Class

I select words for phonetic analysis according to the principle from simple to complex.

1. Words consisting of sounds in strong positions:

house, scrap, himself, son, catfish, sleep, poppy, horse, day, bumblebee, stump, spruce, bags, tulip, pipe, arc, pipe, mountains, fish, wounds, sleigh, sled, roses, goats, elk, book, table, bunny, T-shirt, shadow, chair, king, salt, cube, beads, drink, dig, film, Yasha, hole.

2. Words consisting of sounds in strong and weak positions, practically coinciding in their acoustic characteristics with strong positions of the same phonemes:

grass, soup, bow, ruff, rail, Yasha, pit, mom, dad, rainbow, sofa, shelf, goat, bird, room, line, kidney, finger, boy, bunny, T-shirt, cuckoo, primer, pilot, goose, perch, cat, crayfish, willow, bag, fisherman, spinning top, watermelons, fungus, barking, wings, ice floe, shooting, paint, ringing.

3. Words that have in their composition sounds in strong positions, and the latter differ in sound from the strong positions of phonemes:

hedgehog	corner	Luke	joy	bend
freezing	children	chalk	snow	cover
forests	blind man's buff	entrance	run	broach
wall	frosty	application	mushroom	nautical
quail	pupils	leave	eye	glass
evening	skates	climb	tooth	pike
leg	spring	streams	spoon	raspberries
runner	funny	health	pillar	berry
spot	pie	jam	carrot	loading
bolt	ball	snowstorm	leg	track
catch	walking	putty	dog	flower
birch	trees	catch	five	south

Sound analysis goes in the following sequence:

1. Say a word with pronunciation norms and listen to yourself.

2. Find the stressed syllable and pronounce the word syllable by syllable.

4. Write down, highlight the phoneme (letter).

6. Check if the word came out.

Students are reminded of:

No. 1. Phonetic analysis (Fig. No. 1).

PHONETIC ANALYSIS

Vowels [a], [o], [y], [s], [and], [e].

Vowels i, e, e, u, when standing:

A) at the beginning of a word (For example: Yasha, Yula);

b) after a vowel (For example: lighthouse);

V) after the separator soft sign (For example: trees, blizzard) produce two sounds.

Vowels: a, o, u, uh, s- show that the consonant is read firmly.

Vowels: i, e, e, yu and- show that the consonant is read softly.

b - softness index.

Sounds [nn ’, rr’ , ll’ , mm ’, th]- voiced unpaired or sonorous.

[th] or [j]- acc., sound. nep., soft nep.

Sounds [bb’, vv’, zz ’ , f, yy ’ , dd ’]- voiced pairs.

Sounds [pp ’ , ff ’ , ss ’ , w, kk ’ , tt ’ ]- deaf couples.

Sounds [ xx ’, u, h, c]- deaf unpaired.

Sounds [w, w, c]- solid unpaired.

Sounds [w, h, j]- soft unpaired.

b, b signs - do not indicate sound

’ - softness

Every day at the lessons of reading, writing, I teach the characteristics of sound in accordance with the study of a new letter and sounds. I take words for analysis from the “ABC” or “copybook”. Before the eyes is always a ribbon of letters.

Words for phonetic analysis in the 1st grade (Russian ABC. V.G. Goretsky. Moscow. “Enlightenment”. 2000.).

aster	chair	nails	shepherd	forest
watermelon	steering wheel	two	shepherds	elk
groupers	fence	apples	whirligig	poppy
vegetables	door	Apple tree	blacksmith	poppies
needle	goalkeeper	mushrooms	echo	three
balls	catch	circles	bream	five
duck	ate	ball	scarf	house
drum	saw	pen	scarf	seven
horse	a carpenter	geese	leaves	call
snake	zebra	goose	pigeons	closet
pencil	blind man's buff	hedgehog	tram

Class

Weekly work with a tape of letters, and then the following types of work:

1. A). The sounds of nature, remember and reproduce them with your voice.

Trees rustle with leaves: sh-sh-sh-sh...

Birds are singing: …? Barking dog: …? It's raining: ...? Thunder: …? The snow crunches underfoot: …? The sound of footsteps is heard: ...?

b). Book 1.

1. A).

How does the kettle whistle? How does a hot pan sizzle? How does the alarm sound? How it creaks old door? How does tap water drip?

b). Speech 1.

1. A). Sounds in the house, reproduce them with your voice.

How does the boy play the drum? How does dad work with a drill? How buzzing washing machine? What does a running motor sound like? How is the clock ticking? How mother knocks sewing machine? Etc.

b). Suddenly 1.

1. A). Working with a tape of letters.

Name the vowels that indicate the hardness of the consonant sound.

Name the vowels that indicate the softness of the consonant sound.

Name voiced unpaired consonants, deaf unpaired consonants, paired voiced and deaf consonants.

Why are they called that?

The consonants are always soft.

The consonants are always hard.

What do you know about Kommersant And b signs?

b). Mushroom 1– control analysis.

1. A). Remove one phoneme.

Take out one phoneme from each word. Do this so that the remaining phonemes form a new word.

Like this: a handful is a guest.

Regiment, relish, paint, slope, screen, trouble, warmth.

b). Ski 1.

1. A). Add a phoneme.

Add one phoneme to each word to make a new word.

Like this: ball - scarf.

Cutting, gift, table, treasure, paw, mustache, bite.

b). Tea 1.

1. A). Change the phoneme.

In the suggested words, replace one consonant phoneme with another to make a new word.

Like this: cake - walrus.

Nails, bun, paw, teeth, pussy, sand, jackdaw, eagle, mink, wedge, melancholy, light, log, frame.

b). Handle 1.

1. A). Describe the sound in the word that I will indicate.

Wind - 2 stars, 3 stars, 5 stars.

b). Circus 1– control analysis.

1. A). Insert a letter.

Add a letter to the beginning or end of a word to make a new word.

What sounds are represented by these letters?

rose g

wolf

wasp k

measles i

a park

duck sh

b). Yasha 1.

1. A). Add a letter(similar task of the 9th week).

ear m

faucet e

pillar

one hundred g

glasses t

enemy about

b). Point 1.

1. A). Naughty phonemes.

You know what an important role phonemes play. One has only to change one phoneme in a word or remove it, confusion arises, it becomes ridiculous.

Here is a funny story that happened in one family.

A first-grader girl says to her grandfather:
Grandpa, look what I drew!
And who is it?
You, grandfather, and a briefcase with textbooks. Why are you laughing?
Your signatures are very funny, Mashenka. You must have rushed and messed something up.
(According to A. Shivaev).

Signature under the 1st picture: portfolio with students.

Signature under the 2nd picture: girl.

What did the girl mess up?

What does this story have to do with sounds (phonemes)?

b). Spruce 1.

12. a). Working with a tape of letters.

What does b a sign at the end and in the middle of a word?

Why are letters interesting? I, E, Yo, Yu?

When do they have two sounds?

Name the words that have sound [Y].

And casually threw a snake to me:

"Everyone has their own destiny!"

But I - I knew that it was impossible -

Living by twisting and sliding.

b). Letter 1.

13. a). Absurdities.

Listen to the poem by Novella Matveeva, this is a conversation between two friends. Why is it difficult for them to understand each other? Find and correct the absurdities in the poem. What role did the sounds (phonemes) play in this?

Confusion.

A loaf is baked in the oven,
And a bud is put into the buttonhole,
A python crawls on the grass
Milk flows into a can
And there is concrete at the construction site.

Repeat and you are in tune with me:
Where is the bud
Where is the banana
Where is the can
Where is the python
Well, where is the concrete.

One two three four five.
I start repeating:
A bud is baked in the oven,
And a loaf is put into the buttonhole,
A can is crawling on the grass,
Milk flows into concrete
And there is a python at the construction site.

No not like this!
No not like this!
- Well then, like this:
A can is baked in the oven,
And a python is put into the buttonhole,
Concrete crawling on the grass
Milk flows into a loaf
And there is a bud at the construction site.

No not like this!
No not like this!
Tell yourself: how?
Figure it out for yourself
Where is the bud, and where is the loaf,
Where is the can, and where is the python.
Well, where is the concrete.
(N. Matveeva)

b). Control analysis.

Kidney 1 - 1 in
Tusk1 - 2 in

14. a). Miracles.

Listen to a humorous poem. Why did such miracles happen? Pay attention to the words in the text - maybe they will tell you the answer.

Smoke
Pies are baked in the river.
Standing on the street
The fishermen sit by the stove.
House
The traveler went to the city
From the pipes it knocks.
bag.
A spoon climbed into the attic
Have you heard of this?
The cat fell off the table.
Who does not believe in miracles
On a spring day at the gate
You can make sure yourself.
Started to melt
Honey.
(A. Sanin)

b). Ice 1.

15. a). Let's turn the wolf into a goat.

This word game invented by the English mathematician Lewis Carroll, author of the fairy tale "Alice in Wonderland". The meaning of the game is that a series of words is compiled, each of which differs from the previous one by only one letter. At the same time, it is necessary to comply following rules:

1) only one letter can be changed in a word;

2) you can not rearrange the letters, lengthen and shorten the word;

3) initial and final chains must have a logical connection.

b). "Wolf-Goat"

Wolf - regiment, sex, time, bark, goat.

b). bridges 1.

16. a). Let's turn "night" into "day".

Night - zero, salt, solo, village, hay, network, children, day.

b). family 1.

17. a). Working with a tape of letters.

What sound do you hear after a consonant in syllables: me - me - me - mu -

Name the vowels that indicate the softness of the consonant sound.

What letter do we write, and what sound do we hear?

E - [E] Yo - [O] I - [A] Yu - [U]

b). Earth 1– control analysis.

18. a). Help the sounds.

Help vowels and consonants to be together. Connect them to make words.

b). Class 1.

19. a). Replace one sound with another.

It won’t take long for me to change: from “s” - I am a fish, from “f” - I am a bird. (carp - pheasant)

b). Cross 1.

20. a). The riddle is a metagram.

I with "y" - a distant planet,

And with “and” - I am a country in Asia.

(Uranus - Iran)

b). Cylinder 1 - control analysis.

21. a). Remember words about winter with sound[A].

(winter, slide, icicle, sled, mittens).

Give a description of the 2nd sound in the word “hill”, the 5th sound in the word “icicle”, the 5th sound in the word “mittens”.

b). Shaking 1.

22. a). Curious.

For any teacher's question, name only those words that begin with the sound [a].

What is your name? (Andrey).

And the surname? (Azbukin).

Where did you come from? (From Anapa).

What grows there? (Watermelons).

And what else? (Apricots).

What birds are found there? (Storks).

What are you going back on? (By bus).

What gift will you bring mom and dad? (Asters and album).

b). Hedgehog 1.

23. a). Speak, listen, don't repeat.

I show the letter, the children “along the chain” call the word for this letter.

b). Anchor 1.

24. a). How does a ram bleat?(be-e-e ...).

“Chain” of words with sounds [b, b, ].

What is your sound in the word (acc., sound, deaf, guy, TV, soft, guy).

b). Zoya 1 - 1 in

- control analysis.

Pit 1 - 2 in

25. a). Entertaining models.

1. _ _ _ b (horse, elk).

2. _ _ _ b _ _ (coat, letter, skates).

What do you know about the letter b?

b). horse 1.

26. a). Finish the word(with b).

Beech ... (-var), tet ... (-rad), slo ... (-var), honey ... (-after all), Jan ... (-var), Feb ... (- ral).

What does b stand for at the end of a word; in the middle between consonants; in the middle after the consonant before the vowels I, E, E, I?

b). Day 1.

27. a). How to check an unstressed vowel? Why does it require verification?

Name the same sound in words: house, notes, umbrella, coat, wasps, legs.

What is this sound? (vowel, stress).

b). Window 1.

28. a). Complete the sentences with words beginning with O.

It was very hot, and my mother opened everything ... (windows). Grandma was making jam open window evil ones flew in ... (wasps). I really love pine ... (nuts). Nothing foreshadowed rain, an airy ... (cloud) floated across the sky.

b). - control analysis.

Lake 1 – 1 in

Socket 1 - 2 in

29. a). Who is more important?

What do you think is more important - vowels or consonants? Let's do a phonetic experiment. Take any three words. We will remove all consonants from them. What can we do?

_ _ O _ _ _ I _ _ A _ A _ _ A _ _ O _ A _ U _ _ _ A.

Can you guess what these words are? Of course not. Now let's take the same words, but leave only the consonants in them:

SHK _ LINEN _ K K _ R _ ND _ W P _ W _ L _ YST _

And now guess? For sure. So who is more important - vowels or consonants? Think and explain why you think so?

b). Mushroom 1.

30. a). Try to decipher these abbreviations:

Mrshk, Mrk TVn, Mhlkv, Chkvsky, Shlhv, Blk, Lrmntv, Nkrsv, Hydr, Krlv.

b). Eye 1.

Similarly, work is built in 3-4 classes. By the end of the fourth grade, all students have an excellent result in phonetic (sound-letter analysis).

1) At the blackboard, three children take turns finding sounds in the word "ball".

2) Reading a word with a pointer according to the scheme.

3) Playing with the word "ball": three children are called to the board, call them out of order with sounds: [a], [p], [w] - the children must stand up correctly to get the word.

4) Task: find the same sounds in the words "house" and "smoke", and then in the words "house", "smoke", "poppy".

Physical education "If you like"

4. Drafting proposals from 2, 3, 4 words according to the plot picture (at the choice of the teacher), writing sentences (graphically) on the board: _______________.

For example: A cold winter has come.

5. Work V notebooks.

Task for the children: finish the pattern.

(A two-cell pattern and a one-cell pattern.)

Summary of the lesson.

Lesson #21

Topic: SOUND ANALYSIS OF THE WORD "BEETLE" AND "BOW". WORD CHANGING

Tasks:

To consolidate the ability to intonationally highlight the sound in the word;

Expand children's ideas about their native language in game exercises for inflection;

Continue to exercise children to produce a sound analysis of the words "beetle" and "onion";

To improve the ability of children to find the similarity and difference of words according to their sound composition;

Continue to consolidate the ability to make sentences of 2, 3, 4 words;

Exercise children in hatching objects (in a different direction).

Benefits: pictures-schemes of the words "beetle" and "bow", cards of three-sound words, envelopes with chips; notebooks, simple pencils.

Lesson progress

The game "Tell me how I am."

Children stand in a circle, the teacher throws the ball to one of the children, naming a word with intonational emphasis on any of the consonant sounds (rruka, airplane, trumpet, knife, domme, llampa). The child must repeat the word as the adult pronounces it, throwing the ball back.

game exercise for word change.

The teacher offers children to change one sound in a given word to get a new word, for example:

house - smoke cheese - litter cat - whale mat - mot

3. Sound analysis of the word "beetle"(three children lead, each highlights one sound).

Game with the word "beetle".

The essence of the game: call the children by numbers (1, 2, 3), call to yourself by sounds ([y], [k], [g]). Children stand up so that the word "beetle" is obtained.

Sound analysis of the word "onion".

6. Task for children:

a) Find the same sounds in the words "beetle" and "onion". Name the sounds that these words differ from each other.

b) a riddle. There are tables on the blackboard with poppy, bow, beetle, house, smoke, ball. Find words that have sounds [k], [m], [a], [y].

Work in notebooks.

Hatching Christmas trees in different directions.

8. Summary of the lesson.

Lesson #22

Topic: SELECTION OF DEFINITIONS

TO NOUNS. TEXT REPRESENTATION

ACCORDING TO THE GRAPHIC SCHEME. DRAFTING

GRAPHIC DIAGRAM OF OFFERS

WITH PREPOSITIONS

Tasks:

Exercise children in the selection of definitions for nouns;

Develop the ability to retell a small text, based on its graphic scheme;

Exercise in drawing up a graphic scheme of sentences with prepositions;

Cultivate attention, a sensitive attitude to the word, develop a sense of humor.

Benefits: ball; picture (or illustration) "Spruce", a graphic diagram of the story on the board or on a sheet of paper (drawing paper); notebooks, simple pencils.

Lesson progress

1. Didactic game"Who is bigger?"(with a ball).

Game conditions: the teacher asks the children questions about winter and winter phenomena, and the children answer.

Rules of the game: answer in turn, the answers should not be repeated.

What words can you say about winter? What is winter? (Snowy, magical, fabulous, frosty, cold, beautiful, magical winter.)

- What forest in winter?

(Sleeping, dense, dense, deaf, fabulous, magical, harsh, mysterious, motionless.)

- What snow in winter?

(White, fluffy, silvery, clean, shiny, soft, loose, deep, sticky, creaky, wet, sparkling, cold.)

- What snowflakes?

(Cold, fluffy, white, light, delicate, silvery, openwork).

What winter day?

(Frosty, cold, clear, snowy, short.)

- What winter night?

(Dark, cold, frosty, starry, frosty, long).

2. Working with text.

1) Riddles:

Oh, and the dress:

All the needles

They wear it forever... (trees).

The needles glow softly, He is worn forever... (trees).

What is another name for a Christmas tree? (Spruce.)

2) The teacher tells the children that today they will retell the text using its graphic scheme:

El has grown.

She is slim and tall.

Spruce smells pleasantly of pine needles.

It gives people healthy air.

The teacher first reads the text in full. Then he asks the children to guess the name of the story, consisting of one word. (Spruce.) Invites children to consider the graphic scheme of the story:

How many sentences are in the story?

How many words are in the first sentence?

How many words are in the second? etc.

Repeatedly the teacher voices each sentence according to the scheme.

3) Retelling the text by children (2-3 people).

Physical education "Frost"

I'm not afraid of frost, I'll make friends with him. Frost will approach me, Touch my hand, touch my nose. (You need to show your hand, nose.)

So, we must not yawn, Jump, run and play. (Appropriate movements.)

Rosa Grishkeeva
Lesson with the use of model diagrams in the process of teaching sound analysis

Subject: « The use of schemes - models in the process of teaching sound analysis»

Target: Learn to distinguish by ear sounds w - sh, consolidate the ability to locate sound w or w in a word(beginning, middle, end, consolidate the ability to divide words into parts - syllables, learn to do word sound analysis.

Equipment: scheme - basket, houses with windows, berries, teddy bear, cards Pictures: a ball, a beetle, a closet, a giraffe, a car, a cat, scissors, ice cream, a hedgehog, a snake, a ruff, toys from a kinder for each child, candy berries, a basket.

Course progress.

caregiver: Guys to us on class a guest came today, and to find out who it is, you need to guess the riddle, listen carefully!

He sleeps in a den in winter

Under a big pine tree.

And when spring comes

Wakes up from sleep.

Who is this? (bear)

Not a bear came to us, but his son, who is this?

Children: Bear cub

caregiver: That's right guys, do you know what his name is?

Children: No

caregiver: Guys, how can we affectionately call a teddy bear?

Children: Mishka, Mishutka

caregiver: Guys, in the word Mishka and teddy bear are familiar to us sounds what is it sounds? (I pronounce with emphasis sound Sh and Zh in given words).

Children: Sound W and F

caregiver: That's right guys, oh look, our Bear is sad, and let's sing him a song of a snake and a beetle.

(The teacher reminds the children that the sound sh is the song of the snake, and - the song of the beetle. Formulates exercise: hearing this or that sound, children must comply with the appropriate movement: on sound w - zigzag movement with the hand away from you - a snake is crawling, on sound g - put your hands in front of your chest (so as not to hurt the children sitting nearby) and move the brushes up and down - the beetle flies. Helps children learn the relationship between sound and related movement).

One child comes to the blackboard and says sounds: sh. sh. and. sh. and. and. sh. and. and. sh. and. Offers those who made mistakes to complete the task separately; the rest control them.

caregiver: Guys, our Mishka really liked how you sing, but he is sad because he is in the forest kindergarten given a task with which he can not cope, let's help him.

Children: Let's help Mishka.

caregiver: Guys, here is a teddy bear giving me an envelope with tasks that need to be completed. Listen carefully to task number 1

Guys, we need to arrange pictures in our houses if we hear sound at the beginning of the word, then we will place the picture in window 1, if in the middle, then in window 2, if at the end, then in window 3. (In the basket there are pictures with words where you hear w or w sound at the beginning, middle or end. ball, beetle, closet, giraffe, cat car, scissors, ice cream, hedgehog, already, ruff).

Children: (the guys go out in turn to the basket with pictures and put in the right box)

caregiver: Well done boys! We have completed the first task. And now guys, let's show the teddy bear how we are doing here, stand next to your table.

Physical education minute

How are you?

Like this (show thumbs up).

How are you swimming?

Like this (imitation swimming).

How do you run?

Like this (index and middle fingers run).

Are you looking into the distance?

Like this (put binoculars to eyes).

Looking forward to lunch?

Like this (support cheek with fist).

Are you following?

Like this (wave hands).

Do you sleep in the morning?

Like this (both hands under the cheek).

Are you silent?

Like this (pointer finger to lips).

Now they quietly sat down.

caregiver: The bear cub now knows how we are doing and will tell all his forest friends, and the bear cub promised his friends to pick berries. Let's guys help the teddy bear pick berries. To collect the berries, we need to arrange them in baskets in their places. And in order for the places in the basket to open, we need to divide the word into syllables and into sounds. Guys, you need to guess the word, this is the second task of Mishka.

I take out task number 2 from the envelope

With what help did the bear cub want to get honey in the cartoon Winnie the Pooh?

caregiver: Well done guys, you and I guessed the word that will open places in the basket for us - this is the word SHAR. Guys, tell me how many syllables are in the word ball?

Children: the word SHAR has one syllable.

caregiver: Right! Guys, let's determine how much sounds? Listen (I pronounce the word SHAR, highlighting each sound) let's say together SHAR how much sounds?

Children: In the word ball three sound

caregiver: Let's open 3 places in the cart (opened). What 1 sound in the word SHAR? Let's say

Children: Sh.

caregiver: Vowel or consonant?

Children: sound Ш consonant.

caregiver: Soft or hard sound?

Children: The sound of sh is solid

caregiver: Which berry will we put in 1st place?

Children: Blue berry.

caregiver: Right, which 2 sound?

Children: Second sound A

caregiver: vowel or consonant?

Children: Vowel

caregiver: what berry will we put in second place?

Children: red berry.

caregiver: What is the third sound?

Children: R

caregiver: vowel or consonant?

Children: consonant

Caregiver Soft or hard sound?

Children: solid sound

Educator What berry will we put in third place?

Children: Blue berry.

caregiver: Well done guys, we coped with the task, helped the bear cub to collect berries for his friends. Mishka thanks us very much for helping him complete all the tasks that he was given in the forest kindergarten. Guys, it's time for the teddy bear to go home and he asks us what time it is? And we won't tell him, but show him on our watch. The guys need to find words where the number of syllables in the words is the same, and turn the arrows. (there are pictures on the clock, the children name the pictures and determine the number of syllables, find the same words by the number of syllables and move the arrows) The teddy bear thanks you all because you told him what time it is and helped him complete all the tasks, he brought gifts from the forest to all of you candy berries (distributing). Teddy bear thank you and goodbye, come to us again (says goodbye to the guys and leaves).

Thank you all, class is over!

Words are made up of sounds. Among the sounds are vowels and consonants. The former are so called because they are pronounced with a voice. When we say them, the air meets no barriers.

The second in speech join the vowels, therefore they are called: consonants. When pronouncing these sounds, the air always meets an obstacle.

Among the vowels, one is stressed, and the rest, if any, are unstressed.

Vowels 6: [a], [o], [y], [e], [i], [s].

Consonants are hard and soft. Most of them are pairs of hardness-softness. For example: b-b", m-m", c-c". Some do not have a pair.

Always solid consonants: [g], [w], [c]

Always soft consonants: [u '], [h '], [th ']

Help me remember these consonant sounds of the sentence: AND ongler juggles sh Arami and c branches. SCH uka, h A th ka.

Scientists have figured out how to designate the sounds of our speech.

They agreed to use letters, but put them in special square brackets. To show that the consonant is soft, a comma-like icon is used.

There are also voiced and voiceless consonants. Many of them are combined in pairs according to sonority-deafness. For example, b-p, v-f, g-k, d-t, w-w, s-s.

But there are those who do not have a deaf or voiced pair. For example, unpaired voiced: [l], [m], [n], [p], [th '], unpaired voiceless: [x], [h '], [c], [u '].

In writing, sounds are represented by letters.

The Russian alphabet includes 33 letters: 10 of them represent vowel sounds, 21 - consonants, as well as ъ and ь (these letters do not represent sounds).

Vowel letters: a-i, o-e, w-o, s-i, uh.

12 letters denote consonant sounds paired in voicing-deafness.

Letters of consonant pairs according to sonority-deafness: b-p, v-f, g-k, d-t, w-w, s-s.

Letters l, m, n, r, d represent unpaired voiced consonants.

Letters x, h, c, w denote unpaired voiceless consonants.

What letters indicate the hardness or softness of the consonant:

Let's say the word "hatch".

in front of you transcription words (transmission of speech sounds in writing using special characters): [l 'u k]

Did you hear the first sound [l ’] soft consonant? Let's write the first letter l.

Let's listen to ourselves again: [l'u. The second sound is a vowel [y].

What letter should be chosen? Let's write a letter at. We get a "bow". Need a letter Yu.

The letters of the consonants themselves do not show the hardness or softness of their sounds. The letters of the vowels do this for them. Some indicate hardness, others indicate softness of the consonant.

I hear a solid consonant - after it, in place of a vowel, I write letters a, o, u, s, uh.

I hear a soft consonant - after it, in place of a vowel, I write letters i, yo, yu, i, e.

We pronounce the words and write them down in letters:

[n o s] - after a solid consonant [n], the sound [o] is denoted by the letter O.

[n 'o s] - after the soft consonant [n '] the sound [o] is denoted by the letter yo.

Write the words in letters.

[u t 'a΄ t a] - ducklings Letter I denotes the softness of the previous consonant [and] sound [a] [s 'o΄ s tr y] - sisters Letter yo denotes the softness of the previous consonant [and] sound [o] [d ' eʹ n '] - day Letter e denotes the softness of the previous consonant [and] sound [e]

Letter b denotes the softness of a consonant.

What does the table refer to?

[zh yʹ] - zhѝ [ch΄á] - chá [h ’ ý] - ch
[sh y΄] - shѝ [shʹá] - shcha [shch’ý] - shchy

Combinations zhi - shi spelled with a letter And, but we hear the sound [s]. Combinations cha - cha spelled with a letter A, and we hear the sound [a].

It is a mistake to replace the sound [a] with a letter I in the soundtrack.

Combinations chu - shu spelled with a letter at, and we hear the sound y].

It is a mistake to replace the sound [y] with a letter Yu in the soundtrack.

This is how they made transcriptions for words with these spellings:

[w y t '] - live [shch 'u k a] - pike [h 'a sh k a] - cup [h ' u l a n] - closet

It is a mistake to replace sounds [e, o, u, a] with letters e, yo, yu, i in transcription.

Let's say these letters:

e - [th 'e], yo - [th' o], yu - [th' y], i - [th' a].

These letters can represent two sounds.

They designate two sounds at the beginning of a word, after vowels, after dividing signs b and b.

I ma [ th" aʹ ma]

e le [ th "e l"]

Letters i, e denote two sounds, as they are at the beginning of a word.

Yes yo t [d a th" o T]

at I tny [p r "and th" aʹ t n y y "]

Letters yo, i denote two sounds, as they come after vowels.

V ew ha [in" th" y΄ g a]

V ee do [in th "eʹ y]

Letters yu, e denote two sounds, as they stand after the dividing signs b and b.

The sound [th '] is transmitted by the letter th and a combination of letters uh.

[l" and΄ s" th" and]- fox uh

[n t "iʹch" th" and]- birds uh

[m u r a v" th" and] - ant uh

Rules for pronunciation of words with paired consonants

There are spellings in words, for example, unstressed vowels and paired consonants for deafness and sonority.

In order not to make a mistake in the phonetic analysis of a word, be sure to pronounce the words aloud, paying attention to the sound of vowels and consonants.

1. At the end of a word and before deaf consonants, in place of the letters of voiced consonants, paired deaf consonants are pronounced:

gla [s] (cha h), zaga [t] ka (zaga d ka), ro [n] cue (ro b cue), book [w] ka (book and ka)

2. Before voiced pairs (except [c]), paired voices sound in place of the letters of deaf consonants:

About [z '] ba (about camping ba), e [g] substitutions (e To subs), fu [d] bol (fu T bol).

How to pronounce unstressed vowels

Let's determine which unstressed vowel sound is pronounced at the place of the gap.

Sv O nόk, k O lόt, b e reap, in I zat.

Sound nόk, to hell, to bate, to hell.

Sound [a] nόk, to [a] lie, b [and] reap, in [and] zat.

Use the transcription icon to show what sound the letter underlined in the word stands for.

O shѝ b ka - [a] shi [n] ka

m O rkό vy - m [a] rko [f ']

l e dream To l - [and] sni [k]

With do - [h] do

How to perform sound - letter analysis?

1. Listen to the word and write it down (in a column) with sound marks, indicate the stress (if not one syllable).

2. Give a description of each sound:

• vowel or consonant;
• vowel: stressed or unstressed;
• consonant: hard or soft;
• voiced or deaf.

3. Designate sounds with letters.

4. Indicate the number of syllables, sounds and letters.

5. Write the word on the line. If there are spellings, mark them.

We perform sound-letter analysis:

Listen to the word: [y 'o w]. Let's write it down with sounds.

[y ’] - consonant, voiced, soft e

[o] - vowel

[w] - consonant, deaf, hard w

3 sounds, 2 letters, 1 syllable

hedgehog

Let's label the sounds.

Two sounds [y'o] are indicated by the letter yo, it is at the beginning of a word.

The dull sound sh at the end of a word is denoted by the letter and.

You can check a paired consonant with a word hedgehogs.

Let's say the word notebook.

[t '] - consonant, deaf, soft t

[and] - vowel, unstressed e

[t] - consonant, deaf, hard t

[p] - consonant, voiced, hard p

[á] - vowel, stressed a

[t '] - consonant, deaf, soft d

6 sounds, 7 letters, 2 syllables

Notebook

There are more letters, since the soft sign does not indicate sound.

Before proceeding to perform phonetic analysis with examples, we draw your attention to the fact that letters and sounds in words are not always the same thing.

Letters- these are letters, graphic symbols, with the help of which the content of the text is conveyed or the conversation is outlined. Letters are used to visually convey meaning, we will perceive them with our eyes. The letters can be read. When you read letters aloud, you form sounds - syllables - words.

A list of all letters is just an alphabet

Almost every student knows how many letters are in the Russian alphabet. That's right, there are 33 of them in total. The Russian alphabet is called Cyrillic. The letters of the alphabet are arranged in a certain sequence:

Russian alphabet:

In total, the Russian alphabet uses:

• 21 letters for consonants;
• 10 letters - vowels;
• and two: ь (soft sign) and ъ (hard sign), which indicate properties, but do not in themselves determine any sound units.

You often pronounce the sounds in phrases differently from how you write them down in writing. In addition, more letters than sounds can be used in a word. For example, "children's" - the letters "T" and "C" merge into one phoneme [ts]. And vice versa, the number of sounds in the word "blacken" is greater, since the letter "Yu" in this case pronounced like [yu].

What is phonetic parsing?

We perceive sound speech by ear. Under the phonetic analysis of the word is meant the characteristic of the sound composition. In the school curriculum, such an analysis is more often called “sound-letter” analysis. So, in phonetic parsing, you simply describe the properties of sounds, their characteristics depending on the environment, and the syllabic structure of a phrase united by a common word stress.

Phonetic transcription

For sound-letter analysis, a special transcription in square brackets is used. For example, the correct spelling is:

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

The phonetic parsing scheme uses special characters. Thanks to this, it is possible to correctly designate and distinguish between the letter record (spelling) and the sound definition of letters (phonemes).

• the phonetically parsed word is enclosed in square brackets - ;
• a soft consonant is indicated by a transcription sign ['] - an apostrophe;
• shock [´] - with an accent;
• in complex word forms from several roots, a secondary stress sign [`] is used - grave (not practiced in the school curriculum);
• the letters of the alphabet Yu, Ya, E, Yo, b and b are NEVER used in transcription (in the curriculum);
• for double consonants, [:] is used - a sign of the longitude of pronouncing the sound.

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

How to make a phonetic parsing of a word?

The following diagram will help you conduct a letter analysis:

• Write down the necessary word and say it out loud several times.
• Count how many vowels and consonants are in it.
• Mark the stressed syllable. (Stress with the help of intensity (energy) singles out a certain phoneme in speech from a number of homogeneous sound units.)
• Divide the phonetic word into syllables and indicate their total number. Remember that the syllable division in differs from the hyphenation rules. The total number of syllables always matches the number of vowels.
• In transcription, disassemble the word by sounds.
• Write the letters from the phrase in a column.
• Opposite each letter, in square brackets, indicate its sound definition (how it is heard). Remember that sounds in words are not always identical to letters. The letters "ь" and "ъ" do not represent any sounds. The letters "e", "e", "yu", "I", "and" can mean 2 sounds at once.
• Analyze each phoneme separately and mark its properties with a comma:
  • for a vowel, we indicate in the characteristic: the sound is a vowel; shock or unstressed;
  • in the characteristics of consonants we indicate: the sound is consonant; hard or soft, voiced or deaf, sonorous, paired / unpaired in hardness-softness and sonority-deafness.
• At the end of the phonetic analysis of the word, draw a line and count the total number of letters and sounds.

This scheme is practiced in the school curriculum.

An example of phonetic parsing of a word

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

Sound characteristic of letters:

i [th] - acc., unpaired soft, unpaired voiced, sonorous [and] - vowel, unstressed in [c] - acc., paired solid, paired sound [l '] - acc., paired soft, unpaired . sound, sonorous [e ′] - vowel, percussion [n '] - consonant, paired soft, unpaired. sound, sonorous and [and] - vowel, unstressed [th] - acc., unpaired. soft, unpaired sound, sonorant [e] - vowel, unstressed ____________________ In total, the phenomenon in the word is 7 letters, 9 sounds. The first letter "I" and the last "E" represent two sounds.

Now you know how to do sound-letter analysis yourself. The following is a classification of sound units of the Russian language, their relationship and transcription rules for sound literal parsing.

Phonetics and sounds in Russian

What are the sounds?

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

How many sounds are there in Russian live speech?

The correct answer is 42.

Doing phonetic analysis online, you will find that 36 consonants and 6 vowels are involved in word formation. Many have a reasonable question, why is there such a strange inconsistency? Why is it different total number sounds and letters in both vowels and consonants?

All this is easily explained. A number of letters, when participating in word formation, can denote 2 sounds at once. For example, pairs of softness-hardness:

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

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

Vowel sounds in the words of the Russian language

Vowel sounds unlike melodic consonants, they flow freely, as if in a singsong voice, from the larynx, without barriers and tension of the ligaments. The louder you try to pronounce the vowel, the wider you will have to open your mouth. And vice versa, the louder you strive to pronounce the consonant, the more vigorously you will close the oral cavity. This is the most striking articulatory difference between these classes of phonemes.

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

How many vowels are in Russian phonetics?

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

Phonetics: characteristics of stressed vowels

The main phonemic feature of Russian speech is the clear pronunciation of vowel phonemes in stressed syllables. Stressed syllables in Russian phonetics are distinguished by the strength of exhalation, increased duration of sound, and are pronounced undistorted. Since they are pronounced distinctly and expressively, the sound analysis of syllables with stressed vowel phonemes is much easier to perform. The position in which the sound does not undergo changes and retains the main form is called strong position. Only a stressed sound and a syllable can occupy such a position. Unstressed phonemes and syllables remain in a weak position.

• The vowel in the stressed syllable is always in a strong position, that is, it is pronounced more distinctly, with the greatest force and duration.
• A vowel in an unstressed position is in a weak position, that is, it is pronounced with less force and not so clearly.

In Russian, only one phoneme "U" retains unchanging phonetic properties: kuruza, plank, u chus, u catch - in all positions it is pronounced distinctly like [u]. This means that the vowel "U" is not subject to qualitative reduction. Attention: in writing, the phoneme [y] can also be indicated by another letter “Yu”: muesli [m’u ´sl’i], key [kl’u ´h’], etc.

Analysis of the sounds of stressed vowels

The vowel phoneme [o] occurs only in a strong position (under stress). In such cases, "O" is not subject to reduction: cat [ko´ t'ik], bell [kalako´ l'ch'yk], milk [malako´], eight [vo´ s'im'], search [paisko´ vaya], dialect [go´ var], autumn [o´ s'in'].

An exception to the rule of a strong position for “O”, when unstressed [o] is also pronounced clearly, are only some foreign words: cocoa [kaka "o], patio [pa" tio], radio [ra" dio], boa [bo a "] and a number of service units, for example, union no. The sound [o] in writing can be reflected by another letter “e” - [o]: turn [t’o´ rn], fire [kas’t’o´ r]. Parsing the sounds of the remaining four vowels in the stressed position will also not be difficult.

Unstressed vowels and sounds in the words of the Russian language

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

• I'm at home [ya to "ma].
• New houses [but "vye da ma"].

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

• mountains - mountain = [go "ry] - [ga ra"];
• he - online = [o "n] - [a nla" yn]
• witness = [sv'id'e "t'i l'n'itsa].

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

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

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

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

• vowels in the first prestressed syllable;
• open syllable at the very beginning;
• repeated vowels.

Note: To make a sound-letter analysis, the first pre-stressed syllable is determined not from the “head” of the phonetic word, but in relation to the stressed syllable: the first to the left of it. In principle, it can be the only pre-shock: not-here [n'iz'd'e´shn'y].

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

• forward-re -di [fp'ir'i d'i´];
• e-ste-ve-nno [yi s’t’e´s’t’v’in: a];

Any other pre-stressed syllables and all post-stressed syllables with sound parsing belong to the reduction of the 2nd degree. It is also called "weak position of the second degree."

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

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

• cup;
• goddess;
• with songs;
• turn.

Sound letter analysis: iotized sounds

Phonetically, the letters E - [ye], Yo - [yo], Yu - [yu], I - [ya] often denote two sounds at once. Have you noticed that in all the indicated cases, the additional phoneme is “Y”? That is why these vowels are called iotated. The meaning of the letters E, E, Yu, I is determined by their positional position.

During phonetic analysis, the vowels e, e, u, i form 2 sounds:

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

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

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

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

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

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

Some people in fluent speech pronounce the vowel "I" in the same way in syllables with a strong and weak position. This pronunciation is considered a dialect and is not literary. Remember, the vowel “I” under stress and without stress is pronounced differently: fair [ya ´marka], but egg [yi ytso´].

Important:

The letter "I" after the soft sign "b" also represents 2 sounds - [YI] in sound-letter analysis. (This rule is relevant for syllables in both strong and weak positions). Let's conduct a sample of sound-letter online analysis: - nightingales [salav'yi´], on chicken legs [on ku´r'yi' x "no´shkakh], rabbit [cro´l'ich'yi], no family [with 'yi´], judges [su´d'yi], draws [n'ich'yi´], streams [ruch'yi´], foxes [li´s'yi] But: The vowel "O" after a soft sign "b" is transcribed as an apostrophe of softness ['] of the preceding consonant and [O], although when pronouncing the phoneme, iotization can be heard: broth [bul'o´n], pavillo n [pav'il'o´n], similarly: postman n , champignon n, shigno n, companion n, medallion n, battalion n, guillotina, carmagno la, mignon n and others.

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

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

• sound units "Yo" "Yu" "E" are under stress after an unpaired consonant in hardness: w, w, c. Then they denote phonemes:
  • yo - [o],
  • e - [e],
  • yu - [y].
  Examples of online parsing by sounds: yellow [yellow], silk [sho´ lx], whole [tse´ ly], recipe [r'ice´ pt], pearls [zhe´ mch'uk], six [she´ st '], hornet [she´ rshen'], parachute [parashu´ t];
• The letters "I" "Yu" "E" "Yo" and "I" denote the softness of the preceding consonant [']. Exception only for: [w], [w], [c]. In such cases in a striking position they form one vowel sound:
  • ё - [o]: voucher [put'o´ fka], light [l'o´ hk'y], honey agaric [ap'o´ nak], actor [act'o´ r], child [r'ib' o´ nak];
  • e - [e]: seal [t'ul'e´ n'], mirror [z'e´ rkala], smarter [smart'e´ ye], conveyor [kanv'e´ yir];
  • i - [a]: kittens [kat'a´ ta], softly [m'a´ hka], oath [kl'a´ tva], took [vz'a´ l], mattress [t'u f'a ´ k], swan [l'ib'a´ zhy];
  • yu - [y]: beak [kl'u´ f], people [l'u´ d'am], gateway [shl'u´ s], tulle [t'u´ l'], suit [kas't 'mind].
  • Note: in words borrowed from other languages, the stressed vowel "E" does not always signal the softness of the previous consonant. This positional softening ceased to be a mandatory norm in Russian phonetics only in the 20th century. In such cases, when you do phonetic analysis by composition, such a vowel sound is transcribed as [e] without the preceding softness apostrophe: hotel [ate´ l '], shoulder strap [br'ite´ l'ka], test [te´ st] , tennis [te´ n: is], cafe [cafe´], puree [p'ure´], amber [ambre´], delta [de´ l'ta], tender [te´ nder], masterpiece [shede´ vr], tablet [tablet´ t].
• Attention! After soft consonants in prestressed syllables the vowels "E" and "I" undergo a qualitative reduction and are transformed into the sound [i] (excl. for [c], [g], [w]). Examples of phonetic parsing of words with similar phonemes: - grain [z'i rno´], earth [z'i ml'a´], cheerful [v'i s'o´ly], ringing [z'v 'and n'i´t], forest [l'and snowy], blizzard [m'i t'e´l'itsa], feather [n'i ro´], brought [pr' in'i sla´], knit [v'i za´t'], lay down [l'i ga´t'], five grater [n'i t'o´rka]

Phonetic analysis: consonant sounds of the Russian language

There is an absolute majority of consonants in Russian. When pronouncing a consonant sound, the air flow encounters obstacles. They are formed by organs of articulation: teeth, tongue, palate, vibrations of the vocal cords, lips. Due to this, noise, hissing, whistling or sonority occurs in the voice.

How many consonant sounds are there in Russian speech?

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

Sound-letter analysis: what are consonant sounds?

In our language, consonants are:

• hard - soft and form the corresponding pairs:
  • [b] - [b ’]: b anan - b tree,
  • [in] - [in ’]: in height - in June,
  • [g] - [g ’]: city - duke,
  • [d] - [d ']: dacha - d elfin,
  • [h] - [h ’]: z won - z ether,
  • [k] - [k ’]: to onfeta - to engur,
  • [l] - [l ’]: l odka - l lux,
  • [m] - [m ’]: magic - dreams,
  • [n] - [n ’]: new - n ectar,
  • [n] - [n ’]: n alma-p yosik,
  • [p] - [p ’]: r chamomile - r poison,
  • [s] - [s ’]: with uvenir - with a surprise,
  • [t] - [t ’]: t uchka - t tulip,
  • [f] - [f ’]: flag flag - February,
  • [x] - [x ’]: x orek - x hunter.
• Certain consonants do not have a hardness-softness pair. Unpaired include:
  • sounds [g], [c], [w] - always solid (life, cycle, mouse);
  • [h ’], [u’] and [y ’] are always soft (daughter, more often, yours).
• The sounds [w], [h ’], [w], [u’] in our language are called hissing.

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

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

• Sonorants (l, m, n, p, d) are the most voiced phonemes, they hear a maximum of voice and a little noise: lion, paradise, zero.
• If, during the pronunciation of a word, both a voice and noise are formed during the sound analysis, then you have a voiced consonant (g, b, s, etc.): factory, b people, life from n.
• When pronouncing deaf consonants (p, s, t, and others), the vocal cords do not tense, only noise is emitted: stack a, chip a, k ost yum, circus, sew up.

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

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

Hint: For associative communication, remember the phrases: “Oh, we didn’t forget a friend.” - this sentence contains absolutely the entire set of voiced consonants (excluding softness-hardness pairs). “Styopka, do you want to eat cabbage soup? - Fi! - similarly, these replicas contain a set of all voiceless consonants.

Positional changes of consonant sounds in Russian

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

Positional stun/voicing

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

• at the absolute end of the phonetic word: but [no´sh], snow [s’n’e´k], garden [agaro´t], club [club´p];
• before deaf consonants: forget-me-not a [n’izabu´t ka], hug [aph wat’i´t’], Tuesday [ft o´rn’ik], tube a [corpse a].
• making sound letter parsing online, you will notice that a voiceless double consonant standing before a voiced one (except for [d'], [v] - [v'], [l] - [l'], [m] - [m'] , [n] - [n '], [r] - [r ']) is also voiced, that is, it is replaced by its voiced pair: surrender [zda´ch'a], mowing [kaz'ba´], threshing [malad 'ba´], request [pro´z'ba], guess [adgada´t'].

In Russian phonetics, a deaf noisy consonant does not combine with a subsequent voiced noisy consonant, except for the sounds [v] - [v’]: whipped cream. In this case, the transcription of both the phoneme [h] and [s] is equally acceptable.

When parsing by the sounds of words: total, today, today, etc., the letter "G" is replaced by the phoneme [v].

According to the rules of sound-letter analysis, in the endings of the "-th", "-his" names of adjectives, participles and pronouns, the consonant "G" is transcribed as a sound [v]: red [kra´snava], blue [s'i´n'iva] , white [b'e'lava], sharp, full, former, that, this, whom. If, after assimilation, two consonants of the same type are formed, they merge. In the school program on phonetics, this process is called contraction of consonants: separate [ad: 'il'i´t'] → the letters "T" and "D" are reduced to sounds [d'd'], silent smart [b'ish: u ´many]. When parsing by composition, a number of words in sound-letter analysis show dissimilation - the process is the opposite of assimilation. In this case, it changes common feature for two adjacent consonants: the combination "GK" sounds like [hk] (instead of the standard [kk]): light [l'o'h'k'y], soft [m'a'h'k'y].

Soft consonants in Russian

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

• Softening of paired hard consonants occurs before "b";
• the softness of the consonant sound in the syllable in the letter will help determine the vowel that follows it (e, e, i, u, i);
• [u’], [h’] and [th] are only soft by default;
• the sound [n] always softens before the soft consonants “Z”, “S”, “D”, “T”: claim [pr'iten'z 'iya], review [r'icen'z 'iya], pension [pen 's' iya], ve [n'z '] spruce, face [n'z '] iya, ka [n'd '] idat, ba [n'd '] um, and [n'd '] ivid , blo[n'd'] in, stipe[n'd'] ia, ba[n't'] ik, wi[n't'] ik, zo[n't'] ik, ve[n' t '] il, a [n't '] personal, co[n't '] text, remo[n't '] to edit;
• the letters "N", "K", "R" during phonetic analysis of the composition can soften before soft sounds [h '], [u ']: glass ik [staka′n'ch'ik], changer ik [sm'e ′n'shch'ik], donut ik [po′n'ch'ik], mason ik [kam'e′n'sh'ik], boulevard ina [bul'var'r'shch'ina], borscht [ borsch'];
• often the sounds [h], [s], [r], [n] in front of a soft consonant undergo assimilation in terms of hardness-softness: wall [s't'e'nka], life [zhyz'n'], here [ z'd'es'];
• in order to correctly perform sound-literal analysis, consider the words of exception when the consonant [p] before soft teeth and lips, as well as before [h ’], [u’] is pronounced firmly: artel, feed, cornet, samovar;

Note: the letter "b" after a consonant unpaired in hardness / softness in some word forms performs only a grammatical function and does not impose a phonetic load: study, night, mouse, rye, etc. In such words, during literal analysis, a [-] dash is placed in square brackets opposite the letter “b”.

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

To determine the number of sounds in a word, you need to consider them positional changes. Paired voiced-deaf: [d-t] or [s-s] before hissing (w, w, u, h) are phonetically replaced by a hissing consonant.

• Letter analysis and examples of words with hissing sounds: visitor [pr'iye´zhzh y], ascension [your e´stv'iye], izzhelta [i´zhzh elta], take pity [zhzh a´l'its: A].

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

• Letter combinations with hissing "szh" - "zzh", are pronounced as a double solid consonant [zh:], and "ssh" - "zsh" - like [sh:]: squeezed, sewn, without a tire, climbed.
• The combinations "zh", "zhzh" inside the root during sound-letter analysis is recorded in transcription as a long consonant [zh:]: I drive, squeal, later, reins, yeast, burnt.
• The combinations "sch", "sch" at the junction of the root and the suffix / prefix are ​​pronounced as a long soft [u':]: account [u': o´t], scribe, customer.
• At the junction of the preposition with the next word in place "sch", "zch" is transcribed as [sch'h']: without a number [b'esch' h' isla´], with something [sch'ch' em mta] .
• With a sound-letter analysis, the combinations "tch", "dch" at the junction of morphemes are defined as double soft [h ':]: pilot [l'o´ch': ik], young man ik [little´h ': ik], report ot [ah': o´t].

Cheat sheet for likening consonants at the place of formation

• mid → [u':]: happiness [u': a´s't'ye], sandstone [n'isch': a´n'ik], peddler [razno´sh': ik], cobbled, calculations, exhaust, clear;
• zch → [u’:]: carver [r’e´shch’: hic], loader [gru´shch’: hic], storyteller [raska´shch’: hic];
• ZhCh → [u’:]: defector [p’ir’ibe´ u’: ik], man [mush’: i´na];
• shh → [u’:]: freckled [v’isnu′shch’: common];
• stch → [u’:]: tougher [zho´shch’: e], whip, rigger;
• zdch → [u’:]: traverser [abye´shch’: ik], furrowed [baro´shch’: whit];
• ss → [u’:]: split [rasch’: ip’i′t ’], generous [rasch’: e′dr’ils’a];
• van → [h'sh']: split off [ach'sh' ip'i′t'], snap off [ach'sh' o'lk'ivat'], in vain [h'sh' etna], carefully [h' sh'at'el'na];
• tch → [h ':] : report [ah ': o't], homeland [ah ': izna], ciliated [r'is'n'i'ch ': i'ty];
• dh → [h’:] : underline [patch’: o’rk’ivat’], stepdaughter [pach’: ir’itsa];
• szh → [zh:]: compress [zh: a´t '];
• zzh → [zh:]: get rid of [izh: y´t '], ignition [ro´zh: yk], leave [uyizh: a´t '];
• ssh → [sh:]: bringing [pr’in’o′sh: th], embroidered [rash: y´ty];
• zsh → [w:] : inferior [n'ish: y'y]
• th → [pcs], in word forms with “what” and its derivatives, making a sound-literal analysis, we write [pcs]: so that [pcs about′by], ​​not for anything [n'e′ zasht a], anything [ sht o n'ibut'], something;
• th → [ch't] in other cases of letter parsing: dreamer [m'ich't a´t'il'], mail [by´ch't a], preference [pr'itpach't 'e´n' ie] and so on;
• ch → [shn] in exception words: of course [kan'e´shn a′], boring [sku´shn a′], bakery, laundry, scrambled eggs, trifling, birdhouse, bachelorette party, mustard plaster, rag, and also in female patronymics ending in "-ichna": Ilyinichna, Nikitichna, Kuzminichna, etc.;
• ch → [ch'n] - literal analysis for all other options: fabulous [fairytale'n], country [yes'ch'n], strawberry [z'im'l'in'i´ch'n th], wake up, cloudy, sunny, etc.;
• !zhd → in place of the letter combination “zhd”, a double pronunciation and transcription [u ’] or [pcs ’] in the word rain and in the word forms formed from it: rainy, rainy.

Unpronounceable consonants in the words of the Russian language

During the pronunciation of a whole phonetic word with a chain of many different consonant letters, one or another sound may be lost. As a result, in the orthograms of words there are letters devoid of sound meaning, the so-called unpronounceable consonants. To correctly perform phonetic analysis online, the unpronounceable consonant is not displayed in the transcription. The number of sounds in similar phonetic words will be less than letters.

In Russian phonetics, unpronounceable consonants include:

• "T" - in combinations:
  • stn → [sn]: local [m’e´sny], reed [tras’n ’i´k]. By analogy, you can perform a phonetic analysis of the words ladder, honest, famous, joyful, sad, participant, messenger, rainy, furious and others;
  • stl → [sl]: happy [w’: asl ’and’vy "], happy ivchik, conscientious, boastful (exception words: bony and spread, the letter “T” is pronounced in them);
  • ntsk → [nsk]: gigantic [g’iga´nsk ’y], agency, presidential;
  • sts → [s:]: sixs from [shes: o´t], eat up I [vzye´s: a], swear I [kl’a´s: a];
  • sts → [s:] : tourist cue [tur'i´s: k'iy], maximalist cue [max'imal'i´s: k'iy], racist cue [ras'i´s: k'iy] , bestseller, propaganda, expressionist, hindu, careerist;
  • ntg → [ng]: roentgen en [r'eng 'e´n];
  • “-tsya”, “-tsya” → [c:] in verb endings: smile [smile´ts: a], wash [we´ts: a], look, fit, bow, shave, fit;
  • ts → [ts] for adjectives in combinations at the junction of the root and the suffix: children's [d'e'ts k'y], fraternal [brother's];
  • ts → [ts:] / [tss]: athlete men [sparts: m’e´n], send [acs yla´t ’];
  • ts → [ts:] at the junction of morphemes during phonetic analysis online is written as a long “ts”: bratts a [bra´ts: a], ottsepit [atz: yp'i´t'], to father u [katz: y'];
• "D" - when parsing by sounds in the following letter combinations:
  • zdn → [zn]: late [po´z'n' y], starry [z'v'o´zn y], holiday [pra′z'n 'ik], gratuitous [b'izvazm' e′zn y];
  • ndsh → [nsh]: mundsh tuk [munsh tu´k], landsh aft [lansh a´ft];
  • ndsk → [nsk]: Dutch [gala´nsk ’y], Thai [taila´nsk ’y], Norman y [narm´nsk ’y];
  • zdts → [sts]: under the bridles [pad sts s´];
  • nds → [nc]: Dutch s [gala´nts s];
  • rdts → [rc]: heart [s’e´rts e], evina’s heart [s’irts yv’i´na];
  • rdch → [rch "]: heart-ishko [s’erch ’i´shka];
  • dts → [ts:] at the junction of morphemes, less often in roots, are pronounced and when parsing the word it is written as a double [ts]: pick up [pats: yp'i´t '], twenty [two´ts: yt '] ;
  • ds → [ts]: factory [zavats ko´y], kinship [rational tvo´], means [sr’e´ts tva], Kislovods to [k’islavo´ts k];
• "L" - in combinations:
  • sun → [nc]: sun e [so´nts e], sun state;
• "B" - in combinations:
  • vstv → [stv] literal analysis of words: hello [hello uyt'e], feelings about [h'u´stva], sensuality [h'u´stv 'inas't'], pampering about [pampering o´], virgin [d'e´st 'in: y].

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

• Two identical letters immediately after the stressed vowel are transcribed as a single sound and a longitude character [:] in literal parsing: class, bath, mass, group, program.
• Doubled consonants in pre-stressed syllables are indicated in transcription and pronounced as one sound: tunnel [tane´l '], terrace, apparatus.

If you find it difficult to perform a phonetic analysis of a word online according to the indicated rules or you have an ambiguous analysis of the word under study, use the help of a reference dictionary. The literary norms of orthoepy are regulated by the publication: “Russian literary pronunciation and stress. Dictionary - reference book. M. 1959

References:

• Litnevskaya E.I. Russian language: a short theoretical course for schoolchildren. – Moscow State University, Moscow: 2000
• Panov M.V. Russian phonetics. – Enlightenment, M.: 1967
• Beshenkova E.V., Ivanova O.E. Rules of Russian spelling with comments.
• Tutorial. - "Institute for advanced training of educators", Tambov: 2012
• Rosenthal D.E., Dzhandzhakova E.V., Kabanova N.P. A guide to spelling, pronunciation, literary editing. Russian literary pronunciation. - M .: CheRo, 1999

Now you know how to parse a word into sounds, make a sound-letter analysis of each syllable and determine their number. The described rules explain the laws of phonetics in the format of a school curriculum. They will help you phonetically characterize any letter.