Exercises for correcting the pronunciation of the sound K. Setting the sound K', articulating the sound K'

You only give 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. The result is the sound combination [kh – x – x]. Point out to your 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] greater intelligibility .
3. Then the child should pronounce the syllables [kh – h – 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, you should pronounce the syllables [ha - ha - ha] and syllables with other vowel sounds. This can be done by imitation

This method can be used when the child either does not pronounce the sound “X” at all (exhalation may be heard instead), or replaces it with the sound [f]. While working on sounds, make sure that the child does not open his mouth wide; it is because of this that the pronunciation of back-lingual sounds is most often disrupted (the back of the back of the tongue does not reach the palate). The teeth must be in the shape of a proper bite. If there is a malocclusion, the mouth should be closed as much as possible.
1. The child should imitate laughter. This should be done after exhaling (shoulders should be lowered); you should “laugh” quietly and in a low voice. You should very emotionally (so that the child does not realize that you are actually pronouncing the sound [x]) pronounce the syllables [ha - ha - ha] (the sound [a] should sound like something between [a] and [e ]).
2. Let the child “laugh” by putting his palm to his mouth and “getting” into it with his “giggles” (the stream of air 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 sound more like laughter.
3. In the future, you invite the child to “laugh” more “clearly”, “with pressure” (he can “laugh” “mockingly”, even “mockingly”), “laughs” should be short and clearly “hit” the palm. You pronounce the sound [x] more clearly.
4 . After this, under the guise of laughter, the child should repeat after you the syllables [ho - ho - ho], then syllables with other vowels.
5 .When the child begins to pronounce the sound correctly, tell him what sound he is actually pronouncing.

Making the sound “X” by imitation.

The method is to imitate laughter.

You need to laugh after exhaling (shoulders down), quietly, in a low voice.

For control - a palm that feels “laughs” - shocks of hot air.

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

Making the sound "G".

Using a frame probe or spatula, from the syllable “YES”, moving the tip of the tongue with the probe inside the mouth, at the beginning you hear “GY”, and then “GA”.

Setting the sound "K".
The “K” sound should be placed mechanically using a finger or spatula, based on the “T” sound. In this case, the sound “T” should be “pure” for the child, that is, pronounced without overtones.
The child is asked to pronounce the syllable “TA”. At the moment of pronunciation, the teacher presses his finger on the front part of the back of the tongue, resulting in the syllable “TYA”. Then the teacher moves the finger a little deeper, resulting in the syllable “KY”.

Finally, third stage- even deeper pressure on the tongue - gives a hard sound - “KA”.
Quite often there are such cases: as soon as the teacher brings his finger closer to the child’s mouth, the child immediately moves his tongue into the depths of his mouth - hides his 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 just puts his finger on the tip of his tongue without pressing it. The child should be trained in this way until he learns not to push the tip of his tongue back in this position. Then the teacher begins the work described above on setting the sound “K”.
At first, the teacher uses only his finger for production, but as soon as the sound “K” is obtained correctly with his help, he teaches the child to use his own finger.
The mechanical effect on the tongue should not be stopped too early, otherwise various defects in the pronunciation of k can easily take root, for example, a soft sound or the sound “K” with a guttural connotation.

Disadvantages of pronunciation of the sound “K”.
1. Instead of “K,” you hear simply a short exhalation or a cough-like sound caused by the closure of the vocal cords followed by an explosion of the bow. The language does not participate in articulation.
Correction: reinstall the sound.

2. "K" is replaced by the sound "X". Cause: the tongue is pressed loosely against the palate, leaving a gap through which air passes noisily.
Correction: a) enable the child, on the back of the hand, to feel the difference between a sharp push of air with “K” and a smooth stream with “X”; b) if this does not help, reinstall it mechanically.
3. Instead of the hard “K”, a soft one is heard (“ket” place “cat”). Cause: 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 sound of "K" is softened by the influence of the following vowels.
Correction: show in front of the mirror that the tongue should be pulled back. Using a spatula, finger or probe, press on the back of the tongue and push the tongue back as far as necessary to obtain a solid “K”. Show the child how deep he should insert his finger into his mouth (two phalanges).
4. A deep, guttural “K” is heard, characteristic of some eastern languages. Cause: the tongue closes with its root part with the lower edge of the soft palate and with the posterior wall of the pharynx. The deficiency is permanent and usually occurs because the teacher or the child himself presses too deeply on the back of the tongue when making a sound.
Correction: start the sound again, starting from the syllable “TA” and pressing the tongue slightly less deeply than required for a hard “K” (so that the child does not again fall into the throaty 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 deficiency 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” (“ap-ak, at-ak”). Place 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" you get "G". Cause: The vocal cords are included in the work. Typically, such 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 of k by comparing it 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 bowing and explosion, the larynx should not vibrate (put your hand to 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 uncorking a bottle. Cause: is that, as with a similar lack of pronunciation of the sounds “P” and “T”, simultaneously with the closure of the tongue and palate, the vocal cords also 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 (p - t - k; ap - at -ak).
To avoid a return to defective pronunciation, the child should be required for some time to pronounce the sound k with some aspiration.
Exercises

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

Preparatory stage.

If there is no sound or distortion: it is necessary to lift the back of the tongue towards the palate and let the child feel these movements. Two main movements:

"Who is stronger?" — the child’s lips are 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 his tongue rises high (then the child himself presses on the tongue, pushing it back).
“Let’s make a slide” - the lips are 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 and touches the soft palate. Hold for 2-3 seconds and release. Repeat several times (by imitation), thereby teaching the child the ability to feel how the back of his tongue is strongly stretched upward deep in the mouth.

Staging methods:

By imitation: the child is asked to curve his tongue into a “slide”, press it to the palate and, without lowering it, blow the cotton ball off the back of the hand brought to the mouth => [to]. If imitation fails, then mechanically:

[k] from TA;
[g] from YES;
[x] from SA.

The speech therapist presses on the front of the back of the tongue with a probe, spatula or the child's finger, pushing the tongue back and suggests syllables to be spoken.
When replacing: we develop the lifting of the back of the tongue towards the palate; 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.

Making the sound “X” when replacing it with “T”.

Pay attention to the fact that the sounds are different in the place of formation and in the method. The sound “T” is plosive, labial-dental, and the sound “X” is fricative, posterior lingual. These features should be played out: the production should be carried out slowly from the combination “HK”. Or ask the child to round his lips, then place the tip of his tongue behind the lower incisors, make the tongue “slide” and let the wind blow.
From the book by V.M. Akimenko "Correction of sound pronunciation in children"

Making the sound “K” from “T”.

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

Making the sound “K” while inhaling.

1. As you inhale, the child should “suck” the tongue as far into the throat as possible, “like a snail into a shell.” Show him how to do this, while inhaling you should pronounce syllables that are close in sound to the sound combination [ka - ka - ka].
2. This can also be compared to a silent (whispering) imitation of snoring, just make sure that in your pronunciation there is no rolling throat sound reminiscent of the grating sound [r] (after [k] you can hear a short aspirated sound reminiscent of [x]). You can pronounce a sound that is as close as possible to the sound [k].
3. In the future, let the child pronounce the syllable [ka] first while inhaling and then exhaling (“sucked in the snail - now let it out” or “snorled in - now out”). In order to avoid the appearance of a booming pronunciation, the syllables must be pronounced very quietly, in a whisper (so as not to wake up someone sleeping nearby with your snoring).
4. When the child pronounces the syllable [ka] freely as he exhales, tell him what sound he is making, and have him repeat it after you in isolation.
5. Then practice pronouncing the sound [k] in syllables with other vowels and only while exhaling. The child should repeat the syllables after you.

Making the sound “K” from the correct “X”.

1. Pay the child's 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 on the palate, clamps the gap with it and blocks the flow of air, as if “putting a point there” with the tongue.
2. Under the formed bow, the air stream will be under some pressure. At this moment, the child, coughing slightly, should exhale it from his mouth into his palm, as a result the sound [k] will be heard.
3. In the future, the child should immediately press the root of the tongue against the gap in the throat and pronounce the sound [k]. If the sound turns out to be too “explosive” or intense, and also if it has an aspirated tone, you need to practice whispering its pronunciation (in a whisper - “cough” barely audible, almost without exhaling, eliminating the middle overtone [x] from your pronunciation). The child should repeat up to you (this should be done after a full exhalation).
4. After the child is able to pronounce the sound freely, tell him what sound he has learned to pronounce.
5. Then move on to pronunciation of syllables (by imitation).

Making 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 positioned, and, exhaling air, imitate a slight cough (the kind that happens when the throat is sore), with a noticeable sound [k] ([cough]). You need to “cough” quietly with minimal exhalation, then between the sounds [k] and [e] there will be no pronounced sound [x], but only a slight aspiration will be heard. Repeating the exercise after you, the child should “cough” into his palm.
2. With your thumb and forefinger you can apply some pressure to his neck in the throat area just under the chin. This will make the [k] sound when “coughing” more distinct.
3. After this, show your child how to “cough” in a whisper - “cough” barely audibly, almost without exhaling, eliminating the middle sound [x] from your pronunciation. The child should repeat after you. This should be done after a complete exhalation.
4. If the correct sound [k] is obtained, that is, the child actually pronounces the syllable [ke], after practicing it, move on to syllables with other vowel sounds. Can I give this instructions: “Now we will cough like this: [ka-ka-ka]”
5. At the end, say the sound in isolation and have the child repeat it after you.

Making the sound “X” from the correct soft “H.”

To distract your child's attention, tell him that you are learning to “laugh” with him.
1. Following you, the child should “giggle”, carefully and exaggeratedly pronouncing the syllables [hee - hee - hee]. It must be pronounced 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 the air stream “squealing” in his throat. You can put your palm to your mouth to feel the exhalation on it.
2 . Next, 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 slightly open, instead of [hee] almost [hee] will come out). If in the syllable [ha] a full-fledged hard sound [x] is heard, move on to syllables with vowels [e, o, y, y]. Everything is done by imitation.
3. If the sound [x] retains some softness (the syllable [ha] will sound close to [x "ya]), you need to pronounce the syllables [hi - hee - ha - ha - ha] as follows. When pronouncing the syllables [ha - ha - ha] the child should gradually open his mouth wider and wider until the full 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 performs the exercise after you. Remind him to keep his tongue at the place in his throat where he makes his “giggle” sound.
4. Syllables with other vowels should also be pronounced by opening your mouth wider.
5. At the end, say the sound in isolation and have the child repeat it after you.

Material taken from the book by M. Polyakova "Self-instruction manual on speech therapy. Universal manual"

Making the sound “X” from the correct “K”.

You only give 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. The result is the sound combination [kh – x – x]. Point out to your 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] greater intelligibility .
3. Then the child should pronounce the syllables [kh – h – 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, you should pronounce the syllables [ha - ha - ha] and syllables with other vowel sounds. This can be done by imitation

Making the sound “X” by imitation.

The method is to imitate laughter.

You need to laugh after exhaling (shoulders down), quietly, in a low voice.

For control - a palm that feels “laughs” - shocks of hot air.

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

Setting the sound "G".

Using a frame probe or spatula, from the syllable “YES”, moving the tip of the tongue with the probe inside the mouth, at the beginning you hear “GY”, and then “GA”.

Finally, third stage- even deeper pressure on the tongue - gives a hard sound - “KA”.
Quite often there are such cases: as soon as the teacher brings his finger closer to the child’s mouth, the child immediately moves his tongue into the back of his mouth - hides his 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 just puts his finger on the tip of his tongue without pressing it. The child should be trained in this way until he learns not to push the tip of his tongue back in this position. Then the teacher begins the work described above on setting the sound “K”.
At first, the teacher uses only his finger for production, but as soon as the sound “K” is obtained correctly with his help, he teaches the child to use his own finger.
The mechanical effect on the tongue should not be stopped too early, otherwise various defects in the pronunciation of k can easily take root, for example, a soft sound or the sound “K” with a guttural connotation.

Disadvantages of pronunciation of the sound “K”.
1. Instead of “K,” you simply hear a short exhalation or a cough-like sound caused by the closure of the vocal cords followed by an explosion of the bow. The language does not participate in articulation.
Correction: reinstall the sound.
2. "K" is replaced by the sound "X". Reason: the tongue does not press tightly against the palate, leaving a gap through which air passes noisily.
Correction: a) give the child the opportunity to feel the difference on the back of the hand between a sharp push of air with “K” and a smooth stream with “X”; b) if this does not help, re-install it mechanically.

3. Instead of the “K” hard one hears the soft (“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 sound “K” is softened under the influence of the following vowels.
Correction: show in front of the mirror that the tongue should be pulled back. Using a spatula, finger or probe, press on the back of the tongue and push the tongue back as far as necessary to obtain a solid “K”. Show the child how deep he should insert his finger into his mouth (two phalanges).

4. A deep, guttural “K” is heard, characteristic of some eastern languages. Reason: the tongue closes with its root part to the lower edge of the soft palate and to the back wall of the pharynx. The deficiency is permanent and usually occurs because the teacher or the child himself presses too deeply on the back of the tongue when making a sound.
Correction: start the sound again, starting from the syllable “TA” and pressing the tongue slightly less deeply than required for a hard “K” (so that the child does not again fall into the throaty 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 deficiency 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” (“ap-ak, at-ak”). Place 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" you get "G". Reason: the vocal cords are involved in the work. Typically, such 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 of k by comparing it 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 bowing and explosion, the larynx should not vibrate (put your hand to 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 uncorking a bottle. The reason: is that, as with a similar lack of pronunciation of the sounds “P” and “T”, simultaneously with the closure of the tongue and palate, the vocal cords also 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 (p - t - k; ap - at - ak).
To avoid a return to defective pronunciation, the child should be required for some time to pronounce the sound k with some aspiration.

The position of the lips depends on the following vowel. The tip of the tongue is lowered, moved away from the lower incisors deep into the oral cavity, the back of the back of the tongue is steeply arched upward and forms a bridge with the surface at the border of the hard and soft palate. The soft palate is raised. The vocal folds are open (K – dull sound).

The tongue is advanced, the tip of the tongue touches the lower incisors. The middle and back parts of the back of the tongue are raised up and close with the back and middle parts of the hard palate. Defects in the pronunciation of the sounds K and Kb are called kappacism. Read about setting the sound K.

Exactly the same as when pronouncing the sound K. The only difference is that the vocal folds are closed (G is a voiced sound).

Exactly the same as when pronouncing the sound Kb. The only difference is that the vocal folds close (Гь - voiced sound). Defects in the pronunciation of the sounds Г and Гь are called gammacism.

Exactly the same as when pronouncing the sound K. The only difference is that the back of the back of the tongue does not form a bow, but a gap with the area on the border of the hard and soft palate.

Exactly the same as when pronouncing the sound Kb. The only difference is that the middle part of the back of the tongue is raised up and forms a gap with the middle part of the hard palate. Defects in the pronunciation of the sounds X and XL are called chitism.

Disturbances in the pronunciation of back-lingual sounds

1. Lack of sounds in speech.

2. Replacement with anterior lingual T, D.

3. Interchanges K-G, H-K, more often stunning.

4. Replacing G or X with an aspirated (Ukrainian) sound.

5. Lateral pronunciation of the sounds Кь, Гь Хь with dysarthria.

Read about the production of back-lingual sounds.

If you found this information useful, share it with your friends on social networks. If you have questions about this topic, write in the comments, I will definitely answer. Your online speech therapist Natalya Vladimirovna Perfilova.

Sound setting [k]

By imitation: the child is asked to curve his tongue into a “slide”, press it to the palate and, without lowering it, blow the cotton ball off the back of the hand brought to his mouth => [k]. If imitation fails, then mechanically

mechanically using a finger or 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 part of the back of the tongue, resulting in the syllable cha. Then the teacher moves the finger a little deeper, resulting in the syllable kya. Finally, the third stage - even deeper pressure on the tongue - gives a hard sound - ka.

Setting the sound for coughing

1. The child should “cough” after the teacher. Open your mouth wide so that the child can see where the adult’s tongue is located, and, exhaling air, imitate a slight cough (the kind that happens when the throat is sore), with a noticeable sound [k] ([cough]). You need to “cough” quietly with minimal 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” barely audibly, almost without exhaling, eliminating the middle sound [x] from your pronunciation. The child must repeat after the teacher. The exercise must be performed after a complete exhalation.

3. If the correct sound [k] is obtained, that is, the child will actually pronounce the syllable [ke], having consolidated it, we move on to syllables with other vowel sounds. You can give the following instructions: “Now we will cough like this: [cough]”

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 asked to put his hand on the neck and, “turning on” his voice, pronounce the sound [K]

Staging the sound [G] with mechanical assistance. The child is asked to say “yes - yes - yes”, while the speech therapist moves the tongue back with a spatula until the sound combinations “yes - yes - ha” are heard.

Sound setting [x]

Making the sound [X] by imitation.

A). - The sound [X] is easily evoked by imitation using a play technique: “Open your mouth wide and breathe on your hands, “warm them.” In this case, 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 your child to make a “low slide”, and only then “let the breeze”.

Invite the child to imagine that he is in severe frost. What happens to your hands in the cold? They are freezing. Hands need to be warmed. Bring your palms to your mouth and blow warm air on them (warm air stream). At the same time, the sound [x] is heard.

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

Staging the sound [X] with mechanical assistance. If it is not possible to produce a sound by imitation, it can be produced with mechanical assistance, that is, using a probe to move the tongue deeper 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 asked to pronounce the sound [K] often and protractedly. At this time, the combination “kh” is obtained. It is necessary to draw the child’s attention to the fact that after the sound the sound [X] is heard, after which we separate [K] from [X]. It turns out [X].

Articulatory gymnastics for the posterior lingual sounds K, Kj; G, Gy; X, Xx; Y

1. Bite your tongue.

Smile, open your mouth slightly and bite your tongue.

2. “Punish the naughty tongue”

Smile, open your mouth slightly, place the wide front edge of your tongue on your lower lip and “slap” it with your lips, saying “five-five-five.” (Alternate exercises No. 1 and No. 2)

3. "Spatula"

Smile, open your mouth slightly, place the wide front edge of your tongue on your lower lip. Hold it in this position for a count from 1 to 5-10.

4. "Gorka"

Smile, open your mouth, the tip of your tongue rests on your lower teeth. Curl your tongue, resting the tip of your tongue on your lower teeth.

5. “We’ll build a slide, we’ll destroy the slide”

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

6. “The wind blows from the hill”

Smile, open your mouth slightly. Place your tongue in a “slide” position, and then calmly and smoothly blow along the middle of your tongue. The air should be cold.

Having practiced the sound [K] on the material of words, proceed topurely speaking :

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

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

Co-co-co, co-co-co: let's throw the ball high.

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

Cuckoo-coo, cuckoo-coo: here's a cuckoo for a bitch.

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

Ak-ak-ak, ak-ak-ak: a Cossack gallops on a horse.

Ok-ok-ok, ok-ok-ok: we are jumping and jumping over the bumps!

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

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

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

A blacksmith forged a horseshoe for a horse on an anvil.

Cuckoo bought a hood. The cuckoo put on his hood: he looks funny in a hood!

Karl the dwarf was tumbling on the carpet.

A quonka walks around the yard,
Leads children around cages.

Buy a pile of spades.

The Turk smokes a pipe, pecks the Turk's grains.

Our river is as wide as the Oka.
Our river is as wide as the Oka.
Our river is as wide as the Oka.

Near the bell stake.

I was sitting at Oka’s, eating apples.

Mow, mow, while there is dew.
Down with the dew and home for us.

Klava put the onion on the shelf,
Nikolka called to her.

Konstantin stated.

Kolya is near the collie,
That and the collie near Kolya.

There goes a goat with a sideways goat,
A goat walks with a barefoot goat,
There goes a goat with a sideways goat,
A goat is walking with a barefoot goat.

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

We bought the cat

Boots for the holiday.

They combed her mustache,

We sewed new panties.

But how to put them on?

The tail has nowhere to go.

P. Voronko.

The cat caught mice and rats,

The rabbit was gnawing on a cabbage leaf.

S. Marshak.

– Cat-cat, go to the dock,

Talk about a spikelet!

– Spikelet, my friends,

He's got a mustache, just like me!

G. Vieru.

Porridge is ripe in the meadow.

The cow Mashka eats porridge.

Masha likes lunch:

There is nothing tastier.

A. Shibaev.

6. How to put the sound [G]?

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

TALE “HOUSE FOR THE VOICE”

Every person has a throat, and you have one too. A VOICE lives in the neck. When he sleeps, for example, ondeaf sounds[K], [S], [W], [F], [P], the walls of his small house do not tremble. These sounds are dull not because they don’t hear anything. It's just not in their soundvote . But onvoiced sounds[D], [W], [W], [H], [B] The VOICE wakes up and begins to knock on the walls, causing the neck to vibrate. Do you want to check?" Place the back of one of the baby's hands against your throat. Say some unvoiced sound, for example[T] . A very common mistake to avoid. You should only play the isolated audio[T] , not the name of the letter[Te], or[Ta] . Adding a vowel will cause vibration in the throat (there is always a voice when pronouncing vowels) and will disorient the child. So you made a sound[T] : “You feel, baby, the VOICE is sleeping!” And now, -[D] : “The VOICE has woken up!” Do the same with other paired consonants:[N] - [W], [W] - [W], [F] - [H] etc. Now the child must put his hand to his neck and pronounce the sound[T] and feel the absence of vibration. To make sound appear[D] , you need to connect the voice. The little one tries to call him. Finally, it was possible. Now you can start setting up the sound[G] from the syllable "YES".

7. Consolidating the sound [G] in the child’s speech

The sound [G] is consolidated in the same sequence as [K]: syllables, words, phrases, texts, tongue twisters.

GA: gas, newspaper, lawn, jackdaw, roar, loon, gait, hammock, harbor, accordion, etc.

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

GU: goose, goose, lips, walk, ghouls, gusli, gurba, thicket, etc.

Ga-ha-ha, ha-ha-ha: who has a sore leg?

Ha-ha-ha, ha-ha-ha: my leg doesn’t hurt anymore.

Ha-ha-ha, ha-ha-ha: my foot gets stuck in the hay.

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

Goo-goo-goo, goo-goo-goo: a titmouse is sitting in the snow.

Goo-goo-goo, goo-goo-goo: the goose is sowing in the meadow.

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

POEM TEXTS WITH SOUND [G]:

Goose bought himself an accordion,

But it’s a little holey.

The harmonica sang well,

It hissed like a goose.

(G. Vieru)

Goose

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

- I'm proud of my family!

To the goslings and to the goose

I keep looking and can’t get enough of it!

(N. Koyotarev)

Bullfinches sitting in the snow:

They sit in the snow - and not a peep.

In vain the owls are guarding them

On a snowy meadow.

(A. Pudval)

The rook was swinging in a hammock,

Geese are in the waves on the river.

Pigeons flew past

And they sat down on a branch.

The twig is swaying -

It's working out well.

(A. Pudval)

TONGUE TWISTERS WITH THE SOUND [G] ARE ENOUGH COMPLEX:

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

Hanna ate dumplings, Herman ate pink dumplings.

They spank gander after gander in single file.

The gander looks down on the gander.

Oh, the gander will pluck the gander's sides.

The gorilla spoke to them, sentenced,
She spoke, spoke, sentenced.

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

The messenger from the galleys burned to death.

Like on a hill, on a hill
Thirty-three Egorkas cost:

One Yegorka, two Yegorkas, three Yegorkas...

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

Total loons - a couple...

8. Methods of setting and automating soft sounds [К’], [Г’]

When the sounds[K], [G] supplied, their soft versions[K’], [G’] in the child’s pronunciation will appear without problems. You just need to remember that soft sounds imply 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. You just need to go from the simple to the complex. The simplest thing is the sounds at the beginning of the word: DITCH, STONE, KINKINS, CINEMA, NEWSPAPER, LAWN, ANTHEM, GUITAR, SLEDGE, SOCKS, CAR, CART, FIRE, FLAGS, BUFFIN.

Excellent training for strengthening soft sounds - pure tongue twisters and tongue twisters:

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

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

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

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

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

To the sound K

At the mouse's hole

Crumbs and crusts.

In the closet by the mouse

Pieces of gingerbread.

At the little mouse

Cracklings in a mug.

The mouse has a tub

Wave mushrooms.

In the mouse's bowl

Leftover sourdough

And in the cellar

Cheeses and sausages.

There are 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 severe frost (memories of the January and February cold are still fresh!). What happens to your hands on the street? That's right, they are freezing. Hands need to be warmed. Bring your palms to your mouth and blow warm air on them. A sound will be heard[X]. The baby does the same. Everything worked out? The hands got warm and the sound sounded? If the second one fails, grab a spoon. You move your tongue, and the child pronounces the syllables: SA-SA-SA…. The sound production technology is the same as for[TO] . Here, too, there may be intermediate options: SY and HY. But, as a result, still HA! Reinforce what you have achieved on syllables (HA, HO, HU, HI, HE), words (tail, hut, cunning, sugar, poetry, etc.)

It wouldn’t hurt to train your child in selecting words with sounds.[X] : elephant - elephantKha, walrus - walrusKha, wild boar - boarKha, ostrich - ostrichKha, beaver - beaverKha, hedgehog - hedgehogKha, parrot - parrotsKha, etc. (the child himself must choose the second word of the pair, you just give a sample hint). The same thing, with pairs of words: swimmer - swimmer. watchman - watchmen, coward - coward, tailor - tailor, etc.

PURE SAYINGS C [X], [X’]:

Ha-ha-ha, ha-ha-ha: a flea is jumping on the floor.

Hoo-hoo-hoo, hoo-hoo-hoo: we didn’t catch the flea.

Hee-hee-hee, hee-hee-hee: the flea's legs are fast.

He-he-he, he-he-he: we know the fairy tale about the flea.

PHRASES WITH SOUNDS [Х], [Х’]:

Collect dry brushwood.

A cunning ferret caught a hamster.

The chameleon has a long tail.

Khariton was collecting brushwood.

POEM TEXTS WITH SOUNDS [Х], [Х’]:

The hamster is hoarse from screaming:

- Does a ferret get the flu?

Oh, ferret, what a liar you are,

I'll die of laughter!

(A. Pudval)

Laughter Mila laughed loudly,

A laugh landed in my mouth.

Ha ha ha! Suddenly - boom! – fell

And I lost my laugh.

(F. Bobylev)

A boastful chameleon.

The chameleon showed off its tail

Tailed predators. After…

– What happened to him, to his tail?

– No chameleon, no tail.

After all, predators do not fast.

The story, unfortunately, is simple.

(E. Karelskaya)

Hamster

Hamster, hamster, hamster -

Striped barrel.

Khomka gets up early,

He cleans his paws and drinks water.

Khomka tidies up the hut

And goes out to charge:

One two three four five,

Khomka wants to become strong!

(A. Kamenchuk)

Ferret hunter

The ferret went to the chicken coop to hunt,

Yes, I woke up the corydalis in a hurry.

Yes, the Rooster has woken up,

There's a thump at Khorya from above!

The ferret barely carried off his legs out of fear.

Oh, it’s painful and offensive to the point of tears!

And he sits and grumbles under the alder tree:

- That chicken coop is bad, bad!..

(V. Suslov)

The ferret went to the wolf's Christmas tree,

He took the firecracker away quietly.

Now the ferret is with his firecracker

It scares animals like a cannon.

(G. Sapgir)

Do you want to become a giant?

You need to stand on stilts!

Ahi, ooh, laughter, laughter.

Buffoons are above all!

(V. Berestov)

Tongue Twisters with sounds [Х], [Х’]:

Delicious halva - praise to the master.

Laughter letter X

She laughed: “ha-ha-ha!”

Prokhor and Pakhom were riding on horseback.
A fly-fly landed on my ear.

Speech material for sound automation [k]
Automation of the sound [k] in straight syllables
Pronounce syllables:
ka-ka - ka-ka-ka
co-co - co-co-co
coo-coo - coo-coo-coo
ky-ky - ky-ky-ky
Pronounce syllable rows:
ka-ko-ku-ky
ko-ku-ky-ka
ku-ky-ka-ko
ky - ka - ko - ku
Say the words:
ka
Katya, cash register, camera, stone, rope, crucian carp, kalach, channel, wild boar, porridge, edging, cable, cauldron, office, cashier, reed, viburnum, cabin, caramel, swing, cough, reel, hood, pocket, nylon, cabbage, potatoes, carousel, heel, captain, bun, daughter, barrel, bowl, night, dot, blueberry.
co
Braids, ladle, ear, Kolya, goats, leather, flask, space, cat, stake, lump, room, horses, coffee, root, cobra, milk, far, law.
ku
Cube, bag, bag, godfather, chicken, piece, bush, kitchen, dome, body, jug, Yakut, second, perch, second, bun, daughter, bowl, point.
Pronounce words with consonant clusters:
kvass, square, Klava, put, class, valve, quarter, mole, blood, crumbs, mole, except, circle, mug, cereal, beauty, crabs, tap, edge, roof, rat, Crimea, klok, clown, club, tangle, fang;
daughter, hummock, pen, dot, granddaughter, cloud, bath, bird, dot, wheelbarrow, sheep, river, dog, frog.
Pronounce pure phrases:
Ka-ka-ka, ka-ka-ka -
Here is a wide river.
Co-co-co, co-co-co -
There's a fisherman nearby.
Ka-ka-ka, ka-ka-ka -
The fisherman has a catch.
Co-co-co, co-co-co -
Fishing is easy.

Automation of the sound [k] in reverse syllables
Pronounce syllables:
ack-ack - ack-ack-ack
ok-ok - ok-ok-ok
uk-uk - uk-uk-uk
ik-ik - ik-ik-ik
Pronounce syllable rows:
ak - ok - uk - ik
ok - uk - ik - ak
uk - ik - ak - ok
ik - ak - ok - uk
Say the words:
Poppy, tank, juice, bough, circus, tank, shine, broom, wax, tube, skating rink, lump, castle, market, roller, man, moth, bow, stream, house, rain, puppy, bow, bull, sound, bell, bag, cockerel.
Pronounce words with two sounds [k]
Rink, lump, bun, grasshopper, trap, kitten, scarf, reel, bell, cat, penny, heel, candy, Cossack, reel, cocoa, wicket, fist, sash, zucchini, cube, piece, cuckoo, ball, strawberry, collection.
Automation of the sound [k] in sentences:
Kolya has a collection of stamps. Grandfather 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. Grandmother feeds the chickens. They bought a bunny for Katya. Dogs don't bite their own. Rain is dripping outside the window. Kolya goes to the market.
Automation of the sound [k] in poetry
Cockerel
Got cocky, got cocky
Bully cockerel.
A bully somewhere in a fight
The comb was torn off.
He walks without a comb
Doesn't look like a rooster.
(E. Avdienko)
cuckoo cuckoo
I bought a hood.
Put on the cuckoo's hood.
How funny he is in the hood.
At the fir cones
One hundred lid scales.
Each one is like a feather,
And under each one is a grain.
On the coconuts, on the coconuts
We swooped in like wasps!
And the coconuts are high
And coconuts contain milk.
Time to sleep
Night is coming
You're tired, daughter.
My legs were running in the morning,
It's time for your eyes to sleep.
The crib is waiting for you,
Sleep sweetly, daughter!
One funny bird in the forest
All day long he sings: “Ku-ku! Ku-ku!
Can't learn
Sing like a rooster: “Ku-ka-re-ku!”
(R. Farhadi)
Cat
I saved up a few kopecks
To the cat
Goat
Bought,
And the goat -
Cabbages,
The heads of cabbage are crunchy.
There will be a goat
strong,
Give it to the cat
Milk.
(V. Lunin)

The sounds [К], [Г], [Х] belong to the group of back-lingual sounds. Usually, by the age of 2-3 years, children independently master the pronunciation of this group. However, some children may have difficulty mastering these sounds. Most often this is due to insufficient muscle tone of the organs of articulation and (or) immaturity of phonemic hearing, which is responsible for recognizing and distinguishing speech sounds.

The main directions of work for setting the sounds [K], [G] and [X]

development of phonemic hearing

development of patterns and motor skills with the help of articulatory gymnastics

sound production

automation, or fixation, of sound

Exercises to develop phonemic awareness

"Catch the Sound"

An adult names different sounds. The child claps his hands as soon as he hears the sound [K]

A U I K Y A K O U I K

S T K D P K F B X K

"Catch the syllable"

The adult names the syllables. The child knocks his palm on the table as soon as he hears a syllable with the sound [K]

FA LA SA KA SHA RA KA

MO TO HO KO LO SO KO

"Catch the Word"

An adult repeatedly says the word captain - distorted and correct. The child nods his head: true or false.

apitan, capitan, captain, tapitan, papitan, captain

We develop articulatory patterns and motor skills

Learn it with your child. These exercises will help your child develop the ability to control their articulation organs. Perform the exercises daily, paying special attention to making the sounds [K], [G], [X] to the exercises “Pussy”, “Pussy is angry”, “Pancake”, “Snake”, “Brushing teeth”.