Vietnam: What are the Top 10 opening greetings for presentations by students? What are the regulations on speaking and listening teaching in Literature?

What are the Top 10 opening greetings for presentations by students in Vietnam?

Below are the Top 10 opening greetings for presentations by students in Vietnam:

*Note: The information is for reference only./.

What are the Top 10 opening greetings for presentations by students in Vietnam? What are the regulations on speaking and listening teaching in Literature in Vietnam? (Image from the Internet)

What are the regulations on speaking and listening teaching in Literature in Vietnam?

Under Section 6 Appendix of the General Education Program for Literature issued with Circular 32/2018/TT-BGDDT, the teaching methods for Literature are defined as follows:

The purpose of speaking and listening teaching is to help students articulate and present orally in a clear, confident manner; understand correctly; respect both speakers and listeners; adopt appropriate attitudes in exchanges and discussions. speaking and listening teaching not only develops communication skills but also educates the characteristics and personality of students.

In teaching speaking, teachers guide students to observe and analyze models while providing instructions and organizing student practice; instruct the preparation and presentation process for a group, team, or class presentation; and the preparation and participation processes for discussions and debates.

In teaching listening, teachers guide students to grasp listening content, understand and evaluate the speaker's viewpoint and intent; verify unclear information; listen actively and respect the speaker and differing opinions; cooperate, and problem-solve with a positive attitude.

For interactive speaking and listening skills, teachers instruct students to listen actively and ask questions to understand listening content, to speak in turn in conversations, and to use audiovisual aids to support oral presentations.

Speaking and listening practice is the main activity to hone students' speaking and listening skills.

To provide opportunities for all students to practice speaking, teachers should flexibly organize learning activities such as: asking pairs of students to speak to each other or students to present to a group or class; organizing discussions and debates, through which understanding the interactive nature of spoken language and shaping a positive, cooperative attitude during exchanges, and having the Be able to solve problems through discussions; grouping, listening to feedback, and gaining experience based on specific evaluation criteria provided by the teacher.

At the upper secondary level in Vietnam, is being able to assess a presentation's expressive form one of the required outcomes?

Under Section 4 Appendix of the General Education Program for Literature issued with Circular 32/2018/TT-BGDDT is stipulated as follows:

* Required outcomes at the upper secondary level

- Language Competency

Students should apply knowledge of the Vietnamese language and historical, social, ideological, philosophical, and aesthetic contexts of various periods to understand more challenging texts (as reflected by length, complexity, and reading comprehension requirements).

Students should analyze and evaluate content and notable features of textual expression, particularly creative explorations in language, writing style, and text type. Students develop their views and thoughts on human life through their own perspectives; recognizing the role and effect of reading on themselves.

From grades 10 to 12: proficiently write argumentative and explanatory text styles on topics related to life and career orientation; write according to process, incorporating methods of expression, types of arguments, and artistic elements; take a stance on social issues.

Write argumentative texts and informational texts on relatively complex topics; argumentative texts requiring the analysis, evaluation, and comparison of literary works; discuss issues suitable for teenagers, demanding relatively complex structures and argumentative styles, requiring evidence from various sources; explanatory texts on scientific issues in the form of a research report adhering to conventions; respect intellectual property rights and avoid plagiarism.

Write essays conveying emotions, attitudes, experiences, and personal ideas on the issues raised in the text; showcasing a personal perspective, mindset, and lifestyle rich in individuality.

Be able to debate issues with differing viewpoints; have an open and culturally appropriate debate attitude; Be able to listen to presentations and evaluate the content and expressive form of the presentation; be enthusiastic to express individual opinions, and personality in debates; present scientific issues confidently and persuasively. Speak and listen flexibly; understand methods, and processes involved in conducting a debate.

Thus, being able to assess a presentation's expressive form is one of the required outcomes at the upper secondary level in the Language Competency section.