Seventh Grade Geography Volume 2 "America" ??Lecture Notes

As an outstanding faculty member, you are usually required to write a lecture script. The lecture script is a manuscript for preparing lectures and plays a vital role. How to highlight the key points in the lecture notes? The following is the textbook "America" ??for the second volume of geography for seventh graders that I carefully compiled. You are welcome to read it. I hope you will like it. Lesson Notes on "America" ??in Volume 2 of Geography for Grade 7 1

1. Textbook

The content of this section is selected from the first section of Chapter 9 of Volume 2 of 7th Grade Geography published by People's Education Press. It mainly talks about The racial and demographic characteristics of the United States, as well as the agricultural and industrial conditions of the United States. As the content of regional geography, Chapter 9 explains the countries in the Western Hemisphere straight to the point. The United States is the superpower in the world today. It leads the world in many fields such as economy, science and technology, and military. Therefore, the United States has a strong value for learning and research.

2. Talking about learning

The teaching objects of this section are first-grade students. They are easily interested in new things and have strong curiosity, but they are unstable. Therefore, it is necessary to create situations in teaching to attract students' attention and interest, so that they can actively participate in the classroom. Before studying this section, students have studied regional geography knowledge such as Japan and the Middle East, 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 of first-year junior high school students, , narrow knowledge and other factors, the level of viewing problems needs to be further improved.

3. Teaching objectives

Knowledge and skills

1. Read the map to describe the geographical location and territorial composition of the United States.

2. Based on the data, describe the racial and demographic characteristics of the United States and their causes.

3. Be able to describe the topography, climate, river and lake characteristics of the United States.

4. Understand the distribution and characteristics of American industry.

Process and Methods

1. Use maps and other materials to analyze the relationship between the specialization of agricultural areas in the United States and natural conditions, and understand the agricultural development of the United States based on local conditions.

2. Use data to explain the role of high-tech industries in U.S. economic development.

3. Use the collected geographical information about the Middle East to form some geographical concepts through thinking processes such as comparison and generalization.

Emotional attitudes and values ??

1. Enhance national pride by understanding the Chinese people’s contribution to the prosperity of the United States.

2. Cultivate the concept of racial equality by understanding racial problems in the United States.

4. Teaching emphasis and difficulty

Key points

1. The distribution of agricultural zones (regions) in the United States and their relationship with natural conditions, and understanding of the development of agriculture in the United States according to local conditions instance.

2. The current status of the developed industry in the United States and the role of high-tech industries in the development of the U.S. economy.

Difficulties

1. Based on the data, tell the racial composition and demographic characteristics of the United States and their causes.

2. Use maps and information to understand the agricultural development of the United States based on local conditions.

5. Teaching methods

Teachers are the developers of curriculum resources, and teachers are the explorers of students' potential. The new curriculum standards require teachers to change traditional concepts, use teaching materials creatively, and let the lives and experiences of teachers and students enter the teaching process. Therefore, I mainly use the following teaching methods in this class: creative situation method, independent learning method, cooperative inquiry method, and group discussion method.

6. Teaching process

Use multimedia courseware to understand the countries in the Western Hemisphere.

Let students appreciate the natural scenery of the Western Hemisphere and gain a preliminary understanding of the economy and people's lives in the Western Hemisphere. The courseware stays on the picture of the United States and introduces a new lesson: let us follow the camera lens into the other half of the earth--the Western Hemisphere. Today let's go into the world's superpower----the United States.

1. Understand the location of the United States

Multimedia presentation questions:

1. Check the location map of the United States in the world to find out its composition. (Add information on Alaska and Hawaii after the teacher’s comments.)

2. Which oceans and countries are the United States adjacent to? Describe its location.

3. According to continental classification, which continent does the United States belong to? (Supplement the division method of Latin America)

4. In terms of hemisphere, which hemisphere does it belong to?

Students study on their own and communicate at the same table. The whole class sends a representative to the podium to answer the questions by pointing to the pictures. The teacher encourages the students and gives timely guidance. After the review, the teacher used blackboard writing to draw a knowledge tree on the blackboard to help students understand how to understand the location of the area. The trunk is marked with "position", and each branch is marked with "sea and land position", "latitude position", "continent position", "hemisphere position", and "relative position". (It is better to teach a man to fish than to teach him to fish)

2. Divide into role-based experiences to tell the characteristics of the immigrant country.

1. The multimedia display "busy figures of people on the streets of American cities" allows students to intuitively feel that there are many races, and then form a pie chart based on race to know that the majority of people are Caucasian. They are not temporary travelers, most of them are permanent residents of the United States. While the teacher explains, the animation of people of different skin colors moving to the United States from around the world is played. I deeply and intuitively understand that the United States is a country of immigrants. That is: the majority of the country's population are immigrants. Immigrants are people who leave their hometown for various reasons to settle in other countries and become nationals of that country. Additional explanation to avoid confusion.

2. Next, let the students carry out the activity "Tell me, where are you from? Compare, who has made the greater contribution" according to the pre-class preparations.

Before class: Divide the whole class into four groups, representing different people: Indians, Chinese, whites, and blacks. Each group has two student representatives sitting in the front, and the group is organized to collect information before class. The students in the back are think tanks assisting representatives in gathering information. Students prepare information such as the story of Chinatown, businesses founded by Chinese, the spread of Bruce Lee's Jeet Kune Do kung fu, and the indigenous Indians in the United States. President Washington, Air Jordan and other pictures and text materials. (Interest is the best teacher. Believe in students and give students space to show off.)

In class: Students use the decorations in life to dress themselves up as different people and perform role-playing. Students can also use courseware to demonstrate and explain at the same time. (The role play allows them to experience the contributions that different races have made to the development of American society)

Based on the above activities of making greater contributions, students have integrated themselves into the roles and feel that they have really made a lot of contributions. Great contribution, confidence, high mood. The teacher took advantage of the situation to show another set of information. 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. Chinese people and dogs are not allowed to enter. Tell a joke about "Blacks in America". Ask: What social phenomenon does it reflect in the United States? What do you think? (To arouse students' correct understanding of human rights in the United States.)

Based on the above emotions, a virtual activity was finally designed, with the theme of anti-racial discrimination activities, knowledge trap quizzes, and successful quizzes to raise funds virtually. "America" ??Lesson Notes for the Second Volume of Geography for Seventh Graders 2

1. Teaching Materials

"America" ??is the content of the first section of the ninth chapter of the second volume of the seventh-grade Geography edition of the Junior High School Geography People's Education Press . The subject of this chapter is the countries of the Western Hemisphere. The Western Hemisphere includes North America and South America. Canada and the United States are generally called North America. The American region south of the United States is called Latin America because the common language is Latin. As the world's largest economy, the United States is one of the most important countries in the world. Learning this knowledge is of great significance and lays a good foundation for subsequent learning.

2. Talk about learning

The junior high school stage is a critical age for intellectual development, and students’ logical thinking develops rapidly. Junior high school students are active, curious and well behaved. We must grasp the characteristics of students and actively adopt vivid and diverse teaching methods and students' extensive and active participation learning methods. This will surely stimulate students' interest and effectively cultivate students' abilities. Promote students' personality development.

3. Teaching Objectives

Knowledge and Skill Objectives: Be able to point out the territorial components of Alaska, Hawaii and the mainland.

Process and Method Objectives: Be able to use maps and data to compare the basic characteristics of traditional and emerging industries in the United States, and understand the experiences and lessons of the United States in industrialization and the development and utilization of natural resources.

Emotional attitudes and values ??Goal: Students improve their curiosity about geography and their interest in learning geography.

4. Teaching Focus and Difficulties

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 industry and the development and utilization of natural resources.

5. Teaching and Learning Methods

Lecture method: According to the teaching content objectives, geography teaching characteristics and related teaching rules, the picture reading method and intuitive teaching method are mainly adopted. and discussion-based teaching methods.

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

6. Teaching process

(1) Introduction of new lesson

Use the direct introduction method to introduce this lesson: show the American flag and ask: "Which one is this?" The country’s flag?” Continue to ask: How much do the students know about the United States? Starting today, we will set foot on this beautiful and fertile land in the Western Hemisphere.

(2) New course teaching

1. Let students read the text content by themselves and mark down the knowledge that they think is the key point. Then ask the students to answer the questions about the names, stars and stripes of the American flag.

Summary: The territory of the United States consists of 48 continental states, 1 special district, and 2 overseas territories.

2 Students read the textbook content by themselves and think about it by reading statistical charts, analyzing, discussing, and summarizing: What is the economic development situation of the United States? They can think from the perspective of gross industrial and agricultural production and foreign trade. .

The students summarized their opinions, and the teacher added: The economic overview of the United States can be divided into two levels: one is the total domestic industrial and agricultural output value, and the other is foreign trade. Three key points: first, the total industrial and agricultural output value has always ranked first in the world; second, it is the country with the largest number of foreign trade industrial and agricultural products and the largest export trade volume; third, it is the country that imports the most cars, petroleum, and textiles in the world.

3. Understand the industrial characteristics of the United States through teacher explanations

On the one hand, the output of major industrial products ranks among the top in the world; on the other hand, the research and development of new technologies ranks among the world's leaders. . This shows that the United States is still the country with the strongest economic and technological power in the world. Introduce the competitive status of "sunset industries" and emerging industries in the United States, and point out the three major industrial areas in the United States.

(3) Summary and homework

This class mainly studied the agricultural and industrial conditions of the United States, and gained an understanding of the geographical location of the United States. Ask students to collect relevant information about the United States after class, and combined with the knowledge learned in this lesson, think about why the United States is the world's largest economic power.