What are the 03 sample paragraphs expressing feelings and emotions about a hometown festival? Is knowing how to read in different ways one of the required outcomes regarding the reading section under the Vietnamese language curriculum for 5th-grade students?
What are the 03 sample paragraphs expressing feelings and emotions about a hometown festival?
Below are 03 sample paragraphs expressing feelings and emotions about a hometown festival:
Sample 1
| Every time the Tet and spring come, my hometown is bustling with the vibrant atmosphere of the traditional village festival. This is the moment I always look forward to, not only because I can immerse myself in the joyful atmosphere but also deeply feel the cultural beauty of my homeland. Early in the morning, the sound of festival drums eagerly rings out, and villagers dress in bright costumes, eagerly gathering at the communal yard. My favorite moment is the procession, when the solemn and majestic procession marches with octet music, creating a sacred and magnificent scene. The festival atmosphere is even more animated with folk games like tug of war, swing games, blindfolded goat-chasing – the cheering sounds echoing across the sky. Particularly, the wrestling competition and the spectacular dragon dance performances always captivate me, allowing me to feel the strength and solidarity of the people in my hometown. During the early spring days, the festival is not only an occasion for fun but also a bond that connects community spirits, making me love and be proud of my hometown even more. |
Sample 2
| Every spring, my hometown is lively with the cheerful atmosphere of the village pagoda festival—a beautiful cultural tradition deeply etched in my mind since childhood. From early morning, the roads are bustling with laughter, and the festive drums resound invitingly, urging everyone to join the festival space. My favorite moment is witnessing the solemn procession, with colorful flags fluttering and the village elders in long dresses and turbans, with a respectful demeanor. The festival is not only a spiritual event but also an opportunity for everyone to gather and share the joy of the new year. After the solemn rituals, the festival bursts with excitement with a series of folk games like swing games, tug of war, and cockfighting, attracting many participants. The crispy laughter of children and the vibrant applause make the atmosphere more exciting than ever. Every time I participate in the festival, I feel the warmth of community ties and the pride in my hometown's traditions. The festival not only brings joy but also helps me love and connect more with the land where I was born and raised. |
Sample 3
| Every year, during the early spring, my hometown is bustling with the excitement of the traditional boat racing festival on the gentle hometown river. Early in the morning, people gather on both sides of the riverbanks awaiting the festival's commencement. The dragon boats are brightly decorated, standing out against the sparkling water under the spring sun. When the starting signal sounds, each team rows with all their might, the paddles cutting through the water, creating white foam, synchronized with the pounding drums and enthusiastic cheers. I can feel the thrill and excitement with each powerful, rhythmic stroke of the oarsmen. Win or lose, everyone has a radiant smile, because more than a competition, the boat race is a chance for the villagers to bond and preserve the hometown tradition together. The festival is not only a joy and pride but also a thread that connects the souls of those far from home, so every mention fills my heart with a longing for the vibrant festival days in my hometown. |
Note: These three sample paragraphs are for reference only!
What are the 03 sample paragraphs expressing feelings and emotions about a hometown festival? Is knowing how to read in different ways one of the required outcomes regarding the reading section under the Vietnamese language curriculum for 5th-grade students? (Image from the Internet)
Is knowing how to read in different ways one of the required outcomes regarding the reading section under the Vietnamese language curriculum for 5th-grade students?
Under the Appendix of the General Education Program for Literature issued with Circular 32/2018/TT-BGDDT:
READING
READING TECHNIQUE
- Read accurately and expressively various texts like stories, scripts, poems, descriptive texts, with a reading speed of about 90 - 100 words per minute.
- Read silently at a faster pace than Grade 4.
- Use common Vietnamese dictionaries to find words, meanings, usage, and seek other information.
- Know how to read in different ways (skim and detailed reading).
- Make brief notes of ideas, and important details into reading cards or notebooks.
...
Thus, according to the regulation above, knowing how to read in different ways is one of the required outcomes regarding the reading section under the Vietnamese language curriculum for 5th-grade students.
When are 5th-grade students in Vietnam recognized as having completed the primary program?
According to clause 2, Article 11 of the Regulations on Primary Student Assessment issued with Circular 27/2020/TT-BGDDT, students completing the 5th grade shall be verified and recorded in their study records as “Hoàn thành chương trình tiểu học” (Completed primary education program).
Additionally, the conditions for students to be considered for completion of the 5th-grade program are:
- Receiving verification for completion of class programs are students who receive academic assessment results of: Excellent completion, Good completion, or Completion.
Notes:
- For students who have not received verification for completion of class programs, teachers prepare plans, guidance and assistance; such students shall also receive additional consideration for completion of class programs.
- For students who remain ineligible for completing class program despite receiving guidance and assistance, depending on level of incompletion of subjects, academic activities, level of formation and development of traits and capacities, teachers prepare list and report to principals in order to organize inspection, assessment and consideration and decide whether the student advances to the next grade or not.
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