1. Understand the changing law of the noon sun height and the length of day and night.

2. Let students know the formation and division of the four seasons.

capability goal

Can draw pictures to show and explain the changes of noon sun height and day and night length.

Teaching focus

1. Changes of the sun height and the length of day and night at noon.

2. Read and draw a schematic diagram of the sun shining on the earth.

Teaching difficulties

Changes of sun height and length of day and night at noon

teaching process

Geographical significance of the earth's revolution

1. superposition of rotation and revolution

The included angle between the equatorial plane generated by rotation and the ecliptic plane generated by revolution (currently: 23 26') is the ecliptic angle.

2. The regression motion of the direct point of the sun.

① Range: 23 26 ′ to 23 26 ′ north latitude.

② Cycle: a tropical year, 365 days, 5: 48: 46.

(3) Process: The regression motion process of the direct point of the sun is visually displayed by using the mathematical sine diagram, and the dichotomy is grasped to the key point.

In this way, we can judge the latitude and moving direction (south or north) of the direct point of the sun on any day, and give an example.

(4) vernal equinox, March 2 1 or so; The solstice of summer, about June 22nd,

Equinox, around September 23; Winter solstice, about 65438+ February 65438+ February

⑤ Confusable concepts: tropic year and sidereal year (comparative method)

3. Variation law of the length of day and night

① Equator: The four seasons are equally divided (or equally long) day and night.

② Which hemisphere (south or north) the direct point is located in, which hemisphere has long days and short nights, and the other hemisphere has short days and long nights.

That is: 1) If the direct point is in the northern hemisphere, the farther north, the longer the day and the shorter the night, and the extreme day phenomenon appears around the North Pole and the extreme night phenomenon around the South Pole;

2) If the direct point is in the southern hemisphere, the farther south, the longer the day and the shorter the night, and the extreme day phenomenon appears around the South Pole and the extreme night phenomenon appears around the North Pole.

3) From summer to the sun, it is directly on the Tropic of Cancer, with the longest day and the shortest night in the northern hemisphere. Extreme day appears everywhere north of the Arctic Circle, while the shortest day and the longest night appear in the southern hemisphere, and the extreme night appears everywhere north of the Antarctic Circle.

4) In winter solstice, it points directly to the Tropic of Capricorn. In the southern hemisphere, the days are the longest and the nights are the shortest. Extreme days appear everywhere in the south of the Antarctic circle, the shortest day and the longest night in the northern hemisphere, and extreme nights appear everywhere in the north of the Arctic Circle.

③ Equinox of Spring and Autumn: 1) The whole world is equally divided (or equally divided) day and night; 2) The termination line passes through the North Pole and the South Pole and coincides with the warp coil.

4. Variation law of noon sun height

(1) The height of the sun, that is, the height angle of the sun, is the included angle (h) between the sun's rays and the horizon (or surface).

(Note: I don't know how high the sun is overhead) Its value range: 0 ≤ h ≤ 90.

The height of the sun at noon, that is, the height of the sun at noon in a certain place and the height of the sun in a day, is mainly used to measure the height of the sun on a certain day. If the height of the sun is small one day, the height of the sun must be smaller that day.

② Law: 1) Spatial variation law: decreasing from the direct point of the sun to the north and south sides (square). For example, if the direct point of the sun is 3 N, then the distribution of the height of the sun at noon decreases from 3 N to the north and south sides (square).

2) Time variation law: it changes with the north-south movement of the direct point of the sun. Because the direct sunlight point moves back and forth between the tropic of cancer, its spatial variation law also changes with the north-south movement of the direct sunlight point. (inductive deduction)

③ The influence of H: (Use the atlas P 16 of People's Education Publishing House and explain)

1) The greater the height (h) of the sun, the greater the radiation intensity of the sun to the surface, the more surface energy and the higher the temperature;

2) The smaller the height (h) of the sun, the smaller the intensity of solar radiation to the surface, the less the surface energy and the lower the temperature.

5. Division of four seasons

① Astronomical season: 1) Summer is the longest day season in a year, and the sun season is also the season that gets the most solar radiation;

2) Winter, the season with the shortest day and the least sun in a year, is also the season with the least solar radiation;

3) Spring and autumn are the transitional seasons of winter and summer.

② Four Seasons in North Temperate Countries (Climate Statistics)

Spring: March, April and May; Summer: June, July and August; Autumn: September, 10, 165438+ 10; Winter: 12, 1, February.

③ Confusable concepts: seasons, solar terms and dichotomy, such as summer, summer solstice and summer solstice, winter, winter solstice and winter solstice.

6. Division of five regions

(1) To the south, the Tropic of Cancer, Tropic of Cancer and Arctic Circle are the dividing lines, and the earth is divided into five temperature zones from north to south, namely, the northern frigid zone, the northern temperate zone, the tropical zone, the southern temperate zone and the southern frigid zone.

② Students' discussion: 1) If the intersection angle between yellow and red becomes smaller, the northern frigid zone, southern frigid zone and tropical zone will also become smaller; In the south temperate zone, the north temperate zone becomes larger.

2) If the intersection angle between yellow and red becomes larger, the northern cold zone, southern cold zone and tropical zone will become larger; South temperate zone, north temperate zone becomes smaller.

③ Confusable data: the latitudes of the dividing lines of the five zones are 23 26' and 66 34' respectively, and the latitudes of the dividing lines of low latitude, middle latitude and high latitude are 30 and 60 respectively. (comparative method)

Location choice of agriculture

Section 1 Agricultural Location Selection

Take your time in class.

This part systematically and detailedly analyzes the natural, social and economic factors that affect agricultural location. Through activities, students can understand that the location choice of agriculture is restricted by many factors. Therefore, when developing agricultural production, we must adjust measures to local conditions and make full and reasonable use of land.

By comparing rice cultivation in the Chao Phraya River Plain in Thailand with that in Australia, the textbook introduces the concept of location and the reasons for choosing different locations in agriculture. In teaching, we should compare the differences in natural conditions, socio-economic conditions and agricultural production characteristics between the Chao Phraya River Plain in Thailand and southeastern Australia. Let the students understand: What are the main location factors of agriculture? The location choice of agriculture is essentially to comprehensively consider various location factors and make rational use of land. On this basis, it is easier for students to answer the reasons for the huge difference in agricultural production between the two places.

Figure 3.3 is the conceptual diagram of the core principle of this unit, which is the basis of other contents of this unit. It should be used repeatedly in the process of analyzing various cases and "activities" in teaching, so as to achieve the purpose of skilled use. P43' s three activities aim to help students understand the layout and changes of agricultural production and the influence of location factors. We should make full use of these contents in teaching to improve students' ability of inquiry and map reading and analysis. Activity 1 and Activity 2: Show maps in teaching, and let students find the geographical locations of Mumbai, Rome and Taihe County, Jiangxi Province. Make students establish the concept of space, and then help them analyze the geographical conditions of these three areas. Activity 3 is "Changes of Agricultural Landscape in Coastal Areas of China". In teaching, it is necessary to show some information about the land use change in this area and the market prices of rice, sugarcane and flowers. Finally, guide students to analyze and explain that the choice of agricultural location is influenced by market factors.

The purpose of P44 case 1 is to show that the location choice of agriculture should be analyzed concretely and viewed from the perspective of development. In teaching, students should be guided to analyze the changes of agricultural products and consumption places in the Mediterranean region, and through the comparison of agricultural location differences between France and Spain, students should learn the methods and ideas of geographical comparison.

The formation of agricultural areas is the result of rational use of land resources according to local conditions. The textbook takes the formation process of mixed agricultural areas in Australia as an example to illustrate this problem. When teaching, we should make full use of the multi-picture synthesis in the teaching materials, analyze the reasons for the formation of mixed agricultural areas in Australia, and train students' ability to look at pictures and analyze.

Three-dimensional target

Knowledge and skills

Understand the meaning of agricultural location from geographical location, natural and social factors.

2. Understand the influence of layout, change and location factors of agricultural production, and explain the influence of agricultural production activities on geographical environment.

3. Cultivate students' ability to read and analyze maps by analyzing the reasons for the formation of regional types of mixed agriculture in Australia.

Process and method

1. Understand the meaning of agricultural location by comparing the landscape maps of different agricultural areas.

2. Use the method of chart analysis and comparison to help students understand the layout, change and location factors of agricultural production.

3. Use specific cases to guide students to understand the differences of agricultural location between France and Spain, and learn to make regional comparisons.

The circumference of the earth

Learner level analysis:

1. Although the contents of the inner circle of the earth are simple, they are all theoretical, and students can't feel it with "seeing is believing". So it is a good way to describe the internal structure of the earth by analogy (for example, the inner circle of the earth is like the outline of an egg).

2. Students can only see the longitudinal and transverse waves of seismic waves in junior high school, but they haven't learned this part in senior high school physics. Therefore, our geography teacher should act as a physics teacher and fully explain the relevant knowledge of P wave and S wave, because only in this way can we better understand the structure and characteristics of the inner circle of the earth.

Analysis of teaching content:

This section of the textbook mainly introduces the structure of the earth sphere, including the inner sphere and the outer sphere of the earth. Human understanding of the earth's interior is mainly based on the study of seismic waves to infer the composition and other characteristics of the earth's interior. Therefore, in specific teaching, we must first grasp the characteristics of seismic waves: longitudinal waves travel fast and can pass through solid, liquid and gaseous substances; Shear waves travel slowly and can only pass through solid materials. On this basis, we can infer the composition and characteristics of matter in the earth according to the change of seismic wave velocity. We call the discontinuous surface with sudden change of seismic wave velocity Moho surface and one Gutenberg surface. According to these two surfaces, we can divide the crust, mantle and core into three circles.

The outer space of the earth is closely related to human beings and is the environment for human survival. There will be a more detailed introduction in the later textbooks, so this section can be briefly introduced. Of course, it should be emphasized that the outer circle of the earth is interrelated and restricted. The role of human beings in geographical environment will cause the reaction of environment to human beings, and the role of human beings in geographical environment will cause the reaction of environment to human beings. Therefore, only by acting in accordance with the laws of nature and rationally utilizing and transforming nature can human beings promote the benign development of the ecosystem and benefit mankind. Otherwise, it will make the ecosystem develop viciously and affect the survival and development of human beings.

Teaching objectives:

1, knowledge and skills

A, understand the structure and characteristics of the earth's spheres, and can summarize the main characteristics of each sphere.

B, use data and charts to understand the relationship between the role of the earth's outer circle and human beings.

2. Process and method

First, we can analyze the geographical phenomena in real life by combining the structural characteristics of the earth's circles.

B, use specific examples to illustrate the characteristics of the earth's surface.

3. Emotional attitudes and values

A, initially cultivate students' overall consciousness and understand the universal laws of things.

B, initially cultivate students' spirit of inquiry and science.

C, learn from the macro to the micro, from the whole to the local methods, and master the methods to solve problems.

Teaching focus:

Spatial distribution and characteristics of the inner and outer circles of the earth

Teaching difficulties:

Structure and basic characteristics of the inner circle of the earth

Teaching methods:

Comparative analysis, drawing analysis, drawing analysis, cooperative discussion.

teaching process

Teacher's behavior

Student behavior

Design intent

Create a situation and introduce a theme.

Explore the interior of the earth

activity

In ancient China, there was a saying about the earth: The surface where we live is called the earth, and the part below the surface is called the underworld. The underworld is divided into 18 layers. Is the so-called 18 floor a hell? Do you think there is really a 18 floor under the ground where we live? So what is the internal structure of our earth? The student's guess is very interesting. Do you want to hear my guess? I think the internal structure of the earth is like a boiled egg structure. Can you believe it?

Do not believe! I have a boiled egg here (cut open with a knife for the students). Can you describe what you saw?

(Students' descriptions can get encouraging comments.)

So how do I know that the internal structure of the earth is like this boiled egg? (Ask yourself and answer yourself)

Shall I cut the earth like an egg with this knife? Or, like Tu Sunhang in the Book of Gods, can you go underground? Or like the protagonist in Verne's Journey to the Center of the Earth, from one crater to another? (impossible)

(Feeling: It is not easy to go to heaven, and it is also difficult to go to the ground)

What can you think of to detect the structure and composition of the earth?

The teacher concluded: So, how do people use seismic waves to achieve "*" to the earth?

Read the first and second paragraphs on page 2 1 of the textbook carefully, and complete the following questions with figure 1.25:

1, the concepts of seismic wave, longitudinal wave and shear wave.

2. Compare P wave and S wave and complete the table below.

Seismic wave type

longitudinal wave

The speed of propagation

Transfer substance

transverse wave

According to the conclusion analysis of the first and second questions, when an earthquake occurs, what people first feel is the ground jumping up and down or shaking from side to side? Why? (Dig deeper: What if it's on the water? What will your exclamation be? Why? )

4. What is discontinuity? How many discontinuities are there on the earth? Please find out the name of the discontinuity and its approximate depth in figure 1.25.

Discontinuities divide the earth's interior into several circles. What are their names?

6. Will the wave velocity change when the seismic wave passes through the discontinuity? If so, how did it change? (Digging deeply: Can we infer the material state of mantle and core from this? )

7. According to your understanding, will the thickness of the earth's crust be uniform? Please give an example.

Finally, the teacher can compare and verify that the inner circle of the earth is really like the internal structure of an I-egg. )

1. Draw a schematic diagram of the inner circle of the earth. (Requirements: Look at the eggs without reading)

2. After the completion, the teacher gave the relevant knowledge and data that the mantle can be divided into upper mantle and lower mantle, and the core can be divided into foreign core and inland core. Ask the students to make the above contents again in the completed schematic diagram.

3. Then the teacher gives the information about asthenosphere and lithosphere, so that students can correct each other. Continue to do the relative range between the asthenosphere and lithosphere in the inner circle of the earth.

4. Finally, according to the completed schematic diagram, we can ask: Is the crust equal to the lithosphere? Please tell me the difference between them?

Excessive: Through the above study, we already know that the underground world is "wonderful", but the surface world is actually "more wonderful". Next, we will explore the outer circle of the earth.

The student replied: No!

Students express their opinions.

Student: Yes!

Students think.

A student: There are three layers from the outside to the inside, namely eggshell protein and egg yolk; There are differences in thickness, eggshell is the thinnest, followed by protein, and yolk is the last.

Students laugh.

Students discussed, the answers can be said to be varied: such as drilling technology, volcanoes, hot springs, remote sensing, seismic waves and so on.

Students read in a small range and cooperate to complete the above seven questions.

The students corrected each other's mistakes.

Students answer the questions.

Entering the learning situation from students' knowledge and life experience will arouse students' thinking and verification and stimulate students' learning.

Cultivate the initial observation ability.

Cultivate students' reading induction ability, drawing reading and analysis ability, practical application ability and cooperation ability.

Improve students' drawing ability, drawing reading ability and knowledge application ability.

Explore the outer space of the earth

Course summary

Please answer the following questions according to figure 1.27 and data 1.

1, what do you think are the main layers in the outer circle of the earth? What are their scope and basic characteristics?

2. Give examples to explain why the outer circle of the earth is a necessary condition for human survival and development.

3. Question: Do you think the lithosphere belongs to the outer or inner circle of the earth?

Teacher's summary: (Full Edition Book) Through the study of this lesson, we have a close contact with the earth, and let us clearly understand the "wonderful" and vibrant home of the earth. At the same time, it also makes us clearly feel that the survival and development of human beings cannot be separated from this home, as it was in the past, now and in the future. So, please take action together, reach out your hands, consciously love her, protect her and cherish her, because we only have one earth.

Each student can choose a question and complete the following survey: (words: 200-300)

Topic 1: If humans really invent a "ship" that can go deep into the earth in the future, what do you think such a "ship" must have?

Topic 2: Write a geography composition on the topic of "a journey with a drop of water".

Students read, discuss and answer.

Discussion after class

Through reading materials, cultivate students' ability to extract, analyze and use information to solve problems.

Apply what you have learned flexibly, integrate theory with practice, and cultivate the spirit of inquiry.