Enhance the effectiveness of teaching english 8 with mind mapping

1. INTRODUCTION
1.1. The reasons for choosing the topic
The general education program issued in conjunction with the decision
No. 16/2006 / QD-BGDDT dated May 05, 2006 of the Minister of Education
and Training has stated: “Education must promote positive, self the students
'sense of initiative and creativity are in line with the characteristics of the
subjects, the characteristics of the students, the conditions of each class,
fostering the pupils' self-learning methods, the ability to cooperate the skill of
applying knowledge into practice, affect the emotions,bring joy,excitement and
responsibility to study for students” [4].
In order to do that, the subjects, educational activities in the school are
meaningful, certain role. In particular, English subject in secondary schools is
very important to contribute to the achievement of educational objectives. The
course helps students develop holistic, ethical, aesthetic and life skills to shape
human personality, prepare students for working life, participate in building and
protect the country.
Applying learned knowledge to practice is the goal of the subjects. But the
reality is that most students learn English from a mandatory point of view
because it is a subject that calculates grade point average. After examining the
excitement of the subject, most students are not interested in learning this
subject due to many reasons such as the perception of students, parents, some
teachers.English in their minds is a difficult subject, not necessarily, “learned to
get points”.
At present,teaching is considered as a development process of the
students,learning is not only the process of acquiring knowledge but also the
process of self-discovery and self-discovery of new knowledge.Therefore, the
task of the teacher is to overcome the difficulties in his/ her teaching hours. It is
necessary to innovate teaching methods, promote students' activeness , stimulate
creativity,capacity self-learning, self research,memorize and help them to learn
more easily and have passion for the subject.The students can apply knowledge
learned into practice.This is concern of many teachers every time in class. [2].

I am a teacher of english,before the requirements of innovation teaching
methodology and characteristic of subjects.I am aware that: In addition to
teaching the knowledge also pay great attention to the development skills for
students, especially hands-on skills. In order to enhance the excitement of the
subject,to direct the students study to active.I boldly selected the content:
“Enhance the effectiveness of teaching English 8 with mind mapping” do the
research topic.

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1.2. Research purposes
To excite the excitement, the ability to find out in learning as well as to
the students can master the knowledge in a certain way, each teacher is always
anxious to find the solutions, Optimal method to help children fully comprehend
knowledge.
Teach with mind map to avoid reading and copying, allowing the students
to take the initiative in learning and giving them the ability to explore, contact.
Exploit the contents the textbook of english 8 for the first semesters,then
develop into mind map .Mind map have both creative and suggestive, suggestive
and stimulating for the student's.
1.3. Subjects for studying
Students of grades 6,7,8 and 9 at Junior high schools.
English lessons at Junior High School use mind mapping.
However, with this topic I would like to use the thinking diagram through
the lessons in the English grade 8
1.4. Methods for studying
In this subject.I mainly use the methods are:
+ Study to build theoretical basis.
+ Comparison.

+ Collect information, statistics

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2. THE EXPERIENCE CONTENTS
2.1. Theoretical basis of experience initiative
2017 – 2018 is the school year,the Ministry of Education and Training
continue to innovate teaching methods to improve the quality of teaching and
learning in the schools.One in the new teaching methods and the most modern
method is the mind map (BĐTD), a new teaching method applied by many
countries around the world. By learning and using teaching methods with mind
mapping, I found that this method of teaching very effective in the teaching and
learning of the students. The first step is to inspire students in the subjecs.It is
also bring for the students thinking new,new creative about subject [5].
Teaching English in the secondary level in general and English 8 in
particular requires students to have basic skills to apply into practice,to benefit
themselves and to benefit the society.That is, they have to understand and grasp
the purpose of the lesson and then apply it to the practice. A teaching aid tool
has been highly appreciated and has been encouraged by the Ministry of
Education and Training to use mind map in teaching.To increase the
attractiveness for the subjects,to help students understand the theoretical
knowledge that has been learned,the more important give the students creative
thinking and acumen.
Being a teacher of teaching English, through many years of teaching, I
found that the application of thinking diagrams in the lectures is extremely
necessary to enhance knowledge, help the students remember about the best
knowledge.
Mind map uses a lot of colors,images to expand and deepen the ideas.
Mind map is a foundation thinking tool,can describe it as a graphic technique

with a combination of words,images,contours,the color is suitable with
structure,operation and function of the brain, helping humans discover the
potential of the brain
Mind maps help the students
learn more effective learning
methods,learning method for the students is not only a measure to improve
teaching effectiveness but also a target of teaching. In fact, some students study
very hard but they still learn badly,the students learn the following lesson has
forgotten the previous lesson and does not know how to link the knowledge to
each other.They do not know how to apply the knowledge learned into the
following sections. The majority of students reading a book or listening to
lecture at the class,they do not know how to take information,
Mind Map helps students learn positively. Some research results show that
the human brain will understand deeply, long and boldly what self-thinking,
self-writing, drawing on his language so the use of the verbal help students study
actively.
The English program in junior high school has a variety of content that is
suitable when the teachers organize for the students to design mind maps. Thus,

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in mind maps,the students can develop ideas, build models and design the
models to solve problems practical.
Mind map has structured.It like a tree with many small branches grow
around it.“tree” in the middle of mind map is a main idea, large branches will be
divided into several smaller branches, and smaller branches, , the smaller branch
express the topic at a deep level. The branching continues,the knowledge and
images are always connected,the connection creates a "master picture" that
expresses describe the general idea and clearly.

Using the Mind Mapping technique in teaching and learning is highly
effective, the development of logical thinking, they ablility to analyze synthesis,
the students to understand the lesson, long memory instead of memorized form.
Use Mind Mapping in teaching in accordance with student psychology,
Simple, easy to understand instead of memorizing by memorization in the form
of knowledge map,can be use in any condition of the school without any
dependence on facilities.Teaching with mind map - a solution that contributes to
the renovation of basic education.
2.2. The Status of the research problems
2.2.1. The actual situation
The book programs:
The textbook programs are theoretical, not focused on many exercises for
students.Therefore, learning the lessons,memorizing and deepening the
knowledge of students is very difficult.Therefore, most students feel not
interested in subjects [1].
On the students side:
Many students have not mastered the basic knowledge of subjects .
Not contact with reality.
During hour class, the students listen to the teacher and copy the contents
when the teacher reads, do not build the lesson by themselves.
Poor attendance, during the lesson ,the students passively gain knowledge from
teachers.
Students are not interested in studying or classes do not reach the target.
On the teachers side:
Some teachers are afraid of investing their time and dedication in
teaching. Teachers teach how to ensure that the content of the lesson, not paying
attention to the quality of the lesson. Many lessons learn into traditional
teaching methods, without method innovations. Therefore, not to create interest,
passionate learning for the students. Because of the lack of English teachers,
some teachers must teach the inter-school,leading to the fact that teachers are

less invested into lessons. in the process of teaching teachers still use traditional
methods, the students focus on answering the questions that are available in the
textbooks that have made the lesson dry,monotonic,the students are passive so
during lesson,they have few activities, if any, they focus on answering some of
questions given by the teacher.Therefore, the using of visual methods and the
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use of practical images is still limited.The students have not learned to selfstudy,the teachers have difficulty in attracting students to study. Therefore, the
quality of subject is not high.
Most teachers are afraid of using electronic lesson plans, especially
teaching aids such as MindMap, thinking that it will take some time to prepare
for the lesson. The teacher will prepare questions such as discussion questions,
situations that have not in the lesson etc…. With the using of Mind Mapping,
preparation will be more elaborate such as paper, pencils , colors, in order to
have such a lecture requires a lot of preparation time,the teachers often avoid.
Effective student surveys show that using the traditional teaching method with
white chalk makes the difference of only 30%, while the efficiency of the
methodology together builds up to 70 %. Using the new method requires a new
lesson plan. Actually, in order to teach effectively,the teachers works harder than
traditional teaching methods.In addition to the basic knowledge of computers,
using power point software, teaching tools, the teachers need to have true
passion for design work, requiring creativity, acumen to increase the learning
pleasure for the students.
Moreover, during the design process to get a lively image, to follow the
content of the lesson, each individual teacher encountered many difficulties in
finding his own image, sound, documentary. Evidence consistent with the
lecture. This is also one of the reasons some teachers often give up to avoid.
because of these difficulties that teachers use only traditional teaching methods
such as lecturing or using other methods. the students gain knowledge passive,

tedious classroom, students do not understand or understand deeply; Teaching
hours haven't promote of students' activeness and creativity.
Being a teacher who teaches English of grade 8, in the process of
teaching by learn and research of myself ,the helping of my colleagues.I realized
that I need to have an optimal method that is appropriate for each subject. I
gradually put my students on the positive side by using methods study flexible.
Instead of students dependent on the teachers, the textbooks and learning
passively, there is an effective tool that helps me guide my students to explore
and systematize knowledge. Teaching techniques using Mind Maps.Thus, the
lessons become lively, exciting and appealing to the students. On the other hand,
the integration of skills, knowledge capture, contact with students is also easier
2.2.2. The result of the situations
From the fact that in many years, learning English in secondary school is
not much attention, not much importance, students are not actively participate in
school. To overcome this situation, I boldly applied the method of learning by
thinking map into the subject of English grade 8.
Beginning research this topic,I conducted a survey, I found that the
percentage of students interested in this subject was very low..

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Assigned to teach 8A and 8B in the academic years of 2016 - 2017 and the
academic years 2017-2018, I have tried to monitor the actual of the beginning
of the school year, showing that the quality of learning english is very low.
Specific results of the beginning of the year as follows:
Quality results at the beginning of the school year 2016 - 2017
nu
Good
Fair

Average
weak
Poor
Clas
mb qua
ses
quan
quan
quant
ers ntiti
%
%
%
%
0
0
tities
tities
ities
es
8A
36
0
0
4
11%
22 61% 10
28% 0
0
8B

33
1
3%
5
15% 20 61%
7
21% 0
0

Clas
ses
8A
8B

Quality results at the beginning of the school year 2017 - 2018
nu
Good
Fair
Average
weak
poor
mb
qua
qua
quant
quan
ers
% ntiti
%
% ntiti

%
0
0
ities
tities
es
es
38
2
5
5
13
25
66
6
16
0
0
35
0
0
5 14,3
24
69
6 16,7
0
0
Interesting survey results
Level of interest in learning

Classes numbers

Yes

Normal

No

quantities
%
quantities
%
quantities
%
8A
38
5
13%
12
32%
21
55%
8B
35
4
12%
11
31%
20
57%

2.3. The Solutions and implementation organization
2.3.1. The Solutions implemented
Choosing english lessons of grade 8,In order to set up mind map
accordingly
Prepare documents, sub-tables, A4 paper, collect images, stories of the
individual, of the family and the collective, specific to the content of the lesson
Outline,develop a thinking map, and build a system of questions and
situations suitable for the target audience.
Educate students how to develop a mind mapping in different formats and
how to fit appropriate illustrations
Examine the results of student teaching and learning, comparing student
performance.
In some case,if there is enough information to find out, we will decide
more correctly, more accurately, educational effect will be more effective.
Therefore, it is necessary to prepare the necessary requirements, from the design
of lessons, materials to the use of information technology.
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Prepare, prepare the teaching aids, prepare some pictures related to the
lesson, prepare a mind map on the sub-table, and study notes for group
discussion.
On the students side:
Student preparation is a form of study before a new lesson, so that
students will have a good grasp of new assignments.
On the teachers side:
Prepare the lesson , prepare the facilities of teaching before. prepare some
pictures related to lessons. Prepare mind maps on the sub-table and study cards
for group discussion. Collecting multiple documents.
Identify the knowledge about lesson and the amount of knowledge that

should be reflected in mindmap. Practical information related to the lesson and
clearly illustrated on the branches of mind map.
Depending on the specific content to use images, ability to contact,
group discussion questions, to stimulate thinking, the ability to be observed
easily, Help the students to take initiative to work, To master the basic
knowledge. I use the same material to consolidate, Deepening the knowledge
students have just learned through mind maps to help them capture the
knowledge in the classroom. In addition, they also inculcate the content of the
lesson without having to spend much time at home.
Assigned specific tasks to students prepared at home.
2.3.2. The measures to organize implementation
From the teaching in the school for many years. I have chosen the
experimental subjects (TN) and the counterpart (ĐC).The students are in class
8A and in class 8B .I have conducted two classes with two different lessons in
the same unit. In class 8A, I have chosen to teach experiments and class 8B is
the counterpart. The experimental class (TN),I used to use mindmap into the
teaching process.The counterpart class, I have taught of teaching the traditional
way without using the mindmap.
a/ Use mind mapping to teach English of grade 8 in junior high school
Activity 1: Students create mindmap in groups or individual with the
suggestion of teacher.This activity can be conducted in class, at home,
depending on the requirement of the lesson.
Activity 2: Students or representatives of student groups report,
Explanation of Mind Mapping that group was set up.
Activity 3: Students discuss, additional to complete the Mind Map on
their knowledge of the lesson. The teacher will be a mentor, who will help the
student complete the chart, which will lead to the learning of the lesson by
asking questions, encouraging students speak and arrange ideas for complete
diagram.

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Activity 4: Before,the teachers made charts, drew diagrams, and and the
whole class has the same presentation as the teacher and the students don't build
on their understand.
Moreover, they do not pay attention to the images,colors and
contours.When using a map has been overcome limitations
b. Use mind maps to check the old lessons
To check the old knowledge,the teachers can use the map by way.the
teacher draw up a map with keyword corresponding to the content of the
lesson.Then the students complete a mind map with the main branch and sub
branch... The teacher commented.So,checking the old lesson by using mind
map will saves time and check a lot of the knowledge of students .At the same
time that is also the way to learn: fast, easy to remember, long remember for
students. Sometimes the students forget the lessons,the Map picture of the
previous day, the students also easily remember in a moment.
For example: When finished teaching of “ lesson 4.Read” of unit 6:THE
YOUNG PIONEERS CLUB, in the next lesson, I ask students to Ho Chi Minh
Communist Youth Union in the form of mind maps. So,they have spoken the
following:

c. Use mind map to teach new lesson
in the lesson,the teacher puts out a keyword to indicate the knowledge of
the new lesson, and then teacher asks the students to draw a map by asking
questions and allow them to find words related to the keyword and complete it.
Through mind map the students will grasp the knowledge of the lesson easily
For example : When studying “lesson 1.Getting started –listen and read” of
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unit 4,the teacher gives for keyword “ Unit 4.Getting started –listen and read “
then ask the students to draw a thinking diagram by asking questions that will
allow them to draw more branches and gradually add small branches. After the
groups have finished drawing, The teacher calls some students to present in
front of the class to other students to supplement the idea.The teacher concludes,
thereby helping the students can understand the knowledge in a gentle and
natural way but very effective.
d. Use mind map to reinforce knowledge after each lessons.
After each lessons,the teacher guides and suggests for students to self-focus
knowledge system,remember the knowledge of the lesson by drawing the map.
Each lesson is drawn on a separate sheet of paper and clamped back into
episode.this doing will help students easy to review, review knowledge
quickly,easily.
For example: Teachers guide students draw mind maps after finishing
lesson 6 of unit 11 - Language focus.
The diagram illustrates.

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e. Use mind map to support learning,develop thinking for the students.
The students can use the mind map to support the self-study at home:
prepare new lesson, review the knowledge by drawing mindmap on the
paper. Thereby develop the ability to thinking,reinforcing the knowledge
The students work directly with computers, use software Mindmap in
order to ability develop to apply information technology, use the computer in
learning.
2.3.3. Implement the solution by a specific the lesson.
I can demonstrate by using a thinking diagram in teaching and learning "

Period 9: Unit 2 : Making arrangenments – Lesson3. Read “,combines a
mind map to teach and reinforce post after learning completed. In the process of
teaching, the teachers suggestions and guidance for students paint the branch
level 1, level 2, and end the lesson, They will complete a mind map of them in
separate understand way.
Period 9: “Unit 2 Making arrangement- Lesson 3: Read” innovates
teaching methods by using thinking diagrams to create excitement for students
during English lessons, the students can grasp whole knowledge.
The lecture is based on knowledge, skills.This is the basic orientation, the main
content of the lesson and also ensure the program of the Ministry of Education.
Period 9: Unit 2: Making arrangement - Lesson 3: Read
I. Objectives: By the of the lesson, students will be able:
1. Knowledge: To read and understand about the person who invented the
telephone.
2. Skills: To develop reading skill.
3. Attitude: To be more knowledgeable about the telephone.
II.Language contents :
 Grammar : Review: The past simple tense to describe the past events.
 Vocabulary : experiment, device, exhibitions, emigrate, deaf-mutes,
transmit, conduct, assistant
III.Preparation:
- Materials : Ss’ book , Text books, Tape & radio.
- Method : Group work , individual work.
IV.Procedures:
Greeting : 1 minute.
ACTIVITY 1 : WARM - UP (4’)
(1) Objective: Introduce the content of the lesson.
(2) Method: Communicative approach.
(3) Kind of activity: Individual in the whole class.
(4) Materials: Pictures of things talked about Mr. Alexander Graham

Bell
Teacher & Ss activities
Contents
Step 1
T: Shows the class four objects/ pictures of
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Teacher & Ss activities
Contents
objects that might be talked about Mr Alexander
Graham Bell ,Ex: Telephone, experiment
,demonstrate, deaf-mute
Sts: Look at these objects.
Step 2: Doing the tasks.
T . Ask Ss to guess when you might use all four
objects.
Sts:Ss doing the guessing.
Step 3: Giving feedback and introduce the new
lesson.
These things are talked about Mr Alexander
Graham Bell.
Do you know about Mr. Alexander Graham
Bell?
What did he invent ?Today……………
ACTIVITY 2 : Presentation (10’): Teaching vocabulary
(1) Objective: Teach the new vocabulary.
(2) Method: Communicative approach.
(3) Kind of activity: Individual in the whole class.
(4) Materials: Pictures of things shown on the projector.

Teacher & Ss activities
Contents
Step 1. Giving the task
T: Tell Ss that they will learn the
I.Vocabulary.
vocabulary relate to the lesson and ask them emigrate (v) : Di cư
to pay attention.
deaf-mute(n): người câm
Sts.pay attention.
điếc
Step 2: Doing the task.
experiment (n ): cuộc thí
T: Teacher uses different techniques to teach nghiệm
vocab(situation, pictures)
transmit (v) : Truyền đi
- emigrate (synonym) :
conduct( v) : Điều khiển
- deaf-mute(picture)
device (n ) : Thiết bị,dụng cụ
- experiment ( picture ):
demonstrate( v): Chứng minh
- transmit ( example)
- conduct( trans) :
device (picture )
- demonstrate( trans):
Sts : Follow the steps of teaching vocabulary.
Step 3: Check.
Rub out and remember.
ACTIVITY 3 : READING (16’):
(1) Objective: Sts are help to improve their reading skill.

(2) Method: Communicative approach.
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(3) Kind of activity: Individual ,work group.
(4) Materials: Extra board , worksheets.
Teacher & Ss activities
Step 1. Pre-reading
1.Read the text and write T / F statements.
T: Hang the poster of T / F statements on the
board and ask Ss to work individually and
guess which statements are true or false
Work in individually
Share answer with their partner.
T gets fedback then gives keys

Contents
II.Reading
1.True or false. Correct the
false sentences
a) F :Alexander Graham Bell
was born in Edinburgh in
Scatland.
b) F:He worked with deafmute patients at Boston
University.
c) T
d) F:Bell and Watson
introduced the telephone
in 1876.
e)F:Bell experimented with

ways of transmitting
speech over a long
distance.
f)T
2. Put the events in the
correct order.
Keys:
d–e–a–g–c–b–f

Step 2: While-reading
2. Read the text quickly.then put the events
in the correct order.
T: have ss read the passage again, work in pair
to ask and answer questions in exercise 2.
- Ss: work in pairs.
- T: call some pairs to ask and answer.
- Ss: give their answer.
- T: correct and give the answer keys.
- Ss: copy down.
ACTIVITY 4 : SPEAKING (10’):
(1) Objective: Sts are help to improve their speaking skill.
(2) Method: Communicative approach.
(3) Kind of activity: Individual ,pairs work.
(4) Materials: Extra board
Teacher & Ss activities
Contents
Step 1. Prepare for Ss to answerv the
III.Speaking
questions about Mr Alex
1. Answer the questions

T asks Ss to go back the passage and answer
a.Alexander Graham bell was
the questions.
born in Endiburgh.He was on
a. Where and when was Alexander Graham
March 3,1847.

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Bell born?
b. When was the first telephone in commercial
use?
Ss – answer the questions
V. Consolidation and homework (5’)
1.Consolidation

b. the first telephone in
commercial use on 1877

2.Homework
- Learn vocabulary by heart.
- Write the answer in exercise 2 into your notebook.
- Prepare the new lesson: Unit 2 – Write.
2.4. Results achieved
Using of teaching techniques by Mind Mapping is an effective teaching
method to arouse the enthusiasm of students, encourage students to study with
positive.
The students also respond to complex and "real" plans that will be
encountered in later life. Detail.

Build self-study habits, self-planning in life, forging learning methods
The results and academic achievement are higher. The knowledge becomes
profoundly sustainable. easy to remember and remember faster, notes
effectively. Thanks to the open learning environment, students are confident,
comfortable to express themselves through Mind Mapping and listen to
comments of other members.
The following is the result, that I have gained when I used to teach
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techniques with mindmap and the class do not using Mind Map.
The survey interest of results.
Experimental class
Counterpart class
Content exploring the
(level)
(level)
interest in English
Yes
No
Yes
No
interest in learning English
35
3
16
19
The first semester of school year 2017-2018
Classes numbers
Good

Fair
Average
weak
SL
%
SL
%
SL
%
SL
%
8A(TN)
38
8
21%
25
66%
5
13%
0
0%
8B(ĐC)
35
1
3%
14
40% 19 54%
1
3%
Based on the above results, I have noticed the effect of using mindmap.

The counterpart class.
The students can not remember all the concepts,they didn't remember the
contents of knowledge.They can know a little about the actual contact, so they
will be able to use skill to become life skills will be less.The students do not
understand concepts, they do not know how to handle real situations.They can
not contact and apply the knowledge into practice.After the results survey, the
number of students scored averages is very large, very few students scored good
and none of the students scored good, students still have weaknesses.
The experimental class.
+The students can understand the basic knowledge,
+ Knowing contact the actual
+ Positioning how to re Positioning how to resolve problem in request to check
out of the post.solve problem in request to check out of the post
The students have shown the slightest knowledge,the students are interest in
learning, lively classroom.The results were shown by the point test ,many
students scored good points
Thus,apply teaching techniques using Mind Maps can be used in lessons
Most of the students are eagerly listening to the teachers to teaching
the students study textbooks and reference books.Applying on the actual
observation. It used to layout of colors, lines, branches ,arranging suitable
ideas , easy understand and easy receptive.
Teaching with Mind Map brings excitement of learning to the students,
the enthusiasm of teachers
A mind map is an active teaching techniques.
Using the Mind Mapping technique creates a lively classroom
atmosphere,students love to study, learn lessons actively.

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3. CONCLUSION, RECOMMENDATIONS
3.1. Conclusion
By applying the teaching methodology of the mind map, I found that my
lessons have become more attractive to the students, creating a competitive
atmosphere and learning between the students.
The use of mind mapping in the unit aims to inspire students to learn and
improve the teaching effectiveness of the teacher. But the use of mindmap does
not overload the lesson content.Teachers should select the content and images
used to match the content and duration of each item, each part and the content of
each lesson.
Teaching is always a creative process, the quality of teaching in schools is
not based on the teaching methods of teachers but also depends on the method
learning of the students.The teachers, in addition to improve teaching methods,
the teachers have to do the task of guiding for students to learn, so that they
understand the contents of the lesson.
Using mindmap in teaching will bring good and encouraging results in the
way students learn.Students will learn how to learn, create and develop thinking.
Teachers will save time.
Using the thinking diagram in English teaching initially created a exciting
of teachers and students in the teaching activities of the school, is one of
the important content of the emulation movement.“Building friendly
school,active students ” the Ministry of Education and Training is deployment.
Mind map is a really effective thinking tool because it maximizing the resources
of individual and collective.
3.2. Recommendations
The most decision of teaching quality is the team of teachers. Therefore,
the teacher must have a solid expertise, appropriate methods, always cultivate, to
learn,update information and devoted with the students.
The using of mind mapping in teaching has many advantages, but this is
not the only teaching tool.We need to coordinate with the traditional teaching

aids to overcome the disadvantages and promote the advantages of each means,
meet the requirements of innovation content.To improve the quality of teaching
English.I have made some suggestions to the school, the education department,
the educational management agencies as follows:
Regularly encourage teachers to apply, using teaching methods
according to lesson research, new teaching methods to teach in general and
teaching English in particular. Strengthen open the training courses on
innovating teaching methods for teachers to teach english subject.To find
about the methods and teaching techniques in a positive way.
The above are some thoughts and my work in the process of
implementing this topic,certainly many shortcomings,in the implementation
process.I will continue to supplement, complete and find new measures to the
issue is getting more and more practical. It is hoped that the comments of the
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leaders, exchange of experience and help from colleagues to have more
valuable experience in their teaching, bring good results in teaching and learning
English.
Finally, I swear this is my experience event, I do not copy other people's
content.
I sincerely thank!
CONFIRM OF AGENCY

Tho Xuan, May 20th , 2018

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