With this map, we have designed the following preview homework:

1. Review and memory of basic word chunks:

Students can open the basics before class Knowledge mind map, familiarize yourself with the basic word chunks and chunks of this module. According to the Chinese and English comparison in the "Map" booklet, select some of the word chunks needed for this lesson and complete the following steps:

　(1) Familiarity Read the English map, use a red pen or pencil to circle unfamiliar words or sentences, and make key breakthroughs: every student's foundation is different, and their own language schema must also be different. This method is to guide students to learn to self-detect their knowledge blind spots and prepare themselves for learning new knowledge.

(2) Try to translate the corresponding Chinese map (students with good foundation can draw mind maps of word chunks without reading Chinese to train their divergent thinking): When students are familiar with word chunks, Teachers can use the second step of the preview study plan to guide students to look at the overview picture in the upper left corner and use the word blocks on the right to draw their own mind maps to train their divergent thinking. Students with weak foundation can open the Chinese version and complete the mind map under the prompts of the Chinese version.

(3) After translating, open the English map and correct your own translation. Circle unfamiliar or wrong words with a red pen to focus on breakthroughs. Use a pencil or red pen on the map to add other relevant content that you think of that is not in the map (train your divergent thinking). This part of the homework is to cultivate students' self-correction ability, self-judgment of difficult points and divergent creativity.

When students are more familiar with the content of the basic knowledge map, they can use the dialogue template on the left and the word blocks on the right to create topic conversations with their peers during class. Only by inputting a certain amount of word chunks (language schema) can students express themselves fluently in communication (content schema.)

2. Preliminary use of basic word chunks:

1. First complete the following map using keywords: My birthday party. Then based on the completed mind map, answer the following questions:

(1) When is your birthday? (2) Where do you usually have your birthday part? (3) What kind of birthday present would you like ? (4) What do you usually do at your birthday party? (Write down at least three birthday party activities, and try to use frequency adverbs often, usually, always, sometimes, never)

Second Zhang's expansion map shows the key phrases of this unit and the expansion of these phrases. For basic maps and extensions to pictures, teachers can choose some every day to guide students to memorize them according to the rules of memory. The expansion of word chunks can make students' language output in class richer. However, when teachers select word chunks to guide students to memorize, they must be based on the students' level and avoid asking students to translate the entire map. It is best for teachers to circle the must-memorize word chunks and then guide students who have room for learning to learn other word chunks according to their own abilities. Teachers must leave students with room for choice.

Recitation is the basic means to learn English well. But students often hate memorizing. Mind mapping can help students easily overcome the difficulty of reciting. The method is as follows: (1) Read the dialogue with the tape recorder sentence by sentence until you are proficient. As you read along, use a pencil to mark the rising and falling tones. (2) Open the recitation guide 1 and try to use the loop and superposition recitation method: recite paragraph 1 for the first time; recite paragraphs 1-2 for the second time; recite paragraphs 1-3 for the third time; recite paragraphs 1- for the fourth time. 4; recite 1-5 for the fifth time. .until you memorize it. (3) Open the recitation guide 2. The second recitation map has fewer prompt words.

Look at the key words and try to recite them until you are proficient. Finally, I can recite without the guide. Students with weak foundation can just familiarize themselves with the second recitation guide. This method can help many students get rid of the fear of memorizing.

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There are two writing tasks in the Module 8 learning module. One is to be able to write invitation letters and response letters, and the other is to be able to describe a birthday party or make a plan for a birthday party. Writing mind maps provide scaffolding for students' writing. Once students are familiar with the strategy of using mind maps to build a writing framework, students' writing embarrassment will be greatly reduced.

Teacher Chen Hehua from my famous teacher studio wrote: 1. Mind mapping is a modern work and learning booster. Compared with the traditional composition outline, mind mapping is a tool that Providing an outline before writing can make the draft more intuitive, vivid, and vivid, increase students' enthusiasm for drafting before writing, and also solve the problem of students' untidy papers. 2. Use mind maps to draw article frames: By drawing mind maps, students can help clarify their writing ideas, clarify the article frame, and strengthen the habit of article paragraphs. At the same time, when writing while looking at the map, it is not easy to miss the key points of writing, and it is not easy to get away from the writing topic. 3. Mind maps help students activate and organize writing topics and memorize key points in writing. Mind mapping changes traditional linear thinking into radioactive network thinking. Before writing, we help students organize word chunks, sentence patterns and other content related to writing to avoid problems such as lack of words and single sentence patterns. It can also strengthen the connection between knowledge points and help deepen students' memory of writing key points. The next time they write a similar composition, their memory will be deeper. Secondly, after stimulating students' thinking, students will have more ideas. Therefore, after sorting and selecting content information, the content of writing will be enriched, and the highlights of the article will appear. Finally, it is also beneficial to developing students' creativity and imagination, and is of great help to the cultivation of students' academic ability.