The lesson of the country of West and Central Africa. Lesson "Countries of Africa"
1 slide ... Today we are starting to study the countries of the African continent. By tradition, we conduct the first lesson in the form of a lecture, for the next lesson practical work, a seminar and test. You draw up the results of the lecture in the form of a LOK, an approximate version of the abstract is offered to you.
2. The lecture plan is traditional.
Our main goal is not just to characterize the region according to a model plan, but to identify the reasons for the economic backwardness of the region and its role in the MGRT.
3. So, the composition and EGP of the region.
In terms of territory, Africa is the largest of all regions of the world, with an area of 30.3 million km², with a population of 905 million people, within which there are 54 states, all of which, with the exception of South Africa, belong to developing countries. With so many countries, they differ greatly in territory and population. The largest state is Sudan - 2.5 million km², which is 4.5 times more than the largest European country - France, while the Seychelles has less than 1000 km². If in Nigeria there are 130 million people, then in Sao Tome and Principe - 180 thousand.
The main feature of the geographical location is the presence of 15 landlocked states, sometimes remote at a distance of up to 1.5 thousand km. (there is no such amount anywhere in the world), which leads to even greater backwardness.
4. Federations are states - Nigeria, Ethiopia, South Africa, Comoros, the rest are unitary.
According to the state structure, only 3 states are monarchies: Lesotho, Swaziland, Morocco (all kingdoms), the rest are parliamentary republics, there are few presidential ones.
It should be borne in mind that the republican form of government often hides military, often changing, dictatorial, authoritarian regimes.
Only from 1970 -1990. there have been 78 coups d'état in Africa that have cost the lives of 25 presidents. In the mid-1990s. from 45 countries of Tropical Africa 38 countries had a military dictatorship!
5. An example is the regime of Muammar Gaddafi in Libya, although back in 1977 it was renamed the Socialist Libyan Arab Jamahiriya (from the Arab al-Jamahiriya, ie "state of the masses").
It should also be remembered that all these countries were former colonies of Great Britain, France, Germany, Portugal, Italy, Spain, Belgium (with the exception of Ethiopia and Liberia), in the figurative expression of Witwer, Africa was literally torn apart.
6. Task 1: Analyze the data in the table and explain why 1960 is called the "Year of Africa"?
Eritrea was the last to gain independence in 1993. Until now, in many countries, the language of the former metropolises is the state language. Territorial disputes and conflicts became the legacy of the colonial regime; they concern 1/5 of the entire territory of the continent. The fact is that 40% of the boundaries are not demarcated at all, 40% are drawn along parallels and meridians, 30% along arcuate curves, and only 26% along natural boundaries.
7. Internal political conflicts lead to civil wars. An example is Angola, where armed struggle has been fought since the early 1960s. First, against the Portuguese colonial authorities, and after independence was achieved between local military-political groups, relative detente came only in 2002.
8. The Organization of African Unity, now renamed the African Union, was created to help strengthen unity, preserve integrity and independence.
9 ... Africa is rich in a variety of natural resources, especially minerals. It ranks 1st in terms of reserves of manganese, chromite, bauxite, gold, platinoids, cobalt, diamonds, phosphorites. In addition, the mineral raw materials are of high quality and are mainly mined in an open way.
10. The richest country in South Africa, there are all minerals, with the exception of oil, gas and bauxite. The reserves of gold, platinum and diamonds are especially large. A year after the first diamond was found here, a city of diamond miners appeared - Kimberley, hence the name of the diamond-bearing rock - kimberlite. True, the content of diamonds in it is very low - 0.0000073,% i.e. 0.2g. or 1 carat for 3 tons of kimberlites.
11 ... One of the attractions of Kimberley "Big Pit", 400 m deep, dug by diamond miners. In the entire history of mining, the largest diamonds in the world have been found here.
12.“
Eureka"- The first diamond accidentally found in South Africa in 1866. A guy named Erasmus Jacobs, looking for a stick for cleaning the drain on the river bank, noticed a shiny pebble among the pebbles. Which was so beautiful that the boy took it to the farm and gave it to his sister Louise. So the first diamond was found in South Africa, later named "Eureka". Subsequently, he was sent to England, and the Jacobs family refused to take monetary compensation, saying that an ordinary stone was not worth that much. "Star of South Africa"... In 1869 a shepherd named Bowie found another diamond. "Cullinan"... In 1904, Thomas Cullinan acquired a mine in the Transvaal province of South Africa. And already on January 26, 1905, at 17 o'clock, his worker found the world's largest diamond in it. It was a stone 11 cm long, 5 cm wide and 6 cm high, and weighed 621.20 grams (3106 carats). It was presented to the English king Edward VII for his birthday. The diamond arrived in London by mail in a plain stamped bag. At the same time, a magnificent production was played: the attention of reporters from all over the world was riveted on a mysterious sealed cardboard box, which was transported aboard the royal ship. Instead of the famous diamond, the box contained a piece of glass of the same weight. During the cutting process, one of the craftsmen lost consciousness.
After cutting, the stone lost 65% of its weight. Among the largest stones obtained after the splitting of the Cullinan diamond was the Cullinan I, or "Big Star of Africa", weighing 530.20 carats, which became the largest diamond in the world (the other eight were named "Small Stars of Africa") ... They adorn the royal regalia. " Anniversary"... At the end of 1895, a large diamond was found. " Red Cross" a large canary yellow diamond of a square shape, an interesting feature of this stone is that, if you look through the tabular facet, you can see a series of inclusions in the shape of a Maltese cross. "Yellow Diamond Tiffany" It is a lovely orange-yellow stone. The diamond is owned by Tiffany & Co., a New York jeweler; it was put on display in the shop window of this firm. " De Beers"Named after the largest diamond mining company in the world. "Porter Rhodes"... On February 12, 1880, a bluish-white diamond was found at Mr. Porter Rhodes's site in the Kimberley mine.
13. Not so long ago, the largest diamond in the world was discovered in South Africa. According to experts, the cost of the recently found giant easily reaches $ 30 million. It is worth noting that the celestial giant is twice the size of the Cullinan diamond, which was previously considered the largest in the world.
But there are countries poor in minerals, which complicates their development.
14 ... Land resources are significant, especially since only 1/5 of the land suitable for agriculture is cultivated. But the degradation of arable land has rampant. Africa accounts for 1/3 of the world's drylands, 2/5 of its territory is at risk of desertification.
Agroclimatic resources are also significant because Africa is the hottest continent, but water resources are not evenly distributed. It is necessary to use artificial irrigation, which is now 3-4% of the required level, and in the equatorial zone, on the contrary, there is excessive moisture.
15. ½ of Africa's hydropower potential is concentrated in the Congo Basin. Although the river carries 5 times less water into the ocean than the Amazon, its hydropower potential is higher because 300 km. its segment, the fall is 275 m, with 32 waterfalls. Here it is possible to create a hydroelectric power plant with a capacity of 80-90 million kW, which is comparable to the capacity of all US hydroelectric power plants.
16. In terms of forest area, Africa is second only to Latin America and Russia, but deforestation is proceeding at a very rapid pace, which is associated not so much with the deforestation of humid equatorial forests, but with slash-and-burn agriculture.
17. The population is distinguished by the highest rates of reproduction, which is associated with millennial traditions. "Not having money means being poor, but not having children means being poor twice." Most countries do not have demographic policies. In Niger, Chad, Angola, Somalia, Mali R. = 45-50 ‰, which is 2 times higher than the world average. In Ethiopia, Mali, Uganda, Benin there are 7 or more children per woman. A high proportion of childhood ages is characteristic, and, consequently, there is a problem of employment, especially since 1/3 of the adult population is illiterate.
18. Particularly dangerous is the AIDS epidemic, which is home to Tropical Africa. If in Europe the proportion of infected does not exceed 1% of the adult population, then in Botswana it is 39%. If the situation does not change, then within the next 10 years these countries will lose 1/5 of their adult population. In 2004 alone, 2.2 million died of AIDS in Africa, out of 3 million worldwide. The average life expectancy for men is 51 years, for women - 52 years.
19. The region is distinguished by a variegated ethnic composition (300-500 peoples), which leads to ethnic conflicts, often takes the form of genocide (destruction of the population on racial, religious and ethnic grounds).
20. As a result of the civil war in Liberia, out of 2.7 million of the population, 150 thousand died, more than 500 thousand refugees inside the country and 800 thousand fled to other countries. This leads to outbreaks of hunger, epidemics, an increase in child and general mortality.
21. Africa is a region of ancient culture, 109 World Heritage Sites are located here: the pyramids of Ancient Egypt, Luxor, Karnak, Thebes, Nubia, the ruins of the Roman cities of North Africa, Cairo, Timbuktu, Great Zimbabwe, the Tassilin-Ager rock carvings.
22. National Parks - Serengeti, Ngorongoro, Kilimanjaro, Mount Kenya, Rwenzori, Drakensberg Mountains.
23. The average population density is not more than 30 people / km². The Sahara has the largest unpopulated areas, the area of humid equatorial forests is sparsely populated. The population is concentrated along the coasts and river valleys. For example, Egypt - 80 million live in the Nile delta and valley, which is 4% of the area, the density is 2000 people / km², and in the Sahara 1 person / km².
24. Urban agglomerations are just emerging here, but the rate of urbanization is the highest in the world. Cairo and Lagos are already among the "supercities", with a population of over 10 million, but, as a rule, these are slum areas. In 1950, Lagos had 300 thousand inhabitants, now 10 million, but at the same time living conditions are so unfavorable that in 1999 the capital was transferred to Abuja.
25. In terms of urbanization, Tropical Africa lags behind North Africa. The hypertrophied role of cities is characteristic. For example, in the capital of Burundi, Bujumbura, 100% of the urban population is concentrated.
26. After gaining independence, African countries nationalized natural resources, carried out agrarian reform, economic planning, and training of national personnel. As a result, the pace of development has accelerated. But most countries have retained the colonial type of economy:
the predominance of small-scale, low-productivity agriculture;
weak development of the manufacturing industry;
strong backlog of transport;
limiting the non-productive sphere to trade and services;
monoculture is a narrow specialization in the production of goods or raw materials. (Coffee, cocoa, cotton, peanuts, oil palm, sugarcane, livestock, etc.). 27. Many countries on their emblems reflect precisely the specialization of agriculture.
28. In industry, the main branch is mining, followed by tropical and subtropical agriculture. Sub-Saharan Africa's share of global GDP is 1.2%.
29. In the 80s. the problem of hunger has worsened as the crisis widened the gap between food production (2% growth) and population growth (3% growth). As a result, grain imports increased. In addition, the unprecedented drought affected more than half of the countries (200 million), debt to Western countries. Now the situation has improved somewhat, but the gap between the dynamically developing countries of the region and the “outsiders” has widened.
30. Task 1: analyze all of the above and name the main reasons for the backwardness of African countries.
1.15 states are landlocked;
2. dictatorial regimes;
3. recent colonial past of the mainland;
4. poverty of a number of countries in mineral resources;
5. high natural population growth; the predominance of children in the sex and age structure of the population, illiteracy;
6.colonial type of economy
7.debts to developed countries
8.Extreme Climate
31. Task 2: solve the test.
Name the countries that were politically independent before World War II:
a) Algeria, b) Liberia, c) Senegal, d) Ethiopia
2.How many countries do not have access to the ocean:
a) 21, b) 17, c) 15, d) 4
3. Determine which of the following formulas characterizes the demographic situation in Africa:
a) 12-10 = 2; b) 7-9 = -2; c) 40-15 = 25
4. Which statements are correct?
a) Africa's share is especially large in world trade in the export of mining raw materials;
b) of the African countries, Nigeria is the most developed
c) Tropical Africa is the least industrialized and urbanized region;
d) most states in Africa are monarchies
5) define the country by description: this country belongs to the group of economically developed, washed by the waters of two oceans. Its bowels are rich in various minerals. For the extraction of diamonds, gold, platinum, uranium, it ranks first in the world. The population is characterized by a complex ethnic composition. Among other countries of the continent, it stands out for the high proportion of people of European descent.
Testing and grading.
32. Key answers: 1) B, D; 2) B; 3) B; 4) A, B, 5) South Africa
33. Differentiated homework:
Rating "3" p. 273 - 281, LOK.
Grade "4" geographical nomenclature on the political map of Africa.
Evaluation "5" No. 2, p. 290 (fill in the table on the distribution of minerals in African countries)
Lesson 29. West and Central Africa. Nigeria
Lesson objectives: to acquaint with the peculiarities of the geographical location, nature and population of the region; to reveal the specifics of the economic activity of the population in individual countries, due to natural conditions and the colonial past; improve the ability to compose country descriptions, compare countries.
Teaching tools: geographical maps of Africa (political, physical, economic activities of the population, socio-economic, thematic), educational pictures, screen means.
Basic concepts and concepts: geographical location, relief, types of climate, equatorial forest, savannah, negroids, pygmies, colony, plantations.
Nomenclature: the main countries of the region, their capitals, monuments of the world natural and cultural heritage.
Interdisciplinary connections: the colonial past of Africa, the slave trade (history).
Lesson plan (methods, techniques, forms of educational activity)
1. General characteristics of the region
Explanation of the teacher. Features of the composition, geographical location, borders of the region, its colonial past, the complex composition of the population.
Practical work. Carry out a grouping of countries by size of territory, geographic location, natural conditions and wealth, composition and density of population, by type of economic activity. Use thematic atlas maps.
Conversation. What natural resources does each of the countries in the region stand out for? What crops and mining products are exported to the world market by the region's countries?
2. Nigeria
Teacher's story. Nigeria - Africa in miniature. The manifestation of geographic zoning in the nature of the country, natural resources, a complex ethnic composition of the population, a diverse rapidly developing economy of the country.
Practical work. Compile on the basis of geographical maps and the text of the textbook (§ 27, pp. 111-112) a description of the individual components of the nature of Nigeria (relief, climate, waters, natural zones) and sectors of the economy.
Conversation. How is the population located in Nigeria? Why? Where are the major cities of the country located? Why?
Exercise. Draw up a brief description of one of the countries in the region using atlas maps (optional)
Consolidation of what has been learned
What are the reasons for distinguishing the region of West and Central Africa?
What criteria can be used to group the countries of the region?
What natural resources are used in the countries of the region for the development of agriculture, what - for the development of industry?
How does the nature of the region affect the way of life of the population? Give examples.
What significant events are taking place today in the countries of West and Central Africa?
Homework ( optionally)
Creative tasks (optional)
Announcements and information for students
Geography lesson “Countries of Africa. Egypt ", grade 7
Kriulina I.A. GBOU RK "SSHI No. 1
Lesson type-"Discovery of new knowledge"
Technologies: developing, group (in small groups), ICT, health-saving.
Lesson objectives: Arouse students' interest in research activities during the study of material of a regional nature. Create conditions that motivate students to independent, proactive and creative mastering of educational material in the process of cognitive activity. Simulate a lesson so that four types of activity are manifested in students: thinking, acting, speaking and emotional-personal perception of information.
Educational:
To form ideas about the countries of Africa using the example of Egypt, about the peculiarities of the nature of this state, about the population and its economic activities. To teach to apply the knowledge gained from studying a general overview of the continent in the process of considering a particular state.
Developing:
Develop the ability to establish causal relationships between the components of nature. Ensure the development of abilities for evaluative actions, self-assessment of their work. To improve the ability to acquire knowledge from various sources of information (textbook, presentation, story, photographs, natural aids). When teaching, develop students' cognitive interest, will, emotions, cognitive abilities - speech, memory, attention, imagination, perception.
Educational:
To foster a humanistic attitude towards the peoples of the world, the ability to work in pairs; develop mutual assistance. To form in students a scientific worldview, moral qualities of a person, views and beliefs.
Group form of work in pairs
Planned results
Subject: Learn to find the distinctive features of African countries; establish the main features of the geographical location, nature, population and economy of Egypt.
Metasubject:
Cognitive: work with various sources of information and transform it from one form to another (photo into oral); establish causal relationships and draw a conclusion.
Regulatory: work according to the proposed plan; independently evaluate the results of their activities.
Communicative: work in a small group; build productive interaction; use various information resources to create an image of the country.
Personal: the formation and development of cognitive interest in the study of geography; the ability to independently select the knowledge necessary to solve the assigned tasks, self-assessment of the results of one's work.
Forms of work: practical, group
Resources: technical teaching aids: projector, screen.
Material: cards, benefits in kind (pyramid, banana mockup, Egyptian money, papyrus), success sheets, pyramids of two colors for reflection.
Interdisciplinary connections: history, mathematics.
Lesson form - lesson - quest
During the classes:
Organizational moment, motivation for educational activities
Which continent have you studied over the course of several lessons? - Africa.
You found out the geographical position of the continent and determined that due to the location of Africa in the equatorial and tropical zones, this is the hottest continent.
They characterized the relief and found out that the highest point of the mainland - the city of Kilimanjaro, characterized the mineral wealth of the mainland, its climate, inland waters, natural zones. You learned about the peoples of Africa.
What else do you think we need to learn about Africa? Pay attention to the map that hangs on the board. (Political map)
That's right - African countries.
What can we learn about countries from the map?
Geographical position, which country is larger, which is smaller, which countries it borders on, whether it has access to the sea, the capital of the country. This is all the geographical location of African countries.
So what is the purpose of our lesson- to reveal the peculiarities of the geographical position of African countries.
Today our lesson will be in the form of a quest. I offer you 5 stages - tasks that you need to overcome. Today you will give yourself marks for the lesson, for this I will give you success sheets. I am sure that each of you will be successful. Look, here after each assignment there is a plate with a grade, at the end of the lesson you will need to add up all the grades and divide by 5, i.e. find the arithmetic mean - this will be your estimate.
And so we begin.
In order to pass the first level of the quest, you need to study the presentation and use the political map. (You can use the atlas map, or you can in the tutorial on the page 109.
African Countries Presentation
How many countries do you think are in Africa?
Find African regions on the map while watching the presentation.
1 quest task. Find on the map of the country: Egypt, South Africa, Sudan, Nigeria, Madagascar, Chad, Ethiopia, Angola, Mali, Niger.
2.quest task
4.The island state of South Africa
5.The ancient state in the Nile Delta D Sudan
Checking the correctness of the task.
Grade.
Physical culture pause. Provide psychological relief for students.
African rain.
The wind has risen in Africa. (The leader rubs his palms).
It starts to rain. (Finger snap).
The rain is getting worse. (Alternate clapping of palms on the chest).
A real downpour begins. (Hips clapping).
And here is the hail - a real storm. (Stamping feet).
But what is it? The storm subsides. (Hips clapping).
The rain is dying down. (Slapping palms on the chest).
Rare drops fall to the ground. (Finger snap).
The quiet rustle of the wind. (Rubbing palms).
The sun! (Hands up).
A good friend of mine worked as a doctor in Africa and one day he was called to see a patient. Local residents - Arabs - helped him to cross the river, which carried its waters into the sea, the water was warm and clear. Further, his path lay in Deshret, which means "Red Earth". The way through the hot sands was difficult, but the doctor made it to the patient in time and cured him. Grateful relatives presented gifts to my friend. He handed them over to me and I ask you to find out which African country are you talking about?
1 gift is a banana - yellow and small in size
2 gift is the money of this country.
3 gift - a strangely shaped stone
Gift 4 is an interesting painting - papyrus.
The 5th gift is the water of the sacred Nile.
Guessed it - well done. Fill in the grade for task 3
Why is the Nile sacred for the Egyptians?
Guess the riddles:
1. Neil Blue originates here
We need to guess the country
This mysterious country lies on the highlands (Ethiopia)
2. Figs grow sweet in the north, this country is hot (Algeria)
3. A country on the "nose of a rhino", a pirate road next to it.
Afraid to sail there sailors, this is the country (Somalia)
Those who guessed it - add yourself a point and calculate the result
Working with the tutorial.
Open tutorial on page 114.
What do we already know about Egypt?
Working with the presentation "Egypt"
4 task test.
Checking the job.
5 task- photos and questions Answer with 1 sentence.
1. What surprised you in Egypt?
2. What do I know about Egypt from the history course?
3. Tell us about the nature of Egypt.
4.Why do I want to go to Egypt?
5. Economic activity of the population in Egypt.
6 What attractions attract tourists to Egypt?
7. Modern Egypt, what is it like?
8 What are people in the desert doing?
9. What is unique about Egypt?
10. Explain the role of the Nile River for the Egyptians.
Distribute questions for oral response.
Average rating - calculator.
D.Z. study paragraph 29, write out the sights of Egypt in a notebook, prepare for a knowledge control lesson on the topic of Africa.
And in order to make it easier to complete the task, I have prepared the notes for today's lesson for you.
Reflection: gold and silver pyramids.
On the gold ones, write what you liked in the lesson, on the silver ones, what you didn’t like.
And while you are writing, I will collect your success sheets and give them to your teacher Irina Mikhailovna, so that she will put marks in the magazine.
Today we spoke with you that the Nile is a sacred river for the Egyptians - it is a river of life. And from the bright sun, the water droplets in the river shimmer with all the colors of the rainbow. And today I want to give you gifts, guys, in memory of our lesson - rainbow drops of the Nile, which will bring you joy and fulfill your most cherished desires, if you quietly ask them about it.
Take your pick. Thank you for the lesson.
Dimova Valentina Mikhailovnageography teacherMBOU SOSH № 28 of NovoshakhtinskRostov region7th grade
Lesson topic. Countries of West and Central Africa. Nigeria .
Target. Review, systematize, and generalize learners' knowledge on Africa. To acquaint with Nigeria, its peculiarities of geographical location, minerals, flora and fauna, population, his economic activities. Determine the level of students' ability to work on the map, find the assigned objects. Develop geographic thinking, speaking, memory, cognitive interest in the subject. To foster a sense of camaraderie, mutual assistance, a desire to help a friend.
Lesson type: combined Equipment
- physical map of Africa a computer interactive board multimedia textbook. Geography of continents and oceans. 7th grade. atlases textbooks
DURING THE CLASSES.
1. Organizing time.
Checking readiness for the lesson. Communication of the topic and objectives of the lesson.
2... Checking knowledge of the nomenclature and previously studied material.
Call to the map, check the nomenclature - 4 people.
Simultaneously with the answers at the card, 2 students (in turn) at the interactive whiteboard make up supporting notes:
1st student - relief of Africa
2nd student - education of the deserts of Africa
(They answer according to the basic notes between the answers of the students at the card)
3. Fizpause.
Blitz survey.
(Students answer questions while standing)
Sahara (the largest desert in the world)
Cheetah (the fastest animal living in the African savannas)
Kilimanjaro (the highest mountain in Africa, an extinct volcano).
Gondwana (the ancient mainland, as a result of the split of which Africa was formed)
Wadi (drying up river beds).
Baobab (a tree growing in the savannah)
Ostrich (the largest bird).
Tanganyika (the deepest lake in Africa).
Arabs (people of North Africa, most numerous in Africa)
Niger (river in West Africa or West African country)
Livingston (English traveler, South African explorer who discovered Victoria Falls)
Tana (volcanic lake).
Pygmies (the shortest inhabitants of the Earth, living in equatorial Africa)
Conversation on the text of the textbook.
1. Which states are included in West Africa? Central?2. Who inhabits the area?3. What do they look like?4. What examples show that these are ancient states?5. What were these states in the recent past?6. When were they released?7. Where does the majority of the population live? What does he do?Show presentation "Nigeria" 2nd slide 1. How did the name of the country appear?3rd slide 1. How many parts is Nigeria divided? 2. What is the boundary?4th slide 1. Analyze the text of the slide and the map, draw a conclusion - what minerals Nigeria is especially rich in.5th slide Analyze the text of the slide and the atlas map, p. 12 "Climatic zones and regions of the world" and draw a conclusion why the climate of the coast is different from the climate of the northern part.6th slide According to the atlas map p. 25 Name the natural areas in which Nigeria is located. 1. What grows in rainforests? In the savannahs?7th slide 1. Who lives?8th slide 1. Why is Nigeria called a multinational country? 2. Where does the majority of the population live?9th slide 1. Why do crafts play an important role in the country's economy? 2. What is being made?10th slide 1. What industry is developed and why? 2. What is grown and exported?5. Physical minute. Reflection to music: imagine that there is an endless desert in front of you, a small breeze carries the sands, forming dunes, A caravan is slowly moving in the distance, which gradually disappears beyond the horizon ...6. Checking homework. Tell about Algeria - 2 people.2 students take turns taking the test on the interactive whiteboard. Test from the medical textbook “Geography of continents and oceans. 7th grade"7. Summing up the lesson. 8. Assignment to the house ... § 32, designate Nigeria and its capital on a contour map.Additionally. The most populous state (Nigeria).The largest lake in Africa (Victoria).The longest river in the world (Nile)The saltiest sea in the world, washing Africa (Red).Tallest animal (giraffe).Which river crosses the equator twice? (Congo (Zaire))Locals call this waterfall "Thundering Smoke" (Victoria Falls)On which river is Victoria Falls (Zambezi)What river was doctor Aibolit aiming for? (Limpopo)Mountains named as a collection of maps (Atlas)The southernmost mountains of Africa (Cape)The name of the mountains contains a mythical fire-breathing animal (Draconian)Colored African River (Orange)
Geography grade 7
Lesson topic:African countries
Target: to form an idea of the diversity of states located on the continent of Africa; to acquaint with the natural conditions and natural resources of individual states, their climate, relief and human economic activity.
Equipment: political map of Africa, photo booklets or drawings with views of countries, contour maps of Africa,
During the classes
1. Organizational moment.
2. Learning new material.
The teacher's introductory speech is accompanied by a diagram on the blackboard: According to natural conditions, the composition of the population, Africa can be divided into four parts: North, West and Central, East, South. "
2.1. Laboratory work with contour maps “Determine the geographic location of African regions” using Figure 62 on tutorial page 136.
Acquaintance with the diversity of African countries takes place in groups of 4 blocks, using the educational electronic tool “Geography. Our home is Earth. Continents, oceans, peoples and countries. ”Each group studies one block.
1. Countries of North Africa- Mauritania, Western Sahara, Morocco, Algeria, Tunisia, Libya, Egypt.
2. Countries of West and Central Africa- Senegal, Gambia, Guinea-Bissau, Sierre Leone, Guinea, Liberia, Mali, Niger, Nigeria, Benin, Ghana, Togo. Chad, Cameroon, CAR, Congo, Angola, Gabon, Equatorial Guinea.
3. Countries of East Africa- Sudan, Ethiopia, Somalia. Kenya, Tanzania, Zambia, Uganda, Rwanda, Malawi.
4. Countries of South Africa- Mozambique, Zimbabwe, Botswana, Namibia , South Africa,O. Madagascar, Lesotho.
Students of each group simultaneously fill out the table for the block under study:
After studying the material in groups of the first composition, students form groups of the second composition. At this stage of the lesson, VPT-mutual transfer of topics, one of the elements CSR. Each student transfers the information received to a new group, followed by an entry in the table. Thus, each student receives all the information about the 4 blocks of the new lesson topic.
Securing new material.
Using entertaining geography, students consolidate their knowledge in a playful way (the game "Arrange the countries", "Guess the country", "Guess the capital")
Homework p. 31,32, 33, 34.