Using mind map technique in teaching english grammar and vocabulary at high school

To accomplishthat goal , I would like to introduce the theme:" using mind map technique in teaching English grammar and vocabulary athigh school” With the study of the subject, I wish t

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

TRIỆU SƠN 5 HIGH SCHOOL

THANH HOA 2020

INDEX

I.INTRODUCTION Trang

1 Reason 1

2 Purpose of the study 2

3 Objects of the study 2

4 Methodology 2

- Observation - Exchange and discussion - Experimental methods - methods of investigation II DEVELOPMENT

1 Definition 3

2 Why mind maps are better than text notes? 4

3.The advantages of using mindmap in teaching English grammar 4

3.1.Flexible 3.2.Concentrade on the topic 3.3.Increasing comprehension 3.4.Enjoyable 4 Steps using mind maps in teaching English 4

5 Examples

5.1 Using mind maps in teaching Grammar 6

5.2 Using mind maps in teaching vocabulary 12

6 Results achieved after applying the topic 15

III CONCLUSION 17

I LESSONS LEARNED II RECOMMENDATIONS THE REFERENCE

I INTRODUCTION

1 REASONS:

As we have already known that teaching and learning English at high schoolshave made major changes both in content and in teaching methods to matchthe objectives and requirements set out in the reform program The most basicstandpoint of the new method is to promote the positiveness and creativity ofthe students, which develops and enhances skills to use language for purposes

of communication rather than providing pure language knowledge With thisview, the tips and activities in the classroom have also been changed .Therefore, the teacher must grasp the basic principles of the new method, learnthe tricks and teaching activities in view of communication that can be applied

in a flexible, consistent and effective ways To ensure that students are able touse English well, the parallel with the development of the skills of listening,speaking, reading and writing we also need to focus on grammar, vocabulariesand other linguistic knowledge to students Although now, many foreignlanguage teachers tend to adopt new methods of teaching grammar andvocabulary, but how to teach them effectively remains a vexing problem andmust be addressed more attention Most language teachers realize theimportance of grammar teaching effectively in order to help students acquiregeneral knowledge as well as their linguistic skills In fact, most studentslearning English often encounter difficulties when doing grammar exercisesand remember the new words Therefore, mastering grammar knowledge willhelp students improve the efficiency of learning English as well as examresults In addition, the master grammar knowledge will help students developbetter skills such as listening, speaking, reading and writing There have been anumber of teaching and learning method which is quite effective grammar to beapplied in the teaching process, such as providing structures and rules;introducing Photos or methods of use scenarios However these methods arestill having a problem that every grammar lesson used the above methods willtake a lot of time, students have recorded quite a lot and it will be difficult forstudents to memorize the system details of the review and adoption Besides,most students learn grammatical points and cultivate words by memorizinggrammatical structures and vocabularies machinically With the aim ofimproving the way to teach and learn English grammar vocabulary moreeffectively This is main reason why students always find it difficult to learn

grammar Therefore, teachers should help students to use and develop thinkingskills while learning the grammar and remebering vocabularies To accomplishthat goal , I would like to introduce the theme:

" using mind map technique in teaching English grammar and vocabulary athigh school”

With the study of the subject, I wish teachers would partly help studentsgradually overcome the difficulties in the process of learning English grammarand vocabulary By using mind map in teaching , I hope that teachers can createmore effective lessons and students are more active and creative in learingEnglish

2 PURPOSE OF THE STUDY

The purpose of this study is:

How mind mapping can improve the students’ ability in learning languagefocus at high school

3 OBJECTS OF THE STUDY

The theme revolves around research problems using mind maps inteaching English grammar and vocabulary at Trieu son 5 high school

Subjects of case studies that I have bravely applied this theme for graders of10b6 and 10b2

4 METHODOLOGY:

1 Observation: Explore the research by visiting colleagues’ class

2 Exchange and discussion: After the visiting hours of colleagues, mycolleagues and I discuss and exchange the problem that appear in the lessons

3 Experimental Methods: Teachers conducted experiments teach each specificpurpose required some specific grammar lessons

4 Methods of investigation: Teachers ask questions to check and evaluate thecontent held by students

II- DEVELOPMENT

To use good English learners not only need to learn good skills in listening,speaking, reading and writing but also to master the grammar However duringgrammar school, students often encounter difficulties like not remember how touse or misuse and incorrect grammar because not mastered the learningcontent So grammar school mind map will help more learners to master thebasics to remember So what is mind maps?

1- DEFINITIONS:

Mind mapping is one of the best ways to capture your thoughts and bring them

to life in visual form Beyond just note-taking, though, mind maps can help youbecome more creative, remember more, and solve problems more effectively.Whether you're new to mind maps or just want a refresher, here's all you need

to know about this technique

What are mind maps? See the example of mind mapping

 A mind map is basically a diagram that connects information around acentral subject I like to think of it like a tree, although it has more of aradial structure In any case, at the center is your main idea, say, poetry,

and the branches are subtopics or related ideas, such as types of poetry,famous poets, and poetry publications Greater levels of detail branch outfrom there and branches can be linked together.

2 WHY MIND MAPS ARE BETTER THAN TEXT NOTES?

Mind maps can be more effective than other brainstorming and linear taking methods for a number of reasons:

note- It's a graphical tool that can incorporate words, images, numbers, andcolor, so it can be more memorable and enjoyable to create and review.The combination of words and pictures is six times better forremembering information than words alone

 Mind maps link and group concepts together through naturalassociations This helps generate more ideas, find deeper meaning inyour subject, and also prompt you to fill in more or find what you'remissing

 A mind map can at once give you an overview of a large subject whilealso holding large amounts of information

 It's also a very intuitive way to organize your thoughts, since mind mapsmimic the way our brains think—bouncing ideas off of each other, ratherthan thinking linearly

 You can generate ideas very quickly with this technique and areencouraged to explore different creative pathways

3 THE ADVANTAGES OF USING MIND MAPPING TECHNIQUE IN TEACHING ENGLISH GRAMMAR AND VOCABULARY AT HIGH SCHOOL.

DePorter and Hernacki (in Abdurrahman, 2008:172) describe that thereare some advantages of using mind mapping technique, they are as follows:

3.1 Flexible

Explaining something can be easy without confusing in add the material based

on the mind mapping We can put the label and category of something based onour own opinion anywhere in the mind mapping

3.2.Concentrate on the Topic

Getting the subtopics what we talk about with focus on the main ideas easily.Keep focus on the keyword can help us to make it simple and it does not wastethe time

3.3 Increasing Comprehension

Using mind mapping can make easy in understanding the material Mindmapping is a simple think pattern so it is not make us confuse to understandwhat we have learned and easy to remember the material

3.4 Enjoyable

Imagination and creativity are unlimited in using mind mapping, so it can befunny

to learn By using pictures and colours, it makes the brain enjoy and excited inthinking something what we want about the material.

4 STEPS USING MIND MAPS IN TEACHING ENGLISH:

4.1 Start in the CENTRE of a blank page turned sideways Why? Because

starting in the centre gives your Brain freedom to spread out in all directionsand to express itself more freely and naturally

4.2 Use an IMAGE or PICTURE for your central idea Why? Because an

image is worth a thousand words and helps you use your Imagination A centralimage is more interesting, keeps you focussed, helps you concentrate, and givesyour Brain more of a buzz!

4.3.Use COLOURS throughout Why? Because colours are as exciting to your

Brain as are images Colour adds extra vibrancy and life to your Mind Map,adds tremendous energy to your Creative Thinking, and is fun!

4.4.CONNECT your MAIN BRANCHES to the central image and connect

your second- and third-level branches to the first and second levels, etc Why?Because your Brain works by association It likes to link two (or three, or four)things together If you connect the branches, you will understand and remember

a lot more easily

4.5.Make your branches CURVED rather than straight-lined Why? Because

having nothing but straight lines is boring to your Brain

4.6.Use ONE KEY WORD PER LINE Why Because single key words give

your Mind Map more power and flexibility

4.7.Use IMAGES throughout Why Because each image, like the central image,

is also worth a thousand words So if you have only 10 images in your Mind

Map, it’s already the equal of 10,000 words of notes

After students finish making the mind maps , teachers can ask students to

do some following activities:

- Report and explain the mind maps ask representatives of each group toreport, explain about the mind map that his group has set up This activity willbring them with a clear understanding of their knowledge and as a way to forgethem to present in front of people, which helps them become more confident

- Discuss, modify, complete the mind map Teachers ask students to discuss,modify and edit to perfect the mind map The teacher will be the organigorwho helps students develop mind map of problem

- Consolidate knowledge with a mind map Teachers give students apresentation, explanations of grammatical knowledge of lesson through a mind

map by the one he or she prepared (drawing at the side panel or on the cover),

or a mind map that students have just designed

5- EXAMPLES OF USING MINDMAPS IN TEACHING ENGLISH GRAMMAR AND VOCABULARY

5.1 USING MINDMAPS IN TEACHING ENGLISH GRAMMAR :

5.1.1 Example 1: Period 6 : UNIT 1: A day in the life of………

Part E : Language Focus

Present simple tense

T- Asks Ss to build a mind map with the key word : " THE PRESENT

SIMPLE"

T- elicits by givings questions:

1 When do you use the present simple tense?

2 What is its affirmative form?

3 What is its negative form?

4 What is its interrogative form?

5 What about the verb "to be"?

Lets Ss work in 5 minutes to draw their mind maps then collects some of theSs' mind maps, shows on blackboard , corrects mistakes and gives feedbacks

5.1.2.Example 2: Simple past tense

Period 6 : UNIT 1: A day in the life of………

Part E : Language Focus

Example:

I finished my homework on time.

T- Asks Ss to build a mind map with the key word : " THE PAST

SIMPLE"

T- elicits by givings questions:

1 When do you use the past simple tense?

2 What is its affirmative form?

3 What is its negative form?

4 What is its interrogative form?

5 What about the verb "to be"?

Lets Ss work in 5 minutes to draw their mind maps then collects some of theSs' mind maps , shows on blackboard corrects mistakes and gives feedbacks

5.1.3 Example 3 : Unit 5 - Language focus - English 10)

Teaching the Present Perfect Tense

T- Asks Ss to build a mind map with the key word : " THE

PRESENT PERFECT"

T- elicits by givings questions:

1 When do you use the present perfect tense?

2 What is its affirmative form?

3 What is its negative form?

4 What is its interrogative form?

5 give some adverbs?

Lets Ss work in 5 minutes to draw their mind maps then collects some of theSs' mind maps , shows on blackboard corrects mistakes and gives feedbacks

5.1.4 Example 4 ENGLISH 10: Unit 14: Teacher can ask students to make a mind map about simple future with WILL like this:

T- Asks Ss to build a mind map with the key word : " THE SIMPLE

FUTURE"

T- elicits by givings questions:

1 When do you use the simple future tense?

2 What is its affirmative form?

3 What is its negative form?

4 What is its interrogative form?

5 What about the verb "to be"?

Lets Ss work in 5 minutes to draw their mind maps then collects some of theSs' mind maps , shows on blackboard corrects mistakes and gives feedbacks

5.1.5 Example 5: After learning Unit 11 - Language focus - English 10, the teacher can summarize the conditional sentences by the mindmap following:

T- Asks Ss to build a mind map with the key word : " THE

CONDITIONAL SENTENCES"

T- elicits by givings questions:

1 How mamy types of conditional sentences ?

2 What is the use of each type?

3 Which tenses for each type

5 What about the verb "to be"?

Lets Ss work in 5 minutes to draw their mind maps then collects some of theSs' mind maps , shows on blackboard corrects mistakes and gives feedbacks

5.1.6 Example 6: Articles ( Unit 13 - Language focus - English 10)

5.1.7 Example 7: English 12: Unit 8: Prepositions of time (at/ on/ in)

5.1.8 Example 8: ENGLISH 10: Unit 16: MIND MAP: COMPARISON

OF ADJECTIVES

5.2 USING MINDMAPS IN TEACHING VOCABULARY :

5.2.1 Example 1: Unit 7 : The mass media – English 10

- using mindmap to help students understand about the word : mass media:

5.2.2 Example 2: Unit 9 : Undersea world ( Englissh 10)

- through mindmap, students can widen the vocabularies that is related to sealife

5.2.3 Example 3: Unit 10 : conservation ( english 10)

- Mind map helps students to understand about the important of trees andforests

5.2.4 Example 4: unit 4 : volunteer work ( English 11)

5.2.5 Example 5: Unit 11 : sources of energy ( english 11)

- Through the mind map systems, teacher can help students know more aboutsources of energy in the world :

6 RESULTS

1 Results The first test :

Total number of students120

2 Results The second test:

Total number of students120