What are sample descriptive esays on scenes of activities for students in Vietnam? What are the specific competency requirements for Vietnamese Language subject for primary school students?

What are sample descriptive esays on scenes of activities for students in Vietnam?

Writing an essay describing scenes of activities is one of the content as well as practice requirements in the writing section for grade 5 students, which may also be encountered in grade 6.

Teachers and students can refer to the following sample descriptive esays on scenes of activities.

*Note: Information about the sample essays on describing scenes of activities is for reference only./.

What are sample descriptive esays on scenes of activities for students in Vietnam? What are the specific competency requirements for Vietnamese Language subject for primary school students?​ (Image from Internet)

What are suggested texts for grade 5 Vietnamese Language?

Based on Section IX of the Appendix of the Literature Subject Education Program issued with Circular 32/2018/TT-BGDDT, the suggested texts for grade 5 Vietnamese Language are as follows:

- Based on the criteria for selecting texts and the requirements for choosing texts, the program builds a list of suggested texts (materials) for selection at various grades.

This list of texts is not all the materials for the grades but merely examples illustrating the genre, type of text, topic, and suitability with the perception and psychology of the age group; to meet the target requirements for reading, writing, speaking, and listening in each grade.

To facilitate flexibility in choosing materials, the suggested texts are grouped by grades: grades 1, 2, and 3; grades 4 and 5; grades 6 and 7; grades 8 and 9; grades 10, 11, and 12 (Text titles in all grades are arranged in alphabetical order).

Textbook authors can rely on this list to select and independently find equivalent texts in terms of genre and difficulty to compose, provided they meet the selection criteria and requirements.

- The suggested texts (materials) in this list are organized by type, style of text (story, poetry, play, essay, information).

The number of texts in each category varies depending on the program's achievement requirements.

The list includes new texts and texts that have been or are currently used in existing textbooks (with redistricting to fit the achievement requirements of the grades), ensuring a balance between inheritance and innovation. Specifically, for informational texts, the list does not introduce specific text titles but only states the topic and types of texts for textbook authors to choose freely.

Authors listed in this catalog only appear once across all three educational levels, except for some compulsory works mentioned in the program.

To guide textbook authors in selecting appropriate texts for grouped grades, this list indicates the allocation for mandatory works.

GRADES 4 AND 5

*Stories, Prose

- Chuyện của Thần Nông (Vietnamese Fairy Tale)

- Guess How Much I Love You (Comic - Sam McBratney, A. Jeram)

- Có con giun đất (Vietnamese Folktale)

- The King's Wish (Greek Mythology)

- Kì diệu rừng xanh (Nguyễn Phan Hách)

- Một người chính trực (Quỳnh Cư, Đỗ Đức Hùng)

- Mua kính (Vietnamese Folktale)

- Những ngày thơ ấu (Nguyên Hồng)

- Heart (E. Amicis)

- Phân xử tài tình (Vietnamese Fairy Tale)

- Quê nội (Võ Quảng)

- Sự tích cây nêu ngày Tết (Vietnamese Fairy Tale)

- Thái sư Trần Thủ Độ (Ngô Sĩ Liên)

- Thư gửi các học sinh (Hồ Chí Minh)

- Thương nhớ ngón tay (Trích Vừa nhắm mắt vừa mở cửa sổ - Nguyễn Ngọc Thuần)

- Totto-chan, the Little Girl at the Window (K. Tetsuko)

- In the Jungle (Excerpt from "The Jungle Book" - R. Kipling)

- ...

*Poetry, Folk Songs, Riddles

- Bài ca về trái đất (Định Hải)

- Bè xuôi sông La (Vũ Duy Thông)

- Biển (Khánh Chi)

- Bến cảng Hải Phòng (Nguyễn Hồng Kiên)

- Ca dao về tình cảm gia đình

- Cao Bằng (Trúc Thông)

- Câu đố dân gian về sự vật, hiện tượng

- Chợ Tết (Đoàn Văn Cừ)

- Dòng sông mặc áo (Nguyễn Trọng Tạo)

- Em nghĩ về trái đất (Nguyễn Lãm Thắng)

- Lượm (Tố Hữu)

- Sắc màu em yêu (Phạm Đình Ân)

- Tiếng đàn ba-la-lai-ca trên sông Đà (Quang Huy)

- Trẻ em hôm nay, thế giới ngày mai (Phùng Ngọc Hùng)

- Truyện Kiều (Nguyễn Du)

- Truyện cổ nước mình (Lâm Thị Mỹ Dạ)

- Trước cổng trời (Nguyễn Đình Ảnh)

- ...

*Plays

- The Fox Fell into the Well (Aesop)

- The Blue Bird (M. Maeterlinck)

- Hoàng tử - Công chúa và chín vị thần... bị bắt (Minh Phương)

- Lòng dân (Nguyễn Văn Xe)

- Người công dân số Một (Hà Văn Cầu - Vũ Đình Phòng)

- ...

*Informational Texts

- Book or Film Introductions.

- Simple Instructions for Carrying Out a Task or Using a Product.

- Thank You or Apology Letters, Inquiry Letters; Request Forms (requesting leave of absence, requesting enrollment); Invitations, Job Reports, Activity Programs.

- Explanatory Texts about Natural Phenomena.

- Process Descriptions.

- Advertisement Texts (flyers, posters,...).

- ...

>>> DOWNLOAD the Literature Education Program issued with Circular 32/2018/TT-BGDDT.

What are the specific competency requirements for Vietnamese Language subject for primary school students?​

Based on Section IV of the Appendix of the Literature Subject Education Program issued with Circular 32/2018/TT-BGDDT, the the specific competency requirements for Vietnamese Language subject for primary school students are as follows:

2. Specific Skill Requirements

2.1. Requirements at Primary School Level

a) Language Proficiency

Correct, fluent, and expressive reading of texts; understanding the main content of texts, primarily explicit content; initial understanding of implied content such as themes and lessons drawn from the texts read.

At the primary level, the reading requirement includes both the technical and comprehension skills of reading. For students in the lower grades (grades 1 and 2), emphasis is placed on reading correctly at an appropriate speed and comprehending the simple content of texts. For students in grades 3, grades 4 and 5, more emphasis is placed on understanding specific content, understanding themes, and lessons derived from the texts.

From grades 1 to 3, write accurately in terms of spelling, vocabulary, and grammar; write some sentences and short paragraphs; in grades 4 and 5, begin writing complete short essays, mainly narrative, descriptive, and simple introductory essays.

Write texts recounting stories read, events witnessed or participated in, or imagined stories by students; describe familiar objects and phenomena; introduce objects and activities close to students' lives. Write paragraphs expressing the emotions and thoughts of students when reading a story, poem, or witnessing an event that evokes deep feelings; express opinions about a simple issue in education and life; write various types of documents like self-introduction, messages, invitation letters, schedules, applications,...; begin to write according to a process; and the essay should have three parts (introduction, body, conclusion).

Present ideas and emotions clearly; initially, know how to use appropriate gestures and expressions when speaking; clearly recount a story that has been read or heard; know how to share and exchange personal feelings, attitudes, and thoughts about discussed issues; know how to explain an object or a simple process.

Listen understand with appropriate attitudes and comprehend the basic content; recognize the emotions of the speaker; know how to respond to what has been heard.