Traditional Culture Encyclopedia - Weather forecast - Six high-quality geography teaching plans for eighth grade

Eighth grade geography teaching plan 1

"The Land of Sunrise"-Asia (Lesson 2)

Teaching objectives:

Knowledge target

Six high-quality geography teaching plans for eighth grade

Eighth grade geography teaching plan 1

"The Land of Sunrise"-Asia (Lesson 2)

Teaching objectives:

Knowledge target

Six high-quality geography teaching plans for eighth grade

Eighth grade geography teaching plan 1

"The Land of Sunrise"-Asia (Lesson 2)

Teaching objectives:

Knowledge target

1, a preliminary understanding of the climate characteristics in Asia.

2. Be able to analyze the climate characteristics and main influencing factors in Asia by using climate type distribution map, temperature curve, precipitation histogram and related data;

3. Understand the relationship between precipitation and summer monsoon in East and South Asia and its impact on agriculture.

4. Learn to summarize the natural environmental characteristics of a continent from the aspects of location, rivers and climate.

5. Understand the demographic and economic situation in Asia.

Emotions, attitudes and goals

1. By studying the relationship between Asia's climate and location, topography and agriculture, and analyzing the influencing factors of climate characteristics, it is enough to form an exploration consciousness of tracing the source.

2. Guide students to actively participate in reading, analysis and discussion competitions, develop logical thinking, and cultivate innovative cooperation consciousness and spirit.

Teaching focus:

Climatic characteristics of Asia and its main influencing factors.

Teaching difficulties:

Compare the temperature curves and precipitation histograms of different cities, and analyze the main reasons for climate differences.

Teaching process:

Import: (import from today's weather and other topics, closely linked to real life. Tip: The temperature difference between winter and summer and the precipitation difference. )

According to your own life experience, what are the characteristics of our climate in Guangdong?

Health: It is hot and rainy in summer and cold and dry in winter.

Introduction: Climate is the main component of the natural environment and has a great influence on human life. As the largest continent in the world, it has a vast area, complex terrain and great climate difference. (Showing "Map of Asian Climate Types")

What are the main climate types in Asia?

Look at the picture and answer.

Introduction: There are eleven major climate types in the world, including nine in Asia alone. What do you mean?

Health: The climate types in Asia are complex and diverse.

Teacher: What is the most widely distributed climate type? Where are they mainly distributed?

Health: temperate continental climate, accounting for more than half of Asia, mainly distributed in central and western Asia.

Continue to guide: How far is it from the ocean?

Stay away from the ocean and go deep into the Asian continent.

Show the "Asian Climate Type Map" and point out the locations of Mumbai, Harbin, Yakutsk and Ulaanbaatar.

(Guide students to analyze the characteristics of temperate continental climate, pay attention to the logical level, from simple to difficult, from divided to generalized, talk about the two major elements of climate: precipitation and temperature, and analyze the seasonal variation characteristics of temperature and precipitation in the above cities)

Students analyze and discuss.

Summary: The temperate continental climate is characterized by large annual temperature difference, intense heat in winter, less precipitation and concentration in summer.

Transition: The importance of precipitation to human beings is self-evident, and the fresh water source on land mainly comes from atmospheric precipitation.

(Showing "Map of Asian Climate Types")

Introduction: In addition to the tropical rain forest climate, the Malay Archipelago near the equator has a concentrated monsoon climate with relatively high annual precipitation in Asia. What types are there? Where are they mainly distributed?

Health: tropical monsoon climate, subtropical monsoon climate, temperate monsoon climate.

Mainly distributed in the east and south of Asia.

The teacher briefly explains what monsoon climate is, draws arrows on the map of Asia, and supplements the seasonal distribution map and interannual variation map of three kinds of monsoon climate falling water to help students analyze the characteristics of monsoon climate falling water. )

Summary: What is the relationship between precipitation and summer monsoon?

Strong summer monsoon-more precipitation, and less precipitation.

Continue to inspire: what will happen if there is too much or too little precipitation?

(Show videos and pictures about drought and flood)

Students look at the material analysis, drought and flood disasters have a great impact on agriculture.

Summary: Therefore, in the monsoon regions of East and South Asia, affected by the summer monsoon, droughts and floods are prone to occur.

Guidance: According to the above analysis, what are the main features of Asian climate in terms of climate types and distribution?

The students come to the conclusion that the climate is complex and diverse, the monsoon climate is remarkable, and the temperate continental climate is the most widely distributed.

Transition: Why is such a complicated climate formed? What are the main factors?

Take several cities in Asia (as mentioned above) as examples, remind students to recall the knowledge of "main factors affecting climate" learned in Book 1, and guide students to summarize the relationship between climate and location and the relationship between climate and topography. )

Summary: besides latitude and land location, there are also terrain and other factors that affect the climate in Asia, but latitude and land location are the main factors.

Guidance: Use the above analysis to do exercises (cultivate students' comprehensive analysis ability)

Show the climate map of Africa

Question: What are the characteristics of climate distribution in Africa in the picture? Analyze the main influencing factors.

Summary: The equator runs through central Africa.

The tropical climate is dominant, and the tropical rain forest and savanna climate are widely distributed.

The climate type is symmetrical in north and south, with the equator as the center.

Influencing factors: latitude position, terrain height, etc.

Summarize the main points of this lesson.

Blackboard design:

Chapter VII Asia

Section 1 "Land of Sunrise"-Asia-Asia

climate

1. Climate types in Asia:

1, the most widely distributed climate type: temperate continental climate.

2. The most typical climate: monsoon climate.

3. Main monsoon climate:

Temperate monsoon climate, subtropical monsoon climate and tropical monsoon climate.

(1) Features:

1, complex and diverse, with remarkable monsoon climate.

2. Monsoon climate is remarkable.

3. Continental climate is widely distributed.

(b) Impact of climate on agriculture:

Second, Asia's population and economy:

1. Division of Asia: It is divided into six divisions: East Asia, Southeast Asia, South Asia, Central Asia, West Asia and North Asia.

2. Population: The most populous continent, with a total population of 3.5 billion, accounting for 60.5% of the world's total population.

3. Countries with a population of over 100 million (6 countries): China, India, Bangladesh, Japan, Pakistan and Indonesia.

4. Economic situation in Asia:

Social and economic development is unbalanced, and agriculture plays a dominant role in the economy of most countries.

Eighth grade geography teaching plan II

chinese administrative division

Teaching objectives

Make students know the division of three administrative regions in China, remember the names, abbreviations and locations of 33 provincial administrative regions in China, and fill in the map of administrative regions in China correctly.

Teaching focus

1. Remember the name, abbreviation and location of China provincial administrative region accurately.

2. Cultivate the ability of drawing maps to confirm the spatial relationship of geographical things, the ability of spatial imagination and the ability of hands-on operation.

teaching method

Learning guidance method.

teaching means

Each student has a "chinese administrative division Map", pens and scissors in four colors of yellow, green, orange and pink, several outline maps of individual provinces and autonomous regions, an 8-size blank administrative division map of China (one for each student) and a "chinese administrative division wall chart".

teaching process

? Introduce a new course

From the last lesson, we know that the territory of China is very vast. In order to manage such a big country well, we should divide administrative regions. In this class, we will learn about administrative divisions in China.

? Writing on the blackboard Section 2 Administrative divisions of China

The first and third administrative divisions

? Teach the division of three administrative divisions in China.

? Transfer to the provincial administrative region to study.

? Blackboard two. 33 provincial administrative units

Show the "Wall Map of China Administrative Regions" and turn to page 6.

? Teachers and students * * * carry out the same activities in the following administrative areas under the guidance of teachers, and follow the teaching steps from (1) to (3).

Shanxi, Hubei, Guangdong, Yunnan, Qinghai, Heilongjiang, coastal administrative regions

(1) Shape recognition: the teacher shows an outline map, so that students can find out the names of administrative districts in the textbook and master the characteristics of the outline, such as the parallelogram in Shanxi and the police hat in Hubei.

(2) Location: Find the location of the administrative area on the blank map, color it, write down the name, and pay attention to the location relationship between the administrative area and the Yangtze River and the Yellow River;

(3) Finding neighbors: Starting from the north clockwise, every time you find one, you should pay attention to guiding students to observe the typical characteristics of the outline, color it and write the name.

? Abbreviation teaching transferred to administrative region

? Blackboard three. Provincial administrative unit abbreviation

Please turn your books to the table in this section.

? The origin of teaching abbreviations

Students fill in abbreviations on the color map.

? Displays the short and full name links of the projection.

Students practice.

homework

Exercise 1. Puzzle: paste the painted color map on a piece of cardboard, cut it out according to the administrative area, and make a puzzle.

Exercise 2. Without looking at the administrative map, complete the following questions independently:

(1) according to the coastal, along the river, along the land boundary (the Yangtze River and the Yellow River are drawn on the base map) puzzle;

(2) According to the requirements of "Classroom Activities (1)" at the end of this textbook, a jigsaw puzzle competition will be held.

blackboard-writing design

Chinese administrative division in the second quarter

The first and third administrative divisions

Two, 33 provincial administrative units

Three, the abbreviation of the provincial administrative unit.

Eighth grade geography teaching plan 3

? Teaching AIDS: related pictures.

? Teaching process:

In the last lesson, we studied the Yangtze River, the longest river in China. In this lesson, we will continue to learn about the Yellow River, the second longest river in China.

[Teaching a new lesson] First, let's learn about the basic situation of the Yellow River.

[blackboard writing] 1. Basic situation of the Yellow River

[Activity] Let the students read Sketch of the Yellow River Basin and answer the following questions in turn.

1. Find out the source and outlet of the Yellow River: Bayan Kara Mountain Range and Bohai Sea;

2. Look at textbooks and maps to find out the length and shape of the main stream of the Yellow River: more than 5,500 kilometers, zigzag;

3. Find out the provinces where the Yellow River flows: Qinghai, Sichuan, Gansu, Ningxia, Inner Mongolia, Shaanxi, Shanxi, Henan and Shandong.

4. Combined with the topographic map of China, see which main topographic areas the Yellow River flows through: Qinghai-Tibet Plateau, Inner Mongolia Plateau, Loess Plateau and North China Plain;

5. Define the demarcation points of the upper, middle and lower reaches of the Yellow River on the map: Hekou Town, Inner Mongolia Autonomous Region and Old Jin Meng, Henan Province;

6. Find out the main tributaries of the Yellow River: Fenhe River and Weihe River, and ask the students to pay attention to which section of the Yellow River these two tributaries are located.

[Teacher's paraphrased]: The Yellow River originates from the snowy plateau, meanders eastward and flows into Bohai Bay. So, what are its main features?

[Blackboard] Second, the water features of the Yellow River

[Teacher's question]: Attention, everyone. Textbooks say that the Yellow River is the second longest river in China. Why can't it be said that it is the second longest river in China?

[Students discuss and answer] (The teacher can list the flows of the Yangtze River, the Yellow River and the Pearl River) Because there is not much water.

[blackboard writing] 1, the water is not big

[Question] When it comes to the Yellow River, what is your first impression? (The water is particularly turbid) What does this mean? (The Yellow River is full of sediment)

Considering the terrain where the Yellow River flows, think about why this is the case.

[Students discuss and answer]

[Teacher's Summary] Loose loess cover, heavy rainfall and lack of plant protection on the surface are the main reasons for the excessive sediment concentration in the middle reaches of the Yellow River.

(If possible, you can play a video of soil erosion on the Loess Plateau. )

[blackboard writing] 2. High sediment concentration in the middle reaches

[Supplement]: The annual sediment transport in the lower Yellow River reaches 6543.8+600 million tons. If these sediments are built into a one-meter long dike, its length is three times that of the earth and distance to the moon, and it can circle the equator 27 times. The Yellow River takes away about 40 million tons of NPK fertilizer every year, which is equivalent to 375 kilograms of chemical fertilizer per hectare of cultivated land in China. Therefore, a foreign friend was surprised to say: the Yellow River is not flowing away sediment, but the blood of the Chinese nation; It's not microvascular bleeding, it's aortic rupture.

[Turning point]: Where does a lot of sediment flow in the middle reaches of the Yellow River?

[Teachers guide students to analyze the reasons for the formation of the "river on the ground" (after the Yellow River left Jinmeng, the water flow was stable and a lot of sediment was deposited).

[Illustration on the board] The formation process of rivers above ground.

[blackboard writing] 3. River on the ground

[Question] What is the harm of this "hanging river"?

(If possible, you can play the video of people fleeing when the Yellow River overflows) Guide students to read the part of "painful memories" in the textbook (from 602 BC to AD 1938, the Yellow River burst 1590 times, and the great migration diverted 26 times, twice every three years on average, and once every hundred years. Every disaster has killed tens of millions of people, and there are countless displaced people. 1938, the Yellow River changed its course, and the yellow water surged southward and rushed into the Huaihe River, flooding a large area in eastern Henan, northern Anhui and northern Jiangsu, with the affected population of12.5 million and the death of 890,000, which turned the fertile land in Huanghuai Plain into a miserable and desolate yellow floodplain. ), deepen the understanding of the harm of the Yellow River and cultivate students' sense of responsibility towards the Yellow River.

[blackboard writing] 4, easy to flood

Eighth grade geography teaching plan 4

Rivers and lakes in China.

Section 1 General situation of rivers and lakes

Second, the Pearl River, the great river south of the Yangtze River.

Third, the Beijing-Hangzhou Canal.

Instructional design scheme 3

Teaching Emphasis: Hydrological Characteristics and Causes of Neiliu River

Teaching means: courseware

teaching process

(review)

1. What are the outflow area and inflow area? What are the characteristics of their distribution?

2. What are the hydrological characteristics of rivers? What are the similarities of hydrological characteristics of outflow rivers in China? What are the main effects of these hydrological characteristics?

(Introduction) In the last section, we studied the hydrological characteristics of the outflow river in China, so what are the hydrological characteristics of the inflow river in China?

(Understand the hydrological characteristics and causes of Neiliu River)

(Show) the maps of inflow basin and outflow basin of China.

(Question) Which climatic zone does the inland river of China mainly flow through? What are the characteristics of the climate there?

(Show) the map of monsoon area and non-monsoon area in China. Students discuss with pictures.

(Show and summarize) Draw the boundary between monsoon area and non-monsoon area on the inflow basin and outflow basin map of China, and show the temperature and precipitation map of Urumqi, and draw the conclusion that the inland river in China mainly flows through the non-monsoon climate area, with dry climate and little rainfall.

(Question) In this climate, where does the water of the inland river mainly come from? The snow and ice on the mountain melted. Teachers can add that part of it comes from mountain precipitation. )

(Question) According to the source of the inland river, what changes have taken place in the water volume of the inland river within one year? (In spring, as the temperature rises gradually, the ice and snow melt and the river increases; In summer, the temperature is high, the melting water of ice and snow is large, and the river is the richest; In autumn, the melting water of snow and ice decreases, and the water quantity decreases gradually; Winter is the least, even cut off.

(Narrator) It is precisely because the inland river flows through the non-monsoon area, where there is less rain and more evaporation, so the inland river flow is small and the water level changes greatly. Moreover, the river evaporates a lot and the flow rate drops rapidly. Therefore, the inland river flow is short and many rivers disappear halfway.

(Show) the maps of inflow basin and outflow basin of China. Guide students to know the symbols of seasonal rivers on the map and find out the weak water and Tarim River in the inner flow area.

(Drawing lessons from Tarim River, the inland river in China)

(Show) the map of inflow basin and outflow basin of China, and find out the inflow river of China-Tarim River in the inflow area.

(Show and tell) Show two landscape maps of Tarim River. Tarim River is located in Tarim Basin, a basin in China, and consists of Aksu River, Hotan River and Yerqiang River, with a total length of 2 179km, second only to Volga River (3530km), Syr-Narun River (299 1km) and A Mu-Pench-Wahsh River in the former Soviet Union. The water of Tarim River mainly comes from the melting water of snow and ice in Tianshan and Kunlun Mountains. Its flood season is short, and the water quantity is from July to September; After 10 months, the water volume decreased greatly; Because the upper reaches originate from high mountains, the main stream is distributed along the foothills, and the lower reaches are multi-season rivers.

(Show and tell) Show two irrigation maps of Tarim River. Tarim River is an important water source for industrial and agricultural production in Tarim Basin.

(Show and tell) Show the runoff tables of different hydrological stations in Tarim River in different years. What do we see from the table? (Runoff decreases year by year) In recent years, due to the development of agricultural production along the upper and middle reaches, the water consumption has increased greatly, and in recent years, a lot of water resources have been wasted blindly along the middle reaches of Tarim River.

(Show and tell) Show two pictures of Hu Yangshu. In the Tarim River Basin, Hu Yangshu is called "Hero Tree" by Uighurs living here, and there is a saying that it will not fall for a thousand years, and it will not fall for ten thousand years. Now, hundreds of thousands of mu of Populus euphratica forest in Tarim River Basin have withered and died. In addition, large areas of swamps, reeds and red willows have disappeared. The trend of desert spread is increasing year by year. The deterioration of the ecological environment has seriously threatened the survival of more than 50,000 people in the downstream. The cultivated land area here has been reduced from 50,000 hectares in the 1960s to 65,438+400,000 hectares now. It can be seen that the development and utilization of rivers must follow the laws of nature.

(Learn from the Pearl River, the great river in the south)

(Transition) We know the distribution, classification and characteristics of major rivers in China as a whole. Among many rivers, the Yangtze River and the Yellow River span a wide area. We will learn more in the next two sections. Now let's look at the Pearl River, the great river in the south.

Show and explain the landscape map of the Pearl River. The Pearl River is 22 14km long with a drainage area of 453,000km2.

(Show and explain) Show the schematic diagram of the Pearl River water system. The Pearl River system consists of Xijiang River, Dongjiang River and Beijiang River.

(Question) What are the geographical features of the Pearl River? Considering the topography and climate, what are the main hydrological characteristics of the Pearl River? The Pearl River is located in the south of China, and the rainy season is long, so the Pearl River has the longest wind period and abundant water, which is only next to the Yangtze River and seven times that of the Yellow River. The Pearl River flows through the second and third steps of the terrain and is rich in water, so it is rich in water resources. )

(Question) What hydropower stations have been built so far? (The answer is abbreviated)

(Question) The Pearl River is not only rich in water, but also of high shipping value. Why? (Cultivate students' divergent thinking)

Students' answers may be varied, but as long as they are reasonable. If the south is rich in water, it is conducive to shipping; The developed economy requires shipping to communicate with the ocean, and the Haihe River meets, which is not frozen all year round and is navigable in all seasons; Walking in the forefront of the outside world and so on should be encouraged and praised. )

(Learning the Beijing-Hangzhou Canal)

(Transition) All the above are the hydrological characteristics of natural rivers. In our country, besides many natural rivers, there are many artificial rivers. One of the earliest and longest artificial rivers in the world is the Grand Canal in China.

Landscape picture of Beijing-Hangzhou Canal. From the picture, students can learn about the wide waterway, busy shipping and developed coastal economy of the canal.

Map of Beijing-Hangzhou Canal. Explain the starting point, length, provinces and cities and communication water system of the Beijing-Hangzhou Canal while demonstrating.

The Beijing-Hangzhou Grand Canal is one of the earliest canals dug in the world. During the Spring and Autumn Period and the Warring States Period, in order to conquer the Central Plains in the Northern Expedition, Fu Cha dug a ditch in 485 BC, which ran from the southeast of Hancheng (now Yangzhou, Jiangsu) to Kouwei (now Huai 'an, Jiangsu), connecting the Yangtze River and Huaihe River, laying the initial foundation of the Grand Canal. This canal has been dug for more than 2400 years. In the Sui Dynasty, Emperor Wendi of Sui Dynasty made Chang 'an (Jin 'an) its capital, and the grain supply to the capital was mainly transported by the Yellow River, which was blocked by Sanmenxia, making it very inconvenient to transport grain, making it very difficult to supply grain to the capital. In case of famine, the soldiers and civilians in the capital will have no food. In 594 A.D., Emperor Wendi of Sui had to lead Shi Jing soldiers and civilians to Luoyang to seek food due to years of famine. In the first year of Daye (605), Yang Di moved the capital to Luoyang. In order to transport grain from other places to Beijing and visit Qionghua in Yangzhou, he recruited millions of migrant workers and dug Tongji Canal to connect it with Hangou in the south. From Chang 'an to Yangzhou, Imperial Road and detached palace were built along the canal. At the same time, Yongji Canal was dug near Luoyang, connecting Weihe River and Tianjin, and then reaching Beijing along Yongding River. In the sixth year of the Great Cause of Sui Dynasty (6 10), the Jiangnan River widened and deepened, from Jingkou (now Zhenjiang, Jiangsu Province) to Yuhang (now Hangzhou), and the two sides were more than ten feet wide, which enabled the dragon boat to pass. At this point, the North-South Grand Canal has been completely excavated, making it a great project comparable to the Great Wall in Wan Li, China.

Show the map (color map) of the Beijing-Hangzhou Canal. The Beijing-Hangzhou Canal Calendar was once an important passage for China's water transport and business travel, and played an important role in the communication between the north and the south. However, due to the uneven terrain in the area where it flows and the flooding of the Yellow River, the river is easily silted up. After the opening of 199 1 jinpu railway, the transportation status of the canal declined, and many sections were abandoned. 1949, the silted river course will be dredged in stages, and the southern end of the canal will be extended by 7 kilometers, so that canal ships can enter Qiantang River. At present, the seasonal navigation mileage of the canal has reached more than 1 100 kilometers, and the annual transportation volume ranks second only to the Yangtze River in inland navigation.

(Understanding Inflow Lake and Outflow Lake)

(Transition) The above mainly studied the characteristics of various rivers in China, and finally studied the lakes in China.

(Show) the map of inflow and outflow basins in China, and guide students to understand what is inflow and outflow.

There are natural lakes all over China. Because of different languages, their names are called "Lake", "Pool", "Overflow", "Sea" and "Wrong". Lakes are also divided into inflow lakes and outflow lakes, and their boundaries are roughly the same as those of internal and external rivers. The outflow lake area is mainly freshwater lake with small salt content; Inland lake areas are dominated by salty lakes with high salt content, but there are also some freshwater lakes on the Qinghai-Tibet Plateau.

Eighth grade geography teaching plan 5

First, the teaching content analysis:

Language and Religion of the World is the second section of Chapter 4 of the seventh grade of junior middle school geography, Residents and Settlements. Through the study of the first three chapters, students understand the world from a macro perspective. The fourth chapter is based on this, to understand the characteristics of "people" in the world, and to lay the foundation for studying world zoning geography next semester.

The requirements of the curriculum standard are: 1. Use the map to tell the main distribution areas of Chinese, English, French, Russian, Spanish and Arabic. 2. Name the three major religions in the world and their main distribution areas, and give examples to illustrate that different countries and regions have different religious beliefs and cultural traditions.

It can be seen that the learning content of this course is relatively simple, and the main task is to cultivate students' ability to read pictures.

Second, the analysis of learning situation:

Junior one students' spatial thinking consciousness is not very strong. Through the study of the first chapter, they only learned the basic method of looking at pictures, but they are not very skilled, and even some students have not learned it yet. The study of the second and third chapters is to further cultivate students' ability to look at pictures; When studying the fourth chapter, this semester is drawing to a close, so students should master the ability of looking at pictures skillfully and lay a good foundation for future study. So the task of this lesson is to cultivate students' ability to look at pictures, which is easy for students to complete.

Third, the analysis of teaching objectives:

Knowledge and ability: ① Use maps to tell the main distribution areas of Chinese, English, French, Russian, Spanish and Arabic;

(2) Name the three major religions in the world and their distribution areas.

③ Give examples to show that different countries and regions have different religious beliefs and cultural traditions.

(4) Cultivate students' ability of reading, analyzing, reasoning and solving problems through reading and analyzing pictures.

Process and method: By guiding students to collect data, use charts, analyze and solve problems, draw conclusions, and pay attention to cultivating students' cooperative learning and independent inquiry ability.

Emotion, attitude and values: 1. Through learning, students are trained to love the language of the motherland and respect other languages. 2. Make students treat the differences of religious beliefs correctly and establish the concept of atheism.

Teaching emphasis: ① Countries and regions in the world that use Chinese, English, French, Russian, Spanish and Arabic;

② The three major religions in the world and their distribution areas.

Teaching difficulties: forming the spatial concept of the distribution of major languages and religions in the world.

Fourth, the overall teaching design ideas:

Pay attention to students' activities and cultivate students' reading, analysis and inquiry abilities in cooperation.

Verb (abbreviation of verb) teaching process;

Introduce new courses:

Students, with the rapid development of China's economy and culture, we have more and more contacts with other countries in the world. In order to strengthen friendly exchanges with countries all over the world, it is necessary for us to know some world languages and religions.

Design intention: Direct introduction of new courses.

Newly awarded:

First of all, world languages

Teacher's inspiration: Students, think about it. What language are we using now? Can you speak other languages in the world besides the language we use?

Student activities: Speak freely and list the languages you know.

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

Activity 1:

Instruct students to read paragraph 1 of the textbook p73, figure 4. 12 of p74 "Different Languages" and the reading material "Do you know how many languages there are in the world". Complete the following questions independently:

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 has the largest population in the world?

(4) Which language is widely used in the world and is also the world language?

Design intention: On the basis of students' autonomous learning, teachers organize students to speak and communicate freely on the above issues and other languages they know. Enable students to broaden and deepen their knowledge and understanding of these issues.

Transition: Where are these languages distributed in the world? Please find it on the map.

Activity 2:

Students read the map of the world's major languages in groups and complete the form of after-school activities.

Design intention: to cultivate students' ability to read pictures and cooperate in groups.

Second, the three major religions in the world

Teacher: We have learned about the six major languages in the world, so what are the differences in religious beliefs of people in different languages in the world? Next, we will study the three major religions in the world.

Activity 1: exchange all kinds of information about religion collected by yourself and get a preliminary understanding of religious knowledge.

Teachers provide text and pictures about the three major religions through courseware.

Teacher: Religion is a social and historical phenomenon and a spiritual sustenance of people. It has a far-reaching impact on people's lives and the history and culture of many countries. We should all have great respect for believers. Can you tell the difference between the three major religions? Do you believe in religion? Are there any religious people around you?

Students discuss and communicate after reading the materials.

Design intention: Through various activities, let students understand the emergence, influence and differences of religions, especially the characteristic buildings of the three major religions.

Activity 2: Organize students to read the distribution maps of the three major religions in the world and find their distribution areas.

Summary: Religion has absorbed many elements of human society, such as culture, folklore, economy, philosophy and so on. Therefore, the development of religion today cannot be simply regarded as superstition, but as a cultural and social phenomenon. Religious believers should not be discriminated against, but should respect their freedom of belief and protect their religion.

Design intention: to guide students to correctly understand religious beliefs.

End: Let the students sum up the main contents of the study and talk about their feelings.

Design intention: Let students be the masters of the classroom from beginning to end.

Eighth grade geography teaching plan 6

Section 5 Cold Wave, Typhoon and Flood and Drought Disasters

I. Floods and drought disasters

1. Causes and hazards

2. Measures

Two. cold wave

1. Cold wave and its running path

2. The harm of cold wave and its prevention and control

Third, typhoons.

1. The formation of typhoon and its moving path

2. The impact of typhoon on production and life

Investigation activities

activity

Objective: To cultivate students' ability to analyze and solve practical problems by using what they have learned.

Activity mode:

Arrange students to find relevant information according to the text and discuss the causes and basic laws of three meteorological disasters in groups; Then the three groups, as government departments in Beijing, Guangzhou and Urumqi, combined with the laws just summarized, put forward corresponding prevention plans, and finally presented them to teachers in the form of proposals.

Activity 2

The purpose of the activity is to strengthen the close connection between students and the knowledge before and after, and to establish students' consciousness of dialectical and comprehensive view of problems.

Activity mode:

After the whole study is completed, arrange students to objectively evaluate monsoon and typhoon again and write a short paper. Reference topic: Monsoon in My Eyes, Is Typhoon Really Terrible?

Tip: The last section mainly talked about the benefits brought by monsoon to China. Through the study of this section, students have a further understanding of the unfavorable aspects brought by the monsoon to China, and should be able to evaluate the influence of the monsoon more comprehensively. Typhoon was introduced as disastrous weather, but it did bring abundant precipitation to Anhui, Hunan, Jiangxi and other areas far from the ocean.

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