Vietnam: What is the sample outline for an expository essay on the banana trees? What are the assessment levels for the training results of 9th-grade students in the entire school year?

What is the sample outline for an expository essay on the banana trees? What are the assessment levels for the training results of 9th-grade students in the entire school year in Vietnam?

What is the sample outline for an expository essay on the banana trees?

The outline for an expository essay on banana trees is studied and practiced in the 9th-grade Literature curriculum here.

9th-grade students may refer to the following sample outline for an expository essay on the banana trees:

Sample outline for an expository essay on the banana trees

I. Introduction

Introduce the banana trees as one of the familiar and common plants in the rural areas of Vietnam.

The banana trees not only have economic value but also cultural importance, closely associated with the lives of Vietnamese people.

II. Main Body

Morphological Characteristics of the banana trees

The banana is an herbaceous plant: The banana trees have a soft stem, not woody, usually ranging from 2 to 5 meters tall, depending on the banana type.

Banana leaves: Long, broad, dark green leaves that can be used as wrapping material, for rain cover, or decoration. The leaves have a large sheath, long petiole, and a distinctive shape, helping the banana trees absorb sunlight well.

Banana flowers: Typically grow in clusters, purple or red, forming a bunch, emerging from the leaf axils. The female flowers develop into fruits.

Banana fruits: Oblong, curved in shape, green when unripe, turning yellow when ripe. Bananas are very nutritious with a distinctive sweet taste.

Ecology and Habitat

Habitat: The banana trees prefer light and warm temperatures and cannot endure frost. Banana-growing soil must be fertile, well-drained, with a pH ranging from 5.5 to 7.

Growth and Development: The banana trees can develop quickly if properly cared for. It flowers and bears fruit after about 9-12 months. Bananas are easy to cultivate and can be planted year-round.

Economic Value of the banana trees

Main crops: Bananas are widely grown in tropical and subtropical areas. Bananas are one of the important export fruits of Vietnam.

Culinary uses: Bananas are used as ingredients for various dishes like fried bananas, sticky rice bananas, or banana cakes. They are also used in traditional dishes for festivals.

Fertilizer and medicine: Banana leaves can be used to fertilize other plants or as material for composting. Banana trunk can also be used as livestock feed.

Cultural and Spiritual Significance

Symbol of prosperity: In Vietnamese culture, the banana is a symbol of prosperity and happiness. banana trees are cultivated in many households to express the desire for a prosperous and abundant life.

Family cohesion: During festivals or Tet holidays, bananas are used to offer to ancestors. The family altar often includes bananas, symbolizing the connection between descendants and ancestors.

III. Conclusion

Summarize the characteristics, value, and significance of the banana trees.

Affirm that the banana trees are an indispensable part of the life, culture, and economy of the Vietnamese people. The banana trees deserve respect and sustainable development.

*Note: The above information is for reference only./.

Most Detailed Outline for an Explanatory Report on the Banana Plant? What are the assessment levels for 9th-grade students’ training results throughout the school year?

What is the sample outline for an expository essay on the banana trees? What are the assessment levels for the training results of 9th-grade students in the entire school year in Vietnam? (Image from the Internet)

What are the assessment levels for the training results of 9th-grade students in the entire school year in Vietnam?

Under point b, clause 2, Article 8 Circular 22/2021/TT-BGDDT, the assessment levels for the training results of 9th-grade students in the entire school year in Vietnam are:

- Excellent: a student is placed in Excellent category in the 2nd semester and in Good category or higher in the 1st semester.

- Good: a student is placed in Good category in the 2nd semester and Qualified category or higher in the 1st semester; or Qualified category in the 2nd semester and Good category in the 1st semester; or Good category in the 2nd semester and Qualified category or Unqualified category in the 1st semester.

- Qualified: a student is placed in Qualified category in the 2nd semester and Good, Qualified, or Unqualified category in the 1st category; or Good category in the 2nd semester and Unqualified in the 1st semester.

- Unqualified: other cases.

Will 9th-grade students with Unqualified training results still be recognized as having completed the lower secondary education program?

According to clause 1, Article 12 Circular 22/2021/TT-BGDDT, the conditions for recognizing the completion of the lower secondary school program for 9th-grade students are as follows:

Grade advancement, re-assessment during summer break, and grade retention

1. A student who meets following eligibility may advance to the next grade or be recognized as to have completed lower education program or upper education program:

a) Training results of the entire school year (including re-assessment results after training during summer break according to Article 13 hereof) are Qualified or higher.

b) Learning results of the entire school year (including re-assessment results of all subjects according to Article 14 hereof) is Qualified or higher.

c) Number of days leave does not exceed 45 half-days (calculated according to education plans which is 1 half-day for every day under formal education plan, including permitted leave, unpermitted leave, continuous leave, and intermittent leave).

...

Pursuant to Article 13 Circular 22/2021/TT-BGDDT concerning training during summer break:

Training during summer break

1. A student with Unqualified training results for the whole school year must undergo training during summer break.

2. Forms of training during summer break shall be decided by principals.

3. Based on forms of training during summer break, class advisors shall assign summer training tasks to students and inform students’ parents. At the end of the summer, if training tasks are considered completed by class advisors (reports on training progress and results must be produced and bear signatures of students' parents), class advisors shall request principals to conduct re-assessment of training results of the entire school year of students. Re-assessment results shall be used in place of training results of the entire school year which are used for considering grade advancement under Article 12 hereof.

Thus, 9th-grade students with Unqualified training results will still be recognized as having completed the lower secondary education program if they meet the following conditions:

- Undergo training during the summer break.

- Achieve a reassessment result as qualified or higher to substitute the training result in the entire school year.

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