Consonant letter sh. Automation of sound and a file cabinet on speech therapy on the topic. Paired and unpaired consonants

Alsou Bagautdinova

« Together with Dunno»

Subject: « Sound sch» .

Target: getting to know with the sound Ш and the letter Ш.

Tasks: - development of general speech skills ( sound pronunciations, clear diction, sonority and mobility of voice);

Automation sound u in syllables, words and sentences;

Development of phonemic awareness;

Development of general and fine motor skills;

Development of word formation skills;

Improving syllabic and sound analysis of words;

Introducing the spelling rules shcha, shchu, shchi;

Organize independent work for children with cash registers letters;

Developing perseverance and the ability to listen to each other.

Equipment: fairy tale hero Dunno, individual mirrors, green and red locks, color symbols sounds, articulation profile sound sch, typesetting, cash registers letters, strips of paper for constructing a sentence diagram, a fan with spelling rules shcha, shchu, shchi, lowercase and capital letters Ш, drawing by Barmaley, subject pictures (pike, cape, chips, puppies, box, vegetables, tongs, pincers, goldfinch, shield, etc.)

Location: MDOU No. 6 "Turgai", urban settlement Aktobe Aznakaevsky municipal district R. T. Preparatory group.

Preliminary work: Throughout the year, work was regularly carried out on the formation of word formation skills, syllabic and sound analysis of words, the skill of constructing sentences and constructing their diagrams developed.

Literature.

1. E. A. Pozhilenko "Magic world sounds and words» , manual for speech therapists, M.: 2001.

2. O. S. Gomzyak "We speak correctly" 3 notebook of relationship between speech therapist and teachers.

3. The ABC of correct pronunciation.

Progress of the lesson.

1. Organizational moment.

Today, guys, guests came to our lesson. They want to look at you! Let's welcome them!

Imitation of sorrel harvest.

Children, have you tasted sorrel? What is he like?

Use your facial expressions to depict the feeling of sour sorrel. Mom is calling you home. Tell to her: “Don’t look for us, Mom, we pluck sorrel for cabbage soup.”.

2. Report the topic of the lesson.

Selection sound u from pure saying.

Which sound is repeated more often than others?

+Sound sch.

Today in class we will introduce you to something new with the sound Ш and we learn the new letter Ш.

3. Articulatory and acoustic characteristics sound sch.

Look in the mirrors and say sound sch! What happened to your lips?

Became similar to "window"!

That's right, the lips moved forward slightly and looked like "window". Look at the profile, where is the tip of the tongue?

It is raised to the cusps behind the upper teeth.

That's right, the back of the tongue is raised.

Let's try to sing sound sch!

-The sound is a very tricky sound, it stretches and sings, but there is an obstruction in the mouth?

Yes, tongue and teeth.

Guys, is the neck singing or resting?

No, it's resting.

Let us repeat what can be said about sound sch?

Consonant, deaf.

-The sound is always soft, he, like sound h, there is no older brother - solid. So, which castle should we put him in?

In green.

4. Pronunciation sound u in syllables.

Guys, we will have another guest today! And you will find out which one by guessing the riddle! Listen!

What an interesting boy. For any question from outside.

He always answers: “I don’t know!” And for this all his friends nicknamed him...

How do you guys think?

That's right, this Dunno!

N: Hello guys!

- Dunno will study the sound shch with us.

N: What is this red castle you have? And who lives there?

Vowels live there sounds.

N: Why are they called vowels? sounds?

Because it sounds, which sing and drag.

N: Oh, how interesting! And our new sound can you make friends with them?

Let's introduce them, guys! And we'll show you Dunno how they are friends.

Scha, schu, cabbage soup, cabbage soup.

-Dunno you sit down with the guys, this is your place!

5. Pronunciation sound u in words.

Guys, call for Dunno words, in which sound sch is heard at the beginning of a word.

Shield, pike, tongs, puppies, wood chips, brush.

In what words is our sound pronounced in the middle of a word?

Ticks, area, vegetables.

In what words sound do we pronounce it at the end of a word?

Bream, cape, vegetable.

Dunno in all tasks makes mistakes in determining the position sound sch. The children correct him.

6. Sound- syllable analysis and synthesis.

-Dunno, name the shortest word out of four X: cabbage soup, shield, pike, goldfinch.

N: Goldfinch.

Children, do you agree with him?

Why don't you agree?

In the word goldfinch 5 sounds.

How many sounds in the word cabbage soup?

Two sound.

Which sound appeared in the word shield?

+Sound t.

How many sounds in the word pike?

Four sound.

What about the word goldfinch?

Five sounds.

So, the shortest word...

Place the pictures on the typesetting canvas. At the top there will be an item whose name has two sound, on the second row - an object with three sounds, in the third - with four, on the lowest row - with five sounds.

Children complete the task. Dunno puts a picture of a pike on the top strip. Children explain the mistake and correct it.

-"Scatter" sounds of the word pike. Mark them with circles.

Pike.

Each child performs sound analysis of the word using colored caps that lie on the desks. Dunno performs the task at the board.

- "Collect" word from "scattered" sounds p, l, a, sch.

Is this scheme suitable?

The speech therapist shows a deliberately incorrect diagram of the cloak.

N: Yes!

Why doesn't it fit?

Children's explanations.

What word does it match?

N: By the way, pike!

By the way, tongs.

How many syllables are in the word vegetables?

N: Two syllables. Right, guys?

Explain why you disagree with him.

The word has three syllables, because 3 vowels are o, o, and.

Now Dunno offers you a difficult task.

N: "Take" first sounds from words pen, vegetables, pike, bus and add a new word. What word did you get?

N: I'll mark it with circles.

Did you label it correctly? Dunno this word is in circles.

Wrong!

Children correct a mistake Dunno.

-My task will be even more difficult. Listen syllables: shche, cabbage soup, nok, kle. What words can be made from these syllables?

Puppy, ticks.

Mark them with circles.

Children complete the task independently, and one child is at the board.

7. Physical exercise.

Two puppies cheek to cheek (hands folded, palms facing each other) friend:

They pinch the brush in the corner to the right,

And at the sex brush and then to the left cheek. )

There is a stick above your head (we raise our hands up and connect

above your head)

Stick - click the puppies from the shoulder (clap on the shoulders)

Two puppies left the food. (walk around your table and sit down).

8. Forming nouns using a suffix "-search-".

Look what drawing he brought to us Dunno. This is some kind of monster. He doesn't have eyes, but...

Glazishchi.

Not a mustache, but...

Not the nose, but...

Not hands, but...

Not legs, but...

9. Sound u in sentences. Analysis of the verbal composition of a sentence.

Items are laid out.

-There are things in front of you:…

Box, brush, raincoat and pliers.

Explain why they are needed?

A raincoat is outerwear.

Make up a sentence with one of the words and use strips of paper to construct a sentence diagram.

Analysis of one or two of the proposals.

10. Getting to know letter Ш.

It looks like a comb.

Three teeth in total? Well, what then?

E. Tarlapan

On what the letter it looks like?

On letter sh, only it has a hook at the bottom.

Now read these syllables!

Scha, cabbage soup, cabbage soup.

-Remember the rule: write shcha with a, write shchi with i, write shch with u.

11. Reading and typing words with replacing individual words letters.

In the word saw, replace letter l to sch. What will happen?

Similar tasks are given with the words ivy - cloak, flour - pike.

12. The sound u in pure language. Children's word creation.

Children, come up with pure sayings. I will pronounce the syllable, and you complete the appropriate word, to purely speaking: asch –asch –asch -…

Goal - goal - goal -...

Spruce – spruce – spruce -…

Inventing pure talk - fables.

13. Summary of the lesson.

Well, Dunno, did you like it with us?

N: Yes very!

What have you learned?

N: Learned to divide a word into syllables, learned a new one sound sch, also denote sounds in circles, read and write!

How much you have learned! Now you have become a Know-It-All! Really, guys?

What did you guys remember most from the class?

What did you like most?

Class is over, goodbye!

Goodbye!

Job title: primary school teacher
Educational institution: MKOU "Bolshedvorskaya secondary school"
Locality: Bolshoi Dvor village
Name of material: notes from a writing lesson in 1st grade
Subject:“Soft consonant sound [sch’], letters Shch, shch. Spelling combinations shcha, shch”
Publication date: 12.02.2017
Chapter: elementary education

Reading lesson in 1st grade

Teacher: Berezkina Lyudmila Vladimirovna

Subject: Soft consonant

Letters Ш, Ш. Spelling combinations sha, schu.

Goals: introduce sound

and the letter that represents it; teach to distinguish sound

the letter u from other sounds and letters, differentiate the sound and read syllables and words with a new letter;

develop verbal and logical thinking, attention, memory, and speech abilities of students.

Planned results (subject)

Highlight

characterize

consonant,

denote the sound [ш'] with the letters Ш, щ; established on the basis of observations and teacher reports,

that in the syllable shcha it is always written a, and in the syllable shchu it is always written u, since the sound [ш'] is always soft,

its softness does not need to be shown in special letters; read small words consciously and expressively

texts and poems

Personal results

They think about the question: what significance and what meaning does the teaching have for them?

Universal learning activities (meta-subject)

Regulatory: learn to formulate a learning task.

Cognitive: general educational – focus on a variety of ways to solve educational problems

tasks; logical – characterize the sound [ш’], perform syllabic-sound analysis of words.

Communicative:

adequately

use

facilities

various

communication tasks

During the classes

Organizing time

The bell rang

The lesson begins.

Updating knowledge

Let's start the lesson by reviewing the letters we have learned.

Correctly name the letters located in the first row. Which letter is “extra”? (hereinafter - according to

analogies)

(the letters are called “weak” students)

On the desk :

O A U N Y E (“N” - consonant)

Yu Yo Ya I E (“I” signifies 1 sound)

L M R F V S (“S” denotes a dull sound)

B P G K X D T (“X” - there is no pair on a deaf ring.)

Lesson topic message

Guess the riddle.

Gobbling up rolls,

A guy is riding on a stove.

Goes straight to the palace.

Who is this fellow? (Emelya)

Textbook page 62

Let's look at the picture.

– Do you know this fairy-tale hero?

- What fairy tale is he from?

– Remember who Emelya caught in the hole?

Why did Emelya release the pike back into the water?

- Let’s ask the pike to fulfill our wish. Let her introduce us to a new sound and

letter. Have you already guessed which one? If not, then say the word pike, highlighting each sound.

[PIKE].

– What sound are we not yet familiar with? (With sound

– Lesson topic “Consonant sound

Letter Ш, ь".

New material

Selecting a new sound. Introducing a new letter.

There is a picture of a pike on the board.

Let's do a sound-letter analysis of the word pike in our reading notebooks.

– Say the word pike, highlighting the first sound in it .

– Name the selected sound and give it a description:

A) consonant;

B) deaf;

D) what sound do you hear after

in a word pike? But how do we pronounce

? (soft)

In addition to pike, there are other fish in the river. The name of one of them will tell us

Emelya. (Place the word Emelya under the picture).

– Read his name on the board. How many syllables are there in a word?

- Say the word syllable by syllable. (E-ME-LA).

- Be careful. Name the indicated sounds correctly, and then you will find out the name of the fish.

1. Consonant sound 3 syllables,

2. Vowel sound 2 syllables,

3. Add a new sound.

- What word did you get? (Hang up a picture of a bream)

– Let’s perform a sound-letter analysis of the word bream.

– How to pronounce the sound

at the beginning and at the end of words? (Soft).

– Describe the sound

– consonant, deaf, always soft).

Letter designation of a sound

The sound [ш] is indicated by the letter Ш.

What does the letter Ш look like?

Physical education minute

2. Working with the electronic application

Reading syllables with the letter Shch. (on disk)

Watch the clip and try to remember the words with the sound [ш]

What words with sound

did you hear?

Which words have the syllables sha, schu?

Conclusion: cha – sha write with the letter a.

chu - schu write with the letter y.

3.Reading tongue twisters on p.62

Emphasize the syllables chu - schu, thicket.

– Read the spelling rule cha, sha, chu, schu. us. 63.

– In the syllable shcha it is always written a, and in the syllable shchu it is always written u, since the sound [ш’] is always soft,

its softness does not need to be shown in special letters.

CHA - SCHA write with the letter A.

CHU – SHCHU write with the letter U.

Combinations of chu and shu

We write only with the letter y!

Chushka, pike, I'll rock you,

And I fly, scream, whistle.

CHA and SCHA, CHA and SCHA-

Grove, thicket and candle.

Food, cloud, locusts-

With the letter A and CHA and SCHA.

What new information do you need to remember and apply when writing words?

Read the poem on p. 63.

Which words have letter Ш?

Continuation of work on the topic of the lesson.

Reading riddles about vegetables on page 64

What other vegetables do you know?

Determining the location of the sound [ш’] in words

– Clap your hands if you hear the sound [у’] in the words and stomp your feet if there is no such sound:

silk, whisper, tickle, nutcracker, heron, honest, chocolate, pinch, sliver, hat, tongs

Lesson summary

– What sound did you get acquainted with in the lesson? Describe this sound.

– Name the hissing sounds you know.

- How do we write chu-shu? Thicket?

Short term plan

Lesson 135

Literacy training

School:

Beskolskaya secondary school-gymnasium

Chapter

Traditions and folklore

Lesson topic:

Sound [ш,]. Letter Shch. Writing lowercase "ш"

Date of:

Full name of teacher: Kutyreva O.V.

CLASS: 1

Number of people present:

Number of absentees:

Learning objectives to be achieved in this lesson

1.2.2.1 determine who/what the text is talking about and understand what the author of the text wanted to say

1.1.9.1 identify sounds in words and distinguish their characteristics (stressed/unstressed vowels; hard/soft consonants, voiceless/voiced)

1.1.9.2 understand that words consist of syllables, determine the number and order of syllables in a word

1.2.1.2 use basic types of reading (smooth syllabic reading with the transition to reading whole words, conscious reading)

1.2.9.1 recognize the image of a letter and compare it with the sound

1.3.8.1 write elements of letters, uppercase (capital) and lowercase letters and their compounds; write legibly in accordance with calligraphy standards; indicate the sounds of strong positions with letters in writing

1.3.9.1copy/write words whose spelling differs from the pronunciation (water, snow, pencil case, etc.), follow the rules of transference (with the help of a teacher)

Skill development:

1.8 Compiling a story on a given topic.

1.9 Orientation in the sound form of a word.

2.9 Orientation in graphic form of words.

3.8 Compliance with calligraphic and graphic standards.

Learning Objectives

All students will be able to:

To develop the skill of smooth syllabic reading with a gradual transition to reading whole words.

Perform syllabic-sound analysis of words with the sound [у].

Write syllables and words with the lowercase letter sh.

Understand that words are made up of syllables, determine the number and order of syllables in a word.

Determine the place of the studied letter on the “letter tape”.

Most students will be able to:

Listen and respect the opinions of your interlocutors and convey your thoughts correctly.

Copy from printed font.

Some students will be able to:

Write down syllables, words, sentences with the studied letters, using the technique of commenting.

Language goal:

Trilingualism: әuestenu, hobby, hobby.

Basic terms and phrases:

Sound - letter. Small letter, capital letter, consonant sound, hard and soft sound,

the sound is voiced and dull.

Language used for dialogue/writing in class:

Issues for discussion:

- What do you like to do in your free time?

- How do you understand the expression “Every person has his own tastes and hobbies”?

Previous training

Word, syllables, stress, sentence pattern, vowel and consonant sounds, stressed and unstressed vowels, hard and soft consonants, voiced and unvoiced consonants, sound patterns, vowel letters and vowel sounds. Letters: Aa, Uu, Ii, Oo, Yy, M m, Tt, Nn, Ll, Ss. Rr, Uh, Yaya, Tsk, Hh.

Plan

Planned dates

Planned actions

Resources

0-1

Psychological mood.

We are all glad to meet you, friends,

I think it was not in vain that we met you.

We will be with you again today

Learn the letter and read words with it.

1-5

Updating knowledge.

-Kazir kanday sabak?

- Are you still there?

- What sounds are there?

- What types of consonants are there?

- What types of vowels are there?

– Name the vowels thatyou already know.

– What consonants do you know?

(Reading syllables with known letters)

Tsy, tso, tsu, tsa,

ha, ho, hu, hey,

Em, es, er, el

Board

5-8

Setting the topic of the lesson.

Guys, today we have an unusual lesson. Emelya came to us on the stove. It will introduce you to a new sound, you will learn what letter it is represented by, and learn how to write that letter.

Guys, what fairy tale did Emelya come to us from? (By magic)
- Is this a folk tale or an original one? (This is a Russian folk tale)
- Name the heroes of this fairy tale? (Emelya, Tsar, Pike, Marya - Princess)
- At what time of year did the events in this fairy tale take place? (In winter, there was a lot of snow)

For centuries, people have been creating their own fairy tales. The word itself, fairy tales, comes from the verb, say. In ancient times, throughout vast Russia, in snow-covered huts, in the dim light of a splinter (On the board: a splinter is a thin, long splinter), our distant ancestors composed their fairy tales. The tale of Emelya is one of them.
Our hero took buckets and went to fetch water. He scooped up water and saw in the bucket... pike.

What sound does this word begin with?

Sound

What sound is this?

What do you think we will talk about in class today?

Topic: Sound [sch,]. Letter Shch. Writing lowercase "ш"

What will we know?

Pike invites you to rest.

Physical exercise. (children repeat the movements after the teacher)

I drag the pike, I drag it.
I won't miss the pike.
That's what she is like
Nice, big!
Pike swims in circles.
The pike clicks its teeth.
Well, the teeth are like a saw!
Where did you get these?

The pike begged and asked Emelya to let her go, promising him to fulfill all his wishes. Emelya agreed to this and let her go. And the pike gave Emela a whole bucket of bream in gratitude. Look what bream looks like.

Compiling a sound analysis of words: bream, pike (in notebooks)

Hat, dandy, pike, brush

Find the same sound in the words.

Which word is missing? Why?

Emelya on the board

10-15

Inclusion in the knowledge system.

Work according to the textbook.

K, I) Working on pure language. Selecting a new soundSCH.

Finding out the main characteristics of the letter.

(K, I) Sound-letter analysis of the words “pike”, “borscht”.

(K, I) Reading open and closed syllables.

(K, I) Articulation gymnastics.

(AND) Reading words in rows, variants, groups. Division into syllables, highlighting the stressed syllable.

(P, K) Learning the rules.

– Emelya came to our lesson with buckets. Let's take a look at them.(Bucket with letters w , sch and a bucket with letters of vowel sounds). – Which of these letters denotes the sound [у]?
-What is the name of this letter?(sha).
– In which part of the castle will we place the new letter? Explain. Analogous to a ribbon of letters.
-What does this letter look like?

(Children’s own statements).

– Let's thank the pike for the new sound and letter. As a token of gratitude, we will give her this portrait(Three pikes together formed the letter sch ).

Pike can grab and swallow, They don't need any other science.

– What does this drawing remind you of?
– Compare with a block letterSCH ?
– What elements does a printed letter consist of?SCH ?

(D, K) Motor physical training “One - get up, stretch.”

Once - get up, stretch.

Two - bend over, straighten up.

(At the teacher’s count, children perform bending and stretching.)

Three - three claps of your hands,(clap our hands.)

Three nods of the head,(head movements.)

Four means wider hands.

Five - wave your arms,(hand movements.)

Six - sit quietly at your desk,(sit down.)

One, two - they stood up together,(stand up, walk in place.)

We'll put our hands straight,(hands on the belt.)

Three, four - we'll separate,(hands to the side.)

We'll start working out(bend forward with your hands touching your toes.

Left hand - right foot; right hand - left foot.)

Let's stand from heel to toe,(rose on tiptoes, hands on waist.)

We looked to the right, to the left,(turns head left and right.)

We sat on our toes(squats.)

And how the birds flew,(they ran around the class.)

One, two - head up,(we walk in place.)

Three, four - arms wider!(hands to the side.)

Five, six - sit down quietly!(squats.)

The red sun will rise,(stand up, hands up.)

The red morning will come(jumping in place.)

Textbook

18-28

Work in copybook.

Definition of elements of the lowercase letter sh. Showing spelling in animated copybook. Prescribing in the air to count.

Writing the lowercase letter sh. Rules for landing and position of the notebook.

Recording syllables.

Composing words from syllables and writing them. Ticks, things, groves.

Copying from written text. Visiting the pike are bream.

Finger gymnastics “Guests”.

Masha began to call guests:

And Ivan come, and Stepan come,

And Matvey come, and Sergey come,

And Nikitushka - well, please.

(Rotation of the hands towards you. Alternate massage of the fingers on both hands.)

Work according to the textbook. (K, I)

Reading the text of the fairy tale “A Monstrous Story.”

Determining the main idea.

Drawing up a description of the image of the monster.

Selection of a proverb for a fairy tale.

The teacher organizes a conversation about possible games at a party, asks them to come up with their own rules of the game, paying attention to age, number of players, location, necessary things.

Trilingualism: as a rule,rule.

(D, I) Work in copybook.

Copying from printed text. The pike cooked borscht.

Phonetic analysis of the words “pike”, “vegetables”.

Possible option for teachers.

Copybook

41-45

Lesson summary.

(K, I) The teacher invites the children to determine the place of the new letter on the “letter tape.”

Reflective assessment. The teacher invites students to evaluate their work in class using cards.

“+” - I’m great, I was active in class, I have everything

it worked out, I understood everything.

"?" - I can do better. I didn't succeed

at the lesson.

“-” - It was difficult for me in class. I need help.

Thus, the teacher analyzes the acceptance of information by the whole class.

kit

cards with

options

reflective

assessments

Additional Information

Differentiation.

How do you plan to support students?

How do you plan to encourage bright students?

Assessment.

How do you plan to see students gain knowledge?

Interdisciplinary connections

ICT competence

Increasing the level of motivation in children with a high level of readiness for learning and a level of readiness above average who can read (they are asked to read assignments for texts and tongue twister texts).

Students who have a level of readiness below average should be given attention and supervision.

(control by the teacher when performing work in the copybook).

Children who have difficulty completing a task aredosed help.

“+” - I’m great, I was active on

lesson, I succeeded, I'm done

Understood.

"?" - I can do better. I have

Not everything worked out in the lesson.

“-” - It was difficult for me in class.

I need help.

cognition

self-knowledge

Kazakh language

English language

Reflection

Were the learning objectives realistic?

What did students learn today? What was the purpose of the training?

Did the planned differentiation work well?

Was the training time maintained?

Which changes from this plan did I implement and why?

Use the space below to summarize the lesson. Answer the most pressing questions about the lesson from the block on the left

final grade

Which two aspects of the learning went very well (in terms of teaching and learning)?

What two things could improve the lesson (in terms of teaching and learning)?

What I learned about students as a whole or individuals:

Topic: Sound [ш,]. Letter Shch. Writing lowercase ь

Know: that the sound ь is always a soft consonant.

Be able to: write the lowercase letter sh.

1. In accordance with what sounds are indicated by letters, all letters are divided into vowels and consonants.

There are 10 vowel letters:

2. In the Russian language, not all speech sounds are designated, but only the main ones. In russian language 42 basic sounds - 6 vowels and 36 consonants, whereas number of letters - 33. The number of basic vowels (10 letters, but 6 sounds) and consonants (21 letters, but 36 sounds) also does not match. The difference in the quantitative composition of basic sounds and letters is determined by the peculiarities of Russian writing.

3. In Russian, hard and soft sounds are indicated by the same letter.

Wed: sir[sir] and gray[sir].

4. The six basic vowel sounds are represented by ten vowel letters:

[And] - And (Cute).

[s] - s (soap).

[A] - A (May) And I (my).

[O] - O (my) And e (Christmas tree).

[e] - uh (This) And e (me l).

[y] - at (ku st) And Yu (yu la).

Thus, to designate the four vowel sounds ([a], [o], [e], [y]) there are two rows of letters:
1) a, o, e, y; 2) i, e, e, yu.

Note!

1) I, e, e, yu are letters, not sounds! Therefore they are never used in transcription.

2) The letters a and i, o and e, e and e indicate respectively: a and i - the sound [a]; o and e - sound [o], e and e - [e] - only under stress! For the pronunciation of these vowels in an unstressed position, see paragraph 1.8.

5. The letters i, e, ё, yu perform two functions:

after a consonant they signal that the preceding consonant represents a soft consonant:

Xia Du[from hell], se l[s’el], that's it[s’ol], here[s’ uda];

after vowels, at the beginning of a word and after the separating ъ and ь, these letters denote two sounds - the consonant [j] and the corresponding vowel:

I - , e - , e - , yu - .

For example:

1. after vowels: chew t[zhujot], I shave t[br'eju t];

2. at the beginning of a word: e l , I to ;

3. after separators ъ And b: ate[сjé l], view n[v'jūn].

Note!

1) The letters i, e, e after the hissing letters zh and sh do not indicate the softness of the preceding consonant sound. The consonant sounds [zh] and [sh] in the modern Russian literary language are always hard!

Shila[shouled], tin[zhes’t’], walked[shol].

2) The letter and after the consonants zh, sh and c denotes the sound [s].

Shila[shouled], lived[zhyl], circus[circus].

3) Letters a, y and o in combinations cha, schcha, chu, schuh, cho, schuh do not indicate the hardness of the consonants ch and shch. The consonant sounds [ch’] and [sch’] in the modern Russian literary language are always soft.

Chum[ch'um], (five) pike[sh'uk], Part[h’as’t’], Shchors[Sh'ors].

4) b at the end of a word after a sibilant is not an indicator of softness. It performs a grammatical function (see paragraph 1.11).

6. The sound [j] is indicated in writing in several ways:

after vowels and at the end of a word - with the letter th;

May[maj].

at the beginning of a word and between two vowels - using the letters e, e, yu, i, which denote the combination of a consonant [j] and the corresponding vowel;

E l , I to .

The presence of the sound [j] is also indicated by the separating ъ and ь - between the consonant and vowels e, e, yu, i.

Ate l[сjé l], view n[v'jūn].

7. The letters ъ and ь do not represent any sounds.

Separating ъ and ь signal that the following e, e, yu, i designate two sounds, the first of which is [j].

Non-separating b:

1) indicates the softness of the preceding consonant:

Stranded[m'el'];

For example, in the word mouseь does not indicate the softness of the preceding consonant, but signals that the given noun is feminine.

For more information about spelling ъ and ь, see paragraph 1.11. Use of b and b.

Consonant letter sh. Automation of sound and a file cabinet on speech therapy on the topic. Paired and unpaired consonants

Progress of the lesson.

Exercises for the topic “Speech sounds and letters”