Improving the quality of thematic vocabulary english courses for students in grade 6 at dong tho secondary school through the use of min

THANH HOA EDUCATION AND TRAINING DEPARTMENT THANH HOA EDUCATION AND TRAINING OFFICE INITIATIVE IMPROVING THE QUALITY OF THEMATIC VOCABULARY ENGLISH COURSES FOR STUDENTS IN GRADE AT DONG THO SECONDARY SCHOOL THROUGH THE USE OF MIND MAPS The implementer: Le Thi Thanh Tam Occupation: Teacher Group: Dong Tho Secondary School Subject : English THANH HOA 2016 A BACKGROUND * The reasons of selecting the topic: Congress of the X th National Party (4/2006) states: The first priority for improving the quality of teaching and learning Program innovation, content, teaching and learning methods, improve the quality of teachers to strengthen infrastructure of schools to promote creativity and independent thinking of students ( 12/2007) Resolution of the National Party Congress XIth confirmed "Innovation basic, comprehensive education in the direction of standardization and modernization, socialization, democratization and international integration '' Education and training can enhance people's mis- sion, develop resources, fostering talents, an important contribution in building the country, building the culture and people of Vietnam Strictly implement the Resolution 40/2000-QH10 of the National Assembly and the Directive No14 10/2001 / CT-TTg of the Prime Minister, Ministry of Education and Training has been particularly focused on training for teachers gradually improve, innovative teaching methods, promote positive, initiative and creativity of students; whether this is an urgent task to fit just focus throughout the innovation process In recent years, along with the renewal of the basic synchronization in education English is the one of all languages has an important role in using to communicate with the countries in the world and is regarded as the main second language of teaching courses in schools English has always been the concern of the grade school levels, parents and students to maintain and develop to suit the period of industrialization to modernize the country Knowledge-based economy is developing contemporary rushing Education requires training to employees dynamic, creative, teachers must know how to use multiple devices, including the means of modern teaching equipment To promote the features of the device and works foremost teachers and students need to be familiar, master the operation, equipment operation and must know how to properly use the lesson content requirements One of the effective methods of optimization " Mind mapping" in the process of effective teaching for learners However, Mind maps are alluring and attractive The most important thing in the reform of teaching methods that teachers help students how to brainstorm, altering the quality of the intellectual activity of the students, developing intelligence, their creativity Currently, in the process of classroom teaching, mainly intellectual activity of students is to remember and reproduce At home, as students study and homework but basically has been directed in the class, so the intellectual activity of the students still heavy on memory training and the ability to reproduce Thus, exercise ability, imagination and creativity development of wisdom, intelligence of students in general, is considered the main tasks, the most important task of the teaching process modern So the crux of the innovative teaching method is to adjust the relationship between reproduction and innovation, to enhance creative approaches to innovation characteristics cognitive activities of students in the process teaching Personally, I really agree with the method used in the schematic teaching process Because not only charismatic, appealing to students, easy to remember, promote creativity, capacity, also see the whole picture Mind maps used in teaching is very effective, very scientific and can be widely used in all stages of the process of teaching subjects especially English As an English teacher , I always want my students to understand all the lessons fastest, most proactive, especially the children can apply the knowledge learned in real communication For this, we need to renew teaching methods in class so that each student more interested in positive learning and memory training all right in class We all know any languages in the world, to communicate with it, requires us to have a vocabulary because the words are an indispensable component in the language In English we can not train and develop the four skills of listening, speaking, reading and writing of students that are not based on the foundation of vocabulary Indeed, without the necessary capital, they will not be able to develop good skills in listening, speaking, reading and writing whether they can master the sentence patterns and grammar So, help students master the vocabulary to use in the training of skills is very important jobs On that basis, I myself have chosen the theme of innovative teaching methods: "Improving the quality of thematic vocabulary English courses for students in grades at Dong Tho Secondary School through the use of Mind Mapping" B PROBLEM SOLVING I RATIONALE Theoretical background In recent school years, the use of Mind Mapping in teaching has become popular in all subjects like drawing maps or tables but at the simplest level applied infrequently We record information on these characters, lines, numbers With this note, we are only using half of the brain - left brain, but never use the right brain skills, which help us process the information on rhythm, color, space and dreaming We often are only using 50% of their brain ability to record information As for teaching methods with a mind map is a method currently being implemented with a high degree and advantages to promote the autonomy of student creativity in the search for, deepen or open wide an idea by using simultaneous images, lines and letters with positive mind The same topic but can present as a mind map in a specific way, with the use of colors, images and phrases used to express different It is from there that the mapping always promote creative abilities of each teacher and student So what is the Mind maps? (MINE MAPPING) is the optimal tool to remember, is the secret of the points 10 An annotation tools are efficient to use difficult words as well as the principles of superior memory With notes like the left brain and right brain, the vast majority of brain power will be shaken off so to provide optimum efficiency Mind map is invented by Tomy Buzan (British) It is a great tool to help you notes to achieve all the above factors It can be affirmed that the teaching methods by thinking maps in teaching vocabulary thematic subjects in English is one of the modern teaching methods The inheritance diagrams, extended recording forms, using tables, diagrams at a higher level It helps to remember, develop cognitive thinking ability, imagination, creativity, save time We can review many of the words in a mind map Diagrams make use of keywords, utilize the principles of superior brain, thereby increasing the ability to quickly acquire, remember all of the students quickly Visualization, association with colors highlighting the size, diversity image Chart colorful that students must apply creative imagination than her rich Creating paintings strictly theoretical This is a useful tool in the teaching process today In teaching English, based on the images available, the connection vocabulary with images by mind mapping easy for students Besides the more abstract vocabulary that students can not remember anything, but teachers can use mind maps to consolidate , the lessons will be brief and easy to understand Through teaching I would give some small experiences in using of mind maps to teach vocabulary in the English subject The reality Stemming from the practical needs of learners, mind map has been widely used throughout the country by the Ministry of Education launched in 2010-1011 However, to use the mind map effective, each staff of teachers and students to understand the effects of investment in teaching diagrams: * For students: - When using a mind map that make students prefer, they can study hard and extreme focus all lectures; at home with the preparation for drawing diagrams in class or homework - Still some indifferent students not understand about schematic, or does not work with the teacher leading to low effectiveness Facing this situation, for the students to understand the mind map and its efficient use, I myself research and guide students to learn how to promote proactive, creative students in learning English language *For teachers: - Most of teachers use traditional mind mapping , and the use of diagrams not widely, not fluent manipulation to create and channel letters on the computer image - Some older colleagues almost no use diagrams to teach The diagrams used in teaching in English vocabulary will help students learn appropriate methods and effectiveness, mind map is a graphical tool to talk about the pictures, vocabulary related Using a mind map to teach new knowledge and consolidate old lessons, review all knowledge through each lesson, each thematic vocabulary - Moreover, teachers can use mind map to guide students painted on cardboard, in pencil or paint on Powerpoint or specialized computer software designed to support the use of mind map - The method of using mind map in English teaching will help students develop the intellectual capabilities through drawings, letters and imagine the color channel from which students draw back system of knowledge synthesis and easy to remember, easy to understand, avoid rote style, memorize mechanically Objects and sphere of research The theme around the study of teaching and learning how to use of Mind Maps in teaching thematic vocabulary English subjects in secondary education establishments Audiences research I applied for the six graders who learning experimental program of English at Dong Tho Secondary school Research Methodology To implement research projects I myself have done the following tasks: - Look at the literature on "Methods of Teaching Foreign Languages English" - Sports instructors, colleagues take time to exchange lessons learned through each lesson - Study materials for teaching inspire English Languages - Research Psychologist document - Textbooks, teachers of English books - Test and asses the student so that additional adjustments and reasonable - Empirical Method, and compare II THE REALITY OF THE ISSUES: For recent years, in the process of teaching, we often use models, diagrams, charts to concise, overview of knowledge to students, especially in the "Looking back" after each lesson or Reviews This approach can be said to have brought a certain practical results in study, consolidation, system knowledge to students by presenting neat, clear, logical But, besides the advantages that, this approach still certain limitations, by first class presentation shared the same way of the teacher or of the document, not by students build your way out The tables that are not paying attention to pictures, colors and lines In this way is not really promote creative thinking, not really excited, attracted them in the active, actively explore, discover, and dominate the knowledge of lessons Moreover, the narrow scope of use because we only use them in a number of lessons have summed up the properties section, the post, the array of subject knowledge or study alone, but all are not used used universally to all the lessons, the class time as well as the stages of the process unit In recent times, we have started to have access to these methods, new teaching techniques, including the use Mind maps We can say, this is a significant step in the renewal of the current Teaching Method when science and technology development as the legendary, especially the explosion of the Information Technology sector The use of Mind Maps replace models, diagrams, charts outdated, obsolete to generalize, condensed knowledge to students is a necessity, because there are so many advantages from Mind maps Therefore, the application Mind maps in the process of teaching English is not only attracted interest, as "resurrection" passion, favorite subjects at school children but also sparked a "style movement "launched into lectures Mind maps in teaching According to Dr Tran Dinh Chau, Director of Secondary II Project, Ministry of Education and Training, Mind Map is a tool to organize their thoughts by the author Tony Buzan (UK) thoroughly researched and disseminated throughout the world In teaching, the use of mind maps to mobilize the maximum potential of the brain, which helps students to learn actively, to support innovative approaches to teaching effectiveness Therefore, the use of mind maps in teaching English is not only attractive but also excitement revived passion, love their subjects Students often make own themselves mappings to develop their abilities by the design aesthetic layouts it right color, the lines, the branch so beautiful, sort of scientific ideas, concise However, at present, the use of Mind maps as applications in teaching process for longer English courses is a problem, facing many difficulties and obstacles for teachers, specifically in the organization , design of teaching activities with the use Mind Maps Through out of some lessons, to exchange professional experience with colleagues in the organization, in the school, I noticed, most new teachers just at the use Mind maps to codify knowledge after each lesson, or each post review, a meta-technical summary, a certain bit of knowledge only They not bring the diagrams on all stages of the teaching process They not promote the popularity and versatility of the mind map Therefore, They not adequately promote the use of Mind maps in the process of teaching in English I was on duty teaching English in grade in Dong Tho secondary school in school year 2014-2015 Before using the Mind Maps to help students learn vocabulary English courses at the beginning of school year's survey showed that: Number Class of students Exellent Good Fair Poor No % No % No % No % 6A 38 23.7 14 36.8 10 26.3 13.2 6B 38 21.1 13 34.2 11 28.9 15.8 6C 37 21.6 13 35.1 11 29.7 13.6 III SOLUTIONS AND IMPLEMENTATIONS Organization of teaching by Mind mapping * For teachers: In addition to attending the training courses of professional training related to the renewal Teaching Methods, teachers need to study carefully the documents related to the user manual and software Mind Map to draw Mind Map basic knowledge about it (Understanding MIND MAP, composition, role, utility and methods to create, design, its use in the teaching process ); at the same time, teachers need to invest time in the episode drawing, drawing both on paper and in computer software (Be sure to study carefully how to use software to perform the operation for agile, mature ) After carefully understand, understand the role and utility of Mind map, using fluent software, mastering the method of drawing a Mind map, then applying it to the teaching process is easy (Of course, beautiful or ugly story Mind Map depends on the imagination, thinking, creativity and talents of each person) * For students: The old adage "Never learn to crawl, not worry that school run" Indeed, to be able to use the good and promote an effective way of thinking in the diagram teaching process, first of all, we need for students to become familiar with some thinking diagrams available, so at least they have an overview of it (exposed it, understand it, and "mimic" drawing it) This step is very important to prepare However, many teachers ignore this step or introduce a very sketchy way, through the speakers Therefore, students have not detailed understanding, specifically about it, have not mastered methods of creating, no drawing skills Mind maps should lead to many lessons failed because they forever struggling with pen and paper without know what paint, draw how, where to start because they have not imagine Mind maps of lessons in their mind and not know how the methods of drawing So, in my opinion, we need to spend a reasonable time for them to "get acquainted" with Mind Maps, in the following manners: a The Steps of manners: Step 1: "Getting Started" Teachers introduce some Mind maps drawn available to students acquainted (we should draw Mind maps on the learned lessons in the program to those who track facilities, acquire knowledge about Mind maps, simultaneously facilitate the generation codified knowledge, students will acquire more quickly because they have learned) Teachers introduce structured according circuits Mind maps knowledge holds lessons for students, and instructions on how to draw a Mind map (Give the children draw Mind map method) Step 2: "Reading" Teachers choose the simple structured Mind maps for students to observe Then, ask them to rely on for presentations Mind maps lesson content (knowledge) is drawn in the diagram (Preparation for the children logical thinking, systems thinking and presentation skills) Step 3: "Drawing" - Teachers given topic by keyword (or images) in the center of the screen (or on the blackboard) For example: "Key" is "My house" Have students practice drawing on paper or paperboard Mind map calendar or side table - Teachers ask questions suggested to them to think and draw the branch level 1, level and level (Train Mind maps drawing skills) * Note: + Teachers should choose their lessons learned, knowledge simple, easy to remember, easy to draw + Teachers have the flexibility to students in groups to cover tourist draw, draw on paper notebooks or individual called me up drawing 2-3 + Note you not use the phrase, paragraph too long, should be the standard in the short term Step 4: "Decorate" - After you finish painting the side of Mind map, teachers suggested the children draw pictures insertions necessary to illustrate the content of the diagram, suggesting they edit lines, using color to distinction, highlighting network standard in the diagram (painting skill - own creative mark) * Note: + Teachers note students when they draw Mind map, they should be used in combination colors, contours, right in the drawing process to save time + Do not use too many colors, not too garish colors, not too much focus on lines, the image as a waste of time Step 5: "Sharing experiences" At this stage, the teacher collected some Mind maps from students on each type (Diagram not deploying enough of the gist, detailed diagrams to draw too petty, drawing diagrams incorrect knowledge focus, diagrams taking too many pictures, gaudy colors, ) - Asks students to observe, comment, suggestion edits and additions - Teachers listen, orient them to edit, added: As mentioned above, Mind map is a widely diagram Therefore, teachers need to respect and promote the creativity of the children, because this is the "product" of their own Teachers just edit them mainly in terms of knowledge On the other hand, teachers also need to be encouraged, praised the draw ensures full Mind maps critical learning, beautiful, scientific presentation, balance and harmony of lines and colors If it takes too much time for bold color in a branch, we can guide children to further slash, hit the plus sign, or polka dots in it This is something very new, creative and save a lot of time The teachers reminds the children need more good habits formed: to establish Mind maps in the process of preparing a new post at home and repeat after finishing all conditional class reference to see what you have done ? What you also need additional errors, repair If you so, not only to help them master knowledge, but also train them develop thinking capacity (logical thinking, systems thinking ) is very good Remind them after each lesson should save Mind maps to later review the facilities, knowledge systems b The steps to design a Mind Map Step 1: Identify keywords Step 2: Draw in central theme - This step they will use a blank sheet of paper (no grid) is horizontal and in the middle of drawing theme paper White paper grid will help you be more creative, not the boxes obstructing your thoughts Horizontal drawing on paper will help you get a broader space to develop the standard - I need to draw the threads in the middle of the paper, from which the new development in the other reviews around it - You can freely use all the colors that you like, the central theme can be letters or form, if a combination of the two, the better - A central theme to attract attention so that we easily recognize the problem, therefore, students should draw the threads were thick as coin 5000d Step 3: Draw additional subheadings (level branch) - The subtitle should be written in CAPITAL LETTERS lying on the thick branches to highlight - The subtitle should be attached to the center - The subtitle should be drawn along the direction diagonal rather than horizontal, so many other tributaries can be drawn emitted more easily Step 4: Draw the branch level 2, level 3, - At this stage, they draw on the serial branch branch level level 2, level on the branch branch level 2, etc to create the link - They should draw much more curved branch line, that would make our Mind map looked soft, flexible and easy to remember - Should only make use of key words and images, in each branch using only keyword This enables many new keywords and other ideas are appended to existing keywords easily - I use the symbols, abbreviations to save space and time whenever possible - All branches of a standard should radiate from a point and have the same color Example: 10 Step 5: Add the illustrations: In this step, students should let their imagination flying by adding multiple photos to help highlight the more important, as well as save them in their memory better because of the human brain is capable absorb higher image than writing Do not hesitate to draw his bad, just drawn to what you think, sometimes as funny as help you remember them longer c Organization and operation processes Mind Map drawing in class Based on the principles of effective teaching and useful of Mind maps, we can applied in all types: new lessons, review, especially consolidation items Teachers guide students away from general to specific, based on the principle of Mind mapping to help students make Mind mapping Teaching Mind Map is setting through four steps summarized as follows: - Step 1: Students set Mind map in groups or in individual with suggestions and guidance from teachers - Step 2: Students or representatives of student groups report or describle of their team's Mind maps - Step 3: Students discuss, supplement and edit to perfect the Mind map about their knowledge lessons The teacher will be the mentor, as referee to help students complete their Mind maps about their lessons - Step 4: Consolidation of the lesson by a prepared teacher 's Mind map or one another that the class has participated fully edited, then asking students on presentation and explanation about that lesson 11 Use Mind Maps in teaching a Checking old lessons: Because of shorttime for checking the old lesson , only about 5-7 minutes, so the teacher is not usually too hard, not require a lot of analysis, comparisons to answer questions Teachers often ask students to reconstruct part of the lesson content by calling the students go to board and answer the questions Teachers will be graded depending on the level of all students This approach let many students accidentally fall into a "rote", recite without understanding Therefore, there should be a change in the examination and evaluation of student awareness, not only set requirements "section in mind" that should focus on "share out" This approach avoids both rote, just accurate assessment of students, while improving the quality of learning Using a mind map helps teachers to be part of the memory test each student's part to understand the old lessons The maps are often used in the form of teachers lack information, ask students to fill out the missing information and draw comment on the relationship of the branches to the keyword information center Example: Before teaching the lesson " My Home", teacher give a Mind Map and ask students to complete the Mind Map After completing the Mind Map, teacher asks students make sentences with the words or phrases from the Mind Map, such as: 12 A: I homework with my friend, Lan B: I play football for my school team C: I am healthy I judo every day D: All the lessons at my school are interesting E: Example 2: After completing the Mind Map with theme " Adjectives for personality", students can use those words to describle about their friends or a person they known A: Minh is very creative He likes to draw pictures B: Mai is kind She likes to help her friends C: Kim is very talkative She's always on the phone , chating to friends D: Then they can play a game called"Find the star signs" 13 b New lesson: Using a mind map is a suggestion for the presentation Teachers instead of bullets underlined the need to present to the board , the diagram is thought to represent a section or the entire contents of the lesson a very intuitive way Example: Unit 5- Natural wonders of the world Lesson: Getting started Before listening the following words in task 2, teacher give a Mind Map about Natural wonders in task Then asks students to guess the meanings of those pictures 14 Teacher asks students to listen and repeat the following words in task 2, then they can label the words following the pictures in task 15 c Consolidation for the lesson: To enhance the knowledge to students after the lesson is appropriate exercise form is for students to design a map according to their creativity with arbitrary colors, a map can lack of specific content or full knowledge of the lesson as just absorb the lessons, in individual or in group activities However, the missing information will cover the contents again to inculcate knowledge and attention to the focus of the lesson Example: Unit 7-Television Lesson: Looking back Teacher give a Mind Map and asks students to consolidate three main contents of the whole lesson : Vocabulary – Grammar – Pronunciation Students can use the Mind Map to talk about a favourite TV programme d Doing homework: Students will have plenty of time to homework and conditions to search for documents, so homework that teachers give students doing in individual or in groups must first associated with the content of lesson and in the conditions allow 16 (level, time, economics) Requirements for homework should also harder, more complex and require greater investment (both channel words, channel shape, the color, the amount of information), which also represents both the creativity and the integration to search learning documentation of students Sdtd Viet nam (p-57) Then asks students to write what they know about Viet Nam: about the weather, natural wonders and travelling In summary the advantages, Mind Map becomes diagram tool stimulation suggestive exploration of student knowledge Using the Mind Maps in the teaching process help students learn in an active, positive and mobilize all the students to participate in building all excitedly This learning capacity development of each child not only intellectually (drawing, writing on the mind map) codified knowledge (mobilize what they have learned previously to enter the selection standard for recording) , capable of painting (the form of presentation, combining pictures, words, colors), applying the knowledge learned from books to life Mind Map is a diagram tool really work effectively in groups because it maximizes human resources personal and collective Each member is trained to be capable of thinking skills about events and how science work 17 IV EXPERIMENTS After a period of renewal applications Mind Maps in teaching methods in English, I noticed initially very positive results First of all, I myself was aware of the positive role of Mind Maps application in the teaching process I had to learn, how to use effectively Mind Maps in most stages of the process of promotion, from checking the old lessons, teaching new lessons, consolidating the lessons, students can collect items, firmer grasp of knowledge, science faster The majority of good and excellent students know how to use Mind Maps to record all, synthetic knowledge of subject The average students know how to use Mind Maps to reinforce knowledge in a simple lesson It is more important that they learning more active , more lively They not have bored studying psychology, concerns on studing English for many records In contrast, all very excited about learning The use of Mind Maps is not only visual impact attractive children, but also help them all neatly documented, scientific, faster and lighter than a previous record After a year of applying this new method, most of my students have higher vocabulary test scores last year and higher than the other classes and grade 6, no child below average scores and score Achieved results in class 6A, 6B and 6C at Dong Tho Secondary school in School Year 2014-2015 Number Class of students GOOD FAIR MEDIUM No % No % No % NEED IMPROVEMENT No % 6A 38 13 34.2 19 50.0 15.8 0 6B 38 12 31.6 18 47.4 21.0 0 6C 37 12 32.4 17 45.9 21.7 0 Clearly, innovations that I have boldly researched and applied have brought significant results in improving the learning outcomes of students in English subject, thereby contributing to improving the quality of education in general 18 C CONCLUSIONS AND RECOMMENDATIONS Conclusions Visual appliances are huge role in helping students carefully understand the knowledge of vocabulary in English Therefore, to improve the quality of teaching in English, the teachers must always use good English teaching methods seamlessly, in ways that the use of Mind maps also a great work Mind Mapping is a visual appliances vividly express the creativity of the teachers high Over the years, the use of school equipments have been many changes and achieved encouraging results However the teaching aids are not enough to cater to program content of textbooks Therefore, doing teaching aids is a significant activity in the teaching process important learn The maps themselves are mentioned teaching in this subject means express the creativity of teachers to address the practical needs of teachers to implement innovative methods suitable for teaching skills her, with the characteristics of the class, the school and subjects These teaching aids are designed by the teachers to suit each lesson to help students acquire knowledge quickly and efficiently With the mapping of knowledge of each lesson the teacher can somewhat create excitement for students learning and improve the quality of English subjects in the current situation To innovative effective teaching methods , we need to pay attention: Depending on the content of each lesson, each lesson and especially the characteristics of classes that teachers design lessons using mind maps When using mind maps in teaching need to prepare questions with many different levels Need to create a fun atmosphere, comfortable in class that helps students less boring and more confidence to develop their mind The teachers instruct students how to read a map Organization draw in groups including gifted, fair, average or weak students When students present their ideas, the teachers ask questions based on the content of their levels Give scoring, encouragement for the good quality maps, suggested adjusting the map unsatisfactory Always research, creativity and innovation of teaching methods, assessment Search and designed the lessons, with photos and documents illustrate suitable with content Teachers have passion and really care, encourage and help children to have faith in themselves in learning Recommendations: * For teachers: - Have exactly knowledge and basic knowledge about the mind map: concept, composition, design steps, organizational processes the Mind Maps drawing in class activities and its utilities - There should be considered when prepare the Mind Maps on applications and instructor, test evaluation, organize activities for pupils and prevent abuse; especially for English subjects - Should determine the basic knowledge, focus to design Mind Map, to know basic ideas, the knowledge needed - Investors reasonable time to compose, established the Mind Maps needed 19 for all stages of teaching process to the class for each lesson *For students: - The students have to positive, self-discipline, as well as enhanced exchanges from teachers, friends of the drawing , learning and taking notes with Mind Maps That is just experience nature subjective and I am looking forward to receiving the feedbacks, exchanges and supplements from colleagues I am looking forward to receiving your comments and siblings I sincerely thank you! Confirmation of the Head Master Thanh Hoa, March 22nd, 2016 I hereby declare this initiative is written by myself Do not copy from other people's contents Writer Le Thi Thanh Tam 20 INDEX Page A BACKGROUND B PROBLEM SOLVING I- Rationale Theoretical background 2 The realily 3 Objects and sphere of research 4 Research Methodology II- The reality of the issues III- Solutions and Implementations Organization of Teaching by Mind Maps Use Mind Maps in teaching 11 A Checking old lesson 11 B New lesson 13 C Consolidation for the lesson 15 D Doing homework 15 IV- Experiments 17 C Conclusions and Recommendations 18 Conclutions 18 Recommendations 18 21 REFERENCES Tran Dinh Chau, Using Mind Maps is a good method to help students learning Maths, Education magazines, No – September,2009 Tony Buzan – Mind Maps in works, Labour – Society Publishing Tran Dinh Chau, Dang Thi Thu Thuy; Mind Maps are good teaching aids to help people learning and teaching at schools, Education and Age Newspapers, No147 September 14, 2010 Some symposia for Principals and teachers in secondary schools – The Ministry of Education and Training Students' English 6 Teachers' English 22 ... chosen the theme of innovative teaching methods: "Improving the quality of thematic vocabulary English courses for students in grades at Dong Tho Secondary School through the use of Mind Mapping"... promote the use of Mind maps in the process of teaching in English I was on duty teaching English in grade in Dong Tho secondary school in school year 2014-2015 Before using the Mind Maps to help students. .. maps are often used in the form of teachers lack information, ask students to fill out the missing information and draw comment on the relationship of the branches to the keyword information center