Skkn cấp tỉnh using mind maps to help 12th grade students develop english writing and communication skills, contributing to improve national high school exam preparation (global success)

Implementation Solutions...6  Solution 1: Enhancing Students’ Writing Skills through the Use of Blank Mind Maps ...6  Solution 2: Using Mind Maps to Systematize Key Grammar Knowledge,

TABLE OF CONTENTS

A INTRODUCTION

1 Reason for choosing the topic 2

2 Objective of the study 2

3 Research Subjects and Scope 3

4 Research Methodology 3

B CONTENT 1 Theoretical Basis 3

2 Situation of the problems 4

3 Implementation Solutions 6

 Solution 1: Enhancing Students’ Writing Skills through the Use of Blank Mind Maps 6

 Solution 2: Using Mind Maps to Systematize Key Grammar Knowledge, Improving National Exam Preparation 8

 Solution 3: Organizing Debates on Current Issues Using Mind Maps to Promote Writing and Communication Skills 10

 Solution 4: Applying Role-Play Models Supported by Mind Maps to Enhance Writing and Communication Skills 12

 Solution 5: Organizing Learning Plan Activities for Writing and Communication Skills to Better Prepare for the National Exam 13

4 Effectiveness of the Initiative 14

5 Applicability and Potential for Expansion 15

C CONCLUSION 1 Conclusion 16

2 Proposals and Recommendations 16

REFERENCES 17

APPENDICES 18

Appendix 1 .18

Appendix 2a 19

Appendix 2b 19

Appendix 3a 20

Appendix 3b 20

Appendix 4 .20

Appendix 5 21

Appendix 6a 22

Appendix 6a 22

A INTRODUCTION

1 Reason for choosing the topic

English has long been known as the most widely spoken language in theworld Proficiency in English enables students to communicate and connect withpeople globally, thereby broadening their academic and career opportunities in thefuture Through English, students can access the world's rich and diverse culturesvia films, music, books, and television programs This exposure expands students’worldviews and understanding

Therefore, English plays a crucial role in students' futures and holisticdevelopment Currently, many 12th-grade students struggle to develop theirEnglish writing and communication skills Specifically, many students lack a richvocabulary, making it difficult to express ideas clearly and coherently As a result,their writing often suffers from repetition, inaccuracy, and limited expression.Furthermore, uncertain grammar knowledge leads to errors in verb tense andsentence structure, greatly affecting the quality of their writing

Additionally, students often lack the opportunity or time to practice writing

in English, resulting in poor skills and low confidence The lack of vocabulary andwriting proficiency also restricts their ability to communicate effectively Manystudents are shy or hesitant to speak in English due to fear of making mistakes orbeing ridiculed

This situation highlights the need for English teachers at the high schoollevel to develop creative teaching strategies that foster student initiative andengagement One effective and practical tool that can be integrated into classroominstruction is the mind map

Mind maps are useful tools that help students develop their English writingand speaking skills They aid students in organizing ideas for writing and speakinglogically and clearly Students can use mind maps to note main points, arguments,and expressions, allowing for more confident and coherent communication Whenstudents are confident and skilled in writing and communication, theirperformance in the National High School Graduation Exam (a major milestoneafter 22 years of study) is also likely to improve Understanding the benefits ofmind map usage and the importance of English for high school students, I have

“Using Mind Maps to Help 12th Grade Students develop English Writing and Communication Skills, contributing to improve National High School Exam Preparation.”

Through this initiative, I aim to introduce innovative teaching methods that inspire excitement and help 12th-grade students learn English more

effectively

2 Objective of the study

This study aims to identify effective English teaching strategies byintegrating mind maps into classroom instruction The goal is to help 12th-gradestudents develop writing and communication skills in English, thereby improvingtheir preparation for the National High School Graduation Exam

3 Research Subjects and Scope

 Research Subjects: Teaching methods using mind maps that effectively

help 12th-grade students improve their English writing and communication skills,contributing to better exam preparation

 Research Scope: A group of 30 students from class 12A at Nong Cong I

High School

4 Research Methodology

To carry out this educational initiative, I combined various research methods, including:

 Theoretical research method

 Practical survey method

1.1 The Concept and Role of Mindmaps

A mind map is a method of note-taking and organizing information in a like diagram In a mind map, ideas and concepts are represented as branchesradiating from a central idea Mind maps utilize keywords, images, colors, andlinking lines to create a visual structure that helps users easily follow, memorize,and develop their ideas

tree-In the field of education, mind maps offer numerous benefits for developingstudents’ thinking and skills Notably, this tool effectively supports thedevelopment of students' English writing and communication skills Specifically,mind maps enhance students’ memory through visual and vivid organization ofinformation They help logically arrange ideas and allow for expansion and furtherdevelopment of concepts The flexible approach of mind maps encouragescreativity and helps students discover new connections between ideas.Importantly, this tool lays the foundation for enriching students’ Englishvocabulary and structuring their writing, ultimately building their confidence andeffectiveness in using English for communication both in and outside theclassroom

Mind maps can now be applied across various subjects In particular, forwriting and speaking lessons in English, this tool can be applied in the followingstudent-centered activities:

 Enhancing students’ writing skills

 Organizing essential grammar knowledge

 Developing communication and idea presentation skills in English

 Stimulating creativity in writing and speaking

 Helping students present coherent ideas and enrich their vocabulary

1.2 Knowledge Requirements and Learning Outcomes for Writing and Speaking Skills in Grade 12 English

In English classes, teachers are responsible for equipping students with

foundational knowledge to help them meet the required writing outcomes for their age level Specifically:

Knowledge Requirements:

 Students must master the use of basic tenses (past, present, future).Additionally, they should understand and correctly apply complex sentencestructures such as conditional sentences, passive voice, and reported speech

 Students should possess a broad vocabulary across a range of topics such asGlobal Issues, Technology and Innovation, Culture and Society, Science andNature, etc They must use context-appropriate language and understand how totransform words for use in different tenses

 Students should be able to write paragraphs with clear topic sentences,supporting ideas, and conclusions They must be able to apply developmentmethods such as comparison, contrast, listing, examples, cause and effect Theyshould also know how to write essays with clear structure, coherence, andcontextual accuracy

Writing Skill Outcomes:

To meet writing skill standards, students should be able to:

 Write clearly and coherently: produce convincing and logically structured paragraphs and essays

 Analyze and synthesize information: collect and integrate data from

different sources to write paragraphs and reports

 Demonstrate critical thinking and creativity: express opposing viewpoints and develop creative ideas in writing

 Write professionally: produce professional texts such as letters, emails, and reports using accurate language and appropriate tone

Speaking Skill Outcomes:

Teachers must also ensure students meet the speaking skill standards as follows:

 Communicate clearly and effectively: speak fluently and coherently indaily and academic contexts, with accurate pronunciation and context-appropriatelanguage

 Deliver presentations confidently and persuasively

 Participate in discussions and negotiations: join group discussions withconfidence, demonstrate critical thinking, express and listen to opinionsrespectfully

2 Practical situation of the problems

Current Situation

Through my teaching experience in English classes for grade 12A students atNong Cong I high school, I observed that most students were not truly engaged inlessons They encountered difficulties using vocabulary and grammar structures todevelop coherent paragraphs in English Moreover, a majority of them lackedconfidence when communicating in English

Besides the students’ situation, I noticed that most English teachers were stillapplying traditional teaching methods While some had tried innovativeapproaches to engage students more, none had incorporated mind mapping toolsinto the instruction of writing and speaking skills

During the implementation of this scientific initiative, I faced the followingadvantages and challenges:

Advantages:

 From the school: The school provided favorable physical conditions for

teaching and learning The administration actively listened to teacher feedbackand adjusted management practices accordingly

 From the students: Most students in the class were well-behaved,

completed assigned tasks, and understood the importance of English for theirgraduation

 From fellow teachers: The teachers at school promoted solidarity, regularly

exchanged knowledge and teaching experiences to grow together

 From parents: Parents were aware of the essential role English plays in

their children’s development and future opportunities They collaborated withteachers and created a supportive learning environment for their children

Challenges:

 From the school: The school did not organize regular professional training

workshops for teachers, nor had it implemented incentive programs to encourageteacher innovation

 From the students: Most students were still shy and lacked confidence in

speaking English They also had limited vocabulary and struggled with grammarwhen constructing sentences

To accurately reflect the current state of teaching and learning Englishwriting and communication skills among 12A students at Nong Cong I highschool I conducted a survey before implementing this initiative The results arepresented in the table below:

Survey on Writing and Speaking Skills of Grade 12A Students at [Nong Cong I High School Name]

(See Appendix 1)

Before Implementing the Initiative

Use of appropriate vocabulary,

Clear and coherent idea presentation

Fluent expression of personal

Flexible use of vocabulary and

From the survey results, it is evident that the majority of students in theclass had not yet developed proficient English writing and communication skills.Specifically:

Only about 16.7% of students were able to use appropriate vocabulary,tenses, and sentence structures in their writing The percentage of students able toexpand and develop ideas persuasively stood at only 20% Approximately 30% ofstudents responded and received communication promptly Around 23.3%demonstrated confidence when communicating Only 16.7% expressed theirreasoning and personal viewpoints fluently Lastly, about 30% used vocabularyand sentence structures flexibly in communication

Content and Implementation:

A Blank Mindmap is a visual tool that helps organize and arrange informationcreatively and systematically It starts with a central idea or topic, from whichbranches and sub-branches are developed to describe aspects, ideas, or relatedinformation Using Blank Mindmaps in English lessons brings significant benefits

to students’ writing skill development and thinking ability Specifically, thismethod helps students present and organize their ideas clearly and logically Thefreedom to express ideas in the map also encourages creativity and innovativethinking among students

Steps of Implementation:

 Step 1: First, I divide the class into small groups, each receiving a Blank

Mindmap

 Step 2: Then, I randomly assign a topic to each group based on the unit

learned and ask them to use the Blank Mindmap to create a complete speaking task

 Step 3: Students discuss in groups to write down main ideas in the

mindmap They then present their ideas to the class and receive feedback from the teacher and their peers

Application Example:

In a lesson from Unit 3: Green Living, page 37 in the Global Success 12

textbook, I had students do a short speaking activity using a Blank Mindmap

First, I divided the class into 6 groups of 5 students each Then I assigned topics

as follows:

 Groups 1 & 2: How to reduce paper

 Groups 3 & 4: How to reuse paper

 Groups 5 & 6: How to recycle paper

Each group had 15 minutes to fill in the main ideas on their Blank Mindmapand prepare a short presentation When time was up, group representativespresented their topics As this was a quick exercise to reinforce vocabularyknowledge, I created a relaxed environment to help students feel confidentpresenting After each presentation, the other groups gave comments on ideadevelopment and presentation skills, with me observing and guiding the entireprocess

Example of Group 1’s Blank Mindmap – “How to reduce paper”:

 Main Topic: How to reduce paper

Branch 1: Digital Solutions

 Sub-branch: Digital Note-taking

Branch 2: Paper Reduction Practices

 Sub-branch: Double-Sided Printing

( See Appendix 2a)

From these main and sub-branches, students were able to expand furtherideas This helped them effectively develop vocabulary and organize their contentlogically and coherently

After applying this method, I gained valuable experience in organizing andconducting writing lessons using mindmaps Students became more proactive,creative, and confident in presenting their writing ideas using a logical and easy-to-understand diagram

( See Appendix 2b)

Innovative Feature:

Unlike traditional mindmaps, the use of Blank Mindmaps encourages

creative thinking and logical content development Blank Mindmaps allow students to freely create and structure their ideas without being limited by a fixed layout Through this activity, students can easily add or expand ideas to develop a more detailed English writing task

Solution 2: Using Mindmaps to Systematize Key Grammar Knowledge and Improve National Exam Preparation

Objective:

Mindmaps were also applied with the aim of helping students systematizeimportant grammar knowledge and improve their preparation for the national highschool graduation exam Specifically, mindmaps help students logically andclearly organize grammar knowledge Additionally, students are encouraged tocreate and complete their own mindmaps, which builds foundationalunderstanding and promotes effective review for the exam

Content and Implementation:

Normally, after completing units with important grammar content such as P

resent Simple/Present Continuous, Reported Speech, Present Perfect, etc., I ask

students to summarize this knowledge through mindmaps

First, I divide the class into groups of 5–6 students The students thendiscuss and develop the main and sub-branches of the mindmap They have twodays to complete the task, and in the next class, each group presents their summarybased on the information written on their mindmap

Example:

During the lesson on Grammar Unit 4: Urbanisation, page 50 of the Global

Success 12 textbook, I asked students to use a mindmap to review previously

learned grammar points

I divided the class into 5 groups, each with 6 students Once the groups weresettled, they discussed and developed the main and sub-branches of theirmindmap using the "placemat technique."

In this activity, each student worked individually for 5 minutes, thencontributed their ideas to build a group mindmap Afterward, the group discussedand filtered out the most relevant ideas to construct the final logical mindmap

Next, students started designing their mindmaps based on the agreedcontent I encouraged them to be as creative as possible by using illustrations,colors, stickers, etc., to make the mindmaps more engaging and visual.

( See Appendix 3a)

In the following lesson, each group took turns presenting the key content

related to the Present Perfect Tense in front of the class During the presentations,

I required students to closely follow and interact with the content of theirmindmaps

( See Appendix 3b)

Meanwhile, the remaining groups provided feedback and voted for the best

presentation based on the criteria listed in Appendix 3.

( See Appendix 4)

At the end of the activity, the group with the highest score was declaredthe winner and received a small prize I had prepared I then proceeded toconsolidate the grammar knowledge for the entire class and guided students onhow to use their mindmaps in writing tasks, as well as in daily Englishcommunication

After implementing this method, I noticed that most students showed amore positive and enthusiastic attitude toward the lesson They also improvedtheir communication skills and collaborated effectively with classmates tocomplete the assigned mindmap Through this, they developed both their Englishknowledge, skills, and vocabulary for use in writing and everyday conversation

Innovative Aspect:

The innovation of this method lies in the smart integration of the mindmaptool into the group activity structure within the classroom By applying mindmaps,students were encouraged to explore previously learned knowledge, discuss andreview English vocabulary and grammar efficiently As a result, they gained astronger grasp of the material, supporting their preparation for the national highschool graduation exam in English

Solution 3: Organizing Debates on Current Issues Using Mindmaps to

Enhance Writing and Communication Skills

Objective:

The purpose of organizing English-language debates on current issues usingmindmaps is to create an environment where students can develop both writingand communication skills In debating such topics, students are required to use amindmap to propose main ideas and key arguments From there, they developcoherent argumentative paragraphs, which serve as the foundation for expressingand defending their opinions on specific topics in front of the class

Content and Implementation:

To implement this method, I divided the class into small groups and thenpaired the groups together Each group received a debate topic, with one sidesupporting the “Yes” stance and the other supporting the “No” stance

Each pair of groups had 20 minutes to brainstorm and select main points

to include in their mindmaps Then, representatives from each group took turns topresent and defend their viewpoints during the debate

finishing Unit 2: A Multicultural World from the Global Success 12

textbook—a After unit with complex content—I organized a class-wide debateactivity.First, I divided the class into 6 groups and randomly paired them Thedebate topics I assigned were as follows:

 Group 1 + 3: Globalization promotes cultural diversity.

 Group 2 + 4: Immigration strengthens the economy of the host country.

 Group 5 + 6: Cultural exchange programs should be mandatory in high

 Branch 1: Cultural Exchange

o Sub-branch 1.1: Increased Interactions

o Sub-branch 1.2: Cultural Festivals

o Sub-branch 1.3: Educational Exchanges

 Branch 2: Access to Diverse Cultures

o Sub-branch 2.1: Media and Technology

o Sub-branch 2.2: Travel and Tourism

o Sub-branch 2.3: Global Cuisine

( See Appendix 5)

After completing their mind maps, the groups proceed to debate

The maximum time for the debate is 5 minutes During this time, allgroup members must take turns participating in the debate to ensure fairness andcontribution

When the time is up, I provide feedback on each group’s performance,pointing out areas for improvement as well as strengths to be maintained