Skkn using mind mapping to help students develop english communication skills at trieu son ii high school

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING TRIEU SON II HIGH SCHOOL INNOVATION IN TEACHING USING MIND-MAP TO HELP STUDENTS DEVELOP ENGLISH COMMUNICATION SKILLS AT TRIEU SON II HIGH SCHOOL The writer: Phan Anh Dao The post: Teacher of English Innovation of subject: English THANH HOA 2022 skkn TABLE OF CONTENT 1: INTRODUCTION 1.1 Rationale of the study 1.2 Aims of the study 1.3 Object of the study 1.4 Methods of the study 1.5 New points of Innovation : CONTENT 2.1 Theoretical and practical basis 2.1.1 Theoretical basis: 2.1.2 Practical basis: 2.2 The status of the research subject: 2.2.1 The advantages of teaching speaking skill: 2.2.2 The disadvantages of teaching speaking skill: 2.2.3 Specific survey in classes 2.3 Some solutions to the research subject: 2.3.1 General requirements: 2.3.2 The main solutions: 2.3.3 Organization steps: 2.3.4 Demonstration: 2.4 Result 3: CONCLUSION AND SUGGESTION 3.1 Conclusion: 3.2 Suggestion: 4: REFERENCE BOOKS skkn PAGE 3 4 5 5 6 7 8 10 11 18 18 18 18 20 Skkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.school Skkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.school : INTRODUCTION 1.1 RATIONALE OF THE STUDY: As we know English has now become one of the most popular languages in the world In the tendency of integration of the global economy, English is one of the most effective communicative tools for everybody The role of English is considered to be very important in the fields of economics, politics, science, culture and education Being aware of the importance of English so the society is becoming more and more interested in teaching and learning English at schools, the curriculums and the methods of teaching English are innovated to better the needs of learners Therefore, today in Viet nam, everyone from the children to the adult tends to learn English and many English centers are opened to satisfy the leaners They are fully aware that knowing English will allow people to access an incredible amount of information which may not be otherwise available So communication skills are essential for a successful career, satisfying relationships and a personal sense of accomplishment Communication is seen every day through TV commercials, interaction with the person opening a door for people and listening to the manangers of their company speaking Effective communication empowers people, provides clear direction and increases productivity Without it, people lose motivation and the inability to make a decision, and they become angry because their messages are not understood In fact, many students in Viet nam who have good command of English, but can’t use English well don’t get good jobs So, English is the first and the most important standard for workers who want to work not only for foreign companies but also for domestic ones To this better, Teachers at schools especially at high schools and Universities have to use many skills and activities to promote positive, proactive students and create optimal conditions for students to train, develop and enhance skills to use language for purposes of communication So we have to create the environment for students to communicate in the classroom, especially, in English lessons and this raises for teachers is to organize various activities to improve the efficiency of communication skills and make students feel easily with the subject However, students have limited time to learn English in class, and they still not have enough encouragement to practice English outside the class in order to get familiar with English This case brings a problem that make high school students have difficulties to communicate in English and the majority of students are still feeling embarrassed and shy when speaking in front of the class By using the mind mapping, it is believed that what is written in the picture with is able to improve the students’ ability in communication skills Through mind mapping, the skkn Skkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.school Skkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.school students can communicate easier and better Enjoyable and challenging teaching aids should be prepared well, so that the students’ can develop their ideas of what and how to speak better,orderly and systematically Mind mapping is one of many strategies in teaching and learning English Many teachers use this teaching strategy to teach writing, reading, and speaking Buzan (2005) defined that mind mapping is an effective way for students to remember what they have read and recall it easily when they need it They will be able to organize ideas on paper structurally This strategy will facilitate the students to speak or present their thought in front of class easily Buzan (2005) also mentioned that mind mapping is a good tool to improve students‟ ability in recording information and enhancing creative thinking Therefore, in this study I boldly give the subject “ Using mind-mapping to help students develop English communication skills at Trieu Son II High School ” 1.2 AIMS OF THE STUDY When writing this initiative, I just wish to offer some ideas to find the best teaching methods to generate excitement for students and bring optimal efficiency - To find out whether mind mapping strategy improve students’ communication skills or not - To find out how mind mapping strategy improve students’communication skills 1.3 OBJECTIVES OF THE STUDY The objectives of this action research are: To explain whether mind mapping better enhances communication skills at class 10B5,11A2,11A5,12C2 at Trieu Son II High School To improve the creativity of the students at class 10B5, 11A2,11A5,12C2 at Trieu Son II High School 1.4 METHODS OF THE STUDY In this research, I use some research methods to collect and analyze the needed data Recording is used to record the process of giving some activities and surveying through the answer sheets is used to know the practical situation of teaching and learning English communication skills a Planning The researcher planned the activities on applying mind mapping in teaching communication skills Before coming to the classroom, the researcher did the following things: - Preparing the lesson plan of teaching communication skills by mind mapping - Preparing mind mapping teaching communication skills - Preparing a research instrument (observation sheets,and field note) - Arranging the research schedule b Exchange method, discussion: skkn Skkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.school Skkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.school Discussing with other colleagues after visiting their classes to draw out experiences c Acting In this phase, the researcher did the action by applying the scenarios of teaching that had been designed in planning phase The researcher also collected the data while the process of action was going on The researcher also gave final test at the end of cycle of action d Observing While doing the action, the researcher and the observer observed the teaching and learning process, the activities done by the students and the teacher herself The researcher took field note for each step in teaching and learning process and the observer filled out the observation checklist Taking photographs and video are also done by the researcher with other data resources This was to see the classroom events and interactions e Reflecting In this last phase, the researcher discussed and interpreted the data with the observer There were two kinds of data: quantitative (speaking test) and qualitative data (observation) The researcher and observer analyzed both data and make the conclusion Finally,the researcher and observer reflected and interpreted the result and discussed the weakness of the process to make an improvement cycle 1.5 NEW POINTS OF INNOVATION Using mind-mapping to help students develop English communication skills at Trieu Son II High School Using mind-mapping to help students develop English communication skills through Reading, Speaking, Listening, Writing, and Grammar lessons CONTENT 2.1 Theoretical and practical basis 2.1.1 Theoretical basis: The aim of teaching a foreign language is not only to give students the knowledge of the language, but also the ultimate aim of teaching a foreign language is to teach students to have the ability to communicate in that language The ability of students to communicate through skills: Listening, Speaking, Reading and Writing Students' communication skills are formed through a process of academic training in English language environment In addition to learning in the classroom, students have to learn and practice communicating through different forms and methods Novi says (in Ismiati, 2011:45) that speaking is a complex process because it involves thinking, language and social skills It means that there are at least one speaker and one listener in this activity When the speaker speaks, skkn Skkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.school Skkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.school she/he expresses her/his attitudes, feelings and interests towards the topic being talked with the listener Thus, it may be concluded that people as social creatures tend to interact each other in order to share information, ideas/opinion, and express feelings through communication skills Further, Nelasco (1987: 42) explains what people actually when they are speaking They are as follows: a) They share meaningful information b) They take turn c) They use body language and gesture to emphasize d) They use stress and intonation In other words, people try hard to convey their feeling, ideas and arguments by using non-verbal language, such as: gesture, body language, stress and intonation 2.1.2 Practical basis: After many years teaching English in high school , I have noticed the fact that the majority of students in high school are afraid of learning English, and they often have a heavy feeling in the English lessons and especially when the teacher give some topics to communicate, the students don’t know how to speak So what must we to make students have a real enthusiasm about learning a foreign language, namely English subject and make students motivate and hope for this subject without feeling bored ? How can they hear and speak simple English sentences in a natural way ? Those are some of my concerns in the teaching process, so I'm always trying to find out the most effective solutions to make my lectures attract students’attention, and is also aimed at improving the quality of this subject on the purpose of renovating teaching methods is that : “learner –centered” To meet the above demand, the Ministry of Education and Training has been implementing a number of active teaching methods such as:  Suggestive teaching - question and answer  Teaching to detect and solve problems  Teaching cooperative groups  Visual teaching  Teaching practice and practice  Teaching games  Project-based learning  and Teaching by Mind Map (Mindmap) So I decide to choose this research subject“ Using mind-mapping to help students develop English communication skills at Trieu Son II High School ” 2.2 The status of the research subject: skkn Skkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.school 15 Example of using games ( chain games) Task (Unit 13 – Part B: Speaking - English 11) Teacher: My hobby is singing Student 1: My hobby is singing and swimming Student 2: My hobby is singing, swimming and fishing Example of providing a dialogue Talking about Tet ( Unit Task Part B Speaking English 11) skkn Skkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.school Skkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.school 16 The aims of this task are to: - Expand students’ vocabulary about many diffirent topics - Use expressions and idiomatic phrases - Use gestures - Make eye contact Example of applying groupwork or pairwork in communication skills: Task (Unit – Part D: Writing - English 10) Discuss the benefits and disadvantages of the Internet APPLYING THE RESEARCH IN TEACHING skkn Skkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.school Skkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.school 17 Unit 12 The Asian Games B: Speaking Period:74 I Oblectives: Knowledge : Scanning the passage and completing the table Intensive reading and answering the questions Summarizing the reading passage Skill : - Main skill : Reading - Subs kills : Writing, speaking and listening attitude: - Have a positive attitude towards what they have learn - Understand and actively respond to relevant matters or situations Competence: Develop the competences of communication, cooperation, using languages,and solving problems II Teacher’s and student’s preparation: Teacher: Lesson plan, text book, pieces of with new words Students: Text book and note book III PROCEDURE A Getting started: Class organization Check up New lesson B Knowledge: Aim: By the end of the lesson, Ss will be able to understand the passage scan for specific information guess the meaning in context remember some events about Asian games method: Communicative Materials: Text book and note book Competence: Ss are eager to read the passage Teacher’s activities Warm up: Use game stop the bus: Divide class into groups: Group 1: Name the countries Group 2: Name the sports - Check with the class and give correct answers Students’ activities T gives some letters such as: V,T, C, S, K, B Countries Sports Work in pairs II While-speaking: skkn Skkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.school Skkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.school 18 Task 1: T: - Review the pronunciation of ordinal number, the year and the countries in the table P: Listen and repeat T: - Ask Ss to use the information from the table to ask and answer about the Asian Games - Give model: - Get Ss to work in pairs - Go around observing and providing help A: When and where were the second Asian Games held? B: in 1954 in Philippines A: How many countries took part in the Games? B: eighteen A: How many sports were there at the Games? B: eight Task - Ask Ss to look at the information from the table and talk about the sports results of the Vietnam athletes at 14 th Asian Games - Give example: In bodybuilding, the Vietnamese athletes won one gold medal and one bronze medal - Let Ss to work in groups - Call on some Ss to present their talk skkn Task Work in groups + In billiards, Vietnamese athletes won one gold medal and one silver medal + In Karate Skkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.school Skkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.school 19 Vietnamese athletes won two gold medal and one bronze medal + In shooting Vietnamese athletes won one bronze medal + In wushu Vietnamese athletes won one gold medal and one bronze medal 2.4 Result after applying the research in teaching: Students are more active in practising communication skills Students communicate with each other better Class Students Very like Like Normal Dislike 10B5 100% 30% 45% 15% 10% 11A2 100% 25% 50% 15% 10% 11A5 100% 25% 40% 20% 15% 12C2 100% 15% 45% 25% 15% 3: CONCLUSION AND SUGGESTION 3.1 Conclusion: To improve communication skills for students, it requires preparation from both sides, teachers and students       First, teachers have to identify the focus of the lesson to select appropriate content, then there is a clear plan       Second, students need to be prepared at home well, actively learned If they well with the above requirements, certainly teachers will develop speaking skill for students 3.2 Suggestion: To teach communication skills more effectively, the first thing to have good facilities, full intuitive full furniture, vivid pictures for teachers to have skkn Skkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.school Skkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.school 20 the time to invest in new initiatives and prepare for improving communication skills better Trieu Son The Headmaster’s identification I ensure that this study has been written by me The writer Phan Anh Đào 4: REFERENCE BOOKS The teacher training materials – English 11 ( Hoàng Văn Vân) skkn Skkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.school Skkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.school 21 The practice of English Language Teaching ( Jeremy Harmer) Brunei C (1984) Communicative methodology in teaching Cambridge University press David Nunan (1991) the author of language teaching methodology book (David Nunan 1991) English book 10,11,12 (Hoàng Văn Vân) Ujang, Rusman (2012) Improving Students’ speaking skill by Using Picture Series Murley, D., (2007), Mind Mapping Complex Information, Illinois: Southern Illinois University School of Law Library skkn Skkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.school Skkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.schoolSkkn.using.mind.mapping.to.help.students.develop.english.communication.skills.at.trieu.son.ii.high.school