What are the guidelines for preparing the lesson "Mưa xuân" for 11th-grade students in Vietnam? What are the 11th-grade students's learning results eligible for grade advancement in Vietnam?

What are the guidelines for preparing the lesson "Mưa xuân" for 11th-grade students in Vietnam?

The poem "Mưa xuân" by Nguyen Binh describes the feelings of a girl waiting for her lover, set against the backdrop of spring and a quiet, vague love.

Below are guidelines for preparing the lesson "Mưa xuân" for 11th-grade students in Vietnam:

Guidelines for preparing the lesson "Mưa xuân"

Before Reading:

Question 1: Share folk songs or poems about spring that you know.

- Folk song: "Spring is Tet tree planting/To make the country more and more Springy"

- Poems:+ “Đoàn thuyền đánh cá” by Huy Can+ “Mùa xuân đến ” by Xuan Dieu

Question 2: What are your feelings about spring?

Spring brings a sense of freshness, hope, vibrancy, and is a season of new beginnings, rejuvenation, and love.

While Reading:

Question 1: Observe the number of syllables per line, rhyme, and rhythm of the poem.

The poem "Mưa xuân" by Nguyen Binh often uses a 4/3 rhythm in each line, creating a gentle, relaxing rhythm.

Each line typically contains 7 syllables (in the 'luc bat' style) or 8 syllables (in free verse).

In terms of rhyme, the poem alternates between rising and flat rhymes, adding harmony to each verse.

Question 2: Visualize the countryside scene during spring.

The spring scene in the poem presents a peaceful picture of Vietnamese countryside with light spring rain, falling 'xoan' flowers, and scenes of daily life like a girl weaving silk, creating a relaxed and warm atmosphere.

After Reading:

Question 1: Identify the number of syllables per line, the rhyming scheme, and the rhythm of the poem.

- Number of syllables per line: The poem "Mưa xuân" by Nguyen Binh has 7 syllables per line ('luc bat' poetry) but some lines stretch to 8 syllables.

- Rhyming scheme: The poem mainly uses flat rhymes (e.g., “bay - day”, “ngay - ngo”) and rising rhymes (e.g., "xuan - lan").

- Rhythm: The poem employs a 4/3 rhythm (4 syllables, 3 syllables) creating a gentle and rhythmic tone in the girl’s soliloquy.

Question 2: The poem is a soliloquy of a girl referring to herself as “em”. What story does this soliloquy reveal about her?

The girl's soliloquy in the poem reveals a quiet, shy love story. The girl is weaving silk beside her mother, welcoming spring, but is inwardly waiting for her lover. She secretly wishes her lover would show up at the evening festival, but he does not, leaving her feeling self-pity and disappointment.

Question 3: Identify the structure and emotional flow of the poem.

Structure: The poem is divided into 3 parts:

- Part 1: The scene of the girl weaving silk in spring, with a sense of longing.- Part 2: The girl prepares to meet her lover at the festival but he does not come.- Part 3: The girl feels self-pity and sadness when she doesn’t meet her lover, with disappointment reaching a climax.

Emotional flow: The emotional flow in the poem goes from excitement and expectation to disappointment and self-pity when the love is unfulfilled, finally ending in sorrowful waiting.

Question 4: How does the girl’s mood change from “Mưa xuân phoi phoi bay” to “Mưa xuân da can ngay”?

The girl's mood shifts noticeably throughout the poem. Initially, when “Mưa xuân phoi phoi bay”, she feels joyful, fresh, and full of hope. The spring scenery evokes sweet emotions and anticipation for love. However, as spring declines, her mood turns to disappointment and self-pity as her lover does not arrive. The unrequited love leaves her lonely and sad, especially as spring ends without the anticipated meeting. The poem captures waiting, disappointment, and sorrowful emotions.

Question 5: What is the relationship between the spring countryside of Northern Vietnam and the girl’s emotional state? Identify the poetic images showing this relationship.

The spring countryside in the poem is vibrant and serene, with falling 'xoan' flowers and light spring rain. The relationship is contrasting: the lively hopeful spring scenery opposes the girl's feelings of waiting and disappointment. Poetic images such as:

- “Mưa xuân phoi phoi bay” evoke freshness and gentleness, marking the start of hopeful anticipation.- “Hoa xoan lop lop rung voi day” depicts the beauty of spring while reflecting the girl's change and disappointment when love remains unreciprocated.

Question 6: What are your remarks on the language of the poem?

The language of the poem is simple and natural yet profound and delicate. The imagery uses numerous natural symbols like spring rain, 'xoan' flowers, and cold hands to express the character’s emotions. The word choice carefully portrays scenery and feelings, evoking subtlety and deep emotions. The simple and pure language highlights the girl's innocent mindset and the pain and self-pity from unrequited love.

Note: The content is for reference only!

What are the guidelines for preparing the lesson "Mưa xuân" for 11th-grade students in Vietnam? What are the 11th-grade students's learning results eligible for grade advancement in Vietnam? (Image from the Internet)

What are the 11th-grade students's learning results eligible for grade advancement in Vietnam?

Under Clause 1, Article 12 of Circular 22/2021/TT-BGDDT, the eligibility requirements for lower secondary school students in Vietnam to grade advancement are as follows:

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

1. A student who meets following eligibility may grade advancement 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).

...

Thus, 11th-grade students may grade advancement when the learning results of the entire school year (including re-assessment results of all subjects) are Qualified or higher.

What are the 04 assessment levels for learning results in the whole school year of 11th-grade students in Vietnam?

According to Clause 2, Article 9 of Circular 22/2021/TT-BGDDT, 04 assessment levels for learning results in the whole school year of 11th-grade students in Vietnam include:

a) Excellent:

- All subjects assessed with feedback are placed in Qualified category.

- All subjects assessed by both feedback and scores have minimum scores of 6.5 for DTBmhk and DTBmcn with 6 subjects among which have minimum scores of 8.0 for DTBmhk and DTBmcn.

b) Good:

- All subjects assessed with feedback are placed in Qualified category.

- All subjects assessed by both feedback and scores have minimum scores of 5.0 for DTBmhk and DTBmcn with 6 subjects among which have minimum scores of 6.5 for DTBmhk and DTBmcn.

c) Qualified:

- Have no more than 1 subject assessed via feedback placed in Unqualified category.

- At least 6 subjects assessed by both feedback and scores have minimum scores of 5.0 for DTBmhk and DTBmcn with 0 subjects have scores lower than 3.4 for DTBmhk and DTBmcn.

d) Unqualified: Remaining cases.