【正文】 to deepen understanding。Then, review the last lesson content, both teachers and students and teachers on the blackboard writing from the central theme of Thanksgiving mind mapping and the point of the effect of classroom practice, increase the reading part, after the student participation in the subsequent activities and pletion are better than the first , enlightenment and thinking Does the mind mapping in the reading teaching how to use? Is given priority to with students39。t say the word, and due to fear of error can39。2 it is to continue to sorting, perfect the mind map about Thanksgiving, and according to the mind map to retell the 3 is A modified mind maps:Figure 3(4)Adjustment of the second class teaching process and teaching effect After 10 minutes, the author is of the same teaching content in the second class and conducted a classroom teaching practice, teaching methods and steps with the first class is roughly same, aiming at the problems appeared in the process of the first class teaching quickly made a reflection, and the appropriate reflection and analysis found that the first class in the review phase cool response may be the cause of the students are not familiar with the text, may also can39。t read the text, the third is they don39。t really make good use of author also observed that nearly one 5 of the students still can39。s works as an example, to explain in detail the method of making the mind map, and organize the students in the class again within the scope of full text analysis in the form of questions and answers, and blackboard writing to present this lesson mind mapping framework, especially improve the Symbol introduced in Turkey part of physical 2 for the students in the first class hour finishing the first draft of A:Figure 2(3)Students continue to improve their mind map, and from the text involves three parts of a part of the practice narrative refer to make your own mind of the steps as follows: exercise itselfteacher , students are consciously to participate in the text, study and improve their mind map, or two people sharing, or teachers, please four 5 of the students can plete the mind map, and can refer to the main content of mind mapping to retell the author found some problems in student example, some students way of thinking of problems in the mind are two main reasons why: one is the method of making the students to mind mapping also does not very understand, the second is students can39。t say the individual words in the text, so can39。s expectation, student reaction to this activity is cold, only 2 ~ 3 students to actively participate , only participate in the display of three students work better, and can repeat the full text, the other students to express their appreciation and surprised they show the to the reaction of the students, the author has carried on the reflection after class, the analysis is probably the most students to the text also is not very familiar with, can39。 reading and drawing, inspect the class teachers, and to give guidance to the individual who have order to reduce the difficulty of learning, the teacher in the blackboard writing has kept the general framework of the mind map, but you can prompt students innovation or this is the first time the student independent draw a mind map after reading an article, time consuming, nearly half of the students can39。s answer will be the main content of the Halloween present in the form of a mind map on the , students refer to teacher blackboard writing, according to their own understanding of the text, finishing their Halloween, mind mapping, and on the basis of repeat or recite the students in blackboard writing, according to your own logical mind maps clearly to retell the text, but has the certain difficulty to recite.(2)Teachers will mind map on the blackboard of Halloween, the term replacement for Thanksgiving, Thanksgiving and teaching words。Finally, the teacher to the students with the courseware rendered using Mind Manager software to make a mind map, to introduce students to the software and the use of simple method, suggest students to Halloween, the learning process of a class, the students in the teacher39。Then students according to their own understanding of PPT courseware 4 describe the production steps of sentence order。 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。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。 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 ca