What are guidelines on preparing the lesson "Hịch tướng sĩ" for grade 8 students in Vietnam? What are requirements to achieve in the content of reading comprehension according to grade 8 curriculum in Vietnam?
What are guidelines on preparing the lesson "Hịch tướng sĩ" for grade 8 students in Vietnam?
Guidance on preparing the lesson "Hịch tướng sĩ"
| Question 1: Name some famous generals in our history. 1. Ngô Quyền: He led the people and army to defeat the Southern Han at the Battle of Bạch Đằng river in 938, ending over 1000 years of Northern domination. 2. Trần Hưng Đạo: A renowned general of the Trần Dynasty, he led the people and army of Đại Việt to defeat the Mongol - Yuan invasions three times in 1258, 1285, and 1287-1288. 3. Quang Trung (Nguyễn Huệ): The plain-clothed hero who led the Tây Sơn army to defeat the Qing in the Battle of Ngọc Hồi - Đống Đa in 1789. 4. Võ Nguyên Giáp: The legendary general of the Vietnam People's Army, famous for the victory at Điện Biên Phủ in 1954 and his crucial role in the resistance against the U.S. Question 2: In your opinion, why did the Mongol - Yuan armies fail in all three invasions into Vietnam? 1. Strategic military tactics of the Trần Dynasty: Generals like Trần Hưng Đạo utilized the "scorched earth" strategy, strategically retreating to preserve forces and counter-attacking when the enemy was fatigued and short of supplies. 2. Unity and determination of the Đại Việt people and army: The united spirit and determination to defend the country empowered them to overcome all adversities and defeat the invaders. 3. Harsh natural conditions: The tropical climate, dense forests, and complex terrain of Vietnam posed significant challenges to the Mongol - Yuan forces, who were accustomed to fighting on vast steppes. |
Guidance on the text reading section of "Hịch tướng sĩ"
| Question 1: What is common among the pairs of historical figures mentioned? The pairs of historical figures mentioned are all patriots, ready to sacrifice themselves for national peace. They maintained a determined spirit to fight and win, never giving up. Question 2: The relationship between king and subjects, general and subordinates, as cited by Trần Quốc Tuấn as a basis for subsequent arguments. - Nguyễn Văn Lập held the small Điếu Ngư fortress against the vast Möngke Khan army, earning the gratitude of the Song dynasty people to this day. - The subordinate Xich Tu Tu ventured into remote, hostile lands and defeated the Nanzhao army in a few weeks, leaving a proud legacy admired by the Yuan dynasty generals till now. Question 3: What reasons and evidence did Trần Quốc Tuấn use to move the emotions of the subordinates? - The reasons: + We were born in a time of turmoil, grew up facing hardship. Seeing enemy envoys strut brazenly in our streets, hurling insults at our court, bullying our ministers with their hyena-like arrogance. + I often find my meals tasteless, getting up at midnight, my guts twisting in anguish, tears streaming down; only seething for not having spilled the enemy's blood, skinned their hides, drank their blood. Even if a hundred of my bodies lay exposed in the grasslands, a thousand wrapped in horse leather, I would gladly oblige. - The evidence: + Kublai Khan claimed to be the King of Yunnan to extort jewels, pillage gold and silver, and loot assets. + If you lacked clothes, I provided you,... Question 4: What evidence and arguments did Trần Quốc Tuấn use to affirm that the subordinates were thinking and acting incorrectly? - The evidence: + Making cockfighting your joy… or being infatuated with melodies. - The arguments: + Now, you see your master humiliated and feel no shame, see your country disgraced and feel no disgrace. + If the Mongol armies invade, rooster spurs cannot pierce armor … and music cannot deafen the enemy. + Not only will my lands be lost … but even then, will you find joy? |
Guidance on the post-reading section of "Hịch tướng sĩ"
| Question 1: What was the purpose of Trần Quốc Tuấn's "Hịch tướng sĩ"? The "Hịch tướng sĩ" was written by Trần Quốc Tuấn to motivate the spirit of patriotism, self-respect, and the fighting will of the generals and soldiers amidst the Mongol - Yuan invasions of Đại Việt. He aimed to call on the generals to unite and commit to defending the country while criticizing some generals' neglect and irresponsibility, reminding them of their duty and obligations. Question 2: Identify the structure of the "Hịch" and specify the role of each section in achieving its goals. - Section 1 from the beginning to “to this day still keeps good fame”: Evokes pride and fighting spirit in generals by referencing loyal and courageous examples from history. - Section 2 from “Moreover I” to “I also consent”: Denounces the arrogance and crimes of the Mongol - Yuan invaders. Evokes hatred for the enemy among generals, highlighting the enemy’s brutality and danger to stimulate fighting spirit. - Section 3 from “You reside with me” to “even if you want joy, would it be possible?”: Criticizes wrongdoings of generals. Reminds generals of their duty and responsibilities, criticizes negligence and irresponsibility, thus encouraging rectification and greater effort. - Section 4 from “Now I choose the art of war” to the end: Encourages fighting spirit. Appeals to the generals to unite and resolve to protect the country, boosting martial spirit and patriotism. Question 3: Point out commonalities among the historical figures mentioned at the beginning of the "Hịch." What did the author illustrate with their actions? - Commonalities among the historical figures mentioned at the start of the "Hịch": + Loyal to their lords and nation, sacrificing themselves without surrendering. + Determination to fight and win. - The author illustrated the actions of these eight pairs of historical figures to exemplify loyalty and righteousness from the past, reminding soldiers of the truth: that loyal and righteous examples would be honored in history, indirectly stirring awareness of men's responsibilities in society. Question 4: To stir strong emotions and persuade his subordinates, what real phenomena did Trần Quốc Tuấn refer to? Trần Quốc Tuấn referred to many real phenomena: - We were born in times of chaos, grew up during adversity. Watching enemy envoys walk around proudly, speaking with forked tongues and insulting the court, bullying our ministers with their beastly arrogance. - Recalling the saying “placing a fire under woodpile” meant danger. - Following the advice “treat boiling broth cautiously as boiled vegetables” to avoid fear. - Only by training the army to fight can one gain victory, ensure family wellbeing, and leave an everlasting honorable legacy. Question 5: What evidence and reasoning did the author use to demonstrate that the subordinates were thinking and acting wrongfully? 1. Evidence of negligence and lack of responsibility: He highlighted specific behaviors such as the subordinates only caring about enjoyment without military training or preparedness for war. These actions reflected irresponsibility and negligence of their duties. 2. Reasoning concerning responsibility and duty: Trần Quốc Tuấn reminded the subordinates of their responsibility and duty to the nation. He argued that if the subordinates do not train and prepare, they cannot protect their country, families, and themselves when the enemy arrives. 3. Reasoning about patriotism and fighting spirit: He motivated the subordinates by referencing the patriotism and fighting spirit of loyal and righteous figures in history. He argued that if the subordinates do not follow the examples of predecessors and lack fighting spirit, they are unworthy of their ranks in Đại Việt. Question 6: What expression methods did the author choose to make the "Hịch" powerfully impact the understanding and emotions of the subordinates? Analyze an example you find exemplary of this expression. Trần Quốc Tuấn used eloquent language, blending logic and strong emotions to evoke patriotism and fighting will in subordinates. He frequently referenced historical examples of loyal subjects, denounced enemy crimes, and called for national pride. Example: A standout passage is when Trần Quốc Tuấn mentioned loyal subjects like Ky Tin, Do Vu, Du Nhuong, Kinh Duc, and Cao Khanh. He wrote: "I often lose my appetite, rise at midnight, my insides being wrenched, tears streaming, seething for not yet having flayed, scalped, drunk enemy blood." This expression reflects the author's deep anger while communicating forcefully, stirring hatred for the enemy and determination to fight among subordinates. Question 7: As a chief general, what arguments did Trần Quốc Tuấn use to urge subordinates to train martial arts, study the book "Binh thu yeu luoc," and prepare to fight and defend the country? Trần Quốc Tuấn's arguments: He reminded them about responsibility and honor: He emphasized the subordinates' responsibilities to protect the nation, family, and honor. He wrote: "You reside with me, managing military affairs, without care, hatred, knowing neither how to eliminate the rebellious nor rescue the suffering people, we will be captured by the enemy. Not only our country but our honor will be disgraced for eternity." He encouraged learning and training: He urged the subordinates to study the "Binh thu yeu luoc" and train in martial arts to prepare for battle. He wrote: "Now you see your master humiliated and feel no shame, see your country disgraced and feel no disgrace, bearing national humiliation and feeling no anger, hearing national shame and feeling no wrath, even if this body were exposed a hundred times upon the fields, a thousand times wrapped in horse leather, I would consent." Question 8: From reading the "Hịch," what lessons do you learn for writing a persuasive essay? 1. Use persuasive reasoning and evidence: The "Hịch" of Trần Quốc Tuấn shows the importance of using clear reasoning and specific evidence to persuade readers. Arguments must be logical, with evidence directly related to the issue discussed. 2. Combine logic and emotion: A persuasive essay requires not just sharp reasoning but also strong emotions to create empathy and persuade the reader. Trần Quốc Tuấn's way of evoking patriotism and hatred for the enemy is a typical example. 3. Use powerful, vivid language: Using strong, vivid language makes writing lively and memorable. Images like "guts twisted as if cut, tears streaming" in the "Hịch" exemplify this. |
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What are guidelines on preparing the lesson "Hịch tướng sĩ" for grade 8 students in Vietnam? What are requirements to achieve in the content of reading comprehension according to grade 8 curriculum in Vietnam? (Image from the Internet)
What are requirements to achieve in the content of reading comprehension according to grade 8 curriculum in Vietnam?
Based on the General Education Program for Literature issued with Circular 32/2018/TT-BGDDT, the requirements to achieve in the content of reading comprehension according to grade 8 curriculum in Vietnam include:
- Comprehending content
+ Identifying the thesis, arguments, reasoning, and typical evidence in the text.
+ Analyzing the relationship between thesis, arguments, reasoning, and evidence; the role of arguments, reasoning, and evidence in expressing the thesis.
- Comprehending form: Differentiating between objective (verifiable) reasoning and evidence with the author's subjective opinions and evaluations.
- Relating, comparing, connecting: Relating text content to contemporary societal issues.
- Extensive reading: In one academic year, read at least 9 argumentative texts (including texts guided online) with lengths comparable to studied texts.
What are requirements to achieve in speaking and listening section according to grade 8 curriculum in Vietnam?
According to the General Education Program for Literature issued with Circular 32/2018/TT-BGDDT, the requirements to achieve in speaking and listening section according to grade 8 curriculum in Vietnam include:
Speaking
- Presenting opinions on a societal issue; clearly stating opinions and arguments; using persuasive reasoning and evidence (may use information technology to enhance presentation effectiveness).
- Presenting a brief introduction of a book (by personal choice): providing the reader with essential information; stating the book’s theme or topic and some artistic highlights.
Listening
- Listening and summarizing the content of others' presentations.
- Grasping the main content discussed within a group and presenting back that content.
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