What is an imperative sentence in English? In Vietnam, at which education level the English curriculum includes imperative sentences?

What is an imperative sentence in English?

An imperative sentence in English is a type of sentence used to issue requests, instructions, directions, suggestions, or warnings to the listener about an action that needs to be performed immediately.

*Note: The information about what an imperative sentence in English is just for reference purposes./.

What is an imperative sentence in English? In Vietnam, at which education level the English curriculum includes imperative sentences? (Image from the Internet)

In Vietnam, at which education level the English curriculum includes imperative sentences?

Under Section V of the General Education Program for English issued together with Circular 32/2018/TT-BGDDT, the requirements for English at primary and lower secondary levels in Vietnam are as follows:

1.3. Language Knowledge

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

1.3.1. Primary Level

Phonetics: The teaching content of phonetics at the primary level is reflected in two fields: spoken language and written language.

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

- Written language: the corresponding relationship between sounds and letters to spell, read, and write correctly the learned words and phrases.

Vocabulary teaching content at the primary level includes common, simple, and specific words at Level 1 in English to cater to communicative situations within the framework of topics and themes of the Program. The vocabulary count for the primary level is about 600 - 700 words.

Grammar: The grammar teaching content at the primary level includes structures for developing communication skills at Level 1, such as declarative sentences, questions, imperative sentences, affirmative sentences, negative sentences, simple sentences, the simple present tense, the present continuous tense, the simple past tense, the simple future tense, modal verbs, singular nouns, plural nouns, personal pronouns, demonstrative pronouns, interrogative pronouns, possessive adjectives, possessive pronouns, adverbs, cardinal numbers, ordinal numbers, common prepositions, conjunctions, articles...

1.3.2. Lower Secondary Level

Phonetics teaching content at the lower secondary level includes monophthongs, diphthongs, semi-vowels, consonants, consonant clusters; word stress, sentence stress, rhythm, and basic sentence intonation.

Vocabulary teaching content at the lower secondary level includes common words expressed in the fields of spoken and written language related to the topics and themes in the Program. The vocabulary count for the lower secondary level is about 800 - 1000 words at Level 2 (excluding words already learned at the primary level).

Grammar: The grammar teaching content at the lower secondary level continues to consolidate and expand the content learned at the primary level and includes structures to develop communication skills 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, the simple present tense, the present continuous tense, the simple past tense, the past continuous tense, the simple future tense, the near future tense, modal verbs, infinitives, gerunds, participles, countable nouns, uncountable nouns, possessive case of nouns, ordinal numbers, adjectives comparison, demonstrative pronouns, interrogative pronouns, relative pronouns, reflexive pronouns, possessive pronouns, prepositions, adverbs, conjunctions, definite articles, indefinite articles...

Thus, according to the above regulation, imperative sentences will be taught in the English curriculums at primary and lower secondary levels.

What are the regulations on assessing the results of English education at the primary level in Vietnam?

Under Section VII of the General Education Program for English issued together with Circular 32/2018/TT-BGDDT, the assessment of results of English education at the primary level in Vietnam is as follows:

- Testing and assessment are crucial components of the teaching process to provide feedback on the communication skills in English that students achieve during and at the end of a learning period.

- This contributes to encouraging and directing students in their learning process, helping teachers and schools evaluate the student's learning outcomes, thereby adjusting the teaching method for the course effectively at different levels.

- The assessment of students' learning activities must align with the objectives and teaching content of the Program, based on the requirements for communicative skills to be achieved at each grade level, aiming to help students meet the specified levels of communication competence by the end of primary, lower secondary, and upper secondary education.

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

- During the teaching process, priority should be given to continuous assessment to help students and teachers monitor the progress of the objectives set out in the Program. Periodic assessment is carried out at designated times during the school year to evaluate the level of achievement compared to the required goals set for each grade level.

- The end-of-level assessment at primary, lower secondary, and upper secondary must be based on the foreign language competency requirements according to the 6-level Vietnamese Language Proficiency Framework, specifically Level 1 for primary, Level 2 for lower secondary, and Level 3 for upper secondary.

- Assessment is conducted through various forms such as quantitative, qualitative, and a combination of both throughout the learning process, combining teacher assessment, peer assessment, and self-assessment by students.

- The types of tests and assessments need to be appropriate to the teaching methods used in the classroom, including oral tests (conversation, monologue) and written tests in the form of integrated skills and language knowledge, a combination of objective and essay forms and other assessment forms.