Skkn how mind mapping method help students in class 10c1 at thach thanh 3 high school improve speaking and presentation skills

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ TRƯỜNG THPT THẠCH THÀNH SÁNG KIẾN KINH NGHIỆM HOW MIND MAPPING METHOD HELP STUDENTS IN CLASS 10C1 AT THACH THANH HIGH SCHOOL IMPROVE SPEAKING AND PRESENTATION SKILLS Người thực hiện: Hồng Thị Quỳnh Chức vụ: Giáo viên SKKN thuộc mơn: Tiếng Anh THANH HOÁ, NĂM 2022 skkn CONTENT Page I Introduction …… .2 1.1 Reason for the research…………………………………… ….… 1.2 Purpose for the research……………………………………….….… 1.3 Scope of the research…………………………………… ….….…3 1.4 Method of the research…………………………………… ….….…3 II Content of the research……………………………… … …….…… …4 2.1 Theoretical basis……………………… ………………….…….….4 2.2 The reality of the problem………………………………….…….….5 2.3 Solution and organization of implementation……………… … 2.3.1 What is Mind Mapping? .….…5 2.3.2 Some advantages of using mind mapping in speaking and presentation skills ….…6 2.3.3 How to draw a mind map .… …7 2.3.4 Preparation before drawing a mind mapping .… …7 2.3.5 Examples … …7 2.4 The effect of the research on educational activities, myself, colleagues and school…………………………………………….…………… … .14 2.4.1 The survey results before applying mind map method …….……14 2.4.2 The survey results after applying mind map method …….…… 15 III Conclusion and recommendation ……………………………….…….16 3.1 Conclusion……………………………………………….… …….16 3.2 Recommendation………………………… ……………….…… 17 Abbreviation:…………………………………… ………………………… 18 Reference: …………………………………………………… … ……….19 Danh mục sáng kiến kinh nghiệm Hội đồng SKKN ngành Giáo dục Đào tạo Huyện, Tỉnh cấp cao xếp loại từ C trở lên………20 skkn I Introduction I.1 Reason for the research English is a compulsory subject from grade three to twelve It is not only a subject but also helps students form and develop ability to communicate in English, this helps students work more effectively and learn other subjects better Moreover, English helps students know more about the other cultures, countries, information and technologies in the world For Vietnam, the country is on the track of development and international integration in the process of industrialization and modernization, foreign languages in general and English in particular are increasingly affirming the importance of them and being promoted in work In this language training, learning English communication is considered an effective and important educational option for all ages There are four skills that learners should be master in English are speaking, reading, writing and listening skills Besides these skills, we also have pronunciation, grammar, vocabulary, and presentation To improve writing, listening, reading, grammar and vocabulary learners should practice them every day by studying structures and new words, listening through radio, YouTube or cassette In my opinion, speaking and presentation skills are the most important skills in English The ultimate aim of an English learner is to be able to communicate, because communication is an essential demand when learning a foreign language, not based on correct grammar on the page Moreover, these skills are important because they convey the thoughts of the speaker to others These are significant skills but students in class 10C1 didn’t care much about them In speaking lesson, I extremely felt difficult to encourage students speaking with each other When I asked my students: “What is your favorite skill in English?” They said that grammar was their favorite skill to learn, because it was based on syntax and morphology Speaking and presentation skills didn’t help them in examinations I was really shocked because nowadays people are more concentrated on communicating Recognizing the significance of speaking and presentation skills and the students’ neglect, I made up my mind to change their opinion about their speaking skill and used new method in teaching After refencing from books, websites, YouTube, and my colleagues I decided to use Mind Mapping Method in teaching speaking and presentation skkn 1.2 Purpose for the research According to “The Secondary Education – The English Program”, (Promulgated together with Circular No 32/2018 / TT-BGDĐT, December 26, 2018 of the Minister of Education and Training) After finishing The High School Education, students are able to: - Use English as a communicative tool through the four skills of listening, speaking, reading, and writing Students can meet the requirement and practical communication on familiar topics related to school, fun activities, leisures, professions… - Continue to form and develop basic knowledge of English including phonetics, vocabulary, grammar; through English, students have a deeper understanding of the countries, people, cultures of English-speaking countries and other countries in the world, understand and respect the diversity of cultures, at the same time, initially reflect the values of Vietnamese culture in English… - After completing High School English, students can achieve Level English of the 6-level Vietnamese Standardized Test of English Proficiency They can describe experiences, events, dreams, hopes, and ambitions, and can briefly state reasons, explanations, opinions, and plans This means that students must speak English quite fluently In contrast, I found that my students in Class 10C1 didn’t focus on speaking and presentation skills For these reasons, I applied Mind Mapping in teaching speaking lesson I hoped that I could change their mind about speaking skill, improve their pronunciation, help them to be more confident when speaking in front of others, present fluently and logically and use nonverbal language in a natural way 1.3 Scope of the research This method is used for all the students in Class 10C1 at Thach Thanh High School For a time learning and using this method they can be confident in speaking, build ideas before speaking, and speak logically Further results, students can communicate, discuss with other people without taking so long time to think They can use Mind Mapping as a method when they want to take part in some examinations such as: IELTS, VSTEP, TOEFL, TOIEC… 1.4 Method of the research - Reference a lot of documents from the books, internet, websites … skkn - Observation method: Learn from my colleagues’ experience and myself in teaching, attend their classes to figure out the difficulties and benefits that student are able gain - Exchange and discussion: ask my colleagues who used this method in teaching and discuss the advantages and disadvantages of this method - Practicing method: practice teaching this method in speaking lesson or post reading, listening or writing part - Investigative method: based on the student’s products after each lesson which are Mind Mapping on the papers, some videos when they present, introduce about their products II Content of the research 2.1 Theoretical basic As we’ve known, English is the most common language of the world and plays an important role in today's technology era As declared, there are more than 400 million native speakers and more than 1.6 billion people who consider English as a second language, classified as a language system in many fields such as politics, diplomacy, economy, tourism,…, it’s the method of international communication and connection There are many reasons to start learning English such as study, work, or personal preference Although this is an important and necessary skill, the reality shows that students are not very enthusiastic about learning this skill They only study a little bit because they think there are only communication questions in the exam Based on reality and student’s thought, I would like to choose this research to: - Improve communicative and presentation skills: You can use language to express your ideas, emotions, and thoughts, say things you can't describe, improve your body language, improvise, and create sympathy for foreigners Besides, practicing speaking and presentation skills help you to be confident when speaking in front of a crowd Good communication skills make you proud of your achievements to everyone around you - Make many new friends: Nowadays, there are more and more social networks, so speaking English will increase your chances of finding and expanding your friendships - Increase confidence in communication: Anxiety, shy and fear are the biggest barriers when learning to speak and present Using the Mind Mapping method and giving presentations forces you to open your heart often, break skkn down your apprehensions so you can be more confident when using a language other than your mother tongue - Improve ability to learn other skills: like mother language, we have to learn from listening, speaking, reading to writing We can’t learn a new language from writing and reading, so speaking skill is premise to help other skills better 2.2 The reality of the problem In modern society where people more and more focus on communicating skill, they spend a great deal of money on studying it They go to the English clubs, or some famous places in Ha Noi, Ho Chi Minh City or anywhere where have native speakers They even become a free tour guide to take any chances to talk, express ideas and improve pronunciation While the students in class 10C1 only want to learn grammar or some structures to the exams There are only few students who wish to learn all the skills Nevertheless, in Thach Thanh High School, almost students are ethnic minorities, and they have difficult economic conditions There is no English club, no internet and they hardly ever have a chance to practice speaking Finally, I chose the topic “How Mind Mapping method can help students in Class 10C1 at Thach Thanh High School improve speaking and presentation skills” 2.3 Solution and organization of implementation 2.3.1 What is Mind Mapping? “A mind map, was invented by Tony Buzan,  is a  diagram used to visually organize information in a hierarchy, showing relationships among pieces of the whole It is often created around a single concept, drawn as an image in the center of a blank page, to which associated representations of ideas such as images, words and parts of words are added Major ideas are connected directly to the central concept, and other ideas branch out from those major ideas.”[1] (From Wikipedia.) Let’s see a sample structure of a mind map skkn Source: Internet 2.3.2 Some advantages of using mind mapping in speaking and presentation skills - Giving viewers an overview of the issues in questions Through mind maps, viewers can immediately remember details such as the main content, surrounding issues and factors in each specific issue - Linking information together in a systematic way: this is very good for the brain, which can help you remember a lot of information, related images quickly and scientifically - Stimulating the brain to think: the process of building a beautiful mind map will require your brain to apply a lot of knowledge from how to shape the information in text, how to represent it with symbols, and use colors and how to link the components in the diagrams stimulates your brain to analyze information - Improving the quality of work and study: mind maps (whether in the process of drawing or having been built) stimulate you to brainstorm, help your brain to think smarter, this is great for improving the quality, performance of your work and study - Stimulating the brain's creativity: brainstorming should show how the best mind map is, how to use colors, how to use images, which symbols are appropriate, these things will stimulate you to be bright Being more creative, more flexible skkn 2.3.3 How to draw a mind map Step Identify your main word of topic Step Center and circle the map with your main topic Step Branch other important ideas from the main idea Step Support the important ideas with key information Step Make your mind map become more beautiful by adding some pictures Source: Students’ product 2.3.4 Preparation before drawing a mind mapping a Paper: (size A4 or bigger): Students should use paper without lines b Colour pencils: Color helps the mind mapping to be more vivid, visual stimulation and the brain can work better c Materials of the topic: they could be books, important contents or themes… d Overview: Before making a Mind Map, teacher should require the students talk about their ideas, how are they going to write, draw and talk? Ask students to discuss carefully with each other 2.3.5 Examples 2.3.5.1 Unit 5: Information and technology Lesson 2: Speaking Task 4: Talk about the uses of information technology Before making a mind map - Teacher asks students think and take note about the uses of information technology using the cues of Task 1,2,3 - Teacher lets students minutes draw their mind maps skkn While making a mind map - Teacher walks around and helps students if they need Post making a mind map - Each group goes to the board, look at the mind map and present about the topic - Students give comments and then teacher gives feedback Source: Students’ product 2.3.5.2 Unit 7: The mass media Lesson 2: Speaking Task 3: Talk about different types of the mass media Before making a mind map - Teacher asks students think and take note about the different types of mass media using the cues of Task 1,2 - Teacher lets students minutes draw their mind maps While making a mind mapping - Teacher walks around and helps students if they need Post making a mind mapping - Each group goes to the board, look at the mind mapping and present about them - Teacher asks students listen and then give comments - Teacher gives feedback and mark skkn Source: Students’ product 2.3.5.3 Unit 9: Undersea world Lesson 3: Listening After you listen: Talk about whales, using the cues Before making a mind map - Teacher asks students to build a mind map about the whales after having the information in task 1,2 - Teacher elicits by giving the cues + Their length and weight + Their feeding grounds and food + The reasons for protecting whales While making a mind map - Teacher lets students minutes draw their mind maps - Teacher walks around and helps students if they need Post making a mind map - Each group goes to the board, look at the mind map and present about it - Teacher asks students listen and then give comments - Teacher gives feedback and mark skkn Source: Students’ product 2.3.5.4 Unit 10: Conservation Lesson 2: Speaking Task 2: Discuss the advantages and disadvantages of zoo of new kinds Before making a mind map - After learning task 1, and having the general ideas about the new kind of zoo, students take note and discuss about it - Teacher elicits by giving the cues + the conditions the animals are in +    the money spent on reconstructions of the animals' natural environment +    the animals that people can visit +    the dangers that keepers may have While making a mind map - Teacher lets students minutes draw their mind maps - Teacher walks around and helps students if they need Post making a mind map - Two students in each group goes to the board discuss about the topic using the information in the mind map - Teacher asks students listen and then give comments - Teacher gives feedback and mark 10 skkn Source: Students’ product 2.3.5.5 Unit 13: Films and cinema Lesson 2: Speaking Task 4: Talk about a film you have seen Before making a mind map - After learning task 1, 2, and having the general ideas about the film that they like, students take note and discuss about it - Teacher divides class into big groups - Teacher elicits by giving the cues + Where did you see it? + What kind of film is it? + What is it about? + Who is/are the main character(s)? + How you feel about it? + Why you prefer it to other films? While making a mind map - Teacher lets students minutes draw their mind maps - Teacher walks around and helps students if they need Post making a mind map - Two students in each group goes to the board, one asks and the other answers about the topic using the information in the mind map 11 skkn - Teacher asks students listen and then give comments - Teacher gives feedback and mark Source: Students’ product 2.3.5.6 Unit 15: Cities Lesson 2: Speaking Task 4: Work in group Tell each other which of the two cities you prefer and give reasons Before making a mind map After learning task 1, 2, and having the general ideas about London and New York Students discuss with their friend and answer the questions “ Which of two cities are you prefer and why? - Teacher divides class into big groups While making a mind map - Teacher lets students minutes draw their mind maps - Teacher walks around and helps students if they need Post making a mind map - Student in each group goes to the board and talks about the topic using the information in the mind map - Teacher asks students listen and then give comments - Teacher gives feedback and mark 12 skkn Source: Students’ product 2.3.5.7 Unit 16: Historical places Lesson 1: Reading After you read: Talk about Van Mieu - Quoc Tu Giam Before making a mind map After learning task 1, 2, and having the general ideas about the film that they like, students take note and discuss about it - Teacher divides class into big groups - Teacher elicits by giving the cues + Why is Van Mieu – Quoc Tu Giam a place of interest? + When and where were they built? + What were their functions? + What is special about the stelae there? While making a mind map - Teacher lets students minutes draw their mind maps - Teacher walks around and helps students if they need Post making a mind map Each group goes to the board, one student talks about the topic using the information in the mind map - Teacher asks students listen and then give comments 13 skkn - Teacher gives feedback and mark Source: Students’ product 2.4 The effect of the research on educational activities, myself, colleagues, and school 2.4.1 The survey results before applying mind map method Before applying using Mind Map method to improve speaking and presentation skills I conducted a survey of 47 students in class 10C1 with these aspects, the total of each aspect is 100% Aspects Percentage Willing to learn speaking and presentation skills 35% Fluency and Coherence 30% Lexical resource (Flexible in using vocabulary) 35% Grammatical range and Accuracy 70% Pronunciation/ confidence when speaking 43% Non-verbal language (Body language/ Eye contact) 57% According to the results, we can see there was 35% of students willing to learn speaking and presentation skills, because they thought these skills didn’t help them much in the examinations As they didn’t practice much about these skills, their fluency and coherence were very weak On the other hand, it’s difficult for them in using vocabulary in a flexible way and their pronunciation should be enhanced too 14 skkn 2.4.2 The survey results after applying mind map method The result after applying mind mapping method in teaching speaking and presentation skills Aspects Percentage Willing to learn speaking and presentation skills 70% Fluency and Coherence 52% Lexical resource (Flexible in using vocabulary) 61% Grammatical range and Accuracy 80% Pronunciation/ confidence when speaking 64% Non-verbal language (Body language/ Eye contact) 83% Look at the result we can see the progress’s students clearly With an interesting method, my students have hoped to learn more about speaking and presentation skills After one year practicing and learning, the rate of fluency and coherence improved to 52%, lexical resource (Flexible in using vocabulary) reached 61%, grammatical range and accuracy increased from 70% to 80%, non-verbal language improved from 57% to 83%, and the pronunciation improved from 43% to 64% Let’s see the chart below to have an overview about the advantages of this method Comparation between before and after using Mind Map in teaching speaking and presentation skills chart 80 60 40 20 i W ng lli to a le rn n ue l F cy an d h Co er c en e x Le ic G r al es m m o c ur at ic e r al an ge an d Before A cc u c y Pr u on n io at ci n N o v n- er b n la al g g ua e After Look at the comparation between before and after using Mind Map in teaching 15 skkn speaking and presentation skills, we can see that all the aspect increased and the average rate was about 23% The aspect “Willing to learn” raised the most about 35% (from 35% to 70%) “Grammatical range and Accuracy” aspect increased at least about 10% (from 70% to 80%) This aspect improved by at least (10%) because my students learned a lot the previous time III Conclusion and recommendation 3.1 Conclusion In learning, students should use mind maps to help improve concentration and memory, thereby helping to improve learning results The use of mind maps in teaching speaking and presentation skills helps create favourable conditions for students' creative thinking, stimulate discovery and knowledge inquiry Besides, the fact that teachers guide students to draw mind maps according to their own thinking and approach to problems also helps students to grasp knowledge better by themselves and remember longer The biggest plus point for a creative mind map is to help students improve work effectively, increase creativity and scientific thinking Mind mapping is a perfect tool for you to help increase work efficiency, plans and scientific ideas, to be more reasonable You can easily identify the relationship of information and data, improve memory capacity Using mind maps is an effective method for you to sketch out unique ideas, creative thoughts in limited time conditions This is also a great way to organize your ideas and string them together in certain relationships 16 skkn Besides, using colors and vivid images in combination with important keywords in the "universal map" is a necessary condition to enhance information storage Certainly, using mind maps will facilitate you to remember the lesson much better 3.2 Recommendation I recommend to my colleagues in the foreign language team of Thach Thanh High School about applying mind maps in other teaching processes (not only speaking and presentation skills), continuing to research, develop and expand the initiative to a more complete topic, with many good methods It is recommended to the school’s board of directors of Thach Thanh High School to organize an exchange about experiences in applying knowledge about how to teach and learn to use mind maps effectively in the teaching process XÁC NHẬN CỦA ĐƠN VỊ Phó hiệu trưởng Thanh Hóa, ngày 11 tháng 05 năm 2022 Tơi xin cam đoan SKKN viết, khơng chép nội dung người khác Đỗ Duy Thành Hoàng Thị Quỳnh 17 skkn ABBREVIATION IELTS: International English Language Testing System VSTEP: Vietnamese Standardized Test of English Proficiency TOFLE: Test Of English as a Foreign Language TOIEC: Test of English for International Communication TT- BGDĐT: Thông Tư Bộ Giáo Dục Đào Tạo: Circular of the Ministry of Education and Training 18 skkn REFERENCE How to Mind Map: The Ultimate Thinking Tool That Will Change Your Life – by Tony Buzan Mind Map Mastery: The Complete Guide to Learning and Using the Most Powerful Thinking Tool in the Universe – by Tony Buzan The Mind Map Book: Unlock your creativity, boost your memory, change your life – by Tony Buzan Mind Maps for Kids: Study skills – by Tony Buzan The Memory Book: How to remember anything you want – by Tony Buzan Sách giáo khoa Tiếng Anh lớp 10- Bộ Giáo Dục Đào Tạo- Nhà Xuất Bản Giáo Dục Việt Nam Presentation Skills for Students (Palgrave Study Skills) – by Van Emden, Joan, Becker, Lucinda Public Speaking and Presentation Skills - by Kulwindr Kaur Sidhu Mind Mapping: Improve Memory, Concentration, Communication, Organization, Creativity, and Time Management (Mental Performance)by Kam Knight 10.Chương trình giáo dục Phổ Thơng – Chương trình mơn Tiếng Anh (Ban hành kèm theo Thông tư số 32/2018/TT-BGDĐT ngày 26 tháng 12 năm 2018 của Bộ trưởng Bộ Giáo dục và Đào tạo) 11.Tài liệu tìm hiểu chương trình mơn Ngoại Ngữ - (Trong Chương trình Giáo dục phổ thông 2018) (Cấp Trung học phổ thông) - Bộ Giáo dục Đào tạo 12.A thesis: The effect of using mind mapping strategy towards students’ speaking skill of the second year students at Sma Ylpi Pekanbaru – by NiLam Sari 13.Trịnh Thị Luyến – GV Trường THPT Quảng Xương, Huyện Quảng Xương, Tỉnh Thanh Hoá: “ The effect of using mind maps in teaching English grammar” SKKN năm học: 2017 -2018 14.The effectiveness of mind mapping method to build students’ speaking skill- By Nurazisah Paharuddin 15.[1]: Wikipedia 19 skkn DANH MỤC SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Hoàng Thị Quỳnh Chức vụ đơn vị công tác: Giáo viên Tiếng Anh Trường THPT Thạch Thành TT Tên đề tài SKKN “THE WAY THAT THE STUDENTS IN CLASS Kết Cấp đánh giá đánh giá Năm học xếp loại xếp loại đánh giá (A, B, xếp loại C) Ngành GD C 2020-2021 cấp Tỉnh 11B8 DEAL WITH WORD FORMATION EXERCISES IN ENGLISH 11 AT THACH THANH HIGH SCHOOL” 20 skkn ... Mapping method can help students in Class 10C1 at Thach Thanh High School improve speaking and presentation skills? ?? 2 .3 Solution and organization of implementation 2 .3. 1 What is Mind Mapping? “A? ?mind. .. of implementation……………… … 2 .3. 1 What is Mind Mapping? .….…5 2 .3. 2 Some advantages of using mind mapping in speaking and presentation skills ….…6 2 .3. 3 How to draw a mind map ... after applying mind map method The result after applying mind mapping method in teaching speaking and presentation skills Aspects Percentage Willing to learn speaking and presentation skills 70%