What are the Top 5 1st-semester question papers and answers for 3rd-grade English in the 2024-2025 academic year? What are the perspectives for developing the 3rd-grade English curriculum in Vietnam?

What are the Top 5 1st-semester question papers and answers for 3rd-grade English in the 2024-2025 academic year?

English is a compulsory subject in the general education program from Grade 3 to Grade 12. As one of the core subjects in school, English not only helps students form and develop the ability to communicate in English but also contributes to the formation and development of general capabilities to live and work more effectively, learn other subjects well, and engage in lifelong learning.

The subject provides students with an important international communication tool, enabling them to exchange scientific and technical knowledge and explore cultures, thereby fostering understanding among nations and forming global citizenship awareness. Furthermore, through learning English and exploring different cultures, students can better understand and appreciate their language and national culture.

Students can refer to the following Top 5 1st-semester question papers and answers for 3rd-grade English in the 2024-2025 academic year:

Download the Top 5 1st-semester question papers and answers for 3rd-grade English in the 2024-2025 academic year

What are the Top 5 1st-semester question papers and answers for 3rd-grade English in the 2024-2025 academic year? What are the perspectives for developing the 3rd-grade English curriculum in Vietnam? (Image from Internet)

What are the perspectives for developing the 3rd-grade English curriculum in Vietnam?

Under Section II of the General Education Program for English (Grade 3 to Grade 12) issued with Circular 32/2018/TT-BGDDT, the perspectives for developing the 3rd-grade English curriculum in Vietnam are as follows:

(1) The General Education Program for English adheres to the regulations specified in the overall General Education Program of the Ministry of Education and Training, including general orientations on viewpoints, objectives, expected outcomes, education plans, and orientations for educational content, teaching methods, assessment of learning outcomes, and the conditions for implementing the curriculum.

(2) The General Education Program for English is built with the perspective of communication capacity being the target of the teaching process; linguistic knowledge serves as a means to form and develop communication skills through listening, speaking, reading, and writing.

In primary education (grades 3-5), priority should be given to developing listening and speaking skills. In lower secondary education, listening and speaking communication skills continue to be enhanced, and through practice combining these skills, aim for even development across the four skills of listening, speaking, reading, and writing in upper secondary education.

(3) The General Education Program for English is designed based on a system of themes and topics that are closely related, meaningful, and suitable for the student's learning and living environment, aligned with the communication capacity development as required at each educational level.

The system of themes and topics reflects cultural aspects that should be both national and international in nature; teaching content should be selected and may be revisited and expanded throughout the school years in a spiral manner to consolidate and develop students' communicative abilities. Through implementing the theme and topic system in the curriculum, students can also be equipped with content from other subjects at an appropriate and feasible level.

(4) The General Education Program for English ensures that student learning activities are at the center of the teaching process. Students' English communication capacity is developed through active, positive, and creative learning activities.

Teachers are facilitators and guides in the teaching process, encouraging students to engage in language practice activities to the fullest extent and gradually enhancing their self-learning ability.

(5) The General Education Program for English ensures continuity and progression in English teaching across primary, lower secondary, and upper secondary levels. The continuity and progression are reflected in that after each educational level, students achieve a proficiency level according to the 6-level Foreign Language Proficiency Framework for Vietnam.

(6) The General Education Program for English ensures flexibility, adaptability, and openness to meet demands and suit diverse English teaching conditions in different localities.

What are the regulations on the assessment of educational results for 3rd-grade English in Vietnam?

Under Section VI of the General Education Program for English (3rd-grade to grade 12) issued with Circular 32/2018/TT-BGDDT, the assessment of educational results for 3rd-grade English in Vietnam is regulated as follows:

- Testing and assessment are important elements in the teaching process, providing feedback on students' English communication abilities during and at the end of a learning period. This contributes to encouraging and guiding students in their learning process, helping teachers and schools assess students' learning outcomes and thereby adjust teaching effectively at different educational levels.

- The assessment of students' learning activities must closely adhere to the objectives and teaching content of the curriculum, based on the expected outcomes for communication skills at each grade level, aiming to help students achieve the required levels of communication capability when concluding primary, lower secondary, and upper secondary education.

- Testing and assessment activities should be carried out in two forms: regular assessment and periodic assessment. Regular assessment is conducted continuously through classroom teaching activities. During the teaching process, regular assessment should be prioritized to help students and teachers monitor the progress of achieving the goals set in the curriculum.

- Periodic assessment is conducted at specified times in the academic year to assess the degree of achievement compared to the required outcomes for each grade level. The final assessment at the end of primary, lower secondary, and upper secondary education must be based on the required foreign language proficiency levels 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 different forms such as quantitative, qualitative, and a combination of both quantitative and qualitative methods throughout the learning process, incorporating teacher assessment, peer assessment among students, and self-assessment by students.

The various types of tests and assessments should be compatible with the teaching methods applied in the classroom, including oral tests (dialogue, monologue) and written tests integrating skills and language knowledge, combining objective multiple-choice items, essay questions, and other assessment forms.