INTRODUCTION
Rationale
Vocabulary plays a crucial role in second language (L2) acquisition, as mastering new words significantly boosts learners' listening, speaking, reading, and writing skills This enhancement leads to improved comprehension and production in the target language.
A limited vocabulary can hinder a person's ability to learn English effectively, as it restricts comprehension of spoken and written content According to Dellar and Hocking (cited in Thornbury, 2002: 13), focusing primarily on grammar does not significantly enhance English skills; instead, acquiring a broader range of words and expressions is crucial for effective communication Thornbury (2002: 23) emphasizes that learners must not only expand their vocabulary but also retain the words they learn to improve their language proficiency.
The significance of vocabulary in learning a second or foreign language has gained recognition among theorists and researchers Various methods, exercises, and practices have been developed for effective vocabulary teaching It is essential that vocabulary instruction goes beyond merely teaching individual words; it should also focus on providing learners with strategies to enhance their vocabulary knowledge.
Vocabulary learning strategies are essential components of language learning strategies, which fall under the broader category of general learning strategies (Nation, 2001) Effective vocabulary acquisition involves the initial storage of new words in short-term memory, followed by their transfer to long-term memory Several factors influence the retention of new vocabulary, including the methods used to present the words, their frequency of occurrence, and the opportunities for recycling the vocabulary.
According to Rivers (2002), vocabulary cannot be directly taught but rather presented and experienced through various activities, emphasizing that individual learning is key One effective strategy for teaching vocabulary involves the use of images and structured reviews Additionally, mind mapping is recognized as a valuable technique for enhancing vocabulary acquisition in both teaching and learning contexts.
I have chosen to focus on using mind mapping (MM) as a method for teaching vocabulary to first-year non-English major students at Bac Giang University of Agriculture and Forestry (BUAF) due to its numerous benefits.
The study is aimed at finding the ways to use MM to teach vocabulary to the first year non-English major students at BUAF effectively with the coursebook New
In order to address the aim of the study, the following research questions are raised for exploration:
1 What are the applications of MM to teaching a foreign language in general and teaching vocabulary in particular?
2 How is MM used to teach vocabulary to the first year non-English major students at BUAF effectively?
The answer to Questions 1 involves a review on the notion of MM and its applications to teaching a foreign language in general and teaching vocabulary in particular
The answer to Question 2 involves a mini-experiment in which I will exploit the insights of MM to teach vocabulary to the first year non-English major students
Research questions
In order to address the aim of the study, the following research questions are raised for exploration:
1 What are the applications of MM to teaching a foreign language in general and teaching vocabulary in particular?
2 How is MM used to teach vocabulary to the first year non-English major students at BUAF effectively?
The answer to Questions 1 involves a review on the notion of MM and its applications to teaching a foreign language in general and teaching vocabulary in particular
This article explores the effectiveness of multimedia (MM) in teaching vocabulary to first-year non-English major students at BUAF through a mini-experiment A small research study was conducted to gather student opinions on the impact of MM on their vocabulary learning experience.
Scope of the study
This study concentrates on the application of motivational mechanisms (MM) in vocabulary teaching specifically for first-year non-English major students at BUAF, acknowledging that it cannot encompass all facets of vocabulary instruction and learning as outlined in the research questions.
Significance of the study
The study offers valuable insights for students, teachers, and researchers in English language education Students can leverage the MM model to enhance their vocabulary acquisition efficiently, while teachers gain a deeper understanding of effective teaching strategies.
MM model and use it to teach vocabulary more effectively in their lessons; and researchers will use the study as a reliable source of reference in their research.
Organization of the study
The study consists of four chapters
Chapter 1 – Introduction – covers the rationale, the aim, the research question, the scope, the significance and the organization of the study.
LITERATURE REVIEW
An overview of mind mapping
Mind mapping, created by British psychologist Tony Buzan in the late 1960s, is a technique designed to enhance note-taking for students According to Buzan in "The Mind Map Book" (1993), mind maps serve as a powerful graphic tool that unlocks the brain's potential.
Mind maps (MMs) are highly effective tools for learners, as they aid in organizing knowledge and enhancing comprehension of essential concepts and principles found in lectures, readings, and other educational resources (McGriff, 2000).
Mind mapping (MM) is an innovative note-taking technique that enhances information retention, as noted by Readon and Nourie (1999: 175) The most effective mind maps are vibrant, incorporating a variety of images and symbols, resembling a work of art.
(http://www.squidoo.com/Creating-Your-First-Mind-Map)
Utilizing multimedia (MM) enhances learners' comprehension of the key concept "holiday" by providing detailed insights on essential aspects such as destination, timing, accommodation, travel companions, and transportation methods This approach enables students to systematically organize their existing knowledge and retain more information related to the concept of holidays.
Mind mapping (MM) mimics the brain's thought process by facilitating transitions between topics and presenting information through symbols, images, emotions, and colors This technique employs lines, colors, arrows, and branches to illustrate connections between ideas, enhancing our ability to remember facts and concepts By leveraging visuals, colors, and images, mind mapping significantly improves information retention and comprehension.
There are many different types of MM Here are four common types that we can find They are network tree, event chain, cycle concept map and spider concept map
A network tree visually illustrates the relationships between ideas or concepts through a branching structure Typically organized from general to specific, it effectively incorporates examples to enhance understanding of the terms and their meanings.
The concept of a casual relationship is frequently utilized in scientific contexts to illustrate the progression of ideas, such as the transition from particles to atoms, then to molecules, and further to sub-atomic particles This method is also applied in classification processes for various entities, including animals, plants, and rocks Additionally, it effectively represents hierarchical relationships, as seen in food chains, manufacturing processes, and energy transformations.
The hierarchical structure of U.S currency is effectively demonstrated through a network tree, as shown in Figure 2 This structure categorizes currency into two main types: coins and paper money, each of which contains various subcategories.
Figure 2: Network tree of U.S currency 2.1.2.2 Event chain
An event chain is a visual representation that illustrates the interconnections between various events and tasks, highlighting their mutual influence In scientific contexts, event chains can effectively depict a series of occurrences, outline procedural steps, or delineate the stages of a process.
(http://www.glencoe.com/sec/science/lep_science/physical_science/skill_handbook/oinfo.h tml)
Figure 3 illustrates the event chain outlining the process from the alarm ringing to leaving for school The event chain diagram effectively highlights the interconnections between each step and their mutual impact on the overall routine.
A cycle concept map is a unique event chain map where the sequence of events loops back to the starting point, rather than leading to a final outcome This type of map effectively illustrates the repeated interactions and correlations resulting from a combination of events, making it particularly useful for analyzing recurring outcomes in complex scenarios.
This cycle concept map illustrates the connection between day and night, beginning with nighttime and culminating in sunsets Importantly, the cycle does not conclude there; it loops back to the starting point, initiating a new sequence of events similar to the previous one.
A spider concept map features a central idea with related concepts branching outwards, serving as an effective brainstorming tool By identifying a core concept, you can organize a variety of associated ideas, even if they initially appear disjointed This technique allows you to categorize and clarify unrelated terms, enhancing their usefulness in your thought process.
Figure 5 presents spider concept map of “homework” with the central concept “homework” in the centre and supporting ideas radiating out from it.
The applications of mind mapping to teaching a foreign language
Memory plays a crucial role in learning a foreign language, particularly within the communicative approach For effective language use, learners must become familiar with and internalize vocabulary and sentence structures.
Memory maps (MMs) are effective memory aids that leverage personal associations to enhance the retention of new information and facilitate the visualization of thought processes As a result, MMs have emerged as a valuable technique for mastering a foreign language While initially time-consuming, this method ultimately accelerates the learning process once learners grasp its application.
According to Casco (2009), MMs have some applications in teaching a foreign language They are as follows:
The map aids learners in anticipating upcoming content while focusing their attention on the subject matter Additionally, it offers a structured approach that alleviates anxiety associated with listening, reading, and speaking activities.
The use of images and keywords foster memory of what the learners know about the topic
Encourage the learners to ask questions:
The map effectively illustrates the learners' knowledge and gaps in understanding the topic, using images and question marks to enhance the information gap and motivate learners to explore and discover what they have yet to learn.
Scaffold reading and listening comprehension:
Maps serve as an effective tool for enhancing comprehension by providing learners with a comprehensive overview of the material they will encounter, whether through listening or reading Additionally, the cues embedded within the map encourage learners to make inferences, further aiding their understanding of the content.
The map acts as an effective tool for learners to structure their thoughts and articulate their speech Its various elements can be easily interconnected and cross-referenced, enabling learners to generate unique discussions each time they utilize the map.
The language course map can be utilized at different stages to assess learners' production, allowing them to demonstrate their understanding of new structures and vocabulary By explaining the connections on the map, learners reveal their progress, while the resulting production highlights errors that serve as valuable feedback for the teacher's future instructional strategies.
The map originally designed by the teacher and expanded upon by the learners may become the starting point to write a paragraph or an essay on the topic explored
Casco (2009) demonstrated that multimedia materials (MMs) significantly enhance foreign language instruction by improving reading and writing skills, motivating learners, and activating their prior knowledge.
Hofland (2007) concurs with Casco (2009) on the effectiveness of multimedia materials (MMs) as valuable resources for teaching and learning foreign languages These tools can enhance various language skills, including reading, speaking, writing, and vocabulary development.
Mind maps and reading skills
According to Hofland (2007), reading is primarily a linear process associated with left-brain skills; however, the human brain excels at parallel processing This suggests that mind mapping (MM) could be an effective tool for enhancing reading skills When learners think of a word, they simultaneously conjure a multitude of images, associations, and ideas Hofland's research indicates that mind maps can aid learners in comprehensively understanding texts, such as articles or stories.
Mind maps and writing skills
Writing is often regarded as the most challenging skill for language learners, who frequently struggle to articulate their thoughts Utilizing a mind map can enhance their creative thinking and facilitate expression by converting ideas into visual formats like images and graphs This brainstorming technique allows learners to organize their thoughts more effectively, making the writing process smoother and more manageable.
Mind maps and speaking skills
Mind maps (MMs) serve as effective reminders for learners, enabling them to organize their thoughts visually When preparing for a speaking topic, students can create a mind map that incorporates only key words and symbols, making it easier to recall their ideas during presentations.
Hofland emphasized that mind mapping is an effective technique for enhancing vocabulary acquisition By allowing learners to create personalized mind maps using their own images, ideas, and keywords, this method facilitates better retention of new vocabulary Consequently, mind maps serve as an excellent tool for vocabulary memorization.
Creating mind maps (MMs) is an effective method for learning or teaching a foreign language, as they help learners develop visual associations with words This technique enhances memory retention and accelerates the learning process Additionally, incorporating colors and numbers into MMs can further optimize language acquisition, leading to improved results for learners.
USING MIND MAPPING TO TEACH VOCABULARY
How effective is mind mapping in teaching vocabulary to the first year non-English major students at BUAF? 30 1 Method of the research
This section aims to evaluate the effectiveness of multimedia (MM) in vocabulary teaching based on three teaching samples To achieve this, a mini-research will be conducted to gather student opinions using two research instruments: questionnaires and interviews.
In the academic year 2011-2012, a study was conducted involving first-year non-English major students at BUAF, with a total of 90 participants (42 males and 48 females) aged 18-22 These students completed questionnaires and participated in three trial vocabulary sections To further validate the questionnaire data and gather additional insights, informal interviews were held with 10 students following the vocabulary lessons.
The questionnaire, detailed in Appendix 1, comprises seven questions aimed at gathering students' opinions on vocabulary learning and their feedback regarding the use of multimedia (MM) in this process It explores the benefits of MM for vocabulary acquisition, the challenges faced while learning with MM, and suggestions for enhancing the engagement of MM-based lessons To facilitate comprehension, the questionnaire was written in Vietnamese The survey predominantly utilized closed questions for easier data quantification and was administered after students had engaged with three trial vocabulary sessions using MM.
In addition to questionnaires, interviews were utilized as an effective method for data collection Following three trial vocabulary sessions using multimedia (MM), semi-structured interviews were conducted with ten randomly selected students to gather objective feedback on their vocabulary learning experiences with MM These interviews aimed to explore the challenges, interests, and benefits that MM provided, as well as any recommendations from the students Conducted in both Vietnamese and English, the interviews were tailored to align with the students' understanding and preferences.
After conducting three trial vocabulary sessions, I distributed questionnaires to students, assuring them that their personal information would remain confidential to encourage honest responses Upon collecting the completed questionnaires, I randomly selected 10 students for interviews, which were held at different times The goal of these interviews was to obtain more objective and precise feedback regarding students' interests, challenges, and suggestions about the subject matter Additionally, the interviews served to validate the reliability of the information obtained from the questionnaires.
CONCLUSION
Major findings of the study
This minor thesis investigates the effectiveness of using multimedia (MM) to teach vocabulary to first-year non-English major students at BUAF It explores the central question, "How is MM used effectively for vocabulary instruction in this context?" To provide a comprehensive understanding, the study also addresses two foundational questions: "What is MM?" and "What are its applications in vocabulary teaching?"
This article examines the concept of Mind Mapping (MM) and its relevance to foreign language instruction, particularly in vocabulary teaching It highlights the benefits of employing MM techniques for enhancing vocabulary acquisition among first-year non-English major students at BUAF, demonstrating how this approach can facilitate better learning outcomes.
Chapter 2 provides an overview of Mind Mapping (MM) and its application in teaching foreign languages, particularly in vocabulary acquisition It highlights the benefits of MM for language learners Chapter 3 focuses on the effectiveness of using MM to teach vocabulary to first-year non-English major students at BUAF It begins with a brief introduction to BUAF, its English teachers, students, and the current coursebook in use, followed by the application of MM insights in the teaching process.
This article explores the use of Mind Mapping (MM) for teaching vocabulary to first-year non-English major students at BUAF, utilizing the coursebook "NCE – Elementary" as a reference It provides an in-depth analysis of three specific vocabulary sections where MM is effectively implemented Following the instruction of these vocabulary parts through MM, several significant findings emerged regarding its impact on student learning and retention.
Multimedia (MM) serves various purposes in teaching and learning vocabulary, particularly by facilitating brainstorming on new topics and activating prior knowledge among students.
Besides, it can be a tool to facilitate students to summarize the lessons effectively Last but not least, students can apply MM to take note during the lesson
A questionnaire was conducted to assess the effectiveness of Mind Mapping (MM) in teaching vocabulary, revealing that students, despite facing some challenges, found the method engaging and expressed a desire for more opportunities to learn through it They highlighted the advantages MM provided in enhancing their vocabulary retention and learning experience Overall, student feedback indicates that MM is an effective technique for vocabulary instruction.
Pedagogical implications and suggestions
The study recommends the increased use of multimedia (MM) techniques for teaching vocabulary to first-year non-English major students at BUAF, highlighting their positive impact on vocabulary acquisition The findings demonstrate that MM significantly enhances students' ability to learn and retain new words Additionally, the engaging nature of MM techniques contributes to a more enjoyable learning experience for students.
Despite the researchers' diligent efforts, the study faced unavoidable limitations due to time constraints and other unforeseen factors Conducted during the second semester of the 2011-2012 academic year, the limited timeframe may have impacted the research outcomes Additionally, with only 90 student participants, the findings may not accurately represent the entire first-year student population at BUAF Furthermore, resource limitations may have resulted in an insufficient theoretical background for the study.
The emerging field of multimedia (MM) in vocabulary instruction presents a valuable opportunity for researchers, as limited studies have explored its effectiveness Further investigations are encouraged to examine the application of MM techniques across diverse student populations Additionally, integrating MM with other language skills—such as reading, speaking, listening, and writing—could provide deeper insights into its impact on foreign language acquisition.
1 Buzan, T (1993) The mind map book London: BBC Books
2 Cambridge Advanced Learner’s Dictionary Third edition Cambridge University Press
3 Casco M (2009) The Use of “Mind Maps” in the Teaching of Foreign
Languages Retrieved from http://www.madycasco.com.ar/articles/mindmaps.PDF
4 Cunningham, S., Moor, P & Comyns-Carr, J (2005) New Cutting Edge – Elementary Longman
5 Dang Thanh Diem (2011) Using mind maps and diagrams to teach vocabulary for first year mainstream students, Faculty of English Language Teacher Education Graduation paper University of Languages and International Studies, National University, Hanoi
6 DePorter, B., Reardon, M & Nourie, S (1999) Quantum Teaching: Orchestrating students’ Success Boston A Pearson Education Company
7 Do Thi Lan Anh (2010) Using movies and videos to teach English vocabulary to the tenth form students Graduation paper University of Languages and International Studies, National University, Hanoi
8 Effendi, Y (2004) Teaching vocabulary through mind mapping technique to the tenth grade students of SMA Negeri 15 Palembang Unpublished undergraduate thesis Palembang: Faculty of Teacher Training and Education University of PGRI Palembang
9 Harmer, J (1993) The practise of English language teaching Longman
10 Hatch, E & Brown, C (1995) Vocabulary, Semantics and Language Education Cambridge: Cambridge University Press
11 Hofland, C (2007) Mind mapping in the EFL classroom Graduation paper Fontys Teacher Training College Sittard Retrieved from http://hbo- kennisbank.uvt.nl/cgi/fontys/show.cgi?fidA66
12 McCarthy, M (1992) Vocabulary (2ed.) Oxford University Press (OUP)
13 McGriff, S J (2000, September) Instructional system design (ISD): Using the
ADDIE model Retrieved March 9, 2012 from:http://www.personal.psu.edu/faculty/s/j/sjm256/portfolio/kbase/IDD/AD DIE.pdf
14 Moi, W.G & Lian, O.L (2007) Introducing mind map in comprehension
15 Morin, R & Goebel, J (2001) Basic vocabulary instruction: Teaching strategies or teaching words? Foreign Language Annals, 34(1), pp 8-17
16 Naqbi, S.A (2001) The Use of Mind Mapping to Develop Writing Skills in UAE Schools Education, Business and Society: Contemporary Middle Eastern Issues, 4(2), pp 120 – 133
17 Nation, I S P (1990) Teaching and Learning Vocabulary Boston: Newbury
18 Nation, I S P (2001) Learning Vocabulary in another Language Cambridge: Cambridge University Press
19 Nguyen Thi Van (2006) Some techniques to teach vocabulary effectively in course book “Powerbase elementary” for first-year, non-major students at Vietnam National economics university M.A thesis, Hanoi
20 Oxford, R.L (1990) Language Learning Strategies: What Every Teacher
Should Know Englewood Cliffs, NJ: Newbury House
21 Rupley, W.H., Logan, J.W., & Nichols, W.D (1998) Vocabulary instruction in a balanced reading program The Reading Teacher, 52 (4)
22 Russell, P (1979) The brain book Plume
23 Schmitt N & Schmitt, D (1995) Vocabulary notebooks: theoretical underpinnings and practical suggestions ELT Journal, 49, pp 133-243
24 Schmitt, N (1997) Vocabulary learning strategies In N Schmitt & M
McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp.199-
25 Thornbury, S (2002) How to teach vocabulary Harlow: Longman
26 Thornbury, S (2004) Natural grammar: the keywords of English and how they work Oxford: Oxford University Press
27 Ur, P (1996) A Course in Language Teaching Cambridge University Press
28 Vu, P.T (2011) Improving learning English vocabulary through games: An action research M.A thesis, Hanoi
Mind mapping is an effective technique for overcoming writer's block and enhancing creativity By visually organizing thoughts, it helps in managing vocabulary and structuring writing Numerous online resources, such as Tuoitre News and iMindMap, offer guidance on creating mind maps, making it easier to absorb and understand information Websites like Illumine and Asian Efficiency provide training and insights into the benefits of mind mapping, while platforms like Glencoe and L2 Mastery emphasize its role in academic writing Embracing mind mapping can significantly improve your writing process and overall productivity.
Appendix 1: Questionnaire for students II
Appendix 2: Semi-structured interview questions (English) IV Appendix 3: Semi-structured interview questions (Vietnamese) V
Appendix 4: Mind mapping on “Transport” VI
Appendix 5: Mind mapping on “Drink” VII
Appendix 6: Mind mapping on “Food” VIII
Appendix 7: Mind mapping on “Films” IX
Appendix 8: Lesson plan of vocabulary part 1 X
Appendix 9: Lesson plan of vocabulary part 2 XIII
Appendix 10: Lesson plan of vocabulary part 3 XV
This questionnaire includes seven questions that gather students' opinions on vocabulary learning, their feedback on the use of multimedia (MM) in teaching vocabulary, the benefits MM provides for vocabulary acquisition, the challenges they face when learning vocabulary with MM, and their suggestions for making MM-based lessons more engaging.
Cô đang nghiên cứu về "Sử dụng bản đồ tư duy để dạy từ vựng cho sinh viên năm nhất không chuyên tại trường Đại học Nông – Lâm Bắc Giang" Để thu thập ý kiến và dữ liệu cho nghiên cứu, sự hợp tác của các em trong việc hoàn thành bản khảo sát là rất cần thiết và được đánh giá cao Thông tin cá nhân và mọi câu trả lời sẽ được giữ bí mật tuyệt đối.
Họ và tên: Lớp: Vui lòng đánh dấu √ vào sự lựa chọn của bạn hoặc điền thông tin vào ô trống Lưu ý rằng trong một số câu hỏi, bạn có thể chọn hơn một đáp án.
1 Em đã học Tiếng Anh được bao nhiêu năm?
chưa bao giờ ít hơn 3 năm 3- 5 năm hơn 7 năm
2 Theo quan điểm của em, học từ vựng là
rất dễ dễ bình thường khó rất khó
3 Em cảm thấy việc sử dụng bản đồ tư duy trong việc học từ vựng như thế nào?
rất nhàm chán nhàm chán bình thường
thú vị rất thú vị
4 Em có thích được học từ vựng với việc sử dụng bản đồ tư duy nữa không?
5 Theo em, học từ vựng thông qua việc sử dụng bản đồ tư duy sẽ mang lại những lợi ích gì cho người học?
Nhớ từ vựng dễ dàng và nhanh hơn Nhớ từ trong thời gian dài
Tạo hứng thú cho việc học từ vựng
Giúp người học động não với một chủ đề mới
Khơi gợi được những kiến thức đã được học
Giúp người học tóm tắt lại nội dung của bài học một cách hiệu quả
Giúp người học ghi chép hiệu quả trong suốt quá trình học
6 Em thường gặp những khó khăn gì khi em học từ vựng với bản đồ tư duy?
Khó để theo kịp bài học Tốn thêm thời gian và năng lượng
7 Em có gợi ý gì để làm cho các bài giảng từ vựng được áp dụng việc sử dụng bản đồ tư duy thêm thú vị? Kể tên các gợi ý đó
Cảm ơn sự hợp tác của tất cả các em!
APPENDIX 2: SEMI-STRUCTURED INTERVIEW QUESTIONS
An interview was conducted with 10 students to gather their insights on using mind mapping (MM) for vocabulary acquisition, immediately following lessons that utilized this technique The aim was to obtain objective and precise feedback regarding their experiences with learning vocabulary through MM Semi-structured interviews facilitated discussions about the challenges, interests, benefits, and recommendations related to mind mapping The interviews were conducted in both Vietnamese and English, tailored to the students' comprehension and engagement levels.
1 How do you find the learning vocabulary with mind mapping?
2 Do you want to learn vocabulary with mind mapping any longer?
3 What effects do using mind mapping have on your vocabulary learning in the lessons?
4 What are the difficulties in learning vocabulary with mind mapping?
5 What are your suggestions in teaching vocabulary with mind mapping?
APPENDIX 3: SEMI-STRUCTURED INTERVIEW QUESTIONS
Cuộc phỏng vấn với 10 sinh viên nhằm thu thập ý kiến về việc sử dụng bản đồ tư duy trong việc dạy từ vựng được tiến hành ngay sau các bài giảng áp dụng kỹ thuật này Mục đích của phỏng vấn là để có được phản hồi khách quan và chính xác về trải nghiệm học từ vựng thông qua bản đồ tư duy Thông qua cuộc phỏng vấn, chúng tôi muốn tìm hiểu những khó khăn, điểm thú vị và lợi ích mà bản đồ tư duy mang lại cho sinh viên, cùng với một số gợi ý từ họ Cuộc phỏng vấn được thực hiện bằng cả Tiếng Việt và Tiếng Anh, phù hợp với sự hiểu biết và sở thích của sinh viên.
1 Em cảm thấy việc học từ vựng với bản đồ tư duy như thế nào?
2 Em có muốn học từ vựng với bản đồ tư duy nữa không?
3 Những lợi ích gì mà việc sử dụng bản đồ tư duy đem lại trong việc học tù vựng của em?
4 Những khó khăn gì mà em gặp phải khi học từ vựng với bản đồ tư duy?
5 Em có gợi ý gì trong việc dạy từ vựng với việc sử dụng bản đồ tư duy?
A PPENDIX 4 : MIND MAPPING ON “ TRANSPORT ”
TIEU LUAN MOI download : skknchat@gmail.com
APPENDIX 5: Mind map on “drink”
APPENDIX 6: Mind mapping on “Food”
APPENDIX 7 : Mind mapping on “Film”
TIEU LUAN MOI download : skknchat@gmail.com
APPENDIX 8: Lesson plan of vocabulary PART 1
- To introduce students (Ss) vocabulary related to the topic “transport”
- To help Ss identify different types of transport
2 Objectives: By the end of the lesson, Ss will be able to:
- Get familiar with vocabulary related to the topic “transport”
- Know how to use the preposition that go with each type of transport
- Text-book, board, chalk, lesson plan, pictures, maps ……
- Greet and check Ss’ attendance
Teacher’s activities Time Students’ activities Warm-up:
- Ask Ss to close the book and give the answer to some questions
“How do you often go to school?”
“How does your mother/ your father often go to work?”, etc
- Elicit Ss to guess the topic of the lesson and lead to the lesson
- Draw a map on the board
- Guess the topic of the lesson
- Divide the class into 4 groups and ask Ss some questions to help them complete the map:
“How many types of transport do you know?”
What are their subtypes?” etc
- Call 4 Ss from 4 groups to draw their maps on the board
- Ask Ss to compare the map and add some more ideas by looking at the types of transport given in page 42
- Give the suggested completed map by delivering the map prepared to Ss
1 Find these types of transport in the photos
- To make sure students know the meaning of these words, ask Ss to match them with the pictures given in page 42
- Give the suggested answer if necessary
- Compare and add the ideas
- Match the words with the pictures
Suggested answer: a an aeroplane b a bus c a scooter a car a taxi d a bicycle e a train f a ferry Transport
- Elicit them to give their Vietnamese meaning
- Help Ss practice pronouncing these words
2 Put the types of transport in order from fast to slow
- Ask Ss to work in groups and put the types of transport in order from fast to slow
- Elicit Ss to give the answer
- Give the suggested answer if necessary
3 How do people usually travel in your town?
- Ask Ss some questions “How do schoolchildren usually travel in your town?”
“How do students and young people usually travel?”, etc
- Elicit Ss to use the correct preposition with each kind of transport g an underground/ a subway train h a tram
- Give their meaning in Vietnamese
- Practice pronouncing these words with T
APPENDIX 9: LESSON PLAN OF VOCABULARY PART 2
- To introduce students (Ss) vocabulary related to the topic “food and drink”
- To help Ss identify different types of food and drink
2 Objectives: By the end of the lesson, Ss will be able to:
- Get familiar with vocabulary related to the topic “food and drink”
- Identify which type of food and drink is countable and which one is uncountable
- Text-book, board, chalk, lesson plan, pictures, maps ……
- Greet and check Ss’ attendance
Teacher’s activities Time Students’ activities
1 Look at the picture from a hotel restaurant Is it breakfast, lunch or dinner?
- Elicit the names of the meals and ask Ss which is their favorite
- Ask Ss to focus on the picture and ask the question
2 Find these things in the picture
- Give the names of the meal and answer the question
- Look at the picture and answer the question
Teacher’s activities Time Students’ activities drink in the picture given
- Check the answer with whole class
- Help Ss pronounce these words
3 Put the words in Ex2 into two groups
- Divide the class into 2 big groups One group put the words in task 2 into countable nouns box, one group put them into uncountable nouns box
- Call 2 Ss to write the answer on the board and ask the others to check
- Draw 2 maps on the board and ask Ss to close the book and complete them
- Practice pronouncing these words with T
- Work in groups and do the task
- Write down the answer on the board
- Close the book and complete the map
APPENDIX 10: LESSON PLAN OF VOCABULARY PART 3
- To introduce students (Ss) vocabulary related to the topic “describing films”
- To help Ss identify different types of films
- To provide Ss some adjectives that are used to describe films
2 Objectives: By the end of the lesson, Ss will be able to:
- Get familiar with vocabulary related to the topic “films” and “describing films”
- Use the given adjectives to describe films they have ever seen
- Text-book, board, chalk, lesson plan, pictures, maps ……
- Greet and check Ss’ attendance
Teacher’s activities Time Students’ activities
- Introduce the topic of the lesson to
- Draw a map on the board and remind
Ss to complete the map with their own ways during the lesson
1 Look at the photos from films
- Give the meaning of the given
Teacher’s activities Time Students’ activities the meaning of the given words and focused them on the photographs of the films
- Ask Ss to work in pairs to match the films with the vocabulary given
- Practice pronouncing the types of film with Ss
- Give Ss 3’ to fill the types of film in the map
2 Which adjective(s) describes each type of film?
- Elicit Ss to give the meanings of the given adjectives
- Ask to work in pairs to choose the adjectives that are suitable to describe the types of film
- Remind Ss to complete the map with the new information
3 Work in pairs Say the name of a film and your partner says which adjective(s) describe it
- Ask Ss to work in pairs (one says the name of the film; one speaks out the adjectives to describe this film)
- Call some pairs to speak aloud in front of the class
- Ask Ss to compare their maps with
- Work in pairs to match
- Give the meanings of the given adjectives
- Work in pairs to choose the adjectives
- Complete the map with the new information
Teacher’s activities Time Students’ activities their friends before calling 2 students to draw their maps on the board
- Elicit Ss to add more ideas and then give the suggested map if necessary
- Draw the maps on the board
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