What are the 03+ short sample imaginative paragraphs for 4th-grade students in Vietnam? What are the objectives of studying the 4th-grade Vietnamese language subject?
What are the 03+ short sample imaginative paragraphs for 4th-grade students in Vietnam?
Students can refer to the following short sample imaginative paragraphs for 4th-grade students in Vietnam:
| Sample No. 1: One morning, when I woke up, I suddenly found myself transformed into a small bird. I spread my wings and flew up into the blue sky. The white clouds floated like cotton, and the cool breeze lifted me higher. I flew over golden rice fields, lush green forests, and winding rivers. The chirping of birds echoed through the space, making me feel really joyful. But then, a familiar voice rang out: “Wake up, dear!” I jolted awake and realized it was only a beautiful dream! Sample No. 2: One day, I found an old magic lamp by the riverbank. When I curiously wiped it, suddenly, a puff of smoke rose up, and a giant genie appeared. He smiled and said: "I will grant you three wishes!" Excited, I wished I could fly up into the sky to touch the twinkling stars. Instantly, I soared high, touching the shimmering light of the Milky Way. But just as I was enjoying that miracle, my mother called me to wake up for school. It turned out it was all just a dream! Sample No. 3: Today, on my way home from school, I suddenly found a shiny golden leaf. Unexpectedly, the leaf glowed and said: "Hold onto me tight, and I will take you to the fairy world!" Surprised but compliant, I did as told. Immediately, a brilliant light surrounded me, and then I found myself standing in a magical forest. Talking flowers, rabbits in clothes hopping merrily. Suddenly, a fairy appeared and smiled at me. Before I could ask anything, a voice called: "Wake up, dear, it's late for school!" It turned out to be just a beautiful dream! Sample No. 4: One evening, while gazing at the starry sky, I suddenly saw a shooting star streak by and wished I could travel into space. Suddenly, a spaceship appeared before me. The door opened, and a robot stepped out, inviting me aboard. Excitedly, I stepped in, and in a flash, the spaceship zoomed up into the sky. I flew past the Moon, visited Mars, and chatted with friendly aliens. But then, a voice rang out: "Wake up, dear, it's morning!" I opened my eyes and realized it was just a magical dream! |
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*Note: Information is for reference only./.
What are the 03+ short sample imaginative paragraphs for 4th-grade students in Vietnam? What are the objectives of studying the 4th-grade Vietnamese language subject? (Image from the Internet)
What is the selection of texts for the 4th-grade Vietnamese language curriculum?
Under Section 9 of the Appendix to the General Education Program in Literature issued in conjunction with Circular 32/2018/TT-BGDDT, the selection of texts for the 4th-grade Vietnamese language curriculum is as follows:
- Based on the text selection criteria (stated in Section V) and text selection requirements (stated in Section VIII), the program constructs a list of suggested texts (materials) for each grade.
This list is not exhaustive of all class materials but serves as illustrative examples of genres, text types, topics, and suitability with student awareness and psychology, aiming to meet achievement requirements in reading, writing, speaking, and listening for each grade.
To ensure convenience and flexibility in material selection, the texts are suggested according to class groups: Grades 1, 2, and 3; Grades 4 and 5; Grades 6 and 7; Grades 8 and 9; Grades 10, 11, and 12 (Text names for all grades are alphabetically ordered A, B, C).
Textbook authors can rely on this list to select and seek additional equivalent texts in genre and difficulty for compiling, provided they meet the criteria (stated in Section V) and text selection requirements (stated in Section VIII).
- The suggested texts (materials) in this list are arranged in order of type, genre (story, poetry, drama, narrative, argumentative, informational).
The number of texts in each type, genre varies, depending on the program's achievement requirements.
The list includes both new texts and texts that have been or are currently being used in existing textbooks (arranged to fit the achievement requirements of each grade), ensuring harmony between heritage and innovation. For informational texts, the list does not introduce specific text names but merely states the themes and text types for textbook authors to freely choose.
The authors listed in this directory appear only once across all three educational levels, except for some mandatory authors and works stated in the program.
To give textbook authors direction in selecting suitable texts for group classes, this list suggests allocation for even the mandatory works.
GRADE 4 AND GRADE 5
*Story, prose
- The story of Than Nong (Vietnamese folktale)
- Guess How Much I Love You (Comic - Sam McBratney, A. Jeram)
- The Earthworm (Vietnamese folktale)
- The Wish of King Midas (Greek Mythology)
- The Green Forest's Wonder (Nguyen Phan Hach)
- A Man of Integrity (Quynh Cu, Do Duc Hung)
- Buying Glasses (Vietnamese folktale)
- Childhood Days (Nguyen Hong)
- Heartfelt People (E. Amicis)
- Ingenious Judgment (Vietnamese folktale)
- Homeland (Vo Quang)
- The Story of Tet Tree (Vietnamese folktale)
- Grand Chancellor Tran Thu Do (Ngo Si Lien)
- Letter to Students (Ho Chi Minh)
- Longing Fingers (Excerpt from Just Close Your Eyes and Open the Window - Nguyen Ngoc Thuan)
- Tottochan, the Little Girl at the Window (K. Tetsuko)
- In the Jungle (Excerpt from The Jungle Book - R. Kipling)
- ...
*Poetry, folk songs, riddles
- Song About the Earth (Dinh Hai)
- Drift Down La River (Vu Duy Thong)
- The Sea (Khanh Chi)
- Hai Phong Port (Nguyen Hong Kien)
- Folk Songs about Family Affection
- Cao Bang (Truc Thong)
- Folk Riddles about Objects, Phenomena
- Tet Market (Doan Van Cu)
- The River Wearing Clothes (Nguyen Trong Tao)
- I Think About the Earth (Nguyen Lam Thang)
- Luom (To Huu)
- My Favorite Colors (Pham Dinh An)
- The Sound of Balalaika on Da River (Quang Huy)
- Children Today, The World Tomorrow (Phung Ngoc Hung)
- The Tale of Kieu (Nguyen Du)
- Folk Tales of Our Country (Lam Thi My Da)
- In Front of the Sky Gate (Nguyen Dinh Anh)
- ...
*Play
- The Fox and the Well (Aesop)
- The Blue Bird (M. Maeterlinck)
- The Prince, Princess, and the Nine Captured Gods (Minh Phuong)
- People's Heart (Nguyen Van Xe)
- Citizen Number One (Ha Van Cau - Vu Dinh Phong)
- ...
*Informational text
- Introductions to books, films.
- Simple guides for performing a task or using a product.
- Thank-you or apology letters, greetings; applications (for absence, admission); invitations, work reports, activity programs.
- Texts explaining natural phenomena.
- Texts introducing a process.
- Advertisements (flyers, posters,...).
- ...
What are the objectives of studying the 4th-grade Vietnamese language subject?
The Vietnamese language subject is called from grades 1-5 and in lower and upper secondary levels, it is referred to as the Literature subject.
Under Section 3 of the Appendix to the General Education Program for Literature issued in conjunction with Circular 32/2018/TT-BGDDT, there are three general objectives when studying Literature as follows:
{1} To help students continue to develop the fine qualities formed in primary school; enhance and broaden the development requirements in qualities with specific manifestations such as:
+ To take pride in national history and literature;
+ To have dreams and aspirations, a spirit of self-study and self-respect,
+ To have a civic consciousness, respect for the law.
{2} To continue to develop common skills, language abilities, and literary skills formed in primary level with higher achievement requirements. To develop language ability with the requirement:
+ To distinguish types of literary texts, argumentative texts, and informational texts;
+ To comprehend both explicit and implied content within these text types;
+ To be able to write paragraphs and essays in narrative, descriptive, expressive, argumentative, expository, practical styles that are complete, coherent, logical, procedural, and incorporate expressive methods;
+ To speak clearly and coherently; with confidence and contextual appropriateness in communication; to listen and understand with an appropriate attitude.
{3} To develop literary skills with the requirements:
+ To distinguish literary genres, storytelling, poetry, narrative, script, and some specific subgenres;
+ To recognize the characteristics of literary language, identify and analyze the function of artistic elements and techniques related to each literary genre;
+ To recognize the expressive value, cognitive value, aesthetic value; to analyze imagery, content, and form of literary works;
+ To be able to create certain literary-like products.
>>> DOWNLOAD the General Education Program for Literature issued with Circular 32/2018/TT-BGDDT.
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