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


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

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

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

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


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.

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

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%)



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


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,


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Nguyễn Đình Bảy

Nguyễn Thị Huyền

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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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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


2012-013

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