Vietnam: What are the sample discussions on students being late for school? What are the criteria for text corpus used in the 9th-grade Literature curriculum?

What are the sample discussions on students being late for school in Vietnam?

Being late for school is a matter of concern in the current educational environment. It not only affects the academic performance of the students themselves but also negatively impacts the entire class.

The reasons for this issue are varied, ranging from a lack of discipline to external factors such as traffic and weather conditions. Being late for school causes students to miss important knowledge, disrupts class order, and reduces learning efficiency. To resolve this issue, close cooperation between schools, families, and society to raise student awareness of the importance of punctuality and discipline is required.

Discussion on students being late for school is practiced in the 9th-grade Literature curriculum.

9th-grade students can refer to the following sample discussions on students being late for school in Vietnam:

*Note: The above sample discussions on students being late for school are for reference only./.

What are the sample discussions on students being late for school in Vietnam? What are the criteria for text corpus used in the 9th-grade Literature curriculum? (Image from the Internet)

What are the criteria for text corpus used in the 9th-grade Literature curriculum in Vietnam?

Under Section 5 of the Appendix of the General Education program in Literature issued with Circular 32/2018/TT-BGDDT, the criteria for text corpus used in the 9th-grade Literature curriculum in Vietnam are as follows:

- Directly serve the development of qualities and capabilities according to the objectives and requirements of the program.

- Be suitable to the experience, cognitive abilities, and psychological characteristics of students at each grade and educational level. The vocabulary used in text corpus at the primary education level should be selected within the scope of cultural vocabulary, have positive significance, and ensure the educational goals of character, language, and aesthetic education in line with student psychology.

- Have distinctive value in content and art, represent typical text types and genres, be standard and creative in language.

- Reflect achievements in the ideology, literature, and national culture; embody patriotism, national independence, and awareness of national sovereignty; possess humanism, educate kindness, tolerance, love for beauty and goodness, love for nature, international integration spirit, and aim toward universal human values.

- The curriculum provides open orientations regarding text corpus. However, to ensure core educational content consistent nationwide, alongside suggested texts for textbook authors and teachers, the program stipulates some mandatory and optional texts.

What learning outcomes are required for speaking and listening content in the 9th-grade Literature curriculum in Vietnam?

Under the General Education Program for Literature issued together with Circular 32/2018/TT-BGDDT, the learning outcomes required for speaking and listening content in the 9th-grade Literature curriculum in Vietnam include:

(1) Speaking

- Present an opinion about a social issue; clearly state opinions and arguments; use reasoning and persuasive evidence (information technology may be used to increase presentation effectiveness).

- Know how to present a short introduction about a book (as per personal choice): provide the reader with the most important information; state the topic or theme of the book and some distinctive features of its artistic form.

(2) Listening

- Listen and summarize the content presented by others.

- Grasp the main content discussed by the group and be able to present that content.