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 D

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

A BACKGROUND

* The reasons of selecting the topic:

Congress of the X th National Party (4/2006) states: The first priority forimproving the quality of teaching and learning Program innovation, content,teaching and learning methods, improve the quality of teachers to strengtheninfrastructure of schools to promote creativity and independent thinking ofstudents ( 12/2007)

Resolution of the National Party Congress XIth confirmed "Innovationbasic, comprehensive education in the direction of standardization andmodernization, 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 theculture and people of Vietnam

Strictly implement the Resolution 40/2000-QH10 of the National Assemblyand the Directive No14 10/2001 / CT-TTg of the Prime Minister, Ministry ofEducation and Training has been particularly focused on training for teachersgradually improve, innovative teaching methods, promote positive, initiative andcreativity of students; whether this is an urgent task to fit just focus throughout theinnovation process

In recent years, along with the renewal of the basic synchronization ineducation English is the one of all languages has an important role in using tocommunicate with the countries in the world and is regarded as the main secondlanguage of teaching courses in schools

English has always been the concern of the grade school levels, parents andstudents to maintain and develop to suit the period of industrialization tomodernize the country Knowledge-based economy is developing contemporaryrushing Education requires training to employees dynamic, creative, teachers mustknow how to use multiple devices, including the means of modern teachingequipment To promote the features of the device and works foremost teachers andstudents need to be familiar, master the operation, equipment operation and mustknow how to properly use the lesson content requirements One of the effectivemethods of optimization " Mind mapping" in the process of effective teaching forlearners However, Mind maps are alluring and attractive

The most important thing in the reform of teaching methods that teachershelp students how to brainstorm, altering the quality of the intellectual activity ofthe students, developing intelligence, their creativity Currently, in the process ofclassroom teaching, mainly intellectual activity of students is to remember andreproduce At home, as students study and do homework but basically has beendirected in the class, so the intellectual activity of the students still heavy onmemory training and the ability to reproduce Thus, exercise ability, imaginationand creativity development of wisdom, intelligence of students in general, isconsidered the main tasks, the most important task of the teaching process modern

So the crux of the innovative teaching method is to adjust the relationship betweenreproduction and innovation, to enhance creative approaches to innovationcharacteristics cognitive activities of students in the process teaching.

Personally, I really agree with the method used in the schematic teachingprocess Because not only charismatic, appealing to students, easy to remember,promote creativity, capacity, also see the whole picture Mind maps used inteaching is very effective, very scientific and can be widely used in all stages of theprocess of teaching subjects especially English

As an English teacher , I always want my students to understand all thelessons fastest, most proactive, especially the children can apply the knowledgelearned in real communication For this, we need to renew teaching methods inclass so that each student more interested in positive learning and memory trainingall 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 thelanguage 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 ofvocabulary

Indeed, without the necessary capital, they will not be able to develop goodskills in listening, speaking, reading and writing whether they can master thesentence patterns and grammar So, help students master the vocabulary to use inthe training of skills is very important jobs On that basis, I myself have chosen thetheme 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"

As for teaching methods with a mind map is a method currently beingimplemented with a high degree and advantages to promote the autonomy ofstudent creativity in the search for, deepen or open wide an idea by usingsimultaneous images, lines and letters with positive mind The same topic but canpresent as a mind map in a specific way, with the use of colors, images and phrasesused to express different It is from there that the mapping always promote creativeabilities of each teacher and student So what is the Mind maps? (MINE

MAPPING) is the optimal tool to remember, is the secret of the points 10 Anannotation tools are efficient to use difficult words as well as the principles ofsuperior memory With notes like the left brain and right brain, the vast majority ofbrain 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 younotes 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 themodern teaching methods The inheritance diagrams, extended recording forms,using tables, diagrams at a higher level It helps to remember, develop cognitivethinking ability, imagination, creativity, save time We can review many of thewords in a mind map Diagrams make use of keywords, utilize the principles ofsuperior brain, thereby increasing the ability to quickly acquire, remember all ofthe students quickly Visualization, association with colors highlighting the size,diversity image Chart colorful that students must apply creative imagination thanher rich Creating paintings strictly theoretical This is a useful tool in the teachingprocess today

In teaching English, based on the images available, the connection vocabularywith images by mind mapping easy for students Besides the more abstractvocabulary that students can not remember anything, but teachers can use mindmaps to consolidate , the lessons will be brief and easy to understand Throughteaching I would give some small experiences in using of mind maps to teachvocabulary in the English subject

2 The reality

Stemming from the practical needs of learners, mind map has been widelyused 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 tounderstand the effects of investment in teaching diagrams:

* For students:

- When using a mind map that make students prefer, they can study hard andextreme focus all lectures; at home with the preparation for drawing diagrams inclass or homework

- Still some indifferent students do not understand about schematic, or does notwork with the teacher leading to low effectiveness

Facing this situation, for the students to understand the mind map and itsefficient use, I myself research and guide students to learn how to promoteproactive, creative students in learning English language

diagrams do not widely, not fluent manipulation to create and channel letters onthe computer image

- Some older colleagues almost no use diagrams to teach The diagrams used inteaching in English vocabulary will help students learn appropriate methods andeffectiveness, mind map is a graphical tool to talk about the pictures, vocabulary

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 tosupport the use of mind map

- The method of using mind map in English teaching will help students developthe intellectual capabilities through drawings, letters and imagine the color channelfrom which students draw back system of knowledge synthesis and easy toremember, 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 educationestablishments Audiences research I applied for the six graders who learningexperimental 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 eachlesson

- 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 "Lookingback" after each lesson or Reviews This approach can be said to have brought acertain practical results in study, consolidation, system knowledge to students bypresenting neat, clear, logical But, besides the advantages that, this approach stillcertain 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 payingattention to pictures, colors and lines In this way is not really promote creativethinking, not really excited, attracted them in the active, actively explore, discover,and dominate the knowledge of lessons Moreover, the narrow scope of usebecause we only use them in a number of lessons have summed up the propertiessection, the post, the array of subject knowledge or study alone, but all are not usedused universally to all the lessons, the class time as well as the stages of theprocess unit

In recent times, we have started to have access to these methods, new teachingtechniques, including the use Mind maps We can say, this is a significant step inthe renewal of the current Teaching Method when science and technology

development as the legendary, especially the explosion of the InformationTechnology 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 applicationMind maps in the process of teaching English is not only attracted interest, as

"resurrection" passion, favorite subjects at school children but also sparked a "stylemovement "launched into lectures Mind maps in teaching According to Dr TranDinh 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 helpsstudents to learn actively, to support innovative approaches to teachingeffectiveness Therefore, the use of mind maps in teaching English is not onlyattractive but also excitement revived passion, love their subjects Students oftenmake own themselves mappings to develop their abilities by the design aestheticlayouts 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 processfor longer English courses is a problem, facing many difficulties and obstacles forteachers, specifically in the organization , design of teaching activities with the useMind Maps Through out of some lessons, to exchange professional experiencewith 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, ameta-technical summary, a certain bit of knowledge only They do not bring thediagrams on all stages of the teaching process They do not promote the popularityand versatility of the mind map Therefore, They do not adequately promote theuse of Mind maps in the process of teaching in English

I was on duty teaching English in grade 6 in Dong Tho secondary school inschool year 2014-2015 Before using the Mind Maps to help students learnvocabulary English courses at the beginning of school year's survey showed that:

III SOLUTIONS AND IMPLEMENTATIONS.

* For teachers:

In addition to attending the training courses of professional training related tothe renewal Teaching Methods, teachers need to study carefully the documentsrelated to the user manual and software Mind Map to draw Mind Map basicknowledge about it (Understanding MIND MAP, composition, role, utility andmethods 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 incomputer software (Be sure to study carefully how to use software to perform theoperation for agile, mature ) After carefully understand, understand the role andutility of Mind map, using fluent software, mastering the method of drawing aMind map, then applying it to the teaching process is easy (Of course, beautiful orugly 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 diagramteaching process, first of all, we need for students to become familiar with somethinking 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, throughthe speakers Therefore, students have not detailed understanding, specificallyabout it, have not mastered methods of creating, no drawing skills Mind mapsshould lead to many lessons failed because they forever struggling with pen andpaper without know what paint, draw how, where to start because they have notimagine Mind maps of lessons in their mind and do not know how the methods ofdrawing

So, in my opinion, we need to spend a reasonable time for them to "getacquainted" 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 whotrack facilities, acquire knowledge about Mind maps, simultaneously facilitate thegeneration codified knowledge, students will acquire more quickly because theyhave learned) Teachers introduce structured according circuits Mind mapsknowledge 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 drawn in the diagram (Preparation for the children logical thinking, systemsthinking and presentation skills)

Step 3: " Drawing"

- Teachers given topic by keyword (or images) in the center of the screen (or onthe blackboard) For example: "Key" is "My house" Have students practicedrawing 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 toremember, 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 inthe short term

Step 4: " Decorate"

- After you finish painting the side of Mind map, teachers suggested thechildren 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)

Step 5: " Sharing experiences"

At this stage, the teacher collected some Mind maps from students on eachtype (Diagram not deploying enough of the gist, detailed diagrams to draw toopetty, drawing diagrams incorrect knowledge focus, diagrams taking too manypictures, 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 otherhand, teachers also need to be encouraged, praised the draw ensures full Mindmaps critical learning, beautiful, scientific presentation, balance and harmony oflines and colors

If it takes too much time for bold color in a branch, we can guide children tofurther slash, hit the plus sign, or polka dots in it This is something very new,creative and save a lot of time

The teachers reminds the children need more good habits formed: to establishMind maps in the process of preparing a new post at home and repeat afterfinishing all conditional class reference to see what you have done ? What you alsoneed additional errors, repair If you do so, not only to help them masterknowledge, 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 thefacilities, knowledge systems

Step 2: Draw in central theme.

- This step they will use a blank sheet of paper (no grid) is horizontal and in themiddle 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 youget a broader space to develop the standard

- I need to draw the threads in the middle of the paper, from which the newdevelopment in the other reviews around it

- You can freely use all the colors that you like, the central theme can be letters orform, 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 thickbranches 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

- At this stage, they draw on the serial branch branch level 1 level 2, level 3 on thebranch branch level 2, etc to create the link

- They should draw much more curved branch line, that would make our Mind maplooked soft, flexible and easy to remember

- Should only make use of key words and images, in each branch using only 1keyword This enables many new keywords and other ideas are appended toexisting 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

Example:

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 memorybetter because of the human brain is capable absorb higher image than writing Donot hesitate to draw his bad, just drawn to what you think, sometimes as funny ashelp you remember them longer

Based on the principles of effective teaching and useful of Mind maps, we canapplied in all types: new lessons, review, especially consolidation items Teachersguide students away from general to specific, based on the principle of Mindmapping to help students make Mind mapping

Teaching Mind Map is setting through four steps summarized as follows:

guidance from teachers

team's Mind maps

- Step 3: Students discuss, supplement and edit to perfect the Mind map abouttheir knowledge lessons The teacher will be the mentor, as referee to helpstudents complete their Mind maps about their lessons

another that the class has participated fully edited, then asking students onpresentation and explanation about that lesson