What is it made of

　　Rice is grown in North China.

　　2)当我们需要强调动作的承受者时，常用被动语态。如：

　　This knife is used for cutting paper.

　　教师还必须提醒学生注意：不及物动词通常不能构成被动语态。

关于be made of 结构的教学建议

　　l．make这个动词使用频率很高，教师只需做出几次演示，学生便可理解 “be made of”的意义。教师可直接利用教室内的东西做演示，也可自备若干实物，如帽子，茶杯，小刀等。教师可先做如下演示：This is a desk. It is made of wood. This is a blackboard. It is made of glass This is a knife. It made of metal. 教师边说边在黑板上板书这三个带被动语态的句子，并指导学生做适当操练。然后教师指着课桌问：Is it made of wood? 学生回答：Yes，it is. 照此方法将黑板上的三个句子都变成一般疑问句。在学生理解的基础上，教师可指导学生操练黑板上的句型，还可在黑板的右侧列出一些替换单词，如：bed, mirror, fridge, jacket, stocking, bottle, lock以及原材料wool, cotton, paper, silk, plastics等。

　　2．待学生理解和掌握黑板上的主要两个句型（It is made of…和Is it made of…?）后，教师指着课桌问：Is it made of glass? 学生回答：No，it isn’t. 教师马上接着问：What’s it made of? 同时将这个特殊疑问句写在黑板上，可让学生自己理解此句的含义，并启发学生回答：It’s made of wood. 照此方法将黑板上的三个一般疑问句改为特殊疑问句，然后教师可利用黑板上已有的替换单词，指导学生练习这个句型。

　　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?

　　It’s grown in South China. Where're apples grown? They're grown in Shandong. 在学生理解和掌握这个句型后，教师指导全班学生利用课本第63页上的地图分组操练黑板上的句型。

教学设计示例

Lesson 33
Period: The First Period

Content: Lesson 33

Properties: Recorder; Objects

Teaching Objectives:

　　1. Let the students learn some new words.

　　2. Enable the students to master the Active and Passive Voices.

　　3. Master some useful expressions.

Language Focus:

　　1. Some useful expressions:

　　　　be made of, be used for, etc.

Teaching Procedures:

　I. Organizing the class.

　　Greetings

　II. Revision

　　Cheek homework

　III. Presentation

　　Show the students the real objects, and ask students some questions. The questions are:

　　1. What’s this in English?

　　2. What’s it made of?

　　3. What’s it used for?

　　Teach the students the knowledge of this part through speaking. Try to answer the three questions. Help them really understand this lesson.