What are the sample paragraphs using the idiom "Dẽo Cày Giữa Đường"? What is the grade at which students in Vietnam will learn about the features and functions of idioms?

What are the sample paragraphs using the idiom "Dẽo Cày Giữa Đường"?

Students can refer to the following 03 sample paragraphs using the idiom "Dẽo Cày Giữa Đường":

Sample 1

In life, if we are not steadfast with our own goals and keep following others' opinions, we can easily fall into the situation of "dẽo cày giữa đường" (changing one's mind too often). I once witnessed a classmate facing such a situation. While preparing for a presentation, she listened to too many inputs from others without having her own standpoint, resulting in a chaotic and unfocused work. As a result, she did not earn the high grade she wanted and felt very disappointed. From that story, I realized that listening is good, but more importantly, one must know how to filter and maintain their own stance. If we continuously change without considering carefully, we will never achieve good results.

Sample 2

In life, listening to others' opinions is necessary, but without having your own viewpoint, you can easily end up being "dẽo cày giữa đường". I encountered this situation when participating in an art competition. Initially, I had my own idea, but after hearing too many suggestions from friends, I began changing every small detail in my painting. As a result, the final piece became disjointed, losing its original idea and did not win any prize. After that experience, I understood that listening is important, but one must maintain personal perspective. Otherwise, we will always chase after others' opinions and lose ourselves.

Sample 3

The idiom "dẽo cày giữa đường" is used to describe people who lack determination, frequently changing their decisions according to others' opinions, leading to unfavorable outcomes. I once encountered such a scenario during a group assignment. Initially, the group had a clear plan, but as everyone had their own opinions, we continuously altered the content to please everyone. Ultimately, the presentation lacked consistency and did not achieve good results. From that situation, I realized that in everything, listening to opinions is necessary, but one must have their own viewpoint and deliberate careful consideration. If we keep changing without a firm stance, we will never achieve our objectives.

Note: Content is for reference only!

What are the sample paragraphs using the idiom "Dẽo Cày Giữa Đường"? What is the grade at which students in Vietnam will learn about the features and functions of idioms? (Image from the Internet)

What is the grade at which students in Vietnam will learn about the features and functions of idioms?

In the General education program in Literature issued with Circular 32/2018/TT-BGDDT, the knowledge in the 7th-grade Language curriculum is as follows:

VIETNAMESE LANGUAGE KNOWLEDGE

1.1. Idioms and proverbs: features and functions

1.2. Terminology: features and functions

1.3. Meaning of some common Sino-Vietnamese elements (examples: "quoc", "gia") and the meaning of words containing those elements (examples: "quocte", "giacanh")

1.4. Context and the meaning of words in context

2.1. Numerals, adverbs: features and functions

2.2. Main and secondary parts of sentences: expanding main parts and adverbials by using phrases

2.3. The uses of ellipsis (cooperate with commas, to suggest similar things or phenomena not listed entirely; to express unfinished or hesitant, interrupted speech; to slow down the rhythm of a sentence, preparing for the appearance of an unexpected or humorous, sarcastic expression)

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7th-grade students in Vietnam will learn about the features and functions of idioms in the Language curriculum.

What are the required outcomes regarding language competencies for 7th-grade students in Vietnam?

According to the General education program in Literature issued with Circular 32/2018/TT-BGDDT, the required outcomes regarding language competencies for 7th-grade students in Vietnam is as follows:

- Be able to write narrative, descriptive, and expressive essays; initially able to write argumentative, explanatory, and functional essays.

- Write narrative texts focusing on creative retelling of read stories; witnessed, participated-in events; imagined stories combining descriptive and expressive elements; descriptive texts focusing on describing activities and lifestyles.

- Expressive texts about landscapes, people, and reflecting on literature; able to compose poems to recognize features of some familiar poetry forms; able to write argumentative essays on issues requiring personal thoughts and opinions, using relatively simple arguments and easily accessible evidence.

- Able to write explanatory texts about issues close to students' lives and knowledge using common structures; complete paper forms, compose practical documents such as memos, emails, reports, advertisements, and interviews. Write following a process, know how to find materials to meet writing requirements; understand intellectual property rights and know how to cite documents.

- Present ideas and feelings clearly; display confidence when speaking to large audiences; use appropriate language, gestures when speaking; narrate read and heard stories coherently.

- Know how to share feelings, attitudes, experiences, and ideas on discussed issues; discuss opinions on read and heard topics; explain an object or process; communicate appropriately according to purpose, audience, and context; use images, symbols, charts, etc. to present issues effectively.

- Listen with appropriate attitude and summarize content; initially evaluate arguments and evidence used by speakers; recognize speakers' emotions; know how to effectively respond to what has been heard.