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2、能激发学生对大自然的热爱，树立绿色出行、保护环境的意识。
文化意识目标：
了解北极地区人们的生活方式;教学重点借助图片帮助学生理解故事；引导学生戏剧化地演读故事。教学难点如何引导学生复述故事教法学法教法：故事教学法、全身反应法、快乐阅读法；
学法：自主学习法、探究学习法、体验式学习法、合作学习法。教学准备多媒体设备、教学卡片。
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Step I. Pre-reading
Divide the Ss into 2 groups to compete. The winner can get a present from the teacher. The Ss are required to be confident, be active and be dramatic.
Lead in the character of Nicola and the title” Nicola’s holiday in the Arctic”.
Students discuss the question” how is Nicola’s holiday?” with the picture.
课堂开始建立起本课的评价机制，一方面是为了激发学生的学习热情，培养学生的竞争意识、体验成就感；另一方面，通过be dramatic等要求为后面的故事演读埋下伏笔。
提出问题where is Nicola going, 让学生发散思维、自由猜测，初步感知be going to句型。再引导学生观察图片，抓住“气候寒冷”和“北极熊”的信息点，解决问题。一放一收，张弛有度。
通过主人公的表情和话语，设置疑问How is Nicola’s holiday?利用信息差，让学生带着好奇心进入故事。
Step II. While-reading.
Listen to the whole story with the pictures, then check the answer of “How is Nicola’s holiday?”
Read part by part.
Part1. Read with the questions” How does Nicola feel?” “Why?” After checking the answers, listen and read dramatically.
Part2. Read the whole part with the question “what happens?”, then help Ss understand each picture by asking” what is Nicola going to do?” “How does she feel?” And lead the Ss to answer in this way: “She is going to go fishing/make an igloo.” Next, listen, read and act dramatically.
Part3. Read with the question “Are there any interesting things?” Enable Ss to understand each picture in various ways, such as choosing and asking. Meanwhile, help Ss use the sentence “she is going to see polar bears” correctly, and read act dramatically.
3. Read the whole story dramatically in roles: teacher plays the narrator and grandma, boys play granddad, girls play Nicola. 这部分之所以这样设计是因为考虑到以下几点：
遵循绘本故事阅读步骤：整体感知-局部分析-再次整体呈现。
以问题串联的方式启发学生思考，理解故事内容。而问题的设置涵盖了文本问题、学科性问题和基于生活经验、拓展思维的问题。例如结合文本的问题how does Nicola feel?贯穿全文，既让学生有话可说，又能进行清晰的思考；学科性问题what is Nicola going to do?帮助学生初步理解使用了be going to 句型，并认读了短语go fishing, make an igloo, see polar bears; 而基于生活经验的问题why do granddad and Nicola talk quietly? 给了学生较大的思维空间，英语水平较好的孩子就会有精彩的回答。
整个故事的理解过程紧扣一条主线，即“主人公Nicola的情绪变化”。
为了更好地体验主人公的情绪变化、准确地理解故事内容，我将戏剧化演读贯穿始终。而演读展示采用了多种方式，既有全员参与的集体展示又有个性化的小组特色展示。