Introduction to vowel and consonants sounds: What are Vowels and Consonants?

An Introduction To Vowels And Consonants English Language Essay

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Language is an organization of sounds, of vocal symbols-the sounds produced from the mouth with the help of various organs of speech to convey some meaningful message. Language has a very important social purpose, because it is mainly used for linguistic communication. It is the most powerful, convenient and permanent means and form of communication. A language can be used in two ways for the purposes of communication. It can be spoken or written but the medium of speech is more important than writing. This is because speech comes first in the history of any language community – in fact, it came centuries before writing in the history of any language community. Secondly, speech comes first in the history of any individual. We started speaking long before we started writing. Speech as a medium of communication is used much more than the medium of writing. I n every language, a letter of the alphabet represents a particular sound. Lastly, modern technology has contributed tremendously to the importance of speech- modern inventions like the telephone, the radio, the tape recorder and several such devices have raised problems of communication primarily concerned with speech.

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Linguistics is a systematic study of language. Phonetics is a branch of linguistics and it is the branch dealing with the medium of speech. It deals with the production, transmission and reception of the sounds of human speech. For the production of speech sounds, we need an air-stream mechanism. There are three main air-stream mechanisms, such as, pulmonic, glottalic and velaric air-stream mechanisms. When the air-stream mechanism is used to push out, it is called egressive and when it is used to draw air in, it is called ingressive. Most sounds of most languages in the world are produced with a pulmonic egressive air-stream mechanism. The author described in detail the various organs that are responsible for converting the lung-air into speech sounds before it escapes into the outer atmosphere. For instance, if we say a prolonged ssss, a prolonged zzzz, a prolonged ffff and a prolonged vvvv, we see at once two things. We recognize these as speech sounds because these sounds occur in the various words we use in our English speech. The other thing we notice is that each one of these sounds is different from the others.

Speech sounds are very broadly divided into two categories, namely, Vowels and Consonants. If we say the English word shoe, we realize that this word is made up of two sounds, one represented by the letters sh and the other represented by the letters oe. When we produce the sound represented by the letters sh slowly, we realize that during the production of this sound, the air escapes through the mouth with friction. On the other hand, when we produce the sound represented by the letters oe, the air escapes through the mouth freely and we do not hear any friction. The sound is represented by the letters sh in the word shoe is a consonant and the sound represented by the letters oe in the word shoe is a vowel. All sounds during the production of which we hear friction are consonants, but not all consonants are produced with friction.

If we say the words, she, shoe, shy, show, ship and shout, we will realize that when we produce the sounds represented by the letters e, oe, y, ow, i and ou in these words, the air escapes through the mouth freely without any friction. All these sounds are therefore vowels but each one of them sounds different from the others. These sounds should therefore be sub-classified. Similarly, if we say the words shoe, see, zoo and who, we will hear friction during the production of the sounds represented by the letters sh, s, z and wh. All these sounds are therefore consonants. But once again, we will see that each of them sounds different from the others. The sounds that are called consonants also need to be sub-classified.

Description of Consonants:

The word ‘consonant’ has been derived from the Greek word ‘ consonautem’, which means the sound produced with the help of some other sound (vowel). A consonant is usually described, taking into account whether it is voiceless or voiced, its place of articulation and its manner of articulation. Manner of articulation refers to the stricture involved and plosive, affricate, nasal, fricative, etc; are labels given to consonants according to their manner of articulation. Place of articulation just means the two articulators involved in the production of a consonant. Consonants can be described according to their places of articulation. The label used is normally an adjective derived from the name of the passive articulator. The places of articulation that we frequently come across are bilabial, labio-dental, dental, alveolar, post-alveolar, palato-alveolar, retroflex, palatal, velar, uvular and glottal.

The classification of sounds into vowels and consonants is customary irrespective of phonetic, phonological, or orthographic references. The current classification following Pike divides the sounds into vocoids (vowel sounds), contoids (consonant sounds) and semi-vocoids or semi-contoids (for example; /w/ and /j/ in English). The terms contoids and vocoids refer to phonetic form only, without any reference to phonological function. A vocoid, according to Pike, is a segment formed with an open approximation of the articulators, with or without a velic closure, and with central passage or air-stream. All other segments are contoids.

In English, there can be syllabic vocoids, non-syllabic vocoids, syllabic contoids and non-syllabic contoids. Syllabic vocoids are all vowel sounds; they function as syllable nuclei. Phonetically, the vocoids are vowels and their phonological function is that of a syllabic vocoid. Non-syllabic vocoids are the sounds which are phonetically vocoids but phonologically are contoids. Syllabic contoids are the sounds which are phonetically contoids but their phonological function is that of syllabic nucleus, that is, they represent the V element in the structure of a syllable. Non-syllabic contoids are the sounds that phonetically are contoids and phonologically represent the C element in the structure of a syllable.

A description of consonantal sounds, according to A.C.Gimson, must provide answers to the following questions:-

Is the air-stream set in motion by the lungs or by some other means (pulmonic or non-pulmonic)?

Is the air-stream forced outwards or sucked inwards (egressive or ingressive)?

Do the vocal cords vibrate or not (voiced or voiceless)?

Is the soft palate raised or lowered? Or, does the air pass through the oral cavity (mouth) or the nasal cavity (nose)?

At what point or points and between what organs does the closure or narrowing take place (Place of articulation)?

What is the type of closure or narrowing at the point of articulation (Manner of articulation)?

Thus, the description of a consonant will include five kinds of information:

1. ) The nature of air-stream mechanism,

2.) The state of the glottis,

3.) The position of the soft palate,

4.) The articulators involved- the active articulator and the passive articulator and

5.) The nature of stricture involved regarding its production.

The Nature of Air-Stream Mechanism: All English sounds, vowels as well as consonants, are produced with a Pulmonic egressive air-stream mechanism, that is, the lung-air pushed out.

The State of the Glottis: Speech sounds can be classified as voiceless or voiced, depending upon whether the vocal cords are wide apart and the glottis is wide open (voiceless) or the vocal cords are kept loosely together and they vibrate (voiced).

The Position of the Soft Palate: Speech sounds can be classified as oral or nasal, depending upon whether the soft-palate is raised so as to shut off the nasal passage of air (oral) or it is lowered to open the nasal passage of air simultaneously with an oral closure (nasal). Sounds can also be nasalised.

The Articulators Involved-the Active and Passive Articulators: Of the various articulators described in the chapter, at least two are required for the production of any speech sound; some articulators move during the production of speech sounds. These are termed as active articulators. Certain other articulators remain passive and the active articulators move in the direction of these. These are termed as passive articulators.

The Nature of Stricture Involved: The term ‘stricture’ refers to the way in which the passage of air is restricted by the various organs of speech. The stricture may be one of complete closure, that is, the active and passive articulators come into firm contact with each other, thus preventing the lung-air from escaping through the mouth. Simultaneously, there is a velic closure, that is, the soft palate is raised, thereby shutting off the nasal passage of air. Thus, the lung-air is blocked in the mouth. When the oral closure is released, that is, when the active articulator is suddenly removed from the passive articulator, the air escapes with a small explosive noise. Sounds produced with a stricture of complete closure and sudden release are called plosives. If the active articulator is removed slowly from the passive articulator, instead of the explosive noise that is characteristic of plosive consonants, friction will be heard.

Description of Vowels:

Vowels may be defined with an open approximation without any obstruction, partial or complete, in the air passage. They are referred to as vocoids in phonetics. They can be described in terms of three variables:

Height of tongue.

Part of the tongue which is raised or lowered.

Lip-rounding.

So vocoids are normally classified according to these three criteria: tongue-height (high, mid, low, or close, half-close, half-open and open), tongue-advancement (front, central, back) and lip-rounding (rounded and unrounded).

In order to describe the vowels, we usually draw three points in the horizontal axes: front, central and back, referring to the part of the tongue which is the highest.

So, we have :

Front vowels, during the production of which the front of the tongue is raised towards the hard palate. For example; / i, i: , e: , a / in Hindi, and / i, i: , e , æ / in English as in sit, seat, set, and sat respectively.

Back vowels, during the production of which the back of the tongue is raised towards the soft palate. For example; / o: , u , u: ,/ in Hindi, and / a: , ɔ , ɔː , u , u: / in English as in cart, cot, caught, book and tool respectively.

Central vowels, during the production of which the central part of the tongue ( the part between the front and the back) is raised. For example; / ə / in Hindi, and / ə , ə: , ʌ / in English as in about, earth and but respectively.

O n the vertical axis, we usually draw four points: close, half-close, half-open, and open. They are also referred to as high, high mid, mid (middle), low mid, and low by some phoneticians, especially the American phoneticians. On the basis of the vertical axes, we have the following types of vowels.

A close vowel is one for which the tongue is as close to the roof of mouth as possible. For example; / i: / in sea and / u: / in zoo.

An open vowel is one which is produced with the tongue as low as possible and the jaws are wide open. For example, / a: / in card and / É” / in hot.

We can describe a vowel by using a three – term label, indicating the height, the direction (advancement) of the tongue, and the position of the lips. For example;

/ a: / in the English word, arm, back, open, unrounded vowel.

/ É” / in the English word, hot, back, open, rounded vowel.

/ i: / in the English word, need, front, close, unrounded vowel.

/ u / in the English word, tooth, back, close, rounded vowel.

To describe the vowel sound, we mention whether it is open or close, half-close or half-open, front or back or central, long or short, whether the tongue is tense or lax while the vowel is being pronounced, and whether lips are spread, neutral, open rounded, or close rounded. All English vowels are voiced. So, for every vowel, we must state that it is voiced.

Hence, to sum up, the main point of a language is to convey information. Nowadays, language can take various forms. It can be spoken or written. Peter Ladefoged also talked in his book that speech is the common way of using language. Another aspect of speech that is not part of language is the way speech conveys information about the speaker’s attitude to life, the subject under discussion and the person spoken to. The final kind of non-linguistic information conveyed by speech is the identity of the speaker.

You can often tell the identity of the person who is speaking without looking at them. But then again, we may be wrong. Whenever we speak, we create a disturbance in the air around us, a sound wave, which is a small but rapid variation in air pressure spreading through the air. Speech sounds such as vowels can differ in pitch, loudness and quality. We can say the vowel a as in father on any pitch within the range of our voice. We can also say it softly or loudly without altering the pitch. And we can say as many different vowels as we can, without altering either the pitch or the loudness.

The pitch of the sound depends on the rate of repetition of the changes in air pressure. The loudness of the sound depends on the size of the variations in air pressure. The third way in which sounds can differ is in quality, sometimes called timbre. The vowel in see differs in quality from the first vowel in father., irrespective of whether it also differs in pitch or loudness.

Thus, Peter Ladefoged in his book has discussed the principal constraints on the evolution of the sounds of the world’s languages, which are ease of articulation, auditory distinctiveness, and gestural economy. He also discussed the differences between speech and language, and has also outlined some of the main acoustic distinctions among sounds; and how one of the acoustic distinctions, that corresponding to pitch, is used in the world’s languages.

 

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Should You Teach Vowels Or Consonants First? – Making English Fun

Vowels and consonants are the sounds of the English language. There are 44 mostly agreed sounds in the English language. There are 20 vowels and 24 consonant sounds. Although this number can be a subject of debate.

Young Children and infants will start producing sounds that resemble vowels and consonants at about 16 to 30 weeks, although these are unlikely to be mimicry and there seems to be limited vocal control at this age.

It is not recommended to teach vowel and consonant sounds in isolation. Many phonics instruction methods introduce a mix of common vowel and consonant sounds enabling children to learn both the sounds of English and how to blend together simple words. One popular order of phonics is the S-A-T-I-P-N order.

Teaching literacy to young children can be challenging. Phonics got a bad reputation back in the 1980s with Hooked on Phonics. While phonics instruction cannot be the only instruction, phonemic awareness and phonics should be taught to emerging readers. This is not to say that the program had no place in literacy learning. Teaching phonics in schools has become about the whole word and language rather than simply chunking words based upon sounds. There is more than phonics at play.

Phonemic Awareness

You may be wondering what phonemic awareness is. Phonemic awareness is being able to hear and manipulate the smallest units of sound. Phonemes are these sounds. The awareness of these sounds is quite simply phonemic awareness. It is classified as a subset of phonological awareness.

Phonological Awareness

The overarching term of phonological awareness is defined as, “A broad skill that includes identifying and manipulating units of oral language – parts such as words, syllables, and onsets and rimes. ”[1] This concept is about more than phonemes. In this case, the types of sound as is their placement.

Phonics

The other component of this group is phonics. Phonics is the study of graphemes (letters) and sounds. This requires phonemic awareness, and the failure of past programs has been that they leave phonological and phonemic awareness out.

Now That I know the Components, What Do I Do?

Teaching literacy begins with phonemic awareness. Several schools of thought exist on what should be taught first. One consensus is that similar-looking letters should not be taught at the same time. Likewise, similar sounds should be avoided at the same time. It is essential to understand the types of phonemes as well. Typically, they are taught by type.

A,I,P,T,S,N

Many resources suggest that the above combination be taught first. Several short words can be taught using this simple combination. Each letter has a different sound, and the graphemes look remarkably different. A and I are often taught as short vowel sounds, at first rather than long. Long sounds have many spellings and add confusion if introduced at this stage.

Writing

Reading and writing go hand in hand. When teaching these phonemes, it is equally important to teach the letter and formation of that letter. Many children lack handwriting skills when they begin reading, and by learning together, they have more connection between the symbolic letter and auditory sound. It is a more holistic approach to language instruction.

A,D,F,I,M,S,T

Another variation to teach early on is the above letters. Again, with these two vowels and this group of consonants, many words can be created. The first group is slightly more common, but either one should work.

CK, D, E, H, M, R

The next group is often this set of letters. This is when the first blend is introduced. Again, the vowels are still only short sounds. Do not teach them independently from the past letters. A, I, and E are all used with combinations of the other letters. Teaching phonics should be more like scaffolding than independent concepts. Each set of letters should build on the last. Phonemes and graphemes are the building blocks of words.

Then What?

Once you have taught the entire alphabet, you should begin to teach words based on the patterns of letters. The simplest ones to learn are the consonant vowel consonant pattern. These are words like cat, hat, dog, map, pam, pat, and other similar words. You should still be using short vowel sounds at this juncture.

This will also tell you whether or not children have grasped the phonemic awareness lessons taught so far. The good news is that if your students are struggling with this, you can return to the lessons on phonemic awareness and phonemes. It is not enough to learn the sounds of letters; the children must also connect them with the graphemes or written letters.

When your students have mastered the CVC pattern, you can move on to some more blends. They can begin to learn ccvc and cvcc patterns during this process.

Digraphs

While you may have used a few digraphs when teaching before, your students probably do not know what they are or why we need two letters to make a single sound. The vowel sounds should still be short sounds as well. When teaching these diagraphs, you should continue to follow the suggestions above of not teaching the two-letter sounds that look similar—it and ot.

Blends

Since your students have learned some basic digraphs and blends at this point, you can introduce them to more complex blends. The sh, th, wh, bl, and pr blends are commonly taught now. Since you still haven’t taught long vowel sounds, be sure that you do not introduce them during this time.

Longer Blends and Complex Sounds

Double letters, three-letter blends, and unusual blended sounds can come next. These are ph words, voiced and unvoiced th, and double-letter words (ss), to name a few. Once vowel blends such as oo, ow, and oi are introduced, you can begin introducing long vowel sounds, and unique vowel sounds like the a in cart or the long a in pain.

One Grapheme, Two Phonemes

Some words have one grapheme and two phonemes. The most common is the x in fox that has the ks sound rather than just one or the other. The qu in quick also combines as kw, and most words do not have a q without the u.

Prefixes, Suffixes, Diphthongs, and Silent Letters

The more your students learn, the more they are capable of learning. All of these concepts will not happen in kindergarten or even first grade. Reading takes a few years to become fluent and expert readers. Vocabulary acquisition never ends, so your students should be comfortable with how to read words and what they mean.

Fluency

Once your students have moved to these more complex sounds and letter combinations, they will start building reading fluency. It may seem that this process takes a long time, and in many ways, it does. However, this is a skill that will be with your students forever. It takes practice, but once your students begin understanding how to combine words that are longer and more complex, they will begin to decode the text more readily.

What is Decoding?

Decoding is what your students do when they are reading and understanding the text. Reading words that have no meaning does not help fluency or literacy. They may be able to read the words, but students also need to be capable of comprehending that text too. Decoding is the act of reading and comprehending together.

Phonics Teaching Tips

Explicit teaching is crucial to teaching phonics. Reading is not intuitive, as it is a learned skill. Learning this skill will allow students to learn nearly every other skill they will ever learn. Here are our 10 tips to keep phonics learning effective

• Keep phonics lessons short. Try to follow a little and often approach with your phonics instruction. Children’, especially, younger children have a short attention span and introducing and practicing sounds each day for 5 to 10 minutes is much more beneficial than an hour lesson once a week.
• Take it one step at a time. Make sure what ever step you are teaching is fully learnt before moving on to the next step. In phonics it is important to follow a progression so your children and students can use their previous knowledge to help them learn the new concepts.
• Use different resources and methods: There are a million and one different resources for teaching reading and phonics we have board games, apps and worksheets here for free and in the shop for a few dollars. make sure to mix up your instruction to help maintain motivation and interest levels.
• Use games where you can: Children love playing games and having fun, especially now with so many more distractions in the world. Try to introduce games into your home or class room that focus on reading skills and phonics. You can check out board games, and apps here that we have made for this purpose.
• Music helps children remember and learn: There are plenty of phonics and English songs out there on YouTube and other platforms. try to learn and sing them with your children on the drive to school, or walking together. Any activity can be turned into a learning experience.
• Show the real word use (CVC Etc): Phonics, just like reading, is a real world skill. Teaching students how it can be used to help them in school will encourage them to place importance on learning them. Testing including spelling, unseen dictation can all be improved by using phonics.
• Team up with the teacher: It is highly likely that your children’s school will be using a reading or phonics program and if not they will have a school based structure set up. Discuss with the teacher activities and ideas you could use at home to help your children in the classroom.
• Read books together: Children will lean by example. so set aside reading time where you can read together and share your stories. If you do this regularly then you child will develop reading habits and love for reading on their own.
• Introduce phonics wherever you can. Letter and words are all over the place. Ask your students and children to say sounds as you see them during the day. it reactivates their knowledge and gives it purpose.

Final Thoughts

The first question was whether you should teach vowels or consonants first. Reading is rarely consonant or vowel-only words. In fact, there are very few words with no vowels. There are many ways to group students and letters, but the most important thing is to teach with kindness, patience, and explicit instruction. Don’t be afraid to repeat lessons and to remember that everyone learns at different speeds. Pick a system, seek advice and don’t be afraid to change how you teach things.

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Sources: https://www.readingrockets.org/helping/target/phonologicalphonemic

Making English Fun!

I have been a teacher of English for over 15 years, in that time i made hundreds and thousands of resources and learnt so much i think its worth sharing. Hopefully to help teachers and parents around the world.

«Introduction to vowels

AUTONOMOUS NON-PROFIT PROFESSIONAL

EDUCATIONAL ORGANIZATION

«KUBAN INSTITUTE PROFESSIONAL EDUCATION»

INDIVIDUAL PROJECT

in the discipline «OUD.01 Russian language»

on the topic “Introduction to vowels”

Completed by a student of group 20-ODL1-9

Specialty 44.02.04

Special preschool education

Velichko Varvara Alekseevna

Head: teacher

Russian language and literature

Ashinova S.B.

Signature _____________

Krasnodar, 2021

CONTENTS

. ..3

Chapter 1 The history and formation of the letters of the Russian language……………………….5

1.1 The history of the vowels of the Russian alphabet……………………………….5

1.2 Formation of vowel sounds…………….………….……..7

Chapter 2 Methods of studying vowels……. …………………………………….9

2.1. Word-building role of vowels.……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….. ……………9

Conclusion……………………………………………………………………13

List of sources used……….…… ……………………….14

Applications………………………………………………………………… 15

INTRODUCTION

Relevance. The project is aimed at social, communicative and speech development of children. The study of vowel sounds is a very important stage, because vowels give speech clear diction, participate in word formation, occupy a stressed or unstressed position in a word. Children with problems in speech development, especially experience difficulties in sound analysis and synthesis. Related to this is the relevance of the topic we have chosen.

The goal of the project is to strengthen children’s knowledge about vowel sounds, their articulation and sound, develop hearing, creative imagination on the material of vowel sounds, create didactic material for teachers, consolidate images of vowel sounds.

Objectives of the project:

1. Learn from literary sources the features of vowel sounds, the history of the origin of vowels;

2. Find out by observation how vowels are formed;

3. Get acquainted with the word-formation role of vowel sounds;

4. Create a brochure with tongue twisters to master the topic in a playful way;

5. Create “word formation” cards to illustrate the role of vowels in word formation.

The object of study of our project work is the speech of preschool children.

Subject of research – vowels.

Research methods: literature analysis, comparison.

Proposed products of the project : for teachers — didactic material; for children — a brochure with tongue twisters, «word formation» cards; for parents — development of skills of interaction with the child.

Practical significance of our work lies in the fact that this work will allow parents to better understand the importance of oral speech for preschool children. The results of an individual project can be applied in the classroom in the preparation of future educators.

Chapter 1 The history and formation of letters in the Russian language

1.1 The history of vowels in the Russian alphabet

The history of vowels is quite fascinating. For the first time, all alphabetic characters were collected into a single alphabet by monk brothers Cyril and Methodius. In the Cyrillic alphabet, consonants and vowels of the Russian language appeared, which came from Greek. Each vowel of the Russian alphabet has its own history.

Words are made up of sounds. The sounds that make up words mean nothing. But it is enough to pronounce these same sounds in a certain order — as the listeners will immediately understand what is being said.

Sounds are divided into consonants and vowels, consonants are sounds that occur in a syllable only with vowels, as evidenced by their name: consonant, that is, together with a vowel.

There are only 6 vowels in modern Russian — [a], [o], [y], [i], [s], [e], they, in turn, are stressed and unstressed; as well as 10 vowels — a, o, u, i, s, e, e, e, u, i.

The first letter A in the Russian alphabet. In the Church Slavonic alphabet, the letter A was called Az. This letter, instead of the word Az, is mentioned on its own in a manuscript of the 13th century.

The sixth letter of the Russian alphabet denotes the sound [‘e]. It is known that out of 43 Cyrillic letters, 19 letters were absent in the Greek alphabet, including the letter E. When creating the Cyrillic alphabet, the letter E took its direct origin from the Latin letter E and in the ancient Greek letter Σ «epsilon». In the 18th — 19th centuries, instead of the letter E, they used E in borrowed words.

Yo is the seventh letter of the Russian alphabet and one of the least used. It is the youngest letter of the alphabet. It was believed that the «inventor» of the letter was N.M. Karamzin.

E.V.Pchelov and V.T.Chumakov in the book “Two Centuries of the Russian Letter Y” proved that the initiative to introduce the letter Y belongs to the President of the Russian Academy, Princess E.R. Dashkova. Only in 1942, by the order of public education of the RSFSR, the use of the letter Yo was made mandatory.

The tenth vowel in the Russian alphabet had a numerical value of 8, which is why it was called «I octal». In the Russian alphabet, three letters were used to designate the sound [and], which in the Church Slavonic letter with additional titles served to designate different numbers: the letter «I octal» denoted the number 8, the letter «I decimal» — respectively the number 10, and the third letter — Izhitsa — the number 400. Since 1758, the rules have established that the letter I should be written before consonants,

The sixteenth letter of the Russian alphabet is called the same sound that it denotes — O. The origin of O comes from the Phoenician sign «ain», which was originally a consonant. The creators of the first Slavic alphabets also used O in the meaning of the main vowel. But they also retained ω “omega”, or “big O”, in the prefixes ω- ωb-, in the suffixes of adverbs (З lω). In the eighteenth century, the letter «omega» was removed.

The twenty-first letter of the Russian alphabet, denoting the vowel sound [y]. Graphically, the letter U in the Church Slavonic alphabet goes back to the Greek sign Y «upsilon».

The twenty-ninth letter of the Russian alphabet, denoting the vowel sound [ы]. The letter is only lowercase. The Slavic letter Ы arose as a result of the combination of the letters Ъ and I. In ancient Russian written monuments from the 12th century, the letter ЪI was predominantly used. From the 14th century, under the influence of the South Slavic tradition, instead of ЪI, they began to use Ы, which received further recognition.

The thirty-first letter of the alphabet, denoting the vowel sound [e]. The letter E entered the Russian alphabet during the reformation of the Russian alphabet by Peter I. In 1735, the letter E was finally introduced into the Russian alphabet. This was critically received by V.K. Trediakovsky and M.V. Lomonosov, who proposed to abandon this letter, because they considered it «ugly». Academician Ya.G. Grot spoke in defense of the letter, believing that the Russian alphabet cannot do without this letter.

The thirty-second letter is Yu. The letter Yu was the earliest of the «iotized» letters. It arose as a result of connecting the adjacent letters I and O with a stroke, which were pronounced as one syllable.

The last letter of the alphabet is Y. The letter Y came from the ancient Russian letter «yus small», which was pronounced iotized, although the iot itself was not in its outline. Then the letter Іά appeared. Peter I approved the grapheme I in 1798 as an independent letter, and since then it has not changed much.

1.2 Formation of vowels

Vowels are formed as a result of exhalation. But if we just exhale the air without using the vocal cords and articulatory instruments such as the lips and tongue, then nothing but the abstract noise of the air will come out of the mouth.

Therefore, to pronounce any vowel, regardless of the degree of its rise and labialization, vocal cords are needed. They form the tone, which is the basis of the vowel sound. Vowels are composed entirely of voice, hence the name. They do not have the so-called «noise» that is necessary to create consonants. That is, the vocal cords are almost equally tense when pronouncing any vowel sound. And the difference between these sounds is achieved only due to the direction of air in the oral cavity and the position of the lips (labialization).

Summing up, vowels are a type of speech sounds, during the articulation of which no significant obstacles are created to the air flow, accordingly, no significant air pressure is created anywhere above the larynx. There are the following distinguishing features of vowels:

rise — determined by the vertical position of the body of the tongue;

row — determined by the horizontal position of the body of the tongue;

roundness, labialization — vowels are articulated by pulling the lips forward, “into a tube”;

nasalization — the veil of the palate is lowered and air also exits through the nasal cavity;

phonation — vocal cords vibrate freely, differences in phonation are associated with differences in tone;

position of the root of the tongue — vowels are opposed by the position of the root of the tongue: it may or may not be pushed forward;

additional articulations — in addition to various types of phonations, additional constrictions in the vocal tract are possible, during the articulation of which not even the vocal cords vibrate, but the epiglottis;

erization — when articulating vowels, the tip of the tongue may slightly bend back;

«tension» — distinguish between «tense» and «relaxed» vowels.

Chapter 2 Methods of studying vowels

2.1 The word-formation role of vowels

In the course of working on the project, we were tasked with consolidating knowledge about vowels, as well as introducing the word-forming role of vowels.

We have prepared special cards, the template of which is attached in the appendix. During the lesson, children may be asked to compose words using these cards using several syllables. And also, after compiling words, you need to look at the diagram and say in what order the vowels and consonants are pronounced in this syllable. Example: A GHS card is shown (Consonant, Vowel, Consonant). Summarize that syllables in their composition are different. A syllable can consist of one vowel, a vowel and a consonant, a vowel and several consonants. If a syllable begins with a consonant followed by a vowel, then such a syllable is called direct (direct syllable scheme SG), and if a vowel comes first, followed by a consonant, then such a syllable is called reverse (reverse syllable scheme GS)

During this exercise, the following tasks are performed:

development of the ability to determine the number of syllables in a word, to divide a word into syllables, based on the number of vowels in them;

development of the ability to compose words from syllables;

development of the ability to observe the pronunciation of words, conduct their sound and syllabic analysis.

Clean tongues as a method of studying vowels

Why do we need tongue twisters? (this section is useful for speech therapy work, as well as for a parent)

A tongue twister is a rhyming phrase in which a sound is often repeated. They serve to work out sound pronunciation, develop voice power, speech tempo, sense of rhyme, speech breathing, as well as to correct the lexical-grammatical and phonetic-phonemic side of speech.

Rhyming speech, based on the rhythmic pronunciation of sounds, and rhythm is the basis of the child’s inventive attitude to rhyme. When a child has learned to pronounce a sound, it needs to be fixed, that is, automated. Sound automation begins with its pronunciation in syllables, then in words, phrases, etc.

In this section, we have created a list of some of them, for each vowel of the alphabet, which may be useful for speech therapy work with a child.

SOUND [A]

A-A-A — Anya stroked the cat.

An-an-an — a ram in the yard.

Ai-ai-ai — a parrot in a cage.

Ava-ava-ava — the oak forest rustles.

Ava-ava-ava — the grasses are green.

Am-am-am — I’ll give you porridge.

SOUND [U]

U-U-U — a duck swims in a pond.

Wa-wa-wa — the children are crying in the stroller.

Ay — ay — ay — I don’t understand who is lost.

Ooo — the wolf howls in the forest.

Uh-uh-uh — our iron has heated up.

Uch-uch-uch — a ray shines through the window of the sun.

Ur-ur-ur — the cat told us: «Moore!»

SOUND [O]

Oh-oh-oh — Olya has a new coat.

Oooh — I put on my coat.

Oh-oh-oh — I’m warm.

Ohm-ohm-ohm — we’re going for a walk.

Ohm-ohm-ohm is a snowball.

Om-ohm-ohm — blinding the snow house.

SOUND [ E ]

The elves and the echo were playing hide-and-seek: the echo was hiding, and the elves were looking.

Oh, well, it was hard to find him! Unless the elves can do it.

SOUND [S]

Rry-ry-ry — I’m going to leave the mountain.

Yr-yr-yr — the mouse found cheese.

Dy-d-d-d — here’s a glass of water.

Yd-yd-yd — being greedy is a shame.

We-we-we are already waiting for winter.

Um-m-m — smoke was coming from the chimney.

SOUND [ E ]

Yen-yen-yen — a deer sat on a stump.

Yen-yen-yen — sat all day.

Er-er-er-I will open the door.

Er-er-er — I’m big now.

SOUND [YO]

Yor-yor-yor — a beaver builds a house.

Yot-yet-yet — he carries logs.

Yoz-ez-ez — a hedgehog was carrying a cart.

Yol-yol-yol — a goat eats hay.

SOUND [I]

Wee-wee-wee — the ball is flying — catch it!

Gi-gi-gi — pies in the oven.

C-C-C — bring cups.

C-C-C — we go by taxi.

Ri-ri-ri — take a cup of milk.

Mi-mi-mi — take the gingerbread.

SOUND [YU]

Yu-yu-yu — I sing a song.

Yum-yum-yum — sweet raisins

SE-SE-S — a magpie has a beak.

Ayu-ayu-ayu — I stir with a spoon.

Ayu-ayu-ayu — I mark the time.

SW-SW — a gateway will be built here.

Lu-lu-lu — I love porridge.

SOUND [YA]

I-I-I am a friendly family.

Aya-a-a-a — a flock of birds in the sky.

Ulya-ulya-ulya — roe deer eat grass.

La-la-la — generous land.

Sya-sya-sya — that’s the whole fairy tale.

CONCLUSION

In the course of our research work, we have achieved all the goals and objectives of the project, namely: by us material;

— learned from literary sources the features of vowels, the history of the emergence of vowels, found out by observation how vowels are formed, also got acquainted with the word-formation role of vowels, and made visual cards to consolidate the topic;

— created a booklet with tongue-twisters to master the topic in a playful way.

LIST OF USED SOURCES

Books:

Live sounds, or phonetics for preschoolers. — St. Petersburg; Childhood Press, 2005

2. Volina V.V. We learn by playing. — M.: New School, 1994.

3. Filicheva T.B., Chirkina G.V. upbringing and education of preschool children with phonetic and phonemic underdevelopment. M. School Press 2002.

4. Paramonova LG Poems for the development of speech. — SPb., 1998.

5. Tkachenko T. A. In the first grade — without speech defects: Methodological guide. — SPb., 1999.

6. Series «We speak correctly». «Vowels and consonants» — Kirov: IP. Burdina S.V.

7. Series «We speak correctly». “We divide words into syllables” — Kirov: IP. Burdina SV

8. Series «We speak correctly». Words and sounds. — Kirov: IP. Burdina S.V.

9. Vasilyeva S. A., Sokolova N. V. Speech therapy games for preschoolers-M: Shkola-Press, 1999.

Electronic resources:

10. Vowels [Electronic resource]. — URL: https://ru.wikipedia.org/wiki/ Vowels

11. Articulation (phonetics) [Electronic resource]. — URL: https://ru.wikipedia.org/wiki/Articulation_(phonetics)

APPENDICES

Fig.1. Syllabic discs

Fig. 2. Template

Fig.3. Template

A cycle of abstracts of speech therapy classes on teaching literacy for children of the senior and preparatory group «Iotated vowels» | Lesson notes, OOD

Topic: Vowels and consonants. Syllable.

Purpose: Strengthening the differentiation of vowels and consonants. Introduction to the concept of syllable.

Tasks: Review the topic “vowels and consonants”. Learn to hear consonants in words. Learn how to chart a word.

Equipment: Zvukograd panel with castles with blue and red turrets. Red and blue cards.

Organizational moment.

The panel “Zvukovograd City” is being hung out

Speech therapist:

— These are residents singing

These are residents buzzing

and knocking ringing

Living in the city for a long time.

— Who is this?

Children: — These are speech sounds.

Speech therapist: — What are the sounds of speech?

Children: — Vowels and consonants!

Speech therapist: — That’s right! The topic of our lesson is vowels and consonants. And we will also learn what a syllable is.

Class progress.

Let’s remember what sounds are vowels?

Children: — These are speech sounds that meet no obstacles. They sing.

Speech therapist: — That’s right! What about consonants?

Children: — These are the sounds of speech that meet obstacles. They don’t sing.

Speech therapist: Excellent, guys! Let’s dance!

Fizkultminutka «Round dance»

In the clearing of Zvukovograd

People gather

Children sing merrily

Dance together!

(walk in a circle holding hands, stop at the last word and stomp the word, clap their hands, tilt their heads to the right and left and blink their eyes for each syllable)

Good. Well done boys.

Do you know what we were doing now? We divided words into syllables! Now I will tell you a secret!

A syllable is a song of vowel and consonant sounds that has no meaning yet! Listen:

SO, PA, DU, NO, VA

These are the songs that came out when the inhabitants of the blue-roofed castle came to visit the inhabitants of the red-roofed castle. Or consonants came to vowels.

Let’s guess the SO song?

Children: this is a song of sounds C and O

The same with PA, DU, NO, VA

Speech therapist:

— Let’s see how our residents of the sound city are doing there? (Panel with castles with blue and red turrets)

We are invited to play with you. And the game is called «Catch the ka — guess the ka!» In this game you need to catch the sounds in the given words.

First word SOUND!

(Children help identify vowels and consonants in words. Make up word schemes from red and blue rectangles.)

— And now the word PEOPLE

— The word KHOROVOD

Speech therapist: — Look, guys, we just made diagrams for words, and if we look more closely, we will see that words consist of syllables!

HOUSE

KA-SHA —

KO-RO-NA.

Speech therapist: — Every time we open our mouth, we remove barriers and pronounce vowel sounds. It turns out that how many vowels in a word — so many syllables! Get your fingers ready and count how many times we open our mouths while saying THESE words?

Try to come up with a word that has only 1 syllable ?

Children: JUICE, MOUTH, CAT, COM.

Speech therapist: — Well done!

Game «Whose word is longer?» (children come up with words and break them into syllables by clapping or counting or laying counting material in front of them. The one whose word is longer prompts)

Great, guys! The guys from Zvuograd were happy to play with us, but it’s time for them to go home. Goodbye!

Lesson 2.

Subject: Introduction to the soft sign. Soft consonants.

Purpose of : Acquaintance with the soft sign and soft consonants.

Tasks : Review the topic “vowels and consonants”. Introduce children to the soft sign. Introduce the concept of «soft consonants», learn to hear soft consonants at the end of a word.

Equipment : sheet of paper, blue and yellow gouache, brush, Zvukograd panel with locks with blue and red turrets. Yellow house and green castle separately.

Organizational moment . (It is necessary to introduce children to the magic of mixing colors and getting green.)

Guys, today all our lesson will be connected with magic.

Children draw a blue stripe on a sheet of paper and draw a yellow one under it so that the colors mix. Get green color.

Speech therapist: — Who knows what magic has just happened?

Children: — We mixed paints and got a different color. Green.

Speech therapist: Indeed, we have mixed colors. And now we will get acquainted with the mixing of sounds!

Theme of the lesson — Soft sign. Soft consonants.

The course of the lesson.

Speech therapist:

Zvukovograd in Zvukovograd

All guests are very welcome!

Vowels, consonants

Blue and red —

Met a soft sign,

He became consonant like a brother!

Vowels began to interfere everywhere,

Really kicked out?

Guys, listen to what happened: LAPA, OSJEN, SADIK — THE WORDS ALL BECAME UNRECOGNIZABLE!!! What do you think happened to them? What words did the Zvukovogradites try to say?

Children: words are mispronounced!

Speech therapist: — Yes, that’s right. A soft sign appeared in the words from somewhere. A soft sign is a letter that is written but not heard, but only adds softness to the consonant sounds in front. And everything happened because a new resident b came to the city. He wears a yellow shirt and all consonants that stand in front of him become soft.

(a scheme is displayed on the stand, as well as the letter B is blue and b is yellow.)

Guys, look, if we put a soft sign after B, what will happen? What color will the sound be?

Children: — It will turn out B` green.

Speech therapist: Right! And so it will be with all consonant sounds! (WE ADD A SOFT SIGN TO THE TABLE WITH CONSONANTS, THE CHILDREN SHOULD SOUND WHAT IT HAPPENED, WE PAY ATTENTION OF THE CHILDREN TO THE THAT BLUE MIXES WITH YELLOW AND IT TURNS GREEN, OPPOSITE THE SOLID CONSONANT IN THE WINDOW SOFT SOUND IN THE GREEN SHIRT.)

Children: pronounce hard and soft sounds.

Speech therapist: You see how great everything turns out! All consonants gladly made friends with a soft sign! They settled him in a small house with a yellow roof. (Hangs up a small house)

-But what a trick, some sounds in blue shirts did not want to be friends with a soft sign.

(Brings a soft sign to the sounds Ш,Ж, Ц. Children try to pronounce them softly.)

Speech therapist: — Guys, these are sounds that are always, always hard! Remember them! If they are agreeable and firm, what color shirts will they wear?

Children: Blue!

(Speech therapist Shows letters in the table (inhabitants of the castle with blue turrets in blue shirts))

— And some were so offended by them that they remained soft forever! (We try to pronounce the sounds CH and Щ with and without a soft sign)

Children: It doesn’t work!

Speech therapist: What will these sounds be like then?

Children: — Always soft consonants in green shirts!

Speech therapist: — And they will always live in a green castle!

Fizkultminutka «Round dance»

In the clearing of Zvukovograd

People gather

The guys sing merrily

They dance together!

(walking in a circle holding hands, on the last word the lines stop and stomp the word, clap their hands, tilt their heads to the right and left and blink their eyes to each syllable)

Speech therapist:

— Our townspeople started a game again and got confused! Let’s help them!

Blue, red and green chips are scattered on the clearing (panel with locks). And a picture with ELK, SALT, BONE.

Figure 1 ELSE

Figure 2 SALT

Figure 3 BONE 905 36

Speech therapist:

the game is called “GUESS THE SOUNDS, COMPOSE THE WORD!”

(Children MAKE A CHART OF WORDS, identifying vowels and consonants. They make a letter diagram of a word from red and blue rectangles. They answer the questions of a speech therapist: we hear the sound C at the end soft. But this sound can also be hard? made me become soft?0005

— C blue, soft sign yellow, so we get the sound in which shirt? That’s right, green! Children put a green chip at the end of the diagram)

Do the same with other words.

Speech therapist:

— Now let’s count how many letters are in the words that we made up? And how many sounds? Think, can we pronounce a soft sign separately from all sounds?

Children: — No!

(letters count and compare with sound patterns — compare)

Speech therapist: Why do you think we have more letters than sounds?

Children: — because there are letters that do not have sounds!

Speech therapist: — That’s right, letters that do not have sounds are mixed in speech with sounding letters and mixed sounds are obtained. We have soft consonants that have settled in a green castle next to the house of a soft sign!

The game “Clap if you hear”

Speech therapist pronounces sounds: le, n, vy, d, t, s, p, m, f, h. Children clap, discuss mistakes.

Children are asked to draw the rules:

w, w and z always hard,

h and w always soft,

consonants can be hard and soft.

Great guys! The guys from Zvuograd were happy to play with us, but it’s time for them to go home. Goodbye!

Lesson 3.

Topic: Ionic sounds.

Purpose:

To introduce children to vowels that have two sounds

Tasks:

and articulation of the studied sounds,

continue to learn the sound -syllabic analysis and synthesis.

2. Correction-developing:

develop articulatory motor skills,

develop fine and general motor skills,

develop phonemic awareness,

develop coherent speech.

3. Educational:

to develop the ability to listen to the teacher, follow instructions,

Vocabulary:

pack of tea, yogurt, iodine.

Equipment: Large symbols of sounds, letters, board, panel, pack of tea, yogurt, iodine, pictures for words.

Lesson plan:

Lesson progress:

Stage	Contents
	Teacher’s words	Suggested answers and activities of children
I	Organizational moment. Guys, in our city of Zvukovograd today is a special day — the day of guests. Our city loves to welcome guests, so what is it like? Residents of the city like to be friends, so what are they like? Finger gymnastics «Fingers say hello» Hello big brother hello index Hello big brother Hello brother middle Hello big brother Hello nameless Hello big brother Hello little finger! M. Aksenova	Hospitable! Friendly! Perform alternately opposite movements of the right and left hand in accordance with the names of the fingers
II	Main body. To make sounds clear Let’s do gymnastics first! Articulation gymnastics. 1. «Smile» — stretch lips in a smile 2. «Tube» — pull lips forward Tongue exercises: 1. «Swing» — the tip of the tongue rises to the nose, goes down to the chin 2. «Nuts» — the tip of the tongue pulls the right cheek, left 3. «Brushing teeth» — circular movements of the tongue (slides on the outside of the teeth) 4. «Malyar» — the tip of the tongue slides over palate from upper incisors to neck and back 5. Punish the naughty tongue 6. «Horse» — click the tip of the tongue And so, in the glorious city of Zvukovograd, we have already met some of the inhabitants. What are these sounds? What are these sounds called? What does vowels mean? What kind of shirts did the tailor put on them? What color castle did the builder build for them?	Perform articulation exercises A O U Y E I vowels This means the voice does not encounter obstacles and the sound flows freely Red!
	Today to visit the sound And the twin brother arrived. It’s called Y. Say it all Y Does the voice encounter an obstruction? So what is he like? Yes, indeed, it is consonant, soft, sonorous. So in what castle is brother Y’s place? I agree, but if we immediately put the brother in the blue castle, then he will not communicate with his sister at all. Is that hospitable? Our tailor puzzled for a long time about what kind of suit to sew for a guest to make him feel at home. After all, the guest is not even a vowel at all, which means that a red suit will not suit him. If he agrees, then he will have to live in a blue castle and not communicate with his sister. He thought and thought… and decided to sew Y a yellow shirt. And so that the sister is not offended, so is she too! It turned out to be a real family — brother and sister were able to live together. They settled in a house with a yellow roof according to the color of their shirts, along with a soft sign! Catch the Sound Game We catch the sound Y among other sounds: A, I, Y, P, E, F, S, U, D, Y, O. We catch the sound Y in syllables: FROM, AY, LA, YM, ET, HO, HE, OH, OH. We catch the sound Y in words: Tricky, YOD, hit, fur, YOGHURT. They went to get acquainted with the inhabitants of Zvuograd. First of all, we went to the house to A. A hugged Y and it turned out such a song YA! And instead of hugging, an orange shadow appeared Y. (color trick — red yellow = orange) And so we got acquainted with all the vowel sounds. But then Y became sad. He did not want to let go of such a cheerful company and he invited them to settle nearby. We got new inhabitants of the sound city in orange shirts and built a castle with orange turrets for them. Well done! We take our seats. So, let’s remember the rule about letters and sounds. VERSE PRO «Y» SOUND BROTHER AND ONLY HE CONSENT YOGHURT, IODINE WITH SOUND Y HEAR GOOD EVEN IN THE WORD A SEAGULL WE IN THE MIDDLE HEAR Y! M. Aksenova A picture with the letter Y and its features is posted on the board, the spelling is specified, the number of elements is Guys, circle the letter in the air It’s called Y short Remember, children, these letters are not called sounds, because they consist of two sounds — Y and a vowel. Mix yellow and red paints on a piece of paper. We get orange. — Guys, here we have determined the color for the shirts of our newly minted residents of Zvukovograd. Let’s settle them in a castle with orange turrets. Logic exercise Doo-doo-doo trumpet blows He orders everyone to get on their feet nod your head Raise your hands higher Left stomp Right stomp Clap your hands four times Bow to your neighbor below Inhale — stretch your arms above Exhale — put your hands down Sit down, rest! M. Aksenova Guys, look, Zvukovograd is indeed a hospitable city — its inhabitants gave us presents. What is this? How many sounds do we hear in the word Chai? Let’s chart What is the first sound? What is the second sound? What is the third sound? How many consonant sounds are there in the word Chai? How many vowels do we hear? How many syllables are there in the word Chai? Why? Clap the word Yoghurt. What is the first syllable? What is he? What is the second syllable? On the panel of Zvukovograd, a diagram of the word is laid out in blue, green, yellow and red squares Does the sound Y somehow affect neighboring sounds in these words? Does he soften them? Now let’s write the letters that correspond to these sounds First sound Y, Second sound Oh, Third sound Г, Fourth sound U Fifth R Sixth T. How many vowels and consonants are there in a word? How many syllables? Well done! Worked hard for glory! The townspeople were happy to play with you! Thanks to all!	Encounters an obstacle — in the throat So he agrees! Soft! Ringing! In blue! Inhospitable! Children repeat — YA! YO, YO, YE! We hear and pronounce sounds, but we write and read letters Circle, repeat title Enter orange letters in the cells on the panel with letters I, Yo, Yu, E. Perform movements on text tea, yogurt, iodine. Three sounds CHART TEA Soft consonant, vowel, Y. 2 1 1 because the word tea has one vowel Clap, check. Yo Edge CHART No effect, no mitigation The letters are laid out below 4 consonants YG R T. 2 vowels O, U. First syllable YO Second syllable GURT 2 syllables because we know rule: how many vowels in a word sounds, so many syllables.
III	Summing up session . What sounds did we remember today? How are they similar? How are they different?	We remembered the sounds Y and Y Sounds have a similar spelling — the letter Y consonant and sonorous and always soft — walks in a yellow shirt. And the vowel wears a yellow shirt I,E,YO,YU ARE NOT SOUNDS

Lesson 4.

Emollient.

Purpose:

To fix the topic of vowels having two sounds

Tasks:

0005

to teach to differentiate the studied sounds according to acoustic characteristics,

to teach clear articulation of the studied sounds,

continue to teach sound-syllabic analysis and synthesis.

2. Correction-developing:

to develop articulatory motor skills,

to develop fine and general motor skills,

to develop phonemic hearing,

to develop coherent speech.

3. Educational:

develop the ability to listen to the teacher, follow instructions,

Vocabulary:

pack of tea, yogurt, iodine

Equipment: symbols of sounds, letters, board, panel, pack of tea, yogurt, iodine.

Class progress:

Stage	Contents
	Teacher’s words	Suggested answers and activities of children
I	Organizational moment. Guys, in our city of Zvukovograd today is a special day — the day of guests. Our city loves to welcome guests, so what is it like? Residents of the city like to be friends, so what are they like? Finger gymnastics «Fingers say hello» Hello big brother hello index Hello big brother Hello brother middle Hello big brother Hello nameless Hello big brother Hello little finger! M. Aksenova	Hospitable! Friendly! Perform alternately opposite movements of the right and left hand in accordance with the names of the fingers
II	Main body. To make sounds clear Let’s do gymnastics first! Articulation gymnastics. 1. «Smile» — stretch lips in a smile 2. «Tube» — pull lips forward Tongue exercises: 1. «Swing» — the tip of the tongue rises to the nose, goes down to the chin 2. «Nuts» — the tip of the tongue pulls the right cheek, left 3. «Brushing teeth» — circular movements of the tongue (slides on the outside of the teeth) 4. «Malyar» — the tip of the tongue slides over palate from upper incisors to neck and back 5. Punish the naughty tongue 6. «Horse» — click the tip of the tongue And so, in the glorious city of Zvukovograd, we have already met some of the inhabitants. Let’s remember. What are these sounds called? What does soft consonants mean? Correct. What kind of shirts did the tailor put on them? What color castle did the builder build for them? That’s right. Today we will go to our Zvuograd to find out how else, besides a soft sign, soft consonants can be obtained?	Perform articulation exercises A O U Y E I Yotized sounds Hard and soft consonants This means that after the consonant in the word there is a soft sign Green!
	So, Y and Y settled in a yellow house with a soft sign not by chance. They all wear yellow shirts. And if you mix yellow with blue, what color do you get? Can you name the inhabitants of the sound city who are not sounds? Why aren’t they sounds? And what sounds do they consist of? Sound Y wears which shirt? What about the second sounds in these letters? Let’s make a sound scheme? Now, if the letters I, Yo, Yu, E begin to meet with solid consonants, what do you think will happen? Let’s try to make a diagram for the word HONEY using previous So, and the yellow rectangle is after the blue one, so what should the first rectangle look like? Yes, but what about red? So let’s make a new scheme. Look, our Y is gone. Why do you think? Correct, that is, where the yellow Y and blue M embraced, a green shadow formed. Catch the Sound Game We catch the sound M among other sounds: A, I, Y, M, E, F, M, U, M, Y, O. We catch the sound M in syllables: FROM, AY, MA, YM, ET, HO, ME, OH, WOW. We catch the sound M in words: ICE, FASHION, HONEY Well done! Logic exercise Doo-doo-doo trumpet blows He orders everyone to get on their feet nod your head Raise your hands higher Left stomp Right stomp Clap your hands four times Bow to your neighbor below Inhale — stretch your arms higher Exhale — put your hands down Sit down, rest! M. Aksenova Well done!	Green I,Yo,Yu,E Because these are letters in which two sounds live — Y and a vowel, which needed to hide from the chase. YA,YO,YU,YE yellow red make up They will become syllables and words Make up Green And red stands for a vowel, so it stays red. Because he made the M sound soft. Children playing while standing
III	Summing up session . What sounds did we remember today? How are they similar? How are they different?	We were talking about letters representing two sounds. By alexxlab View Archive → Similar Posts