Curriculum Ingles Con Datos 2018 - 2019

UNIDAD EDUCATIVA.C.I.B.
“SANTIAGO DE QUITO”
Acuerd o Ministerial No 928- CZE3 del 24 de septiembre del 2013
Fono: 3028429
ENGLISH CURRICULUM
INFORMATION DATA
HIGH SCHOOL: U.E.I.B“SANTIAGO DE QUITO”
AREA: FOREIGN – LANGUAGE SUBJECT: ENGLISH
TEACHER`S NAME: LIC. SONIA ANDRADE
ACADEMIC YEAR: 2018 - 2019
EDUCACIÓN BÁSICA GENERAL ELEMENTAL
OBJETIVOS DEL ÁREA DE LENGUA EXTRANJERA
OBJETIVO TERCERO CUARTO

SEGUNDO
O.EFL 2.1 Identify Identify some main Identify some main ideas and Identify some main ideas and
some main ideas and ideas and details of details of written texts O.EFL details of written texts, in order to
details of written texts, in written texts. O.EFL develop an approach of critical
order to develop an inquiry to written and oral texts.
approach of critical O.EFL 2.1
inquiry to written and
oral texts.
O.EFL 2.2 Assess Assess and Assess and appreciate Assess and appreciate English as
and appreciate English appreciate English as English as an international an international language, as well as
as an international an international language, as well as the five the five aspects of English that
language, as well as the language. O.EFL 2.2 aspects of English that contribute contribute to communicative
five aspects of English to communicative competence. competence. O.EFL 2.2
that contribute to O.EFL 2.2
communicative
competence.
O.EFL 2.3 Independently read Independently read level- 2.3 Independently read level-
Independently read level-appropriate texts appropriate texts in English for appropriate texts in English for pure
level-appropriate texts in O.EFL 2.3 pure enjoyment. O.EFL 2.3 enjoyment/entertainment and to
English for pure access information. O.EFL 2.3
enjoyment/entertainmen
t and to access
information.
O.EFL 2.4 Develop Develop creative Develop creative and critical Develop creative and critical
creative and critical and critical thinking thinking skills to foster problem- thinking skills to foster problem-
thinking skills to foster skills to foster solving and independent learning solving and independent learning
problem-solving and problem-solving. using both spoken and written using both spoken and written
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independent learning O.EFL 2.4 English. O.EFL 2.4 English. O.EFL 2.4
using both spoken and
written English.
O.EFL 2.5 Use in- Use in-class library Use in-class library resources Use in-class library resources and
class library resources resources and explore and explore the use of ICT to explore the use of ICT to enrich
and explore the use of the use of ICT. O.EFL enrich competencies in the four competencies in the four skills.
ICT to enrich 2.5 skills. O.EFL 2.5 O.EFL 2.5
competencies in the four
skills.
O.EFL 2.6 Write Write short Write short descriptive and Write short descriptive and
short descriptive and descriptive and informative texts and use them as informative texts and use them as a
informative texts and informative texts. a means of communication. means of communication and written
use them as a means of O.EFL 2.6 O.EFL 2.6 expression of thought. O.EFL 2.6
communication and
written expression of
thought.
O.EFL 2.7 Appreciate the use Appreciate the use of English Appreciate the use of English
Appreciate the use of of English language language through spoken and language through spoken and written
English language through spoken and written literary texts such as literary texts such as poems, rhymes,
through spoken and written literary texts poems, rhymes, chants, riddles chants, riddles and songs, in order to
written literary texts such as poems. O.EFL and songs, in order to foster foster imagination, curiosity and
such as poems, rhymes, 2.7 imagination, curiosity and memory, while developing a taste for
chants, riddles and memoria. O.EFL 2.7 literature. O.EFL 2.7
songs, in order to foster
imagination, curiosity
and memory, while
developing a taste for
literature.
O.EFL 2.8 O.EFL 2.8 Demonstrate a living Demonstrate a living relationship
Demonstrate a living Demonstrate a living relationship with the English with the English language through
relationship with the relationship with the language through interaction with interaction with written and spoken
English language English language written and spoken texts,. O.EFL texts, in order to explore creative
through interaction with through interaction 2.8 writing as an outlet to personal
written and spoken with written and expression. O.EFL 2.8
texts, in order to explore spoken texts,.
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creative writing as an
outlet to personal
expression.
O.EFL 2.9 Be able to Be able to interact Be able to interact in English in Be able to interact in English in a
interact in English in a in English in a simple a simple way using basic simple way using basic expressions
simple way using basic way using basic expressions and short phrases in and short phrases in familiar contexts
expressions and short expressions O.EFL 2.9 familiar contexts to satisfy needs to satisfy needs of a concrete type,
phrases in familiar of a concrete type. O.EFL 2.9 provided others talk slowly and
contexts to satisfy needs clearly and are prepared to help.
of a concrete type,
O.EFL 2.9
provided others talk
slowly and clearly and
are prepared to help.
DESAGREGACIÓN DE DESTREZAS BÁSICA ELEMENTAL

Criterio PERFORMANCE 2.° 3.° 4°
CRITERIA FOR
ENGLISH AS A
FOREIGN
LANGUAGE
COMMUNICATIO Comunicación y
N AND CULTURAL conciencia cultural.
AWARENESS
CE.EFL.2.3. Make use of basic Exchange basic Exchange basic ( EFL ( EFL 2.1.1)
personal information and introductions and introductions in class ( 2.1.1)Exchange Exchange basic
expressions of politeness in order to limited personal EFL 2.1.1) basic introductions and
introduce oneself and participate in information in class introductions and limited personal
short conversation. using simple present limited personal information in class
tense in order to get information in
to know their peers. class
(Example: where one
lives or goes to
school, etc. ( EFL
2.1.1)
CE.EFL.2.1. Differentiate Recognize the Recognize Recognize the
between different living situations in differences between the differences differences between
a variety of surroundings and where people live between where where people live
express curiosity about the among the regions of people live among the regions of
the country EFL 2.1.2 among the the country in order to
regions of the appreciate their own
country EFL
environment.
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2.1.2 (Example:
house/apartment,
country/city, etc.)
EFL 2.1.2 Commented [lF1]:
world through simple questions. Ask simple basic Ask simple Commented [lF2R1]:
Ask simple basic
questions in class EFL basic questions questions in class
2.1.3 in class EFL about the world
2.1.3 beyond their own
immediate
environment in order
to increase their
understanding of
different cultures.EFL
2.1.3
CE.EFL.2.2. Catalog everyday Express curiosity Express Express curiosity
objects and places in different about the world and curiosity about about the world and
cultures and recognize ways to act other cultures EFL the world and other cultures by
responsibly towards 2.1.4 other cultures asking simple WH-
EFL 2.1.4 questions in class EFL
2.1.4
one’s environment and Recognize ways to Recognize Recognize ways to
surroundings. relate responsibly ways to relate relate responsibly to
EFL 2.1.5 responsibly to one’s surroundings at
one’s home and at school
surroundings at EFL 2.1.5
home and at
school EFL 2.1.5
CE.EFL.2.3. Make use of basic Understand and Understand Understand and
personal information and use common and use common use common
expressions of politeness in order to expressions. EFL 2.1.6 expressions of expressions of
introduce oneself and participate in politeness in politeness in class
short conversation. class. EFL 2.1.6 while working in pairs
or groups on projects.
EFL 2.1.6
CE.EFL.2.4. Develop skills of Collaborate in a Collaborate in Collaborate in a
collaboration by working together on friendly manner by a friendly friendly manner by
projects and sharing materials while sharing classroom manner by sharing classroom
expressing personal materials EFL 2.1.7 sharing materials and
classroom personal objects while
materials and participating in games
personal objects and activities in class
EFL 2.1.7 EFL 2.1.7
preferences with peers. Exchange basic Exchange
personal preferences basic personal
EFL 2.1.8 preferences EFL
2.1.8
CE.EFL.2.5. Model turn-taking Communicate to Communicate Communicate to
and ways to express to others when peers and teacher to peers and peers and teacher
something is not understood to when something is not teacher when when something is not
improve comprehension understood in class something is not understood in class
EFL 2.1.9 understood in EFL 2.1.9
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class EFL 2.1.9
and/or intelligibility in Recognize when to Recognize Recognize when to

conversations. speak and when to when to speak speak and when to
listen while working in and when to listen while working in
pairs or small groups listen while pairs or small groups
in class EFL 2.1.10 working in pairs in class EFL 2.1.10
or small groups
in class EFL
2.1.10
ORAL Comunicación
COMMUNICATION oral
CE.EFL.2.6. Listening for Understand Understand Understand
Meaning: Understand the main meanings expressed meanings meanings expressed
ideas in short simple spoken texts in short dialogues on expressed in in short dialogues on
that include familiar vocabulary familiar topics, EFL short dialogues familiar topics, as well
2.2.1 on familiar as basic spoken
topics, EFL instructions and
2.2.1 simple question EFL
2.2.1
and are set in everyday contexts. Infer who is Infer who is Infer who is
speaking and what the speaking and speaking and what the
situation is when what the situation is when
listening to short situation is when listening to short
simple texts. EFL 2.2.2 listening to short simple texts. EFL
simple texts. EFL 2.2.2
2.2.2
CE.EFL.2.7. Listening for Recognize familiar Recognize Recognize familiar
Information: Follow short and simple names, words, and familiar names, names, words, and
spoken texts that include familiar short phrases. EFL words, and short short phrases about
vocabulary and are set 2.2.3 phrases about simple everyday
simple everyday topics EFL 2.2.3
topics EFL 2.2.3
in everyday contexts. Identify key Identify items of Identify items Identify items of
items of information within the text, specific information of specific specific information
and record or act upon them. within simple information within simple
messages EFL 2.2.4 within simple messages or from
messages or short and simple
from short and descriptions about
simple familiar contexts EFL
descriptions 2.2.4
about familiar
contexts EFL
2.2.4
Record key items of Record key Record key items
specific information items of specific of specific information
from a heard message information from from a heard message
or description. EFL a heard or description. EFL
2.2.5 message or 2.2.5
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description. EFL
2.2.5
CE.EFL.2.6. Listening for EFL 2.2.6 Enjoy EFL 2.2.6 EFL 2.2.6 Enjoy
Meaning: Understand the main extensive listening in Enjoy extensive extensive listening in
ideas in short simple spoken texts English listening in English
that include familiar vocabulary English
and are set in everyday contexts. Be comfortable Be Be comfortable
taking meaning from comfortable taking meaning from
spoken texts EFL 2.2.7 taking meaning spoken texts
from spoken containing words or
texts containing sections which are not
words or understood EFL 2.2.7
sections which
are not
understood EFL
2.2.7
CE.EFL.2.8. Production - Imitate individual Imitate Imitate individual
Pronunciation: Produce individual English language individual English language
words and short phrases clearly sounds, especially English language sounds, especially
enough that other people those phonemes which sounds, those phonemes
do not exist in the especially those which do not exist in
student’s own L1. EFL phonemes which the student’s own L1.
2.2.8 do not exist in EFL 2.2.8
the student’s
own L1. EFL
2.2.8
can usually understand them
easily.
Clap, move, chant Clap, move, Clap, move, chant
or sing along with chant or sing or sing along with
short authentic English along with short short authentic
language rhymes or authentic English English language
songs. EFL 2.2.10 language rhymes rhymes or songs. EFL
or songs. EFL 2.2.10
2.2.10
CE.EFL.2.9. Production - Produce simple, Produce Produce simple,
Fluency: Utterances are sometimes mainly isolated simple, mainly mainly isolated
produced slowly but use appropriate utterances using very isolated utterances using very
words and phrases short phrases. EFL utterances using short phrases and
2.2.11 very short sometimes individual
phrases. EFL words EFL 2.2.11
2.2.11
to express basic ideas, initiate Respond to simple Respond to Respond to simple
conversations and respond to questions in quite a simple questions questions in quite a
questions, including some chunks of short time. EFL 2.2.12 in quite a short short time and initiate
language and short sentences. time and initiate basic interaction
basic interaction spontaneously when
spontaneously. there are opportunities
EFL 2.2.12 to speak. EFL 2.2.12
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CE.EFL.2.10. Interaction – Understand and Understand Understand and

Interpersonal: Participate effectively use basic greetings, and use basic use basic greetings,
in basic interpersonal interactions in leave-taking greetings, leave- leave-taking
everyday contexts, expressions, and other taking expressions, and
simple everyday expressions, and other simple everyday
phrases. EFL 2.2.13 other simple phrases to facilitate
everyday interpersonal
phrases. EFL interaction. EFL
2.2.13 2.2.13
provided the interlocutor speaks Ask and answer Ask and Ask and answer
slowly and clearly. (Example: basic personal answer basic basic personal
requesting, introducing, responding, information questions. personal information questions,
etc.) EFL 2.2.14 information as well as simple
questions. EFL questions. EFL 2.2.14
2.2.14
Exchange specific Exchange Exchange specific
Commented [O3]: ¿?
information with specific information with
another person. EFL information with
another person,
2.2.15 another person.
provided they talk
EFL 2.2.15slowly and clearly.
EFL 2.2.15
EFL 2.2.16 Say EFL 2.2.16 Say EFL 2.2.16 EFL 2.2.16 Say
when they do not when they do not Say when they when they do not
understand and ask understand and ask for do not understand and ask
for slower or clearer slower or clearer understand and for slower or clearer
repetition where repetition where ask for slower or repetition where
required required. clearer repetition required.
where required.
EFL 2.2.17 React Reacr appropriately Reacr Reacr
appropriately to what to what others say appropriately to appropriately to what
others say using using verbal/ non - what others say others say using
verbal/non-verbal verbal EFL 2.2.17 using verbal/ non verbal/ non - verbal
back-channeling, or - verbal EFL EFL 2.2.17
by asking further 2.2.17
simple questions to
extend
the interaction.
(Example: express
interest using facial
expression
or simple words with
appropriate
intonation: Oh!, Yes!
Thanks. And you?
etc.)
READING Leyendo
CE.EFL.2.11. Identify and Demonstrate basic Demonstrate Demonstrate basic

understand individual every-day reading basic reading reading
words, phrases, and sentences, comprehension skills comprehension comprehension skills
including instructions. by identifying the skills by by identifying the
meaning of individual identifying the meaning of individual
words. EFL 2.3.1 meaning of words. EFL 2.3.1
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individual words.
EFL 2.3.1
CE.EFL.2.12. Understand the Read a short Read a short Read a short

gist and details in short simple simple text (online or simple text simple text (online or
written print). EFL 2.3.2 (online or print). print). EFL 2.3.2
EFL 2.3.2
texts (online or print).
CE.EFL.2.13. Understand the Understand the Understand Understand the
content in a variety of well-known content in simple short the content in content in simple short
text types, both print and online, . EFL 2.3.4 simple short written environmental
using the layout and artwork for written. EFL print text types. EFL
support; recognize typical signs and 2.3.4 2.3.4
symbols found in the text types.
CE.EFL.2.14. Demonstrate Show the ability to Show the Show the ability to
familiarity with study resources (both use a simple learning ability to use a use a simple learning
print and digital). (Example: a picture resource. EFL 2.3.5 simple learning resource. EFL 2.3.5
dictionary, some flashcards of resource. EFL
known words, or a word list.) 2.3.5
CE.EFL.2.15. Learn to read Understand the Understand Understand the

graphs, diagrams, charts, and other content of a simple the content of a content of a simple
kinds of graphic organizer. graphic organizer. EFL simple graphic graphic organizer.
Demonstrate understandingof a text 2.3.6 organizer. EFL EFL 2.3.6
presented in the form of a graphic 2.3.6
organizer (both print and digital).
CE.EFL.2.16. Understand the Read and Read and Read and

main ideas in short simple written understand the main understand the understand the main
texts on cross-curricular subjects, ideas in a short simple main ideas in a ideas in a short simple
both print and digital. text. EFL 2.3.7 short simple text. text. EFL 2.3.7
EFL 2.3.7
(Example: art, science, music, Show Show Show
math, history, etc.) understanding of some understanding of understanding of
basic details in short some basic some basic details in
simple texts. EFL 2.3.8 details in short short simple cross-
simple cross- curricular texts. EFL
curricular texts. 2.3.8
EFL 2.3.8
Identify the Identify the Identify the
meaning of specific meaning of meaning of specific
content-based words specific content- content-based words
and phrases.EFL 2.3.9 based words and and phrases.EFL
phrases.EFL 2.3.9
2.3.9
Read a variety of Read a Read a variety of
simple text.EFL 2.3.10 variety of simple simple text-types and
text.EFL 2.3.10 graphic organizers.
EFL 2.3.10
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WRITTING Escribir
CE.EFL.2.17. Write simple Know how to spell Know how to Know how to spell
words, phrases, and sentences to simple English words spell simple simple English words
demonstrate knowledge of spelling, correctly. EFL 2.4.1 English words correctly. EFL 2.4.1
punctuation, capitalization correctly. EFL
2.4.1
and handwriting / typography, Make a simple Make a Make a simple
and identify their meanings. learning resource, in simple learning learning resource, in
order to record and resource, in order to record and
practice new order to record practice new
words.EFL 2.4.2 and practice new words.EFL 2.4.2
words.EFL 2.4.2
CE.EFL.2.18. Writing in order to Write simple words. Write simple Write simple
perform controlled practice of EFL 2.4.3 words. EFL 2.4.3 words, phrases.EFL
2.4.3
vocabulary and grammar items. Write simple words. Write simple Write simple
EFL 2.4.3 words,phrases. words, phrases. EFL
EFL 2.4.3 2.4.3
CE.EFL.2.19. Convey some Write simple Write simple Write simple
simple ideas, facts or opinions in a sentences on familiar sentences on sentences on familiar
simple sentence or short paragraph, topics.EFL 2.4.5 familiar topics to
using basic vocabulary topics.EFL 2.4.5 communicate. EFL
2.4.5
sentence or short paragraph, Write a short simple Write a short Write a short
using basic vocabulary and paragraph . EFL 2.4.6 simple simple paragraph to
structures. paragraph to convey some simple
convey some facts about people,
simple facts. EFL animals, places,
2.4.6 things, yourself or
others. EFL 2.4.6
Write a short simple Write a short Write a short
paragraph to describe simple simple paragraph to
yourself. EFL 2.4.7 paragraph to describe yourself or
describe yourself other people, animals,
or other people. places and things.
EFL 2.4.7 EFL 2.4.7
CE.EFL.2.20. Complete a simple EFL 2.4.8 EFL 2.4.8 EFL 2.4.8
survey form or questionnaire by Complete a basic Complete a Complete a basic
providing personal details. Write a survey or a basic survey or a survey or a
variety of simple questionnaire by questionnaire by questionnaire by
providing personal providing providing personal
details. personal details. details.
written text types, used in print or Write a variety of Write a Write a variety of
online, with appropriate layout and short simple text- variety of short short simple text-
language. (Examples: message on a types. EFL 2.4.9 simple text- types. EFL 2.4.9
greeting card, name and address on types. EFL 2.4.9
an envelope, an email address, etc.)
LANGUAGE Idioma Atreves de

THOUGH THE las Artes
ARTS
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CE.EFL.2.21. Distinguish key Identify key Identify key Identify key

information in stories and other age- information such as information such information such as
appropriate literary texts, both oral events, characters, as events, events, characters,
and written. and objects in stories. characters, and and objects in stories.
EFL 2.5.1 objects in EFL 2.5.1
stories. EFL
2.5.1
CE.EFL.2.22. Describe and write Express emotions Express Express emotions
about emotions and responses to and feelings using emotions and and feelings using
literary texts through words and basic adjectives. EFL feelings using basic adjectives and
images, or other media (video, 2.5.2 basic adjectives. elated images. EFL
audio) on class or school bulletin EFL 2.5.2 2.5.2
boards and expand on ideas
and responses to texts Use audio, video, Use audio, Use audio, video,
read/seen/heard in by participating and pictures to video, and and pictures to
in songs/chants, TPR activities and respond to a variety of pictures to respond to a variety of
playground games. literary texts. EFL respond to a literary texts. EFL
2.5.3 variety of literary 2.5.3
texts. EFL 2.5.3
Generate and Generate and Generate and
expand ideas by expand ideas by expand ideas by
responding in a fun responding in a responding in a fun
and playful manner to fun and playful and playful manner to
oral. EFL 2.5.6 manner to oral. oral and written texts.
EFL 2.5.6 EFL 2.5.6
CE.EFL.2.23. Display an affinity Listen to and read Listen to and Listen to and read
for a variety of literary texts by short narratives . EFL read short short narratives and/or
responding within a range of 2.5.4 narrativesand or other oral and written
physical, cognitive, and other oral. EFL literary texts in class.
2.5.4 EFL 2.5.4
attitudinal manners, and vary Create picture Create Create picture
elements of a literary text to create a books and/or other picture books books and/or other
new text. graphic expressions in and/or other graphic expressions in
pairs in class. EFL graphic pairs in class. EFL
2.5.7 expressions in 2.5.7
pairs in class.
EFL 2.5.7
CE.EFL.2.24. Communicate Apply ICT and/or
ideas and experiences and create other resources to
short original texts through a range communicate simple.
of resources and other EFL 2.5.5
media, including ICT. Produce short, Produce Produce short,

creative texts. EFL short, creative creative texts using
2.5.8 texts using ICT. ICT and/or other
EFL 2.5.8 resources at home or
at school. EFL 2.5.8
CE.EFL.2.25. Implement a range Use creative Use creative Use creative
of creative thinking skills to show a thinking skills to learn . thinking skills to thinking skills to learn
respect for sharing and accepting EFL 2.5.9 learn how to how to share and
different ideas in brainstorms and share. EFL 2.5.9 respect all ideas. EFL
pair work. 2.5.9
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O.EFL 3.1 O.EFL 3.1 O.EFL 3.1 O.EFL 3.1

Identify the main ideas and
some details of written and oral
texts, in order to interact with and
to develop an approach of critical
inquiry to a variety of texts.
O.EFL 3.2 O.EFL 3.2 O.EFL 3.2
O.EFL 3.2
Assess and appreciate English
as an international language, as
well as the skills and subskills that
contribute to communicative and O.EFL 3.3 O.EFL 3.3 O.EFL 3.3
pragmatic competence.

Independently read level-
appropriate texts in English for pure
enjoyment/entertainment and to
access information.
O.EFL 3.4
Develop creative and critical O.EFL 3.5 O.EFL 3.5 O.EFL 3.5
thinking skills to foster problem-
solving and independent learning
using both spoken and written En-
glish. O.EFL 3.6 O.EFL 3.6 O.EFL 3.6
O.EFL 3.5
Use print and digital tools and
resources to investigate real-world
issues, answer questions or solve
problems.

Read and write short descriptive
and informative texts related to
personal information or familiar
topics and use them as a means of O.EFL 3.8 O.EFL 3.8 O.EFL 3.8
communication and written
expression of thought.
O.EFL 3.7
Appreciate the use of English
language through spoken and writ-
ten literary texts such as poems, O.EFL 3.9 O.EFL 3.9 O.EFL 3.9
rhymes, chants, songs, games and
graphic short stories in order to
foster imagination, curiosity and
memory, while developing a taste
for oral and written literary texts.
Demonstrate an ability to
interact with written and spoken
texts, in order to explore creative
writing as an outlet to personal ex-
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pression and intercultural

competence.
O.EFL 3.9
Be able to interact in English
using basic, frequently used
expressions and short phrases in
familiar and personalized contexts,
demonstrating a limited but
effective command of the spoken
language in simple and routine
tasks which require a direct ex-
change of information.
O.EFL 3.10
Demonstrate an ability to use
English as a means to interact so-
cially and work cooperatively in
pairs and groups.
MATRIZ DE DESAGREGACIÓN DE DESTREZAS CON CRITERIO DE DESEMPEÑO BÁSICA

MEDIA
COMMUNICATION AND CULTURAL AWARENESS
DESTRE FIFTH GRADE SIXTH GRADE SEVENTH GRADE
ZAS
EFL Ask simple basic questions in Ask simple basic questions EFL 3.1.1.
3.1.1. class about Ecuador in order to in class about Ecuador in
discover their understanding of order to discover their
Ecuadorian culture. EFL 3.1.1. understanding of Ecuadorian
culture. EFL 3.1.1.
EFL EFL 3.1.2. Demonstrate EFL 3.1.2. Demonstrate EFL 3.1.2.
3.1.2. appropriate classroom appropriate classroom EFL 3.1.7.
behaviors by participating in behaviors by participating in
small group. (Example: being small group. (Example: being
courteous, respecting the courteous, respecting the
person and property of others, person and property of others,
etc.) EFL 3.1.7 etc.) EFL 3.1.7
EFL 3.1.3. EFL 3.1.3. Describe, read about a favorite EFL 3.1.3.
Describe, read about a favorite activity, book, song or other
activity, book, song or other interest to various audiences.
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interest to various audiences. (Example: peers, other class-

(Example: peers, other classes, es, teachers, other adults, etc.)
teachers, other adults, etc.) EFL 3.1.3.
EFL Interpret knowledge of Interpret knowledge of EFL 3.1.8.

3.1.8. nonverbal and oral nonverbal and oral
communication features in communication features, and
classroom activities. (Example: understand the contexts in
gestures and volume, etc.) EFL which they are used.
3.1.8. (Example: gestures, body lan-
guage, volume, etc.) EFL
3.1.8 E
EFL Use a variety of oral and print Use a variety of oral, print EFL 3.1.4.
3.1.4. forms for social communication forms for social communica-
and for writing to oneself. tion and for writing to oneself.
(Example: friendly notes, diary (Example: friendly notes, diary
entries, notes to self, etc.) EFL entries, notes to self, etc.) EFL
3.1.4. 3.1.4.
ORAL COMMUNICATION
EFL Infer who is speaking when listening Infer who is speaking when EFL 3.2.1.
3.2.1. to short simple texts, especially when listening to short simple texts,
accompanied by pictures or other vi- especially when accompanied
sual aids. (Example: shopkeeper by pictures or other visual aids, EFL 3.2.2.
speaking to a customer who is buying or sound effects. (Example:
some fruit.) EFL 3.2.1. shopkeeper speaking to a
Be comfortable taking meaning from customer who is buying some
spoken texts containing words or fruit.) EFL 3.2.1.
sections which are not understood. Be comfortable taking meaning
EFL 3.2.2 from spoken texts containing
words or sections which are
not understood. EFL 3.2.2.
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EFL Record key items of specific in- Record key items of specific EFL 3.2.3.
3.2.3 formation from a heard message. information from a heard
(Example: letters of the alphabet, message or description.
numbers, quantities, prices and times, (Example: letters of the
days, dates and months, etc.) EFL alphabet, numbers, quantities,
3.2.3 prices and times, days, dates
and months, etc.) EFL 3.2.3
EFL EFL 3.2.7.

EFL 3.2.7. Identify the main idea of
3.2.7.
short simple messages related to
areas of immediate relevance.
(Example: follow verbal instructions
for a game, ask for prices at a store,
follow simple classroom instructions,
describe places nearby, etc.)
EFL EFL 3.2.8. Spell out key vocabulary EFL 3.2.8. Spell out key EFL 3.2.8.
3.2.8. items using the English alphabet. vocabulary items using the
(Example: names, colors, animals, English alphabet. (Example:
possessions, etc.) names, colors, animals,
possessions, etc.)
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EFL Ask for someone to repeat EFL 3.2.11.

Ask for someone to repeat
3.2.11. themselves or say something
themselves. (Example: getting
in a different way. (Example:
attention or obtaining an object, etc.)
getting attention or obtaining
EFL 3.2.11
an object, etc.) EFL 3.2.11
EFL Respond to simple questions in quite Respond to simple questions EFL 3.2.13.
3.2.13 a short time. Speech is produced a in quite a short time when
little less slowly and hesitantly. EFL there are opportunities to
3.2.13 speak. Speech is produced a
little less slowly and hesitantly.
EFL 3.2.13
EFL Make and respond to invitations and Make and respond to invita-
EFL 3.2.14.
3.2.14. requests. EFL 3.2.14 tions and requests. EFL 3.2.14
EFL
Provide a simple description Provide a simple description EFL 3.2.15.
3.2.15
and/or opinion of a common object and/or opinion of a common
(Example: A class trip, a party, a object. (Example: an
game played, etc.) EFL 3.2.15 Ecuadorian celebration, a
class trip, a party, etc.) EFL
3.2.15
READING
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Understand the details of the content Understand the details of the EFL 3.3.1.
EF of a short simple text (online or print). content of a short simple text
L 3.3.1 EFL 3.3.1 (online or print). EFL 3.3.1
EF Follow short instructions illustrated Follow short instructions il- EFL 3.3.10.
L through step-by-step visuals in simple lustrated through step-by-step
3.3.10 projects. (Example: simple instructions visuals in simple projects. (Ex-
. for an art project, etc.) EFL 3.3.10 ample: simple instructions for
an art project, etc.) EFL
3.3.10.
EF Show understanding of some basic Show understanding of some EFL 3.3.2.

L 3.3.2 details in short simple cross-curricular basic details in short simple
texts by matching simple questions. cross-curricular texts by
EFL 3.3.2 matching and labeling simple
questions. EFL 3.3.2
Identify the meaning of some content- EFL 3.3.3. EFL 3.3.3.
based words and phrases, with the aid
of visual support. Ref. (EFL 3.3.3.)
Distinguish between fact and opinion Distinguish between fact and EFL 3.3.4.
in an informational text through the opinion in an informational text
use of mind maps/charts. EFL 3.3.4 through the use of mind
maps/charts. EFL 3.3.4
EF Identify and use basic reading strat- Identify and use some strat- EFL 3.3.9.
L egies to make text more comprehen- egies to make text more
3.3.9. sible and meaningful. (Example: comprehensible and
reading for main ideas and details, meaningful. (Example:
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etc.) EFL 3.3.9 previewing, reading for main

ideas and details, etc.). EFL
3.3.9
EF Make and support basic inferences EFL 3.3.8. Make and support EFL 3.3.8.
L 3.3. from evidence in a text with reference inferences from evidence in a
to features of written English. text with reference to features
(Example: vocabulary, facts, format, of written English. (Example:
sequence, relevance of ideas, etc.). vocabulary, facts, format,
EFL 3.3. sequence, relevance of ideas,
etc.)
WRITING
EFL Understand the details of the Understand the details of the EFL 3.3.1.
3.3.1. content of a short simple text (online content of a short simple text
or print). EFL 3.3.1 (online or print). EFL 3.3.1
EFL Follow short instructions illustrated Follow short instructions il- EFL 3.3.10.
3.3.10. through step-by-step visuals in lustrated through step-by-step
simple projects. (Example: simple visuals in simple projects. (Ex-
instructions for an art project, etc.) ample: simple instructions for an
EFL 3.3.10 art project, etc.) EFL 3.3.10.
EFL Show understanding of some basic Show understanding of some EFL 3.3.2.
3.3.2 details in short simple cross-cur- basic details in short simple
ricular texts by matching simple cross-curricular texts by
questions. EFL 3.3.2 matching and labeling simple
questions. EFL 3.3.2
EFL Identify the meaning of some EFL 3.3.3. EFL 3.3.3.
3.3.3. content-based words and phrases,
with the aid of visual support. EFL
3.3.3
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EFL Distinguish between fact and Distinguish between fact and

3.3.4 opinion in an informational text opinion in an informational text
through the use of mind through the use of mind EFL 3.3.4.
maps/charts. EFL 3.3.4 maps/charts. EFL 3.3.4
EFL Identify and use basic reading strat- Identify and use some strategies EFL 3.3.9.
3.3.9 egies to make text more to make text more comprehen-
comprehensible and meaningful. sible and meaningful. (Example:
(Example: reading for main ideas previewing, reading for main
and details, etc.) EFL 3.3.9 ideas and details, etc.). EFL
3.3.9
EFL Make and support basic inferences EFL 3.3.8. Make and support EFL 3.3.8.
3.3.8. from evidence in a text with inferences from evidence in a
reference to features of written text with reference to features of
English. (Example: vocabulary, written English. (Example:
facts, format, sequence, relevance vocabulary, facts, format,
of ideas, etc.). EFL 3.3.8 sequence, relevance of ideas,
etc.)
LANGUAGE THROUGH THE ARTS

Understand the details of the Understand the details of the EFL 3.3.1.
content of a short simple text content of a short simple text
(online or print). EFL 3.3.1. (online or print). EFL 3.3.1.)
Follow short instructions il- Follow short instructions il- EFL 3.3.10.
lustrated through step-by-step lustrated through step-by-step
visuals in simple projects. (Ex- visuals in simple projects. (Ex-
ample: simple instructions for an ample: simple instructions for an
art project, etc.) EFL 3.3.10 art project, etc.) EFL 3.3.10
Show understanding of some Show understanding of some EFL 3.3.2.
basic details in short simple basic details in short simple
cross-curricular texts by cross-curricular texts by
matching simple questions. EFL matching and labeling simple
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3.3.2 questions. EFL 3.3.2

Identify the meaning of some EFL 3.3.3. EFL 3.3.3.
content-based words and
phrases, with the aid of visual
support. Ref. (EFL 3.3.3.)
Distinguish between fact and

opinion in an informational text EFL 3.3.4.
Distinguish between fact and
through the use of mind
opinion in an informational text
maps/charts. Ref. (EFL 3.3.4.)
through the use of mind
maps/charts. Ref. (EFL 3.3.4.)
OG.EF Identify and use basic reading Identify and use some strategies EFL 3.3.9.
L4. strategies to make text more to make text more comprehen-
comprehensible and meaningful. sible and meaningful. (Example:
(Example: reading for main ideas previewing, reading for main
and details, etc.) Ref. (EFL ideas and details, etc.). Ref.
3.3.9.) (EFL 3.3.9.)
OG.EF Make and support basic EFL 3.3.8. Make and support EFL 3.3.8.
L4. inferences from evidence in a inferences from evidence in a
OG.EF text with reference to features of text with reference to features of
L5. written English. (Example: written English. (Example:
vocabulary, facts, format, vocabulary, facts, format,
sequence, relevance of ideas, sequence, relevance of ideas,
etc.). EFL 3.3.8. etc.)
DOCENTE COMISION ACADEMICA RECTOR

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CONTENIDOS DEL ÁREA DE LENGUA EXTRENAJERA BÁSICA SUPERIOR
OBJETIVOS
In the Foreign Language Area considering the Curriculum in force in 2016, after a consensus with the members of the
Area, we have decided to
work with the information sent us by the Ministry of Education taking into account the Bachiller's Exit Profile,
and we have disaggregated some
objectives, skills
, performance criteria and evaluation criteria, according to the need we have in order to work with our students and
considering the level of complexit
y, in all levels of our institution.
CRITERIO DE EIGHTH GRADE NINTH GRADE TENTH GRADE
EVALUACIÓN
Compare oral tra- Compare and identify oral EFL 4.1.1.
ditions, myths, traditions, myths, folktales
folktales and literature and literature from Ecuador
from Ecuador. Ref.( and international regions.
EFL. 4.1.1) Ref. (EFL. 4.1.1)
Recognize and Recognize and demonst rate EFL 4.1.2.
demonstrate an an appreciation of some
appreciation of some commonalities and EFL 4.1.9.
commonalities. Ref. distinctions across cultures
(EFL 4.1.2) and groups. Ref. (EFL 4.1.2)
Recognize the consequenc-
Recognize the es of one’s actions by
consequences of one’s demonstrating responsible
actions by decision-making at school,
demonstrating online, at home and in the
responsible decision- community. Ref.(EFL 4.1.9)
making at school,
online, and at home.
Ref. (EFL 4.1.9)
Apply self-correcting Apply self-correcting and EFL 4.1.5.

and self-monitoring self-monitoring strategies in
strategies in social and social and classroom
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classroom interactions. interactions. (Example:

(Example: asking asking questions. Ref. (EFL
questions. Ref. (EFL 4.1.5.)
4.1.5.)
Seek and provide Seek and provide information EFL 4.1.6.
information and and assistance, orally or in
assistance, orally or in writing or face-to-face
writing or face-to-face interactions, for personal,
interactions, for social purposes. Ref. (EFL EFL 4.1.8.
personal, social 4.1.6.)
purposes. Ref. (EFL
4.1.6.) Use suitable vocabulary,
expressions, language and
Use suitable interaction styles for formal
vocabulary, expres- and informal social in order
sions, language in to communicate specific
order to communicate intentions and face-to-face
specific intentions in interactions. (Example:
online and face-to-face thanking, making promises,
interactions. (Example: apologizing, asking
thanking, making, permission, chatting with
apologizing, asking friends, answering in class,
permission, chatting greeting an authority figure,
with friends, answering etc.) Ref. (EFL 4.1.8.)
in class, greeting an
authority figure, etc.)
Ref. (EFL 4.1.8.)
Recognize individual Recognize and appreciate in- EFL 4.1.10.
and group similarities dividual and group
and differences based similarities and differences
on communication and by establishing face-to-face
cooperation. Ref. (EFL relationships based on
4.1.10.) communication and
cooperation.
Ref. (EFL 4.1.10.)
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ORAL COMMUNICATION
CRITERIOS DE Understand phrases and ex- Understand phrases and EFL 4.2.1.
EVALUACIÓN pressions related to areas of expressions related to
most immediate priority within areas of most immediate
the personal domains, priority within the personal
(Example: daily life, free time, and educational domains.
school activities, etc.) Ref. (Example: daily life, free EFL 4.2.5.
(EFL 4.2.1.) time, school activities, etc.)
EFL 4.2.5. Understand most Ref. (EFL 4.2.1.)
changes in the topic of EFL 4.2.5. Understand
discussion if people speak most changes in the topic
slowly. of discussion if people
speak slowly.
Follow and understand short, Follow and understand EFL 4.2.3.
straightforward audio short, straightforward audio
messages and/or the main messages and/or the main
idea/dialogue of a movie or idea/dialogue of a movie or
cartoon. (Example: an cartoon (or other age-
announcement of a bus delay, appropriate audio-visual
an intercom announcement at presentations) Follow and
school, a dialogue Ref. (EFL understand short,
4.2.3.) straightforward audio EFL 4.2.6.
messages and/or the main
idea/dialogue of a movie or
cartoon (or other age-
EFL 4.2.6. appropriate audio-visual
presentations) Ref. (EFL
4.2.3.)
EFL 4.2.6.
Use a series of phrases and Use a series of phrases EFL 4.2.2.

sentences to describe aspects and sentences to describe
of personal background, aspects of personal
(although there may be background and immediate
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frequent errors with tenses, environment in simple

personal pronouns, terms using grammatical
prepositions, etc.) Ref. (EFL structures learnt in class
4.2.2.) (although there may be
frequent errors with tenses,
personal pronouns,
prepositions, etc.) Ref.
(EFL 4.2.2.)
Give short, basic descriptions Give short, basic EFL 4.2.11.
of everyday activities and descriptions of everyday
events within familiar contexts, activities and events within
(Example: family, school, living familiar contexts and use
conditions, personal simple descriptive language
belongings, etc.) Ref. (EFL to compare, (Example: EFL 4.2.12.
4.2.11.) family, school, living con-
ditions, personal
Describe habits, routines. Ref. belongings, etc.) Ref. (EFL EFL 4.2.13.
(EFL 4.2.12.) 4.2.11.)
Interact with reasonable ease Describe habits, routines,
in structured situations. ( past activities and
Example an information gap experiences within the per-
activity) Ref. (EFL 4.2.13.) sonal and educational
domains. Ref. (EFL
4.2.12.)
Interact with reasonable
ease in structured
situations and short conver-
sations, (Example: an
interview, an information
gap activity, etc.) Ref. (EFL
4.2.13.)
Sustain a conversational ex- EFL 4.2.10. EFL 4.2.10.
change on a familiar, everyday
subject. Ref. (EFL 4.2.10.) EFL 4.2.14. EFL 4.2.14.
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Ask and answer straightfor- EFL 4.2.16. EFL 4.2.16.

ward follow-up questions within
familiar contexts, such as
school and family life. Ref.
(EFL 4.2.14.)
EFL 4.2.16. Initiate, maintain

and end a conversation to
satisfy basic needs and/ or
handle a simple transaction.
READING
CRITERIO Understand main points in short EFL 4.3.1. Understand main EFL 4.3.1.
DE simple texts. (Example descriptions) Ref. points in short simple texts
EVALUACIÓN (EFL 4.3.1.) on familiar subjects. (Exam-
ple: news about sports or
famous people, descriptions, EFL 4.3.2.
Make use of clues such as titles, etc.)
illustrations, to identify information Make use of clues such as
relevant information in witten level- titles, illustrations,
appropriatetext types. Ref. (EFL 4.3.2.) organization to Make use of
clues such as titles,
illustrations, organization.
Ref. (EFL 4.3.2.)
Use everyday reference material in Use everyday reference EFL 4.3.5.
order to select information from one material in order to select
written source to another. (Ref. EFL information appropriate to the
4.3.5.) purpose from one written EFL 4.3.7.
Read and listen to information from source to another. Ref. (EFL
various sources in order to organize 4.3.5.)
content areas. (Example: oral interviews, Read, gather, view and
maps, etc.) Ref. (EFL 4.3.7.) listen to information from
various sources in order to
organize content áreas.
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(Example: audio and media

presentations, oral
interviews, maps, diagrams,
reference books, magazines,
etc.) Ref. (EFL 4.3.7.)
Apply learning strategies to examine a Apply learning strategies to EFL 4.3.6.
variety of written materials using a examine and interpret a
dictionary. Ref. (EFL 4.3.6.) variety of written materials
using prior knowledge, and
finding words in a dictionary.
Ref. (EFL 4.3.6.)
Demonstrate an ability to interact with Demonstrate an ability to EFL 4.3.9.
a wide range of classroom resources. interact with a wide range of
Ref. (EFL 4.3.9.) classroom resources in order
to strengthen literacy skills
Select from text materials in order to and strategies. N
promote acquisition and develop an EFL 4.3.10.
appreciation of the language. Ref. (EFL Select from and evaluate
4.3.10.) text materials in order to
promote acquisition and
develop an appreciation of
the language. Ref. (EFL
4.3.10.)
WRITING
CRITERIO DE Convey information and ideas through Convey information and EFL 4.4.1.
EVALUACIÓN simple expository texts on familiar ideas through simple expos-
subjects. Ref. (EFL 4.4.1.) itory texts on familiar
subjects using ICT tools. Ref. EFL 4.4.4.
Write to describe feelings. Ref. (EFL (EFL 4.4.1.)
4.4.4.)
Write to describe feelings/ EFL 4.4.5.
opinions in order to influence
an audience. (Example:
Recognize that various types of persuade, etc.) Ref. (EFL
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writing require different language. 4.4.4.)

(Example: a letter, etc.) Ref. (EFL 4.4.5.) Recognize that various
types of writing require
different language, and
special vocabulary. (Ex-
ample: a recipe, a letter, etc.)
Ref. (EFL 4.4.5.)
Make a simple print resource to Make and use a simple EFL 4.4.2.
compare information in order to print resource to compare
demonstrate understanding and com- and contrast information in
mand of a topic. Ref. (EFL 4.4.2.) order to demonstrate
understanding and command
of a topic. Ref. (EFL 4.4.2.)
Use the process of prewriting, Use the process of EFL 4.4.7.
drafting, revising to produce informational prewriting, drafting, revising
texts. Ref. (EFL 4.4.7.) to produce well-constructed
informational texts. Ref. (EFL EFL 4.4.8.
Convey information using facts and 4.4.7.)
details in order to illustrate diverse
patterns. (Example cause and effect, Convey and organize
etc.) Ref. (EFL 4.4.8.) information using facts and
details in order to illustrate
diverse patterns. Example:
cause and effect, problem
and solution, etc.) Ref. (EFL
4.4.8.)
LANGUAGE THROUGH THE ARTS

CRITERIO DE Make use of main points to Make use of main points in literary EFL 4.5.1.
EVALUACIÓN understand short simple everyday texts (oral and written) to
routines. Ref. (EFL 4.5.1.) understand short simple everyday
routines and stories. Ref. (EFL
4.5.1.)
Identify selected literary elements Locate and identify selected EFL 4.5.7.
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in texts and relate those elements literary elements and techniques

to those in other works. (Example: in texts and relate those elements
theme, etc.) Ref. (EFL 4.5.7.) to those in other works. (Example:
theme, point of view, etc. Ref.
(EFL 4.5.7.)
Create personal stories using Create personal stories by adding EFL 4.5.4.
appropriate vocabulary learners imaginative details to real-life
have read or heard. (Ref. EFL stories, using appropriate
4.5.4.) vocabulary and elements of the EFL 4.5.5.
literature learners have read or
heard. Ref. (EFL 4.5.4.)
Gain an understanding of literary
concepts such as point of view in Gain an understanding of literary
order to apply them to one’s own concepts such as point of view, EFL 4.5.6.
creative texts. Ref. (EFL 4.5.5.) theme and other literary elements
in order to apply them to one’s
Create an effective voice using own creative texts. Ref. (EFL
writing styles to create songs and 4.5.5.)
plays. Ref. (EFL 4.5.6.) Create an effective voice using a
variety of ICT tools, writing styles
to create songs and plays,
including those that reflect tradi-
tional and popular Ecuadorian
cultures. Ref. (EFL 4.5.6.)
Evaluate literary written and oral Evaluate and recommend literary EFL 4.5.8.
texts according to pre-established texts (both written and oral)
criteria. Ref. (EFL 4.5.8.) according to pre-established
criteria. Ref. (EFL 4.5.8.)
Engage in collaborative activities Engage in collaborative EFL 4.5.9.
through a variety of student activities through a variety of
groupings to create literary texts. student groupings to create and
(Example small groups) EFL respond to literature and other EFL 4.5.11.
4.5.11. literary texts. (Example: small
groups, cooperative learning
groups, etc) Ref. (EFL 4.5.9.)
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Participate in creative thinking

Participate in creative thinking through brainstorming, working in
through playing games, working in groups, games tasks by showing
groups by showing the ability to the ability to accept a variety of
accept a variety of ideas. Ref. ideas. Ref. (EFL 4.5.11.)
(EFL 4.5.11.)
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UNIDAD EDUCATIVA.C.I.B.

HIGH SCHOOL: U.E.I.B“SANTIAGO DE QUITO”

AREA: FOREIGN – LANGUAGE SUBJECT: ENGLISH

TEACHER`S NAME: LIC. SONIA ANDRADE

ACADEMIC YEAR: 2018 - 2019

EDUCACIÓN BÁSICA GENERAL ELEMENTAL

OBJETIVOS DEL ÁREA DE LENGUA EXTRANJERA

OBJETIVO TERCERO CUARTO

DESAGREGACIÓN DE DESTREZAS BÁSICA ELEMENTAL

class EFL 2.1.9

and/or intelligibility in Recognize when to Recognize Recognize when to

CE.EFL.2.10. Interaction – Understand and Understand Understand and

CE.EFL.2.11. Identify and Demonstrate basic Demonstrate Demonstrate basic

CE.EFL.2.12. Understand the Read a short Read a short Read a short

CE.EFL.2.15. Learn to read Understand the Understand Understand the

CE.EFL.2.16. Understand the Read and Read and Read and

LANGUAGE Idioma Atreves de

CE.EFL.2.21. Distinguish key Identify key Identify key Identify key

media, including ICT. Produce short, Produce Produce short,

O.EFL 3.1 O.EFL 3.1 O.EFL 3.1 O.EFL 3.1

O.EFL 3.3 O.EFL 3.4 O.EFL 3.4 O.EFL 3.4

O.EFL 3.6 O.EFL 3.7 O.EFL 3.7 O.EFL 3.7

pression and intercultural

MATRIZ DE DESAGREGACIÓN DE DESTREZAS CON CRITERIO DE DESEMPEÑO BÁSICA

interest to various audiences. (Example: peers, other class-

EFL Interpret knowledge of Interpret knowledge of EFL 3.1.8.

EFL EFL 3.2.7.

EFL Ask for someone to repeat EFL 3.2.11.

EF Show understanding of some basic Show understanding of some EFL 3.3.2.

etc.) EFL 3.3.9 previewing, reading for main

EFL Distinguish between fact and Distinguish between fact and

LANGUAGE THROUGH THE ARTS

3.3.2 questions. EFL 3.3.2

Distinguish between fact and

DOCENTE COMISION ACADEMICA RECTOR

CONTENIDOS DEL ÁREA DE LENGUA EXTRENAJERA BÁSICA SUPERIOR

Apply self-correcting Apply self-correcting and EFL 4.1.5.

classroom interactions. interactions. (Example:

Use a series of phrases and Use a series of phrases EFL 4.2.2.

frequent errors with tenses, environment in simple

Ask and answer straightfor- EFL 4.2.16. EFL 4.2.16.

EFL 4.2.16. Initiate, maintain

(Example: audio and media

writing require different language. 4.4.4.)

LANGUAGE THROUGH THE ARTS

in texts and relate those elements literary elements and techniques

Participate in creative thinking

DOCENTE COMISION ACADEMICA RECTOR

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