Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
1 Here he OG.EFL6. Through selected COMMUNICATION AND Vocabulary: using Evaluation Criteria
comes now media, participate in CULTURAL AWARENESS antonyms to COMMUNICATION AND CULTURAL AWARENESS
part one reasonably extended spoken remember words 6
or written dialogue with EFL 4.1.5 Apply self- CE.EFL.4.3. Interact with others using self-monitoring and self-
peers from different L1 correcting and self- correcting strategies as well as appropriate nonverbal and oral
backgrounds on work, study monitoring strategies in Grammar: paying communication features.
or general topics of common social and classroom attention to
interest, expressing ideas interactions. (Example: different color to CE.EFL.4.4. Demonstrate the ability to ask for and give information
and opinions effectively and asking questions, starting grammar and assistance using appropriate language and interaction styles in a
appropriately. over, rephrasing, exploring variety of social interactions.
alternative pronunciations
OG.EFL7. Interact quite or wording, etc.) Reading: scanning ORAL COMMUNICATION
clearly, confidently and a text to find
appropriately in a range of EFL 4.1.8 Use suitable specific CE.EFL.4.6. Listening for Meaning: Understand and follow the main
formal and informal social vocabulary, expressions, information idea in spoken texts set in familiar everyday contexts, provided
situations with a limited but language and interaction speech is clear and articulate, and deduce the meanings of
effective command of the styles for formal and unfamiliar words and phrases using context clues and/or prior
spoken language (CEFR B1 informal social or Writing: using knowledge.
level) academic situations in and to give
order to communicate additional CE.EFL.4.9. Production – Fluency: Use simple language to describe,
OG.EFL3. Access greater specific intentions in information and compare and make statements about familiar everyday topics such
flexibility of mind, creativity, online and face-to-face but as objects, possessions and routines in structured situations and
enhanced linguistic interactions. (Example: to introduce an short conversations. Interaction is with reasonable ease, provided
intelligence and critical thanking, making opposite idea speech is given clearly, slowly and directly.
thinking skills through an promises, apologizing,
appreciation of linguistic asking permission, READING
differences. Enjoy an chatting with friends, Listening: paying
enriched perspective of answering in class, attention CE.EFL.4.11. Demonstrate comprehension of main ideas and some
their own L1 and of greeting an authority to background details in short simple texts on familiar subjects, making use of
language use for figure, etc.) sounds to contextual clues to identify relevant information in a text.
communication and understand the
learning. ORAL COMMUNICATION context of the CE.EFL.4.13. Apply learning strategies such as using prior knowledge
speakers and graphic organizers to interpret new information in a text, and
OG.EFL4. Deploy a range of EFL 4.2.1 Understand assess this information according to the organization, subject area
learning strategies, thereby phrases and expressions and purpose of the text, using different criteria, including ICT tools.
increasing disposition and related to areas of most Speaking: using
ability to independently immediate priority within How about you? WRITING
access further (language) the personal and to encourage
learning and practice educational domains, someone to talk CE.EFL.4.15. Express information and ideas and describe feelings and
opportunities. Respect provided speech is clearly opinions in simple transactional or expository texts on familiar
themselves and others and slowly articulated. subjects in order to influence an audience, while recognizing that
within the communication (Example: daily life, free different texts have different features and showing the ability to use
process, cultivating habits of time, school activities, these features appropriately in one’s own writing.
honesty and integrity into etc.)
responsible academic CE.EFL.4.16. Make use of simple learning resources, including those
behavior. EFL 4.2.12 Describe habits, created by one’s self, in order to compare and contrast information,
EFL routines, past activities and choose appropriate resources according to the value, purpose
and experiences within and audience of each.
OG.EFL5. Directly access the the personal and
main points and important educational domains. LANGUAGE THROUGH THE ARTS
details of up-todate English
language texts, such as READING CE.EFL.4.18. Use main ideas in order to understand, predict, infer
those published on the web, and deduce literal and implied meanings in short, simple, everyday
for professional or general EFL 4.3.1 Understand main literary texts (online, oral or in print).
investigation, through the points in short simple texts
efficient use of ICT and on familiar subjects. CE.EFL.4.22. Show the ability to work collaboratively and to
reference tools where (Example: news about participate effectively in a variety of student groupings by employing
required. sports or famous people, a wide range of creative thinking skills through the completion of
descriptions, etc.) activities such as playing games, brainstorming and problem solving.
EFL 4.4.2 Make and use a I.EFL.4.9.1. Learners can use simple language to describe, compare
simple print or digital and state facts about familiar everyday topics such as possessions,
learning resource to classroom objects and routines in short, structured situations,
compare and contrast interacting with relative ease. (I.3, I.4, S.4)
information in order to
demonstrate READING
understanding and
command of a topic. I.EFL.4.11.1. Learners can understand main ideas and some details in
short simple online or print texts on familiar subjects, using
LANGUAGE THROUGH contextual clues to help identify the most relevant information.
THE ARTS (Example: title, illustrations, organization, etc.) (I.2, I.4)
EFL 4.5.1 Make use of I.EFL.4.13.1. Learners can apply learning strategies such as using
main points in literary prior knowledge and graphic organizers to interpret new information
texts (authentic and semi- in a text. Learners can assess this information according to the
authentic, oral and organization, subject area and purpose of the text, through the use
written) to understand of different criteria, including ICT tools. (I.2, I.4, J.4)
short simple everyday
stories, especially if there WRITING
is visual support.
I.EFL.4.15.1. Learners can convey information and ideas and describe
EFL 4.5.11 Participate in feelings and opinions in simple transactional or expository texts on
creative thinking through familiar subjects in order to influence an audience, while recognizing
brainstorming, working in that different texts have different features and showing the ability to
groups, games and use these features appropriately in one’s own writing. (I.3, I.4, S.3,
problem-solving tasks by J.2)
showing the ability to
accept a variety of ideas I.EFL.4.16.1. Learners can use and make simple learning resources,
and capitalize on other both online and in print, in order to compare and contrast
people’s strengths. information. Learners can choose appropriate resources and
critically evaluate the information in these resources, according to
the value, purpose and audience of each. (I.1, I.3, I.4, J.2, J.4)
3 He doesn´t OG.EFL6. Through selected COMMUNICATION AND Vocabulary: using COMMUNICATION AND CULTURAL AWARENESS
want to play media, participate in CULTURAL AWARENESS mind maps to CE.EFL.4.3. Interact with others using self-monitoring and self-
soccer! reasonably extended spoken learn new words correcting strategies as well as appropriate nonverbal and oral 6
or written dialogue with EFL 4.1.5 Apply self- communication features.
peers from different L1 correcting and self-
backgrounds on work, study monitoring strategies in Reading: reading CE.EFL.4.4. Demonstrate the ability to ask for and give information
or general topics of common social and classroom a text several and assistance using appropriate language and interaction styles in a
interest, expressing ideas interactions. (Example: times to look for variety of social interactions.
and opinions effectively and asking questions, starting details
appropriately. over, rephrasing, exploring ORAL COMMUNICATION
alternative pronunciations CE.EFL.4.6. Listening for Meaning: Understand and follow the main
OG.EFL7. Interact quite or wording, etc.) Writing: using idea in spoken texts set in familiar everyday contexts, provided
clearly, confidently and because to give speech is clear and articulate, and deduce the meanings of
appropriately in a range of EFL 4.1.8 Use suitable reasons and unfamiliar words and phrases using context clues and/or prior
formal and informal social vocabulary, expressions, answer the knowledge.
situations with a limited but language and interaction question
effective command of the styles for formal and why? CE.EFL.4.9. Production – Fluency: Use simple language to describe,
spoken language (CEFR B1 informal social or compare and make statements about familiar everyday topics such
level) academic situations in as objects, possessions and routines in structured situations and
order to communicate Listening: short conversations. Interaction is with reasonable ease, provided
OG.EFL4. Deploy a range of specific intentions in • -focusing on speech is given clearly, slowly and directly.
learning strategies, thereby online and face-to-face specific
increasing disposition and interactions. (Example: information and READING
ability to independently thanking, making ignoring the rest CE.EFL.4.11. Demonstrate comprehension of main ideas and some
access further (language) promises, apologizing, details in short simple texts on familiar subjects, making use of
learning and practice asking permission, •using specific contextual clues to identify relevant information in a text.
opportunities. Respect chatting with friends, information to
themselves and others answering in class, make inferences CE.EFL.4.13. Apply learning strategies such as using prior knowledge
within the communication greeting an authority and graphic organizers to interpret new information in a text, and
process, cultivating habits of figure, etc.) assess this information according to the organization, subject area
honesty and integrity into Speaking: and purpose of the text, using different criteria, including ICT tools.
responsible academic ORAL COMMUNICATION • giving extra
behavior. information to WRITING
EFL 4.2.1 Understand expand CE.EFL.4.15. Express information and ideas and describe feelings and
OG.EFL3. Access greater phrases and expressions conversations opinions in simple transactional or expository texts on familiar
flexibility of mind, creativity, related to areas of most subjects in order to influence an audience, while recognizing that
enhanced linguistic immediate priority within different texts have different features and showing the ability to use
intelligence and critical the personal and • recycling these features appropriately in one’s own writing.
thinking skills through an educational domains, expressions and
appreciation of linguistic provided speech is clearly using them in CE.EFL.4.16. Make use of simple learning resources, including those
differences. Enjoy an and slowly articulated. new situations created by one’s self, in order to compare and contrast information,
enriched perspective of (Example: daily life, free and choose appropriate resources according to the value, purpose
their own L1 and of time, school activities, and audience of each.
language use for etc.)
communication and EFL 4.2.13 Interact with LANGUAGE THROUGH THE ARTS
learning. reasonable ease in CE.EFL.4.18. Use main ideas in order to understand, predict, infer
structured situations and and deduce literal and implied meanings in short, simple, everyday
OG.EFL5. Directly access the short conversations within literary texts (online, oral or in print).
main points and important familiar contexts, provided
details of up-todate English that speech is given CE.EFL.4.22. Show the ability to work collaboratively and to
language texts, such as clearly, slowly and directly. participate effectively in a variety of student groupings by employing
those published on the web, (Example: an interview, an a wide range of creative thinking skills through the completion of
for professional or general information gap activity, activities such as playing games, brainstorming and problem solving.
investigation, through the etc.)
efficient use of ICT and Performance Indicators
reference tools where READING COMMUNICATION AND CULTURAL AWARENESS
required. I.EFL.4.3.1. Learners can employ a range of self-monitoring and self-
EFL 4.3.1 Understand main correcting strategies and interpret and use appropriate verbal and
points in short simple texts nonverbal communication features to communicate in familiar
on familiar subjects. contexts. (I.3, S.4, J.4)
(Example: news about
sports or famous people, I.EFL.4.4.1. Learners can demonstrate an ability to give and ask for
descriptions, etc.) information and assistance using level-appropriate language and
EFL 4.3.6 Apply learning interaction styles in online or face-to-face social and classroom
strategies to examine and interactions. (J.2, J.3, J.4, I.3)
interpret a variety of
written materials using ORAL COMMUNICATION
prior knowledge, graphic I.EFL.4.6.1. Learners can grasp the general meaning of spoken texts
organizers, context clues, set in familiar everyday contexts and infer changes in the topic of
note taking and finding discussion, as well as deduce the meanings of unfamiliar words and
words in a dictionary. exchanges through the use of context clues, provided speech is given
slowly and clearly and there is sufficient visual support. (I.3, S.1, J.4)
WRITING
I.EFL.4.9.1. Learners can use simple language to describe, compare
EFL 4.4.1 Convey and state facts about familiar everyday topics such as possessions,
information and ideas classroom objects and routines in short, structured situations,
through simple interacting with relative ease. (I.3, I.4, S.4)
transactional or expository
texts on familiar subjects READING
using ICT tools and I.EFL.4.11.1. Learners can understand main ideas and some details in
conventions and features short simple online or print texts on familiar subjects, using
of English appropriate to contextual clues to help identify the most relevant information.
audience and purpose. (Example: title, illustrations, organization, etc.) (I.2, I.4)
EFL 4.4.2 Make and use a
simple print or digital I.EFL.4.13.1. Learners can apply learning strategies such as using
learning resource to prior knowledge and graphic organizers to interpret new information
compare and contrast in a text. Learners can assess this information according to the
information in order to organization, subject area and purpose of the text, through the use
demonstrate of different criteria, including ICT tools. (I.2, I.4, J.4)
understanding and
command of a topic. WRITING
I.EFL.4.15.1. Learners can convey information and ideas and describe
LANGUAGE THROUGH feelings and opinions in simple transactional or expository texts on
THE ARTS familiar subjects in order to influence an audience, while recognizing
that different texts have different features and showing the ability to
EFL 4.5.1 Make use of use these features appropriately in one’s own writing. (I.3, I.4, S.3,
main points in literary J.2)
texts (authentic and semi-
authentic, oral and I.EFL.4.16.1. Learners can use and make simple learning resources,
written) to understand both online and in print, in order to compare and contrast
short simple everyday information. Learners can choose appropriate resources and
stories, especially if there critically evaluate the information in these resources, according to
is visual support. the value, purpose and audience of each. (I.1, I.3, I.4, J.2, J.4)
EFL 4.3.5 Use everyday CE.EFL.4.22. Show the ability to work collaboratively and to
reference material in order participate effectively in a variety of student groupings by employing
to select information a wide range of creative thinking skills through the completion of
appropriate to the activities such as playing games, brainstorming and problem solving.
purpose of an inquiry and
relate ideas from one Performance Indicators
written source to another. COMMUNICATION AND CULTURAL AWARENESS
EFL 4.3.6 Apply learning I.EFL.4.3.1. Learners can employ a range of self-monitoring and self-
strategies to examine and correcting strategies and interpret and use appropriate verbal and
interpret a variety of nonverbal communication features to communicate in familiar
written materials using contexts. (I.3, S.4, J.4)
prior knowledge, graphic
organizers, context clues, I.EFL.4.4.1. Learners can demonstrate an ability to give and ask for
note taking and finding information and assistance using level-appropriate language and
words in a dictionary. interaction styles in online or face-to-face social and classroom
interactions. (J.2, J.3, J.4, I.3)
WRITING
ORAL COMMUNICATION
EFL 4.4.1 Convey
information and ideas I.EFL.4.6.1. Learners can grasp the general meaning of spoken texts
through simple set in familiar everyday contexts and infer changes in the topic of
transactional or expository discussion, as well as deduce the meanings of unfamiliar words and
texts on familiar subjects exchanges through the use of context clues, provided speech is given
using ICT tools and slowly and clearly and there is sufficient visual support. (I.3, S.1, J.4)
conventions and features
of English appropriate to I.EFL.4.9.1. Learners can use simple language to describe, compare
audience and purpose. and state facts about familiar everyday topics such as possessions,
classroom objects and routines in short, structured situations,
EFL 4.4.2 Make and use a interacting with relative ease. (I.3, I.4, S.4)
simple print or digital
learning resource to READING
compare and contrast
information in order to I.EFL.4.11.1. Learners can understand main ideas and some details in
demonstrate short simple online or print texts on familiar subjects, using
understanding and contextual clues to help identify the most relevant information.
command of a topic. (Example: title, illustrations, organization, etc.) (I.2, I.4)
EFL 4.4.5 Recognize that I.EFL.4.12.1. Learners can employ a range of reference materials and
various types of writing sources, both online and in print, in order to support ideas, answer
require different language, inquiries, find relationships and relate ideas between different
formatting and special subject areas. (I.1, I.2, J.2)
vocabulary. (Example: a
recipe, a letter, etc.) I.EFL.4.13.1. Learners can apply learning strategies such as using
prior knowledge and graphic organizers to interpret new information
LANGUAGE THROUGH in a text. Learners can assess this information according to the
THE ARTS organization, subject area and purpose of the text, through the use
of different criteria, including ICT tools. (I.2, I.4, J.4)
EFL 4.5.1 Make use of
main points in literary WRITING
texts (authentic and semi-
authentic, oral and I.EFL.4.15.1. Learners can convey information and ideas and describe
written) to understand feelings and opinions in simple transactional or expository texts on
short simple everyday familiar subjects in order to influence an audience, while recognizing
stories, especially if there that different texts have different features and showing the ability to
is visual support. use these features appropriately in one’s own writing. (I.3, I.4, S.3,
J.2)
EFL 4.5.11 Participate in
creative thinking through I.EFL.4.16.1. Learners can use and make simple learning resources,
brainstorming, working in both online and in print, in order to compare and contrast
groups, games and information. Learners can choose appropriate resources and
problem-solving tasks by critically evaluate the information in these resources, according to
showing the ability to the value, purpose and audience of each. (I.1, I.3, I.4, J.2, J.4)
accept a variety of ideas
and capitalize on other I.EFL.4.15.1. Learners can convey information and ideas and describe
people’s strengths. feelings and opinions in simple transactional or expository texts on
familiar subjects in order to influence an audience, while recognizing
that different texts have different features and showing the ability to
use these features appropriately in one’s own writing. (I.3, I.4, S.3,
J.2)