What are the Top 4 sample imaginative paragraphs on the basis of a read or heard story in the 4th-grade Vietnamese language curriculum?
What are the Top 4 sample imaginative paragraphs on the basis of a read or heard story in the 4th-grade Vietnamese language curriculum?
Students can refer to the following sample imaginative paragraphs on the basis of a read or heard story in the 4th-grade Vietnamese language curriculum:
Snow White and the Seven Dwarfs Among the princesses of the fairy tale world, my favorite is Princess Snow White from the story Snow White and the Seven Dwarfs. When reading the story, I most enjoyed imagining the actions of the princess in the tale. I drew my own version of Snow White in my world. There, Snow White is a petite and lovely girl. She has skin as white as snow, and her hair is as black and fluffy as cotton candy. Her face is oval-shaped, highlighted by strikingly clear eyes like autumn lake water. Her chubby cheeks are slightly blushed, and her lips are red like ripe strawberries. Snow White moves and runs swiftly and gracefully. I often imagine her sitting by the lake, singing joyfully with the birds in the forest. At that moment, Snow White looks just like the princess of the deep woods. |
Cinderella I have read many fairy tales from around the world, but I am still impressed by the story of Cinderella. The Cinderella in the story is truly beautiful, gentle, and very virtuous. She had a long time of hardship to find complete happiness. How beautiful Cinderella is! Her figure is petite, slender. The oval face, delicate and prominent, with rosy, smooth skin. Her eyes are black and shiny, glistening under naturally curled eyelashes that enhance the allure of her gaze. The long, curved willow-leaf eyebrows further enhance the natural beauty of those alluring eyes. Her nose is high and slender, complimenting her facial beauty. Her lips are soft, full, and glossy as if a thin layer of lipstick had been freshly applied. Her white, even teeth peep out from between her lips, revealing a delicate beauty. Her black, silky hair flows loosely over her shoulders. Daily, Cinderella wears ragged clothes, patched here and there, to clean the house. Despite her pretty face, she's always grimy because she has to sweep in the dirty corners or attics. Due to her soiled appearance, she is called "Cinderella." Cinderella is very hardworking, constantly cleaning and tidying. She is industrious and diligent. Cinderella's character holds the most admirable traits: gentle, virtuous, and diligent—the finest qualities of a woman. Cinderella went through a long arduous path to find true happiness. Leading to such a happy result is an entire long story. |
"Thạch Sanh" Reading the fairy tale "Thạch Sanh", I often felt dissatisfied with the ending of the character Ly Thong, so I imagined an alternative path for this character. After Thach Sanh spared him from death, Ly Thong realized his mistakes and deeply regretted his actions. On his way back home, he thought deeply and resolved to change. Back in his hometown, he continued running the liquor shop and expanded his business. All the wealth gained from the business he used to help the villagers. He took in orphaned children with no place to go, nurturing and teaching them the craft of brewing to make a living. This change in Ly Thong deeply moved his mother. The neighbors all loved and appreciated him. Word of this spread to the capital and reached the king's court. Thach Sanh, now the king, was overjoyed upon hearing this because there's nothing more precious than someone who realizes and corrects their mistakes. To me, such an ending is truly a happy conclusion and offers a meaningful lesson for the reader. |
The Story "Cây khế" |
Note: The information is for reference only!
What are the Top 4 sample imaginative paragraphs on the basis of a read or heard story in the 4th-grade Vietnamese language curriculum? (Image from Internet)
What are the objectives of teaching the 4th-grade Vietnamese language subject?
Under subsection 2, Section 3 of the General Education Program for Literature issued with Circular 32/2018/TT-BGDDT, the objectives of teaching the 4th-grade Vietnamese language subject are as follows:
- To help students form and develop essential qualities with specific expressions: love for nature, family, and homeland; a sense of origin; a fondness for beauty and goodness and maintaining healthy emotions; an enthusiasm for learning and a fondness for labor; honesty and straightforwardness in studies and life; a sense of responsibility toward oneself, family, society, and the environment.
- To guide students in initially forming general competencies, and develop language skills across all reading, writing, speaking, and listening abilities at a basic level: reading correctly and fluently, understanding the content, and main information of texts; making connections and comparisons outside of texts; writing with correct spelling and grammar; writing a few sentences, short paragraphs, and essays (mainly narrative and descriptive); expressing clearly; understanding and comprehending others' opinions.
To develop literary abilities with requiring recognition of poetry and stories, knowing how to read poetry and stories; recognizing the beauty of artistic language; having imagination, and understanding and being moved by the beauty and goodness of people and the world portrayed in literary texts.
What are the requirements for assessing 4th-grade students in Vietnam?
Pursuant to Article 4 of the Regulations on Assessing Primary School Students issued with Circular 27/2020/TT-BGDDT, the requirements for assessing 4th-grade students in Vietnam are as follows:
- Assess students via level of satisfaction of requirements and specific display of capacities in subjects, academic activities, traits and capabilities of students required by formal primary education program.
- Conduct regular assessment by feedback, periodic assessment in form of scores in combination with comments; combine assessment of teachers, students, students' parents in which teachers’ assessment holds the highest priority.
- Assess progression and do so for the progression of students; emphasize encouragement and motivation of efforts in studying and training of students; assist students in making the best of their capabilities and efforts; guarantee timeliness, fairness and transparency; refrain from comparing one student to another, refrain from pressuring students, teachers or students' parents.