Sáng kiến kinh nghiệm Using mind map in teaching and learning English at Chau Khe Lower Secondary school

Nội dung tóm tắt: Sáng kiến kinh nghiệm Using mind map in teaching and learning English at Chau Khe Lower Secondary school

1. Branch 1: Cook Branch 2: Process Branch 3: Food - Starting is the central “RECIPES AND EATING HABITS” then followed by the main tributaries such as: cook, process, food. Next up from the main branches to draw more small branches to list all the vocabulary related to the topic. - Teachers can also suggest the students should add the words that are not in the textbook or add more latter. With each branch, the students can also draw pictures with equivalent words right next to. 11
2. Example 2: English 6- Unit 2 - MY HOUSE - Starting is the central image (the House), then followed by the main tributaries such as: Living-room (living room), Bedroom (bedroom), Kitchen (kitchen), Bathroom (shower). Next up from the main branches to draw more of the subgenres, look like Kitchen branch, to list all the vocabulary related to the living room. - Teachers can also suggest the students should add the words that are not in the textbook or add more latter. With each branch, the students can also draw pictures with equivalent words right next to. 2.4. Solution 4: Using mind map in teaching consolidation: “Consolidation” helps students to systematize what they have learned after a lesson as well as helps them to deepen the important points of the lesson that day. This is a very important stage, if you don't do this part well, the student won’t know what they have learned today, then all the efforts of the teacher during the lesson will be meaningless. That's why I find using "mind maps" more effective than any other method so far. Here, I would like to illustrate a lesson using a mind map in the Consolidation section. Example : English 8 - Unit 2 – A closer look 1 -After learning , T draws some branches on the board with main branches are : characters in folk tale, creature characters in folk tale and adjectives to describe characters -Each main branch, T draws some small branches 12
3. - Ask students to complete the small branches by speaking aloud the words they studied 2.5. Solution 5: Using mind map in reviewing (grammar) Example: English 9 – Review 2 (Unit 4, 5, 6) Content: Grammar in U4, 5, 6 -Teacher introduces the topic -Teacher asks students to work in groups and discuss about the main points relate to the topic. -Teacher gives the eliciting quenstions to help students recall the forms, structures, uses , signals . _Teacher goes around and helps students if nesessary 13
4. b. The results After applying these measures to teach in class, I noticed that: - Most of the students enthusiastically participated in learning English. They are active and more confident lessons. They can freely express their ideas, be active in group discusion, then of course they achieve obvious positive results. I have conducted a survey of students in grades 8G, 8I, at Chau Khe Lower Secondary School, Tu Son city, Bac Ninh province in the 2021-2022 school year. Mostly, the quality of the tests has improved compared to the period before the experiment. * The results of the test at the beginning of the school year Total excellent good fair weak poor Total % Total % Total % Total % Total % 80 4 5% 18 22.5% 44 55% 10 12.5% 4 5% 14
5. * The results of the test at the end of semester Total excellent good fair weak poor Total % Total % Total % Total % Total % 80 6 7.5% 25 31% 45 56% 4 5% 0 0% c. Addition and adjustments after the experiment a. For students - Students are very interested in drawing mind map, they can hold the creation of their imagination. Students can draw at will without being bound by the path or a certain stereotype would. Mind Map also helps students save time, remember better and see the overall picture and the organization of their classification. - Mind map also helps students practice presentation skills and master the knowledge of lessons certainly, memorize articles longer. - Look at Mind Map, any student can presentation the content or the theme according to the logic circuit of knowledge. - With the weak students, Mind Map is considered as a teaching aid, very useful to help students to acquire the basic knowledge of each lesson by listening to the teacher’s lectures, the good students’ discussion in class and finally the teacher guide or give out a summary of the lesson by a simple mind map. There are simple mind maps, the students will find it easy to learn more lessons, and the important knowledge of each lesson is recorded in a concise manner. - After using mind map in teaching, I have the better results: b. For The Teachers - Beside teaching vocabulary, if teachers use mind map in teaching other topics, they can help students change the traditional article notes which are popular nowadays. It means that burning off this line to another line. If the use is mind map, the teacher will enrich the arsenal of methods, their teaching methods, contribute to the renewal of teaching methods, 15
6. create more challenging for students in learning, step by step training for thinking ability of students through encouraging students to participate in lectures or read the mind maps that students copied in the lessons. - Using the mind map in teaching also helps overcome the situation of students acquiring a passive way, etc because mind map is developed gradually step by step according to the hours of teaching. 4.CONCLUSIONS After a period of application, using mind map in teaching in general and teaching English vocabulary consolidation in particular. I have obtained some significant results. I also noticed the use of proficient and effective mind mapping in teaching that will bring a lot of good results and encourage the learning methods of students and the teaching methods of the teachers. Students will learn a method of learning, increasing the autonomy, creativity and develop thinking. Teachers will save time, increase the flexibility of the lectures, and the most important thing is that it will help students grasp the knowledge through a "map" showing the close link of knowledge. Through this we should also note some things to avoid when creating mind mapping: - Writing an explanation on each branch too much. - Recording too much attention unnecessary junk. - Spending too much time to record and color the map, while the main content of the mind map and then the knowledge of the art form. However, according to the lessons that teachers guide students are summarized by Mind Map, not necessarily in any lessons or units of knowledge will have to set it up. Above are the results that we have already achieved and the ones are still limited. I hope with using mind map in teaching and consolidation vocabulary in particular, and the teaching of English in general, which will contribute to further improvement of the teaching of colleagues at Secondary Schools, and I hope that teachers should apply the teaching of this map to their everyday teaching. 5. RECOMMENDATONS AND PROPOSAL a) For teachers 16
7. - Each teacher needs to regularly self-study, self-improve, and train to constantly improve their knowledge and teaching skills. What’s more, they should regularly innovate in the way of preparing, teaching, applying information technology to teaching, diversifying methods and forms of teaching organization to attract students to the learning process. - Teachers need to pay close attention to each student, especially weak students. In the teaching process, teachers must guide students in promoting positivity, initiative, creativity, and creating problem situations for students to discuss. In each lesson, it is necessary to create a multi-dimensional exchange relationship between teachers and students, between individuals and groups. - Teachers need to be proactive, learn and apply information technology applications in teaching to make lessons more lively. b) For Foreign Language groups - Continuing to organize professional activities in the direction of studying lessons, discussing measures to improve the quality of teaching for each type of lesson and class. - Organizing inter-school professional activities to discuss and share experiences about effective measures to improve the quality of English teaching classes, especially speaking lessons. PART III. REFERENCES 1. TS. Tran Dinh Chau - Bo Giao due & Dao tao, Su dung ban do tu duy gop phan day hoc tich cuc 2. Tony Buzan, Ban do Tu duy. 3. Mot SO trang web viet ve Ban do Tu duy 4. Chuan kien thue- ky nang Tieng Anh THCS. 5. Sach giao khoa Tieng Anh THCS. 17
8. PART IV. PROVIDED OF THE EFFICENCY OF METHODS 18
9. PART V. COMMITMENT I commit that what I have written and presented in the report are the measures I have taken and applied in my school. The results I have achieved when applying the above measures are consistent with the learning results of students at the school in the 2021-2022 school year. Thank you ! CONFERMATION OF THE SCHOOL Tu Son, January 6th, 2023 The writer Nguyen Thi Tham 22