What are the guidelines for preparing the brief lesson "Đây thôn Vĩ Dạ" for 11th-grade students in Vietnam? What are the requirements regarding the duration of extra classes for 11th-grade Literature in Vietnam?
What are the guidelines for preparing the brief lesson "Đây thôn Vĩ Dạ" for 11th-grade students in Vietnam?
The poem "Đây thôn Vĩ Dạ" is one of the famous poems by poet Han Mac Tu, written around 1939. The poem expresses longing and yearning for a peaceful countryside and a distant love.
Below is a brief and complete lesson "Đây thôn Vĩ Dạ" for 11th-grade students in Vietnam:
1. Preparation
- Information about Han Mac Tu: Han Mac Tu (1912-1940), real name Nguyen Trong Hoan, was one of the prominent poets in the New Poetry movement. He was born in Quang Ngai and lived a tragic life, particularly due to the malignant leprosy that caused him to live in pain and loneliness. Han Mac Tu left behind many poems full of romanticism and personal traits, combining intense emotions with mystical and fanciful images. "Đây thôn Vĩ Dạ" is one of his standout poems, reflecting the feelings of a person living in loneliness, longing, and yearning for love.
- The scenery and people of Hue: Thon Vi Da is a famous place in Thua Thien - Hue province, known for its peaceful natural landscapes like betel gardens, lunar rivers, and traditional Vietnamese houses. Hue is known for its classic, solemn beauty and is a place preserving unique traditional cultural values.
- Background of the poem: "Đây thôn Vĩ Dạ" was born around 1939, when Han Mac Tu was living in sickness. He suffered from leprosy and had to live in isolation. Despite this, his longing for his homeland and love for a girl in Thon Vi Da inspired this poem.
2. Reading Comprehension
Question 1: Pay attention to the comparison image “green like jade” in verse 3.
"Green like jade" is a very subtle comparison image in the poem. The green color of the garden is likened to jade, a precious, clear, and smooth color. This image not only describes the beauty of nature but also expresses the elegance and coolness of the rural scenery. It reflects the freshness and vitality of nature and the author's close ties to the scenery here.
Question 2: Note the contradictory, unusual relationship between “wind” and “clouds.”
The phrase "Wind goes its way, clouds go their way" depicts an unusual, paradoxical relationship between wind and clouds. Wind and clouds usually move together, but here, they are like two separate forces, each moving its own path, creating a separation and disconnection. This can be understood as a metaphorical image for the loneliness and separation in love, where the lover and the poet each seem to be on their own paths, unable to meet.
Question 3: What space does the term "here" refer to in verse 11?
The term "here" in the phrase "Here fog and smoke blur the human figure" refers to the present space the poet is living in, a gloomy, lonely space, like a hazy, unclear scene. "Here" may be understood as the space within the poet's heart—where longing and yearning for love dominate, making the space vague and full of mist.
3. Answer the Questions at the End of the Lesson
Question 1: What are the characteristics of the Thon Vi landscape (verse 1)? From whose perspective is this landscape seen? What does this tell us about the emotional state of the lyrical character?
Characteristics of Thon Vi's landscape: The landscape in the first stanza is very beautiful and peaceful. The image of the areca rows, green gardens like jade, and the house roof covered by bamboo leaves create a very intimate and pure space. Everything is portrayed brightly, like a dreamy, lively painting.
From whose perspective?: This landscape is viewed from the perspective of a distant visitor, possibly the poet Han Mac Tu, with longing for his homeland and lover. Therefore, the landscape is idealized, filled with nostalgia.
Emotional state of the lyrical character: The emotional state of the lyrical character clearly shows longing and a desire to return to Thon Vi Da, where everything evokes beautiful memories. The dreaminess and nostalgia are evident in the way the peaceful, harmonious nature is described.
Question 2: How does the natural scene in verse 2 differ from verse 1? What does this difference reveal about the emotional state and feelings of the lyrical character?
Difference between verse 1 and verse 2: In verse 1, the natural scene is bright and peaceful, while in verse 2, nature becomes sad and gloomy, with the appearance of a "sad" river and swaying cornflowers, creating a somber atmosphere. The image of "whose boat is moored by the moon river" evokes a romantic but vague and distant space.
What does this difference reveal about the emotional state of the lyrical character?: This transition from brightness to sadness reflects the dreamy and distant emotional state of the lyrical character. Despite love and longing, the lover or homeland is too far away, unreachable. The emotional state is a mixture of longing and deep sadness.
Question 3: Through the three questions in the three stanzas, comment on the poem's structure.
Comment on the poem's structure: The poem's structure shows a clear transition, from the bright space of Thon Vi Da in stanza 1 to the gloomy, distant space in stanzas 2 and 3. Each stanza is like a question from the lyrical character, reflecting different emotions: from longing and desire to meet to separation, longing, and skepticism about love. This structural approach highlights quiet yet intense emotions, evoking an impressive space.
Question 4: In the poem "Nho thuong," Han Mac Tu portrays the mood of the concubine through the contrast between "outside there" and "inside here."
Comment on the poem "Nho thuong": In the poem "Nho thuong," Han Mac Tu uses the contrast between "outside there" and "inside here" to portray the separation, loneliness, and longing of the concubine. "Outside there" is the outside, free world, while "inside here" represents a constricted, confined space, clearly reflecting the separation and helplessness of the character. This contrast shows the struggle between the desire for freedom and the bitter reality.
Question 5: Comment on the effect of a symbolic element in the poem.
Comment on the symbolic element in "Đây thôn Vĩ Dạ": The clearest symbolic element in the poem is the image of the "moon." The moon symbolizes love, romantic beauty, and dreaminess. At the same time, the moon is associated with loneliness and distance, as in the line “Can I bring the moon back in time tonight?”. The moon appears as an invisible connection between the lover and the poet but also reminds of the unattainable, endless yearning. This image not only highlights romantic feelings but also reflects the incomplete, lonely emotional state of the lyrical character.
Note: The content is for reference only!
What are the guidelines for preparing the brief lesson "Đây thôn Vĩ Dạ" for 11th-grade students in Vietnam? What are the requirements regarding the duration of extra classes for 11th-grade Literature in Vietnam? (Image from Internet)
What are the requirements regarding the duration of extra classes for 11th-grade Literature in Vietnam?
According to Article 3 of Circular 29/2024/TT-BGDDT:
Principles of extra classes
...
- The duration, time, location, and form of extra classes must be suitable for the age psychology, ensuring students' health; comply with the legal regulations on working time, overtime, and legal provisions on security, order, safety, environmental hygiene, and fire prevention at the location of extra classes classes.
Thus, the duration of extra classes for 11th-grade Literature in Vietnam must be suitable for the age psychology, ensuring students' health; and comply with the legal regulations on working time and overtime.
What are the responsibilities of the Department of Education and Training in Vietnam for extra classes?
According to Article 9 of Circular 29/2024/TT-BGDDT, the responsibilities of the Department of Education and Training in Vietnam for extra classes are as follows:
- Lead and cooperate with relevant agencies to advise the provincial People's Committee to promulgate regulations on extra classes within the province.
- Guide and organize the implementation of regulations on extra classes for schools, organizations, and individuals under management within the province.
- Organize or cooperate with relevant agencies to inspect and monitor extra classes activities within management areas; handle violations according to authority or propose competent agencies to handle violations.
