Mind Maps activity in teaching writing skill to students in grade 11

Mind Maps activity in teaching writing skill to students in grade 11 EDUCATION AND TRAINING DEPARTMENT OF THANH HOA HA TRUNG HIGH SCHOOL EXPERIENCE INITIATIVE APPLYING MIND MAPS IN WRITING LESSONS FOR[.]

EDUCATION AND TRAINING DEPARTMENT OF THANH HOA

HA TRUNG HIGH SCHOOL

EXPERIENCE INITIATIVE

APPLYING MIND MAPS IN WRITING LESSONS FOR

STUDENTS IN GRADE 11 AT HA TRUNG

HIGH SCHOOL.

Full name: Trinh Thi Lien Position: Teacher

Subject: English

THANH HOA, 2019

SangKienKinhNghiem.net

TABLE OF CONTENTS:

1 1 Introduction

1.1 The reason for choosing the topic

1.2 The purpose of the research

1.3 Study subjects

1.4 Reseach Methodology

2 2 3 3 3

2 2 Contents of the experience initiative

2.1 Rational of the experience initiative

2.2 Situation of the issue before applying the experience

initiative

2.3 Solutions to solve the issue

2.4 Effects of the experience initiative on study results of

students, on teaching methods of my own and my colleagues

2.5 Results after applying the initiative

4 4 4

6 14

14

3 3 Conclusion and requests

3.1 Conclusion

3.2 Requests

15 15 15

1 INTRODUCTION

1.1 Reasons for choosing the topic

Nowadays, English has become an international language because it is widely used in many parts of the world In the tendency of integration of the global economy, English is one of the effective communicative tools for everybody The role of English is considered to be very important in the fields of economics, politics, science, culture and education

Thanks to the innovation of ways in teaching English, English lessons are taught with four skills (reading, speaking, listening and writing) in one unit Moreover, there exists three stages: Pre-While-Post teaching in one lesson This really helps student improve their skills beside the grammar excercises to pass the exams This means that new teaching methods will enhance students’ activeness to practise and improve their language skills to communicate in situations in real life

As it can be seen, writing competence in a foreign language tends to be one of the most difficult skills to acquire This is true for English as well The key to successful writing classes is that they are pragmatic in nature targeting the skills required or desired by students Moreover, most of the students find it difficult to get ideas about the topic given and the way of expressing them in English

Students need to be personally involved in order to make the learning experience of lasting value Encouraging students’ participation in the exercise, while at the same time refining and expanding writing skills, requires a certain pragmatic approach The teacher should be clear on what skills he/she is trying

to develop Next, the teacher needs to decide on which means (or type of exercise) can facilitate learning of the target area Once the target skill areas and means proceed to focus on what topic can be employed to ensure student participation by pragmatically combining these objectives, the teacher can expect both enthusiasm and effective learning

Pre-writing tasks review and build students’ knowledge of relevant vocabulary, relevant grammar points and most importantly, students’ background knowledge, since that is what really generates thoughtful and interesting written work Pre-writing tasks are a crucial element of successful writing instruction

For such above requirements in teaching writing skill, I have decided to

apply “Mind Maps activity in teaching writing skill to students in grade 11”

Having found that application of Mind Maps activity works well in writing lessons, I have made a decision to summarise my experiences to make a small contribution to the teaching of English

SangKienKinhNghiem.net

1.2 The purpose of the research.

* How to apply “Mind Map” activity in writing lesson.

* How does “Mind Map” activity affect the students’ writing performance

* Helping students at Ha Trung high school become better at learning English and using English in real life

1.3 Study subjects.

This study was carried out in two English classes with 75 students in grade 11 at Ha Trung high school The research focused on how Mind Map activity affected the students’writing performances in writing lessons

1.4 Research Methodology

The study is basically a qualitative research with the following methods: + Read and study materials

+ Summarise experiences

+ Exchange experiences with colleagues

2 Contents of the experience initiative

2.1 Rational of the experience initiative

A Mind Map is a visual representing of hierarchical information that includes a central idea surrounded by connected branches of associated topics

Mind mapping is a wonderful tool to present to various levels of language

learners It can be used in many different ways, but especially in the realm

of writing It helps students begin a writing task, takes brainstorming to a new level, and actively involves students in creating a road map for their thoughts So what exactly is a mind map? It is best explained using an example and comparing it to regular brainstorming Mind mapping visually looks like a map

of sorts Instead of a linear model for brainstorming - or just making a list - this allows students to spread out and move around on the page It starts with a topic

in the middle, and then proceeds with keywords that branch off the main topic idea Sub topics can then be branched off into subtopics until the page is covered with keyword ideas related to the main idea Students can use pen and paper to draw their mind maps, and you can give examples on the board You can start out with a simple writing assignment or bigger tasks like an essay, depending on the level and your class needs

Begin with a topic, for example: My wedding day Students start with the main topic in the middle and begin brainstorming It could look something like this:

The students can determine what their main idea is from the beginning or they can also use a mind map to brainstorm a main idea This works well if you give them a vague subject like, write about the happiest day of your life They could brainstorm the top three ideas and then choose what their main topic will be Here we have a clearly set topic, the wedding day Once they have the central idea, they can list out keyword ideas on branches from the main idea They can also add more details to the supporting ideas by branching off the supporting ideas So under “Ceremony” there could be another five bubbles each with a

Wedding

pictures

Guests

and food

Ceremony Romance

Vows

Parents

SangKienKinhNghiem.net

different sub-topic, like vows, parents, music, rings, etc Students can use different colors and shapes to signify main ideas, supporting ideas, and sub-topics This technique allows them to open up the possibilities, and there is no one right way to devise a mind map

Making a mind map should be a spontaneous pre-writing activity Students start with a topic at the centre and then generate a web of ideas from that, developing and relating these ideas as their mind makes associations

Mind Maps work well as their visual design enables students to see the relationship between ideas and encourages them to group certain ideas together

as they proceed Mind maps work especially well when created in groups, since the discussion this engenders aids to the production of ideas and makes the task livelier and more enjoyable

In short, Mind Maps help students brainstorm and explore any idea, concept or problem; facilitate better understanding of relationships and connections between ideas and concepts; make it easy to communicate new ideas and thought processes; allow students to easily recall information; help students take notes and plan tasks; make it easy to organize ideas and concepts

2.2 Situation of the issue before applying the initiative.

2.2.1 On the part of the teachers.

Most teachers know that Mind Mapping is a beneficial learning tool to help students brainstorm any topic and think creatively Mind maps are particularly helpful in the writing process and provide students with a natural way of thinking and building thoughts on a story plot of theme Mind maps also provide teachers with insight into their students’ thought process regarding a specific topic By asking students to create mind maps demonstrating their comprehension of a concept, teachers are able to understand what a student’s prior knowledge was and how well the student understands the assignment or the material being taught This is a very effective way of evaluating students’ understanding

However, teachers often spend little time on this pre- activity for fear that they should not have enough time for the whole period of writing with the allotted time of forty – five minutes

2.2.2 On the part of the students.

Students often find it difficult to produce their own language in four language skills, but the most dificult one is writing skill, which requires not only background knowledge but also a good command of vocabulary, grammatical structures and a good organisation of ideas about topics required These are obstacles which discourage students from being actively engaged in writing lessons, thus the targeted lesson is usually impossible

It can be easily seen in the following table of students’ results before using the mind mapping as a learning tool in writing lesson

Class Number

of

students

2.3 The solutions to the issue

2.3.1 Choosing a topic for writing lesson

Traditionally, students are given a topic to write on by the teacher However, with certain classes, students may prefer to nominate the topic themselves This can lead to greater interest in the task on the part of the student,

as well as, perhaps, greater kknowledge of the topic under study

The mind map strategy can be used to explore almost any topic, though discursive essays and narrative work particularly well as they front students’ideas and lead themselves to discussing ideas in groups

2.3.2 Note making.

Once the topic has been introduced, I encourage my students to close their eyes and think about it for a minute or two, in silence They then have two minutes in which to note down their ideas If they do not know a word in English, they can write it in the mother tongue at this stage, as dictionaries or too much teacher intervention tend to halt and inhibit the creative flow

Then, working in groups, they can compare and discuss their ideas, perhaps adding to their mind maps as they go This stage also provides the opportunity for peer teaching, as other students may be available to provide the English word for the idea that was noted down in their mother tongue

2.3.3 Feed back.

The next stage, in which the teacher makes a collective mind map on the board, is optional, but is useful for students who are new to the idea of mind maps, or for weak classes It is also in this feedback stage that any remaining language problems can be ironed out As the teacher elicits students’ ideas, and reformulates expressions or corrects, students will learn how to express their ideas in English Such personalisation is said to aid vocabulary learning

SangKienKinhNghiem.net

The map is fluid and changeable, and new connections or subgroups can

be made, or branches added, as the students make suggestions The end result should be an organised display of information, showing the central topic, and a number of subtopics and further points that stem from it

2.3.4 Organising mind maps.

In the next stage the students organise their mind maps into a linear format

to decide the best way in which to present their points They should first think about the overall structure, the order in which to relay the information, and then focus on the final text, as this helps to clarify their writing This can be done in groups, or as a class with the teacher leading the discussion

2.3.5 Writing.

Students should then begin to write their composition working in pairs if they wish After that, they should exchange their compositions, so they become readers of each other’s work This allows for feedback, and possible re-writing Once they have finished, they should again exchange their texts This gives their texts a communicative purpose, as well as developing an awareness of the fact that a writer is always producing something to be read by someone else, rather than for the display of writing alone

2.3.6 Continuation

Once students are familiar with the idea of making mind maps, they can

be encouraged to use this skill for further writing acivities It is a useful technique and often improves the clarity and organisation of student texts

2.3.7 Application

Period: 44 UNIT 8: Writing

I Objectives

By the end of the lesson, students will be able to write a description of a popular celebration

II Materials

Textbook, handouts.

III Anticipated problems

Students may not have sufficient vocabulary and ideas to write about the topic,

so the teacher should be ready to assist them to make a mind map of ideas.

IV Procedures:

arrangement

Competition game – Tet holiday activities

- T divides the class into small groups of 3 – 4 Ss Then T

distributes the following handouts for Ss to do in their

own groups Ss have to fill each space with one activity

Which group finishes first and has all the correct answers

will be the winner

- Suggested answers:

Group work

13 ‘ PREPARING STUDENTS TO WRITE - The teacher sets the scene: you are going to write a

description of one of the popular celebrations in Vietnam

- The teacher gets students to choose the topic themselves

leading to their greater interest in the task

- The teacher prepares students for the writing task, the

teacher uses the Mind Map activity to provide students

with a natural way of thinking and building thoughts on a

celebration which each student choose to write about

- Suggested mind maps:

Whole class

& pair work

- Choose the topic to write about and complete the mind maps with the ideas

Tet holiday activities

cook traditional food

decorate the house

go to the pagoda

go shopping

Visit relatives and

friends

eat special Tet food

holiday the

the shopping

special

SangKienKinhNghiem.net

Mid-Autumn Festival

celebrate the largest full moon in the year

15th day of the 8th lunar month

parade in the street with the lanterns

Have parties

with special

cakes

Dances and

folk songs

wear masks

holiday the

the shopping

National Independence Day

Hang national flags

September 2nd, 1945

Decorate the streets

Have a day

off

March on Ba

Dinh square

Fireworks

SangKienKinhNghiem.net