【正文】 a（3）read and judge.（課本p47）（4）read the after the in roles.（5）retelling（學(xué)生可以根據(jù)關(guān)鍵詞，也可以根據(jù)思維導(dǎo)圖復(fù)述語篇內(nèi)容）思維導(dǎo)圖見下頁(yè)：在小學(xué)英語語篇教學(xué)中，采用思維導(dǎo)圖開展教學(xué)有利于克服傳統(tǒng)教學(xué)中常見的線性思維模式，拓寬學(xué)生的思維空間。因此，在教學(xué)中可以圍繞“exercise”這一話題展開討論，使學(xué)生了解體育鍛煉對(duì)人的重要性。種種跡象表明，小學(xué)英語語篇教學(xué)已經(jīng)取得了一定的研究成果，正處在前所未有的繁榮階段。他在《思維導(dǎo)圖：放射性思維》一書中對(duì)思維導(dǎo)圖是這樣定義的：“思維導(dǎo)圖，又叫心智圖、概念圖，是表達(dá)發(fā)射性思維的有效的圖形思維工具?！彼季S導(dǎo)圖運(yùn)用圖文并重的技巧，把各級(jí)主題的關(guān)系用相互隸屬與相關(guān)的層級(jí)圖表現(xiàn)出來，并把主題關(guān)鍵詞與圖像、顏色等建立記憶鏈接。但是我們也要看到，在真實(shí)的課堂中，閱讀效率低、閱讀效果欠佳的現(xiàn)象依然存在。在理解語篇時(shí)，我設(shè)計(jì)了如下教學(xué)流程：today，jim is having some is not very is talking to his to their conversation and choose.（1）look，listen and is not happy ，教師相機(jī)板書jim’s trouble，了解杰姆的煩惱就是不擅長(zhǎng)于體育。學(xué)生在使用思維導(dǎo)圖解決問題的過程中，能對(duì)所學(xué)知識(shí)有一個(gè)整體的認(rèn)識(shí)，不僅能加深對(duì)知識(shí)的理解，而且能學(xué)會(huì)從多角度思考問題進(jìn)而掌握知識(shí)遷移的方法。The teaching tool。 information processing way, to establish reasonable knowledge network, thus promoting the integration 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。 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。And then let the students read the text in the jackthe method of making the lantern。s demonstration and explanation based on have a preliminary understanding on mind second passage in this unit of Thanksgiving lesson study, teachers guide students to independent mind map drawing, straightening out the article following is the author in two classes have two class teaching situation.(1)The first class teaching situation(1)At the beginning of class, the teacher guides the student to review through questionandanswer activity associated with Halloween content, and according to the student39。t students content understanding and structure analysis of difficulties, cannot be accurately in the mind map to use keywords.(3)Use of images, physical objects, such as multimedia courseware to help students learn the new words, to solve the mind map content understanding in the process of production is difficult, for the next class repeat clears the language barrier.(4)Homework, class students to finish their mind map and be to the tape and read the text after home, next time related resources of their own mind map about Thanksgiving.(2)For the adjustment of the first class teaching process and teaching effect 10 minutes of break time using the class recess, the author of the first class to reflect on the teaching conditions, teaching steps in the next class to do the appropriate the review stage of the teaching, considering the time factor, the teacher not to let the students finish their Halloween, mind mapping, and just stay in the oral review level, the effect not adjustment, the teacher first through the mind map, blackboard writing, present Halloween reference mind mapping, and then students try to retell or recite Halloween related content, this adjustment will help students understand mind mapping in understanding, analysis, and the auxiliary function of memory, the text, after the adjustment of classroom teaching practice, the change to save some time, but the review retelling of the link is more, make the time slightly nervous of a preliminary reading for the text of Thanksgiving, nearly half of the students failed to plete the mind map, nearly one third of the students can begin to try to retell it.(3)The second class teaching situation(1)at the beginning of class, I let the students take out their own drawing in the last lesson Thanksgiving mind mapping, voluntary under the physical projection display, and refer to Thanksgiving of the related contents of introduction of mind the author39。t show in the class.(2)the author to student A39。t ple