How to use mind maps in teaching english grammar for the10th grade students at tinh gia 3 high school

In order to accomplish that purpose and to help teach and learn English grammar more effectively, help students grasp more deeply and firmly the learned grammar problems to apply well in

1 INTRODUCTION

1.1 The reason of selecting the topic

We all know that English is a common language in the world, and is also the path

to the development of international integration Seeing the importance of this language, the Vietnamese education sector has chosen English as the main subject,

as one of the three compulsory high school graduation exams Therefore, each student, while still sitting in high school, needs to have a certain level of English to prepare for exams and after graduation must be able to communicate at least at a simple level simple everyday To do this, we constantly innovate teaching methods

to achieve high results for English in particular and other subjects in general This job contributes significantly to the success of the country's "people-growing" profession.

Teaching in a positive way is concretized by many different methods, in which the use of appropriate teaching aids is a highly effective method But how to use teaching aids most effectively to achieve educational goals as well as constantly improve the quality of English teaching hours is a problem that English teachers have been concerned about for many years.

The English teacher is often portrayed as an "unattractive grammar monger whose only pleasure in life is to point out the faults of others" (Baron, 1982, p 226) For the most part, within the classroom, any mention of grammar causes the student moments of discomfort and sometimes even terror To solve these, Teachers should help students use and promote their thinking ability when learning grammar In order to accomplish that purpose and to help teach and learn English grammar more effectively, help students grasp more deeply and firmly the learned grammar problems to apply well in the process of using as well as in the exam I would like

to introduce the topic:

"How to use mind maps in teaching English grammar for the10th grade students at Tinh Gia 3 high school"

By researching this topic, I hope to partly help teachers gradually overcome difficulties in the process of teaching English grammar, in order to create more effective lessons, more active and active students when absorbing, perceiving the knowledge of the lesson and maximizing their creativity.

1.2 Objectives, tasks, methodology and scope of research

1.2.1 Objectives of research

1.2.1.1 For the students

- Provide learners with techniques to learn grammar.

- Help learners help students use and promote their thinking ability when learning grammar

- Help students grasp more deeply and firmly the learned grammar problems to apply well in the process of using as well as in the exam.

1.2.1.2 For the teachers

- Have many choices in vocabulary teaching techniques and organize extensive

grammar training activities to improve the effectiveness of teaching and learning grammar in high school.

- Provide teacher with techniques to teach grammar.

- Have an effective teching grammar lesson.

- Have more experience in organizing highly effective grammar lessons.

1.2.2 Research tasks

- Find out the reason why most of students cannot remember subjects of grammar

well.

- When researching this topic, I perform the following tasks:

1 Studying instructional materials for teaching and learning English.

2 Experimental training and teaching.

3 Observe colleagues, exchange and learn from experience.

4 Check and evaluate the results of the student's grasp of the lesson, so that there can be reasonable additional adjustments.

1.2.3 Research methodology

I write this topic based on:

- Observation method: Research, conduct class visits of colleagues.

- Method of exchange and discussion: After attending the time of my colleague,

my colleague, my colleague and I conduct an exchange and discussion to draw out experiences for the lesson.

- Experimental method: The teacher conducts experimental teaching for each purpose with specific requirements for a number of specific grammar lessons.

- Investigative method: The teacher asks questions to check and evaluate the students' understanding of the content of the lesson.

1.2.4 Scope of research

I mainly focus on:

- It is about sousing mind map to teach English grammar for the 10th grade students and the practice of practicing grammar in class

2 PROBLEM SOLVING

2.1 Rationale

As we all know, English teaching and learning in high schools has undergone major changes in content as well as teaching methods to match the objectives and requirements set out in the reform program The most basic view of the new method is how to promote the positivity and initiative of students and create optimal conditions for students to practice, develop and improve their language skills for purpose communication rather than the mere provision of linguistic knowledge With this in mind, classroom techniques and activities have also been varied and developed Therefore, teachers need to grasp the basic principles of new methods, learn tips and teaching activities from a communicative point of view so

that they can be applied flexibly, appropriately and effectively fruit To ensure students can use English well, along with developing listening, speaking, reading and writing skills, we also need to focus on teaching grammar and other language knowledge to students.

2.2 Reality

Although nowadays, many foreign language teachers tend to apply new methods in teaching grammar, but how to teach grammar effectively is still a controversial issue and needs to be considered more attention Most foreign language teachers clearly realize the importance of effective grammar teaching in order to help students have a general knowledge of grammar and

be able to apply it well in exercises Most students when learning English often face a lot of difficulties when doing grammar exercises It can be said that mastering grammar knowledge will contribute to improving the efficiency of English learning as well as exam results because grammar knowledge accounts for a large proportion in the tests In addition, mastering grammar knowledge will also help students better improve skills such as listening, speaking, reading and writing There have been a number of methods of teaching and learning grammar quite effectively applied in the teaching process such as giving structure and rules; presented with pictures or methods using situations, for example… However, these methods still have a problem that with each grammar lesson using the above methods will take a lot of time, students have to take a lot of notes and it will be difficult for students to systematically system them details in the process of learning and applying Besides, most students learn grammar by mechanically memorizing structures as well as usage This is one of the reasons students always find it difficult to learn grammar Therefore, teachers should help students use and promote their thinking ability when learning grammar.

2.3 Measure implementation

2.3.1 Definition:

A mind map, also known as a mind map, mind map, etc., is a form of note-taking to explore, deepen, expand an idea, systematize a topic or a circuit of knowledge, …

by combining the simultaneous use of images, lines, colors, and writing with positive thinking In particular, this is an open plan, does not require scale, tight details like a geographical map, can draw more or less branches: each person draws

a different style, using colors, images, different expressions, the same topic, but each person can "express" it in the form of a mind map in a unique way Therefore, mind mapping maximizes the creativity of each person.

2.3.2 The advantages of using mind map.

Compared with traditional recording methods, the method of using mind maps has the following advantages:

- The main idea will be central and clearly defined.

- The reciprocal relationship between each idea is clearly shown The more important the idea, the closer it will be to the main idea.

- Connections between key concepts are immediately perceived visually.

- Reviewing and memorizing will be more effective and faster.

- Adding information is easier by drawing insets to the diagram.

- Each schema will be distinguished from each other to facilitate recall.

- New ideas can be placed in the correct position on the picture easily, regardless

of the order of presentation, enabling quick changeover and flexibility for memorization.

- Can take advantage of the support of the software on the computer

2.2.4 The advantages of using mind map in teaching English grammar.

In teaching English grammar, if teachers use mind maps, they can help students change the way they write in the traditional way, that is, line after line Using a teacher's mind map will enrich the repository of materials on their teaching methods and tips, contribute to the innovation of teaching methods, and create many challenges for students in learning , step by step training students' thinking ability by encouraging students to participate in lectures or reading mind maps that students have recorded after classes.

Using mind maps in teaching also helps to overcome the situation that teachers write on the board and students copy them into notebooks This is both time-consuming and ineffective, and the classroom atmosphere is boring and uninteresting learning for students But when teaching with mind maps, it is different Mind maps are developed step by step according to the progress of teaching hours The relevant details extend to the key information that the teacher suggests to the students (pair, group or individual discussion) to answer and since the content is only a word or phrase, the students have time for themselves records Mind maps also help students practice presentation skills and master the knowledge

of the lesson more firmly, remembering the lesson longer.

Through theoretical and experimental research in teaching grammar, it has been shown that using mind maps in teaching new knowledge helps students learn actively and actively and mobilizes all students to participate in the construction of new knowledge post enthusiastically With the unique product "knowledge + painting" is the daily creative joy of students and also the joy of teachers when witnessing the results of their students' labor This way of learning also develops the individual capacity of each student in terms of intellect (drawing, writing something on mind maps), systematizing knowledge (mobilizing previously learned things to select ideas for recording) ), painting ability (form of

presentation, combination of drawings, writing, colors) and the application of knowledge learned through books to life.

Besides, students often have difficulty learning abstract and complex grammar problems and take a lot of time to memorize a new grammar problem Therefore, mind maps – as a visual tool, are very useful in helping students gain basic knowledge of each grammar problem by listening to teachers lecture, listening to other students discuss during class time and finally have the instructor record or distribute a summary of the grammar problem just learned with a simple mind map Having this simple mind map, it will be easier for students to study at home, understand more deeply and master the grammar knowledge they have learned.

2.3.4 Steps in using mind maps in teaching grammar.

n order to help students create a mind map of the grammar problem they need to learn, we need to take the following steps.

2.3.4.1 Step 1

Give a topic The teacher gives a topic (grammar problems will be studied in that class) this is the keyword for students to build a mind map and direct students

to pay attention to the keyword, note Remember keywords that will help students grasp the entire content to convey When the keyword is given, the teacher asks the students to focus their attention on the keyword and think about all the problems related to that keyword.

2.3.4.2 Step 2 : Draw the subject in the center.

- In this step, the teacher instructs students to use a white sheet of paper (no grid) placed horizontally and draw a topic (containing keywords) in the middle of the paper, from which to develop other ideas in the middle of the paper around In addition, teachers also let students know that they can completely use the colors according to their preferences to make diagrams The central theme can be text or pictures, a combination of the two is even better.

2.3.4.3 Step 3 : Draw more subheadings (level 1)

For each topic, the teacher should ask students to spend about 1-2 minutes thinking about it and jotting down ideas If students do not know how to express in English, students can use Vietnamese or a dictionary The teacher then guides students to develop the following branches:

Subheadings should be written on thick branches to highlight the idea -Subheadings should stick to the center

- Subheadings should be drawn diagonally, not horizontally, so other sub-branches can be drawn more easily Teachers can suggest the number of branches by asking some questions to direct students to the main ideas of the grammar subject to study

or review From there, students determine the number of branches to draw and draw sub-branches according to their ideas.

2.3.4.4 Step 4: Draw the branches at level 2, level 3,

In this step, the teacher instructs students to draw a sequence of the 2nd level branch into the 1st grade branch, the 3rd grade branch into the 2nd grade branch, etc to create a link - Encourage students to draw with their own ideas and more curved branches than straight lines, thus making the mind map look softer, more flexible and easier to remember.

Only take advantage of keywords and images, use only 1 keyword in each branch This makes it easy for new keywords and ideas to be appended to existing keywords Then, students can discuss in groups to compare and contrast the points and add to the mind map This step helps students to correct each other's mistakes very effectively and can exchange ideas that above students cannot express in English.

2.3.4.5 Step 5: Add illustrations

At this step, teachers should let students' imaginations run wild by encouraging students to add more pictures to help make important ideas stand out, as well as store them in better memory because their brains People have a higher ability to absorb images than words (If time does not allow, students can complete this step

at home.)

2.3.4.6 Step 6: Report, comment

Reports and explanations on mind maps Ask a few students or representatives of student groups to report and explain the mind map that their group has set up Through this activity, both knowing and understanding their knowledge is a way for them to practice speaking in front of a large number of people, helping them to be more confident and bolder, this is also one of the points that need to be trained practice of current students - Discuss, edit and complete mind maps Organize for students to discuss, supplement and edit to complete the mind map of the knowledge of the grammar problem learned in the lesson The teacher will be the mentor, helping students complete the mind map of that grammar problem, thereby leading to the core knowledge of the lesson -Consolidate knowledge with a mind map Teachers let students present and explain the grammar knowledge of that class through a mind map prepared by the teacher (drawn on the sideboard or on the cover), or a mind map that you have just designed and the whole class has edited and perfected.

2.3.5 Illustration examples

Period 6 : UNIT 1:

A DAY IN THE LIFE OF…

Part E : Language Focus

I Objectives:

By the end of the lesson Ss will be able to:

- Identify the sound / I / and / i : /.Review the Present and Past simple tense and adverds of frequency in order to help Ss be better at using these tenses and this kind of adverds.

II Teaching aids

-Textbook, computer, projecter.

III Anticipated problems.

- Ss may not know how to pronounce the two sounds correctly.

IV Procedure

arrangement

2’

*Warm up

T- Asks Ss to look at the picture about Ship and

Sheep.

Ship [∫ip]

Sheep [∫i:p]

- Introduce new lesson

Whole class

3’

I – Pronounciation

1.Presentation

T- Demonstrates the sounds / I / and / i : / by

pronounce them clearly and slowly.

T- Helps Ss distinguish these two sounds.

T- Instructs the way to pronounce:

 / I / : open your mouth very little to make the

sound / I /.

Whole class

2’

8’

5’

 / i : / : First practice the sound / I / Then open your

mouth a little more

2 Practise

- Let Ss listen the first time

- Ask ss to read the word in chorus

- Ask Ss to read the word individually

- Ask Ss to practise reading sentences.

- Corrects and comments

*Give examples:

- I often get up at 6:00 a.m.

- My father usually watches TV in the evening.

- Mr.Ha works in a bank near my school.

- Lan likes music

- I and Hoa like ice-scream.

Introduce to the next part

II- Grammar and vocabulary

1 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

Individual work

Whole class

Individual work &group work

[P2.1] mind map - present simple tense

EXERCISE 1

T- Asks Ss to do the exercise individually, complete

the passage with the correct simple present tense of

the verbs in the box.

T- Calls on a student to read aloud the passage in front

of the class The whole class listen and check the

answers.

T- Feedbacks and gives correct answers:

1 is 5 catch 9 give up

2 fish 6 am 10 say

3 worry 7 catch 11 realise

4 are 8 go 12 am

Work individually

2’

3’

*Review adverbs of frequency

Example:

I usually get up at 6:00 a.m.

Nam is always late for school.

Retells the use of adverbs of frequency: “Adverbs of

frequency show how often something happens”

Never seldom hardly sometimes often

-normally - usually - always

T- Asks Ss to retell the position of this kind of adverbs

in a sentence:

+ in front of normal verb

eg: We never go to bed late.

+ between an auxiliary verb and the main verb.

Eg: He doesn’t usually read book at night.

+ after the verb “to be”

eg: I’m always free on Sunday.

EXERCISE 2

T- Asks Ss to do the exercise quickly, put the adverbs

in their correct order into the sentences in the

textbook.

T- Calls on 4 Ss to read aloud the sentences in front of

the class.

T- Feedbacks and gives correct answers:

1 He usually gets up early.

2 She is never late for school.

3 Lan sometimes practises speaking English.

4 Thao is always a hard-working student.

Whole class

Work individually then pair work

2 Simple past tense

6’

Presentation 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

[P2.2] mind map - past simple tense

Practise

EXERCISE 3

T- Asks Ss to work in groups, supplying the correct

simple past tense of the verbs in the brackets

Group 1 from verb 1 to verb 6

Group 2 from verb 7 to verb 12

Group 3 from verb 13 to verb 18

T- Reminds Ss to have the correct form of some

irregular verbs.

T- Calls 3 Ss to be on the behalf of the 3 groups to

read aloud the passage in front of the class.

T- Feedbacks and gives correct answers:

1 was done 7 began 13 was

Whole class.

Individual work &group work

Group work.