INDEX

PAGE

A.INTRODUCTION ……………………………….. ……………..2
I. Reason:………………………………………………………....2
II. Practical basis ..................................................................2
III. Purpose of the study ................................................ .. ...3
IV. Scope..................................................................... …………...
3
V.Methodology...........................................................................3
1. Observation
2. Exchange and discussion
3. Experimental methods
4. methods of investigation
B. DEVELOPMENT............................................................................4
I. Definition..................................................................... ..
……....4
II Why ARE mind maps better than text notes? .... .…5
III- The advantages of using mind mapping technique
in teaching English grammar............................................ 6
1. Flexible
2. Concentrade on the topic
3. Increasing comprehension
4. Enjoyable
IV- Steps using mind maps in teaching English …………7
V- EXAMPLE …………………………………………………................8
VI. RESULTS ACHIEVED AFTER APPLying t the topic: ... ……….…15
C- Conclusion .....................................................................................17
I. EXPERIENCE LESSONS: ................................................ ……………17
II. RECOMMENDATIONS ....................................... ....................... ……17

learning method which is quite effective grammar to be applied in the teaching
process, such as providing structures and rules; introducing Photos or methods
2


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 by memorizing grammatical structures machinically. With
the aim of improving the way to teach and learn English grammar 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. To accomplish that goal, and to help teaching
and learning English grammar more effectively, I would like to introduce the
theme:
" How to use mind map in teaching English grammar 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.
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
III. 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.
IV. SCOPE:
The theme revolves around research problems using mind maps in
teaching English grammar at high schools Nguyen Xuan ngyen.
Subjects of case studies that I have bravely applied this theme for graders of





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.

.II- WHY ARE MIND MAPS 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.

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

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.


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)

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.
4)

Enjoyable
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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.
IV- STEPS USING MIND MAPS IN TEACHING ENGLISH:
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.
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 focus, helps you concentrate, and gives
your Brain more of a buzz!
3.Use COLOURS throughout. Why? Because colours are as exciting to

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 .
V- EXAMPLES:
1. Example 1: [1]-

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.
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2. Example 2: [1]Period 6 :

Simple past tense

UNIT 1: A day in the life of………..

Part E : Language Focus

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.

4. Example 4. [1]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?
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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.

5. Example 5: [1]- 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"?
12

Percent

students 120
5 scores or more
Scores below

81
39

67.5 %
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: ( The test after applying the
topic)
Total number of

Number

Percent

students 120
5 scores or more
5 Scores below

116

under 5
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

Reasonable time allocation for each part of the lesson, should promote pair
activities ,pair groups, motivate, encourage them to 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
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-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 safety and usefulness when it is
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.

CONFIRMATION OF THE
HEADMASTER

Quang Xuong, May, 28th 2018
I swear this is my study, do not copy
other people's content.
Writer

TRINH THI LUYEN

Thanh Hoa, May 2018
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