This article covers the topic "Stressed syllable stressed syllable".

Loud rule (We pronounce the word quickly THREE times, and on the FOURTH we shout out the stressed syllable in it).

screen - screen - screen - sh AND rma

emphasis - emphasis - impact E tion

Form an interrogative sentence using the word you need.

Where ol E neither?

Where ABOUT la?

Syllable is one sound or several sounds,
pronounced with one exhalation push of air:
go-ra, ma-shi-na.

Rules for dividing words into syllables in Russian

1. In the Russian language there are sounds of different audibility: vowel sounds are more sonorous compared to consonant sounds.

• There are so many syllables in a word how many vowel sounds. Vowel sounds form syllables and are syllabic.
• Consonant sounds are non-syllabic. When pronouncing a word, consonant sounds are “attached” to vowels, forming a syllable together with the vowels.

2. A syllable can consist of one sound (in which case it must be a vowel) or several sounds (in this case, in addition to the vowel, the syllable contains a consonant or a group of consonants) : defense-defense; line-line;If a syllable consists of two or more sounds, then it must begin with a consonant.

3. Syllables can be open or closed.

• Open syllable ends with a vowel sound: yes, wall.
• Closed syllable ends with a consonant: juice.
• In the middle of a word, a syllable usually ends in vowel sound, and a consonant or group of consonants coming after a vowel usually goes to the following syllable: but-ski, di-kta-tor.
• In the middle of a word, closed syllables can only form unpaired voiced consonants [th], [r], [r'], [l], [l'], [m], [m'], [n], [n'] (sonorant): May-ka, San-ka, sim-ka.

4. Sometimes a word can have two consonants written but only one sound, for example: get rid of [izh:yt’]. Therefore, in this case, two syllables stand out: and-live. Division into parts out-live corresponds to the rules of word hyphenation, and not division into syllables. The same can be seen in the example of the verb leave , in which the combination of consonants zzh sounds like one sound [zh:]; therefore the division into syllables will be - leave, and dividing a word to hyphenate is leave.

Attention!

• Division twisting, pressing is a division into parts for hyphenation, and not a division into syllables, since in such forms the combination of letters huh, huh sounds like one sound [ts].
• When dividing into syllables, combinations of letters huh, huh go entirely to the next syllable: hover, press.

5. When combining several consonants in the middle of a word:

• two identical consonants necessarily go to the next syllable: o-leak, yes;
• two or more consonants usually go to the next syllable: sha-pka, equal.Exception make up combinations of consonants in which the first is an unpaired voiced (sonorant): letters r, r, l, l, m, m, n, n, th:mark-ka, dawn-ka, bul-ka, insole-ka, dam-ka, ban-ka, ban-ka, bark-ka

Talking books
(the computer shows an icon of the syllable and pronounces it out loud)

Educationchildren reading syllabically online:

• Talking books (the computer shows an icon of the syllable and can say it out loud)
• Online game Put the syllables in their places
• Game to strengthen reading skills Guess the word
• A game to develop a child’s figurative memory Extra warehouses
• Online game Word in the Matrix
• Game - training Guess the pictogram
• Online game Memorizing pictograms - warehouses

About teaching literacy

The subject of study in reading lessons is the word as a unit of language that combines sound and meaning . Extensive experience in practical work shows that the sequence of learning basic concepts, such as “syllable,” is important for children. This sequence of study will help children avoid confusing concepts and terms such as “word” and “syllable,” which occurs quite often, and will also allow children to establish the relationship and interdependence between the listed concepts.

Lessons on teaching literacy must be carried out in line with the general speech development of the child. The content of classes should reflect such linguistic features as polysemy of words, related words, synonymy and antonymy, rhythm and rhyme, intonation, etc.

When planning lessons, it is necessary to make close connections between different types of lessons . For example: in a lesson on the formation of the sound side of speech, the articulation of the sound C is clarified, words with this sound are pronounced, children are introduced to the letter C, in lessons on the formation of lexical and grammatical means of language and the development of coherent oral speech, children enrich their vocabulary with words within the framework of a lexical topic, containing a given sound, they comprehend the processes of word formation and inflection, and in reading classes they carry out a sound analysis of these words.

In literacy classes, it is necessary to use certain exercises to prevent dyslexia and digraphia. . It should not be forgotten that children with oral speech disorders may have difficulty mastering reading and writing.

Our approach to the issue of teaching reading is based on the methodology of literacy formation, but at the same time it requires clarification of some positions.

The most typical problems in children are:

• slow reading pace;
• exclusion of consonant sounds (letters) in combinations;
• impaired reading comprehension;
• regular spelling errors.
• distortion of the syllabic structure of a word;
• merging two or more words into one word;
• replacing letters when writing;
• difficulties combining sounds into syllables and words;
• letter-by-letter reading;
• mutual substitutions of phonetically or articulatory-close consonant sounds (whistling - hissing, soft - hard, voiced - deaf);

From the above, the enormous role of teaching reading in preschool age in preventing dyslexia and dysgraphia when a child learns written language is noticeable.

Children with speech impairments need effective aids to successfully learn to read and write. . Such main means, in our opinion, are visual symbols of vowels and consonants (T.A. Tkachenko, 2000) and traditional sound patterns of words made from colored squares. Unlike letters, symbols are associated by preschoolers with the sounds of their native language. They give a multidimensional view - a combination of visual, auditory, kinesthetic, and muscle sensations in the process of working on sounds. Word schemes help organize the reading process, carrying it out in a lightweight, entertaining, and playful way.

The article was devoted to the topic "Stressed syllable stressed syllable".

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

Target: show the role of stress in speech; learn to put stress in a word and find stressed and unstressed syllables.

Tasks: give the concept of stressed and unstressed syllables; develop the ability to determine the place of stress in a word, based on its semantic meaning; develop logical thinking, speech, the ability to prove your point of view; to cultivate respect among students for each other, to teach them to respond adequately to various opinions expressed.

Predicted result: students must know about the role of stress and its connection with the semantic meaning of the word and be able to put stress in a word, highlight stressed and unstressed syllables.

Equipment: Russian language textbook 2002, author A.V. Polyakova, Fedorov publishing house; cards with words desk, pen, school, textbook, pencil case for work in small groups; use of multimedia.

During the classes

I. Org moment.

– Smile for those who are in a good mood, clap your hands for those who are ready to open up in the Russian language lesson, sit down for those who know how to properly sit at a desk when writing, shake your neighbor’s hand, wishing good luck in the lesson.

II. A minute of penmanship.

– To find out which letters we will repeat today, guess the riddles (children guess and give a description of the sound that each letter represents, the teacher writes on the board, commenting on the correct spelling of lowercase letters, and the children write in their notebooks):

Friends holding hands
And they said: “You and I -
This is us".
Meanwhile, the letter turned out... (m)

Here is a letter like a hut
Isn't it true, the letter is good!
And although she is simple in appearance,
And the alphabet begins.

Look at this letter
She's just like the number three.

This letter has no angle
That's why it's round.
She was round before
I could have rolled.

The signalman holds two flags.
With flags it’s like a letter... (K)

– What groups can these letters be divided into?

– Such a sequence of letters ( m z a o k) continue to the end of the line.

Fizminutka (finger game).

"My family"
Here's grandpa
Here's grandma
Here's daddy
Here's mommy
Here is my baby.
And here is the whole family.

Alternately bend your fingers to your palm, starting with the thumb, and with the words “Here comes the whole family,” with the second hand, cover the entire fist.

III. Updating. Lesson topic.

- Guys, these are not just letters, this is an anagram word, rearrange the letters and make a word. Which illustration does it go with? (illustrations appear on the screen A mka and castle A slide 1). Why is it difficult to determine ? What will help us find out who is right? (children became acquainted with stress during the period of learning to read and write and know what stress is). Put emphasis, draw a conclusion (slide 2). So what is the topic of today's lesson, who guessed? And the textbook will help check our guess. (p.23) (slide 3)

IV. Working on a new lesson topic.

Part I.

– What do you already know about stress? (children's statements).

– Read the sentences in exercise No. 33 (U Kati good toys. Kati ball towards me. U Masha flowers in the room. Not wave stick.) Compare the highlighted words. (the spelling is the same, the meaning is different). Use your voice to show the stressed parts of the highlighted words. What name do you think can be given to these parts? (children's assumptions). Let's check the textbook on p. 23. (conversation) (slide 4)

– What is called a stressed syllable? Which syllable is called unstressed?

Consolidation carried out on cards with words desk, pen (1 row), school, textbook (2 row), pencil case, notebook (3 row). (children work in pairs).

– Put stress on the words on the cards and name the stressed syllable. Since you are working in pairs, consult with each other.

Examination.(slide 5.) Children explain - a recording appears.

Physical exercise. Brain gymnastics. (exercises to develop movement coordination and graphic skills.)

Part II.

– What role do you think emphasis plays? (tricky textbook question).

– Let’s compare our answers with the conclusion of the textbook (rule on p. 24.) Did our assumption turn out to be correct?

For consolidation material:

a) work on multimedia (slides 6-20)

- Let's learn how to correctly place stress in a word based on its meaning. We begin our explanations with the picture on the left.

b) exercise is performed. No. 34.

I saw squirrels in the park. An egg contains a white and a yolk. The hare has two long ears. The soup was cooked.

– Find words that are spelled the same. Explain the meaning. Write down the proposals. Put emphasis on words that are written the same way.

(frontal check)

V. Lesson summary.

– What new have you learned about stress? What did you especially like about the lesson? Why do we need this knowledge in life?

VI. Reflection.

(slide 21).

– Today I liked your work in the lesson, each of you worked fruitfully. (I call them in groups: some guessed the riddles correctly, some wrote beautifully and competently in their notebooks, some worked actively throughout the lesson, some answered difficult questions, etc.) Therefore, I have a reward for you: silver stars (someone received two or three stars).

– You can give me a gift too. You have stars of different colors on your table: if you liked the lesson, give me a red star, if you didn’t like everything, give me a blue star, if you didn’t like the lesson, give me a yellow star.

Homework ex. No. 35.

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“First letter” - Blue House. Tongue Twisters. Crossword. Entrecote. The letter is lost. Place of the letter a. Dr. Aibolit. The word fell apart. Puzzles. Boy. Entertaining alphabet learning. Letter A. Generalization. The letter a is the head of the alphabet. Guess the word. Anagrams. Phonetic exercise. ABC. The beginning of the alphabet. Just a word. Word. Who will remember more?

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“Russian word transfer” - Work in a notebook. Transfer rules. Discovery of new knowledge. Modeling in the UUD system. Self-determination for activity. Check yourself. Remember the rule. Word hyphenation rules. The hero of a fairy tale. Updating basic knowledge and motivation. Word wrap.

““Proper names” 1st grade” - Write proper names. Algorithm for issuing an invitation. Proper name. Rose is standing at the bus stop. Names. Language. Read the sentences and name the meaning of the highlighted words. Invitation. Copy the text using parentheses. Read the text and underline the proper names. Diagnostic tasks. Match the words in the left column with the corresponding proper name. It is important to write your proper name correctly.

“A soft sign is an indicator of softness” - Spasskaya Tower. May be in the middle of a word. Offers. Keywords. Tainitskaya Tower. The Tsar Bell. Alphabet. Goose. Red Square. Moscow. Bell tower. Use of b. Church. Cathedral. May come at the end of a word. Kremlin. Indicates the softness of consonant sounds in writing. Tsar Cannon. Deer. Literacy lesson in 1st grade. Soft sign. Stranded. Letter b. Corner. Continue with any sentence.



Stressed syllable

Stressed syllable

One of the main concepts phonetics and syllabic-tonic and tonic versification. In linguistics, a stressed syllable is a syllable on which stress falls; depending on the characteristics of the language, it can be distinguished by greater tension in the speech organs or a longer duration compared to unstressed ones. In tonic versification, the number of stressed syllables is the basis for the commensurability of lines. In syllabic-tonic versification, stressed syllables and their arrangement relative to unstressed syllables create a rhythmic pattern of the line. Stressed syllables are divided into unconditionally stressed (in significant parts of speech) and ambiguous (in functional, especially monosyllabic words), which can lose stress: I’m already in the third: man! Why are you beating the woman? (N. A. Nekrasov); What do you want more? The world decided / That he is smart and very nice. (A.S. Pushkin).

Literature and language. Modern illustrated encyclopedia. - M.: Rosman. Edited by prof. Gorkina A.P. 2006 .

See what a “stressed syllable” is in other dictionaries:

stressed syllable- a specific syllable in a word, emphasized by a stronger pronunciation. In syllabic tonic versification (see syllabic tonic versification) a syllable that gravitates towards a strong place (see strong place) in a verse. In turn, an unstressed syllable tends ...

Stressed syllable and unstressed syllable- Stressed syllable and unstressed syllable, basic concepts of syllabic tonic and tonic versification: in syllabic tonic versification, stressed syllables gravitate towards metrically strong places (icts), unstressed syllables towards weak places (see Strong... ... Literary encyclopedic dictionary

I. 1) Physiologically (from the educational point of view), a sound or several sounds are pronounced with one impulse of exhaled air. 2) Acoustically (from the sonority side), a segment of speech in which one sound stands out the most... ... Dictionary of linguistic terms

One of the simplest, but scientifically most difficult to define phonetic concepts. Strange as it may seem at first glance, there is no doubt that the conscious isolation of S. preceded in the history of mankind the conscious isolation of a separate sound.... ... Literary encyclopedia

SYLLABLE, a, plural. and, ov, husband. A sound or combination of sounds produced by a single impulse of exhaled air. Divide words into syllables. Read syllable by syllable. Shock s. Open s. (ending in a vowel sound). Closed village (ending in a consonant).… … Ozhegov's Explanatory Dictionary

SYLLABLE 1, a, plural. and, ov, m. a sound or combination of sounds pronounced by one impulse of exhaled air. Divide words into syllables. Read syllable by syllable. Shock s. Open s. (ending in a vowel sound). Closed village (ending in a consonant).… … Ozhegov's Explanatory Dictionary

Aya, oh. 1. Relating to giving or receiving a blow (1 digit). U. mechanism. U. shell fuse. U. musical instrument. It's a blast wave. 2. Delivering a decisive blow (5 digits); associated with delivering a decisive blow. I have an army. Uh... ... encyclopedic Dictionary

shock- oh, oh. see also shock 1) relating to delivering or receiving a blow 1) Impact mechanism. Impact fuse of a projectile. Percussion musical instrument. It's a blast wave. 2) inflicting a decisive... Dictionary of many expressions

shock- 1. blow/n/y¹ (mechanism). 2. beat/n/y² (syllable). 3. blow/n/y³ (labor) ... Morphemic-spelling dictionary

unstressed syllable- See stressed syllable... Dictionary of literary terms

Books

• Set of tables. Russian language. Literacy training. 1 class. 16 tables + methodology, Study album of 16 sheets: - Sentence. Word. Syllable. Stressed syllable. - Vowel and consonant sounds. - Vowel letters A, Z. - Consonant letters M, N, L, R. - Vowel letters I, Y. - Vowels… Category: Posters, visual aids, maps Series: Educational tables. Russian language Publisher: Spectrum (manuals),
• Educational game set `Find the stressed syllable`. , Nasonova T. R., Burlakina Olga Viktorovna, ISBN:9785994906781… Category: