SKKN using mind mapping technique in teaching post reading help sts in class 12 at chu van an high school be motivated and improve their reading comprehension

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING THANH HOA DEPARTMENT OF EDUCATION AND TRAINING NHU XUAN II HIGH SCHOOL CHU VAN AN HIGH SCHOOL THE INITIATIVE EXPERIENCE THE THESIS: SOME METHODS FOR TEACHING VOCABULARY IN PREREADING HELPING CLASS 11C2 AT NHU XUAN II HIGH SCHOOL BE MOTIVATED IN THE READING LESSONS THE INITIATIVE EXPERIENCE THE THESIS: USING MINDMAPPING TECHNIQUE IN TEACHING POST - READING HELPS STUDENTS IN CLASS 12A9 AND Author: PhamBE ThiMOTIVATED Lien 12A11 AT CHU VAN AN HIGH SCHOOL AND IMPROVE THEIR READING COMPREHENSION Occupation: Teacher Field ( Subject): English Author: Cao Thị Thúy Chung Occupation: Teacher Field (Subject): English THANH HOA, 2018 TABLE OF CONTENTS INTRODUCTION 1.1 Reasons for choosing the thesis THANH HOA 2021 1.2 Objectives Page 1 TABLE OF CONTENTS INTRODUCTION 1.1 Reasons for choosing the thesis 1.2 Objectives 1.3 Participants 1.4 Methods of the study CONTENTS 2.1.Theoretical basis 2.2 Reality before implementing the thesis 2.3.The method: Using mind mapping technique in teaching postreading effectively helps students be motivated and develop their reading comprehension 2.3.1 Steps to make mind mapping implementation in the classroom easy and effective 2.3.2 Some examples about using mind mapping in post – reading grade 12 2.4 Results after applying the research with the teaching activities, my colleagues and my school 3.CONCLUSION, SUGGESTIONS 3.1 Conclusion 3.2 Suggestions Page 1 2 3 5 15 16 16 16 INTRODUCTION 1.1 Reasons for choosing the thesis As you know, English is an international language which is used by a lot of countries all over the world.It also becomes main language in communicating among different people in different countries in the world In Vietnam, English is one of core subjectsfor all children in school education system from primary level Students continue to learn English at secondary education and they learn it with four skills: reading, speaking, listening and writing along with language focus to prepare the best knowledge for their most important examination of graduating or use the knowledge for higher education From my teaching at Chu Van An high school, I see both mystudents’ interests and difficulties in learning English, especially in reading skill Meanwhile, reading skill has been becoming a very important part in the examination for many years Reading skill also plays a key role of enriching English vocabulary for learners so that they can master the language easier When teaching my students, I see that apart from organizing good activities for pre - and while - reading in order to help students be motivated and the tasks well, teachers also need to stimulate students toimprove their reading comprehension and presentation capabilities in post – readingby giving or suggesting suitable and interesting tasks One of those that I have already applied during my teaching in many reading lessons for my students at Chu Van An high school with good results in using mind mapping technique With my own thought and my own experience in teaching English at Chu Van An high school for many years, I strongly try to give my own bright experience: “ Using mind mapping technique in teaching post – reading helps students in class 12A9 and 12A11 be motivated and improve their reading comprehension” With the thesis I hope that I will contribute my little experience to help my students like and improve their reading skill in the next courses 1.2 Objectives When teaching reading skill to the students in class 12A9 and 12A11 at Chu Van An high school, I found out that apart from performing well in pre – and while - reading stage, the activity in post – reading is also very important in teaching reading skill and it also effects students' reading result, so I decided to carry out this thesis Firstly, I want to find out some other methods in teaching post - reading effectively From changing this stage helps students improve their reading performance result in reading skill Secondly, I want to create my own experiences which are useful and necessary for my teaching The experiences will be used in the next courses and bring out the good results in my job Furthermore, I also want to contribute my own experiences in teaching English at Chu Van An high school Hopefully, the results of this study would be shared with any colleagues who had the same problem or anyone who is interested in this study Last but not least, based on the results of this action research, some changes and new methods could be applied in some lessons I hope that my students will love reading comprehension more than ever before and work effectively in the reading lessons 1.3 Participants The subjects chosen for the research include 41 students in class 12A9 and 41 students in class 12A11 at Chu Van An High School The research was carried out during the reading lessons of the first term of the academic year 2019 – 2020 at Chu Van An High School 1.4 Methods of the study The study bases on teacher's main activities: through teaching time in the class and using the methods of analysis and comparison to see the effects of applying the use of mind mapping technique in teaching post – reading CONTENTS 2.1.Theoretical basis Mind maps are an invention of Tony Buzan who is also known as the Master of Memory It is a simple system of learning which aids understanding of the subject matter through concepts and connections Mind mapping is a technique that can increase one’s ability in note taking It not only includes the key words of information or ideas but also implements the use of colors and drawing, thus mind mapping project become fun and enjoyable A mind map is a diagram, a graphic organizer that helps students visualize what they are reading and detect connections between individual pieces of information.Mind mapping provides a clear overview of a topic It enables students to see the bigger picture and enhances memory because mind maps encourage the use of single keywords instead of whole sentences, students are able to review core concepts and ideas at a glance The use of mind maps in class is useful when working on all sorts of skills In teaching English in general and reading comprehension in particular, especially in post – reading, mind mapping can make students recall the new words and background knowledge that they have just learned in pre- and while reading By using mind maps, students will be stimulated to draw their summary of the reading text by their own way with colors, images which helps them remember the new words and the main ideas of the text easily Moreover,teachers can use this technique to help students develop their presentation capabilities for the next period: speaking lesson 2.2 Reality before implementing the thesis I began teaching class 12A9 and 12a11 with 82 students when they were at grade 10 At that time I taught reading skill based on the design of the textbook with three stages: pre-, while- and post - stage and sometimes four stages consisting warm-up I didn't change anything in the textbook In post -reading stage, I followed the task in the textbook too and I saw clearly that my students were not really interested in doing it They thought that completing the tasks in while – reading was enough in reading comprehension In addition, when I asked them to tell the main theme of the reading and main ideas mentioned in the text, many of them could not answer or have the correct answer From the fact as mentioned above, I think I need to redesign the exercise in post - reading with a more interesting activity to promote students' readingcomprehension This activity should be moderate, not too difficult or too easyto in the limited time (often from 10 to 15 minutes) so that they will be excited and eager to it And it’s more important that through this activity, students can have a brief look about what they have learned and known about the reading 2.3 The method:Using mind mapping technique in teaching post-reading effectively helps students be motivated and develop their reading comprehension 2.3.1 Steps to make mind mapping implementation in the classroom easy and effective Before applying the use of mind mapping in teaching post - reading to encourage students to use a mind map to create an overview of the reading text, teachers should use the follow steps to make mind mapping implementation in the classroom easy and effective: - Teach students how to make a mind map + Start with a blank sheet of paper + Write down the main topic or the keyword at the centre of the page This can also be a diagram or image of the central topic that you are studying + From the central figure or keyword, draw branches radiating in different directions to signify subheadings + Add sub – branches radiating from these branches to show subheadings of each branch +Use curved lines rather than straight lines to encourage creative thinking +Every time you add another word or image, draw a branch from the key words to connect it + Label the branches and sub-branches clearly and make sure that the images represent the subject matter clearly + Branches may interconnect, depending on the strength of associations between them Use arrows to connect linking ideas + Make your map as colorful and beautiful as possible because color helps with clarify and recognize chunks of information easily - Give students the freedom to create their own mind maps By making a mind map with their own way, students can easily remember the information they draw - Help students make their mind maps if they can not by themselves With good students, they can create a mind map about what they have already read easily basing on the tasks done in while – reading With students at low and medium level who can not create a mind map by themselves, teachers should prepare a list of questions that help them dig into the details by mapping out different arms of the map - Have students share their mind maps with their friends and teachers If students share their mind maps with their friends and teachers, they can provide feedback for improvements - Give general feedback on students’ work and provide a mind map example prepared about the reading text in the lesson if necessary Giving feedback to help students know how well they performed and try to improve their work basing on the teacher’s sample - Encourage students to create such a mind map for each book, article or reading text they read, and collect all maps in a designed folder they can refer back to Through practicing mind mapping frequently, students habitually provide an overview for any article or text they meet so that they can collect new words and information about the topic From this habit, their vocabulary and knowledge will be improved quickly - Encourage students to use their mind maps to give a brief presentation about the reading text they learned Using a mind map to present the main content of a reading text is a good way to help students retell the new words and main ideas about what they remember from their lesson Teachers should encourage students to this if time is allowed or for checking old lesson in the next period 2.3.2.Some examples about using mind mapping in post – reading grade 12 + Unit 1: Homelife Suggested questions for helping students make their mind maps to summarize the main ideas of the reading text: - What is the passage mainly about? - How many people are there in the writer’s family? Who are they? - How is the relationship among the members? About the father: - What does the father do? - How is his work? - Does he spend time with his children? - What does he to give a hand with the housework? About the mother: - What does the mother do? - How is her work? - How is she like? - Does she take the main responsibility for running the household? About the two younger brothers: - How are they like? - What they love doing? About the writer: - Is the writer the son or the daughter in the family? - What does she do? - What does she to help with the household chores? Suggested mind map: - Willing to clean the house - Enjoy cooking In final year at the secondary school Share the housework by: - washing the dishes - taking out the garbage - looking after the boys 10 13 14 + Unit 6: Future jobs Suggested questions that teachers can use to teach post – reading with mind mapping technique: - What is the passage mainly about? - What should you before the interview? - What should you during the interview? - What should you after the interview if you are not offered the job? 15 Suggested mind map: 16 17 18 + Unit 4: School education system Suggested questions that teachers can use to teach post – reading with mind mapping technique: - What is the passage mainly about? - How many levels of education are there in England? What are they? - Is schooling compulsory for English children from the age of to 5? -Is schooling compulsory for English children from the age of to 16? - How many school systems are there in England? What are they? - Do students have to pay fee when attending state schools? - Do students have to pay fee when attending public schools? - How many terms are there in the academic year in England? What are they? - Who sets the National Curriculum? - Which school system must follow this curriculum? - What are core subjects which are compulsory in the national examinations? 19 Suggested mind map: levels of education Pre-school Primary Secondar education y education Optional Compulsory School education system in England school systems State school Independent or system public school system Free Fee-paying The academic year Time From September to July terms Autumn term Spring term Summer term The National Curriculum Set by the Compulsory core government in all state subjects schools : English , Maths, Science 20 + Unit 10: Endangered species Suggested questions that teachers can use to teach post – reading with mind mapping technique: - What is the reading text mainly about? - What are endangered species? -How many plant and animal species are threatened with extinction? - What are the main causes of species extinction? - What is the consequence of plant and animal extinction? - What are conservation efforts to save endangered species? 21 Suggested mind map: Definition Numbers Plant and animal Over 8,300 plant species are in species and 7,200 danger animal species Habitat destruction main Commerci cause al s exploitatio n Pollution Endangered species Consequence:A loss of biodiversity Raise people’s awareness Conservation Enact laws efforts Establish wildlife habitat reserves 22 2.4 Resultsafter applying the research with the teaching activities, my colleagues and my school To see the effect of this method in teaching post-reading of a reading lesson, I would like to show you how I changed my traditional methods which I had already applied in the previous school years Instead of only using the reading exercises like complete the summary, answer the questions…, I tried my best to have a good preparation before having the lessons with my students to have more interesting tasks One of those that helped my students a lot to recall the new words and the main ideas of the reading text is asking them to make their own mind maps for it Depending on the type and contents of each reading text, I prepared a mind map example before having the lesson and made a list of questions that I could ask my students to help them find out the topic and main ideas of the text in the lesson In the limited time allowed in post – reading stage (about 10 minutes), I often asked one or two students to write down their mind maps on the board (using chalks with different colors and some pictures that I had already asked them to prepared at hometo make their mind maps more fascinating) while others made their ones in their notebooks During students’ work, I often went around to help them if necessary After the first term of the academic school year 2019 - 2020 applying the research with students in class 12A9 and 12A11 in reading lessons with the reading texts given in English 12 textbook, I saw my students’ positive attitude and results They seemed to be more interested in learning the lesson They were also more active and eager to the task because they had chances to create their thoughts and understanding about the reading text By making a mind map, students also reviewed the new words they met in the text and had a brief note about the text.We had a good lesson - for both students and the teacher I hope that you can see the positive changes in teaching post –teaching in the thesis and better results from my students through the examples I mentioned above and the following table about their results before and after I applied this method: STATISTICS RESULTS MONITORING QUALITY OF ENGLISH STUDENTS, SCHOOL YEAR 2018-2019 Semester CLASS 12A9 TOTAL 41 Excellent Quite Average ä Weak total % total % total % total % 0 10 24 13 31 18 44 23 12A11 41 2.4 12 29 19 46 19 Semester CLASS TOTAL Excellent Quite Average ä total % total % total % Weak total % 12A9 41 4.9 16 39 16 39 10 17 12A11 41 9.7 15 36 17 41 12 24 CONCLUSION, SUGGESTIONS 3.1 Conclusion: Like speaking, listening, writing skill and language focus, reading is an important and essential part in teaching and learning English Together with other skills, reading is also being taught with three stages, pre-reading, whilereading and post-reading However, in these stages, pre-reading stage affects students' reading most with a lot of reasons I have just mentioned in the thesis such as helping students build their confidence, avoid being afraid of new words or making students' attractiveness… When students can overcome difficulty in vocabulary, they are very excited with what they will read and next As I mentioned in the thesis, because the tasks provided in post – reading in the textbook didn't always work effectively, so with thoughts of changing this stage to make it more effective than it ever before I try to find out " Using mind mapping technique in teaching post – reading helps students in class 12A9 and 12A11 be motivated and improve their reading comprehension” I also think that to teach post-reading stage effectively, teachers should follow these things: - Teacher should pay attention to students' abilities, students' knowledge and students' participation in each class - To make the lesson successful, teachers have to create students' interest and attractiveness by having a good preparation for the questionnaire and images to encourage students to create their mind maps - A part from using mind mapping technique in teaching post – reading to help students improve their reading comprehension, teachers should also encourage them to use their mind maps to make a short presentation about the reading text Forms Non In Pointing: At Verbal the athe noisy - verbal schoolyard: airport: of communication party: - Teacher should manage the time well to be sure that there is enough time for students’ work - The most important factor to make post - reading stage successful is that teacher should prepare suitable activities for the stage by choosing suitable techniques in teaching it For the lessons using mind mapping technique, teachers need to have suitable questions and images about the reading text to encourage students to makemind maps on their own 25 They are all methods which derived from my own knowledge and my own experience Because my teaching time and my experience isn't old enough, I can't avoid some shortages and limitations I hope to get more ideas from other teachers so that this thesis will be full, effective and diverse in teaching reading skill, which helps students improve their result 3.2 Suggestions The thesis " Using mind mapping technique in teaching post – reading helps students in class 12A9 and 12A11 be motivated and improve their reading comprehension is written to share my experience in teaching post – reading stage The teacher can apply different ways for different reading texts and they depend on the teacher’s own ways I hope that each teacher will have good ways to teach post - reading in particular and teach English in general From my teaching at Chu Van An high school, I would like to give some following suggestions: I hope that it will be decorated a lot of modern devices such as lab rooms and overhead project (OHP) for teaching and learning foreign language Teachers at high schools have more chances to meet and exchange their knowledge and their experience in teaching Last but not least, I hope that teachers never stop learning and finding out new methods in teaching English I express my sincere thanks HEADMASTER'S CONFIRMATION Thanh Hoa, 10th May, 2021 I insist that this initiative experience be my own writing, not copy the others' contents Cao Thị Thúy Chung 26 REFERENCES Book: “Những vấn đề chung đổi giáo dục Trung học phổ thông môn tiếng Anh” ( Bộ Giáo dục Đào tạo) – NXB Giáo Dục Textbook: “Tiếng Anh 12” ( Bộ Giáo dục Đào tạo) – NXB Giáo Dục 3.Ingemann, M (ny) The Power of mind mapping! Retrieved July 14, 2008, from http://www FortuneWell.com 4.Mind map in Wikipedia Retrieved July 11, 2008, from http://en.wikipedia.org/wiki/Mind_map “Top ten” principles for teaching reading Ray Williams Nuttall, C 1982 Teaching Reading Skills in a Foreign language London: Heinemann Study.com www.teachingenglish.com Busy teacher.org ... to find out " Using mind mapping technique in teaching post – reading helps students in class 12A9 and 12A11 be motivated and improve their reading comprehension? ?? I also think that to teach post- reading. .. method: Using mind mapping technique in teaching postreading effectively helps students be motivated and develop their reading comprehension 2.3.1 Steps to make mind mapping implementation in the classroom... English at Chu Van An high school for many years, I strongly try to give my own bright experience: “ Using mind mapping technique in teaching post – reading helps students in class 12A9 and 12A11 be