KGBOU "Slavgorod secondary boarding school"
Altai Territory Slavgorod
Teach children to distinguish and use sounds correctly in speech
PB, TD, KG
(Counseling for parents)
Speech therapist Gurova I.N.

Teach children to distinguish and correctly use voiced and deaf in speech
consonants
In the process of formation of sound pronunciation in children, various
sound replacements. These replacements are unstable and gradually, with increasing
vocabulary and improvement in phrasal speech disappear. By the age of 4-5 they may
remain more persistent substitutes for those sounds that children cannot pronounce. Children
replace them with sounds similar to them in sound or articulation (method
pronunciation). With the normal formation of sound pronunciation, the child should
At the age of 6, pronounce all the sounds of the native language correctly and not mix them in speech.
However, there are children who can correctly pronounce voiced (B, D, D) and
deaf (P, T, K) sounds, but sometimes they make mistakes and mix them in speech, that is, instead of
one of these sounds is used by another (B - P, D - T, G - K). These sounds have
the same articulation. The voiced differ from the deaf mainly in the participation of the voice.
during their education.
This can be explained to a child something like this: “Your throat lives in a house
voice. When he sleeps, it is quiet in the house, and when he wakes up and sings, then the walls
the houses are shaking. Let's hear the voice sing."
Place the back of your child's hand on the front of your neck,
alternately pronounce voiced and deaf sounds (first it is better to take a couple of sounds V
F, since they can be pronounced for a long time, and therefore it will be easier to feel participation
voices in the formation of a voiced sound). By consistently pronouncing these sounds, you will give
the child the opportunity to feel the vibration from the vibration of the vocal cords when you wake up
pronounce the sound B (since a voice is involved in the formation of a voiced sound - “voice
woke up and sings so loudly that the walls of the house are trembling"), and the child will not feel
vibrations from the vibration of the vocal cords when you pronounce the sound F (since
the voice does not participate in the formation of a dull sound - “the voice sleeps, does not sing songs, and
the walls of the house do not tremble.
Then ask the child to place the back of one hand on
front surface of your neck, the other - to yours and compare your pronunciation with
yours. In the same way, you can teach your child to distinguish other pairs of sounds.
(B - P, D - T, G - K).
When teaching literacy, the inability to distinguish between these sounds can affect
writing: children will write as they speak. Required before starting school
teach the child to distinguish and correctly use these sounds (that is,
differentiate them). To do this, adults should at least every other day deal with
them for ten to fifteen minutes.
When working with children, keep the following in mind:

1. You can’t force a child to study, you need to interest him, captivate, and for
This lesson is best done in the form of a game.
2. The child should proceed to subsequent exercises only after learning
previous.
3. It is best to start each lesson by repeating previously worked
exercises that the child can easily perform, and only after that give one new
the exercise.
4. The one who correctly pronounces the sounds P - B should be engaged with the child,
T - D, K - G and does not mix them.
The following descriptions of the exercise-games are intended for parents.
The child must conduct them under the guidance of adults in sequence,
given in the description of each control.
Before you start differentiating between two mixed sounds, make sure
that the child can pronounce them correctly in isolation and in words. Understand
you will be able to do this if you carefully carry out the first two exercises.
DIFFERENTIATION T - D
1. "LET'S GO IN THE CAR"
sound T and at the same time pay attention
child that in the formation of sound T voice
does not participate.
pronounce the sound T (reminiscent of the sound,
which the wheels emit when the wagon starts moving
– TTT…). Draw your child's attention to
that when we pronounce the sound T, then the voice
"asleep", and the walls of the house do not tremble. For the child to be convinced of this, attach
the back of his hand to the front of his neck. See to it that the child
pronounced the sound T quietly and without adding vowels (that is, not TE, TA, TU, YOU, but T), so
how the voice participates in the formation of vowels, and then the child will feel the vibration

there is a sound T, and invite the child to name them, for example: slippers, pumpkin, poplar,
shoes, jacket, duck, candy, coat, ticket, buffet, etc. Remind the child that the sound
T is pronounced quietly, without a voice. Then try asking him to come up with
and pronounce words with the sound T.

2. "WHICH BUCKLE HAMMER DOES BETTER?"
Purpose of the exercise: to check the pronunciation of the sound D
and at the same time draw the attention of the child to the fact that in
the formation of the sound D involved the voice.
Offer the child several times, slowly,
pronounce the sound D (how a jackhammer works -
DDD…). Point out to the child that when we
pronounce the sound D, then the voice “sings”, and the walls of the house
tremble. For the child to be convinced of this, attach
the back of his hand to the front of his neck.
Then pick up pictures with the image of objects in the name of which
there is a sound D, and invite the child to name them, for example: cottage, melon, house, oak,
water, pillow, berries, plants, etc. At the same time, you can’t take words where the sound D is in
at the end of a word (ice) or before a deaf consonant (boat), since in these cases the sound D
stunned and pronounced quietly, without a voice, like T.
Remind your child that the sound D is pronounced loudly, with a voice. Then
try to invite the child to come up with and pronounce words with the sound D.
3. "GUESS WHAT IT IS?"
Purpose of the exercise: to teach the child to distinguish
sounds T and D when they are compared.
Place the back of your child's hand on
front surface of his neck and slowly,
alternately pronounce the sounds T and D; child
respectively should show or on
a picture showing a wagon (If
hears the sound T), or on a picture in which
a jackhammer is depicted (if you hear a sound
D). Then you show something in the picture with
wagon, then to the picture with a jackhammer, and the child respectively names or
sound T, or sound D, controlling your pronunciation with the back of your hand,
4. "LISTEN CAREFULLY"
The purpose of the exercise: to teach the child to distinguish the sounds T and D from the word and not mix
their.
Put a picture of a jackhammer to the right of the child,
and on the left - a picture on which a wagon is drawn.

which have a sound T or D (for example: house, shoes,
dacha, melon, duck, poplar, berries, sweets, etc.).

arrange them in two piles (under the pictures with
jackhammer and wagon). If in the title
pictures have a sound D (which, with a fast
repeated pronunciation resembles a fraction
jackhammer), then it must be placed under
a picture with a jackhammer, and if there is a sound T (which resembles the sound of wheels
wagon), then it must be placed under the picture with the wagon.

of which a wagon and a jackhammer are drawn. An adult pronounces various words.
If the child hears the sound T in the word, he should point to the picture with the car, and
if he hears the sound D - then to the picture with a jackhammer.
5. “BE CAREFUL, LOOK
REPEAT WITHOUT ERROR"
The purpose of the exercise: to teach the child to distinguish and correctly
pronounce the sounds T and D in syllables.
Invite the child to repeat syllables in pairs after the adult, observing
sequence given by parents: TADA, TO TO, THERE, YOU
DY. When repeating, the adult must change the sequence
syllables: DATE, TODO, DUTU, TYDY, etc.
Sounds must be pronounced loudly and clearly. When repeating the exercise, an adult
covers his mouth with a piece of paper (holding the paper at a distance of 15-20 cm from his mouth),
so that the child does not see his articulation, but repeats by ear.

The purpose of the exercise: to show the child that with a change in sound can
change the meaning of the word.
Invite the child to correctly repeat two words after the adult, in
which, with a change in the differentiable sounds T and D, changes
meaning. The child must, after repeating each pair of words, reveal them
semantic meaning and indicate which word has the sound T, and which has the sound D:
"tushdush, dotdochka, Tom house, reel coil, shadow, duck
fishing rod, travadrova, tinaDina, etc.”

Purpose of the exercise: to teach the child not to mix
sounds T and D, when they meet in one and
the same word.
The child must repeat the words after the adult (and
it is better for adults to choose pictures with such
objects, in the name of which at the same time
there are sounds T and D, and correctly
name): doctor, children, kindergarten, pathfinder,
child, parents, etc.
8. "WHO WILL COME BETTER?"
Purpose of the exercise: to teach the child
use the sounds t and d correctly
phrases.

From the pictures used in
previous exercise, the child should
make sentences and pronounce correctly
erase them. It is necessary to ensure that the proposals
were
a
common,
meaningful,
interesting and different from each other.
Ability to make sentences based on pictures
which depicts one subject, the child needs for school. If there are no required
pictures, then the adult calls the word, and the child comes up with this word
sentence. You can add an element of the game to the exercise by offering to compete,
who is more interesting or longer will make a sentence with this word. First
the proposal should be made by an adult, and then invite the child to do it.
For example, with the word "woodpecker" you can compose such phrases: "on a walk in the forest, we
heard how a woodpecker was hollowing a tree "or" a woodpecker cleans trees from caterpillars, bugs and
other insects."
monosyllabic,

object on one of them should be the sound T, in the name of the other - the sound D. First

Pain
six words with sounds T and D, and the child must repeat them correctly.

Luda bought two spools of thread.
Toma gave Tolya a fishing rod.
Natasha poured a lot of water into the tub.
Tanya asked Dasha a riddle.
Football players go to the stadium.
9. LEARN MYSTERIES WITH YOUR CHILD
(The child must correctly pronounce the sounds T and D in all words).
Two branches grew in the forest
Two branches hid in a thunderstorm,
Two branches walked through the forest,
Two branches were looking for something in it.
(Deer)
"Wonderful House"
There was a white house
wonderful house,
And something rattled in him,
And he crashed, and from there a living miracle ran out -
So warm, so fluffy and golden.
(Egg and chicken)

DIFFERENTIATION P - B
1. "THE ENGINE PUTS"
Purpose of the exercise: to check the pronunciation of the sound P,
at the same time draw the attention of the child to the fact that in
the formation of sound P voice is not involved.
Offer the child repeatedly, slowly,
pronounce the sound P (like a locomotive puffs - PPP ...).
Pay attention to the child that when we say
the sound P, the voice is “sleeping”, the walls of the house do not tremble. To
the child is convinced of this, attach the back of his
hands to the front of the neck. See to it that the child
pronounced the sound P quietly and without adding vowels (that is,
not PE, PA, PY, PU, ​​but P), since in the formation of vowels
sounds, the voice is involved, and then the child will feel the vibration
from vibrations of the vocal cords.
Then pick up pictures with the image of objects in the name of which
there is a sound P, and invite the child to name them, for example: stick, folder, stove,
dress, cap, cabbage, linden, antelope, soup, etc. Remind the child that the sound P

pronounce words with the P sound.
2. "THE DRUM ROUNDS"
The purpose of the exercise: to check the pronunciation of the sound B and at the same time reverse
the child's attention to the fact that the voice is involved in the formation of sound B.

Offer the child several times
pronounce the sound B (like hitting with a stick in
drum - BBB...). Draw the child's attention to
that when we pronounce the sound B, then the voice
“sings”, and the walls of the house tremble. To baby
convinced of this, attach the back of it
hands to the front of the neck.
Then select pictures with the image
objects that have the sound B in their names, and
invite the child to name them, for example: bow,
banana, boots, barrel, butterfly, beads, roll, dog, album, beans, etc.
take words where the sound B is at the end of the word (mushroom) or before a deaf consonant
(fish), since in these cases the sound B is deafened and pronounced quietly, without a voice, like
P. Remind the child that the sound B is pronounced loudly, with a voice. Then try
invite the child to come up with and pronounce words with the sound B.
3. "GUESS WHAT IT IS?"
The purpose of the exercise: to teach the child to distinguish sounds
P and B when compared.
Place the back of your child's hand on your
larynx and slowly, alternately pronounce the sounds P and B.
The child, respectively, must show or
a picture showing a steam locomotive (if he hears
sound P), or on a picture that shows a drum
(if you hear the sound B). Then you show
a picture with a steam locomotive, then a picture with a drum, and
the child respectively names either the sound P or the sound B, controlling his
pronunciation with the back of the hand attached to the front surface of its
neck.
4. "LISTEN CAREFULLY!"
The purpose of the exercise: to teach the child to distinguish sounds
P and B out of the word and don't mix them.
Put a picture to the right of the child, in which
a drum is drawn, and on the left is a picture in which
steam locomotive drawn. Choose pictures of objects
whose name has a sound P or B (for example: squirrel,
stick, panama, long loaf, soup, dog, cabbage, linden, beads and
etc.). Invite the child, taking and naming the pictures, arrange them in two piles (under

pictures with a drum and a locomotive). If the name of the picture has the sound B, then its
you need to put it under the picture with the drum, and if there is a sound P, then - under the picture with
locomotive.
This game should then be played by a friend. The child is given pictures
which a drum and a locomotive are drawn. An adult pronounces various words. If
the child will hear the sound P in the word, he must point to the picture with the locomotive, and if
hear the sound B - to the picture with the drum.
5. "BE CAREFUL, LOOK, REPEAT WITHOUT MISTAKES"
The purpose of the exercise: to teach the child to distinguish and correctly pronounce the sounds P and
B in syllables.
The child must repeat syllables in pairs after the adult, observing such
sequence: PABA, POBO, PUBU, PY. When repeating the exercise
you need to arrange the syllables in a different order: BAPA, POBO, BYPY, PUBU, etc.
6. "IF THE SOUND GUESSED YOU, THE WORD YOU NAMED CORRECTLY"
Purpose of the exercise: to show the child that
By changing the sound, the meaning of the word can also change.
Invite the child to repeat correctly
adults two words in which, with a change
differentiable sounds P and B the meaning changes: stick
- a beam, a kidney - a barrel, arable land - a tower, Panya - a bathhouse,
lock it up - take it away, etc. After repeating each pair
words, the child must reveal their semantic meaning and
indicate in which word the sound is P, and in which the sound is B.
7. "LOOK AT THE PICTURE, CALL IT CORRECTLY"
Purpose of the exercise: to teach the child not to mix the sounds P and B when they
occur in the same word.

The child must repeat correctly
words for adults (and it is better for adults to choose
pictures with such objects, in the name of which
sounds P and B occur at the same time, and correctly
call them): deck, short fur coat, seal, armored
ride, surf, mess, win, etc.
8. "WHO WILL COME BETTER?"
The purpose of the exercise: to teach the child to correctly use the sounds P and B in
phrases.
According to the pictures used in the previous exercise, the child should
make sentences. If there are no necessary pictures, then the adult calls the word, and
the child makes up a sentence with this word. For example, with the word "deck"
you can compose such phrases: “passengers of the steamer walked on deck” or “sailors
wash the deck with mops.
You can make sentences using two pictures, and in the title
object on one of them should be the sound P, in the name of the other - the sound B. First
adults themselves come up with sentences from the pictures, trying to enter into them
more words with sounds P and B, and the child must repeat them correctly.
Offers can be:
Kolya caught a butterfly and put it in a jar.
Lyuba gave Grandma a white handkerchief.
The dog Bobik brought a stick to Borya.
Bella swam in the pool.
Petya was on the deck of the motor ship Pobeda.

(The child must correctly pronounce the sound P and B in all words).
I'm in the forest on green delirium,
I'll collect the mushrooms in a box,
I take mushrooms in the aspen,
Along the birch tree - birch trees,
On pine stumps - honey agarics,
And under the tree - a white mushroom.

"Banka"
Mom melted the bath,
She took Panka in her arms.
Mom carried Panka through all the snowdrifts to the bathhouse.
From birch porridge, Panka became pink.
Hair from lye Became softer than silk.
Here Panka came from the bathhouse,
Sat down at the table
Is talking:
- Today the bathhouse was very hot.
DIFFERENTIATION K - G
1. "THE RINGER PUTS"
The purpose of the exercise: to check the pronunciation of the sound K and at the same time reverse
the child's attention to the fact that the voice does not participate in the formation of sound K.

pronounce the sound K (like a skating rink puffs when
asphalts the street - KKK ...). note
child that when we pronounce the sound K, then
the voice "sleeps", and the walls of the house do not tremble. To re
benok was convinced of this, attach the back side
his hands to the front of the neck. Watch out
so that the child pronounces the sound K quietly and without
adding vowels (that is, not KE, KA, KY, KU, but
K), since the voice is involved in the formation of vowel sounds, and then the child will feel
vibration from vibration of the vocal cords.

Then pick up pictures with the image of objects in the name of which
there is a sound K, and invite the child to name them, for example: a stone, a jacket, a doll,
clown, bell, duck, squirrel, poppy, spider, hammer, etc. Remind the child that the sound K
pronounced quietly, without a voice. Then try to invite him to come up with and
pronounce words with a k sound.
2. "GEESE GUNCHING"
Purpose of the exercise: to check the pronunciation
sound G and at the same time draw the child's attention to
the fact that the voice participates in the formation of the sound Г.
Offer the child several times, slowly,
pronounce the sound G (how geese talk - YYY ...).
Point out to the child that when we
pronounce the sound G, then the voice “sings”, and the walls of the house
tremble. For the child to be convinced of this, attach
the back of his hand to the front surface
neck. Then select pictures with the image
objects that have the sound G in their names, and
invite the child to name them, for example: newspaper, dove, goose, shoe polish, caterpillar,
nail, corner, wagon, leg, etc. At the same time, you can’t take words where the sound G is at the end
words (pie) or before a deaf consonant (nails), since in these cases the sound G
stunned and pronounced quietly, without a voice, like K or X. Remind the child that the sound
G is pronounced loudly, with a voice.
Then try to invite the child to come up with and pronounce words with
the sound of G.
3. "GUESS WHAT IT IS?"
The purpose of the exercise: to teach the child to distinguish between the sounds K and G when comparing them.
Place the back of your child's hand on the front of your neck and
slowly, alternately pronounce the sounds K and G, the child, respectively, should
show either on the picture, which depicts the skating rink (if you hear the sound K) or on
a picture depicting geese (if he hears the sound G). Then you show
to a picture with a skating rink, then to a picture with geese, and the child respectively names or
sound K or sound G, controlling your pronunciation with the back of your hand,
attached to the front of his neck.
4. "LISTEN CAREFULLY!"

Purpose of the exercise: to teach the child to distinguish
sounds K and G from the word and do not mix them.
Put a picture to the right of the child, on
which a goose is drawn, and on the left - a picture, on
which the ice rink is drawn.
Pick up pictures with objects in the title
which have a sound G or K (for example: jacket, dove,
bell, wagon, nail, duck, handkerchief, etc.).
Offer the child, taking and naming the pictures,
arrange them in two piles (under the pictures with the goose and the skating rink). If in the title
the picture has a sound G, then it must be put under the picture with the goose, and if there is a sound K, then
it should be put under the picture with the ice rink.
This game should be played later by a friend. The child is given pictures
which a goose and a skating rink are drawn. An adult pronounces various words. If a child
hears the sound K in the word, he should point to the picture with the skating rink, and if he hears the sound
G, then - in the picture with the goose.
5. “BE CAREFUL, LOOK
REPEAT WITHOUT ERROR"
Purpose of the exercise: to teach the child to distinguish and
correctly pronounce the sounds K and G in syllables.
Invite the child to repeat after the adult in pairs.
syllables, observing the following sequence: KAGA, WHOM,
KYGI, KUGU. When repeating the exercise
arrange syllables in a different order: GAKA, KAGA, GYKY,
KUGU, GOKO, etc.
6. "IF THE SOUND GUESSED YOU, THE WORD YOU NAMED CORRECTLY"
The purpose of the exercise: to show the child that with a change in sound, and
the meaning of the word.
Offer to correctly repeat after an adult two words in which, with a change
differentiable sounds K and G, the meaning changes: viburnum - Galina, stake - goal, bones
- guests, caviar - game, bark - mountain, ear - voice, etc. After repeating each
pairs of words, the child must reveal their semantic meaning and indicate in which word
sound K, and in which sound G.

7. "LOOK AT THE PICTURE, CALL IT CORRECTLY"
Purpose of the exercise:
teach
baby don't mix the sounds k and
G when they meet
the same word.
right
per
The child must
adults pick up pictures with
words for adults (or better
whose names are simultaneously
such items in
there are sounds K and G, and it is correct to call them): hammock, sponge, needle, carnation,
nut, book, gosling, viper, etc.
to repeat

8. "WHO WILL COME BETTER?"
The purpose of the exercise: to teach the child to use the sounds K and G correctly in phrases.
Offer the child a picture in which the name of the subject contains both
differentiable sound, make sentences. You can use pictures from
previous exercises. If there are no pictures, then the adult says the word, and the child
with this word comes up with a sentence. For example, with the word "book" you can
compose such phrases: “Kolya and Galya were presented with interesting books for the new year” or
“Katya is reading Gaidar's book Chuk and Gek.
You can make sentences using two pictures, and in the title
object on one of them should be the sound K, in the name of the other - G. First
adults themselves come up with sentences from the pictures, trying to enter into them
more words with sounds K and G, and the child must repeat them correctly.
Offers can be:
Galya helps to dig beds.
Gena rolled a lump of snow.
Galina sat under the viburnum.
The jackdaws screamed loudly.
Katya washed the Galya doll with a soft sponge.
9. LEARN POEMS WITH YOUR CHILD
(The child must correctly pronounce the sounds K and G in all words).

"Kostya guests"
For guests Window
Kostya sprinkles millet,
Water is poured on a saucer:
Let them get drunk.
Guests drink and eat
They jump, they fight.
They don't want to fly away
Into the hands
Not given.
Who are these guests at Kostya's window?
"Kuku"
I am walking in the meadow
And I guard the cuckoo.
On the high on the bitch
Where are you hiding? - Kuku!
Cookie, cookie, cookie!
I will sit on a stump
Listen to your voice.
On the high on the bitch
Sing me a song: kuku!
Cookie, cookie!
If during systematic studies conducted within 2-3 months,
the child continues to mix sounds or replace the same sound with different
sounds, you need to contact a speech therapist.

What sounds are called consonants?
What is a consonant made of?
What are consonant sounds?
How many consonant letters and consonant sounds are there in the Russian alphabet?
Which consonants are always hard and which are always soft?
What letters indicate the softness of a consonant sound?

Sounds, during the pronunciation of which air meets an obstacle in the mouth, are called consonants. A consonant sound consists of noise and voice, or only noise.

The consonants are divided into voiced and deaf. Voiced sounds are made up of noise and voice, deaf sounds are made up of noise only.

Sounds consist only of noise: [k], [p], [s], [t], [f], [x], [c], [h], [w], [u]. These are voiceless consonants.

Many consonants form couples by voice-deafness: [b] — [p], [c] — [f], [g] — [k], [d] — [t], [h] — [s], [f] — [sh].

To memorize voiced consonants, you can learn the phrase: " LION AND TOAD HAVE MANY FRIENDS».
See all phrases for memorizing voiced and voiceless consonants.

Deaf consonants are easy to remember by the phrase: " STEPKA, WANT A CHICK?— Ugh!».

Consonant sounds are indicated by letters:

B,V,G,D,F,W,Y,TO,L,M,H,P,R,WITH,T,F,X,C,H,W,SCH.

In total, the Russian language has 21 consonants.

Consonants are also hard and soft.

Hard and soft sounds differ in the position of the tongue during pronunciation. When pronouncing soft consonants, the middle back of the tongue is raised to the hard palate.

Most consonants form pairs of hardness-softness:

The following hard and soft consonants do not form pairs in hardness-softness:

Solid	[f]	[w]	[c]
Soft	[h❜]	[n❜]	[th❜]

Table "Consonants: paired and unpaired, voiced and deaf, hard and soft" (Grades 1-4)

Note: in elementary school, hard consonants are marked in blue, soft consonants in green, and vowels in red.

Hardness consonants are indicated in writing by vowels A , O , At , S , E .

Softness consonant sound is indicated in writing by vowels E , Yo , I , Yu , I, as well as the letter b(soft sign).

Compare: nose[nose] - carried[n❜os], injection[injection] - coal[ugal❜].

Unpaired voiced sounds [d❜], [l], [l❜], [m], [m❜] [n], [n❜] [r], [r❜] are called sonorous, which means "sonorous" in Latin.

Sounds [g], [w], [h❜], [u❜] are called hissing. They got this name because their pronunciation is like a hiss.

Sounds [w], [w] are unpaired solid hissing sounds.
The sounds [h❜] and [u❜] are unpaired soft hissing sounds.

The sounds [c], [s❜], [z], [z❜], [c] are called whistling.

Consonant can not be percussive or unpercussed.

In Russian, there are more consonant sounds (36) than consonant letters (21), since one letter can denote paired hard and soft sounds: for example, the letter L (el) denotes the sounds [l] and [l❜].

Attention! A consonant can form a syllable only with

What is sound? This is the minimum component of human speech. Shown in letters. In writing, sounds differ from letters by the presence of first square brackets used in phonetic transcription. The letter is o, the sound is [o]. Transcription shows differences in spelling and pronunciation. Apostrophe [ ‘ ] indicates softness of pronunciation.

In contact with

The sounds are divided into:

• Vowels. They can be easily pulled. When they are created, the tongue does not take an active part, being fixed in one position. The sound is created due to changes in the position of the tongue, lips, various vibrations of the vocal cords and the force of the air supply. vowel length - basis of vocal art(singing, "singing smooth").
• The consonants a are pronounced with the participation of the tongue, which, occupying a certain position and shape, creates an obstacle to the movement of air from the lungs. This leads to the appearance of noise in the oral cavity. At the output, they are converted into sound. Also, the lips, which close and open during speech, prevent the free passage of air.

The consonants are divided into:

• deaf and voiced. The deafness and sonority of the sound depends on the operation of the speech apparatus;
• hard and soft. The sound is determined by the position of the letter in the word.

Letters representing consonants

Deaf

Deaf in Russian: [k], [p], [s], [t], [f], [x], [ts], [sh]. The easiest way to remember the phrase, and not a set of letters, “Stepka, do you want a cabbage? Phi!” containing them all.

An example in which all consonants are deaf: rooster, honeycomb, pin.

voiced

When they are formed, the form of the tongue is close to the form that produces deaf, but vibrations are added. Voiced consonants create active vibrations of the ligaments. vibrations deform the sound wave, and not a clean stream of air enters the oral cavity, but sound. In the future, it is additionally transformed by the tongue and lips.

To voiced consonants belong: b, c, d, e, g, h, d, l, m, n, p.

When they are pronounced, tension is clearly felt in the larynx. In addition, it is almost impossible to speak them clearly in a whisper.

A word in which all consonants are voiced: Rome, pride, ash, estuary.

Summary table of consonants (voiced and voiced).

It is precisely due to the change in sound that Russian speech is enriched with various words that are similar in spelling and pronunciation, but completely different in meaning. For example: house - volume, court - itching, code - year.

Paired consonants

What does parity mean? Two letters that are similar in sound, in the pronunciation of which the language occupies similar positions, are called paired consonant sounds. The pronunciation of consonants can be conditionally divided into one-stage (lips and tongues are involved in their creation) and two-stage - the ligaments are connected first, then the mouth. Those cases when, when pronouncing, the movements of the mouth coincide, and create pairs.

Summary table of paired consonants, taking into account hardness and softness

In speech, it is common not to pronounce each letter, but to “eat” it. This is not an exception only to Russian speech. This is found in almost all languages ​​of the world and is especially noticeable in English. In Russian, this effect is subject to the rule: paired consonants replace (by ear) each other during speech. For example: love - [l 'u b about f '].

But not everyone has their own pair. There are not similar in pronunciation to any others - this is unpaired consonants. The reproduction technique differs from the pronunciation of other sounds and combines them into groups.

Paired consonants

Unpaired consonants

The first group can be pronounced with softness. The second has no analogues in pronunciation.

Unpaired consonants are divided into:

• sonoras - [th '], [l], [l '], [m], [m '], [n], [n '], [p], [p ']. When they are pronounced, the air current hits the upper sky like a dome;
• hissing - [x], [x '], [c], [h '], [u '].

The Russian language contains letters that are difficult to understand in the context. Are the sounds [h], [th], [c], [n] voiced or deaf? Learn these 4 letters!

Important![h] - deaf! [th] - sonorous! [c] is deaf! [n] - sonorous!

Unpaired consonants

Hard and soft

They are spelled the same but sound different. Voiceless and voiced consonants, with the exception of hissing, can be pronounced hard or soft. For example: [b] was - [b`] beat; [t] current - [t`] current.

When pronouncing hard, the tip of the tongue is pressed against the palate. Soft are formed by pressing to the upper palate of the middle part of the tongue.

In speech, the sound is determined by the letter following the consonant.

Vowels form pairs: a-i, u-u, e-e, s-i, o-e.

Two-vowel vowels (i, ё, u, e) are pronounced in one of two combinations: the sound [th] and a paired vowel from E, O, U, A, or a soft sign and a paired vowel. For example, the word jung. It is pronounced as [th] [y] [n] [g] [a]. Or the word mint. It is pronounced as: [m '] [a] [t] [a]. The vowels A, O, U, E, S do not have a double sound, therefore do not affect the pronunciation of the leading consonant.

Difference example:

A spoon is a hatch, honey is a sea, a house is a woodpecker.

Phonetic transcription:

[Spoon a] - [L 'u k], [m 'o d] - [m o r 'e], [d o m] - [d' a tel].

Pronunciation rules:

• hard ones are pronounced before A, O, U, E, Y. Abscess, side, beech, bentley, former;
• soft are pronounced before I, Yo, Yu, E, I. Revenge, honey, whale, mashed potatoes, mint;
• hard ones are pronounced if they are followed by another consonant: death. After the consonant [s], there is a consonant [m]. Regardless of whether the M is soft, voiced or hard, C is pronounced firmly;
• solid are pronounced if the letter is the last in the word: class, house;
• consonants before the vowel [e] in borrowed words are pronounced firmly, as before [e]. For example: scarf - [k] [a] [w] [n] [e];
• always soft before b: elk, pulp.
• exceptions to the rules:
  • always solid F, W, C: life, thorns, cyanide;
  • always soft J, Ch, W: white, black, pike.

Attention! A voiceless letter does not always denote the same sound. It depends on the position in the word.

Hard and soft sounds

Stun

The Russian language has the concept of stunning - some voiced sounds like deaf consonant sounds from a pair.

This is not a speech defect, but on the contrary, it is considered a criterion for its purity and correctness. But this rule only works with paired consonants. For example, [r] in speech is often replaced by [x]. This refers to a defect, since [r], close to [x], is considered a distinctive feature of the Ukrainian language. Its use in Russian speech is incorrect. The exception is the word God.

Rules and examples:

• the letter is the last in the word: tooth - [zup], hole in the hole - [pr o r u n '];
• after the letter there is a deaf consonant: russula - [raw cheese Shk a].

There is a reverse process - voicing. means that in speech the deaf are pronounced as paired voiced. Voicing is justified when they are in front of voiced consonants: deal - [z d 'el k a].

Consonants voiced and voiceless hard and soft

Consonants are voiced and voiceless. Russian language lesson in 5th grade

In this chapter:

§one. Sound

Sound is the smallest unit of sounding speech. Each word has a sound shell, consisting of sounds. The sound is related to the meaning of the word. Different words and word forms have different sound design. The sounds themselves do not matter, but they play an important role: they help us to distinguish between:

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

Note:

words written in square brackets are given in transcription.

§2. Transcription

Transcription is a special recording system that displays the sound. Symbols accepted in transcription:

Square brackets, which are the designation of transcription.

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

[b '] - the icon next to the consonant indicates its softness.

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

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

§3. Vowels and consonants

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

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

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

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

Remember:

Words are possible that can only consist of vowels, but consonants are also necessary.
There are many more consonants in Russian than vowels.

§4. Method of formation of consonants

Consonants- these are sounds, during the pronunciation of which the air meets an obstacle in its path. In Russian, there are two types of barriers: a gap and a bow - these are the two main ways of forming consonants. The type of barrier determines the nature of the consonant sound.

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

bow, The second type of articulation of consonants is formed when the organs of speech are closed. The air flow abruptly overcomes this barrier, the sounds are short, energetic. That is why they are called explosive. You won't be able to pull them. These are, for example, the sounds [p], [b], [t], [d] . Such articulation is easier to feel, feel.

So, when pronouncing consonants, noise is heard. The presence of noise is a hallmark of consonants.

§5. Voiced and voiceless consonants

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

Compare words: House and cat. Each word has 1 vowel and 2 consonants. The vowels are the same, but the consonants are different: [d] and [m] are voiced, and [k] and [t] are deaf. Voiced-deafness is the most important sign of consonants in Russian.

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

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

But there are sounds that do not have a pair on the basis of sonority - deafness. For example, the sounds [p], [l], [n], [m], [th '] do not have a voiceless pair, but [c] and [h '] do not have a voiced pair.

Unpaired in deafness-voicedness

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

What does this term mean? This is a group of consonants (9 in total) that have pronunciation features: when they are pronounced in the oral cavity, barriers also arise, but such that the air stream, passing through the barrier, forms only a slight noise; air passes freely through the opening in the nasal or oral cavity. Sonorants are pronounced with the help of a voice with the addition of a slight noise. Many teachers do not use this term, but everyone should know that these voiced unpaired sounds.

Sonorants have two important features:

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

2) there is no voicing of paired deaf consonants before them (i.e., the position in front of them is strong in deafness-voicedness, as well as before vowels). For more information about positional changes, see .

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

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

Phrases will help memorize the lists of voiced and deaf consonants:

Oh, we didn't forget each other!(Here only voiced consonants)

Foka, do you want to eat a soup?(Here only voiceless consonants)

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

§6. Hard and soft consonants

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

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

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

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

But there are sounds that do not have a pair on the basis of hardness-softness. For example, the sounds [zh], [w], [c] do not have a soft pair, but [y '] and [h '] do not have a hard pair.

Unpaired in hardness-softness

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

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

§7. The designation of the softness of consonants in writing

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

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

For this, different methods are used:

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

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

Discussing the problem of interpretation

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

Bewilderment arises because school textbooks do not take into account that the sound [w ’] is also long, but the hard [w] is not. Pairs are sounds that differ in only one feature. And [w] and [w ’] - two. Therefore, [w] and [w’] are not pairs.

For adults and high school students.

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

There are two icons for this in linguistic practice:

1) superscript above the sound;
2) colon.

The use of an accent mark is inconvenient because it is not provided by the character set that can be used in computer typing. This means that the following possibilities remain: the use of a colon [w':] or a grapheme denoting the letter [w'] . I think the first option is preferable. Firstly, at first, guys often mix sounds and letters. The use of a letter in transcription will create a basis for such confusion, provoke an error. Secondly, the guys now start learning foreign languages ​​early. And the [:] sign, when used to indicate the length of a sound, is already familiar to them. Thirdly, a transcription with a colon [:] for longitude will perfectly convey the features of the sound. [w ':] - soft and long, both features that make up its difference from the sound [w] are presented clearly, simply and unambiguously.

What advice would you give to children who are now studying according to generally accepted textbooks? You need to understand, comprehend, and then remember that in fact the sounds [w] and [w ':] do not form a pair of hardness-softness. And I advise you to transcribe them as your teacher requires.

§eight. Place of formation of consonants

Consonants differ not only in the signs you already know:

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

The last, fourth sign is important: place of education.
The articulation of some sounds is carried out by the lips, others - by the tongue, its different parts. So, the sounds [p], [p '], [b], [b '], [m], [m '] are labial, [c], [c '], [f], [f ' ] - labio-dental, all the rest - lingual: front-lingual [t], [t '], [d], [d '], [n], [n '], [s], [s '], [s ], [h '], [w], [g], [w ':], [h '], [c], [l], [l '], [p], [p '] , middle lingual [th '] and back lingual [k], [k '], [g], [g '], [x], [x '].

§9. Positional changes in sounds

1. Strong-weak positions for vowels. Positional vowel changes. Reduction

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

Strong position one in which the sounds are not subject to positionally determined changes and appear in their main form. A strong position is distinguished for groups of sounds, for example: for vowels, this is a position in a stressed syllable. And for consonants, for example, the position before vowels is strong.

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

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

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

Sounds corresponding to stressed [a] and [e], after soft consonants in a weak, unstressed position, sound the same. The normative pronunciation is "hiccups", i.e. nondiscrimination E and A in unstressed position after soft consonants.

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

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

Discussing the problem of interpretation

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

Performing phonetic analysis and transcribing words, many guys express bewilderment. In long polysyllabic words, after solid consonants, it is not the sound [a] that is pronounced, as school textbooks say, but something else.

They are right.

Compare the pronunciation of the words: Moscow - Muscovites. Repeat each word several times and listen for the vowel in the first syllable. With a word Moscow everything is simple. We pronounce: [maskva´] - the sound [a] is clearly audible. And the word Muscovites? In accordance with the literary norm, in all syllables, except for the first syllable before the stress, as well as the positions of the beginning and end of the word, we pronounce not [a], but a different sound: less distinct, less clear, more like [s] than [ a]. In the scientific tradition, this sound is denoted by the icon [ъ]. So, we really say: [malako´] - milk ,[harasho´ ] - Okay ,[kalbasa´] - sausage.

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

[v a Yes ] - water´ -[v b d’other’] - water ´ th:[a]≠[b]
[dr a wa´ ] - firewood´ -[dr b v’ino´ th’] - wood fired:[a]≠[b]

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

What vowels are actually pronounced in unstressed syllables after soft consonants?

I have the greatest sympathy for the guys who study from textbooks offered on the spot A,E, O after soft consonants, hear and translate the sound “and, prone to e” in transcription. I consider it fundamentally wrong to give schoolchildren as the only option the outdated pronunciation norm - “ekanye”, which is much less common today than “hiccups”, mainly among very elderly people. Guys, feel free to write in an unstressed position in the first syllable before the stress in place A and E- [and].

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

Do not confuse:

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

end of word- special position. It shows clearing of vowels after soft consonants. The system of unstressed endings is a special phonetic subsystem. In her E and A differ:

Building[heel n’i’e] - building[building´ n’i’a], me´ nie[mn’e´ n’iy’e] - me´ nia[mn’e´ n’iy’a], mo´ re[mo´ r'e] - seas[mo´ r'a], vo´ la[vo´ l'a] - at will[na_vo´ l'e]. Keep this in mind when doing phonetic parsing of words.

Check:

How does your teacher require you to designate unstressed vowels. If he uses a simplified transcription system, that's okay: it's widely accepted. Just do not be surprised that you really hear different sounds in an unstressed position.

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

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

Strong positions in voicelessness:

• before vowels: [there] - there,[ladies] - ladies,
• before unpaired voiced [r], [r '], [l], [l '], [n], [n '], [m], [m '], [d ']: [dl'a] - for,[tl'a] - aphid,
• Before [in], [in ']: [own'] - mine,[ringing] - ringing.

Remember:

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

Weak positions in deafness-voicedness:

• in front of pairs for deafness-voicedness: [weak tk’y] - sweet,[zu´ pk'i] - teeth.
• before deaf unpaired ones: [apkhva´ t] - girth, [fhot] - entrance.
• at the end of a word: [zoop] - tooth,[dup] - oak.
  

Positional changes of consonants according to deafness-voicedness

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

Stunning-voicing of consonants

Voiced stunning occurs in positions:

• in front of paired deaf people: [fsta´ v’it’] - v become,
• at the end of a word: [clat] - treasure.

Voicing of the deaf happens in position:

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

Strong positions in hardness-softness:

• before vowels: [mat'] - mother,[m'at'] - crush,
• at the end of a word: [out] - out,[out'] - stink,
• before labial-labial: [b], [b '], [n], [n '], [m], [m '] and back-lingual: [k], [k '], [g], [g' ], [x[, [x'] for sounds [s], [s'], [s], [s'], [t], [t'], [d], [d'], [n ], [n'], [r], [r']: [sa´ n'k'i] - Sa´ nks(born pad.), [s´ ank'i] - sled,[bu´ lka] - bu´ lka,[bu´ l'kat'] - boo' lkat,
• all positions for sounds [l] and [l ’]: [forehead] - forehead,[pal'ba] - firing.

Remember:

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

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

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

Remember:

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

• before soft front lingual [n '], [l '] for front lingual consonants [c], [h]: snow -[s'n'ek] and, piss off -[z’l’it’] and [zl’it’]
• before soft anterior lingual, [h ’] for anterior lingual [t], [d] - lift -[pad’n’a´ t ’] and [padn’a´ t’] , take away -[at’n’a´ t’] and [atn’a´ t’]
• before soft anterior lingual [t "], [d"], [s "], [s"] for anterior lingual [n]: vi´ ntik -[v'i´ n "t" ik] and [v'i´ nt'ik], pension -[p’e´ n’s’iy’a] and [p’e´ ns’iy’a]
• before soft labials [c '], [f '], [b '], [n '], [m '] for labials: write in -[f "p" isa' t '] and [fp" is' at '], ri´ fme(dat. pad.) - [r'i´ f "m" e] and [r'i´ fm "e]

Remember:

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

Positional changes of consonants according to the features of the method and place of formation

Naturally, in the school tradition it is not customary to state the characteristics of sounds and the positional changes that occur with them in all details. But the general laws of phonetics need to be learned. Without this, it is difficult to do phonetic analyzes and complete test tasks. Therefore, below is a list of positionally determined changes in consonants according to the features of the method and place of formation. This material is a tangible help for those who want to avoid errors in phonetic parsing.

Assimilation of consonants

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

Learn the list:

[c] and [w] → [w:] - sew

[h] and [g] → [g:] - compress

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

[s] and [w':] → [w':] - split

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

[t] and [ts] → [ts:] - unhook

[t] and [h’] → [h’:] - report

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

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

Distinguishing consonants

Dissimilarity is the process of positional change, the opposite of likening.

[g] and [k '] → [x'k '] - light

Simplifying consonant clusters

Learn the list:

vstv - [stv]: hello, feel
zdn - [zn]: late
zdts - [sc] : under the bridle
lnts - [nts]: Sun
NDC - [nc]: Dutch
ndsh - [nsh:] landscape
ntg - [ng]: x-ray
RDC - [rc]: heart
rdch - [rh']: heart
stl - [sl ']: happy
stn - [sn]: local

Pronunciation of groups of sounds:

In the forms of adjectives, pronouns, participles, there are letter combinations: wow, him. V place G they pronounce [in]: him, beautiful, blue.
Avoid spelling. say the words him, blue, beautiful right.

§10. Letters and sounds

Letters and sounds have different purposes and different nature. But these are comparable systems. Therefore, the types of relationships need to be known.

Types of ratio of letters and sounds:

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

test of strength

Check your understanding of the contents of this chapter.

Final test

1. What determines the quality of a vowel sound?

   • From the shape of the oral cavity at the moment of pronouncing the sound
   • From the barrier formed by the organs of speech at the moment of pronouncing the sound

2. What is called reduction?

   • pronunciation of vowels under stress
   • pronouncing unstressed vowels
   • special pronunciation of consonants

3. At what sounds does the air stream encounter an obstacle in its path: a bow or a gap?

   • Vowels
   • Consonants

4. Can voiceless consonants be pronounced loudly?

5. Are the vocal cords involved in the pronunciation of voiceless consonants?

6. How many pairs form consonants according to deafness-voicedness?

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

8. How many pairs do Russian consonants form according to hardness-softness?

9. How many consonants do not have a pair of hardness-softness?

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

    • Special icons
    • Letter combinations

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

    • Strong position
    • Weak position

12. What sounds have strong and weak positions?

    • Vowels
    • Consonants
    • All: both vowels and consonants

Right answers:

1. From the shape of the oral cavity at the moment of pronouncing the sound
2. pronouncing unstressed vowels
3. Consonants
4. Letter combinations
5. Strong position
6. All: both vowels and consonants

In contact with

Today, almost all children know the letters and the alphabet already in early childhood. However, it is recommended to learn letters without naming the letters as they sound in the alphabet. Letters must be learned with sounds. Speaking of the letter "B", it is necessary to call it [b], and not "be". This is necessary in order to make it easier for the child to combine letters into syllables and words.

However, the world of sounds is not limited to this. And when the baby grows up, he will have to master such concepts as vowels, hard, soft, paired, deaf and voiced consonants. I invite you to talk today about such different sounds. We will talk about this in a fairy-tale form, in the form closest to children's perception. I invite you to phonetic tale . This is an expanded version of the fairy tale about sounds, presented in.

So, friendly letters live in a hospitable. And the sounds created a great Kingdom called Phonetics.

Kingdom of Sounds - Phonetics

In the kingdom of the sounds of the Russian language Phonetics lived together - fared vowels and consonants sounds. Each sound had its own house. The houses of vowels were painted red, while those of consonants were painted blue. But the roofs of all the houses were white and changed by themselves when the sounds went to visit each other.

Total in the kingdom 42 inhabitants: 6 vowels [a], [e], [o], [y], [i], [s] and 36 consonants. They lived together and often visited each other. And every time they visited each other, magic happened: as soon as they held hands, new sounds for new words were obtained.

Vowel sounds loved to sing. Therefore, music always sounded in their houses. But the consonant sounds did not work at all. But they were very malleable and always and in everything "agreed" with vowels. However, they could become hard or soft . For example, the sound [p]. In a word "saw" sounds soft, but in a word "dust"- firmly. And all because the sound [and] softened [p], and the sound [s], on the contrary, gave it hardness.

This is how consonants, holding hands with vowels, become soft or hard at their request.

However, there were also “naughty” sounds in the kingdom. And although they lived in blue houses and were called consonants, they did not want to change in any way. And it happened on the day when, sitting idly on the benches, they argued who is more important: vowels or consonants. And the sounds [f],[w] and [c] decided to become independent and not obey anyone, especially vowel sounds. They proclaimed themselves to be hard sounds that would never, under any circumstances, become soft! And as proof of their firm decision, they painted the white roofs of their houses in dark blue.

But compliant and non-conflict sounds [SCH],[th] and [h] they were very upset and afraid that the balance of the ratio of sounds would be disturbed in the kingdom and decided to remain soft forever. And so that all the inhabitants of Phonetics knew about this, they painted the roofs of their houses green.

However, soon 2 more inhabitants appeared in the kingdom of Phonetics - soft and hard signs. But they did not violate the unity of the sound world. The soft sign helped the consonants to become soft, and the hard sign helped them to become hard. They built themselves white houses and all lived peacefully and amicably.

But the inhabitants of the Kingdom of Phonetics were famous not only for their hard and soft characters. Many of them had and still have their own special preferences. Some sounds loved the sound of falling leaves, while others loved the sound of rain. They even built separate quarters for themselves so that in one - the bell always rings loudly, and in the other - as if under a dome - deaf and noisy ... So voiced and voiceless consonants . A river flows between the quarters.

So the sounds [r], [l], [m], [n], [d], [b], [g], [c], [d], [g], [s] settled in the quarter with the bell . And in a quiet quarter - [p], [f], [t], [w], [s], [k], [x], [c], [h], [u]. And some letters became so friendly that they connected their houses with bridges. So there is a bridge between the sounds p-b, f-v, t-d, sh-zh, s-z and k-g. This paired consonants .

This is how the amazing Kingdom of Phonetics lives. Sounds go to visit each other, change, adjust, make noise, shout, sing ... They have fun. And in this fun words are born, from them sentences that make up our speech. By the way, it happens ... But by the way, we'll talk about this another time.

How to learn soft and hard consonants

These are the complex relationships between sounds. To make it easier for my son to draw phonetic word patterns, we made very convenient clouds with him. It is very easy to determine the hardness or softness of consonant sounds from them.

Read about how we learned hard and soft consonants with the help of clouds.

How to distinguish between voiced and voiceless consonants

And a very simple technique helped us to make it easier for the child to distinguish between voiced and deaf consonants. Naming the sound, press your palm to your neck. If the sound is sonorous, then vibration (trembling) of the vocal cords is felt. If the sound is muffled, there will be no vibration.

For the same purposes, we used the picture with houses and bridges across the river, which you saw above.

Enjoy your acquaintance with the world of Phonetics!

All the best!

We invite you to watch a fascinating video on our video channel "Workshop on the Rainbow"