Vowel sounds. Vowels and consonants letters and sounds All vowels of the 1st row

What is the difference between vowels and consonants and letters and sounds? What rules do they obey? How are the hardness and softness of sounds and letters indicated? You will receive answers to all these questions in this article.

General information about vowels and consonants

Vowels and consonants represent the basis of the entire Russian language. After all, with the help of their combinations, syllables are formed that form words, expressions, sentences, texts, etc. That is why quite a lot of hours are devoted to this topic in high school.

and sounds in Russian

A person learns what vowels and consonants are in the Russian alphabet already from the first grade. And despite the apparent simplicity of this topic, it is considered one of the most difficult for students.

So, in the Russian language there are ten vowel letters, namely: o, i, a, y, yu, ya, e, e, u, e. During their immediate pronunciation, you can feel how air passes freely through the oral cavity. At the same time, we hear our own voice quite clearly. It should also be noted that vowel sounds can be drawn out (a-a-a-a, uh-uh-uh, i-i-i-i-i, u-u-u-u-u and so on ).

Features and letters

Vowels are the basis of a syllable, that is, they are the ones who organize it. As a rule, Russian words have as many syllables as vowels themselves. Let's give a clear example: u-che-ni-ki - 5 syllables, re-bya-ta - 3 syllables, he - 1 syllable, o-no - 2 syllables, and so on. There are even words that consist of only one vowel sound. Usually these are interjections (A!, Oh!, Oooh!) and conjunctions (and, a, etc.).

Endings, suffixes and prefixes are very important topics in the Russian Language discipline. After all, without knowing how such letters are written in a particular word, it is quite problematic to compose a literate letter.

Consonants and sounds in Russian

Vowels and consonants letters and sounds vary significantly. And if the first ones can be easily pulled out, then the latter ones are pronounced as briefly as possible (except for hissing ones, since they can be pulled out).

It should be noted that in the Russian alphabet the number of consonant letters is 21, namely: b, v, g, d, zh, z, j, k, l, m, n, p, r, s, t, f, x, ts, h, w, shch. The sounds they denote are usually divided into dull and voiced. What is the difference? The fact is that during the pronunciation of voiced consonants, a person can hear not only the characteristic noise, but also his own voice (b!, z!, r!, etc.). As for the deaf, there is no way to pronounce them loudly or, for example, shout. They only create a kind of noise (sh-sh-sh-sh-sh, s-s-s-s-s, etc.).

Thus, almost everything is divided into two different categories:

• voiced - b, c, d, d, g, z, j, l, m, n, r;
• deaf - k, p, s, t, f, x, c, ch, sh.

Softness and hardness of consonants

Not everyone knows, but vowels and consonants can be hard and soft. This is the second most important feature in the Russian language (after voicedness and voicelessness).

A distinctive feature of soft consonants is that during their pronunciation the human tongue takes a special position. As a rule, it moves slightly forward, and its entire middle part rises slightly. As for when pronouncing them, the tongue is pulled back. You can compare the position of your speech organ yourself: [n] - [n’], [t] - [t’]. It should also be noted that voiced and soft sounds sound slightly higher than hard ones.

In the Russian language, almost all consonants have pairs based on softness and hardness. However, there are also those who simply do not have them. These include hard ones - [zh], [sh] and [ts] and soft ones - [th"], [h"] and [sh"].

Softness and hardness of vowel sounds

Surely few people have heard that the Russian language has soft vowels. Soft consonants are sounds quite familiar to us, which cannot be said about the above-mentioned ones. This is partly due to the fact that in secondary school practically no time is devoted to this topic. After all, it is already clear with the help of which vowels the consonants become soft. However, we still decided to dedicate you to this topic.

So, those letters that are capable of softening the consonants preceding them are called soft. These include the following: i, e, i, e, yu. As for letters such as a, y, y, e, o, they are considered hard because they do not soften the consonants in front. To see this, here are a few examples:

Indication of the softness of consonant letters during phonetic analysis of a word

Phonetics studies the sounds and letters of the Russian language. Surely, in high school you were asked more than once to make a word. During such an analysis, it is imperative to indicate whether it is separately considered or not. If yes, then it must be designated as follows: [n’], [t’], [d’], [v’], [m’], [p’]. That is, at the top right next to the consonant letter before the soft vowel, you need to put a kind of dash. The following soft sounds are marked with a similar icon - [th"], [h"] and [w"].

Lesson notes

Subject. Vowel sounds.

Target. Teach children to hear and identify first row vowels.

Equipment. Subject pictures, table with vowels of the first row, red circles.

Progress of the lesson.

I. Organizational moment.

The student who names the vowel sound will sit.

II. Reinforcement of the material from the previous lesson.

Students name vowels based on the silent articulation of the speech therapist. The speech therapist pronounces silent vowels in the following order: a, o, u, e, s, while drawing the children’s attention to the position of the lips when pronouncing these sounds: a - the mouth is wide open; o - lips are rounded and slightly pulled forward; y - lips are rounded and more extended forward; uh, s - the lips stretch slightly into a smile. (This sequence will help students remember the vowels of the first row.) For clarity, you can use a table. Students learn these vowels in the order listed.

III. Isolating vowels of the first row from a number of other sounds.

The speech therapist pronounces vowels and consonants mixed together. Students for a vowel sound: a) show a red circle, b) the corresponding letter, c) write down the vowel letter in a notebook, a, m, p, y, s, t, s, r, l, e, o, k, t, y, a, l, e, p, o

IV. Isolation of vowels of the first row from syllables.

a) am, mind, ym, us, op, yr, al, ys, ak, from

b) ma, mu, we, su, po, ry, la, sy, ka, then

V. Summary of the lesson.

Speech therapist. Today we learned to hear and identify vowel sounds.

* Semaphore"

1) The child pronounces vowels with hand movements:

"a" - hands up

"o" - hands forward

“u” - arms to the sides

“e” - arms along the body

“s” - fold your hands behind your back

“and” - put your hands in a lock on your head

2) The child must guess the vowels by hand movements and write down
them in red in the table:

a. arms up, arms along the body

b. hands forward, hands locked on head

c. fold your hands behind your back, arms to your sides

d. arms forward, arms along the body, hands folded behind your back
Noah

e. arms to the sides, hands clasped on the head, hands in front
edit

f. arms along the body, arms up, hands in a lock on the head

1) The child independently fills in the missing tables
vowels in red. Circle (O) before vowels
The first row (a o u e s) should be painted blue, they are written
after hard consonants; circle (O) before second row vowels
(I yo yu e i) must be painted green, they are written after the soft ones
consonants (soften consonants). The task can be performed with support
on the diagram and from memory.

Words with second row vowels: i ё yu e and

3) In the words presented above, the child paints over the vowels
letters in red; consonant letter before vowels a
o u e y, - in blue (indicates a hard consonant sound); with
the vowel letter standing before the vowels i ё yu e and is green
tom (denotes a soft consonant sound).

428 Part III. Didactic materials

Lesson 3. Vowels A-Z

1) An adult pronounces a word (the list of words is given below) and
throws the ball to the child. The child names the vowel sounds from this word and
throws the ball back. For example, Asya - a-z.

2) The child writes the vowels “a-z” in red
words.

Lesson 4. Vowels O-Yo "Ball Game"

1) See lesson 3, task 1.

2) See lesson 3, task 2.

Isolating first row vowels from words

L.V.Shapovalova

Topic: Isolating first row vowels from words.

Target : to develop the ability to isolate vowels of the 1st row from monosyllabic words.

Tasks: teach to analyze and differentiate acquired knowledge by identifying the necessary information and systematizing it; improve grammatical structure of speech and coherent speech;

correct auditory perception based on exercises in isolating vowel sounds from monosyllabic words; develop long-term memory, specifically effective thinking, communicative competence;

cultivate motivation to learn.

Equipment : subject pictures, colored pencils and pencils, mirrors, notebooks, alphabet books, sand, blue and red chips, colored stripes, seven-color flower, speech therapy mirrors, didactic material.

Plan and course of the lesson.

I. Preparatory stage.

1. Organizational moment.

What's happened? What's happened?

Why is the bell ringing?

We are ready. The table is ok.

The lesson begins...

We will respond actively

To behave,

So that dear guests

We wanted to come again!

2. Psychological attitude.

First, let's see in what mood you came to class. And multi-colored petals will help you with this. Choose a petal of the color that matches your mood. By composing a flower, we can understand our mood.

Language of colors:

Yellow, orange - cheerful, playful, joyful;

Red – good, cheerful mood;

Green – laziness and indifference;

Blue – calm;

Purple – sadness, anxiety;

Black - sadness.

Children, everyone has different moods.

II. Main stage.

Articulation gymnastics.

2. Guess the riddles

There's a mountain on the face

It has two windows.

(n O With)

Shoemaker, not shoemaker

Tailor, not tailor

Scissors in hand

And there are bristles in the mouth

(R A To)

I am very tasty and healthy,

Can I lie on the table?

I can run into your mouth

(With s R)

I don't buzz when I'm lying down

I don't buzz when I walk.

If I'm spinning in the air,

I'll have a blast here

(and at To)

What kind of tease is this?
I call: “Natasha!”
And he shouts: “Ashka!”
I call “Seryozha”!
And he shouts: “Hedgehog!”
I shout: “Ay!”
And he growls: “Oooh!”

( uh xo)

Looking into the water at your reflection.

Hanged branches from a cliff

Tender, sad.... (Willow)

(There are object pictures on the board - answers).

For the correct answer, the child receives a picture - the answer.

Name your picture, emphasizing the vowel in your voice. (F – uuuuu - k,

n – ooooo - s, r – aaaaa - k, s – yyyyy - r)

3. Statement of the topic and purpose of the lesson.

Questions for each child:

What do you need to do to pronounce the sound [U]?

What do you need to do to pronounce the sound [O]?

What do you need to do to pronounce the sound [A]?

What do you need to do to pronounce the sound [Y]?

Show the articulation of each sound without a voice.

Prove that A, O, U, Y are vowels.

When pronouncing, the air stream does not encounter any obstacles.

These are the sounds of the first row. What do they sound like?

Which letter is missing here? Why?

Say the vowel sounds briefly, abruptly: A. O. U. Y. E.

And now in a drawn-out manner: A ___ O ___ U ___ E ___ S ___

4. Comparing sounds with their graphic representation - working with the alphabet:

Children, I will read you poems about the vowels of the 1st row, and you show these letters in the alphabet.

Letter in the air

On the palm of your hand

On the neighbor's back.

A – the beginning of the alphabet, which is why it is famous.

And it’s easy to recognize her, she puts her feet wide.

LetterABOUT always stood round, normal,

She went to bed and wrinkled her sides. And now it's oval!

U - the snail on the path boldly released its horns,

Get out of the way, don’t let the house be carried.

And the poor letterY ,

Wanders around with a stick, alas!

This -E with open mouth

And with a huge tongue.

5. Game for attention.

What sounds were there no tongue twisters for?

A – A – A - Mom sang.

A - A - A - the baby sang.

A – A – A - Let's sing for the doll.

A – A – A - and the doll sleeps.

Y – Y – Y - pumpkin, beads and mustache.

E – E – E

Emma and Edik went to the cinema and bought popsicles.

6. Writing vowels of the 1st row.

Write the letter corresponding to the vowel sound in the words: POPPY, CATFISH, CAT, BULL, BOW - individual work.

(Children write the letters with their fingers: A, O, Y, U on a saucer with sand)

7. Game “Clap-top”

O - clap your hands, U - stamp your foot, A - clap and stamp at the same time.

Pictures: tree, wardrobe, wolf, bow, elephant, crab table.

8. Working with painting material.

(on the table are pictures with one or two vowels: house, poppy, cat, bow, book, clock, geese, etc.)

Choose pictures whose names contain one vowel sound.

Say the word, highlighting the vowel (stretching out) and name it and write it down in your notebook.

9. Game exercise “Fun gymnastics” - for attention.

You listen carefully to my instructions and follow them exactly:

Raise your hands up;

Lower your right hand down;

Place your left hand on your belt;

Place your hands down;

Turn right;

Look left.

10. Expansion and clarification of the dictionary.

You have subject pictures on the table, first select pictures that begin with the sound A, (O, U) we work in pairs.

Please note that there is some kind of stone on the table. Who knows what this is?

What sound does this word make?

What is “coal”, as you understand?

Where is coal mined?

We live in the DPR and coal is the main wealth of our republic. And on our flag there is black, which symbolizes the fertile land and coal of Donbass.

What other colors are on the DPR flag?

Donbass is our homeland and we love it. What can we wish for the people of Donbass?

For the people of Donbass the sky is without clouds,

A ray of sunshine for the people of Donbass.

Peace, goodness to the people of Donbass,

Let this war end!

Name the vowels in the word “Donbass”. What do they mean?

11. Exercises in clarifying colors.

Take blue and red pencils.

What do we represent with blue? Red?

12. Reading a combination of vowels of the 1st row.

Ueowow uaaaaw aoye oau ia ua

You noticed that there are real words here, name them.

13. Working with the word scheme [D], [O], [M].

How many sounds are there in total?

How many letters are in a word?

How many vowel sounds?

Where is the vowel?

14. Physical exercise. "HOUSE"

HOUSE – children stand straight, hands clasped behind their backs;

HOUSE - children squat, clasp their knees with their hands, bow their heads;

HOUSE – they jump up and raise their arms high.

The lexical meanings of the words are clarified: HOUSE, HOUSE, HOUSE.

15. Working with ABCs.

c) form the word HOME from the alphabet

Replace [O] with [Y]. Read it.

Explanation of the lexical meaning of the word SMOKE.

Replace [Y] with [A]. Read

Write it down in your notebook. Mark the vowel with a red pencil.

16. Gymnastics for arms.

Fist – edge – palm.

17. Exercise in making sentences.

Guys, the words we utter do not speak about anything in themselves, they do not tell us anything. For example, the word "house". We can say it many times, but we will never know what kind of house it is (high or low, new or old), where it stands (in a city or village), who lives in it. In order for an owl to start telling stories, they must become friends with each other. For example, “The workers built a new house.” A proposal emerged from friendly words.

Tell me what did you find out about the house?

Who built the house?

What house is this?

Make up sentences with the word "house".

(The house is large and beautiful. The house is located on the bank of the river. A friendly family lives in the house.)

Sentences can also be friends. This is how the story turns out.

Retell the story about the house.

Tell me, would we have words without vowels? Offers? Story?

ІІІ. The final stage.

Bottom line.

Did you like the lesson?

What do you remember about it?

Now let's check what mood you're in?

2. Assessment of the activities of each student.

Dokuchaevskaya SOSHI No. 27 MES DPR

Isolation of first vowels

a series of words.

open speech therapy session

2nd grade

Prepared by: teacher - defectologist

L.V.Shapovalova

2017 – 2018 academic year year.

Speech therapy session
with 2nd grade students who have writing and reading impairments due to lack of development of analysis and synthesis skills
Subject:
Vowel letters of the 1st and 2nd rows.
Target:
clarify the similarities and differences between the vowels of rows I and II.
Tasks:
1) introduce the sound composition of vowel letters of the 2nd row; 2) develop phonemic awareness; 3) develop skills in language analysis and synthesis; 4) learn to draw conclusions, listen and understand others; 5) develop memory, attention and thinking.
Progress of the lesson.
1. Organizational moment. -Today we are going to the Land of Sounds. What can you go on a trip with? (example children's answers: by car, bus, plane, etc.) And we will travel in a hot air balloon. In order for the ball to rise into the air, we must perform exercises (performing brain gymnastics): - “Lazy figure eight” (draw a lying figure eight in the air with your left hand, then with your right, then with both). - “Cross movements” (touching the opposite knee or foot with the hand or elbow) - “Ring” (with the fingers of the right hand, then with the left hand, together). 2. Repetition. - So, we flew to the land of sounds. To land, we need to answer the questions: - What two groups are all sounds in the Russian language divided into? (vowels and consonants) - What sounds are pronounced without an obstacle? (denoted in red). - Which ones have an obstacle? (denoted by blue or green). - How does a sound differ from a letter? We pronounce the sounds clearly, we listen carefully, we read the letters correctly, we write them carefully. 3. Explanation of a new topic. The speech therapist tells a fairy tale. At the same time, records are kept in notebooks and used). - So, a ball has been announced in the Land of Sounds. Sounds gathered in different halls. In one, consonants are fun, and in the other, vowels are fun. Remember what vowel sounds there are. We write vowel sounds in a column on the left
[a], [o], [y] [e] [s].
Only
[And]
decided to stand aside (in the right column at the level
[s]
).
The vowel sounds were a bit boring because there weren't many of them. It was noticed by the sound
[th]
and decided to cheer them up (characterize the sound
[th]
– consonant, voiced, soft).
[Y]
invited the sound to dance
[A]
(record
[ya]

YAYYYY
. The result is a letter
I
(entry in the right column
[ya]= I).

[Y]
invited the sound to dance
[O]
(record
[yo]
). They began to spin faster and faster, and all the guests heard
Yoyoyoyo
. The result is a letter
Yo
(entry in the right column
[yo]= ё).

[Y]
invited the sound to dance
[y]
(record
[yy]
). They began to spin faster and faster, and all the guests heard
JYYYYY
. The result is a letter
YU
(entry in the right column
[yu]= yu).

[Y]
invited the sound to dance
[e]
(record
[yeah]
). They began to spin faster and faster, and all the guests heard
EEEEE
. The result is a letter
E
(entry in the right column
[ye]= e).

Here's a dance with sound
[And]
it didn't work out and he was left alone (
[and] = and).
Sounds
[ya]
denoted by a letter
I
. When we read a letter
I,
we hear two sounds. Sounds
[yo]
denoted by a letter
Yo
. When we read a letter
Yo,
we hear two sounds. Sounds
[yy]
denoted by a letter
YU
. When we read a letter
YU,
we hear two sounds. The letters Ya, Yo, Yu, E, I are vowels in 2 rows. Sounds
[a], [o], [y] [e] [s]
are also indicated by letters (record
[a]= a, [o]= o, [y]= y,

[e]= e,

[s]= s).
The letters A, O, U. E, Y are vowels of the 1st row. 4. Physical education minute. We stomp-stomp our feet, (stomp) We clap-clap our hands, (clap) We blink-blink our eyes, (blink) We chick-chick our shoulders! (shrug our shoulders) Once we sat down, twice we stood up, (corresponding movements) We all raised our hands up,
They pressed their hands all the way to the body, and began to do jumps. One-two, one-two It’s time for us to get busy. 5. Development of phonemic awareness. The vowels have prepared tasks for us.
1 task
. Write down the first letter of the words. What sound does the vowel make?
Stork, cucumber, dill, spinning top, turkey, anchor, hedgehog, excavator, blackberry.
Entry in notebooks: [a] [o] [y] [yu] [i] ya] [yo] [e] [ye] A O U Y I I Y E E E
2 task
. Game "Say the opposite". The speech therapist throws the ball and pronounces the syllable MA. The child must answer ME and return the ball. - Write the syllables in pairs with vowels of the 1st and 2nd rows (MA-MYA). - Read the syllables of the first column. What does a consonant sound like? (firmly). Vowels of the first row give the command to agree to be
solid.
Underline the consonants with a specific color (blue). - Read the syllables of the second column. What does the consonant sound like? (soft). Vowels of the second row give the command to agree to be
soft.
Underline the consonants with a specific color (green). 6. Warm up for the eyes. - Close your eyes tightly for 3-5 seconds (repeat 5 times); - Blink quickly; - Follow the index finger moving towards the nose, then move the finger away. 7. Development of sound-letter analysis and synthesis. The vowels want to play with us.
The first game "Settle into the house."
Each item must live in its own house. For example: words where the letter is written
A
, move into a hut with a letter
A
etc.
Entry in notebooks: A - bow, ball. U - goose, beetle. O - wolf, elephant. Y – cheese, mouse.
Second

a game

"Drive

gates".
Place these vowels between the letters M and L. - What words did you get? (small, crumpled, chalk, chalk, mule). Read the poem, filling in the missing words. Compare words by meaning and pronunciation. Write down the sound analysis of words (small - [m,al]). - Come up with sentences with these words. Write down one of them (My brother is too small.) 8. Summary of the lesson. - Name the vowels of the 1st row and the vowels of the 2nd row. - How many vowel sounds are there in the Russian language? How many letters? - Help me complete the sentences: If the consonant sounds hard, then we write...
If the consonant sounds soft, then we write... Well done! Now vowel letters will always be friends with us. And this is where our journey comes to an end. We return to class. 9. Relaxation. - If you liked the lesson and everything was clear, draw an emoticon with a smile. - If something remains unclear, then we draw a serious emoticon, and if we didn’t like it and didn’t understand much, then we draw a sad emoticon.