V and F will not divide the grass that they have mowed in any way. Letters G and TO have stirred up a whole haystack, they also cannot agree in any way which of them should be in this word.

ARBU (W)? (S)? TRA (V)? (F)? KA STO (G)? (K)?

Grandfather Bukvoed walked past, heard noise, shouts, arguments and decided to put things in order. He called the vowels for help and said: “In these words, put a vowel at the end, or after a consonant, put a vowel in the middle of the word, it will indicate which of you will be in this word.

And so they did: pillars - pillar, gardens - garden, path - path, watermelon - watermelons, grass - grass, haystacks - haystack.

Everything fell into place. Since then, paired consonants have always called vowels for help to check the spelling of words.

V. Physical education.

Pinocchio walked - walked

Found a white mushroom.

One is a fungus

Two is a fungus

Three is a fungus

Put them in a box.

What is a word from a physical education minute with a paired consonant. (Mushroom, and we also heard the test word - fungus)

Well done!

Vi. Consolidation of what has been learned.

1. Now I will dictate sentences, and you write in a notebook only words with paired consonants, together with test words, using different selection methods.

The first fluffy snow fell.
The cat has keen eyes and sharp teeth.

What words did you write down? (Snow - snow, cats - kitty, eyes - an eye, teeth - teeth)

Guys, I'll read the first sentence again, and you name the main members of the sentence.

2. Vocabulary work.

Guess the riddle:

Pout, don't pout.

Poke your head over your head.

Dance day by day

And you will go to rest (jacket).

Match the test word for the word jacket. (You cannot match this word with a test word. This word is a dictionary word)

How do we help memory to remember these letters in words? (We use "gain", "brightening" of the letter in the word)

Let's try to “strengthen” the letter “f” in the word jacket. What suggestions do you have?

(- I propose to “strengthen” the letter by writing a spelling similar to the appearance.)

KO TA

Well done!

(- And I think so. The sweater is worn on the figure, so I propose to strengthen the spelling with the word “figure”.

(There is another option for "strengthening" the letter. Sweatshirts come in different styles)

Well done! Now write down the word in the dictionary and draw an object in the place of the memorized spelling.

Come up with a sentence with a vocabulary word.

3. Physical education for vision according to Bazarnov's method.

4. Differentiated work.

The task for each level is written on the cards. For the guys who have boats with red sails on their desks, they perform task number 1.

Task number 1. Arrange the sentences to make a poem. Find words with paired consonants and write test ones in three ways.

I don't get that much in a year
I went to the forest with Marina
Girlfriend picked berries
For blueberries and raspberries.

For the guys who have boats with blue sails on their desks, they perform task number 2.

Task number 2. Write out words with paired consonants, choose test ones in three ways.

In le ... I went with Marina,
For blueberries and raspberries.
I typed a friend ... ka yago ...

For the guys who have boats with green sails on their desks, they perform task number 3.

Task number 3. Write out words with paired consonants, pick up test ones in any way.

In le ... I went with Marina,
For blueberries and raspberries.
I typed a friend ... ka yago ...
I can't get that much for th ...

What words with paired consonants did you write out? (Forest, girlfriend, berries, year)

What poem came out in the first task? Read it.

Can this be called a poem? Why? (Children name the signs of a poem: rhyme, etc.)

Guys, let's remember how to choose the right test word (children's answers).

Good! Let's check your assignment. If you do not agree with each other's answers, signal.

Students of the 3rd group name the test words, they are supplemented by the students of the 2nd and 1st groups.

Vii. Summarizing.

What have you learned new?

What were you interested in?

At what stage was it difficult for you?

What would you tell your parents about the lesson?

What would you change in the lesson?

Indicate your attitude to work on our traditional sticks of success.

VIII. Homework.

1 group. Exercise 322.

Group 2. Exercise 322 (on assignment, additionally come up with phrases to be checked)

3 groups. Exercise 321.