Top 5 best essays on "I Go to School"

I. READING AND UNDERSTANDING THE TEXT: Question 1: The memories of the first school day are evoked in the character's mind, starting from the present time. The memories of the first school day are expressed by the writer in a sequence that moves from the present to the past. Question 2: - The road, the scenery along the road. - The character feels solemn and proper in a long black nylon coat. - Carefully and gently handling a few notebooks. - Surprised to see the schoolyard today filled with people, all dressed neatly, with bright, cheerful faces. - The school seems both cute and solemn, unlike any other; the character feels small and anxious. - Startled and awkward when hearing their name called out. - Feels more afraid as they are about to leave their mother's gentle hand. - Hearing the cries of other children, feeling as if entering a strange, new world. - Both amazed and confident when entering the first class. Question 3: - The headmaster: a model teacher, calm, generous, and kind. - The young teacher is warm and cheerful, welcoming the new students. - The mother and other parents: lovingly holding their children's hands, comforting them, preparing them for their first school day, and taking part in the important ceremony. Question 4: - "Those pure feelings blossomed in my heart like a few fresh flowers smiling in the clear sky" ⟹ Highlights the unforgettable impression of the innocent, joyful emotions of the child on their first day of school. - "That thought fleetingly passed through my mind, as gentle as a cloud drifting across a mountain" ⟹ Compares an intangible phenomenon (a fleeting thought) to a visible natural event (a cloud moving across a mountain), expressing the gentleness, purity, and yearning of a child's soul. - "Before me, Mi Li School seemed both cute and solemn, like the village communal house of Hoa Ap" ⟹ Expresses the solemn, respectful, and strange feelings of the small student towards the school, while affirming the important position of the school in human life. - "They were like little birds standing beside their nest, looking at the vast sky, wanting to fly, but hesitant and afraid" ⟹ Expresses the anxiety and shyness of the children about to leave their mothers' hands and step into a new world. Question 5: - The distinctive artistic quality of the short story *I Went to School* lies in its use of vivid metaphors and similes, gentle and evocative narrative tone. - The poetic quality of the story is revealed through the delicate gestures, facial expressions, and words of the characters, particularly the loving mother. - The story is structured as a recollection, with the plot developing in chronological order and reflecting the sincere emotions of the narrator. - In the story, there is a seamless integration of narration and description. - The appeal of the work is created by: - The story situation. - The naive thoughts of the character. - The imagery of nature, the school, and other characters as told by the narrator. II. PRACTICE: Question 1: The simple yet compelling writing style of Thanh Tinh takes the reader into a peaceful and serene space. The narrator nostalgically recalls and "can never forget those pure feelings that blossomed in my heart like a few fresh flowers smiling in the clear sky." In this reverie, the narrator feels an emotional lift amidst the autumn scene: "A morning full of autumn mist and cold wind. My mother gently held my hand as we walked along the narrow village road. This road, I had passed many times, but today it felt strange. The surrounding scenery seemed to change, for my heart was undergoing a great change: today, I was going to school." Few can forget the moment when they first stepped behind their mother's back to school, and the narrator is no exception. The emotions flow naturally and emotionally, evoking unforgettable nostalgia. There is a major shift in the narrator's thoughts and actions: "I no longer wade through the river and fly kites like Quí, nor go to the fields and play with Sơn anymore." This signifies the narrator's true growth and maturity, thanks to the fact that "today I went to school." By delicately depicting the narrator's psychology, Thanh Tinh vividly recreates the conversation between the narrator and their mother on the first day of school. The naive yet adorable thoughts make the reader never forget them. The narrator's feelings as they arrive at Mi Li school are portrayed in a vivid and emotionally charged manner. There is another change, a comparison between their former carefree time and the present. This contrast shows the narrator's growth. The school, in the eyes of the child, is "both cute and solemn, like the communal house of Hoa Ap. Its yard is large, and its building stands taller than the quiet summer afternoons. My heart was filled with unnecessary worries." What was the narrator afraid of? Perhaps afraid of not being good enough at school, afraid of making mistakes, and other countless fears. Such genuine, playful honesty. The narrator keenly observes their surroundings: "Around me, other boys, clumsy and shy like me, were also being gently pushed forward by the strength of their peers. They hardly ever stopped. They lifted one foot, then stretched it out forcefully as though kicking an imaginary ball…" It seems that the emotions of every child starting school are the same—dazed and fearful. However, the image of the "kind and moving" headmaster comforts the narrator and the other children, reassuring them. The image of the teacher and the sound of the school bell on the first day of school mark a pivotal moment in their lives. Especially, the "gentle hand that pushed me forward" of the mother makes the narrator braver and more confident. The tears and quiet sobs are likely the moments that stay forever in the narrator's heart—or more accurately, in the author's heart, in the most genuine and profound way. The images of childhood flood back: "I gazed longingly at the birds flying away. An old memory of catching birds by the riverbank near Viêm's village suddenly resurfaced in my mind. But the teacher's chalk on the blackboard brought me back to reality." A fresh and cherished stream of consciousness from the child, about to embark on a new phase of life: the writing assignment *I Went to School*. Thanh Tinh steers the emotional ship, bringing the reader back to the memories of the first day of school. The smooth, gentle, and profound writing makes it impossible for the reader to forget that time. Question 2 (Reference Essay): Autumn had quietly arrived. The scorching heat of the summer afternoons was gone, and the buzzing of cicadas had ceased. No more of "Ninety days of skipping through the fields—Oh! A whole spring in the summer." It seems that the first day of school this year came earlier than usual. Suddenly, the innocent memories of my first school day rushed back, reminding me of a time long past… I still remember that day—one morning full of wind and light rain. I had to go with my mother to attend the opening ceremony of the new school year. That day, I woke up early. Perhaps because I felt that I was all grown up, and more importantly, it was my first time attending school. I wore the new uniform that my father had bought for me and packed my bag by myself. Then, my mother helped me put on my backpack and the green raincoat I liked, and she took my hand as we walked through the rain. The rain was steady, neither heavy nor light, but it seemed endless. It fell persistently, just like my feelings at the time: not fear, but worry, excitement, and anticipation. I was waiting for something new: the first day of school. I stayed close to my mother, walking step by step through the familiar winding alleys, but everything felt strange. I had walked this way countless times, but today my emotions were in turmoil, and something big and new was about to happen to me: I was going to first grade, I was truly a grown-up now. I glanced at the familiar surroundings: the pale pink bougainvillea vines swaying in the rain at Mrs. Tư's house, the gnarled plum tree with ripe red fruit swaying in the rain like it was congratulating me on my first day at school. Leaving the alley, we arrived at the bustling Trần Mai Ninh street, full of life. I saw the students in their white ao dai, the red scarves on their shoulders. I particularly noticed the kids my age, neatly dressed, holding their mother's hand nervously. Even though the rain still drizzled, the smiles on the students' faces were undimmed by the weather. My mother gently tapped me and said, "We are at the school now, my child!" Ah, is this my school? It seemed so big and imposing! It was nothing like my kindergarten. This school was much larger. At the entrance, there was a large green sign that read "Nguyễn Khuyến Primary School." Just as my mother had told me weeks before. After climbing the steps, passing through the large hall, and the spacious courtyard, we finally reached the classroom door. I still remember clearly that I was in class One Seven, with Ms. Huệ as my homeroom teacher. She gently led me into class and showed me where to sit. I hesitated, letting go of my mother's hand, and suddenly felt a wave of emptiness fill my heart. I looked around at my classmates, and they all seemed unfamiliar. At that moment, I wished I already knew some of the students in my class. I still remember the awkwardness and shyness I felt when everything around me felt so strange. But there were many confident students in the class, smiling and greeting the new students. I admired them so much. Our teacher asked the parents to leave so that the lesson could begin. I waved goodbye to my mother through the window. I wasn't sure whether it was the rain outside or my own tears that blurred my vision. Some of the other children cried loudly for their parents as they left. The rain stopped. The wind gently brushed my hair. The sun shone softly through the leaves. The ceremony was briefly postponed. The teacher led us in forming lines by groups. The opening ceremony began with the solemn flag-raising ceremony. The red flag fluttered as we sang the National Anthem. The principal, in a formal tone, read the report and outlined the goals for the new school year. The whole school applauded enthusiastically. The first graders, including me, imitated the older students and clapped. The shyness gradually disappeared. Then came the sacred moment: the principal struck the gong three times to mark the beginning of the new school year. That gong sound marked the start of a new journey, one that would lead me through the path of education and forever change my life. Seven years have passed. Now, I am no longer the little girl in first grade. Those memories have faded with the passage of time, but they still linger in my heart: the innocence of childhood and the memories of that first day of school in autumn.

Suggestions for answering the question on page 9 of the textbook: Reading and Understanding the Text: 1 - Page 9 of the textbook: What memories does the character 'I' recall about their first day at school? After reading the entire short story, in what order do these memories unfold as described by the author? Answer: - The memories of the first day of school recalled by the character 'I': Each soul has its own memories, and there are specific triggers that awaken these memories. For the author Thanh Tịnh, the trigger to awaken his memory of the first day at school is: - 'Every year, as the late autumn comes (1), the leaves on the street fall (2), and the sky has those silvery clouds (3), my heart stirs with the sweet memories of the first day of school. The little children hide timidly under their mother's conical hats (4).' 1, 2, 3, and 4 are signals that indicate the arrival of the school day, recalling the first day the character went to school in his life. The sentences are melodious, lyrical, and filled with nostalgia. - The order of description: It follows the sequence of time, space, and another sequence according to the emotional development of the character 'I' on the morning of the first school day. - Time sequence: The emotions are triggered from the present, after the character 'I' has grown up, then lead to the past, to the first day of school. + Spatial sequence: • The space on the way to school • The space in the schoolyard at Mĩ Lí • The space in the classroom. + According to the emotional development: Early morning on the village road with mother ➜ the moment the child steps into the schoolyard ➜ the moment hearing the bell into the classroom ➜ the moment waiting for the headmaster to call names ➜ the moment the teacher welcomes them into class ➜ the moment the first lesson begins. 2 - Page 9 of the textbook: Find the images or details that show the character 'I's nervousness, awkwardness, and feelings of being lost when walking with mother to school, when hearing their name being called, and having to leave their mother's hand to enter the class, and when sitting in class for the first lesson. Answer: The story mainly depicts the nervousness and awkwardness of a little boy who is being taken to school by his mother for the very first time in his life. The main thread of the story is the stream of emotions flowing from the character 'I' as they walk from the village road to school and enter the classroom. - Feelings on the village road: + Details: • 'My mother lovingly held my hand as she led me on the narrow and long village road.' • 'This road, which I have walked on many times, now seemed unfamiliar. The surroundings had changed because my heart was undergoing a great transformation: today I was going to school.' • 'In my long black fabric coat, I felt dignified and serious.' + Meaning: • In the boy's soul, everything seemed new and strange, from the scenery to people's feelings. Everything was infused with the solemn and sacred nature of the first day of school—a feeling of pride and excitement. • The sentences convey a sense of deep reflection, like gentle notes of music that linger in one's soul because the first day of school is a significant event in a person's life. - Feelings upon arriving at Mĩ Lí School: + Details: 'In front of me, Mĩ Lí School looked both charming and dignified, like the Hòa Ấp village temple. Its yard was spacious, its building taller than usual, and on a quiet summer noon, I felt nervous and scared.' + Meaning: The author accurately captures the feeling of awe and uncertainty a boy feels before a new environment, as he is about to officially become part of it. The shyness and hesitation of childhood shine through. - Feelings when hearing their name called and having to leave their mother's hand to enter the class: + Details: • 'As the headmaster called each name aloud, I felt as if my heart stopped. I forgot my mother standing behind me. When my name was called, I jumped and became flustered.' • 'I felt a gentle hand from behind pushing me forward.' • 'But I felt that my body was unusually heavy.' • 'Turning my back, I buried my head in my mother's arms, crying bitterly.' • 'In my childhood, I had never felt so far away from my mother as I did then.' + Meaning: • This conveys the anxious, nervous, and innocent feelings of a child on the first day of school. • The climax of emotion happens when the character 'I' has to part from their mother to enter the classroom. The crying represents a chain reaction, showing both joy and mainly fear of the challenges ahead. The fear of having to stand alone without the support of the familiar person behind them. • The author sincerely and poignantly expresses these childhood emotions. - Feelings when sitting in the classroom, awaiting the first lesson: + Details: • 'A strange scent wafted in the classroom. Everything I saw hanging on the wall seemed new and interesting.' • 'I carefully arranged the desk and chair where I sat, then instinctively thought of it as my own.' • 'A classmate whom I had never met before, but I didn't feel distant from at all.' • 'I looked enviously at the birds flying outside...' + Meaning: This shows the novelty and excitement of entering a classroom for the first time, a sense of both strangeness and familiarity with everything around them and with the new friend beside them. • The image of the eyes following the flying birds represents a special meaning: it signifies a turning point in life, leaving behind the carefree world of childhood to step into the challenging yet fascinating world of education. With a sense of solemnity: 'I go to school.' 3 - Page 9 of the textbook: What is your impression of the attitudes and gestures of the adults (the headmaster, the teacher greeting new students, the parents) toward the young children on their first day at school? Answer: - The gestures and attitudes of the adults: + Parents: 'My mother lovingly held my hand... she looked at me affectionately... everyone prepared clean clothes for their children, and the parents' voices responded respectfully to the headmaster.' + The headmaster: 'The headmaster looked at us with kind and compassionate eyes. His voice was calm and encouraging, urging us to try our best in learning... When we cried and clung to our family members, he smiled patiently, waiting for us.' + The teacher: 'A young teacher with a bright smile, welcoming us at the classroom door.' - Meaning: Everyone, from parents to the headmaster to the young teacher, showed great care and attention in preparing the children for their first day at school. Their attitudes were gentle and respectful. • This concern was both a responsibility and a heartfelt gesture, creating an atmosphere of purity and dedication in education, nurturing and inspiring the young souls. 4 - Page 9 of the textbook: Find and analyze the similes used by the author in the short story. Answer: The author Thanh Tịnh uses many artistic devices, including similes, to add depth and appeal to the story. - First simile: + 'I can never forget those pure feelings that blossomed in my heart like fresh flowers smiling in the clear sky.' + Meaning: The simile represents the beautiful, innocent emotions of the boy experiencing his first day of school. Not only the sky is bright, but the boy's heart is also full of blossoming flowers. - Second simile: + 'That thought passed through my mind gently, like a cloud drifting over a mountain peak.' + Meaning: This simile expresses the dreamy soul of the child, as well as the fleeting nature of the thought, which didn’t occupy the boy’s mind for long. - Third simile: + 'Like me, the other new students stood nervously by their family members, only daring to glance halfway or step lightly. They were like fledglings beside their nest, staring at the vast sky, wanting to fly, but hesitating in fear.' + Meaning: This simile highlights the clumsy, awkward, and eager-to-learn nature of young children, comparing them to young birds who wish to soar but still hesitate. - Fourth simile: + 'When the bell rang, the students seemed to stand still even more, their feet shifting restlessly like they were kicking a pretend ball.' + Meaning: This simile vividly describes the impact of the school bell on the students' hearts, as if their steps were synchronized with the rhythm of the bell, like an imaginary drumbeat urging them to move. 5 - Page 9 of the textbook: Evaluate the artistic qualities and the appeal of the story. Answer: - Artistic qualities: + The story skillfully intertwines narrative, description, and expression. + Its structure is tight and unified, emphasizing the story's central theme. + The portrayal of the character's emotions is delicate, profound, and insightful. - The story's appeal: The story's charm comes from its ability to recall the pure and nostalgic memories of childhood, familiar to everyone. Moreover, it is expressed through a rich and emotionally charged language that resonates deeply with the readers. Exercise: 1 - Page 9 of the textbook: Share your emotions regarding the flow of feelings of the character 'I' in the short story 'I Go to School'. Sample essay: The emotional flow of the character 'I' evokes a deep emotional response from everyone. In everyone's life, there is a memory of their first day at school, filled with nostalgia, excitement, and eagerness to write their first words. This emotional flow is so genuine and innocent that it seems like Thanh Tịnh isn’t writing a story but rather pouring his own heart onto the page. This is why the short story 'I Go to School' reaches readers through the shortest path: the path from the heart to the heart. 2 - Page 9 of the textbook: Write a short essay recalling your first impressions of attending school for the first time. Instructions: To write this essay, try to recall: • Who took you to school that day? • Did you sleep well the night before? • What was your uniform like? • What were your friends like? • What were your feelings when you were in the schoolyard? • How did you feel when you entered the classroom? • Your impressions of your homeroom teacher.

Text: I Go to School:

1. Structure:

It consists of 3 parts:

• Part 1 (from the beginning… on the mountain top): The feeling of excitement about the first day of school.
• Part 2 (continuing… I find it strange): The scene at the Mĩ Lí village school on the opening day.
• Part 3 (the rest): The feelings of the character 'I' when entering the classroom.

2. Lesson Preparation:

Question 1 (page 9, 8th-grade Language Arts textbook, Volume 1):

- What memories does the character 'I' recall about the first day of school? The weather of late autumn, many fallen leaves on the road, and the pale clouds in the sky.

- The memory is recounted in chronological order:

+ From the present, the character 'I' reminisces about the past: the late autumn weather, the image of the child going to school.

+ The character 'I' recalls the road with their mother to school.

+ The character 'I' feels when seeing the school on the opening day.

+ The nervousness the character 'I' feels when sitting in their seat during the first lesson.

Question 2 (page 9, 8th-grade Language Arts textbook, Volume 1):

- What images and details show the character's nervous and unfamiliar feelings?

+ The familiar surroundings, the road, suddenly feel strange, and the character 'I' feels a change within themselves.

+ In the black fabric suit, they feel serious and formal.

+ The desire to 'test themselves' by holding a pen, ruler, and books, to become 'skilled'.

+ Amazed by the crowded scene at Mĩ Lí school, with everyone looking joyful and bright.

+ Feeling nervous about the small school.

+ Startled and awkward when the teacher calls their name.

+ Feeling afraid as they are about to part from their mother's hand.

+ Stepping into the seat with both surprise and excitement.

Question 3 (page 9, 8th-grade Language Arts textbook, Volume 1):

- The attitude and actions of the principal:

+ Looking at the students gently, giving soft instructions.

+ Waiting patiently, full of love for the children.

- The young teacher smiles warmly and welcomes the students into the classroom.

- The parents, thoroughly prepared, bring their children to school, reluctantly parting with them as they enter the classroom.

=> All adults show deep concern, care, and love for the younger generation.

Question 4 (page 9, 8th-grade Language Arts textbook, Volume 1):

- Comparison imagery: 'How could I forget that pure feeling that blossomed within me… under the clear sky' –> the innocent and pure feelings on the first day of school.

- 'That thought passed through my mind as gently as a cloud drifting by' –> the fleeting awareness of growing up and independence.

- 'Before me, the Mĩ Lí village school stood, both charming and dignified… near the Hòa Ấp village temple' –> a clear perception of the beauty and majesty of the school.

- 'They looked like little birds standing by the nest… still hesitant and fearful' –> the immaturity, hesitation, and the longing to grow of the students.

- 'They longed and silently wished… to shed their timidity in the strange surroundings' –> the desire to mature and become stronger.

Question 5 (page 9, 8th-grade Language Arts textbook, Volume 1):

• Artistic Highlights:

+ The story is written as a memoir, following the timeline, with the emotions of the character 'I' being completely natural and pure.

+ Beautiful similes and personifications enhance the literary quality.

+ The gentle, pure tone conveys the authentic emotions of a child on their first day of school.

+ The story touches the hearts of readers with universal emotional experiences of anyone’s first school day.

• What makes this story captivating:

+ An engaging plot.

+ The genuine, pure emotions of the character.

+ The beautiful, familiar imagery.

3. Practice:

Exercise 1 (page 9, 8th-grade Language Arts textbook, Volume 1):

- The character 'I' is emotionally moved by the changes in nature and surroundings –> the vivid and deep memories of the first day of school come alive in the character's heart, in a natural way.

- The desire to try holding the books, ruler, and pen –> the awareness of growing up and becoming independent.

- Seeing the school, which seems both charming and dignified, like the village temple –> a charming and unique comparison.

- Happy about the teachers’ welcome, reluctant to leave their mother –> the most natural gestures and emotions of the character 'I'.

Exercise 2 (page 9, 8th-grade Language Arts textbook, Volume 1):

- Storytelling: it’s important to identify key details and events.

- First day of school impressions:

+ The emotions before the opening day.

+ Choosing representative images of the journey to school, the school itself, friends… to describe and narrate.

+ The feeling of seeing friends, teachers, and the new classroom: eager, nervous, joyful…

+ The emotions when parting from parents to join classmates.

- The narrative tone should be natural and sincere, following the chronological order.

- Compare the emotions of the first day with subsequent school years.

Main Idea: I Go to School is a story about the character 'I' recalling their first day at school. This short story is almost autobiographical, light, poignant, and sweet with lingering memories of the first school day.

Summary of the story "I Went to School":

The story "I Went to School" is structured around the character's nostalgic memories of their first day at school. The emotions of excitement, nervousness, amazement towards the new path, new clothes, new notebooks, the schoolyard, and classmates are described. It captures the feeling of being both unfamiliar and familiar with everything, a mix of wonder, confidence, solemnity, and emotion as the character enters their first class.

Reading approach:

- "I Went to School" is an expressive and narrative text, belonging to the short story genre. However, its appeal is not based on dramatic events or conflicts. The sweetness and gentle melancholy of the young boy’s first school day is felt through the author’s lyrical and poetic writing style. Therefore, when reading, attention should be paid to:

- The narrator’s reminiscence, where the emotions and thoughts of the boy are vividly expressed: the nervousness, the concern, even a hint of crying, mixed with excitement and some nostalgia...

- Read the text in a gentle, calm tone, paying attention to the various moods: sometimes eager, sometimes nervous, anxious, as well as the feelings of the children. The dialogues of the “headmaster” should be read slowly and gently to convey the kindness and warmth of the adults welcoming the children into the school.

1. What memories does the character "I" have of their first day at school? How are these memories presented in the story?

Answer:

- The memories of the character "I" about their first school day include the late autumn weather, many fallen leaves on the street, and the pale clouds in the sky.

- The structure of "I Went to School" follows the character's flashbacks. The writer recalls the past from the present moment. The memories of the first day at school are expressed in the following sequence:

+ The shift in the weather at the end of autumn (the opening day of school), and the image of young children shyly hiding under their mothers' hats as they go to school for the first time, reminds the author of their own pure memories from the past.

+ The mood of the character "I" as they walk with their mother to school.

+ The character "I"’s feelings as they stand in the schoolyard, observing the school, the people, the other children, hearing their name called, and having to leave their mother’s hand to enter the classroom.

+ The character's feelings as they sit in their seat in the classroom, ready to begin their first lesson.

2. Find details and images that show the character "I"'s nervousness and unfamiliarity when walking with their mother to school, hearing their name called, and having to leave their mother's hand to go into class, and sitting in the classroom for the first lesson.

Answer:

- The road that was once so familiar feels strangely new, with everything around them changing due to the inner transformation.

- The character feels dignified and serious in their new black fabric suit and the two new notebooks in hand.

- The character tightly clutches the notebooks, though still awkward, they want to prove themselves, asking their mother to let them hold both the pen and ruler like the other children.

- The schoolyard is crowded, and everyone is neat and cheerful.

- The character feels small before the grand, beautiful school, and becomes anxious.

- The character's heart stops as they wait to hear their name called. Upon hearing their name, they are startled and awkward.

- The character feels afraid as they are about to let go of their mother’s gentle hand, crying along with other children as they sense they are entering a world far away from their mother.

- The feeling of being both distant and close to everything around them, including the tiny friend sitting beside them.

- The character feels a mix of awe and confidence as they begin their first class.

3. What do you think about the attitude and gestures of the adults ("headmaster", teacher welcoming new students, parents) towards the children going to school for the first time?

Answer:

- The attitude and gestures of the headmaster:

+ He looks at the students kindly, advising them gently.

+ Patiently waiting, full of love for children.

- The young teacher smiles brightly and warmly welcomes the students into the classroom.

- The parents have prepared carefully for their children, bringing them to school and feeling reluctant as their children enter the classroom.

⟹ All the adults show concern, love, and special care for the young generation.

4. Find and analyze the comparative images used by the author in the short story.

Answer:

- Comparative image: "How could I ever forget the pure feeling that blossomed in my heart... under the clear sky" ⟶ the pure, innocent emotions on the first day of school.

- "That thought passed through my mind gently like a cloud drifting by" ⟶ the fleeting awareness of maturity and independence.

- "Before me, the schoolyard of the village of Mi Li appeared both lovely and majestic... like the village's communal house" ⟶ the clear impression of the school’s beauty and dignity.

- "They were like little chicks standing by the nest... hesitating and scared" ⟶ the naivety, surprise, and longing for growth of the students.

- "They secretly longed and wished... but were shy in an unfamiliar place" ⟶ the desire to grow up and become strong.

5. What do you think about the artistic qualities and the captivating nature of the story?

Answer:

- Artistic qualities:

+ The story is written as a memoir, following a natural and pure emotional sequence of the character "I".

+ The use of vivid similes and personifications adds beauty to the narrative.

+ The writing style is gentle and clear, fully expressing the honest emotions of a child on their first day at school.

+ It touches the hearts of readers by recalling the universal experiences of anyone’s first day at school.

- The story’s appeal:

+ The engaging plot.

+ The pure, honest emotions of the character.

+ The beautiful, familiar imagery.

PRACTICE:

1. Express your feelings about the emotions of the character "I" in the short story "I Went to School":

Answer:

- The character "I" feels emotional about the changing nature, the environment ⟶ beautiful, lasting memories of their first day of school emerge naturally.

- The desire to test themselves with notebooks, pens, and rulers ⟶ awareness of growing up and becoming independent.

- The school appears both beautiful and majestic like the communal house ⟶ a charming, interesting, and unique comparison.

- The joy of being greeted by the teachers, reluctance to leave their mother ⟶ the character’s natural and authentic feelings.

2. Write a short essay about your impressions on your first school opening day:

Answer:

1.1 Introduction: Present the first day of school.

1.2 Body:

- Thoughts about the weather, environment, and surroundings.

- Impressions of the people: friends, teachers.

- Feelings about the flag-raising ceremony and the first lesson.

1.3 Conclusion: Summarize the experience.

Summary:

The story is a reflection of the narrator's memories from their first day at school. The feelings of excitement, nervousness, and awe while observing the road, scenery, school, friends, and teachers are vividly described.

Structure:

- Part 1 (from the beginning ... on top of the mountain): the narrator's feelings on the way to school.

- Part 2 (continuing ... no need to rest for the day): the narrator’s emotions upon arriving at school.

- Part 3 (the remainder): the narrator begins their first lesson.

Reading comprehension:

Question 1 (Page 9, Literature 8, Volume 1):

- What details remind the narrator of their first day of school: late autumn, fallen leaves, the pale clouds, and the shy children hiding under their mothers’ hats.

- The memories unfold in a sequence of time (present → past), space (from the way to school → the schoolyard → the classroom), and the development of the narrator's emotions.

Question 2 (Page 9, Literature 8, Volume 1):

The feelings of nervousness and unfamiliarity:

- On the way to school with their mother: feeling “strange”, experiencing a “big change” within, feeling dignified and proper; carefully holding a few notebooks, eager to try using a pen.

- Upon arriving at school: surprised, feeling small and scared.

- Hearing their name called and leaving their mother’s hand: startled, awkward, and terrified, as if their heart stopped.

- Sitting in class: unfamiliar scents, unfamiliar pictures on the wall, feeling that the desk and seat were their own; feeling no strangeness with the new friend sitting beside them; looking out toward the sky, a forgotten memory coming back to life.

Question 3 (Page 9, Literature 8, Volume 1):

The adults’ gestures and attitudes were responsible and left a positive impression on the children:

- The principal: kind, speaking gently, encouraging, smiling patiently.

- The teacher: smiling, waiting for the students.

- The parents: affectionate, well-prepared for their children, sharing in the excitement with them.

Question 4 (Page 9, Literature 8, Volume 1):

Comparisons used in the text:

- “... those pure feelings blossomed in my heart like fresh flowers smiling in the clear sky” → the beautiful, innocent feelings of a child on their first day of school.

- “That thought passed through my mind as gently as a cloud drifting across the mountain top” → the dreamy nature of childhood, not worrying too much about anything.

- “They are like young birds standing by the nest, looking at the vast sky, eager to fly, but still hesitant and afraid” → the youth and longing of the students.

- “After lifting one leg, they stretched it out strongly as if kicking an imaginary ball” → the anticipation of the sound of the bell.

- “Mỹ Lí school looked both charming and dignified like the Hòa Ấp village temple” → the child’s beautiful perspective of the school.

Question 5 (Page 9, Literature 8, Volume 1):

- Artistic features of the story:

+ A blend of narration and description, with a coherent and unified structure.

+ A refined, delicate poetic quality.

- The story's appeal: a pure theme, a natural and expressive narration following the author’s memories.

Practice:

Question 1 (Page 9, Literature 8, Volume 1)

The narrator’s emotions in the story are natural, genuine, and innocent, evoking personal memories from everyone. It is the emotional response to nature and people on a special day.

Question 2 (Page 9, Literature 8, Volume 1):

Sample text:

On my first school day, my grandfather took me on his old bicycle to school, the streets were vibrant with the colorful flags at the school gate. I was amazed by the tall gate that I passed by every day, and only today did I realize how beautiful it was. The friends I usually played marbles with, were now dressed up neatly just like me, heading to school for the first time. My first day of school! How could I ever forget such an important day? I had become a first-grade student. Grandfather gently lifted me from the bike, smiling with his wrinkled eyes. “Look, this is your school,” he said as he slowly led me into the schoolyard where the students in flowing white ao dai were walking. My teacher, a slender woman, lined us up, ensuring every child stood properly. My grandfather stood far away, smiling kindly. I wanted to cry, as I had never stood alone among new friends without my grandfather or mother beside me... These feelings, I believe, I will never forget.