Áp dụng bản đồ tư duy (mindmap) cải thiện kỹ năng nói tiếng anh cho học sinh lớp 7

THO XUAN DISTRICT EDUCATION AND TRAINING OFFICE EXPERIENCE INITATIVE “APPLY MIND MAPS TO IMPROVE ENGLISH SPEAKING SKILLS FOR 7TH GRADE STUDENTS” The Implementation: Position: Teacher: Unit of work: Experience Initiatives (subject): English THO XUAN – 2021 1 INTRODUCTION 1.1 REASONS FOR CHOOSING THE PROJECT According to the national language project for the period 2020 - 2030, effective teaching content is student-centered To that, teachers have to implement many measures, in which teaching method innovation is required to create a vibrant learning atmosphere, students learn actively, achieve quality and efficiency fruit high For a long time, in teaching students, most of them have to 'cram' a large amount of knowledge from many subjects by 'rote learning' - just memorizing without understanding the main idea One of the very effective tools for creating linked images is mind maps Mind mapping is born as a new airflow blowing into the arid land of previous communication - listening It shapes the teacher how to present it in order to get the most out of it It helps students actively develop their ideas, form independent and active thinking, from which they can participate more actively throughout the process of acquiring knowledge For English, the 'rote learning' is even more inappropriate They cannot hum an English structure like the way they learn to memorize subjects With the above reasons, from what is gathered through the application of mind maps in teaching and learning subjects In English last time, I boldly wrote the topic "Apply mind map to improve English speaking skills for 7th grade Students" Hopefully, there will be evidence proving that the application of mind map is the most active innovation in teaching and learning in this day and age 1.2 Purpose of the study: - The purpose of the topic is how to apply mind maps in improving topic-based presentation skills, more confident communication for middle school students in general and grade students in particular - Strengthen the learner-centered task according to the proposed foreign language education project 1.3 Research subjects - After many classes, training and evaluation with colleagues, within the limited time, I only boldly researched on students in grade 7th of Secondary School 1.4 Research methodology: • • Visual method (using mind maps of teachers and students) Instructional method (guide the children how to draw, how to present and how to apply) • Practical practice method (for students to draw, apply in each lesson and each type of lesson to class) • Comparative comparison (for students to reinforce by making their own mind maps and comparing them in groups and with teacher maps) 1.5 New points of experience initiative • Linking knowledge: mind maps will help students connect related knowledge into a common knowledge framework, easy to learn and remember; Significantly improve study time • Covering all knowledge: When summarizing knowledge with mind maps, students will have an overview of all problems, all information to decode and brain thinking • Promote creativity: In fact, the human left brain is for visual thinking, the right brain to analyze information through images Thanks to the mind map, learners can take full advantage of the functions of the left and right brain In other words, learners will use their thinking and creativity to analyze specifically a major problem through words, images, and colors • Low cost: suitable for the condition of Middle School: students can make use of the back of calendar sheets, poster paper, crayon to draw and form the Mind Map CONTENT OF AMAZING EXPERIENCE 2.1 Theoretical basis of the creation of experience We - the team of teachers teaching English must boldly look directly into the reality of weak English speaking of today's junior high school students Most students in Thanh Hoa in particular and in Vietnam in general cannot communicate in English This must have been a lot of attention by teachers as well as educational managers Through the survey at the unit to identify factors hindering the ability of students to communicate in English, some of the following difficulties are mainly Difficulties Rate + The topics of some lessons are not yet close and somewhat boring for students 72% + Many activities are not suitable for the specific level of students 55% + Limited English speaking opportunities 57% + Students have the habit of writing on paper without speaking 38% + Some students speak more than others 45% + Students are afraid of making mistakes in the speaking process 87% + Students may not understand what they will in speaking activities 43% In addition, certain limitations in applying teachers 'methods and skills to class in each specific teaching period in a long process also significantly affect students' abilities In addition, at the lower secondary school level, learning English is often focused more on as a main test subject in the Secondary School Graduation Examination rather than an important means of communication This misconception from teachers and students needs to be changed 2.2 Current state of the problem before applying the initiative In recent years, the Department of Education and Training of Thanh Hoa province and the Department of Education and Training of Tho Xuan District have paid great attention to renewing teaching methods and improving the quality of students The education sector periodically organizes exams for excellent teachers, contests for excellent students at district and provincial levels, and online English Olympic exams Every year, the Department and Department of Education and Training have school inspections to advise and motivate teachers to innovate teaching methods, test students' active learning, and organize specialized seminars problems on improving the quality of teaching and learning At the same time, it is also the main issue in council meetings, conferences, seminars at professional groups Improving the quality of students needs to innovate methods, focusing on how to guide students to selfstudy, explore and create by themselves Mind maps in teaching and learning show that Although English teachers in general have worked together to change the reality of learning English in Vietnam, especially improving speaking and communication skills for middle school students However, the reality shows that there are many students who are not confident in communication, not know how to present their views or speak on topics Most students within Secondary School are very afraid of speaking skills On the other hand, teachers not know how to apply mind maps (namely, long writing); it must be applied to which parts of the lesson progression (usually only for reinforcement); use it most effectively Quality survey at beginning of the school year Very good Good Average Class Numb er of pupils 7A 28 27% 21 77% 0% 7B 27 17,8% 22 81,7% 3.7% 7C 27 18,7% 22 81,7% 0% Total 82 16 19,7% 67 79,3% 1.2% quantifie r rate quantifie r rate quantif ier rate Based on the above statistics, it can be seen that the proportion of students who are weak is quite hight This proves that students are not able to communicate in English on a basic level They have not fully developed the positive effort in learning and the ability to think creatively Experienced initiatives or solutions used to solve the problem: After being aware of the above shortcomings, I have researched and applied mind maps in a number of activities, particularly in the class speaking skills for 7th graders Specifically, my application methods are as follows a Apply mind maps to the warm-up section There are many factors that make a successful English class "Warm-up" activity is one of those factors In fact, whether a 45-minute lesson is really effective or not depends largely on how warm-up the student is Warm-up activities are usually short, about to minutes, but are extremely important These activities have many advantages: • • • Create a favorable environment for students to adapt to new lessons Exciting new lessons Help students relate learned or known knowledge to new lessons • Create a need to communicate, or create purpose to access the central content of the lesson Depending on the topic of the lesson, teachers can warm up the knowledge they have learned through a number of suggested questions, create a small mind map to effectively lead students to new lessons Best I would like to give specific lesson Unit 1: the topic "My hobbies" Teachers can warm up students through the main questions of the lesson and complete a mind map through their responses From there, we can form the main mind map of the lesson as follows (Diagram 1) Depending on the topic of the lesson, teachers can warm up the knowledge they have learned through a number of suggested questions, create a small mind map to effectively lead students to new lessons Best I would like to give specific lesson Unit 1: the topic "Sources of energy" Teachers can warm up students through the main questions of the lesson and complete a mind map through their responses From there, we can form the main mind map of the lesson as follows (Diagram 1) b Apply mind map to the presentation I organized a themed presentation activity for students to practice in groups and review at home In this activity, learners will be presented with a topic of interest to people such as themselves or their family, school Students will first be guided by me to present a group mind map, and then they will work together to learn to present topics based on the completed diagram This activity is to help students practice and significantly improve their presentation and communication skills For example, students give presentations on the topic Unit 1: My hobbies Based on the Mind Map as follows to present with the most confidence: c Apply a mind map to the consolidation (or remember) section By giving the sentence only missing words to fill, I asked the students to look at the Mind Map to present the missing information to summarize the lesson Surely this type of exercise will deepen your knowledge through mind maps that summarize the knowledge I have taught Sometimes I also apply in reinforcing the knowledge of sample sentences or core grammar for students, from which they are much more confident in speaking skills Example reinforcing sentence pattern Unit 2: Health (Reinforcing unit diagram 2) d Lessons can use this trick - I have reviewed, researched and found that some 7th grade curriculum lessons could use this trick - English 7: + Unit - Speaking Skills + Unit - Speaking Skills + Unit - Speaking Skills + Unit - Speaking Skills + Unit 10 - Speaking Skills 10 2.4 Effectiveness of the initiative of experience on educational activities, with colleagues themselves, with schools Over time applying the topic, specifically from 45-minute test # period and tested its applicability to 45-minute test # period I got the results of the block is as follows: Chart number and chart number Number Class Very good Good Average of pupils quantifier 7A 28 7B 27 7C 27 Total 82 16 rate 27 % 17, 8% 18, 7% 19, 7% quantifier rate quantifier rate 21 77% 0% 22 22 67 81,7 % 81,7 % 79,3 % 1 3.7 % 0% 1.2 % Chart Chart Clas Number Very good Good Average 11 of s pupils quantifier rate quantifier 7A 28 20 71% 7B 27 17 63% 10 7C 27 18 67% 82 77 67% 27 Tota l rate 29 % 37 % 33 % 33 % quantifier rate 0% 0% 0% 0% - In addition, I have also added pictures of students' hand-drawn mind maps and videos of their presentations in some lessons (Attached material) - The measure has a very high practical ability to apply at the junior high school in particular and many other units in the country Due to its superior nature, low cost, easy to understand and fast, it brings high efficiency in teaching CONCLUSION, RECOMMENDATION 3.1 Conclusion Mind maps really bring a new wind to English teaching in schools For teachers, we feel lighter with each teaching period, limiting the method of cramming too much for theoretical students, promoting the current best method, Task based learning - student-centered center For students, they have made remarkable progress after each lesson The speaking lessons become more exciting with many short pictures but are like a solid framework for them to be more confident in their presentations 12 Moreover, teamwork skills are pushed up, the class team becomes more united and more creative 3.2 Request With the support of the administrators of Middle School, the comments of colleagues and the enthusiastic cooperation of the 7th grade students, I was able to successfully apply the above initiative into teaching The method of applying mind maps should be spread and can be deployed in many schools across the country to help students form logical thinking and easy to apply with English teachers I commit to the content and process of implementing the experience initiative “Applying mind map to teaching Speaking skills for 7th grade students of Secondary School is in accordance with regulations I would like to thank! COMMENTS OF THE HEAD OF UNIT Tho Xuan, March 25th, 2021 AGREEMENT NOT COPY D CATEGORY 13 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: Lưu Thị Ngọc Hà Chức vụ đơn vị công tác: Giáo viên trường THCS Thọ Xương Kết TT Cấp đánh giá xếp đánh loại giá (Ngành GD cấp xếp huyện/tỉnh; Tỉnh ) loại Tên đề tài SKKN Năm học đánh giá xếp loại (A, B, C) Phương pháp dạy tiết tiếng Anh Ngành GD huyện Phương pháp dạy từ vựng tiếng Ngành DG Anh THCS huyện C 2005-2006 C 2006-2007 14 Phát huy tính tích cực học Ngành GD tỉnh C 2017-2018 sinh học tiếng Anh thơng qua hoạt động nhóm SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HỐ PHỊNG GD&ĐT THỌ XN E APPENDIX SÁNG KIẾN KINH NGHIỆM I REFERENCE BOOKS http: //www.teachingenglish.org.uk/think/articles/drilling Modules for the professional preparation of teaching assistants in foreign languages (Grace Stovall Burkart, ed ; Washington, DC: Center for Applied Linguistics, 1998) NÂNG CAO CHẤT LƯỢNG GIẢNG DẠY MÔN GIÁO DỤC CÔNG DÂN THÔNG QUA VIỆC SỬ DỤNG CÁC Secondary School English Textbook English teacher’s book KĨ THUẬT DẠY HỌC TÍCH CỰC Lesson plan English Người thực hiện: Chức vụ: Giáo viên Đơn vị công tác: Trường THCS SKKN thuộc lĩnh vực(mơn): GDCD 15 THANH HĨA NĂM 2021 ... at beginning of the school year Very good Good Average Class Numb er of pupils 7A 28 27% 21 77 % 0% 7B 27 17, 8% 22 81 ,7% 3 .7% 7C 27 18 ,7% 22 81 ,7% 0% Total 82 16 19 ,7% 67 79,3% 1.2% quantifie... Average of pupils quantifier 7A 28 7B 27 7C 27 Total 82 16 rate 27 % 17, 8% 18, 7% 19, 7% quantifier rate quantifier rate 21 77 % 0% 22 22 67 81 ,7 % 81 ,7 % 79 ,3 % 1 3 .7 % 0% 1.2 % Chart Chart Clas... good Good Average 11 of s pupils quantifier rate quantifier 7A 28 20 71 % 7B 27 17 63% 10 7C 27 18 67% 82 77 67% 27 Tota l rate 29 % 37 % 33 % 33 % quantifier rate 0% 0% 0% 0% - In addition, I