Applying mind maps in writing lessons for students in grade 11 at ha trung high school

EDUCATION AND TRAINING DEPARTMENT OF THANH HOA
HA TRUNG HIGH SCHOOL

EXPERIENCE INITIATIVE

APPLYING MIND MAPS IN WRITING LESSONS FOR
STUDENTS IN GRADE 11 AT HA TRUNG
HIGH SCHOOL.

Full name: Trinh Thi Lien
Position: Teacher
Subject: English

THANH HOA, 2019


TABLE OF CONTENTS:
N0
1

2

3

CONTENTS
1. Introduction
1.1. The reason for choosing the topic.
1.2. The purpose of the research.
1.3. Study subjects.
1.4. Reseach Methodology.
2. Contents of the experience initiative

2.1. Rational of the experience initiative.
2.2. Situation of the issue before applying the experience
initiative.
2.3. Solutions to solve the issue.
2.4. Effects of the experience initiative on study results of
students, on teaching methods of my own and my colleagues.
2.5. Results after applying the initiative.
3. Conclusion and requests
3.1. Conclusion
3.2. Requests

2

Page
2
2
3
3
3
4
4
4
6
14
14
15
15
15

1. INTRODUCTION
1.1. Reasons for choosing the topic
Nowadays, English has become an international language because it is
widely used in many parts of the world. In the tendency of integration of the
global economy, English is one of the effective communicative tools for
everybody. The role of English is considered to be very important in the fields of
economics, politics, science, culture and education.
Thanks to the innovation of ways in teaching English, English lessons are
taught with four skills (reading, speaking, listening and writing) in one unit.
Moreover, there exists three stages: Pre-While-Post teaching in one lesson. This
really helps student improve their skills beside the grammar excercises to pass
the exams. This means that new teaching methods will enhance students’
activeness to practise and improve their language skills to communicate in
situations in real life.
As it can be seen, writing competence in a foreign language tends to be
one of the most difficult skills to acquire. This is true for English as well. The
key to successful writing classes is that they are pragmatic in nature targeting the
skills required or desired by students. Moreover, most of the students find it
difficult to get ideas about the topic given and the way of expressing them in
English.
Students need to be personally involved in order to make the learning
experience of lasting value. Encouraging students’ participation in the exercise,
while at the same time refining and expanding writing skills, requires a certain
pragmatic approach. The teacher should be clear on what skills he/she is trying
to develop. Next, the teacher needs to decide on which means (or type of
exercise) can facilitate learning of the target area. Once the target skill areas and
means proceed to focus on what topic can be employed to ensure student
participation by pragmatically combining these objectives, the teacher can
expect both enthusiasm and effective learning.
Pre-writing tasks review and build students’ knowledge of relevant

vocabulary, relevant grammar points and most importantly, students’ background
knowledge, since that is what really generates thoughtful and interesting written
work. Pre-writing tasks are a crucial element of successful writing instruction.
For such above requirements in teaching writing skill, I have decided to
apply “Mind Maps activity in teaching writing skill to students in grade 11”.
Having found that application of Mind Maps activity works well in writing
lessons, I have made a decision to summarise my experiences to make a small
contribution to the teaching of English.
1.2. The purpose of the research.
3


* How to apply “Mind Map” activity in writing lesson.
* How does “Mind Map” activity affect the students’ writing performance.
* Helping students at Ha Trung high school become better at learning
English and using English in real life.
1.3. Study subjects.
This study was carried out in two English classes with 75 students in
grade 11 at Ha Trung high school. The research focused on how Mind Map
activity affected the students’writing performances in writing lessons.
1.4. Research Methodology
The study is basically a qualitative research with the following methods:
+ Read and study materials.
+ Summarise experiences.
+ Exchange experiences with colleagues.

2. Contents of the experience initiative
2.1. Rational of the experience initiative
4

A Mind Map is a visual representing of hierarchical information that
includes a central idea surrounded by connected branches of associated topics.
Mind mapping is a wonderful tool to present to various levels of language
learners. It can be used in many different ways, but especially in the realm
of writing. It helps students begin a writing task, takes brainstorming to a new
level, and actively involves students in creating a road map for their thoughts. So
what exactly is a mind map? It is best explained using an example and
comparing it to regular brainstorming. Mind mapping visually looks like a map
of sorts. Instead of a linear model for brainstorming - or just making a list - this
allows students to spread out and move around on the page. It starts with a topic
in the middle, and then proceeds with keywords that branch off the main topic
idea. Sub topics can then be branched off into subtopics until the page is covered
with keyword ideas related to the main idea. Students can use pen and paper to
draw their mind maps, and you can give examples on the board. You can start
out with a simple writing assignment or bigger tasks like an essay, depending on
the level and your class needs.
Begin with a topic, for example: My wedding day. Students start with the main
topic in the middle and begin brainstorming. It could look something like this:

Guests
and food

My dress

Taking
pictures

Wedding
Vows

Ceremony
Romance

Parents

The students can determine what their main idea is from the beginning or they
can also use a mind map to brainstorm a main idea. This works well if you give
them a vague subject like, write about the happiest day of your life. They could
brainstorm the top three ideas and then choose what their main topic will be.
Here we have a clearly set topic, the wedding day. Once they have the central
idea, they can list out keyword ideas on branches from the main idea. They can
also add more details to the supporting ideas by branching off the supporting
ideas. So under “Ceremony” there could be another five bubbles each with a
different sub-topic, like vows, parents, music, rings, etc. Students can use
different colors and shapes to signify main ideas, supporting ideas, and sub5


topics. This technique allows them to open up the possibilities, and there is no
one right way to devise a mind map.
Making a mind map should be a spontaneous pre-writing activity.
Students start with a topic at the centre and then generate a web of ideas from
that, developing and relating these ideas as their mind makes associations.
Mind Maps work well as their visual design enables students to see the
relationship between ideas and encourages them to group certain ideas together
as they proceed. Mind maps work especially well when created in groups, since
the discussion this engenders aids to the production of ideas and makes the task
livelier and more enjoyable.
In short, Mind Maps help students brainstorm and explore any idea,
concept or problem; facilitate better understanding of relationships and
connections between ideas and concepts; make it easy to communicate new

ideas and thought processes; allow students to easily recall information; help
students take notes and plan tasks; make it easy to organize ideas and concepts.
2.2. Situation of the issue before applying the initiative.
2.2.1. On the part of the teachers.
Most teachers know that Mind Mapping is a beneficial learning tool to
help students brainstorm any topic and think creatively. Mind maps are
particularly helpful in the writing process and provide students with a natural
way of thinking and building thoughts on a story plot of theme. Mind maps also
provide teachers with insight into their students’ thought process regarding a
specific topic. By asking students to create mind maps demonstrating their
comprehension of a concept, teachers are able to understand what a student’s
prior knowledge was and how well the student understands the assignment or the
material being taught. This is a very effective way of evaluating students’
understanding.
However, teachers often spend little time on this pre- activity for fear that
they should not have enough time for the whole period of writing with the
allotted time of forty – five minutes.
2.2.2. On the part of the students.
Students often find it difficult to produce their own language in four
language skills, but the most dificult one is writing skill, which requires not only
background knowledge but also a good command of vocabulary, grammatical
structures and a good organisation of ideas about topics required. These are
obstacles which discourage students from being actively engaged in writing
lessons, thus the targeted lesson is usually impossible.
It can be easily seen in the following table of students’ results before using
the mind mapping as a learning tool in writing lesson.
6


Class Number Excellent

Good
of
students
N0
%
N0
%

Average
N0

%

Weak
N0

%

Poor
N0

%

11G

39

0

0

2

5,1

15

39

12

31

10

25,6

11I

43

0

0

0

0

10

23,3

15

34,9

18

41,8

2.3. The solutions to the issue
2.3.1. Choosing a topic for writing lesson
Traditionally, students are given a topic to write on by the teacher.
However, with certain classes, students may prefer to nominate the topic
themselves. This can lead to greater interest in the task on the part of the student,
as well as, perhaps, greater kknowledge of the topic under study.
The mind map strategy can be used to explore almost any topic, though
discursive essays and narrative work particularly well as they front
students’ideas and lead themselves to discussing ideas in groups.
2.3.2. Note making.
Once the topic has been introduced, I encourage my students to close their
eyes and think about it for a minute or two, in silence. They then have two
minutes in which to note down their ideas. If they do not know a word in
English, they can write it in the mother tongue at this stage, as dictionaries or too
much teacher intervention tend to halt and inhibit the creative flow.
Then, working in groups, they can compare and discuss their ideas,
perhaps adding to their mind maps as they go. This stage also provides the
opportunity for peer teaching, as other students may be available to provide the
English word for the idea that was noted down in their mother tongue.

2.3.3. Feed back.
The next stage, in which the teacher makes a collective mind map on the
board, is optional, but is useful for students who are new to the idea of mind
maps, or for weak classes. It is also in this feedback stage that any remaining
language problems can be ironed out. As the teacher elicits students’ ideas, and
reformulates expressions or corrects, students will learn how to express their
ideas in English. Such personalisation is said to aid vocabulary learning.
The map is fluid and changeable, and new connections or subgroups can
be made, or branches added, as the students make suggestions. The end result
7


should be an organised display of information, showing the central topic, and a
number of subtopics and further points that stem from it.
2.3.4. Organising mind maps.
In the next stage the students organise their mind maps into a linear format
to decide the best way in which to present their points. They should first think
about the overall structure, the order in which to relay the information, and then
focus on the final text, as this helps to clarify their writing. This can be done in
groups, or as a class with the teacher leading the discussion.
2.3.5. Writing.
Students should then begin to write their composition working in pairs if
they wish. After that, they should exchange their compositions, so they become
readers of each other’s work. This allows for feedback, and possible re-writing.
Once they have finished, they should again exchange their texts. This gives their
texts a communicative purpose, as well as developing an awareness of the fact
that a writer is always producing something to be read by someone else, rather
than for the display of writing alone.
2.3.6. Continuation
Once students are familiar with the idea of making mind maps, they can

be encouraged to use this skill for further writing acivities. It is a useful
technique and often improves the clarity and organisation of student texts.
2.3.7. Application

Period: 44

UNIT 8: Writing

I. Objectives
By the end of the lesson, students will be able to write a description of a popular
celebration
II Materials
Textbook, handouts.
III. Anticipated problems
Students may not have sufficient vocabulary and ideas to write about the topic,
so the teacher should be ready to assist them to make a mind map of ideas.
IV. Procedures:
8


Work
arrangement

Time

Steps

7’

WARM UP

Group work

Competition game – Tet holiday activities
- T divides the class into small groups of 3 – 4 Ss. Then T
distributes the following handouts for Ss to do in their
own groups. Ss have to fill each space with one activity.
Which group finishes first and has all the correct answers
will be the winner.
- Suggested answers:
decorate the
house
cook
traditional
food

go shopping
Tet holiday
activities
Visit
relatives and
friends

go to the
pagoda
eat special
Tet food

15thdecorate
day ofthe

thethe
decorate
8th lunar
PREPARING house
STUDENTS
house TO WRITE
13 ‘ - The teacher
month
sets the scene: you are going to write a
description of one of the popular celebrations in Vietnam
celebrate
the
cook
cook
The teacher gets students to choose
the
topic themselves
Have
go
shopping
go-parties
shopping
largest
full
with leading
special to their greater interest intraditional
thetraditional
task.
moon
infood

the
cakes
- The teacher prepares students forfood
the
writing task, the
year
teacher uses Mid-Autumn
the
Mind
Map activity to provide students
Tet Tet
holiday
holiday
with a natural way
of thinking and building thoughts on a
Festival
activities
activities
celebration which each student choose to write about.
- Suggested mind maps:
parade
go to
goin
the
tothe
the
Dances
VisitVisit
and
street

pagoda
pagoda
with
relatives
folkrelatives
songs
andand
the lanterns
friends
friends
eat special
eat special
9
wear
Tet Tet
food
masks
food

Whole class
& pair work
- Choose the
topic to write
about and
complete the
mind maps
with the ideas.


September

2nd, 1945
Hang
national flags

Have a day
off
National
Independence
Day

Decorate the
streets

March on Ba
Dinh square

March 8th
Fireworks
Give
presents and
flowers

Share the
household
chores
Women’s
Day

Show
respect and

love

Hold a
meeting
emphasise
women’s
role

10


November
20th, music
festival
Show
respect and
love

Make
speech
Teacher’s
Day

Have a
strong
bonding

Come closer
to each other
Give

presents and
flowers

T asks other Ss to comment on their friends’ answers and
gives his / her own feedback.
Suggested answers:
The description includes 6 main points:
11


+ Name of the festival
+ Purpose of the festival
+ Time of the festival
+ Main activities of the festival / what people do in the
festival
+ Foods eaten
+ People’s feeling about the festival (like / dislike?
reason(s)?
- Now the teacher gets students to work invidually to
write an outline for their description, using the main
points set in the previons activity. Students should choose
one of the popular celebrations in Vietnam to describe
(Mid –autumn Festival, Teachers’ Day, Women’s Day,
Independence Day ...)
- Students work with each other to comment on each
other’s outline. T goes around and provides help when
necessary
15’

WRITING

- T gets Ss to describe the festival they have chosen in 15
minutes
- T goes around to observe and offer help with vocabulary
or structures
Sample writing
1. Mid-Autumn festival.
In Viet Nam, the Mid - Autumn festival, also referred as
Tet Trung Thu, is one of the two most celebrated festivals
to current date. The Mid - Autumn Festival dates back
over 15,000 years ago, and is traditionally held on the 15 th
day of the 8th lunar month. A Vietnamese folk song
indicates that the festival came about as a way for parents
to make up lost time, showing love to their children after
the harvest season. Appropriately, the Mid - Autumn
Festival is also called the Chilren’s Festival. Trung thu
activites are often intended for children and their
education. Parents buy lanterns for their children so that
they can participate in a candlelit lantern procession at
dawn. Lanters represent brightness while the procession
12

Invidually
work


symbolizes success in school. Vietnamese markets sell a
variety of lanterns. Other children’s activities include arts
and crafts which children make face masks and lanterns.
Children also perform traditional Vietnamese dances and
participate in contests for prizes and scholarships.

Unicorn dancers are also very popular at Trung Thu
festival. In addition, Vietnamese parents tell their
children’s fairy tales and serve mooncakes and other
special sweets, it’s also the opportunity for me to gather
with my family and friends to enjoy the moonlight and
many special refreshments.
2. National Independence Day.
September 2nd, 1945 is an important landmark marking a
major turning point of Vietnam. It was an establishment
day of the Democratic Republic of Vietnam and is also
considered the National Independence Day of the current
Socialist Republic of Vietnam. President Ho Chi Minh
read the Declaration of Independence at Ba Dinh square
officially claiming the independence and sovereignty of
Viet Nam from France and Japan.
As a typical National Day, the Vietnamese have a day off
to commemorate the event’s historical significance. A
notable sign for the cheerful spirit of the day is the
appearance of Viet Nam flags everywhere, coloning the
whole country with lively red backgrounds and jovial
yellow stars. The streets are exploded with a boom of red
and yellow. There is also an annual marching on the Ba
Dinh square and fireworks in the major cities of Viet
Nam. September 2nd is truly an utmost special day for the
whole Viet Nam nation.
3. Teacher’s Day.
Teacher play an important role in the growth of students.
The festival known as Teacher’s seeks to celebrate this
unparalled contribution made by teachers in the life of
their students. The ceremonious occasion is celebrated on

November 20th every year.
On that day, some of the usual activities performed are
dance, drama, songs, competitions and especially thanks
giving of students to their teachers by giving a speech,
flowers and meaningul presents. The day gives the
students an opportunity to show respect and love to their
13


teachers. Both teachers and students enjoy the occasion
with equal enthusiasm. It gives them an opportunity to
come closer to each other and have a strong bonding.
4. Women’s Day.
The International Women’s Day is celebrated every year
globally on March 8. Women’s Day started out as a
feminine movement in the early 1900s where women
demanded equal opportunities, freedom and the right to
vote. Today, various events are held all over the world
and some countries even regard this day as a national
holiday! As part of a workplace environment, offices can
organise a meeting or parties where women workers are
given special titles. At home, family members honour
women with some flowers or a small present, do the
chores for the day or take them out for dinner. All these
activities emphasise women’s role and show respect and
love to them.
8’

FEEDBACK ON SS’ WRITING
- T asks Ss to exchange their writing with another student

for peer correction.
- T goes around and collects mistakes.
- T chooses one or two descriptions and reads it / them to
the class.
- Then T elicits corrective feedback from the class and
gives into consideration their friend’s and T’s suggestions
and correction.

14

Pair work &
whole class


2.4. Effects of the experience initiative on study results of students, on
teaching methods of my own and my colleagues.
Class Number Excellent
Good
of
students
N0
%
N0
%

Average
N0

%

Weak
N0

%

Poor
N0

%

11G

39

5

12,8 10

25,6 15

38,5 6

15,3 3

7,6

11I

43

2

4,7

11,6 15

34,9 10

23,2 11

25,6

5

2.5. Results after applying the initiative.
I find that using mind map is the easiest way to teach my students how
and what to write. There have been some of the initial results after applying
Mind Maps to teaching English writing skill. Students have become actively
envolved in the writing lessons and more confident in their writing, even some
students have performed very well. The academic year 2018-2019 has seen the
result of my applying this method of teaching though the two prizes for gifted
students in the examinations organized by the Education and Training
Department of Thanh Hoa, one third prize and one encouragement prize.

15


3.Conclusion and requests
3.1. Conclusion.
I find that using mind map is the easiest way to teach my students how and

what to write. There have been some of the initial results after applying Mind
Maps to teaching English writing skill. However, due to the limitations of time
for a teaching period, and the lack of facilities, and students’ levels, groups of
students are only asked to draw a cluster of ideas in the shape of the map.
Nevertheless, some students made eye - catching maps. I also help students to
add some structures to the maps, my students can now have their own products,
instead of copying the samples from books. They are also encouraged to write
because it is their own ideas and words. I also try to use mind map in reading
and speaking, and the results make me surprised.
Often once students are exposed to mind mapping, the old way of brainstorming
takes a backseat, and this becomes the preferred method. You’ll be amazed at
how easily and cohesively students are able to assemble their thoughts and write
their own paragraphs.
3.2. Requests
3.2.1. For the Department of Education and Training:
- Organising the seminars, conferences and forums to give teachers of
English opportunities to share their teaching experiences.
- In the process of implementing, there would be unavoidable shortcomings.
I am looking forward to hearing comments from managers for me to improve
my teaching method.
3.2.2. For the Leaders of the school:
- Set up English clubs for students to have opportunities to practise and use
English in real life.
- Equip the school with the modern facilities, multimedia room.
- Register and buy CDs every year. (Because of the peculiar easily scratched
CD, they cannot be used for many years, which has bad effects on the teaching
results.)
- Encourage teachers to summarise their teaching experiences.
- Enable teachers to participate in conferences, seminars and forums to enhance
their knowledge and teaching methods.

- For the innovation of teaching methods to be effective, there should be close
coordination, guidance and attention from the leaders.
Thanh Hoa, May 10th 2019

Principal’s confirmation

I assure that this is my idea report, I do
not copy others’ content
Written by

Trinh Thi Lien
16


REFERENCE BOOKS:
During the research process I have used the following references:
1. English Textbook 11 (Education Publishing House)
2. Teachers Book 11.
3. Mind Tools Club:
4. Methods of teaching English in secondary schools. (Nguyen Hanh Dung Educational Publisher)

17


DANH MỤC
CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG
ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD & ĐT, CẤP SỞ GD & ĐT VÀ
CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN
Họ và tên tác giả: Trịnh Trị Liên
Chức vụ và đơn vị công tác: Giáo viên – Trường THPT Bán công số 1 Hà Trung,

trường THPT Nguyễn Hoàng (Thời điểm viết SKKN và được xếp loại)

TT

Tên đề tài SKKN

1.

Cách khai thác dạy và học
bài đọc hiểu hiệu quả cho
học sinh THPT

2.

Phát huy hiệu quả hoạt động
cặp, nhóm trong quá trình
dạy học Tiếng Anh ở trường
THPT

Cấp đánh
Kết quả
giá xếp loại đánh giá xếp
(Phòng, Sở,
loại (A,B
Tỉnh…)
hoặc C)

Năm học
đánh giá
xếp loại

Cấp Sở

C

2004-2005

Cấp Sở

C

2011-2012

18