Rules for the pronunciation of stressed and unstressed vowels table. Vowel sounds

How to identify vowel sounds?
What letters represent vowel sounds in writing?

Differences between a vowel and a consonant:

• the vowel sound consists only of the voice;

• when pronouncing a vowel sound, air passes through the mouth freely, without obstructions;

• a vowel sound forms a syllable: u | cha | ta .

Note! The word vowel is formed from the obsolete word glas (voice). Therefore, we can say that a vowel sound means “vocal”.

Spelling words with an unstressed vowel sound at the root.

Remember! A vowel sound in a stressed syllable (under stress) is called stressed. A vowel sound in an unstressed syllable (without stress) is called unstressed.

Note! Words tiger and tigers, birch and birches are forms of the same word. The words tiger and tiger cubs, birch and birch are words with the same root.

Note! The same vowel sound in an unstressed syllable can be represented by different letters.

[a] [a] [a] [a]
Shafts, rooks, tables, dew.

Note! An unstressed vowel sound in the root of words with the same root and forms of the same word is denoted by the same letter that denotes a stressed vowel sound in the same root: snow - snow - snowman - Snow Maiden.

Word being checked - this is a word in which the spelling of the letter denoting an unstressed vowel sound is checked: To oh ver , page e la , P and smo .
Test word - this is a word in which the letter being tested indicates a stressed vowel sound: To o scream , arrows , arrow , letters .

To choose a test word to indicate by letter unstressed vowel sound at the root, you need:

a) or replace the form of the word (m o rya - sea, by the sea) ;
b) or choose a single root word (tr and vá - grass, green - green) - so that the unstressed vowel sound becomes root percussion.

In the test and test words, vowels in the stressed and unstressed syllables of the root spelled the same.

Note! If the letter e is written under stress at the root of a word, then the letter e is written without stress in the forms of the same word and in words with the same root: tears - tears, bee - bee, sisters - sister.

When do you need to remember the spelling of letters denoting unstressed vowel sounds at the roots of words?

Remember! There are words in the Russian language in which the spelling of the letter denoting the unstressed vowel sound in the root is can't be verified: l O pata, k A artina, p A lto, O hope The spelling of such words is necessary either remember, or check according to the spelling dictionary.
At school such words are sometimes called vocabulary. But this is not a scientific name. In each class you will be introduced to new vocabulary words.

Note! We have already talked about words in which letters are highlighted or missing. These are spelling letters. Their writing follows the rules that you learn in Russian lessons.
Spelling we will call letter, which needs to be written check or remember.

The letter denoting the unstressed vowel sound at the root of a word is an orthogram. Its spelling must be checked or memorized.

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Class 1

UMK program “Perspective”, L.F. Klimanova, S.G. Makeeva. Russian language. Textbook. 1 class.

Lesson objectives:

• Observe the discrepancy between the pronunciation and spelling of a word;
• Develop the ability to check an unstressed vowel sound by transferring it to a stressed position when changing the form of the word
• Create conditions for practicing the skill of consciously writing tested unstressed vowels in a word;
• Promote the development of students’ mental activity;
• Foster a communicative culture.

Educational technologies: collaboration technology

Lesson format: lesson-dialogue

Lesson equipment: CD Russian language. 1 class. Electronic supplement to the textbook by L.F. Klimanova, S.G. Makeeva, electronic presentation, magnetic board, pictures for work “Vocabulary words”, strips for paired and multi-level work, cards for reflection, music for work, music. physical education minute.

Learning objectives aimed at achieving personal results:

• development of motives educational activities;
• developing the ability to evaluate one’s work;
• developing a respectful attitude towards other opinions;
• development of cooperation skills with adults and peers.

Learning objectives aimed at achieving meta-subject results:

• developing the ability to combine theoretical material with practical activities;
• development of thinking operations: comparison, juxtaposition, generalization, classification.
• development of the ability to competently construct speech statements, navigate through a textbook, and analyze;
• developing the ability to listen and hear the interlocutor, explain and prove your opinion.

Learning objectives aimed at achieving subject results:

• developing the ability to select test words, write two-syllable words with an unstressed vowel;
• development of skills to compare sound patterns of words with letter spelling;
• Improving the ability to recognize test and test words.

During the classes

1) Org moment.

Stand up straight and let's show how well we have learned to work.

Questions (answers in chorus) Presentation. Slide 2

1. Are you ready to discover the secrets of Russian writing?
2. Did you remember to take your intelligence and ingenuity?
3. Will you try to understand everything?
4. Will you write correctly?

Well, I wish you good luck! Get to work! Sit down.

2) Updating old knowledge.

(Two people go to the board to complete the task:

• Task 1: Write down a transcription for these words: pencil case, store, magpie, glass, birch.
• Task 2: Create a sound diagram for the proverb: Without labor, rest is not sweet.

I. Vocabulary dictation “Guess the riddle”

A) – Let’s take notebooks and write down the date April 22. Let's check how we can write vocabulary words. And they will help us carry out vocabulary dictation our guys.

PresentationSlides 3-8

The teacher reads the riddle, the student guesses.

Then I'm in a cage
That's in line.
Write about them
Get it right!
You can also draw...
What am I?
(notebook)

He draws and draws,
And this evening
He will color my album
(pencil)

She is motley, eats green, gives white.
(cow)

If it weren't for him,
I wouldn't say anything.
(language)

It grows in summer and falls in autumn.
(leaf)

b) Check(Guys guess the riddle, write down the answer with a comment, the teacher pins this word on the board.). Explain the spelling of words (Spelling reading, stress placement, spelling).

P. Self-determination for activity

Thanks guys. Pay attention to the spellings in the words. How many of you saw the extra word? (leaf). Why? (all words are written with an unverified vowel, but in this word the vowel is verifiable). – How did you know which vowel should be written in this word?

(Choose a test word - leaf). Why exactly this word? ( This is a word with the same meaning and the stress falls on the unstressed vowel, the vowel AND pronounced clearly, means in a word leaf you also need to write I)

What do you think we will learn in class?

(We will learn to find stressed and unstressed vowel sounds; observe the discrepancy between the pronunciation and spelling of a word; learn to check the unstressed vowel sound and write the desired vowel)

PresentationSlide 9

Topic: Stressed and unstressed vowel sounds. Designating them with letters.

Look carefully at these words again and name the vowels whose spelling we doubt when the stress does not fall on them. (a.o.e,i,i)

PresentationSlide 10

2. Calligraphy

Let's write these vowels.

Sh. Checking the material covered

Now let's check our guys.

Student 1) Is his transcription for these words written down correctly?

Does the pronunciation of words always coincide with their spelling? (The pronunciation does not always match the spelling).

What should we do? How do you know which vowel to write?

What conclusion do we draw? ( Words come with verifiable and unverifiable vowels. Words with unverifiable vowels must be memorized in spelling. And for words with vowels being tested, select words in which the vowel should be stressed).

PresentationSlide 11

Vowels and consonants
There are such dangerous ones:
The sound is very clear
And a different letter is written.

2. Vocabulary work

Which healthy drink Does a cow give us health benefits? (milk)

What word is this - verifiable or not? ( No, you need to remember its spelling)

Slide with a vocabulary word.

Task 1. Writing and memorizing a word.

Task 2.

2) Check at the board Student 2: How do you understand this proverb? Check the sound design.

Which vowels indicate the softness of the preceding consonant? (e, e, yu, i, i)

Hardness (u, e, o, a, s)

A real student must be able to write correctly, as well as be able to work together and harmoniously.

Sh. Work on the topic of the lesson

Let's summarize our work with verifiable and unverifiable words.

Slide with Samovarov

Listening from a disc (explanation of material)

Let's let's listen what Professor Samovarov will tell us (listen to the recording, with stops)

Interval 1 Explanation about sounds

What important did the professor say? (... you need to be careful, you need to check the unstressed sound)

Interval 2 Explanation l –sa l-sa

It turns out that in order to spell words correctly, you need to change them!

How should the word be changed? (so that the stress falls on the unstressed vowel)

What will we do with words for this? (we will change them so that the unstressed vowel becomes stressed)

Interval 3 Specification. Exercise from disk:

Samovarov's question - stop recording

sl-ny - elephant (write it down on a piece of paper, sort it out together)

On entry: - Let's check what Samovarov says.

Well done, you completed the task, let's applaud each other.

1V. Physical education minute. (Music turns on)

Guys come out with cards with letters written on them: A, O, I, E, Z

Some guys have cards with a test word on their desks. And other kids have words with a missing vowel on their desks. The teacher calls a word, a student comes out with this word, a student with the vowel that is missing in this word must approach him, and then a child comes out with a card on which the test word is written.

(Eye...for - eye, gn...zdo - nests, h...lmy - hill, r...dy - row, bl...ny - damn)

2. Presentation Slide 12

Unstressed cunning vowel,
We hear him perfectly.
What letter is in the letter?
Science can help us here:
The vowel is stressed
To dispel all doubts.

3. Work on leaves(Music turns on) (And Samovarov will watch how we complete the task) (Appendix 1)

Card 1 (Work in pairs)

Exercise: Point out the words , in which the spelling of highlighted letters does not need to be checked.

St. e cha, vr A chi, gr O knowledgeable, l And stick, p O myself I h, s O sleep.

Card 2. Independent individual work (red stripes).

Exercise: Fill in the missing letter in the words A or ABOUT:

Shk...fy, g...ra, gr...for, gr...chi, in...lna, page...on.

Card 3. Independent individual work (green stripes).

Exercise: Find a test word for a word with a missing vowel and underline it, insert the missing vowel:

Animal - (menagerie, animals)
Snow...govik - (snow, snow, Snow Maiden)
In…dyanoy – (water, aqueous, water)
L...sap - (forest, forester, forest, wooded)

Disk check

Self-esteem:

• "green card" - everything is correct
• "yellow card" - there were mistakes
• "red card" - I don’t agree

4. Musical physical education

5. Independent work according to the textbook: 1 in – Ex. 145, p. 78

Independent work using creative notebooks: 2 in – Ex. 1, from 39

V. Reflection.

Presentation Board slide 13:

A) - So, continue the phrase.

• Today I found out...
• I filled…
• I understand…
• I like it…
• I was surprised...
• I wanted…

B) Now show the desired card icon (slide on the screen)

Presentation Slide 15: In your workbooks you can do the following on pp. 39-42 to consolidate the material covered:

a) Who had red stripes - Ex. 3

B) Who had green stripes - Ex. 2

B) Who worked in pairs - Ex. 7

Presentation slide 16.

Literature.

Gavrikova L. V. Russian language lesson on the topic “Stressed and unstressed vowels in a word” using ICT (2nd grade). – URL:

There are 6 main languages ​​in Russian vowel sounds:
A O E U Y

They are designated on the letter by 10 letters:
A I O Y E E U Y Y I

The use of vowels as part of a word has some features in the Russian language:
The vowel [s] at the beginning of words, as a rule, does not appear; initial [s] is possible in rare borrowed proper nouns.
The sound [s] is used only after hard consonants.
The sound [and] is used only after soft consonants.

The spelling of the letter and after zh, sh, ts (these sounds are always hard) is not determined by pronunciation: the letter combinations zhi, shi, qi are pronounced as [zhy], [shi], [tsy].

The vowel [s] is pronounced in place of the letter and also at the beginning of the word after a preposition for a hard consonant (the preposition does not have its own stress and is adjacent to the subsequent word).

The vowel [e] is used in most cases after soft consonants.

But there are digressions here. The sound [e] is combined with hard consonants:
after [g], [w], [ts];
In some foreign words;
in some compound words.

A characteristic feature of Russian pronunciation is the different sound of vowels under and without stress.

A vowel in a stressed position is in strong position, that is, it is pronounced most clearly and with the greatest force. A vowel in an unstressed position is in a weak position, that is, it is pronounced with less force and less clearly.

In an unstressed position (in a weak position), all vowel sounds are pronounced with less force, but some of them retain their qualitative characteristics, while others do not:

The vowel sounds [i], [ы], [у] (letters i, ы, у, yu) do not change the sound quality in an unstressed position;

The exception is the sound [and]: at the beginning of a word, if in the flow of speech the word merges with the previous word ending in a hard consonant, the sound [s] is in place;

Classification of vowel sounds

Vowels are tone sounds. A musical tone voice is involved in their formation. Noise is not taken into account. The difference in vowels is determined by the different structure of the speech organs.

There are 6 vowels in the SRY [a] [o] [e] [u] [s] [i].

By place of education

The difference between vowels that cause the tongue to move horizontally is taken into account:

Front vowels - during articulation the tongue is strongly moved forward [i] [e]

Middle vowels - the tongue is slightly moved back [ы] [а]

Vowels back row[y] [o]

According to the degree of elevation of the tongue vertically relative to the palate

High vowels [i] [ы] [y]

Middle vowels [e] [o]

Low vowels [a]

The upper vowels will be closed or narrow compared to the middle vowels, while the lower vowels will be open or wide. Middle vowels are closed compared to the lower ones, and open compared to the upper ones.

By participation or non-participation of lips

The presence or absence of lavialization - stretching or rounding of the lips.
lavialized [y] [o]
unlavalised (all others)

The division into 3 rows and the rise does not reflect the full richness of the SRY. In unstressed syllables ch. pronounced with to varying degrees reduction – change, shortening of vowel sounds in an unstressed position. Unstressed vowels are pronounced less clearly. Some vowels are not distinguished.

A feature of the phonetic (sound) system of the Russian language is the heterogeneous pronunciation of stressed and unstressed vowels. They differ in duration: stressed vowels are almost always longer than unstressed ones. Vowels in an unstressed position undergo quantitative reduction (i.e., they are pronounced shorter). Vowels also differ in “quality”, in the nature of their sound: stressed vowels are pronounced clearly and distinctly; in an unstressed position, some vowels undergo qualitative reduction and sound less full and clear. The qualitative reduction of unstressed vowels depends on the place that the unstressed vowel occupies in the word in relation to the stressed syllable (closer or further).

Also for your attention exercises

There are six in total - these are “a”, “o”, “u”, “i”, “e”, “s”. They are pronounced only with the participation of the voice, without the participation of noise. Can form syllables. There are shock and unstressed ones. Vowel sounds - stressed and unstressed - have their own characteristics and specific roles in speech process. In addition, many norms for designating vowels in writing with letters depend on the presence or absence of stress.

The vowels “e”, “yu”, “ya”, “e” are not separate sounds. They represent the designation of two sounds. For example: I - ya, yu - yu, etc. They are also endowed additional functions- denote softness in writing.

Stressed vowel sounds

Shock is the voice that is released during pronunciation. That is, the one on which the emphasis falls. This sound is always pronounced more clearly. Compared to the unstressed one, it is in a stronger position and plays a meaningful role. As a rule, writing letters that convey stressed vowels does not cause difficulties.

For example, in the words small (stress on the first syllable), peaceful (stress on the first syllable), distant (stress on the second syllable), the spelling of stressed syllables will not cause doubts in anyone. The principle “as it is heard is how it is written” applies here, and sounds are heard clearly.

Stressed vowel sounds are designed to perform the function of meaning differentiation. For comparison: mole, mal, soap, mule - words that we distinguish by ear due to the fact that different vowels are written in them.

Unstressed vowel sounds - what are they?

Unstressed vowels are vowels that are not emphasized by the voice. They are pronounced with much less force and not nearly as energetic as drums. They are in a weak position, and writing the letters that convey them often causes difficulties. The principle “as we hear, so we write” will not work in this case, since what is heard may not be what actually is.

An unstressed vowel sound is often in an altered state (state of reduction). And the degree of transformation may depend on the distance of the stressed vowel. The further you go, the stronger the reduction. For example, in the word “kolobok” the stress is on the last sound “o” - in the third syllable. The closest “o” (in the second syllable) is heard even more or less clearly, and the distant one (from the first syllable) is practically lost during pronunciation. Its duration in this case is minimal.

Relatively stable in this regard are the unstressed vowel sounds “i”, “s”, “u”. The degree of their transformation is almost not affected by the distance from the shock (mumiyo, Pinocchio, world). The only exception can be “and” at the beginning of a word after a hard consonant, which ends the previous word of the phrase. In such cases, “and” turns into “s”. This situation is clearly visible, for example, in the phrase “smoke over the hut.”

Unstressed vowel sounds in roots. Spelling

As noted above, conveying unstressed vowel sounds in writing often poses difficulties. It can be especially problematic to understand which letter should indicate the unstressed vowel sound at the root of a particular word.

The spelling of such roots is allocated to a special section of grammar and is studied in detail in philology. Choosing the correct letter depends on various factors: features of proximity to other letters, the presence or absence of a stressed syllable nearby, their origin, etc.

Unchecked vowels in roots

The most difficult case from the point of view of spelling is unstressed vowel sounds in unverified words. When it is impossible to choose an option with an impact root.

The correct options in such situations can only be remembered or always carry a dictionary with you in which you can look up the spelling.

Words that fall under this section include, for example: meridian, vinaigrette, concrete, corvalol, cheesecake and others. Many of them are of foreign origin.

Checked vowels in word roots

The letters denoting unstressed vowel sounds in roots can, in most cases, be determined by choosing where the stress falls on the root.

For example, by changing the word “grass” to “grass”, it is easy to understand which letter should be written in the unstressed root. More options: mountain - mountain, water - water, rain - rain, and so on and so forth. There are a great many examples in the Russian language.

Spelling roots in words of different origins

Unstressed vowel sounds in the main morphemes of words can have different letter expressions depending on the origin of the particular word.

So, for example, native Russian words are often distinguished by the full-vowel spelling of the combinations -oro-, -olo-: young, fence, shell. And their Old Church Slavonic variants have a shortened version of the letter combination and the transformation of “o” into “a”: baby, fence, cloud.

Alternation of unstressed “a” and “o” in roots

Letters denoting unstressed vowel sounds can alternate in the roots. One of the alternation options is “a” and “o”. Different roots have their own writing rules:

• For example, regardless of which letter is written under stress, in the unstressed position we almost always have the roots of “mountains”, “clone”, “creation”, “zar” and “melt”: lit up, bow down, create, illuminated, melt. But there are exceptions: burnt marks, burnt marks, utensils, zarevat, swimmer, swimmer, quicksand, etc.
• The morphemes “rast”, “rasch” and “ros” depend on the consonant closing the root. The letter "a" is preceded by "st" or "u", while the "s" is usually preceded by "o". The following do not fit into this rule: Rostislav, Rostov, usurer, sprout, outgrowth and variants derived from them (Rostov, usury, etc.), as well as the word industry.
• In the morphemes “skoch” and “skak” there is usually an “o” before the letter “ch”, and an “a” before the “k”. For example: jumper, jump rope, upstart, jump up. The only exceptions are the words gallop, gallop, gallop and jump.
• Unstressed vowel sounds in words with the roots “lag” and “lozh” are conveyed in writing by letters, according to next rule: “a” is used before “g”, and “o” is used before “g”. For example: add, believe, decompose, addition, position, put aside. The exception is the canopy.
• The presence or absence of the suffix “a” is determined by such roots as “kas” and “kos”. If the suffix is ​​present immediately after the root, then it will be “kas”, and if not, then it will be “kos”. For example: touching, touching, touching, touching.
• The spelling of roots with unstressed vowels sometimes depends on their meaning. So, in the case of “mok” (“urine”) and “poppy”, the first option “works” if we're talking about about soaking in liquid (blotter, wet), and the second - in the case when we mean immersion in liquid (dip, dip).
• The morphemes “equal” and “equal” also “equal” to the meaning of the word. If sameness is meant, then it is written “a” (equal, equation), and if straightness and smoothness are written, then “o” (to align, level). Exceptions: peer, plain, level, equally.

How “i” and “e” alternate

The letters of the unstressed vowel sounds “i” and “e” can also alternate in the roots of words.

Morphemes “bir” and “ber”, “zhig” and “zheg”, “steel” and “steel”, “blist” and “brist”, “world” and “mer”, “tir” and “ter”, “ dir" and "der", "pir" and "per", "chit" and "chet" are directly dependent on the presence of the suffix "a". If it is in the vicinity of the root, it is written “and”, and if it is absent - “e”. Examples: begging - will take; cauterization - burned out; spreads - lay; brilliant - brilliant; freeze - freeze; rub off - rub off; tear off - tear off; unlock - unlock; read - deduction. Exceptions: couple, combination, combine.

Note:

• The roots “world” and “mer” can alternate only if they mean the process of dying. If we are talking about peace (the antonym of war), then the root will always be “and” (peace, make peace). And if the morpheme means measure, then it is always written “e” (measure, measure).
• The roots “pir” and “per” alternate only if they mean the processes of opening, closing and bulging (lock, unlock, stick out). And if we are talking about the word “feast”, meaning “feast of the belly”, then the root will always be “and” (to feast).

Alternation of the letter "a" ("ya") with the letter combination "im" ("in") in the roots

The letter “a” (“I”) alternates in the roots with the letter combination “im” (“in”) in the roots of words according to the following rule: if the root has the suffix “a”, then “im” or “in” is used. And if there is none, then “a” or “ya” is written. For example: accept - accepted, start - started.

Vowel sounds - stressed and unstressed - are found in every language in the world. And if, as a rule, no problems arise with drums, then unstressed ones create a lot of difficulties. Usually associated with them great amount spelling And the spelling of roots is only a small part of a large iceberg.