Teaching english vocabulary to mai lam junior high school students of class 7 using the method of mind map SKKN

CATEGORY

TT

Contents

Pages

1

1. Opening

2

2

1.1. Reason for choosing topic

2

3

1.2. Research purposes

3

4

1.3. Research subjects

4

5

1.4. Research Methods

4

6

1.5. New points of experience initiative.

4

7

2. The content of the experience initiative.

4

8

2.1. Basis for argument

4

9

2.2. Situation of the problem before applying to experience.

5

10

2.3. Solutions to organize the implementation.

6

11

a. Check vocabulary using mind map.

6

12

b. Teaching vocabulary

12

13

2.4. The effectiveness of the experience initiative

13

for educational activities, with self, colleagues and
the school.
14

3. Conclusions and recommendations.

14

15

3.1. Conclusions

14

16

3.2. recommendations.

14

1. Opening
Mind Map is a well-known tool around the world, and you have probably used it in
class notes, ideas, plans, problem solving, and more. The results are very interesting.
Have you ever tried the English vocabulary learning application with mind mapping?
Let's go to Mai Lam Junior High School to find out!
1


Do you remember how to learn English vocabularies in school? The teacher will
include the words of the vocabularies and pronunciation. One day you will probably
have to memorize from several dozen to hundreds of different words that if you do
not review often will forget immediately. You are also prone to being discouraged for
learning boring vocabulary, rigid and less used. So when you learn English
vocabularies by thinking diagram, you solve these problems:
1.1. Reason for choosing topic

Today we are witnessing the interdependence and interdependence of the nations
of the world in information technology, knowledge and science, technology, education
and culture. In this context, English acts as an important communication tool for the
country's economic, scientific and technological development and regional
integration, as well as for cultural exchanges between countries. in the region and in
the world. The ability to communicate in English is one of the basic skills that need to
be formed for the young generation in Vietnam in general and the 7th grade students
in Mai Lam secondary school in particular. Therefore, the teaching and learning
English in junior high school in general and junior high school students Mai Lam
secondary school in particular should be formed and develop communication capacity
in English. Teaching English at the lower secondary level helps students to broaden
their horizons, enrich their life experiences, develop their thinking ability and improve
their cultural and social understanding. the nation, the people of the world as well as
the deeper understanding of the social culture of their own nation, laying the
groundwork for continuing higher education, lifelong learning and comprehensive
development student's. To do that, teachers have to take many measures in which the
innovation of teaching methods is a compulsory requirement in order to create a
dynamic learning atmosphere, students learn positively, achieve quality and
efficiency. high. So, I applied a lot of methods in the teaching process but I found that
the method of teaching the vocabulary of the mind mapping is to draw the attention of
the students in the class. It helps them to develop their ideas, to form independent
2


thinking minds, so that they can actively participate in the process of knowledge
acquisition.
For the above reasons and what is summarized by the application of mind
mapping in English teaching and learning in the past time I boldly wrote the subject
"Teaching English vocabulary to Mai Lam junior high school students of class 7
using the method of mind map ". I hope to show the application of mind mapping is

the most positive method to bring effective teaching and learning in today's era.
1.2. Research purposes
Being aware of the importance of English - an international language - most
parents now allow their children to learn English at a young age. However, not all
students have the same good learning environment and especially the environment
for using English. So in order to achieve the ultimate goal of teaching foreign
languages to social communication, each teacher must help students acquire
language knowledge, agile thinking, flexible problem-solving and Especially the
confidence before the people.
Therefore, in this research I study the effectiveness of using mind maps to achieve
the following purposes:
+ Analysis and comparison of actual situation in the teaching and learning
process has not applied the map of thinking with the teaching and application of
mind map.
+ Analyze and prove the new points, the new solution to the purpose of replacing
the old methods have applied. Specify the applicability of the new solution to bring
about the efficiency and quality of teaching methods using mind mapping.
1.3. Research subjects.
The target group is Mai Lam Junior High School's 7th grade students, aiming to
develop their thinking style according to their thinking plan. At the same time they
must also use the word in a specific sentence according to the thinking diagram.
1.4. Research Methods.
3


To conduct research on the subject, I conducted some research methods as
follows:
+ Study the regular training materials of the sector during professional training
and especially through training methods and techniques of active teaching.
+ Consult with colleagues.

+ Research on textbooks in English class 7, instructing the implementation of
knowledge standards, skills in lower secondary English - Vu Thi Loi, thinking
mapping - optimal thinking tools will do. Change the life of your friend TonyBuzan.
+ Through practice after nearly 8 years of self.
1.5. New points of experience initiative.
Help students to think vocabulary in grammatical terms, and express the
vocabulary of the syllabus.
2. The content of the experience initiative.
2.1. Basis for argument
In the current trend of globalization, we have been implementing open policies to
integrate with the international community in many fields such as economics,
politics, commerce, tourism, education. Education plays an important role in the
preparation of quality human resources of each country and provides learning
opportunities for every citizen. Lifelong education has become a demand and
commitment of every nation. Education systems, programs and methods of
education continue to be changed in order to eliminate all divisions in schools, to
provide modern knowledge to meet the new requirements of the economy. With
that opening mechanism in our country, foreign language has become a very
important means because a philosopher has said that "Knowing a foreign
language is like having a new human being." Only foreign languages can help us
reach the world of civilization, cultural exchange and the connection of global
4


friendship. Therefore, the Ministry of Education and Training has developed a
foreign language project in the period 2008 - 2020 and former Deputy Prime
Minister Nguyen Thien Nhan has emphasized the project of teaching and
learning foreign languages in the national education system phase 2008 - 2020 to
shift from teaching foreign languages as a subject to teaching as a tool to live,
work and integrate internationally, turning foreign languages from our

weaknesses into strengths. Starting from that goal, English has become the
number one foreign language taught in our country and the teaching and learning
of English in secondary schools has also made remarkable progress. English has
covered schools everywhere, including remote areas. Even now, most elementary
schools have introduced this subject so that they can make it easier for them to
learn better later.
2.2. Situation of the problem before applying to experience.
Mai Lam is a semi-mountainous, poorly drained, arid, rocky commune.
People do not pay much attention to the education of their children, they almost
white-handed their children's education to the school. Students are not yet fully
aware of their learning, yet they are self-reliant, leaving behind their destiny.
Mai Lam secondary school is the most difficult group in the district, facilities
for learning English are almost nonexistent, or are too old, severely damaged.
Therefore, it is very difficult to teach and learn English by teachers and pupils in
the school.
Through the survey on the level of learning and understanding of vocabulary
of students in 2 classes 7A1 and 7A3 with 80 students in school year

2017-2018 as

follows:

Understand

Understandable

Understand

Less

and use well

and usable

stable

understanding

5

Total
students


8

10 %

10

12,5 % 53

66,3

9

11,2 %

80

%
2.3. Solutions to organize the implementation.
a. Check vocabulary using mind map.
+ After finishing Unit 3: AT HOME part A1 (English 7) instead of asking
students to write vocabulary freely, I asked them to write vocabulary about
household items in each group. They will have to say the following:
Main content: Furniture
Branch 1: In the bathroom
Line 2: In the kitchen

In the bathroom

Furniture
In the kitchen
- Then they continue to draw the next few branches listing the
vocabulary that they have learned.
- After the students have completed the above content, I ask them to use
the vocabulary has answered the question.
What are there in your bathroom / kitchen?
Students will answer: - There is a tub, a sink and a shower ...... in the
bathroom.
- There is a washing machine, a refrigerator, ... in the kitchen.
Then describe the complete diagram.
tub
6

sink

There is a tub, a sink and a
shower in the bathroom

In the bathroom
shower
refrigerator

FURNITURE

dryer
In the kitchen

washing machine
electric stove

There is a
refrigerator, a
dryer, a
washing machine,
an electric stove
and a diswasher in
the kitchen

dishwasher
+ After finishing unit 4: At school part B1 (English 7) instead of asking
students to write vocabulary freely, I asked them to write vocabulary about
items in the library in group.
They will have to say the following:
Main content: Library
Branch 1: Newspapers
Branch 2: Books

Newspapars

LIBRARY
Books

- Then they continue to draw the next few branches listing the
vocabulary that they have learned.
7


- After the students have completed the above content, I ask them to use
the vocabulary has answered the question.
- What are there in the library?
Students will answer: - There are newspapers, books ...... in the library.
- What kinds of books are there?
They are: chemistry books, history books,................
Then describe the complete diagram.
newspapers
information
LIBRARY

magazines

There are many newspapers
and magazines in the library

math books
biology books

Books

novels

They are math books,
biology books, novels,
history books
and referennce books

history books
referennce
books
+ After finishing unit 6: AFTER SCHOOL: part A1,2 (English 7) instead of
asking students to write vocabulary freely, I asked them to write vocabulary
about activities and how students do these activities after school in group.
They will have to say the following:
Main content: Activities and adverbs of frequency.
Branch 1: Activities after school.
Branch 2: Adverbs of frequency.
Activities
8


Activities and Adverbs of frequency
Adverbs of
frequency

- Then they continue to draw the next few branches listing the
vocabulary that they have learned.
- After the students have completed the above content, I ask them to use
the vocabulary to answer the questions.

- What are they doing?
Students will answer: - They are reading books.
- They are studying.
- How often do you play.......................?
I often play badminton
I usually swim.
Then describe the complete diagram.
reading books
swimming
Activities after
school

playing games
going to the movie
playing soccer

Activities and
Adverbs of
frequency

watching TV
9

I like reading
books, so I always
read books after
school.


Always

Usually

I usually watch TV
because I like
watching TV so
much.

Often
Adverbs of
frequency

Sometimes

I never play games
because I don't like
playing games.

Never

+ After finishing unit 9: AFTER SCHOOL: (English 7) instead of asking
students to write vocabulary freely, I asked them to write vocabulary about
activities and how students do these activities after school in group.
They will have to say the following:
Main content: Regular verbs and irregular verbs.
Branch 1: Regular verbs.
Branch 2: Irregular verbs.
Regular verbs

Verbs

Irregular verbs
10


- Then they continue to draw the next few branches listing the
vocabulary that they have learned.
- After the students have completed the above content, I ask them to use
the vocabulary to answer the questions.
- What are the regular verbs?
Students will answer: - They are worked, lived, moved, visited, fitted,......
- What are the irregular verbs?
They are went, met, saw, bought, .......................
Then describe the complete diagram.
worked
lived
Regular verbs

Last year, I
worked for a
foreign company.

fitted
did

Verbs

went

I went to the
United States of

America 3 days
ago.

saw

Irregular verbs
b. Teaching vocabulary

So with this old test, teachers will teach students to get used to the way they
learn and memorize thematic vocabulary in a systematic way. In addition, when
examining reading assignments, students not only grasp the main points of the
lesson, but they again remember the vocabulary in context and their use instead
of just remembering individual words. As before and once you know how to
use the vocabulary, you will probably remember longer and use them more
11


flexibly. Moreover, while presenting and explaining the diagram they will
gradually practice their speaking skills in front of the crowd, increasing their
confidence as well as their ability to speak English.
There are many tools to help us create mind mapping, whether we have a
specialized software or only pen and paper, we can also create an interesting
map to learn vocabulary for ourselves.
After finishing unit 10, unit 11, unit 12, I am going to combine the elements
for good health with the following thinking map:
First, choose a general topic for which students want to learn vocabulary.
Themes can be as simple as colors, food, animals, ... but we will be
surprised when our thinking leads us far. Take a look at the mind map
below:

With an original theme the same, each person will have a different way of
thinking, leading to different branches and words. That is the interest that
12


mind maps bring. It helps learners to creatively and broaden their thinking to
remember words according to their imagination and creativity.
we can add example sentences, illustrations or collocation to each
vocabulary. The more content we add to each word and more detail, our
brain will have more opportunities to remember and repeat that word in our
mind. That's how mind mapping helps us memorize vocabulary, not through
reading a long list of words in the list and repeating like a parrot through
thought and logic.
2.4. The effectiveness of the experience initiative for educational
activities, with self, colleagues and the school.
This is an extremely valuable experience for me, after many years of
applying some teaching methods of vocabulary with mind mapping in two
units: At Tinh Hai Secondary school and Mai Lam Secondary school I
myself have achieved a lot of success and the results of the survey of
students' vocabulary I have obtained as follows:
Understand

Understandable Understand

and use well

and usable

stable

18

15

43

22,5
%

18,75

53,75

Less understanding

Total
students

4

80

5%

%
%
Even though I have tried my best not to stop. However, the application of
thinking maps to vocabulary teaching is a process and a lot of intellectual
effort. Therefore, the application in teaching is not much, I look forward to
everyone to see and help me to complete the topic. I sincerely thank.

3. Conclusions and recommendations.
3.1. Conclusions
This is an initiative that I have accumulated over the years. It was tested and
proven when I was a teacher at Jing Hai Junior High School. This time I
13


only develop vocabulary according to the diagram from a whole unit of
study, not just in the class anymore.
3.2. Recommendations.
I hope that industry leaders as well as schools can apply my theme
extensively to see the effect of it.
I sincerely thank!
CONFIRMED BY

Thanh Hoa, April 19 th,

2018
THE PRINCIPAL OF THE CHOOL.

Ngô Quang Khánh

I pledge not to copy.
Experienced writer

Cao Văn Thuyết

14