Vietnam: What is the sample analysis of the Poem "Nói với con" for 9th-grade students? What are the requirements for developing language competence for 9th-grade students?

What is the sample analysis of the Poem "Nói với con" for 9th-grade students in Vietnam? What are the requirements for developing language competence for 9th-grade students?

What is the sample analysis of the Poem "Nói với con" for 9th-grade students in Vietnam?

The poem "Nói với con" by Y Phuong is a work rich in humanistic value, expressing warm family emotions and pride in ethnic origins. To analyze the poem "Nói với con", we need to focus on clarifying the content, artistry, and ideological significance conveyed by the author through each image and line.

Students can refer to the following sample analysis of the Poem "Nói với con" for 9th-grade students in Vietnam:

The structure of the poem can be envisioned in two parts. Family, hometown, warmth, and joy are expressed by the author in the first 11 lines. The deep, earnest love for the homeland, the traditional spirit of unity, and the strong vitality of mountain people are depicted in the following 17 lines. The poem opens with a cozy family scene, filled with voices and laughter:

Right foot steps to father

Left foot steps to mother

One step touches speech

Two steps reach laughter

"Chân phải bước tới cha

Chân trái bước tới mẹ

Một bước chạm tiếng nói

Hai bước tới tiếng cười)


A home with father and mother, a child grows in love. Furthermore, a child is born, growing up in the love and beauty of the native people:

The native folk cherish dearly, dear child

The first day is the most beautiful in the world.

(Người đồng mình yêu lắm con ơi

Ngày đầu tiên đẹp nhất trên đời.)


Thoughts, emotions, and feelings are directly portrayed through imagery. The author utilizes the expression style of the mountain ethnic people to craft poetic images. Through such expression, the author has created images both concrete and abstract yet still rich in poetic qualities about the beauty in the life of mountain people: Weaving fish traps with floral patterns – House walls embedded with songs – Forests giving flowers; and about the traditional unity, bond, and sharing: The path filled with hearts. The father wants his child to see the poetic charm of the native people to cherish it. This unique expression is further shown in striking images in the subsequent lines:

The native folk care so much, dear child

They live in valleys unashamed of poverty.

(Người đồng mình thương lắm con ơi

Sống trong thung không chê thung nghèo đói.)

From specific expressions of family love and hometown sentiments in the first part, to the second part, the author takes the child's voice to speak of traditional strength and loyalty to the homeland. Using the "height" and "distance" of the earth and sky as measures of ambition and aspirations. This is the stature of high mountains, deep forests, of Dam San and Sinh Nha. The father's words to the child are also reminders to appreciate their birthplace (Living on rocky terrain without scorning uneven stones – Living in valleys without despising their poverty), to live naturally, diligently, optimistically to overcome hardships (Live like the rivers and streams – Up waterfalls down rapids – Without fearing labor). The child should remember these things to cherish. And also to live worthily. Because, although the native people are simple and rustic, they are not small. Here, we again encounter the unique expression of mountain people in the line "The native folk carve stones to uplift their homeland." This line contains both literal and metaphorical meanings. Carving stones is a real activity often seen in mountainous regions. Homeland represents an abstract concept referring to one's birthplace and family. Saying "carve stones to uplift their homeland" implies a dedication to pride and ancestral preservation.

The first time the father mentions the native folk's rustic nature, he speaks about the strong vitality, the traditional strength of the homeland; the second time, he reiterates for the child's deep remembrance: Our homeland, though simple and rustic, the native folk with rugged flesh but live nobly, thus on life's journey, the child must undertake great deeds, must lead a noble life worthy of being a native person. The father has imparted the beauty and strength of the homeland's tradition to his child.

The free verse form, with an unconfined number of words, suits the poem's natural, flexible emotional flow. The rhythm sometimes soaring, sometimes gentle, sometimes concise and clear, sometimes powerful and sharp, creates a harmonious resonance with the various emotional tones in the father's words that seep into the child. The poetic language is simple, the imagery rough yet concise, enriching and vivid. Truly a captivating "ethnic brocade" language.

Poet Y Phuong understands and thus captures the essence in the traditional identity of mountain people. From this poem, the father's words to the child or perhaps a message to future generations?

Note: The content is for reference only.

Analysis Model of the Poem "Nói với con" for 9th Grade? Requirements for Developing Language Competence for 9th Grade Students?

What is the sample analysis of the Poem "Nói với con" for 9th-grade students in Vietnam? What are the requirements for developing language competence for 9th-grade students? (Image from Internet)

What are the requirements for developing language competence for 9th-grade students?

Under Section 3 of the General Education Program in Literature issued under Circular 32/2018/TT-BGDDT, the requirements for developing language competence for 9th-grade students in Vietnam include:

- Distinguish between types of literary, argumentative, and informative texts.

- Understand both the explicit and implicit content of these text types.

- Write coherent and logical narrative, descriptive, expressive, argumentative, informative, utilitarian compositions, following proper process and integrating various expression methods.

- Speak clearly and coherently.

- Have a confident attitude, appropriate to the communication context.

- Listen attentively with a suitable attitude.

What types of texts do 9th-grade students in Vietnam learn?

Under Section 5 of the General Education Program in Literature issued under Circular 32/2018/TT-BGDDT, 9th-grade students in Vietnam will learn the following types of texts:

- Narrative texts: storytelling, mimicking a story already read; story retelling from a comic book.

- Expressive texts: eight-syllable poetry; paragraphs reflecting thoughts on an eight-syllable poem.

- Argumentative texts: the role of arguments, reasoning, and evidence in presenting the content of an argumentative text; essays presenting issues and solutions; analyses of a literary work.

- Informative texts: the presentation of ideas and information in texts; the expressive effectiveness of non-linguistic means in informational texts; texts explaining a social phenomenon; texts describing a scenic spot or historical site; advertisements, brochures.

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