Vietnam: What follows an adjective in English? What are the regulations on language knowledge in the English curriculum?

What follows an adjective in English?

In English, the noun that an adjective is meant to modify typically follows that adjective. However, English grammar is quite flexible, with many special cases.

* Adjective + Noun:

This is the most basic and common structure. The adjective precedes the noun to describe or modify it.

*Example of What Follows an Adjective in English:

a beautiful flower: một bông hoa đẹp

a tall building: một tòa nhà cao

a happy child: một đứa trẻ vui vẻ

* After a Linking Verb:

Certain verbs such as be, seem, look, feel, taste, smell, sound... are called linking verbs. What follows a linking verb is usually an adjective that describes the subject.

Example:

She is beautiful. (Cô ấy rất đẹp.)

The food tastes delicious. (Món ăn này rất ngon.)

He seems happy. (Anh ấy có vẻ vui vẻ.)

* In Comparative Sentences:

Comparative: more + long adjective + than

Example: She is more beautiful than her sister. (Cô ấy đẹp hơn em gái của cô ấy.)

Superlative: the most + long adjective

Example: She is the most beautiful girl I've ever seen. (Cô ấy là cô gái đẹp nhất mà tôi từng thấy.)

* Special Cases:

Adjective after the noun:

When the adjective is too long or complex.

Some adjectives can come before or after the noun, such as: alone, alike, asleep, afraid, aware...

Adjective after indefinite pronouns: something, anything, nothing, someone, anyone, no one...

Adjective after the verb: Some adjectives can follow the verb to modify the verb.

Example:

I am afraid of dogs. (Tôi sợ chó.)

There is nothing important. (Không có gì quan trọng.)

She made me happy. (Cô ấy làm tôi vui.)

Note: The information is for reference only.

What follows an adjective in English? What are the regulations on language knowledge in the English curriculum? (Image from the Internet)

What are the regulations on language knowledge in the English curriculum?

Under Section 5 of the General Education Program for English issued together with Circular 32/2018/TT-BGDDT, the required content in the English curriculum at the primary education level is as follows:

1.3 Language Knowledge

Language knowledge in the General Education Program for English includes phonetics, vocabulary, and grammar. Language knowledge acts as a vehicle to help students develop and enhance communication competence through the four skills of listening, speaking, reading, and writing. The system of language knowledge taught in the Program includes:

1.3.1. Primary education level

Phonetics

Phonetics instruction content at the primary education level is expressed in two areas: spoken language and written language.

- Spoken language: vowels, consonants, and some consonant clusters; word stress, sentence stress, and basic intonation.

- Written language: the correlation between sounds and writing for spelling, reading, and correctly writing the words and phrases learned.

Vocabulary
The vocabulary taught at the primary education level consists of common, simple, and concrete words at Level 1 in English that serve communication situations within the topics and themes of the Program. The amount of vocabulary prescribed at the primary education level is approximately 600 - 700 words.

Grammar

The grammar instruction content at the primary education level includes structures serving the development of communication competence at Level 1, such as declarative sentences, questions, imperative sentences, affirmative sentences, negative sentences, simple sentences, present simple tense, present continuous tense, past simple tense, future simple tense, modal verbs, singular nouns, plural nouns, personal pronouns, demonstrative pronouns, interrogative pronouns, possessive adjectives, possessive pronouns, adverbs, cardinal numbers, ordinal numbers, common prepositions, common conjunctions, articles…

1.3.2. Lower secondary education level

Phonetics

The phonetics instruction content at the lower secondary level includes: single vowels, diphthongs, semivowels, consonants, consonant clusters; word stress, sentence stress, rhythm, and basic sentence intonation.

Vocabulary

The vocabulary instruction content at the lower secondary level includes common words present in both spoken and written languages related to the topics and themes in the Program. The number of vocabulary words prescribed at the lower secondary level is around 800 - 1000 words at Level 2 (excluding words already learned at the primary education level).

Grammar

The grammar instruction content at the lower secondary level continues to reinforce and expand on content learned at the primary education level and includes structures serving the development of communication competence at Level 2, such as declarative sentences, questions, imperative sentences, exclamatory sentences, affirmative sentences, negative sentences, simple sentences, simple compound sentences, conditional sentences (Type 1), relative clauses, present simple tense, present continuous tense, past simple tense, past continuous tense, future simple tense, near future tense, modal verbs, infinitive verbs, gerunds, participles, countable nouns, uncountable nouns, noun possessive forms, ordinal numbers, adjective comparison, demonstrative pronouns, interrogative pronouns, relative pronouns, reflexive pronouns, possessive pronouns, prepositions, adverbs, conjunctions, definite articles, indefinite articles…

1.3.3. Upper secondary education level

Phonetics

The phonetics instruction content at the upper secondary level covers: diphthongs, consonants, consonant clusters, word stress, strong and weak pronunciations, elisions, assimilations, linkings, sentence stress, rhythm, and intonation.

Vocabulary

The vocabulary instruction content at the upper secondary level includes common words represented in both spoken and written languages related to the topics and themes in the Program. The vocabulary amount prescribed at the upper secondary level is around 600 - 800 words at Level 3 (excluding words learned at elementary and lower secondary levels). Upon completing the general program, the total vocabulary that students need to grasp is around 2500 words.

Grammar

The grammar instruction content at the upper secondary level continues to reinforce and expand on content learned in previous levels and includes structures serving communication competence development at Level 3, such as relative clauses, conditional sentences (Type 2 and Type 3), active sentences, passive sentences, direct sentences, indirect sentences, compound sentences, complex sentences, present simple tense, present continuous tense, present perfect tense, past simple tense, past continuous tense, past perfect tense, future simple tense, future continuous tense, near future tense, conjunctions, modal verbs, phrasal verbs, passive voice…

What is the guidance on assessing the educational results of English in Vietnam?

Under Section 7 of the General Education Program for English issued together with Circular 32/2018/TT-BGDDT, assessing the educational results of English in Vietnam is as follows:

- Testing and assessment are critical elements in the teaching process aimed at providing feedback about the English communication competence attained by students throughout the process and at the point of completing a learning stage.

- This contributes to encouraging and guiding students throughout their learning process, assists teachers and schools in assessing student learning outcomes, and thereby adjusts teaching methods effectively at different educational levels.

- Assessment of student learning activities must align with the objectives and teaching content of the Program, based on the required achievements for communication skills at each grade, aiming for students to reach the prescribed levels of communication competence upon completing elementary, lower secondary, and upper secondary education.

- Assessment activities should be conducted in two forms: continuous assessment and periodic assessment. Continuous assessment is carried out consistently through classroom teaching activities.

- During the teaching process, emphasis should be placed on continuous assessment to help students and teachers monitor the realization of objectives set out in the Program. Periodic assessments are executed at prescribed times during the academic year to evaluate the level of attainment compared to the specified requirements for each grade.

- The final assessments for elementary, lower secondary, and upper secondary education must be based on foreign language proficiency requirements according to the 6-level Foreign Language Proficiency Framework for Vietnam, specifically Level 1 at the primary education level, Level 2 for lower secondary level, and Level 3 for upper secondary level.

- Assessments are carried out through various forms such as quantitative, qualitative, and a combination of both throughout the learning process, incorporating teacher assessments, peer assessments, and self-assessments by students.

- Testing and assessment formats should align with the teaching methods applied in the classroom, including oral tests (dialogues, monologues) and written tests integrating language skills and knowledge in multiple-choice, subjective, and other evaluative forms.

Download the General Education Program for English.