Geography lesson plan for second grade junior high school, Hunan Education Edition

Part 1

"Northwest Region" Lesson Plan

Teaching Objectives

1. Knowledge and Skills

Use Students will understand the scope of the Northwest region, the location of the main areas, major terrain areas, major mining areas and industrial cities, and the distribution of major railway lines; enable students to understand the natural characteristics of the Northwest region, which is dominated by drought, and its impact on agricultural and animal husbandry production. influence.

2. Process and Methods

Through the ability to read, use and draw pictures, we summarize the natural characteristics of the northwest region - drought, and analyze the impact of drought-dominated natural characteristics on agriculture. Impact on livestock production.

3. Emotional attitudes and values ??

By telling about the rich natural resources, vast territory and numerous pastures in this area, we can see that the development prospects of agriculture and animal husbandry in this area are very good, so as to educate students Education that loves the frontier inspires students’ determination and confidence to develop the frontier and build the motherland. Teaching focus

Analyze the natural characteristics, mainly drought, and their impact on agricultural and animal husbandry production.

Teaching Difficulties

Analyze the natural characteristics, mainly drought, and their impact on agricultural and animal husbandry production.

Teaching methods

Cooperative inquiry method, explanation method

Pre-class preparation

Courseware, pre-class study plan

One Class Period

Teaching Process

1. Introduction of New Lessons

Teacher: We *** in the last class We have learned about the northern region. Now, please enjoy the landscape map of a certain region. (Display courseware) Please think: Do you know which region of our country this is? Is it the same as the partitions we have learned? Why is there such a scene? Today, we’re going to learn about the Northwest Territories. (Use the "Xuele Teachers and Students" APP to take photos to show the results collected by students in class. Display them in the "Teaching" activity.)

2. Learning new lessons

Teacher: Invite classmates Guys, look at the courseware map of the northwest region.

Thinking: Who can point out the scope of this region and the geographical boundaries, as well as the provinces and adjacent countries included, and then summarize the location and characteristics of this region? (Guide from different angles of latitude, land and sea, and relative position.)

Summary: The northwest region is located in the northern and northwest borders of my country. It is an inland area and is far away from the sea. The further west it becomes, the further away from the sea it becomes.

Teacher’s question: This area is deep inland and far from the ocean. What impact does this have on the precipitation in this area?

Student answer: There is less precipitation. The further away from the ocean, the less precipitation there is. That is, the farther west you go, the less precipitation there is.

Map reading guidance: Instruct students to use the "China Annual Precipitation" map in the atlas to further explain the distribution of precipitation in this region: it is 400 mm in the eastern part of Inner Mongolia, and gradually decreases to 200 mm or even less than 50 mm in the west. . Therefore, drought has become the main natural environmental feature of this area.

Think about it: In addition to the location of the sea and land, what else can affect the penetration of water vapor into the northwest inland? (Topography) What are the main terrain areas in this area?

Read the picture: Ask students to find in the picture: Inner Mongolia Plateau, Tarim Basin, Junggar Basin, Tianshan Mountains, Turpan Basin, and Taklimakan Desert. Explain what is the main terrain of the local area?

Division: The main terrain areas in this area include the Inner Mongolia Plateau, Tarim Basin, Junggar Basin, etc. The Inner Mongolia Plateau has a flat and open terrain, and wind erosion is significant in the west. Strange-shaped wind-eroded castles, wind-eroded mushrooms, etc. are formed on the Gobi Desert. In the middle of the Talisen Basin, there is the Taklimakan Desert, the largest desert in my country, and rolling new mountains can be seen everywhere in the desert area. Moon-shaped dunes. It can be seen that the terrain of the northwest region is mainly plateau and mountainous.

Question: Please look for the main mountains and basins in Xinjiang on the topographic map, and tell us what are the salient features of Xinjiang’s terrain?

Board diagram: A schematic diagram of "three mountains and two basins" in Xinjiang (the teacher draws on the blackboard and instructs the students to draw on the books).

Fingerprint explanation: The terrain of Xinjiang is like the right half of "Xinjiang" - "纺". The three horizontal lines from north to south represent the Altai Mountains, Tianshan Mountains and Kunlun Mountains in sequence, and the two "fields". ” represent the Junggar Basin and the Tarim Basin respectively. Forming the topographic structure characteristics of "three mountains sandwiched by two basins", the Tianshan Mountains lie between the Tarim Basin and the Junggar Basin.

Show a slide: Distribution map of grasslands and deserts in the northwest region.

Question: How does the surface vegetation in this area change from east to west? Why?

Answer: From east to west, the surface vegetation is generally grassland, desert grassland, and desert.

Picture description: The Hulunbuir Grassland in eastern Inner Mongolia has slightly more precipitation in summer, rich water and grass, and flocks of horses, cattle and sheep. In the two major basins of western Inner Mongolia, the Hexi Corridor of Gansu, and Xinjiang to the west of the Helan Mountains, due to less and less precipitation, the grassland on the grasslands has become shorter and sparse, and has gradually turned into a desert.

Map reading: Find the Tarim River on the "Location and Topographic Map of Northwest China". What are the characteristics of the rivers and lakes in this area?

Division: There are few rivers in this area, and most of them are inland rivers, the longest of which is the Tarim River. Most of the lakes are endorheic lakes. It is in sharp contrast to the "water town and Zeguo" in the south.

The reason is that it is located deep inland, with little precipitation and strong evaporation, so rivers are rare and the amount of water is small. There are many deserts and Gobis along the river, and a large amount of water evaporates and leaks, so the water volume becomes less and less. Most of the water downstream disappears in the desert or flows into inland lakes, and cannot flow into the ocean.

Thinking: Some people say that water is more valuable than gold in the northwest region. Do you agree? Why?

Teacher: Because of the arid climate in this area and how scarce water is, water plays a vital role in human production and life. As far as agriculture is concerned, water resources have become the primary factor restricting agricultural development.

Question: What kind of agriculture is mainly suitable for development in the northwest region? (Animal husbandry)

Thinking: If you are a farmer in the Inner Mongolia Autonomous Region and want to build an animal husbandry base, where do you think it is more appropriate to build it? Can you draw it on the picture? Where else can we build an animal husbandry base?

Display projection: What changes occur in the vegetation from the foothills to the top of the mountain? How to utilize the pasture resources here? Is the mountain a winter pasture or a summer pasture? Why? This is the mountain pasture in the Tianshan Mountains of Xinjiang. Due to water and heat conditions, the distribution of pastures has the characteristics of vertical distribution.

Question: In addition to developing animal husbandry, what other types of agriculture can be appropriately developed in the northwest region? (Planting industry)

Water is one of the basic natural conditions for agricultural development. In the northwest, atmospheric precipitation is unlikely, so where does the water come from? Could you please help find water and imagine where agricultural areas might be located? Why?

Teacher: Yes, everyone has a good vision. In the Hetao Plain and Ningxia Plain, water from the Yellow River can be diverted for irrigation. Because of the water, it has developed into a green space with rich products, so it is known as "Jiangnan beyond the Great Wall." ".

Question: Where else can agriculture be developed? How to solve the water problem?

Teacher: In summer, because the temperature is high in summer, the ice and snow melt.

Question: So, how to use groundwater?

Display projection: introduce the principle of karez.

Teacher: Qanat is really a good way to protect irrigation, save water and prevent evaporation.

Summary: To develop agriculture in the northwest region, water irrigation is necessary. So this kind of agriculture is called "irrigated agriculture". Teacher: There is a popular saying in the northwest region: sparrows and peacocks fly southeast. What does this mean?

If you want to develop the northwest, you must have a global perspective, and the way out for world development is nothing more than industrialization. How can we embark on the road of industrialization? Let us find the advantages of development in the northwest region.

Display: Mineral resources, major cities, and transportation distribution maps in the northwest region.

Question: What does the northwest region rely on to develop its economy? What are the characteristics of industrial distribution? What is the traffic situation in the northwest?

Students answered.

Summary: The northwest region is rich in mineral resources. In recent decades, relevant industries have been vigorously developed using the resources and unique geographical environment characteristics of the region, and transportation conditions have also been greatly improved.

Display pictures: Pictures about desertification, grassland degradation, and animal killing in the northwest.

Transition: However, the northwest region has an arid climate, widespread deserts, and a relatively fragile ecological environment. So, what issues must be paid attention to in resource development?

Student: Protection of the ecological environment.

3. Class Summary

In this lesson we will learn that the northwest region is an arid region. It is located in the northern and northwest frontiers of our country. It is deeply inland and its terrain is dominated by plateaus and mountains. ; Rivers are rare and there are many internal rivers. Agriculture is dominated by animal husbandry. The northwest region is also rich in mineral resources, but when we develop them, we must protect the ecological environment.

IV. Classroom exercises

1. The _______ desert covering an area of ????my country is located in the _______ area among the four major geographical regions in my country.

2. The terrain of the northwest region is dominated by _______ and _______.

3. The most significant natural features of the Qinghai-Tibet region are _______ and _______.

4． Among the four major pastoral areas in my country, those located in the northwest are _______ and _______. Located in the Qinghai-Tibet region are _______ and _______.

5． The livestock breeds in the Qinghai-Tibet area include _______, _______, and Tibetan goats.

5. Operation layout

What is the main terrain in the northwest region?

6. Blackboard writing design

Northwest region

1. Arid land

1. Location and scope - located in northern my country and Northwest frontier, deep inland

2. Terrain - mainly plateaus and mountains ("three mountains sandwiched between two basins")

3. Surface landscape (from east to west) : Grassland - Desert Steppe - Desert

4. Rivers are rare and many inland rivers

2. Agriculture - mainly animal husbandry

1. Mainly Animal husbandry bases: Inner Mongolia pastoral areas, Xinjiang mountain pastoral areas

2. There is little planting industry, and it is irrigated agriculture (Ningxia Plain, Hetao Plain, Xinjiang desert oasis)

3. Mineral resources Rich in: (Xinjiang) oil and natural gas; (Gansu Jinchang) nickel mine; (Inner Mongolia) coal

IV. Fragile ecological environment

Chapter 2

Chapter Chapter Five: China’s Geographic Differences

Section 1: Division of Four Major Geographic Regions

Teaching Objectives

Knowledge Objectives

1. Preliminary Understand the reasons for regional division and the corresponding types of geographical areas;

2. Divide regions on a simple map;

3. Point out the geographical location and scope of the four major regions on the map and the reasons for the division;

4. Find the Qinling Mountains and the Huaihe River on the map, and explain the significance of the Qinling Mountains-Huaihe River line.

Ability goals

1. Cultivate students’ ability to read and analyze pictures, observe and judge, and actively explore.

2. Enable students to initially master the division of geographical things.

Moral Education Objectives

Through the teaching of this class, students will be more passionate about the great rivers and mountains of the motherland.

Teaching focus

The location, scope and division reasons of the four major geographical regions in my country.

Teaching Difficulties

Combined with maps, students can form a spatial concept of geographical things.

Teaching methods

Picture reading and observation, heuristic narration, student activities, and inquiry.

Teaching aid preparation

Multimedia courseware, teaching slides, teaching flipcharts, etc.

Class schedule

1 class period

Teaching process

[Introduction of new lessons]

Respectively put up the Xinjiang alpine pastoral area landscape, Xishuangbanna tropical scenery Dai bamboo house landscape, and the southeast coastal special economic zone that were hung before class The industrial production line landscape and the Yangtze River Delta agricultural and industrial landscape are paired with the spoken lines (narratives in the text) of four actors (students), and are opened in sequence.

［Teach a new lesson］

After this activity is completed, ask one or two students to try to describe the characteristics of their hometown.

The teacher led the students to summarize together: The descriptions of the above students revealed many different types of geographical areas: (displayed in sequence on the large screen)

At this point, the students have more or less I learned a little about some of China’s geographical differences.

(Writing on the blackboard) Chapter 5 The geographical differences in China

Think about it: (large screen display) Why are there different geographical areas?

Students can express their own opinions, and teachers can provide guidance. Finally, they summarize: they are divided according to different needs.

Students, please look at the screen. (Textbook Picture 5.1)

The students are divided into four groups according to their seats. Each group is responsible for finding the terms related to the area in one of the geographical areas. Finally, each group selects a representative to present the results, and the teacher summarizes: (Large screen display) Delta - Agricultural Area - Industrial Area

Think about it: Can a region only belong to one geographical area, or can it have multiple "identities" at the same time?

After thinking about it, the student replied: No, yes.

Activity 1: (Activity Question 1 on page 3 of the text) After finishing, let the students at the same table exchange the division results with each other.

Question: Did you find that the division results are not completely consistent? (Yes)

Guide students to realize that there must be clear indicators for dividing areas.

Students, if a friend in the United States wants to send you a letter, can you tell him your detailed address? (Ask one or two classmates)

(Large screen display)

×× Province (autonomous region)×× County (autonomous county, city)×× Township (town)

Several students first explained the province (autonomous region) where they were located, then the county (autonomous county, city), and then the ×× township (town), etc. Think about it, what is the significance of this order? Is it okay not to do this? Ask students to explain. If students have questions, the teacher will give examples.

　(Large screen display)

×× Province (autonomous region) - first-level administrative region

×× County (autonomous county, city) - second-level administrative region

×× Township (Town) - Third-level Administrative District

Summary: (Large screen display)

The same type of area can also be divided into different scales or different levels of areas. (Writing on the blackboard)

Example: (Large screen display)

Activity 2: (Let students investigate and understand the connection between postal codes and administrative areas at different levels) Check student surveys Result:

The first and second digits of the code represent the first-level administrative region

The third and fourth digits of the code represent the next-level administrative region

The fifth and sixth digits of the code represent Code indicating the delivery office

Students, in our daily lives, what other examples reflect the different scales or levels of regions?

For example: long-distance phone number: area code + phone number

Transfer: Now, we already know that different geographies can be divided according to different reasons (or to meet different needs) area. (Use multimedia large screen to display topographic map of China) Students, please look at the big screen: my country has a vast territory, and the geographical environment of different regions varies greatly. Below we will divide the regions according to their geographical location, natural and human geographical characteristics. (At this time, a flashing regional boundary appears on the topographic map of China, along with the regional name.) The teacher points to the region with the cursor and asks the students to collectively read the name of the region.

Summary: This is the division of my country's four major geographical regions.

(Written on the blackboard): Section 1: Division of the four major geographical regions

Now let’s take a look at the reasons for the division of the four major geographical regions and the location and scope of the regions.

(Give students enough time to carry out activities and explore) - Do the activity questions on page 5. Students can discuss with each other and exchange the results of the activities. Finally, the teacher summarizes and implements the regional boundaries, location and scope. on the picture and write on the blackboard.

Reference answers to activity questions:

1. There are similarities.

The dominant factor in determining boundary A is the influence of the summer monsoon, which is roughly consistent with the 400mm precipitation line - the northwest region is deeply inland and is difficult to be affected by the summer monsoon, with less precipitation and dryness. . The eastern monsoon area is more affected by the summer monsoon and receives more precipitation. It is a humid and semi-humid area.

2.①Boundary B is roughly the closest to the distribution of the 0℃ isotherm in January.

②Boundary B is roughly the closest to the distribution of the 800mm precipitation line.

③In the determination of boundary B, the dominant factors are temperature and precipitation - comprehensive climate effects.

④Qinling Mountains-Huaihe River.

3. The boundaries of the first and second steps are basically consistent.

The dominant factor in determining boundary line C is terrain.

　[Class Summary]

In this lesson we mainly learned that people can divide geographical areas according to different needs, and a region can have multiple "identities" at the same time. The same type of area can also be divided into areas of different scales or levels. On this basis, we focused on learning the basis, location and scope of the four major geographical regions in my country. It is precisely because there are large differences between regions and there are many similarities or similarities within the same region that it is necessary for us to divide them into regions, which is conducive to people arranging production and life according to local conditions.

Knowledge points and testing

[Feedback exercise]

1. Fill in the blanks

(1) The dividing line between the northern region and the southern region Roughly consistent with (mountains) and (rivers).

(2) The dividing line between the northwest region and the northern region is roughly the boundary of influence, which is roughly consistent with the mm precipitation line.

(3) The dividing line between the Qinghai-Tibet region and the northwest region and the northern and southern regions is roughly consistent with the dividing line of the Tibetan and Tibetan areas.

2. Judgment

(1) A region can only belong to one geographical area. (×)

(2) There is no difference in level or scale between areas of the same type. (×)

(3) There are only four geographical regions in our country. (×)

(4) my country’s four major geographical regions have their own characteristics in terms of location, natural and human geography. (√)

3. In which geographical area are the following provinces, autonomous regions, and municipalities mainly or entirely located?

Northern region of Xinjiang Uygur Autonomous Region

Southern region of Tibetan Autonomous Region

Northwestern region of Beijing

Shanghai Qinghai-Tibet region

4. Fill in the map (see the textbook for the map)

Fill in the following geographical things on the blank map of China's administrative regions:

Qinling Mountains, Huaihe River, Kunlun Mountains, Qilian Mountains, Hengduan Mountains, and Greater Khingan Mountains , Yinshan Mountains, Helan Mountains