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Để phát triển box English :O) ngoài topic IELTS task 2 của ông Huy Đức, đây sẽ là chỗ để mọi người post bài essay (tùy chọn) của mình để sửa lỗi %-( và ... học tập :-B
Let me start w/ my end-term assignment 8-| a comparison n contrast essay :-?? about high schools in VN and US.
Year by year there have been more and more students from all around the world applying for United States universities. The student exchange programs, which have the “aim of helping to increase the participants' understanding and tolerance of the other cultures, as well as improving their language skills and broadening their social horizons” (1), have been raising popularities among international students, particularly Vietnamese applicants. But why are hundreds of Vietnamese high school students aiming for the American high school each year? Are there any major differences between the two high school education systems? Clarification of the differences between the two in terms of school subjects, teaching-learning method, testing system, material facilities and extracurricular activities has been made.
First of all, Vietnamese high school subjects are quite different from the American ones. Vietnamese education always offers comprehensive studies and high school education is not the exception. Consequently, there is a large number of compulsory subjects, which is equal to about 11 subjects, namely Mathematics, Physics, Chemistry, Literature, History, Geography, Biology, Civic education, Agriculture technology, Engineering technology, Gymnastics. But there is a serious lack of extra optional subjects. On the contrast, in US, high school often provides students with specialized courses, as there are usually a small number of obligatory academic disciplines, ranged from 4 to 6 subjects which are mandatory to every student. Furthermore, many interesting non-grade subjects are advanced such as astronomy, archaeology, psychology, etc.
On the other hand, there are significant differences between Vietnamese and American teaching-learning method. Vietnamese scholars were content with passive teaching and cyborg-like learning manner, and the situation has not changed much until now. The procedures in almost every class are quite the same: The teacher reads, the students unfailingly write down and learn by heart the notes. The teaching-learning process resembles the massive production in factories where knowledge is reproduced and stuffed into the students’ heads. Conversely, American high schools are well-known for their active and creative teaching and learning style. Students are the main players in class at any time. Many questions are asked, few notes are taken, but plenty of knowledge is obtained. Quiz and interesting questions are often given by teacher, and smart answers can be added up in the Grade point average (GPA) at the end of the semester, which encourages concentration and contribution of students in class.
In addition, the testing system differs from Vietnam high schools to American high school. In Vietnam, students have to sit many tests: oral test, pop quiz, 15-minute-test, practical test, mid-term test and full-period test. Homework is not highly appreciated and not graded. In recent years, there have been Multiple-choice questions in English tests, but the majority of the tests are in Essay-question type. In the meantime, US students have to pass only 2 main tests, and the Tests are mainly in Multiple-choice questions. Homework makes up significantly the grades.
Besides, material facilities are an important factor that builds up the differences between the two systems. “Study never goes without practicing” - as the Vietnamese saying goes, but Vietnamese students hardly have many chances to practice what they have learnt in school since the deficiency in necessary equipment is in a critical condition. Science subjects such as Mathematics, Physics and Chemist are memorized in text and tested in calculation, barely without practical usage in real life. Experiments frequently occur in imagination, regardless of the gulf between theory and practice. Contrariwise, in the United States, the majority of high schools often hold sufficient instruments for students. For example, in Vietnam, only insignificant minority of high schools have internet access whereas almost every high school in the United States has rooms and laboratories with broadband Internet connection provided for students to study, to do research or also to enjoy media entertainment. In addition, American highschooler can also enjoy modern conveniences like huge sports field, swimming pools, etc.
Moreover, is it the extracurricular activities that make American high schools different considerably from Vietnamese high schools. Vietnamese students are often put in too much pressure while studying for the University entrance examination. Thus, they do not have time and permission to do any thing that is considered not to be related to the University exams. It is obvious that the passive learning mode results in reducing students’ desire for discovery of the world and people around them. School clubs are run desultorily and seasonally, mainly in the summer vacation. Many schools do not even have any official club.
Meanwhile, American students are allowed and encouraged to take part in off-study activities. They have variety of clubs in choice to participate in, for instance scouting, sport clubs, dancing club, gamer club, etc. Many competitions are held in order to enhance club activities, such as “Band camp” for the Scout, school league for football clubs, Robot making contest for Physics club, etc. American students also join many useful activities like cleaning up the street, aiding the handicapped children, participating in United Nation AIDS meeting. Students are exposed to meaningful and significant community activities regularly.
In conclusion, the two high school education systems vary in fields of school subjects, teaching-learning method, testing system, material facilities and extracurricular activities, which lead to remarkable differences in students of the two countries. While Vietnamese students tend to excel at theory, they occasionally have no eye for practical usage of the knowledge they gain at school. Surprisingly, a Physics-major student does not even know how to set up a simple electric circuit. But for American students, they do not have such immense knowledge, but they know the gulf between theory and practice, between books and real life.
An end-term assignment: a comparison and contrast essay about high schools in VN and US
.Let me start w/ my end-term assignment 8-| a comparison n contrast essay :-?? about high schools in VN and US.
Year by year there have been more and more students from all around the world applying for United States universities. The student exchange programs, which have the “aim of helping to increase the participants' understanding and tolerance of the other cultures, as well as improving their language skills and broadening their social horizons” (1), have been raising popularities among international students, particularly Vietnamese applicants. But why are hundreds of Vietnamese high school students aiming for the American high school each year? Are there any major differences between the two high school education systems? Clarification of the differences between the two in terms of school subjects, teaching-learning method, testing system, material facilities and extracurricular activities has been made.
First of all, Vietnamese high school subjects are quite different from the American ones. Vietnamese education always offers comprehensive studies and high school education is not the exception. Consequently, there is a large number of compulsory subjects, which is equal to about 11 subjects, namely Mathematics, Physics, Chemistry, Literature, History, Geography, Biology, Civic education, Agriculture technology, Engineering technology, Gymnastics. But there is a serious lack of extra optional subjects. On the contrast, in US, high school often provides students with specialized courses, as there are usually a small number of obligatory academic disciplines, ranged from 4 to 6 subjects which are mandatory to every student. Furthermore, many interesting non-grade subjects are advanced such as astronomy, archaeology, psychology, etc.
On the other hand, there are significant differences between Vietnamese and American teaching-learning method. Vietnamese scholars were content with passive teaching and cyborg-like learning manner, and the situation has not changed much until now. The procedures in almost every class are quite the same: The teacher reads, the students unfailingly write down and learn by heart the notes. The teaching-learning process resembles the massive production in factories where knowledge is reproduced and stuffed into the students’ heads. Conversely, American high schools are well-known for their active and creative teaching and learning style. Students are the main players in class at any time. Many questions are asked, few notes are taken, but plenty of knowledge is obtained. Quiz and interesting questions are often given by teacher, and smart answers can be added up in the Grade point average (GPA) at the end of the semester, which encourages concentration and contribution of students in class.
In addition, the testing system differs from Vietnam high schools to American high school. In Vietnam, students have to sit many tests: oral test, pop quiz, 15-minute-test, practical test, mid-term test and full-period test. Homework is not highly appreciated and not graded. In recent years, there have been Multiple-choice questions in English tests, but the majority of the tests are in Essay-question type. In the meantime, US students have to pass only 2 main tests, and the Tests are mainly in Multiple-choice questions. Homework makes up significantly the grades.
Besides, material facilities are an important factor that builds up the differences between the two systems. “Study never goes without practicing” - as the Vietnamese saying goes, but Vietnamese students hardly have many chances to practice what they have learnt in school since the deficiency in necessary equipment is in a critical condition. Science subjects such as Mathematics, Physics and Chemist are memorized in text and tested in calculation, barely without practical usage in real life. Experiments frequently occur in imagination, regardless of the gulf between theory and practice. Contrariwise, in the United States, the majority of high schools often hold sufficient instruments for students. For example, in Vietnam, only insignificant minority of high schools have internet access whereas almost every high school in the United States has rooms and laboratories with broadband Internet connection provided for students to study, to do research or also to enjoy media entertainment. In addition, American highschooler can also enjoy modern conveniences like huge sports field, swimming pools, etc.
Moreover, is it the extracurricular activities that make American high schools different considerably from Vietnamese high schools. Vietnamese students are often put in too much pressure while studying for the University entrance examination. Thus, they do not have time and permission to do any thing that is considered not to be related to the University exams. It is obvious that the passive learning mode results in reducing students’ desire for discovery of the world and people around them. School clubs are run desultorily and seasonally, mainly in the summer vacation. Many schools do not even have any official club.
Meanwhile, American students are allowed and encouraged to take part in off-study activities. They have variety of clubs in choice to participate in, for instance scouting, sport clubs, dancing club, gamer club, etc. Many competitions are held in order to enhance club activities, such as “Band camp” for the Scout, school league for football clubs, Robot making contest for Physics club, etc. American students also join many useful activities like cleaning up the street, aiding the handicapped children, participating in United Nation AIDS meeting. Students are exposed to meaningful and significant community activities regularly.
In conclusion, the two high school education systems vary in fields of school subjects, teaching-learning method, testing system, material facilities and extracurricular activities, which lead to remarkable differences in students of the two countries. While Vietnamese students tend to excel at theory, they occasionally have no eye for practical usage of the knowledge they gain at school. Surprisingly, a Physics-major student does not even know how to set up a simple electric circuit. But for American students, they do not have such immense knowledge, but they know the gulf between theory and practice, between books and real life.
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