(SKKN HAY NHẤT) using mind mapping technique in teaching post reading help sts in class 12 at chu van an high school be motivated and improve their reading comprehension

PRE-Author: Pham Thi Lien Occupation: Teacher Field Subject: English THANH HOA DEPARTMENT OF EDUCATION AND TRAINING CHU VAN AN HIGH SCHOOL THE INITIATIVE EXPERIENCE THE THESIS: USING MI

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

NHU XUAN II HIGH SCHOOL

THE INITIATIVE EXPERIENCE

THE THESIS:

SOME METHODS FOR TEACHING VOCABULARY IN READING HELPING CLASS 11C2 AT NHU XUAN II HIGH SCHOOL BE MOTIVATED IN THE READING LESSONS.

PRE-Author: Pham Thi Lien Occupation: Teacher Field ( Subject): English

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

CHU VAN AN HIGH SCHOOL

THE INITIATIVE EXPERIENCE

THE THESIS:

USING MINDMAPPING TECHNIQUE IN TEACHING POST - READING HELPS STUDENTS IN CLASS 12A9 AND 12A11 AT CHU VAN AN HIGH SCHOOL BE MOTIVATED AND IMPROVE THEIR READING

TABLE OF CONTENTS Page

2.3.The method: Using mind mapping technique in teaching reading effectively helps students be motivated and develop their reading comprehension

post-5

2.3.1 Steps to make mind mapping implementation in the classroom

2.3.2 Some examples about using mind mapping in post – reading

2.4 Results after applying the research with the teaching activities,

3.CONCLUSION, SUGGESTIONS. 16

1 INTRODUCTION 1.1 Reasons for choosing the thesis.

As you know, English is an international language which is used by a lot

of countries all over the world.It also becomes main language in communicatingamong different people in different countries in the world

In Vietnam, English is one of core subjectsfor all children in schooleducation system from primary level Students continue to learn English atsecondary education and they learn it with four skills: reading, speaking,listening and writing along with language focus to prepare the best knowledgefor their most important examination of graduating or use the knowledge forhigher education

From my teaching at Chu Van An high school, I see both mystudents’

interests and difficulties in learning English, especially in reading skill

Meanwhile, reading skill has been becoming a very important part in theexamination for many years Reading skill also plays a key role of enrichingEnglish vocabulary for learners so that they can master the language easier

When teaching my students, I see that apart from organizing good activities forpre - and while - reading in order to help students be motivated and do the taskswell, teachers also need to stimulate students toimprove their readingcomprehension and presentation capabilities in post – readingby giving orsuggesting suitable and interesting tasks One of those that I have alreadyapplied during my teaching in many reading lessons for my students at Chu Van

An high school with good results in using mind mapping technique

With my own thought and my own experience in teaching English at Chu Van

An high school for many years, I strongly try to give my own bright experience:

“ Using mind mapping technique in teaching post – reading helps students in class 12A9 and 12A11 be motivated and improve their reading comprehension”

With the thesis I hope that I will contribute my little experience to help

my students like and improve their reading skill in the next courses

1.2 Objectives.

When teaching reading skill to the students in class 12A9 and 12A11 atChu Van An high school, I found out that apart from performing well in pre –and while - reading stage, the activity in post – reading is also very important inteaching reading skill and it also effects students' reading result, so I decided tocarry out this thesis Firstly, I want to find out some other methods in teachingpost - reading effectively From changing this stage helps students improve theirreading performance result in reading skill Secondly, I want to create my ownexperiences which are useful and necessary for my teaching The experienceswill be used in the next courses and bring out the good results in my job

Furthermore, I also want to contribute my own experiences in teaching English

at Chu Van An high school Hopefully, the results of this study would be sharedwith any colleagues who had the same problem or anyone who is interested in

this study Last but not least, based on the results of this action research, somechanges and new methods could be applied in some lessons I hope that mystudents will love reading comprehension more than ever before and workeffectively in the reading lessons.

1.3 Participants.

The subjects chosen for the research include 41 students in class 12A9and 41 students in class 12A11 at Chu Van An High School The research wascarried out during the reading lessons of the first term of the academic year 2019– 2020 at Chu Van An High School

1.4 Methods of the study.

The study bases on teacher's main activities: through teaching time in theclass and using the methods of analysis and comparison to see the effects ofapplying the use of mind mapping technique in teaching post – reading

2 CONTENTS 2.1.Theoretical basis.

Mind maps are an invention of Tony Buzan who is also known as theMaster of Memory

It is a simple system of learning which aids understanding of the subjectmatter through concepts and connections

Mind mapping is a technique that can increase one’s ability in note taking

It not only includes the key words of information or ideas but also implementsthe use of colors and drawing, thus mind mapping project become fun andenjoyable

A mind map is a diagram, a graphic organizer that helps students visualizewhat they are reading and detect connections between individual pieces ofinformation.Mind mapping provides a clear overview of a topic It enablesstudents to see the bigger picture and enhances memory because mind mapsencourage the use of single keywords instead of whole sentences, students areable to review core concepts and ideas at a glance

The use of mind maps in class is useful when working on all sorts ofskills In teaching English in general and reading comprehension in particular,especially in post – reading, mind mapping can make students recall the newwords and background knowledge that they have just learned in pre- and while -reading By using mind maps, students will be stimulated to draw their summary

of the reading text by their own way with colors, images which helps themremember the new words and the main ideas of the text easily

Moreover,teachers can use this technique to help students develop theirpresentation capabilities for the next period: speaking lesson

2.2 Reality before implementing the thesis.

I began teaching class 12A9 and 12a11 with 82 students when they were

at grade 10 At that time I taught reading skill based on the design of thetextbook with three stages: pre-, while- and post - stage and sometimes fourstages consisting warm-up I didn't change anything in the textbook In post -reading stage, I followed the task in the textbook too and I saw clearly that mystudents were not really interested in doing it They thought that completing thetasks in while – reading was enough in reading comprehension In addition,when I asked them to tell the main theme of the reading and main ideasmentioned in the text, many of them could not answer or have the correctanswer

From the fact as mentioned above, I think I need to redesign the exercise

in post - reading with a more interesting activity to promote students'readingcomprehension This activity should be moderate, not too difficult or tooeasyto do in the limited time (often from 10 to 15 minutes) so that they will beexcited and eager to do it And it’s more important that through this activity,

students can have a brief look about what they have learned and known aboutthe reading.

2.3 The method:Using mind mapping technique in teaching post-reading effectively helps students be motivated and develop their reading comprehension.

2.3.1 Steps to make mind mapping implementation in the classroom easy and effective.

Before applying the use of mind mapping in teaching post - reading toencourage students to use a mind map to create an overview of the reading text,teachers should use the follow steps to make mind mapping implementation inthe classroom easy and effective:

- Teach students how to make a mind map.

+ Start with a blank sheet of paper

+ Write down the main topic or the keyword at the centre of the page

This can also be a diagram or image of the central topic that you are studying

+ From the central figure or keyword, draw branches radiating in differentdirections to signify subheadings

+ Add sub – branches radiating from these branches to show subheadings

of each branch

+Use curved lines rather than straight lines to encourage creative thinking

+Every time you add another word or image, draw a branch from the keywords to connect it

+ Label the branches and sub-branches clearly and make sure that theimages represent the subject matter clearly

+ Branches may interconnect, depending on the strength of associationsbetween them Use arrows to connect linking ideas

+ Make your map as colorful and beautiful as possible because colorhelps with clarify and recognize chunks of information easily

- Give students the freedom to create their own mind maps.

By making a mind map with their own way, students can easily rememberthe information they draw

- Help students make their mind maps if they can not do by themselves.

With good students, they can create a mind map about what they havealready read easily basing on the tasks done in while – reading With students atlow and medium level who can not create a mind map by themselves, teachersshould prepare a list of questions that help them dig into the details by mappingout different arms of the map

- Have students share their mind maps with their friends and teachers

If students share their mind maps with their friends and teachers, they canprovide feedback for improvements

- Give general feedback on students’ work and provide a mind map example prepared about the reading text in the lesson if necessary.

Giving feedback to help students know how well they performed and try

to improve their work basing on the teacher’s sample

- Encourage students to create such a mind map for each book, article or reading text they read, and collect all maps in a designed folder they can refer back to.

Through practicing mind mapping frequently, students habitually provide

an overview for any article or text they meet so that they can collect new wordsand information about the topic From this habit, their vocabulary andknowledge will be improved quickly

- Encourage students to use their mind maps to give a brief presentation about the reading text they learned.

Using a mind map to present the main content of a reading text is a goodway to help students retell the new words and main ideas about what theyremember from their lesson Teachers should encourage students to do this iftime is allowed or for checking old lesson in the next period

2.3.2.Some examples about using mind mapping in post – reading grade 12.

+ Unit 1: Homelife

Suggested questions for helping students make their mind maps to summarize the main ideas of the reading text:

- What is the passage mainly about?

- How many people are there in the writer’s family? Who are they?

- How is the relationship among the members?

About the father:

- What does the father do?

- How is his work?

- Does he spend time with his children?

- What does he do to give a hand with the housework?

About the mother:

- What does the mother do?

- How is her work?

- How is she like?

- Does she take the main responsibility for running the household?

About the two younger brothers:

- How are they like?

- What do they love doing?

About the writer:

- Is the writer the son or the daughter in the family?

- What does she do?

- What does she do to help with the household chores?

The writer The 2 younger brothers

A caring woman

Run the household

Quite active and mischievous

Love mending things around the houseThe eldest child

The only daughter

A biologist

Busy at work

Spend much time with children

- Willing to clean the house

- Enjoy cooking

Suggested mind map:

Share the housework by:

- washing the dishes

- taking out the garbage

- looking after the boys

In final year at the

secondary school

+ Unit 3: Ways of socialising

Suggested questions for teaching post -reading by using mind mapping technique:

- What is the passage mainly about?

- How many forms of communication mentioned in the text? What arethey?

- How many places mentioned in the reading are given the common ways

to attract someone’s attention?

- How to get your friend’s attention at a noisy party?

- How to get your brother’s attention at the airport?

- What should and shouldn’t we do to get the waiter’s attention in arestaurant?

- How to get your teacher’s attention in the schoolyard?

- Is pointing considered a good way to get someone’s attention ? Why orwhy not? When is pointing acceptable?

Suggested mind map:

+ Unit 6: Future jobs

Suggested questions that teachers can use to teach post – reading with mind mapping technique:

- What is the passage mainly about?

- What should you do before the interview?

- What should you do during the interview?

- What should you do after the interview if you are not offered the job?

Suggested mind map:

+ Unit 4: School education system

Suggested questions that teachers can use to teach post – reading with mind mapping technique:

- What is the passage mainly about?

- How many levels of education are there in England? What are they?

- Is schooling compulsory for English children from the age of 3 to 5?

-Is schooling compulsory for English children from the age of 5 to 16?

- How many school systems are there in England? What are they?

- Do students have to pay fee when attending state schools?

- Do students have to pay fee when attending public schools?

- How many terms are there in the academic year in England? What arethey?

- Who sets the National Curriculum?

- Which school system must follow this curriculum?

- What are core subjects which are compulsory in the nationalexaminations?

Suggested mind map:

3 levels of education

Pre-school Primary

education

Secondary education

Optional Compulsory

2 school systems

State school system

Independent or public school system

The academic year

to July

3 terms Autumn term

Spring termSummer term

The National Curriculum

Set by thegovernment

Compulsory

in all stateschools

3 coresubjects:

English, Maths,Science

School education system

in England

+ Unit 10: Endangered species

Suggested questions that teachers can use to teach post – reading with mind mapping technique:

- What is the reading text mainly about?

- What are endangered species?

-How many plant and animal species are threatened with extinction?

- What are the main causes of species extinction?

- What is the consequence of plant and animal extinction?

- What are conservation efforts to save endangered species?