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

SKKN The effect of using mind maps in teaching english grammar at high school 1 INDEX PAGE A INTRODUCTION 2 I Reason 2 II Practical basis 2 III Purpose of the study 3 IV Scope 3 V Methodology 3 1 Observation 2 Exchange and discussion 3 Experimental methods 4 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 1 Flexible 2 Concentrade on the topic 3 Increasing compre[.]

INDEX PAGE

A.INTRODUCTION ……… ……… 2

I Reason:……… 2

II Practical basis 2

III Purpose of the study .3

IV Scope ………… 3

V.Methodology 3

1 Observation 2 Exchange and discussion 3 Experimental methods 4 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

1 Flexible 2 Concentrade on the topic 3 Increasing comprehension 4 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

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;

1) 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

2) 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

3) 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

4) 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………

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………

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?

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)

1 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

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

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