Statement of sounds "k" and "g" methodical development on the topic. Staging sound g, articulation of sound g Techniques for setting sound k

Sound setting [k]

By imitation: the child is invited to bend the tongue with a “slide”, press it against the sky and, without lowering it, blow off the cotton ball from the back of the hand brought to the mouth => [k]. If imitation fails, then mechanically

mechanically with a finger or a spatula, based on the sound [t]. The child is asked to pronounce the syllable ta. At the moment of pronunciation, the teacher presses his finger on the front of the back of the tongue, which results in the syllable cha. Then the teacher moves the finger a little deeper, resulting in the syllable kya. Finally, the third stage - an even deeper pressure on the tongue - gives a solid sound - ka.

Setting the sound from "cough"

1. The child should "cough" after the teacher. Open your mouth wide so that the child sees where the adult's tongue is located, and, exhaling air, imitate a slight cough (such as happens when the throat hurts), with a noticeable overtone [k] ([khe]). You need to “cough” quietly with a minimum exhalation, then between the sounds [k] and [e] there will be no pronounced sound [x], but a slight aspiration will be heard. Repeating the exercise after you, the child should "cough" into his palm.

​2. Show the child how to "cough" in a whisper - "cough" is barely audible, almost without exhalation, eliminating the median overtone [x] from your pronunciation. The child must repeat after the teacher. It is necessary to perform the exercise after a full exhalation.

3. If you get the correct sound [k], that is, the child will actually pronounce the syllable [ke], fixing it, we move on to syllables with other vowel sounds. You can give this instruction: "Now we will cough like this: [ka-ka-ka]"

4. At the end, pronounce the sound in isolation, the child repeats the sound after the teacher.

Sound setting [g]

Setting the sound [G '] by imitation. The child is invited to put the pen on the neck and, "turning on" the voice, pronounce the sound [K]

Setting the sound [G] with mechanical assistance. The child is invited to say "yes - yes - yes", while the speech therapist pushes the tongue back with a spatula until the sound combination is heard: "yes - yes - ha".

Sound setting [x]

Setting the sound [X] by imitation.

A). - The sound [X] is easily evoked by imitation using a game technique: “Open your mouth wide and breathe on your hands, “warm them up.” At the same time, the speech therapist makes sure that the tip of the child's tongue is at the bottom, and the back part rises steeply, but does not touch the palate. You can, for example, first invite the child to make a "low hill", and only then "let the breeze".

Invite the child to imagine that he was in a severe frost. What happens to handles in the cold? They are freezing. Hands need to be warm. Bring your palms to your mouth and blow on them with warm air (warm air jet). The sound [x] is heard.

b). You can offer a child a funny picture or a toy to make him laugh, laugh with him, and then draw his attention to laughter: we laugh “ha-ha-ha”. We fix the sound [X] in combination with other vowels (O, E, Y).

Setting the sound [X] with mechanical assistance. If it is not possible to evoke a sound by imitation, it can be set with mechanical help, that is, with the help of a probe, move the tongue deep into the tongue. We ask the child to pronounce the syllable “sa”, with the correct position of the tongue, it will turn out “sa-sa-ha-ha”.

Setting the sound [X] from the correct [K]. The child is invited to pronounce the sound [K] often and drawlingly. At this time, the combination "kh" is obtained. It is necessary to draw the child's attention to the fact that the sound [X] is heard after the sound, after which we tear off [K] from [X]. It turns out [X].

Articulatory gymnastics for posterior lingual sounds K, Kb; G, G; X, Xh; Y

1. Bite your tongue.

Smile, open your mouth and bite your tongue.

2. "Punish a naughty tongue"

Smile, open your mouth, put the wide front edge of the tongue on the lower lip and “slap” it with your lips, pronouncing “five-five-five.” (Alternate exercises #1 and #2)

3. Spatula

Smile, open your mouth, put the wide front edge of the tongue on the lower lip. Hold it in this position by counting from 1 to 5-10.

4. "Gorka"

Smile, open your mouth, the tip of the tongue rests on the lower teeth. Bend the tongue in a slide, resting the tip of the tongue on the lower teeth.

5. "Let's build a hill - we'll destroy a hill"

Smile, open your mouth, the tip of the tongue rests on the lower teeth. Bend the tongue in a slide, resting the tip of the tongue on the lower teeth, then relax it. Perform these movements alternately.

6. "The breeze blows from the hill"

Smile, open your mouth. Set the tongue to a "slide", and then calmly and smoothly blow in the middle of the tongue. The air must be cold.

Having worked out the sound [K] on the material of words, proceed totongue twisters :

Ka-ka-ka, ka-ka-ka: this wall is high.

Ka-ka-ka, ka-ka-ka: who came from afar?

Ko-ko-ko, ko-ko-ko: let's throw the ball high.

Co-co-co, co-co-co: we will hear the sound easily.

Coo-coo-coo, coo-coo-coo: here is a cuckoo on a bitch.

Ku-ku-ku, ku-ku-ku: I bake pies for everyone.

Ak-ak-ak, ak-ak-ak: a Cossack rides a horse.

Ok-ok-ok, ok-ok-ok: we jump over bumps and jump!

Ook-uk-uk, uk-uk-uk: what kind of knock is that?

Yk-yk-yk, yk-yk-yk: our cat jumps on the carpet!

Tongue Twisters , - this is aerobatics in the pronunciation of any sounds:

A blacksmith forged a horseshoe on an anvil.

Cuckoo cuckoo bought a hood. The cuckoo put on a hood: how funny he is in a hood!

Karl the dwarf was tumbling on the carpet.

There is a kvochka walking around the yard,
Leads children around cages.

Buy a pile of spades.

The Turk smokes a pipe, the Turk pecks at the grits.

Our river is as wide as the Oka.
Like the Oka, our river is wide.
So, like the Oka, our river is wide.

Near the bell.

I was sitting at the Oka, eating apples.

Mow, spit, while dew.
Dew down - and we go home.

Klava put the bow on the shelf,
She called to herself Nikolka.

Konstantin stated.

If Kolya is around a collie,
That and the collie near Kolya.

There is a goat with a scythe goat,
There is a goat with a barefoot goat,
There is a goat with a slanting goat,
There is a goat with a barefoot goat.

Apoetic texts can be found in any children's books:

We bought a cat

For the holiday boots.

Combed her mustache

Sewed new shorts.

But how do you put them on?

The tail has nowhere to go.

P. Voronko.

The cat caught mice and rats

Rabbit leaf cabbage gnawed.

S. Marshak.

– Cat-cat, go to the dock,

Tell me about the spikelet!

– Spikelet, my friends,

He's skinny like me!

G. Vieru.

The porridge ripened in the meadow.

Cow Masha eats porridge.

Masha likes lunch:

There is nothing tastier.

A. Shibaev.

6. How to put the sound [G]?

Sound[G] put in a similar way, but from the syllable "YES". That is, the voice is connected (sound[G] – voiced ). If the child, in addition to defects in posterior lingual sounds, also hasstun defects (replacing voiced sounds with deaf ones: “tom” - house, “subs” - teeth, “shuk” - beetle, etc.), it will be problematic to do this. An adult will first have to tell a child such a fairy tale.

TALE "THE HOUSE FOR THE VOICE"

Everyone has a throat, and so do you. A VOICE lives in the neck. When he sleeps, for example, ondeaf sounds[K], [S], [W], [F], [P], the walls of his house-neck do not tremble. These sounds are deaf not because they do not hear anything. It's just not in their sound.vote . But onvoiced sounds[D], [Z], [W], [H], [B] The VOICE wakes up and starts knocking on the walls, causing the neck to vibrate. Do you want to check?" Attach one hand of the child with the back to your throat. Make a dull sound, such as[T] . A very common mistake to avoid. You must only play isolated audio.[T] , not the name of the letter[Tae], or[Ta] . Adding a vowel will cause the throat to vibrate (there is always a voice when pronouncing vowels) and disorientate the child. So you made a sound[T] : "You feel, baby, the VOICE is sleeping!". And now, -[D] : "The VOICE woke up!". Do the same with other paired consonants:[S] - [Z], [W] - [F], [F] - [V] etc. Now the child should put his hand to his neck, make a sound[T] and feel the absence of vibration. For sound to come[D] , you need to connect the voice. The baby is trying to call him. Finally succeeded. Now you can start setting the sound[G] from the syllable "YES".

7. Fixing the sound [G] in the child's speech

Fixing the sound [G] goes in the same sequence as [K]: syllables, words, tongue twisters, texts, tongue twisters.

GA: gas, newspaper, lawn, jackdaw, clamor, loon, walkway, hammock, harbor, accordion, etc.

GO: hunger, city, guest, proud, throat, turtledove, mountains, highlander, hound, gong, etc.

GU: goose, goose, lips, walk, ghouls, gusli, crowd, thick, etc.

Ha-ha-ha, ha-ha-ha: Whose leg hurts?

Ha-ha-ha, ha-ha-ha: the leg no longer hurts.

Ha-ha-ha, ha-ha-ha: the leg gets stuck in the hay.

Goo-goo-goo, goo-goo-goo: I can help you.

Goo-goo-goo, goo-goo-goo: a titmouse sits in the snow.

Goo-goo-goo, goo-goo-goo: the goose will be sown in the meadow.

Go-go-go, go-go-go: the horse laughs: “Go-ho-go!”

POETRY TEXTS WITH SOUND [G]:

The goose bought himself an accordion,

But I'm a little sloppy.

The harmonica sang well

Hissed like a goose.

(G. Vieru)

Goose

- Ha-ha-ha! - the goose cackles.

- I am proud of my family!

For goslings and goose

I look, I don't look!

(N. Koyotarev)

Bullfinches sit in the snow:

They sit in the snow - and no gu-gu.

In vain the owls guard them

On a snowy meadow.

(A. Pudval)

The rook was swinging in a hammock,

Geese are in the waves on the river.

Pigeons flew by

And perched on a branch.

The branch is swinging

It works out well.

(A. Pudval)

TONGUE TWISTERS WITH THE SOUND [G] ARE DIFFICULT:

There is a loon in the nest, a loon has a pair of chicks.

Ganna ate a dumpling, Herman a pink salmon.

Gander after gander slaps in single file.

The gander looks down on the gander.

Oh, the gander will pluck the sides of the gander.

The gorilla told them, she said,
She spoke, she spoke, she spoke.

The jackdaw sat on the fence,
Rook started a conversation with her.

The galley messenger was burned.

Like on a hill, on a hill
There are thirty-three Yegorkas:

One Yegorka, two Yegorkas, three Yegorkas...

The loon flew over the barn,
And in the barn sat another loon

Total loons - a pair ..

8. Methods for setting and automating soft sounds [K '], [G ']

When the sounds[K], [G] set, their soft variants[K '], [G '] in the pronunciation of the child will appear without problems. It is only necessary to remember that soft sounds suggest a more tense tongue and a higher rise of its root.

KI-KI-KI-…, KE-KE-KE-…, GU-GU-GU-… etc. Finding words is also not difficult. It is only necessary to go from the simple to the complex. The simplest is the sounds at the beginning of the word: Ditch, STONE, Skittles, CINEMA, NEWSPAPER, LAWN, ANTHEM, GUITAR, SLED, SOCKS, Wagon, Cart, FIRE, FLAGS, BURNING.

An excellent training for fixing soft sounds - tongue twisters and tongue twisters:

Ki-ki-ki, ki-ki-ki: the trees are very high.

Ke-ke-ke-, ke-ke-ke: the kitten is sleeping in the corner.

Gi-gi-gi, gi-gi-gi: you caught the ball, now run!

Gi-gi-gi, gi-gi-gi: Gena, help mom!

Gi-gi-gi, gi-gi-gi: don't forget the boots.

To the sound of K

At the mouse in a mink

Crumbs and crusts.

In the pantry at the mouse

Pieces of carpet.

At the mouse

Cracklings in a mug.

The mouse in the tub

Wave mushrooms.

In a mouse bowl

leaven leftovers,

And in the cellar

Cheese and sausages.

Hooks on the door

Chains, locks...

(I. Lopukhina)

Learn tongue twisters and poems with your child: it is important to develop not only sound pronunciation, but also memory.

9. Sounds [X], [X ']

Sounds left unset[X], [ X' ]? Try to imitate them. It will not be difficult for you or your child to imagine a severe frost (memories of the January and February cold are still fresh!). What happens to hands on the street? That's right, they're cold. Hands need to be warm. Bring your palms up to your mouth and blow warm air on them. This will make a sound[X]. The kid does the same. Everything worked out? Handles warmed up, and the sound sounded? If the second did not succeed, take a spoon. You move the tongue, and the child pronounces the syllables: SA-SA-SA .... The sound production technology is the same as with[TO] . Here, too, there may be intermediate options: SA and XY. But in the end, HA! Fix what you have achieved on syllables (XA, XO, XY, XI, XE), words (tail, hut, cunning, sugar, poems, etc.)

It will not be superfluous to train the child in the selection of words with sound[X] : elephant - elephant, walrus - walrus, wild boar - boar, ostrich - ostrich, beaver - beaver, hedgehog - hedgehog, parrot - parrot, etc. (the second word of the pair must be chosen by the child himself, you only give a sample hint). The same, with pairs of words: swimmer - swimmer. watchman - watchman, coward - cowardly, tailor - dressmaker and so on.

PLEASANTS C [X], [X ']:

Ha-ha-ha, ha-ha-ha: a flea jumps on the floor.

Hu-hu-hu, hu-hu-hu: we didn't catch a flea.

Hee-hee-hee, hee-hee-hee: the paws of a flea are fast.

He-he-he, he-he-he: we know the tale of the flea.

PHRASES WITH SOUNDS [X], [X']:

Collect dry brushwood.

A cunning ferret caught a hamster.

The chameleon has a long tail.

Khariton collected brushwood.

POETRY TEXTS WITH SOUNDS [X], [X']:

The hamster is hoarse from crying:

- Does a ferret get the flu?

Oh, ferret, what a liar you are,

I will die of laughter!

(A. Pudval)

Laughing Mila laughed loudly

A chuckle landed in my mouth.

Ha ha ha! Suddenly - boom! - fell

And she lost her mix.

(F. Bobylev)

Boastful chameleon.

The chameleon boasted of its tail

Tailed predators. After…

– What happened to him, to his tail?

– No chameleon, no tail.

After all, predators have no post.

The story, alas, is simple.

(E. Karelskaya)

Hamster

Hamster, hamster, hamster -

Striped barrel.

Hamster gets up early

Cleans paws, drinks water.

Homka cleans up the hut

And goes to charge:

One two three four five,

Homka wants to become strong!

(A. Kamenchuk)

Ferret hunter

The ferret went to the chicken coop to hunt,

Yes, the Corydalis in a hurry woke up.

Wake up the Rooster

On Khorya from above boo!

The polecat with fear barely took its legs.

Oh, and it hurts, and it's insulting to tears!

And he sits and grumbles under the alder:

- That chicken coop is bad, bad! ..

(V. Suslov)

The ferret went to the tree to the wolf,

He took the cracker quietly.

Now the ferret is his flapper

It frightens the animals like a cannon.

(G. Sapgir)

Do you want to become a giant?

Get on stilts!

Ahh, ohh, laughter, laughter.

Buffoons above all!

(V. Berestov)

Tongue Twisters with sounds [X], [X ']:

Delicious halva - praise the master.

Laughing letter X

Laughed: "ha-ha-ha!"

Prokhor and Pahom rode on horseback.
The fly-pity sat on the ear.

Speech material for sound automation [k]
Automation of sound [k] in direct syllables
Pronounce syllables:
ka-ka-ka-ka-ka
ko-ko - ko-ko-ko
coo-coo-coo-coo-coo
ky-ky - ky-ky-ky
Pronounce syllables:
ka - ko - ku - ky
ko - ku - ky - ka
ku - ky - ka - ko
ky - ka - ko - ku
Pronounce words:
ka
Katya, cash desk, camera, stone, rope, crucian carp, kalach, channel, wild boar, porridge, edging, cable, cauldron, office, cashier, reeds, viburnum, cabin, caramel, swing, cough, reel, hood, pocket, capron, cabbage, potatoes, carousel, heel, captain, bun, daughter, barrel, bowl, night, dot, blueberries.
to
Braids, bucket, ear, Kolya, goats, leather, flask, space, cat, stake, com, room, horses, coffee, root, cobra, milk, far, law.
ku
Cube, sack, bag, godfather, chicken, piece, bush, kitchen, dome, body, jug, yakut, second, perch, second, bun, daughter, bowl, dot.
Pronounce words with a confluence of consonants:
kvass, square, Klava, put, class, valve, quarter, mole, blood, crumbs, mole, except, circle, mug, groats, beauty, crabs, crane, edge, roof, rat, Crimea, shred, clown, club, ball, fang;
daughter, bump, pen, point, granddaughter, cloud, bath, bird, point, wheelbarrow, sheep, river, dog, frog.
Pronounce words:
Ka-ka-ka, ka-ka-ka -
Here is a wide river.
Co-co-co, co-co-co -
There is a fisherman nearby.
Ka-ka-ka, ka-ka-ka -
The fisherman has a catch.
Co-co-co, co-co-co -
Fish are easy to catch.

Automation of sound [k] in reverse syllables
Pronounce syllables:
ak-ak-ak-ak-ak
ok-ok-ok-ok-ok
uk-uk-uk-uk-uk
ik-ik-ik-ik-ik
Pronounce syllables:
ak - ok - uk - ik
ok - uk - ik - ak
uk - ik - ak - ok
ik - ak - ok - uk
Pronounce words:
Poppy, tank, juice, bough, circus, tank, shine, broom, wax, tube, ice rink, lump, castle, market, roller, man, moth, bow, stream, house, rain, puppy, bow, bull, sound, bell, bag, cockerel.
Pronounce words with two sounds [k]
Skating rink, lump, bun, grasshopper, trap, kitten, scarf, coil, bell, cat, penny, heel, candy, Cossack, coil, cocoa, gate, fist, sash, zucchini, cube, piece, cuckoo, ball, strawberry, collection.
Sound automation [k] in sentences:
Kolya has a collection of stamps. Grandpa planted an apple tree. Every morning I do exercises. Katya drew a square. Kostya bought a book. It is not the hammer that forges iron, but the blacksmith. Titmouse is a small bird. Grandma feeds the chickens. Katya bought a bunny. The dog does not bite. It's raining outside the window. Kolya goes to the market.
Automation of sound [k] in poetry
Cockerel
Cocked out, messed up
Cockerel bully.
Bully somewhere in the fight
Took off the comb.
He walks without a comb,
Doesn't look like a rooster.
(E.Avdienko)
cuckoo cuckoo
I bought a hood.
Put on a cuckoo hood.
How funny he is in the hood.
At the fir cones
One hundred scales-lids.
Each is like a feather
And under each - a grain.
To the coconuts, to the coconuts
We flew like wasps!
And the coconuts are high
And coconut milk.
Time to sleep
The night is coming
You are tired, daughter.
Legs have been running since morning
It's time for the eyes to sleep.
The bed is waiting for you
Sleep, daughter, sweet!
There is one funny bird in the forest
All day long he sings: “Ku-ku! Ku-ku!
Can never learn
Sing like a rooster: "Ku-ka-re-ku!"
(R. Farhadi)
Cat
Kopecks accumulated,
cat
goat
Bought,
And the goat
cabbage,
Crispy heads.
There will be a goat
strong,
The cat will give
Milk.
(V. Lunin)

"Setting the sound [X]"

Subject: stagingsound "X»

Target b :

Correction- educational :

Formation of the correct pronunciation of the sound [X];

Refinement of the pronunciation image of the sound [X];

Correction-developing:

Development of fine motor skills;

Performing articulation exercises in full;

Development of a smooth long exhalation;

Correctional and educational:

Formation of a positive attitude towards classes.

Lesson progress

Organizing time.

Listen, carefully the words - HUT, BREAD, ROBE, FRIDGE, HOCKEY PLAYER? The first sound we hear in all these words is the sound [x]. ANDctoday we will get to know him.

2. The main part.

In order to be able to correctly pronounce this sound, you need to prepare the tongue and lips. Let's do the exercises.

Articulation gymnastics

1. "We will punish the naughty tongue" - The tongue is flattened on the lower lip, we slap it with our lips: "Foo-five-five."

2. "Spatula" - Under the count up to 5 - 10, etc. hold a wide, calm tongue on the lower lip.

3. "Brushing lower teeth" . We clean the lower teeth from the inside, first from side to side, then from top to bottom.

4 . "Hide and Seek". The mouth is open. (Pull the narrow tongue strongly forward and remove it deep into the mouth.) The tongue lies calmly, its tip is at the lower incisors. The tongue is then pulled back, with the tip of the tongue moving away from the lower incisors but down.

5. "Slide". The mouth is open. The tip of the tongue rests on the lower incisors, the back of the tongue is raised up. In this position, the tongue is held for up to 5 seconds. Lips in a smile!

Breathing exercises "Hamster"

A guest came to visit us, and to find out who he is, you need to guess the riddle:

I'm fine with:

I have a closet with me.

Where is the closet? For the cheek!

Here I am cunning!

Who is this? That's right, hamster.

Do you want to try being a hamster? First you need to puff out your cheeks like a hamster then lightly slap yourself on the cheeks - let the air out of your mouth.

Setting the sound "x"

And now the hamster will tell us what needs to be done in order to correctly pronounce the sound [x]:

Sponges and teeth are free;

The tip of the tongue is lowered down, and the back of the tongue is moved to the hard palate, forming a gap for warm air;

the neck is silent.

The sound "x" is hard, deaf, consonant.

Sound symbol: grandpa snores: XXX....

Now let's try to pronounce the sound correctly.

Fizkultminutka.

Early in the morning under the burdock - wow, wow,

A rooster came running for a walk - wow, wow,

There he saw peas - oh, oh,

He began to peck importantly - ah, ah,

Pick up peas - ah, ah,

And then in all your spirit - wow, wow,

The rooster sang his song - wow, wow.

Ku-ka-re-ku!

Development of phonemic hearing

And now the hamster wants to play with you.

– Listen to the words and when you hear a word that has the sound "x", then clap your hands: TABLE, FLY, CAT, HUT, COCK, HAND, GOOSE, THREADS, MOSS, SUGAR BOWL.

Well done! It's time for the hamster to leave, let's say goodbye to him.

Anchoring isolated sound pronunciation

Game "Warm hands" (with mouth wide open)

Until recently, it was winter outside. What happens to hands outside in winter?

That's right, they're cold. Hands need to be warm. Bring your palms up to your mouth and blow warm air on them. This will make a sound[X].

Everything worked out? Handles warmed up, and the sound sounded?

Summary of the lesson.

What sound did we learn?

Let's repeat what the tongue, lips and teeth do when we pronounce it?

Who came to visit us?

| | | | |
Difficult vowels: e; e; yu; i | e; y; e; s; a; o; e; i; and; yu |
Statement of consonant sounds and letters: | | | | | | | | | | | | | | | | | | | |
Difficult consonants: b;p | w;w | h;s | g;k | s;c | w;f | r;l | p;l | r;p;l | s;s;ts | h;zh;sh;shch;ts;x |

Corrective work should be comprehensive and systematic. A variety of entertaining exercises are at your service. speech development(), Speech is the highest mental function of a person. It is provided by the brain, therefore, deviations in its work must be noticed and corrected in time. Children with severe speech disorders need the systematic help of a speech therapist. It is best if the classes take place along the way. For example, go to kindergarten and learn to say a certain word. Or learn a song. Here on the site you will find exercises for setting all the sounds of the Russian alphabet, and also teach your child to read. The more activity you show with the kids, the faster he will learn to speak correctly.

Correction of violations of the pronunciation of the sound /Х/.

If the child's pronunciation of all hard back-lingual sounds is impaired, first give him the pronunciation of the sound /X/, then /K/, after that /G/. If the child got the sound /X/ earlier, I start staging the sound /K/, and then, relying on the correct pronunciation of this sound, I start staging the sounds /X/ and /G/.

Setting the sound /Х/ by imitation..

A). The sound /X/ is easily evoked by imitation using a game technique: “Open your mouth wide and breathe on your hands, “warm them up.” At the same time, the speech therapist makes sure that the tip of the child's tongue is at the bottom, and the back part rises steeply, but does not touch the palate. You can, for example, first invite the child to make a "low hill", and only then "let the breeze".

b). You can offer a child a funny picture or a toy to make him laugh, laugh with him, and then draw his attention to laughter: we laugh “ha-ha-ha”. We fix the sound /X/ in combination with other vowels (O, E, Y).

Setting the sound /X/ with mechanical assistance.

If it is not possible to evoke a sound by imitation, it can be set with mechanical help, that is, with the help of a probe, move the tongue deep into the tongue. We ask the child to pronounce the syllable “sa”, with the correct position of the tongue, it will turn out “sa-sa-ha-ha”.

Setting the sound /X/ from the correct /K/..

The child is encouraged to pronounce the sound /K/ often and drawlingly. At this time, the combination "kh" is obtained. It is necessary to draw the child's attention to the fact that the sound /X/ is heard after the sound, after which we tear off /K/ from /X/. It turns out /X/.

Setting the sound /X’/ by imitation:

The sound /X/’ is called immediately in syllables. The speech therapist invites the child to smile and say the syllable "HI" repeatedly, imitating the laughter of a little girl.

Setting the sound /X’/ with mechanical assistance:

The sound /X’/ is set from the reference sound /C/, the child is asked to pronounce the syllable “SA”, the speech therapist uses a probe to move the tongue deep into the mouth until the sound combination “hya” is heard: “sa-sya-hya”.

Techniques for setting sounds [g, k, x] - [g", k", x "]

Preparatory stage.

If there is no or distorted sound: it is necessary to achieve a rise in the back of the back of the tongue to the sky and let the child feel these movements. Two main movements:

1. "Who is stronger?" - the child has lips in a smile, his mouth is open. The speech therapist places a cleanly washed finger on the tip of the tongue, located behind the lower incisors, and pushes the entire tongue back. The child tries to push out the speech therapist's finger with his tongue, while the back of the tongue rises high (then the child himself presses the tongue, pushing it back).
2. “Let's make a hill” - lips in a smile, the mouth is open, the tip of the tongue is pulled away from the lower incisors, and the back of the tongue is raised high up and touches the soft palate. Hold for 2-3 seconds and release. Repeat several times (by imitation), thereby educating the child to feel how the back of his tongue is strongly pulled up deep in his mouth.

Setting methods:

By imitation: the child is invited to bend the tongue with a “slide”, press it against the sky and, without lowering it, blow off the cotton ball from the back of the hand raised to the mouth => [k]. If imitation fails, then mechanically:

1. [k] from TA;
2. [g] from YES;
3. [x] from SA.

The speech therapist presses the front of the back of the tongue with a probe, spatula or finger of the child, pushing the tongue back and offering to speak syllables.
When replacing: we develop the rise of the back of the back of the tongue to the sky; we differentiate by ear the sounds [g, k, x] and their substitutes; we distinguish the position of the tongue when pronouncing the sounds [g, k, x] and their substitutes; staging by imitation or mechanically.

Setting the sound "X" when replacing with "T".

Pay attention to the fact that the sounds are different in the place of formation and in the way. The sound “T” is explosive, labial-tooth, and the sound “X” is slotted, posterior lingual. Or ask the child to round his lips, then put the tip of the tongue behind the lower incisors, make the tongue "slide" and let the breeze.
From the book of V.M. Akimenko "Correction of sound pronunciation in children"

Setting the sound "K" from "T".

Probe-frame or spatula from the syllable "ta". Moving the tip of the tongue with a probe inside the mouth, we hear at the beginning “kya”, then “ka”.

Setting the sound "K" on the inhale.

1. While inhaling, the child should “suck” the tongue as far as possible into the throat, “like a snail in a shell”. Show him how to do this, while you should pronounce syllables that are close in sound to the sound combination [ka - ka - ka] while inhaling.
2. It can also be compared to a silent (whisper) imitation of snoring, just make sure that your pronunciation does not appear in your pronunciation with a rolling throat sound resembling a grazing sound [r] (after [k], a short breathy sound resembling [x] may be heard). You can pronounce a sound that is as close as possible in sound to the sound [k].
3. In the future, let the child pronounce the syllable [ka], first inhaling and then exhaling (“sucked in the snail - now let it out” or “snored in - now out”). In order to avoid the appearance of a booming pronunciation, syllables must be pronounced very quietly, in a whisper (so as not to wake someone sleeping nearby with your snoring).
4. When the child pronounces the syllable [ka] freely on the exhale, tell him what sound he is pronouncing, let him repeat it after you in isolation.
5. Then practice the pronunciation of the sound [k] in syllables with other vowels and only on the exhale. The child must repeat the syllables after you.

Setting the sound "K" from the correct "X".

1. Pay attention to the fact that when he carefully pronounces the sound [x], the root of his tongue touches the palate, let him feel this place with his tongue. It is necessary that during a long, drawn-out pronunciation of the sound [x], the child, in the place where he feels the touch of the tongue to the palate, clamps the gap with it and blocks the flow of air, as if “putting an end there” with his tongue.
2. Under the formed bow, the air stream will be under some pressure. At this moment, the child, having slightly coughed, should exhale it from his mouth into his palm, as a result, a sound [k] will be heard.
3. In the future, the child should immediately clamp the gap in the throat with the root of the tongue and pronounce the sound [k]. If the sound is too “explosive” or tense, and also if it has an aspirated tone, you need to practice its whispered pronunciation (in a whisper - “cough” barely audibly, almost without exhalation, eliminating the median overtone [x] from your pronunciation. The child must repeat behind you (this should be done after a full exhalation).
4. After the sound is obtained freely by the child, tell him what sound he has learned to pronounce.
5. Then proceed to the pronunciation of syllables (by imitation).

Setting the sound "K" by imitation.

1. The child should "cough" after you. Open your mouth wide so that the child can see how your tongue is located, and, exhaling air, imitate a slight cough (such as happens when your throat hurts), with a noticeable overtone [k] ([khe]). You need to “cough” quietly with a minimum exhalation, then between the sounds [k] and [e] there will be no pronounced sound [x], but only a slight breath will be heard. Repeating the exercise after you, the child should “cough” into his palm.
2. With the thumb and forefinger of the hand, you can slightly squeeze his neck in the throat area immediately under the chin. This will make the sound [k] when "coughing" more distinct.
3. After that, show the child how to “cough” in a whisper - “cough” barely audibly, almost without exhalation, eliminating the median overtone [x] from your pronunciation. The child should repeat after you. This should be done after a full exhalation.
4. If you get the correct sound [k], that is, the child will actually pronounce the syllable [ke], having trained it, move on to syllables with other vowel sounds. Can you give this instruction: "Now we will cough like this: [ka - ka - ka]"
5. At the end, say the sound in isolation, have the child repeat it after you.

Setting the sound "X" from the correct soft "X."

To divert the attention of the child, say that you are learning to “laugh” with him.
1. Following you, the child should “giggle”, carefully and exaggeratedly pronouncing the syllables [hee - hee - hee]. You need to pronounce it quietly and abruptly, otherwise the emphasis will be on the vowel sound and the characteristic sound of the consonant will be partially lost. The child should feel how the air stream "squeals" in his throat. You can put your hand to your mouth to feel the exhalation on it.
2 . Further, pronouncing these syllables, you need to open your mouth wider, about the width of a finger. In this position, the child should “giggle” after you as follows: [hee - ha - hee - ha] (since the mouth is ajar, instead of [hee] it will come out almost [hee]). If a full-fledged solid sound [x] is heard in the syllable [ha], go to syllables with vowels [e, o, y, s]. Everything is done by imitation.
3. If the sound [x] retains some softness (the syllable [ha] will sound close to [x "i]), you need to pronounce the syllables [hee - hee - ha - ha - ha] as follows. When pronouncing the syllables [ha - ha - ha] the child should gradually open his mouth wider and wider until a full-fledged sound [x] is heard. Syllables with the sound [x "] must be pronounced, exaggerating the characteristic sound of this sound as much as possible. The child does the exercise after you. Remind him to keep his tongue on the spot in his throat where he makes his "chuckle" sound.
4. Syllables with other vowels must also be pronounced with the mouth wide open.
5. At the end, say the sound in isolation, have the child repeat it after you.

The material is taken from the book by M. Polyakova "Self-tutor in speech therapy. Universal guide"

Setting the sound "X" from the correct "K".

You are only giving the child instructions without using your own pronunciation.
1. Let the child, without lifting his tongue from the palate, pronounce the sound [k] for a long time and clearly. You get the sound combination [kh - x - x]. Point out to the child that after [k] another sound is heard, exactly the one you need. Let the child put his hand to his mouth and “blow” into it with the next sound after [k].
2. Next, you need to pronounce the sound combination (actually the syllable [kh - x - ha] (using the appropriate picture), in the middle there should be a long-sounding [x], the sound [a] at the end should be pronounced briefly and abruptly - this will give the sound [x] more intelligibility .
3. Then the child should pronounce the syllables [kh - x - ha - ha - ha] (tell him to repeat only the second sound after [k]
4. Tell your child what sound he is making.
5. In the future, syllables [ha - ha - ha] and syllables should be pronounced with the rest of the vowels. This can be done by imitation.

Setting the sound "X" by imitation.

This method can be used when the child either does not pronounce the sound “X” at all (an exhalation can be heard instead), or replaces it with the sound [f]. While working on the sound, make sure that the child does not open his mouth wide, it is because of this that the pronunciation of posterior lingual sounds is most often disturbed (the back of the back of the tongue does not reach the palate). The teeth must be in the correct bite. In case of a broken bite, the mouth should be covered as much as possible.
1. The child must imitate laughter. You need to do this after exhaling (shoulders should be lowered), you need to “laugh” in a low voice and in a low voice. You must very emotionally (so that the child does not guess that you are actually pronouncing the sound [x]) pronounce the syllables [ha - ha - ha] (the sound [a] should sound like a cross between [a] and [e ]).
2. Let the child “laugh”, putting his hand to his mouth and “getting” into it with his “chuckles” (the air stream should feel hot). At first, you should not pronounce the sound [x] too clearly (especially if the child replaces it with [f]), let the pronunciation of these syllables more resemble laughter.
3. In the future, you offer the child to “laugh” more “clearly”, “with pressure” (he can “laugh” “mockingly”, even “mockingly”), “chuckles” should be short and clearly “fall” into the palm. You pronounce the sound [x] more clearly.
4 . After that, under the guise of laughter, the child should repeat the syllables after you [ho - ho - ho], then syllables with other vowels.
5 .When the child begins to correctly pronounce the sound, tell him what sound he actually pronounces.

Setting the sound "X" by imitation.

The method is to imitate laughter.

It is necessary to laugh after exhalation (shoulders lowered), quietly, in a low voice.

For control - a palm that feels "chuckles" - pushes of hot air.

In the future, the child is invited to laugh, saying HO-HO-HO, HE-HE-HE, HY-HY-HY and soft HI, HE, HY.

Setting the sound "G".

Probe-frame or spatula from the syllable "YES", moving the tip of the tongue with the probe inside the mouth, at the beginning you hear "GYA", and then "GA".

Setting the sound "K".
The sound "K" should be set mechanically with a finger or a spatula, based on the sound "T". At the same time, the sound “T” should be “clean” in the child, that is, pronounced without overtones.
The child is offered to pronounce the syllable "TA". At the moment of pronunciation, the teacher presses his finger on the front of the back of the tongue, which results in the syllable "TYA". Then the teacher moves the finger a little deeper, resulting in the syllable "KJ".

Finally, third stage- even deeper pressure on the tongue - gives a solid sound - "KA".
Quite often there are such cases: as soon as the teacher brings his finger closer to the child's mouth, he immediately pushes the tongue deep into the mouth - hides the tongue from the teacher. In such cases, the teacher must accustom the child to the finger. To do this, he asks the child to pronounce the syllable "TA", and he only puts his finger on the tip of his tongue, without pressing it. So you should exercise the child until he learns in this position not to push the tip of the tongue back. Then the teacher begins the work described above on staging the sound “K”.
At first, the teacher uses only his finger for setting, but as soon as the sound "K" is obtained correctly with his help, he teaches the child to use his own finger.
The mechanical action on the tongue should not be stopped too soon, otherwise various defects in the pronunciation of k, for example, a soft sound or the sound "K" with a throaty tint, can easily take root.

Disadvantages of pronunciation of the sound "K".
1. Instead of a “K”, you hear just a short exhalation or coughing sound caused by the closing of the vocal cords, followed by an explosion of the bow. The language does not participate in articulation.
Correction: put the sound again.
2. "K" is replaced by the sound "X". Reason: the tongue is loosely pressed against the palate, leaving a gap through which air passes with noise.
Correction: a) enable the child on the back of the hand to feel the difference between a sharp push of air at “K” and a smooth jet at “X”; b) if this does not help, put it again mechanically.

3. Instead of a hard "K", a soft one is heard ("ket" place "cat"). Reason: the tongue does not close with the back, but with the middle part of the palate. This articulation is correct for "KE", "KI", where the "K" sound softens under the influence of the following vowels.
Correction: show in front of a mirror that the tongue should be pulled back. Using a spatula, finger, or probe, press the back of the tongue and push the tongue back as far as necessary to obtain a firm "K". Show the child how deep he should insert his finger into his mouth (two phalanges).

4. A deep, throaty “K” is heard, characteristic of some Eastern languages. Reason: the tongue closes with its root part with the lower edge of the soft palate and with the back wall of the pharynx. The disadvantage is stable and usually occurs because the teacher or the child himself presses too deeply on the back of the tongue when setting the sound.
Correction: put the sound again, based on the syllable "TA" and pressing the tongue a little less deeply than required for a solid "K" (so that the child does not again stray into the throat pronunciation of the sound).

5. After the sound "K" in the reverse syllable and in combination with other consonants, the overtone "E" ("Y") is heard. Usually this defect corresponds to a similar defect in the pronunciation of the sounds “P” and “T”.
Correction: a) check the pronunciation of the sounds “P” and “T”, if it suffers from a similar defect, first of all, correct these sounds;
b) eliminate the lack of pronunciation of the sound k by comparing it with the sound “P” or “T” (“up-ak, at-ak”). Put the child's hand on the larynx and show that after pronouncing the sound "K" it should not vibrate. Temporarily exaggerate the force of exhalation after the explosion, allowing it to be felt on the back of the hand (or on a strip of paper brought to the mouth).

6. Instead of "K" it turns out "G". Reason: the vocal cords are included in the work. Usually, such a voicing of the sound "K" corresponds to a similar defect in the pronunciation of the sounds "P" and "T".
Correction: a) check the pronunciation of the sounds “P” and “T”, if they are voiced, first of all correct these sounds; b) eliminate the voicing to by comparing with the sounds "P" and "T" (pa-ka, ta-ka, apa-aka, ap-ak). Draw the child's attention to the fact that at the moment of the contraction and explosion, the larynx should not vibrate (put a hand on the larynx).
Temporarily exaggerate the force of exhalation after the explosion.

7. The pronunciation of "K", especially in the reverse syllable, resembles the sound heard when opening a bottle. The reason: is that, as with a similar lack of pronunciation of the sounds "P" and "T", along with the bow of the tongue and palate, the vocal cords close (without vibration). The explosion is produced by the air in the mouth and pharynx.
Correction: a) check the pronunciation of the sounds "P" and "T" and correct it (if necessary); b) compare the pronunciation of all three sounds (n - t - k; ap - at - ak).
In order to avoid a return to defective pronunciation, the child should be required for some time to pronounce the sound k with some aspiration.

Normally, the formation of the correct pronunciation of the sound K occurs by the age of two (M.F. Fomicheva). When pronouncing the sound K, the lips are neutral and take the position of the next vowel. The tip of the tongue is lowered and touches the lower incisors. the front and middle part of the back of the tongue are lowered, the back part closes with the palate. The lateral edges of the tongue are pressed against the back teeth. The soft palate is raised and closes the passage to the nasal cavity. The vocal cords are open. The exhaled jet explodes the bond between the tongue and the palate, resulting in a characteristic noise. When articulating G, the participation of vocal folds is added. the force of exhalation and the tension of the organs of articulation are weakened in comparison with K. When articulating the sound X, unlike K, the back of the back of the tongue completely closes with the palate: a gap is created along the middle line of the tongue, passing through which the exhaled air makes noise. When pronouncing soft Kb, Gb, Xb, the tongue moves forward and makes a connection with the palate (and for Xb - a gap). The middle part of the back of the tongue approaches the hard palate. The front is omitted. The tip of the tongue is somewhat closer to the lower teeth, but does not touch them. The lips are somewhat stretched and open the teeth. Sound setting [k] By imitation: the child is invited to bend the tongue with a “slide”, press it against the sky and, without lowering it, blow off the cotton ball from the back of the hand brought to the mouth => [k]. If imitation fails, then mechanically mechanicallywith a finger or a spatula, based on the sound[T]. The child is asked to pronounce the syllable ta. At the moment of pronunciation, the teacher presses his finger on the front of the back of the tongue, which results in the syllable cha. Then the teacher moves the finger a little deeper, resulting in the syllable kya. Finally, the third stage - an even deeper pressure on the tongue - gives a solid sound - ka. Sound setting is similar [g] from YES; [x] from SA. For staging posterior lingual sounds, it is recommended: - "cough" and, under visual control, focus the child's attention on a new sound (kh) Sound setting [g] Setting the sound /G’/ by imitation. The child is invited to put the pen on the neck and, "turning on" the voice, pronounce the sound / K Setting the sound /G/ with mechanical assistance. The child is invited to say "yes - yes - yes", while the speech therapist pushes the tongue back with a spatula until the sound combination is heard: "yes - yes - ha". Sound setting [x] Setting the sound /X/ by imitation. A). The sound /X/ is easily evoked by imitation using a game technique: “Open your mouth wide and breathe on your hands, “warm them up.” At the same time, the speech therapist makes sure that the tip of the child's tongue is at the bottom, and the back part rises steeply, but does not touch the palate. You can, for example, first invite the child to make a "low hill", and only then "let the breeze". b). You can offer a child a funny picture or a toy to make him laugh, laugh with him, and then draw his attention to laughter: we laugh “ha-ha-ha”. We fix the sound /X/ in combination with other vowels (O, E, Y). Setting the sound /X/ with mechanical assistance. If it is not possible to evoke a sound by imitation, it can be set with mechanical help, that is, with the help of a probe, move the tongue deep into the tongue. We ask the child to pronounce the syllable “sa”, with the correct position of the tongue, it will turn out “sa-sa-ha-ha”. Setting the sound /X/ from the correct /K/. The child is encouraged to pronounce the sound /K/ often and drawlingly. At this time, the combination "kh" is obtained. It is necessary to draw the child's attention to the fact that the sound /X/ is heard after the sound, after which we tear off /K/ from /X/. It turns out /X/. Articulatory gymnastics for posterior lingual sounds K, Kb; G, G; X, Xh; Y 1. Bite your tongue. Smile, open your mouth and bite your tongue. 2. "Punish a naughty tongue" Smile, open your mouth, put the wide front edge of the tongue on the lower lip and “slap” it with your lips, pronouncing “five-five-five.” (Alternate exercises #1 and #2) 3. Spatula Smile, open your mouth, put the wide front edge of the tongue on the lower lip. Hold it in this position by counting from 1 to 5-10. 4. "Gorka" Smile, open your mouth, the tip of the tongue rests on the lower teeth. Bend the tongue in a slide, resting the tip of the tongue on the lower teeth. 5. "Let's build a hill - we'll destroy a hill" Smile, open your mouth, the tip of the tongue rests on the lower teeth. Bend the tongue in a slide, resting the tip of the tongue on the lower teeth, then relax it. Perform these movements alternately. 6. "The breeze blows from the hill" Smile, open your mouth. Set the tongue to a "slide", and then calmly and smoothly blow in the middle of the tongue. The air must be cold.

The child does not get the sounds [K], [K "], [G], [G"], [X], [X"]

Cappacism - this is how speech therapy refers to the defective reproduction of sounds [K], [K "]. Gammacism is the incorrect pronunciation (replacement) of sounds [G], [G"], chitism is a distortion or replacement of sounds [X], [X"]. Recently, similar ... -cysms are found in children more and more often.

2. Causes of cappacism, gamacism and chitism

Sounds [K], [K "], [G], [G"], [X], [X"]suggest a high rise of the root of the tongue. That's what they're called: posterior lingual. What if there is no lift? Why does this happen? Perhaps the root of the tongue is weakly expressed, so its upward movement is limited. It is possible that at the root of the tongue there is hypotonicity (lethargy), or paresis (partial impairment of mobility due to birth trauma, intoxication, etc.).

Another reason for the absence or distortion of posterior lingual sounds is the palate. Its structure is different. If the hard palate is gothic, narrow or slit-like, the root of the tongue simply cannot reach it. At rhinolalia (splitting of the hard and soft palate: "cleft lip", "cleft palate") the correct pronunciation of sounds is generally difficult. But this is a separate discussion. In such cases, errors in sound pronunciation are a manifestation of mechanical (organic) dyslalia, or rhinolalia.

3. "Lazy" language

If there is nothing of the kind, the tongue of the child is simply lazy. He does not bother himself with hard work and chooses a lightweight version of the pronunciation of posterior lingual sounds: he replaces them with anterior lingual [t], [t "], [d], [d "], or omits them altogether. To pronounce sounds correctly[K], [K "] [G], [G "] you need to work hard: raise the back of the back of the tongue, rest it against the soft palate, touch the lateral edges of the tongue to the hard palate. And on the sounds[X], [X"] - to form a narrow gap between the highly elevated root of the tongue and the soft palate. Oh, how difficult! With the help of games and exercises, you can stir up the "lazy"!

4. Ways of setting the sound [K]

Exercise "Tongue wrestler":

An adult and a child sit in front of a mirror. The child's tongue turns into a wrestler who fights with ... an adult's index finger (the finger is pre-washed and rubbed with alcohol, you can wrap the finger with a clean handkerchief). The fight is going to be fun, so the child will certainly smile, his mouth is ajar. The adult rests his finger on the tip of the baby's tongue. Then - pushes the whole tongue back ... The kid (tongue wrestler) tries to push the opponent off the "carpet". In this case, the back of the tongue rises. But, alas... All efforts are in vain. The opponent won. And the adult, meanwhile, puts his finger on the front of the back of the tongue and pushes it even further. The tongue resists with all its might! No, it's still not a defeat. The child's tongue took the desired position, its root rose, and the baby himself felt a high rise - a "hill" of the back of the tongue. This is already a victory! Such a struggle is carried on until the child's tongue learns to independently make and hold a "hill". If the actions of an adult are incorrect (too sharp), you can cause a gag reflex in a child. Therefore, be careful and carefully observe the reaction of the baby.

Exercise "Riding from the mountain":

Before proceeding with its development, the child must already independently hold his tongue in the “hill” position. A cotton ball is placed on the child's palm. The baby opens his mouth, holds the root of the tongue in an elevated position (“hill”), at the same time, the tip of the tongue is lowered. Then, in a jerky manner ("like a shot"), he exhales air, blowing a cotton ball from his palm. When performing this exercise, you should get a sound[TO] . Perhaps the desired result will be obtained after several attempts.

Exercise "Spoon":

If you call a sound[TO] the previous exercise did not work, try another method. Take a teaspoon. Invite the baby to pronounce the syllables: TA-TA-TA ... Move the tongue away with the handle of the spoon, gently pressing on the front of its back. Pressing should be carried out at the moment when the baby makes a sound[T] . On the sound [A] the spoon is removed. One more clarification. The syllables TA-TA-TA ... the child pronounces slowly, opening his mouth wide enough "on a smile." Only in this case will an adult be able to successfully act with a spoon. Depending on the degree of advancement of the language, at first the syllable "TYA" may turn out, then - "KYA". Continue to evenly press on the tongue, catch the moment when the long-awaited “KA” sounds clearly. This position must be remembered by the child himself. Perhaps not the first time. Build on your success. The result is considered achieved when the child independently, without the help of a spoon, pronounces the syllable "KA".

6. How to put the sound [G]?

Sound [G] put in a similar way, but from the syllable "YES". That is, the voice is connected (sound[G] - voiced ). If the child, in addition to defects in posterior lingual sounds, also hasstun defects(replacing voiced sounds with deaf ones: “tom” - house, “subs” - teeth, “shuk” - beetle, etc.), it will be problematic to do this. An adult will first have to tell a child such a fairy tale.

Fairy tale "House for voice"

Everyone has a throat, and so do you. A VOICE lives in the neck. When he sleeps, for example, on deaf sounds [K], [S], [W], [F], [P], the walls of his house-neck do not tremble. These sounds are deaf not because they do not hear anything. It's just not in their sound. voices. But on voiced sounds [G], [Z], [W], [V], [B] The VOICE wakes up and starts knocking on the walls, causing the neck to vibrate. Do you want to check?" Attach one hand of the child with the back to your throat. Make a dull sound, such as[T] . A very common mistake to avoid. You must only play isolated audio.[T] , not the name of the letter[Te], or [Ta] . Adding a vowel will cause the throat to vibrate (there is always a voice when pronouncing vowels) and disorientate the child. So you made a sound[T] : "You feel, baby, the VOICE is sleeping!". And now, -[D] : "The VOICE woke up!". Do the same with other paired consonants:[S] - [Z], [W] - [F], [F] - [V]etc. Now the child should put his hand to his neck, make a sound[T] and feel the absence of vibration. For sound to come[D] , you need to connect the voice. The baby is trying to call him. Finally succeeded. Now you can start setting the sound[G] from the syllable "YES".

Sound production X

1. From the sound SH mechanically, moving the spatula (probe) or the handle of a teaspoon along the back of the tongue deep into the oral cavity SH-SCH-XH-X or SA-SCHA-HYA-HA

2. From the sound K. Pronounce the sound K with aspiration, i.e. K is not sharp, explosive, but smooth with the opening of the bow and its transition into the gap KXXXX.

3. By imitation (if there is no sound). Imitation of hand warming by breathing.

9. Sounds [X], [X "]

Sounds left unset[X], [X" ]? Try to imitate them. It will not be difficult for you or your child to imagine a severe frost (memories of the January and February cold are still fresh!). What happens to hands on the street? That's right, they're cold. Hands need to be warm. Bring your palms up to your mouth and blow warm air on them. This will make a sound[X]. The kid does the same. Everything worked out? Handles warmed up, and the sound sounded? If the second did not succeed, take a spoon. You move the tongue, and the child pronounces the syllables: SA-SA-SA .... The sound production technology is the same as with[TO] . Here, too, there may be intermediate options: SA and XY. But in the end, HA! Fix what you have achieved on syllables (XA, XO, XY, XI, XE), words (tail, hut, cunning, sugar, poems, etc.)

It will not be superfluous to train the child in the selection of words with sound[X] : elephant - elephant, walrus - walrus, wild boar - boar, ostrich - ostrich, beaver - beaver, hedgehog - hedgehog, parrot - parrot, etc. (the second word of the pair must be chosen by the child himself, you only give a sample hint). The same, with pairs of words: swimmer - swimmer. watchman - watchman, coward - cowardly, tailor - dressmaker and so on.