ADOPTING MIND MAP TECHNIQUE TO DESIGN COMPREHENSION READING HOMEWORK FOR GRADE STUDENTS IN ORDER TO REINFORCE THE KNOWLEDGE AND DEVELOP STUDENTS LANGGUAGCE UNDERSTANDING

TABLE OF CONTENT
PAGE NUMBER
1. INTRODUCTION .............................................................................. 2
1.1. Rationale .................................................................................... 2
1.2. Aims of the sudy ......................................................................... 2
1.3. Scope of the study ...................................................................... 2
1.4. Methods of the study ...................................................................2
2. DEVELOPMENT ................................................................................ 3
2.1. Scientific background ...................................................................3
2.2. Current situation.......................................................................... 3
2.3 Use mind mapping in designing reading homework ................ 3
2.3.1.Mind Map concept ............................................................4
2.3.2.Mind Map making Recommendations ..........................5
2.3.3. Benefits of using Mind Map to design reading........... 6
2.3.4 Designing some reding comprehention homework for
11 grade students ......................................................................6
2.4. Verifying the solution of the study ....................................... 13
3. CONCLUSION ................................................................................... 14
3.1 Conclusion .................................................................................. 14
3.2 Recommendations ..................................................................... 15
REFERENCES ....................................................................................... 17

1.

INTRODUCTION


1.1 Rationale
English is said to be the most practical language on the planet. That is
the reason why in recent years, the teaching of English in the school has made
great changes in the content as well as teaching methods, Many new methods

have been applied and widely disseminated, requiring the instructor to flexibly
apply methods and techniques to class activities to promote student activeness
and proactiveness and create optimal conditions for students to practice, develop
their thinking and improve their ability to use the language for communication
purposes. However, most teachers invest heavily in the design of classroom
activities that are less invaluable in homework while homework is equally
important as it is a transition between school and family, much of the time
students study at home rather than at school so the content and homework is
more important. This poses a requirement for the teacher: assigning homework
to students must be reasonable after class, ensuring homework is an effective
teaching tool.
I really like the Frederick William Robertson’ saying: "The true goal of
anyone who wishes to become a mentor is not to transmit his ideas but inspire
thought." As a teacher assigned by the school to teach English 11th grade at
Tong duy Tan upper secodary, I have always wondered a lot about practising
reading comprehension skills for students, not only in class but also at home.
How to get my students,who are lack of of the motivation for learning and
practice environment to master the main ideas in reading, get to the topic of the
lesson, develop their linguistic thinking, and apply well to similar topic readings
in graduate examinations? I have decided to choose topic “Adopting Mind
Map teaching technique to design comprehension reading homework for
11th grade students in order to reinforce the knowledge and to develop
student’s language understanding” which I hope, is useful for students to
learn more effectively.
1.2 Aims of the study
In this study, I propose using MindMap technique in designing homework to:
- Improve quality of teaching and studying the language
- Help students perceive the realtiy meaning of comprehension texts’topics
in the curriculum, able to remember and talking about them logically.
2

Enhance students’ comprehension reading skill
- Develop the learners’ key role
Upgrade students’ language mentality not only in English also in life activities
-

-

1.3 Scope of the study
Given the rationale and the aims of the study, it is necessary to limit the
study to the areas which are manageable. The topic revolves around the study of
the use of mind maps in designing comprehension reading homework for 11th
grade students at Tong Duy Tan Upper secondary school, which focus on two
factors: reinforcing the knowledge and developing student’s language
understanding

-

1.4 Methods of the study
To complete this study, the following steps implemented:
- Resarching the standard curriculum
- Reading related materials
- Design some homework activities
- Practicing in class with observing students.
- Collecting students’ feedback
- Drawing experience from the result of the study
Ideas of some possible difficulties are got from my understanding the English
learning and teaching English at Tong Duy Tan Upper secondary school as well
as my gained experiences in training course

II. DEVELOPMENT
2.1 Science background
Thinking is fundamental in the cognitive process of students. Recognizing
is one of the three aspects of the human life. Cognitive activity involves many
different processes. It is possible to divide cognitive activity into two major
stages: Sensory perception and Perception of reason.
According to Sedacop “Thought is the realization of the indirect
generalization of things, the phenomenon of reality in the signs, common
attributes and their nature. Thinking is also the creative perception of new,
individual objects and phenomena of reality based on generalized knowledge
gained.” Thinking development is the process by which teachers help students
3


understand the nature of things, phenomena, relationships, and the aggregation
of phenomena between phenomena through the use of analytical methods and
visual tools.
Psychological characteristics and cognitive level of 11th graders: This
stage intentionality is strongly developed in all cognitive processes of students:
Perceived perception has reached a very high level. Memorization is intended to
play a key role in intellectual activity, and the role of abstract memory
memorization, memorization of meaning is increasingly clear. They also have
the ability to think reasonably, think abstractly about the creative independence
of familiar objects learned in school. Their thinking is tighter, more grounded
and more consistent. At the same time, the critique of thinking also grows...
These characteristics enable students to perform complex operations, analyze the
underlying content of the abstract concept, and grasp the concepts of cause and
effect in nature and in society...
2.2 Current situation
According to what I’ve observed, there are some limitation in assigning

and checking homework: Firstly, after every reading lesson, the homework for
studens are just learning vocabulary, reviewing tasks, rereading texts and
translating them. To complete these duties, students normally do passively, not
able to boost their language mentality, abuse reference books or using books
with available answers.Secondly, the assignments for student are not really
various, especially, in order to meet the requirement of multiple-question tests,
teachers, in general, take the excercises in referrece books or downloading kinds
of excercises from internet for students to do.Then, the homework is not
checked or not given a mark by teachers. Next, teachers do not appoint varied
kinds of homework to students, not usually require students to work in group at
home for them to support one another.Finally, one of the sections in a gradution
or university entrance exam worries student the most is very the comprehension
reading section. And if student want to do this one well, they have to get
knowledge background, which is the reading texts in textbooks because of the
fact that they have close relation to the ones in graduation and university
entrance exams.
4


2.3 Use Mind Map in designing reading homework
2.3.1 Concept of mind maps
The mind map is an important technique that improves the way we take
notes, and supports and enhances our creative problem solving. The reader can
simplify what they have read so that they can understand what is explained by
the writer in the text. The diagram from a text shows detail information, main
and minor information. Making the diagram or map makes reader can remember
and learn clearly and easily. The mind mapping is a technique to use the whole
brain by using visual and other graphic to create a meaningful impression. Using
the whole brain can balance two sides of human brain: left and right brain. It is
able to be a simple work for the students who learn to understand a written text.

It is also quoted that it is a technique to summarize reading resources and
then visualize the problems in the form of map to make it easier to comprehend.
By using this technique, the readers can quickly identify the information from
the text they read and also grab the structure of a subject and the way that pieces
of information fit together. It can help the readers to make a note from the text
clearly. Every piece of the text can be noted and described in a map which
consist of any symbols or pictures that connected each other to be complete
information.
2.3.2

Benefits of using the mind map to design reading homework

The mind map has several advantages which helps reader to grab
information so he can comprehend any text easily.
- First is an information structure in the mind map simplifies a concept and
description for the reader.
- Second is activating left brain to control verbal and analytical capability
when the reader organizes a diagram, while the right brain controls spatial and
visual capability.
- Third is to comprehend a text by writing main ideas and connecting each
other in the reader’s own way.
- Fourth is the reader is able to face a new thing because there are always
some spaces for new idea and its correlation.
- Fifth is an easiness of remembering important connections because they
are in a piece of paper.
5


- Sixth is the reader could easily recall the information from the mind map
or diagram.

2.3.3 Steps to build mind mapping
In this study I makes several recommendations when making mind map.
These are the recommendations.
1) Place an image or topic in the centre using at least 3 colours
2) Use images, symbols, codes, and dimensions throughout your Mind
Map.
3) Select key words and print using upper or lower case letters.
4) Each word/image is alone and sitting on its own line.
5) Connect the lines starting from the central image. The central lines are
thicker, organic and flowing, becoming thinner as they radiate out from the
centre.
6) Make the lines the same length as the word/image.
7) Use colours—your own code—throughout the Mind Map.
8) Develop your own personal style of Mind Mapping.
9) Use emphasis and show associations in your Mind Map.
10) Keep the Mind Map clear by using radial hierarchy, numerical order
or outlines to embrace your branches.
2.3.4 Designing some reding comprehention homework for 11 grade
students
Example 1

UNIT 1: FRIENDSHIP

Orientation for the lesson
The lesson is about the necessary qualification for a true friendship.
Hence, a mind map is required to generalize those qualifications and attribution.
Based on that they introduce the virtue and the related content. Also, I ask them
to discuss questions related to friendship. Through this discussion, they will

6

better understand the role of friendship, be more aware of their responsibilities,
and help them build good relationships in life.
Mind Map Teachnique
Depending on the student’s ability, the teacher asks students to draw their
own thinking, hints for children to draw, make a schetch of it, give specific
vocabulary to fill in, or distribute the complete MM. When checked, It depends
on the type of students that the teacher requires to draw up the thinking diagram,
explain the lesson content in detail or only the main ideas

Example 2

UNIT 6: COMPETITION

Orientation for the lesson
The lesson is about a annual English competiton. The “mind map” is used
to help students organize the lesson logically and remember for a long time. The
map also display clearly the lesson’s message: the most important thing in every
competiton is that we have a chance to take part in it and have fun with it

Example 3

UNIT 8: CELEBRATION
7


Orientation for the lesson
The lesson is about Vietnamese traditional Tet. Using “ mind map” is
easier for student to remember the text, to organize the text and introduce about

Tet.

Example 4

UNIT 10: NATURE IN DANGER
8


Orientation for the lesson
This article introduces the threatened nature, highlights the human
influences on nature, the consequences, the endeavors that have been made and
are summarized as a condition for peaceful coexistence. The use of a thinking
diagram helps the student in the system to be fully logically informed, clarifies
the entire content of the unit, develops thinking, improves speaking, presentation
skills, and education.

Example 5

UNIT 11: SOURCE OF ENERGY
9


Orientation for the lesson
The text is about the problem for our main sources of energy: fossil fuel,
are running out of. The advandtages and disadvandtages of alternative energy. I
appoint students to draw and “ mind map” to precalize the content of the text
along with the message from it: develop the environmentally friendly sources of
energy and make use of alternative ones.

Example 6

UNIT 15: SPACE CONQUEST
10


Orientation for the lesson
The text is about Yuri Gagarin and his traveling into the space. This
successful travel has an significant meaning, which is put an end to constant
suspicion about what would happen to human in the univers space. The amount
of knowledge in this lesson would be easier to grasp with “mind map”.

Example 7

UNIT 16: SPACE CONQUEST
11


Orientation for the lesson
The text introduces about Giza Pyzamid, it is obvious that no method is
able to reinforce the knowledge more detailed, more scientifically and more easy
to remember than “mind map” method. Offering some images of 7 wonders and
related questions also helps students broaden their knowledge of the text

2.4. Verifying the solution of the study
12


I have applied these methods for 2 years at Tong Duy Tan upper
secondary school and I realized that my students get more excited studying.
They can grasp the content of what they had learnt, and their amount of

vocabulary has increased gradually. I can apply this kind of method to all
students and want them to work in pair, in group or by their own self depending
on the complicated or simple content.Also, depending on each student’s
capabilitty, I offer them distinctive clues and different requirements:
-

To good students, I require them to review and design their own mind
map and present about the lesson fluently and logically with enough main
ideas and right grammar.

-

To average students, I can give them some major ideas and they have to
retell the lesson with sufficient ones.

The design of this new homework helps students develop their thinking,
improve their reading comprehension, and remember their vocabulary logically
and scientifically. When taking part in the exam, students have the advantage of
doing reading and vocabulary related subjects. Through the time of application
of new solutions, the quality of subjects has also been improved, reflected
clearly in the results of the examinations in 2015- 2016 and 2016-2017 school
year.

Academic year 2014
– 2015
( before)

Academic year 2015 –
2016 (after)
Class

Academic year 2016 –
2017 (after)

Class

From average

11B

91,1 %

11B

93,8 %

11A

95,2 %

11D

62,3 %

11D

80,5 %

11C

85,7 %

11G

45,6 %

11H

61,4 %

11G

70,5 %

From average

Class

From verage

13


III. CONCLUSION AND RECOMENDATION
3.1 Conclusions
In the process of teaching English at the upper secondary school level, I
have recognized that a lot of students can not easily understand and remember
the knowledge that teachers impart. When being asked for their ability to access
English at Tong Duy Tan upper secondary school, even some good English
students at lower secondary school have supposed that mastering English

knowledge at higher levels becomes more and more difficult. As a teacher of
English, I always try to help students systematize a fairly full knowledge so that
they can easily remember, understand and review their lessons when necessary.
In the time of information technology, apart from the kind of exercise in
textbooks, reference books, from websites, we need to design out-of- book
activities which are suitable for students, both develop their mentality and meet
the requirement of exams.
With this type of design, I can create and implement other experience
initiatives such as:
-

Adopting MM techniques to design reading comprehension reading
homework for 10th and 12th students in order to reinforce the knowledge
and to develop student’s language aunderstanding.

-

Using mind map to organize gramar knowledge for students.

-

Givi them chances to shine their mentality and show their creativity.

3.2 Recommendations:

Although the high school English textbooks and curriculum have been
carefully elaborated and met the needs of renovation, some topics are difficult
and not close to the lives of students, especially students in the countryside area.
Students do not have many opportunities and facilities to train their English.
Therefore, Ministry of Education and Training

needs to develop curriculum content and compile textbooks more appropriately
and more closely with the level of students in different regions. It is necessary
14


to equip the schools with adequate facilities and foreign language teaching tools
such as: study room, cassette, tape, disc, projector, voice recorder, ..
I am looking forward to my method above, with the attention and suggestions of
readers, especially the leadership
XÁC NHẬN CỦA THỦ TRƯỞNG

Thanh Hóa,ngày16 tháng 5 năm 2017

ĐƠN VỊ

Tôi xin cam đoan đây là SKKN của
mình viết, không sao chép nội dung
của người khác.

Hoàng Thi Vân

15


REFERENCES
1. Tony Buzan, “How to mind map”, NXB Lao dộng Hà Nội, Phạm Thế Anh
dịch
2. “Trái tim người Thầy”, NXB Trẻ, Trần Tiển Cao ðăng dịch.
3. Sách giáo khoa Tiếng Anh lớp 11 – NXB Giáo dục.
4. Sách giáo viên Tiếng Anh lớp 11 – NXB Giáo dục.

5. Sách bài tập Tiếng Anh lớp 11 – NXB Giáo dục.
6. “Sử dụng Bản dồ tư duy (Mind Map) trong công tác, giảng dạy và học tập”
( http//binhdinhteacher.com)
7. Http://www.teachingenglish.edu.vn
.

16


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: Hoàng Thị Vân
Chức vụ và đơn vị công tác:Giáo viên trường THPT Tống Duy Tân

TT
1
...

Tên đề tài SKKN
0

Kết quả
Cấp đánh
đánh giá
giá xếp loại
xếp loại
(Phòng, Sở,

(A, B,
Tỉnh...)
hoặc C)
0
0

Năm học
đánh giá xếp
loại
0

17