Applying mind maps in revising for the national high - School final examination at Nguyen Hoang high...

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 1 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 PART E LANGUAGE FOCUS OF TEXTBOOK 12 The writer Lâm Thị Toàn Position The team leader Initiative experience in the field of English THANH H[.]

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 - PART

E: LANGUAGE FOCUS OF TEXTBOOK 12.

The writer: Lâm Th Toàn.

Position: The team leader.

Initiative experience:in the field of English

THANH HOA - 2017.

TABLE OF CONTENTS:

5 1 Reasons for choosing the topic 3

6 2 The scope and purpose of the research topic 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

15 5 Results of applying the initiative experience in learning: 18

16 PART III : CONCLUSIONS AND RECOMMENDATIONS 18

19 PART IV: REFERENCE DOCUMENTS : 19

DANH M C: CÁC TÀI SÁNG KI N KINH NGHI M Ã

C H I NG ÁNH GIÁ X P LO I C P S GD& T

VÀ CÁC C P CAO H N X P LO I T C TR LÊN

20

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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

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 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

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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:

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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 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

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:

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Sample 3:

Sample 4:

Sample 5:

Sample 6:

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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,

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

- 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

university.

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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: