Skkn using mindmap to help grade 9 students to review grammar

TABLE OF CONTENTS Contents Introduction 1.1 The reason for choosing the research 1.2 Research purposes 1.3 Research subjects 1.4 Research Methods Main content 2.1 Theoretical background 2.2 The problem before applying the experience 2.3 Innovations or solutions used to solve the problem 2.4 The effectiveness of experience for educational activities Conclusion and suggestions 3.1 Conclusion 3.2 Suggestions skkn Page 1 1 2 10 10 11 INTRODUCTION 1.1 The reason for choosing the research Colleagues, along with the continuous development of science and technology, information technology learning foreign languages, especially English, has become an urgent need With the open-door policies, the concept of "integration" of foreign languages has become the optimal means to help us expand our vision, exchange culture, approach the progress of science and technology One of the important factors that play a role in promoting and deciding the progressive development of the country is the great contribution of the education sector, including the foreign language especially English has become urgent need Many researcheshave shown that many students are not really interested in this subject, not know how to learn, how to memorize and apply knowledge In recent years, the education sector has launched many campaigns as well as emulation movements, recently the campaign "Application of information technology in management and teaching, construction of friendly schools, active students " Continuing comprehensive innovation in Education and Training, improving the efficiency of quality Education and Training closely linked with goals of development Socio-economic development of the locality ” In order to meet the requirements of innovation in both quantity and quality, especially the teaching method in a positive direction, keeping abreast of changes in goals and contents of textbooks, apply the achievements of advanced science, especially applications Information technology in management and teaching activities to improve the quality and efficiency of the fields of operation, innovate methods of using teaching aids (available and selfmade) in the teaching process, apply creatively and effectively participatory teaching methods (learner-centered learning) that require teachers to constantly improve their pedagogical and updating skills and capabilities, apply the advancements of science and technology into teaching such as electronic lesson plans, exploit data from the Internet, to promote students' activeness, initiative and creativity, help students train effective self-study methods, especially grade students in review English grammar, I would like to present the research: “ Using mindmap to help grade students to review grammar ” 1.2 Research purposes With successful research of this topic, this experience initiative will help teachers have more experience in organizing highly effective grammar lessons 1.3 Research subjects - Research subjects: The topic revolves around studying the use of mindmaps in English grammar teaching at Hoang Trung secondary School - The case study object that I boldly applied this topic is grade students 1.4 Research Methods Observation method: Research and attending colleagues’ lessons Methods of exchange and discussion: After Attending the colleagues’ lessons, and colleagues attending my lessons we discuss, from it gain experience for lessons skkn Skkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammar Experimental method: Teachers conduct experimental teaching according to each purpose specifically requires some specific grammar lessons Methods of investigation: Teachers ask questions to check and evaluate work Take the content of the students' lesson MAIN CONTENT 2.1 Theoretical background In everyday life, for each of us, everyone has a lot to remember and think Whatever image you accidentally see or a sound, a voice you hear, they are recorded and stored by our brain Day by day, as we learn more and more information, our brain becomes a mess Gradually, new information or information that is especially impressive to us will overwhelm the fuzzy information, making us often see a person or something very familiar can't remember Mind Map is a great tool that can help you reorganize your brain, organize the information in the most receptive way, especially in learning foreign languages Why so ? Because in long-term learning, we often record information with letters, lines, numbers, and bullets With this way of writing, it is difficult for us to imagine the whole problem, leading to the phenomenon of reading offense, wrong idea, limiting logical thinking, moreover, we only use half of the brain - the left brain , but have not used the skills on the right brain, which helps us handle information about rhythm, color, space And mind maps are focused on images and colors with networks , associated grid (branches), focusing on training how to define the topic clearly, then developing the main idea, a logical meaning not understand in the sense of normal maps like geographical maps that real estate is interpreted as a form of recording according to each person's thinking circuit by combining drawings, colors and writing Especially this is an open diagram, the design of real estate according to each person's thinking circuit, does not require proportion, strict details like geographical map, can draw more or less branches, each one draws a different types, using colors, images, different expressive phrases, the same content, but each person can "express" it in the form of real estate in a separate way so that the establishment of real estate is maximized each person's creative ability Teachers can use real estate to show 3D or export other programs to show such as: photo, powerpoint… very effectively Mind maps show not only the information but also the overall structure of a topic and the importance of individual parts in it It helps you link ideas and make connections with other ideas We can apply real estate to support teaching new knowledge, consolidate knowledge after each lesson, review systematic knowledge after each lesson, each grammar content 2.2 The problem before applying the experience As we all know, traditional notes are used by most teachers That's the way to write from left to right, from top to bottom like what we learned at school right from the beginning There are basic types of traditional notes: Skkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammar skkn Skkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammar - Form 1: how to record each sentence continuously, divided into small sections This way of writing we often see in books, newspapers, novels - Form 2: how to record in a way that categorizes many sections with different levels of large and small, the paragraphs or sentences are numbered and arranged in large and small order such as I, II, III, , 2, 3, a, b, c, etc., and are the way I am using this article Although this method a lot of teachers use, From the start of kindergarten, each of us has been taught to write in such a way, but does it bring the best results to us? In a classroom, the number of good students usually only accounts for about 5% If this way of writing is very effective for us, then why are the number of good students not that 95%, but just too restrictive? That proves that, when everyone uses the same method, that doesn't mean it's the best way So, what disadvantages we often encounter with this type of traditional recording?  Lack of ideas  Not having clear composition  Not remembering the lesson better  Not improving our creative thinking ability  Unclear ideas  Difficult to grasp the main content  Difficult to fix and supplement  Affected thinking  Taking a long time  From the above, you think you will give up on this traditional record and experience it differently? Mindmaps will help us much :  Fast, brief, easy to -> Save time and remember better  Be more creative -> Improve our creative thinking ability  Easy to see, understand, absorb, easy to write  See the overall picture of the problem  Easy to check  Develop awareness and thinking  Stimulating learning interest and creative ability of students  Maximizing the memory potential of the brain, easy to develop new ideas, easy to supplement, better layout according to the thinking of the brain  Practice how to identify the topic and develop the main ideas, supporting ideas logically For teachers of English , minmaps look quite familiar to "Networks" or "Brainstormings" However, mindmaps are more vivid with lines and colors, especially it covers the whole content of a certain problem and can be applied to more content, not like "Networks" or "Brainstormings " mostly only in the vocabulary section However, some teachers and students face difficulties in organizing teaching and learning activities with the design and use of minmaps In this topic Skkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammar skkn Skkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammar I would like to give some suggestions to help teachers and students solve this problem 2.3 Innovations or solutions used to solve the problem In order to make a mind map, teachers and students need to determine the objectives of the lesson, the grammar content to outline the main content to ensure the standard of knowledge and skills, through which students should pay attention to the main content and orientation of the content so that it can be systematically re-organized by diagrams How to make a mindmap: Step 1: Identify keywords As I said, Mind Map is made up of most key words, so it saves a lot of time for teachers and students Only with keywords are we able to grasp the content of all the things we are trying to remember So what is the keyword? How to identify keywords in a textual content? You can refer to the following example: First, you read this complete text: “We have learned tenses : Present simple, present progressive, present perfect, past simple, past progressive and future simple in each tense we have remember the form, the use, the sign ” According to traditional writing and how to learn as ever, you will have to memorize that passage or read it over and over to remember all the information it conveys However, there are many unnecessary words, if you remove those words and just read the keywords, you can easily grasp the main idea but save much more time Therefore, the first step we should practice for ourselves to just pay attention to keywords, remembering keywords is enough for us to grasp the entire content to convey In addition, keyword is an indispensable element of Mind Map, we will have to use those keywords to create Mind Map for ourselves Step 2: Draw the theme in the center - This step you will use a blank sheet of paper (no grid) placed horizontally and draw the topic in the middle of the paper Non-grid white paper will help us be more creative, without the squares hindering our thoughts Drawing on horizontal paper will helpus get a wider space to implement ideas - We need to draw the theme in the middle of the paper, from which to develop other ideas around it - We can freely use all the colors we like, the central theme can be text or image, if combining both, the better - The central theme needs attention to make it easier to see the problem, so we should draw a topic about coins of 5,000 coins Step 3: Draw more subheadings (level branch) - Subheadings should be written in CAPITAL LETTERS on thick branches to highlight - Subheadings should be attached to the center Skkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammar skkn Skkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammar - Subheadings should be drawn in a diagonal direction, not horizontal, so many other sub-branches can be drawn more easily Step 4: Draw branches of level 2, level 3, - In this step, we draw the level branch into level branch, level branch into level branch, etc to create the link - We should draw more curved branches than straight lines, so that we will make our mind map look softer, more flexible and easier to remember - Only take advantage of keywords and images, each branch uses only keyword This makes it easy to add new keywords and other ideas to existing keywords - Use symbols, abbreviations to save space and time whenever possible - All branches of an idea should radiate from one point and have the same color Step 5: Add illustrations In this step, we should let our imagination soar by adding more images to help the important ideas stand out, as well as save them in our memory better because the human brain is able to the ability to absorb images is higher than writing Do not be afraid to draw badly, just draw according to what we think, what we associate, sometimes the more funny, the longer we will remember them Some examples for students to refer to: Skkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammar skkn Skkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammar Mindmap : Tenses Mindmap2 : Passive Mindmap : Conditional sentences - Practicing "reading comprehension" minmaps: just looking at the mindmaps, any student can present the content of a lesson or a topic, a grammatical content according to logic of knowledge Skkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammar skkn Skkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammar - Encouraging students to have a habit of logical thinking in the form of the mindmaps - From a major problem or topic that gives the first big idea, the second and the third main idea every main idea has supporting ideas related to it, these branches are like "parents" then "children, grandchildren, grandchildren, little chit" branch lines can be straight lines or curves Example: Mindmap 3: Mindmap of conditional sentences : Include - Two types: type 1, type - In each type, remember the structure and usage - In addition to the two main forms, there is a special conditional sentence - (wish sentences) - Some notes: Other words in conditional sentences, equivalent words for example :       if not = unless 2.4 The effectiveness of experience initiatives for educational activities, with themselves, colleagues and schools : Through practical teaching, I found that, when using mind map, most students are more interested in learning process, students are aware of the importance of determining the key content in the lesson and present knowledge by system Through the mind map, students have identified the focus of the problem more easily, memorizing knowledge longer and saving a lot of review time The use of presentation-based presentation methods has brought into play a positive, proactive creativity of students, forging skills boldly and confidently when presenting in public Here, I would like to introduce some thinking maps drawn by students: Skkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammar skkn 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Skkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammar Skkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammar skkn Skkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammar CONCLUSION AND SUGGESTIONS 3.1 Conclusion : Through research and teaching practice, I have found that: Using mindmaps proficiently and effectively in teaching will bring many good and encouraging results in students’ learning method and teachers’ teaching methods, it can be used not only in English but also for other subjects and for management planning Students will learn how to learn, increase independence, take initiative, create and develop thinking Mind map software makes it easy to edit and ajust, help teachers and students apply IT effectively and practically in the process of Teaching and Learning The use of minmap helps managers have an overview of the whole problem, help teachers to innovate teaching methods, saving time, increasing flexibility, helping students learn actively and creatively, thinking development That is one of the practical ways to implement effective teaching content - one of the five contents of the emulation movement "Building friendly schools, active students" that the Ministry of Education and Training launched          However, in the teaching process, teachers face some difficulties such as: - The school does not have foreign language rooms, so when organizing games or group activities, there are still many limitations - The application of IT to teaching is still difficult because the school only has one projector for teaching information technology Skkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammar skkn 10 Skkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammarSkkn.using.mindmap.to.help.grade.9.students.to.review.grammar - Some teachers think that the mindmap looks quite cumbersome, full of worms, crickets so they are afraid to apply - Most of the pupils are in rural areas, so the learning conditions for foreign languages are hardly invested much 3.2 Suggestions : Above are some recommendations and suggestions of myself after the process of implementing the project, I hope that the leaders will pay special attention and invest more in teaching equipment to bring high efficiency in Junior High School In the process of making experience innovations unavoidable shortcomings, I would like my colleagues to give ideas for our further success in the teaching process I sincerely thank CERTIFICATION OF THE PRINCIPAL Dong Thang, April 14th, 2022 I hereby declare that I wrote this experience myself and did not copy TO DOAN THINH PHAM THI HA 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