home > Informatics > The system of the teacher's work on the use of effective methods and techniques for teaching the phonetics of the German language, ways of integrating phonetic exercises into the lesson. Methodological development "technology for teaching phonetic skills in foreign language lessons"

The system of the teacher's work on the use of effective methods and techniques for teaching the phonetics of the German language, ways of integrating phonetic exercises into the lesson. Methodological development "technology for teaching phonetic skills in foreign language lessons"

Methods of teaching the phonetics of a foreign language

Attention to teaching the phonetics of the German language is not accidental, since a foreign language teacher must not only have a vocabulary of the taught language, but also be able to pronounce them correctly, accurately emphasize them. After all, it is known that often an incorrectly placed stress can even change the meaning of the word: übersetzen - to transport, but: übersetzen - to translate

Mistakes of this kind inevitably lead to misunderstanding of communication partners. And as our real life, on how a person speaks the language and its pronunciation norms, his professional career, his future, his well-being often depend.

That is why I believe that equal attention in teaching the German language, especially at the initial stage of education, should be paid not only to grammar and vocabulary, but also to phonetics. Moreover, it is necessary to form in children both the correct hearing and pronunciation skills, and the ability to correctly place stress in words.

Deserves special attention correct setting stresses in compound German words: firstly, because the presence of a large number of compound words is a specific feature of the German language; secondly, mastering the rules of stress in complex German words, as a rule, presents the greatest difficulties for children at each stage of education. In Russian, there are few such polysyllabic words and the stress in Russian is free and mobile (ruka - hands), and in German it is motionless (der Stuhl - die Stühle). And it is precisely the fixed nature of the German stress and its tendency to the beginning of a word that is most difficult for children to assimilate. In addition, compound German words are characterized by secondary stress (Bü cherschrank,  Groβmutter), but for the Russian language this phenomenon is uncharacteristic.

Knowledge of the rules of word stress in simple and complex German words, combined with other skills, is mandatory for children learning German in order not only to understand the speech of a native speaker and be understood, but also to earn respect from their peers - native speakers, to be human educated and well-rounded. The great German poet and scientist I.W. Goethe said: “He who does not know foreign languages ​​knows nothing about his own.”

Word stress. The concept and types of stress

The physical property of sound matter, which has the name of strength or intensity of sound, is used both in German and in Russian as the basis of word stress. Word stress, according to OA Nork, is the selection of one of the syllables of a word, which can occur with the help of various phonetic means.

If the stressed syllable differs from the unstressed syllable by greater force, which occurs due to the greater tension of the muscles of the speech apparatus, then the stress is called power (dynamic). If a stressed syllable differs from an unstressed syllable by a change in the pitch of the fundamental tone of the voice, then this stress is called musical. A stressed syllable can also be characterized by an increase in duration (quantitative stress). In many languages, all these types of stress are combined. In Russian, a stressed syllable differs from an unstressed syllable in greater strength, greater duration and clarity. Unstressed syllables are weakened, the sounds in them are shorter, have fuzzy articulation, vowels undergo quantitative and qualitative reduction. Therefore, Russian stress is quantitatively dynamic.

Many linguists and phoneticians (O.A. Nork and others) note the German stress as dynamic, but not quantitative. Although the German stressed syllable is characterized by some increase in duration, but due to the fact that the duration of the German vowels is a phonemic feature, not only long, but also short vowels can be pronounced in the stressed syllable. However, both are shorter in unstressed syllables. Since the quality of vowels in unstressed syllables in German does not change, there is no qualitative reduction of vowels in German. It should also be noted that the change in pitch neither in German nor in Russian does not determine the stress of a syllable.

External signs of verbal stress: place and mobility

External characteristics of word stress are its place and mobility.

The question of the place of stress in a word arises, as a rule, when it comes to the stress of words consisting of two or more syllables.

Verbal stress in languages ​​can be free (falls on any syllable in a word) or bound (attached to a specific syllable: first, last, etc.) [MG Kravchenko: 5]. Word stress in German (as well as in Russian) is phonetically free, it can fall on any of the syllables in a word, for example: "machen, ver" gessen, unter" nehmenetc. German stress tends to the first syllable more, it mainly falls on the beginning or prefix (semi-prefix), while the number of unstressed prefixes in German is small [ R. M. Uroeva:11 ].

During historical research it has been established that the stress in the Indo-European language-base was free, then in the course of development it became connected and was fixed in the languages ​​of the Germanic group behind the first syllable [O.A.Nork: 9]. In the Old High German period of the development of the German language, the stress became free again, which is proved, for example, by the unstressedness of a number of verb prefixes, as well as the preservation of the original stress in words borrowed from other languages ​​of that period. In most German words, the stress is traditionally kept on the first syllable of the root.

The principle of free stress is used in German to distinguish between words, for example: "passive(passive) andpas" sivpassive (adjective).

This is especially evident in verbs with prefixes:durch-, ü ber-, unter-, wieder-, um-. The use of the same principle is observed in some adjectives with the prefixun- and with suffixes: -lich, - ig, - Sam, - bar, - haft. In cases where the attachmentun- has a negative meaning, the accent falls on it, for example: "unmö glich ( nothingmö glich) , " unverstä ndlich, " unvorsichtigetc. But, when the prefix does not give the adjective a negative meaning, but only strengthens it, the stress usually falls on the root, for example:un" merkbar, un" merklich, un" lö slichetc. When moving within a word when it changes (for example, when forming a plural of nouns), the mobile stress is not a phonological, but a morphological characteristic of the word. Qualitatively, the German accent must also be defined as mobile, although this mobility is limited and characteristic in some cases, for example: "Doctor - Dok" toren. There are cases when, during word formation, the stress also moves, for example:. " Bü Cher - Bü Che" rei

The number of stresses in a word and its functions

In German, there are three degrees of verbal stress in terms of strength: main, secondary and zero. The degree of stress depends on the type of morpheme. The main stress falls on the root of the word, the separable prefix, some foreign suffixes and the defining component in compound words. German suffixes with full vowels have secondary stress, as well as the determined component of compound words. Zero stress - inseparable prefixes, inflections and suffixes with a reduced (e) [Kaspransky R.R.: 3].

Simple words in German are pronounced with one accent, for example: "Surren, " gestern, " arbeitenetc. In compound words of the German language, there are two stresses: one component carries the main stress, which unites the entire compound word, the other component is secondary. In a small group of complex German words, two stresses of equal strength are noted.

The distribution of stresses in a compound word distinguishes it from a phrase of two significant words with two strong stresses, for example: "Nuss" knacker.

In individual complex German words, the only distinguishing feature is the use of the corresponding type of stress. Since the components of a compound word can consist of two or more stems, the distribution of phonologically significant stresses remains the same as in a two-term compound (phrase).

The stressed syllable has the ability to subjugate adjacent unstressed syllables, forming a phonetic unity - a phonetic word. This function is called organizing [Krushenitskaya G.K.: 6].

Stress in the language also performs a semantic function - a word-distinctive one, which, by placing stress on different syllables of words with the same phonemic composition, helps to distinguish between lexical and grammatical meanings and forms, i.e. where the accent is the only word distinguishing feature. For example: "active(active voice) -ak" tivactive - adjective), "umschreiben(rewrite) -umsch" reiben(describe).

The rhythmic function of word stress is also highlighted. The phonological word is usually longer than the word form, because includes proclitics and enclitics, the composition of which is specific to each language.

In German, proclitics are: articles, prepositions, conjunctions, relative pronouns and adverbs, particleszuandso; auxiliary verbs, modal verbs, personal and reflexive pronouns, impersonal pronounesand indefinite personal pronounman, negationnothing, prepositions, modal particles can be both enclitic and proclitic [Abramov B.A.: 1]. By organizing a phonological word, stress creates a certain rhythm of speech, which is found in the ratio of the strength of stressed and unstressed syllables. The most obvious rhythmic function is manifested in the secondary stress:

    in German, the main stress is often the first, the secondary - the second;

    the presence of a secondary stress is obligatory in a German compound word.

In a number of compound German words (especially in two-component ones), syllables with secondary stress are weakened, and are sometimes called unstressed, for example: "Fuβball, " Freitagetc.

Difficulties in mastering German word stress

The considered features of the phonological word and verbal stress in German help to highlight the main difficulties that Russian-speaking students face when mastering German pronunciation, including stress.

    It is difficult to assimilate the fixed character of the German stress and its inclination to the beginning of a word; numerous errors in the pronunciation of internationalisms.

    The combined nature of the Russian stress is transferred to German speech.

    The sequences of unstressed syllables in German are quite difficult, the constant unstressedness of some classes of words, the peculiarities of the secondary German stress.

In all the cases listed above, the prevention and overcoming of errors is labor-intensive work, which is not possible without comments and explanations.

Word stress rules in German. Stress in simple and derivative words

In simple words, the main stress is on the first root syllable of the word, for example: "machen, " lesenetc. But there are words in which the main stress falls on the second or third syllable, for example:dieFo" relle, dasHermes" llin.

In derivative words with German prefixes, the main stress can be either the root or the prefix:

    the main stress falls on the root of the word if it is preceded by an inseparable unstressed prefix:be-, ge-, er-, ver-, zer-, emp-, ent-, For example:be" comment, ver" gessen, ge" lingen, zer" stö renetc;

    in words with inseparable prefixesmiss- andun- the stress can fluctuate, i.e. the main stress can highlight either the root of the word or the prefix. In adjectives, participles and nouns, the prefixmiss- takes the main stress, the root - secondary, for example:die " Missbildung, " Missbrä uchlichetc;

    prefixun- often emphasized in participles, nouns, adjectives; carries the main stress if it negates the meaning of the root ("unabhä ngig); in derivative adjectives with suffixes -ig, lich, - Sam, - bar, - haftthe main accent fluctuates. If the adjective is used in a figurative sense and the prefix carries an enhanced meaning, then the main stress falls on the root of the word, but if the adjective is without a prefixun- is not used, then it has a secondary stress.

    Words with prefixesvoll-, hinter-, wieder-, unter-, ü ber-, um-, durch- have a fluctuating accent; in verbs with an inseparable prefix, in many adjectives and nouns that are used in a figurative sense, these prefixes have a secondary stress (for example: über" setzen); in verbs with a separable prefix, nouns and adjectives with a direct meaning, these prefixes have a main meaning, for example: "Umgebung.

    In words with prefixesab-, an-, auf-, ein-, mit-, nach-, vor-, zwischen- the main stress falls on the prefix, for example: "ankommen, " mitnehmen, " Nachteileetc; in nouns and adjectives with a prefixur- the main stress is on the prefix, the secondary stress is on the root, for example: "Uroma.

    In derived words with German suffixes, the main stress falls on the initial root syllable; zero stress have suffixes: -e, - er, - ler, - ner, - en, - chen: For example: "Junge, " Mä rchenetc.; suffixes have secondary stress: -bar, - haft, - keit, - heit, - Sam, - schaft, - tum,- los, - at, - nis, - ung, - ling, - ing, - lein, - lich, For example:die " Wohnung, " Frä uleinetc.

    In complex abbreviations, the place of the main stress is determined depending on their type. The main stress in letter abbreviations falls on the last syllable.

    In foreign words, the stress is preserved according to the pronunciation norms of the language from which they are borrowed.

Stress in difficult words

The largest group of compound words are compound definitive nouns with the main stress on the first component and secondary on the second, for example: /Kleider/ schrank.Components of a compound noun can consist of one stem or several.

In compound nouns that consist of three stems, a stress shift can occur. In two-component compound nouns, the main stress falls on the root of the defining word, which is in the first place, and the secondary stress falls on the root of the determined, which is in the second place, for example: /Arbeit/ geber, / Kü hl/ schranketc. However, there are cases when the defining component of a compound noun moves to the second place, while the main stress on it remains, for example:Nord" ostetc.

In compound adjectives, the main stress falls on the first component, for example: /dunkel/ blue, but:alt/ english, alt/ Indian. Multicomponent compound adjectives, in which the initial component expresses amplification or comparison, have two stresses, which are called balanced [Uroeva R.M.: 11].

Compound verbs have the main stress on the first component, and the secondary stress on the second, for example: /spazieren/ gehen. In some compound verbs, the first part is not separated, but the stress is distributed in the same way as with the separated first part, for example: /mut/ machen.

Most complex German adverbs have only one stress, which falls on the second component [Kozmin O.G: 4], for example: über/ all; in adverbs with the second component -sets, - so,- half- only one accent, which always falls on the first component, for example: /wieso, / deshalb. In complex adverbs with a componentda- the emphasis falls on the second component, for exampleh: da/ rum.

In complex numbers, usually all components are equally strongly struck, for example: /ein/ tausend/ drei.

Interrogative pronouns have only one stress, which falls on the second component [Uroeva R.M.: 11], for examplep: wo/ fü r, wo/ ranetc.

In compound proper names and geographical names, the place of stress can be different: in some words it falls on the first component of the compound word, in others it falls on the second, for example:Saar/ brü cken. In names that consist of several words, the main stress falls on the last word, for example: /Rheinland-/ Pfalz.

Interjections, which are often two-syllable, usually have the stress on the last syllable, for example:olla/ la.

All these rules listed above are the basic rules of German stress. In difficult cases, when there are words (names, titles, borrowings) in which the place of stress is unclear, in order to avoid mistakes, you should use special reference books and dictionaries for German pronunciation.

Nowadays there are many teaching aids and exercises for setting German stress, especially in difficult German words, because. They are the ones that cause the most problems. It is very important that German teachers attach great importance to such studies and do not neglect them in the classroom at all levels of education.

A pupil, student, teacher, and just a person who wants to communicate with a native speaker on an equal footing, wants to understand the German language and be understood by himself, must possess not only lexical and grammatical knowledge, skills and abilities, but also be phonetically literate. Only then will he be able to boldly say that he speaks German.

List of used literature and Internet resources:

    Abramov B.A. Theoretical grammar of the German language. Comparative typology of German and Russian languages: Textbook for universities. - M.: FLINTA: Nauka, 2012.

    Bim I.L. Theory and practice of teaching foreign languages: traditions and innovations. – M.: TEZAURUS, 2013.

    Kaspransky R.R. Theoretical phonetics. -www. search. rsl. en

    Kozmin O.G. Practical phonetics of the German language: a textbook for German students. – M.: NVI-TEZAURUS, 2002. . search. rsl. en

    Nork O.A., Adamova N.F. Phonetics of the modern German language. -www. BiblioFond. en

    Nork O.A., Milyukova N.A. Phonetics of the German language. Textbook for students of linguistic and philological faculties of higher educational institutions. - M., Education, 2004.

    Romanov S.D. Large modern German-Russian, Russian-German dictionary. – Donetsk: Bao, 2006

    Uroeva R.M. Handbook of phonetics and grammar of the German language. - 3rd ed., Rev. -www. search. rsl. en

    Filippova I.N. Comparative typology of the German and Russian languages.-M: MGOU Publishing House, 2012.

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Correct pronunciation presupposes the formation of skills in articulating sounds and sound combinations, possession of intonation, as well as the ability to place stress in accordance with the norms of the language being studied.

The formation of auditory pronunciation skills is an indispensable condition for an adequate understanding of a speech message, the accuracy of expressing thoughts and the performance of any communicative function by the language.

All analyzers participate in teaching pronunciation: speech-motor, auditory and visual. The executive function is assigned to the motor speech analyzer, and the control function is assigned to the auditory analyzer. These parsers are interdependent. Psychologists say that we definitely hear only those sounds that we know how to reproduce. As for the visual analyzer, on the one hand, it also participates in control, on the other hand, this analyzer performs the function of a support, since oral communication is accompanied and supplemented by facial expressions, gestures, lip movements, etc.

Thus, auditory and pronunciation skills, existing inextricably linked, rely on strong connections with the visual analyzer.

From a brief psychological analysis of various forms of verbal communication (see Chapters V-VIII) it follows that all of them are accompanied, with varying degrees of curtailment, by internal pronunciation. It is most evident in speaking, writing and reading aloud. At the stage of a sufficiently high level of learning, internal pronunciation is reduced, but in case of difficulty, it is activated again and takes on expanded forms. The main difficulty in teaching pronunciation lies in interlingual interference.

Starting to learn a foreign language, students, even second-graders, have stable skills in hearing and pronouncing the sounds of their native language, they also know the basic intotones. Interference occurs due to the fact that the auditory pronunciation skills of the native language are transferred to a foreign language, i.e. the sounds of a foreign language are likened to the sounds of the native (see: Shcherba L.V., 1957). The teacher is obliged to predict the occurrence of such errors and, if possible, prevent them. At the same time, the focus should be on those phenomena that make up the specifics of the articulatory base of the language being studied.

Material for teaching pronunciation is studied mainly at the initial stage. With interconnected teaching of all forms of communication in which pronunciation is used in one form or another, this task is quite feasible. The sequence of formation of auditory pronunciation skills is rather arbitrary and depends on textbooks, in which sounds and sound-letter correspondences are introduced in a certain sequence. However, no matter what order the authors of textbooks adhere to, the introduction of phonetic material occurs with strict observance of the principle of consistency and feasibility: from easy to more complex, from known to unfamiliar, from phenomena similar to the native language to phenomena that have no analogues in the native language.

At advanced stages, phonetic knowledge is consolidated and normative pronunciation skills are improved. Work on the pronunciation side of speech is carried out in close connection with work on other aspects of the language - vocabulary, grammar - and is integrated into the communicative activity of students.

6. Passov E.I., Kuzovlev V.P., Tsarkova V.B. Foreign language teacher: Skill and personality. - M.: Enlightenment, 1993.

7. Schukin A.N. Methods of teaching Russian as a foreign language. - M.: graduate School, 2003.

I.B. Smirnov*

ACCOUNT OF THE TYPOLOGICAL FEATURES OF THE PHONETIC SYSTEMS OF THE GERMAN AND RUSSIAN LANGUAGES IN THE FORMATION OF PHONETIC SKILLS IN THE PRIMARY

STAGE OF TRAINING

Key words: analytical and imitative method of teaching, vowels, diphthongs, longitude and shortness of vowels, interference, intonation, transfer, pronunciation, pronunciation, consonants, hard attack, phonetic exercise, phonetic system, phonetic skills, word stress, phrasal stress

The article deals with the formation of phonetic skills at the initial stage of teaching the German language, for methodological purposes, analyzes the features of the phonetic system of the German language in comparison with the Russian pronunciation system for more efficient organization of phonetic exercises in German classes.

The article is devoted to the problems of forming phonetic skills at the initial stage of training German and considers specific features of German phonetic system in comparison with the pronounciational system of Russian from methodical viewpoint to reach more effective organization of phonetic exercises at the German lessons.

* Smirnov Igor Borisovich, candidate pedagogical sciences, Leningrad State University. A.S. Pushkin.

1. The role and place of phonetic charging in the classroom for

foreign language

The formation of pronunciation skills of students is one of the fundamental tasks of the initial stage of education. The attitude to phonetic skills and methods of their formation has always been considered in domestic methodological science and teaching practice with great reverence, especially at a time when the funds for their formation were significantly limited by the rather cramped financial situation of educational institutions and the technical capabilities of publishing houses, which mostly produced only phono materials. However, the place of a gramophone record or a tape recording was always clearly defined by the teacher in planning the course of the lesson and found a worthy implementation during phonetic exercises. Educational and methodological kits in a foreign language of the 60-80s of the last century offered poems, rhymes, sayings, children's songs in a textbook for students and in a recording. Due to the fact that modern teaching materials provide the teacher with complete freedom in planning and selecting educational material for the lesson, phonetic exercises sometimes fall out of the teacher's field of vision. Teachers are concerned, first of all, with the volume of the lexicogrammatic material of the lesson and believe that priorities should be directed to the development of students' oral speech, and not to entertaining phonetic exercises, the material of which is rarely used in students' speech in the future. There is a very common point of view among teachers of foreign languages, according to which, with the communicative method of teaching, it is completely in vain to form phonetic skills artificially, outside the speech situation. During the execution of special phonetic exercises students try to pronounce correctly

sounds and pay attention to intonation, but as soon as they move on to speech exercises or begin to speak freely in the lesson in the proposed communicative situations, their attention to the phonetic design of the statement fades into the background. Of course, the core of the communicative teaching method is learning to communicate in communication. According to N.I. Gez, "mastery of the phonetic side of speech is not an end in itself, it is subject to the needs and tasks of verbal communication and develops in close connection with learning to listen, speak, read and write while developing lexical and grammatical skills" . The communicative method of teaching a foreign language assumes the presence of a speech sample in the lesson, which also acts as a pronunciation model for students during educational speech communication. In addition, the speech of the teacher should also act as a pronunciation model for students. Imitation in pronunciation plays a really big role, however, at the initial stage of learning, in the absence of a language environment for constant communication in a foreign language, the conscious assimilation of the features of the phonetic structure of the studied foreign language should always be in the teacher's field of vision. And if in his activity the teacher goes not only by imitation of the formation of phonetic skills in students, but also by analytic and imitation, then in this case the students will know the features of the formation of sounds of a foreign language, take them into account when pronouncing and, thus, form their own mechanism for controlling literate pronunciation corresponding to the literary norm of the language being studied.

The formation of a phonetic skill is associated with training in the perception of a phonetic image, its identification, internal

speaking and playing. Therefore, the formation of phonetic skills is impossible without the simultaneous formation of auditory skills. Perception and identification of foreign language material, internal pronunciation of what is heard is an important link in the formation of pronunciation skills at the initial stage of learning.

The use of sound, sound combinations, words in various substitutions is of great importance for the formation of a phonetic skill, since the phonemic, lexical environment, phrasal stress not only leave a significant imprint on the phonetic image of a language unit, but sometimes change its semantic meaning. The phoneme exists in different variants, which are necessary to know for its identification when perceived by ear and when adequately reproduced in oral speech. So, the more often the trainee meets the trained sounds in different environments, the more often he perceives them in different contexts, the sharper his phonemic hearing becomes, the richer the auditory experience, the more perfect the technical side of pronunciation, which brings the student of a foreign language closer to the authentic design of his own speech statement.

The formation of the phonetic skills of students should serve as a systematic and systematic phonetic exercise performed at each lesson. The place of phonetic exercises was given in the traditional domestic methodology at the very beginning of the lesson, immediately after organizational moment and speech charging, or in front of it. In fact, this provision is justified, since phonetic exercises are designed to tune the students' speech apparatus to the pronunciation system of a foreign language, its articulatory basis, and it is better to do this at the very beginning of the lesson. It should still

to clarify that phonetic exercises should find their place in the structure of the lesson in accordance with the logic of its conduct and not fall out of its general thematic, methodological and didactic outline. Therefore, at the initial stage of learning in the structure of the lesson, there can be as many phonetic exercises and exercises as required to complete the tasks of a particular lesson, and their location and sequence are consistent with the logic of the development of the storyline of the lesson.

The types of phonetic charging are determined by the object of formation of the pronunciation skill: whether the pronunciation skills of a single sound, individual lexical units, phrasal units, various types of sentences for the purpose of a communicative utterance or complex formation of phonetic skills based on a solid text are being formed at this stage.

2. Formation of phonemic speech hearing and pronunciation skills of individual sounds

When forming phonetic skills in pronouncing individual sounds of the German language, it is necessary to build on the comparative typology of the sound systems of the German and Russian languages.

In the consonant system, apparent identity in the pronunciation of consonants contributes to phonetic errors and mispronunciation, which leads to a strong accent that makes it difficult to communicate with representatives of German-speaking countries. It is widely believed that the pronunciation of German sounds is not much different from the pronunciation of the sounds of the Russian language. The differences are, in fact, so subtle that

just this fact is a stumbling block in the way of mastering the phonetic system of the German language.

The pronunciation of German consonants is always accompanied by muscular tension of the speech apparatus, expressed in a strong aspiration of voiceless fricative and explosive consonants [p], [t], [k], moreover, both at the beginning of a word before stressed vowels, and at its end or even in the middle the words:

Gesund Gesundheit

On the other hand, the German pronunciation system is characterized by the stunning of voiced consonants, which distinguishes it from the Russian pronunciation system. Therefore, the German consonants [b], [g], [d], [w], although they are considered voiced, are pronounced, however, with a certain degree of stunning and are called semi-voiced:

*binden *Buch *Ausdruck *sein *ausgeben

Specific to the German phonetic system is the impossibility for the Germans to pronounce the sound [x] at the beginning of a word. Hence the well-known [karasho] in the German version. Therefore, special attention should be paid to pronouncing the following words with the sound [k] at the beginning of the word: Chaos, chaotisch, Charakter,

charakterisieren, charakteristisch, charakterlos, Chor, Christ, Christus, Christbaum, Christkind, christlich, Chrom, Chronik, chronisch.

Quite often, teachers pay special attention to students starting to learn the German language to pronounce the sound [r], which is essentially unjustified, since in German three variants of pronouncing this sound coexist on an equal footing: vibrant [r], uvular [R] and anterior lingual variant corresponding to Russian

sound [p]. It is important, however, to teach students how to pronounce this sound correctly at the end of a word after long vowels and in unstressed syllables when [r] is vocalized and almost not pronounced: der, her, Meer, wir, hier, vergessen, Person, werden, länger, etc. .d. It is the pronunciation of the sound [r] in this position that creates the strongest accent (cf.).

A great difficulty for students is the pronunciation of the fricative [x] in a position after closed vowels, diphthongs, as well as [r], [l]: mich, dich, weich, Teich, Teilchen, heucheln, horchen, gehorchen, and also before closed vowels : Chemie, Chemikalie, chemisch.

When mastering the system of consonant sounds of the German language, it is worth paying attention to the active participation of the uvula in the pronunciation of such consonants as [r] and [x]:

verkrustet verachten

The system of German vowels differs significantly from Russian. And first of all, the fact that in German there are both short and long vowels. They are also in the Russian language, however, the opposition in longitude - brevity does not play a meaningful role in Russian. In the German language, on this basis, a sense of distinction of lexical units occurs:

er legte (he laid) - er leckte [e] (he licked)

Saat (sowing) - satt [a] (satiated)

sag (say!) - Sack [a] (bag)

Weg (way) - weg [e] (away)

Staat (state) - Stadt[a] (city)

Assimilation of the system of long and short vowels is a long and painstaking task, complicated by phonetic interference. In our opinion, conscious assimilation of the differences in the system of German and Russian vowels, constant training and a system in the work of a teacher can lead to the formation of strong phonetic skills in the correct pronunciation of German vowels.

German vowels vary in degree of open/closed: long vowels are closed and short vowels are open:

ihn - in Beet - Bett fühlen - fullen

Umlauted vowels are a great difficulty for Russian-speaking students: [y] (fünf), (Übung), (könnte), (schön), [E] (Bär). Great attention should be paid to practicing the pronunciation of these vowel sounds, since it is they that create a strong accent of the speaker.

Particular attention should be paid to the formation of the skill of pronouncing three sounds, which in Russian correspond to only one [e]: closed (See, Tee), middle [E] (treffen) and open (Mädchen). In addition, in German there is the so-called Murmel -e [E], a reduced sound in unstressed syllables, which, as a rule, is not pronounced clearly or not at all. Moreover, such a reduction can be subjected to both all types of the above mentioned sound [e], and other unstressed vowels:

matte reisen

Wohin gehst du?

A phenomenon completely absent in Russian is a hard attack (Knacklaut) when pronouncing a German vowel at the beginning of a word or syllable that begins with a vowel. We have already talked about tension when pronouncing consonants. The same tension of the diaphragm is also characteristic when pronouncing vowels at the beginning of a word, which creates a specific sound of German speech and does not allow syllables and words to merge, which distinguishes German from both English and French:

Anfang be|obachten

Ilse Nebenkosten|abrechnung

Untergang Weltanschauung

über|all geontwortet

Another complex phenomenon for the Russian ear is diphthongs, which are not in the Russian language as independent phonemes. Although diphthongoid vowels are quite common in Russian pronunciation, German compound vowels are difficult because they are not pronounced as two consecutively sounding separate sounds, but as a single coherent whole of two vowels in one syllable. The first part of the diphthong smoothly flows into the second:

Laufen, auch, Bauch Ei, kein, meinen heute, Beutel, träumen Thus, the most complex sounds of the pronunciation system of the German language, identified in the process of comparison with the pronunciation system of the Russian language, become the material for phonetic charging. The training of these sounds and phonetic phenomena occurs both separately, in

special exercises, and in words and phrases, as well as in connected texts: rhymes, poems, tongue twisters,

proverbs, sayings, songs. It is important that all types of sound development - from knowing the features of its articulation to recognizing its variants in speech and the ability to pronounce it in different environments - find a natural place in the educational process.

3. Mastering word stress

German word stress is not fixed, unlike the Russian language. But, if in Russian the stress is characterized not only by freedom, but also by greater mobility, i.e. when changing the form of a word or during word formation, it can move (leg, legs, legs, legs, foot), then in the German word the stress, as a rule, has the so-called etymological character, i.e. it is attached to the root of the word and, when changing the word or forming cognate words, it retains its attachment to the root of the word, its semantics:

Freund, Freunde, freundlich, Freundschaft, freundschaftlich Most of the stressed are the first root syllables of German words. They remain stressed during word formation, when unstressed prefixes or suffixes are added to the word:

wohnen, Wohnung, bewohnen, Bewohner, wohnhaft However, in German there are words with stressed prefixes and suffixes. Therefore, it is very important to teach students to distinguish between stressed and unstressed prefixes and suffixes.

When forming the phonetic image of German words, it is important to learn that most of the suffixes of nouns and adjectives are unstressed:

Chen, -e, -el, -er, -heit, -ig, -in, -ing, -keit, -lein,

Ler, -ling, -ner, -nis, sal, -schaft, -tum, -ung -bar, -(e)n, -ern, -haft, -ig, -isch, -lich, -sam

Unstressed prefixes found on verbs and nouns are:

be-, ge-, emp-, ent-, er-, ver-, zer-Prefix miss- can be either stressed or unstressed. As the verb prefix miss- does not carry stress:

missbrauchen, missglücken, misslingen, misstrauen But if it is the second one of the verb, it becomes stressed: missverstehen, missgestalten The prefix Miss- of nouns and adjectives is stressed:

Missbrauch, Misserfolg, Missernte, Missverständnis,

Stress prefixes, which are word-building elements of a large number of verbs and nouns, are:

ab-, an-, auf-, aus-, bei-, ein-, her-, hin-, nach-, ur-, vor-

Both stressed and unstressed can be prefixes durch-, hinter-, über-, um-, unter-, wieder-, wider-The prefix un-, as a rule, carries the stress: unangenehm, unartig, Unrecht, Unsinn, but the accent can also fluctuate (two options are possible):

unmenschlich, unmöglich, unsterblich,

untröstlich, unübersehbar, unübertroffen, ununterbrochen, unwillkürlich, unverzeihlich, unwiderstehlich

syllable. At the same time, the stronger - the main - stress is borne by the first part of the compound word (defining word), and the second part (defining word) carries a side stress:

There are, however, word-building models of word formation in which the second element carries the main stress:

W W W g W W g W W g W W

Jahr hundert, Jahr zehnt, Jahr tausend, Lebe wohl,

Dreiund zwanzig, vierund dreissig

hi naus, he rein, wo hin

4. Mastering phrasal stress

Phrasal (logical) stress is associated with the semantic load of the sentence: information that is most relevant for the speaker is highlighted through phrasal stress, i.e. the language units that express it carry not only verbal, but also strong - the second - phrasal stress. As a rule, such members of a sentence take place either at its beginning, or at the end or closer to the end of the sentence.

Ungenügend hat er gekriegt.

"Gut hat er das gemacht.

Jetzt will ich das nicht machen.

Er will einen "Brief schreiben.

Er hat die Sache "vollkommen abgeschlossen.

A feature of the German sentence is the unstressed pronunciation of function words: articles, prepositions, conjunctions,

auxiliary verbs and the negative particle nicht. However, they can carry a phrasal (logical) stress if it fulfills the intentional task of the speaker:

"Nimm dich in acht!", fuhr sie mich an. "Dubist nun mal nicht wie andere Mädchen. Du bist eine Tänzerin. Ich habe es dir immer schon gesagt: Karriere oder Liebe. Ein Und gibt es nicht".

"Es führen eben viele Wege nach Rom!", erklärte sie mir. "Die eine schafft es mit Fleiß, und die andere..." The word bearing the logical stress is the logical predicate or communicative center of the sentence. In principle, each member of the sentence can become, under certain conditions, the communicative center of the sentence.

"Als meine Haare endlich den Farbton einer Marilyn Monroe angenommen hatten, grunzte meine Balettmeisterin zufrieden: "Das ist es!"

Phrasal stress is carried out by means of increased emphasis on the stressed syllable in the word that carries the semantic load in the sentence:

Er hat einen Mercedes.

Er hat einen Mercedes.

Er hat einen Mercedes.

Er hat einen Mercedes.

The stressed syllable of a phrasal stressed word is pronounced louder, slower, and with a change in tone.

If in a sentence several words have the same semantic content - for example, in the case of enumeration - then the very last word takes on the function of the communicative center of the sentence and carries a phrasal stress:

Auf dem Tisch lagen Zeitungen, Zeitschriften und "" Bücher.

Thus, students must learn to understand the intentional task that the speaker sets himself in a certain communicative situation in order to adequately determine either the speaker's intentions when listening, or ways of expressing their own communicative intentions when speaking.

5. Formation of the skill of intonational design of sentences of different types for the purpose of the statement

With the communicative-cognitive method of teaching, involuntary (spontaneous) mastery of the main syntactic models of sentences occurs. At the initial stage of training, students get acquainted with the intonational design of the main types of sentences according to the communicative purpose of the statement: narrative, interrogative, exclamatory and incentive sentences. Mastering the intonation pattern of a sentence in a foreign language involves multiple listening different type sentences, their imitative reproduction, as well as the correction of independent statements of students by the teacher.

The mastering of intonation models of narrative, exclamatory and incentive sentences occurs on the basis of transfer from the native language and, as a rule, does not present much difficulty for students. German intonation patterns

the sentences are in many respects similar to the Russian ones. The existing differences are very subtle, which greatly complicates the perception and assimilation of the correct German intonation.

A feature of German intonation is a descending scale, in which the tone falls gradually, distributing stepwise over all stressed syllables. Unstressed syllables are adjacent to the previous stressed ones at the same level. In Russian, the descending scale is not found, unstressed syllables are usually located below the stressed ones, which leads to a wider range of Russian speech and its melodious character.

The main difficulty for Russian-speaking students is the intonation model of an interrogative sentence with an interrogative word - intonation in a general question:

Wohin farst du?

Woher "kommen Sie?

Wohnen Sie dort?

When it is mastered, the interfering influence of the native language acts, which consists in raising the tone at the end of the sentence, which is typical for the intonation of this type of sentences in Russian. In a German interrogative sentence without an interrogative word, the tone of voice is lowered, for example:

Woh in gehen wir?

This model has all three elements of the intonation structure: pre-tact, core and off-beat. The movement of the tone in the nucleus is ascending-descending, the fall of the tone is steep and fast and reaches a low level. The prebeat lies in the neutral level, it can be either flat or ascending. Zatakt can be either smooth or descending, its level is low. The prevalence of pre-beats depends on the lexical content of the model.

Sentences of this type, in which the tone rises sharply when pronouncing an interrogative word, and then sharply decreases towards the end of the sentence, require repeated training in the formation of the skill of authentic intonation of the interrogative sentence, which, among other things, should be the subject of phonetic charging in the classroom.

BIBLIOGRAPHY

1. Galskova N.D., Gez N.I. Theory of teaching foreign languages. Linguodidactics and methodology. - M.: Akademia, 2004.

2. Milyukova N.A., Nork O.A. Phonetics of the German language. - M.: Academy, 2004.

3. Baranova M.V. Improving oral and writing using the original text of the novel "Two Women" by Diana Beata Helman: uch.-method. allowance. - St. Petersburg: Leningrad State University im. A.S. Pushkin, 2006.

4. Uroeva R.M., Kuznetsova O.F. Reference book on phonetics and grammar of the German language (for 1st and 2nd courses of correspondence departments and faculties). - M.: Higher school, 1972.

MINISTRY OF EDUCATION Nizhny Novgorod Region

State budgetary educational institution

middle vocational education

"Lukoyan Pedagogical College named after A.M. Gorky"

(GBOU SPO LPK)

Methodical development

TECHNOLOGY OF TEACHING PHONETIC SKILLS IN FOREIGN LANGUAGE LESSONS

IN BASIC SCHOOL

Completed:

Sychev Vadim Vladimirovich

Specialty 050303

Foreign language

course 4, group 401

Supervisor:_________________

Chechenkova Marina Valentinovna,

foreign language teacher

Lukoyanov 2013

Introduction

    Teaching phonetic skills at foreign language lessons in basic school

      The concept of "phonetics", "hearing - pronunciation skill" "rhythmic-

intonation skill"

2. The use of small folklore genres for the formation of auditory

pronunciation and rhythmic intonation skills in the classroom

foreign language

2.1. Methods of working on poetry in German lessons and

in extracurricular activities

2.2. The use of folk tales in teaching German

2.3. Proverbs and sayings

2.4.Using tongue twisters in German lessons

Conclusion

List of used literature

INTRODUCTION

At present, the issue of the technology of teaching phonetic skills in basic school is acute. Phonetic skills allow students to correctly perceive an audible sound pattern, associate it with meaning and adequately reproduce it in oral speech. Thus, relevance the topic of this methodological development is due to the insufficient coverage of the problem of the formation of phonetic skills of foreign language oral speech activity among students in basic school and

undetected factors that impede the process of speech communication, due to the presence of phonetic and phonemic errors.

Object of study: the process of teaching phonetic skills in foreign language lessons in basic school.

Subject of study: features of the use of small folklore genres for the formation of auditory-pronunciation and rhythmic-intonation skills in foreign language lessons in primary school.

Purpose of the study: to consider and analyze the teaching of phonetic skills in foreign language lessons in primary school.

Research objectives:

1. Expand the concept of "phonetics", "hearing - pronunciation skill", "rhythmic-intonation skill".

2. Analyze the content of teaching phonetics in basic school.

3. Consider the use of small folklore genres for the formation of auditory pronunciation and rhythmic intonation skills in foreign language lessons.

To solve the tasks set, the following research methods:

1.Analytical (analysis of literature on the research problem)

2. Descriptive (the content of the work of teaching foreign languages ​​in grade 5)

Working hypothesis: Starting the study, we assume that when studying a foreign language in a primary school, it is necessary to allocate a place in the lesson to work on the use of various methods and techniques aimed at developing hearing-pronunciation skills, rhythmic-intonation skills.

The structure of the methodological development: The work consists of an introduction, 2 chapters, a conclusion and a list of references.

    TEACHING PHONETIC SKILLS IN FOREIGN LANGUAGE LESSONS IN BASIC SCHOOL

1.1 The concept of "phonetics", "hearing - pronunciation skill" "rhythmic-intonation skill"

Phonetics as an aspect of learning is understood as the sound structure of a language, the totality of all sound means that make up its material side (sounds, sound combinations, stress, rhythm, melody, intonation, pauses), regardless of their meaningful functions.

Language as a means of communication arose and exists, first of all, as a sound language, and mastering its sound system is a prerequisite for communication in any form.

The main goal of teaching phonetics at school is the formation of auditory-pronunciation and rhythmic-intonation skills.

Phonetic skills are:

Under speech listening and pronunciation skills(SPN) refers to the skills of phonemically correct pronunciation of all studied sounds in the speech stream, understanding these sounds in the speech of others.

Under the rhythmic intonation skills(RIN) refers to the skills of intonational and rhythmically correct speech design and, accordingly, understanding the speech of others.

In the conditions of a general education basic school, it is impossible to achieve an absolutely correct pronunciation that is close to speech. Therefore, it becomes a task to achieve from schoolchildren relatively correct pronunciation. Work on it should be based on the principle of approximation, i.e. approaching the correct pronunciation of a native speaker.

For this purpose: a) the volume of phonetic material is limited; b) some decrease in the quality of pronunciation of individual sounds is allowed. Both take place within limits that do not disturb the process of communication. At the same time, in specialized educational institutions, as well as in the presence of favorable specific conditions (the presence of carriers, the presence of a larger number of audio and audiovisual teaching aids, etc.), the principle of approximation can be reduced to a minimum. And the range of tasks of a teacher in teaching the phonetic side of speech can be expanded, namely: the task is to approach the normative pronunciation of native speakers.

The linguistic component of the content of teaching phonetics offers:

a) phonetic minimum; b) features of vowels and consonants of the studied language in comparison with native ones; c) phonetic rules.

The phonetic minimum of the basic school includes: a) sounds (phonemes); b) intoonemes (intonation patterns) of the most common types of simple and complex sentences.

A phoneme is “an elementary unit of a sound language that makes it possible, alone or in combination with other phonemes, to distinguish units of oral speech” (R.K. Minyar-Beloruchev). Intonema is “an example of authentic intonation of various types of sentences - interrogative, imperative, affirmative” (R.K. Minyar-Beloruchev).

The phonetic minimum is selected in accordance with two principles: 1. The principle of meeting the needs of communication 2. The stylistic principle.

In accordance with the first principle, sounds and intoonemes that have a meaningful function are included in the minimum. The number of intonemes in the minimum is determined by the structural types of sentences and their syntactic (logical) meaning.

Based on the second principle, the object of instruction is the complete style of exemplary literary pronunciation. Dialectal deviations, as well as an incomplete (colloquial) pronunciation style, are not studied at school.

The sequence of studying the selected phonetic material is determined by the tasks of developing oral speech and reading. In different textbooks, even for the same class, depending on the sequence of studying speech samples, there will be a different sequence of studying phonetic material.

Comparing the phonemes of the native and studied languages, we can distinguish: a) phonemes that coincide in the two languages; b) phonemes that have similarities, but do not completely coincide in two languages; c) phonemes absent in one of the languages.

The first group of phonemes is the easiest. When teaching these phonemes, one can expect to transfer the skill of their pronunciation from the native language.

The second group of phonemes presents certain difficulties. There may be not only a transfer of skills, but interference may occur.

The third group of phonemes is the most difficult for students to master.

When working on individual sounds (vowels and consonants), the teacher can give elementary phonetic rules, for example, about the position of the tongue, lips, the degree of tension of the speech organs, etc.

Explanations of the teacher should be in the nature of practical instructions. They can be constructed deductively and inductively.

The psychological component in the content of teaching the phonetic side of speech includes: a) taking into account the interests and formation of a motive for students to master this side of speech (phonetic competitions); b) development of special abilities (phonetic and intonation hearing), i.e. the ability of the human mind to analyze and synthesize speech sounds based on various phonemes of a language and to distinguish between different types; c) phonetic skills of two types; d) the nature of the interaction of phonetic skills with others, for example, lexical and grammatical.

Phonetic skills go through the following stages in their development: a) approximately - preparatory; b) stereotyping - situational; c) varying - situational;

Each stage has its own purpose and content. Having passed these stages in their development, phonetic skills must acquire certain qualities inherent in speech skills. This is “automation and consciousness”, “strength and flexibility” (S. F. Shatilov).

The methodological component of teaching phonetics includes skills independent work on the phonetic side of speech, for example, in the laboratory; skills in working with phonetic reference books; usage various schemes(for example, the articulatory apparatus), other possible supports and samples of foreign speech.

When organizing pronunciation training in the corresponding language, it is necessary to be guided by the following provisions: 1. Communicative orientation in teaching pronunciation. 2. Situational - thematic conditionality of phonetic material. 3. A rational combination of consciousness with imitation when working on pronunciation. 4. Ensuring visibility when presenting sounds and intotones. 5. Broad reliance on the activity and purposefulness of students' actions. 6. An individual approach to the formation of the pronunciation side of students' speech in the context of collective learning. 7. Correction of phonetic errors occurs based on exemplary pronunciation (teacher's speech, speaker's speech) (I. L. Bim).

In the work on pronunciation, two stages can be distinguished: stage 1 - the formation of the basics of pronunciation (2-3 grades or 5-6 grades); Stage 2 - improvement and maintenance of auditory-pronunciation and rhythmic-intonational foundations (4-11th grade or 7-11th grade).

Work on phonetics is carried out on the basis of typical phrases in the following sequence: a) perception of the phrase by ear; b) its comprehension; c) the teacher's selection of the word to be phonetically worked out; d) pronunciation of the word by students; e) isolation by the teacher of a sound in a word; f) an explanation of its articulation; g) repeated reproduction of sound by students; h) pronunciation of the word and phrase as a whole.

When working on pronunciation within the framework of a typical phrase, two ways are possible: 1st way - imitative (1st group of phonemes); 2nd way - analytical and imitative (2nd and 3rd group of phonemes).

When explaining phonetic material, the teacher can use the following methods: a) imitation of sound in the flow of speech; b) comparison of sound with a similar phenomenon in the native language; c) comparison of the phonetic phenomenon within the studied language; d) analysis of the phonetic phenomenon; e) explanation of the phonetic phenomenon (commentary); f) visual representation of a phonetic phenomenon.

The formation of auditory-pronunciation and rhythmic-intonation skills is a long and complex process. For these purposes, the following types of phonetic pre-speech, preparatory exercises can be recommended.

    Exercises for the perception of sound by ear: a) in the flow of speech; b) in a separate word, isolated, in combination with the teacher's explanation; c) followed by repeated reproduction: first in a separate word, and then in a speech sample.

    Exercises for the reproduction of a phonetic phenomenon (language phonetically directed exercise): a) reproduction of a phonetic phenomenon by individual students; b) choral reproduction together with the teacher; c) choral reproduction without a teacher; d) individual reproduction for control purposes.

    Exercises to automate the pronunciation speech skill in conditionally speech phonetically directed exercises: a) work on rhymes; b) work on rhymes; c) work on songs; d) work on a poem; e) reading and pronunciation of speech patterns of a dialogic and monologue nature; f) reading aloud excerpts from educational and authentic texts.

Phonetic exercises can serve as a good exercise for maintaining and correcting phonetic skills. In it, the teacher includes the most phonetically difficult material from the upcoming lesson.

When teaching phonetics, it is considered appropriate to use technical means. TCOs provide students with a model for good pronunciation. Students imitate this pattern of speech and strive for it.

The control of hearing and pronunciation skills is carried out when performing speech exercises in the classroom, in speaking or reading aloud. Only in this case it is possible to objectively judge the degree of practical knowledge of the phonetic side of foreign speech.

When assessing the correctness of speech, one should distinguish between phonetic and phonological errors. The former distort the sound quality, but do not violate the meaning of the statement; the second - distort the content of the statement. Errors of the first type in students' speech are acceptable, and therefore, as a rule, they are not taken into account when evaluating answers. Phonological errors are regarded as a violation of the correctness of speech. They must be corrected by the teacher.

    USE OF SMALL FOLKLORE GENRES FOR FORMATION OF AUDIO-PRONUTIOUS AND RHYTHMIC-INTONATION SKILLS IN FOREIGN LANGUAGE LESSONS

2.1 Methods of working on poetry in German lessons and extracurricular activities

The methodological methods of working on poems are as follows: you can write a poem in advance on a blackboard or on pieces of paper and distribute them to students. Unfamiliar words and expressions with Russian equivalents are given in the margins. You can read a poem or (use a magnetic recording), then the class repeats after the teacher in chorus and makes a phonetic marking of the poem. The teacher, together with the students, translates a poem or difficult-to-understand lines into Russian.

In subsequent lessons, students read the poem in its entirety, having previously listened to it again. Poems help to bring up high moral qualities in children.

At the middle and senior stages of education, it becomes more difficult to find time for poetry in the classroom. Circle and extracurricular activities provide an opportunity to continue this work. So, in the classroom, the guys read poems, and carry out further work outside of school hours.

For work in the upper grades, poems that are valuable in terms of content are already being selected. An important factor in this work is the selection of poems that correspond to the age interests of students. While translating poetry, students work a lot with the dictionary at school and at home. Students read their translations in the classroom and extracurricular activities. Acquaintance with German poetry, all types of work with poetry help to stimulate the interest of schoolchildren in the subject and maintain it throughout the years of study at school

Neue Liebe, Neues Leben

[Johann Wolfgang von Goethe]

Herz, mein Herz, was soll das geben?
Was bedranget dich so sehr?
Welch ein fremdes, neues Leben!
Ich erkenne dich nicht mehr.
Weg ist alles, was du liebtest,
Weg, warum du dich betrübtest,
Weg dein Fleiß und deine Ruh" -
Ah, wie kamst du nur dazu!

Fesselt dich die Jugendblüte,
diese liebliche gestalt,
Dieser Blick voll Treu" und Güte
Mit unendlicher Gewalt?
Will ich rasch mich ihr entziehen,
Michermannen, ihr entfliehen,
Führet mich im Augenblick,
Ach, mein Weg zu ihr zurück!

Und an diem Zauberfädchen,
Das sich nicht zerreißen läßt,
Hält das liebe lose Mädchen
Mich so wider Willen fest;
Muß in ihrem Zauberkreise
Leben nun auf ihre Weise.
Die Verändrung, ach, wie groß!
Liebe! Liebe! laß mich los!
1775

TRANSLATIONS:

New love - new life

[AT. A. Zhukovsky]

What happened to you suddenly, my heart?
What are you whining? What's again
Boiled, blazed?
How to unravel you?
Everything has disappeared, what you lived for,
What is so sweetly sad!
Where is the carelessness? where is peace?
Oh, what happened to you?

Blooming youth,
Words full of soul
Look at the fiery sweetness
Have you been so possessed?
Do I want to cheer up
Break away, get away -
Throw a languid, languid look!
Oh! I'm flying back to her!

I am unwilling, fascinated!
I'm golden to captivity
Weakened, chained
Silk one!
And run enchantment
There is neither strength nor desire!
Happy longing! I want to love!
It can be seen, the heart, still be!

Mitten in der Nacht

Keine Ahnung, wo ich bin.
Nichts als Dunkel um mich her
Wie im Bauch von einem Fisch
meilentief im Schwarzen Meer.

Lebt noch jemand au?er mir?
Oder bin ich ganz allein!
Diese Stille. Dieses Dunkel.
Gleich beginne ich zu schrein.

Da entdeck ich in der Schwörze
einenschmalen Strich aus Licht.
Das ist meine Zimmert?re!
Allesklar, ichschreienicht

Mein Vater heisstHanz.

Mein Opa heisst Franz.

Meine Mutter heisst Renate.

Meine Schwester heisst Beate.

Meine Oma heisst Ottilie.

Das ist meine family.

Ich heisse Fritz.

Und mein Hund heisst Spitz

Poems in a foreign language have a positive impact on the moral and aesthetic education of the individual. In addition, the use of poetic texts helps to solve practical problems in teaching a foreign language. They are addressed to work out pronunciation, lexical and grammatical material, speech development, teaching expressive reading. The repeated repetition of the same linguistic phenomena in a poem, the rhythmic pattern, the melody of the poem help to achieve the set goals. The analysis of the poem, the idea of ​​which is expressed in poetic form, develops the creative abilities of students, teaches them observation, reasoning, encourages them to express their thoughts. As you know, memorizing poetry also develops memory.

When selecting poems in a foreign language, one should be guided by the following requirements: they must be accessible - do not contain a large amount of new vocabulary; do not include unfamiliar grammatical phenomena; be small in volume (their recording should not take much time); be of educational value and include topics for conversation.

Poems are used at all levels of teaching a foreign language, and work on them takes place in several stages.

The main stages of work on a poem

    Removal of language difficulties.

    Expressive reading of the poem by the teacher.

    Paraphrasing and translation of the poem.

    Copying the text of the poem from the board.

    Analysis of the poem - clarification of the difficulties encountered: composition, images, ideas, style, etc.

    Re-reading by the teacher in order to place students in pauses, stresses in the text.

    Choral reading of the poem following the teacher along the completed lines.

    Reading of the poem by individual students.

    Discussion and evaluation of the poem: why you didn’t like it, what images, thoughts, feelings it evokes.

    Comparison of existing literary translations, discussion of translations made by students.

Of course, the recommended working method is not required for every poem. Everything will depend on the task that the teacher sets. If the goal is not to teach expressive reading of a poem, you can omit paragraphs 5, 7, 8, 9. Not every poem is suitable for stylistic analysis, not always the teacher can implement paragraph 1. Naturally, if the poem does not contain language difficulties, there is no need to paragraph 2, and if it is not intended to be memorized, paragraph 5 is omitted.

We will show below how the conversation is based on the poem. It can be a conversation on any topic. For example, after studying several poems on the topic “Autumn”, the teacher invites students to answer the following questions: “Welches Gedichtzum Thema “Herbst” kenntihr? Was meint ihr: Welchen Monat zeigt das Gedicht "Herbstlied", "Herbstgold"? Welches Wort wiederholt sich im Gedicht "Herbstgold"? Warum? Welches Bild eines großen russischen Malers passt zu diesem Bild?". The teacher can also bring a reproduction of the painting "Golden Autumn" by Levitan and ask: "WelchesGedichtpasstzudiesemBild?". The conversation can also concern only one poem.

Around each poem, you need to create a certain atmosphere, a "big context" that contributes to the correct perception and its subsequent reproduction. At the senior stage of education, acquaintance plays an important role in this regard. With the life and work of the poet. Here's how the class works SO students over a poem by the famous German poet Theodor Storm "Weihnachtsabend".

Weihnachtsabend

Die fremde Stadt durchschritt ich sorgenvoll,

der Kinderdenkend, die ich ließ zu Haus.

Weihnachten war "s; durch alle Gassen scholl

Der Kinderjubel und der Markts Gebraus-

Und wie der Menschenström mich fortgespüllt,

drang mir ein heisser Stimmlein an das Ohr:

"Kauft, lieber Herr!" Ein mag "res Händchen hielt

feilbietend mir ein ärmlich Spielzeug vor.

Ich schrak empor, und beim Latemenschein

sah ich ein bleiches Kinderangesicht;

wes Alters und Geschlechts es möchte sein,

erkannt" ich im Vorübertreiben nicht.

Nur vor dem Treppenstein, darauf es saß,

noch immer hört "ich, mühsam, wie es schien:

"Kauf, lieber Herr!" den Ruf ohn" Unterlass;

Doch hat wohl keiner ihm Gehör verlieh "n.

And ich? - War's Ungeschick, war es die Scham,

am Weg zu handeln mit dem Bettelkind?

Eh" meine Hand zu meiner Borse kam.

verscholl das Stimmlein hinter mir im Wind.

Doch als ich endlich war mit mir allein,

erfasste mich die Angst im Herzen so.

als saß mein eignes Kind auf jenem Stein

und schrie nach Brot, indessen ich entfloh

As a result of working with poetic texts, students increase their interest in learning a foreign language, enrich their vocabulary, acquire a taste for creativity, and activate cognitive activity. Approximate theme of poems

2.2 The use of folk tales in teaching German

Folk tales are widely used not only in the lessons of the native language, but also in

teaching a foreign language Usually work on fairy tales goes as follows: the class is divided into three groups. Particular attention is drawn to the title of the tale. By the title, the children determine what the story will be about. Then they read the story. The teacher highlights some words from the text that are difficult. After removing these difficulties, the students answer questions about the content of the tale. Then they write out the key words from the fairy tale on special sheets of paper that are hung on the board. To control the completeness and adequacy of understanding the content and meaning of the tale, it is proposed to complete a number of tasks:

The beginning of the sentence is given, the children must find the ending;

The teacher calls several sentences, the students must say which of them correspond to the content of the tale;

Students determine which character the words named by the teacher belong to;

Pupils fill in the gaps in the dialogues with the appropriate sentences from the fairy tale, then read the dialogue by roles, stage it.

The teacher can invite the children to make drawings on the content of this fairy tale and characterize the characters depicted in these drawings. Based on key words and drawings, a representative of each group conveys the content of the tale in German. The use of fairy tales in the classroom helps to develop and improve the communication skills of students.

Children learn to convince, to express their opinion about good and evil, to characterize positive and negative characters. Fairy tales are also an excellent source of maintaining a good emotional microclimate in the classroom during the formation of foreign language teaching and speech activity.

Katze und Maus in Gesellschaft

Eine Katze hatte Bekanntschaft mit einer Maus gemacht und ihr soviel von grosser Liebe und Freundschaft vorgesagt, die sie zu ihr trüge, dass die Maus endlich einwilligte, mit ihr zusammen in einem Haus zu wohnen und gemeinschaftliche Wirtschaft zu führen. "Aber für den Winter müssen wir Vorsorge tragen, sonst leiden wir Hunger," sagte die Katze. "Du, Mäuschen, kannst dich nicht überallhin wagen und gerätst mir am Ende in eine Falle." Der gute Rat wurde also befolgt und ein Töpfchen mit Fett angekauft. Sie wussten aber nicht, wohin sie es stellen sollten. Endlich, nach langer Überlegung, sprach die Katze: “Ich weiss keinen Ort, wo es besser aufgehoben wäre, als die Kirche; da getraut sich niemand etwas wegzunehmen. Wir stellen es unter den Altar und rühren es nicht eher an, als bis wir es nötig haben.” Das Töpfchen wurde also in Sicherheit gebracht. Aber es dauerte nicht lange, so trug die Katze Gelüste danach und sprach zur Maus: “Was ich dir sagen wollte, Mäuschen, ich bin von meiner Base zum Gevatter gebeten. Sie hat ein Söhnchen zur Welt gebracht, weiss mit braunen Flecken, das soll ich über die Taufe halten. Lass mich heute ausgehen und besorge du das Haus allein!” - "Ja, ja," antwortete die Maus, "geh in Gottes Namen! Wenn du was Gutes isst, so denk an mich! Von dem süssen roten Festweintränk ich auch gern ein Tröpfchen!” Es war aber alles nicht wahr. Die Katze hatte keine Base und war nicht zum Gevatter gebeten. Sie ging geradewegs nach der Kirche, schlich zu dem Fettöpfchen und leckte die fette Haut ab. Dann machte sie einen Spaziergang auf den Dächern der Stadt, streckte sich hernach in der Sonne aus und wischte sich den Bart, sooft sie an das Fettöpfchen dachte. Erst als es Abend war, kam sie wieder nach Hause. "Nun, da bist du ja wieder!" sagte die Maus. "Du hast gewiss einen lustigen Tag gehabt." - "Es ging an," antwortete die Katze. "Was hat denn das Kind für einen Namen bekommen?" fragte die Maus. "Hautab," sagte die Katze ganz trocken. "Hautab," rief die Maus, "das ist ja ein seltsamer Name! Ist der in eurer Familie gebräuchlich?” - "Was ist da weiter!" sagte die Katze. "Er ist nicht schlechter als Bröseldieb, wie deine Paten heissen."

Nicht lange danach überkam die Katze wieder ein Gelüste. Sie sprach zur Maus: “Du musst mir den Gefallen tun und nochmals das Hauswesen allein besorgen; ich bin zum zweitenmal zum Gevatter gebeten, und da das Kind einen weissen Ring um den Hals hat, so kann ich’s nicht abschlagen.” Die gute Maus willigte ein, die Katze aber schlich hinter der Stadtmauer zu der Kirche und frass den Fettopf halb aus. "Es schmeckt nichts besser," sagte sie, "als was man selber isst," und war mit ihrem Tagewerk ganz zufrieden. Als sie heimkam, fragte die Maus: "Wie ist denn dieses Kind getauft worden?" - "Halbaus," antwortete die Katze. Halbaus! Was du sagst! Den Namen habe ich mein Lebtag noch nicht gehört. Ichwette, derstehtnichtimKalender.

2.3 Proverbs and sayings

The language material given here and in SAYINGS 1 and 2 can be used both at the beginning of the lesson in the form of a speech warm-up, as a phonetic warm-up, and as material for consolidating vocabulary, listening and reading skills.

Der Appetit kommt beim Essen.

Appetite comes with eating.

Allessuseiner Zeit.

Everything has its turn.

Alle Wege führen nach Rom.

All roads lead to Rome.

Auch die Wände haben Ohren.

And the walls have ears.

AusnahmenbestätigendieRegel.

Exception proves the rule.

Auch die Sonne hat ihre Flecken.

There are lees to every wine.

AllerAnfangistschwer.

Down and Out trouble started.

Alte Lieberostetnicht.

Old love doesn't rust.

AndereLander, andereSitten.

Whatever the city, then burrows.

Der Apfel fallt nicht weit vom Stamm.

The apple never falls far from the tree.

Auf den ersten Schuss fallt keine Festung.

The first pancake is lumpy.

Besser ein Sperling / ein Spatz in der Hand als eine Taube auf dem Dach.

Better a sparrow / titmouse in the hands than a crane in the sky.

Baldgesagt, schwergetan.

The promised three years are waiting.

Besserspätalsnie.

Better late than never.

Bitten und bieten steht frei.

An attempt is not torture, but demand is not a problem.

Böse Beispiele verderben die Sitten.

A bad example is contagious.

BlinderEiferschadetnur.

A helpful fool is more dangerous than an enemy.

Das bose Gewissen verrät sich selbst.

On the thief and the hat is on fire.

Disteln sind dem Esel lieber als die Rosen.

Every man to his own taste.

Durch Schaden wird man klug.

Learn from mistakes.

Der Dümmste hat das meiste Gluck.

Fools are lucky.

Daheimist'sambesten.

Being a guest is good, but being at home is better.

Daheim ist der Himmel blauer und grüner sind die Bäume.

On the other side, and the spring is not red.

Eigene Last ist nothing schwer.

It does not carry its own burden.

Das Ei will klüger sein als die Henne.

Teach your grandmother to suck eggs.

Einmalistkeinmal.

Once doesn't count.

Einmal sehen ist besser als zehnmal hören.

Seeing once is better than hearing a hundred times.

Endegut, allesgut.

All is well that ends well.

Eng, abergemütlich.

In crowded but not mad.

There is safety in numbers.

Das Ende kront das Werk.

The end is the crown.

Er fragt nach Äpfeln, und du antwortest von Birnen.

I'm talking about boots, and he's talking about pies

2.4 Using tongue twisters in German lessons

Tongue twisters are widely used at different stages of learning the German language, attracting various illustrations when working with them.

At the initial stage, tongue twisters are used to process the sound side of speech. They help to put the pronunciation of individual difficult consonants, especially those that are absent in the Russian language.

At the middle and senior stages, learning tongue twisters can be used for speech charging. You can use the following phrases:

This provides a logical transition to the main stage, to the topic of the lesson.

When working on a tongue twister, the following stages can be distinguished:

1.Presentation

2. Work on the content. If necessary, remove lexical difficulties. The meaning of some words can be revealed with the help of comments, translation or synonyms.

3. Work on pronunciation. First, difficult sounds are pronounced, then words with these sounds, phrases, sentences. At first, hard work is carried out, then individual work.

Each new tongue twister is introduced after repeating those already learned. From lesson to lesson, the stock of learned tongue twisters grows.

Who will remember more tongue twisters in which the letter named by the teacher occurs.

Who will speak the chosen tongue twister faster.

Students take turns calling a tongue twister, the student who cannot remember any more tongue twisters is out of the game, the student who is the last one wins.

The teacher pronounces the beginning of the tongue twister, and the students complete it in unison.

Group competition. It is called alternately by one tongue twister. The group that names the tongue twister last wins.

The teacher or one of the students makes up a tongue twister and names one word from it - the rest of the students must guess the tongue twister.

The teacher mixes the words from the previously studied tongue twisters, and the students make up a tongue twister from them and pronounce it. This task is suitable for pair work.

Arrange the suggested tongue twisters in alphabetical order.

Thus, tongue twisters can be used both at the initial stage of teaching the German language, when students develop pronunciation skills, and at the middle senior stages of learning, when the use of tongue twisters not only helps to maintain and improve pronunciation skills, but also stimulates students' speech activity.

Assignments for high school students become more difficult:

Express agreement or disagreement with the proposed tongue twister.

Make up a situation that would confirm the proposed tongue twister. (This could be a written or oral assignment prepared at home or in class)

Listen to the dialogue (story) and say what tongue twister you can finish everything with.

The following is a list of tongue twisters that can be used at different stages of the lesson (phonetic exercises, speech warm-up, repetition of lexical material, consolidation of grammatical skills, etc.).

Thus, the use of tongue twisters in German lessons not only develops the creative initiative of students. Working with tongue twisters helps to solve a number of problems. Memorizing tongue twisters develops the memory of students, allows them to learn how to adequately select lexical units and develops the emotional expressiveness of speech.

The use of tongue twisters in the classroom contributes to a better mastery of the German language, expands knowledge about the language and the features of its functioning. Introduction to the culture of the language being studied through the element of folklore gives students a sense of belonging to the culture of the country of the language being studied.

Als wir noch in der Wiege lagen, gab's noch keine Liegewaagen.

Jetzt kann man in den Waagen liegen und sich in allen Lagen wiegen.

Am zehnten zehnten zehn Uhr zehn zogen zehn zahme Ziegen zehn Zentner Zucker zum Zoo.

Am Knusperhäuschen kaut Kurt knackige Körner und Kerne. Knackige Körner und Kerne kaut Kurt am Knusperhäuschen.

Bierbrauer Bauer braut braunes Bier. Braunes Bier braut Bierbrauer Bauer.

Bürsten mit weißen Borsten bürsten besser, als Bürsten mit schwarzen Borsten bürsten.

Blaukraut bleibt Blaukraut und Brautkleid bleibt Brautkleid.

CONCLUSION

The problem of organizing teaching foreign pronunciation in basic school is quite fully disclosed in domestic and foreign literature. This allowed us to conduct a thorough analysis of the literature on this issue and draw the following conclusions: the formation and development of pronunciation skills in primary school play an important role in teaching a foreign language, since violation of the phonemic correctness of speech and its intonation by the speakers leads to misunderstanding and misunderstanding on the part listener.

Phonetic skills are automated components in the ability to speak, listen, read aloud. Due to the fact that the formation of hearing-pronunciation skills in a foreign language is carried out in conditions where students already have automated hearing-pronunciation skills in their native language.

Phonetic exercise has a very important role in teaching a foreign language, since a sufficient level of development of hearing and pronunciation skills among students is an indispensable condition for the successful formation of various types of speech activity: oral speech (speaking and understanding by ear), reading (out loud and to oneself)

Therefore, in this methodological development, the content of teaching phonetics at foreign language lessons in primary school is considered and analyzed; pronunciation and rhythmic intonation skills in foreign language lessons.

All goals and objectives of the methodological development were fulfilled. It has been proved that when studying a foreign language in a primary school, it is necessary to pay great attention and allocate space in the classroom to work on the use of various methods and techniques aimed at developing auditory-pronunciation and rhythmic-intonation skills, since without teaching the phonetic side of foreign speech, it is impossible for students to communicate. in a foreign language.

LIST OF USED LITERATURE

    Vasiliev V. A. Training English pronunciation in middle school. M: Enlightenment, 1978.

    Nork O. A., Milyukova N. A. Phonetics of the German language. - M .: Education, 1977.

    Pavlova S. V. Teaching foreign pronunciation on a communicative basis // Foreign languages ​​at school. - 1990. - No. 1.

    Ariyan M.A., Oberemko O.G., Shamov A.N. Methods of teaching foreign languages. General course. - Nizhny Novgorod., 2006.-321p.

    Bayer H., Bayer A. German proverbs and sayings: Collection. - M.: Higher school, 1989.

    Lobacheva N.P. Fairy tales at the German lesson // Foreign languages ​​at school., 2000.-№6.-36s

    Zviling M.Ya. Russian-German dictionary of proverbs and sayings. M.: Russian language.-Media., 2006.-214p.

    Bim, I. L. Steps 2 [Text]: German textbook for grade 6 general education. institutions / I. L. Bim, L. V. Sannikova. - M. : Enlightenment, 2001. - 352 p.

    Bim I.L. German. Basic course. Concept, program. –M.: New school, 1995.

    Galskova, N. D. Theory and practice of teaching foreign languages.

Each language has its own special, unique sound system, which you need to get acquainted with, since a person who does not know the correct pronunciation will not be able to correctly perceive foreign speech by ear and will not be able to be understood correctly. The German language, along with sounds peculiar only to him, has a number of sounds, the pronunciation of which practically coincides with the corresponding sounds of the Russian language.

In German 42 sounds, for which records are used 26 letters Latin alphabet. Both in German and in Russian, vowels and consonants are distinguished. The German language has 15 simple vowels, 3 complex two-vowel sounds (diphthongs) and 24 consonants.

German alphabet

Ha

upsilon

Additional German letters to the Latin alphabet:

a-umlaut

u-umlaut

o-umlaut

escet

Vowel sounds The German language has two features:

1. At the beginning of a word or root, vowels are pronounced with a strong attack, resembling a slight click, which gives the German speech a jerky sound that is not characteristic of the Russian language.

2. Vowels are divided into long and short, which explains their greater number in comparison with the Russian language.

Long vowels are pronounced more intensely than the vowels of the Russian language, and do not change their character during the entire time of sounding. The consonant following the long vowel freely adjoins it, as if with a short pause. When transmitting German sounds in Russian letters, the length of vowels is indicated by a colon after the corresponding letter.

short vowels are pronounced more briefly than Russian vowels. The consonant sound following the short vowel tightly adjoins it, as if cutting it off.

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The length and shortness of vowels often have a semantic meaning and determine the general character and rhythm of German speech:

Stadt state city - Staat state state
offen about fan open - Ofen about: fan stove

Vowel pronounced for a long time:

a. in an open syllable, that is, a syllable ending in a vowel:

Vater f a:ta

Leben l e:Ben

b. in a conditionally closed syllable, i.e., a syllable that, when a word changes, can be opened:

Tag t a:to

Ta-ge t a:ge

On the letter, the length of the vowel is indicated:

a. doubling the letter

meer me:a

b. letter h after a vowel

Uhr y:a

in. letter e after i

Sie zi:

Vowel pronounced briefly, if followed by a consonant or group of consonants:

Consonants The German language has the following features:

a. they are pronounced more intensely than the corresponding Russian consonants;

b. German voiceless consonants p, t, k are pronounced with a breath, especially at the end of a word;

in. German consonants, unlike the corresponding Russian consonants, are never softened;

d. unlike the Russian language, where the voiceless consonant is voiced under the influence of the voiced consonant following it (from is tunnel, but: out from at home), in German the opposite phenomenon occurs: a voiceless consonant partially deafens the voiced one following it, remaining deaf (das Bad das bpa:t).

stress in German, it usually falls on the root of a word or on a prefix, that is, on the first syllable. When you change a word, the stress does not change. The pronunciation of German words is transmitted in this manual in Russian letters without the use of generally accepted transcription marks. The transcription of the word and the stressed vowel are in different fonts. Such transcription allows (with some exceptions) to pronounce German words and sentences quite correctly.

Please note that when you hover over the Russian transcription, the IPA transcription will be displayed. This is for especially advanced students, if you do not need it, use only Russian.

Pronunciation of German vowels

Sound represented by letters a, aa, Ah, pronounced like Russian a(long) in the word "brother" or a(short) in the word "tact": baden b a: Dan, Saal for: l, Fahrt fa:at, Satz zats .

Sound represented by letters ä , Ah, pronounced like Russian uh in the word "era": Väter f e: that, wahlen in e: linen , Manner m uh on the .

Sound represented by letters i, ie, ih, pronounced like Russian and in the word "blue": mir mi:a, sieben h and:ben, Ihr i:a, Mitte m and te, Tisch hush .

Sound represented by letters e, her, eh, pronounced like Russian uh or e in the words "these", "believe", "measure": nehmen n e: maine See ze:, gehen G e: en, Geld gelt, sechs zex. In an unstressed final syllable (endings -en, -er), as well as in some prefixes (for example: be-, ge- etc.) this sound is not pronounced clearly and is similar to Russian uh in the word "should": fahren f a: ren, beginnen bag and nan .

However, especially attentive listeners could notice the overtones of the "and" sound in the words Leben and See. There is no such sound in Russian or English, pay attention to it when listening to German speech. Pronounce it like Russian [e / e], and the position of the lips is like for [i]. You can also try to pronounce the diphthong [hey] without completely pronouncing the second part of the sound, i.e. the first part of the sound is [e / e], and the second [th], [th] just to the end and is not pronounced. Let's listen again:

Sound represented by letters oh oh oh, pronounced like Russian about(long) in the word "will" or about(short) in the word "clown": Oper about :pa ohne about :ne , Boot bo:t, Rolle R about le .

Sound represented by letters u, uh, pronounced like Russian at in the word "I will": du du:, Uhr y:a, hundert X at ndat .

Sound represented by letters u, uh, is absent in Russian. It's pronounced like Russian Yu in the words "jury", "mashed potatoes": führen f Yu: ren, funf funf, Ubung Yu:bun(g). Rounding the lips, as for [y], we pronounce [and]. Although in Russian transcription it will be designated as [yu], with the sound [yu] he not is an.

Sound represented by letters oh, oh, is also absent in Russian. Rounding the lips, as for [o], we pronounce [e]. Reminds me of Russian yo : schön w yo: n, Sohne h yo:ne, Loffel l yo fel, offnen yo fnen . Although in Russian transcription it will be denoted as [e], with the sound [e] he not is an.

ei, ai, pronounced like Russian ah into the words "give": drei dry, Weise in a yze .

Diphthong denoted by letters au, pronounced like Russian ay in the word "howitzer": blau bl a at, Faust f a mouth .

Diphthong denoted by letters eu, au, pronounced like Russian oh in the word "your": neu Noah, Hauser X oh behind .

Pronunciation of German consonants

Many consonant sounds of German are pronounced almost the same as the corresponding sounds of Russian: b b, p P, w in, f f, s c or h(before a vowel or between two vowels), k to,g G,n n, m m, z c.

Sound represented by letters ch(after e, i, ö, ü and after l, m, n) pronounced like soft Russian xx in the word "chemistry": welche in uh lhe, richtig R and htikh , manchmal m a nkhmal .

The sound represented by the letter h(at the beginning of a word or syllable) is pronounced as a noisy exhalation to the next vowel. In Russian, this sound is absent, however, it is enough to pronounce Russian [x] with a light exhalation: halt halt, Herz hertz .

Sound represented by letters l, ll, pronounced as an average between Russian soft l(in the word "summer") and solid l(in the word "lacquer"): Ball ball, alt alto .

The sound represented by the letter j, pronounced like Russian th before the corresponding vowels (for example: "Christmas tree", "pit", "south"): Jacke ya ke, jemand ye:manta .

R pronunciation

Consonant sound denoted by a letter r, can also sound like a vowel sound close to the Russian sound a.

  1. After long vowels (with the exception of long "a") in stressed and unstressed syllables that are final, for example:
    factor f a who: a,wir in and:a, Clavier clave and:a, Nature nat at:a .

    There may be exceptions:
    Haar ha:r, Ha: ; Bart Bart, ba:at ; Arzt arts, a:tst ; Quark quark, kva:k ; Quartz quartz, kva:c ; Harz harz

  2. In unstressed prefixes: er-, her-, ver-, zer-, for example:
    erfahren eaf a:ren , verbringen February and:n(g)en , zerstampfen zeasht a mpfeng , hervor heaf about:a .
  3. In the final unstressed - er, and also when consonants follow it, for example:
    Vater f a that, immer i: ma, besser b uh:sa, anders a ndas, Kindern to and ndang, auf Wiedersehen auf in and:daze:en .

In other cases, it is pronounced as a consonant sound. There are three types of pronunciation of the consonant sound "r" (the 2nd option is now more common):

  1. If you touch your fingers at the base of your neck and try to pronounce "r" so that your fingertips feel it, you get the first "r".
  2. If you pronounce "g", try to continue the sound ("gggggg..r.."), you get the second sound ("growl of the tiger").
  3. The sound pronounced with the tip of the tongue is thus the "Russian" "r".

Remember the rules for reading some letter combinations:

ch after a, o, u it is read like Russian X: Buch boo:x, Fach fah; after all other vowels, as well as after l, m, n is read as xx: recht recht, Wichtig in and htikh Milch milch .

chs, as well as the letter X, read like Russian ks: wechseln in uh kseln .

ck reads like Russian to: Stuck piece, Ecke uh ke .

sch reads like Russian w: Schuh shu:, waschen in a: sheng .

st PCS: Stella PCS uh le .

sp read at the beginning of a word or root like Russian sp: Spiel spire, sprechen sprechen .

tz reads like Russian c: Platz parade ground, sitzen h and tsen .

ng reads like ... English sound [ŋ]. The back of the tongue closes with the lowered soft palate, and air passes through the nasal cavity. In order to achieve the desired position of the organs of speech, one can inhale through the nose with the mouth wide open, then pronounce the sound [ŋ] while exhaling the air through the nose. In Russian transcription, we will denote as n(g), because G there still sometimes they pronounce, as in the first word: Übung Yu:bung, verbringen February and:n(g)en , Ding dyn(g). Also this sound is in combination nk: bank baŋk, links liŋx, tanken t aŋken .

From letter to sound

Letters of the German alphabet Russian
transcription		 Examples
ah, ah, ah a: Rat pa:t
Saat per:t
fahren f a:ren
a a wann van
ah, ah e: spat sp:t
zahlen c uh:linen
ai ah Mai May
au ay also a wow
au oh Hauser X about yza
b, bb b bitte b and te
ebbe uh bae
(at the end of a word) P ab up
with to Cafe cafe e:
ch (after a, o, u) X Nacht nakht
(after other vowels and after l, m, n) xx ich uh
chs ks sechs zex
ck to wecken in uh ken
d, dd d dort dort
Kladde class a de
(at the end of a word) t bald balt
dt t Stadt state
e, her, eh e:, e: er e:a
e: (and) Tee those: (and)
gehen ge:en
e uh etwas uh yours
dieses d and: ze
ei ah mein lane
eu oh neun noin
fff f frei fry
Schiff cipher
g, gg G gut gu:t
flagge fl a ge
(at the end of a word) to Tag So
(in suffix -ig) xx zwanzig color a ncih
h  (at the beginning of a word and syllable) X haben X a:ben
behalten bah a lten
(unreadable after vowels) sehen h e:en
i, ie, ih and: wir w:a
sieben h and:ben
Ihnen i:nen
i and Zimmer c and ma
j th Jahr th a:
k to kind kint
l, ll eh elf elf
halle X a le
m, mm m machen m a hyung
comment to about maine
n, nn n Name n a: me
Dann Dan
ng n(g) Ding dyn(g)
oh, oh, oh about: oben about: ben
Boot bo:t
Ohr o:a
o about night nox
oh, oh "yo:" Mobel m yo: belle
Sohne h yo: ne
Öl yo: eh
ö "yo" zwolf zwölf
offnen and about: fnen
p, pp P parken P a rken
knapp knap
pf pf Pfennig poof
qu sq. Qualitat qualite e: t
r, rh R Arbeiter a rbyte
Rhine R a yin(Rhine)
r a wir in and:a
erfahren eaf a:ren
Vater f a that
s  (before vowels or between vowels) h sagen h a:gen
unser at nza
Kase to uh:ze
(at the end of a word) with das das
ss, ß with lassen l a sen
Fuss fu:s
sch w Schule w at:le
sp sp sprechen spr uh hyung
st PCS stellen PCS uh linen
t, tt, th t Tisch hush
satt zat
Theater te a: that
tz c setzen h uh tsen
u, uh at: Dusche d at: she
Uhr y:a
u at und unt
u, uh "Yu:" Tur ty: a
fuhren f Yu:ren
uber Yu: ba
ü "Yu" funf funf
uppig Yu shove
v  (in German words) f vier fi:a
(in foreign words) in visite visas and: te
November new uh mba
w in Wagen in a: gene
x ks Taxi t a xi
y "Yu:" Lyrik l Yu:rick
y "Yu" Zylinder tsul and nda
z c zahlen c a:linen

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