Complete characteristics of consonant sounds in the word ball. Master class: “Techniques for working on the introduction of letters denoting vowel sounds. Yasha and Raya are eagerly waiting for us here

Material from the book:

"Ball and Speech" T. A. Vorobyova, O. I. Krupenchuk

Ball games aimed at developing correct sound pronunciation and developing phonemic processes

At the beginning of the school year, we introduce children to vowel sounds. Children are offered a wide variety of games and exercises on this topic. Vowel sounds are the foundation on which all work on the development of phonemic processes in children is based. Having mastered this topic, children, as a rule, master sound analysis and synthesis of words well, and therefore, in the future, it is easier to assimilate material on learning to read and write. All work on vowel sounds is reinforced in ball games.

In games No. 1, 2 and 4, children practice clearly pronouncing vowel sounds and distinguishing them from the sound range. Smooth, prolonged singing of vowel sounds is reinforced in games No. 3 and 5. It is interesting that in these games children correlate the duration of rolling the ball with the duration of singing vowel sounds. All these games help practice smooth exhalation, which is very important when working on sound pronunciation. We reinforce the ability to control the power of the voice in game No. 7. In the group you can observe children with disorders of the prosodic components of speech. These defects are very diverse. The child may speak very quietly, almost in a whisper, or have a dull, often nasal voice.

The speech therapy group also includes children with rhinolalia after cheiloplasty and uranoplasty operations. All ball games aimed at singing vowel sounds are beneficial for these children. K. S. Stanislavsky, characterizing the sound of the Russian language, figuratively said that vowels are a river, and consonants are the banks, and without them our speech is a swamp. In our daily work on correcting children’s speech, we strengthen these “shores”. Consolidation of the correct pronunciation of sounds and the development of phonemic processes can be carried out in ball games.

In game No. 8, children select words that match a given sound and pronounce these words clearly. The kids really love game No. 9, which requires attention, a good level of development of phonemic awareness, and the ability to highlight the sound at the beginning and end of a word. Game No. 10 is fun, since the child can give answers to all the speech therapist’s questions that begin only with the same specific sound. It is advisable to include ball game No. 11 in a lesson on differentiating sounds. This game can be used to differentiate any sounds (s-sh, sh-zh, r-l, z-zh, etc.). Children with phonetic-phonemic speech underdevelopment may have difficulty dividing a word into syllables and mastering words with a complex syllabic structure. Of course, to solve this problem we use traditional techniques: clapping a rhythmic pattern, clapping and tapping the number of syllables in a word, building up syllables. The ball also plays a positive role in such activities.

In games No. 12, 16 and 17, children learn the syllabic structure of a word and consolidate the ability to divide words into syllables. In games we use not only rubber balls, but also homemade ones made from fabric. In the group and speech therapy room there is a set of these balls, red and blue, with letters embroidered on them. Each red ball has four vowels embroidered on it, and the blue ball has four consonants. Games with these balls are very diverse. So, for example, in game No. 6, the child names a vowel sound or a word starting with a vowel sound (if the speech therapist throws him a red ball) and a consonant (if the ball is blue). Multi-colored balls are also used to analyze and synthesize syllables and words. So, in game No. 13, children, on the instructions of the speech therapist, reproduce the reverse syllables AP, UT, OK, and then this syllable is laid out from balls. In game No. 14, children make words from balls, read, and analyze them.

1. Game “We hit the ball with our palm, repeat the sound together”

Goal: development of phonemic perception, reaction speed, consolidation of knowledge of vowel sounds.

Speech therapist: When you hear the sound “A”, hit the ball on the floor. After catching the ball, repeat this sound. A - U- O - U - A-A - O - U

2. Game “The vowel sound is heard by the ears, the ball flies over the top of the head”

Goal: development of phonemic perception, reaction speed, selection of a given vowel from a number of others.

Speech therapist: I will name vowel sounds. Toss the ball when you hear the "E" sound. A - E - U -Y - E - A - U - O - A - E - Y-E

3. Game “My ball and I sing vowel sounds together”

Goal: development of long, smooth exhalation, consolidation of the pronunciation of vowel sounds.

Option 1. The speech therapist asks the children to sing a vowel sound while rolling a ball on the table. The child takes a breath, smoothly rolls the ball to a friend, singing the vowel: A - A - A - A - A - A

Option 2. The game can be played while sitting on the floor - in a circle or in pairs, singing the vowel sounds assigned by the speech therapist and rolling the ball. The speech therapist draws the children’s attention to the fact that the ball needs to be rolled smoothly and the sound sung protractedly.

4. Game “Knock” I want to say sounds And I knock on the ball.

Goal: training in clear pronunciation of vowel sounds, development of phonemic perception.

Progress of the game. Children and speech therapist sit in a circle. The ball is sandwiched between each knee. The speech therapist pronounces vowel sounds while tapping the ball with his fist. Children repeat individually and in chorus. Sounds are practiced in isolated pronunciation with a gradual increase in the number of repetitions per exhalation, for example: A AA AAA E ee ee O 00 000 U UU UUU Then you can pronounce various combinations of sounds: AAE AEO AAU

5. Game “Singing Balls” First I knock on the ball, and then I roll it.

Goal: strengthening short and long pronunciation of vowel sounds, developing phonemic perception, strengthening long oral exhalation.

Progress of the game. Children are distributed in pairs and sit facing each other at a distance of three meters. Each pair has a ball. The speech therapist pronounces combinations of vowel sounds. The last sound is pronounced for a long time and sung. For example: A A E-uh-uh. U E A~a~a-a~a. The first two sounds are accompanied by a fist hitting the ball; singing the third sound, the child rolls the ball to his partner. Rolling the ball is emphatically smooth and prolonged, just like pronouncing a vowel sound.

6. Game “Multi-colored balls” Red is a vowel. Blue - no. What's the sound? Give me the answer!

Goal: strengthening the differentiation of vowels and consonants, developing attention and speed of thinking. Equipment: red and blue balls.

Progress of the game.

Option 1. The speech therapist throws the ball to the children. The person who catches it calls out a vowel sound if the ball is red, a consonant sound if the ball is blue, and throws the ball back to the speech therapist.

Option 2. The child names a word starting with a vowel sound if the ball is red. And if the ball is blue, then the child names a word that begins with a consonant sound.

7. Game “Quiet - Loud” We rode through the mountains, Sang here and sang there.

Goal: strengthening the articulation of vowel sounds, developing phonemic perception, working on voice strength.

Equipment: small balls.

Progress of the game. Singing a given sound as demonstrated by a speech therapist. The strength of the voice is proportional to the direction of movement of the hand. As the hand with the ball moves upward (uphill), the strength of the voice increases, downward (downhill) it decreases. When the hand with the ball moves horizontally (the ball rolls along the path), the strength of the voice does not change. In the future, children independently assign tasks to each other.

8. Game with passing the ball “Pass the ball - say the word”

Goal: development of phonemic awareness, reaction speed.

Progress of the game. The players line up in a column. The players standing first have one large ball (25-30 cm in diameter). The child names the word with the given sound and passes the ball back with both hands above his head (other ways of passing the ball are possible). The next player independently comes up with a word for the same sound and passes the ball on.

9. Game with passing the ball “Sound chain” We will connect a chain of words. The ball won't let you put a point.

Goal: development of phonemic awareness, activation of vocabulary.

Progress of the game. The speech therapist says the first word and hands the ball to the child. Next, the ball is passed from child to child. The final sound of the previous word is the initial sound. For example: spring - bus - elephant - nose - owl...

10. Ball throwing game “One hundred questions - one hundred answers starting with the letter A (I, B), and only this one”

Goal: development of phonemic concepts, imagination.

Progress of the game. The speech therapist throws the ball to the child and asks him a question. Returning the ball to the speech therapist, the child must answer the question so that all words of the answer begin with a given sound, for example, with the sound I. Example: - What is your name? - Ira (Ivan). - What about your last name? - Ivanova. - Where are you from? - From Irkutsk. - What grows there? - Figs. - What birds are there? - Orioles. - What gift will you bring to your family? - Taffy and toys.

11. Game “A syllable and a syllable - and there will be a word, we will play the game again”

Option 1. Goal: to consolidate the ability to add a syllable to a word.

Progress of the game. The speech therapist says to the children: “I will say the first part of the word, and you will say the second: sa - har, sa - ni.” Then the speech therapist throws the ball to the children one by one and says the first syllable; the children catch it and throw it back, saying the whole word. You can throw the ball on the floor.

Option 2. Goal: differentiation of sounds, development of attention, speed of thinking.

Progress of the game. The speech therapist throws a ball to the children, calling the first syllable: “sa” or “sha”, “su” or “shu”, “so” or “sho”, “sy” or “shi”. The child finishes the word. For example: Sha- balls sa-sanki sho- rustle so- forty shu- shuba su- bag shishina cheese- cheese

12. Game with throwing the ball “Let's catch the ball - once!” And two - we will unravel the words!

Progress of the game: Throwing the ball to the children, the speech therapist pronounces the words, and the children, returning the ball, repeat them: Plate, cave, room, dishes, display case, well. Then the speech therapist confuses the words by rearranging the syllables. And the children MUST untangle them. Speech therapist: Children: reltaka plate shpera cave nakomta soup room dishes trivina display case well well

13. Game “Sounding Toys” Prick up your ears: The toys will tell you the sounds.

Goal: analysis and synthesis of reverse syllables and consolidation of merging syllables.

Equipment: red and blue balls made of fabric with letters embroidered on the sides, indicating vowels and consonants.

Progress of the game. The speech therapist calls two children: “These are sounding toys, they can sing and speak.” Names in the children's ears the sounds that they will have to sing or pronounce. “Now I’ll press the button and our toys will talk” (touches the children one by one). “Toy children” reproduce their sounds, and the rest of the children orally “read” the resulting syllable. Children determine which sound they heard first, which sound they heard second, and reproduce the syllable along with the “sounding toys.” Then the reverse syllable is laid out from balls with letters and read.

14. Game “Catch the ball - make up a word” We caught three balls - We’ll say the word now.

Goal: compiling three-sound words and analyzing them. Equipment: fabric balls with vowels and consonants embroidered on them.

Progress of the game. The speech therapist throws a ball to each child, naming the sounds of the intended word: M - A - K D - O - M K - O - T Children find on their ball the letter corresponding to the named sound, and make up a word from the balls, read, analyze it.

15. Game with throwing the ball “Catch the ball and throw the ball - name how many sounds”

Goal: determining the sequence and number of sounds in a word.

Progress of the game. The speech therapist, throwing the ball, pronounces the word. The child who catches the ball determines the sequence of sounds in the word and names their number. Subsequence. Three-sound words like: MAC, SLEEP, KIT. Four-sound words with open syllables: FRAME, MOTHER. Four-sound words with a combination of consonants: MOLE, TABLE, ARGUMENT.

16. Game “If I meet a word on the road, I’ll break it into syllables”

Goal: training the ability to divide words into syllables, development of attention, speed of thinking.

Progress of the game. The speech therapist throws a ball to the children, naming one-syllable, two-syllable and three-syllable words. The child who catches the ball determines the number of syllables, names them and throws the ball back. You can invite children to pronounce the word syllable by syllable while simultaneously hitting the syllables with a ball.

17. Game with throwing the ball “Change this word, change it - lengthen it”

Goal: expanding vocabulary, developing attention, quick thinking

Progress of the lesson: An adult throws a ball to the children, while pronouncing a one-syllable word: garden, bush, nose, knife, table. The child who catches the ball, before throwing it back, changes the word so that it becomes two-syllable (nose - noses) or three-syllable (house - houses). The number of SYLLABLES is determined.

Nina Smykova

SOFTWARE TASKS:

Educational: Clarify and consolidate the clear pronunciation of the sound “A”. Learn to clearly articulate the sound “A”, pronounce it long, smoothly, on one exhalation and with different voice strengths. Strengthen the ability to highlight the sound “A” in words with your voice, learn to distinguish it from a number of other sounds, from the beginning of a word. Reinforce the designation of sounds and words with symbols.

Reinforce the rule: We hear and pronounce sounds.

Developmental: Develop phonemic awareness, the ability to coordinate speech with movements, fine motor skills of the fingers.

Educational: To develop children's speech and auditory attention.

EQUIPMENT: Pictures: watermelon, orange, pineapple, antenna, shark, bus, Anya, Alyosha, Andrey, individual mirrors, symbols (circles, fish) for each child.

PROGRESS OF THE CLASS:

Organizing time:

The speech therapist reads the riddle:

He's big, like a football

If it’s ripe, everyone is happy.

It tastes so good

And his name is (watermelon)

What is the first sound heard in the word A-WATERmelon? (Sound "A")

Characteristics of sound “A”, voice power control:

Guys, when we pronounce the sound “A”, then:

Sponges in a calm state;

The mouth is open wide;

The tongue lies quietly in the mouth;

The neck “works” (the child’s hand lies on the neck)

The sound “A” is a vowel, it can be sung because neither lips nor teeth interfere with the free passage of air.

We will denote the sound “A” with a large red circle and it will “live” in the red castle along with the sound “U”.

Phonetic exercises (in front of mirrors):

Show how a girl rocks a doll: aaaaaa (on a smooth, long exhale)

Sing the sound “A” quietly a – a – a...

Sing the sound “A” loudly A – A – A...

Say the sound “A” as many times as an adult claps his hands.

Isolating the sound “A” from a number of other sounds.

Didactic exercise “Catch the sound “A”.

What sound did you catch? (Sound "A")

Look at your palms, do you see the sound “A” there? (No)

It's not there because the sound can't be caught.

The sound can be heard and pronounced.

Physical education minute:

Exercise for developing coordination of speech with movements (poem by I. Tokmakova):

Stork, long-legged stork,

show me the way home!

Stomp your right foot

Stomp your left foot

Again with the right foot,

Again with the left foot,

After with the right foot,

Then with your left foot,

Then you'll come home!

(Children perform movements in accordance with the text)

Emphasize the sound “A” at the beginning of a word.

On the board there are pictures: watermelon, apricot, antenna, shark, Alyosha, Andrey, Anya, bus, orange. The speech therapist names what is depicted on them, emphasizing the sound “A” with his voice.

Then, one by one, names the words and asks the children to identify and mark the location of the sound “A” using a red circle and a card.

Exercise for fingers:

We shared an orange;

There are many of us, but he is alone.

This slice is for the hedgehog,

This slice is for the swift,

This slice is for ducklings,

This slice is for kittens,

This slice is for beavers,

And for the wolf - the peel.

(For each word, clench your fingers into fists. With your left hand, bend the fingers of your right hand one by one.)

Lesson summary:

What sound were we introduced to?

What sound is this?

Why is it called a vowel?

Name words with the sound “A” (named from memory).

Back forward

Attention! Slide previews are for informational purposes only and may not represent all the features of the presentation. If you are interested in this work, please download the full version.

Purpose of the lesson: to become familiar with the sounds [m] and [m"] and the letter that represents them.

Lesson objectives:

• learn to distinguish the sounds [m] and [m"] and the letter that denotes them from other sounds and letters; learn to read syllables, words with a new letter.
• develop reading skills, generalize knowledge about hard paired and soft paired consonant sounds;
• develop the intellectual abilities of students based on speech and thinking activity
• to cultivate feelings of camaraderie, mutual assistance, humanity towards each other,
• generate interest in the subject,

Visibility and equipment.

On the students' desks: textbook "Learning to Read" 2 hours. Cards for drawing up sound patterns, syllable cards, colored pencils, notebook.

Lesson presentation: illustrative material, assignments.

Equipment: cubes with letters, projector, screen, computer.

I. Organizational moment.

Students' readiness for the lesson.

II. Articulation gymnastics.

III. Updating students' knowledge

There are two groups of depicted objects on the board.<Slide 1>.

1) mouth, row, baby;

2) ball, eagle, turkey.

Name the objects depicted in the first group.

Name the objects depicted in the second group.

What did you use to name the objects depicted?

(- Using a word)

How does an object differ from a word?

Eliminate one word from the first group based on several criteria at the same time.

(You can exclude the word from the first group Baby, since it has two syllables, and in words mouth And row- one by one. In a word Baby five sounds, and in words mouth And row- three each. Word Baby answers the question WHO?, and the words mouth And row- to the question WHAT?).<Click>

Which word can be excluded from the second group?

(You can exclude the word from the second group ball, since it has one syllable, and in words eagle And turkey- two each. Ball- this is the name of the toy, the word answers the question WHAT?, and eagle And turkey- these are the names of birds, the words answer the question WHO?. Word ball begins with a soft consonant sound and ends with a soft consonant sound, and the words eagle And turkey begin with a vowel sound and end with a consonant.<Click>

IV. Students formulate the topic and purpose of the lesson

Say the first sounds of the excluded words and formulate the topic of today's lesson.

(Word Baby begins with the sound [m], and the word ball- from the sound [m"]. So, the topic of today's lesson is “The sounds [m] and [m"] and the letter that denotes them).

What is the purpose of our lesson?

(The purpose of the lesson is to become familiar with the sounds [m] and [m"] and the letter that denotes them; learn to distinguish the sounds [m] and [m"] and the letter that denotes them from other sounds and letters; learn to read syllables, words with a new letter).

V. Introducing new sounds<Слайд 2>.

Say the word Baby, highlighting the first sound in it.

Name the first sound. ([m]).

Say the sound [m] in front of the mirror and tell how the visible organs of speech are located when pronouncing it.

(When pronouncing the sound [m], the lips are compressed tightly, without stretching to the sides. The teeth do not touch each other. The tongue lies freely).

Say the sound [m] again, determine how the air passes through the neck when pronouncing it? (When pronouncing the sound [m], the air encounters an obstacle, which means it is consonant).

What is the character of its sound? (When pronouncing it, a voice and noise are heard, which means it is sonorous).

What sound follows it? (The sound [m] is pronounced firmly, and behind it there is a sound [u], which means it is hard).

Give a short description of the sound [m]. (Sound [m] consonant, voiced, hard).<Click>

Because the Baby loves to play ball, let's work with this word.

Say the word ball, highlighting the first sound in it.

Name the first sound in the word ball.

(This is the sound [m"]).

Say the sound [m"] several times, describe it, justifying your answer.

(When pronouncing the sound [m "], the air encounters a barrier, which means it is consonant. When pronouncing the sound [m "], a voice and noise are heard, which means it is voiced. The sound [m "] is pronounced softly, which means it is soft).

Briefly describe the sound [m"].

(Sound [m"] consonant, voiced, soft).<Click>

Remember the topic of the lesson and name the toys that the baby could also play with. (Car, sword, bear, etc.)

Physical exercise.

During the physical education session we will determine what name the baby could have. If there is a sound [m] or [m"] in his name, then we nod our heads, agreeing; if there is no new sound, we deny with a movement of the head.

Misha, Akim, Artyom, Sergey, Taras, Timur, Maxim, Danila, Semyon.

VI. Introducing a new letter.

The kid scattered cubes with different letters. Let's put things in order by putting the cubes in a box. As soon as you see the letter on the die that represents the sounds [m] and [m"], clap your hands.

What is the name of this letter?

(This is the letter "um").<Click>

What does the letter M look like? Let's read poems about this letter.

Stand in pairs and make the letter M.

In which square of the letter tape will we place the letter M and why?<Click>

VII. Reading syllables, words, text with a new letter

1. Reading syllables.

With letter M We met. What can we do now?

Let's read the syllables to the baby, adding one letter each time.<Slide 3>.

2. Working with pure language.

Did a good job. Now let’s teach the baby to pronounce sounds correctly and clearly. First you need to insert into frankly speaking syllable suitable for content.<Slide 4>.

:.- at home I sa: (ma-ma-ma -------ma)<Click>

:. - milk ko: (mu) Cry

:. - eating eski: (mo) Cry

:. - read: (we) Cry

:. - sing the note ":" (mi)

3. So that the baby doesn’t get bored, let’s play in the game "Syllable Lotto"

(Each student selects and writes three of the proposed syllables in the manual, the teacher shows another syllable, if the word is obtained, the student gets a point, etc.). (Next comes mutual verification).

4. Find the “extra” word.

Let's read what words the Kid has. Let's find the "extra" among them.

mouse	Bowl	poppy
midge	cat	fur

Prove your answer.<Click>

What do you know about cats? Everyone prepares one sentence that would continue the previously heard thought.

What two-syllable words can be related in meaning to the word CAT? (A bowl is a dish from which cats eat, a mouse is an animal that cats hunt).

5. Drawing up sound patterns for the words MOUSE and BOWL<Click>. (One of the students draws up a diagram on the board using magnetic cards, the rest work in notebooks).

6. Reading the text.

The kid also wants to talk about his pets. Let's listen to the story "Murka and Murzik". (We listen to a student who reads well, then each whispers to himself).

Conversation on reading.

Who lives in the house?

What are the cats' names?

Why does Murka lick Murzik?

VIII. Lesson summary

What new sounds and new letters did we meet?

(We got acquainted with the sounds [m] and [m"] and the letter M).

Describe the sounds [m] and [m"].

(The sound [m] is consonant, voiced, hard. The sound [m"] is consonant, voiced, soft).

Bibliography.

1. L.A. Efrsinina. Reading textbook for grade 1 “Learning to read”, part 2, Moscow, Ventana-Graf publishing house.
2. G.A. Bakulina. Intellectual development of primary schoolchildren in literacy lessons. 1 class. Moscow, humanitarian publishing center "Vlados".

VI. Bottom line. What two sounds made friends in class today? What song do they sing together?

Group/class

Lesson 29

Certificate. Sound [y "a]. Letter I, I

Target:

· Fix the sound combination [th "a", determine its place in the word;

·reinforce the concept that one letter represents two sounds:

·introduce the vowel letter I;

· consolidate the visual image of the letter I;

· practice the ability to form plurals from names

baby animals, in agreement of possessive pronouns my, my, my with nouns;

· develop phonemic hearing, attention, memory, fine motor skills;

· to educate, independence, activity, responsibility.

Progress of the lesson

1. In the last lesson we got acquainted with double sound[th"], and today we will learn the letter that denotes this combination of sounds.

When can you hear a combination of sounds [y"a]? (At the beginning of a word and after

vowel sound.)

Here Yasha and Raya are eagerly waiting for us.

They can't find the patterns for their names. Let's help them! Where is the combination of sounds [y"a] heard in the name Yasha? (At the beginning of the word.) Find objects with a combination of sounds [y"a] at the beginning and connect them with Yasha (lizard, lamb, apple). And in the name of Raya, where is the combination of sounds [y"a] heard? (After the vowel.) Find and connect the objects of Raya. (Fairy, button accordion, piano)

Introducing the letter. The double sound [y"a] is denoted by one letter I. What do you think, is the letter I one or two? (Large and small) Why? (Children's explanations)

111 . 1. Fixing the image of the letter. Find and circle the letter I among the other letters.

2. Name the sounds that these letters represent. (Children must name two sounds for the letters M, N, L - soft and hard.)

Physical exercise.

That's an apple

Stretch out your hand

Pick an apple.

The wind began to shake the twig,

And it's hard to get an apple.

(Children imitate the movements.)

I'll jump up and extend my hand

And I’ll quickly pick an apple! "

IV. 1. Reading syllables, words.

2.Match the objects with the appropriate word.

3.Reading sentences.

V. Performing exercises to prepare children for writing.

VI. Bottom line. What have we learned about the letter I?

SPEECH DEVELOPMENT. PREPARATION FOR LEADERSHIP AND WRITING

Date "___" __________ ______ ________________

Group/class

Lesson 30

Diploma (consolidation). Letters A-Z

Target:

Introduce the letter I as an indicator of the softness of the previous consonant (the letter I means [a] after a soft consonant);

·fix the letters A, Z, the rule of writing them after consonants;

· exercise in determining the sound composition of a word, highlighting vowel sounds, designating them with letters, selecting words to sound patterns, the ability to provide feedback: highlight the first sound in a word, designate it with a letter;

and with all the letters studied;

Develop intonation expressiveness of speech (reading plain language with different intonations);

Develop phonemic hearing, attention, fine motor skills;

· cultivate the ability to listen to a friend, supplement, correct his answer.

Progress of the lesson

1. What two groups are sounds and letters divided into?(For vowels and consonants) How do sounds and letters differ? (We hear and pronounce sounds, and we see and write letters.)

Today we will talk about 2 vowel letters - A and Z, and their work.

11. Game "Name the Sound".

Label the first two sounds with the appropriate color. Divide the words into

Which of you can guess the word for this diagram?

Mystery

Long thin stalk

Above is a scarlet light.

Not a plant, but a lighthouse

This is bright red... (poppy).

(E. Savelyeva)

The teacher shows a picture of a poppy: tell us about the sound composition of the word - name the vowel sound.

What letter do we use to represent this sound? (a) Write down on the letter diagram A.

Mystery

I jump and remain silent.

If I fall, I won't scream.

I don't even need a doctor.

Guess who I am?

And in the word ball is there a sound [a]? What sound is this: first, second or third?

Who can say: there is in the word ball the letter a? In a word ball The sound [a] is indicated by the letter Y.

Sign the letter I in your letter diagrams under the sign of the vowel sound [a].

How do you know when to denote the sound [a] the letter A is used, and when - I? Now we will reveal the first rule of competent writing. Look closely at the word patterns poppy And ball. In a word poppy After what consonant sound does the sound [a] come: after soft or hard? (Solid) In the word ball, Which consonant comes before the “sound [a]: hard or soft? (Soft)

Conclusion.

The letters A and Z stand for the vowel sound [a].

The letter A denotes the sound [a] after a hard consonant (hard commander"). The letter I denotes the sound [a] after a soft consonant (soft commander").

Remember this rule.

Let's take two more words - small And crumpled. What vowel sound do you hear in these words? That's right, in words small And crumpled the sound [a] is heard. Two diagrams, and you determine where the word is small, And where crumpled, write it down.

Why did you decide that I wrote down the word first? small? (Because the letter A indicates the first hard consonant, and the word begins with the hard consonant [m] small The letter I indicates that it is preceded by a soft consonant, and the word begins with a soft consonant crumpled(color the first sound in the diagram with the desired color), What letter represents the sound [a] in the word small? Which - in the word crumpled?

Name the objects, what letter is written in the word A or Z? Match the word with the corresponding letter.

Reading syllables, words.

If a syllable has a hard consonant before the sound [a], what letter should be written? If it's soft? Write the letter A in the first column and read the syllables. What consonant sounds are they? Hard or soft? Turn hard sounds into soft ones. Which letter will help you? Write it down. Read the syllables.

Related information.

Before moving on to 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 a text is conveyed or a conversation is outlined. Letters are used to visually convey meaning; we perceive them with our eyes. The letters can be read. When you read letters out loud, you form sounds - syllables - words.

A list of all letters is just an alphabet

Almost every schoolchild knows how many letters are in the Russian alphabet. That's right, there are 33 of them in total. The Russian alphabet is called the Cyrillic alphabet. 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 themselves define any sound units.

You often pronounce sounds in phrases differently from how you write them in writing. In addition, a word may use more letters than sounds. For example, “children’s” - the letters “T” and “S” 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 is pronounced as [yu].

What is phonetic analysis?

We perceive spoken speech by ear. By phonetic analysis of a word we mean the characteristics of the sound composition. In the school curriculum, such analysis is more often called “sound-letter” analysis. So, with phonetic analysis, 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 parsing, a special transcription in square brackets is used. For example, it is correctly written:

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

The phonetic parsing scheme uses special symbols. Thanks to this, it is possible to correctly designate and distinguish the letter notation (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;
• percussive [´] - accent;
• in complex word forms from several roots, the secondary stress sign [`] - gravis is used (not practiced in the school curriculum);
• the letters of the alphabet Yu, Ya, E, Ё, ь and Ъ are NEVER used in transcription (in the curriculum);
• for doubled consonants, [:] is used - a sign of the longitude of the sound.

Below are detailed rules for orthoepic, alphabetic, phonetic and word analysis with online examples, in accordance with general school standards of the modern Russian language. Professional linguists' transcriptions of phonetic characteristics are distinguished by accents and other symbols with additional acoustic features of vowel and consonant phonemes.

How to make a phonetic analysis of a word?

The following diagram will help you carry out letter analysis:

• Write down the necessary word and say it out loud several times.
• Count how many vowels and consonants there are in it.
• Indicate the stressed syllable. (Stress, using intensity (energy), distinguishes 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 syllable division in is different from the rules of transfer. The total number of syllables always matches the number of vowels.
• In the transcription, sort 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”, “ya”, “i” can represent 2 sounds at once.
• Analyze each phoneme separately and indicate its properties separated by commas:
  • for a vowel we indicate in the characteristic: vowel sound; stressed or unstressed;
  • in the characteristics of consonants we indicate: consonant sound; hard or soft, voiced or deaf, sonorant, paired/unpaired in hardness-softness and sonority-dullness.
• 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 analysis of a word

Here is a sample phonetic analysis of the composition for the word “phenomenon” → [yivl’e′n’ie]. In this example there are 4 vowels and 3 consonants. There are only 4 syllables: I-vle′-n-e. The emphasis falls on the second.

Sound characteristics of letters:

i [th] - acc., unpaired soft, unpaired voiced, sonorant [i] - vowel, unstressedv [v] - acc., paired hard, paired sound l [l'] - acc., paired soft., unpaired . sound, sonorant [e′] - vowel, stressed [n’] - consonant, paired soft, unpaired sound, sonorant and [i] - vowel, unstressed [th] - consonant, unpaired. soft, unpaired sound, sonorant [e] - vowel, unstressed________________________In total, the word phenomenon has 7 letters, 9 sounds. The first letter “I” and the last “E” each 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 relationships and transcription rules for sound-letter parsing.

Phonetics and sounds in Russian

What sounds are there?

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

How many sounds are there in Russian living speech?

The correct answer is 42.

Doing phonetic analysis online, you will find that 36 consonant sounds and 6 vowels are involved in word formation. Many people have a reasonable question: why is there such a strange inconsistency? Why does the total number of sounds and letters differ for 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, softness-hardness pairs:

• [b] - cheerful and [b’] - squirrel;
• or [d]-[d’]: home - to do.

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

Vowel sounds in Russian words

Vowel sounds Unlike consonants, they are melodic; they flow freely, as if in a chant, from the larynx, without barriers or 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 try to pronounce a consonant, the more energetically you will close your mouth. This is the most striking articulatory difference between these phoneme classes.

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

How many vowel sounds are there in Russian phonetics?

Russian speech uses fewer vowel phonemes than letters. There are only six shock sounds: [a], [i], [o], [e], [u], [s]. And let us remind you that there are ten letters: a, e, e, i, o, u, y, e, i, yu. The vowels E, E, Yu, I are not “pure” sounds in transcription are not used. Often, when parsing words by letter, the emphasis falls on the listed letters.

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 force of exhalation, increased duration of sound and are pronounced undistorted. Since they are pronounced clearly and expressively, sound analysis of syllables with stressed vowel phonemes is much easier to carry out. The position in which the sound does not undergo changes and retains its basic form is called strong position. This position can only be occupied by a stressed sound and a syllable. Unstressed phonemes and syllables remain in a weak position.

• The vowel in a stressed syllable is always in a strong position, that is, it is pronounced more clearly, with the greatest strength 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 the Russian language, only one phoneme “U” retains unchangeable phonetic properties: kuruza, tablet, u chus, u lov - in all positions it is pronounced clearly as [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 “U”: muesli [m’u ´sl’i], key [kl’u ´ch’], 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 the 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, the conjunction but. The sound [o] in writing can be reflected by another letter “ё” - [o]: thorn [t’o´ rn], fire [kas’t’o´ r]. It will also not be difficult to analyze the sounds of the remaining four vowels in the stressed position.

Unstressed vowels and sounds in Russian words

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

• I'm home [ya do "ma].
• New houses [no "vye da ma"].

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

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

Such changes in vowels in unstressed syllables are called reduction. Quantitative, when the duration of the sound changes. And high-quality reduction, when the characteristics of the original sound change.

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

• primarily relative to the stressed syllable;
• at the absolute beginning or end of a word;
• in open syllables (consisting of only one vowel);
• on the influence of neighboring signs (ь, ъ) and consonant.

Yes, it varies 1st degree of reduction. It is subject to:

• vowels in the first pre-stressed syllable;
• naked 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’ii].

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

• vper-re -di [fp’ir’i d’i´];
• e -ste-ste-st-no [yi s’t’e´s’t’v’in:a];

Any other pre-stressed syllables and all post-stressed syllables during sound analysis are classified as reduction of the 2nd degree. It is also called a “weak position of the second degree.”

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

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

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

Sound-letter analysis: iotized sounds

Phonetically, the letters E - [ye], Yo - [yo], Yu - [yu], Ya - [ya] often mean 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 iotized. The meaning of the letters E, E, Yu, I is determined by their positional position.

When analyzed phonetically, the vowels e, e, yu, i form 2 sounds:

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

• At the beginning of the words “Yo” and “Yu” are always:
  • - shudder [yo´ zhyts:a], Christmas tree [yo´ lach’nyy], hedgehog [yo´ zhyk], container [yo´ mcast’];
  • - jeweler [yuv ’il’i´r], top [yu la´], skirt [yu´ pka], Jupiter [yu p’i´t’ir], nimbleness [yu ´rkas’t’];
• at the beginning of the words “E” and “I” only under stress*:
  • - spruce [ye´ l’], travel [ye´ w:u], huntsman [ye´ g’ir’], eunuch [ye´ vnukh];
  • - yacht [ya´ hta], anchor [ya´ kar’], yaki [ya´ ki], apple [ya´ blaka];
  • (*to perform sound-letter analysis of the 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” are in stressed and unstressed syllables, except in cases where these letters are located after a vowel in the 1st pre-stressed syllable or in the 1st, 2nd unstressed syllable in the middle of words. Phonetic analysis online and examples in specified cases:
  • - receiver [pr’iyo´mn’ik], sings t [payo´t], klyyo t [kl’uyo ´t];
  • -ayu rveda [ayu r’v’e´da], I sing t [payu ´t], melt [ta´yu t], cabin [kayu ´ta],
• after the dividing solid “Ъ” the sign “Ё” 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” the sign “Ё” and “Yu” is always, and “E” and “I” are 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´ ga], family [s'em'ya´ ]

As you can see, in the phonemic system of the Russian language, stress is of decisive importance. Vowels in unstressed syllables undergo the greatest reduction. Let's continue the sound-letter analysis of the remaining iotized ones and see how they can still change characteristics depending on the environment in the words.

◊ Unstressed vowels“E” and “I” designate two sounds and in phonetic transcription and are written as [YI]:

• at the very beginning of the word:
  • - unity [yi d'in'e´n'i'ye], spruce [yil´vyy], blackberry [yizhiv'i´ka], him [yivo´], fidget [yigaza´], Yenisei [yin'is 'e´y], Egypt [yig'i´p'it];
  • - January [yi nvarskiy], 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 vrap'io´idnaya], Evgeniy [ye] vgeny, European [ye vrap'e´yits], diocese [ye] pa´rkhiya, etc.).
• immediately after a vowel in the 1st pre-stressed syllable or in the 1st, 2nd post-stressed syllable, except for the location at the absolute end of the word.
  • in a timely manner [svai vr'e´m'ina], trains [payi zda´], let's eat [payi d'i´m], run into [nayi w:a´t'], Belgian [b'il'g'i´ yi c], students [uch'a´sh'iyi s'a], with sentences [pr'idlazhe´n'iyi m'i], vanity [suyi ta´],
  • bark [la´yi t'], pendulum [ma´yi tn'ik], hare [za´yi c], belt [po´yi s], declare [zayi v'i´t'], show [prayi in 'l'u´]
• after the dividing hard “Ъ” or soft “b” sign: - intoxicating [p'yi n'i´t], express [izyi v'i´t'], announcement [abyi vl'e´n'iye], edible [syi dobny].

Note: The St. Petersburg phonological school is characterized by “ecane”, and the Moscow school is characterized by “hiccup”. Previously, the iotrated “Yo” was pronounced with a more accented “Ye”. When changing capitals, performing sound-letter analysis, they adhere to Moscow norms in orthoepy.

Some people in fluent speech pronounce the vowel “I” 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 voiced 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 online sound-letter analysis: - nightingales [salav'yi´], on chicken legs [na ku´r'yi' x" no´shkah], rabbit [kro´l'ich'yi], no family [s'im 'yi´], judges [su´d'yi], draws [n'ich'yi´], streams [ruch'yi´], foxes [li´s'yi]. But: 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], pavilion n [pav'il'o´n], similarly: postman n , champignon n, chignon n, companion n, medallion n, battalion n, guillot tina, carmagno la, mignon n and others.

Phonetic analysis of words, when the vowels “Yu” “E” “E” “I” form 1 sound

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

• sound units “Yo” “Yu” “E” are under stress after an unpaired consonant in hardness: zh, sh, ts. Then they represent phonemes:
  • ё - [o],
  • e - [e],
  • yu - [y].
  Examples of online analysis by sounds: yellow [zho´ lty], silk [sho´ lk], whole [tse´ ly], recipe [r'itse´ pt], pearls [zhe´ mch'uk], six [she´ st '], hornet [she'rshen'], parachute [parashu't];
• The letters “I” “Yu” “E” “E” and “I” indicate the softness of the preceding consonant [’]. Exception only for: [f], [w], [c]. In such cases in a striking position they form one vowel sound:
  • ё – [o]: ticket [put'o´ fka], easy [l'o´ hk'iy], honey fungus [ap'o´ nak], actor [akt'o´ r], child [r'ib' o´nak];
  • e – [e]: seal [t’ul’e´ n’], mirror [z’e’ rkala], smarter [umn’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 a phonetic analysis of the composition, such a vowel sound is transcribed as [e] without a preceding apostrophe of softness: hotel [ate´ l'], 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 [table´ t].
• Attention! After soft consonants in prestressed syllables the vowels “E” and “I” undergo qualitative reduction and are transformed into the sound [i] (except for [ts], [zh], [sh]). Examples of phonetic analysis of words with similar phonemes: - grain [z'i rno´], earth [z'i ml'a´], cheerful [v'i s'o´ly], ringing [z'v 'i n'i´t], forest [l'i sno´y], blizzard [m'i t'e´l'itsa], feather [p'i ro´], brought [pr' in'i sla´], knit [v'i za´t'], lie [l'i ga´t'], five grater [p'i t'o´rka]

Phonetic analysis: consonants of the Russian language

There is an absolute majority of consonants in the Russian language. 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 ringing appears in the voice.

How many consonants are there in Russian speech?

In the alphabet they are designated by 21 letters. However, when performing sound-letter analysis, you will find that in Russian phonetics consonant sounds more, namely 36.

Sound-letter analysis: what are the consonant sounds?

In our language there are consonants:

• hard - soft and form the corresponding pairs:
  • [b] - [b’]: b anan - b tree,
  • [in] - [in’]: in height - in yun,
  • [g] - [g’]: city - duke,
  • [d] - [d’]: dacha - dolphin,
  • [z] - [z’]: z von - z ether,
  • [k] - [k’]: k onfeta - to enguru,
  • [l] - [l’]: boat - l lux,
  • [m] - [m’]: magic - dreams,
  • [n] - [n’]: new - nectar,
  • [p] - [p’]: p alma- p yosik,
  • [r] - [r’]: daisy - row of poison,
  • [s] - [s’]: with uvenir - with urpriz,
  • [t] - [t’]: tuchka - t ulpan,
  • [f] - [f’]: f lag - f February,
  • [x] - [x’]: x orek - x seeker.
• Certain consonants do not have a hard-soft pair. Unpaired ones include:
  • sounds [zh], [ts], [sh] - always hard (zhzn, tsikl, mouse);
  • [ch’], [sch’] and [th’] are always soft (daughter, more often than not, yours).
• The sounds [zh], [ch’], [sh], [sh’] in our language are called hissing.

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

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

• Sonorant (l, m, n, r, y) are the most sonorous phonemes, in them a maximum of voices and a few noises are heard: l ev, rai, n o l.
• If, when pronouncing a word during sound parsing, both a voice and noise are formed, it means that you have a voiced consonant (g, b, z, etc.): plant, b people, life.
• When pronouncing voiceless consonants (p, s, t and others), the vocal cords do not tense, only noise is made: st opka, fishka, k ost yum, tsirk, sew up.

Note: In phonetics, consonant sound units also have a division according to the nature of formation: stop (b, p, d, t) - gap (zh, w, z, s) and method of articulation: labiolabial (b, p, m) , labiodental (f, v), anterior lingual (t, d, z, s, c, g, w, sch, h, n, l, r), midlingual (th), posterior lingual (k, g, x) . The names are given based on the organs of articulation that are involved in sound production.

Tip: If you're just starting to practice spelling words phonetically, try placing your hands on your ears and saying the phoneme. If you were able to hear a voice, then the sound being studied is a voiced consonant, but if noise is heard, then it is voiceless.

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

Positional changes of consonants in Russian

The consonant sound, just like the vowel, undergoes changes. The same letter phonetically can represent a different sound, depending on the position it occupies. In the flow of speech, the sound of one consonant is compared to the articulation of a consonant located next to it. This effect makes pronunciation easier and is called assimilation in phonetics.

Positional stun/voicing

In a certain position for consonants, the phonetic law of assimilation according to deafness and voicedness applies. The voiced paired consonant is replaced by a voiceless one:

• at the absolute end of a phonetic word: but [no´sh], snow [s’n’e´k], garden [agaro´t], club [klu´p];
• before voiceless consonants: forget-me-not a [n’izabu´t ka], obkh vatit [apkh vat’i´t’], Tuesday [ft o´rn’ik], tube a [corpse a].
• doing a sound-letter analysis online, you will notice that the voiceless paired consonant standing before the voiced one (except for [th'], [v] - [v'], [l] - [l'], [m] - [m'] , [n] - [n'], [r] - [r']) is also voiced, that 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 voiceless 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 [z] and [s] is equally acceptable.

When parsing 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 “-ого”, “-го” of adjectives, participles and pronouns, the consonant “G” is transcribed as the sound [в]: red [kra´snava], blue [s'i´n'iva] , white [b'e´lava], sharp, full, former, that, that, whom. If, after assimilation, two consonants of the same type are formed, they merge. In the school curriculum on phonetics, this process is called consonant contraction: separate [ad:'il'i´t'] → the letters “T” and “D” are reduced into sounds [d'd'], besh smart [b'ish: u ´much]. When analyzing the composition of a number of words in sound-letter analysis, dissimilation is observed - the opposite process to assimilation. In this case, the common feature of two adjacent consonants changes: the combination “GK” sounds like [xk] (instead of the standard [kk]): light [l'o′kh'k'ii], soft [m'a′kh' k'ii].

Soft consonants in Russian

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

• Softening of paired hard consonants occurs before “b”;
• the softness of the consonant sound in a syllable in writing will help determine the vowel letter that follows it (e, ё, i, yu, i);
• [ш'], [ч'] and [й] are only soft by default;
• The sound [n] is always softened before soft consonants “Z”, “S”, “D”, “T”: claim [pr'iten'z 'iya], review [r'itseen'z 'iya], pension [pen 's' iya], ve[n'z'] el, licé[n'z'] iya, ka[n'd'] idat, ba[n'd'] it, i[n'd'] ivid , blo[n'd']in, stipe[n'd']iya, ba[n't']ik, vi[n't']ik, zo[n't']ik, ve[n' t'] il, a[n't'] ical, co[n't'] text, remo[n't'] edit;
• the letters “N”, “K”, “P” during phonetic analysis of their composition can be softened before the soft sounds [ch'], [sch']: glass ik [staka'n'ch'ik], smenschik ik [sm'e ′n'sch'ik], donch ik [po'n'ch'ik], masonry ik [kam'e'n'sch'ik], boulevard [bul'va'r'sh'ina], borscht [ borsch'];
• often the sounds [з], [с], [р], [н] before 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-letter analysis, take into account the exception words when the consonant [p] before soft dental and labial ones, as well as before [ch’], [sch’] 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 letter analysis, a [-] dash is placed in square brackets opposite the letter “b”.

Positional changes in paired voiced-voiceless consonants before hissing consonants and their transcription during sound-letter parsing

To determine the number of sounds in a word, it is necessary to take into account their positional changes. Paired voiced-voiceless: [d-t] or [z-s] before sibilants (zh, sh, shch, h) are phonetically replaced by a sibilant consonant.

• Literal analysis and examples of words with hissing sounds: arrival [pr'ie'zhzh ii], ascend [vashsh e´st'iye], izzh elta [i´zh elta], take pity [zh a´l'its: A].

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

• Letter combinations with a hissing “szh” - “zzh” are pronounced like a double hard consonant [zh:], and “ssh” - “zsh” - like [sh:]: squeezed, sewed, without a splint, climbed in.
• The combinations “zzh”, “zhzh” inside the root, when parsed by letters and sounds, are written in transcription as a long consonant [zh:]: I ride, I squeal, later, reins, yeast, zhzhenka.
• The combinations “sch”, “zch” at the junction of a root and a suffix/prefix are pronounced as a long soft [sch’:]: account [sch’: o´t], scribe, customer.
• At the junction of the preposition with the following word in place of “sch”, “zch” is transcribed as [sch'ch']: without number [b'esh' ch' isla´], with something [sch'ch' e'mta] .
• During sound-letter analysis, the combinations “tch”, “dch” at the junction of morphemes are defined as double soft [ch':]: pilot [l'o´ch': ik], good fellow [little-ch': ik], report [ach': o´t].

Cheat sheet for comparing consonant sounds by place of formation

• сч → [ш':] : happiness [ш': а´с'т'е], sandstone [п'ish': а´н'ik], peddler [vari´sch': ik], paving stones, calculations, exhaust, clear;
• zch → [sch’:]: carver [r’e’sch’: ik], loader [gru’sch’: ik], storyteller [raska’sch’: ik];
• zhch → [sch’:]: defector [p’ir’ibe´ sch’: ik], man [musch’: i´na];
• shch → [sch’:]: freckled [in’isnu’sch’: ity];
• stch → [sch’:]: tougher [zho’sch’: e], biting, rigger;
• zdch → [sch’:]: roundabout [abye’sch’: ik], furrowed [baro’sch’: ity];
• ssch → [sch’:]: split [rasch’: ip’i′t’], became generous [rasch’: e’dr’ils’a];
• thsch → [ch'sch']: to split off [ach'sch' ip'i′t'], to snap off [ach'sch' o´lk'ivat'], in vain [ch'sch' etna], carefully [ch' sch' at'el'na];
• tch → [ch’:]: report [ach’: o′t], fatherland [ach’: i′zna], ciliated [r’is’n’i′ch’: i′ty];
• dch → [ch’:]: emphasize [pach’: o’rk’ivat’], stepdaughter [pach’: ir’itsa];
• szh → [zh:]: compress [zh: a´t’];
• zzh → [zh:]: get rid of [izh: y´t’], kindle [ro´zh: yk], leave [uyizh: a´t’];
• ssh → [sh:]: brought [pr’in’o′sh: y], embroidered [rash: y’ty];
• zsh → [sh:]: lower [n’ish: s′y]
• th → [pcs], in word forms with “what” and its derivatives, doing a sound-letter analysis, we write [pcs]: so that [pcs] , for nothing [n'e′ zasht a], something [ sht o n'ibut'], something;
• th → [h't] in other cases of letter parsing: dreamer [m'ich't a´t'il'], mail [po´ch't a], preference [pr'itpach't 'e´n' ie] etc;
• chn → [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, as well as in female patronymics ending in “-ichna”: Ilyinichna, Nikitichna, Kuzminichna, etc.;
• chn → [ch'n] - letter analysis for all other options: fabulous [ska´zach'n y], dacha [da´ch'n y], strawberry [z'im'l'in'i´ch'n y], wake up, cloudy, sunny, etc.;
• !zhd → in place of the letter combination “zhd”, double pronunciation and transcription [sch’] or [sht’] is allowed in the word rain and in the word forms derived from it: rainy, rainy.

Unpronounceable consonants in Russian words

During the pronunciation of an entire phonetic word with a chain of many different consonant letters, one or another sound may be lost. As a result, in the spelling 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 such phonetic words will be less than letters.

In Russian phonetics, unpronounceable consonants include:

• "T" - in combinations:
  • stn → [sn]: local [m’e´sn y], reed [tras’n ’i´k]. By analogy, one can perform a phonetic analysis of the words staircase, honest, famous, joyful, sad, participant, messenger, rainy, furious and others;
  • stl → [sl]: happy [sh':asl 'i´vyy"], happy, conscientious, boastful (exception words: bony and postlat, in them the letter “T” is pronounced);
  • ntsk → [nsk]: gigantic [g'iga´nsk 'ii], agency, presidential;
  • sts → [s:]: sixs from [shes: o´t], to eat up [take´s: a], to swear I [kl’a´s: a];
  • sts → [s:]: tourist [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]: x-ray en [r’eng ’e´n];
  • “–tsya”, “–tsya” → [ts:] in verb endings: smile [smile´ts: a], wash [my´ts: a], looks, will do, bow, shave, fit;
  • ts → [ts] for adjectives in combinations at the junction of a root and a suffix: childish [d’e´ts k’ii], bratskiy [bratskyi];
  • ts → [ts:] / [tss]: athlete [sparts: m’e´n], send [atss yla´t’];
  • tts → [ts:] at the junction of morphemes during phonetic analysis online is written as a long “ts”: bratz a [bra´ts: a], father epit [ats: yp'i´t'], to father u [k atz: y´];
• “D” - when parsing by sounds in the following letter combinations:
  • zdn → [zn]: late [z'n'y], star [z'v'ozn'y], holiday [pra'z'n'ik], free [b'izvazm' e′know];
  • ndsh → [nsh]: mundsh tuk [munsh tu´k], landsh aft [lansh a´ft];
  • NDsk → [NSK]: Dutch [Galansk ’ii], Thai [Thailansk ’ii], Norman [Narmansk ’ii];
  • zdts → [ss]: under the bridles [fall uss s´];
  • ndc → [nts]: Dutch [galans];
  • rdc → [rts]: heart [s’e´rts e], serdts evin [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 parsed soundly, the word is written as double [ts]: pick up [pats: yp'i´t'], twenty [dva´ts: yt'] ;
  • ds → [ts]: factory [zavac ko´y], rods tvo [rac tvo´], means [sr’e´ts tva], Kislovods k [k’islavo´ts k];
• “L” - in combinations:
  • sun → [nz]: sun [so´nts e], solar state;
• “B” - in combinations:
  • vstv → [stv] literal analysis of words: hello [hello, go away], feelings about [ch's'tva], sensuality [ch'us'tv 'inas't'], pampering about [pampering o´], virgin [d'e´stv 'in:y].

Note: In some words of the Russian language, when there is a cluster of consonant sounds “stk”, “ntk”, “zdk”, “ndk” the loss of the phoneme [t] is not allowed: trip [payestka], daughter-in-law, typist, summons, laboratory assistant, student , patient, bulky, Irish, Scottish.

• When parsing letters, two identical letters immediately after the stressed vowel are transcribed as a single sound and a longitude symbol [:]: 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 phonetic analysis of a word online according to the indicated rules, or you have an ambiguous analysis of the word being studied, use the help of a reference dictionary. 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: short theoretical course for schoolchildren. – MSU, M.: 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 Education Workers”, Tambov: 2012
• Rosenthal D.E., Dzhandzhakova E.V., Kabanova N.P. Handbook of 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 school curriculum format. They will help you phonetically characterize any letter.