Lecture Notes of America, the Second Volume of Geography in Grade Seven

As an excellent teacher, he is usually asked to write a lecture, which plays a vital role in preparing the lecture. How to concentrate the lecture notes? The following is the lecture notes of my seventh grade geography book "America". Welcome to reading. I hope you will like it.

Lecture notes on the second volume of the seventh grade geography "America" 1 First of all, talk about the teaching materials.

This section is selected from the first section of Chapter 9 of the seventh grade of People's Education Publishing House, and mainly tells about the racial and demographic characteristics of the United States and the agricultural and industrial situation in the United States. Chapter 9, as the content of regional geography, directly explains the countries in the Western Hemisphere. The United States is a superpower in the world today, and it is in a leading position in many fields such as economy, science and technology, and military affairs. Therefore, the United States has great learning and research value.

Second, talk about learning.

The teaching object of this section is junior one students, who are interested in new things, curious but unstable. Therefore, it is necessary to create situations in teaching to attract students' attention and interest, so as to actively participate in the classroom. Before studying this section, students have already learned the knowledge of regional geography such as Japan and the Middle East, and have a certain understanding of the methods of learning regional geography, and have the basic ability to read maps and analyze and summarize geographical information. However, due to the shallow experience and narrow knowledge of junior one students, the level of seeing problems needs to be further improved.

Third, talk about teaching objectives.

Knowledge and skills

1. Look at the picture and tell the geographical location and territorial composition of the United States.

2. According to the data, tell the racial and demographic characteristics of the United States and their reasons.

3. Be able to tell the terrain, climate and characteristics of rivers and lakes in the United States.

4. Understand the distribution and characteristics of American industry.

Process and method

1. Use maps and other materials to analyze the relationship between specialization and natural conditions in American agricultural areas and understand the agricultural development in the United States according to local conditions.

2. Use data to illustrate the role of high-tech industries in the economic development of the United States.

3. By comparing and summarizing the collected geographical information about the Middle East, some geographical concepts are formed.

Emotional attitudes and values

1. Enhance national pride by understanding Chinese people's sharing of American prosperity.

2. Cultivate the concept of racial equality by understanding the problems existing in American races.

Fourthly, the importance and difficulty of teaching.

focus

1. The distribution of agricultural belt (area) in the United States and its relationship with natural conditions, and understand the example of developing agriculture in the United States according to local conditions.

2. The present situation of developed industries in the United States and the role of high-tech industries in the economic development of the United States.

difficulty

1. According to the data, tell the racial composition and demographic characteristics of the United States and their reasons.

2. Use maps and materials to understand the agricultural development of the United States according to local conditions.

Verb (abbreviation for verb) talks about teaching methods.

Teachers are the developers of curriculum resources and the diggers of students' potential. The new curriculum standard requires teachers to change traditional ideas and use teaching materials creatively, so that the life and experience of teachers and students can enter the teaching process. Therefore, I mainly adopt the following teaching methods in this class: creating situational method, autonomous learning, cooperative inquiry and group discussion.

Sixth, talk about the teaching process.

Using multimedia courseware to perceive countries in the western hemisphere.

Let students appreciate the natural scenery in the western hemisphere and get a preliminary understanding of the economy and people's life in the western hemisphere. The courseware stays on the picture of America and introduces a new lesson: Let's follow the camera into the other half of the world-the Western Hemisphere. Today, we have entered the world superpower-the United States.

First of all, know the position of the United States

Multimedia presentation questions:

1. Check the map of the United States in the world and find out its composition. After the teacher's comments, add information about Alaska and Hawaii. )

2. What oceans and countries is the United States close to? Describe its location.

According to the division of continents, which continent does the United States belong to? (Supplementing the division method of Latin America)

4. According to the hemisphere, what hemisphere does it belong to?

Students teach themselves, communicate at the same table, and the whole class sends a representative to answer questions on stage. Teachers encourage students and give timely guidance. After the comment, the teacher draws a knowledge tree on the blackboard with blackboard writing to help students understand the location of the area from what aspects. The trunk is marked with location, and the branches are marked with land and sea location, latitude location, continent location, hemisphere location and relative location.

Second, experience different roles and tell the characteristics of immigrant countries.

1, multimedia show "Busy people on the streets of American cities", so that students can intuitively feel that there are many races, and then according to the pie chart of ethnic composition, they know that whites are in the majority. They are not passers-by, but most of them are permanent residents of the United States. Explain to the teacher and play the animation of people with different skin colors moving to the United States. I deeply and intuitively realize that the United States is an immigrant country. That is, most of China's population is immigrants. Immigrants, on the other hand, are people who leave their hometown for various reasons, move to other countries to settle down and join the nationality of that country. Supplementary explanation to avoid conceptual confusion.

Next, let the students say, "Where are you from?" According to the preparation before class. Let's compare who has contributed more. "

Before class: Divide the class into four groups, representing different people: Indians, China, whites and blacks. Each group has two student speakers sitting in front and organizing groups to collect data before class. The students in the back are think tanks to help the delegates collect information. Students prepare materials such as the story of Chinatown, Chinese-founded enterprises, the spread of Jeet Kune Do in Bruce Lee, and Native Americans. President Washington, Michael Jordan and other pictures and written materials. Interest is the best teacher, trust students and give them space to show. )

Class: Students dress themselves up as different people's clothes and role-play by using the decorations in their lives. Students can also use courseware to show and explain. Role-playing has experienced the contribution of different races to the development of American society.

Through the above activities, the students are integrated into the role and feel that they have really made great contributions, full of confidence and full of energy. The teacher took the opportunity to show another set of materials. For example, Indians were driven to live in "reservations" in mountainous areas. Black people were unreasonably asked to give up their seats to white people. China people and dogs are not allowed in. Tell a joke "Black Americans". Question: What social phenomenon does it reflect in the United States? How do you feel? Arouse students' correct understanding of American human rights. )

Based on the above feelings, a virtual activity is finally designed, with the theme of anti-racial discrimination activities. The knowledge trap is answered first, and the successful answer can virtually raise funds.

Lecture notes on "America" in the second volume of geography for the seventh grade 2. Oral materials

"America" is the content of the first section of chapter 9 in the second volume of the seventh grade of junior high school geography education edition. The theme of this chapter is the countries in the Western Hemisphere. The western hemisphere includes North America and South America. Generally speaking, Canada and the United States are called North America and America south of the United States. Because the common language belongs to Latin, it is called Latin America. As the largest economy in the world, the United States is one of the most important countries in the world. It is of great significance to learn this knowledge and lay a good foundation for later study.

Second, talk about learning.

Junior high school is a key age for intellectual development, and students' logical thinking develops rapidly. Junior high school students are active, curious and clever. It is necessary to grasp the characteristics of students, actively adopt vivid and diverse teaching methods and students' extensive and active learning methods, which will certainly stimulate students' interest, effectively cultivate students' ability and promote their personality development.

Third, the teaching objectives

Knowledge and skills goal: be able to point out Alaska, Hawaii and their native parts.

Process and Method Objective: To compare the basic characteristics of traditional industries and emerging industries in the United States with maps and materials, and to understand the experiences and lessons of industrialization and natural resources development and utilization in the United States.

Emotional attitude and values goal: students have improved their curiosity about geography and their interest in learning geography.

Four, the focus and difficulty of teaching

Focus: the territorial composition of the United States and the comparison between traditional industries and emerging industries.

Difficulty: analyze the experience and lessons of the United States in the development and utilization of industry and natural resources.

Verb (abbreviation of verb) teaching method and learning method

Teaching methods: According to the teaching contents, objectives, teaching characteristics and related teaching rules of geoscience, the methods of reading pictures, intuitive teaching and discussion method are mainly adopted.

Speaking and learning method: The new geography curriculum standard advocates independent, exploratory and cooperative learning methods, fully respects students' dominant position, and stimulates students' initiative and creativity. Therefore, the teacher must be the classroom guide, create rich teaching situations, stimulate students' interest and motivation, guide students to question and seek reflection.

Sixth, the teaching process.

(A) the introduction of new courses

Introduce this lesson by direct introduction: show the American flag and ask "which country's flag is this?" Keep asking: How much do students know about America? Starting today, we will set foot on this beautiful and rich land in the western hemisphere.

(B) new curriculum teaching

1 Let the students read the text by themselves and underline what they think is important. Then ask the students to answer the name of the American flag, the meaning of the star zone and the stripe zone.

Summary: The territory of the United States consists of 48 native states,/kloc-0 special zones and 2 overseas.

Students read the textbook by themselves, and think through the analysis, discussion and summary of the statistical chart: What is the economic development of the United States? We can think from the perspective of total industrial and agricultural output value and foreign trade.

Students sum up their views, the teacher added: the general economic situation in the United States can be divided into two levels: one is the gross industrial and agricultural output value at home, and the other is foreign trade. Three main points: first, the total output value of industry and agriculture has always ranked first in the world; Second, the country with the largest foreign trade in industrial and agricultural products and the largest export trade volume; Third, the country that imports the most cars, oil and textiles in the world.

Understand the industrial characteristics of the United States through the teacher's explanation.

On the one hand, the output of major industrial products ranks first in the world, on the other hand, the research and development of new technologies ranks first in the world. This shows that the United States is still the country with the strongest economic strength and technical strength in the world. This paper introduces the competition between "sunset industry" and emerging industries in the United States, and points out three major industrial zones in the United States.

(III) Summary and homework

This class mainly studied the agricultural and industrial situation in the United States and learned about the geographical location of the United States. Please collect relevant information about the United States after class, and combine what you have learned in this class to think about why the United States is a world economic power.