This work examines methods of using mind maps in English lessons.

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Using mental maps in English lessons.

With the transition of general education to new generation standards, an integral part of the pedagogical activity of any teacher becomes the formation in the classroomuniversal learning activities (UAL).The student must learn to comprehend the acquired knowledge and be able to use it in everyday life, as well as learn to set educational goals and objectives, design ways to implement them, reflect on their actions and use the acquired knowledge in practice. Thus, in order for the child to be an active participant in the educational process, I usesystem-activity an approach , which is based on such principles as the principle of activity, the principle of continuity, the principle of integrity and the principle of creativity. Universal learning activities are also developed based onsystem-activity approach.

The main goal of the system-activity approach is to teach children to learn, i.e. absorb and process information. At the present stage of development of society, the volume of information is so great that students inevitably have to deal with certain requirements for memory, the ability to solve problems and analyze complex data. If you put in less effort, most of the information will remain unlearned. Perseverance leads to a decrease in performance, and study, as a result, is associated with boredom and constant fatigue.

The goal of every teacher is to interest students in their subject and create a desire to master it. A student’s need to study a subject depends, among other things, on what teaching methods the teacher uses.

Mental maps (mind maps, associative maps, associogram, thinking patterns, originally “MindMaps”), developed by psychologist Tony Buzan, are one of the techniques of critical thinking technology. It is a visual way of presenting information that shows connections between concepts. To put it simply, this is a diagram in the center of which there is a keyword/picture and branches (categories, basic concepts) extend from it in different directions, branching into branches (items, sub-items). The end result is something like a web or a root system. You can draw a map on a computer using special programs or simply on a sheet of paper. The second option is preferable, because in this case the content of the mental map is remembered even better, and it becomes truly unique. Thanks to the use of colors, patterns and spatial connections, any information is perceived, analyzed and remembered much faster and more efficiently. Using “mental maps” allows you to simultaneously activate two hemispheres and both types of thinking (logical and creative). Thus, mental maps are a technique with which you can: 1) organize mental chaos, 2) remember a large amount of data, 3) make plans of any complexity and monitor their implementation.

Tony Buzan also described certain rules for creating memory maps:

1. The main idea, problem or word is located in the center. Buzan attaches almost the main importance to highlighting the keyword of the associative chain

2. To depict the central idea, you can use drawings and pictures.

3. Each main branch has its own color.

4. Only colored pencils, markers, etc. are used to create maps.

5. The main branches are connected to the central idea, and the branches of the second, third, etc. order are connected to the main branches.

6. Branches should be curved, not straight (like tree branches).

7. Only one keyword is written above each line-branch.

8. For better memorization and assimilation, it is advisable to use drawings, pictures, associations about each word.

Mind mapscan be used:

Work with lexical material:

• introduction of new vocabulary
• consolidation of new vocabulary
• vocabulary control.

Working with grammar material (with the help of a map you can represent any grammatical rule or construction, while all exceptions, special cases, as well as examples of application can be separated into separate branches and emphasis placed on them);

Working with text material (drawing up plans for retelling texts in the form of thought maps, etc.);

Oral teachingmonologue statementwith the help of verbal supports (the mental map acts as a verbal support for the statement);

Carrying out "brainstorming"(with the help of cards you can create hundreds or more ideas that are quickly generated, they are more original and effective);

Carrying out discussions, debates(a thought map is prepared for each of the disputing parties, which helps to objectively and effectively explore disagreements. As a result, a third thought map is created, which will capture joint conclusions, decisions, work results and achieved concessions on the problem).

In my work, I most often use Mind Maps when working with vocabulary. Mind maps make it easy to memorize new words and recall already known ones. The student himself remembers or finds the word, this activates the processes of memory and thinking. After all, by imagining each word as a picture, we use a complex set of skills characteristic of both the left and right hemispheres of the brain: words are a function of the left hemisphere, and images and fantasy are a function of the right. The use of pictures and images makes it easier to translate, understand and remember the meaning of a word. In addition, any thing that seems unusual, colorful or funny is much easier to remember and pops up in the brain faster than things that are banal and boring (different colors and patterns are used for this). This is precisely what the miraculous power of mental maps is based on.

When learning and consolidating new vocabulary, the following methods of working with cards are used:

• Drawing up thought maps by the teacher together with students in the lesson.
• Drawing up mental maps by students in class individually, in a group, in pairs.
• Drawing up mental maps by students at home individually, in a group, in pairs.
• To control knowledge of new vocabulary, it is effective to draw up mental maps by students individually in class and at home.

The procedure and features of creating thought maps

(using the example of the topic “Holidays”).

1. In the center we place the main topic, that is, we write the word Holidays, you can draw a symbol, attach a photo.
2. Next, thick branches are drawn, the optimal is 5.6, but not less than 3, each with its own color. The name of the holiday is written above each branch, for example Easter, May day, Halloween. You can add each word with a picture or drawing that represents the word.
3. Then we work with each branch in turn. From the main branch we draw several branches, depending on the emerging images and associations. For example, we associate the word Easter with spring, the next branch is the symbols of this day, the next is gifts, etc. Next, from this second-order branch we draw a third-order branch, for example, gifts will be divided into sweet and celebratory. It is also advisable to depict these words in the form of pictures for better memorization of words, especially when introducing new vocabulary, since they are a translation of words into Russian.
4. When work with one branch is completed, we move on to the next and so on with each in turn. If, while working with any branch, ideas arise regarding another, then they need to be written down.
5. Since lesson time is limited, I recommend limiting yourself to 3rd or 4th order branches. However, a specific feature of mental maps is that one can never say that the map is completely completed; they must be constantly supplemented and expanded as new ideas arise and students’ vocabulary expands. However, it is possible to limit yourself to the existing map, especially when controlling vocabulary.
6. When working on creating a teacher map together with students, I recommend that the teacher give children the opportunity to express their own opinions, independently remember words, make associations, come up with pictures, only slightly, guiding them, acting only as an “artist”. When introducing new lexical material, I believe that it is also necessary to observe this rule, giving students the opportunity to express themselves in Russian, in this case also being a translator into English. If students have not named a word or phrase that is included in a given topic according to the program, the teacher can prompt them by asking leading questions (in English) or name the word himself.

However, I recommend that the teacher create their mind map in advance so that they do not miss words included in the syllabus and know which direction to work in. However, a mental map created together with children may differ from one drawn by the teacher independently, since each person may have their own associations associated with a particular word.

When drawing up mental maps in a lesson, the teacher together with the students can draw maps on the board with colored chalk, and the children can draw them on A4 sheets or on whatman paper.

Assessment thought maps takes into account

• following the rules for drawing up mental maps proposed by Tony Buzan;
• correct spelling of English words and expressions;
• correspondence of the words and pictures used to the given topic or problem;
• availability of original ideas and design solutions;
• manifestations of students’ creative activity and their individuality.

In our modern world with a large flow of information, the use of thought maps in teaching schoolchildren can give enormous positive results, as children learn to select, structure and remember key information, as well as reproduce it in the future. Mind maps help develop creative and critical thinking, memory and attention of schoolchildren, as well as make the learning and learning processes more interesting, entertaining and fruitful.

What are mind maps?

Mind Map - thought maps (mind maps, mental maps or intelligence maps), translated from English, were invented by the American scientist Tony Buzan in the 60-70s of the 20th century. (picture 1)

Mind maps are a graphical expression of multidimensional thinking processes and are therefore the most natural way of thinking in the human brain. It is a powerful visual technique that provides a universal key to unlocking the potential within everyone's brain.

Mind maps help us understand the difference between the ability to store the amount of information that can be imprinted in memory and the efficiency of storing information, which is what this method is designed for. Effective storage of information means its assimilation and understanding. And the more information is absorbed, the stronger memory, thinking and intelligence become.

Mind Maps represent a step forward on the path from one-dimensional linear logical thinking, through lateral (two-dimensional) thinking to multidimensional, open-ended thinking.

Mind maps are a useful technique for representing thinking processes or structuring information in a visual form.

The purposes of creating maps can be very different: memorizing complex material, transmitting information, clarifying a question for yourself. Mind maps can be used in a wide variety of situations: in professional activities, in training, for individual planning, etc.

There are certain rules for creating thought maps, developed by Tony Buzan, which are described in detail in his book “How to Mind Map”, namely:

1. The main idea, problem or word is located in the center.
2. To depict the central idea, you can use drawings and pictures.
3. Each main branch has its own color.
4. Only colored pencils, markers, etc. are used to create maps.
5. The main branches are connected to the central idea, and the branches of the second, third, etc. order are connected to the main branches.
6. The branches should be curved, not straight (like tree branches).
7. Only one keyword is written above each line-branch.
8. For better memorization and assimilation, it is advisable to use drawings, pictures, associations about each word.

In our modern world with a large flow of information, the use of thought maps in teaching schoolchildren can give enormous positive results, as children learn to select, structure and remember key information, as well as reproduce it in the future. Mind maps help develop creative and critical thinking, memory and attention of schoolchildren, as well as make the learning and learning processes more interesting, entertaining and fruitful.

Why do I think it is possible to use mind maps in English lessons?

A mental map can be described as an associative network consisting of images and words; the multi-vector nature of words accumulates and spills out in it. The word is the main unit of any language. The main thing, in my opinion, when studying a foreign language, English in particular, is the presence of a good vocabulary, that is, knowledge and mastery of a large number of words on various topics.

Why do mind maps make it easy to memorize new words and recall already known ones?

Firstly, the student himself remembers or finds the word, this activates the processes of memory and thinking.

Secondly, imagining each word as a picture uses a complex set of skills that are characteristic of both the left and right hemispheres of the brain: words are a function of the left hemisphere, and images and fantasy are a function of the right. The use of pictures and images makes it easier to translate, understand and remember the meaning of a word.

Thirdly, any thing that seems unusual, colorful or funny is much easier to remember and pops up in the brain faster than things that are banal and boring (different colors and patterns are used for this). This is precisely what the miraculous power of mental maps is based on.

Thus, the creation of mental maps involves imagination, creative and critical thinking, and all types of memory: visual, auditory, mechanical, which allows you to remember words.

The use of thought maps in English lessons allows you to:

• Create motivation to master a foreign language as a means of communication.
• Organize individual, group and collective activities of students.
• Design educational content in accordance with the age characteristics of students.
• Implement a differentiated approach to students.
• Organize independent work for students.
• Organize project activities for students.
• Teach students to use dictionaries, reference books and other sources of written and oral information in order to find the necessary meanings and decipher dictionary symbols.
• Develop students' creative and intellectual abilities, thinking, memory, and also demonstrate intuitive abilities.

Mind maps can be used to :

1) work with lexical material:

• introduction of new vocabulary
• consolidation of new vocabulary
• vocabulary control.

2) working with grammatical material.

You can draw up mental maps based on the studied grammatical material in order to assimilate and remember it.

3) working with text material.

Drawing up plans for retelling texts in the form of thought maps, etc.

4) teaching oral monologue statements with the help of verbal supports.

The mental map acts as a verbal support for the statement. It is effective to use cards when preparing for an exam, since less time is spent on memorizing and repeating information, and its reproduction becomes more meaningful.

5) presentation of the results of project activities.

You can depict in the form of a thought map the entire process of creating a project, or only the results of the project, new ideas, etc. And then, during the presentation of the project, everything that is depicted on the map is explained.

6) conducting a “brainstorming” session.

With the help of cards you can create hundreds or more ideas that are quickly generated, they are more original and effective.

7) holding discussions, debates.

A thought map is created for each of the disputing parties, which helps to objectively and effectively explore disagreements. As a result, a third mental map is created, which will capture joint conclusions, decisions, work results and achieved concessions on the problem.

The most effective results are obtained by using thought maps when working with lexical material.

When learning and consolidating new vocabulary, the following methods of working with cards are used:

• Drawing up thought maps by the teacher together with students in the lesson.
• Drawing up mental maps by students in class individually, in a group, in pairs.
• Drawing up mental maps by students at home individually, in a group, in pairs.
• To control knowledge of new vocabulary, it is effective to draw up mental maps by students individually in class and at home.

One of the main benefits of mind maps is that they can be used to teach any topic and with children of almost any age.

In my work, I used thought maps when studying the following those:

• Your ideal future.
• My future profession.
• Healthy lifestyle.
• Planning a romantic weekend.
• Planning the perfect trip.
• Buying gifts for the New Year (Figure 2)
• Sport
• Cloth
• Ecology (in particular, waste recycling) (Figure 3.4)
• Fruits and vegetables (Figure 5)
• Animals
• Modern inventions
• Literature, writers
• Mass media
• Holidays in Russia, UK, USA
• Cities and countries (Figure 6)
• Family (Figure 7)
• Political systems and parties
• English verb tenses in the active voice, etc.

figure 2

figure 3

figure 4

Figure 5

Figure 6

Figure 7

Drawing up mind maps helps make studying elective courses more interesting, allowing you to study a large amount of material in a limited number of hours allocated to the course. I use mind maps in the process of teaching the elective course “Business English”.

The procedure and features of creating thought maps

(using the example of the topic “Fruit”). (Figure 5)

1. In the center we place the main theme, that is, we write the word Fruit (fruit), you can draw a basket of fruit or another image associated with fruit.
2. Next, thick branches are drawn, the optimal is 5.6, but not less than 3, each with its own color. The name of the fruit is written above each branch, for example apple (apple), orange (orange), pineapple (pineapple), cherry (cherry), banana (banana). You can add each word with a picture or drawing that represents the word.
3. Then we work with each branch in turn. From the main branch we draw several branches, depending on the emerging images and associations. For example, we associate the word apple with the color green, the next branch is the saying an apple a day keeps the doctor away, the next is Eve and the serpent, etc. Next, from this second-order branch we draw a third-order branch, for example, the above saying can be associated with health, vitamins, etc. It is also advisable to depict these words in the form of pictures for better memorization of words, especially when introducing new vocabulary, since they are a translation of words into Russian.
4. When work with one branch is completed, we move on to the next and so on with each in turn. If, while working with any branch, ideas arise regarding another, then they need to be written down.
5. Since lesson time is limited, I recommend limiting yourself to 3rd or 4th order branches. However, a specific feature of mental maps is that one can never say that the map is completely completed; they must be constantly supplemented and expanded as new ideas arise and students’ vocabulary expands. However, it is possible to limit yourself to the existing map, especially when controlling vocabulary.
6. When working on creating a teacher map together with students, I recommend that the teacher give children the opportunity to express their own opinions, independently remember words, make associations, come up with pictures, only slightly, guiding them, acting only as an “artist”. When introducing new lexical material, I believe that it is also necessary to observe this rule, giving students the opportunity to express themselves in Russian, in this case also being a translator into English. If students have not named a word or phrase that is included in a given topic according to the program, the teacher can prompt them by asking leading questions (in English) or name the word himself.

If the teacher himself draws a mental map on the board or shows a ready-made one, and the children only redraw it on their sheets, drawing up a map is pointless!

However, I recommend that the teacher create their mind map in advance so that they do not miss words included in the syllabus and know which direction to work in. However, a mental map created together with children may differ from one drawn by the teacher independently, since each person may have their own associations associated with a particular word.

When drawing up mental maps in a lesson, the teacher together with the students can draw maps on the board with colored chalk, and the children can draw them on A4 sheets or on whatman paper.

Assessment thought maps takes into account

• following the rules for drawing up mental maps proposed by Tony Buzan;
• correct spelling of English words and expressions;
• correspondence of the words and pictures used to the given topic or problem;
• availability of original ideas and design solutions;
• manifestations of students’ creative activity and their individuality.

In my opinion, creating mind maps will be an effective and interesting teaching method not only in English lessons, but also in lessons in other subjects (perhaps in history, literature, biology and others). For example:

• Topics in history lessons contain a lot of material: various historical facts, dates, historical figures, which is difficult for students to learn and remember. But with the help of mental maps, you can remember and classify a large amount of information. For example, on the topic “The Great Patriotic War” you can draw a map where the branches of the first order will be the main battles, Stalin, the Siege of Leningrad, Hitler, etc.
• in literature lessons, you can make maps about writers, which may include their main works, associations to them, lines from poems, catchphrases, biography of writers, etc.
• In biology lessons, you can make maps on the topics of birds, plants, animals, human body systems, etc.

Create yourself and together with your children!!!

In this article we will tell you about another way to correctly format and systematize material for learning a foreign language.

"Mind maps" or " mind maps " Why and how does it work?

For many of us, it is much easier to remember new material by writing down the necessary information on paper. And this is not surprising. The main reason for the usefulness of this method of memorization is the work of our brain, which is much better at assimilating material through associations.

So, imagine. You are on an exam and, while completing a task on word formation, you must change a number of words from one part of speech to another. You realize that you need to remember the suffixes of, say, a noun. To do this, you write “noun” (noun) in your draft and, drawing arrows from this word, write down all the endings of this part of speech. For example, — ship, — ion, — or, — er etc. By writing them down, you remember their meaning. So, the suffix mentioned above – ship means " attitude / skill, skill / abstract concept», — ion − « action, state / abstract concept», — or And - er − « name of the actor / profession, occupation / device with a special function».

And so, writing down all the suffixes, you, one way or another, remember the words in which they are used: friend ship (friendship), invent or (inventor),plumb er (plumber),lead er (leader),situation ion (situation),absorption ion (absorption) etc. The examples that pop up in your head push you to change the desired stem of the word, and you remember (or even guess) the ending you need, writing down the resulting option as an answer in the test.

Why carry out such a long “operation”, you ask? Then, by writing down your associations and thoughts on a piece of paper, your brain is activated and helps you find the right answer.

“Mind map” allows you to organize any ideas, even the most complex ones, helping to systematize the material and memorize / recall it during the learning process.

How to use mind maps to memorize new material?

"Mind maps" are an ideal way to systematize material on English grammar. So, any topic can be described from “A” to “Z” in the form of a diagram. Have the Present Simple time started to pass? Write the topic in the center of a piece of paper and draw “branches” from it that will lead to an explanation of the use of this tense.

By drawing a rule diagrammatically, you already remember it: the brain remembers the picture, and this helps you remember the necessary material when the time comes. Have you moved to a new level and learned something new on this topic? Just complete the diagram, adding new information to the rule.

In subsequent publications, we will tell you why exactly you can use “mind maps” in the process of learning a foreign language, and also give practical recommendations.

Zakarian Maria Mikhailovna,
at English teacher GBOU secondary school No. 471
Vyborg district of St. Petersburg

The second generation Federal State Educational Standard is based on a system-activity approach, the purpose of which is personal development. This approach to teaching is aimed at the development of each student and the formation of his individual abilities. Any assimilation of knowledge is based on the student’s assimilation of educational actions, having mastered which, the student would be able to assimilate knowledge independently, using various sources of information.

The main goal of the system-activity approach is to teach children to learn, i.e. absorb and process information. At the present stage of development of society, the volume of information is so great that students inevitably have to deal with certain requirements for memory, the ability to solve problems and analyze complex data. If you put in less effort, most of the information will remain unlearned. Perseverance leads to a decrease in performance, and study, as a result, is associated with boredom and constant fatigue.

The goal of every teacher is to interest students in their subject and create a desire to master it. A student’s need to study a subject depends, among other things, on what teaching methods the teacher uses.

Mental maps (mind maps, associative maps, associogram, thinking patterns, originally “MindMaps”), developed by psychologist Tony Buzan, are one of the techniques of critical thinking technology. It is a visual way of presenting information that shows connections between concepts. To put it simply, this is a diagram in the center of which there is a keyword/picture and branches (categories, basic concepts) extend from it in different directions, branching into branches (items, sub-items). The end result is something like a web or a root system. You can draw a map on a computer using special programs or simply on a sheet of paper. The second option is preferable, because in this case the content of the mental map is remembered even better, and it becomes truly unique. Thanks to the use of colors, patterns and spatial connections, any information is perceived, analyzed and remembered much faster and more efficiently.

Tony Busan also described certain rules for creating memory maps.

1. The main idea, problem or word is located in the center. Buzan attaches almost the main importance to highlighting the keyword of the associative chain

2. To depict the central idea, you can use drawings and pictures.

3. Each main branch has its own color.

4. Only colored pencils, markers, etc. are used to create maps.

5. The main branches are connected to the central idea, and the branches of the second, third, etc. order are connected to the main branches.

6. Branches should be curved, not straight (like tree branches).

7. Only one keyword is written above each line-branch.

8. For better memorization and assimilation, it is advisable to use drawings, pictures, associations about each word.

Mind maps can be used:

To work with grammatical material (with the help of a map you can represent any grammatical rule or construction, while all exceptions, special cases, as well as examples of application can be separated into separate branches and emphasis placed on them)

For work With lexical material, the volumes of which are not so small.

To work with phonetic material

To work with text material

In preparation for oral monologue statement

When presenting results project activities .

In my work, I most often use MindMaps when working with vocabulary. This is a very convenient and effective technique for repeating, updating and systematizing vocabulary on a topic. Mind maps help make the process of expanding your vocabulary more interesting and fun.

Benefits of Mind Maps

• comfortable in use
• show communications between phenomena logic thinking
• contribute to better memorization information
• put together large amount of data
• develop creativity, thinking

The use of mind maps in English lessons allows you to:

1. Create motivation to master a foreign language as a means of communication.

2. Organize individual, group and collective activities.

3. Implement a differentiated approach to students.

4. Organize project activities for schoolchildren. A mind map can be used to present the results of project activities.

5. Teach to use specialized dictionaries and reference books in order to master new language tools, increase the amount of knowledge of a profile-oriented nature (in particular, terminology).

In the modern world with a large flow of information, the use of mental maps in education can bring enormous positive results, as children learn to select, structure and remember key information, as well as reproduce it in further learning and communication. Mental maps help develop creative and critical thinking, memory and attention, as well as make the learning and learning processes more interesting, entertaining and fruitful. One of the main benefits of mind maps is that they can be used to teach any topic and with children of almost any age.

Sources:

2. Buzan Tony and Barry. Super thinking. Potpourri - M, 2007

3. Buzan Tony. Memory cards. Use your memory 100%. M., 2007

A mental map, mind map (intellectual, mental map, associogram) is a summary, but not a boring and tedious text with abbreviations, but a “spontaneous” and bright, drawn summary. A mind map is a natural expression of how a child's brain works. This is literally a mind map, the compilation of which involves:

Immediate memory

Associative thinking,

Creative thinking.

A mind map allows a pathway to be opened for creative and innovative thoughts based on the multi-faceted nature of words and reality, therefore giving the child's brain the opportunity to express in a SIMPLE yet COMPLEX way its individuality.

A mental map allows you to cover and formulate any phenomenon as widely as possible. Like a road map, a mental map helps

Take in many objects and phenomena with your gaze,

Allows you to outline or select a route, suggest where you are going,

Contains a large amount of data,

Helps solve problems, suggests new ways for creativity,

Pleasing to the eye,

Attracts baby's eyes and brain.

Invented smart cards Tony Buzan- psychologist, specialist in the field of self-improvement - development of memory, thinking, etc.

Smart cards can be used to:

1. memorization

2. organizing and systematizing information

3. activity planning

4. preparation for performances

5. finding solutions in a difficult situation

6. consideration of various options for solving problems.

During its existence, smart maps have gone through their own development path. Therefore, Tony Buzan himself gives slightly different instructions for creating mind maps in different sources.

Classic mind maps are created this way:

1. Place a blank sheet of paper horizontally (preferably A4). We use multi-colored pens, felt-tip pens, markers, pencils. Using an eraser is not recommended. Particular attention should be paid to the possibility of using several colors. Tony Buzan recommends at least three.

2. In the center of the sheet we draw a central image that will symbolize the topic with which the work begins, both on the map and in our thoughts. You don't have to be able to draw. You can present your idea schematically, use clippings from old magazines, or other people's drawings. The main thing is to show your imagination. We carefully draw out the essential details. IMAGINATION will help you create drawings, and we know that thousands of words can be expressed in one drawing, thus saving the time and effort that would be required to write down those words. Moreover, pictures are remembered better than words. Drawings can be colorful or sketchy, painted or black and white. It all depends on the creator of the mind map.

4. From the central image we draw branches on which we write the most important keywords and thoughts related to this topic. Each branch should contain one word or thought. To emphasize the importance of these branches (after all, they are directly in contact with this topic!) we make them thicker. We write in block letters.

5. From the thick branches we similarly draw thinner branches that clarify the main thoughts. Make associations to keywords. The number of thin branches is not limited - there can be as many of them as ideas arise. The more branches, the smaller the font! This creates an “octopus” or “tree”.

For students more advanced in computer technology, we can recommend creating mind maps using Mind Manager Pro 6, Concept Draw Mind Map Pro 4.5, Edraw Mind map. These are great programs with lots of symbols and designs.

Mind maps can be modified and adapted depending on the goals and objectives set for students.

A hand-drawn and colored map, in addition to vision, involves the muscle sense, which contributes to better memorization, which is very important for working with new vocabulary. It is more convenient to retell the text using a map, which serves as a support and visual logic for the retelling.

The card making activity can be used at any stage of the lesson, as well as at home. Mind maps can be used for brainstorming, teaching new vocabulary, summarizing, retelling, summarizing all the topics that need to be repeated or that we are currently studying, planning, etc. to enhance speech and thinking activity.

Tony Buzan believes that you can create maps for any reason, on any topic. Be it interests, hobbies, friends, stages of growth, achievements, family, school, thoughts, books and cartoons. And doing this is interesting and pleasant, as opposed to linearly recording information.

Using mind maps in training:

In English lessons we create mind maps in one way or another depending on the topic, goals and objectives. In any case, mind maps are a visual way of presenting information when a concept is written in the center, from which associations or related concepts extend as rays. These diagrams are very similar to the sun, so students call them “suns”. “Sunshine” sounds much more positive and inspiring than a spidergram (as this kind of diagram is called in English methodological literature):

It can mini-maps for a visual representation of, for example, a phrasal verb. You can quickly draw them in class. The verb is written in the center, the prepositions with which it is used extend like rays from it, and under the prepositions the new meaning that the verb has acquired is written. It is recommended to write English and Russian words in different colors so that you can easily focus on one or the other language if necessary.

It can be cards on a specific lexical topic. Then these cards look like huge suns with many rays. For some, they look more like trees. The taste of compiling and visual appeal of mind maps comes with experience, because... Students are faced with the task of collecting all the vocabulary on one topic together, distributing it into groups (if possible), and showing these connections graphically (for many this causes difficulty). It is recommended to write down not just words, but phrases based on topics. Under each word or phrase, a translation is written with a different pen or pencil.

It can be support cards for retelling the text. Then the title of the text or its main idea is written in the center. Next, phrases are written out using rays. A certain sequence is built between them using arrows and lines.

A mind map as homework can be aimed at repeating vocabulary and retelling text. If a mind map is drawn at home, then instead of translating words, you can use drawings, diagrams, icons, cut-out pictures, i.e. add a personal component.

Mind maps are good for summarizing a topic, problem, issue.

Mind maps are a great tool for brainstorming.

Mind maps are a planning aid.

The result of using mind maps in lessons:

Mind map - involuntary memorization using key elements. Key elements become anchors to which associative memory clings when reproducing information. As a result, much less effort is spent than with rote memorization (cramming).

Information is remembered having already been learned (understood), connections are established with other knowledge, concepts, topics., which significantly enhances the efficiency of memorization and develops children’s thinking and memory.

The mind map acts as a support for quickly updating the necessary lexical units after a long break. (And we know that what is not actively used passes from an active form to a passive one). A mind map allows you to quickly transform a passive form into an active one, i.e. if necessary, recall and encourage the use of LE.

A mind map allows you to see information in your mind's eye. It sort of sorts out the entire volume of information and at the same time allows you to keep a large amount of information in your field of view.

Mind maps offer a new approach to brainstorming and stimulate the rapid generation of ideas. The ideas generated are more original and effective. It is easy to trace the relationships between ideas and the search for alternative solutions. A mind map makes it easier to implement new ideas in the future, and can also be an effective tool for improving ideas for future use.

A mental map gives the child a complete picture that ties into a single whole the themes and phenomena that are depicted on it.. For a child, it is a wonderful tool for developing memory, creative thinking, and analysis.

The range of uses of memory cards in English lessons is wide:

1) Working with phonetic material

2) Working with lexical material

3) Working with grammatical material.

4) Working with text material.

5) Training in oral monologue statements.

6) Presentation of the results of project activities.

7) Preparation for the State Exam and Unified State Exam.

8) Conducting discussions and debates.

Drawing Mind Maps

Saves 50 to 70% of time spent on recording.

It's three times more fun than just planning.

Helps you focus on essential issues rather than unimportant issues.

Multi-colored and multi-dimensional “drawn” information is remembered better by the student.

Stimulates the ability to create.

At the moment there are many online programs for constructing mental maps. Below are links to the most famous of them. One of the most convenient is spiderscribe.net.
Its advantages:
1. Free.
2. Easy to use.
3. It is possible to add pictures, documents, maps, etc.
4. You can save it as a picture in jpg or png format, or print it.