What are guidelines on analysis of the character Lão Hạc for students in Vietnam? What works are included in the grade 8 Literature curriculum in Vietnam?

View Post in Vietnamese: >> Phân tích về nhân vật lão Hạc ngắn gọn? Chương trình môn Ngữ văn lớp 8 có những tác phẩm nào?

What are guidelines on analysis of the character Lão Hạc for students in Vietnam? What works are included in the grade 8 Literature curriculum in Vietnam?

What are guidelines on analysis of the character Lão Hạc for students in Vietnam?

Analyzing the character Lão Hạc is part of the grade 8 literature curriculum.

Students can refer to the following guidelines on analysis of the character Lão Hạc.

Guidelines on analysis of the character Lão Hạc

* Lão Hạc - A poor farmer but rich in self-respect:

Difficult living conditions: Lão Hạc is a poor farmer, a widower, living alone in a shabby, leaky thatched hut. His life is filled with difficulties and shortages.

High self-respect: Despite his poverty, Lão Hạc maintains his self-respect. He does not want to become a burden to society and does not want to accept help from others.

Deep love for his child: His love for his child is the greatest motivation in Lão Hạc's life. He gives everything he has for his child, willing to sacrifice himself for his child's happiness.

* Lão Hạc - A compassionate and forgiving person:

Love for the Golden Dog: Lão Hạc sees the Golden Dog as a close friend, like a child. He shows it sincere and warm affection.

Cares for neighbors: Lão Hạc always cares for those around him, willing to help them when they face difficulties.

Honest living: Lão Hạc leads an honest life, never doing anything wrong.

* Lão Hạc - A man so rich in self-respect that it is extreme:

Decision to sell the dog: The decision to sell the Golden Dog is a heartbreaking one but also an act reflecting Lão Hạc's self-respect. He does not want to become a burden to others.

Chooses death to maintain honor: Ultimately, Lão Hạc chose death to protect his son's piece of land and maintain his own honor.

* Causes leading to Lão Hạc's death:

Unjust social conditions: The unjust feudal society exploited and drove farmers into poverty.

Terminal illness: His disease made him weak and unable to work.

Pain from losing his son: His son left to work far away, leaving Lão Hạc lonely and sorrowful.

Wounded self-respect: Having to sell the Golden Dog made Lão Hạc feel like he betrayed a loyal friend.

* Significance of the character Lão Hạc:

Represents the tragic fate of Vietnamese farmers before the revolution: Lão Hạc is a miniature image of poor, oppressed Vietnamese farmers.

Praises noble human qualities: Lão Hạc symbolizes kindness, love, and self-respect.

Condemns the unjust society: Through the character Lão Hạc, writer Nam Cao condemned a cruel society that drove people to the brink.

Conclusion:

Lão Hạc is a typical character, embodying the noble qualities of Vietnamese farmers. His tragic life leaves readers with deep emotions and reflections. The image of Lão Hạc will forever live in readers' hearts as an immortal symbol of kindness, love, and sacrifice.

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

Besides the work Lão Hạc, what are other works in the grade 8 literature program in Vietnam?

Based on Section 8 of the General Education Program, issued with Circular 32/2018/TT-BGDDT, some literature materials that can be chosen in the grade 8 literature program include:

Prose, Novels

- Bắt sấu rừng U Minh Hạ (Sơn Nam)

- The Last Leaf (O. Henry)

- Chiếc lược ngà (Nguyễn Quang Sáng)

- Chuyện chiếc ấm sứt vòi (Trần Đức Tiến)

- Đá trổ bông (Nguyễn Ngọc Tư)

- Twenty Thousand Leagues Under the Sea (J. Verne)

- The Little Prince (Antoine de Saint-Exupéry)

- Tinh thần thể dục (Nguyễn Công Hoan)

- Làng (Kim Lân)

- Lão Hạc (Nam Cao)

- Chuyện người con gái Nam Xương (Nguyễn Dữ)

- Những ngôi sao xa xôi (Lê Minh Khuê)

- Robinson Crusoe (D. Defoe)

- Sherlock Holmes (A. Doyle)

- Tôi đi học (Thanh Tịnh)

- Tuổi thơ dữ dội (Phùng Quán)

- Vũ trung tuỳ bút (Phạm Đình Hổ)

- ...

Poems, Folk Songs, Narrative Poems

- Bánh trôi nước, Mời trầu (Hồ Xuân Hương)

- Bếp lửa (Bằng Việt)

- Folk songs about people, society

- Chân quê, Không đề (Nguyễn Bính)

- The Wolf and the Lamb, The Grasshopper and the Ant (J. La Fontaine)

- The Road Not Taken (R. Frost)

- Đây mùa thu tới (Xuân Diệu)

- Đồng chí (Chính Hữu)

- Hoàng Hạc lâu (Thôi Hiệu)

- Hội Tây, Khóc Dương Khuê (Nguyễn Khuyến)

- Khúc hát ru những em bé lớn trên lưng mẹ (Nguyễn Khoa Điềm)

- Lục Vân Tiên (Nguyễn Đình Chiểu)

- Mộ (Chiều tối - Hồ Chí Minh)

- Mùa xuân nho nhỏ (Thanh Hải)

- Nam quốc sơn hà (Thời Lý)

- Nói với con (Y Phương)

- Ngôn chí số 20, Thuật hứng 24 (Nguyễn Trãi)

- Ông đồ (Vũ Đình Liên)

- Qua Đèo Ngang (Bà Huyện Thanh Quan)

- Sang thu (Hữu Thỉnh)

- Thuốc đắng (Mai Văn Phấn)

- Mẹ Tơm (Tố Hữu)

- Tống biệt (Tản Đà)

- Truyện Kiều (Nguyễn Du)

- Vịnh khoa thi Hương (Trần Tế Xương)

- ...

Drama, Folk Drama

- Bắc Sơn (Nguyễn Huy Tưởng)

- Mr. Jourdain's Ceremony (Moliere)

- Quan Âm Thị Kính (folk drama)

- Quẫn (Lộng Chương)

- Romeo and Juliet (W. Shakespeare)

- ...

Essays

- Social Essay: discussing a societal issue

- Literary Essay: analyzing a literary work

- Bàn luận về phép học (Nguyễn Thiếp)

- Bàn về đọc sách (Chu Quang Tiềm)

- Bình Ngô đại cáo (Nguyễn Trãi)

- Chiếu dời đô (Lý Công Uẩn)

- Walking Day Trip (Excerpt from Emile or On Education - J. Rousseau)

- Hịch tướng sĩ (Trần Hưng Đạo)

- Phong cách Hồ Chí Minh (Lê Anh Trà)

- ...

Informative Texts

- An explanatory text on a natural phenomenon or introducing a book or movie viewed.

- An explanatory text on a societal phenomenon or introducing the process of conducting an experiment.

- News articles (print and online); reports, advertisements, interviews.

Brief Analysis of the character Lao Hac? What other works are in the 8th-grade literature program besides Lao Hac?

What are guidelines on analysis of the character Lão Hạc for students in Vietnam? What works are included in the grade 8 Literature curriculum in Vietnam? (Image from the Internet)

Must grade 8 students in Vietnam be able to analyze the theme of the text?

Based on Section IV of the General Education Program for Literature, issued with Circular 32/2018/TT-BGDĐT, the requirements to be achieved in the reading comprehension section of the grade 8 literature program are as follows:

READING

READING COMPREHENSION

Literary Texts

Understanding Content

- Identify the overall content of a text; recognize typical details, topics, stories, and characters in the unity of a literary work.

- Recognize and analyze the theme, ideology, message that the text wants to convey to readers through the artistic form of the text; analyze some bases to determine the theme.

- Recognize and analyze the emotions, feelings, and main inspiration of the author expressed through the text.

Understanding Form

- Recognize and analyze the role of imagination in receiving literary texts.

- Recognize some elements of humorous stories, historical stories such as plot, context, characters, language.

- Recognize and analyze single-line and multi-line plot structures.

- Recognize and analyze the impact of some of the main artistic methods of satirical poetry.

- Recognize some poetic rules of Chinese eight-word-phrase poetry and four-line Chinese poetry such as structure, tone, rhyme, rhythm, contrast.

- Recognize and analyze the uniqueness of a poem through words, images, structure, emotional flow.

- Recognize and analyze some elements of comedy such as conflict, action, character, dialogue, satirical methods.

Connection, Comparison, Integration

- Understand that each reader may have their own way of receiving a literary text; know how to respect and learn from others' receptions.

- Comment on the content reflected and the outlook on life and people of the author in the literary text.

- State changes in thoughts, feelings, or lifestyle after reading a literary work.

Extensive Reading

- In one academic year, read at least 35 literary texts (including texts guided to read on the Internet) with equivalent type and length to the learned texts.

- Memorize some segments, favorite poems in the program.

Argumentative Texts

Understanding Content

- Identify the thesis, arguments, reasons, and typical evidence in a text.

- Analyze the relationship between the thesis, arguments, reasons, and evidence; the role of arguments, reasons, and evidence in expressing the thesis.

Understanding Form

Distinguish objective reasons and evidence (verifiable) from the subjective opinions and evaluations of the writer.

Connection, Comparison, Integration

Relate the content stated in the text to contemporary societal issues.

Extensive Reading

In one academic year, read at least 9 argumentative texts (including those guided to read on the Internet) with equivalent length to the learned texts.

Informative Texts

Understanding Content

- Analyze the basic information of a text.

- Analyze the role of details in expressing the basic information of the text.

Understanding Form

- Recognize and analyze the characteristics of some types of informative texts: explanatory texts on natural phenomena; texts introducing a book or movie watched; point out the relationship between the text's characteristics and its purpose.

- Recognize and analyze the way information is presented in a text, such as in chronological order, cause-and-effect relationship, extent of importance of the subject, or comparison and contrast.

Connection, Comparison, Integration

- Relate the information in the text to contemporary societal issues.

- Evaluate the expressive effect of a type of non-verbal medium in a specific text.

Extensive Reading

In one academic year, read at least 18 informative texts (including those guided to read on the Internet) with the type and length equivalent to the learned texts.

The requirements to be achieved in the reading comprehension section of the grade 8 literature program will require analyzing the theme.

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