Guidelines for preparing the lesson "Thi nhạc" for grade 4 students in Vietnam

Guidelines for preparing the lesson "Thi nhạc" for grade 4 students in Vietnam

"Thi nhạc" is one of the texts that students in Vietnam will learn in the Grade 4 Vietnamese Language curriculum.

"Thi nhạc" is printed on pages 12 and 13 of the "Kết nối tri thức" texboom.

*Note: Information is for reference only./.

>>> Guidelines for preparing the lesson "Thi nhạc" for grade 4 students in Vietnam

>>> Guidelines for preparing the lesson "Tuổi ngựa" for grade 5 students in Vietnam

>>> Guidelines for preparing the lesson "Tiếng hạt nảy mầm" for grade 5 students in Vietnam

>>> Guidelines for preparing the lesson "Bến sông tuổi thơ" for grade 5 students in Vietnam

Guidelines for preparing the lesson "Thi nhạc" for grade 4 students in Vietnam (Image from the Internet)

What are the specific competencies required for Grade 4 Vietnamese Language in Vietnam?

Based on Section IV Appendix of the General Education Curriculum for Vietnamese Language, promulgated by Circular 32/2018/TT-BGDDT, the following specific competencies are required for Grade 4 Vietnamese Language:

[1] Language competence

Read accurately, fluently, and expressively; understand the main content of the text, mainly explicit content; start to understand implicit content such as themes and lessons learned from the text.

In primary school, reading requirements include reading skills and reading comprehension skills. For students in early grades (Grade 1, Grade 2), focus on accurate reading at a suitable speed and understanding of the text's simple content. For students in Grade 3, Grade 4, and Grade 5, focus more on understanding specific content, themes, and lessons drawn from the text.

From Grade 1 to Grade 3, write correctly in terms of spelling, vocabulary, and grammar; write a number of sentences and short paragraphs; in Grade 4 and Grade 5, start writing complete short essays, mainly narrative, descriptive, and simple introductions.

Write texts recounting stories read, events witnessed or participated in, or stories imagined by students; describe familiar objects and phenomena; introduce objects and activities close to students' lives. Write a paragraph expressing students' feelings and thoughts when reading a story, poem, or witnessing an event that evokes many emotions; express opinions on a simple issue in study and life; write some types of texts such as: bio-data, message, invitation, timetable, application, etc.; initially know how to write according to the process; a text should have three parts (introduction, body, conclusion).

Clearly present ideas and feelings; initially know how to use appropriate gestures and expressions when speaking; clearly recount a story read or heard; know how to share and exchange feelings, attitudes, and thoughts about discussed issues; know how to explain a subject or simple process.

Listen with an appropriate attitude and grasp the basic content; recognize the speaker's emotions; know how to respond to what was heard.

[2] Literary competence

Differentiate between a story and a poem (prose vs. rhyme); recognize the content of the text and the writer's attitude and feelings; initially understand the effect of some formal elements of a literary text (language, characters, plot, verse, comparison, personification). Know how to relate, imagine, and express literary traits in writing and speaking.

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

For Grade 3, Grade 4, and Grade 5 students: know how to read literary texts expressively; recount and summarize the main content of a story or poem; comment on characters, events, and the writer’s attitude and feelings in the text; recognize time and place, several types of rhyme, rhythm, beautiful and unique words and images, and the effect of rhetorical devices like personification and comparison.

Understand the meaning or lesson drawn from the text. Write narratives and descriptive paragraphs expressing emotions and imaginative abilities.

Which texts should be selected for teaching Grade 4 Vietnamese Language in Vietnam?

Based on Section IX Appendix of the General Education Curriculum for Vietnamese Language promulgated by Circular 32/2018/TT-BGDDT, suggestions for selecting texts for teaching Grade 5 Vietnamese Language are as follows:

- Based on criteria for text selection (stated in Section V) and text selection requirements (stated in Section VIII), the program builds a list of suggested texts (materials) for selection in classes.

This list is not all the materials for the classes but only examples illustrating genres, text types, topics, and suitability for cognitive and psychological age; meeting the required competencies for reading, writing, speaking, and listening in each grade.

To facilitate and be flexible in material selection, texts are suggested by grade groups: Grades 1, 2, and 3; Grades 4 and 5; Grades 6 and 7; Grades 8 and 9; Grades 10, 11, and 12 (Text titles in all grades are arranged alphabetically).

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

- Suggested texts (materials) in this list are arranged sequentially by text type and genre (story, poem, play, memoir, argumentative, informational).

The number of texts in each type and genre varies according to program requirements.

The list includes new texts and texts that have been or are being used in current textbooks (redistributed to suit class requirements), ensuring a balance between inheritance and innovation. For informational texts, the list does not specify particular texts but only topics and text types for textbook authors to freely select.

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

To orient textbook authors in selecting suitable texts for grade groups, this list suggests allocation for even mandatory works.

GRADES 4 AND 5

*Stories, Prose

- Chuyện của Thần Nông (Vietnamese Folktale)

- Con yêu bố chừng nào (Guess how much I love you) (Picture Book - Sam McBratney, A. Jeram)

- Có con giun đất (Vietnamese Folk Humor)

- Điều ước của vua Midas (King Midas and his golden touch) (Greek Mythology)

- Kì diệu rừng xanh (Nguyen Phan Hach)

- Một người chính trực (Quynh Cu, Do Duc Hung)

- Mua kính (Vietnamese Folk Humor)

- Những ngày thơ ấu (Nguyen Hong)

- Những tấm lòng cao cả (Heart) (E. Amicis)

- Phân xử tài tình (Vietnamese Folktale)

- Quê nội (Vo Quang)

- Sự tích cây nêu ngày Tết (Vietnamese Folktale)

- Thái sư Trần Thủ Độ (Ngo Si Lien)

- Thư gửi các học sinh (Ho Chi Minh)

- Thương nhớ ngón tay (Excerpt from Vừa nhắm mắt vừa mở cửa sổ - Nguyen Ngoc Thuan)

- Tottochan cô bé bên cửa sổ (Totto-chan: The Little Girl at the Window) (K. Tetsuko)

- Trong rừng rậm (Excerpt from "The Jungle Book" - R. Kipling)

- ...

*Poetry, Proverbs, Riddles

- Bài ca về trái đất (Định Hải)

- Bè xuôi sông La (Vũ Duy Thông)

- Biển (Khánh Chi)

- Bến cảng Hải Phòng (Nguyễn Hồng Kiên)

- Ca dao về tình cảm gia đình

- Cao Bằng (Trúc Thông)

- Câu đố dân gian về sự vật, hiện tượng

- Chợ Tết (Đoàn Văn Cừ)

- Dòng sông mặc áo (Nguyễn Trọng Tạo)

- Em nghĩ về trái đất (Nguyễn Lãm Thắng)

- Lượm (Tố Hữu)

- Sắc màu em yêu (Phạm Đình Ân)

- Tiếng đàn ba-la-lai-ca trên sông Đà (Quang Huy)

- Trẻ em hôm nay, thế giới ngày mai (Phùng Ngọc Hùng)

- Truyện Kiều (Nguyễn Du)

- Truyện cổ nước mình (Lâm Thị Mỹ Dạ)

- Trước cổng trời (Nguyễn Đình Ảnh)

- ...

*Plays

- Cáo bị rơi xuống giếng (The Fox Fell Into the Well) (Aesop)

- Con chim xanh (The Blue Bird) (M. Maeterlinck)

- Hoàng tử - Công chúa và chín vị thần... bị bắt (Minh Phuong)

- Lòng dân (Nguyen Van Xe)

- Người công dân số Một (Ha Van Cau - Vu Dinh Phong)

- ...

*Informational Texts

- Texts introducing books, films.

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

- Thank you or apology letters, greeting letters; requests (for leave, admission); invitations, work reports, activity programs.

- Texts explaining a natural phenomenon.

- Texts introducing a process.

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

- ...

>>> DOWNLOAD The General Education Curriculum for Vietnamese Language promulgated by Circular 32/2018/TT-BGDĐT.