Vietnam: What are the exercises on relative clauses for 10th-grade students and the attached answers? What are the objectives of the 10th-grade English curriculum?

What are the exercises on relative clauses for 10th-grade students and the attached answers in Vietnam?

Relative clauses are an important part of English grammar that help students connect simple sentences into complex ones, making sentences more coherent and concise.

*Note: The above exercises on relative clauses for 10th-grade students and the attached answers in Vietnam for reference only./.

What are the exercises on relative clauses for 10th-grade students and the attached answers in Vietnam? What are the objectives of the 10th-grade English curriculum? (Image from the Internet)

What are the objectives of the 10th-grade English curriculum in Vietnam?

Under section 3 of the General Education Program for English issued with Circular 32/2018/TT-BGDDT, the objectives of the 10th-grade English curriculum in Vietnam are as follows:

- Use English as a communication tool through four skills: listening, speaking, reading, writing to meet basic and practical communication needs on familiar topics related to school, recreational activities, career, ...

- Continue to form and develop basic knowledge of English, including phonetics, vocabulary, grammar; through English, gain more in-depth understanding of the countries, people, and cultures of English-speaking countries and other countries around the world, understand and respect cultural diversity, and initially reflect the values of Vietnamese culture in English.

- Use English to enhance the quality of learning in other subjects within the general education program.

- Use English to pursue higher study goals or be able to work immediately after finishing high school.

- Apply various learning methods to manage study time, apply information technology in learning and self-study, reinforce self-learning methods, self-assessing and taking responsibility for learning outcomes, form lifelong learning habits.

What are the regulations on assessment of the education outcomes for the 10th-grade English in Vietnam?

Under Section 7 of the General Education Program for English issued with Circular 32/2018/TT-BGDDT, the assessment of the education outcomes for 10th-grade English in Vietnam is specified as follows:

Testing and assessing are important factors in the teaching process to provide feedback on the English communication skills students achieve during and at the end of a learning period. This contributes to encouraging and directing students in their learning process and helps teachers and schools assess the students' learning outcomes, subsequently adjusting the teaching of this subject effectively across educational levels.

The assessment of student learning activities must align with the objectives and content of the Program, based on the requirements for communication skills at each grade level, aiming to help students achieve the prescribed levels of communication proficiency upon finishing primary, lower secondary, and upper secondary education.

Testing and assessment activities should be conducted in two forms: continuous assessment and periodic assessment. Continuous assessment is performed continuously through class teaching activities.

During teaching, priority should be given to continuous assessment to help students and teachers monitor the progress in achieving the objectives set out in the Program.

Periodic assessments are conducted at set times during the school year to evaluate the achievement levels against the required standards specified for each grade. Assessment at the end of primary, lower secondary, and upper secondary must 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 education.

Assessment is conducted through various forms, such as quantitative, qualitative, and a combination of both throughout the learning process, incorporating teacher assessment, peer assessment, and student self-assessment. The types of tests and assessments must be appropriate to the teaching methods applied in the classroom, including speaking tests (dialogue, monologue) and writing tests integrating language skills and knowledge, combining objective multiple-choice, essay, and other assessment forms.