Compose an essay on Songs of Love for Homeland, Country, and People

Compose an essay on Songs of Love for Homeland, Country, and People

Compose an essay on the top 1 songs about love for the homeland, country, and people

Question 1 (page 39 literature textbook grade 7 volume 1)

Correct answer: b and c
- The song is a dialogue between a young man and a girl, evident through the use of address terms 'he' and 'she'
- The responsive singing style is often employed in folk songs to showcase each other's skills, commonly used in duet singing during labor

Question 2 (page 40 literature textbook grade 7 volume 1)

- Duet singing in the singing challenge: Boys and girls test their knowledge of geography and history

- Questions and answers focus on various landmarks in different periods of the Northern region: Not only natural geographical features but also prominent historical and cultural traces.
+ The questioner demonstrates in-depth understanding and selects distinctive features of each landmark to inquire about

- The Q&A reflects sharing, understanding, as well as expressing pride and love for the homeland and country, serving as a way for two individuals to express their emotions

Question 3 (page 40 literature textbook grade 7 volume 1)

- The phrase 'Invite each other' is prevalent in Vietnamese folk songs.
+ Intimacy to the extent of fostering close and friendly relationships
+ The inviter and the invited share common interests and both want to do something together.

- Descriptive style: the song evokes more than describes - through references to Sword Lake, The Huc Bridge, Ngoc Son Temple, Nghi Tam Flagpole, and Pen Tower
- Diverse scenes, including lakes, bridges, temples, and towers, all converge into a picturesque, sacred natural and artificial space.
- Landmarks evoke echoes of historical and cultural resonance
→ Evoking love and pride for Ho Guom (Sword Lake), Thang Long, and the country

- The last line is the most poignant, profound verse that directly impacts the emotions of the listener.
+ The question serves as a reminder for generations to continue preserving and building the nation.

Question 5 (page 40 literature textbook grade 7 volume 1)

The scenery of Hue in the landscape description:
+ The song depicts the beautiful, poetic, and refreshing scenery on the way to Hue
+ The beauty of entering Hue is both spacious and embracing
+ Green mountains, blue water surround Hue
+ This beauty is created by nature and the hands of humans

- There are more details evoked than described. Traditional adjectives and comparisons have brought out the picturesque scenes of rivers and mountains with roads.
- The song has many details that evoke the vivid features of the rivers and mountains with the lines, colors, and vitality of the people and nature in Hue.

Question 6 (page 36 literature textbook grade 7 volume 1)

Image of the girl being compared:
+ Rows of ripened rice
+ The pink dawn sunlight
→ There is a youthful similarity fluttering with the vigor of spring

- The final two lines of poetry create a highlight for the entire piece, bringing out the charm
- In the initial two lines, we see a vast field, yet the soul of the scene has not emerged

⇒ It is the human, the slender village girl, full of quiet charm and vibrant life

Question 7 (page 40 literature textbook grade 7 volume 1)

The folk song number 4 is the words of the young man:
+ The young man sees the vast field and the girl with delicate beauty, youthfulness, and vibrant life
+ The young man praises the field and the girl
→ This is the way the young man expresses his feelings for the girl

- Another perspective suggests that this is the girl's voice:
+ Facing the vast field, the girl contemplates her fate
+ The girl, like 'rows of ripened rice,' exudes natural, pure, and lively beauty
+ Her anxiety is most evident in the words 'fluttering' and the contrast
+ The contrast between the expansive field and the tiny rice rows
⇒ Worry and lament about the small, uncertain fate of the girl

Practice

Exercise 1 (page 48 literature textbook grade 7 volume 1)

Poetic form in all 4 folk songs: six-eight and its variations, free verse
+ Exercise 1: has a change in the number in lines 6 and 8
+ Exercise 3: ends with a six-line, not an eight-line structure
+ Exercise 4: free verse is evident in the first two lines

Exercise 2 (page 48 literature textbook grade 7 volume 1)

The theme expressed in the four folk songs: love for homeland, country, and people:
+ Evokes more than describes, mentioning place names with the landscapes, history, and culture of each location
+ Behind the questions, answers, invitations, and messages is the love for homeland, country, and people
 

Compose an essay on the top 2 songs about love for the homeland, country, and people

I. Read – understand the text:

Question 1: Comments on song 1, I agree with the opinion:
a. The folk song has 2 parts: the first part is the question of the young man, and the second part is the response of the girl. This dialogue form is prevalent in folk songs and traditions.

Question 2:               

* The young man and the girl use place names with the characteristics of each location in such a way to question and answer:
- Because these are lyrics sung by young men and girls in the singing challenge - a stage to showcase their knowledge of history, geography, and customs of different regions.
- The place names in song 1 are from the Northern mountainous region, linked to various cultural and traditional characteristics of different areas. The questioner - the young man asks about very representative regions, while the respondent - the girl answers accurately and precisely. Through such questioning and answering, the young man and the girl express their feelings for each other.

Question 3:

* Analyze the phrase 'invite each other': signifying the close, intimate relationship of those with similar interests.

* Comment on the scenery description of song 2:
- Inviting each other to see the scenery of Sword Lake: Sword Lake, a picturesque landscape and a historical and cultural monument, is closely associated with the legend of 'The Legend of the Restored Sword,' where the Golden Turtle emerges to reclaim the precious sword.
⟹ The verse 'Invite each other... Sword Lake' is an enticing line, invoking the reader or listener to explore Sword Lake.

* Reflect on the question 'Who built this country?' is a rhetorical question, with an affirmative meaning, reminding of the contributions to nation-building by our ancestors. It is a reminder for future generations to always preserve, protect, and develop these good traditions.

Question 4:

* My observations on the scenery of Hue and the description in song 3:
- The scenery of Hue is depicted by the folk author through the beauty of the road. It is a road described with vibrant colors (green hills, blue water). That scene is as beautiful as a painting. The picture of Hue creates a familiar, majestic, and poetic beauty.
- The pronoun 'ai' is an indefinite word: it could directly refer to someone the author knows, but it could also be a message to everyone.
- 'Whoever enters Hue is welcome': carries a subtle, discreet invitation, a message, and a very sophisticated appointment. It expresses love for Hue on one hand and, on the other hand, wants to introduce and share the beauty of Hue with everyone.

Question 5:

* The first two lines of song 4 have linguistic features:
- Words like 'ni, tê' (here, there) indicate a Central Vietnamese dialect.
- The use of parallelism, inversion: 'đứng bên ni đồng, đứng bên tê đồng', 'mênh mông bát ngát, bát ngát mênh mông' portrays a vast, eye-catching field; from any side, the observer can see the vastness of the field - the field is stretching upwards, full of vitality.
⟹ Meaning: All aim to depict the vast, expansive space of the field through the fascinated, joyful eyes of the viewer.

Question 6: Analyze the image of the girl in the last two lines of song 4:

The girl is compared to 'swaying rice paddies':
+ Swaying rice paddies: rice about to bloom, nearing maturity, the rice stalks beginning to curve, the grains about to plump and sweet.
+ The rural girl entering adolescence exudes the freshness of youth, as vibrant as those swaying rice paddies.
⟹ In front of the vast, expansive field, the image of the girl may seem petite, but it effectively conveys an innocent, youthful, fresh, pure, and lively spirit, like 'fluttering under the morning sun's rosy rays'.
⟹ This relationship between the scenery and the person creates a harmonious picture, displaying an elegant and sensual beauty.

Question 7:

* Song 4 is the boy's perspective admiring the girl standing in the field. The boy sees a vast, expansive field, a young, beautiful, and vibrant girl.
* Another interpretation of song 4: the girl standing before the vast, overwhelming field, no edges in sight, and the girl expressing a sigh about her small fate. I disagree with this interpretation as the line expresses joy, happiness, and cannot be perceived as small or uncertain.

II. PRACTICE:

Question 1: Comments on the poetic form in all four songs:
- Using the lục bát poetic form but also employing a modified lục bát structure (songs 1 and 3) and free verse in the first two lines of song 4.
⟹ Each form has its own advantages and disadvantages in expressing emotions and feelings.

Question 2: Common emotions in all 4 songs:
- Expressing love for homeland, country, and people.
- Genuine, subtle love and pride for people, homeland, and country.

Continue reading other lessons to excel in Grade 7 Literature:

- Lesson on Idioms
- Lesson on Writing Exercise 1, Autobiography and Description