The way to teach Post reading in some lessons in English 12 by using mind map

1. INTRODUCTION
1.1 Reasons for choosing the topic.
       	English is an international language, the official language of more than 53 countries and territories, the official language of the EU. International events, global organizations, ... also consider English as a language of communication. In addition, English is used by more than 400 million people worldwide as their mother tongue, more than 1 billion people use English as a second language (according to Wikipedia). People in developed countries speak E fluently, or use commonly. For Vietnam, it is a developing country. Therefore, pupils, students, future generations of the country need to learn English more. Understanding that, the Vietnamese education system has put English as a compulsory subject in the schools. English is also required in graduation exams for all levels. However, the fact is that the quality of teaching and learning English in high schools is still bad. it has failed to meet the requirements of socio-economic development in the integration period. In teaching English, reading comprehension is an indispensable skill. It can be said that reading comprehension requires learners to apply knowledge on different levels of language such as vocabulary, grammar, ... and a deep understanding of the aspects of life and science.  Training reading comprehension skills plays an important part for students in grade 12 because the reading comprehension forms take a high proportion in the gifted student exams, graduation exams, especially university exams, colleges. However, in teaching practice, many teachers are still confused in applying methods to teach reading skills, students have not received knowledge actively, practised and formed skills. Being aware of this, I chose the topic: "The way to teach Post reading in some lessons in English 12 by using mind map" to study in teaching process. I hope that it will help my colleagues, students innovate the teaching and learning methods of reading comprehension skills. 
 1.2. The purpose of the research. 
When I choose this topic to study, I give some purposes: 
Help students practice different kinds of thinking such as dialectical thinking, logical thinking, analytical thinking, synthetic thinking.
Help students to understand the information of the reading text systematically so that they are capable of applying it to their life; form important reading skills such as reading, reading to get detailed information, reading to find the main idea of the text, ...
Promote the positive, proactive and creative nature of learners, make reading lessons become more interesting, more attractive, create an exciting and engaging learning atmosphere, help students feel more confident.
 1.3. The Objectives of the research
       	 Mind map is a new concept but it is quite popular in countries with advanced education. Currently, there are many types of mind map and the scope of using these types of maps is also very wide. Mind maps can be used to teach different fields, subjects, different ages, different levels of study, etc. However, within the scope of this topic, I only focus on studying the using mind maps in the Post - reading section of some units in reading part in English12 that I have been teaching in Mai Anh Tuan Upper- Secondary school.
1.4. The methodology of the research
To create mind maps, there are a number of softwares that can be used such as Edraw-map, Imindmap 5.1, Imindmap 6.0, Imindmap 7, Imindmap 8, and Imindmap 9 etc. However, to make a paper-pen based mind map, it is recommended to use a large sheet of white blank paper and turn it lengthwise, that is, in a landscape orientation. Pens that are used are in multiple colours and varying thicknesses (Murley, 2007). The following procedures are presented to describe how to make a paper-pen based mind map:
- The central theme or main idea should be set in the centre of the paper.
- Lines, arrows, branches and different colours can be used as ways to show the connection between the central theme or main idea. 
- To symbolise different things, choose different colours. And try to remain consistent so that we can better reflect on our mind map at a later stage.
- Some space should be left on our page so that we can continue to add to our diagram in another time.
2. CONTENT
2.1. Theoretical basis
One of the important contents of the Resolution of the 8th Conference is the fundamental and comprehensive innovation of education. Particularly, the innovation of teaching and learning methods is key and meaningful to the development of the country's education. Interest and reading motivation are the first factors that help students improve their reading comprehension skills. The teacher must guide and control teacher and learning activities, use a variety of strategies and methods to help learners develop skills and knowledge and thinking. Mind maps are the optimal choice to meet those requirements.
2.1.1. The concept of Mind-map
 	According to the definition of a Mindmap by  A mind map is a diagram used to visually organize information. A mind map is often created around a single concept, drawn as an image in the center of a blank page, to which associated representations of ideas such as images, words and parts of words are added. Major ideas are connected directly to the central concept, and other ideas branch out from those. In other words, it is a tool for language teaching that helps the teacher introduce or bring together multiple words that are linked to one subject or theme.
 Mind maps can be drawn by hand, either as simple notes or drawing during a lecture, meeting or planning session, or as higher quality pictures when more time is available.
 To make a mind-map, the central theme or main idea is often created in the middle of the page. Then, from the central them, many branches of ideas or information will go outward in all directions to create a growing diagram composed of keywords, phrases, concepts and facts. According to Murley (2007), mind-maps graphically show ideas in a relational context, with the main topic at the center of the map, major subtopics on branches radiating from the main topic, and sub-subtopics around each subtopic that can be created with with a computer software or with other simpler tools such as paper and pens or pencils.
2.1.2.	Characteristics of a mindmap
 According to Teddy Fikorius in his assignment The use of mindmap in the EFL classroom(2013) , a Mindmap has four main characteristics as follows:
- Each mind-map has a central node which serves as a starting location containing the main theme or idea. The central point in the mind-map should be a picture because the brain is drawn to a picture more than a word.
- The ideas of the mind-map “radiate” from the central node as branches with subnodes connected to each other in parent-child relationships.
- The final structure of the mind-map becomes a hierarchy of linked nodes. The radiant structure of a mind-map with explicit branches promotes associations. A lot of the brain's work is based on association and it automatically links different subjects together to create a system.
- Each connector or branch has keywords or colourful images associated with them. Each branch is captured by a single keyword, not a phrase or sentence. Using single words reduces ideas to their core. Important ideas are not obscured by extraneous words. And new associations are not limited by more specific phrases.
2.1.3. Buzan Mind-map.
 There are a number of kinds of mindmap that have been created, of which the most popular and effective one is the one created by Buzan. This kind of mindmap is really effective for teachers to use in teaching English. It is easy to use and deploy the information or related events of a particular topic, which often appear in textbook of English. From a central theme, students can easily use their knowledge and simple skill to paint the branches in the map logically and systematically in meanings.
 An example of Buzan mindmap, downloaded from the Internet
2.1.4. The Advantages of Using Mind Mapping Technique
 There are some advantages of using mind mapping technique as follows:
- Flexible: Thing can be easily explained without confusing in adding the material based on the mind mapping. Mindmapers can use materials, colours, images, ideas flexibly in their own ways .
- Concentrate on the Topic: Students easily focus on the main theme/ ideas as they continually refer back to the Topic given in the central ideas. Keeping focus on the keyword can help us to make it simple and it is not time-consuming.
- Increasing Comprehension: Using mind mapping can make it easy for students to understand the material. Everything is presented simply and logically, which helps the learners to perceive quikly and remember longer.This makes students understand the material more quickly.
 - Enjoyable: Mindmapping activities are often carried in pairs or groups. This is like something “play to learn”. By using pictures and colours, it makes the brain relaxed and excited in thinking something what we want to know about the material.
2.1.5. Effectiveness of mind-mapping on Reading Ability
 	According to Siriphanic & Laohawiriyano (2010) ,mind-maps are helpful in terms of helping communicate information because complex concepts can be easily clarified into simple ones. Moreover, they are also able to provide students with meaningful displays so that learners can develop a holistic understanding of the content to be learnt.
 	A study on the use of mind-mapping technique to improve reading comprehension ability was conducted by Siriphanic & Laohawiriyano in 2010. The results from the study show that, after teaching mind mapping technique, the majority of the students improved their reading ability. The results suggested that:
- Most of the students were satisfied	with	their	own	reading ability;
- They enjoyed working in group and agreed that mind-mapping technique was a useful technique and can be applied to non- English subjects;
- The English reading comprehension post- test mean score of students was higher than the pre-test mean score at the 0.05 level of significance; 
 	 From the research finding stated above, it can be concluded that mind-mapping technique is effective when used to improve reading comprehension ability. In addition, it also revealed that the students felt satisfied with their progress achieved through the use of the mind-mapping technique. Finally, the students also showed excitement when getting involved in teaching and learning process in which the mind-mapping technique was used.
2.2. Real situation before applying Mind map in teaching English at school. 
 	 I have been teaching English at Mai Anh Tuan Upper-Secondary School, I have had many chances to observe many English classes taught by different teachers from the school. After investigating by using the survey questionnaires, the finding shows the current situation of teaching and learning English at high school and the reality of using mind-map to improve reading skill for students. I have recognised that though mind-mapping is not unfamiliar in the teaching and learning process, it is not widely used in schools. According to the findings gotten from the surveys, there are some reasons for this problem as follows:
 First, some teachers seem to be afraid of preparring and using mindmap in their lessons as they may think that it is time-consuming and complicated to create a mindmap on computer with a software. Some may think that it will take time when carrying out activities used with mindmap in classes because their students are not familiar with such a rather new technique. Students probably find it a bit confusing to make even a mind-map even a simple one, when first using mind-mapping technique. This results into a complicated experience because the students may think it is time - consuming. However, this must appear to be so only in the beginning stage.
 Another reason is that mind-mapping technique requires many images, symbols, and colours. This could make it difficult to get some students to use mind-mapping technique. As the students need to use coloured pencils or crayons, they might feel uncomfortable because they think what they are doing is like what kids do at nursery or primary school. Therefore, the use of mind map in teaching at Mai Anh Tuan high school is not applied.
2.3. Suggesting the using Mind map in teaching Post- reading in English 12. 
	Below are some applied mind-maps which have been used in teaching part Post-reading in English 12: Unit 1, 2, 4, 6, 8,10,11,12, 16. 
2.3.1.Unit 1: Home life
 	The content of the reading text is about the role of the members and the sharing of work in a family. To help students systematize the knowledge that they have learned at Pre-reading and While - reading sections, I chose to use Buzan maps. In the classes of medium- level students and the knowledge of students is limited, I only ask them to re-express the daily work of family members according to the following diagram:
Students are divided into groups and given the poster of the uncompleted maps. Teacher asks students to discuss and fill the information needed in the branches of the map. Then, the representatives of each group are asked to present their mind-map. The suggested mind-map will be like this:
 	For classes of better students, students are asked to make a map showing the role of the members in their own family. By doing this, students can apply the vocabulary and grammartical structure (simple tense) to talk about their real daily life.
For the classes that have better students, I ask them to draw a map of their family members' tasks, then ask them to present. Thus, they can relate to reality, apply the words related to the reading text. 
2.3.2. Unit 2. Cultural Diversity
 	The reading text of Unit 2 mentions a survey about the attitude of Americans and Asians toward love and marriage. There are four main values refered in the text.To summarise the content of the text, teacher can prepare a mindmap like below and ask students to work in pairs or groups to complete it (each group get a poster and color pencils to do the task)
After students discuss and complete the map, each group hangs on the poster on the board and give comments on other’s. The completed map may be like this:
2.3.3. Unit 4: School education system
 	In the reading text of Unit 4: School education system, students learn about the school system in England with a lot of specific information given. The school system in England has some differences from that of Vietnam. And Buzan mind-map is used to help students revise and consolidate the knowledge given in the lesson better.
Suggested map: 
2.3.4. Unit 6: Future Jobs
The reading text of the Unit is related to Job interview, the first step to get a job. This theme is really helpful as students can apply the advices given in the text into their real life whenever they sit for a job interview. There are three main ideas presented in the lesson, which can be used as three main branches: Before the Interview, During the Interview and After the Interview. 
	Suggested map:
2.3.5. Unit 8: Life in the future 
 	 Mind-map can be used in this lesson with a view to helping students list information of changes in life in the future. The reading text focuses on 4 main ideas: different ideas, living condition, working condition and travelling.Therfore, there will be four branches in the mind-map, each relating to one of the main ideas.
After discussing, students will present their ideas and add information to give a completed map. 
2.3.6. Unit 10. Endangered species.
 In this lesson, students are given a reading text about species extinction, which is an urgent issue in the whole society today.Therefore, students need to have deep understanding and memory of the causes, effects and solutions of the problem. A mind-map would be very useful to do this. 
Suggestion
2.3.7.Unit11: Books
The reading text in Unit 11 concerns about Books, a topic which is often discussed about in daily life. Book is an endless storage of human knowledge. This reading text talks about books in 3 main ideas, which are presented in 3 respective branches in the mind-map like below:
This map requires students both to present the information given in the textbook and express their knowledge of books. Therefore, maps created by each group may be different. However, teacher should give instruction and suggestion to help students make a specific map like this:
2.3.8. Unit 12. Water Sports
 	 This reading lesson focuses on a specific type of water sport, water polo, which is not popular in Vietnam. Therefore, this seems to make it difficult for students to understand and remember the content of the text. A lot of specific information is given in the text, including: equipments, number of players in each team, competition uniform, rules of games, etc. We created a suggested map like following and asked students to work in groups to do the task. After completing the map, representatives of each group were required to show and present their ideas.
Teacher may use the suggested map as the final feedback.
Suggested map:
2.3.9. Unit 16. The ASEAN 
 	 The reading text in Unit 16 is about the Association of SouthEast Asian Nations. This is a realistic knowledege of society, culture and economy that is useful for students. However, the information given in the text is not easy for students to remember as it is rather complicated. It contains 6 main ideas which will be presented in 6 branches in the map. Using a mindmap in part Post-reading of the lesson is a really effective for student to remember the text’s content. Teacher may prepare a map like below and tell students to work in groups to complete the map given. Teacher may show the instructing map on board (chalk drawing) or on screen of projector.
Suggestion:
 	The nine suggested mindmaps presented above are the ones I have used in teaching nine lessons Reading (part Post-reading) in English 12. These have helped me a lot in creating active, exciting and effective lessons. These, of course, will continue to be adjusted and modified to meet higher requirement in teaching English in general as well as in teaching reading in particular. 
2.4. The effectiveness of teahcing experience for educational activities, colleagues and schools 
Teaching with mind maps help students consolidate right in the classroom with deep and accurate memory. Using mind maps may be stimulating for students. This approach is particularly useful in strengthening knowledge and developing their logical thinking. Mind-map is not only effective but also convenient. Materials for mind maps are easy to make and simple to use. A mind map can be drawn on cardboard, side table, using pencil, color, chalk, eraser ... or it could be designed on a powerpoint or by specialized computer software .
 From these advantages, mind maps are widely used in teaching and learning. When studying the subject, the writer has presented the Teaching Experience in classes under the observation of the colleagues in my school. The colleagues in my group of English have possitive comments and give some adjustment and then using the technique in other classes. After nearly a year of application, we have obtained very encouraging results: 
 The lessons of reading comprehension in grades 12 are no longer boring and 
tedious. Most students are very interested in cooperation in drawing maps activity in the Post - reading.
 When doing checking-up of the reading lessons that use mind maps,we found that students memorize the content rather sufficiently and specifically. 
 Students can do comprehension exercises relatively well in the regular tests
and daily checking .
 We did a small survey in the three Grade 12 classes of different English proficiency