Applying mind maps in revising for the national high - School final examination at Nguyen Hoang high school in 2017 - Part E: Language focus of textbook 12

1THANH HOA DEPARTMENT OF EDUCATION AND TRAINING
NGUYEN HOANG HIGH SCHOOL
INITIATIVE EXPERIENCE
APPLYING MIND MAPS IN REVISING FOR THE
NATIONAL HIGH - SCHOOL FINAL EXAMINATION
AT NGUYEN HOANG HIGH SCHOOL IN 2017 - PART
E: LANGUAGE FOCUS OF TEXTBOOK 12.
The writer: Lâm Thị Toàn.
Position: The team leader.
Initiative experience:in the field of English
THANH HOA - 2017.
2TABLE OF CONTENTS:
St Section Trang
1 The cover 1
2 TABLE OF CONTENTS: 2
3 Acknowledge 3
4 PART I: INTRODUCTION 3
5 1 . Reasons for choosing the topic 3
6 2. The scope and purpose of the research topic 4
7 3. The object of study: 4
8 4. Research Methodology 4
9 5. The newness of the initiative experience. 4
10 PART II: SOLVING PROBLEMS 5
11 1. The problem's rationales: 5
12 2. Status of the research problem: 7
13 3. Performance measures: 7
14 4. Sample design: 11
15 5. Results of applying the initiative experience in learning: 18
16 PART III : CONCLUSIONS AND RECOMMENDATIONS. 18
17 1. Conclusions : 18
18 2. Recommendations: 19
19 PART IV: REFERENCE DOCUMENTS : 19
DANH MỤC: CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ
ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP SỞ GD&ĐT
VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN.
20
3ACKN0WLEDGE
To learn more clearly about reviewing for students’ national high - school final
examination in 2017, I have chosen this topic. During the studying process, I have
read a lot of documents and consulted my colleagues about this matter. However, I
can't avoid making mistakes in the essay. I would like to show my gratitude for
sharing their ideas and feedback for my research to be completed.
TOPIC:
APPLYING MIND MAPS IN REVISING FOR THE NATIONAL HIGH -
SCHOOL FINAL EXAMINATION AT NGUYEN HOANG HIGH SCHOOL
IN 2017 - PART E: LANGUAGE FOCUS OF TEXTBOOK 12.
PART I: INTRODUCTION
1 . Reasons for choosing the topic :
Foreign languages have a special meaning for Vietnamese students in the
context of cooperation relations and international integration. Currently, the main
foreign language, which students learn in schools is English.
As a result, what is the quality of teaching and learning foreign languages in
school like? This issue seems not to be clearly mentioned in the mass media.
learning, foreign language today is very considerable.
When asking questions: Do you like foreign languages? How is your result
and qualification? ... The result is quite unexpected. Over 80 percentage of students
are not interested and discouraged. The most of them sincerely admit that the level
of foreign language learning is often below average. At the end of the last semester,
teachers are easy to remark, which helps students pass. In fact, the results of the
final exams, or entrance exams, foreign language's scores are always very low,
40% students can get average marks.
“ How I can stimulate interest in my students’ learning English and how can
we improve their result examinations?” Those are my great question.
How many steps does students’ learning consist of ? According to me, there
are four basic steps: Reading – Writing – Memorizing – Revising.
Students have to learn and they have to take exams. Obviously, many
examinees are so worried about the national high school final examination in 2017.
The more they learn, the less time they have. The more they learn, the more they
forget. To help my students overcome this difficulty, I decide to choose the topic:
“APPLYING MIND MAPS IN REVISING FOR THE NATIONAL HIGH -
SCHOOL FINAL EXAMINATION AT NGUYEN HOANG HIGH SCHOOL
IN 2017 - PART E: LANGUAGE FOCUS OF TEXTBOOK 12.”
Our wonderful minds are fond of color,beauty, happiness and liveliness. May
the boring words to meet those? The more excited the minds, the more information
they obtain, the longer the information keeps in the minds, which result in the
reviewing gets more interested and easier. Whoever can use this method easily.
They only need papers, colors pens and the minds. The hard - working will be
replaced by a smart method. Learners will have more free time to relax and they
will gain more better achievements.
4In short, the mind maps make students review Part E – Language focus of
Textbook 12 more efficient to cope with the national high – school final
examination in 2017.
Hopefully, through this topic, I will receive honest feedback from colleagues to
teaching quality and quality assessment language proficiency of students will be
enhanced.
2. The scope and purpose of the research topic:
2. 1. The purpose:
It’s terrified to know that if learners don’t know how to review effectively
and they may forget about 80 percentage of what they have learned.
Mind maps are very too friendly to our minds. They help us to think, imagine,
memorize, plan and classify information. They are miraculous instruments that help
you to review effectively.
What are mind maps?
- They are simple instruments to help you to acquire, memorize and apply
knowledge.
- They are the ways to learn, remember and revise quickly, practically and
effectively.
- They make notes more interested, vivid and quickly.
- They are wonderful methods to help students organize ideas.
In summary, the mind maps lead students to concentrate on the both focus
and relative details.
2. 2. The scope of the study:
Mind maps for kids – Tony Buzan.
Objects block 12 students.
Duration of the school year 2016 - 2017.
3. The object of study:
The topic study how to found a mind map in language focus lessons and its
efficiency.
4. Method of the study:
4. 1. Theoretical research:
Reading and studying materials on the mind maps.
Reading and studying the lessons in grade 12 textbook of basic system.
4. 2. Research Practice:
Performing the language focus’s mind maps in the text book 12.
Assessment of learning behaviors and results of student assignments.
5. The newness of the initiative experience:
Students used to learn English by heart, to practice English the knowledge.
They didn’t use to review their knowledge by using mind maps. I wish this topic
would help them to learn more sharply and effectively.
5PART II: CONTENTS:
1. The problem's rationales:
How can you arrange a large mount of knowledge in logicality and
simpleness? It is impossible to memorize something in the first reading. Striking
colors and vivid images of mind maps may help our brains remember more easily.
According to Tony Buzan, there are sevens steps to set up a mind map, which helps
studying obtain good results in the examinations.
The first step, you take a paper without lines because lines will limit your
ideas. Landscape the paper. Start your idea in the middle of the paper to develop it
freely.
The second step, you prepare crayons. It is better to choose your favorite
colors.
The third step, you think of the mind map’s topic. Let you draw a simple
image to illustrate the topic. The topic is in the middle of the mind map not only to
help you focus on what you want to show but also to make room for giving ideas
comfortably.
The fourth step, you choose crayons and draw major brands coming from the
central image. The first ideas relates to the topic, so the lines is bolder. The main
ideas are written on these lines in short words, capital letters and different colors.
The fifth step, from the major ideas ( the first ideas level), let your brains to
develop detail ideas ( the second ideas level). The brands come from the major
ideas are thin and enclose small illustration pictures written on. The details are
written in lowercases and along the lines. They are linked to the main ideas, which
helps you understand better and remember longer.
The sixth step, You should deploy more detail ideas ( the third ideas level),
which make the second ideas levels more clearly and specific. The brands also
come from the second ideas are thinner and enclose small illustration pictures
written on.
The last step, you have had a wonderful tool helping memorize the lesson
better – all knowledge is only on one paper with images and colors.
Shortly, mind maps are arrangement of knowledge in the levels.
Sample 1:
6
72. Status of the research problem:
As we know, teaching English at high schools has changed greatly both
contents and methods to suit for the modern time.
The most basic educational methods is to promote students' initiative and
create good conditions for practicing themselves, so teachers need to have certain
skills and qualifications. To ensure that students not only use English well they
but also develop listening, speaking, reading and writing skills, teaching grammar
and language knowledge is very necessary.
According to English education, communication trends are difficult to apply
to a class sizes and too crowded today. When teaching a new curriculum (System 7
years) there is a lot of communication activities are omitted or teach the way of
each teacher accordingly. The effectiveness of the practice hours communicate
almost very little. In addition to, applying educational methods art as mentioned
above, a lesson to be successful there must depend on very much external factors,
including facilities, equipment, and qualified students are the key elements Version.
For this, teachers must first understand the standard knowledge - skills , testing and
assessment methods of the course. In addition, teachers must understand the
characteristics of learners see what they lack in order to achieve the objectives of
the course.
Nowadays, although many teachers teaching foreign languages trend to
apply new methods in teaching grammar, how do they teach English effectively?
That question is still being discussed. Most teachers find it very important to teach
students grammar efficiently, which helps students to have general grammar and to
handle them in doing exercises. When students learn English, almost they have a
lot of difficulties to do exercise. Understanding grammar knowledge well
contributes to raise results’ examinations due to grammar knowledge makes up a
great rate. Moreover, if they learn grammar well, their listening, reading, speaking
and writing skills are perfected.
Several grammatical teaching methods used to be handled well such as :
introducing images and situations , giving examples, structures and rules, making
sentences. However, those methods are still limited. Each grammar lesson are
time – consuming, learners need much time to write down and then they are
difficult to review and handle. They learning grammar, structures and usages by
heart mechanically, that ‘s why they always feel bored. Teachers should help
learners to promote their learning skills so that they review grammar. To gain good
results in the national high – school final examination in 2017, I think mind maps
are very useful tools.
3. Performance measures:
The mind maps are not beautiful and perfect pictures. They are formed
with scrawls.
Students should be encouraged to draw their own ideas with pliable curves in
order that mind maps are memorable. Each brand should have one key word or one
picture, which is easier to link new ideas. Students had better compare their
partners’ mind maps to check theoretical points and complete the mind maps. This
8activity not only corrects mistakes themselves but also strengthens their knowledge.
Teachers should encourage students to add pictures and colors to enrich mind maps.
Finally, while some students are being talked on their own mind maps, the teacher
and the rest of students are listening, discussing, supplying, correcting and
completing them. The result of forming a mind map is to consolidate the language
focus.
There are some basic types of mind maps.
Sample 2:
9Sample 3:
Sample 4:
10
Sample 5:
Sample 6:
11
4. Sample design:
This is the sample for using mind maps to review the grammar part.
DATE OF PREPARING: 01/ 11/ 2016
Unit 5: HIGHER EDUCATION
Period 33: Language focus
Time: 45 minutes
Class Date of teaching Absent students notes
12B2
12B5
12B6
I. Objectives:
1. Educational aim:
- Students know how to pronounce and mark the stress in words more than three
syllables.
- Students learn about conditional sentences.
2. Knowledge:
- General knowledge: Students learn some information to fill in a form
- New words: Words related to a form
3. Skills:
- Pronunciation: Stress in words more than three - syllable.
- Grammar: Conditional sentences
II. Method: Integrated, mainly communicative
III. Teaching aids: Text books,
Teacher’s activities Students’ activities
Warm-up: (4 minutes)
I. Pronunciation: (8 minutes)
II.Grammar: Review conditional
sentences. (32 minutes)
- Conditional sentences are used to
speculate about what could happen,
what might have happened and what
we wish would happen.
- In English, most sentences using
the conditional contain the word “if”.
- Many conditional forms in English
are used in sentences that include
verbs in one of the past tenses. This
usage is referred to as “ the unreal
past” because we use a past tense but
we are not actually referring to
something that happened in the past.
- Listening, responding and writing
down.
12
- There are three basic conditional
sentences in English. In all cases,
these sentences are made up of an if
– clause and a main – clause. In
many negative conditional sentences,
there is an equivalent sentence
construction using “unless” instead
of “if”.
Exercise 1: (11m’)
a. Reviewing conditional sentence
type I:
? - Asking Ss to review the usage and
structures.
* The usage:
- The type I conditional is used to
refer to the present or future where
the situation is real.
- The type I conditional refers to a
possible condition and its probable
result.
- In these sentences the if – clause is
in the simple present and the main –
clause is in the simple future.
* The structure:
- If clause verb tense:
( If + simple present,)
+ If this thing happens,
- Main clause verb tense:
( Simple future.)
+ that thing will happen.
? - Asking Ss to make sentences with
the structures.
- Giving remarks.
b. Practice:
Exercise 1:
- Introducing the task: Complete the
sentences using conditional sentence
type I.
- Guiding Ss to do.
?- Asking Ss to complete the
sentences using conditional sentence
- Listening, responding and writing
down about the usage and structures:
- Making sentences with the
structures:
+ If you don't hurry, you will miss
the train.
+ Unless you hurry, you will miss the
train.
+ You will get wet if it rains today
- Understanding and doing the task.
- Working in groups.
Suggestion answers:
1. If you fail the GCSE examination,
you will not be allowed to take the
entrance examination to the
university.
13
type I.
- Giving feedback.
- Correcting mistakes.
Exercise 2: (11m’)
a. Reviewing conditional sentence
type II:
? - Asking Ss to review the usage and
structures.
* The usage:
- The type II conditional is used to
refer to a time that is now or any
time, and a situation that is unreal.
These sentences are not based on
fact.
- The type II conditional is used to
refer a hypothetical condition and
its probable result.
- In type II conditional sentences, the
if – clause uses the simple past and
the main – clause uses the present
conditional.
* The structure:
If clause verb tense,
(If + Simple past,)
+ If this thing happened,
Main clause verb tense.
( Present conditional or Present
continuous conditional)
+ that thing would happen. (but I'm
not sure this thing will happen) OR
that thing would be happening.
? - Asking Ss to make sentences with
the structures.
2. You won't be able to get into the
examination room if you are 10
minutes late.
3. If you don't send the application
form on time, you will not be allowed
to take the entrance exam.
4. If you don't have a reference letter,
you won't be able to submit your
application form.
5. Unless you show your identity card,
you won't be allowed to get into the
examination room.
- Correcting mistakes.
- Writing down.
- Listening, responding and writing
down about the usage and structures:
- Making sentences with the
structures:
14
- Giving remarks.
b. Practice:
Exercise 2:
- Introduce the task: Express these
situations using conditional sentence
type II.
- Guiding Ss to do
? - Ask Ss to express these situations
using conditional sentence type II.
- Giving feedback.
- Correcting mistakes.
Exercise 3: (10m’)
a. Review conditional sentence type
III:
? - Ask Ss to review the usage and
structures.
* The usage:
- The type III conditional is used to
refer to a time that is in the past and
a situation that is contrary to
reality. The facts they are based on
+ If you went to bed earlier, you
would not be so tired.
+ You would get wet if it rained.
+ If I spoke Italian, I would be
working in Italy.
- Understanding and doing the task.
- Working in pairs.
Suggestion answers:
1. She doesn't have a car. She doesn't
go out in the evening.
-> If she had a car, she would go out
in the evening.
2. Sarah doesn't study hard. She hates
school.
-> If Sarah liked school, she would
study hard.
3. I can't do the test. It is too difficult.
-> I would/ could do the test if it were
not too difficult.
4. Peter doesn't read a lot. He can't
find the time.
-> Peter would read a lot if he found
the time/ had more time.
5. I can't translate this. I don't speak
Korean.
-> If I spoke Korean, I could translate
this.
6. They don't travel far a lot. They are
afraid of flying.
-> If they weren't afraid of flying, they
would travel far a lot.
- Correcting mistakes.
- Writing down.
- Listening, responding and writing
down about the usage and structures:
15
are the opposite of what is expressed.
- The type III conditional is used to
refer to an unreal past condition
and its probable result in the past.
- In type 3 conditional sentences, the
if – clause uses the past perfect and
the main – clause uses the perfect
conditional.
* The structure:
If clause verb tense,
( If + Past perfect,)
+ If this thing had happened,
Main clause verb tense:
( Perfect conditional or perfect
continuous conditional)
+ that thing would have happened.
(but neither of those things really
happened) OR that thing would have
been happening.
? - Ask Ss to make sentences with the
structures.
b. Practice:
Exercise 3:
- Introducing the task: Complete the
sentences with the correct form of
the verbs in brackets.
- Guiding Ss to do.
? - Ask Ss to complete the sentences
with the correct form of the verbs in
brackets.
- Making sentences with the
structures:
+ If you had studied harder, you
would have passed the exam.
+ You would have gotten wet, if it
had rained.
+ If I had accepted that promotion,
I would have been working in Milan.
+ Had I accepted that promotion,
I would have been working in Milan.
- Understanding and doing the task.
- Working individually.
Suggestion answers:
1. If John had passed the GCSE
examination, he would have been
allowed to take the entrance
examination to the university.
2. If you had sent the application on
time, they might have called you for
an interview. I can't understand why
you didn't.
3. If John had installed an alarm, the
thieves wouldn't have broken into his
house.
16
Let’s show the conditional sentences on a mind map:
Sample 7:
- Giving feedback.
- Correcting mistakes.
Homework: (1 minutes)
- Assigning homework
- Doing exercises ‘part E-language
focus in work book.
- Preparing Unit 6: FUTURE JOBS
4. I would have made a film with him
if I had been a famous director, but I
was not.
5. If you had told me earlier, I would
have given it to you.
6. We would have sent you a
Christmas card if we had had your
address.
- Correcting mistakes.
- Writing down.
- Doing exercise ‘part E-language
focus’ in work book.
- P