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

Sáng kiến kinh nghiệm trung học cơ sở và tiểu học này quý thầy cô sẽ có nguồn tài liệu tham khảo hay, củng cố xây dựng phương pháp dạy hiệu quả, qua đó giúp các em học sinh tiếp thu bài tốt, nắm vững kiến thức phát triển tư duy trí tuệ. Sáng kiến kinh nghiệm tiểu học tập hợp các đề tài đa dạng mang tính ứng dụng cao như ứng dụng công nghệ thông tin trong trường học

7 2 The content of the experience initiative 4

9 2.2 Situation of the problem before applying to experience 5

10 2.3 Solutions to organize the implementation 6

13 2.4 The effectiveness of the experience initiative

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

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1 Opening

Mind Map is a well-known tool around the world, and you have probably used it in

Have you ever tried the English vocabulary learning application with mind mapping? Let's go to Mai Lam Junior High School to find out!

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

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

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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.

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 Tony-Buzan

+ 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

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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

follows:

Understand

and use well

Understandable and usable

Understand stable

Less understanding

Total students

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

- 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

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In the bathroom

Furniture

In the kitchen

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

+ 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

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

FURNITURE

In the bathroom

In the kitchen

shower

refrigerator dryer

washing machine electric stove dishwasher

LIBRARY

Newspapars

Books

There is a refrigerator, a dryer, a washing machine,

an electric stove and a diswasher in the kitchen

- 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

+ 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

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LIBRARY

information

Books

math books biology books

history books

referennce books

magazines

novels

Activities

newspapers

There are many newspapers and magazines in the library

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

- 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

Activities and Adverbs of frequency

Adverbs of frequency

Activities and

Adverbs of

frequency

Activities after

school

reading books swimming playing games going to the movie playing soccer watching TV

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

+ 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

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Adverbs of

frequency

Always

Usually

Often

Sometimes

Never

Verbs

Regular verbs

Irregular verbs

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

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

- 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

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

Verbs

Regular verbs

Irregular verbs

lived fitted

did worked

saw went

Last year, I worked for a foreign company.

I went to the United States of America 3 days

ago.

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

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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

and use well

Understandable and usable

Understand stable

students

%

%

%

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