Using mind map effectively in teaching and learning english at junior high school

PART 1: INTRODUCTION
1. Reasons for choosing the theme:
Today, English is recognized as an international language that is widely used
and popular all over the world. Since Vietnam accessed to the World Trade
Organization, more and more foreign corporations have invested into Vietnam to
expand their markets and business cooperation. Therefore, the demand of using
human resources need not only high professional qualifications but also the ability
of using English in work and communication must be professional, this is a serious
problem for workers and Employers. So good communication in English will give
people more opportunities to work in foreign companies with higher salaries and be
able to move faster in their jobs.
But it is the fact that: the application of English language teaching curricula in
high schools is not effective, which cause parents and students to be dissatisfied.

Most students after having studied English for seven years at elementary school,
they can not hear, speak, read or write. Many recent surveys have shown very
pessimistic results: after studying English at junior high school (9th grade),
students can only hear basic informations such as greetings, names, but can not
retell a story of about 100 words.
Therefore, in teaching English to students, we need to direct students to a
positive and self-reliant learning methods to acquire knowledge in addition to
imparting knowledge to students,, and teachers also have research methods to keep
up to date with the knowledge of the world. Building a "picture" of the relationship
between the knowledge will bring about significant benefits in terms of
memorization, cognitive development, thinking, imagination, and brilliance. Create
... One of the most effective tools to create "link images" is Mind Map. The mind

map method proposed by Tony Buzan, dubbed the "universal brain tool", is an

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innovative methodology that is encouraged by the education industry to be
implemented in teaching and learning.
Mind map is a fresh air blowing into the arid lands of past communication.
It helps the teachers know how to put on it to get the most effectively. It helps
students proactively develop their ideas, form independent thinking. So that they
can actively participate in the process of intellectual acquisition. With the above
ideals and from what has been learned through the use of mind mapping in teaching

and learning English in recent years, I boldly wrote the topic "Using mind map
effectively in teaching and learning English at junior high school ". I hope to
show evidence that the use of mind map is a way to innovate. The most active
advocacy brings effective teaching and learning in today's era.
2. Research purposes :
This theme will help to clarify:
- The ways to help students study English effectively.
3. Research objects:
With this initiative experience, I focus on researching, summing up the
following isssues:
- How to use mind map in teaching and studying English
- Help student develop their life skills through using mind map

4. Research methods.
1- A visual approach (using teachers and students thinking maps)
2-Requirements (guide them how to draw, how to present and how to apply)
3- Practical training methods (for students drawing, applying in each lesson and
each type of lecture)
4- Comparative method
5- The pedagogical observation methods.

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PART 2: CONTENT

2.1. Basis of reasoning of the problem:
In the past few years, Ministry of Education and Training has consistently
held excellent teacher examinations, good student competitions at districts,
provinces level, and online English-language Olympics. Every year, the
Department of educations has organized school inspections in order to advise and
motivate teachers to innovate teaching methods, to check students’ active learning,
to organize seminars on improving the qualities of teaching and learning.
Improving the quality of students need to innovate methods, focusing on the ways
to guide students how to self-study, self-discovery and creat. Using Mind mapping
in teaching and learning can do that. In fact, there are many teachers as well as
students do not know how to represent the mind map; how to apply it to the
sections of the lectures (usually only for the conclusion); how to use it effectively.

However, there are a lot of teachers who have used mind map effectively,
especially the mind mapping products of students are very creative and creative in a
surprising way. They can gain knowledge quickly and express it in a lively, concise
and concise map.
On the other hand, to prepare for a lesson using mind map is not too
complicated because the map material is quite simple, such as: Student notebook
paper, A3 size paper, A4, cardboard, more modern is using the powerpoint
presentation or using specialized software. Any teachers, who have limited IT
qualifications, can also do it. Mind map not only helps system of lessons more
logical, easier to understand and memorable way, but also to create a dynamic
atmosphere in the classroom, to improve the interaction between teachers and
students. I realize that: the lessons that use the mind map make my students

excited because they are actively engaged in active learning, learning is as simple
as playing a relay game. For example, learning about the comparative , students
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represented their ideals on the board by drawing big branches: Concepts,
characteristics ..., followed by large branches is small branches with the same
meanings. In this way, they can discuss, change and complement each other in a
flexible way to have a complete lesson plan.
For this method, the teacher is only a stimulus, evaluation and content, and
the

students are really active and creative in expressing their knowledge.

Therefore, the mind map method also contributes to help our students get more
life, such as: skills seeking support, confidence, ability to listen, negotiate,
cooperation, private Great creativity, time management ... ". Not only in class,
many students practice using the mind map while studying at home.
2.2. Status of the problems:
a. Advantages:
- The majority of students are very interested in this new method of teaching
this subject. In addition, younger students are often hyperactive so the combination
of learning with fun, drawing pictures makes them very passionate.
- Mind Map is easy to see, to write, and brings synthesis, thus it stimulates the

interest in learning and creative abilities of students.
b. Disadvantages:
Through the daily teaching shows that: many students do not know how to
learn, how to record knowledge in the brain . They only just learn by heart but they
don’t remember the important knowledge , or do not know thinking, linking
knowledge related to each other. They are used to recording and memorizing
mechanically, so to change the way of learning is also very difficult. Beside , there
is not much time in class that also makes drawing maps face many restrictions.
c. Factual survey:
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The method is implemented and applied at the beginning of this school year
and I have taught my students how to to get acquainted, approach gradually with
the mind map and guide them to to present their ideas before the class.
Before proceeding this topic I have taken a survey about the ability to apply
mind map of the students in the classes I teach. The purpose of the new approach is
to improve the quality of students. Thus, here I present the level of mastery of
knowledge before applying the mind Map through the first 45 minutes test:
Total

excellent

90

Total
16

good
%
17.7

Total
43

fair

%
47.8

Total
24

weak
%
26.

Total
7

poor
%
7.7

Total
0

%
0

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3. The measures carried out to solve the problem
3.1. What is the "Mind map" ?
The Mindmap is a method given as a powerful means of utilizing the visual
recognition of the brain. This is a way to remember the details, to synthesize, or to
parse a problem into a kind of branching schema. This method was developed in
the late 1960s (20th century) by Tony Buzan, which helps to record lectures using
only key words and images. This way of recording is quick, easy to remember and
easier to review.
This method exploits the ability to memorize and relate data to one another by
using colors, a basic structure developed extensively from the center, using lines,
symbols, and words. Words and pictures follow a set of simple, basic, natural and
understandable rules. With a Mind Map, a long list of monotonous information can

turn into a colorful, lively, memorable and organized map. It combines
rhythmically with the natural working mechanisms of our brains. Remembering
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and recalling information later will be easier, more reliable than using traditional
recording techniques.

Mind map is an effective learning method in education
3.2. Advantages of using mind map:
- Advantage: Compared with the traditional way of studying, the mind map method
has the following advantages:

- The main idea will be centered and clearly defined.
- The reciprocal relationship between each point is pointed out. The more important
it is, the closer it is to the main idea.
- The relationship between the key concepts will be received immediately by
sight.
- Revising and memorizing will be faster and more effective.
- Adding information (mind) is easier by drawing inserts into the map.
- Each map will distinguish easily for recall.
- New ideas can be placed in place on the image easily, regardless of the order
of presentation, enabling quick and flexible changes to the memo.
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- take advantages of the supports of the softwares on the computer.
3.3. How to make a mind map:
A mind map works in the same way that our brains operate. Although the
brain can handle most complex events, it is based on very simple principles. That's
why creating mind Maps is easy and fun, because they follow the available needs
and potential of the brain rather than in opposition to them. So, what are the key
tasks of the brain in creating Mind Maps? Very simply: Imagine and links.
- Seven steps to create a mind map:
* Step 1: Start from the CENTER of a blank sheet of paper and pull to the side.
Why? Because starting from the center for the brain, the freedom to spread
proactively and to express more liberal, more natural.

* Step 2: Use an IMAGE or PICTURE for the central idea. Why? Because a picture
is worth a thousand words and helps us use our imagination.
* Step 3: Always use COLOR. Why? Because color also stimulates the brain as an
image. Colors give Maps Think about resonant vibrations, bring endless vitality
and energy to creative thinking and it's also fun.
* Step 4: Connect the BRANDS to the central image, and connect the secondary
and tertiary branches to the first and second level branches, etc. Why? Because, as
we all know, the brain works by association. If we connect the branches together,
we will understand and remember a lot easier.
* Step 5: Draw more bendy lines than the straight line. Why? Because nothing
brings boring to the brain than straight lines. Like tree branches, organized curves
will appeal to and attract more eye contact.

* Step 6: Using a keyword in every destination. Because, the keywords give our
Thinking Maps a lot of power and flexibility. Each word or every single image is
like a multiplier, which gives its associations and associations a special appearance.

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* Step 7: Use the pictures throughout. Because just like the central image, each
picture is worth a thousand words. So if you have only ten images in your Mind
Map, then it's on par with ten thousand words of footnotes.
3.4 Applications of mind map in teaching:
3.4.1. Using mind map in teaching vocabulary:

a. Step 1: Preparation of teachers
- Teachers list before a large vocabulary of topics in the book as: My School,
My House, Family, Activities, Classes, Places, Body, Food and Drink, Sports and
pastimes, Countries ..., When learning these topics, the teacher asks students to
master topics learned and review the vocabulary relating to the topic.
- Normally in all GRAMMAR PRACTICE is all grammar revision of 2, 3 or 4
previous units, I usually spend about 15 minutes to guide students to reflect on the
vocabulary according to the topic by drawing mind maps.
For example the following picture about “My School” Unit 2 (Textbook
English 6)

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b. Step 2: Preparations of students:
Ask students to prepare some of the following tools:
- A box of crayons.
- A4, A3 or take advantage of the back of the picture, posters, New Year calendar.
c. Step 3: Instruct students to draw
- Firstly, I give a template mind map that is available in the drawing for students
and explane about the branches, line drawings and objects drawn on it.
- When guiding them to draw, it is not necessary to require them to draw like a
sample that I made. Students can draw under their own creativity and colors.
- Starting from the central image of the main theme, students can draw the human

branches, called branch level 1. Then from that branch level 1 to develop additional
branches of the branch level 1 (branch level 2). Just continue to do until the last
branch.
- Students can also use images to illustrate a subject or a single vocabulary
- Ask students to always use color. Because color also has the effect of stimulating
the brain as images.
- Students should use the curved lines instead of straight lines because the curve
lines which are organized clearly will attract the attention much more of eyes.
- The layout of information is all around the central image.
- Students should not draw out the paper, leave some space so that we can add to
the branches with the words that the children will learn later. So mind map is not
only drawn once , it will further continue when students learned more new words

related to the topic.
d. Step 4: Comment
- After students finished painting, I hung a mind map to comment on these points
that the student has achieved and a number of weaknesses in mapping. With the

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good students I asked them to put some simple example sentences with the words
on mind maps to make them understand better about how they use the words.
- Then ask students to finalize their maps at home. So you have time to draw more
detailed and better quality.

Here are some of the topics that I have applied to teach students in grade 6:
* Theme 1: "My house"-Unit 3 (Textbook English 6)
-

Starting is the central image (the House), then followed by the main tributaries such
as: Living-room (living room), Bedroom (bedroom), Kitchen (kitchen), Bathroom
(shower). Next up from the main branches to draw more of the sub-genres, look
like Kitchen branch , to list all the vocabulary related to the living room.
- Teachers can also suggest the students should add the words that are not in the
textbook or add more latter. With each branch, the students can also draw pictures
with equivalent words right next to.
* Theme 2: Sport and Pastimes – Unit 12 (Textbook English 6)

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-

With this theme I took the center image is a graphic description of the "SPORTS",
Next,from the center image divided into three main branches. The first branch is
GO: from this branch , draw more the ramifications listed a number of activities
related after the verb GO. After each activity, there are some illustrated images so
that students can understand the meaning of these words.
- The second branch is the PLAY branch from here to list all the kinds of sports

when it comes with the word PLAY such as: play soccer, play volleyball, play
basketball, play baseball, play tennis, play table tennis. This makes the students not
use wrongly as they like to say which sports they play because students may be
confused when saying "play skip" instead of saying "skip"
- Finally, is the OTHERS branch, list a number of other recreational sports
activities that are not used with the verbs like GO and PLAY. With the map like that
students can not only remember the words but also remember how to use the word
better.
* Theme 3: Body - Unit 9 (Textbooks English 6)
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- On this subject students can use the body image immediately to make the
center image. With this image , students will feel more excited. The obranches
are described as image 5 .

3.4.2. Using mind map in teaching writing section:
In the unit 13: FESTIVALS of English 8, for introduction to the Writing
section with a few questions to test students’ memory which they learned about the
cooking festival in the Getting started section I ask student to represent them by
using mind map. So they can imagine writing about how many festivals there are,
how many people are involved, how they are done .. they are the main ones. It
should be included in the mind map. More than 14 students can draw, present and
answer the festival summary questions with a mind map.

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3.4.3. Using mind map in teaching pre –practice:
To apply a mind map to this class, I think applying it to the language focus is
more appropriate. For example, in the 9-language focus unit, I suggested that they
review the topic. For each formula or usage or grammar knowledge, I give an
example. How to associate with what type of exercise is the most appropriate in the
program. By doing that students can seamlessly acquire and apply basic grammar
knowledge.

3.4.4. Using mind map in teaching free –practice:
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Look at the mind map of the unit 4 OUR PAST - the writing is sure to each
person at least one sentence related to the story. Therefore, when stringed these
sentences back I have a very interesting story.

3.4.5. Using mind map in teaching consolidation:
By giving the missing words only to fill in, I asked the students to look at the
mindmap to re-present the missing information. Surely this type of exercise will
inculcate their knowledge of the organization. Ho Chi Minh Communist Youth in

Unit 6 -THE YOUNG PIONEERS CLUB- section reading- English 8.
4.The Effectiveness of ideas:
a. For students
- Students are very interested in learning this way. With this learning style
students hold the creation of their imagination. Students can draw at will without
being bound by the path or a certain stereotype would. Mind Map also help
students save time, remember better and see the overall picture and the organization
of their classification.
- Mind map also helps students practice presentation skills and master the
knowledge of lessons certainly, memorize articles longer.
- Look at Mind Map, any student can presentation the content or the theme
according to the logic circuit of knowledge.

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- With the weak students, Mind Map is considered as a teaching aid, very useful to
help students to acquire the basic knowledge of each lesson by listening to the
teacher’s lectures ,the good students’ discussion in class and finally the teacher
guide ,record or give out a summary of the lesson by a simple mind map. There are
simple mind maps , the students will find it easy to learn more lessons, and the
important knowledge of each lesson is recorded in a concise manner. Poor students
only need to master this .
After using mind map in teaching, I have the better results:
Total

90

excellent
good
Total
%
Total
20
22.2% 45

fair
%

Total
50,1% 20

weak
%
Total %
22.2% 5
5.5%

poor
Total
0

b. For The Teachers
- Beside teaching vocabulary , if teachers use mind map in teaching other topics,
they can help students change the traditional article notes which are popular
nowadays. It means that burning off this line to another line. If the use is mind map,
the teacher will enrich the arsenal of methods, their teaching methods ,contribute to
the renewal of teaching methods, create more challenging for students in learning,
step by step training for thinking ability of students through encouraging students
to participate in lectures or read the mind maps that students copied in the lessons.
- Using the mind map in teaching also helps overcome the situation of students
acquiring a passive , machanical way, etc ... because mind map is developed
gradually step by step according to the hours of teaching.

PART 3: CONCLUSIONS
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%
0


After a period of application , using mind map in teaching in general and
teaching English vocabulary condolidation in particular. I have obtained some
significant results. I also noticed the use of proficient and effective mind mapping
in teaching that will bring a lot of good results and encourage the learning methods

of students and the teaching methods of the teachers. Students will learn a method
of learning, increasing the autonomy, creativity and develop thinking. Teachers will
save time, increase the flexibility of the lectures, and the most important thing is
that It will help students grasp the knowledge through a "map" showing the close
link of knowledge.
Through this,we should also note some things to avoid when creating mind
mapping:
- Write an explanation on each branch too much.
- Recording too much attention unnecessary junk.
- Spending too much time to record and color the map, while the main content of
the mind map and then the knowledge of the art form.
However, according to the lessons that teachers guide students are

summarized by Mind Map , not necessarily in any lessons or units of knowledge
will have to set it up.
Above are the results that we have already achieved and the ones are still
limited. I hope with using mind map in teaching and consolidation vocabulary in
particular, and the teaching of English in general, which will contribute to further
improvement of the teaching of colleagues at Secondary Schools, and I hope that
teachers should apply the teaching of this map to their everyday teaching.
Your sincerely !

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Headmaster’s signature

I’m sure this is my own experienced initiative.
Yen Dinh, April 10th 2017
Written by

Nguyễn Thị Thúy Hằng

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OTHER REFERENCES

1. TS. Trần Đình Châu - Bộ Giáo dục & Đào tạo, Sử dụng bản đồ tư duy góp phần
dạy học tích cực và hỗ trợ công tác quản lí nhà trường.
2. Tony Buzan, Bản đồ Tư duy trong công việc. NXB Lao động – Xã hội.
3. Một số trang web viết về Bản đồ Tư duy
4. Chuẩn kiến thức- kỹ năng Tiếng Anh THCS.
5. Sách giáo khoa Tiếng Anh THCS.

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INDEX
Name of parts

PART 1: INTRODUCTION
1. Reasons for choosing the theme
2. Research purposes
3. Research objects
4. Research methods
PART 2: CONTENT
2.1. Basis of reasoning of the problem:
2.2. Status of the problems:
3. The measures carried out to solve the problem
3.1. What is the "Mind map" ?
3.2. Advantages of using mind maP
3.3. How to make a mind map

3.4 Applications of mind map in teaching:
4.The Effectiveness of ideas
PART 3: CONCLUSION

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PHÒNG GIÁO DỤC VÀ ĐÀO TẠO YÊN ĐỊNH
TRƯỜNG THCS LÊ ĐÌNH KIÊN

SÁNG KIẾN KINH NGHIỆM

TÊN ĐỀ TÀI
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“USING MIND MAP EFFECTIVELYIN TEACHING AND
LEARNING ENGLISH AT JUNIOR HIGH SCHOOL”.

Người thực hiện

:

Nguyễn Thị Thúy Hằng

Chức vụ

:

Đơn vị công tác

: Trường THCS Lê Đình Kiên

SKKN thuộc môn

:

Phó hiệu trưởng
Tiếng Anh

Yên Định, năm 2017

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