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

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

The text "Tiếng hạt nảy mầm" in the Vietnamese subject of Grade 5 curriculum is one of the lessons for Week 3 that grade 5 students need to study on pages 28, 29 of the "Kết nối tri thức" curriculum.

Therefore, students, parents, and teachers can refer to the following lesson preparation:

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

Guidelines for preparing the lesson "Tiếng hạt nảy mầm" for grade 5 students in Vietnam (Image from the Internet)

What are objectives for teaching Vietnamese subject to grade 5 students in Vietnam?

Based on Section IV, Appendix of the General Education Curriculum for Literature, issued with Circular 32/2018/TT-BGDDT, the objectives for teaching Vietnamese subject to grade 5 students in Vietnam are as follows:

- Objectives for Key Qualities and General Competencies

Literature contributes to forming and developing in students key qualities and general competencies at levels appropriate to the subject, grade level, as stipulated in the overall curriculum.

- Objectives for Specific Competencies

+ Objectives for Primary School Level

++ Language Competence

Students must read accurately, fluently, and expressively; understand the main content of texts, mainly explicit content; preliminary understanding of implicit content such as themes and lessons drawn from the texts read.

At the primary school level, reading objectives include both reading techniques and reading comprehension skills. For lower grade students (grades 1, 2), the curriculum focuses on accurate reading at an appropriate pace and understanding simple content of texts.

For students in grades 3, 4, and 5, the curriculum places more emphasis on understanding specific content, grasping the theme and lessons drawn from texts.

From grades 1 to 3, students must write correctly in terms of spelling, vocabulary, grammar; write a few sentences, short paragraphs; in grades 4 and 5, they must initially write a complete short essay, mainly narrative, descriptive, and simple introduction.

Students are able to write narratives of stories read, observed events participated in, imaginary stories; describe familiar objects, phenomena; introduce objects and activities close to students’ lives.

Students are able to write paragraphs expressing students' feelings and thoughts when reading a story or poem, witnessing an event evoking deep emotions; give opinions on simple issues in learning and life; write different types of texts such as autobiographies, messages, invitations, timetables, letters,...; initially understand the writing process; texts need to have three parts (introduction, body, conclusion).

Students are able to present ideas and emotions clearly; initially know how to use appropriate gestures and expressions when speaking; retell stories read or heard clearly; share and exchange feelings, attitudes, thoughts on discussed issues; explain an object or simple process.

Students are able to listen and understand with the appropriate attitude and grasp the main content; recognize the speaker’s emotions; know how to respond to what was heard.

++ Literary Competence

Students are able to distinguish between narrative and poetry texts (prose passages and poetic passages); recognize text content and the writer's attitudes and emotions; preliminary understanding of the effects of some formal elements of literary texts (language, characters, plot, rhyme, comparison, personification). Develop associative, imaginative, and literary expression skills in writing and speaking.

For students in grades 1 and 2, they must recognize who or what the text is about; recognize characters in stories, rhyme in poetry; distinguish between stories and poems.

For students in grades 3, 4, and 5, they must know how to read literary texts expressively; retell and summarize the main content of stories and poems; comment on characters, events, and the writer’s attitudes and emotions in texts; recognize time and place, some types of rhyme and rhythm, unique words, and imagery and the effects of personification and comparison.

They must understand meanings or lessons drawn from texts. Write stories, descriptions expressing emotions, associations, and imagination.

What are suggestions for selecting texts for teaching Vietnamese subject for grade 5 in Vietnam?

Based on Section IX, Appendix of the General Education Curriculum for Literature, issued with Circular 32/2018/TT-BGDDT, the suggestions for selecting texts for teaching Vietnamese subject for grade 5 in Vietnam are as follows:

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

This list of texts is not exhaustive of the material for classes but serves as illustrative examples of genre, style, topic, and suitability for the perception and psychology of age; to meet the requirements for reading, writing, speaking, and listening in each class.

For convenience and flexibility in selecting materials, texts are suggested according to group classes: 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 each class are listed in alphabetical order).

Textbook authors can rely on this list to choose and find additional comparable texts of genre and difficulty, as long as they meet the criteria (mentioned in Section V) and selection requirements (mentioned in Section VIII).

- The suggested texts (materials) in this list are arranged by type and style of text (story, poem, play, prose, argument, information).

The number of texts in each type varies depending on program requirements.

The list includes both new and currently/previously used texts in existing textbooks (rearranged to fit the class requirements), ensuring a balance between inheritance and innovation. For informational texts, the list does not provide specific titles but mentions topics and types of text for textbook authors to choose from freely.

Authors listed appear only once across all three academic levels, except for some mandatory works specified in the curriculum.

To guide textbook authors in selecting suitable texts for class groups, this list provides suggestions for required 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 General Education Curriculum for Literature issued with Circular 32/2018/TT-BGDDT.