3．设置情景，增加练习。教师可将所学日常交际用语和本课所学的新句型结合起来编成对话 (或启发学生自己编对话)，练习本课新学的句型。如：
A: Good morning! What can I do for you?
B: I’d like a blue hat.
A: Certainly. Here it is.
B: Is it made of cotton?
A: No, it isn't.
B: What's it made of?
A: It's made of wool.
B: It looks nice. But I prefer a cotton one.
A: What about this one? It's made of cotton.
B: That's fine. I'll take it. How much is it? (Thank you.)
教师可利用黑板上的替换词或已备的实物，指导学生演练对话，也可让学生到讲台前表演。
4．教师可用同样方法教学be used for结构，即由肯定句过渡到一般疑问句，再由一般疑问句过渡到特殊疑问句。如：This is a blackboard. It is used for teaching and studying.Is it used for teaching and studying? Yes, it is. Is it used for playing? No, it isn’t. What’s it used for? 教师将这三个新句型写在黑板上，指导学生利用黑板上的替换词分组 (in pairs)操练。教师还可将这三个带被动语态的新句型编成对话，利用所准备的实物或画片，指导学生进行练习。如：
A: Look at this fridge. What do you think of it? I bought it yesterday.
B: Oh, it looks fine. What's it made of?
A: It's made of metal.
B: Is it used for keeping fruit?
A: No, it isn't.
B: What's it used for?
A: It's used for keeping meat and vegetables.
最后，教师在归纳总结其用法时，可用红粉笔将黑板上该句型中介词for后的动词形式(-ing) 描红或画线，强调介词for后的动词必须是动词 (-ing)形式。
关于Where is it made (produced)?的教学建议
1．在课前准备若干实物 (如手表，钢笔，收音机，录音机等)，还可准备若干图片(如冰箱，电视，火车，飞机等)。教师可用be made of这一结构(学生已基本上掌握)，先做如下演示：This is a car. (指图片)问学生：What’s it made of? 学生回答：It’s made of metal. 教师可接着问: Where’s it made? 教师先自答：It’s made in China. 然后将这两个句子写在黑板上。接着可利用所准备的实物和图片让部分学生配合教师演示。还可在黑板的右边写出若干替换词 (如watch，fridge, radio, train, plane及国名Japan，Germany，Canada，France，America，Britain, Australia等)，指导学生用所给替换词分组 (in pairs)操练。
2．在学生基本上理解和掌握 “Where’s it made? It’s made in…” 之后，教师可换用表示名词复数的图片问学生：What’re these? 学生回答：They’re cars. 教师接着问: Where’re these cars made? 教师可先自答：They're made in Japan. 教师边自问自答，边将这一句型写在黑板上，并边问学生边将黑板上的替换词 (指表示实物的普通名词)改成复数形式，指导学生分组操练这两个句型。稍加操练之后，教师用produced替换made，将句子改成 “Where're these cars produced? They’re produced in Japan. 领读几遍后，指导学生利用黑板上的替换词分组操练。教师可在黑板上增加替换词如salt，sugar，silk，tea等，供学生操练用。
3．教师可在课前准备一幅中国地图，用不干胶纸写上地名贴在地图上。教师可将地图挂在黑板左边，并在黑板的中间部分板书所操练的句型：
教师指导学生用黑板右边的替换词，指着地图上的地名，操练这两组句型。如：Where’s silk produced? It is produced in Hangzhou. Where' re trucks made? They're made in Changchun. 教师可先叫部分学生配合演示，然后教师问，全班学生回答，还可叫学生(两人一组)到讲台上表演。
教师还可进一步在黑板上的句型中加上动词grown，并在黑板的右边加替换词rice，wheat，cotton，tea，apples，pears，bananas等，指导学生利用挂图操练。如：Where's rice grown?
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