Guidelines on Learning Vocabulary and Sentence (Pronouns) for Grade 5 Vietnamese Language

What contents are included in the guidelines on learning vocabulary and sentence (pronouns) for grade 5 Vietnamese Language?

Parents and students can refer to the following guidelines for studying pronouns in Grade 5 Vietnamese Language:

*Note: Information is for reference only./.

Guidelines on Learning Vocabulary and Sentence (Pronouns) for Grade 5 Vietnamese Language​ (Image from the Internet)

What is the core content when teaching Grade 5 Vietnamese Language to students?

Based on Section I, Appendix of the General Education Program for Literatures issued with Circular 32/2018/TT-BGDĐT, the teaching of Grade 5 Literatures has the following characteristics:

Literatures is a subject in the field of Language and Literature education, taught from Grade 1 to Grade 12. In primary school, this subject is called Vietnamese Language; in secondary and high school, it is called Literature.

Literatures is a subject characterized by its functional and aesthetic-humanistic nature; it provides students with communication tools, forming the basis for studying all other subjects and educational activities in school; at the same time, it is a crucial tool for educating students about noble values in culture, literature, and national language; fostering healthy emotions, humanistic feelings, compassionate and altruistic lifestyles,...

Through linguistic texts and vivid artistic images in literary works, engaging in reading, writing, speaking, and listening activities, Literatures plays a significant role in helping students develop beautiful qualities and essential competencies to live and work effectively, and to pursue lifelong learning.

The content of Literatures is comprehensive, including knowledge of culture, ethics, philosophy,... related to various subjects and educational activities like History, Geography, Art, Civic Education, Foreign Languages, Natural and Social Sciences, Experiential Activities, Career-oriented Activities,… It also closely connects with daily life; helping students care more about daily life, relate, and acquire problem-solving skills for real-life situations.

The core content of the subject includes basic, essential knowledge and skills about Vietnamese language and literature, meeting the required levels of student qualities and competencies at each educational level; divided into two phases: basic education phase and career-oriented education phase.

Basic education phase: The curriculum is designed according to the main strands corresponding to the skills of reading, writing, speaking, and listening. Vietnamese language and literature knowledge is integrated during the teaching of reading, writing, speaking, and listening. The texts are selected and arranged to match students' reception capacities at each educational level.

The goal of this phase is to help students master Vietnamese to communicate effectively in life and study well in other subjects; form and develop literary competence, a manifestation of aesthetic competence; simultaneously foster thoughts and feelings for students to develop spiritually and characteristically.

Career-oriented education phase: This curriculum consolidates and develops the outcomes from the basic education phase, enhancing students' linguistic and literary competencies, especially the reception of literary texts; strengthening the skills in composing argumentative texts and informative texts with more complex content and techniques; providing some knowledge of literary history, literary theory that is practically applicable to reading and writing about literature; continuing to foster thoughts, feelings, spirit, and character for students to become responsible citizens.

In addition, each year, students with orientations towards social sciences and humanities are provided with the option to study certain thematic modules.

These modules aim to enhance knowledge about literature and language, skills to apply the knowledge to practice, matching students' interests, needs, and career orientations.

Thus,the core content when teaching Grade 5 Vietnamese Language to students includes basic, essential knowledge and skills about Vietnamese language and literature, meeting the required levels of student qualities and competencies at each educational level;

It is divided into two phases including basic education phase and career-oriented education phase.

What are the specific competency requirements when teaching Grade 5 Vietnamese Language to primary school students?

Based on Subsection 2, Section IV, Appendix of the General Education Program for Literatures issued with Circular 32/2018/TT-BGDĐT, the specific competency requirements when teaching Grade 5 Vietnamese Language to primary school students are as follows:

- Language Competency

Read accurately, fluently, and expressively; understand the main content of texts, mostly the explicit content; initially understand the implicit content such as themes and lessons learned from the texts read.

At the primary level, reading requirements include both technical reading skills and reading comprehension skills.

For students in the early grades (Grade 1 and Grade 2), equal emphasis is placed on reading accuracy at an appropriate pace and understanding simple text content.

For students in Grades 3, 4, and 5, more emphasis is placed on understanding specific content, themes, and lessons drawn from texts.

From Grades 1 to 3, write correctly with respect to spelling, vocabulary, and grammar; construct some sentences and short paragraphs; in Grades 4 and 5, begin to write complete short essays, mainly narrative, descriptive essays, and simple introductions.

Write narratives about stories read, witnessed events, participated events, or imaginary stories; describe familiar objects and phenomena; introduce objects and activities close to students' lives.

Write paragraphs expressing students' feelings and thoughts after reading a story or poem, witnessing an event that evokes strong emotions; give opinions on simple issues in study and life; write various text types such as: autobiographies, messages, invitations, schedules, petitions,...; initially know how to write according to the process; the essay should include three parts (introduction, body, conclusion).

Present ideas and emotions clearly; initially know how to use appropriate gestures and facial expressions when speaking; clearly narrate a story read or heard; share and exchange thoughts, attitudes, and feelings on discussed issues; explain an object or simple process.

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

- Literary Competency

Differentiate prose and verse texts (prose and poetic passages); recognize text content and the author's attitude; initially understand the effects of some formal elements of literary texts (language, characters, plot, rhyme, comparison, personification).

Know how to imagine and express ideas with literary quality in writing and speaking.

For students in Grades 1 and 2: recognize who or what the text is about; identify characters in stories, rhymes in poems; recognize stories and poems.

For students in Grades 3, 4, and 5: practice expressive reading of literary texts; retell and summarize the main contents of stories and poems; comment on characters, events, and the author's attitudes in texts; identify time, place, some rhyme patterns, poetic rhythm, beautiful and unique words, images in literature, and the effects of figurative language like personification and comparison.

Understand the meaning or lessons drawn from texts. Write narrative, descriptive passages or essays expressing emotions, and the ability to relate and imagine.

>>> DOWNLOAD The General Education Program for Literatures issued with Circular 32/2018/TT-BGDĐT.