1 INTRODUCTION 1.1 The reasons for choosing the topic The general education program issued in conjunction with the decision No 16/2006 / QD-BGDDT dated May 05, 2006 of the Minister of Education and Training has stated: “Education must promote positive, self the students 'sense of initiative and creativity are in line with the characteristics of the subjects, the characteristics of the students, the conditions of each class, fostering the pupils' self-learning methods, the ability to cooperate the skill of applying knowledge into practice, affect the emotions,bring joy,excitement and responsibility to study for students” [4] In order to that, the subjects, educational activities in the school are meaningful, certain role In particular, English subject in secondary schools is very important to contribute to the achievement of educational objectives The course helps students develop holistic, ethical, aesthetic and life skills to shape human personality, prepare students for working life, participate in building and protect the country Applying learned knowledge to practice is the goal of the subjects But the reality is that most students learn English from a mandatory point of view because it is a subject that calculates grade point average After examining the excitement of the subject, most students are not interested in learning this subject due to many reasons such as the perception of students, parents, some teachers.English in their minds is a difficult subject, not necessarily, “learned to get points” At present,teaching is considered as a development process of the students,learning is not only the process of acquiring knowledge but also the process of self-discovery and self-discovery of new knowledge.Therefore, the task of the teacher is to overcome the difficulties in his/ her teaching hours It is necessary to innovate teaching methods, promote students' activeness , stimulate creativity,capacity self-learning, self research,memorize and help them to learn more easily and have passion for the subject.The students can apply knowledge learned into practice.This is concern of many teachers every time in class [2] I am a teacher of english,before the requirements of innovation teaching methodology and characteristic of subjects.I am aware that: In addition to teaching the knowledge also pay great attention to the development skills for students, especially hands-on skills In order to enhance the excitement of the subject,to direct the students study to active.I boldly selected the content: “Enhance the effectiveness of teaching English with mind mapping” the research topic 1.2 Research purposes To excite the excitement, the ability to find out in learning as well as to the students can master the knowledge in a certain way, each teacher is always anxious to find the solutions, Optimal method to help children fully comprehend knowledge Teach with mind map to avoid reading and copying, allowing the students to take the initiative in learning and giving them the ability to explore, contact Exploit the contents the textbook of english for the first semesters,then develop into mind map Mind map have both creative and suggestive, suggestive and stimulating for the student's 1.3 Subjects for studying Students of grades 6,7,8 and at Junior high schools English lessons at Junior High School use mind mapping However, with this topic I would like to use the thinking diagram through the lessons in the English grade 1.4 Methods for studying In this subject.I mainly use the methods are: + Study to build theoretical basis + Comparison + Collect information, statistics 2 THE EXPERIENCE CONTENTS 2.1 Theoretical basis of experience initiative 2017 – 2018 is the school year,the Ministry of Education and Training continue to innovate teaching methods to improve the quality of teaching and learning in the schools.One in the new teaching methods and the most modern method is the mind map (BĐTD), a new teaching method applied by many countries around the world By learning and using teaching methods with mind mapping, I found that this method of teaching very effective in the teaching and learning of the students The first step is to inspire students in the subjecs.It is also bring for the students thinking new,new creative about subject [5] Teaching English in the secondary level in general and English in particular requires students to have basic skills to apply into practice,to benefit themselves and to benefit the society.That is, they have to understand and grasp the purpose of the lesson and then apply it to the practice A teaching aid tool has been highly appreciated and has been encouraged by the Ministry of Education and Training to use mind map in teaching.To increase the attractiveness for the subjects,to help students understand the theoretical knowledge that has been learned,the more important give the students creative thinking and acumen Being a teacher of teaching English, through many years of teaching, I found that the application of thinking diagrams in the lectures is extremely necessary to enhance knowledge, help the students remember about the best knowledge Mind map uses a lot of colors,images to expand and deepen the ideas Mind map is a foundation thinking tool,can describe it as a graphic technique with a combination of words,images,contours,the color is suitable with structure,operation and function of the brain, helping humans discover the potential of the brain Mind maps help the students learn more effective learning methods,learning method for the students is not only a measure to improve teaching effectiveness but also a target of teaching In fact, some students study very hard but they still learn badly,the students learn the following lesson has forgotten the previous lesson and does not know how to link the knowledge to each other.They not know how to apply the knowledge learned into the following sections The majority of students reading a book or listening to lecture at the class,they not know how to take information, Mind Map helps students learn positively Some research results show that the human brain will understand deeply, long and boldly what self-thinking, self-writing, drawing on his language so the use of the verbal help students study actively The English program in junior high school has a variety of content that is suitable when the teachers organize for the students to design mind maps Thus, in mind maps,the students can develop ideas, build models and design the models to solve problems practical Mind map has structured.It like a tree with many small branches grow around it.“tree” in the middle of mind map is a main idea, large branches will be divided into several smaller branches, and smaller branches, , the smaller branch express the topic at a deep level The branching continues,the knowledge and images are always connected,the connection creates a "master picture" that expresses describe the general idea and clearly Using the Mind Mapping technique in teaching and learning is highly effective, the development of logical thinking, they ablility to analyze synthesis, the students to understand the lesson, long memory instead of memorized form Use Mind Mapping in teaching in accordance with student psychology, Simple, easy to understand instead of memorizing by memorization in the form of knowledge map,can be use in any condition of the school without any dependence on facilities.Teaching with mind map - a solution that contributes to the renovation of basic education 2.2 The Status of the research problems 2.2.1 The actual situation The book programs: The textbook programs are theoretical, not focused on many exercises for students.Therefore, learning the lessons,memorizing and deepening the knowledge of students is very difficult.Therefore, most students feel not interested in subjects [1] On the students side: Many students have not mastered the basic knowledge of subjects Not contact with reality During hour class, the students listen to the teacher and copy the contents when the teacher reads, not build the lesson by themselves Poor attendance, during the lesson ,the students passively gain knowledge from teachers Students are not interested in studying or classes not reach the target On the teachers side: Some teachers are afraid of investing their time and dedication in teaching Teachers teach how to ensure that the content of the lesson, not paying attention to the quality of the lesson Many lessons learn into traditional teaching methods, without method innovations Therefore, not to create interest, passionate learning for the students Because of the lack of English teachers, some teachers must teach the inter-school,leading to the fact that teachers are less invested into lessons in the process of teaching teachers still use traditional methods, the students focus on answering the questions that are available in the textbooks that have made the lesson dry,monotonic,the students are passive so during lesson,they have few activities, if any, they focus on answering some of questions given by the teacher.Therefore, the using of visual methods and the use of practical images is still limited.The students have not learned to selfstudy,the teachers have difficulty in attracting students to study Therefore, the quality of subject is not high Most teachers are afraid of using electronic lesson plans, especially teaching aids such as MindMap, thinking that it will take some time to prepare for the lesson The teacher will prepare questions such as discussion questions, situations that have not in the lesson etc… With the using of Mind Mapping, preparation will be more elaborate such as paper, pencils , colors, in order to have such a lecture requires a lot of preparation time,the teachers often avoid Effective student surveys show that using the traditional teaching method with white chalk makes the difference of only 30%, while the efficiency of the methodology together builds up to 70 % Using the new method requires a new lesson plan Actually, in order to teach effectively,the teachers works harder than traditional teaching methods.In addition to the basic knowledge of computers, using power point software, teaching tools, the teachers need to have true passion for design work, requiring creativity, acumen to increase the learning pleasure for the students Moreover, during the design process to get a lively image, to follow the content of the lesson, each individual teacher encountered many difficulties in finding his own image, sound, documentary Evidence consistent with the lecture This is also one of the reasons some teachers often give up to avoid because of these difficulties that teachers use only traditional teaching methods such as lecturing or using other methods the students gain knowledge passive, tedious classroom, students not understand or understand deeply; Teaching hours haven't promote of students' activeness and creativity Being a teacher who teaches English of grade 8, in the process of teaching by learn and research of myself ,the helping of my colleagues.I realized that I need to have an optimal method that is appropriate for each subject I gradually put my students on the positive side by using methods study flexible Instead of students dependent on the teachers, the textbooks and learning passively, there is an effective tool that helps me guide my students to explore and systematize knowledge Teaching techniques using Mind Maps.Thus, the lessons become lively, exciting and appealing to the students On the other hand, the integration of skills, knowledge capture, contact with students is also easier 2.2.2 The result of the situations From the fact that in many years, learning English in secondary school is not much attention, not much importance, students are not actively participate in school To overcome this situation, I boldly applied the method of learning by thinking map into the subject of English grade Beginning research this topic,I conducted a survey, I found that the percentage of students interested in this subject was very low Assigned to teach 8A and 8B in the academic years of 2016 - 2017 and the academic years 2017-2018, I have tried to monitor the actual of the beginning of the school year, showing that the quality of learning english is very low Specific results of the beginning of the year as follows: Quality results at the beginning of the school year 2016 - 2017 nu Good Fair Average weak Poor Clas mb qua ses quan quan quant ers ntiti % % % % 0 tities tities ities es 8A 36 0 11% 22 61% 10 28% 0 8B 33 3% 15% 20 61% 21% 0 Clas ses 8A 8B Quality results at the beginning of the school year 2017 - 2018 nu Good Fair Average weak poor mb qua qua quant quan ers % ntiti % % ntiti % 0 ities tities es es 38 5 13 25 66 16 0 35 0 14,3 24 69 16,7 0 Interesting survey results Level of interest in learning Classes numbers Yes Normal No quantities % quantities % quantities % 8A 38 13% 12 32% 21 55% 8B 35 12% 11 31% 20 57% 2.3 The Solutions and implementation organization 2.3.1 The Solutions implemented Choosing english lessons of grade 8,In order to set up mind map accordingly Prepare documents, sub-tables, A4 paper, collect images, stories of the individual, of the family and the collective, specific to the content of the lesson Outline,develop a thinking map, and build a system of questions and situations suitable for the target audience Educate students how to develop a mind mapping in different formats and how to fit appropriate illustrations Examine the results of student teaching and learning, comparing student performance In some case,if there is enough information to find out, we will decide more correctly, more accurately, educational effect will be more effective Therefore, it is necessary to prepare the necessary requirements, from the design of lessons, materials to the use of information technology Prepare, prepare the teaching aids, prepare some pictures related to the lesson, prepare a mind map on the sub-table, and study notes for group discussion On the students side: Student preparation is a form of study before a new lesson, so that students will have a good grasp of new assignments On the teachers side: Prepare the lesson , prepare the facilities of teaching before prepare some pictures related to lessons Prepare mind maps on the sub-table and study cards for group discussion Collecting multiple documents Identify the knowledge about lesson and the amount of knowledge that should be reflected in mindmap Practical information related to the lesson and clearly illustrated on the branches of mind map Depending on the specific content to use images, ability to contact, group discussion questions, to stimulate thinking, the ability to be observed easily, Help the students to take initiative to work, To master the basic knowledge I use the same material to consolidate, Deepening the knowledge students have just learned through mind maps to help them capture the knowledge in the classroom In addition, they also inculcate the content of the lesson without having to spend much time at home Assigned specific tasks to students prepared at home 2.3.2 The measures to organize implementation From the teaching in the school for many years I have chosen the experimental subjects (TN) and the counterpart (ĐC).The students are in class 8A and in class 8B I have conducted two classes with two different lessons in the same unit In class 8A, I have chosen to teach experiments and class 8B is the counterpart The experimental class (TN),I used to use mindmap into the teaching process.The counterpart class, I have taught of teaching the traditional way without using the mindmap a/ Use mind mapping to teach English of grade in junior high school Activity 1: Students create mindmap in groups or individual with the suggestion of teacher.This activity can be conducted in class, at home, depending on the requirement of the lesson Activity 2: Students or representatives of student groups report, Explanation of Mind Mapping that group was set up Activity 3: Students discuss, additional to complete the Mind Map on their knowledge of the lesson The teacher will be a mentor, who will help the student complete the chart, which will lead to the learning of the lesson by asking questions, encouraging students speak and arrange ideas for complete diagram Activity 4: Before,the teachers made charts, drew diagrams, and and the whole class has the same presentation as the teacher and the students don't build on their understand Moreover, they not pay attention to the images,colors and contours.When using a map has been overcome limitations b Use mind maps to check the old lessons To check the old knowledge,the teachers can use the map by way.the teacher draw up a map with keyword corresponding to the content of the lesson.Then the students complete a mind map with the main branch and sub branch The teacher commented.So,checking the old lesson by using mind map will saves time and check a lot of the knowledge of students At the same time that is also the way to learn: fast, easy to remember, long remember for students Sometimes the students forget the lessons,the Map picture of the previous day, the students also easily remember in a moment For example: When finished teaching of “ lesson 4.Read” of unit 6:THE YOUNG PIONEERS CLUB, in the next lesson, I ask students to Ho Chi Minh Communist Youth Union in the form of mind maps So,they have spoken the following: c Use mind map to teach new lesson in the lesson,the teacher puts out a keyword to indicate the knowledge of the new lesson, and then teacher asks the students to draw a map by asking questions and allow them to find words related to the keyword and complete it Through mind map the students will grasp the knowledge of the lesson easily For example : When studying “lesson 1.Getting started –listen and read” of unit 4,the teacher gives for keyword “ Unit 4.Getting started –listen and read “ then ask the students to draw a thinking diagram by asking questions that will allow them to draw more branches and gradually add small branches After the groups have finished drawing, The teacher calls some students to present in front of the class to other students to supplement the idea.The teacher concludes, thereby helping the students can understand the knowledge in a gentle and natural way but very effective d Use mind map to reinforce knowledge after each lessons After each lessons,the teacher guides and suggests for students to self-focus knowledge system,remember the knowledge of the lesson by drawing the map Each lesson is drawn on a separate sheet of paper and clamped back into episode.this doing will help students easy to review, review knowledge quickly,easily For example: Teachers guide students draw mind maps after finishing lesson of unit 11 - Language focus The diagram illustrates e Use mind map to support learning,develop thinking for the students The students can use the mind map to support the self-study at home: prepare new lesson, review the knowledge by drawing mindmap on the paper Thereby develop the ability to thinking,reinforcing the knowledge The students work directly with computers, use software Mindmap in order to ability develop to apply information technology, use the computer in learning 2.3.3 Implement the solution by a specific the lesson I can demonstrate by using a thinking diagram in teaching and learning " Period 9: Unit : Making arrangenments – Lesson3 Read “,combines a mind map to teach and reinforce post after learning completed In the process of teaching, the teachers suggestions and guidance for students paint the branch level 1, level 2, and end the lesson, They will complete a mind map of them in separate understand way Period 9: “Unit Making arrangement- Lesson 3: Read” innovates teaching methods by using thinking diagrams to create excitement for students during English lessons, the students can grasp whole knowledge The lecture is based on knowledge, skills.This is the basic orientation, the main content of the lesson and also ensure the program of the Ministry of Education Period 9: Unit 2: Making arrangement - Lesson 3: Read I Objectives: By the of the lesson, students will be able: Knowledge: To read and understand about the person who invented the telephone Skills: To develop reading skill Attitude: To be more knowledgeable about the telephone II.Language contents :  Grammar : Review: The past simple tense to describe the past events  Vocabulary : experiment, device, exhibitions, emigrate, deaf-mutes, transmit, conduct, assistant III.Preparation: - Materials : Ss’ book , Text books, Tape & radio - Method : Group work , individual work IV.Procedures: Greeting : minute ACTIVITY : WARM - UP (4’) (1) Objective: Introduce the content of the lesson (2) Method: Communicative approach (3) Kind of activity: Individual in the whole class (4) Materials: Pictures of things talked about Mr Alexander Graham Bell Teacher & Ss activities Contents Step T: Shows the class four objects/ pictures of 10 Teacher & Ss activities Contents objects that might be talked about Mr Alexander Graham Bell ,Ex: Telephone, experiment ,demonstrate, deaf-mute Sts: Look at these objects Step 2: Doing the tasks T Ask Ss to guess when you might use all four objects Sts:Ss doing the guessing Step 3: Giving feedback and introduce the new lesson These things are talked about Mr Alexander Graham Bell Do you know about Mr Alexander Graham Bell? What did he invent ?Today…………… ACTIVITY : Presentation (10’): Teaching vocabulary (1) Objective: Teach the new vocabulary (2) Method: Communicative approach (3) Kind of activity: Individual in the whole class (4) Materials: Pictures of things shown on the projector Teacher & Ss activities Contents Step Giving the task T: Tell Ss that they will learn the I.Vocabulary vocabulary relate to the lesson and ask them emigrate (v) : Di cư to pay attention deaf-mute(n): người câm Sts.pay attention điếc Step 2: Doing the task experiment (n ): thí T: Teacher uses different techniques to teach nghiệm vocab(situation, pictures) transmit (v) : Truyền - emigrate (synonym) : conduct( v) : Điều khiển - deaf-mute(picture) device (n ) : Thiết bị,dụng cụ - experiment ( picture ): demonstrate( v): Chứng minh - transmit ( example) - conduct( trans) : device (picture ) - demonstrate( trans): Sts : Follow the steps of teaching vocabulary Step 3: Check Rub out and remember ACTIVITY : READING (16’): (1) Objective: Sts are help to improve their reading skill (2) Method: Communicative approach 11 (3) Kind of activity: Individual ,work group (4) Materials: Extra board , worksheets Teacher & Ss activities Step Pre-reading 1.Read the text and write T / F statements T: Hang the poster of T / F statements on the board and ask Ss to work individually and guess which statements are true or false Work in individually Share answer with their partner T gets fedback then gives keys Contents II.Reading 1.True or false Correct the false sentences a) F :Alexander Graham Bell was born in Edinburgh in Scatland b) F:He worked with deafmute patients at Boston University c) T d) F:Bell and Watson introduced the telephone in 1876 e)F:Bell experimented with ways of transmitting speech over a long distance f)T Put the events in the correct order Keys: d–e–a–g–c–b–f Step 2: While-reading Read the text quickly.then put the events in the correct order T: have ss read the passage again, work in pair to ask and answer questions in exercise - Ss: work in pairs - T: call some pairs to ask and answer - Ss: give their answer - T: correct and give the answer keys - Ss: copy down ACTIVITY : SPEAKING (10’): (1) Objective: Sts are help to improve their speaking skill (2) Method: Communicative approach (3) Kind of activity: Individual ,pairs work (4) Materials: Extra board Teacher & Ss activities Contents Step Prepare for Ss to answerv the III.Speaking questions about Mr Alex Answer the questions T asks Ss to go back the passage and answer a.Alexander Graham bell was the questions born in Endiburgh.He was on a Where and when was Alexander Graham March 3,1847 12 Bell born? b When was the first telephone in commercial use? Ss – answer the questions V Consolidation and homework (5’) 1.Consolidation b the first telephone in commercial use on 1877 2.Homework - Learn vocabulary by heart - Write the answer in exercise into your notebook - Prepare the new lesson: Unit – Write 2.4 Results achieved Using of teaching techniques by Mind Mapping is an effective teaching method to arouse the enthusiasm of students, encourage students to study with positive The students also respond to complex and "real" plans that will be encountered in later life Detail Build self-study habits, self-planning in life, forging learning methods The results and academic achievement are higher The knowledge becomes profoundly sustainable easy to remember and remember faster, notes effectively Thanks to the open learning environment, students are confident, comfortable to express themselves through Mind Mapping and listen to comments of other members The following is the result, that I have gained when I used to teach 13 techniques with mindmap and the class not using Mind Map The survey interest of results Experimental class Counterpart class Content exploring the (level) (level) interest in English Yes No Yes No interest in learning English 35 16 19 The first semester of school year 2017-2018 Classes numbers Good Fair Average weak SL % SL % SL % SL % 8A(TN) 38 21% 25 66% 13% 0% 8B(ĐC) 35 3% 14 40% 19 54% 3% Based on the above results, I have noticed the effect of using mindmap The counterpart class The students can not remember all the concepts,they didn't remember the contents of knowledge.They can know a little about the actual contact, so they will be able to use skill to become life skills will be less.The students not understand concepts, they not know how to handle real situations.They can not contact and apply the knowledge into practice.After the results survey, the number of students scored averages is very large, very few students scored good and none of the students scored good, students still have weaknesses The experimental class +The students can understand the basic knowledge, + Knowing contact the actual + Positioning how to re Positioning how to resolve problem in request to check out of the post.solve problem in request to check out of the post The students have shown the slightest knowledge,the students are interest in learning, lively classroom.The results were shown by the point test ,many students scored good points Thus,apply teaching techniques using Mind Maps can be used in lessons Most of the students are eagerly listening to the teachers to teaching the students study textbooks and reference books.Applying on the actual observation It used to layout of colors, lines, branches ,arranging suitable ideas , easy understand and easy receptive Teaching with Mind Map brings excitement of learning to the students, the enthusiasm of teachers A mind map is an active teaching techniques Using the Mind Mapping technique creates a lively classroom atmosphere,students love to study, learn lessons actively 14 CONCLUSION, RECOMMENDATIONS 3.1 Conclusion By applying the teaching methodology of the mind map, I found that my lessons have become more attractive to the students, creating a competitive atmosphere and learning between the students The use of mind mapping in the unit aims to inspire students to learn and improve the teaching effectiveness of the teacher But the use of mindmap does not overload the lesson content.Teachers should select the content and images used to match the content and duration of each item, each part and the content of each lesson Teaching is always a creative process, the quality of teaching in schools is not based on the teaching methods of teachers but also depends on the method learning of the students.The teachers, in addition to improve teaching methods, the teachers have to the task of guiding for students to learn, so that they understand the contents of the lesson Using mindmap in teaching will bring good and encouraging results in the way students learn.Students will learn how to learn, create and develop thinking Teachers will save time Using the thinking diagram in English teaching initially created a exciting of teachers and students in the teaching activities of the school, is one of the important content of the emulation movement.“Building friendly school,active students ” the Ministry of Education and Training is deployment Mind map is a really effective thinking tool because it maximizing the resources of individual and collective 3.2 Recommendations The most decision of teaching quality is the team of teachers Therefore, the teacher must have a solid expertise, appropriate methods, always cultivate, to learn,update information and devoted with the students The using of mind mapping in teaching has many advantages, but this is not the only teaching tool.We need to coordinate with the traditional teaching aids to overcome the disadvantages and promote the advantages of each means, meet the requirements of innovation content.To improve the quality of teaching English.I have made some suggestions to the school, the education department, the educational management agencies as follows: Regularly encourage teachers to apply, using teaching methods according to lesson research, new teaching methods to teach in general and teaching English in particular Strengthen open the training courses on innovating teaching methods for teachers to teach english subject.To find about the methods and teaching techniques in a positive way The above are some thoughts and my work in the process of implementing this topic,certainly many shortcomings,in the implementation process.I will continue to supplement, complete and find new measures to the issue is getting more and more practical It is hoped that the comments of the 15 leaders, exchange of experience and help from colleagues to have more valuable experience in their teaching, bring good results in teaching and learning English Finally, I swear this is my experience event, I not copy other people's content I sincerely thank! CONFIRM OF AGENCY Tho Xuan, May 20th , 2018 16 ... 8A and 8B in the academic years of 2016 - 2017 and the academic years 2017-20 18, I have tried to monitor the actual of the beginning of the school year, showing that the quality of learning english. .. Use mind maps to check the old lessons To check the old knowledge ,the teachers can use the map by way .the teacher draw up a map with keyword corresponding to the content of the lesson.Then the. .. time Using the thinking diagram in English teaching initially created a exciting of teachers and students in the teaching activities of the school, is one of the important content of the emulation