The purpose of the lesson: study the spelling “b after hissing feminine nouns at the end.”
Lesson objectives:
- educational:
- introduce the new spelling “Spelling soft sign at the end of nouns after sibilants;
- developing:
- developing the ability to analyze; instill independent work skills;
- development of attention and visual memory of students;
- educating:
- cultivate a culture of communication, the ability to work individually and collectively; instill a love for the Russian language.
Lesson type: explanation of new material
Teaching methods: search, verbal, practical
Technologies used: problem-based learning, information and communication technologies, developmental learning.
TCO: projector, screen, computer.
Equipment:
- task cards for research work;
- presentation 24 slides (POWER POINT environment);
- Russian language textbook for grade 3 (authors L.M. Zelenina, T.E. Khokhlova, “Prosveshchenie” publishing house, 2007, educational complex “School of Russia”);
- algorithm for working “Nouns with sibilants at the end”;
- forms for testing knowledge.
During the classes
I.
Organizing time.
Slide number 1.
Checking students' readiness for the lesson. On the students' desks: a textbook, a notebook, a diary, a pencil case, additional material, which the teacher handed out for work.
- Write down today's date and the name of the work in your notebooks.
II. Calligraphy.
On the desk:
w w w w
- What sounds do the letters represent? w, w, h, sch?([zh] – consonant, hard unpaired, voiced paired sound, [ш] - a hard unpaired consonant, a voiceless paired sound, [h"] - a soft unpaired consonant, a voiceless unpaired sound, [ш"] - a soft unpaired consonant, a voiceless unpaired sound).
- What is the soft sign used for? (b – indicator of softness of consonants; b – dividing).
- Write the letters correctly in calligraphy.
III. Formulation of the problem.
Creating a situation leading to the formulation of a learning task
On slide number 2:
P...l...to, in...r...by, to...nki, s...l...vy, m...dark, m...dve, help...shch.
- Read the words.
- Name the spelling patterns in the words. (unstressed vowels, ь - an indicator of the softness of consonants; ь - dividing). Explain spelling.
- Write the words in two columns.
- By what criteria will you distribute the words into two columns? (V one I'll write down the words in a column where the soft sign appears as softness index, and in another column with dividing soft sign).
- What vowels did you insert? Name them.
- How did you distribute the words into two columns?
Examination. (Slide No. 2, click)
- What did you think about while working? (where to write the word “help”).
(Slide No. 3)
- What sound does the word end with? (soft, sizzling).
- Let's close the soft sign and say this word. What did you notice? (the word is pronounced the same way as with a soft sign).
- Is a soft sign needed to indicate the softness of the consonant [ш]? (No).
- So, the soft sign performs some kind of new job, which we will learn about in this lesson.
IV. Creating a problematic situation.
(Slide No. 4)
Orally: Replace the phrases with one word:
It can be oral and written - speech
A person who plays the trumpet is a trumpeter
A place where people swim and sunbathe - the beach
A plant whose ground grains are used to bake Rye bread- rye
- What did you notice in the words? (for some reason, in some words a soft sign is written after the hissing word, but in others not).
- What problem is facing us? (we need to find out when a soft sign is written at the end of nouns after sibilants, and when not).
V. Children's discovery of new knowledge.
- Now we will work in pairs.
- Read the task and, after discussing the problem, complete it. Draw a conclusion.
(Slide No. 5)
Exploring words
- Read the word.
- What part of speech is the word?
- Determine the gender of nouns.
- What sound is heard at the end of a word?
- Think about what groups the words can be divided into.
- Write down the words, dividing them into groups.
- How are the words from each group different?
- Draw a conclusion. Try to formulate a rule.
(Slide No. 6). The words on the screen:
Ball, daughter, key, bream, thing, youth, pencil, mouse, snake, night.
Each pair completes the task in their notebooks. Compare their works. They talk about their research at the blackboard.
- Let's check how you distributed the words into two columns. (Slide No. 6, click)
- What is the work of the soft sign in these words? (grammatical, it indicates the gender of the noun. There is a soft sign after the hissing - zh.r., no soft sign - m.r.)
- What conclusion can be drawn? (a soft sign after a sibilant at the end of nouns is written only in feminine nouns in the singular, and for masculine nouns with a sibilant at the end a soft sign is not written).
- This can be written in a diagram like this: (Slide No. 7)
VI. Working with a textbook (rule).
- Let's check if we are right. What does our textbook say about this?
Read the rule on page 69.
- Were you and I right?
VII. Physical exercise.
(Slide No. 8)
- I will name masculine and feminine nouns with a sibilant at the end. If I name a feminine noun, you squat; if you hear a masculine noun, jump.
Game, siskin, night, rook, quiet, daughter, doctor, brooch, Easter cake, mouse, cloak.
VIII. Consolidation of acquired knowledge.
- Everyone on their desk has a work algorithm, using which you will not make mistakes when writing a soft sign after hissing nouns
a) - Using this algorithm, let’s do exercise 58 on page 70
(Commented execution with detailed explanation.)
- What conclusion can we draw from this work? What other work can a soft sign do? (indicates the feminine gender of a noun)
b) - Guess the riddles, underline the letters indicating hissing sounds (with a soft sign in feminine and without it in the masculine gender).
(student - at the blackboard)
(Slide No. 9)
| 1) Sometimes they take it out of me Rivers have their source. And in your hands I will open I am any castle. (Key) 2) There is a hut in the sky, There is a pipe on the hut. There was a noise in the hut, There was a buzz in the pipe. The people see the flame, But it doesn’t simmer (Bake) 3) Mom let a river into the house. The river gurgled merrily, Mom washed clothes in it. And then, and then I swam in the rain. (Shower) 4) This little baby I'm glad even for a bread crumb, Because it's dark before She is hiding in a hole. (Mouse) |
5) Lying between the Christmas trees Pillow with needles. She lay quietly And then suddenly she ran away. (Hedgehog) 6) Duck in the sea, Tail on the fence. (Ladle) 7) If you hit the wall - And I'll jump up. You throw it on the ground - And I'll bounce back. That was! What happened? (Ball) 8) Walks along the loaf, Cutting it. (Knife) |
IX. Practical work.
Now everyone has to experience the role of teachers. (Slide number 10). One student wrote a text, and I can already see errors in it. Correct the mistakes. Write it down correctly.
How many errors did you count? What grade should be given to such a student?
Self-test. (Slide number 10, click)
X. Picture dictation.
(Slides No. 11 – 22)
- Write down the names of plants and animals in your notebook, as well as various items that you see. ( hedgehog, lily of the valley, swift, reeds, knife, hut, garage, shower, walrus, pencil, ball, doctor).
XI. Test (independent work)
- Now let’s do a little test and check our knowledge.
XII. Generalization of knowledge on the topic.
Our lesson is almost over. Let's remember what problem we worked on today? What have you learned?
XIII. Lesson summary. Reflection.
- What new did you learn about the soft sign today?
- What was easy? What was difficult?
- To make sure that you have understood everything well, let’s do a small test:
(Slide No. 23)
1. At the end of nouns. R. after the hissing ones:
a) a soft sign is always written;
b) no soft sign is written.
2. At the end of nouns m.r. after the hissing ones:
a) a soft sign is written;
b) no soft sign is written.
3. a soft sign after hissing nouns at the end indicates:
a) on the gender of nouns;
b) by number;
Self-test. The correct answers are on the screen, the children check.
(Slide No. 24)
XIV. Homework.
Rule on page 69, exercise 59 on page 70.
XV. End of lesson.
Spelling a soft sign at the end of words after sibilants
In Russian, sibilants at the end of words (Zh, Sh, Shch and Ch) are possible in six parts of speech:
In nouns (NIGHT, WATCHMAN, MANY TASKS),
in adjectives (HOT),
in verbs (WRITE),
in adverbs (WIDE),
pronouns (OUR),
particles (ONLY).
Each of these parts of speech for the use of a soft sign has its own special rule.
1. If we have a noun in front of us, then a soft sign is placed after the sibilants only when the word belongs to the III declension (NIGHT). Nouns of the 1st and 2nd declension with a sibilant at the end are written without a soft sign (MANY CLOUDS, BRICK). Don’t forget that patronymics and surnames ending in -ICH are nouns of the second declension and are written without a soft sign. For example: SERGEEVICH, RYURIKOVICH, VOYNOVICH.
2. If the word answers the question WHAT? and is a short adjective, then after the hissing one at the end a soft sign is not needed (HOT, MIGHTY).
3. Verbs with a sibilant at the end are always written with a soft sign. For example: LOOK or LOOK (in the form of the second person singular of the present or future tense), CUT (in the imperative mood), BURN (in the indefinite form). Please note that in verbs the soft sign may appear after the sibilant and not at the very end of the word, but before the postfixes -СЯ or -TE, for example: BATHING, HIDE.
4. At the end of adverbs after hissing ones, a soft sign is always written (WIDE, JUMP, AWAY), except for exceptions: UZH, MARRIED, UNBEARABLE.
5. Pronouns with sibilants at the end are written without a soft sign, for example: OUR, YOURS.
6. The particles ISH, ONLY, Bish are always written with a soft sign.
Exercise
We already knew this and did not stop him from managing things in his own way; but between us was an officer who had recently been transferred to us. (“Shot”, A. S. Pushkin)
Petrovich had a skein of silk and thread hanging around his neck, and on his knees was some kind of rag. (“The Overcoat”, N.V. Gogol)
This is exactly how they first took and suspected these, what's their... Kokh and Pestryakov. (“Crime and Punishment”, F. M. Dostoevsky)
Finally, the poor guy became, in some way, unbearable, and decided to get through by storm at all costs, you know. (" Dead Souls", N.V. Gogol)
This expression said that she decided to endure her misfortune without complaining, and that her husband was a cross sent to her from God. (“War and Peace”, L. N. Tolstoy)
The sun was just beginning to rise from behind the clouds; the air was fresh and dewy. (“War and Peace”, L. N. Tolstoy)
And just think about what and who - what insignificance can be the cause of people’s misfortune! (“War and Peace”, L. N. Tolstoy)
He knew that this story contributed to the glorification of our weapons, and therefore he had to pretend that he did not doubt it. (“War and Peace”, L. N. Tolstoy)
As soon as he began to say something that did not satisfy the purpose of the accusation, they took a groove, and the water could flow wherever it wanted. (“War and Peace”, L. N. Tolstoy)
They say that his mother was very pretty, and it seems strange to me why she married so unsuccessfully, to such an insignificant person... (“Poor people”, F. M. Dostoevsky)
I told him... Don't cry for me: I will try to be both courageous and honest all my life, even though I am a murderer. (“Crime and Punishment”, F. M. Dostoevsky)
The whole battle consisted only in what the Cossacks of Orlov-Denisov did; the rest of the troops lost several hundred people in vain. (“War and Peace”, L. N. Tolstoy)
It will fall on its own when it is ripe, and if you pick it green, you will ruin the apple and the tree, and you will set your teeth on edge. (“War and Peace”, L. N. Tolstoy)
Nikolai, in two words, bought for six thousand_seventeen stallions for selection (as he said) for the horse-drawn end of his repairs. (“War and Peace”, L. N. Tolstoy)
On the other side of the fence, the old man was whittling a hoop and did not see Levin. (“Anna Karenina”, L.N. Tolstoy)
Nothing could come out now except falsehood and lies; and falsehood and lies were disgusting to his nature. (“Anna Karenina”, L.N. Tolstoy)
No one declared war, but people sympathize with the suffering of their neighbors and want to help them, said Sergei Ivanovich. (“Anna Karenina”, L.N. Tolstoy)
And in Moscow, where every meeting is a knife in her heart, she lives for six months, waiting for a decision every day. (“Anna Karenina”, L.N. Tolstoy)
Night fell - the mother blessed her daughter and wished her a gentle sleep, but this time her wish was not fulfilled; Lisa slept very poorly. (" Poor Lisa", N. M. Karamzin)
But sometimes - although very rarely - a golden ray of hope, a ray of consolation illuminated the darkness of her sorrow. (“Poor Liza”, N. M. Karamzin)
And there is one key there, three times larger than all of them, with a jagged beard, of course, not from the chest of drawers. (“Crime and Punishment”, F. M. Dostoevsky)
“Don’t worry, I won’t give it to you,” the mustache said decisively and went after them. (“Crime and Punishment”, F. M. Dostoevsky)
But as I leave, I dare say that in the future I hope to be spared such meetings and, so to speak, compromises. (“Crime and Punishment”, F. M. Dostoevsky)
The crying of poor, consumptive, orphaned Katerina Ivanovna seemed to have a strong effect on the audience. (“Crime and Punishment”, F. M. Dostoevsky)
Her pale yellow, withered face was thrown back, her mouth opened, her legs stretched out convulsively. (“Crime and Punishment”, F. M. Dostoevsky)
Ditch_! - Luzhin screamed, enraged to the point of rage, - you are all wild, sir. (“Crime and Punishment”, F. M. Dostoevsky)
Marfa Terentyevna did not let up, but pestered the mayor more and more: take out Bonaparte, and in the end he will become exhausted. (“The History of a City”, M. E. Saltykov-Shchedrin)
Whatever fires out of a gun will shoot right through your heart, whatever you wave with a saber will take your head off your shoulders. (“The History of a City”, M. E. Saltykov-Shchedrin)
He made numerous campaigns against debtors and was so eager for spectacle that he would flog anyone without himself.
didn't trust. (“The History of a City”, M. E. Saltykov-Shchedrin)
"Enough! - he said decisively and solemnly, “other mirages, other feigned fears, other ghosts!..” (“Crime and Punishment”, F. M. Dostoevsky)
I thought that the sky would collapse, the earth would open up under my feet, that a tornado would fly from somewhere and swallow everything, everything at once... (“The History of a City”, M. E. Saltykov-Shchedrin)
He bargained with them for a long time, asking for altyn and money for the search, but the bunglers gave a penny and their bellies in addition. (“The History of a City”, M. E. Saltykov-Shchedrin)
The exercise was prepared by N. Solovyova and B. A. Panov (“League of Schools”).
RUSSIAN LANGUAGE, 5th grade
TOPIC: spelling b in verb forms ah after the hissing ones.
TARGET:formation of knowledge about spelling b in verb forms
Repeat the spelling of words with a sibilant at the end;
Develop critical thinking;
To educate morality on the basis of oral folk art.
TASKS:teach writing ь after sibilants in verbs; systematize students' knowledge about spelling ь after sibilants in words different parts speeches; develop spelling vigilance, mental activity of students, communication abilities; cultivate a culture of educational work, instill interest and love for the native language.
EQUIPMENT:textbooks, notebooks, presentations, cards for work.
TYPE OF LESSON: combined.
METHODS:reproductive, informational and developmental, partially retrieval, conversation.
DURING THE CLASSES
1. ORGANIZATIONAL MOMENT. We smiled at each other, mentally wished success to ourselves and our comrades.
The long-awaited call was given -
The lesson begins.
Sounds with letters have come,
To restore order.
Attention, girls!
Attention, boys!
Get your hands ready
Stretch your fingers. Slide 1
Open your notebooks, write down the number of cool work.
2. MAIN PART.
Tell us, what do we know about spelling ь after the hissing words at the end?
b
friendly not friendly
noun 3 cl. 1. Noun. m.r.
2. Noun. w.r. pl. h.r.p.
3. Brief. adj.
– Which part of the speech was not included in the table?(Verb)
– Determine the topic of the lesson, what does it sound like?(Soft sign after sibilants in verbs.)
Learning new material
– In order to answer the question: is it written after hissing verbs at the end, let's think about it!
– Read the sentences carefully. Are these just suggestions or something else?(Proverbs)
– They contain folk wisdom!
– Determine what part of speech the highlighted words are and what forms they are in.
If you chase two hares, you won't catch either.
You can't bake a pie without dough.
It is important to take care of the dress again, and honor from a young age.
Measure seven times, cut once.
(Verbs in n.f., in 2nd singular, led on)
– What interesting things have you noticed about the spelling of verbs?(At the end after the hissing words it is written
b
)
– What does our textbook say about writing ь in verbs?
– How can we supplement this rule?
Let's conclude: In all verb forms, ь is written after sibilants.
A) Work in groups
Guys, now, let’s do some repetition tasks. I give each group a card with a specific task; after completing the card, raise your hand.
1 group
2nd group
Determine the spelling of words with a sibilant at the end
3 group
Determine the spelling of words with a sibilant at the end
B) Verification and generalization
Teacher: So, the first group completed their card. Read the assignment.
Students: Students read the task for the card. Read the words, choosing the correct spelling b after the sibilants. Explain their choice.
Student: The words that were given to us are nouns zh.r, singular. h and f.r. pl. h, as well as one word (rook) - m.r. In nouns zh.r we write a soft sign, in plural nouns and nouns. M..r. – we don’t write.
Teacher: Well done, guys! Right!
Teacher: Is the second group ready?
Students: Ready!
Teacher: Read the task of your card. Explain your choice.
Students: Read the task for the card. We had nouns m.r.+f.r. (shiver). In nouns m.r. We don’t write b, but there is trembling in the word, since it is w.r. ь we write a sign.
Teacher: Okay, guys! You also completed the task!
Teacher: Group 3, read what task you had. Explain the choice of this spelling.
Students: We had to determine the spelling of words with a sibilant at the end.
The words given to us are adjectives, or rather short adjectives with a sibilant at the end + one word noun (midnight). In short adjectives with a hissing b at the end we do not write the sign, but in the word midnight we do, since this is a noun.
B) Partial posk method
Teacher : Well done, guys, you remembered the rules for writing words with a hiss at the end of nouns zh.r, m.r, zh.r plural, as well as short adjectives. But we have another part of speech that has a similar rule. What do you think this part of speech is?
Students: This is a verb. (Students may also have erroneous versions that cannot be ignored, but simply say: “Maybe someone thinks differently?”)
Teacher: That's right, guys. Let us try to determine this rule by completing a certain task.
Working in a group, determine the 2nd person verb, singular. Having formed given verb, one of the group go out and write it down on the board. Highlight the ending and conjugation.
Units Pl.
1 l. I sit 1 l. we're sitting
2 l.____________ 2 l. sit
3 l. sits 3 l. sitting
Units Pl.
1 l. I'm looking at 1 l. look
3 l. looks 3 l. are watching
Units Pl.
1 l. I go 1 l. let's go
2 l.____________ 2 l. come on
3 l. goes 3 l. are coming
Teacher: Having completed the task, can someone formulate for me the rule for writing the b sign in verb forms?
Primary consolidation
– Now let’s put our new knowledge into practice.
Distributive dictation
Write the verbs in 3 columns.
N.f. 2l.un.h. led tilt
(Incidental work on vowels in the root of the word)
Save for lunch
Knocking on the window
Grind it into powder, decorate the room,
Cut your hair bald
Spread butter on bread
Protect yourself from danger
Sit at the edge of the forest
Cut straight.
Fizminutka
Now let's rest a little.
I will name the words. If you need to write ь in a word, you squat; if you don’t need to write ь, you do 1 clap above your head.
Rye, hut, violinist, sleep, be friends, take care, brick, mighty, write, think, wish you luck.
- So, let’s repeat, when do we write a sign after hissing ones, and when do we not write.
Secondary consolidation
Read the passage. What work are these lines from? Who is their author?
Wind, wind! You are powerful...
You are chasing... flocks of clouds...
You excite... the blue sea,
You are everywhere... in the open air,
You're not afraid of anyone,
Except God alone...
– Fill in the missing letters and explain the spelling.
- What images? vyr. What means does the author use?(Personification, metaphor – “a flock of clouds”)
– Explain punctuation marks.(Appeal, difficult sentence, homogeneous members)
Now let's play a little. "The Fourth Wheel"
Night, ray, silence, thing.
Brick, prickly, powerful, similar.
Without clouds, five tasks, a nimble mouse, disappeared from the rooftops.
Conclusion:
– When is it written after the hissing words at the end?
Connect with a line when you need to write ь.
Noun w.r. 3 skl cr. adj.
Noun m.r. b verb. N.f.
Verb 2 l.un.h. verb imperative
– Now let's turn again to the wisdom of the people.
Add proverbs. Indicate the spelling ь in verbs.
With whom you hang out, that’s why….
She sewed in a bag not...
The word is not a sparrow, flight... is not...
What goes around... comes around....
3. RESULT OF THE LESSON.
– And now, ending our journey, let’s summarize the lesson.
– What did we learn while traveling around the city of Verb?
– What have you learned?
– For those who were interested in the lesson and everything was clear – put it in the margins (!). If there were difficulties (?).
– Don’t worry, tomorrow we will continue the conversation on this topic.
– Pass your notebooks forward. open your diaries and write down your homework.
4. HOMEWORK.
1 group
Determine the spelling of words with a sibilant at the end
Mouse__ things__, stove__, brooch__, near puddles__, bitter__, rook__, rags__, youth__, many clouds__, daughter_.
2nd group
Determine the spelling of words with a sibilant at the end
Reed__, hut__, doctor__, garage__, trembling__, cloak__, sealing wax__, ball__, key__, watchman__, comrade__.
3 group
Determine the spelling of words with a sibilant at the end
Dense__, good__, viscous__, midnight__, creaky__, clumsy__, effervescent__, fresh__, prickly__, odorous__, hot__.
Task: Highlight the ending, determine the conjugation. Form the 2nd person singular. Write this form on the board.
Units Pl.
1 l. I sit 1 l. we're sitting
2 l.____________ 2 l. sit
3 l. sits 3 l. sitting
Units Pl.
1 l. I'm looking at 1 l. look
2 l.____________ 2 l. look
3 l. looks 3 l. are watching
Units Pl.
1 l. I go 1 l. let's go
2 l.____________ 2 l. come on
3 l. goes 3 l. are coming
Task: Highlight the ending, determine the conjugation. Form the 2nd person singular. Write this form on the board.
Units Pl.
1 l. I sit 1 l. we're sitting
2 l.____________ 2 l. sit
3 l. sits 3 l. sitting
Units Pl.
1 l. I'm looking at 1 l. look
2 l.____________ 2 l. look
3 l. looks 3 l. are watching
Units Pl.
1 l. I go 1 l. let's go
2 l.____________ 2 l. come on
3 l. goes 3 l. are coming
Task: Highlight the ending, determine the conjugation. Form the 2nd person singular. Write this form on the board.
Units Pl.
1 l. I sit 1 l. we're sitting
2 l.____________ 2 l. sit
3 l. sits 3 l. sitting
Units Pl.
1 l. I'm looking at 1 l. look
2 l.____________ 2 l. look
3 l. looks 3 l. are watching
Units Pl.
1 l. I go 1 l. let's go
2 l.____________ 2 l. come on
3 l. goes 3 l. are coming
There are two letters in the Russian language that do not correspond to any sound, but at the same time they affect the softness or hardness of the pronunciation of other sounds. This is a soft sign and a hard sign. In grade 3, they study the features of the soft sign, its functions and the rules associated with it.
What is a soft sign and why is it needed?
This letter is located almost at the end of the alphabet, before the last three vowels and a firm sign, it is denoted as b.
Once upon a time, a soft sign denoted a full-fledged sound, which was pronounced as a very short e. Then this letter had a different name - er. But linguistic processes led to the fact that the language became somewhat simpler, the sound gradually ceased to be pronounced, but the letter still remained, but began to perform other functions.
That is, despite the fact that it does not have its own sound, the soft sign has several really important functions of a service nature. First - dividing. To implement it, the soft sign is located between the consonant letter and vowels such as e, e, yu, i, and.
It is important to remember them - these are letters that consist of two sounds: th and the next vowel. However, if the prefix ends in a consonant, and the root begins with one of these letters, the rule of a soft sign applies - it is never placed between them. In all other cases it is used.
Also, the soft sign is a dividing sign when used in foreign words, such as postman, champignon, and so on.
The second important function of this letter is that it represents softness of a consonant in writing. It can be used at the end of a word or in the middle, but there are no words in the Russian language that begin with a soft sign.
In some cases, thanks to only this one letter, words differ in meaning, for example, spruce and spruce, corner and coal, and so on.
Also, the use of a soft sign in words has a grammatical function. For example, if it is written in a noun after a sibilant, it can be used to determine that it belongs to the feminine gender. And in the verb after sh it will show that it belongs to the category of 2nd person and singular.
Some features of using a soft sign
It must be remembered that when a word is transferred from one line to another, this letter remains on the previous line with a consonant, and does not move to the next with a main one.
The soft sign, which is needed to soften consonants, has three places in the word, that is, at the end, which has already been discussed, in the middle and after the l.
In the middle, the letter is written between two consonants and serves to soften the one that comes before it: Kuzma, very much and so on.
As for the position after l, the soft sign always softens this consonant, regardless of which letter comes after it - a consonant or a vowel. For example, you can't, it hurts, etc..
In the Russian language there are combinations of consonants in which a soft sign is never written - this is chn and nch, chk and cht, rshch and shchn.
What have we learned?
One of the two letters in the Russian language that does not have its own sound is a soft sign. But at the same time it has many important functions. It serves to separate letters in writing and when pronouncing (used between consonants and vowels, denoting two sounds, the first of which is th). This letter also plays a grammatical role, showing what form the word is in, and is necessary to indicate the softness of the consonant in writing. A word can never begin with this letter, and it is never placed between a prefix and a root, regardless of whether it begins with a vowel or a consonant. Also, it is never written in several combinations of letters that need to be remembered.