Teaching English vocabulary to Mai Lam junior high school students of class 7 using the method of mind map

CATEGORY
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Contents
Pages
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1. Opening
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 1.1. Reason for choosing topic
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 1.2. Research purposes
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1.3. Research subjects
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5
 1.4. Research Methods
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1.5. New points of experience initiative.
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 2. The content of the experience initiative.
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 2.1. Basis for argument
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 2.2. Situation of the problem before applying to experience.
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 2.3. Solutions to organize the implementation.
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a. Check vocabulary using mind map.
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 b. Teaching vocabulary
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2.4. The effectiveness of the experience initiative for educational activities, with self, colleagues and the school.
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 3. Conclusions and recommendations.
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 3.1. Conclusions
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3.2. recommendations.
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1. Opening
Mind Map is a well-known tool around the world, and you have probably used it in class notes, ideas, plans, problem solving, and more. The results are very interesting. Have you ever tried the English vocabulary learning application with mind mapping? Let's go to Mai Lam Junior High School to find out!
Do you remember how to learn English vocabularies in school? The teacher will include the words of the vocabularies and pronunciation. One day you will probably have to memorize from several dozen to hundreds of different words that if you do not review often will forget immediately. You are also prone to being discouraged for learning boring vocabulary, rigid and less used. So when you learn English vocabularies by thinking diagram, you solve these problems:
1.1. Reason for choosing topic
 Today we are witnessing the interdependence and interdependence of the nations of the world in information technology, knowledge and science, technology, education and culture. In this context, English acts as an important communication tool for the country's economic, scientific and technological development and regional integration, as well as for cultural exchanges between countries. in the region and in the world. The ability to communicate in English is one of the basic skills that need to be formed for the young generation in Vietnam in general and the 7th grade students in Mai Lam secondary school in particular. Therefore, the teaching and learning English in junior high school in general and junior high school students Mai Lam secondary school in particular should be formed and develop communication capacity in English. Teaching English at the lower secondary level helps students to broaden their horizons, enrich their life experiences, develop their thinking ability and improve their cultural and social understanding. the nation, the people of the world as well as the deeper understanding of the social culture of their own nation, laying the groundwork for continuing higher education, lifelong learning and comprehensive development student's. To do that, teachers have to take many measures in which the innovation of teaching methods is a compulsory requirement in order to create a dynamic learning atmosphere, students learn positively, achieve quality and efficiency. high. So, I applied a lot of methods in the teaching process but I found that the method of teaching the vocabulary of the mind mapping is to draw the attention of the students in the class. It helps them to develop their ideas, to form independent thinking minds, so that they can actively participate in the process of knowledge acquisition.
For the above reasons and what is summarized by the application of mind mapping in English teaching and learning in the past time I boldly wrote the subject "Teaching English vocabulary to Mai Lam junior high school students of class 7 using the method of mind map ". I hope to show the application of mind mapping is the most positive method to bring effective teaching and learning in today's era.
 1.2. Research purposes
 Being aware of the importance of English - an international language - most parents now allow their children to learn English at a young age. However, not all students have the same good learning environment and especially the environment for using English. So in order to achieve the ultimate goal of teaching foreign languages ​​to social communication, each teacher must help students acquire language knowledge, agile thinking, flexible problem-solving and Especially the confidence before the people.
Therefore, in this research I study the effectiveness of using mind maps to achieve the following purposes:
+ Analysis and comparison of actual situation in the teaching and learning process has not applied the map of thinking with the teaching and application of mind map.
+ Analyze and prove the new points, the new solution to the purpose of replacing the old methods have applied. Specify the applicability of the new solution to bring about the efficiency and quality of teaching methods using mind mapping.
1.3. Research subjects.
The target group is Mai Lam Junior High School's 7th grade students, aiming to develop their thinking style according to their thinking plan. At the same time they must also use the word in a specific sentence according to the thinking diagram.
1.4. Research Methods.
To conduct research on the subject, I conducted some research methods as 
follows:
+ Study the regular training materials of the sector during professional training 
and especially through training methods and techniques of active teaching.
+ Consult with colleagues.
+ Research on textbooks in English class 7, instructing the implementation of 
knowledge standards, skills in lower secondary English - Vu Thi Loi, thinking 
mapping - optimal thinking tools will do. Change the life of your friend Tony-
Buzan.
+ Through practice after nearly 8 years of self.
1.5. New points of experience initiative.
Help students to think vocabulary in grammatical terms, and express the vocabulary of the syllabus.
2. The content of the experience initiative.
2.1. Basis for argument
In the current trend of globalization, we have been implementing open policies to integrate with the international community in many fields such as economics, politics, commerce, tourism, education. Education plays an important role in the preparation of quality human resources of each country and provides learning opportunities for every citizen. Lifelong education has become a demand and commitment of every nation. Education systems, programs and methods of education continue to be changed in order to eliminate all divisions in schools, to provide modern knowledge to meet the new requirements of the economy. With that opening mechanism in our country, foreign language has become a very important means because a philosopher has said that "Knowing a foreign language is like having a new human being." Only foreign languages ​​can help us reach the world of civilization, cultural exchange and the connection of global friendship. Therefore, the Ministry of Education and Training has developed a foreign language project in the period 2008 - 2020 and former Deputy Prime Minister Nguyen Thien Nhan has emphasized the project of teaching and learning foreign languages ​​in the national education system phase 2008 - 2020 to shift from teaching foreign languages ​​as a subject to teaching as a tool to live, work and integrate internationally, turning foreign languages ​​from our weaknesses into strengths. Starting from that goal, English has become the number one foreign language taught in our country and the teaching and learning of English in secondary schools has also made remarkable progress. English has covered schools everywhere, including remote areas. Even now, most elementary schools have introduced this subject so that they can make it easier for them to learn better later.
2.2. Situation of the problem before applying to experience.
Mai Lam is a semi-mountainous, poorly drained, arid, rocky commune. People do not pay much attention to the education of their children, they almost white-handed their children's education to the school. Students are not yet fully aware of their learning, yet they are self-reliant, leaving behind their destiny.
 Mai Lam secondary school is the most difficult group in the district, facilities for learning English are almost nonexistent, or are too old, severely damaged. Therefore, it is very difficult to teach and learn English by teachers and pupils in the school.
 Through the survey on the level of learning and understanding of vocabulary of students in 2 classes 7A1 and 7A3 with 80 students in school year 2017-2018 as follows:
Understand and use well
Understandable and usable
Understand
stable
Less understanding 
Total students
8
10  %
10
12,5 %
53
66,3 %
9
11,2 %
 80
2.3. Solutions to organize the implementation.
a. Check vocabulary using mind map.
+ After finishing Unit 3: AT HOME part A1 (English 7) instead of asking students to write vocabulary freely, I asked them to write vocabulary about household items in each group. They will have to say the following:
Main content: Furniture
Branch 1: In the bathroom
Line 2: In the kitchen
In the bathroom
Furniture
In the kitchen
- Then they continue to draw the next few branches listing the vocabulary that they have learned.
- After the students have completed the above content, I ask them to use the vocabulary has answered the question.
What are there in your bathroom / kitchen?
Students will answer: - There is a tub, a sink and a shower ...... in the bathroom.
   - There is a washing machine, a refrigerator, ... in the kitchen.
tub
Then describe the complete diagram.
 There is a tub, a sink and a shower in the bathroom
sink
shower
In the bathroom
 There is a refrigerator, a dryer, a washing machine, an electric stove and a diswasher in the kitchen
 refrigerator
FURNITURE
dryer
washing machine
In the kitchen
electric stove
dishwasher
+ After finishing unit 4: At school part B1 (English 7) instead of asking students to write vocabulary freely, I asked them to write vocabulary about items in the library in group.
They will have to say the following:
Main content: Library
Branch 1: Newspapers
Branch 2: Books
Newspapars
LIBRARY
Books
- Then they continue to draw the next few branches listing the vocabulary that they have learned.
- After the students have completed the above content, I ask them to use the vocabulary has answered the question.
- What are there in the library?
Students will answer: - There are newspapers, books ...... in the library.
- What kinds of books are there?
 They are: chemistry books, history books,................
newspapers
Then describe the complete diagram.
There are many newspapers and magazines in the library
magazines
information
LIBRARY
math books
They are math books, biology books, novels, history books
and referennce books
biology books
novels
Books
history books
referennce books
+ After finishing unit 6: AFTER SCHOOL: part A1,2 (English 7) instead of asking students to write vocabulary freely, I asked them to write vocabulary about activities and how students do these activities after school in group.
They will have to say the following:
Main content: Activities and adverbs of frequency.
Branch 1: Activities after school.
Branch 2: Adverbs of frequency.
Activities
Activities and Adverbs of frequency
Adverbs of frequency
- Then they continue to draw the next few branches listing the vocabulary that they have learned.
- After the students have completed the above content, I ask them to use the vocabulary to answer the questions.
- What are they doing?
Students will answer: - They are reading books.
 - They are studying.
- How often do you play.......................?
 I often play badminton
 I usually swim.
Then describe the complete diagram.
swimming
reading books
playing games
Activities after school
I like reading books, so I always read books after school.
going to the movie
playing soccer
watching TV
Activities and Adverbs of frequency
Always
I usually watch TV because I like watching TV so much.
Usually
Often
Adverbs of frequency
I never play games because I don't like playing games.
Sometimes
Never
+ After finishing unit 9: AFTER SCHOOL: (English 7) instead of asking students to write vocabulary freely, I asked them to write vocabulary about activities and how students do these activities after school in group.
They will have to say the following:
Main content: Regular verbs and irregular verbs.
Branch 1: Regular verbs.
Branch 2: Irregular verbs.
Regular verbs
Verbs 
Irregular verbs 
- Then they continue to draw the next few branches listing the vocabulary that they have learned.
- After the students have completed the above content, I ask them to use the vocabulary to answer the questions.
- What are the regular verbs?
Students will answer: - They are worked, lived, moved, visited, fitted,......
- What are the irregular verbs?
 They are went, met, saw, bought, .......................
Last year, I worked for a foreign company.
worked
Then describe the complete diagram.
lived
fitted
Regular verbs
I went to the United States of America 3 days ago.
did
Verbs 
went 
saw
Irregular verbs 
b. Teaching vocabulary
So with this old test, teachers will teach students to get used to the way they learn and memorize thematic vocabulary in a systematic way. In addition, when examining reading assignments, students not only grasp the main points of the lesson, but they again remember the vocabulary in context and their use instead of just remembering individual words. As before and once you know how to use the vocabulary, you will probably remember longer and use them more flexibly. Moreover, while presenting and explaining the diagram they will gradually practice their speaking skills in front of the crowd, increasing their confidence as well as their ability to speak English. 
There are many tools to help us create mind mapping, whether we have a specialized software or only pen and paper, we can also create an interesting map to learn vocabulary for ourselves.
After finishing unit 10, unit 11, unit 12, I am going to combine the elements for good health with the following thinking map:
First, choose a general topic for which students want to learn vocabulary. Themes can be as simple as colors, food, animals, ... but we will be surprised when our thinking leads us far. Take a look at the mind map below:
With an original theme the same, each person will have a different way of thinking, leading to different branches and words. That is the interest that mind maps bring. It helps learners to creatively and broaden their thinking to remember words according to their imagination and creativity.
we can add example sentences, illustrations or collocation to each vocabulary. The more content we add to each word and more detail, our brain will have more opportunities to remember and repeat that word in our mind. That's how mind mapping helps us memorize vocabulary, not through reading a long list of words in the list and repeating like a parrot through thought and logic.
2.4. The effectiveness of the experience initiative for educational activities, with self, colleagues and the school.
This is an extremely valuable experience for me, after many years of applying some teaching methods of vocabulary with mind mapping in two units: At Tinh Hai Secondary school and Mai Lam Secondary school I myself have achieved a lot of success and the results of the survey of students' vocabulary I have obtained as follows:
Understand and use well
Understandable and usable
Understand
stable
Less understanding 
Total students
18
22,5  %
15
18,75 %
43
53,75 %
4
5 %
 80
Even though I have tried my best not to stop. However, the application of thinking maps to vocabulary teaching is a process and a lot of intellectual effort. Therefore, the application in teaching is not much, I look forward to everyone to see and help me to complete the topic. I sincerely thank.
3. Conclusions and recommendations.
3.1. Conclusions
 This is an initiative that I have accumulated over the years. It was tested and proven when I was a teacher at Jing Hai Junior High School. This time I only develop vocabulary according to the diagram from a whole unit of study, not just in the class anymore.
3.2. Recommendations.
I hope that industry leaders as well as schools can apply my theme extensively to see the effect of it. 
I sincerely thank!
 CONFIRMED BY Thanh Hoa, April 19 th, 2018
THE PRINCIPAL OF THE CHOOL. I pledge not to copy. 
 Experienced writer
 Ngô Quang Khánh Cao Văn Thuyết