Skkn using mind mapping to teach vocabulary to grade in english 8 students at ngoc phung secondary school

THANH HOA EDUCATION AND TRAINING DEPARTMENT THUONG XUAN EDUCATION AND TRAINING OFFICE EXPERIENCE INITIATIVE USING MIND MAPPING TO TEACH VOCABULARY TO GRADE STUDENTS AT NGOC PHUNG SECONDARY SCHOOL The writer: Nguyen Thi Thuy Position: Teacher School: Ngoc Phung secondary school Experience initiative: English THANH HOA, YEAR 2022 skkn INDEX TT 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 Contents Preamble 1.1 Reasons for choosing the research 1.2 Aim 1.3 Object 1.4 Researching methods Contents 2.1 Theoretical background 2.1.1 An overview of vocabulary 2.1.2 An overview of mind mapping 2.1.3 How to make a mind map 2.1.4 The applications of mind mapping to teaching a foreign language 2.2 Prolematic situations of teaching English vocabulary 2.2.1 Advantages 2.2.2 Disadvantages 2.3 Using mind mapping to teach vocabulary for grade students 2.3.1 Suggested activities 2.3.2 The advantages of using mind map in teaching and learning vocabulary 2.3.3 Some notes of teaching and learning vocabulary using mind maps 2.3.4 Demonstration 2.4 Results after applying the reseach in teaching Conclusions and suggestions 3.1 Conclusions 3.2 Suggestions Reference books skkn Trang 2 2 3 3 9 10 11 11 14 15 15 19 20 20 20 22 Skkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.school Skkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.school Preamble 1.1 Reasons for choosing the research English, an international language, has developed rapidly It is a subject that features regularly on study timetables all around the world Every country does not want to be isolated in international communication, so it puts English in cirriculum of their education at program In Vietnam, English is a cumpulsory subject at schools and it has recently been choosen as a cumpulsory subject in the national examination for the General Certificate of Secondary Education or GCSE for short Besides the four skills, having a good knowledge of vocabulary is an important element in second language acquisition By learning new words, learners can enhance their listening, speaking, reading and writing as well as improve comprehension and production in second language Vocabulary learning strategies are one part of language learning strategies which in turn are part of general learning strategies (Nation, 2001) One of the strategies to teach vocabularyis to apply images and review well in a structured way Mind mapping is believed to be one of the techniques or activities which can be used in teaching and learning vocabulary effectively For all the reasons mentioned above, I have decided to choose“Using mind mapping (MM) to teach vocabulary to grade students at Ngoc Phung secondary school” as the topic of my experience initiatives 1.2 Aim The study is aimed at finding the ways to use MM to teach vocabulary to grade students at Ngoc Phung secondary school effectively with the textbook English 1.3 Object In doing this research, the writer would select students from class 8A, 8B and 8C at Ngoc Phung secondary school with the textbook English 1.4 Researching methods The writer did some steps to this research, they are as follows; - Surveying the literature relating to the problem; - Defining the problem; - Constructing an experimental plan by writing the research design; - Design the research instrument; - Doing the instrument try-out; - Giving the test to the students; - Teaching with mind mapping technique to the experimental group and without it to the control group; - Collecting the data through the posttest; - Analyzing the data; skkn Skkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.school Skkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.school - Drawing conclusions; - Proposing suggestions; - Writing the report as subject Contents 2.1 Theoretical background: 2.1.1 An overview of vocabulary Vocabulary is a list of words in a language with their meaning (Hornby, 2000:1331) Saleh (1997:60) states that vocabulary items fall into two principle categories, they are; (1) concrete words and (2) abstract words + Concrete Words Saleh (1997:60) states that a concrete word is a word that the meaning can be perceived through one or more of the five senses The meaning of concrete word can be pointed out by means of Audio Visual Aids (AVA), like realia (real things), miniatures, pictures, and demonstration + Abstract Words Saleh (1990:60) states that an Abstract word is a word that the meaning of which cannot generally be grasped by virtue of the five senses The notion of abstract word are like thank and enjoy, its can be shown by circumlocution or translation + Strategies of teaching and learning vocabulary * Stages and techniques in teaching vocabulary Presenting At this stage, the teacher presents the new words and the techniques often used are translation, real things, pictures, actions\gesture, definitions, situations\ examples Practicing At this stage, the students are made to practice the new words The techniques often used are identifying, selecting, matching, sorting, ranking and sequencing Consolidating and revising At this stage, the techniques often used are ordering, rub out and remember, networks, bingo, wordstorm, slap the board, matching, noghts and crosses, what and where, jumbed words, guess the picture + Vocabulary in English textbook grade The vocabulary in English is continued to presented and built up according to topics That is why using mind maps is believed to be a good way to help students not only rivise the learned words but also learn the new ones 2.1.2 An overview of mind mapping Definition Buzan (http://www.usingmindmaps.com/what-is-a-mind-map.html) states skkn Skkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.school Skkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.school that a mind mapping is a powerful graphic technique which provides a universal key to unlock the potential of the brain It is visual map of ideas, laid out in a radial format around a central thought and it involves a unique combination of imagery, colour and visual-spatial arrangement which is proven to significantly improve recall when compared to conventional methods of note-taking and learning by rote It needs imagination and association to activate our brain in remembering something Based on DePotter and Hernacki as translated into English (in Abdurrahman, 2008:153), “Mind mapping is the use of whole brains technique by using the visualization and other graphic infrastructure to make an impression” Besides, mind mapping is one of techniques which can make the students more enjoyable and interesting in studying vocabulary According to Martin as translated into English (in Trianto, 2009:158) mind mapping is a concrete graphic illustration which indicates how a single concept related to other concept in the same categories Mind mapping is a pattern which at least consists of picture, symbol and colour that will not just help the students to understand the vocabulary knowledge but also make the students feel good, enjoyable and attract their brain which at last leads them to have interest in mastery vocabulary knowledge + Classifications Trianto (2009:160) describes that mind mapping can be distinguished into four kinds, namely; (1) network tree, (2) event chain, (3) cycle concept map, and (4) spider concept map + Network Tree The main ideas made in a quadrangle and other words written in the connection line It is suitable for visualization (a) a cause and effect relation (b) a hierarchy, (c) branch procedure, and (d) technical terms which can be used to explain some correlations skkn Skkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.school Skkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.school + Event Chain The event chain can be used for giving an accident order, steps in a procedure, or steps in a process It is suitable for visualization (a) some steps in a process, (b) some steps in a linier procedure, and (c) an accident order Ecosystem component Ecosystem component Ecosystem component Ecosystem component + Cycle Concept Map In this concept map, the accident combination has no final result It is suitable to show a correlation how a combination accident is interacting to produce a group of result repeatedly skkn Skkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.school 17 Teacher’s and Ss’ activities Contents more than one category; - Elicit ideas from the Ss.Say to describe Words “Give mean example of friendly,brave , something vast”.Go through all people boring,nomadic ,colourful the words in this way to make slow,hard,boring,inconvenient, sure everyone understands life peaceful,nomadic,colourful them colourful, vast, peaceful - Ask Ss work individually by scenery drawing a mind map - Let Ss compare their answers with a partner and then discuss as a class.There may be some variations in the answers.For a more able class ,encourage Ss to explain why they choose that word for the category - Have some Ss repeat the words/ phrases indicating the topic of life in the countryside - Ss listen to the recording and repeat the words Practice: (18’) * Aims: - Guide the students to exercises - Pair work, group work - Tvs, Students book Teacher’s and Ss’ activities + Task 1: Matching - Make sure Ss understand the meaning of the verbs first.There may be some cofusion abot the difference between /pick/ and /pick up/ is the specific vebs used for collecting fruit ,vegetalbes or skkn Contents Match the nouns / noun phrases in the box with each verb =>Keys : - ride : a horse , a camel - put up : a tent , a pole - collect : hay , water Skkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.school Skkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.school 18 Teacher’s and Ss’ activities flowers through the action is the same as the more general tearm/pickup/ - Ask Ss then work independently or in pairs.When they have finished ,let them exchange their answers with a partner/another pair.Then T alicts the correct answers + Task 2: Complete sentences - Ask Ss use the vocaabulary they have learnt in activities and to this exercise - Ask Ss to look at the sentences and decide if an adjective or a verb is missing.This narrows down the area of words they need to refer to - Ask Ss then complete the sentence by themselves - Let Ss check their answers as a class + Task 3: Pronunciation - Ask Ss listen and repeat.Pause the recording to drill difficult Contents - herd : the buffalloes , the cattle - pick : wild flowers , apples Use the words from and to complete the sentences Remember to use the correct form of the verbs=> Keys : 1.picking 5.peaceful 2.inconvenient /collect 6.nomadic 3.herd 7.vast 4.ridden/ brave 8.put up/ hard B Pronunciation Listen and repeat the words Pay attention to the initial clusters - /bl/ : blackberry,blind, bloom, blossom - Have Ss say the words individuaaly or - /cl/ : clothing, climb, click, clay, in small groups clock,clear Listen and circle the word you - Have Ss listen and circle the words hear - Have Ss the activity in pairs and 1.blame2.blast challenge each other to choose the 3.blue4.clock correct words 5.close ’ Consolidation and homework: (7 ) 3.1: Consolidation Teacher’s and Ss’ activities Contents Have Ss look at the sentences and 7.Listen to the sentences and underline the words with clusters /bl/ repeat and /cl/ first blowing climbed - Ask Ss listen and repeat bloom clear , blue - Ask Ss to review the words, and Blind clusters they have learnt - Ask Ss to review the words, and skkn Skkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.school Skkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.school 19 Teacher’s and Ss’ activities - Direct Ss how to exercise in the workbook Contents clusters they have learnt - Direct Ss how to exercise in the workbook 3.2: Homework Teacher’s and Ss’ activities Contents - Write a short passage about the Do the tasks at home countryside - Prepare the next lesson 2.4 Results after applying the research in teaching In the first semester of school year 2020-2021, I boldly applied these initiatives in teaching the students of class 8A, 8B and 8C at my shool and achieved very positive results as follows: - All of the student now can draw mind maps themselves skillfully - Learning vocabulary is no longer boring but more enjoyable, active and creative Students can understand many words when they are spoken or written; recalling them when needed; using them with the correct meaning, in a grammatically accurate way; knowing grammatical connections with other words and using them in the right situation - Many students applied mind mapping to revising grammatical rules, outlining an essay or pratising speaking not only in studying English but also in other subjects The practice of using mind maps is a very useful skill in their daily lives - As a result, their four skills are much better and they are interested in learning the subject more, which motivates me much in my teaching career This is also the reason leading to the relatively positive result of the first semester in the school year 2020-2021 in the classes that I am teaching Hopefully, my own small experience will help colleagues enrich their experience in teaching vocabulary The specific result are: Total number of students No % No % No % No % 8A 35 10 29 17 48 17 8B 34 11 32 16 47 15 8C 37 13 35 18 48 Total 106 34 32 51 48 16 Class Good Fair skkn Average weak Poor N o % 0 0 14 0 15 5 0 Skkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.school Skkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.school 20 - In comparision with the result from the beginning of the school year, the figure has changed as follows: Good Increase 10,0 % Fair Average Increase 17,0% Decrease 21,0% weak Decrease 9,0 % Poor No student Conclusions and Suggestions 3.1 Conclusions In conclusion, at the secondary school level, teaching and learning English vocabulary play an important role to help students fully develop their language knowledge and skills However, teaching and learning English vocabulary should be varied, more flexible and enjoyable Therefore, with this innovative experience I hope to make small contribution to help teachers and students in my school in particular, and at numerous schools in general overcome the difficulties in teaching and learning English vocabulary and making it more efficiently In my opinion, there are no methods or techniques that show absolute usefulness for the teaching unless the teacher can stimulate his/ her students and arose student’s interest in learning.And what I hope to in this research is teaching better and finding the success in educating Due to the short time as well as limited knowledge of the author on this matter, the subject can not avoid limitations which need adding and commenting I would like to listen to the comments of all colleagues so as to make my subject more complete! 3.2 Suggestions Considering the results obtained in this study and discussions in the previous parts, there are several suggestions that the writer would like to present 3.2.1 To the teachers of English Teacher of English are expected to the following things: - Teach vocabulary by using media in order to motivate and make students interested in learning vocabulary; - Use mind mapping technique in the process of teaching and learning of English especially in vocabulary; - Create more relaxed atmosphere in the process of teaching and learning of vocabulary he students get bored and make them interested in studying vocabulary 3.2.2 To the students The students are suggested to the following things: skkn Skkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.school Skkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.school 21 - Pay attention to the teacher’ explanation about the lesson and participate in the knowledge of learning vocabulary through mind mapping technique; - Find the extra study actively to support their ability, especially in learning vocabulary; - Practice their vocabulary in written and oral communication; - Love the English language as one of the important subjects in the school and be active students I sincerely thank you! Thanh Hoa, March, 26th, 2022 COMMENTS AND ASSESSMENT I hereby declare that this research is due to the OF THE SCIENCE COUNCIL experience I myself have written, copy from nobody The writer Nguyễn Viết Dũng Nguyen Thi Thuy skkn Skkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.school Skkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.school 22 REFERENCE BOOKS Practical handbook of language teaching (David Cross) A course in language teaching - Practical and Theory (Penny Ur) Cambrige university press Teacher book, new text book 10 published by The Ministry of Education and Training 4.Phương pháp dạy tiếng Anh Trung học sở (Nguyễn Hạnh Dung) English language teaching Methodology of The Ministry of Education and Training International, Linguarama, 2005 Advantages of Mind Map http://www.usingmindmaps.com/what-is-a-mind-map.html Solfware Edraw Mind Map version 7.1 skkn Skkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.school Skkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.school 23 DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT Họ tên tác giả: Nguyễn Thị Thủy Chức vụ đơn vị công tác: Giáo viên Trường THCS Ngọc Phụng, T Xuân Kết Cấp đánh đánh giá Năm học giá xếp loại TT Tên đề tài SKKN xếp loại đánh giá (Phòng, Sở, (A, B, xếp loại Tỉnh ) C) “Some experiences in teaching listening skills for students in grade at Luong Son Huyện C 2011-2012 Secondary School” “Some new language games excite the students in grade (English pilot programe)” Huyện B 2016-2017 "Enhancing effective learning in English class 8, at Ngoc Phung secondary school through old posts by checking the" Whole class " Huyện C 2019-2020 skkn Skkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.school Skkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.schoolSkkn.using.mind.mapping.to.teach.vocabulary.to.grade.in.english.8.students.at.ngoc.phung.secondary.school