Guidelines on preparing lesson on Vietnamese Language Practice for grade 6 students in Vietnam
Guidelines on preparing lesson on Vietnamese Language Practice for grade 6 students in Vietnam
Below are answers for the Grade 6 Vietnamese Language Practice of the "Kết nối tri thức" curriculum:
Question 1:
“Đôi cánh tôi, trước kia ngắn hủn hoẳn bây giờ thành cái áo dài kín xuống tận chấm đuôi. Mỗi khi tôi vũ lên, đã nghe tiếng phành phạch giòn giã. Lúc tôi đi bách bộ thì cả người tôi rung rinh một màu nâu bóng mỡ, soi gương được và rất ưa nhìn.”
Simple words: tôi, nghe, người
Compound words - Compound: bóng mỡ, ưa nhìn.
Compound words - Alliteration: hủn hoẳn, phành phạch, giòn giã, rung rinh.
Question 2:
The onomatopoeic words in the text “Bài học đường đời đầu tiên” are:
Phanh phách,
Phành phạch,
Giòn giã,
Ngoàm ngoạp,
Hừ hừ,
Véo von,
Văng vẳng.
Question 3:
- Thỉnh thoảng, muốn thử sự lợi hại của những chiếc vuốt, tôi co cẳng lên, đạp phanh phách vào các ngọn cỏ.
- Hai cái răng đen nhánh lúc nào cũng nhai ngoàm ngoạp như hai lưỡi liềm máy làm việc.
- Mỗi bước đi, tôi làm điệu dún dẩy các khoeo chân, rung lên rung xuống hai chiếc râu.
The alliterative words in these sentences are:
+ Thỉnh thoảng
+ Phanh phách
+ Ngoàm ngoạp
+ Dún dẩy
Effect: The use of alliterative words vividly brings the character De Men (Cricket) to life. They emphasize the robust, vigorous, and lively youthfulness of De Men.
Question 4:
- To explain the usual meaning of a word, you can refer to a dictionary.
- To explain the meaning of a word in a sentence, you need to rely on the context provided by the preceding and following words.
| Words | Usual Meaning | Meaning in the Text |
| Nghèo | Being in a state of not having or having very little of what is necessary for a minimum standard of material life; opposite of rich. For example: nghèo đói, nghèo khó, nhà nó còn nghèo, đất nước còn nghèo, …. |
Limited ability to function or work, weaker health than usual. For example: nghèo sức – trái nghĩa với khỏe mạnh, cường tráng. |
| Mưa dầm sùi sụt |
Light, continuous rain over a large area for an extended period. For example: Mưa dầm sùi sụt mấy ngày liền khiến đường trơn trượt, xe cộ đi lại vất vả. |
A style of singing that is soft, prolonged, and melancholic. For example: điệu hát mưa dầm sùi sụt |
Question 5:
- Meanings of the idioms:
+ Ăn xổi ở thì: A temporary and transient way of living without long-term stability (short-lived: temporary, quick; eating short-lived: eating as soon as possible; short-lived: temporary living).
+ Tắt lửa tối đèn: Refers to situations of unpredictability or difficulty, requiring help from those around.
+ Hôi như cú mèo: Having an unpleasant, smelly odor due to poor personal hygiene.
- Sentences:
+ Nó không được học hành, lại không nhà không cửa, giờ chỉ tính chuyện tạm bợ trước mắt, ăn xổi ở thì cho qua tháng này.
+ Bố mẹ thường khuyên bảo tôi rằng: là hàng xóm với nhau thì nên giúp đỡ những nhau lúc khó khăn, bất trắc, tắt lửa tối đèn có nhau.
+ Hắn hôi như cú mèo nên chẳng ai dám lại ngồi gần.
Question 6:
- Some sentences using similes in the text are:
+ Những ngọn cỏ gẫy rạp, y như có nhát dao vừa lia qua.
+ Hai cái răng đen nhánh, lúc nào cũng nhai ngoàm ngoạp như hai lưỡi liềm máy làm việc.
- Effect: These similes vividly and realistically depict De Men at the age of growth, full of vigor and strength.
Note: The suggested answers for the Grade 6 Vietnamese Language Practice of the "Kết nối tri thức" curriculum are for reference purposes only.
Guidelines on preparing lesson on Vietnamese Language Practice for grade 6 students in Vietnam (Image from the Internet)
What does grade 6 Vietnamese Language knowledge include?
Based on sub-section 2, Section 5, the Vietnamese Literature curriculum issued with Circular 32/2018/TT-BGDDT, Grade 6 Vietnamese Language knowledge includes:
- Simple and compound words, compound words and alliterative words.
- Polysemous words and homophones.
- Meaning of some common idioms.
- Meaning of some common Sino-Vietnamese elements (e.g., bat, phi) and the meaning of words containing those Sino-Vietnamese elements (e.g., unfair, discord, unreasonable).
- Main components of a sentence: expanding the main components of a sentence with phrases.
- Adverbials: characteristics, function in connecting sentences.
- Usage of semicolons (to mark boundaries between parts in a complex list); quotation marks (to indicate a word being used in a non-literal sense).- Metaphor, metonymy: features and effects.
- Paragraphs and texts: characteristics and functions.
- Choosing words and some sentence structures appropriate for expressing the meaning of the text.
- Types and genres of texts:
+ Narrative text: essay recounting a personal experience, essay retelling a folk tale.
+ Descriptive text: essay describing an activity scene.
+ Expressive text: lục bát poetry; a paragraph reflecting feelings when reading a lục bát poem.
+ Argumentative text: opinion, reasons, evidence; essay presenting an opinion on a phenomenon in study or life.
+ Informative text: title, sapo, headings, bold letters, numbering and bullet points; text narrating an event; minutes recording an incident or a meeting, discussion.
- Language development: phenomenon of borrowing words, loanwords, using loanwords.
- Non-verbal communication tools: images, statistics.
What are literary materials of the Literature Curriculum for grade 6 students in Vietnam?
Based on sub-section 2, Section 5, the Vietnamese Literature curriculum issued with Circular 32/2018/TT-BGDDT, the materials used in the Grade 6 Vietnamese Literature curriculum include:
(1) Literary texts:
- Legends, fairy tales, short stories.
- Poetry, lục bát poetry.
- Memoirs or travel narratives.
(2) Argumentative texts:
- Social argumentation.
- Literary argumentation.
(3) Informative texts:
- Texts narrating an event.
- Minutes of a meeting.
- Summary diagrams.
>> View the Vietnamese Literature curriculum issued with Circular 32/2018/TT-BGDDT:
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