Which words have only voiced consonants. Voiced consonants

1. Look at the pictures. Say the words that are the names of the objects. Listen to the sound of the consonants in these words.

• When pronouncing which consonants, only noise is heard? And when pronouncing which consonants, both voice and noise are heard?
• Write the words. Underline the letters in them that represent the consonant sounds.

2. Name the letters.

• Pronounce the consonant sounds, which can be indicated by the letters of the bottom row. What do you hear when you make these sounds: noise? voice and noise? Of course there is noise! This deaf consonant sounds.
• Say the consonant sounds, which can be indicated by the letters in the top row. What do you hear: noise? voice? voice and noise? Of course, voice and noise! This voiced consonant sounds.

Pay attention! When spoken deaf consonant sounds, only noise is heard. Voiced Consonant sounds are pronounced with the participation of the voice; they are more sonorous than voiceless sounds.

3. Look at the pictures.

• Name the objects. Listen to the pronunciation of the consonant sounds in these words. In which words do you hear only voiced consonants, in which words do you hear only voiced consonants, and in which words do you hear both voiced and voiceless consonants?
• Say the consonant sounds in any word in order and determine what they are: voiceless or voiced, hard or soft.

4. Read it.

• What sounds do the words of each pair differ in? Say these sounds.

Page for the curious

Voiceless and voiced consonants

Some voiceless and voiced consonant sounds are paired. Why?

Carry out an experiment: pronounce the sound [zh] louder and louder. What is it like: voiced or deaf? That's right, the sound [zh] is a voiced consonant sound.

Now pronounce the sound [zh] quieter and quieter, almost in a whisper. Do you feel that the voice has disappeared, only the noise remains? And you are already pronouncing a dull consonant sound [sh].

Such consonants are called paired according to deafness-voiceness sounds.

5. First pronounce the hard paired consonant sounds, then the soft paired consonant sounds.

• Explain why there are six pairs of sounds in the first column, and only five in the second.
• Choose words that have these sounds.

Pay attention! The remaining consonants are called unpaired according to deafness-voicing.
Unpaired voiced consonant sounds: [l], [l"], [m], [m"], [n]. [n"], [p], [p"], [th"].
Unpaired deaf consonant sounds: [x], [x"], [ts], [ch"], [sch"].

6. Read it.

Forget-me-not reveals
Blue eye
And the dewdrop sparkles in it,
Like a diamond.
(G. Boyko)

• Find words in the lines that answer the question what? and end with a letter denoting a paired consonant sound in terms of deafness and voicedness. Make this sound. What letter does it represent in words?

7. Look at the endpapers of the textbook “Wonder Town of Sounds” and “Wonder Town of Letters.”

• Find fairy-tale houses there where paired and unpaired consonant sounds and the letters denoting these sounds “live”.
• Have one of you say a voiceless or voiced consonant sound, and the other say a word that begins with that sound.

Proficiency in oral language is very important for the social life and development of an individual. Much attention in learning a native (or foreign) language is paid to spoken language—the correct pronunciation of phonemes. There are many words that differ only in individual sounds. Therefore, special attention is paid to the functioning of the speech organs and sound production.

Sound production

Sound formation occurs as a result of human mental and speech activity. The vocal apparatus consists of the diaphragm, larynx, epiglottis, pharynx, vocal cords, nasal and oral cavity, uvula, palate (soft and hard), alveoli, teeth, tongue, lips.

The tongue and lower lip are actively involved in sound production. The teeth, palate, and upper lip remain passive.

The production of sounds (phonemes) includes:

• respiration - breathing,
• phonation - the use of the larynx and vocal folds to create phonemes,
• articulation - work for sound production.

Noisy (deaf) Russian language

There are exactly 33 letters in the Russian language, and much more sounds - 42. There are 6 vowel phonemes, consisting of a pure voice. The remaining 36 sounds are consonants.

In the creation of 16 consonant phonemes, only noise is involved, resulting from the exhaled air flow overcoming certain barriers, which are interacting speech organs.

[k, ], [p, ], [s, ], [t, ], [f, ], [x, ], [h, ], [sch, ], [k], [p], [s ], [t], [f], [x], [ts], [sh] are voiceless consonant sounds.

To learn how to determine which consonant sounds are voiceless, you need to know their main features: how and in what place they are formed, how the vocal folds participate in their production, whether there is palatalization during pronunciation.

Formation of noisy consonants

In the process of producing voiceless consonant phonemes, the interaction of various organs of the speech apparatus occurs. They can close together or form a gap.

Voiceless consonant sounds are born when the exhaled person overcomes these barriers. Depending on the type of obstacles, voiceless phonemes are divided into:

• stop plosives [k, p, t, k, p, t];
• stop fricatives (affricates) [ts, ch, ];
• fricatives (fricatives) [s, f, x, shch, s, f, x, w].

Depending on the places where barriers are formed, voiceless phonemes are distinguished:

• labiolabial [p, p];
• labiodental [f, f];
• anterior lingual dental [s, s, t, t, ts];
• anterior lingual palatodental [h, sch, w];
• velar lingual velar [k, x, k, x].

Palatalization and velarization

Noisy phonemes are classified taking into account the degree of tension in the middle of the tongue. When, during the process of sound production, the anterior and middle regions of the tongue rise to the hard palate, a palatalized consonant (soft) voiceless sound is born. Velarized (hard) phonemes are produced by raising the root of the tongue to the posterior region of the soft palate.

6 soft and 6 hard noisy voiceless phonemes form pairs, the rest do not have pairs.

Paired voiceless consonants - [k, - k], [p, - p], [s, - s], [t, - t], [f, - f], [x, - x]; [ts, ch, sh, shch, ] - voiceless unpaired consonant sounds.

Articulation

The combination of all the work of the individual organs of the speech apparatus involved in the pronunciation of phonemes is called articulation.

For speech to be understandable, you must be able to clearly pronounce sounds, words, and sentences. To do this, you need to train your speech apparatus, practice the pronunciation of phonemes.

Having understood how voiceless consonant sounds are formed and how to pronounce them correctly, a child or adult will master speech much faster.

Sounds [k - k, x - x, ]

Lower the end of the tongue, slightly move it away from the incisors of the lower jaw. Open your mouth slightly. Raise the back of the tongue so that it comes into contact with the border zone of the elevated soft and hard palate. Through a sharp exhalation, the air overcomes the barrier - [k].

Press the end of your tongue against your lower front teeth. Bring the middle and back parts of the tongue closer to the middle-back area of ​​the hard palate. Exhale - [k,].

In the production of phonemes [x - x, ], the speech organs are located similarly. Only between them there remains not a bow, but a gap.

Sounds [p - p, ]

Close your lips, leave your tongue freely, and move its tip slightly away from the lower incisors. Exhalation. A stream of air breaks through the lips - [p].

The lips are positioned the same way. Press the end of the tongue against the incisors of the lower jaw. Raise the middle of the tongue towards the hard palate. A sharp push of air overcomes the labial barrier - [n,].

Sounds [s - s, ]

Stretch your lips, almost close your teeth. Use the tip of your tongue to touch the front teeth of the lower jaw. Arch your tongue, lifting the middle back towards the palate. Its lateral edges are pressed against the upper chewing teeth. The air flow passes through a groove formed in the middle of the tongue. Bridges the gap between the alveolar arch and the anterior back of the tongue - [c].

The phoneme [s, ] is pronounced similarly. Only the middle of the tongue rises higher, and the front one bends more (the groove disappears).

Sounds [t - t, ]

Open your lips slightly. Place the end of the tongue against the incisors of the upper jaw, forming a bow. A stream of exhaled air forcefully breaks through the barrier - [t].

The position of the lips is the same. Press the tip of your tongue against the lower incisors. Touch the upper alveolar arch with the front part of the tongue, creating a bow. Under the pressure of the air stream, an obstacle is overcome - [t,].

Sounds [f - f, ]

Pull in the lower lip slightly and press the upper incisors against it. Raise the back of the tongue towards the back of the soft palate. As you exhale, the air passes through a flat gap formed by the lip and teeth - [f].

Lips and teeth in the same position. Move the tip of the tongue towards the lower incisors. Raise the middle part of the tongue towards the palate. The air flow penetrates through the labial-dental fissure - [f,].

Sound [ts]

Sound is produced in two stages:

1. Stretch slightly tense lips. Press the end of the tongue against the front lower teeth. Raise the front part of the tongue, closing it with the hard palate (immediately behind the alveolar arch).
2. The air flow enters the oral cavity. Bend the tongue slightly - raise the middle part, lower the back, press the side edges to the chewing teeth. The bow turns into a gap and the air comes out - [ts].

Sound [h, ]

The formation of a phoneme consists of two phases:

1. Slightly round and protrude your lips. Press the end and front of the tongue against the hard palate and alveolar arch, creating a barrier.
2. Push out the air: at the place of the bow between the tongue and the palate there will be a gap. At the same time, you need to raise the middle of the tongue - [h,].

Sound [sh]

Pull out slightly rounded lips. Raise the end of the tongue until a narrow passage with the palate and alveolar arch is formed (1st cleft). Having lowered the middle of the tongue, raise its back part (2nd gap). Press the edges against the chewing teeth to form a cup. Exhale smoothly - [w].

Sound [sch, ]

Pull your lips out a little and round them out. Raise the end of the tongue to the alveolar arch without pressing, so that a gap remains. Raise the tongue to the hard palate (except for the front part), and press the edges against the molars of the upper jaw. Exhale slowly. The central part of the tongue goes down, creating a groove through which the air flow passes. The tongue tenses - [sch,].

In the speech stream, voiceless consonant sounds coexist with other phonemes. If a noisy phoneme is followed by a vowel, then the lips take a position for the articulation of the latter.

Comparison of noisy voiceless and voiced phonemes

Voiced phonemes are those whose formation involves both voice and noise (the latter predominates). Some voiced ones have paired sounds from among the voiceless ones.

Paired voiceless consonants and voiced sounds: [k - g], [k, - g, ], [p - b], [p, - b, ], [t - d], [t, - d, ], [ s - z], [s, - z, ], [f - v], [f, - v, ], [w - g].

Voiced and voiceless unpaired consonants:

• [y, l, m, n, r, l, m, n, r] - voiced (sonorant);
• [x, h, sch, x, ts] - noisy deaf.

Lettering for noisy phonemes

The ability to write correctly is no less important than speaking. Mastering written language is fraught with even greater difficulties, since some sounds on paper can be written with different letters or letter combinations.

When written, voiceless consonant sounds are expressed in similar letters if they are in strong positions.

By deafness-voicing: before a vowel, [v - v, ], other noisy ones (applicable to paired deaf people!).

By hardness-softness: before a vowel, [b, m, g, k, p, x, b, m, g, k, p, x, ] - for sounds [s, s, t, t, ], at the end words.

In other cases, to determine the correct letter (or combination of letters) for a voiceless consonant phoneme, certain rules of the Russian language must be applied. And sometimes you just need to remember the correct spelling of words (dictionary words).

Consonant is formed during the passage of exhaled air into the oral cavity overcoming obstacles created by the tongue, lips, teeth, and palate. All consonant sounds are made up of noise that is created when they do so. In some consonant sounds, in addition to noise, the voice is involved, which is created by the vibration of the vocal cords.

Comparison with vowel sounds. Vowel sounds consist only of voice (tone), and consonants can contain voice, but necessarily contain noise. When vowels are formed, exhaled air passes freely through the oral cavity, and when consonant sounds are formed, the air overcomes obstacles created by the speech organs.

Classification of consonants.

Each consonant has characteristics that distinguish it from other consonant sounds. Consonants are different from each other

• according to the degree of participation of voice and noise: sonorant (in education the voice predominates with a small amount of noise), noisy voiced (consist of noise and voice) and noisy voiceless (consist only of noise);
• at the place of noise formation, depending on where and by what organs of speech the barrier is formed, which the flow of exhaled air overcomes (labial, lingual, etc.).

Consonant sounds differ in a number of characteristics, but are most clearly opposed to each other in terms of sonority/dullness and hardness/softness, which is important when distinguishing words by ear: pond - rod; chalk - stranded.

To indicate consonant sounds in writing - 21 consonant letters: b, c, d, d, g, h, j, k, l, m, n, p, r, s, t, f, x, c, h, w, sch.

But there are much more consonant sounds - 36: [b], [b'], [v], [v'], [g], [g'], [d], [d'], [zh], [ z], [z'], [y'], [k], [k'], [l], [l'], [m], [m'], [n], [n'], [ p], [p'], [p], [p'], [s], [s'], [t], [t'], [f], [f'], [x], [x '], [ts], [h'], [w], [w'].

The reason for this discrepancy is that the softness of paired consonant sounds is indicated not by a consonant letter, but by a vowel letter (E, E, Yu, Ya, I) or b.

Voiced and voiceless consonants.

• Voiced
  • are formed with the help of voice and noise.
  • letters L, M, N, R, J denote the most voiced consonant (sonorant) sounds that are formed in a predominant voice and slight noise: [m], [n], [l], [r], [m'], [n'], [l'], [p'], [th']. They do not form voiced/voiceless pairs - always voiced.
  • B, C, D, D, F, G - noisy voiced [b], [v], [d], [d], [g], [z], [b'], [v'], [g'], [d'], [zh'] , [z'], consist of noise and voice, have paired sounds in terms of voicedness/voicelessness.
• Deaf (noisy deaf)
  • pronounced only from noise (without voice):
  • P, F, K, T, Sh, S - [p], [p'], [f], [f'], [k], [k'], [t], [t'], [w], [s], [s'] - deaf, have paired voiced ones;
  • X, C, Ch, Shch - [x], [x'], [ts], [ch'], [sch'] - always deaf, do not have paired voicedness/deafness.

In speech, sounds can be replaced under the influence of neighboring sounds in a word. It is important to know the strong and weak positions of consonant sounds in a word in order to spell them correctly.

In weak positions, which depends on the position of the sound in the word, a change in consonant sounds in terms of voicedness/voicelessness may occur: voiced paired consonants change to the corresponding paired deaf ones (voiced), and the voiceless paired consonants change to the corresponding paired voiced consonants (voiced). These changes in sounds are usually not reflected in writing. A weak position is a sign of spelling.

Strong positions in voicedness/voicelessness

(as we hear, so we write):

• before vowels: owl [owl], forests [l’esa];
• before sonorants [l], [l’], [m], [m’], [n], [n’], [r], [r’], [th’]: light [sv'et] - ringing [ringing], change [sm'ena] - betrayal [ism'ena], break off [atlamat'] - bummer [bummer], take away [atn'at'] - tray [padnos], remedy [medicine] – zrazy [zrazy] etc.;
• before [in], [in’]: yours [yours] - two [two], your [your’] - ringing [ringing];
• for paired voiced consonants, the strong position is before voiced consonants: building [buildings];
• for paired deaf people - before deaf consonants: bowl [bowl].

Weak position in terms of voicedness/voicelessness:

• at the end of a word: mushroom [flu] - flu [flu], fruit [raft] - raft [raft], code [cat] - cat [cat], genus [mouth] - mouth [mouth];
• voiced paired consonants are deafened before voiceless consonants: low [low], booth [booth];
• voiceless paired consonants are voiced before paired voiced consonants (except [в], [в’]): passed [zdal], threshing [malad’ba], light [light];

Hard and soft consonants.

Soft sounds differ from hard sounds in that when pronouncing them, the tongue performs an additional action: its middle part rises to the hard palate.

Strong positions in hardness/softness:

• before vowels: nose - carried, they say [mol] – chalk [m’el];
• at the end of a word: chalk [m'el] - chalk [m'el'], blow - hit, corner - coal;
• for sounds [l], [l’] regardless of position: shelf [shelf] – polka [shelf];
• for sounds [s], [s'], [z], [z'], [t], [t'], [d], [d'], [n], [n'], [r] ,[p'] before [k], [k'], [g], [g'], [x], [x'], [b], [b'], [p], [p'] , [mm'] : bank [bank] - bathhouse [ban'ka], blizzard [blizzard] - earring [ser'ga], hut - carving.

Weak position on hardness/softness:

• Changes in consonant sounds in hardness/softness can be caused by the influence of sounds on each other.
• the hard sound changes to a paired soft sound before soft consonants (usually z, s, n, p before any soft consonant):
  • n –> n’, p –> p’ before h’, sch’: drummer [drum’sh’ik], lamplighter [fanar’sh’ik];
  • s –> s’ before n’, t’: song [p’es’n’a], bone [kos’t’];
  • з –> з’ before n’, d’: life [zhyz’n’], nails [gvoz’d’i];
  • in some other combinations: door [d’v’er’], ate [s’y’el];
• a soft consonant before a hard one becomes hard: horse - horse

If dull and voiced sounds are indicated using letters, then hard and soft sounds are indicated by other means.

Indication of softness of paired consonants:

• letters I, E, Yo, Yu : lethargic - cf. val, ser - sir, drove - cart, hatch - bow;
• before the letter AND consonants are always soft (except F, W, C): feast, peace, sieve;
  after Zh, Sh, Ts (they are always hard) it is pronounced [s], not [i]: fat [zhir], zhito [zhyta], cone [bump].
• soft sign b:
  • at the end of a word: stump, stand - cf. camp, steel - became, heat - heat, reality - was, all - weight, shallow - chalk;
  • softness of the consonant [l’] before any other consonant: herring, July, polka;
  • softness of a consonant preceding a hard consonant: earlier, only (cf. talk), bitterly (cf. slide), bathhouse (cf. bank), radish - rarely, zorka - vigilantly, pebble - jackdaw, coals - corners, hemp - foam;
  • The softness of a consonant that comes before other soft ones ([g'], [k'], [b'], [m']) is indicated by the soft sign b only if, when the word is changed, the second consonant becomes hard, but the first remains soft: earrings (soft [p'] before soft [g']) - earring (soft [p'] before hard [g]), eight - eighth, lights - lights. But, bridge [mos’t’ik] - without b, because bridge [bridge] - [c] hard before hard [t], tail - tail, sprout - growth.
• Softness of consonants Ch, Shch is not indicated before other consonants, because Ch, Sh are always soft: stove maker, kidney, power, assistant.

Hardness is indicated

• absence of a soft sign in strong positions,
• writing after the consonant the vowels A, O, U, Y, E
• in some borrowed words there is a hard consonant before E: [fanEt'ika].

Other consonant changes

• Simplification of a consonant group of 3-4 letters (unpronounceable consonant): with lnc e [with nc e], tro stn ik [tra s'n‘ik], se rdc e [s'e rc uh], hello vstv wow [healthy stv ui’], le stn itza [l'e s'n' itza] and etc.
• Assimilation (assimilation) of consonants according to the place of formation: sch astier [ sch‘ast’y’e], gru zch ik [gru sch' ik], US it [ w yt’], szh at [ and at’], get rid of [and and: yt'] and etc.
• Change —yes, yes in verbs ending in [ tsa]:We there is[We tsa], my tsya[my'e tsa] and etc.
• Change th – [pcs]/ [h’t]: Thu oh [what], Thu customs[shtoby], not Thu o [not huh A] and etc.
• Double consonants: va nn a [va n: a], tra ss a [tra With: a], mi ll ion [m'i l'and he] and etc.

Sounds can change in several ways at once: counting [pach’sch’ot] - sch->[sch’], d+[sch’]->[ch’sch’].

Spelling consonants.

• At the root of the word:
  • verifiable
  • unpronounceable
  • unverifiable
• Consonants at the end of prefixes:
  • on z (s);
  • for the remaining consonants
• Consonants (except n) in suffixes of nouns and adjectives
  • -schik (-chik);
  • -sk- and -k-;
• The letters -n- and -nn- in suffixes.

References:

1. Babaytseva V.V. Russian language. Theory. 5th - 9th grade: textbook for in-depth study. studied Russian language. / V.V. Babaytseva. — 6th ed., revised. — M. Bustard, 2008
2. Kazbek-Kazieva M.M. Preparation for Russian language Olympiads. 5-11 grades / M.M. Kazbek-Kazieva. – 4th ed. – M.J. Iris-press, 2010
3. Litnevskaya E.I. Russian language. A short theoretical course for schoolchildren. - MSU, Moscow, 2000, ISBN 5-211-05119-x
4. Svetlysheva V.N. Handbook for high school students and applicants to universities / V.N. Svetlysheva. — M.: AST-PRESS SCHOOL, 2011

1. A a a
2. B b b b b
3. In in ve
4. G g g
5. D d d e
6. E e e
7. Yo yo yo
8. Zhe zhe
9. Z ze ze
10. And and and
11. Thy and short
12. K k ka
13. L l el
14. Mm um
15. N n en
16. Ooo
17. P p pe
18. R r er
19. S with es
20. T t teh
21. U u u
22. F f ef
23. X x ha
24. Ts ts tses
25. Ch h wh
26. Sh sh sha
27. Shch shcha
28. ъ hard sign
29. s s
30. b soft sign
31. Uh uh
32. Yu Yu Yu
33. I I I

How do letters differ from sounds?

Sound is elastic vibrations in any medium. We hear sounds and can create them, among other things, with the help of the speech apparatus (lips, tongue, etc.).

A letter is a symbol of the alphabet. It has a capital (excl., ь and ъ) and lowercase version. Often a letter is a graphic representation of the corresponding speech sound. We see and write letters. To ensure that the writing is not affected by the peculiarities of pronunciation, spelling rules have been developed that determine which letters should be used in the word in question. The exact pronunciation of a word can be found in the phonetic transcription of the word, which is shown in square brackets in dictionaries.

Vowels and sounds

Vowel sounds (“glas” is the Old Slavonic “voice”) are the sounds [a], [i], [o], [u], [s], [e], in the creation of which the vocal cords are involved, and on the way no barrier is erected to the exhaled air. These sounds are sung: [aaaaaaa], [iiiiiiiii] ...

Vowel sounds are designated by the letters a, e, e, i, o, u, y, e, yu, i. The letters e, e, yu, i are called iotized. They denote two sounds, the first of which is [th"], when

1. are the first in the phonetic word e le [y" e ́l"e] (3 letters, 4 sounds) e sche [th" and ш"о́] (3 letters, 4 sounds) еж [й" о ́ш] (2 letters , 3 sounds) Yu la [y" u ́l"a] (3 letters, 4 sounds) I block [y" a ́blaka] (6 letters, 7 sounds) I ichko [y" and ich"ka] (5 letters, 6 sounds)
2. follow after the vowels birdie d [pt "itsy" e ́t] (7 letters, 8 sounds) ee [yiy" o ́] (2 letters, 4 sounds) kayu ta [kai" u ́ta] (5 letters, 6 sounds) blue [with "in" a] (5 letters, 6 sounds)
3. follow after ь and ъ е зд [вй" е ́ст] (5 letters, 5 sounds) rise m [fall" о ́м] (6 letters, 6 sounds) lyu [л"й" у ́] (3 letters, 3 sounds ) wings [wing "th" a] (6 letters, 6 sounds)

The letter and also denotes two sounds, the first of which is [th"], when

1. follows ь nightingale [salav "й" and ́] (7 letters, 7 sounds)

In a word, vowel sounds that are emphasized during pronunciation are called stressed, and those that are not emphasized are called unstressed. Stressed sounds are most often both heard and written. To check which letter needs to be placed in a word, you should select a single-root word in which the desired unstressed sound will be stressed.

Running [b"igush"] - running [b"ek] mountain [gara] - mountains [mountains]

Two words united by a single accent make up one phonetic word.

To the garden [fsat]

There are as many syllables in a word as there are vowels. The division of a word into syllables may not correspond to the division during hyphenation.

Consonants and sounds

Consonant sounds are sounds that create an obstruction in the path of exhaled air.

Voiced consonants are pronounced with the participation of the voice, and voiceless consonants are pronounced without it. The difference is easy to hear in paired consonants, for example, [p] - [b], when pronounced, the lips and tongue are in the same position.

Soft consonants are pronounced with the participation of the middle part of the tongue and are indicated in transcription by an apostrophe " what happens when consonants

1. are always soft [th"], [ch"], [sch"] ai [ai" ] (2 letters, 2 sounds) ray [ray" ] (3 letters, 3 sounds) bream [l "esch" ] (3 letters, 3 sounds)
2. follow before the letters e, e, i, yu, i, b (excl., always hard [zh], [ts], [sh] and in borrowed words) mel [m "el"] (4 letters, 3 sounds) aunt [t"ot"a] (4 letters, 4 sounds) people [l"ud"i] (4 letters, 4 sounds) life [zh yz"n"] (5 letters, 4 sounds) circus [ts yrk] (4 letters, 4 sounds) neck [sh eyya] (3 letters, 4 sounds) tempo [t emp] (4 letters, 4 sounds)
3. come before soft consonants (some cases) pancake [bl"in" ch"ik]

Otherwise, consonant sounds will predominantly be hard.

Sibilant consonants include the sounds [zh], [sh], [h"], [sh"]. Speech therapists rule their pronunciation penultimately: the tongue must be strong and flexible to resist exhaled air and be held against the roof of the mouth in the shape of a cup. The last ones in line are always vibrating [p] and [p"].

Do schoolchildren need phonetics?

Without dividing into vowels, consonants, stressed and unstressed, of course, it is impossible. But the transcription is clearly too much.

Speech therapists are required to know phonetic analysis of words, and it can probably be useful to foreigners.

For students (from 1st grade!) who have not yet mastered the rules of spelling, a fairly in-depth study of phonetics only hinders, confuses and contributes to incorrect memorization of the spelling of words. It is “back” that the child will associate with the pronounced “run”.

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

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

Some people treat writing culture superficially. They justify their ignorance in this area with such a common phrase: “What difference does it make how it’s written, it’s still clear what it’s about!”

In fact, errors in spelling words indicate a low level of personal culture. You cannot consider yourself a developed person if you cannot write correctly in your native language.

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

For example, the words “pond” - “rod”, “cat” - “code”, “horn” - “rock” are included in this list.

Shameful loss

During a Russian language lesson, you can tell schoolchildren a funny episode from life. It should be based on the fact that several children did not know how to correctly write in words the letters denoting voiced and voiceless consonant sounds.

And this happened during the school team game “Treasure Hunters”. In its rules it was noted that it was necessary to move along the route indicated in the notes. Moreover, the place where the next letter was hidden was not indicated precisely. The note contained only a hint of him.

The teams received the first letters with the following text: “Road, meadow, stone.” One group of guys immediately ran towards the lawn and found a stone there, under which the letter was hidden. The second one, having mixed up the homophone words “meadow” and “onion”, ran to the garden bed. But, naturally, they did not find any stone among the bright green rows.

You can change history in such a way that the notes were written by an illiterate scribbler. It was he who, when giving instructions to his team members, used “bow” instead of the word “meadow”. Not knowing how to write paired voiced and voiceless consonants, the “literate” misled the children. As a result, the competition was canceled.

The rule for writing dubious paired consonants according to deafness and voicedness

In fact, checking which letter should be written in a particular case is quite simple. Paired voiced and voiceless consonants raise doubts about the spelling only when they are at the end of a word or are followed by another consonant voiceless sound. If one of these cases occurs, you need to choose a cognate or change the form of the word so that the dubious consonant is followed by a vowel sound. You can also use the option where the letter being tested is followed by a voiced consonant.

Mug - mug, snow - snow, bread - bread; carving - carved, sweat - sweaty.

Didactic game “Connect the word being tested with the test word”

To get more done during class, you can play a game that reinforces skills without recording. Its condition will be a task in which children are asked only to connect test words with the trait being tested. It takes less time, and the work done will be extremely effective.

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

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

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

Table of consonants according to voicedness and voicelessness

All consonant sounds are divided according to several parameters. During the phonetic analysis of a word in school, characteristics such as softness-hardness, sonority or deafness are indicated. For example, the sound [n] is a consonant, hard, sonorous. And the sound [p] differs from it in only one characteristic: it is not voiced, but dull. The difference between the sounds [р] and [р’] lies only in softness and hardness.

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

They also separate voiced and voiceless consonants. The table presented here shows that some sounds do not have a pair on this basis. For example, these are

• y, l, m, n, r;
• x, c, h, sch.

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

Only paired consonants - voiced and voiceless - require verification. The table reflects this point. For example, the sound “b”, falling into the final position or being in front of another voiceless consonant, is itself “deafened”, turning into “p”. That is, the word “hornbeam” (wood species) is pronounced and heard as [grap].

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

Didactic lotto game “Doubtful consonants”

So that classes in which the spelling of voiced and voiceless consonants is studied do not turn into a tedious routine, they should be diversified. For a didactic game, teachers and parents can prepare special small cards with pictures and words that contain dubious consonant sounds. A dubious consonant can be replaced with dots or asterisks.

Additionally, larger cards should be made, which will contain only letters indicating paired consonants in terms of voicedness and deafness. Cards with pictures are laid out on the table.

At the leader’s signal, the players take them from the table and cover with them the letters on the large card that they think are missing. Whoever closes all the windows before others and without mistakes is considered the winner.

Extracurricular activities in Russian language

Advantageous options for developing interest in this area of ​​science are evenings, competitions, and KVNs. They are held outside school hours for everyone.

It is very important to create an exciting scenario for such an event. Particular attention should be paid to designing activities that are both rewarding and fun. Such activities can be carried out with students of all ages.

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

Make up a story about how the sounds “t” and “d” quarreled;

Come up with as many words with the same root as possible for the word “horn” in one minute;

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

Alternation of consonants in Russian

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

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

The following consonant sounds alternate:

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

Alternation is often referred to as the appearance of the “l” sound in verbs, which in this case has the beautiful name “el epentheticum”. Examples could be pairs of words “love - love”, “feed - feed”, “buy - buy”, “graph - graph”, “catch - catch”, “ruin - ruin”.

The Russian language is so rich, the processes occurring in it are so diverse, that if a teacher tries to find exciting options for working in the classroom, both in the classroom and outside of class, then many teenagers will plunge into the world of knowledge and discovery, and will become truly interested in this school subject.