CONTENTS 2
Theoretical background 2
Vocabulary, as defined by Webster (1994), is a list of words commonly used across various aspects of life, typically organized alphabetically with corresponding definitions Lado (1994) further describes vocabulary as a means of expression linked to the meanings and content of words Scrivener (1994) emphasizes vocabulary's role as a significant carrier of meaning, highlighting that when students recognize its importance in communication and learning, they are motivated to acquire a substantial working knowledge of words.
When teaching vocabulary, it is crucial for educators to understand the distinction between receptive and productive vocabulary S Thornbury (2002) highlights that learners often face various challenges when trying to access vocabulary in a foreign language.
Establishing a precise link between the form and meaning of words is crucial for effectively understanding a target language This involves distinguishing the meanings of words relevant to specific topics, enhancing comprehension and communication skills.
• Using the exact word form for the intentional meaning when producing language
Various perspectives exist regarding the definition of vocabulary After considering these definitions, the researcher has chosen to adopt Webster's (1994) definition for this study, as it is deemed more relevant and practical for the research purpose.
Vocabulary can be categorized into two main types: productive (active) and receptive (passive) vocabulary Productive vocabulary consists of words frequently utilized in spoken language and everyday conversations, necessitating correct pronunciation for smooth dialogue In contrast, receptive vocabulary includes words that individuals can recognize and comprehend, but do not actively use in conversation or other contexts.
Hendrich (1988) highlights that vocabulary classification can be approached from various perspectives, including formal classifications based on word classes, mechanical classifications based on frequency, semantic classifications that explore relationships between language and reality, and grammatical classifications that group words by shared grammatical characteristics.
Another classification by Judy K Montgomery (from the book: The Bridge of Vocabulary: Evidence Based Activities for Academic Success (NCS Pearson Inc, 2007). There are 4 types of vocabulary:
• Listening which is the words we hear and understand;
• Speaking which is the words we use when we speak;
• Reading which is the words we understand when we read text;
• Writing which is the words we can retrieve when we write to express ourselves
Children develop listening and speaking vocabularies long before they start to build their reading and writing skills Spoken language serves as the foundation for written language, with each type serving distinct purposes Fortunately, vocabulary growth in spoken language positively influences the development of written vocabulary.
According to Brown (2005), a test is essentially a method for assessing an individual's abilities, knowledge, or performance in a specific area Numerous published exercises focus on vocabulary enhancement, including activities such as matching pictures to words, linking word parts, identifying synonyms and antonyms, and constructing new words using prefixes and suffixes Additionally, tasks may involve completing specific assignments with given words, filling in crosswords, grids, or diagrams, and engaging in memory games Each of these exercises serves to improve vocabulary skills effectively.
Matching pictures to words can enhance a child's ability to demonstrate their knowledge, particularly in vocabulary development For instance, when a child matches images of local birds, it provides an excellent opportunity for them to showcase their understanding of the birds' names and sounds.
Children enhance their developing memory by matching parts of words, which involves storing, organizing, and retrieving information This process allows them to recall information in relation to familiar concepts they have encountered previously.
Matching words, such as synonyms, antonyms, and related terms, can enhance a child's vocabulary and understanding This activity not only aids in language development but also allows children to explore and deepen their knowledge in specific areas of interest Engaging with these word sets fosters critical thinking and encourages children to apply their understanding in meaningful contexts.
Utilizing prefixes and suffixes to create new words enhances children's reading skills, particularly when they encounter unfamiliar terms in literature This approach not only aids in comprehension but also enables them to express ideas more succinctly by adding a prefix or suffix, thereby reducing the need for additional prepositions or lengthy explanations.
• Using given words to complete a specific task helps the children to train their memory and the capability to analyze and give the most suitable choice
Engaging in activities like crosswords, grids, or diagrams encourages children to focus on the sequence of letters in words, which aids in learning new spellings Completing crosswords requires accurate spelling, reinforcing their memory of challenging words.
• Memory games bring about a wide range of benefits which include:
improve the ability to find similarities and differences in objects;
help to classify objects that are grouped by similar traits
Mind mapping, a technique developed in the late 1960s by British psychologist Tony Buzan, aims to enhance note-taking effectiveness for learners In his book "The Mind Mapping Book" (1993), Buzan outlines the principles and benefits of mind mapping as a valuable tool for organizing thoughts and ideas.
Mind-mapping is a powerful graphic technique that serves as a universal key to unlocking the brain's potential It helps learners organize knowledge and enhances comprehension of key concepts in lectures and readings, as noted by McGriff (2000) Additionally, Readon and Nourie (1999) describe mind-mapping as a creative note-taking method that facilitates information retention through its visual appeal, incorporating colors, pictures, and symbols to create an engaging learning experience.
Figure 1: An example of Mind-mapping (by Paul Foreman)
Practical background 11
Established in 1961, Luong Dac Bang High School is renowned as one of the leading educational institutions in Thanh Hoa, Vietnam The school boasts a dedicated team of around 100 teachers and staff, serving approximately 1,549 students across 37 classes during the 2021-2022 academic year Known for its experienced educators, Luong Dac Bang High School has a strong reputation for producing high-achieving and successful students.
The English Group at Luong Dac Bang comprises 10 dedicated graduate teachers with BA and MA degrees from Vietnamese universities Despite the importance of English as a compulsory subject, students show a greater interest in natural science subjects like Maths, Physics, and Chemistry This preference poses challenges for English teachers, particularly in developing essential skills such as reading, listening, speaking, and writing Students often express boredom when it comes to learning vocabulary, making it difficult to engage them effectively in the English language.
Many students struggle with vocabulary retention despite having a good grasp of grammar This difficulty often stems from their unchanging learning habits, which include writing words on paper, rote memorization, and passive learning through teacher explanations.
This research was conducted at Luong Dac Bang High School in Thanh Hoa Province, utilizing the "Tiếng Anh 12" textbook published by the Vietnam Education Publishing House for 12th-grade students.
At Luong Dac Bang High School, students, particularly those in two experimental classes, exhibit varying levels of English proficiency Teachers consistently encounter challenges with students who struggle with vocabulary skills.
Therefore, this research was aimed to find out the way of improving vocabulary skills in learning English by using Mind Mapping technique and suggest some effective resolutions.
Solutions to the problems 12
This study employs a two-stage sampling method, utilizing both cluster sampling and individual sampling Two groups were selected based on their class: 12A3 serves as the Experimental group, while 12A9 acts as the Control group Following the division of students, the researcher assesses individual sampling competence by administering a pretest to both groups, with the sampling details outlined in the accompanying table.
THE SAMPLE OF THE STUDY
No Group` Number of students
The researcher, a teacher with over 20 years of experience, has dedicated more than a decade to teaching 12th-grade students With a deep understanding of her students' needs, she aims to discover effective strategies for enhancing their English vocabulary learning.
The study involved 90 students from the 12A3 and 12A9 classes at Luong Dac Bang High School during the 2021-2022 academic year As final-year students preparing for the crucial General Certificate of Secondary Education (GCSE) examination, they aimed to secure university placements The researcher aims to help these students enhance their vocabulary, which is essential for excelling in the English component of the GCSE exam and will benefit their future academic and personal endeavors.
2.3.2 Research Methods used for this study: Action Research
Pretest-posttest designs are commonly utilized in research to compare groups and assess changes due to experimental treatments (Dimiter and Rumrill, 2003) These designs involve exposing one or more experimental groups to a specific intervention and subsequently comparing their outcomes with one or more control groups that did not receive the treatment.
Subsequently, statistical analysis is able to examine the effectiveness of the intervention by the process below:
X2: Teaching without mind maps and diagrams
The research involved selecting students from two classes, 12A3 and 12A9, and dividing them into an experimental group and a control group After conducting vocabulary tests, both groups received the same assessment The experimental group participated in a thirty-minute vocabulary lesson utilizing mind mapping and diagrammatic techniques, while the control group received a traditional lesson without these methods Subsequently, both groups completed a post-test immediately after the lesson and another post-test three weeks later Data was collected and analyzed from these assessments.
This research explores the relationship between independent and dependent variables, specifically focusing on the Mind Map technique as the independent variable and its impact on students' vocabulary test scores as the dependent variable.
Figure 1: A visual description of Pretest-Posttest Designs
Before creating a test, it's essential to define its objectives This study aims to assess the effectiveness of the Mind Mapping technique in vocabulary teaching and to measure students' word retention, specifically focusing on how long words are stored in their long-term memory.
To assess learners' vocabulary acquisition and retention, researchers conducted a series of three vocabulary tests over six weeks, incorporating previously tested words in varied linguistic contexts The tests featured a diverse range of items, including multiple-choice questions, gap-filling exercises, matching words with pictures, pairing words with definitions, and error correction tasks, ensuring a comprehensive evaluation of students' vocabulary skills.
All target words from the textbook were thoroughly developed and tested using objective marking criteria The tests utilized a multiple-choice format with four options, piloted with top-performing students to ensure clarity and eliminate ambiguities Students were instructed to select the best answer by circling A, B, C, or D Each test was allocated 15 minutes, with a total score of 100 points, assigning 50 points for each question.
The general description of the test is illustrated in the following table, which gives general information about basic requirement of the test
POST-TEST 2 (Appendix 9) Number of questions 20 20 20
Time allowance 15 minutes 15 minutes 15 minutes
Multiple choice Gap-filling Match the words with the pictures Words that go together Match the words with the definitions Error correction
Multiple choice Gap-filling Match the words with the pictures Words that go together Match the words with the definitions
Multiple choice Gap-filling Match the words with the pictures Words that go together Match the words with the definitions Error correction
Mark allocation 50 points for each question x 20 questions = 100 points
50 points for each question x 20 questions = 100 points
50 points for each question x 20 questions = 100 points
Questionnaires are a vital tool for data collection in research, particularly in the educational field, as they allow individuals to complete them independently, according to Salkind (2003) However, researchers must ensure that their questionnaires are valid, reliable, and unambiguous, as emphasized by Richards & Schmidt (2002) Closed-ended questionnaires are often favored for their ease of analysis, with Seliger and Shohamy (1989) highlighting their effectiveness Nunan (1999) adds that responses from closed-ended questions tend to more accurately reflect respondents' true opinions Given their efficiency for both researchers and participants, this study utilized questionnaires for students and teachers as key instruments for data collection.
This study utilized a questionnaire (Appendix 1) comprising six questions to gather insights from 12th graders regarding their views on vocabulary learning and their feedback on the teacher's activities The researcher administered the questionnaires to students from two classes, 12A3 and 12A9, with a specific focus on addressing the first research question: "How is the Mind-mapping technique used in vocabulary teaching assessed by the 12th graders at Luong Dac Bang High School?" This focus is particularly relevant as the informants are in their final grade.
On December 12th, all questionnaire items for students were provided in both English and Vietnamese, ensuring that students could gain a deeper understanding in both languages and complete the questionnaires more easily.
In a mixed method design, interviews serve as a crucial source of data collection Salkind (2003) emphasizes that interviews yield better responses and more accurate data, while Burns (1999) notes their popularity in gathering qualitative information In this study, interviews were conducted following trial lessons that utilized mind mapping techniques Generally, interviews can be performed in two formats: individual (person-to-person) and group (collective).
In 1998, it was noted that both types of interviews serve as goal-oriented conversations Following trial lessons that utilized Mind Mapping techniques, informal semi-structured interviews were conducted with 15 randomly selected students at their convenience These interviews aimed to gather objective and precise feedback on the effectiveness of Mind Mapping in vocabulary learning.
2) were employed to get information about the difficulties, interests, advantages that Mind- mapping techniques have brought to students and some of their desire if they had The interviews were carried out in both Vietnamese and English basing on students’ understanding and interest During the interview, detailed notes were taken.
Effectiveness of using mind-mapping techniques 15
This research aims to validate the effectiveness of the Mind-mapping technique in enhancing vocabulary acquisition, reinforcing previous studies while also sharpening teachers' skills in its application The findings are intended to serve as a valuable reference for future researchers interested in exploring Mind-mapping in vocabulary instruction Practically, the study is expected to benefit not only the researcher but also teachers and students at Luong Dac Bang High School during the 2021-2022 academic year The researcher anticipates gaining a deeper understanding of vocabulary teaching techniques, while English teachers can incorporate Mind-mapping alongside other methods to engage students more effectively, moving away from traditional approaches This innovative strategy is expected to enrich students' vocabulary, increase their enthusiasm for learning, and improve long-term retention and recall of vocabulary Ultimately, school leaders can recommend the adoption of appropriate teaching techniques, enhancing overall teaching effectiveness and benefiting the school community.
The analysis of questionnaire results sought to address the study's first question regarding the assessment of the mind-mapping technique in vocabulary teaching among 12th graders at Luong Dac Bang High School The questionnaire comprised six statements designed to gauge students' attitudes towards the researcher’s intervention Specifically, items 1, 2, and 3 focused on students' perceptions of the mind-mapping technique, while items 4, 5, and 6 evaluated its effectiveness in enhancing vocabulary retention The detailed assessments of students' views on the mind-mapping technique are presented in the following table.
Numbers of students agreeing and strongly agreeing
Percentage of students agreeing and strongly agreeing
Table 1: Positive attitudes of the students toward mind-mapping technique
(4)AgreeNumber (%) Number (%) Number (%) Number (%) of sts of sts of sts of sts
It is interesting to learn English vocabulary with what the teacher’s done
2 The activities give me more pleasure
The activities applied to learn vocabulary are creative
4 I find it easy to remember new words
5 The activities help retain vocabulary longer
The activities help to activate prior knowledge and link to new items
Table 2: The students’ opinions about the teacher’s activities
It can be clearly seen from the above tables 1 and 2 that there were 90 students who got involved in answering the questions
A survey conducted among 90 students revealed that 95.56% found the use of Mind Mapping for vocabulary learning to be engaging, with 86 students expressing agreement or strong agreement Additionally, an impressive 97.78% (88 students) reported that Mind Mapping provided them with more enjoyment compared to traditional methods, with only two students disagreeing Furthermore, 97.78% of the students acknowledged the creativity fostered by Mind Mapping, as 88 students indicated that creating branches from a central idea allowed them to think more creatively about vocabulary and related knowledge.
The results from questions 1, 2, and 3 in Tables 1 and 2 are illustrated through pie charts (Figures 12, 13, and 14), which use distinct colors to represent varying levels of agreement and disagreement.
Figure 12: It is interesting to learn English vocabulary with mind-mapping technique
Figure 13: Students’ opinions on pleasure when learning with mind-mapping technique
Figure 14: Students’ opinions on the creativity when learning with mind-mapping technique
Numbers of students agreeing and strongly agreeing
Percentage of students agreeing and strongly agreeing
Table 3: The students’ positive evaluation on the effectiveness of the mind-mapping technique
From the table 1 and 3, it is not difficult to realize that questions 4, 5 and 6 are of importance in discovering the effectiveness of Mind-mapping technique in learning vocabulary
The results of question 4 revealed that all most all the respondents (98.88 %) found it easy to remember new words Especially, a large number of students (76 students) totally agreed with this opinion
The findings from question 5 indicate that a significant majority of students hold a positive attitude toward the Mind-mapping technique for vocabulary learning, as it enhances vocabulary retention Specifically, 88 students, accounting for 97.78%, affirmed that Mind-mapping activities contribute to longer retention of learned vocabulary.
In question 6, students were asked if the Mind-mapping technique aided in activating their learned vocabulary and connecting it to new concepts Remarkably, over 98.8% of students affirmed that Mind-mapping significantly enhanced their vocabulary retention during lessons, with only one student disagreeing.
In a recent study, an impressive 98.88% of students agreed that mind-mapping effectively connected their prior knowledge with new information, enhancing their ability to transfer and apply what they learned to new situations By placing a key word or phrase at the center of a mind map, learners were able to activate their existing knowledge, leading to repeated revision and improved retention.
The findings from questions 4, 5, and 6, as presented in Tables 1 and 3, are visually represented through pie charts (Figures 15, 16, and 17) that utilize distinct colors to indicate varying levels of agreement and disagreement.
Figure 15: Students’ opinions on the statement “I find it easy to remember new words.”
Figure 16: Students’ opinions on the statement “The activities help retain vocabulary longer”
Figure 17: Students’ opinions on the statement “The activities help activate prior knowledge”
Strongly agreeAgreeDisagreeStrongly disagree
The results from the questionnaires indicate that the Mind-mapping technique is an effective method for learning vocabulary Feedback from 12th-grade students reveals a positive attitude towards the use of Mind-mapping in vocabulary instruction, with nearly all students expressing favorable assessments of this technique.
A significant 97.04% of students reported that mind mapping techniques enhance their interest, enjoyment, and creativity in learning Additionally, 98.51% of respondents acknowledged the effectiveness of these techniques in facilitating the retention of new vocabulary, improving memory recall, and connecting prior knowledge to new concepts.
In brief, from the results of data collected from questionnaire, the researcher realizes that applying Mind-mapping techniques in her lesson is efficient
The effectiveness of the Mind Mapping technique in enhancing English vocabulary outcomes for 12th graders at Luong Dac Bang High School was assessed through a series of tests, including pre-tests and post-tests The analysis of these scores aimed to address the research question regarding the impact of Mind Mapping on students' vocabulary development.
All students underwent a pre-test and two post-tests to evaluate the effectiveness of the Mind-mapping technique in vocabulary learning The first post-test aimed to identify any differences in results compared to the pre-test, while the second post-test assessed students' retention of vocabulary after the intervention.
In this study, students were categorized into five distinct performance groups: excellent (85-100), good (70-80), average (50-65), poor (30-45), and very poor (0-25) In Vietnam, a score of 5, which corresponds to 50 points in this evaluation, is recognized as the minimum passing mark.
The collected results of the tests were calculated, analyzed and presented in the forms of charts and tables
IN PRE-TEST IN POST-TEST 1 IN POST-TEST 2
Table 4: Mean score of tests
Clearly seen from table above, the minimum score of the pre-test is 15, that of post-test
The pre-test scored a maximum of 80, with a minimum score of 35, resulting in a gap of 45 points In contrast, both post-test 1 and post-test 2 achieved maximum scores of 90, with post-test 1 having a minimum score of 35 and post-test 2 a minimum score of 25, creating gaps of 55 points and 65 points, respectively Overall, the score gaps between the minimum and maximum scores for the assessments are 45 points for the pre-test, 55 points for post-test 1, and 65 points for post-test 2.
The analysis of the pre-test and post-test 1 scores reveals a significant improvement in student performance, despite a consistent gap of 60 points between the minimum and maximum scores The mean score increased from 40.11 in the pre-test to 63.33 in the post-test 1, indicating a rise of 23.22 points Additionally, the maximum score in post-test 1 reached 95, surpassing the pre-test maximum of 80, while the minimum score also improved from 15 to 35 points This data highlights a notable enhancement in test quality and student achievement following the treatment.
More importantly, there is little change in mean score between post-test 1 and post-test
Sample lessons 23
I Aim: To help students understand the passage about a job interview
1 Educational aim: By the end of the lesson, students will be able to know some factors that would help them succeed in a job interview
- General knowledge: Students know about future jobs - Vocabulary: Words related to jobs and job interview
- Guessing the meaning of some new words in context
- Applying some micro-skills in reading
+ Competence: self-study; problem-solving; communication, cooperation, using language + Attitude: Raise Ss’ awareness of the preparation for jobs in the future
- Teacher: Textbook, lesson plan, workbook, hand-outs, pictures, cassette, power point presentation, etc
- Students: Textbooks, notebooks, workbooks, etc
- Students may need help with discussion task, so teacher should be ready to help them.
Content Teacher’s activities Students’ activities
→ Lead to the new lesson:
1.Which job do you like best?
2.Have you ever had a job interview?
Tick ( ✓ ) the factors that you think would help you in a job interview
- having a good sense of humour
+ résumé [`rezjumei] (n) ~ curriculum vitae -> Using real
- Ask students to stand in 4 lines.
- Give a key word, ask students of each group to write down as many jobs as possible in the given time
- Check students result, then announce the winner
- Ask students to work in groups of 4 to tick (✓) the factors that they think would help them in a job interview
- Ask students to give reasons for their choice.
- Follow steps of presenting vocabulary
- Work in groups of four to tick (✓) the factors that they think would help them in a job interview.
+ recommendation [, rekə men'dei∫n] (n) -> Vietnamese translation
+ jot down (v phr) ~ note down / write
+ enthusiasm [in'θju:ziổzm]ju:ziổzm]
These words are from the passage.
Look back to the text and circle the best meanings A, B, C:
2 C a short-written account of someone’s education and previous jobs.
Task 2: Decide whether the following statements are true (T) or false (F):
- Ask students to do Task 1 individually
- Check students’ answers, ask others to comment.
- Ask students to do Task 2 in pairs
- Walk round to control students’ activity.
- Ask students to compare their answers with other pairs.
- Ask students to give the way to correct the statements if the answer is False.
- Check students’ answers, and comment
- Compare the answers with other pairs
Which pieces of advice given in the passage do you find most useful and least useful? Why?
- Each student draws a Mind-map of his / her own
- Be ready for Unit 6- B Speaking
- Hand out colour pencils, and one sheet of A0 paper
- Ask students to free their mind to create mind-map of their own by using the key word given
(Explain that students can use ideas in/ outside the passage.)
- Walk round the class to observe the whole class
- Ask students to hang papers with Mind-maps on the board when the time is over
Mind-maps and give comments
- Show teacher’s Mind-map that had been prepared beforehand on the projector’s screen in order for students to compare to theirs.
- Ask students to use colour pencils to design Mind-maps of their own.
- Work in groups to create their Mind-map.
- Hang papers with Mind-maps on the board when the time is over.
- Listen to the teacher’s and their friends’ comments.
- Study teacher’s Mind-map and make comparisons.
I Aim: To help students talk about jobs and their choices of jobs in the future.
1 Educational aim: By the end of the lesson, students will be to give opinions about choices of jobs
- General knowledge: Students know about future jobs
- New words: Words related to future jobs
3 Skills: Taking turns, giving opinions
+ Competence: self-study; problem-solving; communication, cooperation, using language. + Attitude: Raise students’ awareness of the preparation for jobs in the future.
- Teacher: Textbook, lesson plan, workbook, hand-outs, pictures, cassette, board and chalk, etc.
- Students: Textbooks, notebooks, workbooks, etc.
Students may need help with discussion task, so teacher should be ready to help them.
Time Content Teacher’s activities Students’ activities
1 Take two tablets a day after meal
2 You will have a test next week
4.We have to bumper crop this year
5.Please fasten your seatbelt before the plan takes off
6 You’ve passed the red light.
Can I check your driving license?
7 Our next destination is Phong
Nha Cave It’s rather cold inside the cave so you should bring warm clothes
8 What would you like to order?
- Divide the class into 2 groups
- Read 8 sentences that farmers, doctors, teachers
- Tell students to listen and guess the job by calling out its name
- The first group to speak out the name of the job will get one point The group with more points wins the game
After the game, announce the winner
- Work in 2 groups Listen to the 8 sentences read by the teacher and guess the job
5 air- hostess 6.traffic warden/ police
Task 1: Match a job in A with at least two descriptions in B
1.a doctor: - take care of people’s health
3 a tourist - find good and safe hotels for guide customers.
- take people to places of interest
4 a writer: - create imaginary characters and events
B: A doctor is the one who helps save people’s lives
/- A doctor is the one who takes care of people’s health
- A farmer is the one who constructs irrigation systems / A farmer is the one who applies new farming techniques
*- What does a tourist guide do?
- A tourist guide is the one who takes people to places of interest / A tourist guide is the one who find good and safe hotels for customers
- A writer is the one who tells stories through pictures / A writer is the one who creates imaginary characters and events.
- Ask students to work in pairs to match a job in A with at least two descriptions in B
- Go around the class to offer help if necessary
- Call some Ss to answer in front of the class
- Give feedback and correct answers
- Give the model to ask and answer about jobs
- Ask students to work in pairs to ask and answer about jobs
- Call on some pairs of students to ask and answer in front of the class
- Give feedback and correct answers
- Work in pairs to match a job in A with at least two descriptions in B
- Some students answer in front of the class
- Work in pairs to ask and answer about jobs.
- Some pairs ask and answer in front of the class
Task 2: Make a Mind-map using the following key word given
Task 3: Discuss which of the jobs in column A you would/ wouldn’t like to do Explain why/ why not
- Divide the class into 4 groups
- Hand out colour pencils, and one sheet of A0 paper
- Ask students to free their mind to create mind-map of their own by using the key word given
(Explain that students can use ideas in / outside the lesson.)
- Walk round the class to control students’ activities
- Ask students hang papers with Mind-maps on the board when the time is over
- Check students’ Mind- maps and give comments
- Show teacher’s Mind- map that had been prepared beforehand on the projector’s screen in order for students to compare to theirs
- Explain the meaning of some words that students do not know
- Ask students to work in pairs to do task 3
- Tell students to use words / ideas in the mind-maps that have been created
- Work in groups to create their Mind- map
- Hang papers with Mind-maps on the board when the time is over
- Listen to the teacher’s comments
- Study teacher’s Mind-map and make comparisons
- Work in pairs to do task 3
*- What would you like to be in the future?
- I would like to work as a pilot
- Go around the class to offer help if
- Because working as a pilot would be a challenging job I would have a chance to travel around the world and meet many interesting people
*- What wouldn’t you like to be in the future?
- I wouldn’t like to be an electrician
- - Because working as an electrician would be a dangerous job I may get electric shocked / I may be killed by electricity
Task 4: Talk about the job you dream to do after you finish school, using the following cues:
- Who you will work with
- The salary you may get paid
- Call on some pairs of students to act out in front of the class
- Put Ss to work in groups of 4 or 5 to talk about the job they dream to do after they finish school
- Go around the class to offer help if necessary
- Comment on what students have talked about
- Some pairs act out in front of the class
- Work in groups of 4 or
5 to talk about the job they may do after they finish school
- The leader of each group presents the group’s ideas.
Salary you will get paid
Place where you will work
I aspire to become a tourist guide, as it offers a rewarding and exciting opportunity to explore diverse destinations around the globe while connecting with fascinating individuals from various cultures.
I work for a foreign tourist company,
I seek a high-paying job that offers valuable experiences while enhancing my English speaking and listening skills As a sociable and confident individual, I am dedicated to hard work and eager to explore the world beyond my home.
- Summary the lesson by a mind- map - Prepare for the new lesson
“In no more than 100 words, write about the job you would like to work in the future you have just talked about.”
I Aim: To help Ss know more about jobs, their choices of jobs in the future and help them understand some of the changes in the US job market
1 Educational aim: Students should know about future jobs and recent changes in job market
- General knowledge: Students learn more about jobs - New words: Words related to future jobs and workforce
3 Skills: - Filling in missing information
- Deciding on True or False statements
+ Competence: self-study; problem-solving; communication, cooperation, using language
+ Attitude: Raise Ss’ awareness of jobs in the future
- Teacher: Textbook, lesson plan, workbook, hand-outs, pictures, cassette, board and chalk, etc
- Students: Textbooks, notebooks, workbooks, etc
- Ss may need help with discussion task, so teacher should be ready to help them
Time Content Teacher’s activities Students’ activities
I WARM- UP : Fill in the diagram with kinds of suitable jobs given in the box
Washing cars, teaching, taking care of sick people, making cake, producing cars or planes, accounting, engineering, banking, driving cars, selling, financing, mining, electrical jobs, chemical jobs
Service jobs : washing cars, teaching,
- Ask students to work in groups to fill in the diagram with kinds of suitable jobs given in the box.
- Go around the class and offers help if necessary.
- Call on some students to answer in front of the class.
- Work in groups to find in the diagram with kinds of suitable jobs given in the box.
- Some students answer in front of the class.
16’ taking care of sick people, accounting, engineering, banking, driving cars, selling, financing
Manufacturing jobs: producing cars or planes, making cake, mining, electrical jobs, chemical jobs
- Manufacturing jobs are jobs in which people make something or produce things
- Service jobs are jobs in which workers provide services or do something
1 Asking and answering the question:
Which is the most popular job in
- To predict [pri'dikt]: dự đoán
- shift(n) [∫ift]: sự thay đổi (vị trí, hình dạng, bản chất)
- work force (n) [wə :k fɔ :s]: lực lượng lao động
- retail (n) ['ri:teil]: bán lẻ
Task 1 : Listen to the passage and fill in the missing words in the boxes correct answers.
- Explain service jobs and manufacturing jobs.
- Have students work in pairs to ask and answer the question
- Go around the class to offer help if necessary
- Call some students to answer in front of the class
- Help students read words by word
- Ask students to repeat in chorus and individual and write them down
- Ask students to read through the
- Read new words after the teacher.
- Repeat in chorus and individual and write them down
-Read through the information computer programmer accountant teacher lawyer nurse
Task 2 : Listen again and decide whether the statements are true or false
5.F (nine out of every ten/ 90% workers will work in service jobs)
- Draw a mind-map on future jobs by using ideas in and outside the lesson
- Prepare the new lesson - Writing information in the boxes
- Play the CD player and let students to listen to the passage
- Play the CD player the second time for students to fill in the missing words in the boxes
- Let students read the statements for about 1 or 2 minutes
- Play the CD player again for students to listen
- Call on some students to give the answers
- Have the others listen and make correction if necessary
- Ask students to work in 4 groups to summarize the passage using mind-maps.
- Go around the class and offers help if necessary
- Call on the leader of each group to summarize the passage.
- Assign homework. in the boxes
-Listen attentively and fill in the missing words in the boxes
- Read the statements for about 1 or 2 minutes
-Some students to give the answers in front of the class
- Listen to the teacher and take notes.
- Work in 4 groups to summarize the passage by using mind- maps
- The leader of each group summarizes the passage
Listen to the teacher and take notes.
CONCLUSION AND PETITION 35
The focus of the research is applying mind-mapping techniques to improve the 12 th graders’ English vocabulary at Luong Dac Bang high school
As stated in this research, the author has been concerned with discovering the usefulness of using mind-mapping techniques to teach vocabulary to the students of grade
At the author's high school, research was conducted to explore two specific questions by analyzing data collected from questionnaires, pre-tests, post-tests, and interviews.
Based on the data analysis results of using mind-mapping techniques to improve the
The study on 12th graders' English vocabulary confirms that the researcher is on the right track to achieving the study's objectives Consequently, this research offers valuable insights for English teachers and students at Luong Dac Bang High School, as well as for other researchers in the field.
Firstly, to teachers of English at Luong Dac Bang High School:
Teachers play a vital role in enhancing student learning outcomes, particularly in English language acquisition By incorporating mind-mapping techniques into vocabulary instruction, educators can create engaging classroom activities that motivate students It is essential for teachers to adopt innovative approaches when teaching English, especially in vocabulary development, to foster a more effective learning environment at Luong Dac Bang High School.
Students must enhance their vocabulary skills in English, as it is a crucial component of the GCSE examination To achieve this, they should engage actively and creatively during lessons Utilizing mind-mapping techniques can significantly aid in vocabulary acquisition and the development of other English skills Additionally, these techniques can be beneficial for studying various subjects, fostering a more comprehensive learning experience.
Lastly, to the future researchers:
Future researchers can benefit from this study, as it serves as a valuable reference for those exploring vocabulary acquisition through Mind Mapping in language teaching The findings of this action research are recommended as supplementary material for their own investigations.
Hoằng Hoá, ngày …… tháng 05 năm 2022 Người viết
1.Bielska, J (2011) Action Research in Teacher Development: An Overview of Research
2 Brown, D J (2005) Testing in Language Programs New York Mc: Graw-Hill
3 Buzan, T (1993) The Mind Mapping Book London: BBC Books
4 Buzan, T (2010) The Mind Map Book: Unlock Your Creativity, Boost Your Memory, Change Your Life 1sted, BBC Worldwide England
5 Casco M (2009) The Use of “Mind Maps” in the Teaching of Foreign Languages. Retrieved from http://www.madycasco.com.ar/articles/ mindmaps PDF
6 Hofland, C (2007) Mind Mapping in the EFL Classroom Graduation Paper, Fontys Teacher Training College
7 Harmer, J (1998) How to Teach English Pearson Education limited Edinburgh gate, Harlow, Essex CM20 2JE, England
8 Hopkins, D (2008) A Teacher’s Guide to Classroom Research Philadelphia: Open University Press
9 Kurniawati, I (2011) Improving Students’ Vocabulary Mastery Through Mind Mapping
Strategy English Department of Education, Faculty State Islamic Studies Institute (Stain)
10 Moi, W G & Lian, O L (2007) Introducing Mind Mapping in comprehension. Singapore: Educational research association
1 Đỗ Thị Lan Anh (2010) Using Movies and Videos to Teach English Vocabulary to the
Tenth Form Students Unpublished MA Thesis, CFL-VNU
2 Nguyễn Thị Kim Chi (2010) Techniques in Teaching Vocabulary to Young Learners at
ILA School Unpublished MA Thesis CFL-VNU
3.Ngô Xuân Minh (2009) Vocabulary Level and Vocabulary Learning Strategies of First
Year ULIS English Majors Unpublished MA Thesis, VNU
APPENDIX 1 THE STUDENTS’ OPINIONS ABOUT THE TEACHER’S ACTIVITIES
This survey consists of six questions aimed at gathering your opinions on vocabulary learning and feedback on the teacher's activities Your participation is greatly valued, and all responses will be kept confidential, used solely for research purposes.
Thank you very much for your cooperation!
(Please put a tick () in the appropriate column) (1) Strongly Disagree (2) Disagree
1 It is interesting to learn
English vocabulary with what the teacher’s done
2 The activities give me more pleasure
3 The activities applied to learn vocabulary are creative
4 I find it easy to remember new words
5 The activities help retain vocabulary longer
6 The activities help to activate prior knowledge and link to new items
APPENDIX 2 SEMI-STRUCTURED INTERVIEW QUESTIONS
I am Ho Thi Minh Thai, a teacher of English at Luong Dac Bang High School I am conducting my study of using mind-mapping technique to improve the students’ vocabulary
Thank you very much for participating in my research After the lesson with the use of mind-maps, I would like to know your opinions towards the lesson
Once again, thank you for your kind cooperation!
An interview was conducted with 15 students from the Experimental Group to gather their opinions on using mind maps and diagrams for vocabulary instruction The interviews took place immediately after a lesson utilizing mind maps, ensuring a fresh perspective on the technique The questions aimed to explore students' views on vocabulary learning, their feedback on the effectiveness of mind maps in teaching vocabulary, and any challenges they encountered while using this method.
1 How do you find the teacher’s activities?
2 What effects do the teacher’s activities have on your vocabulary learning in the lessons?
3 What are possible difficulties in learning vocabulary with what the teacher’s done?
4 Do you desire to continue learning vocabulary with the teacher’s techniques?
APPENDIX 3 THE STUDENTS’ OPINIONS ABOUT THE TEACHER’S ACTIVITIES
(The number and the percentage of students)
(Please put a tick () in the appropriate column) (5) Strongly Disagree (6) Agree
Number of sts (%) Number of sts (%) Number of sts (%) Number of sts (%)
It is interesting to learn English vocabulary with what the teacher’s done
The activities give me more pleasure 2 2.22 61 67.78 27 30
The activities applied to learn vocabulary are creative
4 I find it easy to remember new words
The activities help retain vocabulary longer
The activities help to activate prior knowledge and link to new items
APPENDIX 4 Positive attitude of students toward Mind Mapping technique Questions Numbers of students agreeing and strongly agreeing
Percentage of students agreeing and strongly agreeing Average percentage
APPENDIX 5 The students’ positive evaluation on the effectiveness of the MM technique
Numbers of students agreeing and strongly agreeing
Percentage of students agreeing and strongly agreeing Average percentage
APPENDIX 6 PRE-TEST Time Allowance: 15 minutes
I Look at the picture and match each picture with a suitable given job
A Lawyer B Dentist C Lecturer D Tour guide E policeman
What job is each person in the picture?
II Choose one best answer to complete the sentences
6 You shouldn't wear casual clothes to an interview The word casual is closest in meaning to
7 Not all teenagers are well _ for their future job when they are at high school
8 Some days of rest may help to _ the pressure of work
9 His work involves helping students to find temporary _ during their summer vacation
10 It is _ to fail a job interview, but try again
11 Many children are under such a high _ of learning that they do not feel happy at school.
12.You should ask the interviewer some questions about the job to show your _ and keenness
13.The this position starts at $ 3000,000 per year
14.I am so _ that I cannot say anything, but keep silent
15.People under a lot of may experience headaches, minor pains, and sleeping difficulties
16 Being well-dress and punctual can help you create a good _ on your interviewer
17 As you are sixty-three years old, you are for this job
III Find and correct the underlined part that needs correction in each of the following questions
18 If you are offered the position, congratulations! If you do not get the job, try not to be
19 You should concentrate in what the interviewer is saying and make a real effort to answer
A B C the all questions the interviewer asks
20 The most important change in the American workforce has been the shift from
A B manufactured jobs to service jobs
POST-TEST 1 Time Allowance: 15 minutes Full name: ………
I Look at the picture and complete the missing words; the first letter has been given as a cue
II Choose one best answer to complete the sentences
6 When you come to the interview, do not forget to bring letters of from your teachers or your previous employers
7 You should show the that you are really keen on the job you have applied
8 In this business, the risks and the are high
9 He filled in the necessary forms and for the position of an accountant of that company
10 The main attraction of the job was that it offered the to do research
11 The interviewer looked at her , asked her a few questions, and then offered her the job
12 She often reads newspapers and look through the Situations _ columns every day, but up to now she has not found any job yet
13 They are aware that this will be their last chance to succeed
14 If you do not know something about the more technical aspects of the job, admit it and that you are willing to learn
15.It a bad impression if you’re late for an interview
16 You should concentrate on what the interviewer is saying and make a real effort to answer all the questions
A look at B listen to C try your best D focus your attention on
17 Look at the American _ and see how it is changing The most important change has been the shift from manufacturing jobs to service jobs
III Find and correct the underlined part that needs correction in each of the following questions
18.If you are offered the position, congratulations! If you do not get the work, try
A B C not to be too disappointed
19.You should concentrate on what the interviewer is saying and make a real effort
A B C to answer all the questions the interview asks
D 20.The most important change in the American workforce has been the shift from
A B manufacturing jobs to service works.
Time Allowance: 15 minutes Full name: ………
I Use these pictures as suggestions and complete the missing word(s) in each definition
1 She works in the field or on a farm and applies new farming techniques She is a / an
2 His responsibility is to help save people’s lives He is a / an
3 This is the person who installs and maintains electrical equipment He is a / an
4 A / An is a person who is trained to fly a plane or operates the flying controls of an aircraft
5 A / An is a man who works in a restaurant, serving people with food and drink
II Choose one best answer to complete the sentences
6 When coming to the interview, you should remember to bring letters of recommendation from your teachers or your previous bosses The word recommendation is closest in meaning to
7 If you are _ for a particular job, someone asks you questions about yourself to find out whether you suitable for it or not
8 The company him for his years of service with a grand farewell party and several presents
9 Before _ for a position, check whether you can fulfill all the requirements from the employer
10 The exhibition is a unique to see her later work.
11.Before the interview, you have to send a letter of application and your résumé to the company The word résumé is closest in meaning to
A recommendation B reference C curriculum vitae D photograph
12 A / An is a job that no one is doing and is therefore available for someone new to do
13 The interviewer gave his consent to John's _ for work and promised to give him a job
14 Her job was so _ that she decided to quit it
15 Below are some pieces of advice that can help you reduce the feeling of pressure and a good impression on your interviewer.
16.You should concentrate on what the interviewer is saying and make a real effort to answer all the questions
A focus your attention on B listen to C try your best D look at
17 Much of the in the banking sector is affected by the new legislation
III Find and correct the underlined part that needs correction in each of the following questions
18 If you are offered the vacancy, congratulations! If you do not get the job, try not to
19 You should concentrate on what the interviewer is saying and take a real effort to
A B C answer all the questions the interviewer asks
20 The most important change in the American job force has been the shift from
A B manufacturing jobs to service jobs
APPENDIX 10 MEAN SCORE OF TESTS
IN PRE-TEST IN POST-TEST
PRE-TEST POST-TEST 1 POST-TEST 2 Number of students % Number of students % Number of students %
PRE-TEST POST-TEST 1 POST-TEST 2
QUESTION ANSWER QUESTION ANSWER QUESTION ANSWER
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