(SKKN 2022) some experiences in using mind maps in teaching english reading comprehension for grade 4

A THANH HOA EDUCATION & TRAINING DEPARTMENT THANH HOA CITY EDUCATION & TRAINING OFFICE EXPERIENCE INITIATIVE SOME EXPERIENCES IN USING MIND MAPS IN TEACHING ENGLISH READING COMPREHENSION FOR GRADE The implementer: Nguyen Thi Anh Position: Teacher School: Minh Khai Primary School Experience initiative in the field: English THANH HOA, YEAR 2022 PART 1: INTRODUCTION 1.1 The reason for choosing themes Creative thinking is extremely important for the development of human civilizations Creative thinking not only helps people solve problems that arise in life appropriately, but also ensures the realization of the potential abilities of each individual Therefore, along with knowledge teaching, creative thinking development is considered an important issue of education And one of the active teaching methods to meet that goal is the use of mind maps in teaching.With the current trend of being student-centered, it is very beneficial for teachers to apply mind mapping in teaching Mind maps will help teachers present concepts in the classroom clearly, focus on the issues that need to be discussed with students, and provide an overview of the topic Besides, students can also receive the lesson content in an overview and accurate way to improve learning efficiency Students will not have to receive information passively, but on the contrary, students will have to think, create, and remember learned knowledge logically Another benefit of using Mindmap in learning is that students can present the lesson content in a scientific, easy-to-understand, and easy-to-remember manner They have just taken notes, combined with the use of images, colors, and ideas to summarize the lesson content and actively memorize knowledge Thereby stimulating the interest in learning, maximizing the memory potential of the brain Mind maps bring high efficiency in learning, develop logical thinking, synthesis ability so that students can firmly grasp knowledge and remember for a long time instead of the previous type of memorization For English subject, the use of mind maps not only attracts interest, helps students memorize words and sentence structure effectively, but also promotes students' creativity From the practice of teaching English in elementary schools, especially teaching English grade 4, lesson in each Unit is accompanied by a section to develop reading comprehension skills such as: “read and tick/ read and complete/ read and answer ." In these lessons, the teacher must synthesize the teaching of vocabulary, sentence structure, and even practice reading comprehension skills in the same 35-minute lesson, the application of an active teaching method using "MIND MAP" is one of the quite effective methods in teaching English reading comprehension skills, so I boldly chose the topic of an experiential initiative: “Some experiences in using mind maps in teaching English reading comprehension for grade ” 1.2 The research purpose This experiential initiative is researched and applied to improve students' English reading comprehension skills by applying mind maps, helping students feel more interested in learning English in general and the class has a "read" section in particular Since then, gradually contributing to improving the quality of English teaching in grade 1.3 The research subjects Mind mapping techniques in some reading comprehension passages in Reading lessons - 4th grade English program 1.4 The research methods - Read and study documents on the method of using mind maps and applying mind maps in teaching - Survey, analysis, statistics and comparison of results - Teach and collect ideas from students and colleagues - Observe the student's learning process 1.5 The new points of experience innovation - Students not have to passively receive information, but on the contrary, they have to brainstorm, create and logically remember what they have learned - Stimulate students' interest in learning,concentration and creativity - Maximize the memory potential of the brain.By taking notes combined with the use of images, lines, colors, and writing, students will explore, deepen and expand an idea, summarize the main ideas of a content, systematize a topic - Just by looking at the mind map, any student can present the lesson content,eliminate confusing expressions, remember first and forget later, develop speaking skill, confidence in public and more boldness when using English PART 2: CONTENT 2.1 The rationality It is important to teach Primary students the appropriate methods and ways to memorize, it promotes the development of their intentional memory Elementary school students barely understand that they can and should learn to memorize what they hear and read Such memorization is not yet known to students The most basic and prominent problem in the psychology of primary school students is their emotional life Elementary school students are sensitive to the world Children often express emotions while perceiving attractive specific objects and phenomena Dry lectures, lack of vivid images are difficult to cause emotions in children Young children often exhibit strong emotional intensity, are easily touched, are difficult to contain, and have difficulty controlling their emotions Therefore, teaching built on the basis of positive and colorful thinking activities will quickly educate elementary students to love intellectual work as well as a love for discovering new things In short, primary school is the first foundation for children's development Based on the personality characteristics, the ability to pay attention and remember, we need to attract children with new activities, with special colors and qualities that are different from normal, then it will stimulate children's feelings receive, positive and accurate perception a What is mind mapping? Mind mapping is a mind organization tool This is the easiest way to get information into your brain and then get it out It is an innovative and very effective note-taking medium in its own right, “Organize your thoughts” A mind map is a form of note-taking that uses color and images to expand and deepen ideas In the middle of the Mind Map is a central idea or image This central idea or image will be developed by branches representing the main ideas and all connected to the central ideas The main branches are divided into level 2, level branches… On the branches, you can add the necessary images or symbols Thanks to the connections between branches, ideas are linked together, making it possible for mind maps to cover ideas on a wide range that conventional ideas cannot b Description of mind map: Small idea Small idea Small idea Small idea Small idea Small idea Small idea Small idea 5th big idea 1st big idea Small idea 2nd big idea Small idea TOPIC Small idea Small idea Small idea Small idea 4th big idea Small idea Small idea 3rd big idea Small idea Small idea Small idea Small idea 2.2 The real issues before applying excellent experience Most of the text in the English program are written on different topics Some lessons contain too many new words This makes students psychologically depressed when reading Moreover, the reading comprehension part is often very dry, with few illustrations, few teaching aids, students often not like reading long passages, many words, many new words For primary school students, they don't know how to deduce the content of sentences with known new words, but they want to know almost all the new words and must be able to translate the text correctly before doing other tasks Each class has many students with different levels, so their ability to absorb is not equal Before starting to write this experiential initiative, I gave students in grades 4A1 and 4A2 at Minh Khai Primary School a survey on their interest in learning about the type of reading comprehension text and the results were as follows : Interest in English reading comprehension Number Class of Very Not Interested Normal students interested interested 4A1 45 11 13 12 4A2 46 10 12 13 11 From the above results, I wondered how to bring my students more interesting and new lessons, stimulate their curiosity and creativity even more, so that after each lesson When they study, they deepen their knowledge, remember the main content of the lesson, become more confident when using English, and especially reading comprehension, are no longer a fear for them and they know how to apply it, improve your knowledge 2.3 The solutions used to solve the problem In order to improve the effectiveness of teaching English reading comprehension according to mind map, teachers need to the following things well: - Before new lessons, teachers must clearly define the main content, understand the purpose and requirements of each type of reading passage, and then select readings that can apply mind maps - Prepare lessons carefully and make full use of teaching tools and equipment: images, projectors, sound , and while teaching, teachers should use simple terms, easy to understand, create a friendly and close environment between teachers and students, good competition among groups In addition, the dedication and enthusiasm in teaching of the teacher is very necessary, it contributes significantly to the teaching results - Teachers need to systematize the content of knowledge of the topic of reading comprehension exercises when drawing mind maps, arousing students' curiosity and understanding to form the habit of creating mind maps with vocabulary learned - Teachers need to properly assess students' abilities to make appropriate requirements; because the requirements are too low for students to complete well, it will make students feel bored and will not have the will to strive for more; Too high demands on unfinished students will lose students' confidence, reduce their interest in learning When using mind maps to teach English reading comprehension, I carefully researched documents, accessed the Internet to master how to prepare lectures and guide students to familiarize themselves with and practice reading and understanding mind maps Using it to develop practical teaching and learning plans, to help students easily remember and remember lessons, to stimulate their interest in learning in English, I have implemented the following solutions: First let students familiarize themselves with and practice reading and understanding mind maps by introducing students to some mind maps Specifically, I often point to prepared mind maps and guide students as : from a main topic or a key word of the reading passage, give the first big idea, the second big idea, the third big idea, each with minor ideas related to it With this approach, it helped students easily understand the lesson, absorb quickly and easily the exercises related to that reading comprehension Second instruct students to draw mind maps with the teacher For simple reading comprehension, close to students, I will give topics or keywords related to the reading comprehension passage and then ask students to give big ideas, small ideas related to that reading comprehension This approach both requires students to think and find ideas related to the topic of the reading passage and to create a vibrant learning atmosphere in the classroom, helping them to easily acquire knowledge actively and memorize lessons better Third choosing when to use mind maps Mind maps are used by me to teach new words, systematize knowledge of a topic, a reading comprehension passage or to develop students' speaking skills and presentation skills Here are some examples of “Read” lessons using mind maps: Example 1: Unit 9: What are they doing?” – Lesson – Part 4.“Read and tick” Before giving students reading comprehension and doing exercises , I will accompany students to learn the main vocabulary of the passage such as: skipping, playing basketball, playing tennis, playing badminton Then I present the mind map model about the content of the passage drawn on the extra board on the board or present the prepared mind map Ask students to pay attention to the mind map The teacher will briefly summarize the content of the passage based on the mindmap Students and teachers exploit information from the passage to complete mind map After completing the mind map, students have a clear view of the main content of the reading, the teacher asks students to work in pairs, groups of or students, discuss the exercise " Read and tick T or F” Ss will be able to the exercises quickly based on the mindmap without having to read the passage again Finally, to help students deepen their knowledge For students who complete the lesson well, the teacher can encourage them to re-present the passage based on the mind map they have drawn to help them develop speaking skill, confidence in Skipping public and more boldness when using English Playingbadminton Activities Playing tennis Playing basketball Example 2: Unit – I'm from Japan – Lesson –Part Read and complete: Before giving students reading comprehension and exercises, I will help students to learn the main vocabulary of the passage such as Japan, Australia, England, America Then I present the mind map model of the content of the passage drawn on the extra board on the board.The teacher can ask the students about the capitals and nationalities of the countries in the reading passage, the teacher can provide information if the students not know to complete the mind map.Ss will be able to the exercises quickly based on the mindmap without having to read the passage again.For students who complete the lesson Japanese Tokyo Australian well, the teacher can encourage them to re-present the passage Sydney based on the mind map they have drawn to help them develop speaking skill, confidence in public and more boldness when using English Australia - ( Tony) Japan - ( Akiko) Country England - ( Linda) English London America -(Tom) American New York Example 3: Unit 11 – What rime is it? – Lesson –Part Read and complete: Before giving students reading comprehension and exercises, I will ask students to skim the passage and talk about Phong's daily activities and time to those activities Then I will complete the mind map with the students a.m 6.30 goes to school gets up Phong’s routines has dinner dinner schsssschô 7.15 goes to bed 9.45 After completing the mind map , students will be able to quickly the exercises based on the mind map without having to read the passage again, the teacher can encourage them to restate the passage based on the mind map.It will help them develop speaking skills, be confident in front of a crowd and be bolder when using English (Applicable when checking old lessons in the next class or if there is time) Example 4: Unit 17 – How much is the T-shirt? – Lesson –Part Read and complete Before giving students reading comprehension and exercises, I will help students to review vocabulary about clothing.Then I present the mind map model of the content of the passage drawn on the extra board and ask students to give the words about clothing they have learnt in the last lessons or present the prepared mind map and follow the same steps as in example shorts a pair of slippers socks at home Clothing jacket blouse at school long skirt short skirt After completing the mind map , students will be able to quickly the exercises.It will help them deepen their knowledge develop speaking skills, be confident in front of a crowd and be bolder when using English 10 2.4 The effect of initiative application After a period of applying the application of mind maps in the lessons with "Read" English , the results of the first semester test of the school year 2020-2021, reading comprehension skills have changed as follows: Interest in English reading comprehension Very interested Interested Normal Not interested Before applying mind maps 4A1 11 13 12 4A2 10 12 13 11 After applying mind maps 4A1 15 16 4A2 17 16 The above results show that after applying mind maps to lessons with "Read" in English 4, the quality of students in reading comprehension skills has changed in a positive direction The number of students who are not interested in English reading comprehension skills has decreased, the number of students who are interested and very interested in learning English reading comprehension skills has increased After applying this method for a while, I found that most of the students were more interested in participating in the "Read" lessons They are more confident and bold when doing the reading comprehension exercises These are images of my students in classes using mind maps 11 PART 3: CONCLUSION, REQUEST 3.1 Conclusion Reading comprehension is one of the four important skills that students need to master when learning a foreign language Reading helps children to expand their knowledge and understanding more about the cultures, customs and habits of many countries around the world Moreover, through the process of reading they accumulate knowledge, vocabulary, know more sentence patterns, sentence structure for writing paragraphs It is because of that importance that teachers need to use attractive teaching techniques, appropriate methods and creative to stimulate students' curiosity, passion and creativity in order to help teach English in general and develop English reading comprehension skills in particular The use of mind maps in teaching English reading comprehension Grade has been effective in improving children's reading comprehension skills, creating a new change in their approach to language Above are some experiences that I have accumulated in the process of teaching English at Minh Khai Primary School In the process of writing this experience, it is inevitable that shortcomings can be avoided Therefore, I would like to ask for constructive comments from teachers and colleagues to make this initiative more complete 12 3.2 Request For foreign language teaching, the use of pictures, flashcards, mind maps and visual aids is very necessary, contributing significantly to the success of the lesson Therefore, we hope to receive the attention of the school and the education department about teaching aids and reference materials so that the quality of foreign language learning in schools is further improved I sincerely thank! Confirmed by the Principal TP Thanh Hóa, April 4th 2022 I declare this is my experience,don't copy someone else's Written Nguyen Thi Anh REFERENCE MATERIALS 13 A training course for teachers – Trainer’s handbook,- Andrian Doff, Teach English – Cambridge University www mind map.com (Tony Buzan) 3.Material on using the technique of mind maps on the Internet English textbook 14 DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT T T Cấp Tên đề tài SKKN đánh giá xếp loại Some tips for teaching English Phòng vocabulary grade to improve GD&ĐT students' learning quality Hậu Lộc "Some experiences in teaching Phòng English vocabulary for grade GD&ĐT Hậu Lộc Kết đánh giá xếp loại Năm học C 2014-2015 C 2017-2018 15 INDEX CONTENT PAGE PART 1: INTRODUCTION 1.1 The reason for choosing themes 1.2 The research purpose 1.3 The research subjects 1.4 The research methods 1.5 The new points of experience innovation PART 2: CONTENT 2.1 The rationality 2.2 The real issues before applying experience initiative 2.3 The solutions used to solve the problem 2.4.The effect of initiative application PART 3: CONCLUSION, REQUEST 11 3.1 Conclusion 11 3.2 Request 12 16 ... in using mind maps in teaching English reading comprehension for grade ” 1.2 The research purpose This experiential initiative is researched and applied to improve students' English reading comprehension. .. the quality of English teaching in grade 1.3 The research subjects Mind mapping techniques in some reading comprehension passages in Reading lessons - 4th grade English program 1 .4 The research... 2020-2021, reading comprehension skills have changed as follows: Interest in English reading comprehension Very interested Interested Normal Not interested Before applying mind maps 4A1 11 13 12 4A2