Vietnam: What is the sample outline of an essay on analysis of the Poem "Tuc Canh Pac Bo/Tức cảnh Pác bó" in the 9th-grade Literature curriculum? What learning outcomes are required for the speaking and listening content in the 9th-grade Literature curriculum?

What is the sample outline of an essay on analysis of the Poem "Tuc Canh Pac Bo/Tức cảnh Pác bó" in the 9th-grade Literature curriculum in Vietnam?

Introduction

The poem "Tuc Canh Pac Bo/Tức cảnh Pác bó" is an outstanding work by President Ho Chi Minh, composed in 1941 while he was living and conducting revolutionary activities in Pac Bo, a mountainous region in the north of the country. Although it consists of only four short lines, the poem not only describes nature but also contains profound reflections on life, revolution, and the future of the nation. The poem portrays the harmony between nature and humans, contemplations on the hardships in life, and affirms the eternal belief in the nation's bright future.

1. Context of Composition and Depiction of Emotion in the Poem

The poem "Tuc Canh Pac Bo/Tức cảnh Pác bó" was written during a period when Ho Chi Minh was engaged in the resistance against French colonialists in Pac Bo, a highland area of Cao Bang, where he had to live in hardship and scarcity. Despite these difficulties, Ho Chi Minh not only fought for the independence and freedom of the nation but also maintained optimistic spirits and trust in the country's future.

The poem reflects not only the mindset of a person seeking spiritual strength amidst majestic nature but also mirrors the love for the country, belief in the revolution's victory, and Ho Chi Minh’s intense love for life.

2. Content of the Poem and Symbolic Images

Line 1: "The late-night scene as if painted with a lone traveler/ảnh khuya như vẽ người đi một mình"

At the beginning of the poem, Ho Chi Minh uses vivid natural imagery to describe the surroundings. The phrase "late-night scene as if painted" evokes a peaceful, mysterious, and beautiful space, like a hand-painted picture, full of vitality and dynamism. The image of "a lone traveler" symbolizes Ho Chi Minh's solitude living in deprivation and isolation in Pac Bo, but it also showcases his resilience and independence in his revolutionary journey. Despite the harsh circumstances, he remains steadfast on the revolutionary path alone.

Line 2: "The darkness extends, the light gradually fades/Bóng tối kéo dài, ánh sáng mờ dần"

This is a metaphor-laden line, depicting the division between past and future, between the darkness of colonial oppression and the light of freedom and independence. "The Darkness Extends" represents slavery, suffering, and the murkiness in the struggle. However, "the light gradually fades" hints at hope and change, symbolizing a bright future slowly emerging. Ho Chi Minh recognizes that although the road ahead is fraught with challenges, the light of freedom and independence will soon overcome the darkness of tyranny.

Line 3: "Looking back at the mountains and rivers, long stretches in sight/Nhìn lại non sông, dặm dài trông thấy"

This line expresses a deep reflection on the country and the nation’s history. "Looking back at the mountains and rivers" signifies not only a gaze towards the homeland but also an acknowledgment of the hardships endured by the nation throughout its history of struggle. "Long stretches in sight" denotes not only spatial but also temporal prolongation that the nation has had to endure from oppression and invasion. Nevertheless, through this contemplation, Ho Chi Minh remains confident in the strength of the nation, in its endurance.

Line 4: "Pac Bo, the mountains and rivers, our future/Hồ Bắc, non Sông, tương lai của chúng ta"

This line is full of optimism and hope. "Pac Bo" is the old name for the area where Ho Chi Minh was residing, but "the mountains and rivers" invoke the image of Vietnam as a vast country. Ho Chi Minh asserts that despite the long and arduous struggle, a bright future awaits the nation. The line also conveys an unyielding belief in the revolutionary cause and the future independence of the Vietnamese people.

3. Artistry in the Poem

The poem "Tuc Canh Pac Bo/Tức cảnh Pác bó" utilizes distinctive natural imagery, with metaphorical images that are deep and suggest multiple meanings. From "late-night scene," "darkness," "light," to "mountains and rivers," "long stretches," all bear strong symbolism, evoking not just the beauty of nature but also reflecting thoughts and emotions about the country and the future.

The language in the poem is very simple yet powerfully evocative. Words like "painted," "gradually fades," "in sight" are easy to understand yet full of poetry and rich imagery. The contrast between elements such as darkness and light, past and future, helps the poem possess both deep thoughts and suggests the nation’s transformation.

4. Meaning and Message of the Poem

The poem "Tuc Canh Pac Bo/Tức cảnh Pác bó" is not merely a description of nature but is imbued with messages about revolutionary spirit and faith in the triumph of justice. Despite hardships and loneliness, Ho Chi Minh remained steadfast in his ideals and believed in a bright future for the nation. The poem embodies a strong hope for freedom, independence, and the country's future, serving as a spiritual encouragement not only for Ho Chi Minh but also for the entire Vietnamese people in their struggle for national independence.

5. Conclusion

The poem "Tuc Canh Pac Bo/Tức cảnh Pác bó" is an exceptional work by President Ho Chi Minh, profoundly reflecting his soul and revolutionary spirit. Through natural images, the poem not only praises the beauty of the country but also demonstrates determination and optimism in the struggle for national freedom. This is a testament to the patriotism and strong belief in the revolutionary cause of Ho Chi Minh, as well as a great source of inspiration for future generations.

Note: The above sample outline of an essay on analysis of the Poem "Tuc Canh Pac Bo/Tức cảnh Pác bó" in the 9th-grade Literature curriculum in Vietnam is for reference only.

What is the sample outline of an essay on analysis of the Poem "Tuc Canh Pac Bo/Tức cảnh Pác bó" in the 9th-grade Literature curriculum? What learning outcomes are required for the speaking and listening content in the 9th-grade Literature curriculum? (Image from the Internet)

What literary knowledge does the 9th-grade Literature curriculum in Vietnam cover?

Under Section 5 of the General Education Program for Literature issued with Circular 32/2018/TT-BGDDT, the 9th-grade Literature curriculum in Vietnam covers the following literary knowledge:

- Imagination in literary works

- Titles and the method of determining titles in texts

- Topic, theme, and how to determine themes; structure

- Plot, context, character, language in-jokes, historical stories

- Single-line plot and multi-line plot

- Main artistic methods of satirical poetry

- Some elements of the poetry law in the seven-line, eight-line, quatrain poetry of the Tang Dynasty: layout, rhyme, law, rhythm, antithesis

- Some formal elements of a poem: vocabulary, imagery, layout, emotional flow

- Conflict, action, character, dialogue, and satirical methods in literary scripts (comedy)

- Some formal elements of free verse (six, seven-word lines): number of lines, words, rhyme, rhythm

- Readers and their reception of a literary text

- Content reflection and the author's perspective on life and people

What learning outcomes are required for the speaking and listening content in the 9th-grade Literature curriculum in Vietnam?

The General Education Program for Literature issued with Circular 32/2018/TT-BGDDT, learning outcomes required for the speaking and listening content in the 9th-grade Literature curriculum in Vietnam include:

(1) Speaking

- Present opinions on a social issue; clearly state opinions and arguments; use persuasive reasoning and evidence (may use information technology to enhance the presentation).

- Know how to present a short introduction about a book (personal choice): provide the reader with the most important information; state the topic or theme of the book and some distinctive artistic features.

(2) Listening

- Listen and summarize the main content of another person's presentation.

- Capture the main content that the group has discussed and presented and be able to restate it.