②当两个[b]相邻时，无需产生爆破，只是延长发音时间，如rob Bob； ③/b/在鼻音前时，爆破不在口腔，而在鼻腔，如rob him；
/t/和/d/
/t/和/d/是齿龈爆破音. 发这两个音时，用舌尖抵齿龈成阻，让气流爆发而出。 /t/的音位变体
①/t/在词首且在重读音节中时，是送气音如tape； ②当处于词尾时，可能失去爆破，如sit still；
③在/s/后形成辅音连缀时，/t/在发音时不送气，如stop； ④当处于/ /之前时，呈齿音化发音，如eighth；
⑤当/t/后紧跟着的是鼻音时，此时爆破不在口腔，而在鼻腔，就是我们通常说的“鼻腔爆破”，如button；
⑥当处于两个元音之间时，/t/听起来近似闪音，如letter；
⑦当/t/位于成音节/n/或/l/前时，便成了声门爆破音，如little；
⑧当两个/t/相邻时，无需产生两次爆破，而只是延长发音的时间，如let Tim; ⑨当处于辅音组合/tr/中时，发音兼具爆破与摩擦的特征，如train； /d/的音位变体：
①当处于齿间音（如/?/ /?/）之前时，呈齿音化发音，如width； ②当处于词尾时，不完全爆破，如Dad said so. ③当与/l/组合时，成为舌侧爆破音，如padlook；
④/d/在鼻音前时，爆破不在口腔，而在鼻腔，如bread’n butter; ⑤当两个/b/相邻时，无需产生爆破，只是延长发音时间，如sad Dave ⑥当处于辅音组合/dr/之中时，发音兼具爆破和摩擦的特征，如drain。
/k/和/?/
发/k/和/?/两音时，用舌根顶住软腭堵住气流的出路，然后舌根猛地离开软腭使气流爆发而出。/k/是清辅音，/?/是浊辅音。 /k/的音位变体
①/k/位于词首，且在重读音节中时，是送气音，如keep； ②当处于词尾时，可能失去爆破，如take three； ③在/s/后形成辅音连缀时，/k/在发音时不送气，如sky
④当两个/k/相邻时，无需产生两次爆破，而只是延长发音的时间，如take Kim; ⑤当/k/后紧跟着的是鼻音时，此时爆破不在口腔，而在鼻腔，就是我们通常说的“鼻腔爆破”，如beacon;
⑥当与/l/音组合时，成为舌侧爆破音，如clock； ⑦后跟前元音时，/k/的发音部位前移，如keen； ⑧位于成音节/n/时，便成了声门爆破，如bacon； ⑨位于圆唇音之前时，发音时亦呈圆唇，如quarter. /?/的音位变体
①当处于词尾时，不完全爆破，如lag behind;
②当两个/?/相邻时，无需产生爆破，只是延长发音时间，如big grapes ③当与/l/组合时，与成为舌侧爆破音，如glad；
④/?/在鼻音前时，爆破不在口腔，而在鼻腔，如pig and goat; ⑤后跟前元音时，发音部位前移，如geese;
⑥位于圆唇音之前时，发音时亦呈圆唇，如goose. 发音难点解析
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中国学生在学习英语爆破音时要注意的问题主要有以下两点：
一、爆破音的学习，就发音部位来说，并不难掌握：英语的爆破音与汉语的声母（b，p，d，t，k，g）极为相近。所不同之处主要体现在发音方法上。总的说来，英语的三对爆破音的区别特征是清辅音和浊辅音；而区别汉语三对声母的特征则是送气音与非送气音。当英语的爆破音位于词首时，清辅音的送气比汉语的对应音更为有力；浊辅音一般只有轻微的声带振动。当英语的爆破音位于词尾时，爆破可能非常地轻微，此时，帮助辨别清浊辅音的一个重要特征就是位于爆破音前的元音的长度。例如，在相似的语音环境中，need中的/i:/通常比neat中的/i:/稍长一些。另外，当浊辅音位于两个元音之间时，声带振动则是必须的。
二、在学习中要注意的另一个问题是这三对爆破音的音位变体。这些音位变体的主要形式我们已经接触过。例如，什么时侯爆破音会失去爆破：take them；鼻腔爆破音应怎么发：garden；旁流爆破音应怎么发：people；在辅音连缀中，当/p t k/出现在/s/之后，“送气”会减弱，如speak, sky, star。
掌握了以上发音方法，我们就能正确地发好英语的爆破音了。
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Unit 3 Lesson Plan
Consonants: Fricatives and Affricates
(教案：附要点、重点和难点)
Date: Sept. 30 Class: Classes 1, 2 & 3, Grade 2002 Subject: English Pronunciation Practice
Purpose:
The students will learn the consonants: “fricatives” and “affricates” in English.
Objectives: Students will be able to :
1. Define - in their own words a definition for “fricatives” and “affricates”;
2. Compare – based on the understanding of the basic concept, compare them with other consonants;
3. Practice – imitate the sounds and do practice.
Resources/Materials:
1. Textbook: Wang, Guizhen, An English Pronunciation Course, Higher Education Press, Beijing, 2000;
2. Handouts: illustration of the phonemes in focus; 3. Recordings of native speakers
Activities and Procedures:
1. Stimulating: Begin by asking the class to find out how much the students know about what they are required to learn. Make sure that it serves the purpose of stimulating the students to think about the issue and have the desire to find out the answers themselves.
2. Display examples by playing the recording of the native speakers showing the typical pronunciation in English.
3. Ask the students to listen to the tapes to make a good discrimination of the sounds in focus.
4. Have the students imitate the sound in focus.
5. Have the students share what they have learned by reading out the practice materials in pairs.
6. Have the students listen to the conversations recorded by native speakers of English and try to get the sounds in focus correct in their pronunciation.
7. Have the students practice the guided conversation. Ask them to pay special attention to the sounds in focus in speech.
6. Highlight the language function in the conversation in the practice.
7. Have several pairs of the students present their conversation in the class.
8. Comment on the students? performance by highlighting the achievement of the students and the efforts they need for the improvement.
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9. Ask the students to do more practice after class and get ready for presentation during the next session.
附: 要点、重点和难点
Unit 3
(要点、重点和难点)
Consonants: Fricatives and Affricates
This is Unit 3. In this unit, we are going to learn two groups of consonants: fricatives and affricates. At the same time, we are going to learn how to describe an object and to learn how to talk about one?s job with appropriate pronunciation and intonation in English.
Introduction
What do you know about fricatives and affricates in English?
Well, if the stops completely block the airstream for a time in the pronunciation, the fricatives only partially block it, thus causing the friction-like noise characteristic of these sounds. There are nine fricative consonants, forming the largest set of consonants in English.
/t?/ and /d?/ are affricate sounds, which you produce by blocking off the breath-stream between the tongue and gum ridge, for a stop and a fricative. The term affricate means \in this case, consisting of a stop and a fricative. /t?/ and /d?/are the two English affricates and they differ primarily in terms of voicing.
/f/ and /v/
/f/ and /v/ are labio-dental sounds. /f/ is voiceless and /v/ is voiced. They are fricative sounds that you produce by forcing the breathstream between you upper teeth and lower lip. They can be used at the beginning, middle and end of words.
/f/ is not a problem sound for most of the students but /v/ may sometimes cause problems. It may substitute for another bilabial such as /w/, or a bilabial /b/ may be substituted for /v/. There is also a tendency to devoice /v/, especially at the ends of words.
/?/ and /?/
/?/ and /?/ are interdental sounds. They are fricatives that you produce by squeezing the breathstream between your tongue and teeth. /?/ is voiceless and /?/ is voiced. These sounds tend to appear relatively late in the speech of children and cause considerable stress for both native and non-native speakers of English. Although the spelling seems to be highly consistent in English, the fact is that the \is used for both /?/ and /?/. They can be used at the beginning, middle and end of words.
The problem with /?/ are many and varied. A dentalized [t] occurs when there is insufficient breath support. With a /f/ or /s/ substitution, the problem is not with
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airflow but with placement. This sound will require considerable effort to stabilize in all contexts. The problem with /?/ is quite similar. With insufficient airflow, a dentalized [d] will occur. Placement difficulties result in a /v/ or /z/ substitution. Devoicing may also be a common problem since English orthography uses the letters \?/ and /?/. The following steps are useful in the pronunciation drill for these two consonants:
1. Look in a mirror and say the [?] sound.
2. Make sure you can see the edge of your tongue protruding between your teeth. Say [?] again.
3. Say the [?] sound over and over again. Don't move your tongue between sounds. Try the following:
[?] … [?] … [?] … [?] … thin [?] … [?] … [?] … [?] … thanks [?] … [?] … [?] … [?] … thought
The same method can be applied to the practice of [?] sound.
/s/ and /z/
/s/ and /z/ are alveolar sounds. They are fricatives that you produce by forcing air between your tongue and the upper or lower front teeth. /s/ is voiceless and /z/ is voiced. /s/ is one of the most useful sounds in English because it has an important grammatical function in forming possessives (Kate's), third person singular, present tense verbs (sits), and plurals (seats). Although /z/ is not as frequent in English speech as /s/, it performs similar grammatical functions in marking possessive (Susan's), third person singular, present tense verbs (runs), and plurals (dogs). Both /s/ and /z/ have been ranked as the most troublesome sounds in English, but it is rarely a serious problem for the Chinese EFL learners once their grammatical roles are mastered. They can be used at the beginning, middle and end of words.
With /s/ and /z/, the main problem comes from the omissions, which may result from grammatical deficiencies (plural, possessive, and so on) or from a failure to pronounce the ends of words. The devoicing of final position /z/ may be helped by lengthening the preceding vowel. In the word prize, for example, many speakers of English devoice the final /z/ but lengthen the diphthong.
/?/ and /?/
/?/ and /?/ are lingua-palatal fricatives. You produce them very much like the /s/ and /z/, except the tongue is farther back and the lips are rounded. /?/ is voiceless and /?/ is voiced. /?/ is not a particularly common sound in English or the languages of the world, but can be learned quite easily. /?/ is the least frequent of the consonants in English and is not common in the world's language. /?/ can be used in initial, medial, and final positions in words, but /?/ is not found in word-initial position in English words.
With /?/ and /?/, lip rounding is very important. For example, you can get /?/ by making /s/ first, then move the tongue body a little backward, then say it again
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