Isolating a stressed syllable in a word. Emphasis. class. Listening to words

Accent is the phonetic isolation of one of the syllables of a non-monosyllabic word, which is carried out by greater tension in the articulating organs, creating greater distinctness of timbre (and thereby distinctness of the quality of the isolated vowel) and greater duration of the vowel sound.

Under word stress refers to the selection of one or two syllables in a polysyllabic word using the strength, height and duration of sounds. Accordingly, they distinguish between dynamic (force, or expiratory), musical (tone, or melodic) and quantitative (quantitative, or longitudinal) stress. Purely dynamic stress is present in the Czech language. Purely musical stress is represented in Chinese, Korean, and Japanese. Languages ​​with purely quantitative stress are rare. An example of languages ​​with such an accent is Modern Greek. In most languages, all these types of stress are usually used in combination with each other.

Place of stress in a word form. There are languages ​​with free(various places) and associated stress. In languages ​​with free stress, word stress can fall on any syllable of a word, as is the case, for example, in Russian. (city, gate, hammer). In languages ​​with related word stress emphasizes only a specific syllable of a word: in Czech it is the first syllable from the beginning, for example, jazyk, strana, in Polish it is the second from the end: рolak, smaragdowy.

Distinguish between stress movable And motionless. A fixed stress should be considered to be one that always falls on the same syllable, regardless of the word form in which it appears.

The unstressed word form included in a phonetic word, which is located before the stressed word form, is called proclitic(from my brother), after the stressed word form - enclitic(bring it). With the same stressed word form there can be both a proclitic and an enclitic: on the bank. In some cases, word forms of significant words can also become enclitics: na shore, na two, ne was, not given.

Interaction of languages ​​and dialects. Languages ​​of international communication.

Dialect is a variety of language used by the inhabitants of the same territory in which the language is spoken. The set of dialects makes up a single whole of the language. Dialects are divided into territorial and social. Among the reasons for the emergence of dialects, one can name territorial disunity, as a result of which adverbs and groups of dialects appear. Dialects may differ by dialectisms (dialectisms are characteristic linguistic features). The differences can be sound (phonetic dialectisms), lexical (for example, the names of objects in a given area); in a particular area, residents may use prepositions in a special way (“came from Moscow”).

LANGUAGE OF INTERNATIONAL COMMUNICATION is a concept used in relation to the language in which citizens of different nationalities living in a given state or in a particular locality communicate. Often I.m.o. is the state language or the official language.

In some areas of human activity, a dead or artificial language can act as a language of interethnic communication.

Phonemic and non-phonemic sound differences. Differential (distinctive) features of phonemes.

Different phonemes must be distinguishable by native speakers, i.e. must be realized with different sounds. Realizations of the same phoneme are very different in articulation and sound. These different sounds, combined as varieties of one phoneme, are called phoneme variants or its allophonemes.

According to the distinction between the concepts “phoneme” and “phoneme variant”, two transcriptions are distinguished: phonemic and allophonemic (phonetic itself). What is written in phonemic transcription is usually enclosed in oblique brackets / /, and what is written in allophonemic transcription is in straight brackets.

Differential feature of a phoneme– the “lowest” conversion unit, identified by linguistic analysis in the multi-tiered structure of the language expression plan

Each phonemic (non-syllabic) language has a small

quantity, closed set of phonemes. They can carry out their

identifying and differentiating function due to the fact that they

differ from each other, being paradigmatically opposed.

Paradigmatic features of phonemes are identified on the basis of phonological

oppositions, i.e. such oppositions between phonemes that distinguish

not just different sets of phonemes, but also using these sets as

their exponents are different words (and morphemes).

The typology of phonological oppositions was first developed by N.S. Trubetskoy.

Syllable. Elements of its structure, types of syllables. Different types of syllables in different languages.

A syllable is the minimum phonetic unit of speech flow, which usually includes one vowel with adjacent consonants. There are languages ​​in which a type of syllables consisting only of consonants can be represented, for example, the Czech language, in which there are quite a lot of monosyllabic words that do not contain vowels in their sound, for example: vlk - wolf, krk - neck. The core or apex of the syllable in these words is formed by the sonorant consonants l r. Depending on the number of syllables in a word, words are distinguished as one-syllable, two-syllable, three-syllable, and so on.

Types of syllables

Depending on what sound, vowel or consonant the syllable ends with, open, closed and conditionally closed syllables are distinguished.
Open syllables end with a vowel sound, for example, in Russian. in-ro-ta, re-ka, in it. Du, Ra-be, Leh-re. A peculiarity of German open syllables is the presence of only long vowels in them.
Closed syllables end with a consonant and cannot be opened, for example: ruble, fruit drink, Nacht, Berg. German closed syllables overwhelmingly contain short vowels, see examples above. However, some closed syllables may also contain long vowels, for example Arzt, nun, Mond, wust.
Conventionally closed syllable can be opened by inflection, for example: pond - ponds, cat - cats, Tag - Ta-ge, schwul - schwu-le. The last type of syllables is interesting as evidence that the sound structure of the syllables included in the structure of modified words is not a constant value.
Depending on what sound, vowel or consonant the syllable begins with, a distinction is made between closed and uncovered syllables.
Covered syllables- these are syllables that begin with a consonant sound, for example: re-ka, mo-lo-ko, Tal, Raum.
Uncovered syllables- these are syllables that begin with a vowel sound, for example: tin, arena, Ei, aus, Uhr.
Various syllable theory.
There are several theories that seek to explain the nature of the syllable.
1. Sonorous theory. According to this theory, a syllable is a combination of a more sonorous (or more sonorous) element with a less sonorous (less sonorant) element. (Otto Jespersen).
2. Expiratory theory, according to which a syllable is a sound combination that corresponds to one expiratory impulse. (Stetson).
3. The theory of muscular tension considers a syllable as a minimum segment of speech flow, pronounced by one impulse of muscular tension. (Shcherba) 11. On the relationship between syllable and morpheme.

There are no correspondences between a syllable and a morpheme, as the shortest meaningful unit of a language, in languages ​​such as Russian, German, French, and English. For example, in the Russian word form dom, the root morpheme coincides with the syllable, but in the word form doma (rod.), the first syllable includes only part of the root morpheme.
However, there are languages ​​in which a syllable is a stable sound formation. It does not change either its composition or boundaries in the flow of speech. Such languages ​​are called syllabic, or syllabic languages, where a syllable is equal to a separate morpheme and is never broken. Syllabic languages ​​include Chinese, Vietnamese, Burmese and some other languages.

FORMATION OF THE ABILITY TO FIND AND IMPLEMENT A Stressed SYLLABLE IN A WORD

In Russian, a stressed syllable is distinguished by several phonetic means simultaneously: force, manifested in loudness, greater length, or duration; finally, timbre - the special quality of the sounds that make up a syllable. The stressed syllable is pronounced with greater force, hence the technique of quickly and repeatedly pronouncing a word with shouting of the stressed syllable. G.P. Firsov describes this technique, usually practiced in primary school: “Pronounce a word several times at a fast pace, then shout it out - and then the stressed syllable should be sharply defined: car, car, car (Firsov G.P. How I teach literary pronunciation in phonetics lessons). Is greater power retained in a stressed word if the word is pronounced not loudly, but quietly, even in a whisper? Yes, and when pronounced in a whisper, the stressed syllable will be perceived as the most powerful due to the specific timbre of the sounds of the stressed syllable.

Isolating a stressed syllable with a longer length is the basis for the technique of extending a stressed syllable in a word. The word is pronounced slowly, in a sing-song manner, the stressed syllable stretches out: chaaayka, beeely, lyubiiit. In school practice, this technique is most popular and is used in lessons in the form of completing the task “Call the Word!” This experience is not sufficiently reliable in the early stages of the formation of the ability to identify a stressed syllable in primary schoolchildren: when searching for a stressed syllable using the method of extension, children begin to draw out all the syllables in a word, either losing the stressed syllable or choosing it by chance. It is more appropriate to use prolonged pronunciation of a stressed syllable at the stages of the student’s more or less developed ability to isolate a stressed syllable. It is important to combine the technique of drawing out a stressed syllable with the technique of artificially changing the place of stress in a word: pencil, pencil, pencil. The use of this technique contains great reserves for improving the skills of primary school students. For the exercises, words of different parts of speech are selected: nouns, adjectives, verbs, adverbs. It is effective to include proper names in exercises: first and last names of students, well-known geographical names: Dima, Pirogov, Neva, Murmansk.

Tasks for working with such words (written on the board) can be as follows:

Read the words as required by the accent mark.

What word is funny, funny, unusual?

Which word is familiar, habitual?

In which word does the stressed syllable stretch out most easily?

Thus, in the search for a stressed syllable, both techniques are combined: the technique of prolonged pronunciation of the stressed syllable and the technique of artificially changing the place of stress in the word.

In the practice of primary school teachers, in addition to those mentioned, there are other methods of highlighting a stressed syllable: beating, tapping, and also clapping either only the stressed syllable in a word, or all syllables with emphasized stress.

Independent determination of stress in a word, independent placement of an accent mark in it involves the student performing a number of actions (operations) that make up the algorithm for determining the stressed syllable in a word:

1. I pronounce the word, highlighting the stressed syllable.
2. I call the stressed syllable.
3. I place an accent mark above the vowel of the stressed syllable.

Let me give an example of reasoning: “Pilot - stressed syllable - lot, I place the stress mark above the vowel letter o; hedgehog – stressed syllable – e, we don’t put an accent mark, this letter is under stress.”

On the topic: methodological developments, presentations and notes

A Russian language lesson in 3rd grade using the educational complex "SCHOOL 2100" on the topic "Development of the ability to find the stem and ending in a word"...

Development of the ability to find suffixes in words

Goal: development of the ability to form new words, understanding their meaning. Enriching children's vocabulary through word formation, teaching the correct combination of words in phrases....

A system of exercises is understood as a set of tasks combined by purpose, material and method of their implementation and aimed at developing skills. The system of exercises is built taking into account the gradual increase in the complexity of tasks and the degree of independence of students in performing them. At the initial stage of training, the most applicable exercises are those of a reproductive nature, which involve students reproducing knowledge or actions according to a model.

Phonetic exercises are interpreted in language teaching methods as a type of task, the purpose of which is to develop auditory pronunciation skills in students. During the period of literacy training, the main purpose of using exercises of this type is related to the formation of certain phonetic skills in first-graders.

When studying each of the phonetic concepts during the period of learning to read and write, there is a need to develop certain skills, which are ensured by the conscious use of a known method of action. So, when studying a syllable First-graders develop the following skills:

• 1) divide words into syllables (determine the syllabic structure of a syllable);
• 2) select words of a given syllable structure.

Obviously, the second of these skills is more difficult, since it involves relying on the child’s own speech experience and cannot be formed without the first.

The means of materializing phonetic concepts help to successfully complete the exercises; when working on a syllable, this is the syllabic scheme (model) of the word.

Let's give examples of such exercises.

Exercises

• 1. The teacher shows an object picture, asks the children to name what is depicted (pronounce the word), and then divide it into syllables in the process of chanting pronunciation and make a syllable diagram. It is necessary to consider the use of words of different syllable structures.
• 2. The teacher prepared subject pictures that depict a tiger, an elephant,

giraffe, zebra, lion, crocodile, hippopotamus. I attached syllable diagrams of one-syllable, two-syllable and three-syllable words to the board:_,__,___. Assignment for students: match words - names of animals with syllable patterns.

3. The teacher has prepared syllable patterns and presents them to the children with the task of choosing (naming, not inventing!) words with the number of syllables indicated in the model.

The given examples of phonetic exercises are aimed at developing in first-graders the ability to divide words into syllables and record the result obtained in a syllabic pattern. The sequence of using such tasks is determined by the increasing degree of complexity of each.

Scanned pronunciation can be accompanied (but not replaced!) by clapping, rhythmic tapping and other additional techniques for fixing word division. That is why in these literacy lessons, in order for children to master this pronunciation technique, it is appropriate to use counting rhymes, short children’s poems that can be pronounced syllable by syllable. (“I love my horse, when her fur is smooth..." or " Together ee-ce-lo gia-gat...").

Learning to isolate a stressed syllable is an important stage not only in mastering the phonetic image of a word, but also in propaedeutic work related to teaching spelling. At familiarization with the concept of “accent”

work should be organized to develop the following skills: determine the place of stress in a word and select words with a given place of stress. The first of these skills provides schoolchildren with the detection of the most frequent spelling of Russian orthography (spelling a letter in place of an unstressed vowel), and the second is the selection of a test word.

Here are examples of corresponding phonetic exercises.

Exercises

• 1. Game of "echo". The teacher pronounces the word highlighting the stressed syllable, the children listen, and in response they reproduce only the stressed syllable, like an echo.
• 2. Consecutive movement of stress in a word from syllable to syllable. (The technique was proposed by P.S. Zhsdek.) Only after a student learns to pronounce the same word, artificially moving the stress, can we consider that he has developed a method of action when determining a stressed syllable. It is quite difficult for children to master this technique. The best remedy is the game “Russian, Polish, French”. Here is a description and an approximate scenario for this game.
• - In the words of the Russian language, guys, any syllable can be stressed. But in some other languages ​​of the world, only a certain syllable in a word can be stressed. For example, in Polish it is always the penultimate syllable (if there are more than two in the word), and in French it is the last. Let's play: let's try to pronounce Russian words the way the French and Poles learning Russian would pronounce them.

3. Students need to develop conscious control skills: learn to evaluate not only the result of a completed task, but also the process of its completion. When using word models, you should remember that the more specific the pattern, the more difficult it is to find words for it. It is important to involve children in assessing the correctness of the choice of word for the model and in explaining the error, if any. For example, when selecting words for the model =_ 0_ 0_, the children named names Lena, Nina, Mila, Valya. Student,

appointed by the controller, does not accept the last of the named words, because the consonant sounds in it do not correspond to those indicated in the model.

Exercises formulated in the form of tasks are important not only for the language development of primary schoolchildren. They teach compliance with the conditions of the task (i.e., acting in a certain way), analysis and evaluation of the actions of classmates, the ability to correct their mistakes, which, in turn, will promote a critical attitude towards one’s own actions and the results of one’s work.

Working with speech sounds. The ability to establish the sequence of sounds in a word using special pronunciation is not an easy task for a first-grader. All the more important for his further education is the developed ability to hear the spoken word.

Preparation for performing a complete phonetic analysis is provided by a system of analytical exercises. In order to recognize a sound, you need to pronounce and listen to it. Children make many mistakes when isolating sounds from words. So, if you ask a child what is the first sound in the word forest, he will answer [l "e]. This combination of a consonant with a vowel represents an articulatory connection that is difficult to destroy without mastering a special pronunciation technique. Also, when mastering the reading mechanism, children almost always “slip” from the phonetic composition of the word to the letter one. In this case in the word lei, children will highlight the second sound E, replacing it with a letter.

The ability to isolate a sound from a word is developed through exercises.

Exercises

• 1. By training children in exaggerated pronunciation of each sound in a word, the teacher organizes joint work in the lesson.
• - Let's find all the sounds in the word “world” together. I start: [m"m"m"m"ir]. What's the first sound? ([m" ]). Designate it with a chip (Q). Now pronounce the word so as to highlight the second sound. What sound is it? Let's designate that as well (Q). Continue highlighting the sounds in the word. Pronounce the word so as to highlight the last sound What sound is this? Label it (Q). How many sounds are there in the word “world”?
• 2. To implement the gaming technique, the teacher often uses images (illustrations, dolls) of book and cartoon characters known to children. It is important that the chosen hero is not a passive observer in the lesson, but acts together with the children: completes tasks, makes mistakes, corrects students’ mistakes, asks questions, encourages the correct answer, etc. First graders accept the rules of such games. This is how a phonetic game that has the same methodological goal can be organized.
• - Today at our lesson we have a guest - Vasilisa the Wise. She is a master at asking difficult questions. Can you handle it? (Next, the teacher “plays the role” of this character.)
• - In my magical garden there are only those flowers and trees whose names contain the first sound of the name Vasilisa. Who can tell if there is a willow growing in my garden? (Yes.) How did you find out? (The word “willow” has a V sound.) What else grows in my garden? Say and highlight this important sound with your voice! (Children must say, for example, the words Plum, Cornflowers, GRASS, dandelions etc.) I’ll ask a difficult question: do grapes and cherries grow in the garden? (Pet, in these words the first sound is [v"], not [v]).

It is advisable to use tongue twisters and tongue twisters as material for exercises in isolating sounds: when pronouncing them, not only diction is practiced, but also recognition of repeated sounds is ensured. For example: They stomped and stomped, We reached the poplar. Or: Valerik ate dumplings, and Valyushka - cheesecake.

The actions of analysis, including phonetic analysis, act as the basis for many other mental operations: comparison, classification, generalization. Therefore, the importance of analytical skills in the development of a primary school student cannot be overestimated.

The ability to distinguish between vowels and consonants is formed through the systematic application of the correct method of action: pronouncing sounds and observing the operation of the articulatory apparatus and the “behavior” of exhaled air.

Let us give examples of phonetic exercises that train students in using a method of action known to them to establish the characteristics of sounds.

Exercises

• 1. The teacher “silently” pronounces the sounds [o], [p], [u], [m], [sh], and the students are asked to recognize each one, determine whether it is a vowel or a consonant, and raise the corresponding chip (card with the designation) .
• 2. The teacher asks you to follow him to pronounce the sound, listen to it and pick up the card O, if it is a vowel: [s's's's's'], [yyyyy], [zhzhzhzh]. The task can be complicated if, among individual sounds, the teacher “suddenly” pronounces a syllable - a combination of a consonant and a vowel sound. Children should not fall into the “trap” and guess to show two cards. Such methodological solutions - the use of "trap" tasks - are very effective in the development of students.

In connection with the introduction of vowels and consonants, it is necessary to generalize children’s ideas about syllables and stress.

Lesson fragment

• - How many sounds do you think there can be in words? (Both few and many.) And what about syllables? (And two, and three, and one, and four.) How many sounds are there in a word? IRL? (Children identify the sounds in the word, count and answer: three.) And in the word GOR77 (Acting similarly, the children establish that there are four sounds.) Now let’s count how many syllables there are in each of these words. (Students divide words into syllables and make syllable patterns.)
• “How did it happen,” the teacher continues, “that in such a short word IRA two syllables, but in a long word CAKE - one? To answer this difficult question, pay attention to the vowel sounds in each word. (Children establish correspondence and conclude: the number of vowel sounds in a word, the number of syllables.)
• - Now let’s determine the stress in each word and observe: which sound in the stressed syllable is pronounced louder and longer than others. (Students determine the stress, draw out the vowel sound in the stressed syllable and name it.)
• - What does the vowel sound become in a stressed syllable, who can guess? (The teacher leads the children to the word stressed.) In a stressed syllable there is a stressed vowel, but in an unstressed one? (Unstressed.)
• - Now we will talk about vowel sounds: stressed and unstressed. And one more difficult question: how many stressed sounds can there be in a word? (Children guess - one). What about the unstressed ones? (All other vowel sounds of the word.)

The last two questions in this passage require a high level of generalization from first graders. It is important that the children “obtained” this information themselves and made important conclusions (the teacher only guided their thoughts). With this methodological decision, the teacher managed to “avoid” presenting information to students in a ready-made form.

For the development of conscious phonetic skills in primary schoolchildren, their ability to controllably and voluntarily identify individual sounds in words and compare speech sounds is important. In the process of mastering literacy (reading and writing), the student’s phonetic skills rise to a higher level in their development. This is manifested in the confident decomposition of words into sounds, the correlation of sounds with letters and the formation of new sound-letter images of letters when reading.

• See: Azimov E. G., Shchukin A. I. New dictionary of methodological terms and concepts (theory and practice of teaching languages). M., 2009. P. 340.
• See: Teaching reading according to the system of D. B. Elkonin. P. 66.

The techniques used are clapping, tapping, trampling the syllabic structure of a word, and highlighting the stressed syllable with the voice.

The sequence of introducing children to stress:

1. Two-syllable words with the same syllables: mom, Tata, uncle.

2. Two-syllable words from different syllables with stress on the first syllable: Vova, Toma, Tanya.

3. Monosyllabic words: house, smoke, poppy, soup.

4. Two-syllable words with stress on the second syllable: leg, arm, fox.

5. Three-syllable words with stress on the middle syllable: car, dog, cow.

6. Three-syllable words with stress on the first syllable: cubes, tree.

7. Three-syllable words with stress on the last syllable: milk, head, plane.

It is important that children retain the stressed syllable of a word in speech so that the word is recognizable.

Construction and use of everyday phrases

Task 1. Teach children to combine words:

a) singular imperative verb + accusative noun.

give + ball (ball, mushroom)

b) give + spoon (Katya, bunny). Task 2. Prompt the right word.

Vova, wash...

Nata, wipe...

Tanya, comb your hair...

Task 3. Guess who will do what. (Different dolls. What will the doll Dasha do? And Masha?) Activation of verbs in the initial form: draw, walk.

Task 4. Using phrases expressing desire in communication:

give (bread, water, bunny);

pour (soup, milk);

I want to eat, drink, sleep, walk, etc.

The use of one-word and two-word sentences in speech

Exercise. Using sentences like:

a) This is Katya. This is a kitty. These are geese. Here's a kitty. There's a duck here. And so on.

b) Give me a duck Give me a spoon. Give me some water.

c) I want to sleep. I want to go for a walk. I want to eat.

d) Can I eat? Can I go?

d) Nina, catch it. Lie down, Katya. Drink, kitty.

It is advisable to practice grammatical structures in active communication with children, using objective activities. Children are not required to accurately distinguish words: this, here, here, there, here; distortion of the sound-syllable structure of words is also acceptable.

Development of speech imitation

Effective use of puppet theater, dramatization games, didactic games and exercises.

Task 1. Two clowns. Activation of vocabulary and first grammatical forms in communication.

Task 2. “Kolobok” (dramatization game).

Games

“Chauffeurs and builders”, “What we did - we won’t say...”, “Who said “meow””, “Feed the animals”, “Look and name”, “Where you go, what you find”, “Who screams how” , “Geese - geese”, “Wolf, shepherd and geese”, “Who needs what”, “Shop”, “To whom the wolf came, from whom the wolf left”, “Tanya’s doll’s birthday”, “Who does what”, “ Guess who came to us”, “High - low”, “Who is eating what”, “Who is sitting where”, “Guess what it is”.

Third stage. Formation of a simple unextended sentence in the active speech of children

Tasks:

Teach to understand simple uncommon sentences;

Learn to perform simple actions following verbal instructions;

Learn to understand and construct phrases such as verb in the imperative mood + noun in the accusative case;

Learn to use phrases like verb + noun in the accusative case in speech; verb + noun in instrumental case; adjective + noun; verb + adverb;

Learn to use sentences of the type subject + predicate in communication, expressed by a 3rd person present tense verb;

Learn to understand and use sentences like subject + predicate + object; subject + predicate + adverbial;

Learn to distinguish between some forms of inflection and the number of nouns;

Teach some productive ways to form nouns and verbs;

Learn to reproduce the syllable-rhythmic structure of two- and three-syllable words.

Approximate content of the work on speech development when solving correctional problems at stage III.

I SEMESTER

LESSON 25

Subject. Strengthening the ability to divide words into syllables. Isolation of stressed syllable. Developing voice power. Word game. Learning poems by heart

Goal: to strengthen students’ skills in dividing words into syllables; learn to highlight stressed syllables in words; correctly recite a poem learned by heart; develop accentological skills at the preparatory stage for reading, phonemic hearing; cultivate love and interest in the Russian language.

Equipment: subject drawings; audio recording with physical education; sound patterns of words with stress on the 1st, 2nd and 3rd syllables.

Lesson type: lesson on consolidating knowledge, skills and abilities.

II. Updating students' basic knowledge

Students answer the teacher's questions.

How to determine how many syllables a word has? (As many vowels as there are in a word, there are as many syllables.)

What do we call a stressed syllable? (The syllable that we pronounce with more force in our voice.)

III. Work on the topic of the lesson

1. Exercises to develop the skills of correctly placing stress in words

1) Repeat the word with interrogative intonation and identify the stressed syllable.

2) Pronounce the syllable with more force in your voice.

3) Pronounce the word, changing it so that the stress moves from the first syllable to the second.

2. Exercise “beating the rhythm”

Students pronounce words with the correct stress, beating out the rhythm on the stressed syllable with their hands (or lightly tapping on the desk).

The work is done together with the teacher.

IV. Physical education minute

V. Consolidation of acquired knowledge, skills and abilities

1. game “catch the stressed syllable”

1) The teacher names the words, and the students clap their hands when the stressed syllable is the first.

2) Students clap their hands for the word in which the stressed syllable is the second.

3) Students clap their hands for a word in which the stressed syllable is the third.

2. Learning poems and poetic phrases by heart

For example:

We walked against the wind

Three kilometers.

All things

They have their own signs.

Good pie

There is curd inside.

Starlings and tits -

Cheerful birds.

Student Katenka,

Eat some sweet porridge

Delicious, fluffy,

Soft, fragrant.

3. Working on a creative assignment

Circle only the letters and make a word out of them. (School)

Identify the stressed syllable in it.

VI. Lesson summary

What did you learn in the lesson?

Which syllable in a word can be stressed?

How to determine a stressed syllable?

What poem will you tell your parents at home?