Applying mind maps in revising for the national high - School final examination at Nguyen Hoang high school in 2018 - Part E: Language focus of textbook 12

 	 THANH 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 - 2018 - 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 - 5/ 2018.
THANH HOÁ NĂM 
(Font Times New Roman, cỡ 14, CapsLock)
TABLE 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 new 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:
6
13
3. Performance measures:
6
14
4. Sample design: 
9
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
ACKNOWLEDGE
To learn more clearly about reviewing for students’ national high - school final examination in 2018, 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 2018 - 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 2018. 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 2018 - 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.
	In 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 2018.
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 2017 - 2018.
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 new 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.
PART 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: 
2. 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 2018, 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 activity 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: 
Sample 3: 
Sample 4: 
Sample 5: 
Sample 6: 
Sample design: 
 	This is the sample for using mind maps to review the grammar part. 
DATE OF PREPARING: 01/ 11/ 2017 
Unit 5: HIGHER EDUCATION
Period 33: Language focus
Time: 45 minutes
Class 
Date of teaching
Absent students
notes
12C2
03/ 11/ 2017
1
12C5
05/ 11/ 2017
0
12C6
04/ 11/ 2017
2
I. Objectives:
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, colour chalks .........
Teacher’s activities
Students’ activities
Warm-up: (3 minutes)
I. Pronunciation: (7 minutes)
II. Grammar: Review conditional sentences(14 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.
- There are five main ways of constructing 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”.
THE ZERO CONDITIONAL
- Reviewing the zero conditional: 
? - Asking Ss to review the usage and structures.
* The usage: 
- The zero conditional is used for when the time being referred to is now or always and the situation is real and possible. 
- The zero conditional is often used to refer to general truths. 
- The tense in both parts of the sentence is the simple present.
- In zero conditional sentences, the word "if" can usually be replaced by the word "when" without changing the meaning.
* The structure: 
If clause
Main clause
If + simple present
simple present
If this thing happens
that thing happens.
If you heat ice
it melts.
If it rains
the grass gets wet.
? - Asking Ss to make sentences with the structures.
- Giving remarks.
TYPE 1 CONDITIONAL
 - 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
Main clause
If + simple present
simple future
If this thing happens
that thing will happen.
If you don't hurry
you will miss the train.
If it rains today
you will get wet.
? - Asking Ss to make sentences with the structures.
- Giving remarks.
TYPE 2 CONDITIONAL
- 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
Main clause
If + simple past
present conditional or 
present continuous conditional
If you went to bed earlier
you would not be so tired.
If it rained
you would get wet.
? - Asking Ss to make sentences with the structures.
- Giving remarks.
TYPE 3 CONDITIONAL
- 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 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
Main clause
If + past perfect
perfect conditional or 
perfect continuous conditional
If you had studied harder
you would have passed the exam.
If it had rained
you would have gotten wet.
If I had accepted that promotion
I would have been working in Milan.
? - Ask Ss to make sentences with the structures.
- Giving remarks.
MIXED TYPE CONDITIONAL
- Review conditional sentence type III: 
? - Ask Ss to review the usage and structures.
* The usage:
 - The mixed type conditional is used to refer to a time that is in the past, and a situation that is ongoing into the present. The facts they are based on are the opposite of what is expressed. 
- The mixed type conditional is used to refer to an unreal past condition and its probable result in the present. 
- In mixed type conditional sentences, the if clause uses the past perfect, and the main clause uses the present conditional.
* The structure: 
If clause
Main clause
If + past perfect or simple past
present conditional or
 perfect conditional
If I had worked harder at school
I would have a better job now.
If we had looked at the map
we wouldn't be lost.
If you weren't afraid of spiders
you would have picked it up and put it outside.
? - Ask Ss to make sentences with the structures.
- Giving remarks
III. PRACTICE(12 minutes):
Exercise 1: 
Exercise 2: 
Exercise 3:
IV. CONCLUSION (8 minutes):
Let’s show the conditional sentences on a mind map: 
- Giving feedback.
- Correcting mistakes.
Homework: (1 minutes)
- Assigning homework
- Doing exercises ‘part E-language focus in work book.
- Preparing Unit 6: FUTURE JOBS
- Listening, responding and writing down.
- Listening, responding and writing down about the usage and structures: 
- Making sentences with the structures: 
+ If you freeze water, it becomes a solid.
+ Plants die if they don't get enough water.
- Listening, responding and writing down about the usage and structures: 
- Making sentences with the structures: 
+ If I have time, I'll finish that letter.
+ What will you do if you miss the plane?
- Listening, responding and writing down about the usage and structures: 
- Making sentences with the structures: 
+ If I were taller, I would buy this dress.
+ If I were a plant, I would love the rain.
- Listening, responding and writing down about the usage and structures: 
- Making sentences with the structures: 
+ If I had known you were coming, I would have baked a cake. (But I didn't know and I didn't bake a cake.)
+ I would have been happy if you had called me on my birthday. (But you didn't call me and I am not happy.)
- Listening, responding and writing down about the usage and structures: 
- Making sentences with the structures: 
+ If I had studied I would have my driving license. (but I didn't study and now I don't have my license)
+ If you had spent all your money, you wouldn't buy this jacket. (but you didn't spend all your money and now you can buy this jacket)
- Doing exercise ‘part E-language focus’ in work book.
- Preparing Unit 6: FUTURE JOBS 
Sample 7: The small parts of the mind maps:
CONDITIONAL SENTENCES
TYPE 2 CONDITIONAL
* The usage:
TYPE 3 CONDITIONAL
MIXED TYPE CONDITIONAL
TYPE 1 CONDITIONAL
THE ZERO CONDITIONAL
* The usage:
* The usage:
* The usage:
* The usage:
* The structure:
* Examples
* The structure:
* Examples:
* The structure:
* Examples:
* The structure:
* Examples:
* The structure:
* Examples:
THE ZERO CONDITIONAL
* The usage:
* The structure:
* Examples
- used for when the time being referred to is now or always and the situation is real and possible.
- ref