What is laziness? What is the specific evidence of laziness? What are the sample 200-word paragraphs about laziness? What are the regulations on regular assessments for 9th-grade Literature in Vietnam?

What is laziness? What is the specific evidence of laziness? What are the sample 200-word paragraphs about laziness?

Laziness is a psychological state manifested in the lack of motivation, and an unwillingness to work or complete tasks. Lazy individuals often procrastinate, find ways to evade work, and lack the will to strive.

*Evidence of laziness in students

Laziness is most clearly exhibited in the daily behaviors and habits of students. Below are some typical Samples:

- In studies:

Procrastinating on homework: Instead of doing homework, students often spend time on leisure activities like playing games or watching movies.

Unwillingness to explore new lessons: Students are often reluctant to read textbooks, do exercises, resulting in weak knowledge.

Not participating in extracurricular activities: Students often refuse to join clubs, sports, or cultural activities, considering it a waste of time.

- In daily life:

Unwillingness to tidy up the room: Rooms are always messy, belongings scattered around.

Unwillingness to exercise: Frequently skipping workout sessions, leading to deteriorated health.

Unwillingness to help the family: Students often avoid housework, preferring to be served.

9th-grade students can refer to some sample 200-word paragraphs about laziness below:

*Note: Information is for reference only./.

What is laziness? What is the specific evidence of laziness? What are the sample 200-word paragraphs about laziness? What are the regulations on regular assessments for 9th-grade Literature in Vietnam? (Image from the Internet)

What are the regulations on regular assessments for 9th-grade Literature in Vietnam?

Under Article 6 of Circular 22/2021/TT-BGDDT, the regulations are as follows:

Regular assessment

1. Regular assessment shall be conducted via: ask – answer, provide presentation, practice, experiment, produce learning products.

2. In each subject, each student shall be examined and assessed multiple times where several examinations and assessment satisfactory to teaching progress as per education plans of specialized departments are selected and the results thereof are recorded in student monitor and assessment record (by classes) in order to assess learning results of a subject according to Clause 1 Article 9 hereof as follows:

a) For subjects where assessment is conducted via feedback (does not include learning topics): choose twice each semester.

b) For subjects where assessment is conducted via both feedback and scores (does not include learning topics), choose regular assessment scores (hereinafter referred to as “DDGtx”) in each semester as follows:

- Subjects that have 35 periods/school year: 2 DDGtx.

- Subjects that have from more than 35 periods/school year to 70 periods/school year: 3 DDGtx.

- Subjects that have more than 70 periods/school year: 4 DDGtx.

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Thus, in each subject, each student shall be examined and assessed multiple times. As 9th-grade Literature has over 70 lessons per school year, there are 4 regular assessment tests.

Which skills does the Literature curriculum train for students in Vietnam?

According to Section 2 of the General Education Program for Literature, issued with Circular 32/2018/TT-BGDDT, the Literature curriculum adheres to the fundamental regulations stated in the General Program and emphasizes several viewpoints as follows:

- The curriculum is built on theoretical and practical foundations, updating research achievements in educational science, psychology, and methodology of teaching Literature; achievements in literary and linguistic studies; the achievements of Vietnamese literature throughout different periods; experiences in developing Literature curricula in Vietnam, especially since the early 21st century and international trends in curriculum development generally, specifically Literature curricula in recent years, particularly programs of developing nations; the realities of society, education, economic conditions, and Vietnamese cultural traditions, especially the diversity of student demographics concerning regions, conditions, and learning capabilities.

- The curriculum focuses on training communication skills (reading, writing, speaking, and listening) as the core thread throughout all three educational levels to meet competency-oriented program requirements and ensure coherence and continuity in all educational levels and grades. Basic general knowledge about Vietnamese and literature is built through learning activities related to the reception and creation of text, directly serving the requirements of training reading, writing, speaking, and listening skills.

- The curriculum is constructed with openness, demonstrated by not detailing the teaching content but only specifying the learning outcomes for reading, writing, speaking, and listening at each grade; specifying some fundamental, core knowledge about Vietnamese, literature, and some significant texts of national literature that are compulsory content for students nationwide.

- The curriculum simultaneously meets the requirements for innovation while focusing on inheriting and promoting the strengths of existing Literature curricula, particularly the current one.

Thus, among the above four perspectives, the Literature curriculum trains communication skills (reading, writing, speaking, and listening) as the principal thread throughout all three educational levels.