What are the sample analysis essays on a favorite story for 8th-grade students in Vietnam? Must the education program for 8th-grade students in Vietnam satisfy the goal of gender equality?

What are the sample analysis essays on a favorite story for 8th-grade students in Vietnam?

8th-grade students may refer to the following sample analysis essays on a favorite story:

Short Story "Gió lạnh đầu mùa"

Thach Lam is a famous writer in Vietnamese literature. His writing is clear, simple yet deep and profound. The short story "Gió lạnh đầu mùa" is a renowned work of his. The spotlight of the story is the character Son - the main character of the piece.

The story begins with the writer describing the weather scene in winter. In that situation, Son wakes up and sees everyone in the house, his mother and sister... all "wearing warm clothes already." Following this, the daily life scene of Son's family is portrayed by Thach Lam in a very simple manner. Son’s mother asks his sister to bring out a basket of clothes. Looking at the old but still intact blue cotton jacket, Son’s mother says, "This is Miss Duyen's jacket." The old nanny "reaches for the jacket, turns it over, and admires it, her hands fondling the seams." When he hears his mother, Son also "remembers her, feels touched and pity for her." He is moved to see his mother "slightly teary-eyed." It is evident that the character Son emerges as a boy rich in emotions.

Son lives in a well-off family. He is cared for and meticulously nurtured by his mother. Son wears a red-lined wool coat over his shirt and is covered with a dark fabric jacket. Such attire was a dream for poor children of the past. Cuc, Xuan, Ti, and Tuc still wore ragged brown clothes patched in many places. Their lips were "purple," and where their clothes broke, "their skin darkened." When the cold wind blows, they "shiver, their teeth chattering." Seeing Son and Lan, the market village kids all show "joy." Son and his sister appear friendly with them, unlike Son's haughty cousins. Here, the character Son continuously emerges as a sociable and friendly boy.

Moreover, Son is full of love. Seeing Hien standing "shivering" by the pole of the stall, wearing only a "tattered" shirt that leaves his back and arms exposed to the cold. Son feels "compassion" and suddenly recalls that Hien's mother is very poor, remembers Duyen who used to play with Hien in the garden. Son tells his sister Lan to give Hien the old cotton jacket. Afterwards, Lan "enthusiastically" runs home to fetch the jacket. Son waits quietly, feeling "warm and happy" inside. The jacket contains profound empathy.

Thus, "Gió lạnh đầu mùa" is a gentle story, but full of love. The character Son reflects the noble human values conveyed by the author.

Short Story "Lão Hạc"

Nam Cao is one of the outstanding realistic writers in pre-revolutionary realistic literature. His works revolve around two main themes: intellectuals and peasants, but he is most successful when writing about peasants. Writing about peasants, the author tends to explore and discover the hidden virtues within them. The short story "Lão Hạc" is such a work.

First, regarding the character Lao Hac, he has a tragic fate but behind that are noble qualities, representing peasants. Lao Hac's fate is also the common fate of countless peasants before the revolution. His wife dies early, leaving him to raise his son alone. His son, unable to marry the person he loves, leaves home in frustration. Lao Hac stays alone with the golden dog - a keepsake from his son. However, his life becomes increasingly dire; he falls ill, spends much of the money saved for his son, and is forced to sell the golden dog – a friend who alleviates his loneliness when he is away from his son. Selling the dog causes him immense pain and remorse. This remorse is expressively depicted: smiling bitterly, eyes filled with tears, face suddenly shrinks, head tilts to one side, mouth quivering like a child, crying "hu hu." His situation is pitiable, constantly living in self-reproach and mental torment.

Yet underpinning all this are the noble qualities of a kind peasant. He is full of love, which is evident even towards an animal: he calls the dog "Master Vang," pettish as though calling a child, takes meticulous care of it: feeds it rice in bowls like a rich man, talks to it lovingly. The dog alleviates his loneliness, eases his yearning for his son. His profound affection for the golden dog stems from Lao Hac's love for his son; the dog is a sacred memento left by his son before going to the rubber plantation.

His fatherly love is also deep and sacred. Because of poverty, unable to marry a wife for his son, he is in immense pain. Thus, he saves every penny for his son, living sparingly, allowing others to scold him rather than touch his son's money. After recovering from a severe illness, he subsists on taro, boiled figs, pennywort, or anything he finds,... In the end, fearing he will spend all the money meant for his son, he chooses death to preserve his son's assets. Lao Hac’s painful death stems from a silent yet immense paternal love.

Although poor, he maintains his sense of pride. He refuses any assistance, even when the teacher offers help; he rejects in a proud manner, understanding that the teacher's family is no better off than his own. His pride is also shown in how he chooses to die. Before his death, he leaves money to have a burial, not wanting to trouble neighbors. He dies by eating dog poison, his agonizing death serves as an apology to the golden dog. Lao Hac’s death underscores the indomitable vitality of his integrity.

Besides Lao Hac, the story features a poor teacher, Lao Hac’s close friend. The teacher sympathetically understands Lao Hac's tragic plight: consoling and encouraging him when he sells the dog, sharing his sorrow, always finding ways to cheer him up. He is most knowledgeable about Lao Hac's moral beauty: "No, life isn’t necessarily so bleak, or perhaps it is but in a different sense." That different sense is that a person of noble character yet dies miserably, painfully, and such death even more enhances Lao Hac's noble character.

Outstanding storytelling art: the story is narrated by the character "I" (the teacher) who is always beside Lao Hac, making the story more believable, relatable, and making the narrative naturally and flexibly combine description, narration, and commentary. The tone is varied, changing flexibly. The art of unexpected, rational story scenario creation, turning points in the story reveal character traits and qualities. Character construction art is also a highlight of the text: characters are portrayed through appearances, dialogue language, emotional progression, and commentary from other characters, hence their portraits appear more real and vivid.

With exquisite storytelling, simple and captivating language, Nam Cao offers readers a portrait of the miserable fate of peasants before the revolution, driven to the brink of despair leading to death. But behind this is a beautiful spiritual portrait: rich in love and high moral values.

Short Story "The First Teacher"

"The First Teacher" is a brilliant short story by Ai-to-ma-tov about Teacher Duy-sen through the memories of Prof. An-tu-nai Xu-lai-ma-no-va, a former student of Teacher Duy-sen.

The image of an incredibly beautiful and respectable teacher is the profound emotion each of us feels when reading this short story. Upon arriving at the mountain hometown of little An-tu-nai, Teacher Duy-sen was very young. His educational level at that time wasn't high, but his heart was full of kindness and revolutionary zeal. Alone, the teacher toiled for months cutting grass, sealing walls, fixing doors, sweeping the yard..., transforming an abandoned horse stable of a rich peasant into a humble school next to the canyon, next to the pathway into a small village in Kyrgyzstan, a poor and backward region in Central Asia.

When An-tu-nai and the curious children arrived at the school "to see what the teacher was doing, what's there," they saw the teacher “stepping out of the door, covered in mud.” Teacher Duy-sen “smiled and warmly” wiped the sweat off his face and gently asked, "Where have you girls been?" To these young "guests," he kindly said: "It’s great you stopped by here to see, isn’t it? Won’t you be studying here? And your school is almost ready now...?”

Duy-sen was truly a wonderful teacher, his gestures were very natural. He spoke tenderly with warm words that touched the children’s hearts. This was the first time he met these strange children, clearly seeing and understanding their desire and yearning for education: “Won’t you be studying here?” He “bragged” about the furnace he built for winter learning..., announced the good news that the school was ready and they "could begin studying now." Was he inviting or encouraging? He spoke with all his immense love for the mountain children who had never known what school was: “Do you want to study? Will you go to school?”

Teacher Duy-sen was truly talented and experienced in teaching. Only a few minutes of meeting and a few gentle words, he captured the children’s souls. He awakened in the mountain children the desire to go to school.

In the case of An-tu-nai, he saw through her soul, sympathized with her orphaned circumstances, comforted, and sincerely praised her: “An-tu-nai, what a nice name, and surely you are such a good girl, right?” These words, along with Duy-sen's gentle smile, made the unfortunate ethnic girl feel "warm inside."

Duy-sen was the first teacher, the one who enlightened An-tu-nai. He was kind, loved childhood. He awakened enthusiasm, a yearning to go to school within the students. Duy-sen was a beautiful image of a childhood teacher. The pathway of youth is the path of education. Many teachers have guided you and all of us on this sunny, beautiful path. Like An-tu-nai, each of us always has wonderful, beautiful teachers like Duy-sen in our hearts.

Ai-ma-top writes the short story as a sincere, touching recollection. The author pays tribute and affection to the image of Duy-sen – the first teacher – and the image of An-tu-nai, an orphan girl yearning for school. The teacher in the short story is a teacher of youthful love, bringing the light of revolution that transforms each person’s life. The flame of love glows through Ai-ma-top's writing, forever warming the human heart. Teacher Duy-sen becomes ever more endearing in our childhood love.

Note: Information is for reference only!

What are the sample analysis essays on a favorite story for 8th-grade students in Vietnam? Must the education program for 8th-grade students in Vietnam satisfy the goal of gender equality? (Image from the Internet)

What Vietnamese knowledge does the 8th-grade Literature curriculum cover?

Under Section 5 of the general education program for Literature issued with Circular 32/2018/TT-BGDDT, 8th-grade students learn the following Vietnamese knowledge:

- Meaning of several fairly common idioms and proverbs

- Nuances of word meanings and word choice

- Onomatopoeic and mimic words: characteristics and effects

- Meaning of some common Sino-Vietnamese elements (e.g., vo, huu) and the meaning of words containing those elements (e.g., vo tu, vo hinh, huu quan, huu han)

- Particles, interjections: characteristics and functions

- Independent components in a sentence: characteristics and functions

- Declarative sentence, interrogative sentence, imperative sentence, exclamatory sentence; affirmative and negative sentences: characteristics and functions

- Poetic devices such as inversion, rhetorical question: characteristics and effects

- Explicit and implicit meaning of sentences

- Deductive, inductive, parallel, coordinating paragraphs: characteristics and functions

- Types of texts and genres

+ Narrative text: an essay recounting a trip or a social activity

+ Expressive text: six-word, seven-word poems; paragraph recording impressions of a six, seven-word poem

+ Argumentative text: thesis, argument point, reasoning, and evidence; discussion on a life issue; analysis of a literary work

+ Informative text: objective information, subjective opinion, and the purpose of the text; explanatory texts for natural phenomena; book introduction article; petition text

- Common vocabulary and regional dialect: function and value

- Social slang: function and value

- Non-verbal communication means: images, numbers, graphs,...

Must the education program for 8th-grade students in Vietnam satisfy the goal of gender equality?

Under Clause 2, Article 8 of the Education Law 2019:

Educational programmes

..

2. Educational programmes must ensure the scientific and practical characteristics; inheritability and transferability among different levels and different training qualifications; facilitate the classification of students and exchange between training qualifications, specializations and educational forms in the national educational system in order for localities and educational institutions to proactively implement suitable educational plans; satisfying the goal of gender equality and demands of international integration. Educational programmes are the basis of comprehensive education quality assurance.

...

Thus, according to the above stipulation, the education program for 8th-grade students in Vietnam must satisfy the goal of gender equality.