The effect of using mind maps in teaching english grammar at high school

.…5 III- The advantages of using mind mapping technique in teaching English grammar.... To accomplish that goal, and to help teachingand learning English grammar more effectively, I woul

INDEX PAGE

A.INTRODUCTION ……… ……… 2

I Reason:……… 2

II Practical basis 2

III Purpose of the study .3

IV Scope ………… 3

V.Methodology 3

1 Observation 2 Exchange and discussion 3 Experimental methods 4 methods of investigation B DEVELOPMENT 4

I Definition …… 4

II Why ARE mind maps better than text notes? .…5

III- The advantages of using mind mapping technique in teaching English grammar 6

1 Flexible 2 Concentrade on the topic 3 Increasing comprehension 4 Enjoyable IV- Steps using mind maps in teaching English …………7

V- EXAMPLE ……… 8

VI RESULTS ACHIEVED AFTER APPLying t the topic: ……….…15

C- Conclusion 17

I EXPERIENCE LESSONS: ………17

II RECOMMENDATIONS ……17

A INTRODUCTION

I REASONS:

As we have already known that teaching and learning English at highschools have made major changes both in content and in teaching methods tomatch the objectives and requirements set out in the reform program The mostbasic standpoint of the new method is to promote the positiveness and creativity

of the students, which develops and enhances skills to use language for purposes

of communication rather than providing pure language knowledge With thisview, the tips and activities in the classroom have also been changed Therefore,the teacher must grasp the basic principles of the new method, learn the tricksand teaching activities in view of communication that can be applied in aflexible, consistent and effective ways To ensure that students are able to useEnglish well, the parallel with the development of the skills of listening,speaking, reading and writing we also need to focus on grammar and otherlinguistic knowledge to students

II PRACTICAL BASIS:

Although now, many foreign language teachers tend to adopt new methods ofteaching grammar, but how to teach grammar effectively remains a vexingproblem and must be addressed more attention Most language teachers realizethe importance of grammar teaching effectively in order to help students acquiregeneral knowledge as well as their linguistic skills In fact, most studentslearning English often encounter difficulties when doing grammar exercises.Therefore, mastering grammar knowledge will help students improve theefficiency of learning English as well as exam results In addition, the mastergrammar knowledge will help students develop better skills such as listening,speaking, reading and writing There have been a number of teaching andlearning method which is quite effective grammar to be applied in the teachingprocess, such as providing structures and rules; introducing Photos or methods

of use scenarios, However these methods are still having a problem thatevery grammar lesson used the above methods will take a lot of time, students

system details of the review and adoption Besides, most students learngrammatical points by memorizing grammatical structures machinically Withthe aim of improving the way to teach and learn English grammar moreeffectively This is main reason why students always find it difficult to learngrammar Therefore, teachers should help students to use and develop thinkingskills while learning the grammar To accomplish that goal, and to help teachingand learning English grammar more effectively, I would like to introduce thetheme:

" How to use mind map in teaching English grammar at high school”

With the study of the subject, I wish teachers would partly help studentsgradually overcome the difficulties in the process of learning English grammar

By using mind map in teaching , I hope that teachers can create more effectivelessons and students are more active and creative in learing English

III PURPOSE OF THE STUDY

The purpose of this study is:

How mind mapping can improve the students’ ability in learning language focus

1 Observation: Explore the research by visiting colleagues’ class

2 Exchange and discussion: After the visiting hours of colleagues, mycolleagues and I discuss and exchange the problem that appear in the lessons

3 Experimental Methods: Teachers conducted experiments teach each specificpurpose required some specific grammar lessons

4 Methods of investigation: Teachers ask questions to check and evaluate thecontent held by students.

B- DEVELOPMENT

To use good English learners not only need to learn good skills in listening,speaking, reading and writing but also to master the grammar However duringgrammar school, students often encounter difficulties like not remember how touse or misuse and incorrect grammar because not mastered the learning content

So grammar school mind map will help more learners to master the basics toremember So what is mind maps?

I- DEFINITIONS:

Mind mapping is one of the best ways to capture your thoughts and bring them

to life in visual form Beyond just note-taking, though, mind maps can help you become more creative, remember more, and solve problems more effectively Whether you're new to mind maps or just want a refresher, here's all you need toknow about this technique

What are mind maps? See the example of mind mapping

 A mind map is basically a diagram that connects information around acentral subject I like to think of it like a tree, although it has more of aradial structure In any case, at the center is your main idea, say, poetry,and the branches are subtopics or related ideas, such as types of poetry,famous poets, and poetry publications Greater levels of detail branch outfrom there and branches can be linked together.

. II- WHY ARE MIND MAPS BETTER THAN TEXT NOTES?

Mind maps can be more effective than other brainstorming and linear taking methods for a number of reasons:

note- It's a graphical tool that can incorporate words, images, numbers, and color, so it can be more memorable and enjoyable to create and review The combination of words and pictures is six times better for

remembering information than words alone

 Mind maps link and group concepts together through natural associations.This helps generate more ideas, find deeper meaning in your subject, and also prompt you to fill in more or find what you're missing

 A mind map can at once give you an overview of a large subject while also holding large amounts of information

 It's also a very intuitive way to organize your thoughts, since mind maps mimic the way our brains think—bouncing ideas off of each other, rather than thinking linearly

 You can generate ideas very quickly with this technique and are

encouraged to explore different creative pathways

III THE ADVANTAGES OF USING MIND MAPPING TECHNIQUE IN TEACHING ENGLISH GRAMMAR AT HIGH SCHOOL.

DePorter and Hernacki (in Abdurrahman, 2008:172) describe that thereare some advantages of using mind mapping technique, they are as follows;

1) Flexible

Explaining something can be easy without confusing in add the material based

on the mind mapping We can put the label and category of something based onour own opinion anywhere in the mind mapping

2) Concentrate on the Topic

Getting the subtopics what we talk about with focus on the main ideas easily.Keep focus on the keyword can help us to make it simple and it does not wastethe time

3) Increasing Comprehension

Using mind mapping can make easy in understanding the material Mindmapping is a simple think pattern so it is not make us confuse to understandwhat we have learned and easy to remember the material

4) Enjoyable

Imagination and creativity are unlimited in using mind mapping, so it can befunny to learn By using pictures and colours, it makes the brain enjoy andexcited in thinking something what we want about the material

IV- STEPS USING MIND MAPS IN TEACHING ENGLISH:

1.Start in the CENTRE of a blank page turned sideways Why? Becausestarting in the centre gives your Brain freedom to spread out in all directions and

to express itself more freely and naturally

2.Use an IMAGE or PICTURE for your central idea Why? Because animage is worth a thousand words and helps you use your Imagination A centralimage is more interesting, keeps you focus, helps you concentrate, and givesyour Brain more of a buzz!

3.Use COLOURS throughout Why? Because colours are as exciting toyour Brain as are images Colour adds extra vibrancy and life to your MindMap, adds tremendous energy to your Creative Thinking, and is fun!

4.CONNECT your MAIN BRANCHES to the central image and connectyour second- and third-level branches to the first and second levels, etc Why?Because your Brain works by association It likes to link two (or three, or four)things together If you connect the branches, you will understand and remember

a lot more easily

5.Make your branches CURVED rather than straight-lined Why? Becausehaving nothing but straight lines is boring to your Brain

6 Use ONE KEY WORD PER LINE Why? Because single key wordsgive your Mind Map more power and flexibility

7.Use IMAGES throughout Why? Because each image, like the centralimage, is also worth a thousand words So if you have only 10 images in your

Mind Map, it’s already the equal of 10,000 words of notes

After students finish making the mind maps , teachers can ask students to

do some following activities:

- Report and explain the mind maps: Teacher asks representatives of eachgroup to report, explain about the mind map that his/her group has set up Thisactivity will bring them with a clear understanding of their knowledge and as away to forge them to present in front of people, which helps them become moreconfident

- Discuss, modify, complete the mind map: Teachers ask students to discuss,modify and edit to perfect the mind map The teacher will be the organigor whohelps students develop mind map of problem

- Consolidate knowledge with a mind map: Teachers give students apresentation, explanations of grammatical knowledge of lesson through a mindmap by the one he or she prepared (drawing at the side panel or on the cover), or

a mind map that students have just designed

V- EXAMPLES:

1 Example 1: [1]- UNIT 1: A day in the life of………

Part E : Language Focus

Present simple tense

T- Asks Ss to build a mind map with the key word :

" THE PRESENT SIMPLE"

T- elicits by givings questions:

1 When do you use the present simple tense?

2 What is its affirmative form?

3 What is its negative form?

4 What is its interrogative form?

5 What about the verb "to be"?

Lets Ss work in 5 minutes to draw their mind maps then collects some of the Ss'mind maps, shows on blackboard , corrects mistakes and gives feedbacks

2 Example 2: [1]- Simple past tense

Period 6 : UNIT 1: A day in the life of………

Part E : Language Focus

Example:

I finished my homework on time.

T- Asks Ss to build a mind map with the key word :

" THE PAST SIMPLE"

T- elicits by givings questions:

1 When do you use the past simple tense?

2 What is its affirmative form?

3 What is its negative form?

4 What is its interrogative form?

5 What about the verb "to be"?

Lets Ss work in 5 minutes to draw their mind maps then collects some of the Ss'mind maps , shows on blackboard corrects mistakes and gives feedbacks

3 Example 3 : [1]- Unit 5 - Language focus - English 10)

T- Asks Ss to build a mind map with the key word :

" THE PRESENT PERFECT"

T- elicits by givings questions:

1 When do you use the present perfect tense?

2 What is its affirmative form?

3 What is its negative form?

4 What is its interrogative form?

Lets Ss work in 5 minutes to draw their mind maps then collects some of the Ss'mind maps , shows on blackboard corrects mistakes and gives feedbacks

4 Example 4 [1]- ENGLISH 10: Unit 14: Teacher can ask students

to make a mind map about simple future with WILL like this:

T- Asks Ss to build a mind map with the key word :

" THE SIMPLE FUTURE"

T- elicits by givings questions:

1 When do you use the simple future tense?

2 What is its affirmative form?

3 What is its negative form?

4 What is its interrogative form?

5 What about the verb "to be"?

Lets Ss work in 5 minutes to draw their mind maps then collects some of the Ss'mind maps , shows on blackboard corrects mistakes and gives feedbacks

5 Example 5: [1]- After learning Unit 11 - Language focus - English 10, the teacher can summarize the conditional sentences by the mindmap following:

T- Asks Ss to build a mind map with the key word :

" THE CONDITIONAL SENTENCES"

T- elicits by givings questions:

1 How mamy types of conditional sentences ?

2 What is the use of each type?

3 Which tenses for each type

5 What about the verb "to be"?

Lets Ss work in 5 minutes to draw their mind maps then collects some of the Ss'mind maps , shows on blackboard corrects mistakes and gives feedbacks

6 Example 6: [1]- Articles ( Unit 13 - Language focus - English 10)

7 Example 7: [2]- English 12: Unit 8: Prepositions of time (at/

on/ in)

8 Example 8 : [1]- ENGLISH 10: Unit 16: MIND MAP: COMPARISON OF ADJECTIVES

VI RESULTS ACHIEVED AFTER APPLYING THE TOPIC

1 Results The first test : (The test beforre applying the topic.)

Total number of students 120

2 Results The second test: ( The test after applying the topic)

Total number of students 120

3 Chart 02 compares the results of tests

As the chart above shows before joining the main research students onlanguage focus Number of pupils not achieving very high grade pointaverage But after 4 weeks of study participants, we can see the progressstudents have markedly Since only 81 students scored between average andabove (67.5%) increased to 116 students (96.66%) Meanwhile, the number

of participating students scoring below 5 dropped significantly, from 39students (32.5%) to only 4 students (3:33%)

I Experience lessons:

Enabling learners of a foreign language to understand the target language andcommunicate ideas naturally, meaningfully and assertively is one of the mainchallenges teachers face in their profession In tackling this challenge, teachers

on many occasions are required to implement strategies and resources fromother fields such as psychology One of the tools that can be implemented andadapted in the teaching of foreign languages is a “Mind Map” Learners can use

“Mind Maps” to brainstorm and learn vocabulary Foreign language teacherscan design and use “Mind Maps” in their classes to scaffold listening andreading comprehension, develop the learner’s oral fluency, empower the learner,foster a sense of self-efficacy and consequently maximize the learner’sautonomy

II Recommendations:

1 To the teacher:

The success of each lesson is taught depends heavily on the creativity of theteacher when the teacher's lesson needs to invest a lot of time for this operationand design of teaching activities to fit with topic of the lesson, in accordancewith the specific qualifications of students

In the process of teaching teachers should think how to combine harmoniouslythe parts, the unit content should not be too particular emphasis on content.Reasonable time allocation for each part of the lesson, should promote pairactivities ,pair groups, motivate, encourage them to speak boldly incommunication avoid timid, apprehensive Help students use words and phraseslearned in practical communication or reconstruct the lesson content in a naturalway according to their own thinking

2 To the school

-The Language learning skills must be practiced according to its owncharacteristics in a foreign language environment, so need to have the discipline