What are guidelines on preparing the lesson "Cảm hoài" for students in Vietnam? Is preserving and developing the Vietnamese language included in the grade 12 Literature curriculum in Vietnam?

What are guidelines on preparing the lesson "Cảm hoài" for grade 12 students in Vietnam? Is preserving and developing the Vietnamese language included in the grade 12 Literature curriculum in Vietnam?

What are guidelines on preparing the lesson "Cảm hoài" for students in Vietnam?

"Cảm hoài" is one of the contents that students will learn in the Grade 12 Literature curriculum.

Students can refer to the following guidelines on preparing the lesson "Cảm hoài":

Prepare the Lesson "Cảm hoài"

* Context of Composition

Author: Đặng Dung, a talented general during the Ho dynasty.

Time: Composed in the last years of his life, when his political career faced many obstacles.

Content: The poem expresses the pain and disappointment of a hero in decline facing the times.

* Content and Artistry

Two opening lines: The author reveals the sorrow over the rapid passage of time and the futility of life.

"Thế sự du du nại lão tử": Events pass quickly, people age, accomplishing little.

"Vô cùng thiên địa nhập hàm ca": The vast, eternal universe, but humans are small grains of sand, eventually fading into oblivion.

Two explanatory lines: The author contrasts the fate of talented people in different situations.

"Thời lại đồ điếu thành công dị": When favorable times arise, even those in lowly professions like butchers or fishers can succeed.

"Vận khí anh hùng ẩm hận đa": Conversely, talented heroes face misfortune and grievances when times are unfavorable.

Two argumentative lines: The author demonstrates a strong desire to restore the country but feels powerless.

"Trí chủ hữu hoài phủ địa trục": The author desires to help the king save the nation and change its destiny.

"Tẩy binh vô lộ vãn thiên hà": The author wants to cleanse the weapons, but there is no way to bring down the Milky Way, meaning no opportunity to realize his ideals.

Two concluding lines: The author expresses the anguish over unfulfilled ambitions and the swift passage of time.

"Quốc thù vị báo đầu tiên bạch": National revenge is unfulfilled as hair turns gray.

"Kỉ độ Long Tuyền đới nguyệt ma": Many nights sharpening the sword under the moonlight, yet revenge remains unachieved.

* Artistry

Language: Concise language, rich in imagery, with a melancholy tone.

Stylistic devices:

Contrasts: "Thời lại - vận khí", "thành công - ẩm hận",...

Metaphors: "Phủ địa trục", "vãn thiên hà".

Repetition: "Kỉ độ".

Poetic form: Seven-word eight-line Tang poem, creating a rhythmic, tight rhythm, evoking a deep feeling.

* Significance

The poem "Cảm hoài" is the heartfelt expression of a hero in decline facing the times. From this, we see:

The sorrow of talented individuals during unfavorable times: Đặng Dung was a talented general, but he had no opportunity to showcase his talents.

A strong desire for national restoration: He was always concerned about saving the nation, willing to do anything to rescue it.

The powerlessness in the face of fate: Despite having strong willpower, he could not change the course of history.

The poem "Cảm hoài" is a literary work of great value, showcasing the talent and soul of the author. It is also a profound lesson on life, the fleeting nature of fame and fortune, and the importance of ideals.

* Section Division and Meaning of Each Section:

Section 1: First two lines

Content: The author reveals sorrow over the passage of time and the futility of life. He feels aging and powerless against the changing times.

Artistry: Utilizes the seven-word eight-line Tang poem form, rich in imagery, condensed language.

Meaning: This verse raises philosophical questions about life and the brevity of human existence against the vast universe.

Section 2: Two explanatory lines

Content: The author compares the fate of talented individuals and ordinary people in different circumstances. He expresses the injustice of life where talented individuals are not appreciated, while ordinary ones can succeed.

Artistry: Employs contrasts and antithesis to highlight the disparity between talented individuals and ordinary people.

Meaning: The verse conveys the author's indignation and resentment towards society's injustice.

Section 3: Two argumentative lines

Content: The author expresses a strong desire for national restoration but feels powerless. He wants to do everything to help the king save the nation, but lacks the opportunity.

Artistry: Uses grand, majestic images like "phủ địa trục", "vãn thiên hà" to show his great aspirations.

Meaning: The verse shows the author's patriotic spirit and resolute will.

Section 4: Two concluding lines

Content: The author expresses sorrow for unachieved ambitions and the swift passage of time.

Artistry: Employs repetition of "kỷ độ" to emphasize the passage of time.

Meaning: Concludes the poem, summarizing the author's deep sorrow and disappointment.

Conclusion:

The poem "Cảm hoài" is divided into 4 sections, each expressing a different aspect of the author's emotions. Through the poem, we see the heart of a hero in decline facing the times, a strong desire for national restoration but feeling powerless. The poem is a realistic depiction of life, illustrating the ups and downs of human life.

*Note: Information about the lesson plan for Cảm hoài is for reference only./.

Prepare the Shortest Lesson Plan for "Cảm hoài"? In the Grade 12 Literature program, is it necessary to preserve and develop the Vietnamese language?

What are guidelines on preparing the lesson "Cảm hoài" for students in Vietnam? Is preserving and developing the Vietnamese language included in the grade 12 Literature curriculum in Vietnam?​ (Image from Internet)

Is preserving and developing the Vietnamese language included in the grade 12 Literature curriculum in Vietnam?

Based on subsection 2, Section 5 of the General Education Program for Literature issued with Circular 32/2018/TT-BGDDT, grade 12 students study the following content in the Literature subject:

*VIETNAMESE LANGUAGE KNOWLEDGE

- Preserve and develop the Vietnamese language

- Logical errors, ambiguous sentence errors, and methods of correction

- Stylistic devices of irony, paradox: characteristics and effects

- Types of texts and genres

+ Argumentative text: role of arguments, reasoning, and evidence; purpose, emotion, and perspective of the writer; techniques to enhance affirmation and negation in argumentative texts;

Methods of reasoning and expressive language; speech for launching a movement or social activity; argumentative essay on an issue related to youth; comparative essay evaluating two literary works of the same or different genres.

+ Informative texts: value of the subject, main information of the text; types of data and data reliability; job exchange letters; reports on project assignments or research results on a natural or social issue.

- Respect and protect intellectual property rights in learning and research

- Basic characteristics of formal and informal language: understanding and application

- Non-verbal communication tools: images, data, charts, diagrams,...

*LITERATURE KNOWLEDGE

- Cognitive, educational, and aesthetic functions of literature

- The alignment between theme, main idea, and dominant emotion

- Some expressions of artistic style in folk literature, medieval literature, modern literature, realistic and romantic movements; author's artistic style

- Some elements of legends, modern and postmodern novels, modern lyrical poetry, comedy, memoirs

+ Legends: subject, character, language, artistic techniques; evaluate the role of magical elements in legends, associated with their role in folktales.

+ Novels (modern and postmodern): language, psychological development, character actions

+ Modern lyrical poetry: language, imagery, symbols, symbolic elements, surrealism

+ Comedy: language, character, situation, satirical techniques

+ Reports, diaries, or memoirs: non-fiction nature, description, narration; combining real details, events with the author's experience, attitude, and evaluation.

- Character's psychological development and techniques for depicting the character's psychology by the author.

- Relationship between the narrator, point of view in expressing the theme of the text

- Basic understanding of Ho Chi Minh helps in reading and understanding some representative works of this author.

- Brief overview of literary history and the role of background knowledge in literary history for text comprehension.

Thus, one of the contents of the Grade 12 Literature program in Vietnamese language knowledge is to preserve and develop the Vietnamese language.

What materials are used for grade 12 Literature in Vietnam?

According to the regulations in subsection 2, Section 5 of the General Education Program for Literature issued with Circular 32/2018/TT-BGDDT, the materials used for grade 12 Literature include the following texts:

[1]. Literary Texts

- Legends, short stories, and modern novels

- Modern lyrical poetry

- Comedy

- Reports, diaries, or memoirs

[2]. Argumentative Texts

- Social argumentation

- Literary argumentation

[3]. Informative Texts

- Explanatory texts integrating one or more elements like description, narration, expression, argumentation

- Research reports, job exchange letters.

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