Teacher：Look， I have a pencil. I have an eraser. I have a crayon. （老师适当停顿，请学生说出文具名称，补全句子，以复习之前学习过的文具名称）I put them in my pencil box. （以动作表明句子的意思，使学生明白pencil box的含义）（向学生展示铅笔盒）I have a pencil box. Say with me， please， pencil box. （板书单词）pencil， box， a pencil box. （展示不同的盒子的图片）This is a box， this is a box， too. These are boxes. And this is a pencil box. We put pencils in this box. We call it a pencil box. Read the word one by one， please. （学生接龙读单词）Do you have a pencil box？ Show me your pencil box. （举起铅笔盒，使学生明白Show me ...的意思）

　　Teacher：What‘s in my pencil box？ Look. （展示图片，或使用实物，展示出里边的铅笔、蜡笔、橡皮、钢笔） I have a pencil. I have an eraser. I have a crayon.（再一次让学生说出文具名称）And I have a pen. （展示实物或图片）This is a pen. Say with me， pen. （板书单词）Boys read it， please. Girls read it， please. Do you have a pen？ Show me your pen， please.

　　设计意图：以学过的词汇串连呈现新授词汇pen及pencil box，使学生不仅明白单词的意思，同时还对其字形、用法都有所了解。通过接龙读和男女生读，使学生熟悉单词的读音。

　　Step 3 Presentation

　　1. 导读，引出课文内容，播放课文录音，学生倾听。

　　Teacher： I have a pencil box. Zoom has a pencil box， too. What else does Zoom have？ What happens to his stationeries？ Listen to the tape.

　　2. 展示教材图片，讨论内容，使学生深入了解教材内容。

　　Teacher： This is Zoom. This is a snail. This is Zoom’s bag. His bag is opening. The pen， the pencil box， the book， the ruler， the pencil， the crayon， the eraser are out of his bag. （指向图中的物品，让学生说出相应的单词，并板书单词）The snail says： Zoom！ Your bag！ Zoom says： Oh， no！（引导学生说出句子）