The Ho Chi Minh City Literature exam directly addresses the issues facing young people in the digital age.

GD&TĐ - According to teacher Vo Minh Nghia, the Literature exam for 10th grade entrance in Ho Chi Minh City subtly addresses the issues facing young people in the digital age.

Rich in humanistic values

Commenting on the 2026-2027 Ho Chi Minh City Grade 10 Literature entrance exam, Mr. Vo Minh Nghia, a member of the Ho Chi Minh City Literature Subject Council, Head of the Literature Department of Cluster No. 6 of High Schools, and working at Nguyen Du High School (Ho Chi Minh City), said that this is another exam that strongly reflects current events, is rich in humanistic values, and is particularly suitable for the psychology of today's youth.

According to Mr. Nghia, in the digital age, many young people are busy chasing after "moments" on social media or modern technological devices, sometimes forgetting to listen to and nurture their own true emotions. This year's exam questions accurately addressed this reality by posing issues close to the students' spiritual lives.

"The beauty of the exam lies in its ability to accurately address the concerns of young people today. From there, the exam easily evokes emotions and helps students write from their own experiences and genuine thoughts. This is also an opportunity for them to reflect on themselves through each question and each page of writing," commented Mr. Nghia.

Regarding the differentiation of the exam, the teacher believes that questions 1b and 1d in the Reading Comprehension section clearly demonstrate this. For question 1b, the requirement to identify the role of a detail isn't overly difficult, but to do well, students must be able to relate that detail to the character's characteristics. This connection demands a higher level of thinking and analytical skills.

In particular, question 1d was considered a highlight of the exam. According to Mr. Nghia, the way the question setter encouraged students to "dialogue" with the author was a creative and highly educational approach to posing the question.

"This is a very clever and unique question. By engaging in dialogue with the author, students not only understand the text but also have the opportunity to reflect more deeply on the work's message. This creates interest for the reader and encourages them to express their own opinions," Mr. Nghia said.

From a professional perspective, I highly appreciate the meticulousness of the exam setters in selecting the source material. Finding a text that is both fresh, meaningful, and already contains dialogue elements to explore is not an easy task. This investment has contributed to creating an engaging, lively exam that has left a distinct mark on the Ho Chi Minh City Literature exam over the years.

Candidates at the Nguyen Trai Secondary School examination center (An Hoi Dong ward) confidently enter the 10th grade entrance exam.

Candidates must have a sound time management strategy.

In the social commentary essay section, according to Mr. Nghia, both options have the potential to differentiate candidates quite well.

With the first option, the assignment integrates two types of questions learned in grades 8 and 9. Students not only need to discuss the rightness or wrongness of the issue but also propose solutions. This is a relatively high requirement as it demands multi-dimensional thinking, in-depth analysis, and a well-structured argument.

Meanwhile, the second option clearly states the argumentative issue in its title. However, the phrase "understanding emotions" opens up many different approaches. Students can discuss understanding their own emotions to improve themselves or understanding the emotions of others to learn to love and share. Therefore, correctly identifying the topic of argumentation is also a significant challenge for candidates.

Overall, Mr. Vo Minh Nghia believes that a notable aspect of this year's exam is the inclusion of multiple requirements within a single question. This forces candidates to strategically allocate their time effectively throughout the 120-minute exam.

"The biggest obstacle in the exam isn't that the questions are too difficult or too tricky. There is some difficulty, but it's still within the students' capabilities. The biggest challenge is the time pressure, requiring them to think and develop their ideas thoroughly and deeply," Mr. Nghia analyzed.

According to the teacher, in the context of Ho Chi Minh City expanding its administrative boundaries with the participation of many areas with different educational conditions, the exam content still ensures that it is appropriate to the requirements of the General Education Program. All questions are within the scope that students had prepared for beforehand.

"The main difficulty lies in the skills of managing and allocating time during the exam. This is also the best and most valuable aspect of this year's exam. The questions don't trick students with knowledge but challenge their thinking ability, problem-solving techniques, and communication skills," Mr. Nghia emphasized.

Source: https://giaoducthoidai.vn/de-thi-ngu-van-tphcm-cham-dung-van-de-cua-gioi-tre-trong-thoi-dai-so-post780039.html