What are the guidelines for preparing the outline for a narrative essay on an event for 4th-grade students in Vietnam?

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What are the regulations on the selection of texts used in the 4th-grade Vietnamese Language curriculum? What are the guidelines for preparing the outline for a narrative essay on an event for 4th-grade students in Vietnam?

What are the guidelines for preparing the outline for a narrative essay on an event for 4th-grade students in Vietnam?

4th-grade students may refer to the following guidelines for preparing the outline for a narrative essay on an event:

Guidelines for preparing the outline for a narrative essay on an event for 4th-grade students in Vietnam

Detailed Outline:

Introduction:

General introduction about the event: When did it happen? Where? With whom?

Example: On a warm spring morning, while my entire class was eagerly studying, then...

Create reader's interest: Use a surprising question, an interesting remark, or a lively image.

Example: Do you know what happened when the teacher just turned her back to the board?

Body:

Event Progression:

Beginning of the event: How did it start? Who initiated it?

Example: Tuan, the most mischievous boy in the class, silently placed a small plastic frog under Mai's chair.

Event progression: How did the event unfold? Who were involved? The character's emotions?

Example: When Mai sat down, feeling a hard object under the chair, she screamed aloud. The whole class burst into laughter, and Tuan blushed out of being caught.

Event conclusion: How did the event end? What were the consequences? What lesson was learned?

Example: The teacher came into the class and skillfully resolved the situation. The entire class learned the lesson about not being mischievous and teasing friends.

Character's Emotions:

Describe the emotions of the main character and other characters in the story.

Example: Mai felt very scared when she touched the frog, while Tuan felt both regretful and embarrassed.

Scene, Atmosphere:

Describe the surroundings when the event occurred.

Example: The classroom became noisy and chaotic, as the students spoke in whispers.

Conclusion:

Summarize the event in a brief, concise manner.

Example: It was a memorable morning for my entire class.

Express personal thoughts about the event.

Example: Through this event, I learned the lesson that one should not be mischievous and tease friends.

*Example of a paragraph in the body text:

"Right when the teacher turned her back to the board, Tuan swiftly placed the plastic frog right under Mai's chair. The whole class held their breath in anticipation. A moment later, when Mai sat down, she screamed aloud: "Ah! There's a frog!" The entire class burst into laughter, everyone directing their eyes towards Mai. Mai frantically jumped up from her seat, her face pale with fright. Seeing this, Tuan felt both ashamed and regretful, his face turning crimson."

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

Guide to Outline a Narrative Essay for a Fourth Grade Event Concisely and Comprehensibly?

What are the guidelines for preparing the outline for a narrative essay on an event for 4th-grade students in Vietnam? (Image from the Internet)

What are the required outcomes for 4th-grade students in the Vietnamese Language subject under the General Education Program 2018?

The required outcomes for 4th-grade students in the Vietnamese Language subject under the General Education Program 2018 are specified in Section V of the General Education Program for Literature issued with Circular 32/2018/TT-BGDDT as follows:

* Core qualities and general competencies required

The Literature subject contributes to forming and developing core qualities and general competencies in students according to levels suitable for each subject and grade as regulated in the overall program.

Moreover, under Section IV of the General Education Program Literature subject issued with Circular 32/2018/TT-BGDDT, the specific competencies required after completing the 4th-grade Vietnamese Language curriculum include:

[1] Necessary language competencies:

- Read correctly, fluently, and expressively; understand the main content of the text, mainly explicit content; begin to understand implicit content such as themes and lessons learned from the text read.

- At the elementary level, reading requirements include technical reading and reading comprehension skills. For students in the lower grades (Grade 1 and Grade 2), emphasis is placed on both reading correctly with appropriate speed and understanding simple text content.

For students in Grades 3, 4 Grade, and Grade 5, the focus is more on reading comprehension of specific content, and understanding themes, and lessons derived from texts.

- From Grade 1 to Grade 3, write correctly without spelling, vocabulary, or grammar errors; be able to compose several sentences or short paragraphs; in Grades 4 and 5, begin to write a complete short essay, mainly narrative, descriptive, and simple introductions.

- Be able to write texts recounting stories read, events witnessed and participated in, or stories imagined by students; describe familiar objects and phenomena; introduce objects and activities close to students' lives.

- Write paragraphs expressing emotions and thoughts when reading a story, poem, or witnessing an event that evokes feelings; give opinions on a simple issue in both study and life; write various text types such as autobiographies, messages, invitations, schedules, applications, etc.; begin to understand how to write according to a process; compositions should include an introduction, body, and conclusion.

- Present ideas and emotions clearly; begin to use appropriate gestures and expressions when speaking; recount clearly stories read or heard; share and exchange feelings, attitudes, and thoughts on topics discussed; explain a subject or simple process.

- Listen and understand with the appropriate attitude and grasp the basic content; recognize the speaker's emotions; know-how to respond to what has been heard.

[2] Required literary competencies:

- Differentiate between narrative and poetic texts (prose and verse); recognize text content and the author's attitude and feelings; start understanding the impact of various literary devices (words, characters, plots, rhymes, comparisons, personification) in texts. Know how to imagine, relate, and express with literary flair in writing and speaking.

- For students in Grade 1 and Grade 2: identify who or what the text is about; recognize characters in stories and rhymes in poems; differentiate between stories and poems.

- For students in Grade 3, Grade 4, and Grade 5: know how to read literary texts expressively; summarize the main content of stories and poems; critique characters, events, and the author's emotions and attitudes in texts; identify time and place, certain rhyme types, rhythm, beautiful words, unique images, and the effects of similes and personifications as rhetorical devices.

- Understand the meaning or lessons derived from the text. Be able to write narratives or essays expressing emotions and associative and imaginative abilities.

Thus, the required outcomes for 4th-grade students in the Vietnamese Language subject under the General Education Program 2018 include two major parts: core traits and general competencies, and Specific Competencies.

What are the regulations on the selection of texts used in the 4th-grade Vietnamese Language curriculum?

Under Section 9 of the Appendix on the General Education Program in Literature subject issued with Circular 32/2018/TT-BGDDT, the selection of texts used in the 4th-grade Vietnamese Language curriculum is specified as follows:

- Based on the criteria for selecting texts (mentioned in Section V) and the requirements for selecting texts (mentioned in Section VIII), the program builds a recommended list of texts (resources) for selection in classes.

This list of texts is not all the resources for each class but just examples to illustrate the genre, text type, topic, and appropriateness to the awareness and psychology of the age; aimed to meet the requirements for reading, writing, speaking, and listening in each class.

For convenience and flexibility in choosing resources, the texts are suggested according to class groups: Grades 1, 2, and 3; Grades 4 and 5; Grades 6 and 7; Grades 8 and 9; Grades 10, 11, and 12 (Text names in all classes are arranged alphabetically).

Textbook authors can use this list as a reference to select and additionally find equivalent texts in terms of genre and difficulty to compile, as long as they meet the criteria (mentioned in Section V) and text selection requirements (mentioned in Section VIII).

- The suggested texts (resources) in this list are arranged according to text types and genres (narrative, poetry, drama, diary, argument, information).

The number of texts in each type and genre varies depending on the program's requirements.

The list includes new texts and texts that have been or are being used in current textbooks (distributed appropriately to the class requirements), ensuring a balance between inheritance and innovation. For information texts, the list does not specify text names but only states topics and text types for textbook authors to choose at will.

Authors listed in this list only appear once across all three educational levels, except for some mandatory author works mentioned in the program.

To guide textbook authors in selecting texts appropriate for class groups, this list suggests distribution even for mandatory works.

GRADES 4 AND 5

* Stories, prose

- Story of Than Nong (Vietnamese Fairy Tales)

- How Much Do I Love You (Picture book - Sam McBratney, A. Jeram)

- There's an Earthworm (Vietnamese Folk Humor)

- The Wish of King Midas (Greek Mythology)

- The Wonders of the Green Forest (Nguyen Phan Hach)

- A Man of Integrity (Quynh Cu, Do Duc Hung)

- Buying Glasses (Vietnamese Folk Humor)

- Childhood Days (Nguyen Hong)

- Hearts of Gold (E. Amicis)

- A Clever Judgment (Vietnamese Fairy Tales)

- Fatherland (Vo Quang)

- The Legend of the New Year’s Pole (Vietnamese Fairy Tales)

- Thai Su Tran Thu Do (Ngo Si Lien)

- Letter to Students (Ho Chi Minh)

- Longing for Fingers (Excerpt from Just Close Your Eyes and Open the Window - Nguyen Ngoc Thuan)

- Totto-chan The Little Girl at the Window (K. Tetsuko)

- In the Deep Forest (Excerpt from The Jungle Book - R. Kipling)

- ...

* Poetry, Folk Songs, Riddles

- Song for the Earth (Dinh Hai)

- Sailing Down the La River (Vu Duy Thong)

- The Sea (Khanh Chi)

- Hai Phong Port (Nguyen Hong Kien)

- Folk songs about family relationships

- Cao Bang (Truc Thong)

- Folk riddles about objects and phenomena

- Tet Market (Doan Van Cu)

- The River Wears a Dress (Nguyen Trong Tao)

- Thinking of the Earth (Nguyen Lam Thang)

- Liem (To Huu)

- Favorite Colors (Pham Dinh An)

- Balalaika on Da River (Quang Huy)

- Today's Children, Tomorrow's World (Phung Ngoc Hung)

- The Tale of Kieu (Nguyen Du)

- Our Country's Fairy Tales (Lam Thi My Da)

- In Front of Heaven's Gate (Nguyen Dinh Anh)

- ...

* Drama

- The Fox Fallen into the Well (Aesop)

- The Blue Bird (M. Maeterlinck)

- The Prince - Princess and the Nine Captured Gods... (Minh Phuong)

- People's Heart (Nguyen Van Xe)

- The First Citizen (Ha Van Cau - Vu Dinh Phong)

- ...

* Information Texts

- Texts introducing books or movies.

- Instructional texts (simple) on steps to perform a task or use a product.

- Letters of thanks or apologies, inquiry letters; applications (for leave of absence, for enrollment); invitations, reports of work, and activity programs.

- Texts explaining a natural phenomenon.

- Texts introducing a process.

- Advertisement texts (leaflets, posters,...).

- ...

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