SKKN using mind map for teaching and learning language focus lesson at nhu xuan high school

I INTRODUCTION 1.Reasons to choose the topic: Nowadays, many foreign language teachers tend to apply new methods in teaching grammar, but how to teach grammar effectively is still a controversial issuel and need more attention Most foreign language teachers clearly realize the importance of teaching grammar effectively is to help students have general knowledge in grammar and use it well in exercises In fact, learners often encounter many difficulties when doing grammar exercises Mastering grammar knowledge will contribute to improve English learning efficiency as well as to test learners’ results because grammar knowledge accounts for a large proportion in the lessons exam In addition, the mastery of grammar knowledge will also contribute to help students better improve skills such as listening, speaking, reading and writing We have already had a number of traditional methods for teaching and learning grammar like giving structure and rules; using images or use situations, for example… However, these methods are still not effective because with every grammar lecture using the methods above will take a lot of time, students have to take lots of notes and it will be difficult for them to systematize knowledge Besides, almost students learn grammar by mechanically memorizing structures as well how to use it This is one of the reasons students always find it difficult to learn grammar.For these difficulties, the language teacher is required to creat and employ certain techniques in order to achieve the goal of language learning and teaching grammar effectively When teaching the students at Nhu Xuan high school, I realize that most of my students, are not fond of language focus lessons, they mind doing grammar exercises, and they even don’t know how to memorize all the grammar knowledge logically and systematically They often get troubles in revising the grammatical knowledege to prepare for the tests or exams As a result, they get low marks in their exams To that reality, I boldly researched the topic“ USING MIND MAP FOR TEACHING AND LEARNING LANGUAGE FOCUS LESSON AT NHU XUAN HIGH SCHOOL” to help my students be more active in learning and accumulating grammar knowledge, create a lively atmosphere during the lessons and improve their skills of using language as well as prepare well for the tests or exams Purpose of the research: The major aims of the study are: - To improve the quality of the lessons, help students systematize and memorize grammatical knowledge easier and longer - Help the learning environment lively and help students to avoid the rote learning method, passive learning, learning to cope with it and promote the activeness and initiative of students and bring high efficiency in teaching, learning and testing - To contribute a small part to the improvement of teaching and learning English at Nhu Xuan High school Method of the research - Studying the English language teaching and learning instructional materials - Collecting the information from the internet and reference books - Teaching some classes using the new mind maps techniques in compasion with the result in the previous school year - Attending collective lessons, exchanging and learning from colleages’experience - Using different types of exercises and activities to help students revise the lesson - Giving tests for assessment - Checking and evaluating the results of students' grasping of the lessons, in order to have additional reasonable adjustments - Using comparison in percent before and after studying to assess the quality of the method Objective and Scope of the research The topic revolves around the problem of studying the use of internal mind maps in teaching English grammar in Language focus lesson of Text book 12 at Nhu Xuan High School The typical research object that I have boldly applied in this topic is the students of class 12 C2 and class 12C5 and the participation of teachers who are currently teaching English at my school The research was carried out during the academic year 2020 – 2021 at Nhu Xuan High School II CONTENTS: Theoretical basis of the problem: As we know, the teaching and learning of English in high schools has made a big change in the content as well as teaching methods to match the goals and requirements set out in the reform process The most basic view of the new method is how to promote the positivity and initiative of students and create optimal conditions for students to practice, develop and improve their language skills for their own purposes communication rather than the mere provision of linguistic knowledge With this point of view, classroom techniques and activities have also been varied and developed Therefore, teachers need to grasp the basic principles of new methods, learn tips and teaching activities from a communicative point of view so that they can be applied flexibly, appropriately and effectively fruit To ensure students can use English well, along with developing listening, speaking, reading and writing skills, we also need to focus on teaching grammar and other language knowledge to students Practical basis of the problem: Nhu Xuan is one of the mountainous districts in the Southwest of Thanh Hoa province Most of my students here are ethnic minority children Their knowledge of English subjects is still weak, so many of them are not really interested in this subject In order to deal with teachers, they often use rote learning without studying vocabulary, grammar structures or practicing skills They even don’t have time to prepare the lesson at home before going to school because they have to work and help their parents to earn money Teaching the traditional language focus lesson is usually to write down the structures and some examples on the board, then students coppy down to the notebooks This is time consuming, boring and stressful for students to learn and systematize the learned knowledge It is also difficult for students to revise grammatical knowledge before the exams All of these factors make students lazy and passive in learning, the quality of teaching and learning is not high Being a teacher of English with more than 15 year experience at Nhu Xuan High School, I realize that applying mind maps in teaching English is an effective way to solve these problems Solutions to the problem To use English well, learners not only need to learn the skills well such as listening, speaking, reading and writing but they also have to master grammar However, in the process of learning grammar, learners often encounter difficulties such as not being able to remember usage or grammatical confusion and incorrect usage due to failure master the content while learning So learning grammar according to mind map helps learners have a better grasp of the basic knowledge to remember So what is the mind map ? 3.1 Definition of mind map: Mindmap is also called mind map, mind map is picture, note-taking method to explore, deepen, expand an idea, systematize a master topic or a circuit of knowledge, by combining the use of pictures together photos, lines, colors, wri ting with positive thinking Especially this is a profile open map, which does not require scale and strict details such as geographic maps, can be drawn more or remove branches: each person draws a different style, using colors, pictures, different expressions, the same topic but each person can “can show "it as mind maps in a particular way Hence, the private mapping is a good way to maximize the creativity of each person 3.2 General advantages of using a mind map: Compared with traditional recording methods, the method of using private maps has the following outstanding points: - The gist will be central and clearly defined - The reciprocal relationship between each idea is shown thoroughly Important ideas will be located as close to the main idea - Relations between key concepts will be perceived immediately - Review and memorization will be more effective and faster - Adding information is easier by drawing and inserting the schema - Each diagram will be distinguished for ease of recall - New ideas can be placed in the correct position on the picture easily and without any problems accept the order of presentation facilitating quick change fast and flexible for memorization 3.3 Advantages of using mind map in teaching English: - In teaching English grammar if the teacher uses the version They can help students change their traditional writing style system, that is, write line after line Use mind maps Teachers will enrich the archives of teaching methods and tips study, contribute to the innovation of teaching methods, create many challenges for students in learning, step by step training their personal ability, Engage students through motivating them to participate enter the lecture or read the mind maps the students wrote down later lessons - Using mind maps in teaching also helps to overcome the status of the teacher writing on the board, the students writing it down in their notebooks That just takes time both ineffective, tedious, and uninteresting in the classroom atmosphere study for students But when teaching by mind map is different Mind maps also help with learning Students practice presentation skills and master knowledge of lesson longer With mind map, students will easily study at home understand deeper and have a better understanding of grammar learned 3.4 Steps of implementing mind map in teaching: To help students create mind maps about grammar problems to learn, we need to the following steps Step 1: Present the topic The teacher gives the topic (grammar issues to be learned in the class) keywords for students to build mind maps and direct students to pay attention to words lock, memorize keywords that will help students grasp the entire content need to convey When keywords are given, the teacher asks students to work together Pay attention to the keyword and think about all the issues related to that keyword Step 2: Draw the subject in the center - In this step, the teacher instructs students to use a blank sheet of paper, place it horizontally and draw the subject in the center of the paper, thereby developing other ideas around Step 3: Draw additional subheadings (branch level 1) For each topic, you should ask students to spend about 1-2 minutes ponder it and jot down ideas The subheadings should be written on thick branches to highlight the idea Step 4: Draw branches level 2, level 3, - In this step, the teacher instructs the students to draw on the second branch branch level 1, branch level go to branch level 2, etc to make connections - Encourage students to draw their own ideas and have more curved branches than the road This will make the mind map look soft, flexible and easy to remember than Step 5: Add illustrations - In this step, the teacher should let the student's imagination soar ways to encourage students to add more pictures to help with important ideas Add highlights, as well as save them to better memory because the human brain has the ability to absorb images is higher than writing (If time doesn't allow, then students can complete this step at home) Step 6: Report, comment - Reports and explanations on mind maps For a few students or representatives of groups of students to report and make explanations about their group's mind map established - Discuss, edit, and perfect mind maps Organized for students to discuss, supplement, edit to perfect mind map of knowledge of grammar problems learned in lesson Teachers will be mentors and help students to complete the map Think about that grammar problem, thereby leading to the core knowledge of the lesson - Consolidate knowledge with a mind map Teachers for students to submit display, explain about grammar knowledge of the session in a single copy prepared thinking items by the teacher (drawn on the sideboard or on the cover), or at the map thinking that the children have just designed and the whole class has edited and perfected Demonstration of some teaching periods using mindmap 4.1 Demonstration English 12 UNIT : HOME LIFE E: LANGUAGE FOCUS I/ Pronunciation: The pronunciation of the ending “s”\ - Play the tape for students to listen some words ending with “s” - Ask students to tell the rules of pronouncing the ending “s” - Teachers gives student a map containing the rules of pronouncing the ending “s” Example: Choose the words whose underlined part pronounce differently from others A completes B engines C taxis D ferries A cancels B referees C sacks D widens A combs B lamps C brakes D invites - Call some students to this example then give feedback Answer: A 2.C 3.A II Grammar: Tense revision : Past simple, past progressive, past perfect - Ask students to work in groups to prepare mindmaps about past simple tense and past progressive tense revise the usage and structure of the past tense - Show the mindmap on the projecter, require students to presents their mindmap Past simple tense 2.Past progressive Past perfect tense: -Teacher calls groups to present about tenses in front of the class Then ask student to the example below Example: Choose the best option to finish each sentences: She was thoughtfully looking at him while he a newspaper A read B was reading C has read D has been reading She _ a new mobile phone last Sunday A bought B buys C have bought D was buying By the time I got to the station, the train A was leaving B left C had left D leaves Answer: B A C Exercise: ask sudents to exercise + exercise on page 18 and 19 then give feedback and correct the mistakes 2.Demonstration Engish 12 UNIT 2: CULTURAL DIVERSITY E: LANGUAGE FOCUS I Pronunciation: The pronunciation of –ed endings - Ask student to look at all the words containing –ed endings in the text book - Play the tape for students to listen and repeat times - Ask students to tell the rules of pronoucing words containing ed endings - Show the map including the rules Example: Choose the words whose underlined part pronounce differently from others 1.A failed B reached C absorbed D solved 2.A invited B attended C celebrated D played 3.A removed B washed C hoped D missed - Call some students to practise then correct mistakes Answer: B D A - Practise reading these sentences in the textbook on page 27 II Grammar: Review of present participle tense - Teacher shows some examples and situation on the power point lesson then asks students revise the usage, the form and the adverbs go with the present participle tense Ex: Nam has learnt English for years They haven’t met their old teacher since they left school - Student are required to read books, work in groups and prepare mindmap about present perfect tense at home Teacher choose the best mindmap and ask the representative of this group to present about their mind map By this way, students remember the lesson longer Mi nd map of present perfect tense Example: Choose the best answer: They ……………… in Ho Chi Minh City since 1975 A lived B has lived C have been living D live She ……………… all the books written by Dickens for 10 years A have read B has read C read D reads You ……………… so far? I have rung the bell for the last twenty minutes A did … sleep B are … sleeping C have …slept D has … slept Answer: B B C III Practice: - Ask students to exercise 1,2,3 on page 28,29,30 4.3 Demonstration English 12 UNIT 5: HIGHER EDUCATION E: LANGUAGE FOCUS I Pronunciation: Stress in words of more than three syllables - Play the tape for students to listen and repeat - Guide students some tips to stress in words of more than three syllables correctly - Call students to practise reading the sentences - Correct mistakes II Grammar: Conditional sentences type 1, 2,3 - Teacher shows some pictures and and ask them to talk about the situations - Revise the usage as well as structure of conditional sentences through mind map Mind map of conditional sentence type 1,2,3 Example: Choose the best answer to complete these following sentences They _ angry if you didn’t visit them A would be B should be C would D should What would you if you _ a million dollars? A win B won C had won D will win What will happen if the air _? A was polluted B be polluted C is polluted D has polluted Answer: 1A 2B 3C 10 Practice: Get students to complete Exercise 1,2,3 on page 59,60, 61 in the text book 4.4 Demonstration English 12 UNIT 14: INTERNATIONAL ORGANIZATION E: LANGUAGE FOCUS I Intonation: II Grammar: Phrasal Verbs: - Ask students to call out all of phrasal verb they know about some common verbs like: “ look”, “ get” , “go”, “ take”… - Teacher gives some common phrasal verbs through mindmap, then presents the meaning as well as the usage of each phrasal verb 11 Example: Complete the sentences below: I’m bored I can’t go ….walking I need you Don’t go… You can look… the new words in the dictionary Answer: on away up III.Practice: Ask students to exercises 1,2,3,on page 159, 160,161, then give feedback The assessment of experimental results of the research After a year applying this experiential initiative, I myself have achieved a number of things positive results First of all, these experiences are very relevant to the new curriculum and textbook My students in class 12C2 and 12C5 are more interested in learning, active and creative to expand knowledge, and at the same time be very flexible in acquiring grammatical knowledge and skill development The learning atmosphere is vibrant and light Students have a chance opportunity to assert themselves, no longer embarrassed and worried when entering class.They are also able to systematize the grammatical knowledge more logically and prepare well for the exams at school On the other hands, the lectures also became more controlled and facilitated by the teacher These are also the results I achieved in the last school year Result before applying the research School year: 2019-2020 Cl Number Good Rather Average Weak ass of Amoun (% Amoun (%) Amoun (%) Amoun (%) students t ) t t t 11C2 32 0.0 25.0 18 57.0 18.0 11C5 36 0.0 17.0 22 61.0 22.0 70 60 50 40 11C2 Column1 30 20 School year: 2019 - 2020 10 Good Rather Average Weak - After a year of applying this new method, most of my students have a higher test score than the previous year, the number of children with poor grades is very low, no one has a score of 12 - Grade point average of the new school year is also significantly increased Results after applying the research in teaching School year: 2020-2021 Cl Number of students 12C2 32 12C5 36 ass Good Amoun (%) t 16.0 8.0 Rather Amoun (%) t 12 37.0 13 36.0 Average Amoun (%) t 13 41.0 16 45.0 Weak Amoun (%) t 6.0 11.0 50 45 40 35 30 12C2 12C5 25 20 15 School year: 2020 - 2021 10 Good Rather Average Weak The above tables disclosed that the good students accounted 0%, after applying the research increased from 8% to 16%, rather students accounted from 17-25 % increased 36-37 % and bad students decreased from 18-22% to -11% Lessons learned: In order to apply these improvements effectively, a very careful preparation of teachers is required Teachers must prepare for mind map carefully or ask students to work in groups and make the mind map at home, so they will have an active lesson and remmember the leson longer Teacher also have to redesign Exercises, Tasks in the textbook, and add exercises that are close to the test questions and exams In addition, teachers shoul create a way to attract other students to participate to solve the problem, encourage them to be more confident in class III.CONCLUSIONS AND RECOMMENDATIONS Conclusion: In this research, I have experienced some techniques to enhance students' activeness and motivation at grade 12th in learning English , help them overcome the difficulties to deal with Language Focus lessons, and make the lessons more 13 interesting to learn Thanks to the data collected from the document study, classroom observation and the test scores, I have come to the conclusion that the students in the research now are making a fast progress After succesfull applying this experience initiative, I have got the significant results and valuable experiences for myself I realise that: To achieve high efficiency in lesson in addition to an active role in learning students must also mention the patience of the teacher Teacher must regularly encourage students to learn to follow the objective of the experimentation, actively explore and draw experiences after each lesson to ensure the progress of the program distribution process, help students understand the lesson and creat a foundation for further learning levels Organizing diverse and rich teaching activities such as: group work, activities group, pairs work are very important for students to exchange ideas, help each other when making mind maps, writing articles, composing a presentation using an electronic lesson plan; organization in the form of games… To promote students' learning motivation and creativity in lessons, Teachers should give students a comfortable and gentle psychology, class goals Study should be moderate, not too high and accept mistakes in the process language… Encourage students to be confident to speak or present their ideas in order to create favorable conditions for students to get used to using English in real communication Using teaching materials suitable for the content such as pictures, graphics, visual aids, computers, projectors Recomendations Starting from the theoretical and practical basis, the purpose of teaching as well as the successes and limitations when implementing the topic, to contribute to the teaching of English, to achieve better quality, I personally have the following practical recommendations: To the teachers: - Teachers need to spend a lot of time on activities, redesign teaching activities to match the topic of the learning lesson, appropriate to the specific level of the student - Teachers shoul allocate a reasonable time for each part of the lesson, which should be distributed mobilize group activities - Help students use words and patterns sentences that have been learned into practice communicate or reproduce the content of the lesson in a natural way according to their own thinking - The teacher should creat a friendly learning atmostphere so the students can enjoy and they are not afraid of learning English To the students: - Try to be more active and confident in class 14 - Prepare the lesson well before going to school so all the tasks at school will be easily solved and students will remember the lesson longer and deeper - Learn to work in pairs, work in groups to change the ideas, prepare the mind map and present in front of the class - Well Co-operated with the teacher in the lesson From my own experience and the contribution fom my colleagues, I did this research in order to find out the effective way for teaching and learning Language Focus lessons at Nhu Xuan High School I hope to make a small contribution to help teachers and students gradually overcome difficulties when teaching and learning English, especially teaching and learning grammar at school Personally, I promise to continue inheriting and promoting the results achieved of implementing the topic, and at the same time constantly learning, drawing experience, overcoming the obstaces in teaching to meet the requirements of renewal program However, the research is carried out in short time with a few of materials, and there will be many unavoidable shortcomings Therefore, I look forward to receiving many valuable comments from teachers and colleagues on my topic so that I could make it better Thank you very much! THE CONFIRMATION OF THE HEADMASTER Do Thi Phuong COMMITMENT Thanh Hoa, May 12, 2021 I assure that this is my experience idea , not copy the content of the others Written by Tran Thi Thuy 15 REFERENCES Tony and Bary Buzan, The mind map book ,published by BBC publisher in 2003 Tony and Bary Buzan , Use your head , published by BBC Active publisher in 2006 Hoang Van Van textbook, teacher book, textbook of English12, published by Education Publisher in 2006 Le Thi Thanh Quy and Le Thi Diem Tu, a book of English lesson design by the University of Education Publishing House, published in 2004 Regular Fostering Materials for High School Teachers (2018) English subject published by Education Publishing House 2018 The 2008 ELTTP Methodology Course Brown, H (2010) Language assessment (1st ed.) White Plains, NY: Pearson Education Carter, R., & Nunan, D (2001) The Cambridge guide to teaching English to speakers of other languages (1st ed.) Cambridge, England: Cambridge University Press 16 THANH HOA DEPARTMENT OF EDUCATION AND TRAINING NHU XUAN HIGH SCHOOL EXPERIENCE IDEA Title of the study: “USING MIND MAP FOR TEACHING AND LEARNING LANGUAGE FOCUS LESSONS AT NHU XUAN HIGH SCHOOL” Writer : Tran Thi Thuy Position: Teacher Working place: Nhu Xuan high school Research area: English THANH HOA, MAY 2021 17 TABLE OF CONTENT Part Content I II 3.1 3.2 3.3 3.4 INTRODUCTION Reason to choose the topic Purpose of the research: Methods of the research Objective and scope of the research CONTENTS Theoretical basis of the problem Practical basis of the problem Solutions to the problem Definition of mind map General advantages of using mind map Advantages of using mind map in teaching English Steps of implementing mind map in teaching Demonstration of some teaching periods using mind map Demonstration Demonstration Demonstration Demonstration The assessmentof experimental results of the research Lesson lerned CONCLUSIONS AND RECOMMENDATIONS: Conclusion Recommendation REFERECES TABLE OF CONTENT 4.1 4.2 4.3 4.4 III IV V Page 1 2 2-3 3 3-4 4-5 5-8 8-9 9-10 11-12 12 13 14 15 16 17 18 ... DEPARTMENT OF EDUCATION AND TRAINING NHU XUAN HIGH SCHOOL EXPERIENCE IDEA Title of the study: ? ?USING MIND MAP FOR TEACHING AND LEARNING LANGUAGE FOCUS LESSONS AT NHU XUAN HIGH SCHOOL? ?? Writer :... Advantages of using mind map in teaching English Steps of implementing mind map in teaching Demonstration of some teaching periods using mind map Demonstration Demonstration Demonstration Demonstration... improvement of teaching and learning English at Nhu Xuan High school Method of the research - Studying the English language teaching and learning instructional materials - Collecting the information from