What are the 05+ sample essays on an event depicting the tradition of "Be grateful for what you have" for 4th-grade students in Vietnam?
What are the 05+ sample essays on an event depicting the tradition of "Be grateful for what you have"?
Students can refer to the following sample essays on an event depicting the tradition of "Be grateful for what you have":
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Sample 1 |
| Sample 2 During this Lunar New Year, I participated with my parents in a program to visit and gift families of veterans and martyrs in my village. Our group included members of the veterans' association, youth union members, and some students from our school. The first house we visited was that of Mr. Hai, a veteran who participated in the resistance war against the Americans. When we arrived, he was sitting on an old wooden chair, gently looking out to the yard. My father represented the group, wishing him health and presenting a Tet gift. Mr. Hai was moved, holding our hands, recounting the harsh years of battle. He shared that despite the bombs and bullets, the soldiers stood firm and determined to protect every inch of the homeland. After bidding farewell to Mr. Hai, we continued to visit Mrs. Hanh, a martyr's widow. She lived alone in a small but tidy house. Receiving the gift from our group, she tearfully expressed that just knowing the younger generations remember the sacrifices of the martyrs warmed her heart. This visit helped me understand more about the immense contribution of the heroic martyrs and the losses that war left behind. I vowed to always be grateful and remember the tradition of "Be grateful for what you have" of our nation. |
| Sample 3 Every year, on the 10th of March in the lunar calendar, people across the country turn towards Hung Temple to commemorate the merits of the Hung Kings in nation-building. This year, I had the opportunity to join my family in Phu Tho to attend the Hung Kings’ Death Anniversary, a sacred event steeped in the tradition of "Be grateful for what you have" of our people. From early morning, tens of thousands of people from all over congregated at the Hung Temple historical site. Streams of people formed long lines ascending the stone steps leading to the Upper Temple. Upon reaching the top, I felt the solemn atmosphere, with people respectfully lighting incense at the altar of the Hung Kings. My family also offered incense and prayed for the eternal prosperity of our country and the well-being of our people. Besides the incense offering, there were many cultural activities such as the parade, folk performances, and cooking contests of sticky rice cakes and round cakes. I was delighted to watch the artisans demonstrating the cake wrapping technique and listened to stories about the traditional cakes - symbols of gratitude to our ancestors. The ceremony truly deepened my understanding of the tradition of "Be grateful for what you have." I feel fortunate to be born in a country with such a rich history and beautiful culture. I promise to study hard to contribute to making my homeland even more prosperous. |
| Sample 4 On Martyrs and Wounded Soldiers Day, July 27, our school organized a ceremony to offer incense at the Martyrs' Cemetery of the commune. Early in the morning, we gathered at the school gate, all neatly dressed in uniforms with bright red scarves on our chests. Our homeroom teacher reminded us to maintain a respectful and reverent attitude when visiting the resting place of the heroic martyrs. As we arrived at the cemetery, we were greeted by rows of headstones, recording the names of those who sacrificed for the nation. Incense smoke wafted in the air, adding to the solemn atmosphere. Representatives from the school and local authorities took turns offering incense at the Monument. After that, we were assigned to clean, weed, and light incense on each grave. Looking at the headstones engraved with the martyrs' names, I felt a surge of deep emotion and gratitude. The ceremony ended, but the pride and gratitude for those who sacrificed for the country remained in my heart. I promise to study hard to be worthy of their noble sacrifices. |
| Sample 5 On National Day, September 2, my parents took me to visit Uncle Ho's Mausoleum. It was an incredibly interesting trip for me. The bus departed at seven-thirty in the morning. After about thirty minutes, we arrived. According to the teacher's arrangement, the entire class lined up in two rows and moved towards Uncle Ho’s Mausoleum. From a distance, I could see the large structure of Uncle Ho's Mausoleum. Along the path to the mausoleum were lush green bamboo rows. The class orderly moved in line into the mausoleum. The soldiers guarding the mausoleum stood solemnly. Inside, I felt quite cold. The teacher explained that the mausoleum had to maintain a low temperature to preserve Uncle Ho's body. The atmosphere inside was silent and solemn. Uncle Ho lay there as if asleep. His gentle face resembled the pictures I had seen. Seeing Uncle Ho made me extremely happy. Unfortunately, soon after, we had to move outside. After visiting the mausoleum, the teacher took us to visit Uncle Ho's stilt house, fish pond, and the Ho Chi Minh Museum. She told the class many fascinating stories about Uncle Ho. After the visit to the mausoleum, I gained a wealth of new knowledge. I feel proud that our country had such a great person as Uncle Ho. |
Note: The information is for reference only!
What are the 05+ sample essays on an event depicting the tradition of "Be grateful for what you have"? (Image from the Internet)
What are the objectives of the 4th-grade Vietnamese language subject?
Under Section 3 of the Appendix of the General education program in Literature subject issued with Circular 32/2018/TT-BGDDT, there are 3 objectives of the 4th-grade Vietnamese language subject as follows:
{1} Helping students continue to develop good qualities formed during primary school; enhancing and expanding the requirement for quality development with specific expressions such as:
+ Having pride in national history and literature;
+ Having dreams and aspirations, and a spirit of self-learning and self-respect,
+ Having a sense of citizenship, and respecting the law.
{2} Continuing to develop general competencies, language competencies, and literature competencies formed in primary school with higher achievement requirements. Developing language competencies with requirements:
+ Differentiating types of literary texts, argumentative texts, and informative texts;
+ Understanding both explicit and implicit content of different text types;
+ Writing coherent, logical, properly structured, and methodologically expressive narrative, descriptive, emotional, argumentative, explanatory, utilitarian essays;
+ Speaking clearly, and coherently; possessing a confident attitude, suitable to communicative circumstances; listening with an appropriate attitude.
{3} Developing literary competencies with the requirements:
+ Differentiating genres of stories, poetry, literature scripts, and some specific subgenres;
+ Recognizing literary language features, analyzing the effects of form elements and artistic measures associated with each literary genre;
+ Recognizing expressive, cognitive, aesthetic values; analyzing the figurative nature, content, and form of literary works;
+ Being able to create some literary products.
What are the objectives of teaching the 4th-grade Vietnamese language subject?
Under subsection 2, Section 3 of the General Education Program for Literature issued together with Circular 32/2018/TT-BGDDT, the objectives of teaching the 4th-grade Vietnamese language subject are as follows:
- Helping students form and develop key virtues with specific expressions such as love for nature, family, and homeland; having a sense of origin; fondness for beauty and goodness with wholesome emotions; interest in learning and a passion for labor; honesty and straightforwardness in learning and living; having a sense of responsibility towards oneself, family, society, and the environment.
- Helping students initially form common competencies, develop linguistic competency across all skills of reading, writing, speaking, and listening at a basic level: reading accurately and fluently; understanding the main content and information of texts; correlating and comparing outside texts; writing with correct spelling and grammar; writing several sentences, paragraphs, and short essays (mainly narrative and descriptive); speaking clearly; and understanding the speaker's opinions.
Developing literary competency requires distinguishing between poetry and stories, understanding how to read poems and stories; recognizing the artistic beauty of words; having imagination, and feeling and understanding the beauty and goodness of people and the world as depicted in literary texts.
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