What are guidelines on preparing the lesson "Kim Kiều gặp gỡ" for students in Vietnam? What literary materials are required to achieve after completing grade 9 Literature in Vietnam?

What are guidelines on preparing the lesson "Kim Kiều gặp gỡ" (excerpt from Truyện Kiều, Nguyễn Du) for students in Vietnam? What literary materials are required to achieve after completing grade 9 Literature in Vietnam?

What are guidelines on preparing the lesson "Kim Kiều gặp gỡ" for students in Vietnam?

The text "Kim Kiều gặp gỡ" is an excerpt from Truyện Kiều (Nguyễn Du) that students will learn in the grade 9 Literature program.

Students can refer to the following guidelines on preparing the lesson "Kim Kiều gặp gỡ":

Guidelines on preparing the lesson "Kim Kiều gặp gỡ"

* Main content of the lesson:

The excerpt describes the first meeting of Kim Trọng and Thúy Kiều. Through this, author Nguyễn Du portrays the talented and beautiful features of the two characters, while evoking a beautiful, romantic yet foreboding relationship laden with impending tragedies.

* Author and context of creation:

Author: Nguyễn Du is the great national poet, the author of Truyện Kiều - one of the great literary works of Vietnam.

Creation context: Truyện Kiều was written around the 18th century, in the feudal Vietnamese society.

* Segmenting and meaning of each part:

Part 1-3: Describes the scene of Kim Trọng visiting the Vương family and meeting Thúy Kiều and Thuy Van. The image of Kim Trọng is depicted with graceful and elegant beauty.

Part 4-6: The author describes the beauty of the two sisters Thúy Kiều and Thuy Van, particularly emphasizing Thúy Kiều's talent and grace.

Part 7-11: Thúy Kiều expresses her anxious and worried feelings about the future. She feels the beauty of love but also fears the storms of life.

* Artistic imagery:

Natural imagery: Cây quỳnh, cành dao, bóng chiều, nước chảy, tơ liễu,... are used to create a poetic and romantic scene.

Character imagery: Kim Trọng is described with the traditional beauty of a scholar, while Thúy Kiều is illustrated with distinguished, graceful beauty.

* Rhetorical devices:

Similes: "Một vùng như thể cây quỳnh cành dao", "Người quốc sắc kẻ thiên tài".

Metaphors: "Bóng hồng nhác thấy nẻo xa", "Hải đường lả ngọn đông lân".

Repetition: The word "Bóng" is repeated many times, creating a melancholy tone.

Rhetorical questions: "Người đâu gặp gỡ làm chi, / Trăm năm biết có duyên gì hay không?" expressing Thúy Kiều's worries and concerns.

* Suggested discussion questions:

What is your impression of the beauty of Kim Trọng and Thúy Kiều?

Why does the author use many natural images in the excerpt?

How do you understand Thúy Kiều's feelings when meeting Kim Trọng?

What are your predictions about the future of this love?

Note: Information about the lesson "Kim Kiều gặp gỡ" is for reference only./.

The Shortest Lesson on the Encounter of Kim and Kieu? What literary knowledge is necessary after completing Grade 9 Literature?

What are guidelines on preparing the lesson "Kim Kiều gặp gỡ" for students in Vietnam? What literary materials are required to achieve after completing grade 9 Literature in Vietnam?​ (Image from Internet)

Is it necessary to ensure objectivity when assessing grade 9 students in Vietnam?

Based on Article 4 of Circular 22/2021/TT-BGDDT, the requirements for assessing grade 9 students include:

- Assessing based on the required achievements specified in the General Education Program.

- Ensuring the assessment is accurate, comprehensive, fair, honest, and objective.

- Employing various methods, forms, techniques, and tools for assessment; combining regular and periodic assessments.

- Assessing for students' progress; emphasizing encouragement and motivation for students' efforts in training and studying; not comparing students with each other.

The requirements specify that the assessment of grade 9 students must ensure objectivity.

Read more: How to outline a creative storytelling essay for grade 5 Vietnamese?

Read more: How to outline a landscape description essay for grade 5 students in Vietnam?

Read more: How to outline an essay describing a family member for students in Vietnam?

Read more: 3 steps to outline a creative storytelling essay for students in Vietnam

Read more: Outline for an argumentative essay on solving problems in the relationship between humans and nature for students in Vietnam

What literary materials are required to achieve after completing grade 9 Literature in Vietnam?​

Based on the General Education Program issued with Circular 32/2018/TT-BGDDT, the necessary literary knowledge after completing Grade 9 Literature is as follows:

* Literature

- Literary knowledge streams

+ Literary theory: some practical issues of literary theory, related to understanding literary texts.

+ Literary genres: story, poetry, drama, memoirs, and some typical genres.

+ Elements of literary texts: plot, storyline, characters, space, time, narrator, point of view, rhyme, rhythm,...

+ Literary history: some major authors and general features of Vietnamese literary history summarized at the end of lower secondary school and upper secondary school levels.

- Distribution of literary knowledge streams by grade level

+ Primary level: basic understanding of stories and poetry, fictional and non-fictional texts; characters in literary texts, plot, time, space, words, rhyme, rhythm, images, character dialogues.

+ Lower secondary school level: understanding of genres (folktales, short stories, lyrical and narrative poems; lyrical and narrative memoirs; novels and Nom narrative poems, formal and free verse poetry, tragedy and comedy); lyrical subjects and lyrical characters; the expressive, cognitive value of literary works; some formal elements and artistic techniques in literary genres (narrator, first-person narrator, third-person narrator, characters, point of view, changes in the narrator and point of view, conflict, space and time, narrator's words and characters' words, lyrical emotions, words, images, rhyme, rhythm, poetic structure); a brief summary of literary history by the end of Grade 9.

+ Upper secondary school level: understanding less common genres and sub-genres that require higher reading skills (myths, epics, traditional theater genres like Cheo or Tuong, modern stories and poems; modern and post-modern novels); some practical knowledge of literary history and theory applied to reading and writing literary texts (stories, omniscient narrators, limited narrators, narrators and perspective shifts, story-telling techniques, poetic ideas, literary imagery characteristics; literary style; understanding of literary history and prominent authors); some specialized topics focusing on the knowledge of literary periods, movements, and writing styles.

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