The Relationship Between Emotional Variables and Mood.

– Divide the level of literary analysis according to the requirements of literary analysis such as analysis, evaluation, connection, comparison, suitable for the literary analysis level of grade 11 students (the class near the end of high school). For example: analyze and evaluate the theme, ideas, and messages that the text wants to send to readers through the artistic form of the text; analyze and evaluate the main feelings, emotions, and inspirations of the writer expressed through the text; discover cultural values ​​and philosophies of life from the text. Regarding the formal analysis of the text, evaluate the aesthetic value of some elements in poetry such as language, structure, and form of the poem expressed in the text.

As mentioned above, the determination of the required objectives of the selected text in the university lesson is based on the teacher determining the required requirements of the university lesson according to the genre specified in the 2006 Curriculum (with reference to the 2018 Curriculum) to adjust appropriately to the curriculum for developing competencies. In addition, the determination of specific objectives of the university lesson (corresponding to each selected text taught in class) is placed in close connection with the texts in the lesson cluster and the extended reading text of students. With the above awareness, in the step of CBDĐ VB Vợ Vàng, to determine the required requirements of this university lesson, the specific points about the required requirements of the VB Vợ Vàng lesson are presented in the GA section of the lesson (section 3.3.2. Experimental GA of the reading comprehension lesson "Vội Vàng" ) below.

Points to note about determining the requirements of lyrical literature suitable for the development of students' competencies are that teachers need to research and understand students' background knowledge (knowledge they can integrate, reading skills, etc.), and the competencies of grade 11 students at two schools selected for the experiment.

b ) Study the selected text in the reading comprehension lesson.

In the 2006 CTNV, the selected literature to teach in grade 11 has three modern poetry texts: In a Hurry, Trang Giang, and This is Vi Da Village. Teachers research to teach the literature text In a Hurry to guide university students with the following activity content:

– First . Research VB in a Hurry

+ The poem Hurry belongs to the lyrical genre, free verse (8 words combined with 5 words). Teachers need to grasp the content of concepts related to the lyrical genre of the poem such as: free verse, lyrical subject/ lyrical character in the poem, main inspiration in the poem;...

Free verse: is a form of poetry that is not bound by certain rules about the number of lines, number of words, parallel sentences, etc. But free verse is different from prose in that the text is divided into lines and arranged in parallel rows, into stanzas like rhythmic units, and can have rhyme.

Lyrical subject : The image of the poet in lyric poetry, one of the ways to express the author's consciousness. The author's secret, subjective, even individual emotions are revealed through the lyrical subject/character.

Main inspiration : A strong, passionate emotional state that runs throughout a work of art, associated with a certain idea or assessment, affecting the emotions of the person receiving the work.

+ Identify the unique content of the document, the surface content, hidden content, and implications in the document; the ideological message and meaning of the document - TP.

● Xuan Dieu is a typical poet of the New Poetry movement from 1930 to 1945. Because of those contributions, Hoai Thanh confirmed that Xuan Dieu is the newest poet among the New Poets .

● Xuan Dieu appeared with a lyrical, different self, longing to communicate with others.

life, new, bold concept about love, youth, time.

+ Teachers guide students to apply "experiential" reading skills: Prediction, Monitoring, Inference, Evaluation, etc., suggesting different approaches from personal experiences and life experiences, to discover new meanings of the text according to students' personal reception while reading.

+ Researching factors outside of VB In a Hurry (historical context, author, circumstances of the birth of the city,...) in revealing the content and artistic value of VB In a Hurry

+ Contact, compare, and contrast the taught text with texts of the same genre. Between the 3 texts: Hurry, Trang Giang, and Day Thon Vi Da, there is a connection: there are common aesthetic characteristics of the lyrical genre of New Romantic poetry 1930-1945.

– Second . Carefully study the question system of the Literature textbook to determine the key points of the poem Hurry in terms of content and form (or the highlights of the "surface" and "hidden" veins) of the text. From there, build the activity content (compose questions) and assign tasks for students to practice reading skills, preparing for the activity step in class.

(DHTL) and the practical and application steps (THVD). Accordingly, when studying the teaching of the poem Hurry, we adjusted and supplemented the question system (4 questions in the textbook (2016 reprint) into a set of 10 questions) (see the Guide for students to study and prepare for the new lesson (presented after Step IV).

c) Guide students to read texts and prepare lessons at home

c1) Teachers prepare questions and study sheets for students.

In order for the NL-oriented teaching of the DHVB to be effective, teachers need to prepare the content of the lesson activities carefully for themselves and for their students. One of the activities that teachers need to invest in is the activity of preparing a set of questions and PHT for students on the selected DHVB. With this means, in each step of the process of teaching DHVB in a Hurry, the activities of teachers and students are carried out with content designed to focus on training the DHVB to achieve the set goals. Before implementing the lesson in class, teachers prepare a set of questions and PHT to assign tasks to students (groups of students) to perform accordingly.

The set of questions and the student's test were made from the implementation of the following contents of the lesson " Hurry " :

1) About the author Xuan Dieu and general understanding of the poem

Teachers prepare questions and guide students to prepare lessons at home, paying attention to the following points:

– Identify information about the life and writing career of Xuan Dieu; the origin of the poem Hurry printed in the collection Poetry , published in 1938.

– Read (recite) the text Hurry , read silently, read expressively, out loud.

– When students read, they should pay attention to taking notes: Hurry is a typical poem for Xuan Dieu's writing style. Students discover elements expressed in the poem to show that Xuan Dieu deserves to be called "the newest among the New Poets".

Suggestion: - Students research and briefly present about:

+ Genre: Free verse

+ Trend: Romantic literature, romanticism with the outstanding feature in poetry being the liberation of emotions

+ Art style

+ Special art

- Students learn together and read the poem Hurry

+ Reasonable layout, deep and tight philosophical flow.

+ The title "Hurry" shows the philosophy of life and world view of the New Poet (Hurry shows the new and different philosophy of life of Xuan Dieu, unique artistic creation).

+ When reading poetry, students should pay attention to the following elements: words, verses, stanzas, lines, lyrical ego, emotional flow, rhythm, tone, artistic devices, structure, voice, etc.

+ When reading the work Hurry , students need to read the poem in the correct tone, combining "expressive reading", "creative reading", and "reading comprehension".

The first part of the poem, the first 13 lines, has a cheerful, enthusiastic tone. The next part until line 29, the reading tone slows down, sad, and bitter.

The last part of the poem, from line 30 to the end, returns to a fast, urgent reading speed but contains a "melancholy, regretful" mood.

When students read with attention and emotion, reading methodically means that they have penetrated the poem according to the requirements of aesthetic reception. The reading voice needs to be in harmony with the tone of the poem, showing the "corresponding resonance" between the reader and the lyrical subject.

2) Instructions for reading carefully, understanding the meaning and value of details and elements of the document

Teachers guide students to read from the form of the document, paying attention to practicing the level of reading from receiving the formal elements of the document:

- Students analyze the meaning of the title "Hurry".

+ Adjectives indicating the fast, urgent state of an activity.

+ Obsession with time (linear time, one way, no return, human life, youth is limited, a solution to resist the harsh laws of nature).

+ “Hurry”, a new concept of life, way of life, meaningful existence with quality in every minute, every second, both in enjoyment and contribution.

- The teacher asks questions and suggests to students to identify the poetic form, structure, and emotional flow (inspiration) of the poem.

Question 1: What poetic form is "Hurry" written in? What are the outstanding characteristics of this poetic form?

+ Free verse, unlimited number of words in each sentence, no concept of rhyme or rhythm, new words, diverse poetic ideas, unrestrained, not constrained from art to content.

+ New poets often choose to write in free verse, because of its freedom and flow according to the author's emotions.

Question 2: How can the text be structured to properly exploit the emotional flow of the (lyrical subject) of the poem?

+ Based on the tone and emotions in each paragraph, the poem can be divided into 3 parts:

Part 1 (first 13 verses): Earthly love, endless feelings of joy before the beautiful, fresh paradise of life.

Paragraph 2 (from sentence 14 to sentence 29): Obsessed, regretful about the brevity of human life, the rapid passing of time.

The rest: The concept and philosophy of living in a hurry.

- Recognize and analyze the combination of artistic elements to describe the changes in the lyrical character's mood.

+ Words, rhymes, rhythms, verses, lines of poetry,…

+ Artistic images

+ Tone

Table 3.2: Relationship between emotion and mood variables.

Emotional development

Heart status
		1	2	3
	Words, rhymes, rhythms, verses, lines, verse	Artistic image	Tone
The first 13 sentences of the desire to enjoy earthly life	I want: Endless emotions overflowing before the beautiful, fresh paradise of life. The repetition of, this : abundant wealth and the desire to possess, to seize. Line break (.) Pause suddenly sudden	Harsh nature: pale color, faded scent => The lyrical subject wants to usurp the power of nature, to occupy the eternally beautiful nature. Bold comparison: January is as delicious as a pair of close lips.	Passionate, excited, happy, falling into regret, sorrow	Because of love, passion for life
From sentence 14 to sentence 29: Regret and sadness before human life and death fast drift of	Spring is coming - Spring is passing; Young - will grow old; End - gone; Wide - Narrow: The flow of life reverse	Impressive images of youth: Spring, youth, youth, pretty wind, bustling birds clearly,… => Life	Fall into a state of painful melancholy, lamentation, reproach, and silence. sad, sour	Because of regret, haunting

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At the end of the survey, after checking and eliminating erroneous questionnaires, the study collected 858 complete questionnaires, equivalent to a rate of about 78%. In addition, the research subjects of the thesis are only people who are using mobile phones, so people who do not use mobile phones are not within the scope of the thesis, therefore, the questionnaires with the option of not using mobile phones were excluded from the scope of analysis. The number of suitable survey questionnaires included in the statistical analysis was 835. 4.1 Demographic characteristics of the sample The structure of the survey sample is divided and statistically analyzed according to criteria such as gender, age, occupation, education level and personal income. (Detailed statistical table in Appendix 6) - Gender structure: Of the 835 completed questionnaires, 49.8% of respondents were male, equivalent to 416 people, and 50.2% were female, equivalent to 419 people. The survey results of the study are completely consistent with the gender ratio in the population structure of Vietnam in general and Hanoi in particular (Male/Female: 49/51). - Age structure: 36.6% of respondents are <23 years old, equivalent to 306 people. People from 23-34 years old accounting for the highest proportion: 44.8% equivalent to 374 people, people aged 35-45 and >45 are 70 and 85 people equivalent to 8.4% and 10.2% respectively. Looking at the results of this survey, we can see that the young people - youth account for a large proportion of the total number of people participating in the survey. Meanwhile, the middle-aged people including two age groups of 35 - 45 and >45 have a low rate of participation in the survey. This is completely consistent with the reality when Mobile Marketing is identified as a Marketing service aimed at young people (people under 35 years old). - Structure by educational level: among 835 valid responses, 541 respondents had university degrees, accounting for the highest proportion of ~ 75%, 102 had secondary school degrees, ~ 13.1%, and 93 had post-graduate degrees, ~ 11.9%. - Occupational structure: office workers and civil servants are the group with the highest rate of participation with 39.4%, followed by students with 36.6%. Self-employed people account for 12%, retired housewives are 7.8% and other occupational groups account for 4.2%. The survey results show that the student group has the same rate as the group aged <23 at 36.6%. This shows the accuracy of the survey data. In addition, the survey results distributed by occupational criteria have a rate almost similar to the sample division rate in chapter 3. Therefore, it can be concluded that the survey data is suitable for use in analysis activities. - Income structure: the group with income from 3 to 5 million has the highest rate with 39% of the total number of respondents. This is consistent with the income structure of Hanoi people and corresponds to the average income of the group of civil servants and office workers. Those People with no income account for 23%, income under 3 million VND accounts for 13% and income over 5 million VND accounts for 25%. 4.2 Mobile phone usage in Hanoi inner city area According to the survey results, most respondents said they had used the phone for more than 1 year, specifically: 68.4% used mobile phones from 4 to 10 years, 23.2% used from 1 to 3 years, 7.8% used for more than 10 years. Those who used mobile phones for less than 1 year accounted for only a very small proportion of ~ 0.6%. (Table 4.1) Table 4.1: Time spent using mobile phones Frequency Ratio (%) Valid Percentage Cumulative Percentage Alid <1 year 5 .6 .6 .6 1-3 years 194 23.2 23.2 23.8 4-10 years 571 68.4 68.4 92.2 >10 years 65 7.8 7.8 100.0 Total 835 100.0 100.0 The survey indexes on the time of using mobile phones of consumers in the inner city of Hanoi are very impressive for a developing country like Vietnam and also prove that Vietnamese consumers have a lot of experience using this high-tech device. Moreover, with the majority of consumers surveyed having a relatively long time of use (4-10 years), it partly proves that mobile phones have become an important and essential item in people's daily lives. When asked about the mobile phone network they are using, 31% of respondents said they are using the network of Vietel company, 29% use the network of of Mobifone company, 27% use Vinaphone company's network and 13% use networks of other providers such as E-VN telecom, S-fone, Beeline, Vietnammobile. 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Those who are simultaneously using both types of subscriptions account for 10%. (Table 4.2). Table 4.2: Types of mobile phone subscribers Frequency Ratio (%) Valid Percentage Cumulative Percentage Valid Prepay 591 70.8 70.8 70.8 Pay later 160 19.2 19.2 89.9 Both of the above 84 10.1 10.1 100.0 Total 835 100.0 100.0 The above figures show the change in the psychology and consumption habits of Vietnamese consumers towards mobile telecommunications services, when the use of prepaid subscriptions and junk SIMs is replaced by the use of two types of subscriptions for different purposes and needs or switching to postpaid subscriptions to enjoy better customer care services. In addition, the majority of respondents have an average spending level for mobile phone services from 100 to 300 thousand VND (406 ~ 48.6% of total respondents). The high spending level (> 500 thousand VND) is the spending level with the lowest number of people with only 8.4%, on the contrary, the low spending level (under 100 thousand VND) accounts for the second highest proportion among the groups of respondents with 25.4%. People with low spending levels mainly fall into the group of students and retirees/housewives - those who have little need to use or mainly use promotional SIM cards. (Table 4.3). Table 4.3: Spending on mobile phone charges Frequency Ratio (%) Valid Percentage Cumulative Percentage Valid <100,000 212 25.4 25.4 25.4 100-300,000 406 48.6 48.6 74.0 300,000-500,000 147 17.6 17.6 91.6 >500,000 70 8.4 8.4 100.0 Total 835 100.0 100.0 The statistics in Table 4.3 are similar to the percentages in the NielsenMobile survey results (2009) with 73% of mobile phone users having medium spending levels and only 13% having high spending levels. The survey results also showed that up to 31% ~ nearly one-third of respondents said they sent more than 10 SMS messages/day, meaning that on average they sent 1 SMS message for every working hour. Those with an average SMS message volume (from 3 to 10 messages/day) accounted for 51.1% and those with a low SMS message volume (less than 3 messages/day) accounted for 17%. (Table 4.4) Table 4.4: Number of SMS messages sent per day Frequency Ratio (%) Valid Percentage Cumulative Percentage Valid <3 news 142 17.0 17.0 17.0 3-10 news 427 51.1 51.1 68.1 >10 news 266 31.9 31.9 100.0 Total 835 100.0 100.0 Similar to sending messages, those with an average message receiving rate (from 3-10 messages/day) accounted for the highest percentage of ~ 55%, followed by those with a high number of messages (over 10 messages/day) ~ 24% and those with a low number of messages received daily (under 3 messages/day) remained at the bottom with 21%. (Table 4.5) Table 4.5: Number of SMS messages received per day Frequency Ratio (%) Valid Percentage Cumulative Percentage Valid <3 news 175 21.0 21.0 21.0 3-10 news 436 55.0 55.0 76.0 >10 news 197 24.0 24.0 100.0 Total 835 100.0 100.0 When comparing the data of the two result tables 4.4 and 4.5, we can see the reasonableness between the ratio of the number of messages sent and the number of messages received daily by the interview participants. 4.3 Current status of SMS advertising and Mobile Marketing According to the interview results, in the 3 months from the time of the survey and before, 94% of respondents, equivalent to 785 people, said they received advertising messages, while only a very small percentage of 6% (only 50 people) did not receive advertising messages (Table 4.6). 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Heart status
		1	2	3
time	decay, birth, existence, destruction and death. Heaven and earth remain – I no longer exist: Painful before the fading loss.	in the beautiful stage is so short-lived, gone and never to return. Painful and heartbreaking before the harshness and cruelty of the natural law " Youth never comes twice" love again"	sorry Question - answer yourself => awaken your personal "ego", find a way to hold on to time.
From sentence 30 to the end: The concept of living passionately and wholeheartedly.	Let's go : urge, hurry, hurry. The verbs are strong , drunk , absorbed , bitten : Intense communication. The words: lush, dizzy, full, satiated => overflowing. full of life energy	A captivating, inviting picture of nature and life. Paradise is filled with colors, scents, and vivid images. Each line of poetry enhances the images and feelings. sense, all senses.	The rhythm becomes faster and more intense towards the end of the poem.	Live in a hurry.

Emotional development

Question 3: What artistic techniques does Xuan Dieu use?

+ New language with a series of verbs, nouns, adjectives, and adverbs

+ Expressing new sentence structures

+ Creative comparison and personification: "January is as delicious as a pair of close lips" , " - Oh pink spring, I want to bite you!".

+ Moving from “ I want ” => “ We want ” (The strong, solid, authoritative “ I ” transforms into “ We want ” full of feeling, touch, taste…; the action of overcoming disappointment and suffering). The “I” – belonging to the lyrical subject – undergoes a transformation process with diverse moods, changes in a positive direction, approaches the concept and reason for living full of humanity: people need to cherish the precious time of their lives, live meaningfully in every moment.

3) Guide students to evaluate the content and art of the poem

From the above process, students self-evaluate the content and art of the poem. From the spring picture full of colors, sounds, and lights, Xuan Dieu faces a second picture full of gloom and decay, when spring fades, youth passes quickly. Time haunts human life with separation and loss, but the passionate heart that loves life and people has found its own way out, which is to seek harmony and connection with nature and life at the highest level in every moment, every minute, every second, in every dimension.

To go beyond the limits of the natural law of “birth, existence, decay and destruction”, there is nothing more wonderful than knowing how to receive the most beautiful and perfect things. Xuan Dieu’s way is to live enthusiastically, fully, and openly in this moment. Thus, the treasure of life is present right in our hearts (Teacher comments to conclude the above idea).

4) Guide students to contact themselves

Question: Do you agree or disagree with Xuan Dieu's concept of "living in a hurry" and explain why? (Write a paragraph of 200 words).

– Teachers accept multiple perspectives, with the requirement that the explanatory writing needs to be logical.

– Some hypothetical situations:

+ Living in a hurry is not positive, living with fear, anxiety, stress; need to live leisurely, with inner peace.

+ Live accepting that "life is suffering" so cannot live "in a hurry".

+ “Living in a hurry” cannot be an “antidote” to life, which is a sea of ​​both joy and sorrow. Only inner peace is the nourishment for happiness and well-being.

+ “Living in a hurry” is a positive concept of life, it is the choice of people with extremely delicate minds and feelings. It does not mean a greedy, selfish lifestyle that only knows how to enjoy for oneself. It is also not the life of a person under pressure from the world’s dark, tasteless and boring view. In Xuan Dieu, the reception of the world always reaches a radiant, fulfilling level, the message at the end of the poem:

Let's go! The season has not yet turned to evening,I want to hug

[…]

– Oh spring rose, I want to bite you!

Live a quality life, live meaningfully in every moment of giving and receivingSo the value of sustainable living, whether or not you have a heavenly life depends on how you combine it.personal connection to this beautiful and ever-new life.

Note: The use of words like "thirst for life" and "craving for life" is not correct.Xuan Dieu's positive spirit of life. For example, an online document wrote: "mustRace against time, must win time and live fully to enjoy"The burning desire to love""Xuan Dieu's", "Bored with the Flow of Time", "Time Steals Life"(quoted from " Hurry ", the title of the poem is both an aspiration and a philosophy)life of Xuan Dieu”) ( http: //vndoc.com.lop11 ). Understanding fast living, urgent living is livinghurry, this is a distorted understanding, "hurry" means can not live a life in vain, livewaste of time

The above content is presented by the teacher in questions and inThe teacher assigns tasks to students before class.

c2) Assign tasks and work to students before reading comprehension (students read comprehension at home)

Before teaching the DHVB, the teacher performs the following tasks:

1) Group division: Each group has 5-6 students (the class is divided into 6 to 7 groups).

2) Groups choose content to prepare for the DHVB hour:

Content 1. Introduction to Xuan Dieu

+ Your understanding of Xuan Dieu's life and writing career

+ When learning about author Xuan Dieu, what impressed you most?

+ What makes the poet known as "The King of Love Poetry" unique?

+ List some typical works of Xuan Dieu and briefly present some notable points of these works?