SKKN The effect of using mind maps in teaching english grammar at high school

 INDEX PAGE
A.INTRODUCTION .. ..2 
I. Reason:....2
 II. Practical basis ..................................................................2
III. Purpose of the study ................................................ .. ...3
IV. Scope..................................................................... ... 3
V.Methodology...........................................................................3
Observation
Exchange and discussion
Experimental methods
methods of investigation
B. DEVELOPMENT............................................................................4
I. Definition..................................................................... .. ....4
II Why ARE mind maps better than text notes? .... .5
III- The advantages of using mind mapping technique
 in teaching English grammar............................................ 6
Flexible
Concentrade on the topic
Increasing comprehension
Enjoyable
IV- Steps using mind maps in teaching English 7
V- EXAMPLE ................8
VI. RESULTS ACHIEVED AFTER APPLying t the topic: ... .15
C- Conclusion .....................................................................................17
I. EXPERIENCE LESSONS: ................................................ 17
II. RECOMMENDATIONS ....................................... ....................... 17
A. INTRODUCTION
 I. REASONS:
 As we have already known that teaching and learning English at high schools have made major changes both in content and in teaching methods to match the objectives and requirements set out in the reform program. The most basic standpoint of the new method is to promote the positiveness and creativity of the students, which develops and enhances skills to use language for purposes of communication rather than providing pure language knowledge. With this view, the tips and activities in the classroom have also been changed . Therefore, the teacher must grasp the basic principles of the new method, learn the tricks and teaching activities in view of communication that can be applied in a flexible, consistent and effective ways. To ensure that students are able to use English well, the parallel with the development of the skills of listening, speaking, reading and writing we also need to focus on grammar and other linguistic knowledge to students.
II. PRACTICAL BASIS:
Although now, many foreign language teachers tend to adopt new methods of teaching grammar, but how to teach grammar effectively remains a vexing problem and must be addressed more attention. Most language teachers realize the importance of grammar teaching effectively in order to help students acquire general knowledge as well as their linguistic skills. In fact, most students learning English often encounter difficulties when doing grammar exercises. Therefore, mastering grammar knowledge will help students improve the efficiency of learning English as well as exam results. In addition, the master grammar knowledge will help students develop better skills such as listening, speaking, reading and writing. There have been a number of teaching and learning method which is quite effective grammar to be applied in the teaching process, such as providing structures and rules; introducing Photos or methods of use scenarios, .... However these methods are still having a problem that every grammar lesson used the above methods will take a lot of time, students have recorded quite a lot and it will be difficult for students to memorize the system details of the review and adoption. Besides, most students learn grammatical points by memorizing grammatical structures machinically. With the aim of improving the way to teach and learn English grammar more effectively .This is main reason why students always find it difficult to learn grammar. Therefore, teachers should help students to use and develop thinking skills while learning the grammar. To accomplish that goal, and to help teaching and learning English grammar more effectively, I would like to introduce the theme:
" How to use mind map in teaching English grammar at high school”
 With the study of the subject, I wish teachers would partly help students gradually overcome the difficulties in the process of learning English grammar. By using mind map in teaching , I hope that teachers can create more effective lessons and students are more active and creative in learing English
III.  PURPOSE OF THE STUDY
The purpose of this study is:
How mind mapping can improve the students’ ability in learning language focus at high school.
IV. SCOPE:
 The theme revolves around research problems using mind maps in teaching English grammar at high schools Nguyen Xuan ngyen.
Subjects of case studies that I have bravely applied this theme for graders of 10C1 and 10C2
V. METHODOLOGY:
1. Observation: Explore the research by visiting colleagues’ class.	
2. Exchange and discussion: After the visiting hours of colleagues, my colleagues and I discuss and exchange the problem that appear in the lessons.
3. Experimental Methods: Teachers conducted experiments teach each specific purpose required some specific grammar lessons.
4. Methods of investigation: Teachers ask questions to check and evaluate the content held by students.
B- DEVELOPMENT
To use good English learners not only need to learn good skills in listening, speaking, reading and writing but also to master the grammar. However during grammar school, students often encounter difficulties like not remember how to use or misuse and incorrect grammar because not mastered the learning content. So grammar school mind map will help more learners to master the basics to remember. So what is mind maps?
I- DEFINITIONS:
Mind mapping is one of the best ways to capture your thoughts and bring them to life in visual form. Beyond just note-taking, though, mind maps can help you become more creative, remember more, and solve problems more effectively. Whether you're new to mind maps or just want a refresher, here's all you need to know about this technique
What are mind maps? See the example of mind mapping
A mind map is basically a diagram that connects information around a central subject. I like to think of it like a tree, although it has more of a radial structure. In any case, at the center is your main idea, say, poetry, and the branches are subtopics or related ideas, such as types of poetry, famous poets, and poetry publications. Greater levels of detail branch out from there and branches can be linked together.
.II- WHY ARE MIND MAPS BETTER THAN TEXT NOTES?
Mind maps can be more effective than other brainstorming and linear note-taking methods for a number of reasons:
It's a graphical tool that can incorporate words, images, numbers, and color, so it can be more memorable and enjoyable to create and review. The combination of words and pictures is six times better for remembering information than words alone.
Mind maps link and group concepts together through natural associations. This helps generate more ideas, find deeper meaning in your subject, and also prompt you to fill in more or find what you're missing.
A mind map can at once give you an overview of a large subject while also holding large amounts of information.
It's also a very intuitive way to organize your thoughts, since mind maps mimic the way our brains think—bouncing ideas off of each other, rather than thinking linearly.
You can generate ideas very quickly with this technique and are encouraged to explore different creative pathways.
III. THE ADVANTAGES OF USING MIND MAPPING TECHNIQUE IN TEACHING ENGLISH GRAMMAR AT HIGH SCHOOL.
	DePorter and Hernacki (in Abdurrahman, 2008:172) describe that there are some advantages of using mind mapping technique, they are as follows;
Flexible
Explaining something can be easy without confusing in add the material based on the mind mapping. We can put the label and category of something based on our own opinion anywhere in the mind mapping.
Concentrate on the Topic
Getting the subtopics what we talk about with focus on the main ideas easily. Keep focus on the keyword can help us to make it simple and it does not waste the time.
Increasing Comprehension
Using mind mapping can make easy in understanding the material. Mind mapping is a simple think pattern so it is not make us confuse to understand what we have learned and easy to remember the material.
Enjoyable
Imagination and creativity are unlimited in using mind mapping, so it can be funny to learn. By using pictures and colours, it makes the brain enjoy and excited in thinking something what we want about the material.
IV- STEPS USING MIND MAPS IN TEACHING ENGLISH:
1.Start in the CENTRE of a blank page turned sideways. Why? Because starting in the centre gives your Brain freedom to spread out in all directions and to express itself more freely and naturally.
2.Use an IMAGE or PICTURE for your central idea. Why? Because an image is worth a thousand words and helps you use your Imagination. A central image is more interesting, keeps you focus, helps you concentrate, and gives your Brain more of a buzz!
3.Use COLOURS throughout. Why? Because colours are as exciting to your Brain as are images. Colour adds extra vibrancy and life to your Mind Map, adds tremendous energy to your Creative Thinking, and is fun!
4.CONNECT your MAIN BRANCHES to the central image and connect your second- and third-level branches to the first and second levels, etc. Why? Because your Brain works by association. It likes to link two (or three, or four) things together. If you connect the branches, you will understand and remember a lot more easily.
5.Make your branches CURVED rather than straight-lined. Why? Because having nothing but straight lines is boring to your Brain.
6. Use ONE KEY WORD PER LINE. Why? Because single key words give your Mind Map more power and flexibility.
7.Use IMAGES throughout. Why? Because each image, like the central image, is also worth a thousand words. So if you have only 10 images in your Mind Map, it’s already the equal of 10,000 words of notes
After students finish making the mind maps , teachers can ask students to do some following activities:
- Report and explain the mind maps: Teacher asks representatives of each group to report, explain about the mind map that his/her group has set up. This activity will bring them with a clear understanding of their knowledge and as a way to forge them to present in front of people, which helps them become more confident. 
 - Discuss, modify, complete the mind map: Teachers ask students to discuss, modify and edit to perfect the mind map . The teacher will be the organigor who helps students develop mind map of problem.
- Consolidate knowledge with a mind map: Teachers give students a presentation, explanations of grammatical knowledge of lesson through a mind map by the one he or she prepared (drawing at the side panel or on the cover), or a mind map that students have just designed .
V- EXAMPLES:
 1. Example 1: [1]- UNIT 1: A day in the life of..
 Part E : Language Focus
Present simple tense. 
T- Asks Ss to build a mind map with the key word : 
 " THE PRESENT SIMPLE"
T- elicits by givings questions:
1. When do you use the present simple tense?
2. What is its affirmative form?
3. What is its negative form?
4. What is its interrogative form?
5. What about the verb "to be"? 
Lets Ss work in 5 minutes to draw their mind maps then collects some of the Ss' mind maps, shows on blackboard , corrects mistakes and gives feedbacks. 
2. Example 2: [1]- Simple past tense
Period 6 : UNIT 1: A day in the life of..
 Part E : Language Focus
 Example: 
 I finished my homework on time.
T- Asks Ss to build a mind map with the key word : 
 " THE PAST SIMPLE"
T- elicits by givings questions:
1. When do you use the past simple tense?
2. What is its affirmative form?
3. What is its negative form?
4. What is its interrogative form?
5. What about the verb "to be"? 
Lets Ss work in 5 minutes to draw their mind maps then collects some of the Ss' mind maps , shows on blackboard corrects mistakes and gives feedbacks. 
 3. Example 3 : [1]- Unit 5 - Language focus - English 10)
Mind Map: the Present Perfect Tense 
T- Asks Ss to build a mind map with the key word : 
 " THE PRESENT PERFECT"
T- elicits by givings questions:
1. When do you use the present perfect tense?
2. What is its affirmative form?
3. What is its negative form?
4. What is its interrogative form?
5. give some adverbs? 
Lets Ss work in 5 minutes to draw their mind maps then collects some of the Ss' mind maps , shows on blackboard corrects mistakes and gives feedbacks. 
4. Example 4. [1]- ENGLISH 10: Unit 14: Teacher can ask students to make a mind map about simple future with WILL like this:
T- Asks Ss to build a mind map with the key word : 
 " THE SIMPLE FUTURE"
T- elicits by givings questions:
1. When do you use the simple future tense?
2. What is its affirmative form?
3. What is its negative form?
4. What is its interrogative form?
5. What about the verb "to be"? 
Lets Ss work in 5 minutes to draw their mind maps then collects some of the Ss' mind maps , shows on blackboard corrects mistakes and gives feedbacks. 
5. Example 5: [1]- After learning Unit 11 - Language focus - English 10, the teacher can summarize the conditional sentences by the mindmap following: 
T- Asks Ss to build a mind map with the key word : 
 " THE CONDITIONAL SENTENCES"
T- elicits by givings questions:
1. How mamy types of conditional sentences ?
2. What is the use of each type?
3. Which tenses for each type
5. What about the verb "to be"? 
Lets Ss work in 5 minutes to draw their mind maps then collects some of the Ss' mind maps , shows on blackboard corrects mistakes and gives feedbacks. 
6. Example 6: [1]- Articles ( Unit 13 - Language focus - English 10)
 7. Example 7: [2]- English 12: Unit 8: Prepositions of time (at/ on/ in)
 8. Example 8: [1]- ENGLISH 10: Unit 16: MIND MAP: COMPARISON OF ADJECTIVES 
VI. RESULTS ACHIEVED AFTER APPLYING THE TOPIC
1. Results The first test : (The test beforre applying the topic.)
Total number of students 120
Number
Percent
5 scores or more
81
67.5 %
Scores below
39
32.5%
According to data compiled in the table shows a total of 120 students participated in grammar test before entering the study. Of these 81 students achieved 5 or more points, accounting for 67.5%; 39 students score below average, accounting for 32.5%.
2. Results The second test: ( The test after applying the topic)
Total number of students 120
Number
Percent
5 scores or more
116
96.66 %
5 Scores below 
04
3.33 %
 According to data compiled in the table shows a total of 120 students participated test on grammar after participating in the study . Of these 116 students achieved 5 or more points, accounting for 96.66%; only 4 students score below average, only 3:33% occupancy rate.
 3. Chart 02 compares the results of tests
120
110
81
116
39
4
0
10
20
30
40
50
60
70
80
90
100
Before participating in 
After participating in
 under 5
 From 5 or more
As the chart above shows before joining the main research students on language focus. Number of pupils not achieving very high grade point average. But after 4 weeks of study participants, we can see the progress students have markedly. Since only 81 students scored between average and above (67.5%) increased to 116 students (96.66%). Meanwhile, the number of participating students scoring below 5 dropped significantly, from 39 students (32.5%) to only 4 students (3:33%).
C- CONCLUSION
I. Experience lessons:
Enabling learners of a foreign language to understand the target language and communicate ideas naturally, meaningfully and assertively is one of the main challenges teachers face in their profession. In tackling this challenge, teachers on many occasions are required to implement strategies and resources from other fields such as psychology. One of the tools that can be implemented and adapted in the teaching of foreign languages is a “Mind Map”. Learners can use “Mind Maps” to brainstorm and learn vocabulary. Foreign language teachers can design and use “Mind Maps” in their classes to scaffold listening and reading comprehension, develop the learner’s oral fluency, empower the learner, foster a sense of self-efficacy and consequently maximize the learner’s autonomy
II. Recommendations:
1 To the teacher:	 
The success of each lesson is taught depends heavily on the creativity of the teacher when the teacher's lesson needs to invest a lot of time for this operation and design of teaching activities to fit with topic of the lesson, in accordance with the specific qualifications of students.
In the process of teaching teachers should think how to combine harmoniously the parts, the unit content should not be too particular emphasis on content. Reasonable time allocation for each part of the lesson, should promote pair activities ,pair groups, motivate, encourage them to speak boldly in communication avoid timid, apprehensive. Help students use words and phrases learned in practical communication or reconstruct the lesson content in a natural way according to their own thinking.
2 To the school
-The Language learning skills must be practiced according to its own characteristics in a foreign language environment, so need to have the discipline room to avoid making noise for the next class, as well as not affected by the noise from outside to inside.
Electrical system must be amended to ensure safety and usefulness when it is used.
-Provide additional radios, cassettes, computer, projector ...... (radio less, tapes, discs, the quality is not guaranteed.)
3. To the upper management:
Need to create conditions for teachers have the opportunity to exchange, learn and draw experiences through seminars.
CONFIRMATION OF THE HEADMASTER
Quang Xuong, May, 28th 2018
I swear this is my study, do not copy other people's content.
Writer
TRINH THI LUYEN
THE REFERENCES:
[1]- Sách Tiếng Anh lớp 10 – Bộ GD&ĐT- Nhà xuất bản Giáo Dục Việt Nam.
[2]- Sách Tiếng Anh lớp 12 – Bộ GD&ĐT – Nhà xuất bản Giáo Dục Việt Nam.
[3]- English Grammar in use – Cambridge university press – Raymond Murphy.
[4] - Teacher book, new textbooks by the Ministry of Education – Nhà xuất bản Giáo Dục Việt Nam
[5] -The book "Some issues of innovative teaching methods of English for high schools of the Ministry of Education – Nhà xuất bản Giáo Dục Việt Nam.
[6] - The material about  innovative training methods in English – Nguyễn Phú Thọ – Nhà xuất bản Đại Học Quốc Gia TP Hồ Chí Minh
[7]- Teaching Methodology upgrade English language Training of the Ministry education in 2003
[8] - How to build mind map - Tony Busan – NXB TP Hồ Chí Minh.
[9] – Ngữ pháp tiếng Anh hiện đại – Nguyễn Văn Ân – NXB Đại Học Quốc Gia TP Hồ Chí Minh
[10] – Longman English Grammar Practice For intermidiate students – Longman Publisher – LG. Alexander.
DANH SÁCH CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC ĐÁNH GIÁ, XẾP LOẠI CỦA SỞ GD&ĐT
1-
Năm học
Tên đề tài
Xếp loại
Số quyết định
2015 - 2016
Using handouts in teaching and learning English at high schools
C
972/QĐ-SGD&ĐT
Ngày 24/11/2016
THANH HOA DEPARTMENT OF EDUCATION AND TRAINING 
NGUYEN XUAN NGUYEN HIGH SCHOOL
 *************************
EXPERIENCE INNOVATION
TOPIC:
THE EFFECT OF USING MIND MAPS IN TEACHING ENGLISH GRAMMAR AT HIGH SCHOOL
Writer: TRINH THI LUYEN
 Position: Teacher
 Subject: ENGLISH
 Thanh Hoa, May 2018