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⑵短语：理解并学会使用,help yourself，be used for.... ，be held in....，be held with...， be cut with.....， be eaten with.....等
⑶语法：了解并运用被动语态来表述西方的餐饮习俗以及中西部分文化习俗的差异。同时让学生了解被动语态和主动语态的差异，让学生体会在特定的语境下体会被动语态较主动语态更合适。
2. 语言技能与学习策略目标
(1) 能通过标题、图片预测主旨大意
（2）能通过默读获取文本主要信息，完成段落的匹配
(3) 能借助语义结构图根据所给情景复述转述课文
（4）课后能连贯流畅地朗读课文
3. 情感态度与文化意识目标
通过合作学习了解不同国家的饮食，引导学生进一步了解这些国家的文化和历史。培养学生跨文化意识，能够尊重文化差异，在国际交往中尊重他国文化。
四．教学流程
I. 读前：话题背景激活 有效预测大意
Step 1 Warming up
At the beginning of the lesson, teacher show some pictures.
After that , the teacher asks a few questions
1. Do you like eating delicious food?
2. Are they delicious?
3. Are they delicious Chinese food?
4.So what kind of food are they?
【设计意图】: 通过观看西方美味食物的照片导入话题，理解western单词的意义，并利用点读笔纠正单词的发音，扫除单词障碍。
Step 2 Predicting
They are western food and Chinese food. What are the different eating habits when we eat them? What should we know about the eating manner in weatern countries? Today we will come to Module 11 Unit 2.
Predict from the two pictures:
First, discuss in groups. Then share their guessing in class.
【设计意图】: 根据图片猜测文中内容，然后带着疑问快速浏览文章，充分调动学生阅读的积极性.
II. 读中 聚焦信息获取 构建文本语义结构图
Step3 Fast Reading( for the main idea )
The teacher introduces a new way of reading by drawing a fish on the blackboard.
A good passage is just like a fish. It should have the main idea---the centre fishbone and supporting details --- the supporting fish bones.
Read the text quickly and find out the main idea and supporting details