Improving the quality of thematic vocabulary english courses for students in grade 6 at dong tho secondary school through the use of min

THANH HOA EDUCATION AND TRAINING DEPARTMENT
THANH HOA EDUCATION AND TRAINING OFFICE

INITIATIVE

IMPROVING THE QUALITY OF THEMATIC
VOCABULARY ENGLISH COURSES FOR STUDENTS
IN GRADE 6 AT DONG THO SECONDARY SCHOOL
THROUGH THE USE OF MIND MAPS

The implementer: Le Thi Thanh Tam
Occupation: Teacher
Group: Dong Tho Secondary School
Subject : English

THANH HOA 2016
1


A. BACKGROUND
* The reasons of selecting the topic:
Congress of the X th National Party (4/2006) states: The first priority for
improving the quality of teaching and learning. Program innovation, content,
teaching and learning methods, improve the quality of teachers to strengthen
infrastructure of schools to promote creativity and independent thinking of
students ( 12/2007).
Resolution of the National Party Congress XIth confirmed "Innovation
basic, comprehensive education in the direction of standardization and
modernization, socialization, democratization and international integration ''.
Education and training can enhance people's mis- sion, develop resources,
fostering talents, an important contribution in building the country, building the

culture and people of Vietnam.
Strictly implement the Resolution 40/2000-QH10 of the National Assembly
and the Directive No14 10/2001 / CT-TTg of the Prime Minister, Ministry of
Education and Training has been particularly focused on training for teachers
gradually improve, innovative teaching methods, promote positive, initiative and
creativity of students; whether this is an urgent task to fit just focus throughout the
innovation process.
In recent years, along with the renewal of the basic synchronization in
education. English is the one of all languages has an important role in using to
communicate with the countries in the world and is regarded as the main second
language of teaching courses in schools.
English has always been the concern of the grade school levels, parents and
students to maintain and develop to suit the period of industrialization to
modernize the country. Knowledge-based economy is developing contemporary
rushing. Education requires training to employees dynamic, creative, teachers must
know how to use multiple devices, including the means of modern teaching
equipment. To promote the features of the device and works foremost teachers and
students need to be familiar, master the operation, equipment operation and must
know how to properly use the lesson content requirements. One of the effective
methods of optimization " Mind mapping" in the process of effective teaching for
learners. However, Mind maps are alluring and attractive.
The most important thing in the reform of teaching methods that teachers
help students how to brainstorm, altering the quality of the intellectual activity of
the students, developing intelligence, their creativity . Currently, in the process of
classroom teaching, mainly intellectual activity of students is to remember and
reproduce. At home, as students study and do homework ... but basically has been
directed in the class, so the intellectual activity of the students still heavy on
memory training and the ability to reproduce. Thus, exercise ability, imagination
and creativity development of wisdom, intelligence ... of students in general, is
considered the main tasks, the most important task of the teaching process modern.

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So the crux of the innovative teaching method is to adjust the relationship between
reproduction and innovation, to enhance creative approaches to innovation
characteristics cognitive activities of students in the process teaching.
Personally, I really agree with the method used in the schematic teaching
process. Because not only charismatic, appealing to students, easy to remember,
promote creativity, capacity, also see the whole picture. Mind maps used in
teaching is very effective, very scientific and can be widely used in all stages of the
process of teaching subjects especially English.
As an English teacher , I always want my students to understand all the
lessons fastest, most proactive, especially the children can apply the knowledge
learned in real communication. For this, we need to renew teaching methods in
class so that each student more interested in positive learning and memory training
all right in class.
We all know any languages in the world, to communicate with it, requires us
to have a vocabulary because the words are an indispensable component in the
language. In English we can not train and develop the four skills of listening,
speaking, reading and writing of students that are not based on the foundation of
vocabulary.
Indeed, without the necessary capital, they will not be able to develop good
skills in listening, speaking, reading and writing whether they can master the
sentence patterns and grammar. So, help students master the vocabulary to use in
the training of skills is very important jobs. On that basis, I myself have chosen the
theme of innovative teaching methods: "Improving the quality of thematic
vocabulary English courses for students in grades 6 at Dong Tho Secondary
School through the use of Mind Mapping".

B. PROBLEM SOLVING

I. RATIONALE.
1. Theoretical background.
In recent school years, the use of Mind Mapping in teaching has become
popular in all subjects like drawing maps or tables but at the simplest level applied
infrequently. We record information on these characters, lines, numbers. With this
note, we are only using half of the brain - left brain, but never use the right brain
skills, which help us process the information on rhythm, color, space and
dreaming. We often are only using 50% of their brain ability to record information.
As for teaching methods with a mind map is a method currently being
implemented with a high degree and advantages to promote the autonomy of
student creativity in the search for, deepen or open wide an idea ... by using
simultaneous images, lines and letters with positive mind. The same topic but can
present as a mind map in a specific way, with the use of colors, images and phrases
used to express different. It is from there that the mapping always promote creative
abilities of each teacher and student. So what is the Mind maps? (MINE
3


MAPPING) is the optimal tool to remember, is the secret of the points 10. An
annotation tools are efficient to use difficult words as well as the principles of
superior memory. With notes like the left brain and right brain, the vast majority of
brain power will be shaken off so to provide optimum efficiency.
Mind map is invented by Tomy Buzan (British). It is a great tool to help you
notes to achieve all the above factors. It can be affirmed that the teaching methods
by thinking maps in teaching vocabulary thematic subjects in English is one of the
modern teaching methods. The inheritance diagrams, extended recording forms,
using tables, diagrams at a higher level. It helps to remember, develop cognitive
thinking ability, imagination, creativity, save time. We can review many of the
words in a mind map. Diagrams make use of keywords, utilize the principles of
superior brain, thereby increasing the ability to quickly acquire, remember all of

the students quickly. Visualization, association with colors highlighting the size,
diversity image. Chart colorful that students must apply creative imagination than
her rich. Creating paintings strictly theoretical. This is a useful tool in the teaching
process today.
In teaching English, based on the images available, the connection vocabulary
with images by mind mapping easy for students . Besides the more abstract
vocabulary that students can not remember anything, but teachers can use mind
maps to consolidate , the lessons will be brief and easy to understand. Through
teaching I would give some small experiences in using of mind maps to teach
vocabulary in the English subject.
2. The reality .
Stemming from the practical needs of learners, mind map has been widely
used throughout the country by the Ministry of Education launched in 2010-1011.
However, to use the mind map effective, each staff of teachers and students to
understand the effects of investment in teaching diagrams:
* For students:
- When using a mind map that make students prefer, they can study hard and
extreme focus all lectures; at home with the preparation for drawing diagrams in
class or homework.
- Still some indifferent students do not understand about schematic, or does not
work with the teacher leading to low effectiveness.
Facing this situation, for the students to understand the mind map and its
efficient use, I myself research and guide students to learn how to promote
proactive, creative students in learning English language.
*For teachers: - Most of teachers use traditional mind mapping , and the use of
diagrams do not widely, not fluent manipulation to create and channel letters on the
computer image.
- Some older colleagues almost no use diagrams to teach. The diagrams used in
teaching in English vocabulary will help students learn appropriate methods and
effectiveness, mind map is a graphical tool to talk about the pictures, vocabulary

4


related. Using a mind map to teach new knowledge and consolidate old lessons,
review all knowledge through each lesson, each thematic vocabulary.
- Moreover, teachers can use mind map to guide students painted on cardboard,
in pencil or paint on Powerpoint or specialized computer software designed to
support the use of mind map.
- The method of using mind map in English teaching will help students develop
the intellectual capabilities through drawings, letters and imagine the color channel
from which students draw back system of knowledge synthesis and easy to
remember, easy to understand, avoid rote style, memorize mechanically.
3. Objects and sphere of research.
The theme around the study of teaching and learning how to use of Mind Maps
in teaching thematic vocabulary English subjects in secondary education
establishments. Audiences research I applied for the six graders who learning
experimental program of English at Dong Tho Secondary school.
4. Research Methodology.
To implement research projects I myself have done the following tasks:
- Look at the literature on "Methods of Teaching Foreign Languages English"
- Sports instructors, colleagues take time to exchange lessons learned through each
lesson.
- Study materials for teaching inspire English Languages.
- Research Psychologist document
- Textbooks, teachers of English books.
- Test and asses the student so that additional adjustments and reasonable.
- Empirical Method, and compare.
II. THE REALITY OF THE ISSUES:
For recent years, in the process of teaching, we often use models, diagrams,
charts ... to concise, overview of knowledge to students, especially in the "Looking

back" after each lesson or Reviews. This approach can be said to have brought a
certain practical results in study, consolidation, system knowledge to students by
presenting neat, clear, logical. But, besides the advantages that, this approach still
certain limitations, by first class presentation shared the same way of the teacher or
of the document, not by students build your way out. The tables that are not paying
attention to pictures, colors and lines. In this way is not really promote creative
thinking, not really excited, attracted them in the active, actively explore, discover,
and dominate the knowledge of lessons. Moreover, the narrow scope of use
because we only use them in a number of lessons have summed up the properties
section, the post, the array of subject knowledge or study alone, but all are not used
used universally to all the lessons, the class time as well as the stages of the
process unit.
In recent times, we have started to have access to these methods, new teaching
techniques, including the use Mind maps. We can say, this is a significant step in
the renewal of the current Teaching Method when science and technology
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development as the legendary, especially the explosion of the Information
Technology sector. The use of Mind Maps replace models, diagrams, charts ...
outdated, obsolete to generalize, condensed knowledge to students is a necessity,
because there are so many advantages from Mind maps. Therefore, the application
Mind maps in the process of teaching English is not only attracted interest, as
"resurrection" passion, favorite subjects at school children but also sparked a "style
movement "launched into lectures Mind maps in teaching . According to Dr. Tran
Dinh Chau, Director of Secondary II Project, Ministry of Education and Training,
Mind Map is a tool to organize their thoughts by the author Tony Buzan (UK)
thoroughly researched and disseminated throughout the world. In teaching, the use
of mind maps to mobilize the maximum potential of the brain, which helps
students to learn actively, to support innovative approaches to teaching

effectiveness. Therefore, the use of mind maps in teaching English is not only
attractive but also excitement revived passion, love their subjects. Students often
make own themselves mappings to develop their abilities by the design aesthetic
layouts it right color, the lines, the branch so beautiful, sort of scientific ideas,
concise ...
However, at present, the use of Mind maps as applications in teaching process
for longer English courses is a problem, facing many difficulties and obstacles for
teachers, specifically in the organization , design of teaching activities with the use
Mind Maps. Through out of some lessons, to exchange professional experience
with colleagues in the organization, in the school, I noticed, most new teachers just
at the use Mind maps to codify knowledge after each lesson, or each post review, a
meta-technical summary, a certain bit of knowledge only. They do not bring the
diagrams on all stages of the teaching process. They do not promote the popularity
and versatility of the mind map. Therefore, They do not adequately promote the
use of Mind maps in the process of teaching in English.
I was on duty teaching English in grade 6 in Dong Tho secondary school in
school year 2014-2015. Before using the Mind Maps to help students learn
vocabulary English courses at the beginning of school year's survey showed that:
Number
Class
of
students

Exellent

Good

Fair

Poor

No

%

No

%

No

%

No

%

6A

38

9

23.7

14

36.8

10

26.3

5

13.2

6B

38

8

21.1

13

34.2

11

28.9

6

15.8

6C

37

8

21.6

13

35.1

11

29.7

5

13.6

6


III. SOLUTIONS AND IMPLEMENTATIONS.
1. Organization of teaching by Mind mapping.
* For teachers:
In addition to attending the training courses of professional training related to
the renewal Teaching Methods, teachers need to study carefully the documents
related to the user manual and software Mind Map to draw Mind Map basic
knowledge about it (Understanding MIND MAP, composition, role, utility and
methods to create, design, its use in the teaching process ...); at the same time,
teachers need to invest time in the episode drawing, drawing both on paper and in
computer software (Be sure to study carefully how to use software to perform the

operation for agile, mature ). After carefully understand, understand the role and
utility of Mind map, using fluent software, mastering the method of drawing a
Mind map, then applying it to the teaching process is easy. (Of course, beautiful or
ugly story Mind Map depends on the imagination, thinking, creativity and talents
of each person).
* For students:
The old adage "Never learn to crawl, do not worry that school run". Indeed, to
be able to use the good and promote an effective way of thinking in the diagram
teaching process, first of all, we need for students to become familiar with some
thinking diagrams available, so at least they have an overview of it (exposed it,
understand it, and "mimic" drawing it). This step is very important to prepare.
However, many teachers ignore this step or introduce a very sketchy way, through
the speakers. Therefore, students have not detailed understanding, specifically
about it, have not mastered methods of creating, no drawing skills Mind maps
should lead to many lessons failed because they forever struggling with pen and
paper without know what paint, draw how, where to start ... because they have not
imagine Mind maps of lessons in their mind and do not know how the methods of
drawing.
So, in my opinion, we need to spend a reasonable time for them to "get
acquainted" with Mind Maps, in the following manners:
a. The Steps of manners:
Step 1: "Getting Started"
Teachers introduce some Mind maps drawn available to students acquainted
(we should draw Mind maps on the learned lessons in the program to those who
track facilities, acquire knowledge about Mind maps, simultaneously facilitate the
generation codified knowledge, students will acquire more quickly because they
have learned). Teachers introduce structured according circuits Mind maps
knowledge holds lessons for students, and instructions on how to draw a Mind map
(Give the children draw Mind map method).
Step 2: "Reading"

Teachers choose the simple structured Mind maps for students to observe. Then,
ask them to rely on for presentations Mind maps lesson content (knowledge) is
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drawn in the diagram. (Preparation for the children logical thinking, systems
thinking and presentation skills)
Step 3: "Drawing"
- Teachers given topic by keyword (or images) in the center of the screen (or on
the blackboard). For example: "Key" is "My house". Have students practice
drawing on paper or paperboard Mind map calendar or side table.
- Teachers ask questions suggested to them to think and draw the branch level 1,
level 2 and level 3 ... (Train Mind maps drawing skills)
* Note:
+ Teachers should choose their lessons learned, knowledge simple, easy to
remember, easy to draw.
+ Teachers have the flexibility to students in groups to cover tourist draw, draw
on paper notebooks or individual called me up drawing 2-3.
+ Note you do not use the phrase, paragraph too long, should be the standard in
the short term.
Step 4: "Decorate"
- After you finish painting the side of Mind map, teachers suggested the
children draw pictures insertions necessary to illustrate the content of the diagram,
suggesting they edit lines, using color to distinction, highlighting network standard
in the diagram. (painting skill - own creative mark)
* Note:
+ Teachers note students when they draw Mind map, they should be used in
combination colors, contours, ... right in the drawing process to save time.
+ Do not use too many colors, not too garish colors, not too much focus on
lines, the image as a waste of time.

Step 5: "Sharing experiences"
At this stage, the teacher collected some Mind maps from students on each
type (Diagram not deploying enough of the gist, detailed diagrams to draw too
petty, drawing diagrams incorrect knowledge focus, diagrams taking too many
pictures, gaudy colors, ...)
- Asks students to observe, comment, suggestion edits and additions.
- Teachers listen, orient them to edit, added:
As mentioned above, Mind map is a widely diagram . Therefore, teachers need
to respect and promote the creativity of the children, because this is the "product"
of their own. Teachers just edit them mainly in terms of knowledge. On the other
hand, teachers also need to be encouraged, praised the draw ensures full Mind
maps critical learning, beautiful, scientific presentation, balance and harmony of
lines and colors.
If it takes too much time for bold color in a branch, we can guide children to
further slash, hit the plus sign, or polka dots in it. This is something very new,
creative and save a lot of time.
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The teachers reminds the children need more good habits formed: to establish
Mind maps in the process of preparing a new post at home and repeat after
finishing all conditional class reference to see what you have done ? What you also
need additional errors, repair. If you do so, not only to help them master
knowledge, but also train them develop thinking capacity (logical thinking,
systems thinking ...) is very good.
Remind them after each lesson should save Mind maps to later review the
facilities, knowledge systems.
b. The steps to design a Mind Map.
Step 1: Identify keywords
Step 2: Draw in central theme.

- This step they will use a blank sheet of paper (no grid) is horizontal and in the
middle of drawing theme paper. White paper grid will help you be more creative,
not the boxes obstructing your thoughts. Horizontal drawing on paper will help you
get a broader space to develop the standard.
- I need to draw the threads in the middle of the paper, from which the new
development in the other reviews around it.
- You can freely use all the colors that you like, the central theme can be letters or
form, if a combination of the two, the better
- A central theme to attract attention so that we easily recognize the problem,
therefore, students should draw the threads were thick as 2 coin 5000d.
Step 3: Draw additional subheadings (level 1 branch)
- The subtitle should be written in CAPITAL LETTERS lying on the thick
branches to highlight
- The subtitle should be attached to the center
- The subtitle should be drawn along the direction diagonal rather than horizontal,
so many other tributaries can be drawn emitted more easily.
Step 4: Draw the branch level 2, level 3, ...
- At this stage, they draw on the serial branch branch level 1 level 2, level 3 on the
branch branch level 2, etc ... to create the link.
- They should draw much more curved branch line, that would make our Mind map
looked soft, flexible and easy to remember.
- Should only make use of key words and images, in each branch using only 1
keyword. This enables many new keywords and other ideas are appended to
existing keywords easily.
- I use the symbols, abbreviations to save space and time whenever possible.
- All branches of a standard should radiate from a point and have the same 1 color

9

Example:

10


Step 5: Add the illustrations:
In this step, students should let their imagination flying by adding multiple
photos to help highlight the more important, as well as save them in their memory
better because of the human brain is capable absorb higher image than writing. Do
not hesitate to draw his bad, just drawn to what you think, sometimes as funny as
help you remember them longer.
c. Organization and operation processes Mind Map drawing in class.
Based on the principles of effective teaching and useful of Mind maps, we can
applied in all types: new lessons, review, especially consolidation items. Teachers
guide students away from general to specific, based on the principle of Mind
mapping to help students make Mind mapping.
Teaching Mind Map is setting through four steps summarized as follows:
- Step 1: Students set Mind map in groups or in individual with suggestions and
guidance from teachers.
- Step 2: Students or representatives of student groups report or describle of their
team's Mind maps.
- Step 3: Students discuss, supplement and edit to perfect the Mind map about
their knowledge lessons. The teacher will be the mentor, as referee to help
students complete their Mind maps about their lessons.
- Step 4: Consolidation of the lesson by a prepared teacher 's Mind map or one
another that the class has participated fully edited, then asking students on
presentation and explanation about that lesson.

11

2. Use Mind Maps in teaching.
a. Checking old lessons:
Because of shorttime for checking the old lesson , only about 5-7 minutes, so
the teacher is not usually too hard, do not require a lot of analysis, comparisons to
answer questions. Teachers often ask students to reconstruct part of the lesson
content by calling the students go to board and answer the questions. Teachers will
be graded depending on the level of all students. This approach let many students
accidentally fall into a "rote", recite without understanding. Therefore, there should
be a change in the examination and evaluation of student awareness, not only set
requirements "section in mind" that should focus on "share out". This approach
avoids both rote, just accurate assessment of students, while improving the quality
of learning. Using a mind map helps teachers to be part of the memory test each
student's part to understand the old lessons. The maps are often used in the form of
teachers lack information, ask students to fill out the missing information and draw
comment on the relationship of the branches to the keyword information center.
Example: Before teaching the lesson " My Home", teacher give a Mind Map
and ask students to complete the Mind Map

After completing the Mind Map, teacher asks students make sentences with the
words or phrases from the Mind Map, such as:
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A: I do homework with my friend, Lan.
B: I play football for my school team.
C: I am healthy. I do judo every day.
D: All the lessons at my school are interesting.
E: .....................
Example 2:

After completing the Mind Map with theme " Adjectives for personality",
students can use those words to describle about their friends or a person they
known.

A: Minh is very creative. He likes to draw pictures.
B: Mai is kind. She likes to help her friends.
C: Kim is very talkative. She's always on the phone , chating to friends.
D: .................
Then they can play a game called"Find the star signs".
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b. New lesson:
Using a mind map is a suggestion for the presentation. Teachers instead of
bullets underlined the need to present to the board , the diagram is thought to
represent a section or the entire contents of the lesson a very intuitive way.
Example: Unit 5- Natural wonders of the world
Lesson: Getting started
Before listening the following words in task 2, teacher give a Mind Map about
Natural wonders in task 3. Then asks students to guess the meanings of those
pictures.

14


Teacher asks students to listen and repeat the following words in task 2, then they
can label the words following the pictures in task 3.

15

c. Consolidation for the lesson:
To enhance the knowledge to students after the lesson is appropriate exercise
form is for students to design a map according to their creativity with arbitrary
colors, a map can lack of specific content or full knowledge of the lesson as just
absorb the lessons, in individual or in group activities.
However, the missing information will cover the contents again to inculcate
knowledge and attention to the focus of the lesson.
Example: Unit 7-Television
Lesson: Looking back
Teacher give a Mind Map and asks students to consolidate three main
contents of the whole lesson : Vocabulary – Grammar – Pronunciation

Students can use the Mind Map to talk about a favourite TV programme.
d. Doing homework:
Students will have plenty of time to do homework and conditions to search for
documents, so homework that teachers give students doing in individual or in
groups must first associated with the content of lesson and in the conditions allow
16


(level, time, economics). Requirements for homework should also harder, more
complex and require greater investment (both channel words, channel shape, the
color, the amount of information), which also represents both the creativity and the
integration to search learning documentation of students.

Sdtd về Viet nam (p-57)

Then asks students to write what they know about Viet Nam: about the weather,
natural wonders and travelling...

In summary the advantages, Mind Map becomes diagram tool stimulation
suggestive exploration of student knowledge. Using the Mind Maps in the teaching
process help students learn in an active, positive and mobilize all the students to
participate in building all excitedly. This learning capacity development of each
child not only intellectually (drawing, writing on the mind map) codified
knowledge (mobilize what they have learned previously to enter the selection
standard for recording) , capable of painting (the form of presentation, combining
pictures, words, colors), applying the knowledge learned from books to life.
Mind Map is a diagram tool really work effectively in groups because it
maximizes human resources personal and collective. Each member is trained to be
capable of thinking skills about events and how science work.
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IV. EXPERIMENTS.
After a period of renewal applications Mind Maps in teaching methods in
English, I noticed initially very positive results. First of all, I myself was aware of
the positive role of Mind Maps application in the teaching process. I had to learn,
how to use effectively Mind Maps in most stages of the process of promotion, from
checking the old lessons, teaching new lessons, consolidating the lessons,....
students can collect items, firmer grasp of knowledge, science faster. The
majority of good and excellent students know how to use Mind Maps to record all,
synthetic knowledge of subject . The average students know how to use Mind
Maps to reinforce knowledge in a simple lesson. It is more important that they
learning more active , more lively. They do not have bored studying psychology,
concerns on studing English for many records. In contrast, all very excited about
learning. The use of Mind Maps is not only visual impact attractive children, but
also help them all neatly documented, scientific, faster and lighter than a previous
record.
After a year of applying this new method, most of my students have higher

vocabulary test scores last year and higher than the other classes and grade 6, no
child below average scores and score 0.
Achieved results in class 6A, 6B and 6C at Dong Tho Secondary school in
School Year 2014-2015.
Number
Class
of
students

GOOD

FAIR

MEDIUM

No

%

No

%

No

%

NEED
IMPROVEMENT
No

%

6A

38

13

34.2

19

50.0

6

15.8

0

0

6B

38

12

31.6

18

47.4

8

21.0

0

0

6C

37

12

32.4

17

45.9

8

21.7

0

0

Clearly, innovations that I have boldly researched and applied have brought
significant results in improving the learning outcomes of students in English
subject, thereby contributing to improving the quality of education in general.

18


C. CONCLUSIONS AND RECOMMENDATIONS
1. Conclusions
Visual appliances are huge role in helping students carefully understand the
knowledge of vocabulary in English. Therefore, to improve the quality of teaching
in English, the teachers must always use good English teaching methods
seamlessly, in ways that the use of Mind maps also a great work . Mind Mapping
is a visual appliances vividly express the creativity of the teachers high.
Over the years, the use of school equipments have been many changes and
achieved encouraging results. However the teaching aids are not enough to cater to
program content of textbooks. Therefore, doing teaching aids is a significant
activity in the teaching process important learn. The maps themselves are
mentioned teaching in this subject means express the creativity of teachers to
address the practical needs of teachers to implement innovative methods suitable
for teaching skills her, with the characteristics of the class, the school and subjects.
These teaching aids are designed by the teachers to suit each lesson to help
students acquire knowledge quickly and efficiently. With the mapping of
knowledge of each lesson the teacher can somewhat create excitement for students
learning and improve the quality of English subjects in the current situation.
To innovative effective teaching methods , we need to pay attention:
Depending on the content of each lesson, each lesson and especially the
characteristics of classes that teachers design lessons using mind maps. When

using mind maps in teaching need to prepare questions with many different levels.
Need to create a fun atmosphere, comfortable in class that helps students less
boring and more confidence to develop their mind. The teachers instruct students
how to read a map. Organization draw in groups including gifted, fair, average or
weak students. When students present their ideas, the teachers ask questions based
on the content of their levels. Give scoring, encouragement for the good quality
maps, suggested adjusting the map unsatisfactory. Always research, creativity and
innovation of teaching methods, assessment. Search and designed the lessons, with
photos and documents illustrate suitable with content. Teachers have passion and
really care, encourage and help children to have faith in themselves in learning.
2. Recommendations:
* For teachers:
- Have exactly knowledge and basic knowledge about the mind map: concept,
composition, design steps, organizational processes the Mind Maps drawing in
class activities and its utilities.
- There should be considered when prepare the Mind Maps on applications and
instructor, test evaluation, organize activities for pupils and prevent abuse;
especially for English subjects.
- Should determine the basic knowledge, focus to design Mind Map, to know
basic ideas, the knowledge needed.
- Investors reasonable time to compose, established the Mind Maps needed
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for all stages of teaching process to the class for each lesson.
*For students:
- The students have to positive, self-discipline, as well as enhanced exchanges
from teachers, friends of the drawing , learning and taking notes with Mind Maps.
That is just experience nature subjective and I am looking forward to receiving
the feedbacks, exchanges and supplements from colleagues.

I am looking forward to receiving your comments and siblings.
I sincerely thank you!
Confirmation of the
Head Master

Thanh Hoa, March 22nd, 2016
I hereby declare this initiative is written by
myself. Do not copy from other people's contents.
Writer

Le Thi Thanh Tam

20


INDEX

Page

A. BACKGROUND

1

B. PROBLEM SOLVING

2

I- Rationale

2

1. Theoretical background

2

2. The realily

3

3. Objects and sphere of research

4

4. Research Methodology

4

II- The reality of the issues

4

III- Solutions and Implementations

6

1. Organization of Teaching by Mind Maps

6

2. Use Mind Maps in teaching

11

A. Checking old lesson

11

B. New lesson

13

C. Consolidation for the lesson

15

D. Doing homework

15

IV- Experiments

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C. Conclusions and Recommendations

18

1. Conclutions

18

2. Recommendations

18

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REFERENCES
1. Tran Dinh Chau, Using Mind Maps is a good method to help students learning
Maths, Education magazines, No 2 – September,2009.
2. Tony Buzan – Mind Maps in works, Labour – Society Publishing.
3. Tran Dinh Chau, Dang Thi Thu Thuy; Mind Maps are good teaching aids to help
people learning and teaching at schools, Education and Age Newspapers, No147
September 14, 2010.
4. Some symposia for Principals and teachers in secondary schools – The Ministry
of Education and Training.
5. Students' English 6
6. Teachers' English 6.

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