Skkn cấp tỉnh the application of mind maps in teaching and learning in english for the 8th form students at pham van hinh secondary school

INITIATIVE EXPERIENCE THE APPLICATION OF MIND MAPS IN TEACHING AND LEARNING ENGLISH FOR THE 8th FORM STUDENTS AT PHAM VAN HINH SECONDARY SCHOOL.. Situation of teaching and learning Engl

INITIATIVE EXPERIENCE

THE APPLICATION OF MIND MAPS IN TEACHING AND LEARNING ENGLISH FOR THE 8th FORM STUDENTS AT PHAM VAN HINH SECONDARY

SCHOOL.

Implemented by Le Thi Xuan Title: Teacher

Employer: Pham Van Hinh Secondary School

Experience in the field of ink (subject): English

VINH LOC, 2025

CATEGORY PAGE

1 INTRODUCTION

1.1 The reasons for this topic

1.2 The meaning and effect of the new solution

1.3 The scope of the research study

1.4 Research methods

1.5 The new points of the initiative

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2 THE CONTENTS OF EXPERIENCE INITIATIVE

2.1 Rationale of the experience initiative

2.2 Situation of teaching and learning English at Pham Van Hinh

Secondary school before taking measures

2.3 Innovations or solutions used to solve the problem

2.4 The effectiveness of the measure on the requirements of

improving the quality of teaching, suitable for students and schools

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3 CONCLUSION & RECOMMENDATIONS

3.1 Conclusion

3.2 Recommendations

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Language is the most important means for people to communicate with each other Nowadays, with the non-stop development of society and the tendency of integration among the countries over the world, English becomes an official and effective international communicative language

In education, especially, for junior high school level, English now is a compulsory subject not only in teaching and learning but also in many important examinations It is, the objectives of 2018 general education program, therefore, comprehensible why nowadays students learning English with a great concern

For years, teaching in the education of students, most of them to 'cram' a large amount of knowledge from many disciplines by 'learning vet'-just memorizing without understanding primary care My person from routine teaching and passive learning, which students only know one way to acquire knowledge without self-focused studies and research, took care of the unit To guide them to a positive approach to learning autonomy and teachers oneself not just help them to discover new knowledge, but also to help them gain the knowledge systems that They built "images" to show the relationship between the knowledge will bring considerable benefits in terms of memory, cognitive development, critical thinking, imagination and innovative capabilities of these tools Every effective way to create the image link is mind maps You were born

as a breath of fresh air blowing in the arid lands of the type conveyed and heard before

No prism shape teachers know how to present on it to bring high efficiency most No one helps students actively develop their ideas, forming independent thinking, initiative from which they can participate more actively in the entire process knowledge is obtained For the style of English 'rote learning' cannot match more They cannot be humming a structured way of learning English as a subject for all memorized it with these reasons, from what was concluded by applying mind maps in teaching and learning English last time, I boldly wrote the

theme "The application of mind maps in teaching and learning in English for the 8 th form students at Pham Van Hinh secondary school" hope will

demonstrate real evidence applying mind map is changing the most active new method is effective teaching and learning in today's era

1.2 The meaning and effect of the new solution:

The brain involved in the process acquire knowledge on a subject difficult

to remember, difficult as English belongs, the application of mind maps will certainly help them to be more creative, develop skills painting, their interests The students can freely choose colors, contours; freedom 'composing' should work from their main thoughts Moreover they can save time studying, not boring with lengthy sentences from which they will remember it better and see over all

pictures of the lesson; organize and categorize their thoughts at each stage

of the process of teaching and learning

1.3 The scope of the research study

In terms of myself, I just boldly outlined my experiences from the application of the subject in many lessons and is divided according to each step

up in English class in 8th grade junior high schools

1 4 Research methods

On this subject I have applied the following research methods:

+ Observing students

+ Student interviews

+ Check and compare students' learning results

+ Discuss with teachers and textbooks

After each lesson there is a test and evaluation to draw experience on the picture practical implementation in each lesson, analysis of strengths then maintain additional strengths and improve the shortcomings to continue to experiment in the next lessons

Through the many lessons I have chosen and find the best form pulled into experience

1.5 The new points of the initiative

In this topic, I conduct research on the effectiveness of using mind maps to achieve the following purposes:

- Comparative analysis of the situation in the process of teaching and learning without applying mind map to teaching and learning to apply mind map

- Analyzing and proving new and bright points of the new solution with the aim

of replacing the old methods already applied

- Specify the applicability of the new solution to be effective in the process of teaching and learning English at my school

2 THE CONTENTS OF EXPERIENCE INITIATIVE

2.1 Rationale of the experience initiative

Objectives of Primary Education is to provide the learners with opportunities to acquire literacy, numeracy, creativity and communication skills, enjoy learning and develop desire to continue learning Therefore, the teaching and learning of English in secondary schools is now concerned and focused by all levels The basis Vu Dinh Chuan, head of secondary education for the Ministry of education and Training 'all science, this method has many advantages in line with economic conditions and infrastructure of Vietnam's education sector.' 'Mapping only can apply to many different areas, especially in poor areas, teachers have to just use a map and a calendar sheet and then, just a paper surface can also be mapped private The students can learn only on one surface, even a platform for flexibility should be received from applying it feasible '' 'the development of student thinking and teaching is real about the world pulse around has always been one of the priorities

In decision number 2080/QD-TTG, the Government approved and adjusted the Project "Teaching and learning foreign languages in the national education system for the period 2017 - 2025" Accordingly, the project has renewed the goal

of teaching and learning foreign languages in the national education system and has been implemented at all educational levels, training levels, and capacity building in foreign languages Foreign language education is an effective measure

to improve the competitiveness of human resources in the period of economic integration, creating a foundation for universalization of general education by

2025 With the spirit and goals that the project offers, we can see the importance

of teaching and learning English today

Top of the people working in education "According to Dr Tran Dinh Chau- the first research methods and sought to 'mind map' to teach in Vietnam, the 'common key is this teaching method to teachers, instead of teaching changed their minds'

In recent years, the Department of Education and Training and Education Department of Vinh Loc training very keen attention to the renovation of teaching methods to improve the quality of school education Education Department always held periodically examinations of good teachers, good student competitions at district, provincial English exams Department and education Department has held training school inspectors to advise, promote for teachers renewing teaching methods and examination of the active learning of the children, organizing seminars on improving the quality of teaching and learning .The same time there is also a major issue in the meeting copper, conferences and seminars in the quality The students need to approach innovation, focused on how to guide students to self-study, self-exploration and creative discovery In fact using mind maps in teaching and learning to show that there are many teachers and students do not know how to express mental map is how (namely write wordy); to apply it to the item in the process section unit (usually only applies to the consolidation); use it so effectively However, there are a lot of teachers shown the right way and especially the mental map of the students are very creative and innovative in an unexpected way They can be quickly digested knowledge and expressing it through a map full of vivid, concise, success

2.2 Situation of teaching and learning English at Pham Van Hinh secondary school before taking measures

Pham Van Hinh Secondary school is a small school in a rural area Most

of the students there have quite poor learning conditions They do not have much time for learning, especially for learning English It is easy to understand why teaching English seems more difficult and complicating for these students than those from the other schools

As a matter of fact, a successful class is the one in which students play the center role and communicative competence is the goal of teaching Therefore,

it is actually necessary for the teacher to monitor the class in such a way that students have as many chances as possible to communicate with each other when fulfilling a task Using communicative activities is one of the most effective ways They help students to become more active and more confident when they express their understanding about the reading text In fact, communicative activities are available, however, how and in what way to apply those activities in real teaching and learning English is still a question for many teachers

The real teaching at Pham Van Hinh secondary school has made the

author herself realize that teaching and learning English is quite boring; students sometimes not motivated in learning the lessons It is obvious that each teacher has their own ways to teach English using mind maps Nowadays, we are trying

to teach English following Communicative Approach However, the fact is that many teachers still use the traditional method of teaching They mainly focus on grammatical structures and vocabulary They guide students how to use English grammar to do exercises in the textbook They teach students by asking them to follow the mechanical drills in the textbook Therefore, most students have no intrinsic motivation in lessons As a result, English learning of students at Pham

Van Hinh secondary is not good

The author has herself also had the opportunity to check the effectiveness

of applying communicative activities in teaching by mind maps when she gives the lessons to the students She has seen that by using communicative activities, the students have had more motivation in joining the lessons and they have also understood the text more thoroughly

In order to find out the real situation of teaching and learning English mind maps lessons of the 8th form students at Pham Van Hinh secondary school,

the author has carried out the survey for grade 8th students at Pham Van Hinh secondary School

The survey questionnaire mainly asks students about learning English, communicative activities in English classes The first question is about the length

of time for which the students have been in learning English They are conducted

to know the student’s opinion about English in general and learning English in particular

To see more thoroughly about the real situation of teaching and learning English using mind maps, the results of the survey gained from students are analyzed and can be illustrated in following table of the first semester in school I recorded the following statistical results 2023-2024:

Numbers

of

students

Learning Attitude toward mind map lessons Very interesting interesting Not interesting

137

Quantity % Quantity % Quantity %

Before applying the measure

Students’ understanding about mind map tasks Good Results Average Below Average

Quantity % Quantity % Quantity %

Before applying the measure

From the above results, it shows that the numbers of students who like learning English mind maps is not really outstanding, the learning quality of students is still limited, and the activeness in learning has not been promoted

In short, the figures collected from students somewhat reflect the real situation of learning English using mind maps of the 8th form students at Pham Van Hinh Secondary school The result of the survey has more or less to provide evidence about the effectiveness of the application of communicative activities in teaching by using mind maps for the 8th form students However, the given questions are whether this technique is applied in reality of teaching or not? Whether every English teacher puts it into practice during their mind map lessons?

2.3 Innovations or solutions used to solve the problem

2.3.1 The goals of the solution

The solutions and measures outlined in the experience initiative help teachers and students become more interested in teaching and learning English

At the same time, it helps them understand the knowledge and content of the lesson, improve listening and speaking skills, help and complement each other in the learning process, and know how to apply the lesson to some simple communication situations in life

2.3.2 Measures used to solve the problem

a What is a mind map?

Mind map is known as a smart note-taking method with ideas using short words and vivid images so that the human brain can access, remember quickly and store for a long time

b Benefits of drawing mind maps in learning

Mind maps are effective note- taking and learning tools, widely used in many fields In teaching, mind maps can be used to present ideas, classify information, create links between concepts, helping students understand and remember information more easily

Mind maps use images, colors and visual symbols to represent information Help students absorb and remember knowledge more easily

Encourage students to think creatively and link ideas together, develop critical thinking and problem-solving skills

Students record information in a concise and concise manner, optimizing the note-taking process

Mind maps help students synthesize and summarize knowledge easily and vividly, help to understand the relationship between concepts and topics

Mind maps use the principle of network memorization, helping to memorize information more effectively and permanently

c Rules of mind map

When drawing a mind map, there are some important rules (Rules of Mind Mapping) to follow to ensure that the map represents ideas clearly and effectively:

+ Identify the main idea

The main idea is the central topic of the mind map It is the starting point and the foundation for developing sub-ideas The main idea should be written in the center of the mind map, in capital letters and in a large size

+ Develop branches from the main idea

The branches are sub-ideas related to the main idea, so use curves to connect the branches to the main idea Branches can be divided into different levels, depending on the level of detail of the information

+ Use keywords

Keywords are short, concise words or phrases that describe ideas Use keywords to write the branches of the mind map, helping to remember information easily and permanently

+ Use images and colors

Images and colors can help the mind map become more intuitive and easier

to understand Use images and colors to illustrate your ideas

+Be creative

Mind maps are a tool to help you think creatively, so be creative and express your thoughts naturally Don't be afraid to use unique images, colors, and symbols to create a mind map that is uniquely yours

d Some types of mind maps

+ Circle Mind Map

A Circle Map is a type of mind map that consists of two circles, a small inner circle and a large outer circle The small circle contains the central idea or main topic of the diagram The large circle contains supporting ideas and sub-ideas to explain the main topic

+ Bubble Mind Map

The English name of the bubble mind map is called Bubble Map and consists of a circle in the center and circular bubbles around it radiating in many directions The circle in the center will contain the main topic and the bubbles will contain specific ideas and actions that add meaning to the main topic in the circle Bubble Map is mainly used for the purpose of setting goals, describing customer segments, etc

+ Double Bubble Mind Map

Double Bubble Mind Map, known in English as Double Bubble Map, is known as a type of diagram that combines 2 bubble diagrams or Venn diagrams

This diagram is mainly to visually compare concepts, ideas of objects, thereby helping us to evaluate comprehensively to make the right decisions for

the problem

+ Tree mind map

A tree mind map is a type of mind map designed like a tree The top is the main topic or main content and below are subtopics, related information or detailed content to help clarify the main topic

A tree mind map has the following characteristics:

Hierarchical structure from top to bottom, like a tree

The main topic is placed in the center and subtopics are branched out from the main topic

Related information or detailed content is placed on smaller branches

Use images and colors to increase visuality and vividness

+Cloud Mind Map

Cloud Mind Maps use cloud shapes to represent main ideas Sub-ideas are connected to the main ideas with links Cloud mind maps are often used to organize information and think creatively

The above is an overview of information about mind maps Hopefully, you have answered all your questions At the same time, know how to make beautiful, scientific and effective mind maps to help your learning and working process

The ability to apply:

Sample lesson: Application a mind map on the speaking

UNIT 3 - PROTECT THE ENVIRONMENT.

Lesson 1.3: Practice and Speaking Objective: Students present to the class the effects of pollution and decide which

kind of pollution causes the most problems for people and wildlife about the environment summary in a mind map

Divide the class into groups of 3

- Have Ss discuss three kinds of pollution (air pollution, land pollution, water pollution)

-Take turns asking and answering about the different effects of pollution

- Plan a presentation on the effects of pollution

-Discuss in pairs the four kinds of pollution and think of possible effects of each using the information from the lesson and learners’ ideas