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THANH HOA DEPARTMENT OF EDUCATION AND TRAINING NGUYEN HOANG HIGH SCHOOL INITIATIVE EXPERIENCE APPLYING MIND MAPS IN REVISING FOR THE NATIONAL HIGH - SCHOOL FINAL EXAMINATION AT NGUYEN HOANG HIGH SCHOOL IN 2017 - PART E: LANGUAGE FOCUS OF TEXTBOOK 12 The writer: Lâm Thị Toàn Position: The team leader Initiative experience:in the field of English THANH HOA - 2017 TABLE OF CONTENTS: St 10 11 12 13 14 15 16 17 18 19 Section The cover TABLE OF CONTENTS: Acknowledge PART I: INTRODUCTION Reasons for choosing the topic The scope and purpose of the research topic The object of study: Research Methodology The newness of the initiative experience PART II: SOLVING PROBLEMS The problem's rationales: Status of the research problem: Performance measures: Sample design: Results of applying the initiative experience in learning: PART III : CONCLUSIONS AND RECOMMENDATIONS Conclusions : Recommendations: PART IV: REFERENCE DOCUMENTS : DANH MỤC: CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Trang 3 4 4 5 7 11 18 18 18 19 19 20 ACKN0WLEDGE To learn more clearly about reviewing for students’ national high - school final examination in 2017, I have chosen this topic During the studying process, I have read a lot of documents and consulted my colleagues about this matter However, I can't avoid making mistakes in the essay I would like to show my gratitude for sharing their ideas and feedback for my research to be completed TOPIC: APPLYING MIND MAPS IN REVISING FOR THE NATIONAL HIGH SCHOOL FINAL EXAMINATION AT NGUYEN HOANG HIGH SCHOOL IN 2017 - PART E: LANGUAGE FOCUS OF TEXTBOOK 12 PART I: INTRODUCTION Reasons for choosing the topic : Foreign languages have a special meaning for Vietnamese students in the context of cooperation relations and international integration Currently, the main foreign language, which students learn in schools is English As a result, what is the quality of teaching and learning foreign languages in school like? This issue seems not to be clearly mentioned in the mass media learning, foreign language today is very considerable When asking questions: Do you like foreign languages? How is your result and qualification? The result is quite unexpected Over 80 percentage of students are not interested and discouraged The most of them sincerely admit that the level of foreign language learning is often below average At the end of the last semester, teachers are easy to remark, which helps students pass In fact, the results of the final exams, or entrance exams, foreign language's scores are always very low, 40% students can get average marks “ How I can stimulate interest in my students’ learning English and how can we improve their result examinations?” Those are my great question How many steps does students’ learning consist of ? According to me, there are four basic steps: Reading – Writing – Memorizing – Revising Students have to learn and they have to take exams Obviously, many examinees are so worried about the national high school final examination in 2017 The more they learn, the less time they have The more they learn, the more they forget To help my students overcome this difficulty, I decide to choose the topic: “APPLYING MIND MAPS IN REVISING FOR THE NATIONAL HIGH SCHOOL FINAL EXAMINATION AT NGUYEN HOANG HIGH SCHOOL IN 2017 - PART E: LANGUAGE FOCUS OF TEXTBOOK 12.” Our wonderful minds are fond of color,beauty, happiness and liveliness May the boring words to meet those? The more excited the minds, the more information they obtain, the longer the information keeps in the minds, which result in the reviewing gets more interested and easier Whoever can use this method easily They only need papers, colors pens and the minds The hard - working will be replaced by a smart method Learners will have more free time to relax and they will gain more better achievements In short, the mind maps make students review Part E – Language focus of Textbook 12 more efficient to cope with the national high – school final examination in 2017 Hopefully, through this topic, I will receive honest feedback from colleagues to teaching quality and quality assessment language proficiency of students will be enhanced The scope and purpose of the research topic: The purpose: It’s terrified to know that if learners don’t know how to review effectively and they may forget about 80 percentage of what they have learned Mind maps are very too friendly to our minds They help us to think, imagine, memorize, plan and classify information They are miraculous instruments that help you to review effectively What are mind maps? - They are simple instruments to help you to acquire, memorize and apply knowledge - They are the ways to learn, remember and revise quickly, practically and effectively - They make notes more interested, vivid and quickly - They are wonderful methods to help students organize ideas In summary, the mind maps lead students to concentrate on the both focus and relative details 2 The scope of the study: Mind maps for kids – Tony Buzan Objects block 12 students Duration of the school year 2016 - 2017 The object of study: The topic study how to found a mind map in language focus lessons and its efficiency Method of the study: Theoretical research: Reading and studying materials on the mind maps Reading and studying the lessons in grade 12 textbook of basic system Research Practice: Performing the language focus’s mind maps in the text book 12 Assessment of learning behaviors and results of student assignments The newness of the initiative experience: Students used to learn English by heart, to practice English the knowledge They didn’t use to review their knowledge by using mind maps I wish this topic would help them to learn more sharply and effectively PART II: CONTENTS: The problem's rationales: How can you arrange a large mount of knowledge in logicality and simpleness? It is impossible to memorize something in the first reading Striking colors and vivid images of mind maps may help our brains remember more easily According to Tony Buzan, there are sevens steps to set up a mind map, which helps studying obtain good results in the examinations The first step, you take a paper without lines because lines will limit your ideas Landscape the paper Start your idea in the middle of the paper to develop it freely The second step, you prepare crayons It is better to choose your favorite colors The third step, you think of the mind map’s topic Let you draw a simple image to illustrate the topic The topic is in the middle of the mind map not only to help you focus on what you want to show but also to make room for giving ideas comfortably The fourth step, you choose crayons and draw major brands coming from the central image The first ideas relates to the topic, so the lines is bolder The main ideas are written on these lines in short words, capital letters and different colors The fifth step, from the major ideas ( the first ideas level), let your brains to develop detail ideas ( the second ideas level) The brands come from the major ideas are thin and enclose small illustration pictures written on The details are written in lowercases and along the lines They are linked to the main ideas, which helps you understand better and remember longer The sixth step, You should deploy more detail ideas ( the third ideas level), which make the second ideas levels more clearly and specific The brands also come from the second ideas are thinner and enclose small illustration pictures written on The last step, you have had a wonderful tool helping memorize the lesson better – all knowledge is only on one paper with images and colors Shortly, mind maps are arrangement of knowledge in the levels Sample 1: Status of the research problem: As we know, teaching English at high schools has changed greatly both contents and methods to suit for the modern time The most basic educational methods is to promote students' initiative and create good conditions for practicing themselves, so teachers need to have certain skills and qualifications To ensure that students not only use English well they but also develop listening, speaking, reading and writing skills, teaching grammar and language knowledge is very necessary According to English education, communication trends are difficult to apply to a class sizes and too crowded today When teaching a new curriculum (System years) there is a lot of communication activities are omitted or teach the way of each teacher accordingly The effectiveness of the practice hours communicate almost very little In addition to, applying educational methods art as mentioned above, a lesson to be successful there must depend on very much external factors, including facilities, equipment, and qualified students are the key elements Version For this, teachers must first understand the standard knowledge - skills , testing and assessment methods of the course In addition, teachers must understand the characteristics of learners see what they lack in order to achieve the objectives of the course Nowadays, although many teachers teaching foreign languages trend to apply new methods in teaching grammar, how they teach English effectively? That question is still being discussed Most teachers find it very important to teach students grammar efficiently, which helps students to have general grammar and to handle them in doing exercises When students learn English, almost they have a lot of difficulties to exercise Understanding grammar knowledge well contributes to raise results’ examinations due to grammar knowledge makes up a great rate Moreover, if they learn grammar well, their listening, reading, speaking and writing skills are perfected Several grammatical teaching methods used to be handled well such as : introducing images and situations , giving examples, structures and rules, making sentences… However, those methods are still limited Each grammar lesson are time – consuming, learners need much time to write down and then they are difficult to review and handle They learning grammar, structures and usages by heart mechanically, that ‘s why they always feel bored Teachers should help learners to promote their learning skills so that they review grammar To gain good results in the national high – school final examination in 2017, I think mind maps are very useful tools Performance measures: The mind maps are not beautiful and perfect pictures They are formed with scrawls Students should be encouraged to draw their own ideas with pliable curves in order that mind maps are memorable Each brand should have one key word or one picture, which is easier to link new ideas Students had better compare their partners’ mind maps to check theoretical points and complete the mind maps This activity not only corrects mistakes themselves but also strengthens their knowledge Teachers should encourage students to add pictures and colors to enrich mind maps Finally, while some students are being talked on their own mind maps, the teacher and the rest of students are listening, discussing, supplying, correcting and completing them The result of forming a mind map is to consolidate the language focus There are some basic types of mind maps Sample 2: Sample 3: Sample 4: Sample 5: Sample 6: 10 Sample design: This is the sample for using mind maps to review the grammar part DATE OF PREPARING: 01/ 11/ 2016 Unit 5: HIGHER EDUCATION Period 33: Language focus Time: 45 minutes Class Date of teaching Absent students notes 12B2 12B5 12B6 I Objectives: Educational aim: - Students know how to pronounce and mark the stress in words more than three syllables - Students learn about conditional sentences Knowledge: - General knowledge: Students learn some information to fill in a form - New words: Words related to a form Skills: - Pronunciation: Stress in words more than three - syllable - Grammar: Conditional sentences II Method: Integrated, mainly communicative III Teaching aids: Text books, Teacher’s activities Warm-up: (4 minutes) Students’ activities I Pronunciation: (8 minutes) II.Grammar: Review conditional - Listening, responding and writing sentences (32 minutes) down - Conditional sentences are used to speculate about what could happen, what might have happened and what we wish would happen - In English, most sentences using the conditional contain the word “if” - Many conditional forms in English are used in sentences that include verbs in one of the past tenses This usage is referred to as “ the unreal past” because we use a past tense but we are not actually referring to something that happened in the past 11 - There are three basic conditional sentences in English In all cases, these sentences are made up of an if – clause and a main – clause In many negative conditional sentences, there is an equivalent sentence construction using “unless” instead of “if” Exercise 1: (11m’) a Reviewing conditional sentence type I: ? - Asking Ss to review the usage and structures * The usage: - The type I conditional is used to refer to the present or future where the situation is real - The type I conditional refers to a possible condition and its probable result - In these sentences the if – clause is in the simple present and the main – clause is in the simple future * The structure: - If clause verb tense: ( If + simple present,) + If this thing happens, - Main clause verb tense: ( Simple future.) + that thing will happen ? - Asking Ss to make sentences with the structures - Giving remarks b Practice: Exercise 1: - Introducing the task: Complete the sentences using conditional sentence type I - Guiding Ss to ?- Asking Ss to complete the sentences using conditional sentence - Listening, responding and writing down about the usage and structures: - Making sentences with the structures: + If you don't hurry, you will miss the train + Unless you hurry, you will miss the train + You will get wet if it rains today - Understanding and doing the task - Working in groups Suggestion answers: If you fail the GCSE examination, you will not be allowed to take the entrance examination to the university 12 type I - Giving feedback - Correcting mistakes Exercise 2: (11m’) a Reviewing conditional sentence type II: ? - Asking Ss to review the usage and structures * The usage: - The type II conditional is used to refer to a time that is now or any time, and a situation that is unreal These sentences are not based on fact - The type II conditional is used to refer a hypothetical condition and its probable result - In type II conditional sentences, the if – clause uses the simple past and the main – clause uses the present conditional * The structure: If clause verb tense, (If + Simple past,) + If this thing happened, Main clause verb tense ( Present conditional or Present continuous conditional) + that thing would happen (but I'm not sure this thing will happen) OR that thing would be happening ? - Asking Ss to make sentences with the structures You won't be able to get into the examination room if you are 10 minutes late If you don't send the application form on time, you will not be allowed to take the entrance exam If you don't have a reference letter, you won't be able to submit your application form Unless you show your identity card, you won't be allowed to get into the examination room - Correcting mistakes - Writing down - Listening, responding and writing down about the usage and structures: - Making structures: sentences with the 13 - Giving remarks b Practice: Exercise 2: - Introduce the task: Express these situations using conditional sentence type II - Guiding Ss to ? - Ask Ss to express these situations using conditional sentence type II - Giving feedback - Correcting mistakes + If you went to bed earlier, you would not be so tired + You would get wet if it rained + If I spoke Italian, I would be working in Italy - Understanding and doing the task - Working in pairs Suggestion answers: She doesn't have a car She doesn't go out in the evening -> If she had a car, she would go out in the evening Sarah doesn't study hard She hates school -> If Sarah liked school, she would study hard I can't the test It is too difficult -> I would/ could the test if it were not too difficult Peter doesn't read a lot He can't find the time -> Peter would read a lot if he found the time/ had more time I can't translate this I don't speak Korean -> If I spoke Korean, I could translate this They don't travel far a lot They are afraid of flying -> If they weren't afraid of flying, they would travel far a lot - Correcting mistakes - Writing down Exercise 3: (10m’) - Listening, responding and writing a Review conditional sentence type down about the usage and structures: III: ? - Ask Ss to review the usage and structures * The usage: - The type III conditional is used to refer to a time that is in the past and a situation that is contrary to reality The facts they are based on 14 are the opposite of what is expressed - The type III conditional is used to refer to an unreal past condition and its probable result in the past - In type conditional sentences, the if – clause uses the past perfect and the main – clause uses the perfect conditional * The structure: If clause verb tense, ( If + Past perfect,) + If this thing had happened, Main clause verb tense: ( Perfect conditional or perfect continuous conditional) + that thing would have happened (but neither of those things really happened) OR that thing would have been happening ? - Ask Ss to make sentences with the - Making sentences with the structures structures: + If you had studied harder, you would have passed the exam + You would have gotten wet, if it had rained + If I had accepted that promotion, I would have been working in Milan + Had I accepted that promotion, I would have been working in Milan b Practice: Exercise 3: - Introducing the task: Complete the sentences with the correct form of the verbs in brackets - Guiding Ss to ? - Ask Ss to complete the sentences with the correct form of the verbs in brackets - Understanding and doing the task - Working individually Suggestion answers: If John had passed the GCSE examination, he would have been allowed to take the entrance examination to the university If you had sent the application on time, they might have called you for an interview I can't understand why you didn't If John had installed an alarm, the thieves wouldn't have broken into his house 15 - Giving feedback - Correcting mistakes I would have made a film with him if I had been a famous director, but I was not If you had told me earlier, I would have given it to you We would have sent you a Christmas card if we had had your address - Correcting mistakes - Writing down Homework: (1 minutes) - Assigning homework - Doing exercise ‘part E-language - Doing exercises ‘part E-language focus’ in work book focus in work book - Preparing Unit 6: FUTURE JOBS - Preparing Unit 6: FUTURE JOBS Let’s show the conditional sentences on a mind map: Sample 7: 16 17 Results of applying the initiative experience in learning: By applying mind maps in revising the Language focus of Text book 12, I found remarkably effective Academic quality of students has increased significantly Weak student has decreased The survey results before and after applying are: Survey results before applying are: class size excellent Very good fair poor note amou rate amou rate amou rate amou rate nt nt nt nt 12B2 35 2,9 12 34,3 17 48,5 14,3 12B5 42 9,5 24 57,2 14 33,3 12B6 44 15,9 24 54,5 13 29,6 Survey results after applying 12B2 and 12B6 classes are: class size excellent Very good fair poor note amou rate amou rate amou rate amou rate nt nt nt nt 12B2 35 14,3 17 48,5 12 34,3 12B5 42 9,5 24 57,2 14 33,3 12B6 44 15,9 24 54,5 11 25,5 4,5 Looking at the table, we can see the results: before using “APPLYING MIND MAPS IN REVISING FOR THE NATIONAL HIGH - SCHOOL FINAL EXAMINATION AT NGUYEN HOANG HIGH SCHOOL IN 2017 PART E: LANGUAGE FOCUS OF TEXTBOOK 12.” EVALUATION ENGLISH , quality survey in classes are relatively equivalence After having applied, there are quality differentiation between students markedly applied this method and the rest not apply Thus , applying mind maps has significant advantages PART III : CONCLUSIONS AND RECOMMENDATIONS Conclusions: Applying this initiative experience helps me to gain some positive results Firstly, this initiative experience is very suitable for the programs in the new textbook My students are interested in learning English, they have positive attitudes towards consolidating their knowledge Secondly, my students become more flexible in digesting knowledge and promoting their learning skills Studying gets more excited and smoothly Thirdly, to gain good efficiency in lessons, my students have to learn actively and I also must be more patient Finally, my students have opportunities to affirm their standard, they are confident in lessons Consequently, after the school year had passed, my students achieved satisfactory results 18 In summary, the education ministry should focus on innovating content, teaching methods, testing and evaluating the quality of education as well as implementing projects and schemes of innovative teaching methods guiding and attracting high school students to study science and technology, organizing many kinds of intellectual playgrounds for students Recommendations: Although the new textbooks introduce the main idea of the reconstruction program courses, presentation skills and knowledge standards for each grade and subject, suggests the need for methods and means of teaching learning, assessment of learning outcomes of the course the students, but to ensure the system can adjust and inherent requirement in the completion of development, general education content As in each lesson, the lesson topics and grammatical structure should be more closely linked and unified from Reading to the Language Focus section Education and Training Department should open classes to enhance the depth and promptly and update the knowledge for teachers Innovation examinations should pay attention to the following points: + The examined knowledge should be focused on the curriculum + The national high – school final examinations should be planned stably in a long term PART IV: REFERENCE DOCUMENTS : During the research process, I have used the following references: English textbook 12 High School English (Education Publishing House) Teacher’s English book 12 Document of mind maps written by Tony Buzan Pictures on the internet The confirmation of the head master Thanh Hoa, May 7th 2017 I assure this is my initiative experience, not copying the contents of other people's The author Lâm Thị Toàn 19 DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: LÂM THỊ TỒN Chức vụ đơn vị cơng tác: tổ trưởng chuyên môn tổ Ngoại ngữ - Thể dục – Quốc phòng Kết Cấp đánh đánh giá Năm học giá xếp loại TT Tên đề tài SKKN xếp loại đánh giá xếp (Phòng, Sở, (A, B, loại Tỉnh ) C) Áp dụng cấu trúc Tiếng Anh CẤP SỞ B 2001-2002 vào thực tiễn GD&ĐT Ứng dụng phương pháp CẤP SỞ C 2002-2003 RESPONSE vào dạy cấu trúc GD&ĐT Ngữ Pháp Tiếng Anh Một số cách khai thác từ CẤP SỞ C 2011-2012 vựng tiết dạy GD&ĐT READING sách giáo khoa Tiếng Anh lớp 11 v lớp 12 Ban ( Hệ năm) Áp dụng phương pháp Bloom CẤP SỞ C 2014 - 2015 đổi kiểm tra đánh GD&ĐT giá môn Tiếng Anh THPT trường THPT Nguyễn Hoàng * Liệt kê tên đề tài theo thứ tự năm học, kể từ tác giả tuyển dụng vào Ngành thời điểm 20 ... the main ideas, which helps you understand better and remember longer The sixth step, You should deploy more detail ideas ( the third ideas level), which make the second ideas levels more clearly... forms in English are used in sentences that include verbs in one of the past tenses This usage is referred to as “ the unreal past” because we use a past tense but we are not actually referring... excited the minds, the more information they obtain, the longer the information keeps in the minds, which result in the reviewing gets more interested and easier Whoever can use this method easily
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