Using mind maps in teaching grammar in english 12 at lang chanh high school

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ

TRƯỜNG THPT LANG CHÁNH

SÁNG KIẾN KINH NGHIỆM

USING MIND MAPS IN TEACHING GRAMMAR IN
ENGLISH 12 AT LANG CHANH HIGH SCHOOL

Người thực hiện: Nguyễn Thị Huyền
Chức vụ: Giáo viên
SKKN thuộc lĩnh mực (môn): Tiếng Anh

THANH HOÁ NĂM 2019
0


Appendices
Content

Page

I. Introduction

2

1. Reason for choosing the topic

2

2. Aims of the study

3

3. Methods of the study

3

II. Contents

3

1. Theoretical background

3

2. Practical background: The reality of quality of English at Lang
Chanh High School

5

3. Solutions

5

3.1. Mind mapping strategies for teachers
3.2. How to draw a Mind Map

5

3.3. Some examples

8

3.4.Some results

12

3.5.Result
III. conclusion

14

1. General conclusion

15

2. Recommendation

15

8

15

1


THANH HOA DEPARTMENT OF EDUCATION AND TRAINING
LANG CHANH UPPER- SECONDARY SCHOOL
THANH HOA, 2019

EXPERIENCE INITIATIVE
Using mind maps in teaching grammar in English 12 at Lang Chanh high
school
The writer: Nguyen Thi Huyen
Position: Teacher of English
Experience initiative: English
I. Introduction
1. Reason for choosing the topic
English is one of the mostly used languages in the world. The knowledge of
English is a very good thing in the present day world. It is a very important
language and it has been incorporated into the learning curriculum of many
schools and other learning institutions all over the world. Learning English is
becoming more and more important recently. Like many countries in the world
in Vietnam, English is considered as a core subject. Therefore, every students at
all levels of education from pre-school to higher education have to learn
English. Especially, for high school students English is one of the core subjects
in GCSE examination. However, the average score of English in the exams
generally and in GCSE examination particularly is very low. To get the better
result in the exam, students must have good knowledge of English. If we want to
help students to do that, we need to innovate teaching methods constantly.
During teaching and learning English process, especially at Lang Chanh
high school where most of the students are not good at English, finding the way
to obtain English is the most important. Mind map is one of the most useful one
to help students to learn English better. It could be an effective tool that helps
students to associate new information to their exsiting knowledge. In teaching
my students, I often make use of mind mapping and students have no idea about
it. Grammar is not easy subject and a lot of students encounter difficulty in
mastering it. The mind map is less commonly reffered to as word maps or
vocabulary networds as well. By introducing mind mapping and improving
grammar point methods to the students, they will be able to handle their

grammar lesson easily and get better results in learning English. How to use
mind maps in teaching English effectively is also the problem which we offen
meet. Recognizing the impotance of using mind maps, I have chosen this topic
in hope of finding out some useful measure to use mind maps teaching grammar
in English 12.
2


2. Aims of the study
- To introduce mind maps and to show the advantages of using mind maps.
- To show how to use mind maps in teaching and learning grammar in
English 12.
- To help teachers teach English grammar effectively.
- To help students learn English grammar better.
3. Methods of the study
- The qualitative and quantitave approach
II. Contents
1. Theoretical background:
A mind map is a diagram used to visually organize information. A mind
map is hierarchical and shows relationships among pieces of the whole. It is
often created around a single concept, drawn as an image in the center of a blank
page, to which associated representations of ideas such as images, words and
parts of words are added. Major ideas are connected directly to the central
concept, and other ideas branch out from those major ideas. Mind maps can also
be drawn by hand, either as "rough notes" during a lecture, meeting or planning
session, for example, or as higher quality pictures when more time is available.
Mind maps are considered to be a type of spider diagram. A similar concept in
the 1970s was "idea sun bursting".
A mind map is an easy way to brainstorm thoughts organically without
worrying about order and structure. It allows you to visually structure your ideas

to help with analysis and recall. A mind map is a diagram for representing tasks,
words, concepts, or items linked to and arranged around a central concept or
subject using a non-linear graphical layout that allows the user to build an
intuitive framework around a central concept. A mind map can turn a long list of
monotonous information into a colorful, memorable and highly organized
diagram that works in line with your brain's natural way of doing things.
Mind-mapping can be use d in different learning and thinking processes.
People make use of various colours, images, symbols and errors, etc to associate
and connect ideas. The drawing of mind maps requires the uses of both sides of
the brain (Buzan, 1976) and therefore can increase productivity and memory
retention. The strong visual appeal off mind maps can speech up the learning
process and help students to memorise and recall information effectively
(Brinkmann, 2003). Also, the more personalised the mind maps, the more easily
learner could retrieve information (Buzan & Buzan, 2000).
Basically, mind mapping avoids dull, linear thinking, jogging your
creativity and making note taking fun again. We use mind maps for:
- Note taking
3


- Brainstorming (individually or in groups)
- Problem solving
- Studying and memorization
- Planning
- Researching and consolidating information from multiple sources
- Presenting information
- Gaining insight on complex subjects
- Jogging your creativity
It is hard to make justice to the number of uses mind maps can have – the
truth is that they can help clarify your thinking in pretty much anything, in many

different contexts: personal, family, educational or business. Planning you day or
planning your life, summarizing a book, launching a project, planning and
creating presentations, writing blog posts -well, you get the idea – anything,
really.
In the education sector, mind maps are commonly used for note making,
creative thinking, report writing and decision making. Through mind-mapping,
children develop their "personalised" maps with pictures and colourful lines that
stimulate their interests and creativity and consequently their competences in
learning. Mind-mapping is useful for the building of knowledge and
understanding and ideas association. There are many challebges that mind maps
can help students especially high school students with.
- Brainstorming sessions can feel like a frustrating waste of time for a
dyslexic because they are more interested in the big picture than in lots of
smaller idears. Mind maps can help because they provide a way to structure the
keywords being said and to branch the information being discussed. This creates
a way to bring a shape to what is being shared in the brainstorming session. A
one page mind map means you can review the session quite straightforwardly.
- Information overload: There is a lot of note taking in high school either
from what is on the board or trying to summarise what the teacher is saying. A
mind map helps here because it is a way of consolidating information and
creating an overview as you listen. It also means you have one concise page of
notes rather than 3 or 4 pages per lesson.
- Remembering details: It can be a real challenge to remember all of the
information you need and remember it in a right order. The use of colour for
each branch in a mind map helps to chunk the information into core themes so
you can recall it in a more helpful way.
- Writing essay: Essay can be a real challenge for dyslexics because they
involve a lot of planning and structuring of your ideas. A mind map helps to
anchor those ideas and bring some structure to them. Firstly, you can brainstorm
4

your ideas, identify different themes and possibilities and bring order to these
with a structure map. This mind map will help you add to each theme so that
your thoughts can develope in a systematic manner.
In teaching and learning English grammar, mind maps are very useful.
They help students to collect knowledge and remember easily especially in
revise lesson.
2. Practical background: The reality of quality of English at Lang
Chanh High School
At Lang Chanh high school there are more than one thousand students, 1/3
of them are 12th grade students. Because most of the students are ethnic
minority, their basic knowledge of English is not good and they are not
confident in communicating. Therefore, the teachers who teach them have to be
really enthusiastic and patient. We always try our best to find out the most
suitable methods to help students learn English effectively.
In recent years, thanks to the implementation of innovation of teaching
method in lang Chanh High school in general, in Foreign Language group in
particular, the quality of students in all subjects has significantly improved. Most
of the teaching lessons have been taught by using active teaching methods that
are suitable for each unit of knowledge and students' ability such as: learnercentered approach, mind maps, group work,... After applying these methods to
teaching, I found that using minad maps in English lesson really practical and
effective. The students's results in learning English are becoming better and
better. Furthermore, more and more students are interested in learning English.
English lessons are no longer a burden to the students those are always sitting
and listening to the teacher. During the class, students can brainstorm, then
discuss with their partners about the content of the lessons and draw the mind
maps by themselves, which makes them understand and remember knowledge
better.
In general; however, sometimes using mind maps is not practical and

appropriate enough. Therefore, I want to talk about how to use mind maps in
English lessons effectively, with the aim of contributing to improving the
effectiveness of teaching and learning English, especially in teaching and
learning English 12, to help the students get better result in the next GCSE
examination.
3. Solutions
3.1. Mind mapping strategies for teachers

5


The adoption of Mind Maps in teaching has grown recently due to the
benefits of using Mind Maps to learn and the availability of free online mind
mapping software.
Teachers have recognized the value of using Mind Maps to engage
students, encourage creativity and, most importantly, teaching how to learn
rather simply memorizing content. Mind Maps have even been integrated into
emerging teaching techniques such as the Flipped Classroom and Design
Thinking as outlined in the Mind Map on the right.
Pre-class:
1. Planning: Whether its lesson plans, design of your class curriculum for
the school year or planning an assignment timeline, Mind Maps give you a clear
and visual overview of what needs to be covered.
2. Organizing: If you’re the type of person who regularly jots down ideas
and thoughts, Mind Maps are the perfect tool to create structure and organization
of a topic.
In-class:

6

3. Teaching: Online Mind Maps can be used in class to brainstorm and
generate discussions. This will encourage students to participate but also to fully
understand a topic and its nuances by creating connections between ideas.
4. Hand-outs: Mind Maps that have been created online can easily be
printed and shared with students. Notes in the Mind Map can built on by
students in class.
5. Presentations: A brilliant way to develop student’s communication
skills is through presentations. However, students can easily become bored
listening to others present. Mind Maps act as visual information providers and
encourage the audience to engage with the material that is being presented.
Easily create an interactive Mind Map online with this free Mind Mapping tool,
ExamTime.
6. Creativity: Essentially a Mind Map is a blank canvas; why not have
some fun in your classroom? Get the creative juices flowing by throwing your
students a silly idea and asking them how this can be achieved. Not only will
this exercise encourage creativity, but it will also help students think for
themselves and have some fun with it!
7. Learning: Mind Maps have been embraced in the realm of education
as a learning tool which help students reinforce knowledge by making
connections between different areas and delving in-depth into an area.
Outside class:
8. Collaboration: The new generation of “Digital Citizens” are highly
adaptable to change and expect to use technology as part of their education.
Students can easily work together on group projects or assignments using free
online study tools such as ExamTime where you can share your Mind Map with
friends or a group of people.
9. Assessment: A great way to use Mind Maps for assessment is to ask
students to express their ideas about a topic in a Mind Map before and after a
class. Students will retain the information better and it will also reassure

teachers that students remember and understand the knowledge.
10. Comprehension: Analyzing study material by reflecting on what you
have learned is key to fully comprehending new information. Encourage
students to delve into the material and see how far they can go – a Mind Map
can develop into several ideas which can branch out into new Mind Maps from
each node.
With the availability of online Mind Mapping tools, it’s now even easier to
capitalize on the opportunities discussed above. Remember, students have
grown up with technology more so than you so introduce them to the technology
and let the possibilities fly!
7


3.2. How to draw a Mind Map
Drawing a mind map is as simple as 1-2-3:
Step 1: Start in the middle of a blank page, writing or drawing the idea you
intend to develop. You should use the page in landscape orientation.
Step 2: Develop the related subtopics around this central topic, connecting
each of them to the center with a line.
Step 3: Repeat the same process for the subtopics, generating lower-level
subtopics as you see fit, connecting each of those to the corresponding subtopic.
Some more recommendations:
- Use colors, drawings and symbols copiously. Be as visual as you can, and
your brain will thank you. I’ve met many people who don’t even try, with the
excuse they’re "not artists". Don’t let that keep you from trying it out!.
- Keep the topics labels as short as possible, keeping them to a single word
– or, better yet, to only a picture. Especially in your first mind maps, the
temptation to write a complete phrase is enormous, but always look for
opportunities to shorten it to a single word or figure – your mind map will be
much more effective that way.

- Vary text size, color and alignment. Vary the thickness and length of the
lines. Provide as many visual cues as you can to emphasize important points.
Every little bit helps engaging your brain.
3.3. Some examples
1/Topic: Tense Revision
Step 1: Teacher introduces topic
Step 2: Teacher asks sts to work in groups and discuss about the main
points related to the topic.
Step 3: Teacher gives the eliciting questions to help sts recall the forms,
adverds, uses of the tenses.
Step 4: Teacher goes around and helps sts if necessary.

8


2/Topic: Reported speech
Step 1: Teacher introduces topic
Step 2: Teacher asks sts to work in groups and discuss about the main
points related to the topic.
Step 3: Teacher gives the eliciting questions to help sts recall the forms.
Step 4: Teacher goes around and helps sts if necessary.

9


3/Topic: Passive voice
Step 1: Teacher introduces topic
Step 2: Teacher asks sts to work in groups and discuss about the main
points related to the topic.
Step 3: Teacher gives the eliciting questions to help sts recall the forms.

Step 4: Teacher goes around and helps sts if necessary.

4/Topic: Conditional sentences
Step 1: Teacher introduces topic
Step 2: Teacher asks sts to work in groups and discuss about the main
points related to the topic.
Step 3: Teacher gives the eliciting questions to help sts recall the forms.
Step 4: Teacher goes around and helps sts if necessary.

10


5/Topic: Comparisons
Step 1: Teacher introduces topic
Step 2: Teacher asks sts to work in groups and discuss about the main
points related to the topic.
Step 3: Teacher gives the eliciting questions to help sts recall the forms.
Step 4: Teacher goes around and helps sts if necessary.

11


6/Topic: Tag questions
Step 1: Teacher introduces topic
Step 2: Teacher asks sts to work in groups and discuss about the main
points related to the topic.
Step 3: Teacher gives the eliciting questions to help sts recall the forms.
Step 4: Teacher goes around and helps sts if necessary.

3.4.Some images

12


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3.5.Result
Group 12A2 : The total number of students is 43

The first midterm
The second midterm

Very
good

Good

Average

02
(5%)
10
(24%)

15
(35%)
25
(58%)

16
(36%)
8
(18%)

Below
averag
e
10
(24%)
0

Group 12A4 : The total number of students is 44

The first midterm
The second
mid-term

Very
good

Good

Average

0
(0%)
05
(12%)

7
(16%)
12
(27%)

15
(35%)
25
(57%)

Below
averag
e
22
(50%)
02
(4%)

Group 12A6 : The total number of students is 42

The first midterm
The second
mid-term

Very
good

Good

Average

01
(2%)
05
(12%)

05
(12%)
12
(29%)

16
(37%)
22
(51%)

Below
averag
e
20
(49%)
03
(8%)

Group 12A7 : The total number of students is 41

The first midterm
The second
mid-term

Very
good
0
(0%)
03
(7%)
14

Good

Average

04
(10%)
12
(32%)

15
(39%)
22
(51%)

Below
average
22
(51%)
04
(10%)

III. conclusion
1. General conclusion
Grammar acquistion is criticial for language learning. As observed in this
study, students can become more confident wwith the mastery of grammar.
Learning to do so however is regarded as one of the most problematic areas by
language teachers. The typical repettion strategies for learning grammar may not
be effecrive for all. Other strategies are required to facilitate grammar
acquisition.
Mind-mapping is a technique for facilitating knowledge acquisition and
retrieval through the use of visual clues such as images, errors and colours. A
single place ro record the mind maps is necessary for learners to retrieve their
memories. Through this study, I found that helping high school students to
create personalized, colourful and interesting mind maps could ease their
difficulties to acquire and recall the grammar for a longer period of time.
Teacing and learning by mind-mapping is fun because they motivate students to
study and use grammar points regularly. Besides, the skill of drawing mind maps
are easy to manage. All students could apply the strategy for learning grammar
points to their writing exercises or learning new words in the class. Regularly
practice with mind maps diagrams can encourage the learners to apply the
technique in their own learning process. In addition, positive impacts have also
been reflected by students' English learning results. Overall, mind-mapping as a
grammar learning strategy is effective for our students wwith average
performance.
2. Recommendation
To reinforce the effectiveness of learning grammar in the English
classroom, students may be asked to draw mind maps either individually or
together after the teaching of grammar in the lesson. Then the students can use
the created mind maps to learn vocabulary and write and tell a story in the class.
It is also used for students to practice their writing and speaking skill. Being
used not only in learning English but also in learning other subjects in school,

mind maps can help students learn more effectively and get the better results.
Regular practice is needed for the mastery mind mapping techniques. Once
students have learnt the technique, they can apply the skills smoothly to
memorize grammar, vocabulary and organize ideas for their writing tasks.
However there is no single strategy suitable for all. We need to investigate if the
techniques can apply to students with different levels of competence. Various
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learning stategies should be adopted to cater for individual differences in the
classroom.
* For my office and colleagues.
I would like to offer my office to invest more refererence books, hold
English clubs so that students have chances to practise and exchange knowledge
more often. I also take this hope that my colleagues will always cooperate and
help me in the process of teaching English at school.
* For Department of Education and Training.
I am looking for being paid attention to our teaching in a mountainous
school as mine that we feel interested in our career.
Being a young teacher, I know my research could be limited. I would like
to receive good comments from colleagues and sponsors so that my given
solution become more perfect and effective.
XÁC NHẬN
CỦA THỦ TRƯỞNG ĐƠN VỊ

Thanh Hóa, ngày 20 tháng 5 năm 2019
Tôi xin cam đoan đây là SKKN của mình viết,
không sao chép nội dung của người khác.

NGƯỜI VIẾT

(Đã ký)

(Đã ký)

Nguyễn Đình Bảy

Nguyễn Thị Huyền

16


References
1. Mind maps English grammar. (Ph.D. Nguyen Dac Tam)
2. Mind maps English. (Proud Poet Editorial Team)
3. Graphical Knowledge Display. Mind mapping and Concept Mapping as
Effient Tool in Mathematics. Brinkmann, (A.2013). (English Mathematical
Review, 16,35 - 48).
4. Use Both Sides of Your Brain. Buzan, T. (1976 . New York: E.P.Dutton
& CD.
5. The mind map Book. Buzan, T., & Buzan, B. (2000).( Milleium Ed.)
London. BBC Books.
6. Websites
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Họ và tên tác giả: Nguyễn Thị Huyền
Chức vụ và đơn vị công tác: Giáo viên - Trường THPT Lang Chánh
TT

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xếp loại

1.

Nâng cao chất lượng dạy học
môn Tiếng Anh ở trường
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việc sử dụng sơ đồ tư duy.

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C

2012-013

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