Vietnam: What are the examples of the present continuous tense in English? What are the three formulaic forms of the present continuous tense?

What are the examples of the present continuous tense in English? What are the three formulaic forms of the present continuous tense?

Students may refer to the following information on three formulaic forms of the present continuous tense and examples thereof:

*Note: Information is for reference purposes only./.

What are the examples of the present continuous tense in English? What are the three formulaic forms of the present continuous tense? (Image from Internet)

What are the skills through which lower secondary school students in Vietnam use English as a communication tool?

Under Section 3 of the Appendix issued under Circular 32/2018/TT-BGDDT regarding the English curricula from grades 3-12, the specific objectives of the English curricula at the lower secondary level are as follows:

After completing the English curricula at the lower secondary level, students can:

- Use English as a communication tool through the four skills of listening, speaking, reading, and writing to meet basic and direct communication needs in familiar and daily situations.

- Have fundamental knowledge of English, including phonetics, vocabulary, and grammar; through English, have a general understanding of the country, people, and culture of English-speaking countries and other countries worldwide, while being aware of and proud of the values of their national culture.

- Have a positive attitude towards the subject and learning English, gradually being able to use English to learn other subjects in the general education program.

- Form and apply various learning methods and strategies to develop communication skills in English both in and out of the classroom, manage study time effectively, and develop a habit of self-study.

Thus, lower secondary school students in Vietnam use English as a communication tool through the four skills of listening, speaking, reading, and writing.

What are the required specific competencies for lower secondary school students in Vietnam after studying English?

According to Section 4 of the General Education Program for the English subject issued under Circular 32/2018/TT-BGDDT, the required specific competencies for lower secondary school students in Vietnam after studying English are:

- After studying English at the primary level, students may achieve English Level 1 of the 6-level foreign language proficiency framework for Vietnam. To be specific:

"Students may understand and use familiar everyday expressions; basic phrases meet specific communication needs. Students may introduce themselves and others; students may answer questions about personal details such as living place, relatives/friends, ... Students may communicate simply if the interlocutor speaks slowly, clearly and is willing to help."

- Through English, students have initial understanding of the country, people, and culture of some English-speaking countries and other countries in the world; have a positive attitude towards learning English; are proud, love, and cherish their language and cultural heritage; develop virtues like kindness, self-respect, respect for friends, family, environment, diligence, and honesty.

What are the regulations on the assessment of educational outcomes of English for lower secondary school students in Vietnam?

According to Section VII of the General Education Program for the English subject issued under Circular 32/2018/TT-BGDDT, the assessment of educational outcomes of English for lower secondary school students in Vietnam is specified as follows:

- Testing and assessment are important elements in the teaching process to provide feedback on the communication competence in English that students achieve during the process and at the time of completing a learning period.

- This contributes to encouraging and guiding students in the learning process and helps teachers and schools assess students' learning outcomes, thereby adjusting teaching methods effectively across learning stages.

- assessment of students' learning activities must be closely aligned with the objectives and content of the Program, based on the required achievements for communication skills at each grade level, aiming to help students achieve the specified levels of communication competence when completing primary, lower secondary, and upper secondary education.

- assessment activities need to be conducted in two forms: regular and periodic assessments. Regular assessments are conducted continuously through classroom teaching activities.

- During the teaching process, priority should be given to regular assessments to help students and teachers track the progress toward the objectives outlined in the Program. Periodic assessments are conducted at specified points during the school year to assess the level of achievement compared to the requirements set for each grade level.

- Final assessments for primary, lower secondary, and upper secondary education should be based on the foreign language proficiency requirements according to the 6-level foreign language proficiency framework for Vietnam, specifically Level 1 for primary, Level 2 for lower secondary, and Level 3 for upper secondary.

- Assessments are conducted in various forms such as quantitative, qualitative, and a combination of both throughout the learning process, combining teacher assessments, peer assessments, and self-assessments by students.

- The type of tests and assessments must be suitable to the teaching methods applied in the classroom, including oral tests (dialogue, monologue) and written tests that integrate skills and language knowledge, combining objective multiple-choice, essays, and other forms of assessment.

>>> Download the General Education Program for English.