How many syllables in father

Six Syllable Types | Reading Rockets

By: Louisa Moats, Carol Tolman

Six written syllable-spelling conventions are used in English spelling. These were regularized by Noah Webster to justify his 1806 dictionary's division of syllables. The conventions are useful to teach because they help students remember when to double letters in spelling and how to pronounce the vowels in new words. The conventions also help teachers organize decoding and spelling instruction.

Warm-up: Why double?

Read this fascinating tale. As you read, underline words in which there are two or more consonants between the first and second syllables.

Thunker's pet cats, Pete and Kate, enjoyed dining on dinner. They were fated to fatness. The pet Pete, who was cuter than Kate, was a cutter cat with sharp claws and teeth, scary scars, and one jagged ear.

Pete was ripping up ripening apples and biting bitter strips of striped bug bits as he stared into the starry night. The cat Kate was not as scared or scarred. Kate liked licking slimy slops that slopped from a bucket, sitting at a site that sloped and caused the slop to slide. Kate liked sitting at the site where the slops slid.

— Created by Bruce Rosow (Moats & Rosow, 2003)

What do you notice about the vowel sounds that come before the doubled consonants?

Why teach syllables?

Without a strategy for chunking longer words into manageable parts, students may look at a longer word and simply resort to guessing what it is — or altogether skipping it. Familiarity with syllable-spelling conventions helps readers know whether a vowel is long, short, a diphthong, r-controlled, or whether endings have been added. Familiarity with syllable patterns helps students to read longer words accurately and fluently and to solve spelling problems — although knowledge of syllables alone is not sufficient for being a good speller.

Spoken and written syllables are different

Say these word pairs aloud and listen to where the syllable breaks occur:

bridle – riddle     table –   tatter     even – ever

Spoken syllables are organized around a vowel sound. Each word above has two syllables. The jaw drops open when a vowel in a syllable is spoken. Syllables can be counted by putting your hand under your chin and feeling the number of times the jaw drops for a vowel sound.

Spoken syllable divisions often do not coincide with or give the rationale for the conventions of written syllables. In the first word pair above, you may naturally divide the spoken syllables of bridle between bri and dle and the spoken syllables of riddle between ri and ddle. Nevertheless, the syllable rid is "closed" because it has a short vowel; therefore, it must end with consonant. The first syllable bri is "open," because the syllable ends with a long vowel sound. The result of the syllable-combining process leaves a double d in riddle (a closed syllable plus consonant-le) but not in bridle (open syllable plus consonant-le). These spelling conventions are among many that were invented to help readers decide how to pronounce and spell a printed word.

The hourglass illustrates the chronology or sequence in which students learn about both spoken and written syllables. Segmenting and blending spoken syllables is an early phonological awareness skill; reading syllable patterns is a more advanced decoding skill, reliant on student mastery of phoneme awareness and phoneme-grapheme correspondences.

Figure 5.1. Hourglass Depiction of the Relationship Between Awareness in Oral Language and Written Syllable Decoding
(Contributed by Carol Tolman, and used with permission.)

Click to see full image

Closed syllables

The closed syllable is the most common spelling unit in English; it accounts for just under 50 percent of the syllables in running text. When the vowel of a syllable is short, the syllable will be closed off by one or more consonants. Therefore, if a closed syllable is connected to another syllable that begins with a consonant, two consonant letters will come between the syllables (com-mon, but-ter).

Two or more consonant letters often follow short vowels in closed syllables (dodge, stretch, back, stuff, doll, mess, jazz). This is a spelling convention; the extra letters do not represent extra sounds. Each of these example words has only one consonant phoneme at the end of the word. The letters give the short vowel extra protection against the unwanted influence of vowel suffixes (backing; stuffed; messy).

Vowel-Consonant-e (VCe) syllables

Also known as "magic e" syllable patterns, VCe syllables contain long vowels spelled with a single letter, followed by a single consonant, and a silent e. Examples of VCe syllables are found in wake, whale, while, yoke, yore, rude, and hare. Every long vowel can be spelled with a VCe pattern, although spelling "long e" with VCe is unusual.

Open syllables

If a syllable is open, it will end with a long vowel sound spelled with one vowel letter; there will be no consonant to close it and protect the vowel (to-tal, ri-val, bi-ble, mo-tor). Therefore, when syllables are combined, there will be no doubled consonant between an open syllable and one that follows.

A few single-syllable words in English are also open syllables. They include me, she, he and no, so, go. In Romance languages — especially Spanish, Portuguese, and Italian — open syllables predominate.

Vowel team syllables

A vowel team may be two, three, or four letters; thus, the term vowel digraph is not used. A vowel team can represent a long, short, or diphthong vowel sound. Vowel teams occur most often in old Anglo-Saxon words whose pronunciations have changed over hundreds of years. They must be learned gradually through word sorting and systematic practice. Examples of vowel teams are found in thief, boil, hay, suit, boat, and straw.

Sometimes, consonant letters are used in vowel teams. The letter y is found in ey, ay, oy, and uy, and the letter w is found in ew, aw, and ow. It is not accurate to say that "w can be a vowel," because the letter is working as part of a vowel team to represent a single vowel sound. Other vowel teams that use consonant letters are -augh, -ough, -igh, and the silent -al spelling for /aw/, as in walk.

Vowel-r syllables

We have chosen the term "vowel-r" over "r-controlled" because the sequence of letters in this type of syllable is a vowel followed by r (er, ir, ur, ar, or). Vowel-r syllables are numerous, variable, and difficult for students to master; they require continuous review. The /r/ phoneme is elusive for students whose phonological awareness is underdeveloped. Examples of vowel-r syllables are found in perform, ardor, mirror, further, worth, and wart.

Consonant-le (C-le) syllables

Also known as the stable final syllable, C-le combinations are found only at the ends of words. If a C-le syllable is combined with an open syllable — as in cable, bugle, or title — there is no doubled consonant. If one is combined with a closed syllable — as in dabble, topple, or little — a double consonant results.

Not every consonant is found in a C-le syllable. These are the ones that are used in English:

Simple and complex syllables

Closed, open, vowel team, vowel-r, and VCe syllables can be either simple or complex. A complex syllable is any syllable containing a consonant cluster (i. e., a sequence of two or three consonant phonemes) spelled with a consonant blend before and/or after the vowel. Simple syllables have no consonant clusters.

Complex syllables are more difficult for students than simple syllables. Introduce complex syllables after students can handle simple syllables.

Table 5.1. Summary of Six Types of Syllables in English Orthography

Syllable Type	Examples	Definition
Closed	dap-ple hos-tel bev-er-age	A syllable with a short vowel, spelled with a single vowel letter ending in one or more consonants.
Vowel-Consonant-e (VCe)	com-pete des-pite	A syllable with a long vowel, spelled with one vowel + one consonant + silent e.
Open	pro-gram ta-ble re-cent	A syllable that ends with a long vowel sound, spelled with a single vowel letter.
Vowel Team (including diphthongs)	aw-ful train-er con-geal spoil-age	Syllables with long or short vowel spellings that use two to four letters to spell the vowel. Diphthongs ou/ow and oi/oy are included in this category.
Vowel-r (r-controlled)	in-jur-i-ous con-sort char-ter	A syllable with er, ir, or, ar, or ur. Vowel pronunciation often changes before /r/.
Consonant-le (C-le)	drib-ble bea-gle lit-tle	An unaccented final syllable that contains a consonant before /l/, followed by a silent e.
Leftovers: Odd and Schwa syllables	dam-age act-ive na-tion	Usually final, unaccented syllables with odd spellings.

Expert Tips And Activities For Helping Kids Understand Syllables

Do you remember when you first learned about syllables? Most people will answer “no” to this question, and that’s understandable — it was a very long time ago!

Regardless of how long ago it was, understanding syllables has played a significant role in helping you read and write more proficiently. And now that your child is on their journey of learning about syllables, you may want to know how you can help.

This article will share what you need to know about helping your child understand syllables so that they can master this simple yet effective learning curve.

What Is A Syllable?

The dictionary describes a syllable as “an uninterrupted segment of speech consisting of a vowel sound, a diphthong, or a syllabic consonant, with or without preceding or following consonant sounds.”

In much simpler terms, we can describe a syllable as always having one (and only one) vowel sound. Quite often, this vowel sound is accompanied by consonants.

For example, the word bat is a one-syllable word, as you would expect because of its length. But it’s important to note here that the length of a word has nothing to do with how many syllables it has.

The word straight, for instance, has only one syllable since aigh makes the long A sound and that is the only vowel sound in the word. On the other hand, a shorter word — such as over — can have more than one syllable.

It’s also important to note that there are six types of syllables: open, closed, silent E, vowel pair, R-controlled, and final stable. Your child will start learning more about the different types of syllables in elementary school.

For now, understanding the basic elements of a syllable is what matters. This comprehension will help children as they get older and come across more complex words.

Why Is Understanding Syllables Important?

Now that we’re on the same page about what syllables are, let’s focus on why they are so important.

In a nutshell, learning syllables:

• Helps speed the process of decoding words
• Helps with accurate and fluent reading
• Helps with spelling

As children move from learning basic words to compound words with two syllables (e.g., railroad, pancake, etc.), understanding syllables can help them decode and blend them more quickly.

After all, it’s much easier to read an unfamiliar word in chunks than to read it as one continuous string.

Additionally, breaking a long word down into pieces makes it much easier to spell it correctly, rather than trying to remember each and every letter in the word and the correct sequence.

How To Help Kids Understand Syllables

Before we get into the activities that can help you teach your child about counting syllables, there are a few points we’d like to mention. Let’s take a look!

1) Think Of Syllables As “Chunks” Of A Word

With multi-syllable words, helping your child focus on the “chunks” rather than every letter of a long word will make grasping syllables much easier.

Breaking a longer word into pieces is an effective reading strategy that can help your child improve their reading speed and comprehension. It’s a strategy you likely use without even thinking about it anymore.

For example, if you see a long word, such as uncomplicated, your brain automatically applies what you know about syllables to make reading it a breeze.

You know that there’s a prefix (un) and a suffix (ed). Once you remove those chunks, you can easily break the remaining letters down into even smaller pieces: comp, li, cat. And you know that the A in that final syllable is long even though it looks like the word cat.

Then, your brain puts everything together again like this: un-comp-li-cat-ed. While it sounds like a hard process when you see it written out, all of this goes on behind the scenes in your mind. You no longer have to stop and decode every single word. It’s automatic.

And that’s the goal of this process: to help kids learn how to automatically break words down into pieces that are easier to read.

Of course, it won’t happen overnight. It’ll take years of learning and practicing. But each time you work on it together, you’re helping build a solid reading foundation.

2) Focus On The Vowel Sounds

A syllable only has one vowel sound. This means it doesn’t matter how many letters there are in the syllable. It also doesn’t matter how many vowels a syllable may have. The vowel sound produced is the real focus.

The first words your child reads will likely be short-vowel, one-syllable words, such as:

• Cat
• Fan
• Map
• Flag
• Clap

These words have only one vowel sound — often in the middle of the word — and are taught early on.

However, it won’t be long before your child will be reading words with multiple vowel sounds, such as:

• Paper
• Freedom

You have the letter A in the word paper, making the long A sound. Then, at the end, you find the vowel E being bossed around by the letter R to make the er sound. That means there are two different vowel sounds in this word.

If you count the vowels in the word freedom, you’ll find three vowels — two E’s and an O. However, since the two E’s work together to make a single vowel team, there are only two vowel sounds in this word.

Having a better understanding of how vowel sounds work will give your child the decoding skills they need to tackle multisyllabic words confidently in the future.

3) Continue Helping Them Develop Their Reading Skills

Reading is one of the core subjects in Homer’s early learning program. Why is that?

Early childhood reading provides lots of benefits, including improved vocabulary, better communication, and brain development.

In addition, the more a child reads, the more they’ll come across unfamiliar words and the more chances they’ll get to practice their syllable skills.

At this early-reading stage, it’s not important for your child to thoroughly understand the concept of syllables. They may not be able to correctly define the word or know the differences between the types of syllables.

And that’s OK! Your goal right now is to simply introduce the concept.

Then, when they’re learning even more about syllables later, they’ll have the background knowledge they need to anchor their learning. They’ll think back to these fun activities you used to do together and have an “ah-ha” moment when everything clicks.

So, don’t worry if this concept seems challenging for your child right now. Just keep talking about syllables and doing these activities. Over time, you’ll help your child strengthen their reading skills.

And, since you’re doing it through play, they won’t even realize they’re learning.

8 Simple Syllable Activities

No matter what you’re working on with your child, it’s important to keep things light and fun! This helps your child stay engaged and eager to learn.

A great tactic you can use for teaching syllables in an engaging way is to start with words that already interest your child. These can be the names of the family pets, their friends, their favorite foods, and so on.

Here are some activities to help your young learner understand syllables while also having fun!

1) Clap Time

Associating the syllables of a word with “beats” is one of the most effective (and fun!) ways for children to grasp the concept of syllables. In this activity, your child will clap the beats of a word.

Start with simple words that your young learner will already be familiar with (mommy, daddy, apple, pizza, etc.).

When you begin, show your child how to clap the syllable: /pi/ (clap) /zza/ (clap). After demonstrating, ask them to join you as you clap the beats of other common words.

We recommend holding your hands wide apart and then making a big clap to help your child hear and see the number of syllables. Try to also have your child clap and say the syllable at the same time.

Don’t feel limited to two-syllable words for this activity. Instead, throw in some shorter, one-syllable words and longer, three or four-syllable ones. This way, your child understands that words come in all different lengths.

To help you mix things up, here are a few common words you can clap with your child, broken down by the number of syllables.

Single-Syllable Words:

• Tree
• Sign
• Book
• Shirt
• Shoe

Two-Syllable Words:

• Toybox
• Mountain
• Freeway
• Sweatshirt
• Toenails

Three-Syllable Words:

• Vacation
• Celebrate
• Afternoon
• Computer

Four-Syllable Words:

• Calculator
• Avocado
• Television
• Cauliflower
• California

Throughout the day, pick a couple of words to clap the beats of. This way, it becomes second nature for your child to think about the syllables in a variety of words.

2) Syllable Stomp

Sometimes we all make the mistake of thinking that learning should only take place with a child seated formally in front of a desk and listening attentively to your instructions. But that’s not always the case, especially with younger children.

Most kids love to get up and move. So why not use their endless energy to help them learn more about syllables?

This game works similarly to the previously mentioned one. However, instead of clapping each syllable, your young learner will be stomping the ground for each syllable they say in a word. The louder the stomp, the better!

3) Mark The Paper

For this activity, all you need is a marker (or pencil or crayon, whatever you prefer!) and a sheet of paper.

Hand your child the marker and place the sheet of paper on a table in front of them. Choose a word, and then encourage your young learner to press the marker on the paper every time they hear a syllable.

When they are done, they can count the number of marks on the paper to see how many syllables are in the word.

4) Hum The Word

Humming is a simple yet fun and effective way to teach your child about syllables. To get started, ask your child to close their mouth and hum a word. After that, have them count the distinct hums they made.

If your child has trouble with this, have them say the word aloud before they try humming it. You can also hum the word first and ask them to copy you. This modeling can give them the confidence they need to hum words on their own.

5) Robot Talk

“Speaking robot” is more than just fun and games. It can also help your young learner count the syllables of a word!

Have your child pretend to be a robot while talking. This will mean speaking in a very unnaturally stiff and stilted manner. As they say a word in “robot talk,” it is easy to count the syllables.

Really get into it by making a robot costume out of cardboard boxes for the occasion. Pretend play and learning time combined? Yes, please!

6) Hunt And Hop

Look around your home for a few simple items you can hide for your child to find. Try to pick objects with a different number of syllables.

Here are a few ideas:

• Key
• Jacket
• Potato
• Calculator

Once you hide them, ask your child to find one. For example, you can say, “Can you find the potato?” Let your child look around the room, hunting for the object you name.

Ask your child to say the word when the hidden item is found. Then, have them hop the number of syllables. For example, if your child found a potato, they’d jump three times.

Next, ask them to find another object. Continue until everything you’ve hidden has been found. Then, review the syllables once more. Have your child hop the right number of times for each object that you hid.

7) Jaw-Dropping Fun

By now, we’ve established that each syllable has one vowel sound. Our mouths need to open to help us make that vowel sound. This makes counting “jaw drops” the perfect opportunity to count syllables.

Have your child place their hand under their chin and then count the number of times their jaw drops as they say a word. Those are the syllables!

If your child is having trouble with this, have them look in a mirror while they play. First, ask them to watch their mouth carefully while they say a word. Then, gently put your finger on their jaw. Finally, ask them to say a word.

As their mouth opens and closes, count each jaw drop aloud. Next, have your child put their hand where yours is. Once they understand what action they’re counting, they’ll be able to do this activity more independently.

8) Syllable Mix-Up

This fun game will help your child concentrate on unmixing syllables to make a word.

All you need to do is mix up the syllable order of a word and then encourage your child to unmix it. For instance, you can say /corn/pop. Then ask them what word you’re trying to make. They would answer “popcorn.”

As your child gets older and more comfortable with syllables, you can introduce harder words with three or more syllables. For example, /phant/e/el — elephant!

Once your child understands how to unmix the syllables, this is a fun, educational game to play in the car. Since it doesn’t require any materials, you can play it wherever you are.

You can give your child a mixed-up word, and then they can give you one to figure out. Take turns mixing and unmixing words until you arrive at your destination or you both get tired of the game.

Use the things around you in the car and on the road as ideas for words to mix up.

9) What’s My Word?

Say a word with three, four, or more syllables but leave gaps in between each syllable. For example, you can say /com/ /pu/ /ter. Your child would then put the syllables together to form the word.

You can also extend this game by beginning a word and having your child try to complete it. For instance, /re/ /frig/ /er/…and your child would add “/a/tor!”

If you notice your child missing a syllable when they complete your word, don’t worry. Sometimes, they’re so busy focusing on syllables they don’t have enough mental energy left to think about the word.

Simply repeat the word and add the correct syllables to the end if this happens. Then, ask your child to say what you said. You can try it again later with a more familiar word to see if that helps.

10) Syllable I Spy

You can also incorporate syllables into familiar childhood games, such as “I Spy.”

To play this game, look around the room and pick an object you’d like your child to find. Then say, “I spy with my little eye something with two syllables.”

As your child guesses, you can reinforce their syllable knowledge. For instance, if they name something with only one syllable, you can say, “That is a good guess, but that word only has one syllable. I’m thinking of something with two syllables. ”

If they pick something with two syllables that isn’t the item you’ve selected, you can say, “That’s a great guess. You picked a word with two syllables. But it wasn’t the word I was thinking about. Can you find another item with two syllables?”

Because there can be a lot of things in a single room, it may be helpful to give your child a hint or two after they make an incorrect guess. Is the item brown, or is it made of wood, etc.?

Once they’ve correctly guessed your item, switch roles. Have them pick something and tell you how many syllables the item they’re thinking of has. Then, you try to guess.

11) Syllable Sort

Ask your child to go around the house and gather several small items. Have them place the items on a table or another flat, level surface.

While your child is off collecting things, gather two pieces of printer paper. On one of them, write “1 Syllable.” On the other piece, write “2 Syllables.”

Once your child returns, show them the papers you prepared. Point to the number on each so your child can see the difference between them. Ask your child to select one item they found and say what it is. Then, repeat the word. Ask, “How many syllables is in this word?”

Next, have them place the item on the corresponding piece of paper. So, if it’s a one-syllable word, it would go on the “1 Syllable” paper.

Continue talking about each object and sorting them. When everything is sorted, ask your child to name the objects with one syllable and then those with two syllables. Keep going until everything has been named.

Once you’re done playing, you can ask your child to put the objects away by syllable count, too. For example, have them take all of the one-syllable items and put them where they belong. Repeat this process until everything is put away.

Make Learning Syllables Fun With HOMER

There are plenty of ways to help your child understand syllables. Whichever activity you choose, remember to make it fun and have patience as your child continues learning new concepts.

For more at-home activities to help your child learn to read, check out the HOMER Learn & Grow app, which is perfect for kids two to eight years old and makes learning fun, convenient, and effective. Just 15 minutes a day is proven to increase early reading scores by 74%!

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Words "father" morphological and phonetic analysis

Explanation of the rules for dividing (breaking down) the word "father" into syllables for transfer.
The Soosle.ru online dictionary will help: to parse the word “ father ” phonetically and morphologically by composition, correctly divide it into syllables according to the rules of the Russian language, highlight parts of the word, put stress, indicate the meaning, synonyms, antonyms and compatibility for the word “ father ".

Content:

• 1 Syllables in the word "father" division into syllables
• 2 How to transfer the word "father"
• 3 Parsing the word "father" by composition
• 4 Words "father" similar in morphemic structure
• 5 Synonyms of the word "father" »
• 6 Emphasis in the word "father"
• 7 Phonetic transcription of the word "father"
• 8 Phonetic analysis of the word "father" into letters and sounds (Sound-letter)
• 9 Sentences with the word "father"
• 10 Compatibility words "father"
• 11 Meaning of the word "father"
• 12 Declension of the word "father" according to declensions
• 13 How to spell the word "father" correctly

Syllables in the word "father" division into syllables

Number of syllables: 2 By syllables: father

Synonyms Words “Father”

1. Founder

2. Papa

3. Remolet

4. Father

5. Pahan

6. Founder

7. Parents

8. Chapter. families

9. priest

10. father

11. Papanya

12. Dad

13. Folder

14. Dad

15. Tyate

16. Tyatka

17. Tyatnka

18. Papenka

19. The ancestor is

20. The reflector

21. clan

22. Dad

23. Father

24. Elder

25. Batyanya

26. Father

31. daddy

32. Papanyushka

33. Papashenka

34. Dad

35. Monk

36. HOTTLE FASTER

Estimation in the word "Father"

Domets-stress falls on the 2nd syllable

phonetic transcription of the word "father"

[at'`etz]

Phonetic analysis of the word "father" into letters and sounds (Sound-letter)

Number of letters and sounds:
Based on the analysis made, we conclude that there are 4 letters and 4 sounds in the word. nine0003 Letters: 2 vowels, 2 consonants.
Sounds: 2 vowels, 2 consonants.

Sentences with the word "father"

He had the means to carry out his plan. After the death of 's father , he got a lot of money that he wanted to get rid of.

Source: Kara Colter, Long way home.

His mother had bouts of severe depression when she did not leave her room for weeks, and there were 's father died when the girls were four and six years old.

Source: Katherine Garbera, The Secret of the Rich Heiress.

He wept, of course, for his parents, far from thinking that he was at the grave of his father .

Source: Vladimir Vijay, Blood is not water.

Matching of the word “father”

1. holy father

2. own father

3. own father

4. Father of the child

5. Mother's father

6. Father of the family

7. Death of father

8. House of father

9. Words of father

10. Father said

. Father said

12. father died

13. look at father

14. become a father

15. see father

16. (complete compatibility table)

(obsolete) father, m. 1. A man in relation to his children. Native father. (Small Academic Dictionary, MAC)

Declension of the word "father" according to the signs

Case	Question	Singular unit	Plural Mn.
Nominative Name.	who?	father	fathers
Genitive	whom?	father	fathers
DativeDat.	to whom?	father	fathers
accusatory	whom?	father	fathers
CreativeTV.	by whom?	father	fathers
prepositional	about whom?	father	fathers

How to spell the word "father"

Spelling of the word "father"
Spelling of the word "father"

Correct spelling of the word "father"

Numbering of letters in the word
Numbers of letters in the word "father" in forward and reverse order:

• 4
  o
  1
• 3
  t
  2
• 2
  e
  3
• 1
  c
  4

Emphasis. Type of accent. Place of impact.

Lesson 4: Emphasis. Type of accent. Place of impact.

Stress is the selection of one syllable from a measure. A syllable is distinguished by a relative difference in suprasegmental features between individual syllables tact. nine0008

Accent type

According to the method of isolating a syllable from a measure, the stress can be divided into:

1. dynamic (expiratory, power) – the syllable is emphasized by the force of exhalation

2. quantitative (quantitative) - the syllable is distinguished by longitude nine0008

3. melodic (musical, tonal) - the syllable is distinguished by the movement of the voice tone.

In fact, there are no pure types of stress, almost always one type is accompanied by another, although one of them prevails.

Dynamic accent is available in Russian, English, Czech and other languages. In Russian, dynamic stress is associated with quantitative stress. nine0008

The melodic stress occurs, for example, in Serbo-Croatian, Lithuanian, Chinese, etc.

Dynamic stress is either strong (in Russian, English, etc.) or weak (in Czech, Georgian, etc.)

In highly dynamically stressed languages, almost all the force extruded from the lungs by the jet of air is used to pronounce stressed syllable. Unstressed syllables lack strength, they weaken and change. nine0008

Changing the sound of unstressed syllables (primarily their sonorous center) is called reduction .

According to the method of separating a syllable from a bar in Russian strong dynamic stress : vowels in unstressed syllables are reduced, which leads to a variety of vowel sounds (allophones), in which a limited the number of phonemes in the Russian language. The strength of Russian stress is accompanied by duration - the substressed syllable of the Russian word is not only the strongest, but also the longest. nine0008

In Czech weak dynamic stress : vowels in unstressed syllables hardly change.

For example: Zá -Mek VE -čer Vé -Cher Zá -IOC for - MC

Duration Sounds of Chia's vowels performs the meaning of the abstract function and is not related to the disposal. (i.e. it is a property segment elements) and does not depend on the stressed or unstressed position. Long vowels are twice as long as short ones. nine0008

Duration of the vowel sounds of the PR is not an independent property of segmental elements, it accompanies the force of dynamic stress and is its secondary characteristic. Unstressed vowels are 2-3 times longer than unstressed ones.

So, in the PR there is a strong dynamic stress with a significant quantitative component.

In CN a weak dynamic stress without a quantitative component.

For example:

pa-bó-tat mo-lo-ko o-ho-ród rá-na ra-ná pra-co-vat pa-má-tka

Place of impact

According to the place of the allocated syllable in the word they differ:

1. fixed stress (it always happens on a certain syllable - in CN on the first, in French on the last)

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free (different place), which is not associated with a specific place in the word, it falls on any syllable, for example, in RL, in English. lang.

Free accent has two subtypes:

1. free constant i.e. in different forms of a given word, the stress always falls on the same syllable (in English, in most words in RL) nine0008

2. free movable i.e. in different forms of this word, the stress falls on different syllables (for example, in some Russian words - mo-re - mo-r i , pi-shu - p and -shesh).

In RL, the stress is free, mobile and has the function of a semantic-distinctive, phonological means: lock - lock, pi-li - pi-whether. In SN, the stress is fixed and cannot acquire a phonological function. nine0008

But the mobility of Russian stress is limited, in most Russian words the stress is constant .

Each independent word in the Russian language, as a rule, has one stress . Functional and in a few cases also some independent words do not have stress on themselves and are adjacent to the neighboring word as proclitic or enclitic .

Enclitics of are some particles, for example: tell me, the teacher said ..., sometimes they can be independent words, for example: didn’t give, didn’t live, take by the hair, etc. nine0008

Proclitics of are usually monosyllabic prepositions, conjunctions, particles, etc., e.g. prepositions in combination with definite nouns sometimes shift the stress onto themselves (the next word becomes unstressed, enclitic). For example: on the head, by the hand, by the hand, without a trace ... (in CH this applies to almost all prepositions).

Two-syllable and three-syllable auxiliary words are either unstressed or weakly impacted (with secondary accent), e. g. in an hour or in an hour.

Polysyllabic words formed by the addition of two or more stems have, along with the main stress, one more (or more) - secondary . The main stress always falls on the stressed syllable of the last stem of a polysyllabic word, side ones are closer to its beginning, e.g., Far Eastern, radio broadcast. Compound words, small in volume, do not have collateral stress: locomotive, gardener. nine0008

Exercise

Exercise 4.1

Read, Follow the change in the stress in related words

GOGROD - Gorod - Goroda - City - City - Zathorodny

Hold - Khuldnovo - cold - cold - cold - Golos - Golosa - Golosa - Golosa - Golosa - Golosa - Golosa - Golosa - Golosa - Golosa - Golosa - Golosa - Golosa - Golosa undertone

Frost - frost - frost and lo - in s frost - frosty

Collar - gate - gate - collar - collar

Beard - beards - chin - wart

Work - earnings - earned - in s worked

Gold - gold and clear - gold - gold plated

Crow - crow - crow - crow - crow

Exercise 4.

2

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Tear off -		apply -		shoot -
Blind and -		sketch -	break off
Cut -		underweight -

Exercise 4.

3

Form the words of this rhythmic pattern

tá -ta

ta - ta

ta - ta - ta

ta - ta - ta

ta - ta - ta

, steamboat, composer, album, ravine, apparatus, vegetables, room, motor vehicle, dog, road, rock, head, beard, wasp, window, stop, chrysalis, grandmother, father, sister, medicine, patronymic, shore, no place, under the window, in the forest, on the table, under the snow, near the house, near the city, above the door, across the field, across the river. nine0008

Exercise 4.5

Read, pay attention to stress and correct pronunciation

Century - centuries, body - body, business - deeds, forest - forests, color - colors

Five - fifth and took off, pull - chan and .

Literature

The lesson was prepared using the following literature:

Theoretical part

[1]Oliverius, Z.

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