It is necessary to write down words of two syllables that can replace the word (concept) "mousetrap".

Determining the meaning of a word

So, to begin with, let's define the lexical meaning of the word "mousetrap", based on the dictionaries of the Russian language ("Modern Explanatory Dictionary of the Russian Language by Efremova", "Explanatory Dictionary of Ozhegov," Explanatory Dictionary of Kuznetsov ").

"Mousetrap" is:

• "device for catching mice" (In the evening, the rodent fell into a mousetrap set by the owner of the house.);
• "a place where it is difficult to get out" - a figurative meaning (The fire engulfed the entire forest, creating a mousetrap for all living things in the very center.);
• "a way to lure someone into a difficult situation by deceit" (colloquial) (Wanting to harm, he set up mousetraps and traps for his friend in the service, because of which he was fired.);
• "the name of the central wire gate on the croquet court" (Players deftly hit the balls with mallets, and they flew right through the mousetrap.).

To complete the task, we will have to choose words with a similar meaning.

Synonym selection

If you need to replace one word with another, then you need to choose a word (s) that have the same (or similar) meaning as the original one. In Russian, words that, as a rule, belong to the same part of speech, differ in pronunciation and spelling, but have a similar lexical meaning, are called synonyms. The lexical meaning of a word is the correlation of sound design with one or another phenomenon of reality.

Let's make a possible number of synonyms for the word "mousetrap": "trap", "trap", "trap", "ambush", "snares" - "snares", "net" - "nets".

Finding a solution to a problem

In accordance with the task, we will have to choose from the selected synonyms those words that consist of two syllables. Let's determine the number of syllables in synonyms:

• trap - lo-vush-ka - three syllables;
• trap - kap-kan - two syllables;
• trap - for-pad-nya - three syllables;
• ambush - for-sa-da - three syllables;
• snare - si-lok - two syllables;
• silky - sil-ki - two syllables;
• network - network - one syllable;
• networks - se-ti - two syllables.

So, let's write down words consisting of two syllables that can replace the word (concept) "mousetrap". The search words are: "trap", "snares", "snares", "networks".

Olympiad tasks in Russian for grade 4 with answers.
Class _____________________ Full name _________________________________
1. In what case does a personal pronoun consist of two prepositions?

2. Choose nouns that are in the genitive plural
numbers end in -ov.
Hare, watermelon, word, cocoa, cold, tangerine.
_________________________________________________________________
3. Indicate the words with the prefix "about".
Please, professional, prosthetics, thawed, cool,
spacious.

4. Read the transcription, write down the words, mark the parts of speech.
[with "ivod" n "and], [acv" itat "], [ab "y" ivl "en" y "e]
__________________________________________________________________
5. Write down the nouns in the correct form.
Dark (nights), sharp (knives), fragrant (lilies of the valley), small
(mice), warm (stove), light (rays).
__________________________________________________________________
__________________________________________________________________
6. What is the root in the word to take out _____________________________________
7. What three pronouns do not have a nominative form?
__________________________________________________________________
8. From the letters of each two words, make a third (noun).
OKO, ROMB
KIT, RANA

BOB, USTA
GUARD, POL
KARP, IVA
9. Remember what such a person is called among the people.
1) He gave a pen, but put his foot up. __________________________________
2) My grief is an arrow in me, someone else's grief is an arrow in a stump.________________
3) Feet with a trick, hands with a tray, a heart with a vice, a head with a bow.
_________________________________________________________________
4) I ate and got tired, I slept and got drunk. _____________________________________
5) He crumples himself above the roof, and his head is spinning on his own and from the porch.
__________________________________________________________________
6) A tongue without bones, whatever it wants, then it mumbles. _____________________________
10. Collect words.
1) unpaired voiceless consonant;
2) prefix from in a position before a deaf consonant;
3) interrogative particle;
4) the suffix of the noun "writer";
5) the adjective "pocket" without a root.
_________________________________________________________________
Answers:
1. On - p.
2.Watermelons, cold weather, tangerines.
3. thawed, cooling.

4. Today is an adverb, to fade is a verb, an announcement is a noun.
5. Dark night, sharp knife, fragrant lily of the valley, little mouse, warm oven,
light beam.
6. There is no root.
7. Himself, no one, nothing.
8. Fainting, picture, Saturday, steamer, nettle.
9. 1) Two-faced. 2) Egoist. 3) Toady. 4) Lazy. 5) Self-confident.
6) Chatterbox.
10. Numerals.

Olympiad tasks in Russian for grade 2
Class ____________________ Full name _____________________________
1. Insert missing letters.
Ball wound hall ... hall, with a bone in the booth hall .. hall.
I loaded a gun ... dil and propagated carrots ... dil, in the garden I saw ... gave, how
shrub uv ... gave.
The cat under the snow pos ... deeds and instantly pos .. deeds.
2. How many times does the sound “sh” occur in the poem?
You tell me, dear hedgehog.
Why is hedgehog fur good?
That he. Fox is good
What can't you take with your teeth!
_________________________________________________________________
3. Underline only those words that cannot be divided for transfer.
Deer, station, wasp, subway, hill, summer, juice, neck, river.
4. Write down three words in which there are more letters than sounds, and three words in which
more sounds than letters.
__________________________________________________________________
5. Second graders are invited to decipher the secret letter. unravel it
only those who are well acquainted with the letters of the Russian alphabet will be able to secret
(each digit corresponds to the ordinal number of a letter in the alphabet).
1 9 2 21 12 1 – 12 14 21 5 18 16 19 20 10 19 20 21 17 6 15 30 12 1
______________________________________________________________
6. Write a sentence without mistakes:
Nazimle licks the forests and dry blades of grass.

________________________________________________________________
7. How to say in one word?
Hang your nose - ... to distant lands - ...
Beat the buckets - ... lead by the nose - ...
It's on your mind ... to rub glasses ....
8. Make a menu for lunch, provided that everything is in the name of the dishes
solid consonants:
Salad, puree, pie, cutlet, kissel, borscht, fish soup, compote, stew, bun,
pancakes
__________________________________________________________________
__________________________________________________________________
9. Write the words spruce, skates, mine, Julia in the following order:
consisting of three sounds, four sounds, five sounds, six sounds.
__________________________________________________________________
__________________________________________________________________
10. Match these words with words with the opposite meaning:
Close… Clean…
Tall… Evil…
Easy... Wild...
Answers to olympiad tasks Grade 2.
1. The ball licked the wound, climbed into the booth with a bone.
I loaded the gun and thinned out the carrots, in the garden I saw how the bush
withered.
The cat sat under the snow and instantly turned gray.
2. 5 times (hedgehog, good, good, take it).
3. Deer, wasp, juice, neck.
4.
5. ABC - a step to wisdom.
6. Leaves and dry blades of grass lie on the ground.
7. Hang your nose - lose heart

To distant lands - far To beat the buckets - to mess around ...
Lead by the nose - deceive
Secretive on your mind
Points to rub deceive
8. Salad, cutlet, borscht, compote, stew, bun, pancakes.
9. Spruce, mine, skates, Julia.
10. Close - far Clean - dirty
High low Evil - good
Light - heavy Wild - domestic
Literature.
1. Koroleva E.V. Subject Olympiads in elementary school. Maths.
Russian language. Literature. Natural science., Moscow, 2008.
2. Lobodina N.V. , Olympiad tasks Russian language. Maths.
The world. Grades 34. - Issue 2, Volgograd, 2010.
3. Pupysheva O.N. Olympiad tasks in mathematics, Russian language and
Course "The World Around". Moscow, VAKO, 2006
4. Khodova T.V. Preparation for Olympiads in the Russian language. , Moscow,
Iris - press, 2011

Words are divided into syllables. Syllable- this is one sound or several sounds uttered by one expiratory push of air.

Wed: wow, wow.

1. In Russian, there are sounds that are different in audibility: vowels are more sonorous compared to consonants.

Exactly vowel sounds form syllables, are syllable-forming.

Consonants are non-syllable. When pronouncing a word, consonants "stretch" to vowels, forming a syllable together with vowels.

2. A syllable can consist of one sound (and then it is necessarily a vowel!) or several sounds (in this case, in addition to the vowel, the syllable has a consonant or a group of consonants).

Rim - o-bo-dock; country - country; night light - night light; miniature - mi-ni-a-tu-ra.

3. Syllables are open and closed.

open syllable ends in a vowel sound.

Yes, country.

Closed syllable ends in a consonant.

Sleep, liner.

There are more open syllables in Russian. Closed syllables are usually seen at the end of a word.

Wed: night-timer(the first syllable is open, the second is closed), oh-bo-doc(the first two syllables are open, the third is closed).

In the middle of a word, a syllable usually ends in a vowel, and a consonant or group of consonants after a vowel usually goes to the next syllable!

Night-timer, tell me, announcer.

Note!

Sometimes two consonants can be written in a word, and one sound, for example: get rid of[izh: yt ']. Therefore, in this case, two syllables are distinguished: and-live.
Division into parts out-live complies with the rules of word hyphenation, not division into syllables!

The same can be seen in the example of the verb leave, in which the combination of consonants zzh sounds like one sound [zh:]; so the division into syllables will be - leave, and division into parts for transfer - leave.

Especially often errors are observed when syllables are distinguished from verb forms ending in -tsya, -tsya.

• Division twist-sya, presses-sya is a division into parts for transfer, and not a division into syllables, since in such forms the combination of letters ts, ts sounds like one sound [ts].


• When dividing into syllables, combinations of the letters ts, ts go entirely to the next syllable: see, wait.

In the middle of a word, closed syllables can form only unpaired voiced consonants: [j], [p], [p '], [l], [l '], [m], [m '], [n], [n ' ].

May-ka, Sonya-ka, co-scrap-ka.

Note!

When combining several consonants in the middle of a word:

1) Two identical consonants necessarily go to the next syllable.

Oh-tt go, yes-nn.

2) Two or more consonants usually go to the next syllable.

Sha-pk a, ra-vn th.

Exception make up combinations of consonants in which the first is an unpaired voiced (letters p, p, l, l, m, m, n, n, d).

Mar-ka, dawn-ka, bul-ka, stel-ka, lady-ka, ban-ka, ban-ka, lay-ka.

4. The division into syllables often does not coincide with the division into parts of the word (prefix, root, suffix, ending) and with the division of the word into parts during transfer.

For example, the word calculated is divided into morphemes calculated (races- console, counts- root; a, n- suffixes; th- the ending).
The same word, when transferred, is divided as follows: calculated.
The word is divided into syllables as follows: calculated.

Word hyphenation rules	Examples
1. As a rule, words are carried by syllables. The letters ъ, ь, й are not separated from the previous letters.	Razj-ride, blue-ka, my-ka.
2. You can not transfer or leave one letter on a line, even if it denotes a syllable.	Oh bo-doc; the words autumn, name cannot be split for transfer.
3. When transferring, you cannot tear off the final consonant from the prefix.	From - flow, once - pour.
4. When transferring, you cannot tear off the first consonant from the root.	Po-to rip, pri-to rip.
5. When hyphenating words with double consonants, one letter remains on the line, while the other is hyphenated.	Ran-n-y, ter-r-or, van-n-a.
6. The letter s after the prefix must not be torn off from the root, but the part of the word that begins with the letter s should not be transferred.	Times - say.

Pictures: leg, hand, fly.

Table 5

Types of violations of the syllabic structure of the word in children with normal speech ontogenesis and the timing of their overcoming

	Type of violation	By what age is the violation overcome
	Missing syllables and sounds in a word	By 2.3 years
	Errors adding the number of syllables	By 2.5 years
	Abbreviations of consonant clusters
	Assimilation of syllables and sounds	By 2.5 years
	Permutations of sounds or syllables in a word	Rare

Two ... flies are crawling on the glass.

Class II - three-syllable words consisting of open syllables

Pictures: hair, cow, car.

A car is driving along the road.

Grade III - monosyllabic words consisting of a closed syllable

Pictures: cat, nose, house.

Children built from cubes ... a house.

Class IV - two-syllable words, consisting of one open syllable and one closed

Pictures: eagle owl, kefir, giraffe.

A giraffe lives in the zoo.

Class V - two-syllable words with a confluence of consonants in the middle of a word

Pictures: oil, leaves, skates.

Masha spreads... butter on the bread.

Grade VI - two-syllable words with a closed syllable and a confluence of consonants

Pictures: dolphin, cactus, bed.

A dolphin swims in the sea.

Grade VII - three-syllable words with a closed syllable

Pictures: plane, pie, suitcase.

The boy is eating... a pie.

Grade VIII - three-syllable words with a confluence of consonants

Pictures: cloud, needle, pillow.

A pillow fell off the bed.

Grade IX - three-syllable words with a confluence of consonants and a closed syllable

Pictures: bus, pencil, grapes.

Kolya... has a pencil.

Class X - three-syllable words with two consonant clusters

Pictures: toys, brush, carrot.

The paint smeared ... brush.

Class XI - monosyllabic words with a confluence of consonants at the beginning or end of a word

Pictures: jeep, table, key.

Dad bought... a jeep.

Class XII - two-syllable words with two consonant clusters

Pictures: bird, match, nails.

Hammer hammer ... nails.

Grade XIII - four-syllable words from open syllables

Pictures: button, turtle, caterpillar.

A caterpillar is crawling along a branch.

EXAMPLE TASKS FOR EXAMINATION OF THE LEXICO-GRAMMATIC STRUCTURE OF SPEECH AT AN EARLY AGE

Clarification of the construction of sentences, the correct use of simple prepositions, the coordination of members of the sentence in gender, number and case can be carried out using the material of the manual, which was not previously shown to the child for examining pronunciation. Here are some of the options for tasks that can be offered to the child in parallel with the study of his pronunciation.

1. It is possible to present a task without pronouncing a preposition (“A red cat is skiing ... on skis”), however, when evaluating the performance of such a task, it is necessary to take into account the admissibility of using their “fillers” instead of prepositions by young children (“a” - instead of “on”) in combination with noun inflection (on the table - “a tole”, in the closet - “a kafu”).

2. It is extremely important to check the ability of children to use the studied sounds when pronouncing verbs and adjectives, since these words appear in the initial children's vocabulary somewhat later than nouns, and therefore their pronunciation may be more impaired. It is possible, immediately after questioning the child on the task proposed in the text of the manual, to restructure its wording in the following form: "Alyosha's leg hurts ... his leg" - "Alyosha's leg ... hurts." In case of difficulties, it is advisable to change the task and present it with the help of the so-called “question without a question word”: “Does Alyosha’s leg hurt?” Interrogative intonation will additionally stimulate the child to answer, and the simplified form of the question asked will tell him the correct answer.

3. It is important to follow the child's ability to use widely used phrases in speech (“whiskered catfish”, “blue eyes”), matching the endings of adjectives in gender and number with the nouns used. The data obtained during the examination must be interpreted depending on the stage of development of the child's phrasal speech ("pre-morphological" or "morphological").

4. Tasks in the pictures can be variably used to test children's knowledge of the names of primary colors and elementary counting (within 2-3).

5. It is extremely difficult for young children to "come up with" names for the characters shown in the picture. For the baby, there are only personal names in relation to his loved ones (Aunt Anya, Uncle Kolya). At the same time, there is almost no transfer of these names to other people. If you ask a child to “think up” the name of the aunt in the picture without prior preparation, he will simply be confused and refuse to complete the task. It is necessary to train a small child in naming the names of real people from his environment, especially emphasizing that different people can be called the same. Please note that the first name "made up" for the boy or girl shown in the picture will most likely be the child's own name! Gradually, the baby will learn other names, but the speed and stability of this skill depends on adults. If you do not pay enough attention to its formation, then for a long time all extraneous adults for the child will be only "uncles" and "aunts", and children - "boys" and "girls".

6. A special emphasis on different names of characters can be made if you ask the children at home together with their parents to color a black and white drawing (most likely, at first the child will only be able to help the parent choose the color of individual parts, and the parents themselves will color), and then compare their drawings: how the hero is dressed, what color his hair, eyes. Having clearly seen how their drawings differ from each other, children will easily understand the task of inventing different names, easily replacing the name suggested in the text for the picture with any other one of their choice.

7. The didactic material contains a number of pictures that are close in meaning. For example, “The store sells ... pineapples” (sound [a]) and “Lena has ... pineapple” (sound [n]); “A chicken is sitting on ... eggs” (sound [th]) and “A chicken hatched from an egg” (sound [c]); “Inga ... has a needle” (sound [and]) and “Nina sews with multi-colored ... threads” (sound [n]); “Hera draws ... circles” (sound [r "]), “Olya draws ... a maple leaf" (sound [l]), “Marina draws ... a fungus” (sound [r "]). Such pictures can be combined into semantic pairs and used to carry out lexical work on certain topics understandable to young children: “Shopping in the store”, “Chicken and chicken”, “What do they do with a needle?”, “Learning to draw”.

8. In the future, it will be possible to carry out tasks with children aimed at establishing more complex logical connections, however, one must always remember that it is impossible to exceed the child’s age capabilities by offering him more than three pictures at the same time for viewing and further conversation. If you need to study a large group of pictures, then it is better to vary them among themselves, making up different semantic pairs. The following pictures can serve as an example of such a group: “They smeared a broken knee ... with green paint” (sound [z "]), “Alyosha hurts ... his leg” (sound [a]), “Vova repairs ... the table" (sound [o]), “Aibolit treats ... a hippopotamus” (sound [b "]), "They bought ... cotton wool in a pharmacy" (sound [t]), “Mom strokes ... with an iron" (sound [ y]), “Here is a hot ... iron” (sound [t "]), “They hammer ... nails with a hammer" (sound [d "]), “Kolya pricked his finger on ... a cactus" (sound [k ]), “The boy bandaged ... his finger” (sound [c]), “On the stove ... a saucepan” (sound [s]), “Masha peels ... potatoes” (sound [w]), “U Zhora hurts... stomach ”(sound [g]), “Vasya hurts ... ear” (sound [x]), “Mom cuts ... cucumbers” (sound [c]). By showing a small child any two or three pictures of your choice, you can find out whether the baby has an idea about the dangers that await him in everyday life, whether he knows who to turn to for help in case of illness and where you can buy medicines, etc.

9. The pictures offered for coloring (p. 52-94) can also be used to develop the syllabic structure of the word. For example, when looking at a picture of a caterpillar, the child is asked to first color the caterpillar in segments in four different colors, and then sequentially show each segment, pronouncing all the syllables.

There are many options for using picture material for diagnosing the early speech development of a child and the directed development of his speech. We think that practitioners themselves will be able to come up with many interesting tasks and exercises by creatively using the materials we offer.

Below is a complete list of text tasks for examining the pronunciation of vowels and consonants. Having become acquainted with it, you will be able to better imagine how it is possible to organize the examination and development of the speech of a young child, using our methodological recommendations.