Weak strong positions in a strong position. Strong and weak positions of consonants. Positional consonant alternations

Course work

on the topic: “Root orthograms.

Spelling of unstressed vowels at the root of a word.

Work completed:

Davydova Nadezhda Nikolaevna,

teacher primary school school number 1446

North-Eastern Administrative District.

Moscow

2012

If the sound is pronounced and heard distinctly, it can be meaningful, then it is in a strong position. A strong position for vowel phonemes is their position under stress. It is in this position that five vowel phonemes are distinguished: (i), (e), (o), (a), (y).

For example: salt- (o), rivers- (e), myal- (a).

Stressed vowels are affected by preceding and subsequent consonants

nyh, and therefore strong vowel phonemes appear in their different allophones. Such an impact is expressed in various kinds of shifts of vowels in the zone of formation or in the acquisition by vowels of tension, of a closed nature.

Positions without stress are weak for vowel phonemes. Weak vowel phonemes appear in these positions. At the same time, it is necessary to distinguish between the weak vowel phonemes of the first prestressed syllable and the weak vowel phonemes of the remaining unstressed syllables, since they are characterized by a different composition of allophones.

Let's compare the weak vowel phonemes (o), (e), (a) in the first prestressed syllable: glass (st^kan),

home (d ^ my), nickel (p'ietak). It can be seen from the comparison that a weak vowel phoneme implements

Xia in the allophone (^) after a hard consonant and in the allophone (ie) after a soft consonant. So

Thus, the vowels (^) and (ie) are allophones of one weak vowel phoneme.

The procedure for determining the main variant of the vowel phoneme:

1. determine what position the vowel occupies in the word;
2. if the position is weak, then it is necessary to choose such a related word or its form in which the vowel will be in a strong position, i.e. under stress.

For example: (dragoy) - (d`ork), on (v`i e tr`u) - (v`e`t`r), (str ^ on) - (str`anna).

Although there is constant work in the classrooms with children to improve the literacy of children, it cannot be said that they never violate the rules of spelling.

This is especially true for unstressed vowels of the root, which are checked by stress; windows-

chaniy of nouns; not with different parts of speech; verb endings.

There is also a paradoxical fact of an increase in errors after studying the rule,

although before that the situation was prosperous.

Let's try to determine the main causes of spelling errors that students make.

1. The gap in the study of the spelling rule by schoolchildren and the formation of their spelling skills: first, the rule is memorized, and then the methods of its application are practiced. In this case, the necessary connections between the content and operational aspects of the spelling action do not have time to form.
2. The unformed spelling action according to the rule, when schoolchildren smartly answer the rule and even give their own examples, and in the dictation mistakes are made precisely on this rule. This happens because in the Russian language lesson, students theorize a lot, spend a lot of time memorizing the rules and monotonously train in applying them in writing.
3. Fixing a mistake in the student’s memory, which is not easy to correct afterward, since “... the initial own formulations, both successful and unsuccessful, even distorting the meaning of the reproduced text, turn out to be exceptionally persistent” (S.L. Rubinshtein).
4. Different types of activities of schoolchildren in the conditions training exercises and checks (dictations). In the first case, the missing letters turn out to be a signal for the application of the corresponding rule; when writing by ear, there are no such signals.
5. Schoolchildren's lack of ability to compare oral and written forms of speech and to choose letters correctly in the presence of strong phonetic interference.

First of all, it is necessary to determine the range of issues related to the spelling literacy of schoolchildren. The concept of spelling literacy should reflect the ability of students to write independently or from dictation in accordance with program requirements, provided that it is possible to check what is written in any way possible: use the rules of the textbook and algorithms, dictionaries and reference books, seek help from classmates and the teacher.

The concept of spelling literacy should reflect the ability of students to write independently or from dictation in accordance with program requirements, provided that it is possible to check what is written in any way possible: use the rules of the textbook and algorithms, dictionaries and reference books, seek help from classmates and the teacher. It is necessary to strive not to achieve absolute literacy, which is observed more as an exception than as a rule, but to a potential one, that is, one that is based on spelling skills. It includes the ability to observe the linguistic facts of written speech, is characterized by the degree of confidence and doubt when writing, the desire and the realizable possibility of proactive verification of "difficult" words. Speech skill at this level is determined by the presence of spelling experience (knowledge + intuition) and spelling action (a set of operations that are adequate to language norms).

Studies by psychologists and didactics show that the process of acquiring literacy causes the formation of the most important intellectual skill, necessary for a person in his professional activity - the ability of self-control. The general educational ability of self-control is the most important factor in improving the spelling literacy of schoolchildren.

The formation of spelling skills should be considered in two interrelated plans:

1.) developing the ability of schoolchildren to compare oral and written speech and choose correct option writing in conditions of strong phonetic interference of the writer and dictator;

2) equipping students with rational methods for studying and applying the spelling rule in a strict time frame.

A Russian language teacher needs to know and be able to attenuate sound interference.

1. The source of such interference is himself. Reading the text of the dictation, the teacher draws the attention of students to the sound side of speech to the detriment of the graphic side.

2. Each student, following the teacher, internally ("to himself") repeats the text. The sound form of speech, and not the graphic form of speech, is secondarily fixed in consciousness.

3. Serious interference occurs when translating the sound form of speech into a graphic one with an extremely strict time limit: the student needs to know the spelling rules, remember the one that this moment it is necessary to have time to apply it.

4. Complicates recording during dictation and constant pressure memory: the student must remember the text all the time, grasping it when the teacher reads it, try to keep up in writing.

5. Phonetic interference is not prevented by the main type of exercises, which involves putting the necessary letters instead of dots. Such an exercise is artificial in nature, since in speech practice a person deals with the translation of the sound form of speech into a graphic one under conditions of constant sound interference.

A system of measures should be developed to reduce the influence of phonetic interference when choosing the correct spelling.

First, the teacher weakens the internal interference that is associated with the translation of the student's oral form into its graphic equivalent. The first entry of the word that the student will make must be made based on a graphic image. The teacher shows and explains cases of discrepancy between the phonetic and graphic forms of the word, and also teaches the technique of spelling pronunciation.

Gradual mastery of error-free writing.

Writing off the text, Spelling pronunciation and spelling analysis

Every elementary school student should be able to copy the text without errors. From the very first days of study, the philologist teaching in grade V checks whether all students have mastered this skill. Suggested text without missing letters. The only task is to write it off without errors. The work is evaluated as an excellent mark if it does not contain errors, and unsatisfactory if it has at least one error. The ability to pronounce the text is also checked, that is, to pronounce words the way they are written. Speaking precedes the writing process. Students who make mistakes while copying continue training until they master error-free copying.

Along with simple copying, the slovnik offers copying with spelling parsing.

The text in this case is chosen by the student himself from a number proposed by the teacher. Here, the needs, inclinations, and interests of each student are fully taken into account, and the adverse effect of monotonous activity on his psyche is reduced. In this case, the various cognitive interests of boys and girls can be taken into account. Already at this stage, the teacher can indicate spellings that are difficult for each student, which will provide an individual approach in preventing spelling errors.

Consider the options for tasks that can be offered to students for independent work.

1. When cheating, rely on spelling pronunciation. Make a spelling analysis of the selected spellings.

All night it rustled and rustled, Whispered, leaving in the dark, Flowed, broke, rustled And wanted to say something to me

Under the sound of rain, under the sound of rain. And it seemed to me that someone, keeping a strict account of the noisy Days, Stands at the dark threshold Irresistibly, like anxiety,

Under the sound of rain, under the sound of rain. Dawn blazed misty, And pleading and shaming,

And I tried to understand him

I fell asleep and woke up

Under the sound of rain, under the sound of rain.

(Sun. Christmas.)

2. Make a spelling analysis of the selected spellings. Encrypt "difficult" words, for example: dog - s.. tank or s (o / a) tank. The score will be given after you write a dictionary dictation according to the words you encrypted.

Every hour and a half in our country a child dies under the wheels of a car. Every year the road takes the lives of several thousand children, injures and maims several tens of thousands.

A boy died on the street of a Japanese city. No, he (did not) break the rules: he waited for the “green”, raised his hand, as is customary in this country for children, and ran along the pedestrian crossing. At that moment, the boy was hit by a car ... The injuries turned out to be too severe, and the last words of the boy, when he came to his senses before his death, were: “But I kept my hand up, so why was he driving at me ?!” The conclusion of the author of the article in the journal, where this case is described, will seem unexpected to us: the education of the child in the family and at school was completely wrong! It is not enough to follow the rules, one must be able to make sure that there is no real danger, to inspect the street and assess the situation.

An analysis of hundreds of incidents with children on the roads showed that almost all of them - 95 percent - occur in just 30 recurring situations that are quite recognizable and foreseeable.

Among the many habits necessary for the road, the main one is the ability to foresee possible appearance previously hidden danger. A child who has such a habit, automatically, without thinking about it specifically, perceives any object that prevents him from inspecting the road as a “hiding object”. He will stop, look, “what is there for ...?”.

What an elementary habit, you say. And you will be right. The trouble is that our children don’t have this habit... And as a result, accidents in 15 situations are associated with the absence of this habit - “limited visibility traps”, including running out in front of a bus standing at a bus stop (about 700 dead every year). ), standing behind a standing tram (annually about 300 dead). (From newspapers.)

Preparation of self-dictations.

The next stage is the preparation of self-dictations. Students are offered such, for example, tasks.

1. Find all the studied spellings. Do a spelling analysis of these words. Encrypt them for self-dictation. Remember that the mark will be given only if you write a dictionary dictation without errors.

Ancient armored personnel carrier

In ancient chronicles, it is reported that the Mongol commander Subudai Bagatur, during the campaigns of Genghis Khan and Batu, rested in a special metal carriage impenetrable by arrows. During excavations near the South Korean city of Busan, Japanese archaeologists discovered a recently closed two-wheeled metal chariot, similar in description to the old Mongolian "armored personnel carrier". Chemical analysis of the metal showed that it was alloyed steel with the addition of tungsten and molybdenum. Its skin is strong enough: even a shot from a rifle will not pierce it. (From magazines.)

The teacher can also use texts to complete individual tasks, for example, a vocabulary task is invented for the first text, in the second one it is proposed to write down the numbers in words, after reading the third one - to talk about the adjective as a part of speech, reinforcing the message with examples from the text. Punctuation and syntactic tasks may be offered.

2. Insert missing letters instead of dots. Do a spelling check. Prepare a card for self-dictation using these spellings. The work is evaluated after writing a self-dictation.

Electric..ka

Girl..ka with k.sich.koy Sat in the electric:.ku. Next to her - a s.sedka In a pink beret .., Grandmother with a basket, And in a basket .. - a cat. A fat boy with a book .. is chewing everything. Passing by .. melt Station .. I Uskovo, Station .. I (F / f) abrich .. naya, Station .. I (P / n) Erovo - Gray buildings, Gray names. Says fellow traveler ..kam Girl ..ka with k.sich ..koy: “How boring .. this electric ..ka! I wish we could go past the Station .. and (V / V) atrushka, From the platform (S / s) vinkino TO STOP .. NOVK .. (X / x) ryushka! And funny s.sedk .. In a pink beret ...

I jumped into the doshka

Grandma with a basket

Forgotten boy

About sv.yu k..vri (f / w) ku,

Excellent .. people lived

Newspapers and in ..zane,

began to think

New names.

That was some laughter!

And through m.. chickpeas

Electric..ka was driving

(On) the new route:

With stop..novk.. (M / m) arm..la (t / d)

To platform (L/L) ..monad.

And from the station .. and (P / n) pillow

Up to the platform (R / r) fold!

Speaks with.sedam

Fat kid:

“Soon we are going

At the station..u (A / a) rbu ..!

Fun s.sedk ..:

“Station .. I (B / W) herets!”

The boy says:

“Station .. I (K / c) .. lie (f / w) ka!”

And said .. l important dad:

"Half-station (Sch / w) blunder!"

(V. Ivanova.)

In case of difficulty in writing a self-dictation, you can refer to the spelling dictionary, the rule of the textbook, for help from comrades, a teacher, or to a variant prepared at home. It is possible for children to work together in pairs (within the table). "Difficult" words are written in workbook and in the dictionary.

Repeated recording of a difficult word under conditions of positive motivation enhances the effect of mind control with the participation of the most active analyzers - visual and kinetic. This weakens the effect of the auditory analyzer, which in this case acts as a hindrance. The transfer of students to the visual and motor levels of control is the most economical and effective means of developing a spelling skill.

Fixed texts for self-dictation can be accumulated in the Russian language classroom. They can be repeatedly offered to test the formed spelling skill. Thus, the “bank” is constantly replenished. didactic materials. Students select and prepare texts for dictation themselves. At the same time, the cognitive interests of students are taken into account. Thematic selections of texts are possible.

Development of mutual dictations.

To do this, it is necessary that students master some of the techniques of joint learning activities. Special texts are prepared for work in pairs. Students are asked to explain the spelling of the highlighted letters; think about which letters are missing, you do not need to insert them.

I. Not

I. (Don't) rush in the rain

The rican scientific..but-popular magazine "Discover" .- How right..lo, he is trying to get to the nearest..closest shelter as quickly as possible. And this, writes the magazine, is (not) easy to do..lno. It turns out that the faster you run, the faster you will get wet. Physicists came to this conclusion by counting how many drops fall on a running and walking person. If you get caught in the rain, walk with a calm step, and you will get wet .. those less - this is the conclusion of the study.

II. Treasure on the territory

For centuries, Borovitsky Hill has been attracting seekers of sacred treasures. But today she returned the treasure of the ancient Moscow Kr.

Carrying out earth .. work in the city, where he passed the eastern defensive line .. the ancient fortress hti, besieged .. by the hordes of Batu, the builders stumbled upon a site of urban development of those years. When examining it, archaeologists discovered a wooden casket, decorated with metal plaques, at a depth of 10 meters.

sleep..sew under d..waiting “What are you doing ..t man, when the heavy rain finds him ..on the street ..tse? - asks the American scientific and popular magazine "Discoverer". - As a rule, he tries to ... run as quickly as possible to the nearest shelter. And this, write a magazine, is not necessary. It turns out that the faster you b.. press, the faster you get wet.. those. Physicists came to this conclusion by counting how many drops fall on a running and walking person. If you get caught in the rain, walk at a slow pace, and you will get less wet - this is the conclusion ... of the study.

II. Cla.. on the territory of the Kremlin

(B) for centuries m..nile of treasure seekers.. oatmeal with legends Borovitsky hill. But today the land of the ancient Moscow Kremlin has returned.., which has been preserved since the invasion of Batu.

Carrying out earthworks in places where he went to..st. When examining it, archaeologists found a wooden l..retz, decorated with meta..ic plaques, at a six-motor depth.

It is easy to see that each student is preparing to explain those spellings that his friend missed. Errors in this case are excluded. In joint learning activities, students explain to each other the spelling of missing letters or check each other's work, finding out the knowledge of the rules governing the spelling of missing letters. The results of such joint activities are monitored with the help of a codoscope: a dictionary, dictation is offered, including words with missing letters. An excellent mark is given if each student of the pair completed the work without errors. When writing a dictation, students can turn to each other for help. This forms a sense of responsibility not only for the quality of their work, but also for the result of a friend.

Gradually, the teacher instructs the student to prepare texts for mutual dictations. First, those who can cope with self-dictations without errors. These guys become teaching assistants. They select texts from newspapers, magazines, encrypt them in accordance with the instructions of the teacher; offer cards with tasks to their friend, and then check and evaluate the work. The teacher controls the activities of both. If the verifier did not follow the instructions of the teacher, missed the mistakes of a friend, then he temporarily loses the right to prepare a text for mutual dictation. He is forced to do the tasks of other students. This approach supports the healthy rivalry of the guys: everyone wants not to do the task prepared by the other, but to cook for himself and check the other.

This stage of joint activity of schoolchildren should be long. All students must master the ability to find the studied spellings in the text, encrypt them, write self- and mutual dictations without errors, and check the work of their comrades.

The development of texts and tasks for mutual dictation is of particular interest to boys, who, as a rule, do not like tasks according to the established pattern.

To maintain the achieved level of spelling literacy when working with encrypted texts, the teacher can use various reminders for students.

To write without mistakes.

1. Learn to copy any text without errors. Remember that spelling very rarely matches pronunciation.

Try to justify the choice of a particular letter, check according to the rule. Do a spelling check.

2. Reading newspapers, magazines, school textbooks, look for examples of the learned rule or words in which mistakes were made before. Explain the spelling of these words, write down “Difficult words” in the dictionary, making a spelling analysis (v..d (e / i / ya) noy - water - water):

3. Encrypt these words for self-dictation.

4. The next day, write down these words, choosing correct writing. In case of difficulty, refer to the learned rule, dictionary. And only after that check for the unencrypted version.

5. From school textbooks, studied works, newspapers, magazines, constantly write out small texts (excerpts), prepare for self- and mutual dictation.

Students who have chosen this method of forming spelling skills are exempted from other homework. The teacher can constantly control the children with the help of individual cards.

Perhaps, only now it is possible to move on to the usual dictations that the teacher conducts, since the children have learned to compare oral and written forms of speech, to write without errors in the conditions of their own sound interference.

A systematic and consistent work begins to overcome the sound interference of the dictator. The new kind activity should not differ much from the already familiar preparation. The teacher warns the students that they are starting to write down the text from dictation, that errors may appear, but one should try to make the errors as small as possible.

The text of the individual warning dictation is given for homework. Each student chooses a convenient way to work with the text:

1) writes off the entire text;

2) writes out those words that he considers "difficult":

3) conducts spelling analysis with “difficult” words;

4) writes down on a separate sheet the number of “difficult” words determined by the teacher, this sheet can be used when writing a dictation.

The teacher can emphasize the "difficult" spellings, later - encrypt (my well-known, with (b / b) is).

Students receive a task for the text: prepare for the dictation in the class, make sure that you are prepared, according to the self-control sheet.

Let's take an example.

Three "gray robbers" It will be a question of three "gray robbers" prospering now at the expense of the person. They are united by high “rational” activity, the ability to adapt to a person, including easily evading persecution.

For many years there has been a fight against the wolf and the gray rat - Pasyuk. And the end of this war is (not) in sight. There are only temporary relief. The third robber is a gray crow. This is a relatively young Sinanthropus - this is the name of animals that exist near a person and at his expense. In the last decade, the Rhone has (not) adapted poorly, (un)usually increased its numbers. The gray v..rona is quickly mastering the urban environment. In green suburban areas, it destroys the nests of songbirds, kills many starlings, thrushes and squirrels, deadening our gardens and parks.

The wolf is the (same) gray and, perhaps, the most generally recognized "robber". The history of the battle with him is much shorter than the history of his relationship with a person. The destruction of natural food by people - wild ungulates - turned the wolf into a consumer of livestock and determined the long-term war with the predator and its destruction in many countries. (146 pp.)

Control sheet.

Test yourself. Rewrite by inserting or selecting the required letters. In case of difficulty, check the text and make a spelling analysis of difficult words.

Rech. , wow .. to give, pr .. trace (o / s) vane, v.. goes, leash .., temporary .. th, relief, comparatively, m .. lody, with (and / e) nanthrope, existing, the last, d..syat..summer^e, pr..method..was, r.khtet, master..vay, green..th, ruin..t, kill..vaet, well..rtsov, etc ..health, om..spit.

Before the dictation, students hand over blanks, and leave self-control sheets (those in which “difficult” words are written out) so that when writing a dictation, they do not make mistakes in “difficult” words. For the first dictation, you can allow the children to bring sheets with a record of any number of dictation words in order to reduce the risk of errors, maintain self-confidence, and not weaken interest in work. If the student has doubts about the spelling of the word, and it will not be among those written out, he should be allowed to look in spelling dictionary or even suggest. The teenager writes this word not only in a dictation, but also in a sheet of “difficult” words. These sheets are handed over for verification along with the dictation.

Checking the dictation is a preparation for further work.

1. If the text is written without errors, the work is evaluated by five points.

2. The preparation of students for the dictation is analyzed: who copied the entire text, who wrote out the “difficult” words and made spelling analysis.

3. A list of "difficult" words is compiled for the individual work of schoolchildren. The students helped the teacher in selecting these words. These are those that each of the guys wrote out before the dictation on a sheet of self-control, as well as those words, the spelling of which was specified in the dictionary during the dictation. Gradually, the range of such words for each student will be determined, and spelling work will cease to be spontaneous.

At the next stage of preliminary work with the text of the upcoming dictation, it is also offered to students for homework. However, the text cannot be copied. You can only make a spelling analysis of "difficult" words and prepare a self-control sheet with a certain number of words by the teacher.

The teacher checks the children's home preparation for the dictation, a sheet of self-control. An excellent mark is given to the student only if he did not use the hint, did not use it when writing the control sheet and wrote the dictation without errors. In case of doubt, the student can skip the letter, after the dictation check it in the dictionary or refer to the rule of the textbook.

When the literacy of students increases significantly and they acquire sufficiently strong skills in preliminary work with the text of the dictation, you can limit yourself to a preliminary acquaintance with it 10 minutes before writing the auditory dictation. At the same time, the student is allowed to write out 5-6 "difficult" words on a sheet of self-control and use it during the dictation. It is necessary to gradually lead schoolchildren to refuse to write out words, allowing, however, to use a spelling dictionary a certain number of times. In this case, the student checks what is written in the dictionary, writes out the “difficult” word on the control sheet and writes it down in a notebook. At the end of the dictation, students hand over notebooks with dictation and checklists that will help the teacher outline individual work to prevent spelling errors.

It is necessary to develop and support among schoolchildren the desire to constantly check themselves in the dictionary, which “will contribute to the creation of conditions for self-education. Suitable for control dictations allow the children to use a spelling dictionary so that the risk of error is completely eliminated and the student develops a sense of rejection of error. When evaluating such a dictation, take into account the children's reference to the dictionary and reduce the mark based on those criteria that are optimal for this class. For mistakes strictly ask. The student should know that one should only write correctly, check in any way (you can ask classmates or a teacher for help), hand over only fully checked work, since an error is easier to prevent than to correct.

Checking the dictation by the teacher should stimulate the students' independent search activity, form stable cognitive interests, a sense of responsibility for the quality of the work performed. A variety of verification methods should ensure the variability of the educational activities of schoolchildren, which implements an individual approach.

I. The usual way checks. The teacher corrects the spelling, underlines the spelling and puts the appropriate icon in the margins. At this stage, working on errors for the student does not present any particular difficulties: it is impossible to repeat the error, the student can only perform spelling analysis, remembering the necessary rule and choosing the right examples. The work of students on mistakes in this case is stimulated by systematic vocabulary dictations "In the wake of mistakes."

II. Non-traditional verification methods.

1. The teacher does not correct the incorrect spelling, but only underlines the spelling and puts in the margins the letter that should be written. This recording option requires the student to do more complex independent activity, allows you to capture the correct spelling in memory: you need to mentally transfer the letter into a word, which will allow you to remember the correct spelling. Then the student makes a spelling analysis.

2. The teacher notes errors in the word, but only puts the corresponding icon in the margins against the line where the error was made. This option turns out to be quite difficult: students often do not find the place of the wrong spelling. Some guys should be helped: spelling numbers or pages of a textbook with a rule are placed in the margins, and all misspelled words are underlined in the text.

It is necessary to gradually transfer students to a more complex level of independent work, which requires spelling vigilance: finding a word with a mistake, correcting it and spelling analysis.

3. Errors are not marked in any way, and at the end of the dictation their total number or types of spelling are indicated. The student can refer to the rules corresponding to these spellings and repeat the search for misspelled words. At this stage, the teacher writes out on the control sheet (card) all the student's mistakes: a) without missing letters, b) encrypting in any way (c..yes, c (a / o) yes). Using the proposed card, students correct errors in the text, and then conduct a spelling analysis. These words should also be written down by schoolchildren in the "Difficult words" dictionary. On the basis of such work, the teacher must create vocabulary dictations and conduct them regularly.

At all stages of correction-prevention of errors can be organized Team work students, under which the individual capabilities of each student in preventing errors are strengthened and interest in this type of work is strengthened.

Individual preventive dictation is a system of measures aimed at preventing spelling (and punctuation) errors of students.

A high level of literacy of schoolchildren can be achieved in conditions individual approach when not only typical, but also individual errors and their causes are warned. Each student should keep a sheet (notebook) of “difficult” words and regularly create dictionary self-dictations for themselves in order to ensure the maximum possible number of spellings of these words. At the same time, error-free writing and the desire to check what is written in any way possible should be encouraged, for example, you can reduce the amount homework or completely abandon it, it is also possible to transfer some students to teacher assistants to monitor and evaluate performance various works class students. Of course, these teenagers must constantly confirm the achieved level of literacy, and for this they should regularly (once a week) offer them cards with individual tasks in spelling and grammar. Students who do not complete the assignments will be re-transferred to normal conditions work. Thus, the group of teacher assistants will be mobile, and getting into it will be competitive. This will develop a sense of responsibility of students for the results of their work, supported healthy mind rivalry, captivating boys and girls and providing a steady cognitive interest in the subject.

Work on the proposed system significantly improves the literacy of students. And many of them master almost error-free writing.

Practical work.

In my work with children, first of all, I rely on expanding their vocabulary, as well as on various exercises aimed at practicing spelling vigilance. Highly important point in working with spelling is a constant and systematic work in this direction. For example, at the beginning of the lesson, you can offer a series of words, after reading which you need to compare them, find a common spelling, name the topic of the lesson.

For example: soft, wall, winds, sharp, pours.

2. Divide words into parts, depending on the spelling.

3. Formulate the topic of the lesson on most words and

Spelling in these words.

Work on vocabulary is carried out from the first minutes of the Russian language lesson at the calligraphy stage.

For example: g k ga ik ge ka

2. Make up words that will begin with these letters and syllables.

(Russian language 1 class).

Work on single-root words in a simpler version begins from the first grade.

For example: The crow crow missed.

2. Explain how the words in the tongue twister are similar.

3. Come up with a chain of similar words.

From the first grade, dictionary words are given, which, in part, can be checked by selecting cognate related words.

For example: carrot. .b, p .. goof, thief .. beat, v .. ron and so on ..

Task: 1. Choose test words in which the desired letters will be clearly audible.

Similar work is carried out in subsequent lessons, it becomes a habit for children, they gradually develop a need to select related words, make comparisons - according to the common sound:

For example: Kitten - cat, cat; The girl has a braid - braids; wear - wears, they wear; skating rink - rolling; thin - thin; The rope is thick - the thread is thin; young - young - young; milk - milk soup etc.

It is very important at the very first stage of learning the Russian language to introduce the rule of spelling words when writing, especially those words that cannot be verified using related words. By speaking, children learn letter composition endings.

The rule about zhi, shi intersects with checking unstressed vowels: it is not uncommon for students to write in these combinations and instead of e -, ... (as if according to the rule). In these cases, it is necessary to apply the method of checking with the help of stress: yellow, rustle, whispers; the last word checked against a dictionary. Schoolchildren should remember that in combinations zhi, shi is opposed only to the sound [s].

Mistakes on zhi, shi, cha, schA, chu, shu are very stable. Therefore, it is recommended to systematically, about once every two weeks, repeat both the rule and the practical solution of the problem (orally or in writing).

For example: The mouse says to Murka:

Well, let's play tricks then.

Blindfold your eyes with a handkerchief

And catch me later.

(S. Marshak)

Task: find in the texts words with combinations of shi, zhi, cha, chu.

On the topic “Spelling zhi, shi, cha, scha, chu, shu” in the post-alphabetic period, a generalizing lesson is held, in which the rules are repeated, the developed one is checked for two - three months spelling vigilance - the ability to quickly and accurately detect these combinations in the text and in words, a spelling analysis of 10 - 20 words is performed with combinations of zhi, shi, cha, scha, chu, shu (orally), a few words and a short sentence are written down.

stress. This topic is very important for mastering the spelling theme that runs through the entire spelling course: the spelling of unstressed vowels at the root of a word, in a prefix, in a suffix, at the end. The success of checking unstressed vowels depends primarily on the ability to hear stress and detect unstressed vowel sounds.

For example: 1. Showing the teacher - the teacher pronounces the word in syllables, the children repeat after the teacher.

2. Observation of the movement of the organs of speech: there are as many syllables in a word as the number of times the mouth opens, that is, the lower jaw drops.

3. Division into syllables according to the number of vowels in a word.

For example: 1. Pronounce the words with emphasis on the stressed syllable.

2. Find unstressed vowels in words.

3. Spell words (as we write), then pronounce them

orthoepic, according to literary norms(as we say).

To improve the level of knowledge of children, not only the reading technique of children is systematically checked, but also the volume and content of the books read. A direct pattern can be drawn: children who read a lot make much fewer spelling mistakes than children who read little.

1. Strong and weak positions of vowel phonemes.
2. Causes of students' violation of spelling rules.
3. Formation of spelling skills.
4. Gradual mastery of error-free writing:

1. Writing off the text, spelling pronunciation and spelling analysis.
2. Preparation of self-dictations.
3. Development of mutual dictations.
4. Prepared auditory dictation.
5. Methods for correcting mistakes in dictation.

1. Practical work.
2. Bibliography:

1. Most full course Russian language /Aut. - N.N. Adamchik. - Minsk: Harvest, 2007. - 848s.
2. Rosenthal D.E.

Russian language. Collection of exercises and dictations: For schoolchildren Art. classes and applicants to universities / LLC

"Publishing house" World and Education ", 2007.

1. Lvov M.R.

Spelling in primary school: Guidelines to all topics of programs in the Russian language.- Tula: OOO

"Publishing House" Rodnichok "; M. LLC Astrel Publishing House, AST Publishing House LLC, 2001.- 256p.- (Teacher's Library).

1. Sidorenkov V.A.

In-depth study of the Russian language: Book. For the teacher: From work experience. - M .: Education, 1996. - 271 p.: Ill. - ISBN 5-09-005973-X.

1. Levushkina O.N.

Vocabulary work in elementary grades: Teacher's guide.- M.: Gummanit. Ed. Center VLADOS, 2004.- 96s.- (B-ka teacher of elementary school).

1. Lvov M.R. and etc.

Methods of teaching the Russian language in primary school:

Textbook for students ped. In-tov on spec. No. 2121

"Pedagogy and methodology primary education» / M.R. Lviv,

T.G. Ramzaeva, N.N. Svetlovskaya.- 2nd ed., revised.- M.: Enlightenment, 1987.- 415p.

A strong position differs from a weak one as follows:

If we are talking about vowels, then when they are under stress, then this is a strong position. And when without stress - weak.

But with consonants, things are more complicated.

strong position is considered if there is a vowel after the consonant.

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

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

Here is a table with examples:



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

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

Let's say the sound can be deafened. Sometimes in this situation, errors in words occur, because it is not entirely clear which letter to write.

Here's a brief about the positions of sounds in the tables:





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



Such a position of a sound is called strong when it cannot be confused with another sound and it is clearly pronounced. For vowels, the strong position is their position under stress, and in this way, placing the vowel under stress, it is checked for correct spelling. Accordingly, a 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 the vowel, before the sonar, and before the consonant B. On the contrary, a weak position for consonants is their location at the end of the word or before the sound opposite in sonority.

Each sound has its 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 spelling 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 strong and weaknesses 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.

Weak vowel position - a position that is not under stress, where the sound needs to be checked when writing, since it is not heard clearly.

As for consonants, strong positions for them are:

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

The position of the sound in phonetics they call the position of a sound in a dictionary unit:

• before a 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 fall into two categories:

strong we name the one sound in which heard distinctly and marked with its own letter:

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

Weak the one where the sound is indicated by an alien 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 indistinction) plant trees (plant trees):

• in the 1st syllable of both dictionary units, the sounds A, AND are marked with letters by strangers (O, E), therefore in the 1st case it is necessary to remember the uniform spelling of the prefix, in the 2nd word 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 also weak (non-stressed), therefore the choice of A still needs to be proved, for which we also check: landing.

Thus, the nature of the position of vowel sounds is closely related to the 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 pishihot.

A quantitative as well as a qualitative change in the sound of a vowel, directly related to stress (with an unstressed position), is called reduction.

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



If the vowel at the same time 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 quality. Consider as an example the sounds in place of the letters O in three related lexemes:

• ear 1st letter O sound O and means (strong position), the 2nd O has a shorter sound, in universities it is customary to designate it with the badge b (at school they use the badge A; the position 1st shock is weak);
• ears of 1st O are marked with a sound (at school they also use the A icon; the 1st pre-shock position is weak), it is shorter in sound than A, but longer than b;
• earing 1st letter O already known to us sound b means (position 2nd pre-impact weak); in the 1st position of the pre-stressed (syllable 2nd), also weak, with the same letter O, the sound is indicated.

For clarity I made a board like this:



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 dictionary unit (beginning, middle, end);
• another consonant, occupying a postposition in relation to the 1st (deaf / voiced, soft / hard, noisy / sonorous).

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

• come true dust p;
• kindergarten s, d gray-haired s, d;
• lived and sewed sh.

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

• doka d, k;
• toga t, Mr.

as well as before consonants:

• noisy in, in (utensils t two hundred d);
• sonorous (zhmot w shmat sh),

weak same

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

For paired hard / soft consonants strong we call these positions:

• before vowels (soap m cute m);
• at the end of lexemes and their word forms (sel l sel l; elm z vyaz z);
• before solid consonants: (asphalt c before f; mowing z 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 consonants in front to those behind). In school practice, the term assimilation, as a rule, is replaced by the expressions:

• stunning voiced consonants before deaf ones;
• voicing of deaf consonants before voiced ones;
• softening hard consonants before soft ones.

Examples:

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

Positions of consonant sounds I presented in the following table:



The weak position of vowels and consonants is the position when the sounds are indistinguishable. for example, a voiced consonant at the end of a word is deafened, there is a doubt whether we write the letter correctly. And then you need to remember the rule for deafness - sonority.

The position is called strong if there is a distinction between sounds from others.

It is best to explain with examples.







The teacher once taught us this way - say any word sharply and rudely. They said, each 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 you could hardly hear, will be in weak positions.

Strong and weak positions of vowels

Vowel position under stress called STRONG.

In this position, all six vowels are distinguished (Mal - MOR - WORLD - MUL - MER - Soap).

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

Vowel position in non-percussive syllables is 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 vowels in a weak position depends on which syllable in relation to percussion syllable they are.

In the first prestressed syllable after solid consonant vowels a and about are pronounced the same, that is, they coincide in one sound a, for example, sady, gara. Russian literary pronunciation is considered to be

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

For example, compare the pronunciation of words nickel and rooster: pi (e) so, pi (e) dead.

Normative in Russian is hiccupquot ;.

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

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

I will give just one example. After hard w, w, c before soft consonants instead of a the sound usually s with an overtone uh: jacket => zhy (e) ket, hut => shy (e) lash, thirty => tritsy (e) t.

In some cases, in a weak position with rapid pronunciation, vowels may fall out, for example, pillowcase.

Strong and weak positions of consonants

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

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

vowels: dock - current, bow - hatch, race - cassock, dear - soap;

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

consonant AT: to marry, to create.

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

Weak is the position:

a) at the end of the word (voiced and deaf consonants are pronounced the same here - deafly): raft - fruit, pond - rod, side - god, haystack - drain;

b) before voiced (deaf voiced): ask - request (s => s)

and in front of the deaf (voiced ones are deafened): sharp - sharp, bottoms - low (z => s);

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

1. Strong and weak positions of consonants in terms of voicedness-deafness.

Strong and weak positions of consonants are varied. Distinguish between strong and weak positions of consonants
by loudness / deafness and hardness / softness.
A strong position of consonants in terms of voicing-deafness is that position that does not deafen or articulate sounds.- before vowels and sonorants, and sounds [v], [v`], as well as in voiced before voiced, and in deaf before deaf: pick up [pdbirat`], elephant [elephant].
Weak position on voiced-deafness- at the absolute end of the word: oak - [dup], tooth - [zup], lov - [lof], as well as for the deaf before voiced (except sonorants and c) and for voiced before the deaf: snow [sn`ek].
Absolutely strong position happens with consonants when strong in voiced-deafness and hardness - softness of positions coincide.
Absolutely weak position it happens with consonants when weak in voiced-deafness and hardness - softness of positions coincide.

Weak positions in deafness / sonority:
1) at the end of the word: ko[s] from goat and braid;
2) in front of the noisy deaf: lo [t] ka, but lo [d] points;
3) before a noisy voiced: [h] give, but [s] believe.

Strong positions in deafness / voicedness:
1) before a vowel: [g] od, [k] from;
2) before sonorant consonants: [c] loy, [z] loy;
3) before [in], [in]: [t] howl, [d] voe.

2. Positional exchange and changes in voiced and voiceless consonants.

Positional exchange for consonants is reflected in the following sound laws:
1. Phonetic law of the end of a word: noisy voiced at the end of the word is deafened. This pronunciation leads to the formation of homophones: threshold[n/\ro´k] - vice[n/\ro´k]; the hammer[mo´lt] - young[mo´lt]. In words with two consonants at the end of the word, both consonants are stunned: breast[gru´s´t´] - sadness[gru´s´t´], entrance[p/\dje´st] - drive up[n/\dje´st].
2. The law of assimilation of consonants by voiced and deaf.Assimilation It is likening one sound to another. In the modern Russian literary language, assimilation has a regressive character, that is, the previous sound is likened to the next one: a deaf before a voiced double becomes voiced: to grandfather [gd´e´du], a voiced double before a deaf becomes deaf: the spoon[lo´shk]. Note that the voicing of the deaf before the voiced is less common than the stunning of the voiced before the deaf. As a result of assimilation, homophones are created: bow [du´shk] - darling [d´shk], carry [v´ and e s´t´i´] - lead [v´ and e s´t´i´].
Assimilation occurs:
1. At the junction of morphemes: made[z´d´e´ll],
2. At the junction of a preposition with a word: with business[z´d´e´lm],
3. At the junction of a word with a particle (postfix): a year or so[go´tt],
4. At the junction of significant words uttered without a pause: five times[rasp´at´].

All pairs soften in softness: before the front vowels: [b´e´ly], [x´i´try], [v´i e sleep´].

Assimilation by place of education

Assimilation of dental before hissing [g], [w], [h´, [w´] and consists in the complete assimilation of dental [h] and [s]:
1. At the junction of morphemes: sew[shy´t´], unclench[R/\ JA t], check[shot], with a ball[ USA´rm], without fever[b´ and e JA´ръ];
2. Inside the root: later[on Zhb ],I drive ,
3. Dental [d], [t], being before [h], [c], are likened to the latter: report .
4. Reduction of groups of identical consonants. With a confluence of three identical consonants at the junction of a preposition
or attachments with next word, at the junction of the root and suffix are reduced to two: from the link[links].

Assimilation of consonants by softness-hardness. Dental [s], [s], [n], [p], [d], [t] and labial [b], [p], [m], [c], [f] are usually softened before soft consonants : [in´ and e z´d´e´], [s´n´e´ k], [gro´s´t´], [us´p´e´h], [m´e´s´ t].
However, assimilation by softness occurs inconsistently. So, dental [s], [s], [n], [d], [t] before soft dental and [h´], [w´] soften in the roots: [z´d´e´s´], [s´t´e´p´]; dental before soft labials can soften in the roots and at the junction of the prefix and the root: [s´v´e´t], [m´ and e d´v´e´t´], [from´m´a´t´] . However, sometimes in the same position a consonant can be pronounced both softly and firmly: [v/\z´n´i´k] - [v/\zn´i´k]. Back-lingual and [l] do not soften before soft consonants.
Since assimilation by softness does not have the character of a law, one can speak not of positional change, but of positional changes of consonants in softness.
Paired in hardness, soft consonants can be assimilated in hardness. Positional changes in hardness are observed at the junction of the root and the suffix, which begins with a hard consonant: [s´l´e´syr´], but [s´l´ and e sa´rny]. Before the labial [b], assimilation does not occur: [pro´z´b].
Assimilation by hardness is not subjected to [l´]: [n/\po´l´ny].

3. Positional exchange of consonants with zero sound.

In other words, the neutralization of the phoneme represented by the consonant zero and the absence of the phoneme. There are several cases here.

1. The combination of phonemes (stn) and (zdn) is realized by the sound combination [sn], [zn]: honest - honest - che [sn] th, star - star [zn] th.

Compare: che [sn] y and those [sn] y; we hear in both cases [sn], but in a strong position (not between [s ... n]) there is a difference: honest, but cramped. This means that in the words che (stn) th and those (sn) th phoneme combinations (stn) and (sn) coincided in sound; phoneme (t), realized in a position between [s...n] zero, coincided with the absence of a phoneme!
These alternations reflect well the rhymes (from the poems of N. A. Nekrasov; the poet’s rhyme is accurate): famous - wonderful, impassive - beautiful, honest - cramped, unhappy - voiceless, autocratic - beautiful, more charming - song, rainy - clear.
Remarks require the word abyss. It's actually not one, but two words. 1) The abyss is a lot. The word of everyday speech: I have an abyss of all sorts of things. Pronounced: [b’ezn]. It is hardly possible to say that here the phoneme (e) is represented by the zero of the consonant, since at present this word abyss has no connection with the combination without a bottom.

Another similar alternation: the combination (ntk) is realized by the sound [nk]: student [nk] a, laboratory [nk] a. Such an alternation is positional (i.e., it is presented in all words with a phonemic combination (NTK)) only in some people who speak literary language, predominantly of the older generation.

Words such as building, building, building, under construction or tram, tram, tram; or own, own, own ... clearly have roots ending in a phoneme (j); it is realized by the non-syllable vowel [and]. But in the words build, builder, build; trams; no iota is heard of their own. This is because the phoneme (j) in position after the vowel before [i] is represented by zero: sui - [piles] = (cBojft).

Words can contain combinations of two identical phonemes, for example (nn): bath - [van: b] = (bath);

Such combinations are realized by long, "double" consonants (they are not necessarily twice as long as short, ordinary [n]). But long consonants are possible only between vowels, one of which (preceding or following) is stressed. When such a combination of two identical phonemes, for example (nn), falls into the vicinity of a consonant, then instead of a long one, a short one sounds: Finns (s [n:]) - Finnish (s [n]); semolina- semolina, ton - two-ton, etc. Here are examples where the alternation
reflected in spelling, but it also exists where spelling does not mark this alternation: a wind of two ba [l:] a - two-point (with the usual short [l ']). ;
Consequently, in the position "next to the consonant" \ combination of phonemes like (nn), (ll), etc. represented by a short consonant; one of the phonemes is realized by zero.
Often, speaking of positional alternations, they use emphatically procedural verbs: “the stressed vowel [o] goes into [a] without stress”, “the sound [z] at the end of the word turns into [s]”, etc. In fact, there is synchronous relationships, not processes. The correct wording is as follows: [o] stressed in unstressed positions changes to the vowel [a]; the voiced consonant [h] alternates with the voiceless consonant [s].

The Russian language is a difficult subject. We spell words quite 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" from] 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, adjacent vowels and consonants. AT weak position articulation undergoes significant changes. Phonemes lose some of their characteristics, 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.

AT strong position the phoneme, on the contrary, is heard distinctly and stands in its basic form. It does not depend on the position in the 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 "friend", "around".

Morphological principle of spelling

What for ordinary person, far from linguistics, 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 picking up a pen or typing on the keyboard. Roots, suffixes, prefixes, endings are always written the same way. Vowel reduction, softening of consonants before some sounds, their voicing or stunning are not taken into account.

The conclusion follows from this: when writing, one cannot rely on hearing. Only sounds in strong positions are written as they are heard. All others need to be checked. Having determined that the phoneme is in a weak position, we begin to select a test word with the same morpheme. For example, tooth - tooth, lime - 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 can make a mistake.

Strong and weak positions of vowels

Already in primary 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 "som", "sam" in a notebook. This is a strong vowel position.

Quite another matter is an unstressed position. Such a vowel is in a weak position, we pronounce it shortly, 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 solid consonants (for example, the words "at home", "gave");
• "hiccups", in which unstressed [a] and [e] are indistinguishable after soft consonants (for example, in the words "ball" and "sword").

Vowels [and], [y] and [s] in a weak position are pronounced shorter, but do not change their quality sound. However, it is better to be careful here too. Unstressed [and], for example, can be easily confused with the phonemes [a] and [e] after soft consonants.

Consonant positions: voiceless and voiceless

Consonant sounds form pairs according to such features as "deaf-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 "deaf-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 these cases, consonants are heard clearly and do not require verification. It is hardly possible to make a mistake in writing which do not have a pair of deafness. These include [l], [l "], [n], [n"], [p], [p "], [m], [m"], [th"]. Phonemes [x], [ c], [x "], [u"] and [h "], on the contrary, do not have a voiced double sound. They may take different position in words, retaining its main characteristics and not coinciding with other consonants during pronunciation.

When can consonants be voiced or stunned?

Now we will learn to distinguish between strong positions and weak positions of paired ones according to the voiced-deafness of phonemes. When do we run the risk of making a mistake in writing? This position:

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

To avoid mistakes, we must understand in which morpheme the questionable sound is located. Then find a test word where the required phoneme is in a strong position. To make it not take a lot of time, you need training. Let's select test words for the examples given above: eye - eyes, voice - voice, oak - oak, stupid - stupid, bough - bough, meadow - meadows; shave - fold, give - drive off; spoon - impose, entrance - to the left.

Consonant positions: hardness and softness

It's time to consider the strong and weak positions of consonants on such a basis as "hard-soft". There are many dangers here. The morphological principle does not always save. For example, the sounds [zh] and [w] are always hard, but we know that in some cases they are followed by soft sign(rye, listen). After a hard [c], the letter "y" (chicken) or "i" (circus) can stand.

The sounds [h "] and [u"] are always pronounced softly, but from the first grade we remember the spelling of the syllables "cha-scha" and "chu-shu". Another principle is at work here, called traditional or historical. Only a clear knowledge of the rules of the Russian language will save you from a mistake.

However, back to theory. In what case do consonants that have a pair of hardness-softness do not change their qualitative characteristics? This position:

• before a vowel: [small] - [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 "]: in [ln] a - in [l "n] a, after [l "z] a - in [lz] at;
• before posterior lingual [g], [k], [x], [g "], [k"], [x"] and hard labial [b], [m], [p] for front lingual sounds: go [rk] a - go [r "k] o, and [zb] a - re [z "b] a;
• before hard dental [s], [s], [c], [d], [t], [l], [n] for dental: ko [ns] cue - ju [n "s] cue;
• before solid anterior lingual [c], [h], [t], [d], [c], [l], [r], [n], [w], [g] for sonorant anterior linguals: Jan [rs] cue - September [r "s] cue, ma [nzh] eta - de [n "f] ata.

Weak positions on 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 - voro [n" y "o]. The exception is the consonants at the end of the prefix before [th"]: [vy" est] - entry.
• Before soft teeth for sounds [c], [n], [s]: together with [s "t"] e, [s "d"] are.
• Before the phonemes [h "] and [u"] for the sound [n]: drum [n "u"] ik, roll [n "h"] 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 not all cases can be found examples. So, in Russian, before [n] we meet only solid [m]: compote, shampoo, etc. Not a single word has a sound [m "] in this position. Therefore, we cannot be completely sure whether phoneme [m] or [m "].

Absolute positions for consonants

Let's summarize. With vowel sounds, everything is clear. If they are under stress, the position is considered strong. If the stress falls on another phoneme in the word, then the position is weak. Consonants are more difficult.

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

It happens that the consonant is in a strong position both on the basis of "voiced-deaf", and according to the characteristic "soft - hard". Often this is observed in the position before the 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 determine the "erroneously dangerous" place in the word in time and remember the corresponding rule.

Equipment:

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

A fragment from the work of A. Milne "Winnie the Pooh and All-All-All" is drawn on the board, 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 the sound is in a strong position, and when it is in a weak position. We sit down correctly, put the notebooks with an inclination, write down the number and "Classwork".

II. Calligraphy

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

Children complete the task in notebooks.

III. Work on repetition

U. How do you understand what an error-prone place is, where it can occur?

D. An erroneous place can occur in any part of the word. To check the spelling at the root of a word, you need to choose a single-root word in which a strong sound would appear in place of a weak sound.

U. And with the help of related words, can spelling be checked only at the root or in different parts of the word?

D. In other parts of these words, such spellings cannot be checked, because these parts are in related words may be different. An erroneous place is a place when we hear one sound and write another letter.

U. And what erroneous places do you already know?

E. For vowels, when the sound is in a weak position, i.e. it doesn't get stressed. D For consonant sounds, when they are close, there are no "wizard" sounds among them.

U. And what are these magical sounds?

D. These are sonorous sounds [l, m, n, p, d "] and another sound [c]. If the consonant is in front of these sounds, then we can safely write down the consonant letter, and if there are two consonant sounds and none of them is not a "wizard", then an error-prone place arises.

D: For example, in the word shu__ka, two consonants met, they came into play - the second deaf consonant "commands" - [k] He, as it were, stuns the consonant in front.

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

D. Children pronounce [shupka] in unison.

U. Who agrees with the reasoning?

D. Children fix their opinion by pointing with their fingers: yes "+", no "-".

U. All show "+", and one child "-". Why don't you agree with the children?

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

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

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

D. Can I prove it?

U. Prove it. Go to the board.

D. We, at the root of the word, met two consonants side by side. The second consonant sound [k], it seems to deafen the consonant in front. When we pronounce, we hear the sound [ p ], he is in a weak position. According to the law of Russian writing, I check the weak position of the consonant against the strong [fur coat], => and in the word fur coat I will write the letter "b", a fur coat.

U. And what is this alternation?

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

U. And who can find a word in which a consonant is voiced?

D. Difficulty.

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. Good. In this case, a consonant sound occurs. This is a mistaken place. Let's pick up a related word where this sound will be in a strong position (word change).

D Maybe the word ask will do? Here is the positional alternation of sounds [z "/ / s"].

U. Recording on the board (sound model of words).

[proz "ba], [PRAS" AND T "]

U. What sounds alternate?

E. Vowels [o / /a] and consonants [z "/ / s"].

IV. Work with Study Notebook No. 2.

Task number 1. page 11. Complete sentences that have words with the opposite meaning.

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

The teacher at this time distributes a task to each team, and the children begin to work in a group.

Group I: "The radish is bitter, and the carrot is ________________."

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

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

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

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

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

At .Could you check all the spellings of a weak position by changing the word?

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

W. Why?

D.T. k. when the word changes, the stem does not change.

U. And where can't we check?

D. In the ending, because when the word changes, the ending changes. Our team had the word sweet_kaya (berry) Weak position at 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 am evil a I.

Children point with 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 with and . The spelling of a weak position at the root of the word, we picked up the test word thin. The second weak position in the ending, we check with the word in which the sound in the ending is in a strong position: liquid_young.

Children check the first two words, going to the blackboard, the rest of the children demonstrate their agreement or disagreement with special signs.

After working on each word, the teacher pays attention to the method of verification. The children checked the first two tasks together at the blackboard. And the rest are invited to do a mutual check between groups.

V. Work on the sound "shell" of the word

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

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

D. The second sound [a], he is in a weak position, because. it doesn't get stressed.

E. 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], he is in a strong position, because followed by a vowel sound.

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

U. What can be said about the sixth sound? (say in unison) children (in unison) - [markofka]

E. We hear and pronounce the sound [f], because there are two consonant sounds nearby and the second deaf 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 blackboard) draw up a diagram:

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

U. You need to write down the letter model of words, distributing them into 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 in the end.

This is the first part of the task that the children complete on their own.

VI. On the board, the sound model of the words:[HAD" AND T "], [GR ACH" AND], [SHY N A], , [R" E P A], [S B "AND H" A]

T: Let's check the task.

Two people come to the blackboard and write down:

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

X_dit, gr_chi, s_mlya, sv_cha

D. Weak Ending Position:

D. We they wrote out the words in their column (lists): walk - move, rooks - rook, earth - earth, candle - candles. I write the letter in a strong position.

U. Children, do you agree with the work?

D. I got two words: tire, turnip.

U. Thank you.

VII. Working with a study book.

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 spelled differently in two ads?

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

D . H e agree with Owl. The word [open "ut] is written open, a weak position in the prefix. We know the prefix from, you can check the word vacation (Corrects the mistake with a felt-tip pen).

E. There is another mistake, spelled Owl, a weak position at the root. We check the word - owls.

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

D .N e agree as the owl wrote, I ask for a word. Weak position at the root of the word, you can check - please. The letter o is written.

Found another mistake in the word [pad "orgat"]. Weak position in the prefix, we know the prefix by, you can check the word on top.

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

At . You did you find all the errors?

D . All.

At . Write these declarations on the blank lines.

I option - records the first announcement.

Option II - writes the second announcement.

U. The lesson is over. How do you know what we've been working on?

D . We considered 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.