Một số kinh nghiệm nhằm giúp học sinh lớp 7 học và sử dụng từ vựng đạt hiệu quả

1 INTRODUCTION 1.1 Reasons for choosing the research English is an international language which has developed quickly It is a subject that features regularly on study timetables all over the world Every country does not want to be isolated in international communication, so it puts English in curriculum of their education at programme In Vietnam, English is a compulsory subject at schools and it has recently been chosen as a compulsory 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 One of the strategies to teach vocabulary is to apply images and review well in a structured way Using mind maps is considered to be one of the techniques or activities which can be used in eliciting students how to study and use vocabulary more effectively For all the reasons mentioned above, I have decided to choose " Some experiences in eliciting students of grade study and use vocabulary effectively by using mind maps " (New English Textbook) " as the topic of my experience initiative 1.2 Aim The study is aimed at finding the ways in eliciting students to study and use vocabulary by using mind maps for students of grade at secondary school effectively with the textbook English 1.3 Researching object Some experiences in eliciting students of grade study and use vocabulary effectively by using mind maps " (New English Textbook) " 1.4 Researching methods The writer did some steps to this research, they are as follows; 1.4.1 Researching method to construct the theoretical basic 1.4.2.Surveying method the reality relating to the problem 1.4.3 Method of collecting the data through the test and posttest; 1.4.4 Method of analyzing the data; 1.5 New points of my experience initiative: The research will be useful to students, teachers and researchers in the field of English language teaching and learning: students can use mind mapping (MM) model to study and use vocabulary more quickly and more effectively; teachers can understand more about the 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 CONTENT 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 2.1.1.1 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 2.1.1.2 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 2.1.1.3 Strategies of eliciting students how to study and use vocabulary * Stages and techniques in eliciting students how to study and use vocabulary a Presenting At this stage, the teacher presents the new words and the techniques are often used such as translation, real things, pictures, actions /gestures, definitions, situations/ examples b.Practicing At this stage, the students are made to practice the new words The techniques are often used such as identifying, selecting, matching, sorting, ranking and sequencing c.Consolidating and revising At this stage, the techniques are often used such as ordering, rub out and remember, networks, bingo, wordstorm, slap the board, matching, noughts and crosses, what and where, jumbed words, guess the pictures 2.1.1.4 Vocabulary in English textbook grade The vocabulary in English is continued to present and build up according to topics That is why using mind maps is believed to be a good way to help students not only review the learned words but also learn the new ones 2.1.2 An overview of mind maps 2.1.2.1 Definition Buzan states that a mind map is a powerful graphic technique which provides a universal key to unlock the potential of the brain It is a 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 notetaking 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 2.1.2.2 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 2.1.2.2.1 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 2.1.2.2.2 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 2.1.2.2.3 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 2.1.2.2.4.Spider Concept Map The spider concept can be used for sharing opinion from a central idea until get more various big ideas It is suitable to visualize (a) something which is not based on hierarchy (b) a category which is not parallel, and (d) the result of sharing opinion Example: Unit 1: My hobbies Mind mapping is similar to a road makes study, work and thinking enjoyable, it can help to solve the lack of stock of students’ vocabulary in memorizing some words which are related from universal word as a key word 2.1.3 How to make a mind map 2.1.3.1 Parts of Mind Mapping Technique There are some parts of mind mapping (Windura, 2008:77-86) namely; (1) central image, (2) key word, (3) basic ordering ideas, (4) branches, (4) colour and (5) picture 2.1.3.1.1 Central Image A central image has to describe the main idea of a mind mapping and put it on the centre of the paper It activates the students’ right brain, strengthen the students’ memory and makes the learning activity enjoyable 2.1.3.1.2 Key Word A key word is a word that can lead a sentence or an event Identifying a familiar word in one’s own language or another language that sounds like the new word and using only one key word per line It is as an urge to remember a lot of words for the students It is a strong noun or verb that creates an image to recall the memory 2.1.3.1.3 Basic Ordering Ideas Basic ordering ideas are the branches that collect sort information and it is connected to the central topic that radiate out from the centre Making basic ordering ideas which can direct our mind to make a mind map and it needs the creativity that encourages the students to understand to the material It is thick and thinner at the ends It can be seen as headings for your topic and spread anywhere but not become steep 2.1.3.1.4 Branches The branches should be curvy and in the same length as the words or pictures above it These branches can be seen as sub headings It is thinner branches and containing details 2.1.3.1.5 Colour Colour is a very good memory sign and it involves the right brain in learning for long term memory Colours encourage creativity and help in memorization Adding plenty of colours via branches, map background and images will add life to your mind map It makes easier to comprehend and remember 2.1.3.1.6 Pictures In mind mapping, pictures which can change or strengthen a key word that has been written before * The Criteria of Making Mind Mapping Technique Based on what Buzan (in Purwoko, 2005:20) states that the mind mapping uses colors and pictures to help constructing your imagination with your style in making mind maps Words or pictures which are in the curvy lines or branches will help the students’ memory to make associations Moreover, Buzan (in Purwoko, 2005:20) explains the steps below in how to make a mind map, they are presented below; Step Take a piece of white paper and it is in a landscape position Step Start by drawing a coloured image in the centre of the paper and write the key word with capital letters Step Choose a color and draw the main themes of the mind map on the thick branches radiating out from the central image Step Add other main themes branches around the map Step Make thick and colourful branches spanning out from your mind map Step Write basic ideas about the key word and still use the capital letters Step Add an image to all the main branches to represent each key theme and also use images to visualise every important key word on your map Step Let your mind map be as imaginative as possible 2.1.4 The applications of mind maps in eliciting students how to study and use vocabulary effectively 2.1.4.1 Using mind maps in eliciting students how to study and use vocabulary One of the simplest ways how to use a mind map is gathering and sorting new vocabulary The example shows sources of energy vocabulary organized in groups Students find it much easier to memorize the words which they are placed in a certain spot, connected to a certain topic Example: Unit 10: Sources of energy 2.1.4.2 Using mind maps to elicit students how to take notes and plan tasks Another way of using a mind map is giving students a task where they have to display a summary of some topics, for example, My favourite food and drink Each bubble may contain more than one word or even a phrase This mind map can be used by the students in the classroom for making a short speech or a comment about his favourite food and drink If a mind map is created by the teacher and shown at the lesson, it can be used as a basic for classroom discussion or a writing task Older students may use a mind map for outlining their report or an essay Example: Unit 5: Vietnamese food and drink 2.2 Problematic situation of studying and using English vocabulary at my school 2.2.1 Advantages My school is one of the best schools in Tho Xuan district with a lot of outstanding achievements Teaching and learning English are more and more attached here 2.2.1.1 About the teachers of English At my school, there are two English teachers aged from 34 to 36 Both of us were trained at Hong Duc university Everyone has been teaching English for over 10 years We are all young, enthusiastic, active, creative and willing to devote to teaching career Both of us can apply new teaching method, the information technology, teaching aids to teaching skillfully We are also familiar with the techniques of teaching and eliciting vocabulary 2.2.1.2 About the students All of the students have learnt English for years at primary schools Most of them are obedient and dutiful They also know how important the English is and they are also familiar with the different ways of studying and using vocabulary 2.2.2 Disadvantages Besides the advantages above, eliciting for students how to study and use English vocabulary also have some difficulties 2.2.2.1 About the teachers Some teachers still face a number of difficulties in the implementation of certain operations, teaching techniques of each lesson, each stage of the lesson or the combination of the teaching techniques Some teachers are still afraid of using or even not use teaching aids proficiently for the lesson (For example: laptop, projector, cassette, CD, ) In eliciting vocabulary, some teachers not use the different techniques They often list the new words on the board then explain them and not revise the words at all, which is not easy for students to learn the words eagerly, quickly, and permanently 2.2.2.2 About the students Although all of the students have learnt English for years at primary schools, they are different from levels A number of them are only good at grammar, not at speaking, reading, writing and listening Moreover, their vocabulary is very poor That is why they not have enough vocabulary to express their ideas in writing and speaking and they not understand what they hear Consequently, the way to present the vocabulary is very important to make sure that they remember the pronunciation, understand the meanings, usages of the new words, the connected words for a long time 2.2.2.3 Specific survey In the process of teaching, I have been given the duty to teach grade With the awareness of researching and studying the situation of students’ learning the subject and learning from experience, right since the beginning of the school year, I outlined a specific plan and method to actively investigate the situation of students’ learning in my classes Though the investigation in four skills, I realized that most students are neither recognized nor sure about the vocabulary they had listened in listening skill Hardly did they use the right vocabulary to express their ideas in speaking and writing skills In reading skill, they had difficult understanding the text because of a number of new words Before applying the experience initiative in eliciting students of grade to study and use vocabulary for Unit 1: Hobbies, I asked SS to write hobbies of Unit and make up sentences with them in 10 minutes The survey result as follows: Class Total hobbies hobbies hobbies hobbies & hobbies & number & & & sentences sentences of sentences sentences sentences >6 >4 students >10 >8 25 15 > 19 10 > 14 > < words number words words words words of No % No % No % No % No % students 7A 34 17.6 11 32.4 12 35.3 14.7 0 7B 34 26.5 13 38.2 23.5 11.8 0 Total 68 15 22.1 24 35.3 20 29.4 13.2 0 - In comparison with the result from the beginning of the school year, the figure has changed as follows: Good Increase 10.3 % Fair Increase 5.9 % Average Decrease 10.3 % weak Decrease 3.0 % Poor Decrease 2.9% 2.5 A model plan using applications Unit 3: COMMUNITY SERVICE Period 17: LESSON 2: A CLOSER LOOK I Objectives By the end of the lesson, ss will be able to : + pronounce words containing the sounds /k/ and /ɡ/ + use lexical items related to community service and volunteer work II Language contents: - Vocab: community service and volunteer work - Grammar: The past simple present and present perfect III Teaching aids: - Teacher: laptop and TV, textbook, - Students: Ss' books, notebooks, IV Procedures: Activity 1: Warm up.(5’) Objectives : - Help students to get used to the topic of the lesson - Ask sts to use a mind map to talk about community service and volunteer work 2.Method and techniques: - Mind mapping 13 Classroom organization: - individual and whole-class Teaching aids: - Teacher: laptop and TV, textbook, - Students: Ss' books, notebooks, and their preparation Teacher’s and Ss’ activities Target language * Mind mapping : - Remind Ss of the vocabulary which they have learnt in "Getting Started" (exercise 5) before moving on to this lesson which focusses on words describing community service and volunteer work by using a mind map - Ask Ss to look at screen of TV and give their answers - Show the mind map on the screen 14 - T sets the scence: " Today we are going to learn some more community service and volunteer work Activity 2: Presentation.( 10’) Objectives : - Help students to learn the students some new words about community service and volunteer work 2.Method and techniques: - Slap the board Classroom organization: - individual and whole-class Teaching aids: - Teacher: laptop and TV, textbook,pictures, 15 - Students: Ss' books, notebooks, and their preparation Teacher’s and Ss’ activities Target language - Present the new words , using I Vocabulary: different techniques to teach Pre-teach vocab: vocabulary (picture, realia, -people in a flooded area (n) (picture) : người example, ) vùng lũ lụt - Ask Ss listen to the new words - disabled people (n)(explaination) : người tàn and repeat the words Make sure tật/ khuyết tật that they pronounce the words - elderly people(n) (synonym: the elderly) : with the correct stress pattems người cao tuổi - traffic jam(n) (picture) : ùn tắc giao thông - graffiti(n) (translation) : hình vẽ, chữ viết tường nơi cơng cộng - public transport (n) (example: bus): phương tiện công cộng - advertisement (n) (realia) bảng quảng cáo - Checking vocabulary * Checking vocab: " Slap the board" -Ask Ss to look at the pictures and match the phrases with them individually -Let one Ss go to the board and write their answers - Correct and present the keys on the screen Choose the phrases that match the pictures below Write them in the spaces(1 P28) * Answer key: disabled people elderly people homeless people sick people people in a flooded area - Ss listen to the recording and repeat the words Activity 3: Practice: (24’) Objectives : - Guide the students to exercises and how to pronounce two sounds /g/ and /k/ 2.Method and techniques: - Communication method Classroom organization: - Individuals, pair work, group work Teaching aids: - Teacher: laptop and TV, textbook, - Students: Ss' books, notebooks, and their preparation Teacher’s and Ss’ activities Target language + Task (4'): Describing the people E2 In pairs, take turns describing above the people above Your partner - Make sure Ss understanding the requests guesses which picture you are of this exercise talking about Then, discuss how 16 - Lets Ss work in pairs to practice the example - Call one pair to the model before the class - Ask other pairs to make their own dialogue - Call some pairs to before the class Then T gives the correct answers you can help the people in these situations (2 P28) * Example: A : They’re not feeling well They can’t go and play outside They have to stay in the hospital all day B : Are they sick children? A : Yes! How you think we can help them? B : We can donate some toys, and we can go to visit them + Task 2(6'): Writing a,b,or c next to the E3a Look at the photos Which words in the table below problems does each community -Ask Ss to look at pictures and ask Ss: have to face? Write a,b or c next to " What you see in the photos? the words in the tables below (3 Does your community have similar P28) problem? *Answer key: - Show problems on the screen and make sure that Ss understand them rubbish a - Divide the class into groups and give traffic jams c each group a study card Then ask them to too many b write their answer on the study card advertisements - Show their answer on the screen dirty beaches a no trees c graffiti b - Ask Ss to work in pairs to talk the problems and the solutions - Call one pair to the model before the class - Underline the words/ phrases need to replace E3b In pairs, talk about the problem in a and the possible solutions Add your own ideas * Example: A: Traffic Jams are a big problem for our community B: What can we to reduce traffic Jams? A: We can help by using public transport - Let Ss work in pairs, using the * Suggestions: suggestions + Using public transports + Using cloth bags instead of plastic 17 + Task 3: Pronunciation./ɡ/ and /k/ - Explain how to pronounce the two sounds ? Listen and repeat Pay attention to the sounds /ɡ/ and /k/ -Ask Ss listen and repeat Pause the recording to drill difficult -Have Ss say the words individually or in small groups -Have Ss listen and circle the words -Have Ss the activity in pairs and challenge each other to choose the correct words -Call Ss to go to the board and write down on the board - Ask others to give their remarks - Show the key on the screen bags + Putting the garbage in the garbage bins + Collect used things (bottles, cans, paper ) for recycling + Using vegetables matter to make compost II Pronunciation (14') E4.Listen and repeat E5 Listen and circle the words you hear (E5- P29) * Answer key: cold green girl goal clothes E6.Listen and repeat - Have Ss look at the sentences and 1.Go Green underline the words with sound /g/ and /k/ curls/ cute community/garden first collect/ clothes/ kids - Ask Ss listen and repeat the sentences likes/ colour/ gold - Call each Ss to repeat each sentence - Ask Ss to review the words, and two sounds/g/ and /k/ they have learnt - Guide Ss how to exercises in the workbook Activity 4: Consolidation and homework: (6’ ) 4.1: Consolidation (5') - consolidate the lesson - use the mind map Teacher’s and Ss’ activities - Ask ss to recall the contents of the lesson Target language 18 - Ss presents before class - vocabulary about people in need - problems which each community has to face - T shows the third content by using a mind - pronounciation - sound /g/ and /k/ map on the screen 4.2: Homework (1') Teacher’s and Ss’ activities Target language - Ask Ss to: - Do the tasks at home + learn by heart the new words + practice how to pronounce two sounds /g/ and /k/ + redo exercises into their notebooks + prepare the next lesson" A closer look 19 CONCLUSION AND SUGGESTIONS 3.1 Conclusion: In short, at the secondary school level, eliciting students how to study and use English vocabulary play an important role to help students fully develop their language knowledge and skills However, eliciting students how to study and use 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 studying and using 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 completely! 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 Teachers of English are expected to the following things - Elicit vocabulary by using media in order to motivate and make students interested in studying vocabulary; - Use mind mapping technique in the process of eliciting students how to study and use English especially in vocabulary; - Create more relaxed atmosphere in the process of studying and using 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 - Pay attention to the teacher’ explanation about the lesson and participate in the knowledge of studying vocabulary through mind mapping technique; - Find the extra study actively to support their abilities, especially in learning vocabulary; - Practice their vocabulary in written and oral communication; - Like the English language as one of the important subjects in the school and be active students 20 * I hereby declare that this research is due to the experience I myself have written, copy from nobody I sincerely thank you! THE LEADER OF SCHOOL 'S CONFIRMATION Tho Xuan, May 27th 2019 The writer Nguyen Thi Ha 21 TABLE OF CONTENTS - INTRODUCTION 1.1 Reasons for choosing the research 1.2 Aim 1.3 Researching object 1.4 Researching methods 1 1 2- CONTENT 2.1.Theoretical background 2.1.1 An overview of vocabulary 2.1.2 An overview of mind maps 2.1.3 How to make a mind map 2.1.4 The applications of mind maps in eliciting students study and use… 2 2 2.2 Problematic situations in eliciting for students of grade study and use vocabulary at my school 2.2.1 Advantages 2.2.2 Disadvantages 2.3 Some solution to solve this problem 2.3.1 Gathering new vocabulary 2.3.2 Sorting new vocabulary 2.3.3.Implementing the word mapping through reading 2.4 Results after applying the reseach in teaching 2.5 A model plan using applications CONCLUSION & SUGGESTIONS 3.1 Conclusion 19 3.2 Suggestions 7 8 10 11 12 13 20 20 20 22 23 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 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 24 THANH HOA DEPARTMENT OF EDUCATION AND TRAINING THO XUAN EDUCATION AND TRAINING EXPERIENCE INITIATIVE Some experiences in eliciting students of grade study and use vocabulary effectively by using mind maps (New English Textbook) The writer: Nguyen Thi Ha Position : Teacher Experience initiative : English School : Xuan Lai secondary school THO XUAN, 2019 25 ... students >10 >8 < words number words words words words of No % No % No % No % No % students 7A 34 17. 6 11 32.4 12 35.3 14 .7 0 7B 34 26.5 13 38.2 23.5 11.8 0 Total 68 15 22.1 24 35.3 20 29.4 13.2 0 - In comparison... 2000:1331) Saleh (19 97: 60) states that vocabulary items fall into two principle categories, they are; (1) concrete words and (2) abstract words 2.1.1.1 Concrete Words Saleh (19 97: 60) states that