Using mind map technique in teaching english grammar and vocabulary at high school

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

TRIỆU SƠN 5 HIGH SCHOOL

EXPERIENCE INITIATIVE

USING MIND MAP TECHNIQUE IN TEACHING
ENGLISH GRAMMAR AND VOCABULARY AT HIGH
SCHOOL

Writer: Do Thi Hoa
Job: Teacher
The initiative belongs to the subject: English


THANH HOA 2020

INDEX
I.INTRODUCTION
1. Reason
2. Purpose of the study
3. Objects of the study
4. Methodology
- Observation
- Exchange and discussion
- Experimental methods
- methods of investigation
II. DEVELOPMENT
1. Definition
2. Why mind maps are better than text notes?
3.The advantages of using mindmap in teaching English grammar

3.1.Flexible
3.2.Concentrade on the topic
3.3.Increasing comprehension
3.4.Enjoyable
4. Steps using mind maps in teaching English
5. Examples
5.1. Using mind maps in teaching Grammar
5.2. Using mind maps in teaching vocabulary
6. Results achieved after applying the topic
III. CONCLUSION
I. LESSONS LEARNED
II. RECOMMENDATIONS
THE REFERENCE

Trang
1
2
2
2

3
4
4

4
6
12
15
17

2


I. INTRODUCTION
1. REASONS:
As we have already known that teaching and learning English at high schools
have made major changes both in content and in teaching methods to match the
objectives and requirements set out in the reform program. The most basic
standpoint of the new method is to promote the positiveness and creativity of
the students, which develops and enhances skills to use language for purposes
of communication rather than providing pure language knowledge. With this
view, the tips and activities in the classroom have also been changed .
Therefore, the teacher must grasp the basic principles of the new method, learn
the tricks and teaching activities in view of communication that can be applied
in a flexible, consistent and effective ways. To ensure that students are able to
use English well, the parallel with the development of the skills of listening,
speaking, reading and writing we also need to focus on grammar, vocabularies
and other linguistic knowledge to students. Although now, many foreign
language teachers tend to adopt new methods of teaching grammar and
vocabulary, but how to teach them effectively remains a vexing problem and
must be addressed more attention. Most language teachers realize the
importance of grammar teaching effectively in order to help students acquire
general knowledge as well as their linguistic skills. In fact, most students
learning English often encounter difficulties when doing grammar exercises
and remember the new words . Therefore, mastering grammar knowledge will
help students improve the efficiency of learning English as well as exam
results. In addition, the master grammar knowledge will help students develop
better skills such as listening, speaking, reading and writing. There have been a
number of teaching and learning method which is quite effective grammar to be
applied in the teaching process, such as providing structures and rules;

introducing Photos or methods of use scenarios. However these methods are
still having a problem that every grammar lesson used the above methods will
take a lot of time, students have recorded quite a lot and it will be difficult for
students to memorize the system details of the review and adoption. Besides,
most students learn grammatical points and cultivate words by memorizing
grammatical structures and vocabularies machinically. With the aim of
3


improving the way to teach and learn English grammar vocabulary more
effectively .This is main reason why students always find it difficult to learn
grammar. Therefore, teachers should help students to use and develop thinking
skills while learning the grammar and remebering vocabularies. To accomplish
that goal , I would like to introduce the theme:
" using mind map technique in teaching English grammar and vocabulary at
high school”
With the study of the subject, I wish teachers would partly help students
gradually overcome the difficulties in the process of learning English grammar
and vocabulary. By using mind map in teaching , I hope that teachers can create
more effective lessons and students are more active and creative in learing
English
2. PURPOSE OF THE STUDY
The purpose of this study is:
How mind mapping can improve the students’ ability in learning language
focus at high school.
3. OBJECTS OF THE STUDY
The theme revolves around research problems using mind maps in
teaching English grammar and vocabulary at Trieu son 5 high school.
Subjects of case studies that I have bravely applied this theme for graders of
10b6 and 10b2

4. METHODOLOGY:
1. Observation: Explore the research by visiting colleagues’ class.
2. Exchange and discussion: After the visiting hours of colleagues, my
colleagues and I discuss and exchange the problem that appear in the lessons.
3. Experimental Methods: Teachers conducted experiments teach each specific
purpose required some specific grammar lessons.
4. Methods of investigation: Teachers ask questions to check and evaluate the
content held by students.

4


II- DEVELOPMENT
To use good English learners not only need to learn good skills in listening,
speaking, reading and writing but also to master the grammar. However during
grammar school, students often encounter difficulties like not remember how to
use or misuse and incorrect grammar because not mastered the learning content.
So grammar school mind map will help more learners to master the basics to
remember. So what is mind maps?
1- DEFINITIONS:
Mind mapping is one of the best ways to capture your thoughts and bring them
to life in visual form. Beyond just note-taking, though, mind maps can help you
become more creative, remember more, and solve problems more effectively.
Whether you're new to mind maps or just want a refresher, here's all you need
to know about this technique
What are mind maps? See the example of mind mapping

5



A mind map is basically a diagram that connects information around a
central subject. I like to think of it like a tree, although it has more of a
radial structure. In any case, at the center is your main idea, say, poetry,
and the branches are subtopics or related ideas, such as types of poetry,
famous poets, and poetry publications. Greater levels of detail branch out
from there and branches can be linked together.

2. WHY MIND MAPS ARE BETTER THAN TEXT NOTES?
Mind maps can be more effective than other brainstorming and linear notetaking methods for a number of reasons:
It's a graphical tool that can incorporate words, images, numbers, and
color, so it can be more memorable and enjoyable to create and review.
The combination of words and pictures is six times better for
remembering information than words alone.
 Mind maps link and group concepts together through natural
associations. This helps generate more ideas, find deeper meaning in
your subject, and also prompt you to fill in more or find what you're
missing.
 A mind map can at once give you an overview of a large subject while
also holding large amounts of information.
 It's also a very intuitive way to organize your thoughts, since mind maps
mimic the way our brains think—bouncing ideas off of each other, rather
than thinking linearly.
 You can generate ideas very quickly with this technique and are
encouraged to explore different creative pathways.
3. THE ADVANTAGES OF USING MIND MAPPING TECHNIQUE IN
TEACHING ENGLISH GRAMMAR AND VOCABULARY AT HIGH
SCHOOL.
DePorter and Hernacki (in Abdurrahman, 2008:172) describe that there

are some advantages of using mind mapping technique, they are as follows:
3.1. Flexible
Explaining something can be easy without confusing in add the material based
on the mind mapping. We can put the label and category of something based on
our own opinion anywhere in the mind mapping.
3.2.Concentrate on the Topic
Getting the subtopics what we talk about with focus on the main ideas easily.
Keep focus on the keyword can help us to make it simple and it does not waste
the time.
3.3. Increasing Comprehension
Using mind mapping can make easy in understanding the material. Mind
mapping is a simple think pattern so it is not make us confuse to understand
what we have learned and easy to remember the material.
3.4. Enjoyable


6


Imagination and creativity are unlimited in using mind mapping, so it can be
funny
to learn. By using pictures and colours, it makes the brain enjoy and excited in
thinking something what we want about the material.
4. STEPS USING MIND MAPS IN TEACHING ENGLISH:
4.1. Start in the CENTRE of a blank page turned sideways. Why? Because
starting in the centre gives your Brain freedom to spread out in all directions
and to express itself more freely and naturally.
4.2. Use an IMAGE or PICTURE for your central idea. Why? Because an
image is worth a thousand words and helps you use your Imagination. A central
image is more interesting, keeps you focussed, helps you concentrate, and gives

your Brain more of a buzz!
4.3.Use COLOURS throughout. Why? Because colours are as exciting to your
Brain as are images. Colour adds extra vibrancy and life to your Mind Map,
adds tremendous energy to your Creative Thinking, and is fun!
4.4.CONNECT your MAIN BRANCHES to the central image and connect
your second- and third-level branches to the first and second levels, etc. Why?
Because your Brain works by association. It likes to link two (or three, or four)
things together. If you connect the branches, you will understand and remember
a lot more easily.
4.5.Make your branches CURVED rather than straight-lined. Why? Because
having nothing but straight lines is boring to your Brain.
4.6.Use ONE KEY WORD PER LINE. Why Because single key words give
your Mind Map more power and flexibility.
4.7.Use IMAGES throughout. Why Because each image, like the central image,
is also worth a thousand words. So if you have only 10 images in your Mind
Map, it’s already the equal of 10,000 words of notes
After students finish making the mind maps , teachers can ask students to
do some following activities:
- Report and explain the mind maps. ask representatives of each group to
report, explain about the mind map that his group has set up. This activity will
bring them with a clear understanding of their knowledge and as a way to forge
them to present in front of people, which helps them become more confident.
- Discuss, modify, complete the mind map. Teachers ask students to discuss,
modify and edit to perfect the mind map . The teacher will be the organigor
who helps students develop mind map of problem.
7


- Consolidate knowledge with a mind map. Teachers give students a
presentation, explanations of grammatical knowledge of lesson through a mind

map by the one he or she prepared (drawing at the side panel or on the cover),
or a mind map that students have just designed .

5- EXAMPLES OF USING MINDMAPS IN TEACHING ENGLISH
GRAMMAR AND VOCABULARY
5.1. USING MINDMAPS IN TEACHING ENGLISH GRAMMAR :
5.1.1 Example 1: Period 6 : UNIT 1: A day in the life of………..
Part E : Language Focus
Present simple tense.
T- Asks Ss to build a mind map with the key word :
" THE PRESENT
SIMPLE"
T- elicits by givings questions:
1. When do you use the present simple tense?
2. What is its affirmative form?
3. What is its negative form?
4. What is its interrogative form?
5. What about the verb "to be"?
Lets Ss work in 5 minutes to draw their mind maps then collects some of the
Ss' mind maps, shows on blackboard , corrects mistakes and gives feedbacks.

8


5.1.2.Example 2:
Simple past tense
Period 6 : UNIT 1: A day in the life of………..
Part E : Language Focus
Example:
I finished my homework on time.

T- Asks Ss to build a mind map with the key word :
" THE PAST
SIMPLE"
T- elicits by givings questions:
1. When do you use the past simple tense?
2. What is its affirmative form?
3. What is its negative form?
4. What is its interrogative form?
5. What about the verb "to be"?
Lets Ss work in 5 minutes to draw their mind maps then collects some of the
Ss' mind maps , shows on blackboard corrects mistakes and gives feedbacks.

9


5.1.3. Example 3 : Unit 5 - Language focus - English 10)
Teaching the Present Perfect Tense
T- Asks Ss to build a mind map with the key word :
" THE
PRESENT PERFECT"
T- elicits by givings questions:
1. When do you use the present perfect tense?
2. What is its affirmative form?
3. What is its negative form?
4. What is its interrogative form?
5. give some adverbs?
Lets Ss work in 5 minutes to draw their mind maps then collects some of the
Ss' mind maps , shows on blackboard corrects mistakes and gives feedbacks.

10

5.1.4 Example 4.
ENGLISH 10: Unit 14: Teacher can ask students to
make a mind map about simple future with WILL like this:
T- Asks Ss to build a mind map with the key word :
" THE SIMPLE
FUTURE"
T- elicits by givings questions:
1. When do you use the simple future tense?
2. What is its affirmative form?
3. What is its negative form?
4. What is its interrogative form?
5. What about the verb "to be"?
Lets Ss work in 5 minutes to draw their mind maps then collects some of the
Ss' mind maps , shows on blackboard corrects mistakes and gives feedbacks.

11


5.1.5. Example 5: After learning Unit 11 - Language focus - English 10, the
teacher can summarize the conditional sentences by the mindmap
following:
T- Asks Ss to build a mind map with the key word :
" THE
CONDITIONAL SENTENCES"
T- elicits by givings questions:
1. How mamy types of conditional sentences ?
2. What is the use of each type?
3. Which tenses for each type

5. What about the verb "to be"?
Lets Ss work in 5 minutes to draw their mind maps then collects some of the
Ss' mind maps , shows on blackboard corrects mistakes and gives feedbacks.

12


5.1.6. Example 6:

Articles ( Unit 13 - Language focus - English 10)

13


5.1.7. Example 7:

English 12: Unit 8: Prepositions of time (at/ on/ in)

5.1.8. Example 8: ENGLISH 10: Unit 16: MIND MAP: COMPARISON
OF ADJECTIVES

14


5.2. USING MINDMAPS IN TEACHING VOCABULARY :
5.2.1. Example 1: Unit 7 : The mass media – English 10
- using mindmap to help students understand about the word : mass media:

5.2.2. Example 2: Unit 9 : Undersea world ( Englissh 10)
- through mindmap, students can widen the vocabularies that is related to sea

life

15


5.2.3. Example 3: Unit 10 : conservation ( english 10)
- Mind map helps students to understand about the important of trees and
forests

5.2.4. Example 4: unit 4 : volunteer work ( English 11)

16


5.2.5. Example 5: Unit 11 : sources of energy ( english 11)
- Through the mind map systems, teacher can help students know more about
sources of energy in the world :

17


6. RESULTS
1. Results The first test :
Total number of students 120 Number
Percent
5 scores or more
81
67.5 %
Scores below
39

32.5%
According to data compiled in the table shows a total of 120 students
participated in grammar test before entering the study. Of these 81 students
achieved 5 or more points, accounting for 67.5%; 39 students score below
average, accounting for 32.5%.
2. Results The second test:
Total number of students 120 Number
Percent
5 scores or more
116
96.66 %
5 Scores below
04
3.33 %
According to data compiled in the table shows a total of 80 students
participated test on grammar after participating in the study . Of these 116

18


students achieved 5 or more points, accounting for 96.66%; only 4 students
score below average, only 3:33% occupancy rate.
3. Chart 02 compares the results of tests
120

116

110
100
90

80
70
60

81

From 5 or
more5
under

50
40
39
30
20
10
4
0
Before participatingAfter
in
participating in

As the chart above shows before joining the main research students on
language focus. Number of pupils not achieving very high grade point
average. But after 4 weeks of study participants, we can see the progress
students have markedly. Since only 81 students scored between average and
above (67.5%) increased to 116 students (96.66%). Meanwhile, the number
of participating students scoring below 5 dropped significantly, from 39
students (32.5%) to only 4 students (3:33%).

III- CONCLUSION
19


I. Experience lessons:
Enabling learners of a foreign language to understand the target language and
communicate ideas naturally, meaningfully and assertively is one of the main
challenges teachers face in their profession. In tackling this challenge, teachers
on many occasions are required to implement strategies and resources from
other fields such as psychology. One of the tools that can be implemented and
adapted in the teaching of foreign languages is a “Mind Map”. Learners can use
“Mind Maps” to brainstorm and learn vocabulary. Foreign language teachers
can design and use “Mind Maps” in their classes to scaffold listening and
reading comprehension, develop the learner’s oral fluency, empower the
learner, foster a sense of self-efficacy and consequently maximize the learner’s
autonomy
II. Recommendations:
1 To the teacher:
The success of each lesson is taught depends heavily on the creativity of the
teacher when the teacher's lesson an.Vi need to invest a lot of time for this
operation and design of teaching activities to fit with topic of the lesson, in
accordance with the specific qualifications of students.
In the process of teaching teachers how switches should think how to combine
harmoniously the parts, the content unit should not be too particular emphasis
on content. Reasonable time allocation for each part of the lesson, should
promote activities pair group, motivate, encourage them to boldly speak boldly
in communication avoid timid, apprehensive. Help students use words and
phrases learned in practical communication or reconstruct the lesson content in
a natural way according to their own thinking.
2 To the school

-The Language learning skills must be practiced according to its own
characteristics in a foreign language environment, so need to have the discipline
room to avoid making noise for the next class, as well as not affected by the
noise from outside to inside.
Electrical system must be amended to ensure milk safety and usefulness when
used.
-Provide Additional radios, cassettes, computer, projector ...... (radio less, tapes,
discs, the quality is not guaranteed.)
3. To the upper management:
Need to create conditions for teachers have the opportunity to exchange, learn
and draw experiences through seminars.

20


CONFIRMATION OF THE
HEADMASTER

Trieu son, july, 4th 2020
I swear this is my study, do not copy
other people's content.
Writer

DO THI HOA

21


THE REFERENCES:
1. Teacher book, new textbooks by the Ministry of Education.

2.The book "Some issues of innovative teaching methods of English for high
schools of the Ministry of Education
3.the material about innovative training methods in English
4. Teaching Methodology upgrade English language Training of the Ministry
education i 2003
5. How to build mind map - Tony Busan

22


DANH MỤC
SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN
KINH NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH
VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN
Họ và tên tác giả: Đỗ Thị Hoa
Chức vụ và đơn vị công tác: THPT Triệu Sơn 5

TT

Tên đề tài SKKN

1

Góp phần nâng cao chất
lượng giờ học Tiếng Anh
bằng việc thiết kế các trò
chơi trong powerpoint
Biện pháp để dạy hiệu quả
tiết language focus trong ct
tiếng anh THPT

2

3

Biện pháp để dạy hiệu quả
phần writing trong ct tiếng

Cấp đánh giá
xếp loại
(Ngành GD cấp
huyện/tỉnh;
Tỉnh...)

Kết quả
đánh giá
xếp loại
(A, B,
hoặc C)

Cấp tỉnh

C

Cấp tỉnh

C

Cấp tỉnh

C

Năm học
đánh giá
xếp loại
20092010
20102011
20112012

anh THPT

23


24