Middle school geography lesson plan organizing five

The lesson plan is for teachers to carry out teaching activities smoothly and effectively, the lesson plan includes a brief analysis of the teaching materials and student analysis, teaching objectives, important and difficult points, teaching preparation, teaching process and exercise design and so on. Below to bring you some about middle school geography lesson plans to organize five, I hope to help you.

Junior High School Geography Lesson Plans Organized 1

Teaching Objectives

Knowledge Objectives

1. Know the main languages of the world, and remember the language with the largest number of speakers in the world (Chinese) and the language with the widest range of use (English).

2. Know the three major religions of the world and remember the religion with the largest number of believers.

Competency Objectives

1. Using a map, name the regions where the world's major languages are found and be able to express them in a table or other way.

2. Read the materials and name the main distribution areas of the three major religions of the world and their architectural features.

3. Give examples of different religious beliefs and cultural traditions in different countries and regions.

Emotional Objectives

To develop the concept of materialism and to understand and respect the differences in religious beliefs.

Key Teaching Points

1. To know the major languages of the world and to remember the most spoken language in the world (Chinese) and the most widely used language (English).

2. Know the three major religions of the world and remember the religion with the largest number of believers.

Teaching Tools

Courseware

Teaching Process

Introducing New Lesson:

Students, with the rapid development of China's economy and culture, we have more and more frequent exchanges with countries around the world. In order to strengthen friendly exchanges with the world, it is necessary for us to know something about the world's languages and religions.

Design intention: directly into the new lesson.

New teaching:

I. Languages of the world

Teacher inspiration: students think about it, we are now using what language? In addition to the language we use, can you say what other languages in the world?

Student Activity: Free speech to list the languages you know.

Design intention: to tap the students' existing knowledge and experience, and stimulate interest in learning.

Activity 1:

Guide students to read the textbook P73, paragraph 1, P74 Figure 4.12 "different languages" and reading materials "world languages know a lot". Independently complete the following questions:

① How many languages are there in the world?

② Which six languages are the most important languages in the world and the working languages of the United Nations?

③ Which language is the most spoken language in the world?

④Which language is the most widely spoken language in the world and is also an internationally recognized language?

Design intention: on the basis of students' self-learning, the teacher organizes students to speak freely and communicate with each other on the above questions as well as other languages they know. Make students broaden and deepen their knowledge and understanding of these issues.

Transition: in which parts of the world are these languages located? Please find them on the map.

Activity 2:

In groups, students read the map of the Distribution of Major Languages in the World and complete the table of activity questions at the end of the lesson.

Design intention: to develop students' ability to read the map and work in groups.

Second, the world's three major religions

Teachers: Earlier, we learned about the world's six major languages, so what are the differences in the religious beliefs of the world's people in different languages? Here we learn the world's three major religions.

Activity 1: Communicate the various information they have collected about religions, and get a preliminary understanding of the knowledge about religions.

Teachers through the classroom to provide text and picture information about the three major religions to supplement.

Teacher: Religion is a social and historical phenomenon, is a kind of spiritual support for people, it has a profound impact on people's lives, as well as the history and culture of many countries. We should all have great respect for believers. Can you name the differences between the three major religions? Are you religious? Are there religious people around you?

Students read the information and discuss it.

Design intention: through various activities, let students understand the emergence, influence and difference of religions, especially the characteristic architecture of the three religions.

Activity 2: Organize students to read the distribution map of the world's three major religions to find their distribution areas.

Summary: Religion has absorbed various cultures, folklore, economy, philosophy and many other elements of human society in the process of development. Therefore, the development of religion today can not simply be regarded as superstition, but should be seen as a cultural phenomenon, social phenomenon. People who believe in religion should not be discriminated against, but should respect the freedom of belief of believers and protect religion.

Design intention: to guide students to a correct understanding of religious beliefs.

The end: let the students summarize the main content of the study and talk about their feelings.

Design intention: to let students be the master of the classroom from the beginning to the end.

Middle School Geography Lesson Plan Organizer 2

Teaching Objectives

1, Knowledge and Skills: to know the situation of China's ethnic composition, to understand the customs and cultural characteristics of some of China's ethnic minorities, and to understand the policy of China's ethnic minorities and the characteristics of the distribution of ethnic groups.

2, process and method: the class through group cooperation, under the class through a variety of channels to collect the minority dress, customs and culture of the graphic material, and then organize, open up the horizons of our motherland to understand the richness of the national culture.

3, emotional attitude and values: to realize that our country is a united multi-ethnic country composed of 56 ethnic groups, to establish the correct view that all ethnic minorities are equal, respect each other, *** with the maintenance of the unity of the motherland

Teaching Key Points

Key points: the composition and distribution of the nationalities of our country and the characteristics of the national policy.

Difficulties: the customs and cultural characteristics of the major ethnic minorities.

Teaching Tools

Courseware

Teaching Process

A Introduction to the New Lesson

Video introduction (the video content of the multi-ethnic dance "Earth Spring Sunshine"), please watch a video.

(Narrator) Earlier we studied the number of people in China, the characteristics of the population distribution, just now you also watched the video, we know that in our vast country, not only live Han compatriots, there are many brother ethnic groups and our Han people live together in this big family. Today we will study: multi-ethnic family

Board: Section III multi-ethnic family

Second, the composition and number of ethnic groups

Carrying our multi-ethnic family in the end how many ethnic groups? Sheng (56) Please read the first paragraph of the text to answer the questions on the screen . Please ask the students to answer. Show the answer teacher summarizes: relative to the Han, the other 55 ethnic groups are in the minority in terms of population size, therefore, call the 55 ethnic groups other than the Han minority.

3 What are the ethnic minorities with a population of more than four million?4 The most populous ethnic minority is? (Lhoba)

Show the picture to summarize the knowledge.

Third, ethnic culture

Carrying teacher: students, please observe the RMB in your hands, in addition to Chinese characters, there are other words? Think about why this is? Compare the characters of the ethnic groups on the screen to see which ethnic groups' characters are on the RMB.

Student activity: cross-reference the characters. Mongolian Uyghur Tibetan Zhuang.

Carry over due to the geographical environment historical traditions and religious beliefs of the different ethnic groups in the clothing, food, housing, transportation, festivals, customs and other aspects of production and life are unique. Let me go into the ethnic village to enjoy their style.

Play pictures

Think: Why do some ethnic groups love -, some like to race dragon boats? Teacher: show the answer. Horseback riding is a daily necessity for people in the northern grasslands and pastoral areas, and the local area has good - conditions, and at the same time, through - activities can exercise and improve the skills of horseback riding, so the prevalence of -. The southern region of the warm and humid climate, more rivers, lakes and gulf waters, boats are important local traditional means of transportation, so people like to race dragon boats.

Fourth, the distribution of ethnic

Carrying over to understand the population composition of the 56 ethnic groups in our country and part of the culture of ethnic minorities, customs and habits, let's take a look at the distribution of ethnic groups in our country and how?

Please read the diagram of the distribution of ethnic groups in China on page 19 of the textbook.

Teachers and students *** with the summary of the regional distribution of China's ethnic groups are: Han Chinese throughout the country, mainly concentrated in the east and central. Ethnic minorities are mainly distributed in the southwest, northwest and northeast and other border areas, where the Han Chinese and various ethnic minorities live intermingled. There is hardly a county or city in China whose inhabitants are of a single ethnic group. This fully confirms that the distribution of ethnic groups in China is characterized by large mixed dwellings and small settlements. (Board)

V. China's Ethnic Policy

Carrying over China's ethnic minorities are mostly distributed in the border areas, so in the areas inhabited by ethnic minorities in China is how to manage it? This involves the question of ethnic policy. Ask students to read the textbook and answer my ethnic policy.

Junior Geography lesson plan organization 3

I. Say the textbook

1. The status and role of the content of this section in the textbook

This section of the textbook is a junior high school Geography, seventh-grade second book of the Western Hemisphere in the ninth chapter of the country focused on a country, its economic development process, social background, cultural characteristics Basically represents the development process and social status quo of Latin America, understanding that recognizing Brazil is the same as understanding Latin America. Brazil is the epitome of Latin America.

2. The editor's intention: to strive to close to the life of the method to help students perceive the world.

3. The main content and characteristics of the textbook:

(1) This section of the textbook to ethnicity as an entry point, inducing students to think about the distribution of the world's ethnic groups, but the Brazilian skin color is different from the world's three major ethnic groups, which leads to the epitome of the melting pot of the nation's content.

(2) After mastering enough basic knowledge, the textbook requires students to learn how to analyze Brazil's agricultural and industrial layout by applying the country's natural conditions, population distribution, historical background, economic development and other factors. The purpose is to cultivate students' ability to connect the practical.

(3) In the connection with the practical and close to life content, the textbook provides a large number of reading materials and pictures, to train students to understand Brazil from the intuitive point of view.

4. Key Points and Difficult Points:

Key Points: To understand the development of the Brazilian economy through the comparison of the differences in the economic structure between Brazil's past and present. Let students realize the impact of colonial rule on Brazil and the need for developing countries in today's world to establish a sound and independent economic system.

Difficulties: a. To enable students to understand the importance of preserving the rainforest.

b. The causes of tropical rain forests and the analysis of the reasons for the high volume of water in the Amazon River.

5. Teaching Objectives:

(1) Awareness Objectives:

a. To know that Brazil is the largest country in Latin America in terms of area and population b. To be able to state the environmental benefits of the tropical rainforests to Brazil, the purpose of its exploitation, and the environmental problems of its production.

c. Be able to state the geographic location, topographic divisions and main climatic features of Brazil.

d. Be able to state the characteristics of industrial and agricultural production in Brazil.

e. Be able to read a map and name the major cities and regions in Brazil.

(2) Ability Objectives:

a. Analyze the causes of the unique Latin culture.

b. Recognize the far-reaching impact of colonial rule on the composition of the Brazilian race and its politics, economy and culture.

c. Learn to analyze the causes of the Brazilian rainforest and, the reasons for the high volume of water in the Amazon River, and improve the ability to comprehensively analyze geographical issues.

d. Be able to initially analyze the problems and solutions brought about by the process of urbanization in Brazil.

(3) Emotional Objectives:

To cultivate students' love of science and enhance their awareness of environmental protection.

Second, said the students

Brazil is the kingdom of soccer, for most students is not very strange, modern media means advanced, students can find a variety of information through the Internet, newspapers, magazines to further understand Brazil.

First-year students are active, emotionally rich, strong desire for knowledge, eager to win, often with a strong sense of acceptance of knowledge - color, happy to contact the interesting perceptual knowledge, therefore, in teaching Brazil, we should use more interesting methods, more examples, more to show the real picture, to enhance the impression of the students.

Third, the teaching method

1. The combination of teaching methods

a. This lesson uses a variety of teaching methods such as conversation, reading, discussion, learning contests. Especially the learning competition can stimulate students' enthusiasm for learning and cultivate their multiple abilities. This section also uses the knowledge structure map method, so that students' geographic thinking with the teacher's explanation and step by step in-depth, and stimulate the imagination of students.

b. The whole lesson is mainly through the "learning as the main body, teaching as the lead, thinking and practicing the combination of" the idea of teaching, so that students independently and personally participate in the whole process of teaching and experiencing activities. Teachers pay attention to the appropriate guidance from shallow to deep, from simple to complex, students from the continuous demonstration of the observation of the problem, explore the phenomenon, solve the problem.

2. Teaching tools

The use of multimedia teaching will be some of the static information processing into sound, emotion, shape of the dynamic information, mobilize students multiple senses. Attract students' attention, stimulate students' excitement, arouse a strong desire to know, emphasize the key points, break through the difficult points. Increase the teaching capacity and improve the teaching effect.

3. Teaching aids

Multimedia courseware.

Fourth, the learning method

1. According to the teaching objectives, read the text quickly, grasp the whole, clear focus.

2. Make full use of multimedia resources to understand and memorize.

3. Connect theory with practice, combine with daily life experience, think positively and develop ability.

V. Lesson schedule: 2 hours

VI. Say teaching procedures

Teaching process:

Lesson 1: The main content is p.89-92 the epitome of the national melting pot and the development of industrial and agricultural powers in two sections.

Teaching objectives: 1, to understand the area of Brazil's population, economic level.

2, understand the geographic location of Brazil, topography and climate.

3. To understand the Brazilian ethnoculture, industry and agriculture.

Teaching focus: Brazil's natural environment and human conditions

Teaching. Difficulties: ① the location of Brazil, topography, climate rivers, vegetation and other natural geographic elements of the interrelationship.

② Brazil's economy, culture, and ethnography in relation to colonialism.

1, the introduction of the class design

According to the theme music of the World Cup soccer matches, the introduction of the topic: Chapter 9, Section 2 Brazil (version of the book), after which, the introduction of Hu - visit to Brazil, so that students realize the friendly relations between Brazil and China. Mainly to stimulate students' interest in learning, highlighting the main content of this lesson study.

2, students self-study, overall perception, focus on grasping.

Self-study 3 minutes, learning style free, requiring students to find as many problems as possible, find valuable questions, find out the answers, prepare for the competition and competition mention. The purpose is to cultivate students' geographic self-learning ability, independent analysis of problems, problem-solving ability and students' self-confidence, enterprise, sense of cooperation, sense of collective honor, team spirit and so on.

3, the teacher hosts, the question of competition and competition.

This activity is hosted by the teacher, students race to mention the problem, the teacher from the quantity and quality of the two aspects of the problem for the students to score, group competition, to determine the winner. The main purpose is to increase students' interest in geography and geography lessons. Activities, the teacher can find opportunities to insert the point of explanation, in the atmosphere of the students' interest, the teacher to play their leading role, emphasize the key points, breakthroughs in the difficult points.

4, summarize and consolidate, practice with the class.

The summary focuses on the synthesis, so that the knowledge of the system. The practice with the class is intended to consolidate the knowledge and skills learned in this lesson.

VII, the design of the theoretical basis: geography of the new curriculum standards put forward in the "change the way of geography learning" "to build a way of geography course" "learning results and the process of equal importance" "to find the flashpoints, to encourage self-confidence," and other basic concepts.

Eight, board design:

Chalk board and electronic board combined. Chalk board book using word board; electronic board book using structure. Chalk board book as follows." Coffee country", "ancient civilization", "soccer kingdom", "carnival country" four key words, basically reflecting the teaching content of the lesson, can cause students to think, deepen the understanding and memory of the text.

Middle School Geography Lesson Plan Organizer 4

The Weather

The subject of the seventh grade book, Chapter 4, Section 1, Weather

Lesson Type New Lesson

Requirements of the standard

● Distinguish between the concepts of "weather," and be able to correctly apply them. The concept of "weather" is distinguished and can be used correctly.

● Recognize common weather symbols and understand simple weather maps.

● Use examples to illustrate the impact of human activities on air quality.

Teaching Objectives

1. Knowledge and Ability Objectives

Know the difference between weather and climate and be able to use these two terms correctly in life. Initially recognize the relationship between weather and human activities;

Be able to identify commonly used weather symbols and read simple weather maps. (emphasis)

2, process and method objectives

through various ways to perceive the weather phenomena around them, and to form a geographic representation;

preliminary learning to form the concept of weather and climate based on the geographic information provided by comparing, generalizing and other thinking processes.

3, emotional attitude and value objectives

Through human activities and the impact on air quality and the importance of protecting the atmosphere analysis, enhance the awareness of environmental protection and, and gradually develop care for the environment behavior habits.

Teaching Mode

Goal Oriented Learning

Teaching Methods

Lecture Method, Activity Teaching Method, Group Cooperation Method, Role Playing Method

Preparation of Teaching Aids

Teaching Courseware

Preparation of Students

Watching CCTV Weather Forecasts

Reflection on Teaching

The fourth unit of Weather and Climate is the first time that we have studied the topic of weather and climate. p> Unit 4 Weather and Climate is an important part of the world's natural geography and occupies an important position in the textbook. Weather and life is the first lesson of this unit, mainly including weather and life, look at the map to recognize the weather, and make the sky bluer in three parts. Through the study of this lesson, students will understand the concepts and characteristics of weather and climate, how to describe the weather, commonly used weather symbols, and briefly analyze the relationship between weather and human activities. For the later changes in temperature and distribution, precipitation changes and distribution, the world's climate types, factors affecting the weather, human activities and climate learning to lay a solid foundation.

According to Piaget's theory of cognitive development, first-year students are located in the stage of cognitive development of specific operations (seven to eleven or twelve years old), with a certain amount of dependence on concrete things or images of logical thinking ability, is an important stage of intellectual development and ability to cultivate. Students are always aware of the changes in the weather and its impact on their lives, and they have also learned some weather proverbs through other subjects in elementary school.

In this lesson, I mainly used the lecture method, activity teaching method, role-playing method and other teaching methods. Considering that geography is a new subject for first-year students, according to the cognitive characteristics of students, in the teaching process

The main method of teaching, supplemented by other methods. In addition, it is also designed to provide students with the opportunity to experience and understand the concepts and basic principles of geography in the process of activities, and to learn some basic skills and abilities.

This lesson I used multimedia teaching tools, designed a teaching courseware. Multimedia intuition and interactivity, can help students understand the more abstract geography, so as to better highlight the key points, break through the difficult points, but also to give students full learning space, so that students really become the main body of learning.

According to the characteristics of the age group of students and learning content, the use of group cooperative learning, inquiry learning, role-playing and other learning methods, so that students through their own thinking activities and experience to obtain knowledge, and cultivate students to raise questions, analyze problems, problem-solving skills and the ability to cooperate and communicate.

Board Design

Simple weather symbols, satellite cloud charts

Concepts and differences between weather and climate

Elementary Geography Lesson Plan Organizer 5

The Natural Environment

Teaching Objectives

1, use maps to summarize the characteristics of the terrain, climate and water system of a continent, and briefly analyze their interrelationship.

2, through the initial mastery of the use of topographic maps and topographic sections, learn to summarize the characteristics of the two continents terrain and rivers.

Teaching points

Focus: the topographic characteristics of Asia and North America

Difficulties: the impact of topography on the flow of rivers

Teaching tools

classroom

Teaching process

1, show "Asian topographic map".

2. Instruct students in basic map reading methods, observe the land height and sea depth table. Combined with the map to determine the colors under the different charts represent what terrain. Let's recognize some major terrain areas and describe their locations and approximate elevations.

Please ask different groups of students to start a race to answer, enhance the sense of cooperation within the group, and active atmosphere.

3. Students check the map and discuss the geographical location and elevation of each place.

Guide: According to the above map reading and analysis from the location and elevation considerations, the topographic features of Asia

Board: the terrain is very undulating, the middle is high and surrounded by low, the ground in Asia has a lot of ups and downs, the terrain of the middle is high and surrounded by low.

4. Introduce the topographic profile.

(show the Asian continent along the 30 degrees north latitude topographic profile and North America along the 40 degrees north latitude topographic profile)

Observe the difference between the two maps:

Students read the map summarized: Asia in the east-west direction on the terrain shows great ups and downs, the middle of the high, the two sides of the low characteristics. And North America in the east-west direction terrain east-west high center low.

Rivers are another important factor that make up the autothermal environment.

1. Identify several large rivers on the map, with many long rivers, and observe where they are located, where they flow, and the oceans into which they flow.

2. Summarize the characteristics of the great rivers of Asia in their distribution.

Board: affected by the terrain, Asia's terrain in the middle of the high and low around the decision of the rivers originated in the central mountains, radial distribution around.

The influence of the topography of North America on the flow of rivers.

North America is low in the center, but high in the north and low in the south. The main stem of the Mississippi River is flowing from north to south, the east and west of the terrain is high, so the Mississippi River system originates from the two sides of the plateau mountains.

What are the main climates in Asia?

Students look at the map to answer: name the main types of climate in Asia, and recognize the complexity and diversity of the climate in Asia.

Why is Asia's climate complex and diverse?

Guide students to explain the reasons for the complexity and diversity of the climate in Asia in terms of location, extent, topography, etc.

Analyze the climate in Asia.

Analyze the causes of the characteristics of the Asian climate, the characteristics of the Asian monsoon climate and its impact on agriculture

Causes: influenced by the location of latitude and the location of the sea and land. Weak summer winds bring less water vapor from the ocean and less precipitation. If there is too little, drought may develop. Strong summer winds bring more water vapor from the ocean and more precipitation. If there is too much, floods may form.

Asia across the cold, warm, hot three belts, the climate is complex and diverse, monsoon climate is significant and temperate continental climate is widely distributed.

2, Asia's most widely distributed type of climate - temperate continental climate, another feature - continental climate is widely distributed (far from the ocean, deep into the continents within the continent)

3, the monsoon climate is unique to Asia's climate type and wide distribution, another feature of the Asian climate, the monsoon climate The seasonal distribution of precipitation and the inter-annual variability of precipitation for the three monsoon climates are significant.

Analysis and conclusion: the complexity and diversity of climate, monsoon climate is significant, temperate continental climate is the most widely distributed.

Transition: Why is the climate so complex? What are the main factors affected?

(a few cities in Asia {previously} as an example, prompted by the recall of the last book learned "the main factors affecting the climate" knowledge, guiding students to summarize the relationship between climate and location and climate and topography, the relationship between terrain)

Summary: factors affecting the climate of Asia, in addition to latitude and sea position, but also the terrain and other factors, the climate is not only the most complex, the climate is the most complex.

Teach students to analyze the impact of monsoon precipitation on agricultural production.

In conjunction with the activity, students will be guided to recognize the distribution of climate and the main types of climate in North America by reading the "Climate Types of North America Map". Compared with Asia, North America is slightly smaller across the latitude range, high mountain plateaus throughout the two parts, because the mountains also show a complex and diverse climate, temperate continental climate is widely distributed, but the northwest coast of North America has a narrow distribution of temperate oceanic climate.

Summary of the lesson

The main content of this lesson to learn the types of climate in Asia and North America, climate characteristics, guiding students to recognize the impact of monsoon climate on agricultural production.

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