Guidelines on telling the story of Sự tích loài hoa của mùa hạ for grade 3 students in Vietnam

Guidelines on telling the story of Sự tích loài hoa của mùa hạ for grade 3 students in Vietnam

Sự tích loài hoa của mùa hạ is part of the grade 3 Vietnamese syllabus.

Students will learn to tell the story of Sự tích loài hoa của mùa hạ in page 19, lesson No. 3, week 2 of the Kết nối tri thức curriculum.

Teachers, parents, and students can refer to the following guide on how to tell the story of the Sự tích loài hoa của mùa hạ grade 3 students in Vietnam:

Guidelines on telling the story of Sự tích loài hoa của mùa hạ for grade 3 students in Vietnam

*Coherent and Engaging Storytelling Method:

- Start with an engaging question: "Do you know why the cactus blooms in summer?" This question will spark the curiosity of the students.

- Introduce the characters: Introduce different types of flowers and the cactus, emphasize the cactus's unique appearance compared to other flowers.

- Express the characters' emotions: When describing the cactus's feelings of being teased, the teacher should use a sorrowful tone, and use a joyful tone when describing its happiness upon blooming.

- Use vivid descriptive words: When describing the beauty of the flowers and the harshness of summer, the teacher should use rich and vivid language, for example: "hoa rực rỡ", "nắng như đổ lửa"

- Conclude the story with a meaningful statement: "What have we learned from this story?" This question helps students to draw lessons from the story.

*Literary Devices in the Story:

- Personification: Attributing human actions and emotions to the flowers and cactus.

- Comparison: Comparing the differences between the cactus and other flowers.

- Gradation: Describing the increasing harshness of summer.

*Meaning of the Story and Each Section:

The story talks about: Friendship, mutual assistance, kindness, and dreams.

Meaning of each section:

Section 1: Introduction to the differences and loneliness of the cactus.

Section 2: Description of the harshness of summer and the cactus's role in helping other flowers.

Section 3: Showing the gratitude of the flowers and the reward the cactus receives.

*Additional Suggestions for grade 3 students:

Before Telling the Story:

Read the story thoroughly several times.

Learn about different types of flowers and the cactus.

Find illustrative images to make the storytelling more lively.

While Telling the Story:

Use appropriate tones for each character and section.

Emphasize important details.

Observe the listeners' reactions to adjust the storytelling manner.

After Telling the Story:

Answer friends' questions.

Discuss the meaning of the story.

*Supplementary Activities:

- Drawing: Students can draw pictures of the cactus and other flowers.

- Role-playing: Students can act out the characters in the story.

- Writing a Paragraph: Students can write a paragraph describing a flower they love. 

*Note: Information is for reference only./.

Guidelines on telling the story of Sự tích loài hoa của mùa hạ for grade 3 students in Vietnam​ (Image from the Internet)

What are requirements on achievements of students in Vietnam after studying grade 3 Vietnamese?

Based on Section V of the General Education Program for Literature issued together with Circular 32/2018/TT-BGDDT, the requirements for grade 3 Vietnamese as part of the overall General Education Program for Literature are specified as follows:

*Requirements for Key Qualities and Common Competencies

The subject of Literature contributes to forming and developing in students the key qualities and common competencies appropriate to the subject and grade level as defined in the General Program.

Furthermore, based on Section IV of the General Education Program for Literature issued together with Circular 32/2018/TT-BGDDT, the specific competencies required upon completing the grade 3 Vietnamese program include:

[1] Required Language Competencies:

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

- In primary school, reading requirements include both reading technique and reading comprehension skills. For lower-grade students (grades 1 and 2), attention is paid to reading correctly at a suitable speed and understanding simple content of texts.

For students in grades 3, 4, and 5, more emphasis is placed on understanding specific content, understanding the theme, and the lessons learned from the text.

- From grades 1 to 3, write correctly in terms of spelling, vocabulary, and grammar; write simple sentences and paragraphs; in grades 4 and 5, begin to write short, complete essays, mainly narrative, descriptive, and simple introductions.

- Write texts that retell stories read, events witnessed and participated in, imagined stories; describe familiar objects, phenomena; introduce objects and activities close to students' lives.

- Write paragraphs expressing students' emotions and thoughts after reading a story or poem, experiencing an event that evokes many feelings; express opinions on simple issues in study and life; write some types of documents such as: autobiographies, messages, invitations, schedules, applications, etc.; begin to know how to write according to a process; writings need to have three parts (introduction, body, conclusion).

- Present ideas and feelings clearly; begin to use appropriate gestures and expressions when speaking; retell clearly a story read or heard; share and exchange feelings, attitudes, and thoughts about discussed issues; explain an object or simple process.

- Understand with appropriate attitudes 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 (paragraphs and passages of prose and verses); recognize the content of the text and the writer's attitude and emotions; begin to understand the effect of some formal elements of literary texts (language, characters, plot, rhyme, comparisons, personifications). Know how to associate, imagine, and express literary thoughts in writing and speaking.

- For grade 1 and grade 2 students: recognize who or what the text is about; identify characters in stories and verses in poems; recognize stories and poems.

- For grade 3, grade 4, and grade 5 students: know how to read literary texts expressively; retell 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, some poetic rhyme types, rhythm, beautiful and unique words and images, and the effect of literary devices like personification and comparison.

- Understand the meaning or lesson drawn from the text. Write sections or essays that narrate stories or describe with emotions and imagination.

Thus, according to the regulations, the requirements for grade 3 Vietnamese in the Creative Horizons series must meet the general and core requirements.

What awards can excellent primary school students in Vietnam receive?

Based on Article 38 of the primary school Regulations issued together with Circular 28/2020/TT-BGDDT:

Rewards and Punishments

1. Implement rewards and punishments for students as regulated by the Ministry of Education and Training.

2. Students who achieve outstanding accomplishments, exemplary students who complete assigned tasks well in study, training, and emulation activities, and contribute significantly to their class, are elected by their classmates or achieve other remarkable accomplishments will be rewarded by the teachers, the school, and the educational management levels with forms of recognition: being praised before the class or the whole school, receiving a certificate or letter of commendation.

3. Students who have shortcomings in their study, training, and emulation activities, depending on the severity of the violation, can be disciplined by: reminding, directly supporting to help them improve; notifying their parents to coordinate in helping them overcome their shortcomings. Teachers are not allowed to criticize students before the whole class, the whole school, or in joint meetings with parents.

Currently, primary school students can be awarded by teachers, the school, and the educational management levels through forms of recognition: being praised before the class or the whole school, receiving a certificate or letter of commendation when they achieve outstanding accomplishments, exemplary students who complete assigned tasks well in their studies, training, and emulation activities, and significantly contribute to their group, elected by their classmates or achieve other remarkable accomplishments.

Download the General Education Program for Literature issued together with Circular 32/2018/TT-BGDDT.

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