What are prepositions in Vietnamese? What are characteristics of the Vietnamese Language subject?

What are prepositions in Vietnamese?

Prepositions are a type of word used to connect words or phrases within a sentence, creating relationships between them. Prepositions help make sentences coherent, clear, and express meanings accurately.

Functions of Prepositions:

[1] Indicate relationships between words:

+ Position: trên, dưới, trong, ngoài, trước, sau... (Example: quyển sách nằm trên bàn)

+ Time: từ, đến, vào, lúc... (Example: Tôi đi học từ 7 giờ)

+ Cause: vì, bởi, do... (Example: Cô ấy bị ốm vì trời lạnh)

+ Purpose: để, nhằm... (Example: I study to have a bright future)

+ Means: bằng, với... (Example: Anh ấy đi làm bằng xe máy)

... and many other relationships.

[2] Clarify word meanings:

Prepositions help make the meaning of words specific and clearer. (Example: "nhìn vào" is different from "nhìn ra")

Types of Prepositions:

- Basic prepositions: tại, bởi, vì, từ, tuy, mặc dầu, nếu, dù...

- Prepositions formed from transformed nouns and classifiers: của, trên, dưới, trước, sau, trong, ngoài, đầu, cuối, bên, cạnh, giữa, ven...

Examples of sentences using prepositions:

- Tôi đang ngồi ở nhà. (Indicating position)

- Chúng ta sẽ đi chơi vào cuối tuần. (Indicating time)

- Cô ấy thích đọc sách vì sách mang lại nhiều kiến thức. (Indicating cause)

- Anh ấy chạy về phía tôi.  (Indicating direction)

*Note: The information is for reference only./.

What are prepositions in Vietnamese? What are characteristics of the Vietnamese Language subject? (Image from the Internet)

What are characteristics of the Vietnamese Language subject?

Based on Section I of the Appendix to the General Education Program for Literature, issued along with Circular 32/2018/TT-BGDDT, Vietnamese Language subject has the following characteristics:

Literature is a subject in the field of Language Education and Literature, taught from grade 1 to grade 12. At the primary level, this subject is called Vietnamese; at the lower secondary and upper secondary school level, it is called Literature.

Literature is both an instrumental and an aesthetic-humanistic subject; it provides students with communication tools and forms a foundation for studying all subjects and educational activities in schools; it is also an important tool for educating students on sublime values of culture, literature, and national language, developing in students healthy emotions, humanistic feelings, a benevolent and compassionate lifestyle,...

Through linguistic texts and vivid artistic images in literary works, using activities such as reading, writing, speaking, and listening, the literature subject plays a crucial role in helping students form and develop good qualities as well as core competencies to live and work effectively, enabling lifelong learning.

The content of literature is comprehensive, including knowledge of culture, ethics, philosophy,... relating to many other subjects and educational activities such as History, Geography, Art, Civic Education, Foreign Languages, Natural and Social Sciences, Experiential Activities, Orientation and Career Activities, etc. Literature is also closely related to life; it helps students become more engaged and attached to everyday life, know how to relate and solve issues arising in practice.

The core content of the subject includes basic and essential knowledge streams and skills about Vietnamese and literature, meeting the required achievements of students' qualities and competencies at each educational level; it is divided into two phases: the basic education phase and the career-oriented education phase.

Basic education phase: The program is designed based on the main streams corresponding to reading, writing, speaking, and listening skills. Knowledge of Vietnamese and literature is integrated into the teaching process of reading, writing, speaking, and listening. The materials are chosen and arranged according to students' receptive ability at each educational level.

The goal of this phase is to help students use Vietnamese proficiently to communicate effectively in life and study well in other subjects and educational activities; to form and develop literary capacity, an expression of aesthetic capacity; at the same time, to cultivate thoughts and emotions for students' soul and character development.

Career-oriented education phase: The program reinforces and develops the achievements of the basic education phase, helping students improve language and literary capabilities, especially the reception of literary texts; enhance skills to create argumentative texts, informational texts more complex in content and writing techniques; equip with some practical knowledge of literary history and literary theory for reading and writing about literature; continue to cultivate thoughts, feelings, soul, and character for students to become responsible citizens.

Additionally, each year, students oriented towards social sciences and humanities can choose to study specific learning modules.

These modules aim to enhance knowledge of literature and language, skills to apply knowledge in practice, meeting the interests, needs, and career orientation of students.

What specific competencies shall be achieved when teaching Vietnamese Language subject to primary school students in Vietnam?

According to Subsection 2 of Section IV in the Appendix to the General Education Program for Literature, issued along with Circular 32/2018/TT-BGDDT, the specific competencies to be achieved when teaching Vietnamese Language subject to primary school students are as follows:

- Language Competency

Read correctly, fluently, and expressively; understand the main content of texts, primarily the explicit content; initially grasp the implicit content such as themes, lessons drawn from the texts read.

At the primary level, reading requirements include reading techniques and comprehension skills.

For students in the lower grades (grades 1 and 2), focus on the requirement of reading correctly and with appropriate speed and understanding the simple content of texts.

For students in grades 3, 4, and 5, emphasize understanding specific content, grasping themes, and deriving lessons from texts.

From grades 1 to 3, correctly write spelling, vocabulary, and grammar; write short sentences and paragraphs; in grades 4 and 5, initially write complete short essays, primarily narrative, descriptive, and simple introductory essays.

Write texts that recount stories read, events witnessed or participated in, stories imagined by the students; describe familiar objects and phenomena; introduce objects and activities close to the students' lives.

Write paragraphs expressing students' emotions and thoughts when reading a story or poem or witnessing an emotion-provoking event; express opinions on a simple issue in study and life; write several types of texts such as autobiographies, messages, invitations, schedules, requests, etc.; initially knowing how to write following a process; the essay needs to have all three parts (introduction, body, conclusion).

Present ideas and feelings clearly; initially know how to use appropriate gestures and expressions when speaking; clearly recount a story read or heard; share and discuss their emotions, attitudes, and thoughts on the topics discussed; know how to explain an object or simple process.

Listen with an appropriate attitude and grasp the basic content; recognize the speaker's emotions; know how to respond to what has been heard.

- Literary Competency

Distinguish between narrative and poetry texts (prose and verse); recognize the content of texts and the attitudes and feelings of the writer; initially understand the effects of certain formal elements of literary texts (words, characters, plot, rhyme, comparison, personification).

Know how to relate, imagine, and express literary elements in writing and speaking.

For students in grades 1 and 2: recognize who or what the text talks about; identify characters in stories, rhyme in poems; distinguish between stories and poems.

For students in grades 3, 4, and 5: know how to read expressively; summarize the main content of stories and poems; comment on characters, events, and the writer's attitudes and feelings in texts; recognize time and place, some types of rhymes, rhythms, beautiful and unique words, images, and the effects of rhetorical devices such as personification and comparison.

Understand the meaning or lesson drawn from texts. Write narratives and descriptive essays expressing emotions and imaginative capacity.

DOWNLOAD the General Education Program for Literature issued along with Circular 32/2018/TT-BGDDT.

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