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MINISTRY OF
EDUCATION AND TRAINING OF VIETNAM
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SOCIALIST
REPUBLIC OF VIETNAM
Independence – Freedom – Happiness
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No.
23/2023/TT-BGDDT
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Hanoi, December
8, 2023
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CIRCULAR
VIETNAMESE TEACHING
AND LEARNING FOR PRE-FIRST-GRADE CHILDREN OF ETHNIC MINORITY GROUPS
Pursuant to the Law on Education of Vietnam
dated June 14, 2019;
Pursuant to Decree No. 86/2022/ND-CP October 24,
2022 of the Government of Vietnam on functions, tasks, entitlements, and
organizational structure of the Ministry of Education and Training of Vietnam;
Pursuant to Decree No. 127/2018/ND-CP dated
September 21, 2018 of the Government on stipulating responsibility for state
management of education;
At the request of the Director of the Primary
Education Department;
The Minister of Education and Training of
Vietnam hereby promulgates a Circular on Vietnamese teaching and learning for
pre-first-grade children of ethnic minority groups.
Chapter I
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Article 1. Scope and regulated entities
1. Scope
This Circular provides for Vietnamese teaching and
learning for pre-first-grade children of ethnic minority groups, including the
contents of Vietnamese teaching and learning for pre-first-grade children of
ethnic minority groups; organization of Vietnamese teaching and learning for
pre-first-grade children of ethnic minority groups; cooperation among schools,
families, and society; responsibilities of relevant agencies, organizations,
and individuals.
2. Regulated entities
This Circular applies to educational institutions
implementing the General Education Program on Primary Education in ethnic
minority areas and mountainous areas, where the conditions for communications
in Vietnamese of pre-first-grade children of ethnic minority groups are
restricted; relevant agencies, organizations, and individuals.
Article 2. Interpretation of terms
For the purpose of this Circular, the following
terms shall be construed as follows:
1. Pre-first-grade children of ethnic minority
groups refer to children of ethnic minority groups who are preparing to enter
first-grade and are old enough to enter first-grade according to the Primary
School Charter (hereinafter referred to as “children”).
2. Educational institutions implementing the
General Education Program on Primary Education include primary schools,
multi-level schools, special schools, and other educational institutions
implementing such a program (hereinafter referred to as "primary
schools").
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1. To organize, manage, and instruct the Vietnamese
teaching and learning for children.
2. To prepare readiness and create excitement and
initiative for children in learning; establish basic learning skills, ability
to use Vietnamese, communication skills, and social behaviors for children.
3. To determine contents requiring cooperation
among schools, families, and society in Vietnamese teaching and learning for children.
Article 4. Viewpoints and implementation
principles
1. Approach in an orientation toward quality and
ability development, using the establishment and development of Vietnamese
abilities as the basic orientation.
2. Implement the child-centered teaching method and
second-language teaching methods to teach Vietnamese to children.
3. Organize activities of playing, experiencing,
and discovering in conformity with the psychological development
characteristics of children in the transitional age from preschools to primary
schools.
4. Integrate Vietnamese teaching and learning into
fundamental learning skill teaching and native culture teaching and learning.
5. Ensure the inheritance and connectivity,
specifically: the contents of Vietnamese teaching and learning for children
shall inherit the contents of the preschool education program and be connected
with the contents of the primary education program according to the regulations
of the Ministry of Education and Training of Vietnam.
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CONTENTS OF VIETNAMESE TEACHING AND LEARNING FOR
CHILDREN
Article 5. Contents of Vietnamese teaching and
learning
Specific contents of Vietnamese teaching and
learning for children:
1. Preparing for first-grade.
2. Establishing basic learning skills.
3. Establishing and developing listening and
speaking skills.
4. Establishing and developing reading skills.
5. Establishing and developing writing skills.
The mentioned contents shall be arranged
scientifically, corresponding to 20 lessons, and expressed through topics and
subject matters that are close and appropriate to children in an orientation
toward approaching learners' abilities and qualities (details are prescribed
in the Appendix enclosed herewith).
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1. Children shall be introduced to the physical
environment at primary schools and classes: classrooms, schools, libraries,
subject classrooms, recreational areas, semi-boarding areas, and auxiliary
works; school supplies and teaching and learning equipment.
2. Children shall be introduced to the
psychological environment at primary schools: feeling of safety, friendly
environment, and respect for their native and local languages and cultures.
3. Children may participate in learning and other
educational activities and be trained to live an independent, self-service, and
collective life according to the regulations of classes and schools.
Article7. Establishing basic learning skills
1. Skill in preparing, using, preserving, and
maintaining school supplies and determining specific positions on small and
large whiteboards in classrooms and schools.
2. Skill in using symbols and conventions used in
learning, playing, and other collective learning activities.
3. Skill in working individually according to the
guidelines of teachers; skill in seeking help from friends or teachers when
facing difficulties in learning.
4. Fundamental skill in working in pairs or groups
and participating in general activities of schools or classes.
5. Skill in accepting and carrying out assigned
tasks and presenting learning outcomes of individuals and groups to friends and
teachers at a basic level.
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1. Knowing how to use Vietnamese in basic
communication etiquette: thanking, apologizing, and asking and answering basic
questions.
2. Listening and speaking in basic befriending
situations and age-appropriate Vietnamese conversations.
3. Being capable of listening, understanding, and
speaking simple communication sentences by topics, such as suggesting,
requesting, asking for permission, etc.
Article 9. Establishing and developing listening
and reading skills
1. Practicing correct techniques for using books
and reading: holding books, opening books, and turning pages; keeping a
distance between the eyes and the book; identifying book covers, pages, and
text and illustrations in the book; knowing how to move their eyes from top to
bottom and from left to right and read according to levels (loudly, softly, and
silently).
2. Consolidating the identification and reading of
single letters (a sound in the form of a letter) that are lowercase letters and
numbers from 1 to 9.
Article 10. Establishing and developing writing
skills
1. Knowing how to sit and write in the correct posture,
hold a pencil with three fingers, and trace letters and numbers on squared
paper notebooks.
2. Knowing how to identify horizontal lines,
vertical lines, lines, squares, and coordinate points when shading letters and
numbers: placing, turning, and ending points when using pens.
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4. Being able to trace letters, words, and numbers
from 1 to 9.
Chapter III
ORGANIZATION OF VIETNAMESE TEACHING AND LEARNING FOR
CHILDREN
Article 11. Development of teaching plans
1. Time and duration: the duration shall not exceed
80 learning sessions (each session is 35 minutes) and be up to one month; the
implementation time is the pre-first-grade summer. Provinces and schools shall,
based on their actual situations, distribute the time and duration
appropriately and effectively.
2. Teaching time distribution: principals and
specialized departments shall, based on the conditions of classrooms, teachers,
children, and local living conditions, formulate detailed plans for Vietnamese
teaching and learning for children appropriately and effectively.
3. Teachers shall develop teaching plans in
conformity with actual situations and present them to principals for approval
before their implementation according to the requirements, goals to be
achieved, and detailed plans for Vietnamese teaching and learning for children,
Article 12. Implementation condition preparation
1. Regarding physical facilities and teaching
supplies:
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b) Classrooms shall ensure hygiene, safety,
airiness, adequate lighting, appropriate tables and chairs as per regulation,
and sufficient clean water; have local culture areas, language learning support
areas, etc.
c) Assurance of sufficient teaching supplies,
equipment, and documents for Vietnamese teaching and learning for children,
ensuring effectiveness and quality.
2. Regarding teachers:
a) Teachers shall be arranged to teach Vietnamese
to children. Teachers who have good qualifications and solid teaching skills,
know ethnic languages, and understand the local and ethnic cultures of children
shall be prioritized.
b) Teachers shall be trained in the contents and
methods of Vietnamese teaching for children, second-language teaching methods
for Vietnamese preparation for children, and native languages (first languages)
of children.
3. Benefits and policies for teachers and children:
a) Teachers teaching Vietnamese to children shall
receive benefits as per regulation.
b) Children shall enjoy policies for students in
ethnic minority areas, areas with disadvantaged economic situations, and areas
with extremely disadvantaged economic situations as per regulation.
Article 13. Friendly learning environment
development
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2. Teachers shall support children in selecting and
conducting learning activities appropriate to their abilities and learning
contents and linguistic materials close to children’s actual lives; encourage
children during teaching and learning; establish learning methods and
discipline for children from the first days of classes.
3. Teachers shall ensure friendly and open
relations with children. Teachers shall respect the ethnic languages and
cultures of children, behave and communicate gently and naturally with
children, encourage children's activities, and create learning opportunities
for children through the organization of activities of learning and
experiencing.
Article 14. Teaching and learning requirements
1. Design lessons based on basic activities:
activity 1: warm-up and connectivity; activity 2: discovery and practice;
activity 3: application and experience.
2. Diversify teaching and learning activities
(teaching words and sentences; role-playing and participating in learning
games; singing, reading poems, rhymes, and children's songs; coloring and
drawing pictures; telling stories, etc.) through different methods and forms
(demonstrating, practicing, experiencing, etc.) to improve teaching
effectiveness.
3. Be flexible while organizing activities for
children and using linguistic materials and teaching supplies appropriate to
children's conditions and psychology. After each teaching session, children
must be rested; the interval between teaching sessions shall be from 5 to 10
minutes. A teaching lesson may last up to 120 minutes.
Article 15. Requirements for teachers and
children
1. For teachers:
b) Teachers shall grasp the contents and methods of
Vietnamese teaching for children and second-language teaching methods for
Vietnamese preparation for children.
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c) Teachers shall have skills in and methods of
cooperating with the parents or guardians of children in nurturing and caring
for children’s health and spirit when they are in class.
d) Teachers shall be capable of developing a
friendly learning environment to assist children in discovering and interacting
with teachers and friends and using positive teaching methods to enhance
children’s experience in learning and establish necessary learning skills.
2. For children:
a) Regarding learning attitudes:
Children must always feel comfortable and happy
when going to schools and learning and enjoy going to schools; be independent
and self-service, such as being self-service during a meal (for semi-boarding
children); being capable of personal hygiene; preparing clothes, books, and
learning materials by themselves before going to schools.
Children must be confident and proactive in
carrying out assigned tasks; be excited and proactively participating in
activities of schools and classes; boldly communicate and appropriately behave
with others.
b) Regarding learning outcomes:
Children acquire basic learning skills, such as
using learning supplies, working in pairs or groups, accepting and carrying out
assigned tasks, and presenting the results to teachers and friends.
Children acquire and develop fundamental listening,
speaking, reading, and writing skills; be able to hold conversations in
Vietnamese and acquire behavioral skills in the new environment.
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COOPERATION AMONG SCHOOLS, FAMILIES, AND SOCIETY
Article 16. Schools
1. The principal shall formulate plans for
cooperation with families of children in:
a) Organizing meetings and introducing the school
to parents or guardians of children while prescribing the responsibilities of
families for preparing school supplies and clothes and ensuring conditions for
children to go to school.
b) Providing information on school activities and
goals and expectations of the school for parents or guardians of children
preparing for first grade.
c) Equipping parents or guardians of children with
skills in supporting children before, during, and after entering first grade.
d) Organizing exchange and sharing sessions between
primary teachers (first grade) and preschool teachers (five-year-old grade)
regarding contents and methods of preparing Vietnamese for pre-first-grade
children; cooperating with preschools in the area in bringing preschool
children to visit the primary school to interact with primary education
students.
2. Teachers shall formulate plans to carry out
activities and cooperate with parents or guardians of children in:
a) Formulating a list of information of parents or
guardians of children (full names, relations with children, phone numbers,
addresses, etc.) for convenient contact.
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c) Formulating plans to visit families of children
requiring extra support from their families in learning.
d) Exchanging with parents or guardians of children
to understand family circumstances and unique characteristics of children.
e) Cooperating with parents or guardians of
children in nurturing and ensuring children’s health when going to school.
Article 17. Families
1. Send children to school when they are of age,
ensure they take classes diligently, and encourage them to attend school
adequately and punctually. Monitor changes in children's health and spirit
during their first days of first grade.
2. Prepare clean clothes and sufficient school
supplies for children before class; prepare learning areas with adequate
lighting and sufficient tables and chairs that are neatly arranged and
beautifully decorated to create learning excitement; instruct children to
self-learn and self-service when at home.
3. Avoid putting pressure on children regarding
learning achievements. Relieve children's psychology and spirit by engaging
children in other relaxing activities, such as doing chores, carrying out
gentle exercise, participating in recreational activities, art, etc.
4. Develop a Vietnamese communication environment
at home by speaking to children using Vietnamese and using a common language
when communicating with others when children are present.
5. Carry out activities of groups of
parents/guardians to share knowledge and experience of cooperating with schools
in nurturing and teaching children. Accompany children to learning support
activities under the guidelines of teachers.
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1. Disseminate and instruct parents or guardians of
children to prepare children for first grade.
2. Organize playgrounds and use local cultural
institutions to organize joint activities between five-year-old preschool
children and primary education students.
3. Establish clubs and groups to help children use
their time outside of class effectively, create a Vietnamese communication
environment, and help children develop Vietnamese skills.
4. Support the establishment of supervision teams
to supervise/support the improvement of the quality of health care and learning
quality of children, especially for children with developmental delay and
disabilities.
5. Encourage the establishment of core groups that
voluntarily provide linguistic support in children’s first languages to assist
teachers during Vietnamese teaching and learning for pre-first-grade children.
Article 19. Relationship between schools,
families, and society
1. Schools, families, and unions and social
organizations outside of educational institutions shall agree on the
implementation of educational activities during the preparation for children to
enter first grade. Any cooperation and commitment between schools, families,
and unions and social organizations outside of educational institutions shall
promote and ensure democracy and equality in the access to education for all
children, regardless of their gender, region, and ethnicity.
2. Schools shall proactively disseminate and
mobilize parents or guardians of children to send them to school diligently and
punctually; notify families of educational plans and activities during the
preparation for children to enter first grade; regularly exchange with parents
or guardians of children on their training and learning and agree on measures
to support children; enable parents or guardians of children to come to class
to study and assist children in learning; mobilize and enable families to
participate in the development of schools in compliance with the law and
effectively use contribution sources.
3. Schools shall disseminate their orientations and
plans for Vietnamese teaching and learning for pre-first-grade children and
activities requiring cooperation and support from unions and social
organizations to unions and social organizations in their areas.
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RESPONSIBILITIES OF AGENCIES, ORGANIZATIONS, AND
INDIVIDUALS
Article 20. Provincial People’s Committees
shall:
1. According to their actual situations and funding
balance capacity, present People’s Councils at the same level with decisions on
personnel and funding for local Vietnamese teaching and learning for children
within their jurisdiction.
2. Direct Departments of Education and Training to
take charge, instruct, inspect, and assess the local organization of Vietnamese
teaching and learning for children according to the regulations of the Ministry
of Education and Training of Vietnam.
3. Direct district-level People’s Committees to
develop plans for the local organization of Vietnamese teaching for children;
arrange personnel and ensure physical facilities, resources, and funding to
prepare conditions for organizing Vietnamese teaching for children within their
jurisdiction.
Article 21. Departments of Education and
Training shall:
1. Direct, instruct, inspect, and assess the
organization of Vietnamese teaching for children in conformity with local
conditions; promptly commend and reward collectives and individuals that
successfully organize the teaching to promote achieved results in the
organization of Vietnamese teaching for children.
2. Instruct Education and Training Divisions to
develop plans and organize the implementation; provide training and advanced
training for managers and teachers regarding contents and methods of Vietnamese
teaching for children.
3. Monitor, inspect, and support the resolution of
difficulties during the local implementation of this Circular; summarize and
report results of the teaching organization to the Ministry of Education and
Training of Vietnam upon request.
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1. Provide consultancy for People's Committees at
the same level regarding the development of plans for investment in physical
facilities, resources, and funding to ensure conditions for the local
organization of Vietnamese teaching for children within their jurisdiction.
2. Instruct and inspect the local organization of
Vietnamese teaching and learning for children according to the regulations of
the Ministry of Education and Training of Vietnam; provide training and
advanced training for managers and teachers regarding contents and methods of
Vietnamese teaching for children.
3. Direct and instruct primary schools to develop
plans to organize Vietnamese teaching for children; organize Vietnamese
teaching for children; inspect and assess the results of the local Vietnamese
teaching for children.
4. Monitor, inspect, and detect difficulties and
adopt effective support measures in conformity with local conditions during the
implementation; promptly commend and reward collectives and individuals that
successfully organize the teaching to promote achieved results in the local
organization of Vietnamese teaching for children; report the implementation
results to Departments of Education and Training after the end of the teaching.
Article 23. Principals of primary schools shall:
1. Assume responsibility for disseminating and
organizing Vietnamese teaching for children within their premises; respect
teachers’ autonomy in Vietnamese teaching for children; promptly provide
benefits for teachers and children as assigned, and participate in Vietnamese
teaching for children as per regulation.
2. Direct the development and implementation of
teaching plans; arrange personnel appropriately to carry out the contents of
Vietnamese teaching for children as per regulation.
3. Explain and resolve questions, suggestions, and
feedback and assess the teaching results within their entitlements; report the
implementation results to the Education and Training Divisions before the start
of a new academic year.
Article 24. Teachers shall:
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2. Assume responsibility for assessing the
learning, training, and learning outcomes in Vietnamese teaching for children;
summarize teaching results in class and report them to the principals upon
request.
3. Monitor the progress of each child and record
notes on children with unfinished content or children who make progress in
learning and training; exchange and cooperate with parents or guardians of
children when necessary.
Chapter VI
IMPLEMENTATION PROVISIONS
Article 25. Entry into force
This Circular comes into force as of January 23,
2024.
Article 26. Implementation responsibilities
Presidents of People’s Committees of provinces and
centrally affiliated cities, Directors of Departments of Education and
Training, Deans of Education and Training Divisions, principals of primary
schools, and relevant organizations and individuals shall implement this
Circular./.
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PP. MINISTER
DEPUTY MINISTER
Ngo Thi Minh
APPENDIX
CONTENTS OF
VIETNAMESE TEACHING AND LEARNING FOR PRE-FIRST-GRADE CHILDREN OF ETHNIC
MINORITY GROUPS
(Enclosed with Circular No. 23/2023/TT-BGDDT dated December 8, 2023 of the
Minister of Education and Training of Vietnam)
Lesson and
topic
Speaking and
listening following examples
Expanding
vocabulary and sentences
Reading
Writing
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1. Introduction to Vietnamese
- Saying hello and goodbye;
- Providing self-introduction and getting
acquainted;
- Asking for permission in class;
- Thanking and apologizing.
- Personal pronouns
- Sentences for saying hello and goodbye,
providing self-introduction, asking for permission, and thanking and
apologizing
- Getting used to books and reading: holding
books, opening books, turning pages, keeping a distance between the eyes and
the book, identifying book covers, pages, text, and illustrations in books,
and knowing how to read by moving eyes from top to bottom and from left to
right (for large pictures).
- Practicing holding pencils to write on squared
paper notebooks properly;
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- Preparing school supplies: set of school
supplies, pencils, books, notebooks, chalks, whiteboards, whiteboard erasers;
- Learning how to use school supplies;
- Getting used to symbols, signals, and
conventions;
- Accepting tasks and carrying out tasks under
the guidelines of teachers.
2. Self-introduction
- Introducing name, age, class, teacher, parents,
and personal hobbies.
- Words referring to relatives of children at
home and in class;
- Words referring to age and personal hobbies;
- Sentences for providing self-introduction and personal
hobbies.
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- Practicing holding pencils to write on squared
paper notebooks properly;
- Tracing basic strokes in notebooks (or by
writing on small whiteboards): forward hook stroke, reverse hook stroke, and
double-ended hook stroke.
- Learning how to use school supplies;
- Getting used to symbols, signals, and
conventions;
- Taking out and arranging school supplies on the
table and putting school supplies into the school bag;
- Accepting tasks and carrying out tasks under
the guidelines of teachers.
3. Children and friends
- Introducing friends;
- Asking questions about a character (friend,
relative, etc.)
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- Sentences for introducing a character, asking
about a character, describing activities (of children/friends, etc.)
- Reading aloud an article concerning friends at
school/class (using a large picture book).
- Tracing basic strokes in notebooks (or by
writing on small whiteboards): closed curve stroke, left curve stroke, and
right curve stroke.
- Learning how to use school supplies;
- Taking out and arranging school supplies on the
table and putting school supplies into the school bag;
- Getting used to symbols, signals, and
conventions;
- Asking for permission to leave the seat.
4. Children and friends
- Introducing classmates;
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- Words referring to friends, personalities, and
hobbies of friends;
- Sentences for introducing a person, asking
questions about a person, indicating the personality or hobbies of a person
(children/friends).
- Reading aloud an article concerning neighbor
friends (using a large picture book).
- Tracing basic strokes in notebooks (or by
writing on small whiteboards): upper notch stroke, lower notch stroke, and
knot stroke.
- Learning how to use school supplies;
- Taking out and arranging school supplies on the
table and putting school supplies into the school bag;
- Getting used to symbols, signals, and
conventions;
- Practicing working in pairs;
- Asking for permission to leave the seat.
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- Introducing the school and class;
- Asking questions about the school and class.
- Words referring to things at school and in
class;
- Sentences for introducing the school and class,
asking questions about the school and class, introducing items, and asking
questions about items in class.
- Reading the letter a and words whose only main
sound is a and grave and acute accents;
- Read aloud an article concerning everyone at
school: teachers, employees, and guards (using a large picture book).
- Tracing the grave accent, acute accent, letter
a, and words containing letter a in notebooks (i.e., ca, cà, cá, etc.).
- Practicing working in pairs;
- Determining specific positions on the small
whiteboard and large whiteboard (the class whiteboard);
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- Providing opinions when permitted.
6. Children and school and class
- Introducing the class;
- Asking questions about items (items in class).
- Words referring to items in class;
- Sentences for introducing items and asking
questions about items in class.
- Reading letters b and c, words whose first
sounds are b and c, and the hook above;
- Reading aloud an article concerning school
supplies (using a large picture book).
- Tracing the hook above, letters b and c, and
words whose first sounds are b and c in notebooks (i.e., bà, cả).
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- Providing opinions when permitted.
- Listening to guidelines for participation in
games;
- Determining specific spatial positions in the
classroom.
7. Children and school and class
- Describing class activities and activities of
classmates;
- Asking questions about activities (class
activities and school activities).
- Words referring to class activities and
activities of classmates in class and at school;
- Sentences for describing activities and asking
questions about activities.
- Reading letters b and đ, words whose first
sounds are b and đ, and the tilde;
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- Tracing the tilde, letters d and đ, and words
whose first sounds are d and đ in notebooks (i.e., đã, da, etc.).
- Practicing working in small groups;
- Practicing giving out personal opinions in
groups;
- Determining specific spatial positions in
school (guard room, library, health care room, semi-boarding dining room,
etc.).
8. Children and families
- Introducing family members;
- Describing jobs of relatives;
- Asking questions about family members and their
activities.
- Words referring to activities of family
members;
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- Reading letters e and ê, words containing
letters e and ê, and the dot below.
- Reading aloud an article concerning family
members (using a large picture book).
- Tracing the dot below, letters e and ê, and
words whose only main sound is e or ê in notebooks (i.e., dẻ, bệ, etc.)
- Participating in learning games;
- Practicing reporting results;
- Preparing school supplies before going to
class.
9. Children and families
- Introducing domestic utensils.
- Words referring to domestic utensils;
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- Reading letters g and h, words whose first
sounds are g and h, and numbers 0 and 1;
- Reading aloud an article concerning domestic
utensils (using a large picture book).
- Tracing letters g and h and words whose first
sounds are g and h in notebooks (i.e., gà, hẹ, etc.).
- Tracing numbers 0 and 1.
- Participating in learning games;
- Practicing reporting results;
- Preparing clothes before going to class.
10. Children and families
- Describing activities at home;
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- Words referring to children’s activities at
home;
- Sentences for describing activities at home and
asking questions about activities at home.
- Reading letters i and y, words whose only main
sound is i or y, and numbers 2 and 3;
- Reading aloud an article concerning activities
at home and family activities at home (using a large picture book).
- Tracing letters i and y and words whose only
main sound is i or y in notebooks (i.e., đi, ý, etc.);
- Tracing numbers 2 and 3 in notebooks.
- Practicing preserving and maintaining school
supplies;
- Arranging school supplies in the learning area.
11. Children and villages
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- Asking questions about villages and ethnic
groups.
- Words referring to villagers (by age);
- Sentences for introducing villages and ethnic
groups and asking questions about villages and ethnic groups.
- Reading letters k and l, words whose first
sounds are k and l, and numbers 4 and 5;
- Reading aloud an article introducing village
cultures (using a large picture book).
- Tracing letters k and l and words whose first
sounds are k and l in notebooks (i.e., kể, lá, etc.).
- Tracing numbers 4 and 5 in notebooks.
- Practicing preserving notebooks and books;
- Decorating the learning area.
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- Introducing village scenery (mountains,
streams, trees, fields, houses, etc.);
- Asking questions about village scenery.
- Words referring to village scenery;
- Sentences for introducing village scenery,
asking questions about village scenery, and answering what and where
questions.
- Reading letters m and n, words whose first
sounds are m and n, and numbers 6 and 7;
- Reading aloud an article concerning village
scenery (using a large picture book).
- Answering simple where and what questions.
-Tracing letters m and n and words whose first
sounds are m and n in notebooks (i.e., mẹ, na, etc.).
- Tracing numbers 6 and 7 in notebooks.
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- Preparing supplies when participating in
experiential activities with the class;
13. Children and villages
- Describing activities of villagers, such as
afforestation, farming, animal husbandry, weaving work, festivals, etc.;
- Asking questions about activities of villagers.
- Words referring to activities and jobs of
villagers;
- Sentences for describing activities of
villagers, asking questions about activities of villagers, and asking when
and where questions.
- Reading letters o, words whose only main sound
is o, and numbers 8 and 9;
- Reading aloud an article concerning activities
of villagers (afforestation, farming, animal husbandry, weaving work, or
festivals).
- Answering simple where and when questions.
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- Tracing numbers 8 and 9 in notebooks.
- Participating in experiential activities with
the class;
- Preparing clothes when participating in
experiential activities with the class;
14. Children and nature
- Introducing surrounding animals;
- Asking questions about surrounding animals.
- Words referring to surrounding animals (pets
and animals living in the forest and in nature);
- Sentences for introducing animals and asking
where questions and questions about animals' activities.
- Reading letters ô and ơ and words containing
letters ô and ơ;
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- Answering simple where questions and questions
about animals’ activities.
- Tracing letters ô and ơ and words whose only
main sounds are ô and ơ below their illustrations (i.e., cô, nơ).
- Practicing presenting personal learning
outcomes;
- Practicing skills in searching for learning
support from friends when necessary.
15. Children and nature
- Introducing surrounding trees, flowers, and
fruits;
- Asking questions about surrounding trees,
flowers, and fruits;
- Words referring to surrounding trees, flowers,
and fruits;
- Sentences for introducing trees and fruits and
asking where questions and how questions concerning the characteristics of
trees, flowers, and fruits.
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- Reading aloud an article concerning surrounding
trees, flowers, and fruits;
- Answering simple where and how questions.
- Tracing letters p and q and words whose first
sounds are p and q below their illustrations (i.e., pa - cô, quả, etc.).
- Practicing presenting personal learning
outcomes;
- Practicing skills in searching for learning
support from friends when necessary.
16. Children and nature
- Describing villagers’ activities of maintaining
safe and beautiful nature;
- Asking questions about activities of protecting
the natural environment in the village.
- Words referring to villagers’ activities of
protecting the natural environment;
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- Reading letters r and s and words whose first
sounds are r and s;
- Reading aloud an article concerning activities
of protecting the surrounding natural environment (planting trees, protecting
wild animals and wild birds, cleaning up trash, etc.)
- Answering simple where questions and questions
about activities.
- Tracing letters r and s and words whose first
sounds are r and s below their illustrations (i.e., rổ, sẻ, etc.).
- Practicing presenting learning outcomes of
groups;
- Practicing skills in searching for learning
support from teachers when necessary.
17. Children’s dreams
- Describing desired games and outings;
- Asking questions about liked games and outings.
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- Sentences for introducing interesting games,
describing activities in interesting outings, and asking where questions and
questions concerning games.
- Reading letters t and words whose first sounds
are t.
- Reading aloud an article concerning children’s interesting
games and outings;
- Answering simple where questions and questions
concerning games.
- Tracing letters t and words whose first sounds
are t below their illustrations (i.e., tô, tạ, etc.).
- Practicing presenting learning outcomes of
groups;
- Practicing skills in searching for learning
support from teachers when necessary.
18. Children’s dreams
- Describing liked learning activities (drawing,
singing, exercising, reading books, learning mathematics, etc.)
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- Words referring to learning activities
(drawing, singing, exercising, reading books, learning mathematics, etc.)
- Sentences for describing liked learning
activities and asking questions about learning activities.
- Reading letters u and ư and words whose only
main sound is u or ư.
- Reading aloud an article concerning children’s
hobbies.
- Answering simple where questions about hobbies.
- Tracing letters u and ư and words whose only
main sound is u or ư below their illustrations (i.e., su su, củ từ).
- Participating in general class activities:
competing to read poems and tell stories using large picture books or comics,
competing to sing and dance, etc.
- Practicing skills in searching for learning
support from relatives when necessary.
19. Children’s dreams
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- Asking questions about careers.
- Words referring to popular jobs;
- Sentences for describing careers and asking
where questions and questions about careers.
- Reading letters v and x and words containing
letters v and x;
- Reading aloud an article concerning desired
jobs;
- Answering simple questions about children’s
desired jobs.
- Tracing letters v and x and words whose first
sounds are v and x below their illustrations (i.e., vẽ, xô, etc.).
- Participating in general class activities:
competing to read poems and tell stories using large picture books or comics,
competing to sing and dance, participating in dexterity contests, etc.;
- Practicing skills in searching for learning
support from relatives when necessary.
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- Providing self-introduction;
- Describing families, family members, and
houses;
- Describing liked learning activities.
- Reading aloud large picture books together with
teachers;
- Answering simple questions concerning who,
what, what animal, doing what, and where.
- Tracing learned letters;
- Tracing words containing learned letters below
their illustrations;
- Tracing learned numbers.
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1
Reading aloud refers to a form of reading carried out by teachers. During
reading, the teacher shall interact with children to help them get used to and
recognize the characters and events mentioned in the story.