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四、教学过程
Step1:Warm up
T: Hello, boys and girls. Nice to meet you!
Ss: Nice to meet you ,too!
T: Today we have two groups in our class. This is group1 and this is group2.
(point the groups) Let’s have a match. OK?
Ss: OK!
T: Now first , sing a song.
T:Wonderful! Every group gets one flower.
设计意图：歌曲不仅复习了26个字母的读音而且通过例词复习了26个字母的发音，活跃课堂气氛同时，对新课学习做好心理和认知准备。通过分组竞赛，有效激发学生参与热情。
Step2:Presentation
创设情景，呈现含有字母ir和ur的单词。
T: Class, we have two friends today. Look!Who’s she? What’s her name? Is she ok? Who come? A girl comes. Her name is Birdy.来呈现Birdy和Furry的故事。
设计意图：通过创设Birdy帮助受伤的Furry送去就医的情景，有序、合理地呈现目标词汇，并引出本节课的情感主线----We and animals are friends, we can help each ather。
引导学生观察、感知并归纳出ir和ur在单词中发长音∕?:∕的规则。
T: Look There are two same letters in every word. What are they?
Ss: They are “ir”
T: What does “ir” sound? Read the words ,please.
Ss: Birdy girl bird (By lifting the reading)
T: Tell me : “ir” sounds ?
Ss: ∕?:∕
T: Look at my mouth, please. ∕?:∕
Ss: ∕?:∕
接下来教师引导学生用同样的方法自己归纳出“ur”在单词中发∕?:∕的规律。
Have a chant with “ir”.
T：Let’s chant. First time: listen.
( Teacher plays the chant. Students clap hands. )
T : Now let’s chant together.
设计意图：歌谣通过朗朗上口，节奏感强，有韵律的说唱，强化记忆。这样不利于保持小学生的兴趣，因此有必要将模仿歌谣引向自主创新。引导学生通过归类观察，朗读体验，自己总结出ir “”“ur”的拼读规律，同时培养了学生听、说、认读能力和用英语思维的能力。
Step3:Practice