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德育目标：通过学习，使学生充分认识时间的重要性，让学生养成良好的作息习惯和培养学生珍惜时间的优良品质。
确立教学目标的依据：
以《英语课程标准》为理论依据，通过听、说、读、写四项基本语言技能的训练，激发学生的学习兴趣，帮助学生树立自信心和建立学习成就感，使他们在语言学习实践过程中发展综合运用能力。此外，根据教学内容，把培养学生的情感融化到日常教学当中。?
重点与难点：
（1）重点：
①词汇:time, what time, usually, get up, go to school, go home, shower, take a shower, do one’s homework, go to bed
②句型：What time do you usually get up??I usually get up at six o’clock/six thirty. What time does she/he usually get up??She/He usually gets up at six o’clock /six thirty.
（2）难点：What time does she/he usually get up??She/He usually gets up at six o’clock /six thirty.的正确运用。
确立重难点的依据：
根据本单元的教材内容，结合学生学习认知规律，确立重、难点。
二、说教法《英语课程标准》明确指出，基础教育阶段英语课程的任务是：“激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神”。按照这个理论指导，结合初中生的年龄特点和认知规律，针对这一课型，我主要采用任务型教学、直观教学、小组活动等教学方法，以学生为主体，强调学生的自主学习，鼓励学生大胆尝试，运用语言，并在语言使用过程中，学习新知识。在词汇教学方面，以图片和游戏呈现日常行为动词短语，达到直观联想的效果，对单词的记忆产生良好的作用。在句型教学方面，通过游戏竞猜、小组活动等方式，复现教学语言点，反复练习使用，达到熟练使用新句型。三．说学法：?1、学情分析
初一学生通过前阶段时间的学习，掌握所学单元的交际用语和单词，有了一定的语言能力，但对于本课未接触过的语言点，仍有待教师的指导，综合运用英语的能力还有待进一步的提高；本单元的中心话题与学生的生活密切相关，因此教师在教学过程中，应结合学生的实际情况，激发学生兴趣，让学生主动学习，学有所获。
2、学法选择
以《英语课程标准》理论为依据，教学本课时教师指导学生课前预习与人们日常生活起居相关的行为术语和时间的表达法；课内引导学生观察、模仿句型，师生、生生进行多维互动交流，构建语言结构。四．教学资源
教材，教师补充的录像和图片，多媒体设备。五．说教学过程StepActivitiesIntensions
Warming up and lead in
1. Play a game. Ask students to guess the phrases when they see the pictures.
2. Ask students to look at the pictures and answer the questions“What time do you...?”“When do you ...?”Lead into the topic and arouse Ss’ interest. Review the learned knowledge.
2. Pre-writing
Show them a chart of daily routine, then ask students to make sentences one by one. For example, I usually get up at 7:10...
2. Ask questions “Do you have a healthy life? Why ?” and make them answer the questions according to the chart.
3. Ask them to number these sentences in order to make a story about a daily routine and read the passage together.
To practice the learned sentences and let them understand what unhealthy life is.
Provide them with a passage to make them know how to write an article about their own daily life.Show them some pictures of Tom’s daily routine and ask students to ask each other “What time does he...?” “When does he...?”
2.Show them a chart of Tom’s daily routine, then ask students to make sentences one by one. For example, He usually gets up at 6:00...
3. Ask questions “Does he have a healthy life? Why ?” and make them answer the questions according to the chart.
4. Ask students to fill in the blanks according to the pictures and read the passage.
5. Finish the requirements. Underline the topic sentence, circle the timeline and underline the Simple Present.
To practice the key sentences by asking and writing. Let them understand what healthy life is.
To make students pay attention to the Simple Present in different ways.