WORLD ART CULTURE: Concept, content and morphology of a multimedia complex for secondary schools. – St. Petersburg: Asterion, 2004. – 279 p.

	Age of Romanticism
	General characteristics (V.E. Cherva)
	Main monuments (V.E. Cherva, M.N. Shemetova)
	An example of a monument's characteristics (V.E. Cherva)
	Biography of a creative person (V.E. Cherva)
	Bibliography (V.E. Cherva)
	Sample questions for a control test (V.E. Cherva, Yu.V. Lobanova)

5.4. Age of Romanticism

5.4.1. general characteristics

Romanticism is an ideological and artistic movement in European culture of the late 18th – 1st half of the 19th centuries. This is the era of bourgeois revolutions, political and economic upheavals in Europe, characterized by criticality in relation to contemporary reality and at the same time to the social and political principles of the past of the 18th century that it rejected. (Era of Enlightenment). Romanticism as a special type of worldview has become one of the most complex and internally contradictory phenomena in the history of culture. Disappointment in the ideals of the Enlightenment and the results of the French bourgeois revolution of 1789 predetermined a pessimistic view of social development; the mentality of “world sorrow” was combined in Romanticism with the desire for harmony in the world order. Rejecting the rationalism and mechanism of the Enlightenment, the romantics, nevertheless, retained the fundamental concepts of the previous era: “natural man”, a view of nature as a great good principle, the desire for justice and equality.

In artistic culture, the collapse of hopes for freedom, universal peace and social well-being determined the main motive of that period, which was of fundamental importance for the aesthetics of Romanticism - “the collapse of illusions.” Another important motive of artistic activity, generated by the discord between the ideal and reality, the inability to achieve ideals, is “two worlds,” i.e. escape from reality into the illusory world of mysticism, idealized antiquity or distant, exotic countries for Europe. Thus, among the romantics, world harmony was disrupted. The world fell apart into categories opposed to each other: earthly life and eternal life, God and the devil, hero and crowd, present time and distant past, beautiful and ugly, ideal and everyday life.

In connection with the new worldview in the era of Romanticism, the understanding of the individual and the relationship between the importance of the individual and society for culture gradually changed. Unlike classicism, which emphasized the natural similarity all people, i.e. the priority of the general, romanticism placed the individual at the forefront otherness. Hence the understanding of the romantic personality as lonely, misunderstood, rebellious (actively or passively) against everyone and everything, filled with pride, challenging God, society, and the crowd.

In artistic culture, romanticism became a reaction to the rationalistic aesthetics of classicism. However, we cannot say that romanticism in art completely rejects what was achieved in classicism: romanticism leaves the stylistic foundations of classicism, rethinking the language of artistic forms, as well as the ideological orientation of art. Despite the apparent “polarity” of the views of classicism and romanticism on man and his place in the world, the idea of ​​personality of the late 18th – early 19th centuries. involves a combination of the rationalistic ideal of a man of the Enlightenment with the obligatory reduction of everything private, subjective to the general, transpersonal and a certain romantic “patina”. This idea received its most vivid expression in lyric poetry - the most subjective type of literature, which became the exponent of romantic tendencies in art.

Romanticism as a style in art appeared first in literature, and then in other forms of art. Even the very concept of “romanticism” came from literature and was derived from the epithet “romantic” (first introduced as a literary term by Novalis). Until the 18th century this epithet pointed to some features of literary works written in Romance languages, in particular, entertainment, many adventures and events. At the end of the 18th century. “Romantic” began to be understood more broadly: not only as adventurous, entertaining, but also as ancient, original folk, distant, naive, fantastic, spiritually sublime, ghostly, as well as amazing, frightening. That is why romantics often idealized the past and tried to breathe new life into myths and biblical stories. Fiction becomes a contrast to reality.

In addition to literature (especially lyric poetry), another form of art in which romantic tendencies were fully embodied was music. Individualism, which took root in sentimentalism, reached unprecedented proportions in the romantic era. As a result, the status of the individual, the artist-creator, has sharply increased. Personal fate, personal drama acquired a universal resonance, therefore, in the era of Romanticism, works with confessional motives became especially popular. Music in any of its manifestations is “confession of the soul.” It is no coincidence that I.I. Sollertinsky called the music “a sounding autobiography,” “a kind of symphonic, vocal-song, piano diary.”

Unlike literary romanticism, which appeared at the end of the 18th century, musical romanticism manifested itself only in the second decade of the 19th century. It is significant that the term “romantic music” belongs to E.T.A. Hoffmann, a writer and composer, whose very work symbolized the union of literature and music, which was very important for romantic aesthetics. If in the Renaissance the main form of art was painting, and the main ideas of the Enlightenment were reflected in the theater, then romantic aesthetics put literature and music in first place. Moreover, the romantics themselves did not come to a consensus as to which of these types of art occupied a higher position in the “hierarchy” of the arts, and the idea of ​​​​the union of literature and music put such “synthetic” genres as opera, program music, romance in first place -song. In the field of instrumental music, less susceptible to the ideas of romanticism, the piano miniature became the most important, capable of creating a quick sketch of a mood, landscape, or characteristic image. In painting, the main romantic genre can be considered the portrait, in which the main thing was the identification of bright characters, the tension of spiritual life, the fleeting movement of human feelings, as well as the self-portrait, which was almost never seen in the 18th century. Many features inherent in romantic painting were continued in later stylistic movements, for example, mysticism and complex allegorism - in symbolism, increased emotionality and impulsiveness – in expressionism.

Characterizing Western European romanticism, Ivanov-Razumnik divided it into three varieties: German, English and French, characterizing them respectively as logical, or romanticism of thought, ethical, or romanticism of will, and aesthetic, or romanticism of feeling.

Germany At that time, it was a fragmented country that did not have the opportunity to take an active part in the colonization of the East; it did not have enough resources to fight wars in Europe without anyone’s help. However, it is in Germany that many philosophical schools and teachings take shape - it is not capable of active and decisive action, but has powerful ideological potential. German romanticism is characterized by melancholy, contemplation, and mystical-pantheistic moods. German romanticism turns to myths, legends, traditions and tales of its people, which is reflected in literature, music, and painting of this period. E.T.A. Hoffmann writes fairy tales using many motifs from German folklore; his opera “Ondine” also refers to folk legends. R. Wagner's work is almost entirely rooted in German mythology, heroic epics (Lohengrin, Parsifal, The Ring of the Nibelung, etc.) and the legendary past of his country (The Flying Dutchman, Tannhäuser, etc. .). K.M. Weber (opera “Free Shooter”) also turns to the traditions of his people.

By the beginning of the 19th century. Austria was a huge empire that included Hungary, the Czech Republic, northern Italy, and southeastern Bavaria, so its national composition was diverse: Czechs and Hungarians, Slovaks and Croats, Romanians and Ukrainians, Poles and Italians, with Austrians and Germans themselves making up one third of the population. Traditions, customs, folklore and artistic creativity of each of these peoples influenced the formation of specific features of Austrian culture. However, all these peoples were united by the Habsburg dynasty. Unlike Germany, in which peoples with a developed national culture did not have a single state and therefore sought to create a national state as a guarantee of preserving their culture, the peoples of the Austrian Empire lived within the framework of a single state, which was formed long before the industrial revolution according to the dynastic principle and was not identified with none of the peoples under his rule. Due to the fact that German was the native language of the members of the ruling dynasty, they considered it as the official language of the country and the most preferred means of interethnic communication among its inhabitants. Perhaps this is why many of the features inherent in the artistic culture of Germany were also characteristic of Austria. For example, the attitude towards nature as a refuge from the ills of civilization, consolation, healing of a restless person is clearly reflected in the works of F. Schubert (for example, the vocal cycle “The Beautiful Miller's Wife”), in whose work the emotional experiences of the individual are closely connected with images of nature.

Unlike Germany, England At that time, it was an advanced country with rich political and economic traditions and a form of government that all of Europe looked up to, considering it the most successful (parliamentary monarchy). However, as the history of art shows, England of the romantic period did not create any interesting music, and the achievements of romanticism were translated into two types of art: literature and painting. The main themes of English romanticism were reflections on the romantic personality, the hero of his time, as well as what moral qualities this hero should have (for example, in the works of J. G. Byron “Childe Harold”, “Don Juan” and in “Endymion” J. Keats). In English romantic painting, the landscape prevailed as a reflection of the spiritual purity and great possibilities of the “natural man” (for example, the landscapes of J. Constable).

French Romanticism was a vivid reflection of the events of 1789, i.e. Great French Revolution. That is why, of all the regional variants of romanticism, French is the most effective and active, the most emotionally rich. He has given many names in various art forms. Thus, in literature, one of the most prominent romantics, who was the first to formulate the main characteristics of French romanticism (preface to the drama “Cromwell”), was V. Hugo, another was A. de Musset, famous for his confessional work “Confession of a Son of the Century.” In music, G. Berlioz became a great innovator, one of the first to create the genre program symphony(“Fantastic Symphony”) and reformed the means of musical expression. French artists also reform artistic and expressive means: they dynamize the composition, combining forms with rapid movement, use bright, rich colors based on contrasts of light and shadow, warm and cold tones.

American Romanticism, for many reasons, did not present a single picture. The lack of deep national roots, geographical distance from European countries, the mosaic nature of the culture created on the new continent, as well as concern for establishing independence from Europe predetermined the path of American romanticism. First of all, this is an attempt to find the roots of one’s culture in the depths of the culture of the aborigines - the Indians. That is why many artists, in particular literature, turn to the idealization of the life of Indians, their image (F. Cooper, G. Longfellow). Others are interested in the nature of this fertile land, which means that landscape becomes one of the most common romantic genres.

It is well known that Russian romanticism was significantly different from Western European. Russia turn of the 18th–19th centuries. in its economic development it had not yet “caught up” with Europe, had not experienced its bourgeois revolution, therefore the tragedy and hopelessness of “world sorrow”, the “retreat” into the idealized Middle Ages, characteristic of German, French and English romanticism, were alien to Russian culture. Speaking about Western European traditions in Russian romanticism, we note that the sentiments characteristic of Europe at the end of the 18th century became relevant in Russia in connection with two events in Russian history - the Patriotic War of 1812 and the Decembrist uprising. The Patriotic War contributed to the growth of national self-awareness, and the Decembrist uprising was a kind of resolution to a revolutionary situation similar to Western Europe. That is why early Russian romanticism, which flourished in the second decade of the 19th century, in contrast to Western European, was “more optimistic, active, offensive” (G. Gukovsky). Russian culture was experiencing a time of revolutionary upsurge in all spheres of culture. Another significant difference between Western European and Russian romanticism was that the main driving social force in Europe was the third estate, while in Russia it was the nobles - which is why Russian romanticism is often called “noble.” Indeed, the most significant phenomena in the field of Russian culture in the first half of the 19th century. took place among the nobility. Even the struggle for the abolition of serfdom was carried out mainly by the nobles.

At this time, the cultural opposition between St. Petersburg and Moscow intensified in the public consciousness of Russia. Let us remember that back in the 18th century. Moscow contrasted the reactionary classicist St. Petersburg with the advanced sentimentalism of that time. At the beginning of the 19th century. It was in Moscow that the first shoots of romanticism appeared. More patriarchal Moscow turned mainly to the passive direction of Romanticism, the main idea of ​​which was a retreat into idealism, while St. Petersburg culture reflected its active revolutionary-educational, collective beginning. The culture of Pushkin's Petersburg remained essentially oriented towards the achievements of the Western European Enlightenment, i.e. to some speculative maxims regarding the transformation of society, while Moscow sentimentalism grew into romanticism, putting the creative personality in first place.

Romanticism became the last pan-European style in art. However, along with the general features, it should be noted that each country created its own unique, original romantic flavor. This is due to the fact that within the framework of Romanticism, which initiated the rapid growth of national self-awareness, a huge number of national art schools are being created, each of which has its own unique ideas, subjects, favorite genres, as well as a special national style.

A strong position differs from a weak position as follows:

If we are talking about vowels, then when they are stressed, then this is a strong position. And when there is no accent, it is weak.

But with consonants the matter is more complicated.

Strong The position is considered if there is a vowel after the consonant.

And if after there is a sonorant consonant or the letter B.

Weak The position is considered if the consonant is at the end of the word or before a voiced consonant or before a voiceless one.

Here is a table with examples:

The strong position of vowels and consonants is the moment when sounds can be distinguished.

A weak position of vowels and consonants is when the sounds are not entirely distinguishable.

Let's say the sound can be deafening. Sometimes, in this situation, mistakes occur in words, because it is not entirely clear which letter needs to be written.

Here's a short summary of the positions of sounds in the tables:





The location of a sound in a word, its location relative to the beginning or end of the word, as well as relative to other sounds, is called position. Depending on the degree of sound audibility in a particular position, its weak and strong positions are distinguished. Both vowels and consonants can be in a weak or strong position.



A sound position is called strong when it cannot be confused with another sound and is clearly pronounced. For vowel sounds, the strong position is their position under stress, and in this way, by placing a vowel under stress, it is checked for correct spelling. Accordingly, the weak position for vowels will be their unstressed position in the word. Consonant sounds are not stressed, but there are also options for them when the pronunciation of the consonant is distinct - before a vowel, before a sonar, and before a consonant V. On the contrary, a weak position for consonants is their location at the end of a word or before a sound opposite in voicing.

Each sound has its own strengths and weaknesses.

A sound is considered to be in a strong position when we clearly hear it and we have no doubts about the writing of this letter.

A sound is considered to be in a weak position when we have doubts about which letter is heard and written.

Table of strengths and weaknesses of vowels and consonants:



A strong vowel position is a position under stress, where the sound does not require checking when writing, since it is heard clearly.

A weak vowel position is a position that is not under stress, where the sound requires checking when writing, since it is not heard clearly.

As for consonant sounds, the strong positions for them are:

1. before vowels
2. before sonorants
3. before in and in.

Sound position in phonetics, the position of a sound in a vocabulary unit is called:

• before vowel/consonant;
• at the end, as well as in the middle or beginning of lexemes and their forms;
• under stress or in the absence of it (for vowel sounds).

These positions are divided into two categories:

Strong we call the one sound in which can be heard clearly and is indicated by its letter:

• lady lady; smooth even; intellectual intellectual;
• gold z, o, l, t; solo s, o, l, n; speck p, a, t, n, k;

Weak one where the sound is indicated by a foreign letter, where the spelling is often in doubt and therefore requires verification or the application of another rule that determines its choice ( position (position) of sound non-discrimination) plant trees (graze trees):

• in the 1st syllables of both vocabulary units, the sounds A, I are indicated by foreign letters (O, E), therefore in the 1st case we need to remember about the uniform spelling of the prefix, in the 2nd word we need to find a single-root lexeme in order to check the stress of the root vowel: tree ;
• in the 2nd syllable (word 1st) the sound A is indicated by its own letter, (A), but its position is weak (unstressed), therefore the choice of A also needs to be proven, for which we also check: landing.

Thus, the nature of the position of vowel sounds is closely related to accent (stress).

Any vowel sound that is under stress has a strong position:

• provide provide;
• terem terem;
• hawk hawk

Unstressed vowels have a weak position, for example:

• frost frost;
• lazy lazy;
• pedestrian squeaks.

Quantitative as well as qualitative changes in the sound of a vowel, directly related to stress (with unstressed position), are called reduction.

If an unstressed sound is pronounced only shorter than a stressed one, but does not change its quality (for example, U in the lexemes leaving, leaving), we talk about the presence reduction of quantitative, and the further the unstressed vowel is from the stressed one (pre-stressed and post-stressed positions: 1st, 2nd, 3rd), the less long it is.



If the vowel also changes its quality (for example, AND in the lexeme tarnish on the letter is indicated by the letter I), we say that, in addition to quantitative, he was also subjected to reduction of qualitative. Let's look at sounds in place of letters as an example ABOUT in three related lexemes:

• ear 1st letter O the sound O and means (strong position), the 2nd O has a shorter sound, in universities it is customary to denote it with the symbol Ъ (at school they use the symbol A; the 1st post-stressed position is weak);
• ears of corn 1st O indicates the sound (at school they also use the symbol A; the 1st pre-stress position is weak), it is shorter in sound than A, but longer than Ъ;
• ear the 1st letter O the sound Ъ already known to us means (position 2nd pre-stress weak); in the 1st position, pre-stressed (2nd syllable), also weak, with the same letter O indicating the sound.

For clarity I made this table:



Strength/weakness of the position of consonant sounds depends on factors such as:

• type of sounds following them (vowel / consonant);
• the place occupied by a sound in a vocabulary unit (beginning, middle, end);
• another consonant occupying a postposition in relation to the 1st (voiceless / voiced, soft / hard, noisy / sonorant).

Presence of a vowel sound, located immediately after the consonant, contributes to the clear pronunciation of the first, therefore, will create a strong position for the consenter:

• there would be dust n;
• kindergarten s, d gray-haired s, d;
• lived and sewed w.

For paired voiced/voiceless consonants strong are the positions before vowels:

• doka d,k;
• toga t,g.

and before consonants:

• noisy in, in (utensils t two hundred d);
• sonorous (zmot z shmat sh),

weak or

• at the end of lexemes and their forms (pillar n pillar n; meadow k bow k);
• at the beginning, as well as at the end of vocabulary units before noisy ones, except in, in (building z do z, fairy tale with mask with).

For paired hard/soft consonants, strong We call these positions:

• before vowels (soap m milo m);
• at the end of lexemes and their word forms (sel l sel l; elm z vyaz z);
• before hard consonants: (asphalt s before f; mowing s before b),

A weak

• before soft consonants (steppe s in preposition to t, umbrella n before t).

Weak positions consonant sounds are associated with the phenomenon of phonetic assimilation(likening the consonants in front to those behind). In school practice the term assimilation, as a rule, is replaced by expressions:

• deafening of voiced consonants before voiceless ones;
• voicing of voiceless consonants before voiced ones;
• softening of hard consonants before soft ones.

Examples:

• T-shirt, mowing (vocalization: d before b and z before b);
• fairy tale, shop (stun: s and f before k);
• bow, gift (softening: n and s before t).

Positions of consonant sounds I presented it in the following table:



A weak position of vowels and consonants is a position where the sounds are indistinguishable. for example, a voiced consonant at the end of a word is deafened, and doubt arises whether we are writing the letter correctly. And then you need to remember the rule for deafness - voicedness.

A position is called strong if sounds are distinguished from others.

It's best to explain with examples.







The teacher once taught us this: say any word sharply and rudely. They said, each to his own. And now you need to say which letter you all heard loudly and sharply, that one will stand in a strong position, and the rest, which were not audible, will be in weak positions.

Strong and weak vowel positions

Vowel position under stress called STRONG.

In this position, all six vowel sounds are distinguished (mal - mor - mir - mUL - mer - myl).

IN strong vowel positions are pronounced with the greatest force, very clearly and do not require verification.

Vowel position in unstressed syllables - this WEAK position.

In this position, instead of some vowels in the same part of the word, other vowels are pronounced, for example, vada and water, rika and rivers, place and mista, row and ridy.

The pronunciation of vowel sounds in a weak position depends on which syllable in relation to percussion syllable they are located.

In the first pre-stressed syllable after solid consonant vowels A And O are pronounced the same, that is, they coincide in one sound a, for example, sada, gara. Akanye is considered the Russian literary pronunciation.

Vowel sounds A And e after soft consonants in the first pre-stressed syllable are pronounced as a sound close to i (rather, sounds with an overtone e).

For example, let's compare the pronunciation of words nickel And rooster: pI(e)so, pI(e)tuh.

Hiccups are considered normative in the Russian language.

In all other pre-stressed syllables and post-stressed vowels ah, oh sound even weaker and unclear.

Weak vowel position a, o, e after the hissing and C is expressed somewhat differently.

I'll give just one example. After solid f, w, c before soft consonants instead A usually sounds s with an overtone uh: jacket => zhy(e)ket, hut => shy(e)lash, thirty => three(e)t.

In some cases, in a weak position during rapid pronunciation, vowels may fall out, for example, on Volochka.

Strong and weak positions of consonants

The position in which the consonant sound does not change is called strong.

For consonants, this is the location of the consonant before:

VOWELS: doc - current, bow - hatch, race - cassock, dear - soap;

SONORAL: elephant - clone, sheaf - chills, down - down, grass - firewood;

consonant IN: match, create.

WEAK position is a position in which the consonants are not opposed in terms of voicedness-voicelessness and hardness-softness.

Weak is the position:

a) at the end of a word (voiced and voiceless consonants are pronounced the same way here - dull): raft - fruit, pond - twig, side - god, haystack - drain;

b) before voiced ones (voiceless ones are voiced): ask - request (s => z)

and before the deaf (voiced ones are deafened): sharp - sharp, lows - low (z => s);

Often the position before soft ones, as well as before lt;j>, turns out to be weak for consonants paired with hardness and softness. In this position, the consonant is pronounced softly, for example: snow, bomb, blizzard.

Equipment:

• handout cards with omission of weak position spellings,
• notebooks,
• textbooks,
• spelling dictionaries,
• markers.

A fragment from A. Milne’s work “Winnie the Pooh and All-All-All” is drawn on the board, and a fragment from the cartoon is prepared. Children sit in groups of four.

During the classes

I. Organizational moment

U. Hello! Today in the lesson we must consider cases when a sound is in a strong position and when it is in a weak position. We sit down correctly, put our notebooks on an angle, write down the number and “Cool work.”

II. Calligraphy

U. Look at the board, we are writing the elements in conjunction with the lowercase letter "o". Write one line in your notebooks.

Children complete the task in their notebooks.

III. Repetition work

U. How do you understand what a dangerous place is and where it can arise?

D. A dangerous place can occur in any part of a word. To check the spelling at the root of a word, you need to select a word with the same root, in which a strong sound would appear in place of a weak sound.

U. With the help of related words, can you check spelling only at the root or in different parts of the word?

D. In other parts of these words, such spellings cannot be checked, since these parts in related words may be different. A dangerous place for errors is a place when we hear one sound and write another letter.

U. What error-prone places do you already know?

D. For vowel sounds, when the sound is in a weak position, i.e. no emphasis falls on it. D For consonant sounds, when they are nearby, there are no “wizard” sounds among them.

U. What are these magical sounds?

D. These are sonorant sounds [l, m, n, r, y"] and another sound [v]. If a consonant comes before these sounds, then we can safely write down the consonant letter, and if there are two consonant sounds and none of them not a "wizard", then a dangerous place arises.

D: For example, in the word shu__ka, two consonant sounds met, they came into play - the second deaf consonant “commands” - [k] It seems to deafen the consonant in front.

U. Guys, let's say this word in unison.

D. Children say [shupka] in chorus.

U. Who agrees with the reasoning?

D. Children record their opinion by pointing with their fingers: yes “+”, no “-”.

U. Everyone shows “+”, and one child “-”. Why don't you agree with the children?

D. D I understand that if one of these consonants is voiced, then the one in front will also be voiced.

U. Okay. Let's do this research work together.

Children write down the sound model of the word [shupka] in their notebooks.

D. Can you prove it to me?

U. Prove it. Go to the board.

D. At the root of the word, we have two consonants next to each other. The second consonant sound [k], it seems to deafen the consonant in front. When we pronounce, we hear the sound [p], it is in a weak position. According to the law of Russian writing, I check the weak position of a consonant by the strong [fur coat], => and in the word fur coat I will write the letter “b”, fur coat.

U. What kind of alternation is this?

D: This is a positional alternation of sounds [b] / /[n].

U. Who can find a word in which the consonant is voicing?

D. We find it difficult.

D . I have a note from my mother with a “request...”, it seems to me that when we pronounce this word - [proz"ba", we hear the sound [z"], and my mother wrote to me - a request.

U. Okay. In this case, the consonant sound is voicing. This is a dangerous place. Let's choose a related word where this sound will be in a strong position (by changing the word).

D Maybe the word ask would be appropriate? Here is the positional alternation of sounds [z" / /s"].

U. There is a recording on the board (sound model of words).

[ prose "ba", [PRAS "I T" ]

U. What sounds alternate?

D. Vowel sounds [o / /a] and consonant sounds [z" / /s"].

IV. Working with Study Book No. 2.

Task No. 1. page 11. Complete sentences that contain words with the opposite meaning.

U. Write it down yourself, put an emphasis, circle the desired letter.

At this time, the teacher gives each team a task, and the children begin to work in a group.

Group I: “Radish is bitter, and carrots are ________________.”

Group II: “The sour cream is thick, and the milk is _____________.”

Group III: “The stone is heavy, and the fluff ______________.”

Group IV: “The road is wide, and the path is _____________.”

Group V: “The moon is big, and the star is ______________.”

The children completed the task in groups and from each team one person comes to the board with their answer cards. The remaining groups check and supplement representatives from each team.

U .Can you check all the spellings of the weak position by changing the word?

D. Only those that are at the base of the word.

U. Why?

D.T. because when a word is changed, the base does not change.

U.Where can’t we check?

D. In the ending, because when the word changes, the ending changes. Our team had the word sweet_ (berry) Weak position in the root of the word, we check with the word sweet, sweet. The second weak position in the ending, one test word is enough, in which the sound in the ending is in a strong position: sweet A I'm evil A I.

Children point their fingers “+” (agree).

D: We had the word zh_k_e. Liquid - spelling of a strong position And, checked according to the rule: zhi - shi write from And . The spelling of the weak position in the root of the word, we selected the test word liquid. The second weak position in the ending, we check with a word in which the sound in the ending is in a strong position: liquid_e- young.

Children check the first two words when they go to the board; the rest of the children use special signs to demonstrate their agreement or disagreement.

After working on each word, the teacher pays attention to the method of checking. The guys checked the first two tasks together at the board. And the rest are invited to do a cross-check between the groups.

V. Work on the sound “shell” of a word

U. Make a diagram of strong and weak positions for the word carrot.

D. The first sound is [m], it is in a strong position, because it is followed by a vowel.

D. The second sound [a], it is in a weak position, because no emphasis falls on it.

D. The third sound [r] is in a strong position, because This is the sound of "wizard", he will always be in a strong position.

D. The fourth sound is [k], it is in a strong position, because it is followed by a vowel sound.

D. The fifth sound is [o], it is in a strong position, because he is under stress.

U. What can you say about the sixth sound? (say in chorus) children (in chorus) - [markofka]

D. We hear and pronounce the sound [f], because there are two consonant sounds nearby and the second dull sound [k] subdues the consonant that stands in front of it and deafens it.

U. Who wants to write a diagram on the board and finish the analysis?

D.(at the board) make a diagram:

V_VVV_V_, darkness, the sound [k] is in a strong position, and the sound [a] is in a weak position. The word is spelled mor-kov-ka, because it refers to a dictionary word and can be looked up in the dictionary.

U. You need to write down the letter model of the words, distributing them in two columns. In the first column, write the words where the weak positions are at the root of the word. In the second column, where the weak positions are at the end.

This is the first part of the task that children complete independently.

VI. On the board there is a sound model of words:[HAD" I T "], [GRACH" I], [SHYNA], [R" E P A], [S V" I CH" A]

T: - Let's check the task.

Two people come to the board and write down:

D: Words with a weak position at the root (letter with holes)

H_dit, gr_chi, z_mlya, sv_cha

D. Weak position at the end:

D. We They wrote down the words in their column (lists): walk - move, rooks - rook, earth - earth, candle - candles. I am writing a letter in a strong position.

U. Children, do you agree with the work?

D. I came up with two words: tire, turnip.

U. Thank you.

VII. Working with a textbook.

U. In A. Milne's book "Winnie the Pooh and All-All-All" the owl lived in the magnificent Chestnut Castle. Under the bell she had announcements:

Why are the same words written differently in two advertisements?

D. (in chorus) The owl does not know the basic rule of the Russian language.

D . N We do not agree with Sova. The word [attryvay "ut] is written open, a weak position in the prefix. We know the prefix from, you can check it with the word vacation (Corrects the mistake with a felt-tip pen).

D. There is another mistake, it is written Owl, a fundamentally weak position. Let's check with the word - owls.

U. Look at the second ad. (Children read carefully).

D .N If you don’t agree with what the owl wrote, I ask for the floor. Weak position in the root of the word, you can check it - please. The letter o is written.

We found another mistake in the word [pad "orgat"]. Weak position in the prefix, we know the prefix by, we can check it with the word above.

D: go to the board and correct mistakes in the announcements (with a felt-tip pen).

U . You did you find all the errors?

D . All.

U . Write these announcements on the blank lines.

Option I – records the first announcement.

Option II - records the second announcement.

U. The lesson is over. How did you understand what we were working on?

D . We looked at strong and weak positions for vowels and consonants.

D. We understood: a sound in a weak position is denoted by the same letter that denotes a sound in a strong position in this word.

VII. Homework.

U. Thank you for the lesson.

Literature:

M.P. Romaneeva. L.A. Sukhovershina, Moscow. 2006 Study book no. 2 In Russian.

1) strong position– pronunciation conditions in which all differential features of phonemes appear: for vowels under stress and in an open syllable; for consonants– intervocalic position, before vowels and sonorant consonants;

2) weak position– pronunciation conditions in which not all differential features of phonemes appear: for vowels– unstressed position, in a closed syllable; for consonants- at the end of a word, before voiceless consonants.

Strong and weak phonemes

Strong phonemes are phonemes that have maximum distinctiveness. Stressed vowels are strong phonemes.

Weak phonemes have less distinctive ability, because in a weak position, a phoneme is a substitute for two or even three strong phonemes. So [ъ] can replace: [tantsy e va´t], [shjlk/\v´isty], [mъl/\ka´].

As noted earlier, each phoneme has a number of constant, position-independent, constitutive features. Among the constitutive features, a differential feature stands out, which is both relevant (correlative) and constitutive at the same time. For such a sign is deafness in relation to: fell, ball But deafness is eliminated in the position before the voiced consonant.

If the phoneme feature is not relevant, then the constitutive feature is non-differentiating. For example, deafness is a constitutive irrelevant feature.

The concept of relevance is associated with two rows of phonemes: the first row consists of consonants paired in deafness-voicedness, the second row consists of consonants paired in hardness-softness. A position that is strong for one member of the series is strong for all members of the series: [p║b, p´║b´, f║v, f´║v´, t║d, t´║d´, s║ h, s´║z´, w║zh, k║g, k´║g´].

Outside this series, extra-paired consonants remain: ,м>, , .

Strong positions on deafness-voicing:

1. position before vowels: [do´t] – [to´t];

2. position before sonorants: [gro´t] – [kro´t];

3. position in front of [j]: [bjo´t] – [pjo´t];

4. position in front of [v], [v´]: [dv´e´r´]- [tv´e´r´].

Weak positions are:

1. end of a word : code[cat] - cat[cat];

2. for deaf people the position is in front of the voiced ones, for voiced people the position is in front of the deaf ones: change[building], over the table[ntst/\lo´m].

Second row – phonemes paired by hardness-softness: [п║п´, b║б´, в║в´, f║ф´, m║м´, с║с´, з║з´, t║т ´, d║d´, l║l´, n║n´, r║р´, g║g´, k║k´, x║x´].

The following consonants remain outside the pairs: , .

Strong positions on hardness-softness:

1. end of the word: [sta´n] – [sta´n´];

2. position before non-front vowels: [ma´l] – [m´a´l];

3. anterior linguals before the posterior lingual [re´t´k] – [re´dk] and hard labials [p´i e z´ba ´ ] - [hut ´ ] ;

4. sonorants (except [m]) before dental ones: [yi e nva ´ R ´ ] - [yi e nva´rsk´y].

5. always in a strong position: [l´va ´ ] – [m/\lva´], the exception is the position before [j]: [l´ j y´].

Weak positions in terms of voicedness and deafness appear very clearly; in terms of hardness and softness they are not so obvious.

Phonetic transcription conveys the sound composition of words, phonological (phonemic) transcription conveys the phonemic composition of words.

In phonological transcription it is customary to denote:

α - all weak vowel phonemes,

α 1 - weak vowels 2 and 3 of pre-stressed and all over-stressed syllables:

index 1 - consonant phonemes weak in hardness-softness:

work, index 2 - weakly voiced consonants:

allowance ,

index 3 - weak in hardness-softness and deafness-

voicing consonants: guarded .

If in phonological notation the same morpheme appears in different phonemic forms, determined by the phonological position in the word form, then in morphophonemic transcription, a generalized phonemic notation of the word form is used, abstracted from the types of its constituent morphemes determined by the phonological position. For example, the word stack in phonetic transcription - [s t o´k], in phonemic transcription - , in morphophonemic transcription - , where the combination of consonants with general phonetic signs of deafness and hardness is highlighted in brackets.

Allophone(Greek: άλλος another and φωνή sound) - implementation of a phoneme, its variant, determined by a specific phonetic environment. Unlike a phoneme, it is not an abstract concept, but a concrete speech sound. The set of all possible positions in which allophones of one phoneme occur is called the distribution of the phoneme. Native speakers recognize phonemes well, that is, meaningful units of language, and are not always able to recognize individual allophones of one phoneme. Phonemes in the minds of speakers are usually represented by basic allophones.

The main allophone is an allophone whose properties minimally depend on the position and phonetic environment. The main allophones in the Russian language are:

• vowels in isolated pronunciation;
• hard consonants before the stressed [a];
• soft consonants before the stressed [and].

Basic allophones are usually realized in the strong position of the sound. A strong position is a position in which the maximum number of phonemes of a given type is possible. In Russian, for vowels the strong position is the position under stress, for consonants - before the non-front vowel.

Vary combinatorial And positional allophones.

Combinatorial allophones- realizations of phonemes associated with coarticulation under the influence of the phonetic environment of sounds.

Examples of combinatorial allophones in Russian are:

• advanced back vowels [a], [o], [u] after soft consonants;
• labialized (rounded) consonants before vowels [o], [u];
• voiced affricates [dz], [d'zh"] in place of [ts], [ch] before voiced noisy ones.

Nasalized vowels before nasals [n], [m], [ŋ] in English are also considered combinatorial allophones. In some languages ​​of the world, combinatorial features (for example, nasalization) can extend over several syllables.

Positional allophones- realizations of phonemes associated with their phonetic position in a word or syllable. Phonetic position is usually understood as:

• position of the sound in relation to the absolute beginning of the word (after a pause);
• position of the sound in relation to the absolute end of the word (before the pause);
• the position of the sound in relation to the stress.

Positional allophones of the vowels [а], [о] in the Russian language are the vowels [ъ], [ʌ] in unstressed syllables.

Obligatory and free allophones

Depending on the degree of predictability of implementation, allophones are divided into mandatory, that is, implemented in accordance with the rules of the grammar of the language, and free, that is, implemented in accordance with the preferences of speakers.

Obligatory allophones of one phoneme are in complementary distribution relationships, when two different allophones of one phoneme cannot exist in the same position. In the Russian language, rounded and unrounded consonants are in relations of additional distribution: rounded consonants are possible only before the rounded vowels [o], [u], and unrounded consonants are pronounced in all other cases. Pronunciation of such an allophone in a different position is perceived by native speakers as an unnatural sound or a foreign accent.

Free allophones can be considered both optional variants of phonemes that are widespread in various social and dialect groups (for example, fricative /g/ or hard /sch/ in some Russian dialects), and individual variants of phonemes that make up the pronunciation features of individual speakers (for example, non-syllabic [ w] in place of the trembling [r] in Russian).

Background, background in phonetics - a unit of the sound level of a language, identified in the speech stream without regard to its phonemic affiliation (that is, without assigning it to one or another phoneme) or as a specific implementation of the phoneme in speech.

Unlike phonemes and allophones that belong to a language, phonemes belong to speeches. Relating background to allophone and phoneme, the phoneme is said to be "general" (or class), allophones are "special" (or subclasses), and backgrounds are "singular". Every phoneme in speech appears in one of its allophones, which is realized as one or another background.

The mimic realization of a phoneme (background) is called a viseme. Visemes are used in lip reading and computer speech recognition techniques.

The classroom uses various forms of multi-level education for schoolchildren. Students work in three groups. In the first group there are children with high educational abilities and high and average performance. The second group is an average and low level of learning ability and average performance. The third group is students with low and average learning abilities and low performance.

In this lesson, work is being done to discover a new position for paired consonant sounds and its further application in teaching schoolchildren.

Topic: Strong and weak positions of consonant sounds.

Objectives: to teach to identify signs of strong and weak positions of paired consonant sounds; familiarization with the “weak” position of consonant sounds in front of consonant sounds, which is new for children; practice the method of writing with omissions of spellings of weak positions.

During the classes:

1. Organizational moment.

Checking readiness for the lesson. Encourage children to have a friendly attitude towards each other; for cultural dialogue when working in groups.

2. Updating knowledge.

- Change the words: meadows, sides so that they name one object. Write both changes of each word using sounds. Write down the changes in letters next to it.

For group 3, task No. 1 is performed according to the model. Task No. 2 is different in groups, taking into account their learning abilities.

For group 1: write down diagrams of strong and weak positions of consonant sounds.

Group 2: indicate the strong and weak positions of consonant sounds next to the diagrams.

Group 3: connect strong and weak positions with diagrams with a line.

3. Checking the group’s work at the board:

Children from group 1 begin so that the rest of the students listen to the explanation again.

1 Gr. 2 Gr. 3 Gr.

[MEADOWS] [G] O Meadows

[MEADOW] [K]. Lu_

[TANK][K] O B_

[SIDE] [K]. Bo_

From the diagrams written on the board, choose a more complete one or answer the teacher’s questions.

4. Statement of the problem:

– Do the consonants have any other weak positions? (Listen to the children’s opinions).

– Write down the name of the objects: beep, roller with sounds. Change each word so that it names many things, and write down the word changes with sounds. Mark with circles the penultimate consonant sounds in the changes.

Pupils of group 1 work independently and observe the changes in each word.

Pupils of groups 2 and 3 work together with the teacher.

[BEEP] [D]

[GUTK'I] [T]

[ROCKER] [T]

[KATK'I] [T]

– In vowel sounds, strong and weak positions are determined by stress. What determines the positions of paired consonant sounds? (neighbor on the right, that is, Oh, no).

– Select and write down the penultimate consonant sounds.

– Are there any vowel sounds in a weak position? Tag them.

– Are there consonants in strong positions? Explain.

– Have you noted the positions of all consonant sounds?

– In what position are both sounds from a pair possible? (In strong). Write them out.

– And in what position does only 1 consonant sound from a pair come into play? (In weak).

-What sound is that? (consonant, voiceless).

– Show with arrows what sound appeared instead of the sounds [D] and [T] before the consonants.

Children's discovery of a new position.

– Compare and discuss in pairs the weak position of consonant sounds with the one you learned earlier. (Group 1 independently draws a conclusion about a new weak position). You made another discovery today. How many weak positions of consonant sounds do you now know? Is it possible to use letters to represent sounds in weak positions? (No, because spelling I put a dash).

Write the letter next to it. Who has a different letter entry, without gaps?

– What helped you write down the words without gaps? (law of Russian writing).

6. Primary consolidation:

Writing down words and sentences with omitting spellings of weak positions.

The first group works independently;
The second is based on the model;
The third group with a teacher.

If questions arise in groups, they show a card with a question mark. Children from group 1 come to the rescue.

7. Reflection of activity:

– What discovery did each of you make for yourself?

8. Homework:

For the first group: write down a few words where paired consonant sounds come before other consonants.

The second and third groups are given assignments based on the textbook.

The next Russian language lesson begins with determining the positions of consonant sounds in words written by 1 group.

In a word, consonants can occupy different positions. In some positions, consonants are contrasted with each other in terms of sonority-dullness and hardness-softness; such positions are called strong. The positions of the consonant before vowels and before sonorants are strong in voiced-voicelessness (i.e., voiced and voiceless consonants are always different here): d am – T um, b silt – P silt, h loy – With loy, d rel – T rel. Consonant positions before vowels (except [e]) are also strong in terms of hardness and softness: m al – m yal, l uk – l yuk, b yt – b it, V ol – V ate(but before [e] both a soft and a hard consonant sound are possible: sir – sir; meter(unit of measurement; pronounced with a soft [m"]) -meter(teacher, master; pronounced with [m] hard).

Positions in which consonants are not contrasted in terms of voicedness and deafness and in terms of hardness and softness are called weak. Thus, the position of the consonant at the end of a word is weak in terms of voiced-voicelessness: voiced and voiceless consonants are pronounced the same way here - voiceless (cf. one hundred To And one hundred G, pr T And prue d). Before voiced consonants, all consonants paired according to voiced-voicelessness are pronounced as voiced (cf. h here And With do: in both words, in the position before the voiced [d"] the voiced [z"] is pronounced, and in front of the deaf ones - like deaf ones (cf. true b ka And sha P ka: in both words, in the position before the deaf [k], the deaf [p] is pronounced).

The position before soft labials and teeth, as well as before, is weak for consonants paired with hardness and softness: in this position the consonant is often pronounced softly. Compare: [With" n"]eg, co[ n"s"] ervy, bo[ m"beat. [d"v"]believe, ha(hard consonants are pronounced softly in these words).

In the same word, but in its different forms, consonants can alternate with each other - depending on what position they find themselves in: voiced consonants before vowels alternate with voiceless ones at the end of the word, voiceless consonants alternate with voiced ones in the position before voiced ones , hard ones alternate with soft ones in position before soft consonants. Such alternations of sounds are called positional. They do not violate the morphological integrity of the word and are not reflected in the writing. Compare: true b a-tru b (pronounced [true P]), mow T b–mow b A(pronounced [ka h"ba]), tra V a–tra V ka(pronounced [tra fкъ]), bo[ m b]a–o bo[ m"b]e, [ d"v"]e– [dv]umya.

Some alternations characterize not the modern phonetic system, but its state in the past; such alternations are called historical. They are assigned to certain morphological forms and are reflected in writing in the form of different letters. Compare: new T it - light h uh, boo d it - boo and y, stereo G and – stereo and yes and under. Such alternations are not determined by the position of the sound: both [t"], [d"], [g"], and [h], [z] are possible both before and before (compare: shine and sharpen, guard and awaken and so on.). (For more on historical alternations, see below, §94–97.)

Loss of consonants.

In some positions during pronunciation, consonant sounds are dropped. Typically no sounds are made d And T in combinations zdn And stn , For example: great zdn ik, y stn y. In addition, in some words a consonant sound is dropped when other consonants are combined, for example: Sun, se rdc e , NAV st Liv, hello rise wow(compare: sunshine, heart, happiness, congratulations, where are the sounds l, d, t, v are pronounced).

To check the spelling of words with unpronounceable consonants, you need to select related words or forms of words where these combinations of consonants would be separated by a vowel or would appear at the end of the word, for example: mustache T ny – mustache T a – mustache T (gender case).

Exercise 72. Answer these questions orally.

1) What additional work of the tongue creates the softness of consonant sounds: d – d", l - l", h-z", d-g", x-x", b-b", m-m"? 2) Which consonant sounds in the Russian language are only hard? 3) Which consonants are only soft? 4) After which consonants in Russian words there can be no sound s ? After what sound And ?

73 . Read; identify soft consonants and explain how their softness is indicated in writing.

The louder the noise about you,

The more arrogantly you shut up.

Don't complete someone else's lies

Shame on explanations. (B. P asternak.)

74 . Write by inserting the missing letters. Explain why in some cases the softness of a consonant is indicated by the letter ь, and in others it is not indicated.

1) The lilac trees closed the whole house. 2) Tufts of white flowers stood out against the dark greenery. 3) The boys were looking for che...veys for fishing. 4) An agronomist...made a report on beans with pests in gardens and vegetable gardens. 5) W...i...pi...ma and put them in the sweat...box. 6) The tables were covered with white rolls. 7) At the meeting they talked about the male...be and the young of the spring. 8) The hunters tracked down a big bear. 9) Was there a mustache here before? 10) There were nails in the box. 11) The s...d walked in shoals. 12) But...the air was fresh.

75 . Change these words so that the highlighted consonants are softened and write. Explain orally why it is written between soft consonants b .

Piss m o - in writing m e; fight b ah, grind b A, prison m A, mow b ah, please b ah, it hurts b oh, here you go m ah, surly m A , finger m A , finger b oh, sit me down b oh, take it m u, Kuz m oh, eight m Ouch.

76 . Write down and underline the soft consonants next to each other. Verbally explain why there is no relationship between them. b .

Worm, branchy, bears, bony, unless, if, death, forgive me, excuse me, areas, jaws, stories, canes, honors, in a dream, shipyards, nails, thoughts, executions, illnesses, greengrocer, lamplighter, mason, night, kidney , daughter, stove, finish, take into account, read, subtract.

77 . Read expressively; indicate what sounds the highlighted letters represent.

E sli boy

l Yu bit labor,

in the book l chick,

about this one

write here:

good And th boy.

(V.V. Mayakovsky.)

78. Using the elementary school curriculum and textbooks, determine which cases of denoting soft consonants are familiar to students in grades 1 and 2.

79. Indicate which words contain unpronounceable consonants; change, where possible, the given words so that these consonants are pronounced.

1) The sun flooded the entire neighborhood with bright light. 2) The guys felt joyful in the clean air. 3) The giant pines made a dull noise from their tops. 4) The nature of the area suddenly changed dramatically. 5) Late in the evening we were returning home. 6) There was a ladder at the window. 7) Someone hit me with a branch. 8) A breeze blew from the forest - the herald of a thunderstorm.

VOWEL SOUNDS

Russian language is a difficult subject. We write words completely differently from how they are actually pronounced. In speech, the same phonemes manifest themselves in different sound forms. Compare, for example, the words “honey” - [m"ot] and "honey" - [m"idok]. It all depends on whether phonemes occupy strong positions or weak positions within a word. Let's talk about this in more detail.

Speech is a continuous stream of phonemes in which the pronunciation of a sound is largely determined by its place in the word, neighboring vowels and consonants. IN weak position articulation undergoes significant changes. Phonemes lose some of their characteristics and begin to appear in other variants. For example, [o] in an unstressed position begins to sound like [a]: [vada], [sava]. The final [g] is pronounced like [k]: [druk], [kruk]. It is in such places that we make mistakes in writing.

IN strong position the phoneme, on the contrary, is heard clearly and stands in its basic form. It does not depend on its position in a word; its quality is not affected by neighboring sounds. This is, for example, the phoneme [o] in the words “water”, “owl”. Or the sound [g] in the words “to a friend”, “around”.

Morphological principle of spelling

Why does an ordinary person, far from linguistics, need to know the strong and weak positions of phonemes? The fact is that the spelling of 90% of Russian words is regulated by the so-called morphological principle. According to him, we should not take into account phonetic alternations when we pick up a pen or type text on a keyboard. Roots, suffixes, prefixes, endings are always written the same way. Reduction of vowels, softening of consonants before certain sounds, their voicing or deafening are not taken into account.

From this follows the conclusion: when writing, you cannot rely on hearing. Only sounds in strong positions are written as they are heard. All others need to be verified. Having determined that the phoneme is in a weak position, we begin to select a test word with the same morpheme. For example, tooth - dental, linden - pine, hike - train, to the lamp - to the water. In the test word, the phoneme must be in a strong position, and be in the same morpheme. Otherwise you might make a mistake.

Strong and weak positions of vowel sounds

Already in elementary school, children know: the sound under stress is heard for a long time, clearly and does not need to be checked. We can safely write the words “catfish”, “sam” in the notebook. This is a strong vowel position.

The unstressed position is a completely different matter. Such a vowel is in a weak position; we pronounce it briefly, with less force, indistinctly. Compare the words "soma" and "sama". They sound almost the same. In order not to make mistakes when writing them, schoolchildren are taught to select test words.

The Russian language is characterized by:

• “akanye”, when unstressed [a] and [o] are pronounced the same after hard consonants (for example, the words “at home”, “dala”);
• “hiccup”, in which unstressed [a] and [e] are indistinguishable after soft consonants (for example, in the words “ball” and “sword”).

The vowels [i], [u] and [s] in a weak position are pronounced shorter, but do not change their quality sound. However, it is better to exercise caution here too. Unstressed [i], for example, can easily be confused with the phonemes [a] and [e] that come after soft consonants.

Positions of consonants: voiceless and voiced

Consonant sounds form pairs according to such characteristics as “voiceless-voiced” and “hard-soft”. Accordingly, strong and weak positions of consonants are also determined by these two characteristics.

A strong position on the basis of “voiceless-voiced” for consonants is the position:

• before a vowel: tom-house, fence-cathedral;
• before sonorants: firewood - grass, layer - evil;
• before the letter "v": the creator is the palace.

In the listed cases, the consonants are heard clearly and do not require verification. It is hardly possible to make a mistake in spellings that do not have a pair for deafness. These include [l], [l"], [n], [n"], [p], [r"], [m], [m"], [th"]. Phonemes [x], [ ts], [x"], [sch"] and [ch"], on the contrary, do not have a voiced paired sound. They can occupy different positions in words, maintaining their basic characteristics and not coinciding with other consonants during pronunciation.

When can consonants be voiced or devoiced?

Now we will learn to distinguish between strong positions and weak positions of paired phonemes based on the voiced-voicedness of phonemes. In what cases are we at risk of making a mistake in writing? This position:

• at the end of a word, where both voiced and voiceless phonemes coincide in their sound: eye - voice, oak - dull, bough - meadow;
• before a paired voiced sound, when the adjacent consonant is also pronounced voiced: shave - [zb]rit, give - o[dd]at;
• before a voiceless consonant, when the adjacent sound is deafened: spoon - lo[shk]a, entrance - [fh]od.

To avoid mistakes, we must understand which morpheme contains the dubious sound. Then find a test word where the required phoneme is in a strong position. So that this does not take much time, you need training. Let's select test words for the examples given above: eye - eyes, voice - glasa, oak - oak, stupid - stupid, bough - bough, meadow - meadows; shave - fold, give - drive away; spoon - apply, entrance - left.

Consonant positions: hardness and softness

The time has come to consider the strong and weak positions of consonant sounds on such a basis as “hard-soft”. There are many dangers awaiting us here. The morphological principle does not always save. For example, the sounds [zh] and [sh] are always hard, but we know that in some cases a soft sign is written after them (rye, hear). After the hard [ts] there can be the letter “y” (chicken) or “i” (circus).

The sounds [ch"] and [sch"] are always pronounced softly, but from the first grade we remember the spelling of the syllables "cha-sha" and "chu-schu". There is another principle at work here, called traditional or historical. Only a clear knowledge of the rules of the Russian language will save you from making mistakes.

Nevertheless, let's return to theory. In what case do consonants that have a pair of hardness and softness do not change their qualitative characteristics? This position:

• before a vowel: [mal] - [m "al", [ox] - [v "ol", [bow] - [l "uk", [life"] - [b "it"];
• at the end of the word: [kon] - [kon"], [brother] - [brother"];
• absolutely any for phonemes [l], [l"]: vo[l]a - vo[l"n]a, po[l"z]a - po[l]at;
• before back-lingual [g], [k], [x], [g"], [k"], [x"] and hard labial [b], [m], [n] for front-lingual sounds: go [rk] a - go[r"k]o, i[zb]a - re[z"b]a;
• before hard teeth [s], [z], [ts], [d], [t], [l], [n] for teeth: ko[ns]ky - yu[n"s]ky;
• before hard front-linguals [s], [z], [t], [d], [ts], [l], [r], [n], [sh], [z] for sonorant front-linguals: jan [rs] cue - September[r"s]kiy, ma[nzh]eta - de[n"zh]ata.

Weak positions according to the characteristic "softness - hardness"

There are positions in which hard consonants soften under the influence of neighboring sounds. They are considered weak. This position:

• Before [th"]: raven - vor[n"y"o]. The exception is the consonants at the end of the prefix before [th"]: [vy"est] - entry.
• Before soft dental sounds for sounds [c], [n], [z]: together [s"t"]e, [z"d"]es.
• Before the phonemes [ch"] and [sch"] for the sound [n]: drum [n"sch"]ik, roll [n"ch"]ik.

In general, it is very difficult to distinguish between strong positions and weak positions on the basis of “hard-soft consonant”. The fact is that it is not possible to select examples for all cases. So, in the Russian language before [n] we find only solid [m]: compote, shampoo, etc. Not a single word has the sound [m"] in this position. Consequently, we cannot be completely sure whether it is realized here phoneme [m] or [m"].

Absolute positions for consonants

Let's summarize. Everything is clear with vowel sounds. If they are stressed, the position is considered strong. If the stress falls on another phoneme in the word, then the position is weak. It's more complicated with consonants.

For example, in the word “tooth” the sound at the end is deafened. The position on the basis of “voice-voicelessness” will be weak. But it is also strong on the soft-hard scale. When the weak positions for both characteristics coincide, the phoneme is considered absolutely weak. It realizes itself in various variations and requires the use of spelling rules.

It happens that a consonant is in a strong position both according to the “voiced-voiceless” characteristic and according to the “soft-hard” characteristic. This is often observed in the position before a vowel sound. This position is called absolutely strong.

Knowing the strong positions and weak positions of phonemes is necessary for every person who wants to write correctly. This will allow you to quickly identify the “mistaken” place in the word and remember the corresponding rule.

Literacy lesson

Subject: Designation of the sound [th] in positionafter a consonant before a vowel.

Objectives: educational:

Create conditions forlearning how to designate the sound [th"] in the position after a consonant before a vowel;

To develop in students the ability to find the spelling of dividing marks in words by ear;

Learn to see possible options for designating the sound [th"] in the position after a consonant before a vowel;

developing:

Learn to justify your choice to indicate the sound [th"] in different positions;

- Learn to create a model of the content of the material being studied;

- Learn to organize actions logically;

Develop the ability to compare and analyze.

Equipment: sound cards, tables - models “Ways to designate the sound [th"]”, letters b and b, textbooks, notebooks for printing, projector

During the classes

I. Organizational moment

We continue to work together, and we will be able to move up a notch in mastering new knowledge.

How will we work in class? (Attentively, be able to listen to each other, the teacher, be able to correct and supplement a friend’s answers...)

II. Updating knowledge.

Let's do a little warm-up.

1. What groups can letters be divided into? (Vowels and consonants)

2. What types of vowels are there? (Drummed and unstressed)

3. What types of consonants are there? (Voiced, unvoiced, soft, hard)

4. Which consonants are always soft? (Ch, Shch, J)

5. Which consonants are always hard? (F, W, C)

6. What vowels represent two sounds? (E, Yo, Yu, Ya)

7. In what case do they represent two sounds? (At the beginning of a word and after the letter of a vowel)

8. Which letter does not represent a sound? (b)

9. What kind of work does he do? (Makes consonants soft, separates consonant from vowel)

What did you work on in the last lesson? (We observed how the separating letter b does not denote softness, but helps the vowel letter to denote the sound [й’] in words, in the position after the consonant before the vowel).

III. Creating a learning situation

Guys, today we will continue to study a new way of denoting the sound [th"] in position. Which one? (In position after a consonant before a vowel)

What goals will we set for ourselves? Let's try to formulate them (There is a note on the board: get to know..., find out..., learn...)

That's right, we need to get acquainted with the separating letter b in words, in the position after the consonant before the vowel.

Guess this riddle:

The horse has a racer

The mane curls in the wind,

Gathering all my strength,

He takes on obstacles.

What does it mean - he takes on obstacles? (Jumped over).

What kind of obstacle does the horse take? (Barrier)

How do you understand the meaning of this word? (Listen to the children's explanation)

Explanation of the lexical meaning of the word.

According to the dictionary: Barrier - a word borrowed from French. Fence,partition , supplied asobstacles on racing track ( sport .).

2. Low wall , fencing, fence.

Let's create a sound model of the word BARRIER. (Children work in notebooks for printing, one student works at the blackboard)

We check the work. There are mistakes?

- How people agreed to denote the sound [th"] in this position? (The separator letter is b).

Find and show this method in the table - model:

[th"]

ya, yo, yu, ye, yee

What new work does the letter separator b do in this word? (The letter will divide. b helps the vowel letter to denote the sound [th"])

Check your work, did you do it right? (Fine)

Making a sound recording of a word:[bar"y"er]

(One student works at the board, the rest in a notebook)

3) Compiling a letter entry for a word: barrier

Checking the notes (Children check their notes)

So, which letter was chosen to represent the sound [th"]? (The separating letter b)

View the recording of how the car drove into the yard)

What did the car do? (He drove into the yard)

1). Creation of a sound model.

Now let’s create a sound model of the word ENTERED.

(Children work in notebooks for printing, one student works at the blackboard)

Let's check the work and see how we did it.

In what position is the sound [th"]? (After a consonant before a vowel)

2). Compiling a sound recording.

Now let’s write the word in sounds, make an audio recording of the word.

(One student works at the blackboard, the rest in a notebook) ([v"y"ehal] .

What did you notice? (How are they similar, what do they have in common?) (This word also has the sound [th"]).

In what position is the sound [th"] in this word? (In the same position as in the word BARRIER; in the position after the consonant before the vowel)

And do you know that in this situation the separative b is used? (Yes)

Let's try to write the word in letters? Aren't we afraid to make mistakes?!

IV. Setting a learning task.

Our fairy-tale hero Grandfather Us, the most experienced self-taught person, gave you very necessary information.

(Children discover models and hang them on the board)

BARRIER HAS ENTERED

[th"e] = [th"e]

е ≠ е

Analyze the recording

Read the word MOVE IN.

What sign is used? The same as in the word BARRIER? (Other! Dividing b)

What does Kommersant look like? (Show pictures)

Let's find a place for the letter on the “Letter Tape”.

Which house should we put Kommersant in?

Showing a letter.

3) Compiling a letter entry for a word

Write the word ENTERED in letters ( entered) correctly.

What is the conclusion can you do about the separating letters b, b? (The sound [th"] in the position after a consonant before a vowel is indicated by the letters b and b).

What table will we show? (Select and show)

Why is there -b in one word and b in another? For example, in the words barrier and entered. Can you give an answer? (No)

Why can't you? (The letters b and b signs do the same job).

Is it possible to determine by ear which letter to choose? (No)

Why? (Both b and b signs can be written).

What is this place in the letter notation? (Spelling).

Guys, we don’t have a knowledge base that would explain the writing of these letters. Therefore, we have another option:

1. Be able to find this spelling of separating marks (b, b) in words.

2. Ask an adult (teacher, parents) which sign or letter to choose.

So, what task will we set for the lesson? (We will learn to find the spelling of dividing marks in words).

How will we designate this place in alphabetical notation? (?).

Physical education minute

V. Analysis of the conditions for solving the problem.(Words are written on the board)

Exercise 1. Make a letter entry and find the spelling of the dividing marks b and b.

[may "ak] – [shy"ot] –

[s"el] – [th"ul"a] -

[sy"el] - [kol"y"a] -

(Children go to the board one by one and explain their choice of letters and spellings.

Task2. Work in pairs.

- Write down the words yourself (audio recording provided): [sy "ehal] –

[ouch "ehal] -

And we will test each other in pairs.

Which word has the spelling? (Moved out)

How was the spelling indicated? (?)

Why? (We don’t know which letter to choose – b or b).

Find it in the table.

[th"] = [th"]

ya, yo, yu, ye, yi? ya, yo, yu, ye

VI. Work according to the textbook. Reading proverbs

Read the entries under the heading “People say”

Why do you think these statements were placed here?

Find and read words with the separator b. Where does it appear in the word? (After consonant, before vowel)

Find and read words with b. Where does it appear in the word? (After consonant, before vowel)

What kind of statements are these? (Proverbs)

Read 1 proverb. What is it about? (They beat the wolf not because he is grey, but because he ate a sheep (inc.) not for his bad appearance, but for bad deeds).

Read proverb 2. What is it about? (THE SHEEP TEARS (tears) WILL be shed (response) to the WOLF. For the insults caused to the weak, the offender will pay. Spoken as a threat, a warning to the offender or a consolation to the offended

D/Z – Tell your parents at home what you learned in class, p. 65 of the ABC book.

VII. Final reflection.

- What discovery did we make today?(The sound [th"] in the position after a consonant before a vowel is indicated by the letter b, just like the separating b).

We have climbed a new step on the Ladder of Knowledge. What do we write on this step?

How do you know which letter to write in the word b or b?

Thank you for the lesson! (Rewarding active participants with emoticons)

Well done. We tried.