General model essay of geography teaching plan in the first volume of the seventh grade of People's Education Edition

Middle school geography teaching plan is to explain various phenomena, problems or behaviors to students with existing experience and knowledge, so as to increase students' ability and experience. The following is the general model essay of geography teaching plan in the first volume of the seventh grade of People's Education Edition, which I compiled for your reference only. Welcome to read this article.

The first volume of geography teaching plan of the seventh grade of People's Education Press is a general model essay (1) 1. Guiding ideology

Under the guidance of the new curriculum standard theory and the work plan of the school guidance office, the teaching objectives of this subject can be accomplished efficiently. Actively participate in teaching and scientific research activities, and strive to greatly improve the teaching level and professional ability. Cultivate students' interest and preliminary ability to learn geography, and finally make students move from "learning geography" to "learning geography".

Second, the contents and chapters of the textbook

This semester's teaching content is divided into Chapter X and Section 20: Chapter X "Earth and Map", Chapter X "Land and Ocean", Chapter X "Weather and Climate", Chapter X "Residents and Settlements" and Chapter X "Development and Cooperation".

Third, the teaching objectives and requirements

1. Know the shape and size of the earth, use a globe, know the latitude and longitude, use latitude and longitude to determine the direction, and use latitude and longitude to determine the position.

2. Understand the rotation and revolution of the earth and its geographical phenomena and significance, and know the division of the five astronomical zones and the characteristics of each zone.

3. Learn to use maps, read contour topographic maps and draw topographic profiles.

4. Keep in mind the names and positions of the seven continents and four oceans, understand the changes of land and ocean, and understand the plate theory.

5. Know the difference between weather and climate, understand the factors affecting temperature and precipitation, and understand the main global climate and its distribution.

6. Know the three major races in the world and their distribution, and understand the three major religions in the world.

7. Understand the major countries and divisions in the world, South-South cooperation and North-South dialogue, and the United Nations, the largest international organization in the world.

Fourthly, the analysis of learning situation.

Grade 7 * * * has X classes, and each class has more than xx students. The workload of geography teaching in six classes is very heavy. Junior high school students who have just entered the seventh grade have been exposed to some geographical knowledge in the social studies department of primary school, but they are all fragmentary. Grade seven students will systematically learn geography knowledge and be prepared to start from scratch. Because geography class is the first contact for students, and students are fresh, teachers should seize this point, have a good first class, pay attention to cultivating interest and make a good start.

Verb (abbreviation of verb) measures to improve educational and teaching achievements

1. Education and teaching must be guided by new ideas. Fully prepare lessons, thoroughly understand the curriculum standards and teaching materials, and strive to highlight key points, break through difficulties and eliminate doubts in each class.

2. Pay attention to the individual differences of students. At the same time, we should teach at different levels and do a good job in transforming underachievers.

3. Give full play to the leading role of teachers. Carry out study guidance and research study to improve students' thinking ability.

4. Make geography teaching close to students, life and reality, quote the latest information and keep close contact with the times.

5. Guide students to carry out geographical activities, cultivate students' practical ability and practical ability, and integrate moral education into teaching.

Sixth, the teaching schedule.

General model essay on geography teaching plan in the first volume of the seventh grade of People's Education Press (II) I. Guiding ideology

Under the guidance of the new curriculum standard theory, strengthen classroom teaching, actively participate in teaching and research activities, and strive to improve teaching level and professional ability. At the same time, by learning geography knowledge closely related to students' life, we can convey geography thoughts, cultivate students' interest and initial ability in learning geography, and finally make students change from "learning geography" to "learning geography".

Second, the basic situation analysis

Through the geography study in the first half of the seventh grade, students have a certain perceptual knowledge of geography and have the ability to look at pictures, analyze and judge. Have a certain understanding of the world.

Third, teaching material analysis

The teaching content of this semester is divided into three chapters. The first chapter "Understanding the continents" summarizes the geographical position, topography and climate of the continents. The second chapter, "Understanding the Region", analyzes the humanistic characteristics of various places through specific examples. The third chapter, "Approaching the country", elaborates the respective characteristics of several countries.

Four, the focus and difficulty of this textbook

(1) Topographic and climatic characteristics of all continents.

(2) the humanistic characteristics of several big countries.

Five, the overall teaching concept

1, do a good job in regular geography classroom teaching. Prepare lessons carefully and try to teach every lesson well; Make sure to practice every class and change all batches.

2. Seriously study the new curriculum standard theory, grasp the essence of the new curriculum standard, and guide teaching practice with scientific theory.

3. Make full use of network resources, collect and sort out lesson preparation materials, and prepare sufficient materials for the production of geography courseware.

Sixth, the specific measures to complete this teaching task

1, actively participate in computer training and self-study, improve the level of courseware production, and strive for excellent courseware.

2, actively participate in teaching and scientific research activities, under the guidance of the teaching and research section, academic affairs office, and strive to make education and teaching ability to a new level.

3. Pay attention to students' physical and mental development in teaching. Combined with the characteristics of the subject, the subject knowledge competition is carried out to stimulate students' interest in learning.

4. Seriously participate in collective lesson preparation, strive for perfection, and strive for excellent lesson plans.

5. Participate in lectures and evaluation activities. Learn from others with an open mind, learn from each other's strengths and constantly improve the teaching level.

6. After each monthly exam, make a comprehensive quality analysis for each student and each class. Pay attention to the problems existing in teaching and students' learning and solve them in time.

People's Education Edition (3) "Japan", the first volume of the seventh grade geography teaching plan, is a general model essay.

First of all, talk about textbooks.

1, the position and function of teaching materials

The textbook compilation of Hunan Education Edition is composed of "mainland-region-country" and gradually decreases. This part is the first country I entered after I learned about the European continent and regions. Therefore, this course is an extension and application of the previous knowledge in content. Learning it well provides methods and ideas for studying other countries in the future and plays a connecting role.

2. Teaching objectives

(1) knowledge and skills:

First, can tell the location and territorial composition of Japan.

B, understand the topographical features of Japan and the reasons why there are many volcanoes and earthquakes.

Understand the climate characteristics of maritime monsoon in Japan.

(2) Process and method:

A, using maps and materials, to understand the characteristics of natural geography and cultivate students' ability to read and analyze maps.

B explain the causes of many volcanoes and earthquakes in Japan with the theory of rapid plate tectonics.

C, initially master the method of learning national geography.

(3) Emotional attitudes and values:

Through the study in this section, you will learn to describe the geographical location of a country and analyze the influence of a country's natural environment on human beings. Enable students to establish the dialectical materialist view that "things are interrelated and the geographical environment is a whole".

3. Teaching emphases and difficulties

(1) Key points: Japan's geographical location, territorial composition and topographical features.

(2) Teaching difficulties: climate types and their causes.

Second, talk about learning.

Junior one students are in the critical period of the development of thinking logic, and their logical ability is not strong enough, but they are active in thinking, full of feelings, eager to learn and competitive, and often have a strong emotional color when accepting knowledge, and are willing to contact interesting perceptual knowledge. Therefore, when teaching Japan, we should stimulate students' interest in more ways, show them with pictures, try to connect with reality and enhance students' impression.

Third, oral teaching methods

In view of the students' existing cognitive structure and the characteristics of the teaching materials, according to the basic principles and laws of teaching, in order to achieve the above goals, highlight key points and disperse difficulties, I am going to adopt the following teaching methods for teaching:

A, strive to break through the ideological bottleneck of "learning geography for learning geography" in teaching form, pay attention to topics that students are interested in and familiar with or common phenomena in life, set up problem situations, create suspense, and stimulate students' desire to explore.

B comparative analysis method, through comparison, obtains the regional geographical characteristics.

C using multimedia teaching to process some static information into dynamic information of sound, emotion and shape to mobilize students' multiple senses. Attract students' attention, stimulate their excitement, arouse their curiosity, emphasize key points and break through key points.

Fourth, the methods of speaking and learning

According to the requirements of the new curriculum concept: learning geography that is useful for life, learning geography that is useful for lifelong development, and acquiring necessary geographical knowledge and skills, this lesson will guide students in the following learning methods:

(1) inquiry ability guidance:

Students are familiar with Japan, so they can be encouraged to solve problems through thinking and group discussion, and pay attention to participating in the process of positive thinking, thus cultivating their self-study and inquiry ability.

(2) using geography in life:

Using the derivation of subject knowledge in life, we can guide students to discover and analyze the surrounding geographical things, learn geography from life, and apply geographical theoretical knowledge to life. The two should be combined to promote each other.

(3) Pay attention to the function of maps;

Map is the second language of geography, so students should be guided to attach importance to the role of map in geography learning and form the habit of extracting information from map, finding problems and solving problems.

Verb (abbreviation for verb) talks about teaching procedure.

[Japan pictures]

Through a series of Japanese scenery that students are familiar with, create vivid and attractive situations to attract students, stimulate students' interest, and let students enter the new curriculum easily and happily.

[narrative]

We have studied the regional geography of different continents and regions before. How to interpret the location and scope of an area with a map? Today, we use {Observation Map} to let students observe the map by themselves, and learn about the location and territorial composition of Japan through the map.

[Organize student exchanges]

Ask the students to calculate the population density of Japan through group discussion and calculation, and compare it with that of China, so as to guide the students to draw the conclusion that Japan is vast and sparsely populated.

[transition]

Show pictures of Mount Fuji in Japan. Because Mount Fuji is an active volcano, it is deduced that there are many volcanic earthquakes and volcanoes in Japan.

Ask questions, think about "why there are so many volcanic earthquakes in Japan", and prove that Japan is located at the junction of Asia-Europe plate and Pacific plate, and its crust is active, so there are so many earthquakes and volcanoes. In this way, image import can arouse students' interest.

Connecting with the reality, the students discuss in groups what we should do in case of an earthquake. Let students connect with reality and learn geography that is useful to life.

Make use of students' existing knowledge reserves, introduce the Japanese symbol "Sakura" into climate teaching, combine with videos, and use its intuitive visual effects and rich content to make students feel psychologically about the climate.

In order to reflect the maritime characteristics of Japan's climate, the temperature and precipitation are compared with Beijing in the form of histogram, and the conclusion is drawn that "compared with the same latitude areas in Asia, it is cooler in summer, warmer in winter and more precipitation in the whole year".

In order to consolidate classroom learning, I arranged some exercises:

1, textbook xx activity questions.

2. Collect information about Japanese customs, so that students can have a more comprehensive understanding of this country.

General model essay of geography teaching plan in the first volume of the seventh grade of People's Education Press (4) I. Guiding ideology

Based on the geography curriculum standards, every student can have a deeper understanding of geography knowledge and think more about the future learning direction by studying geography. Be able to have more development in inquiry ability, learning ability and problem-solving ability; Can improve their sense of responsibility, spirit of cooperation and innovative consciousness. By studying geography knowledge closely related to students' life, we can convey geographical ideas and cultivate students' interest and preliminary ability in learning geography.

Second, the analysis of learning situation

Geography course is a compulsory course for students in compulsory education to understand the geographical environment, form geographical skills and the concept of sustainable development, and has the nature of social science and natural science. This is a new course for seven-year students. As the saying goes, "everything is difficult at the beginning", as an interdisciplinary subject between nature and humanities, it plays a relatively embarrassing role in junior high school curriculum. Teachers should stimulate students' interest in learning geography, so that they can master basic knowledge and skills, and have preliminary geographical scientific literacy and humanistic literacy.

After entering junior high school, students' cognitive level gradually develops from image thinking to abstract thinking, and they have certain abstract thinking ability and systematic thinking ability. Students have mastered some relatively simple geographical knowledge by studying in primary school and combining with daily life. At the same time, I also know the importance and learning methods of learning geographical knowledge, and my interest in learning and my desire for the unknown are very strong. Therefore, we can combine the knowledge and methods of related disciplines to guide students to learn to find and put forward problems, analyze and solve problems from the reality of social life.

Third, content analysis.

Chapter 10 Let's talk about geography.

This chapter mainly introduces the basic knowledge of geography, the content and significance of geography learning, and the methods and ways of geography learning. Learning this chapter is to make emotional preparation for studying geography in the future and guide students to love and get close to geography.

Chapter 10 the face of the earth

The main contents of this chapter include four parts: understanding the earth, the distribution of the world's land and sea, the world's topography and landforms, and the changes of the land and sea. These contents are the basic knowledge of learning geography, but also the basic knowledge of helping students establish a correct world outlook and outlook on life, which contains dialectical materialist world outlook and methodology. It is not only the basic course of geography knowledge, but also the basic course of life development.

Chapter X Residents of the World

The most basic content of this chapter is the world population, including population quantity, distribution and population problems. On this basis, talk about race, language, religion, settlements and other contents, so that students can understand the basic situation of the world population, explain the impact of population problems on the environment and social and economic development, correctly treat the world race, language and religion, understand the relationship between settlements and the natural environment, know how to respect history and cherish the cultural heritage left by ancestors.

Chapter X World Climate

This chapter mainly includes four parts: weather and climate, temperature and precipitation, main factors affecting climate and world climate types. Through the study of this chapter, students can master the concepts of weather and climate, understand the weather map, know the measurement methods of temperature and precipitation, read the curves of temperature and precipitation, understand the main types of precipitation, understand the main factors affecting climate and the main types of climate in the world, and analyze the basic climate characteristics with the knowledge they have learned.

Chapter X Differences in World Development

This chapter introduces the political and economic concepts such as world development differences, international cooperation and international organizations, which plays a fundamental role in studying continents and understanding the human geography of various countries and regions in the future. Through the teaching of this chapter, students can have a deeper and more complete understanding of the country and the world, so as to understand the essence of world development and change through phenomena, understand that cooperation and development are the direction of human social development, and lay the foundation for being a China person in the world.

Fourth, the difficulties in teaching

Teaching emphasis: how to read the map, the shape, latitude and longitude of the earth, the movement of the earth, seven continents and four oceans, five kinds of land topography and seabed topography, the viewpoint of plate tectonics theory, two volcanic earthquake zones, the characteristics and population problems of the world population, the three major races and their distribution in the world, the language and religion of the world, the form of settlement, the characteristics of weather and climate, the identification of weather symbols, temperature and precipitation, the main factors affecting the climate, and so on.

Difficulties in teaching: comparison of scales, identification of latitude and longitude, revolution and autobiography of the earth, identification methods of contour lines in different parts of the mountain, characteristics of representative buildings of the three religions, evolution of settlements, analysis methods of climate data of three precipitation types, and how to analyze the factors affecting climate and the characteristics of climate types.

Verb (abbreviation of verb) teaching measures

1, study the textbook carefully, clarify the knowledge structure and teaching ideas of the textbook, and grasp the key points and difficulties of the textbook. Make use of modern teaching facilities and make teaching props. Create teaching situations and set up a variety of classroom teaching modes, so as to stimulate students' interest in learning, mobilize their subjective initiative and enthusiasm, and change passive learning into active inquiry.

2. Strengthen the training of students' basic knowledge and skills, and consolidate students' ability to read, fill and draw pictures. Use maps and geographical maps to enhance students' perceptual and rational understanding. At the same time, it helps students to understand geographical concepts by combining geographical common sense and geographical phenomena in daily life.

3. Cultivate students' ability to apply geographical knowledge, analyze and solve problems. Organize classroom teaching for all students. Pay attention to collecting students' feedback information, solve students' problems in time, stimulate students' emotions, create a good classroom learning atmosphere and harmonious teachers and students' emotions, so as to better guide students to learn actively.

4. Carry out colorful extracurricular activities, make full use of TV, Internet and other facilities, constantly broaden students' knowledge in all directions, and inject fresh blood into classroom teaching.

5. Appropriate teaching methods. Choose appropriate teaching methods flexibly according to different contents, and be brave in exploration and innovation in teaching. Correcting homework carefully and keeping abreast of students' learning through tests.

General model essay of geography teaching plan in the first volume of the seventh grade of People's Education Press (5) 1. Analysis of teaching content;

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:

1, the universal language.

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:

Guide students to read the natural paragraph on page X, the picture X "Different languages" on page X 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.

2. 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.

People's Education Edition Seventh Grade Geography Teaching Plan Volume 1 General Model essay (6) Section 1 Earth and Globe

first kind

Create situations and introduce new lessons;

Narrator: Students, we live on the earth. Many students have mentioned these questions once or now: What is the earth like? How big is the earth? How do people know this earth? In this class, we will discuss these problems together and explore the earth together.

Writing on the blackboard: Section 1 Earth and Globe

Question: Students, do you know what shape the earth is?

Students answer: round, oval. ...

Note: We all know that the earth is a sphere. How do we know? Living on earth, we can't see the whole picture of the earth. In ancient times, the shape and size of the earth was a mystery.

I. Understanding the shape and size of the earth

Activity: Use the flip chart to show the four pictures in the textbook in order. After the students discuss, please ask the representative to come to the stage to give a picture.

Figure 1: "The sky is round"

Figure 2: "Gaitian Shuo"

Figure 3: Magellan's route map for global navigation

Figure 4: Earth satellite photos

Ask the students to say the first picture: "The sky is round"

Supplementary summary: In ancient times, people thought that the whole earth was flat and the sky was like a huge pot upside down on the earth. Do you agree with this statement? Why?

(Student answers)

Summary: The students are very clever, unlike the ancient people who simply knew that the sky was round and the ground was flat. With the expansion of people's activities, people gradually find that the earth is not so flat. For example:

(1) Ships passing by the sea in the distance see the mast first, and then the hull; During an eclipse, the shadow edge of the earth is always curved.

Ask the students to tell the second picture: Gai Tian Shuo.

Question: Can students question this statement?

(Student activities)

Summary: From watching sailboats at the seaside to seeing the shadow of the earth during the eclipse, people have great interest in the shape of the earth and put forward the hypothesis that the earth may be a sphere. To prove this hypothesis, humans need to visit the other side of the earth. To this end, many explorers have made many voyages around the world. Can you tell me what kinds of round-the-world voyages are on the calendar?

(Student answers)

Telling and guiding: The most important thing is1the voyage around the world led by Portuguese navigator Magellan in the early 6th century. Now please tell the story of Magellan's voyage to the sea.

Summary: The great significance of Magellan's voyage around the world lies in fully proving that the shape of the earth is a sphere. So what is our understanding of the shape of the earth now? Please come up and tell us about it.

(Student answers)

Narrator: Now that we are in space, we can see the whole earth in the air and take photos to confirm that the earth is a sphere.

Question: Just now our classmates demonstrated the process of our understanding and exploration of the earth. From "the place where the sky is round" to "the theory of covering the sky", and then from Magellan's voyage around the world to the satellite photos of the earth, people's understanding of the shape of the earth has gone through a long process from simple understanding to conjecture to practice, from wrong phenomena to truth, and paid a huge price. What do students feel from the process of human exploration of the shape of the earth? What have we learned from this incident?

(Student answers)

Conclusion: We should learn from our ancestors, treat everything scientifically, and explore the truth with a rigorous and serious attitude and the spirit of being brave in dedication and not afraid of sacrifice. We should also observe carefully, be diligent in thinking, be good at summing up and be brave in practice, so as to discover the truth and achieve success.

Cheng Xu: We know that the earth is spherical, so is it really a standard sphere? Now we not only know the shape of the earth, but also measure its size accurately. Generally speaking, people often use data such as surface area, perimeter and radius to explain the size of a sphere. You can see figure C on page 6 of the textbook, which shows how big the earth is.

Show the wall chart: textbook figure p 5C shows the size of the earth.

Let the students read: the average hemisphere of the earth is 637 1km, the surface area of the earth is 5 1 100 million square km, and the circumference of the earth is about 40000km.

Narrator: Accurate measurement shows that the radius from the center of the earth to the North Pole is 6357 kilometers, and the equatorial radius is 6378 kilometers. Therefore, accurately speaking, the earth should be a sphere with slightly flat poles and slightly bulging equator. Of course, these differences are insignificant compared with the huge earth. For example, the equator radius is only 2 1 km longer than the north pole radius. If the earth is reduced to the size of a globe, this difference will not be seen. We usually use the average radius to represent the size of the earth. Remember that the average radius of the earth is 637 1 km.

Second, the model of the earth-a globe

Activity: Show the globe to the students.

Student activity: Observe the globe carefully and think. What is the main difference between a globe and the real earth?

(Student answers)

Supplementary explanation:

1. The globe is a model for shrinking the earth;

2. There are some things on the globe that don't actually exist on the earth, such as the latitude and longitude net and latitude and longitude used to determine the direction and position of geographical things;

The globe has an axis, but there is no axis in reality.

Q: According to your understanding of the globe, try to define the globe in your own language.

(Student answers)

Summary: A globe is a scaled-down model of the earth according to the shape of the earth. On the earth, people use different colors, symbols and words to represent the location, shape, size and name of geographical things, such as land, ocean, mountains, countries and cities. Globes can help us to understand the whole picture of the earth more intuitively, and also help us to understand the distribution of various geographical things on the surface of the earth. In the future, we will often learn geography knowledge with the help of globes, so students should understand globes.

Summary: Today, we learned the basic knowledge about the earth and the globe, understood the process of people's understanding of the shape of the earth, and got a preliminary understanding of the globe. Next class, we will learn an important chart of the earth-latitude and longitude.

Homework: refer to the activities in the textbook, make a small globe at home, and compare who made it after class.

Blackboard design: