【正文】 ration of old and new knowledge, improve students thinking ability in the process of construct the mind map, the increase of mind mapping node or the changes of concept structure embodies the information of learners personalized, active T and build process recessive knowledge be made explicit in the brain, mind maps to the visual characteristics of the current new knowledge content orientation and guidance, make the learners see the connection between the old and new knowledge, and found in the substantial contact with old knowledge assimilation and absorption of the current fixation point of new knowledge, thus helping to promote the integration of old and new knowledge knowledge internalization and thinking ability of a meaningful learning environment, the realization of collaborative learning realtime interactive twoway words ”(that is, verbal munication)is sufficient and necessary conditions“ to achieve the listening and speaking skills, foreign language teaching must be ”for the center with verbal meaningful munication is an essential part of English class teaching mapping is built around a central theme branch, present language munication situation, guide the student to carry on the divergent thinking, make students not only have words to know where to , the teacher can use a mind map provides the dialogue between teachers and students or multiply the framework of the dialogue, also can try to let the student through the desk mate, group cooperation, mutual inspiration, creative mind map and the students39。 ability of collaborative the ability of prehensive information, Lenovo and creative, is beneficial to the development of the creative mind map to the wisdom of all kinds of scattered, views achieve mastery through a prehensive study to bee a system, such as allowing students to free association, not like a traditional education, the demands from concept to the concept of “l(fā)inear thinking”.But according to the structure of the brain thinking for radioactive ”mesh thinking”.It is greatly stimulated the students39。 imagination and students to form a system of learning and thinking habits, met cognitive skills we know that met cognition is the cognition of cognition, specifically is learners39。 consciousness of his own cognitive based on their cognitive processing strategies used in efficacy of continuous monitoring for selection, evaluation and correction abilities of cognitive mapping can help improve the met cognitive learning skills, such as taking notes, understand the text and organize the position, preparing for the examination, etc Three, case description While the content of the 6 a Unit 3 Interesting Holidays in language expression is not lively, and the paper length is longer, caused difficulties to students understand and grasp the article content, but each article basic are on holiday in a Unit of time, the special significance, food, symbols, activities and so on several teachers guide students with the help of mind mapping, around the holiday time, special significance, and several aspects, such as food, symbols, activity, extract the main body of the article, through level can make descriptive text clear line and color bee no longer dry, effectively reduce the students39。 reading prehension to 6 a Unit 3 as an example, the text about Halloween, the main of the lesson teaching process is as follows:(1)Teachers using PPT to present Halloween related pictures, activate the students mind related background knowledge and life experience.(2)the teacher to ask questions, read around as follows: When is Halloween? According to the is Halloween, special? What kind of holiday is Halloween? What 39。s the symbol of Halloween? At the same time, the teacher write on the blackboard keywords associated with the above problems, such as Halloween, the When, according to the Special, Symbol, etc., these words just constitutes the central theme of this class mind mapping and first level.(3)Students through independent reading from the text to find the answer to that according to students39。 answer the relevant key words written on the blackboard, gradually rich mind mapping branch.(4)Students watch about Halloween Flash animation, image, intuitive understanding of the Halloween, master the ghost and witch the significance of these two words.(5)through the animation intuitive perception after Halloween, the students read the text again, try to answer this question: What do people do on Halloween? Students39。 independent reading the text and munication within the team, and then to report the feedback in the will students answer key words written on the blackboard, plete the mind map details about Halloween activities in the branches.(6)the problem, through physical teachers guide, help students to understand the jackthe background and significance of the lantern。And then let the students read the text in the jackthe method of making the lantern。Then students according to their own understanding of PPT courseware 4 describe the production steps of sentence order。Teachers according to the student record production steps of key words on the blackboard, such as: cut the top off, carve a face, clean out the seeds, put a based inside and light it.(7)students plete the text after reading tasks, teachers will connect the contents of the black