План-конспект урока по русскому языку (3 класс) на тему: Парные согласные звуки в середине слова и в конце

Открытый урок во 2 классе по теме: «Парные согласные звуки в середине слова и в конце».

Цели:

1. Формировать умения сравнивать согласную букву проверочного слова и проверяемого.
2. Развивать умение находить в тексте слова с парными звонкими и глухими согласными, подбирать проверочные слова, обосновывать написание проверяемого слова, с парными согласными на конце и в середине слова, развивать память, мышление, речь, орфографическую зоркость, навык самостоятельной работы, работу в парах,
3. Воспитывать наблюдательность, интерес к родному языку, любовь к матери.

Ход урока.

I. Организационный момент.

Вот книжки на столе, а вот — тетрадки,

Не хочется играть сегодня в прятки.

И недосуг дуть на корабль бумажный

Сегодня в классе у ребят урок уж очень важный.

— Посмотрели друг на друга, глазки на меня, улыбнулись. Я желаю вам успехов и удачи на уроке.

II. Чистописание      

• найдите закономерность вфгкдт…    (з с ж ш б п)
• запишите о чем пойдет речь на уроке        
• на какие группы можно разделить парные согласные.

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.

III. Словесная работа

В гости пришли вот такие человечки

*> *

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Они вам приготовили очень много различных заданий, я думаю что вы с ними легко справитесь.

1        задание.

Ду…   ястре…   медве…ь    ланды…
д        п        з        ?

Спишите слова, вставьте пропущенные буквы.

—        Под словом дуб стоит буква — д, под словом ястреб — п, медведь — з, какую
же букву поставить под словом ландыш? (дуб — дерево, ястреб — птица,
медведь — зверь, ландыш — цветок)

IV.        Работа по теме урока.

2        задание.  На доске  записаны  слова:  кровать,  глазки,  лошадка,  глаз,
кроватка, лошадь, дубки; тетрадка, дуб, тетрадь.

Разделите слова на две группы. На какие группы можно поделить слова?

—        На слова с парными согласными в конце слова и на слова с парными
согласными в середине слова.

         кровать              кроватка

лошадь        лошадка

тетрадь        тетрадка

глаз        глазки

дуб        дубки

—        Понаблюдайте, как произносятся парные согласные в конце слова и в
середине слова.

Как глухие согласные? Как проверить парные согласные в конце слова?  Надо изменить слово так, чтобы после согласного звука стоял гласный. А можно ли это правило применить к парным согласным в середине слова?

Можно. Проверьте. Работа с правилами.

Как правильно написать слова с парными согласными в середине слова?

V.        Физкультминутка.

Теперь всех приглашаю на зарядку:

Будьте   внимательны,   запомните   слова  с   парными   согласными   в
середине слова        —

Мелкие шажки — 1,2,3 Легкие прыжки -1,2,3 Вот и вся зарядка — 1,2,3 Мягкая посадка -1,2,3

VI.        Следующее задание наших человечков. Закрепление. Упражнение
323,стр.172  

VII.        Групповая работа

Похрустывает вкусно, крепко Налившаяся соком… (репка)

Вот соль тебе,

Вот хлеб и ложка, —

Сварилась к ужину … (картошка)

Просыпаюсь утром рано: Вместе с солнышком румяным, Заправляю сам кроватку, Быстро делаю … (зарядку)

VIII.        Работа с пословицей.

«Нет лучшего дружка, чем родная матушка».

Объясните пословицу. Найдите слова с изученными орфограммами.

IX.        Дифференцированная работа

1)        Разбор слов по составу
Мамочка

Матушка        —

2. Составить предложение. Записать, вставляя пропущенные буквы яго…ка, Красна, горька, да, на, вкус.
3. Коллективная работа.

• подберите однокоренные слова к слову «матушка».
• составьте предложение с одним из этих слов.

X.        Аутотренинг — релаксация

В природе есть солнце. Оно светит и всех любит и греет. Давайте сотворим солнце в себе. Закройте глаза, представьте в своем сердце маленькую звездочку. Мысленно направляем к ней лучик, который несет любовь. Мы чувствуем, как звездочка увеличилась. Направляем лучик, который несет мир. Звездочка опять увеличилась. Направляем лучик с добром, звездочка стала еще больше. Я направляю к звездочке лучики, которые несут здоровье, радость, тепло, свет, нежность, ласку. Теперь звездочка становится большой, как солнце. Оно несет тепло всем, всем, всем.

XI. Творческое задание.

На листиках — солнышках, которые лежат у вас на партах, напишите

все добрые слова, которые вы скажете своей маме сегодня вечером.

 

Я   вам   принесла  такую   картину  «Субботний  вечер  с мамой».

Напишите несколько строчек на эту тему. В которых вы возможно выразите свою любовь, нежность, признательность своим мамам.

Постарайтесь  употребить  слова  с   парными   согласными   звуками. Подарите эти «солнышки» самым близким, дорогим людям — мамам.

XII. Итог. Оценки.

Над какими согласными мы сегодня работали?

На какие группы делятся парные согласные?

Когда проверяем парный согласный, где он находится в слове?

Как проверить правописание парных согласных?

По ходу схема:

Парные согласные

Звонкие согласные

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Глухие согласные

В середине слова

В конце слова

Человечки довольны вами.

Со всеми заданиями вы справились.

ХШ. Рефлексация.

Продолжите предложения.
Сегодня на уроке
Я научился…        —

Было интересно … Было трудно… Я понял, что… Я почувствовал …

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Спасибо за урок.

Игра.

Если я назову словр в котором есть парный согласный в середине слова, который надо проверять, вы потягиваетесь, поднимая руки вверх. Бели в слове не надо проверять согласный, вы приседаете.

Корова, петушки, кружки, глаза, лошадка, труба, утюги, рыбка, шкафы, лопата, грядка

Паспорт открытого урока

Предмет: Русский язык. 2 класс

Тема; «Парные согласные звуки в середине слова и в конце».

Цели:   1, Обучающая формировать  умения сравнивать согласную букву

проверочного слова и проверяемого.

2. Развивающая — развивать умение находить в тексте слова с парными звонкими и глухими согласными, подбирать проверочные слова, обосновывать написание проверяемого слова, с парными согласными на конце и в середине слова, развивать память, мышление, речь, орфографическую зоркость, навык самостоятельной работы, работу в парах.
3. Воспитывающая — воспитывать наблюдательность, интерес к родном}7 языку, любовь к матери.

Оборудование:        компьютерная        презентация,        карточки        с

дифференцированными    заданиям и     веселые    человечки    —    солнышки,

магнитофон.

Тип урока: урок-повторение.

Форма проведения: фронтальная работа, работа в парах и группах.

Методы и приемы:

• познавательный
• словесный
• наглядный
• проблемный (при изучении нового материала)

Дети на уроке показали умения: анализировать, делать выводы, проявлять творческие способности, работать в парах, показали навыки самопроверки, взаимопроверки и оценивания работы.

Ход урока,

1. Орг.момент. Целеполагание
2. Минутка чистописания.
3. Словарная работа.
4. Новая тема

• постановка проблемы
• работа с упражнениями
• вывод по теме урока, рабе а с правилами

5. Физ.минутка.
6. Закрепление.

• работа по учебнику
• взаимопроверка.

7. Групповая работа.
8. Работа с пословицей.
9. Дифференцированная работе по карточкам

—        коллективная работа

10. Аутотренинг — релаксация.
11. Творческая работа.
12. Итог. Рефлексия.

90000 90001 90002 90003 90004 Tom eats nuts 90005 90004 ten 90005 90008 90003 90004 Tom nuts eats 90005 90004 tne 90005 90008 90003 90004 nuts eats Tom 90005 90004 net 90005 90008 90003 90004 nuts Tom eats 90005 90004 nte 90005 90008 90003 90004 eats Tom nuts 90005 90004 etn 90005 90008 90003 90004 eats nuts Tom 90005 90004 ent 90005 90008 90039 90040 Just as some combinations of words are possible sentences, while others are not, some combinations of sounds are possible words, others are not.Three words or three sounds can combine in six different ways as shown here. Possible combinations are shown in green, impossible ones in pink. Here we are only concerned with the column on the right. Native speakers of English know not only that there does not happen to be a word 90041 tne, 90042 but also that there could not be such a word in English, since plosive + nasal clusters do not occur at the beginning of any word in this language . This would violate the phonotactic constraints of English.90043 90040 Phonotactic constraints define what sound sequences are possible and what other sound sequences are not possible in a given language. These constrains are based on an examination of what sequences occur and what sequences do not occur in that language. This scheme works as far as patterns either really never occur or, if they do, they are very common. The problem is that some patterns occur, but are very rare, and it is not immediately clear whether we should take them to be allowed or disallowed by our phonotactic constraints.As an example, think of ʃw in English: this sound sequence occurs in compound words (like 90041 dishwasher 90042 dɪʃwɔʃə), some names (like 90041 Gershwin 90042 gəːʃwɪn, 90041 Schwartzenegger 90042 ʃwóːtsənɛgə, or 90041 Schweppes 90042 ʃwɛps) and a single one- morpheme common noun, 90041 schwa 90042 ʃwɑː, which is a linguistic technical term. This is significant because neither morphologically complex words, nor names are very relevant in identifying phonotactic constraints, so there remains a single «real» representative of this cluster, the realness of which is jeopardized by its being unknown to very many speakers of English.90043 90040 If we construe phonotactic constraints that allow ʃw, we will be faced with the question why there are so few instances of this cluster in English. The common practice is to not allow ʃw, and list it as an exception. The reason for doing so is our desire to formulate phonotactic constraints in terms of natural classes: we will see that these constraints involve not random sets of sounds, but groups that belong together because of their inherent properties (like place or manner of articulation or voicing ).90043 90040 Because phonotactic constraints are formulated in broad terms, they can not predict exactly what sound strings are and what sound strings are not available in a language. There will be items sticking out in both directions. The following table shows this. 90043 90002 90003 90062 90063 existing 90064 90063 nonexistent 90064 90008 90003 90063 possible 90064 90004 brick 90005 90004 blick 90005 90008 90003 90063 impossible 90064 90004 schwa 90005 90004 bnick 90005 90008 90039 90040 The green cells contain the obvious cases: words that could and do exist, like 90041 brick, 90042 and words that could not and do not exist, like 90041 bnick.90042 The latter type is referred to as a systematic gap: this item is ruled out by the system which disallows any plosive + nasal cluster at the beginning of a word. The pink cells are both deviant: 90041 blick 90042 is a commonly cited word that could exist, since words can begin with bl and they can end in ɪk, but this one just happens not to exist.In fact, 90041 blick 90042 does exist in dictionaries, but is unknown to most speakers. For whom, then, it does not exist. This is an accidental gap.And we have already discussed the case of 90041 schwa, 90042 which is ruled out by phonotactic constraints, and yet is part of the vocabulary of a small subset of native speakers of English.Again, for those speakers, who do not know of this word , it does not exist. 90043 90097 constraints on phonotactic constraints 90098 90040 We have already touched upon two limitations on phonotactic constraints. One is that — at least in the case of English — phonotactic constraints work only within morphs.We have seen that ʃw is very rare within a morpheme, but there is no reason why this cluster should not occur across a morpheme boundary, where the first morph ends in ʃ and the following one begins with w (like in 90041 brushwood, dishwasher, freshwater, meshwork, 90042 etc). It is not only compound words that show this «freedom of combination», but even nonsyllabic suffixes create clusters that do not occur within any single morph: eg 90041 loves 90042 ləvz, 90041 smoothed 90042 smʉwðd, 90041 washed 90042 wɔʃtThe status of ʃt is like that of ʃw: it is practically nonexistent within a morph.end in such clusters. 90043 90040 We have also seen that phonotactic constraints typically refer not to single segments, but to larger groups that belong together by some phonetic property, ie natural classes. Thus if we find that pw is not a possible initial cluster in English, it does not come as a surprise that bw and fw are also not possible initial clsuters, since p, b, and f are all labial consonants. We will see this tendency in the constraints detailed below. 90043 90040 Another important property of phonotactic constraints is that they usually affect neighbouring segments.Segments that are not adjacent rarely affect each other. When they do (like in vowel harmony, for example), the analysis always involves some special machinery. We can also observe that interaction between two neighbouring consonants or two neighbouring vowels is much more common than that between a vowel and the following consonant. Constraints between a consonant and the following vowel is very unusual. 90043 90040 When gauging the possibility of adjacent sounds, we must also take word boundaries into consideration.Some consonants do not occur at the beginning of a word, others do not occur at the end of a word. That is, we will not only have constraints that ban the adjacency of two consonants, but also other that ban the adjacency of a consonant before or after a word-boundary symbol. 90043 90097 the beginning of the word 90098 90040 #V Any vowel may occur word initially, although ʉ and ʉw are rare in this position compared to other vowels (90041 oddles, ooze, Uber, umlaut, Uzbek 90042 are a few examples).90043 90040 #C Of consonants ŋ does not occur at the beginning of words at all. This fact fits in well with the restricted distribution of the velar nasasl: there exist accents of English in which ŋ does contrast with n at all, but even in accents where it does it only occurs word finally (90041 sing 90042 sɪŋ), before velar plosives (90041 sink 90042 sɪŋk, 90041 finger 90042 fɪŋgə), and rarely before unstressed ə (90041 gingham 90042 gɪŋəm). Word-initial ʒ is rare and ð only occurs in function words (eg 90041 this, thus, though 90042).90043 90040 #CC type 1: sC Word-initial consonant clusters follow three patterns in English. Many of these clusters begin with s (marginally ʃ) with a plosive or a sonorant after them. It is not at all obvious if the plosive after s is «voiceless» or «voiced». The more wide-spread — and probably mistaken — tradition is to take these to be «voiceless», this is what we will do here. Accordingly, we have the following clusters: sp (90041 spot 90042), st (90041 stop 90042), stʃ (90041 stew 90042 stʃʉw in BrE, but stʉw in AmE), sk (90041 Scot 90042), sm (90041 smock 90042) , sn (90041 snot 90042), sl (90041 slot 90042), sw (90041 swat 90042), ʃr (90041 shred 90042).Other than ʃr, clusters beginning with ʃ are rare, we have already discussed ʃw, and others feature in mostly Yiddish loanwords.eg ʃm 90041 schmooze, 90042 ʃn 90041 schnapps, 90042 ʃp 90041 spiel, 90042 ʃl 90041 schlep 90042 We can put these aside as «impossible», but exisitng. Some speakers still have sj word initially (eg in 90041 suit 90042 sjʉwt), but most omit the j here (sʉwt). 90043 90040 #CC type 2: TR Another group of two member word-initial consonant clusters are composed of an obstruent (here symbolized by T) followed by a sonorant (here symbolized by R).The set of obstruents occurring in this type of cluster is limited to plosives (excluding the two affricates, tʃ dʒ), ie p t k b d g and voiceless fricatives (excluding the two sibilants, s ʃ), ie f θ. The set of sonorants involved in these clusters excludes the nasals and j h — the first of which will be discussed below — so we are talking about l r w. The following chart shows all the possibilities, with an example for those that are allowed by phonotactic constraints. 90043 90002 90003 90062 90063 l 90064 90063 r 90064 90063 w 90064 90008 90003 90063 p 90064 90004 plan 90005 90004 prank 90005 90004 — 90005 90008 90003 90063 b 90064 90004 black 90005 90004 brass 90005 90004 — 90005 90008 90003 90063 f 90064 90004 flag 90005 90004 frank 90005 90004 — 90005 90008 90003 90063 t 90064 90004 — 90005 90004 trap 90005 90004 tweak 90005 90008 90003 90063 d 90064 90004 — 90005 90004 drank 90005 90004 dwell 90005 90008 90003 90063 θ 90064 90004 — 90005 90004 thrash 90005 90004 thwack 90005 90008 90003 90063 k 90064 90004 clap 90005 90004 crack 90005 90004 quick 90005 90008 90003 90063 g 90064 90004 glad 90005 90004 grab 90005 90004 — 90005 90008 90039 90040 There is a significant tendency that we can detect in these patterns: those clusters where the two members have the same place of articulation do not occur.We have concluded earlier that despite the minor phonetic differences in their place of articulation, the bilabial plosives (p b), the labiodental fricatives (f v), and the labiovelar glide (w) are all broadly labial. We are now corroborated in our earlier conclusion: p b f w all have the «same» place of articulation, they are homorganic. In the same way, the dental θ and the alveolar t d l are also homorganic, which explains why tl, dl, and θl do not occur. Since r does occur after each of these consonants, it seems that postalveolar / palatal consonants are not homorganic with dentals and alveolars, and, of course, they are not homorganic with labials and velars either.It is surprising then that gw appears to be missing: kw is a well-attested cluster and elsewhere we do not see any difference between the combinatorial possibilities of voiceless and voiced plosives.In fact gw does rarely occur: 90041 guacamole, Guam, Gwen, 90042 etc. Similarly, we can find words with pw (90041 pueblo 90042) or bw (90041 bwana 90042), but we exclude these clusters, like we have excluded ʃw. 90043 90040 #CC type 3: Cj 90043 90002 90003 90062 90063 old 90064 90063 new 90064 90008 90003 90004 pure 90005 90277 pjoː 90005 90008 90003 90004 beauty 90005 90277 bjʉwtɪj 90005 90008 90003 90004 few 90005 90277 fjʉw 90005 90008 90003 90004 view 90005 90277 vjʉw 90005 90008 90003 90004 mute 90005 90277 mjʉwt 90005 90008 90003 90004 Thule 90005 90004 θjʉwl 90005 90004 θʉwl 90005 90008 90003 90004 suit 90005 90004 sjʉwt 90005 90004 sʉwt 90005 90008 90003 90004 Zeus 90005 90004 zjʉws 90005 90004 zʉws 90005 90008 90003 90004 Luke 90005 90004 ljʉwk 90005 90004 lʉwk 90005 90008 90003 90004 new 90005 90004 njʉw 90005 90004 nʉw 90005 90008 90003 90004 tube 90005 90004 tjʉwb 90005 90004 tʃʉwb 90005 90008 90003 90004 dune 90005 90004 djʉwn 90005 90004 dʒʉwn 90005 90008 90003 90004 rule 90005 90277 rʉwl 90005 90008 90003 90004 chew 90005 90277 tʃʉw 90005 90008 90003 90004 juice 90005 90277 dʒʉws 90005 90008 90003 90004 chute 90005 90277 ʃʉwt 90005 90008 90003 90004 jupe 90005 90277 ʒʉwp 90005 90008 90003 90004 cute 90005 90277 kjʉwt 90005 90008 90003 90004 gue 90005 90277 gjʉw 90005 90008 90003 90004 huge 90005 90277 hjʉwdʒ 90005 90008 90039 Although j is a sonorant, just like l r w, we have excluded clusters with it above, because j behaves differently from the other sonorants.Its occurrence after other consonants is much less restricted. Cj clusters are subject to the ban on homorganicity, but the first member of these clusters may not only be an obstruent, but also a sonorant. There is some variation in which Cj clusters are possible and which are not, British English is currently undergoing a change in this respect, so we give two possibilities in the following chart introducing these clusters. The variant in the «old» column is becoming less common, the one in the «new» column is becoming more common in British English.We can see that j is stable after labials and velars and that it is stably absent after palatals. Alveolar / dental + j clusters are currently being simplified in British English, either losing the j (90041 Thule, suit, Zeus, Luke, new 90042) or merging it with the preceding plosive into a palatal affricate (90041 tube, dune 90042). 90040 #CCC Three-member consonant clusters also occur word initially. The first in these is always s, while the second and third member of these clusters are also possible as two-member clusters.That is, skr (90041 screw 90042) or smj (90041 smew 90042) are possible word-initial clusters, since kr and mj are also possible, but spw or stl are not, just as pw and tl are not possible at the beginning of a word either. The inference does not work in the other direction: tw (90041 twig 90042) and, for some speakers, nj (90041 new 90042) are possible two-member clusters, but their three-member versions with s, stw and snj are not for all. 90043 90097 the end of the word 90098 90040 V # We have already seen that the occurrence of vowels at the end of words is restricted.It is a defining property of checked vowels — short vowels apart from unstressed ə — that they do not occur word finally. We only find unstressed ə, long monophthongs (ie R vowels), and diphthongs (ie free vowels) here. 90043 90040 C # In nonrhotic accents, like CUBE, r is also absent word finally, as is h in most varieties of English. Whether j and w occur in this position depends on our analysis of diphthongs. If they are taken to be vowel clusters, then these two glides are also excluded from word-final position.An increasing number of CUBE speakers also lack word final l, but they will then have w instead: 90041 tell 90042 tɛl> tɛw. Nasal consonants and obstruents all occur word finally, though ʒ is not common: 90041 ram, ran, rang, wrap, rat, ratch, rack, crab, bad, badge, back, caff, math, bass, ash, have, with, has, beige. 90042 90043 90040 CC # type 1: NT The most common word-final two-consonant cluster in English consists of a nasal (N) followed by an obstruent (T). While word-initial TR and Cj clusters could not be homorganic, word-final NC clusters are obligatorily homorganic.The following chart contains the available combinations. 90043 90002 90003 90063 labial 90064 90063 dental 90064 90063 alveolar 90064 90063 palatal 90064 90063 velar 90064 90008 90003 90004 hemp mp 90005 90062 90004 bent nt 90005 90004 bench ntʃ 90005 90004 bank ŋk 90005 90008 90003 90004 * mb 90005 90062 90004 bend nd 90005 90004 sponge ndʒ 90005 90004 * ŋg 90005 90008 90003 90004 nymph mf 90005 90004 month nθ 90005 90004 pence ns 90005 90004 (avalanche nʃ) 90005 90062 90008 90003 90004 * mv 90005 90004 * nð 90005 90004 bronze nz 90005 90004 (mélange nʒ) 90005 90062 90008 90039 90040 There is no obstruent for the grey cells: no dental plosives or velar fricatives in English.The pink boxes show that mb ŋg mv nð are impossible word finally.Since we are used to seeing the spelled form of words, it may be surprising that 90041 jamb 90042 and 90041 jam 90042 are homonyms: dʒam. The clusters nʃ and nʒ are also not common, we only have recent loans to exemplify them. 90043 90040 Although nonhomorganic NT clusters do occur word finally, but they almostThere are some apparently monomorphemic counterexamples, like 90041 James 90042 dʒɛjmz or 90041 Thames 90042 tɛmz.never belong to the same morpheme: 90041 trimmed 90042 trɪm # d, 90041 songs 90042 sɔŋ # z. 90043 90040 CC # type 2: lC The liquid l may also occur in the first position of a word-final consonant cluster. (R may not in a nonrhotic accent, like CUBE.) As opposed to NT clusters, the second member of an lC cluster may be a nasal, not only an obstruent. As already mentioned, there are more and more speakers of British English, who replace l by w in this position, thus losing lC clusters. The next chart contains the possible word-final lC clusters.90043 90002 90003 90063 labial 90064 90063 dental 90064 90063 alveolar 90064 90063 palatal 90064 90063 velar 90064 90008 90003 90004 help lp 90005 90062 90004 belt lt 90005 90004 belch ltʃ 90005 90004 bulk lk 90005 90008 90003 90004 bulb lb 90005 90062 90004 held ld 90005 90004 bulge ldʒ 90005 90004 (Glenelg lg) 90005 90008 90003 90004 shelf lf 90005 90004 filth lθ 90005 90004 else ls 90005 90004 (Welsh lʃ) 90005 90062 90008 90003 90004 twelve lv 90005 90004 * lð 90005 90004 Charles lz 90005 90004 * lʒ 90005 90062 90008 90003 90004 film lm 90005 90062 90004 kiln ln 90005 90062 90004 * lŋ ​​90005 90008 90039 90040 The cluster lʃ provides hardly any other example but 90041 Welsh, 90042 hence the parentheses around it.90041 Glenelg 90042 (a village in Scotland) is even more marginal, probably we should claim that lg # is not grammatical. 90043 90040 CC # type 3: TT The last type of two member word-final clusters is composed of two obstruents. These clusters are exceptionlessly voiceless and the fricative in them is typically s, with f in one cluster. The possibilities are shown in the next chart. 90043 90002 90003 90004 lisp sp 90005 90004 list st 90005 90004 risk sk 90005 90062 90004 lapse ps 90005 90004 quartz ts 90005 90004 fix ks 90005 90008 90003 90604 90004 lift ft 90005 90604 90062 90004 script pt 90005 90604 90004 fact kt 90005 90008 90039 90040 We see that either the second member of a TT cluster is the alveolar t or s, or the first member is the alveolar s — or exceptionally t in ts, which is not very common within a morpheme.It is across a morpheme boundary: 90041 cats 90042 kats. It is also noteworthy that TT clusters are available in both orders: sp and ps, sk and ks, st and ts. This is not found for other clusters. 90043 90040 CCC # If we take diphthongs to be vowel + consonant sequences, there are many types of CCC # clusters in English: eg 90041 kind 90042 kɑjnd, 90041 post 90042 pəwst, etc. If, however, we analyse these as vowels, as in this course, there are not very many other three-member clusters left.The following occur: 90041 prompt 90042 prɔmpt, 90041 instinct 90042 ɪnstɪŋkt, 90041 glimpse 90042 glɪmps, 90041 lynx 90042 lɪŋks, and there are two clusters with one example each: 90041 sculpt 90042 skəlpt, 90041 mulct 90042 məlkt. 90043 90097 constraints on sonorants 90098 90040 h Just as h does not occur word finally, it also does not occur before a consonant in almost all current accents of English. In fact, even being before a vowel is not «enough» for h to «survive»: it is pronounced only before a stressed vowel (90041 Manhattan 90042 manhátən) and at the beginning of a word (90041 horizon 90042 hərɑjzən).90043 90040 r l The distribution of r is well-known: in nonrhotic accents it occurs only before vowels (and sonorant consonants: 90041 barrel 90042 bárəl or bárl̩). There is not such restriction on the distribution of l, it cocurs freely before vowels and consonants, as well as word finally. 90043 90040 j w The distribution of j and w is similar to that of r. However, if diphthongs were analysed as vowel + consonant sequences, these two glides would be available in any position in a word: word finally (90041 boy 90042 boj, 90041 now 90042 naw) and before a consonant (90041 voice 90042 vojs, 90041 crowd 90042 krawd).90043 90040 m n ŋ We saw that the distribution of ŋ is limited: it only occurs practically only before k, g, and word finally. The other two nasals also occur before nonhomorganic consonants (90041 damsel 90042 dámzəl, 90041 convoy 90042 kɔnvoj) and vowels (90041 map 90042 map, 90041 nap 90042 nap). 90043 90097 constraints between vowels and consonants 90098 90040 Earlier we have mentioned that phonotactic constraints between a vowel and a consonant are not as common as those between two consonants.We will not look at what there is. 90043 90040 VC The checked vowel ʉ itself is rathare rare, and it happens never to occur before dʒ, θ, or ð. Word finally we do not find að or ɛð either, but these gaps probably are due to the overall rarity of ð. 90043 90040 VVC We find more systematic constraints on long vowels and consonants following them. Three of the R vowels — the broad ones — occur freely before a word-final consonant (90041 heart 90042 hɑːt, 90041 horse 90042 hoːs, 90041 hurt 90042 həːt), but the other two — the smooth ones — are not common in this position , though they do occur in a few words (90041 weird 90042 wɪːd, 90041 scarce 90042 skɛːs).The only consonant before which these two vowels are common is rBut r, recall, does not occur word finally. (90041 hero 90042 hɪːrəw, 90041 vary 90042 vɛːrɪj). 90043 90040 VVCC Broad vowels also occur before consonant clusters (90041 past 90042 pɑːst, 90041 launch 90042 loːntʃ, 90041 excerpt 90042 ɛksəːpt), but smooth vowels never occur here.Except in morphologically complex words: 90041 pierced 90042 pɪːst, which we ignore in setting up phonotactic patterns. 90043 90040 Diphthongs generally occur freely before consonants with the exception of ŋ and r.We have seen earlier that the narrow diphthongs, ɛj and əw do not occur before r. Diphthongs occur before consonant clusters of the TR type (90041 April 90042 ɛjprəl), and are rather common before NT and lC clusters provided that both consonants are coronal (90041 kind 90042 kɑjnd, 90041 faint 90042 fɛjnt, 90041 wound 90042 wʉwnd, 90041 colt 90042 kəwlt, 90041 hold 90042 həwld, 90041 waste 90042 wɛjst, 90041 most 90042 məwst, 90041 oust 90042 awst, etc), but not before ft, where the first, sp, where the second, or mp, where both consonants are noncoronal.The fact that ŋ does not occur after diphthongs makes it behave like a noncoronal consonant cluster, say, ŋg. 90043 90040 There are two rather unexpected further sets of constraints.awC The diphthong aw only occurs before coronal consonants: 90041 shout 90042 ʃawt, 90041 loud 90042 lawd, 90041 couch 90042 kawtʃ, 90041 gouge 90042 gawdʒ, 90041 house 90042 haws, 90041 arouse 90042 ərawz , 90041 south 90042 sawð, 90041 Louth 90042 lawð, 90041 brown 90042 brawn, 90041 owl 90042 awl; but not before noncoronal consonants, ie no words with awp, awm, or awk.ojC The distribution of oj is even narrower: it only occurs before alveolar consonants. We have 90041 exploit 90042 əksplojt, 90041 void 90042 vojd, 90041 voice 90042 vojs, 90041 noise 90042 nojz, 90041 coin 90042 kojn, 90041 coil 90042 kojl. Neither noncoronals (p b f v m k g ŋ), nor coronals that are not alveolar but dental (θ ð) or palatal (tʃ dʒ ʃ ʒ) are possible after oj. 90043 90040 There are no systematic constraints between a consonant and the following vowel in English, but we do find two strong tendencies after two types of consonant clusters.CjV Cj clusters are typically followed by ʉw (90041 cute 90042 kjʉwt), its pre-R version, oː (90041 cure 90042 kjoː), or ʉ (90041 accurate 90042 ákjʉrət), or ə (ákjərət). Cj occurs before other vowels only in loans like (90041 pinyin 90042 pɪnjɪn) .CwV Cw, on the other hand, occurs before any vowel (90041 qualm 90042 kwɑːm, 90041 dwell 90042 dwɛl, 90041 twig 90042 twɪg, 90041 quad 90042 kwɔd, 90041 twirl 90042 twəːl), but not ʉw or ʉ. Note that without the initial consonant, jɪ and wʉ are possible: 90041 yid 90042 jɪd, 90041 wolf 90042 wʉlf.90043 90097 langauge change 90098 90040 One aspect of language change is sound change. We know, for example, that the diphthong aw was earlier ow and ever before that uw, so in Old English 90041 mouse 90042 was muws, which then became mows and later maws. The short ʊ has also changed in most words: OE 90041 hunt 90042 hʊnt became hənt. We also know that word-final noncoronal voiced plosives were lost when preceded by a nasal, so OE sɪŋg became sɪŋ and dʊmb became dəm.As the b was lost, people became uncertain of the spelling, eg they introduced a 90041 b 90042 in the written form of 90041 thumb, 90042 which in fact never ended in b.Such sound changes also affect phonotactic constraints, for example, they resulted in nd being the only word final nasal + voiced plosive cluster possible, since both mb and ŋg were lost at the end of words. 90043 90040 The distribution of h has also become radically reduced: in Old English this consonant occured word finally and before consonants (eg 90041 night 90042 was nɪht, 90041 sigh 90042 was sɪh, 90041 rough 90042 was rʊh) .We can see that the spelling still indicates this by 90041 gh 90042.It also disappeared in word-initial consonant clusters: OE hrɪŋg is now rɪŋ (90041 ring 90042), hlaːf is ləwf (90041 loaf 90042), and hwaːl is wɛjl (90041 whale 90042). It seems like the only cluster beginning with h that’s left in English is hj (eg in 90041 huge 90042 hjʉwdʒ), but in fact this cluster did not exist in Old English, together with all Cj clusters it is a new development. 90043 90040 Besides Cj clusters, Old English also lacked the contrast between voiceless and voiced fricatives.So the homorganic fricative pairs f-v, θ-ð, and s-zThe palatal ʃ and ʒ did not alternate in this way. were allophonic variants, the latter ones occurring within a word if not adjacent to a voiceless plosive, the former ones elsewhere. This ancient distribution is still reflected in modern English word pairs like 90041 five-fifty, bathe-bath, graze-grass, 90042 where the word-final 90041 -e 90042 ‘s represented a pronounced vowel in OE — preserved in the conservative spelling — so the voiced fricatives were not word final back then.With the loss of these word-final vowels the voiced fricatives were stranded and came to contrast with the voiceless fricatives that were word final earlier too, eg in 90041 believe-believe 90042 bəlɪjf-bəlɪjv, 90041 wreath-wreathe 90042 rɪjθ-rɪjð, or 90041 close 90042 kləws-kləwz. 90043 90097 loanword adaptation 90098 90040 Loanword adaptation often involves modification of the sound shape of words to fit the phonotactics of the receiving language. For example, English can not have short vowels word finally (except for unstressed schwa).So any such vowel of donor languages ​​will be repaired: typically diphthongized. French 90041 café 90042 kafé was adapted as káfɛj, Italian 90041 spaghetti 90042 spagɛtti as spəgɛtɪj, 90041 putto 90042 pútto as pʉtəw, The geminate (long) tt’s of the two Italian words are also simplified in English, which does not have such constructions. Polynesian tabu as təbʉw, etc, but short a was lengthened, eg Spanish panamá is pánəmɑː. 90043 90040 We have seen above that some voiced fricatives came to occur word finally because the vowel after them was lost.But f-v and s-z also contrast word initially in English, which is not due to vowel loss, but to French and Greek loanwords, respectively. So the large majority of words beginning with v come from French (eg 90041 very, 90042 a minimal pair of 90041 ferry 90042), and those beginning with z from Greek (eg 90041 zeal, 90042 a minimal pair of 90041 seal 90042). Similarly, all English words beginning with or ending in ʒ are loanwords from French or Russian. 90043 90040 We may conclude that loanwords are adapted to satisfy the phonotactic patterns of the host language, but they also may force changes, introducing new phonotactic patterns.90043 90844 last touched 90845 .90000 Pronunciation of S in English 90001 90002 Plural Nouns and Verbs in Third Person 90003 90004 90005 90006 90007 90004 The pronunciation of S at the end of plural nouns, verbs in third person and as a part of the possessive case sometimes causes problems for non-native speakers because it can be pronounced in three different ways: / ɪz /, / s / or / z /. 90007 90004 (Note: whenever you see letters or symbols between two slash marks (/ /), it refers to the pronunciation of that letter or sound) 90007 90004 The pronunciation depends on the last sound of the verb or noun which is usually a consonant.Before we learn the difference ways to pronounce the final S, we must first know what voiced and voiceless consonants are as well as sibilant sounds: 90007 90014 90015 Voiced Consonants vs. Voiceless Consonants 90016 90004 A 90018 voiced 90019 consonant (or sound) means that it uses the vocal cords and they produce a vibration or humming sound in the throat when they are said. Put your finger on your throat and then pronounce the letter L. You will notice a slight vibration in your neck / throat.That is because it is a 90018 voiced 90019 sound. 90007 90004 A 90018 voiceless 90019 sound (sometimes called unvoiced sound) is when there is no vibration in your throat and the sound comes from the mouth area. Pronounce the letter P. You will notice how it comes from your mouth (in fact near your lips at the front of your mouth). The P sound does not come from your throat. 90007 90004 Try this with the other letters and you will «feel» the difference between a voiced and a voiceless consonant (or sound).90007 90015 Sibilant Sounds 90016 90004 Another sound which is relevant to this is the 90018 sibilant sound 90019 which is produced by forcing air out toward your teeth. Is is characterized by a hissing sound (sssss), a buzzing sound (zzzzz) or the sound teachers make when they want you to be quiet (shhhh!). 90007 90035 90036 Z like the sound a bee makes … zzzzzz 90037 90036 S like the sound a snake makes … sssssss 90037 90036 SH like the sound a teacher makes when they want you to be quiet… shhhhh 90014 90037 90043 90004 Now we know the difference between voiced, voiceless and sibilant sounds we can look at the following rules for the correct pronunciation of S at the end of words in English: 90007 90015 The pronunciation of the S at the end of words in English 90016 90004 The pronunciation of the final S in plural words and verbs in the third person depend on the final consonant sound before that S. 90007 90004 The ending is pronounced 90018 / s / after a voiceless sound 90019, it is pronounced 90018 / z / after a voiced sound 90019 and is pronounced 90018 / ɪz / or / əz / after a sibilant sound 90019: 90007 90035 90036 90018 Voiceless: 90019 helps / ps / — sits / ts / — looks / ks / 90037 90036 90018 Voiced: 90019 crabs / bz / — words / dz / — gloves / vz /, 90037 90036 90018 Sibilant: 90019 buses / sɪz / or / səz /, bridges / dʒɪz / or / dʒəz /, wishes / shɪz / or / shəz / 90037 90043 90015 1.The / ɪz / sound (or / əz / sound) 90016 90004 Sometimes this sound is written as / əz / and uses the symbol «schwa» or «upside down e» before the z. For ease we will write this sound as / ɪz / or / iz / 90007 90004 If the last consonant sound of the word is a 90018 sibilant sound 90019 (a hissing or buzzing sound), the final S is pronounced as / ɪz /. This / ɪz / sound is pronounced like an extra syllable. (E.g. the word 90079 buses 90080 has two syllables) 90007 90004 If the sound has a J sound (/ dʒ / like the letter J at the beginning of the word jacket or / ʒ / like the S in pleasure), then the final S is also pronounced as / ɪz /.90007 90004 90018 Examples of words ending in the / ɪz / sound: 90019 90007 90035 90036 C: races (sounds like «race-iz») 90037 90036 S: pauses, nurses, buses, rises 90037 90036 X: fixes, boxes, hoaxes 90037 90036 Z: amazes, freezes, prizes, quizzes 90037 90036 SS: kisses, misses, passes, bosses 90037 90036 CH: churches, sandwiches, witches, teaches 90037 90036 SH: dishes, wishes, pushes, crashes 90037 90036 GE: garages, changes, ages, judges 90037 90043 90004 Remember: after verbs ending in -sh, -ch, -ss and -x, we add the -es to the end of the verb (in third person) and the pronunciation is / iz / as an extra syllable.90007 90015 2. The / s / sound 90016 90004 If the last consonant of the word is 90018 voiceless 90019, then the S is pronounced as / s /. Be careful not to create an extra syllable. 90007 90004 NOTE: The consonants c, s, sh, ch and x are voiceless though they use the sibilants ending seen above. 90007 90004 90018 Examples of words ending in the / s / sound: 90019 90007 90035 90036 P: cups stops, sleeps 90037 90036 T: hats, students, hits, writes 90037 90036 K: cooks, books, drinks, walks 90037 90036 F: cliffs, sniffs, beliefs, laughs, graphs (the 90079 -gh 90080 and 90079 -ph 90080 here are pronounced like a F) 90037 90036 TH: myths, tablecloths, months (voiceless 90079 th 90080) 90037 90043 90015 3.The / z / sound 90016 90004 If the last letter of the words ends in a 90018 voiced 90019 consonant (or sound), then the S is pronounced like a Z 90018 / z / 90019 (without creating another syllable). This Z sound is similar to the sound a bee makes zzzz. 90007 90004 We also use this ending when the word ends in a vowel sound (e.g. bees, flies etc.) 90007 90004 90018 Examples of words ending in the / z / sound: 90019 90007 90035 90036 B: crabs, rubs 90037 90036 D: cards, words, rides, ends 90037 90036 G: rugs, bags, begs 90037 90036 L: deals calls, falls, hills 90037 90036 M: plums, dreams 90037 90036 N: fans, drains, runs, pens 90037 90036 NG: kings, belongs, sings 90037 90036 R: wears, cures 90037 90036 V: gloves, wives, shelves, drives 90037 90036 Y: plays, boys, says, 90037 90036 THE: clothes, bathes, breathes 90037 90036 VOWEL SOUNDS: sees, fleas 90037 90043 90015 Pronunciation of S cheat sheet 90016 90004 90181 90007 90014 90015 Pronunciation Practice 90016 90004 90187 90006 90007 90014 90015 Next activities 90016 90004 90018 Pronunciation Rules: 90019 90014 You might be interested in the Pronunciation of -ED at the end of words in English.90007 90004 90018 Grammar Rules: 90019 90014 How to make plural nouns in English and Verbs in Third Person 90007 90004 If you found this guide about the 90018 Pronunciation of S in English 90019 useful, let others know about it: 90014 90007 90014.90000 Consonant to Consonant Linking 90001 90002 Linking & Connected Speech 90003 90004 Linking words that both end and begin with a consonant is key to sounding natural and fluent when speaking. If you do not link these sounds together, you will sound choppy, robotic, and may risk being misunderstood. For example, in the sentence, «What’s the start time of the big game?», If not linked properly, it could sound like, «What’s the star time of the big aim?», Or, «What’s the start a time of the big a game? » Both would be very confusing for the listener.So then, what is the trick to saying this sentence properly? 90005 90004 Here are some tips and rules to help you link words together that both end and begin with consonants. 90005 90004 90009 1. Linking between the same stop consonants 90010 90005 90004 How do you say these two words together? 90013 start time 90014 90005 90004 Listen to A, B, and C. Each is pronounced slightly differently. Which is the typical pronunciation of 90013 start time 90014? 90019 A. start time 90019 B.start time 90019 C. start time 90005 90004 Click here to see the answer 90005 90004 The correct answer is «C.» «A» sounds like «start a time.» «B» sounds like «star time.» 90005 90027 90004 90009 Rule 1: 90010 When the final consonant sound in the first word is the same as the first sound in the second word, and the sound is a stop (ie, p, t, k, b, d, g), the sound is held for extra time, then released. Compare «big game» with «big aim» and «start time» with «star time.» 90005 90004 So, for «start time» you do this by holding your tongue in the «t» position, and then releasing the «t» after the second «t» in «time» and remember to hold it for extra time.90005 90004 Now practice listening to and repeating the following phrases. Remember to hold the sound and release it after the beginning of the second word. 90005 90004 good day at ten help pay big garden black car scrub brush 90005 90004 90009 2. Linking between the same continuous consonants 90010 90005 90004 How do you say these words together? 90013 same message 90014 90005 90004 Listen to A, B, and C. Each is pronounced slightly differently. Which is the typical pronunciation of 90013 start time 90014? 90019 A.same message 90019 B. same message 90019 C. same message 90005 90004 Click here to see the answer 90005 90004 The correct answer is «B.» «A» sounds like «say message.» «C» sounds like «same a message.» 90005 90027 90004 90009 Rule 2 90010: To link the same continuous consonant (i.e., s, z, f, v, m, n, l, r, th), hold the linked sound for slightly more time than a single sound. Compare «say message» with «same message.» 90005 90004 Now practice listening to and repeating the following phrases (all with sound files).Remember to pronounce the linked sound slightly longer. 90005 90004 this city some money real life nine nailstough fight more room both things 90005 90004 90009 Note 90010: Within words, such as compound nouns and words with prefixes and suffixes, this same rule applies. Listen and repeat the following: 90005 90004 roommate lamp post cattail midday subbasement unnamed meanness misspell 90005 90004 Please note that most of the time, a double consonant within a word is not held (i.e., elongated) but pronounced as one short consonant, ex: dinner, happy, carry.Do you know why? 90005 90004 Click here to see the explanation 90005 90004 Sounds are only lengthened when they occur across morpheme or word boundaries, not within them. In other words, if two meaningful word parts are put together to form a word, for example, «mid» and «day» (they both have meaning on their own), then the sound is doubled. However, a word like «happy» only has one meaningful part and can not be broken into two meaningful parts (ie, «hap» and «py» do not each have their own meaning), so the double «p» is pronounced as one p.90005 90027 90004 90009 3. Linking from stop consonants to other consonant sounds 90010 90005 90004 Listen to A, B, and C. Each is pronounced slightly differently. Which is the typical pronunciation of 90013 start time 90014? 90019 A. good friend 90019 B. good friend 90019 C. good friend 90005 90004 Click here to see the answer 90005 90004 The correct answer is «B.» «A» sounds like «good a friend.» «C» sounds like «goo friend.» 90005 90027 90004 90009 Rule 3: 90010 To link different stop sounds, or a stop sound to a continuous sound, do not release the first stop consonant, but hold it and then pronounce the next sound immediately.90005 90004 Now practice listening to and repeating the following phrases (all with sound files). Remember to not release the stop, but hold it. 90005 90004 big deal stop crying get through old man job posting cab driver limited to 90005 90004 4. Listen to each recording and select the sentence you heard. 90005 90105 90106 90004 I worked to support my family.I work to support my family. 90005 90027 90110 90106 90004 They’re very big guys.They’re very big eyes. 90005 90027 90110 90106 90004 She’s never been to the city before.She’s never been to this city before. 90005 90027 90110 90106 90004 He donated all the money already.He’d donated all the money already. 90005 90027 90110 90106 90004 I’ll like him when he’s nice.I like him when he’s nice. 90005 90027 90110 90106 90004 She asked the waiter for more rice.She asked the waiter for more ice. 90005 90027 90110 90106 90004 I gave a note to him.I gave a «no» to him. 90005 90027 90110 90106 90004 I visited Florida several times.I’ve visited Florida several times. 90005 90027 90110 90106 90004 I study drawing at an art school.I studied drawing at an art school. 90005 90027 90110 90151 90004 Clear all answers 90005 90004 90009 5. 90010 Now practice reading the pairs of above sentences aloud, making sure to hold the double sound long enough so as to make the sentences have different meanings. You can also record yourself reading the sentences and then compare your recordings with the originals. 90005 90004 90009 6.90010 Look at the sentences below. Identify places where you think consonant linking will occur. Then, listen to the sentences as you read the answer script below to hear the consonant linking. Were you correct? 90005 90004 You can also record yourself reading the sentences and then compare your recordings with the originals. 90005 90105 1. I’m majoring in natural sciences at Baruch College. 90004 2. I like to breathe the fresh air. 90005 90004 3. I bought both things; the antique clock and the antique glass.90005 90004 4. Stop pushing! 90005 90004 5. I need some money to buy her a big gift. 90005 90004 6. Call Laura right away; here’s her phone number. 90005 90004 7. I feel like cleaning. 90005 90004 8. I miss Sue; I wish she were here. 90005 90004 9. We both thought that the job began next week, but we were wrong. 90005 90004 10. The path through the park could be longer. 90005 90004 11. Is that the same man who gave you a hundred dollars? 90005 90004 12.This site has many misspelled words. 90005 90004 13. I speak Korean not Japanese. 90005 90004 14. I’ll look for a good deal at the store. 90005 90004 15. I’ve visited Dallas before. 90005 90004 16. I’d do it if Frank called me. 90005 90151 90004 Answer key 90005 90105 1. I ‘90009 m m 90010 ajoring i 90009 n n 90010 atural sciences a 90009 t B 90010 aru 90009 ch C 90010 ollege. 90004 2. I li 90009 ke t 90010 o brea 90009 the th 90010 e fresh air. 90005 90004 3.I bough 90009 t b 90010 o 90009 th th 90010 ings: the anti 90009 que c 90010 lock and the anti 90009 que g 90010 lass. 90005 90004 4. Sto 90009 p p 90010 ushing! 90005 90004 5. I nee 90009 d s 90010 o 90009 me m 90010 oney to buy her a bi 90009 g g 90010 ift. 90005 90004 6. Ca 90009 ll L 90010 aura right away; here’s her pho 90009 ne n 90010 umber. 90005 90004 7. I fee 90009 l l 90010 i 90009 ke c 90010 leaning. 90005 90004 8. I mi 90009 ss S 90010 ue; I wi 90009 sh sh 90010 e were here.90005 90004 9. We bo 90009 th th 90010 ough 90009 t th 90010 at the jo 90009 b b 90010 egan nex 90009 t w 90010 eek, bu 90009 t w 90010 e we 90009 re wr 90010 ong. 90005 90004 10. The pa 90009 th th 90010 rough the par 90009 k c 90010 oul 90009 d b 90010 e longer. 90005 90004 11. Is tha 90009 t th 90010 e sa 90009 me m 90010 an who gave you a hundre 90009 d d 90010 ollars? 90005 90004 12. Thi 90009 s s 90010 ite has many mi 90009 ss 90010 pelle 90009 d w 90010 ords. 90005 90004 13.I spea 90009 k K 90010 orea 90009 n n 90010 o 90009 t J 90010 apanese. 90005 90004 14. I 90009 ‘ll l 90010 oo 90009 k f 90010 or a goo 90009 d d 90010 eal a 90009 t th 90010 e store. 90005 90004 15. I ‘90009 ve v 90010 isite 90009 d D 90010 allas before. 90005 90004 16. 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90016 90011 90008 90015 IN 90016 90015 2 90016 90015 1 90016 90015 1 90016 90015 1 90016 90025 90015 90027 90016 90011 90008 90015 On 90016 90015 2 90016 90015 1 90016 90015 1 90016 90015 1 90016 90015 Middle English 90016 90015 90027 90016 90011 90008 90015 Ate 90016 90015 3 90016 90015 1 90016 90015 2 90016 90015 1 90016 90025 90015 9002 7 90016 90011 90008 90015 No 90016 90015 2 90016 90015 1 90016 90015 1 90016 90015 1 90016 90015 Middle English 90016 90015 90027 90016 90011 90008 90015 Be 90016 90015 2 90016 90015 1 90016 90015 1 90016 90015 1 90016 90025 90015 90027 90016 90011 90008 90015 To 90016 90015 2 90016 90015 1 90016 90015 1 90016 90015 1 90016 90015 Middle English 90016 90015 90027 90016 90011 90008 90015 Ay 90016 90015 2 90016 90015 1 90016 90015 1 90016 90015 1 90016 90015 Old Turkic 90016 90015 90027 90016 90011 90008 90015 AR 90016 90015 2 90016 90015 1 90016 90015 1 90016 90015 1 90016 90025 90015 90027 90016 90011 90008 90015 MA 90016 90015 2 90016 90015 1 90016 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