ENGLISH

OBJECTIVES
EIGHTH NINTH TENTH
OG.EFL 1 OG.EFL 1 OG.EFL 1
Encounter socio-cultural aspects of their own and other Encounter socio-cultural aspects of their own and other Encounter socio-cultural aspects of their own and other
countries in a thoughtful and inquisitive manner, countries in a thoughtful and inquisitive manner, countries in a thoughtful and inquisitive manner,
maturely, and openly experiencing other cultures and maturely, and openly experiencing other cultures and maturely, and openly experiencing other cultures and
languages from the secure standpoint of their own languages from the secure standpoint of their own languages from the secure standpoint of their own
national and cultural identity. national and cultural identity. national and cultural identity.

OG.EFL 2 OG.EFL 2 OG.EFL 2

Draw on this established propensity for curiosity and Draw on this established propensity for curiosity and Draw on this established propensity for curiosity and
tolerance towards different cultures to comprehend the tolerance towards different cultures to comprehend the tolerance towards different cultures to comprehend the
role of diversity in building an intercultural and role of diversity in building an intercultural and role of diversity in building an intercultural and
multinational society. multinational society. multinational society.

OG.EFL 3 OG.EFL 3 OG.EFL 3

Access greater flexibility of mind, creativity, enhanced Access greater flexibility of mind, creativity, enhanced Access greater flexibility of mind, creativity, enhanced
linguistic intelligence, and critical thinking skills through linguistic intelligence, and critical thinking skills through linguistic intelligence, and critical thinking skills through
an appreciation of linguistic differences. Enjoy an an appreciation of linguistic differences. Enjoy an an appreciation of linguistic differences. Enjoy an
enriched perspective of their L1 and of language use for enriched perspective of their L1 and of language use for enriched perspective of their L1 and of language use for
communication and learning. communication and learning. communication and learning.

OG.EFL 4 OG.EFL 4 OG.EFL 4

Deploy a range of learning strategies, thereby increasing Deploy a range of learning strategies, thereby increasing Deploy a range of learning strategies, thereby increasing
disposition and ability to independently access further disposition and ability to independently access further disposition and ability to independently access further
(language) learning and practice opportunities. Respect (language) learning and practice opportunities. Respect (language) learning and practice opportunities. Respect
themselves and others within the communication process, themselves and others within the communication process, themselves and others within the communication process,
cultivating habits of honesty and integrity into responsible cultivating habits of honesty and integrity into responsible cultivating habits of honesty and integrity into responsible
academic behavior. academic behavior. academic behavior.

OG.EFL 5 OG.EFL 5 OG.EFL 5

Directly access the main points and important details of Directly access the main points and important details of Directly access the main points and important details of
up-to date. English language texts, such as those up-to date. English language texts, such as those up-to date. English language texts, such as those
published on the web, for professional or general published on the web, for professional or general published on the web, for professional or general
investigation, through the efficient use of ICT and investigation, through the efficient use of ICT and investigation, through the efficient use of ICT and
reference tools where required. reference tools where required. reference tools where required.

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 MATRIX OF SKILLS
MANDATORY DESIRABLE

CURRICULAR EVALUATIÓN SKILLS WITH PERFORMANCE CRITERIA

BLOCK CRITERIAL EIGHTH NINTH TENTH
.EFL 4.2.2 Use a series of phrases and sentences to EFL 4.2.2 Use a series of phrases and sentences EFL 4.2.2 Use a series of phrases and sentences
describe aspects of personal background, to describe aspects of personal background, to describe aspects of personal background,
immediate environment and matters of immediate immediate environment and matters of immediate immediate environment and matters of immediate
need in simple terms using grammatical need in simple terms using grammatical need in simple terms using grammatical
structures learnt in class. structures learnt in class. structures learnt in class.

CE.EFL.4.1. Compare and contrast

oral traditions and literature from .EFL.4.6 Listening for Meaning: Understand and .EFL.4.6 Listening for Meaning: Understand and EFL.4.6 Listening for Meaning: Understand and
follow the main idea in spoken texts set in follow the main idea in spoken texts set in follow the main idea in spoken texts set in
Ecuador and beyond in order to familiar everyday contexts, provided speech is clear familiar everyday contexts, provided speech is familiar everyday contexts, provided speech is
Oral manifest an understanding of the and articulate, and deduce the meanings of clear and articulate, and deduce the meanings of clear and articulate, and deduce the meanings of
communication relationship between cultural unfamiliar words and phrases using context clues unfamiliar words and phrases using context clues unfamiliar words and phrases using context clues
perspectives and practices and by and/or prior knowledge. and/or prior knowledge. and/or prior knowledge.
sharing cross cultural experiences.
EFL 4,2,1 EFL 4,2,2 EFL 4,2,2
Understand phrases and expressions related Understand phrases and expressions related to Understand phrases and expressions related to
to areas of most immediate priority within the areas of most immediate priority within the areas of most immediate priority within the
personal and educational domains, provided personal and educational domains, provided
personal and educational domains, provided
speech is clearly and slowly articulated. (Exam- speech is clearly and slowly articulated. (Exam-
speech is clearly and slowly articulated. ple: daily life, free time, school activities, etc.) ple: daily life, free time, school activities, etc.)
(Example: daily life, free time, school activities,

EFL 4,2,2 EFL 4,2,2 EFL 4,2,2

Use a series of phrases and sentences to describe Use a series of phrases and sentences to describe aspects Use a series of phrases and sentences to describe
aspects of personal background, immediate of personal background, immediate environment and aspects of personal background, immediate
environment and matters of immediate need in matters of immediate need in simple terms using environment and matters of immediate need in
simple terms using grammatical structures learnt in grammatical structures learnt in class (although there may simple terms using grammatical structures learnt in
class (although there may be frequent errors with be frequent errors with tenses, personal pronouns, class (although there may be frequent errors with
tenses, personal pronouns, prepositions, etc.) prepositions, etc.) tenses, personal pronouns, prepositions, etc.)

EFL 4,2,2 EFL 4,2,2 EFL 4,2,2

Use a series of phrases and sentences to describe Use a series of phrases and sentences to describe aspects Use a series of phrases and sentences to describe aspects
CE EFLcomprehension of main ideas of personal background, immediate environment and of personal background, immediate environment and
aspects of personal background, immediate matters of immediate need in simple terms using matters of immediate need in simple terms using
and some details in short simple texts
on environment and matters of immediate need in grammatical structures learnt in class (although there grammatical structures learnt in class (although there
Reading familiar subjects, making use of simple terms using grammatical structures learnt in may be frequent errors with tenses, personal pronouns, may be frequent errors with tenses, personal pronouns,
contextual clues to identify relevant prepositions, etc.) prepositions, etc.)
class (although there may be frequent errors with
information in
tenses, personal pronouns, prepositions, etc.

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 EFL- 4.3.3 EFL- 4.3.3 EFL- 4.3.

Find specific predictable information in Find specific predictable information in Find specific predictable information in
short, simple texts in a range of age- and short, simple texts in a range of age- short, simple texts in a range of age-
level-appropriate topics. (Example: and level-appropriate topics. (Example: and level-appropriate topics. (Example:
biographies, news articles, narratives, biographies, news articles, narratives, biographies, news articles, narratives,
memoirs and personal accounts, formal memoirs and personal accounts, formal memoirs and personal accounts, formal
letters and emails, etc.) letters and emails, etc.) letters and emails, etc.)

EFL 4.3.4 EFL 4.3.4 EFL 4.3.4

Find the most important information in print or Find the most important information in print Find the most important information in print
online sources in order to support an idea or or online sources in order to support an idea or online sources in order to support an idea
argument. (Example: Internet search engines, or argument. (Example: Internet search or argument. (Example: Internet search
online advertising, online or print timetables, engines, online advertising, online or print engines, online advertising, online or print
web pages, posters, adverts, catalogues, etc.) timetables, web pages, posters, adverts, timetables, web pages, posters, adverts,
catalogues, etc.) catalogues, etc.)

EFL 4,11 Make use of clues such as titles, .EFL 4.11 Make use of clues such as titles, .EFL.4.11 Make use of clues such as titles,
illustrations, organization, text outline and layout, etc. illustrations, organization, text outline and layout, illustrations, organization, text outline and layout,
to identify and understand relevant information in etc. etc.
written level-appropriate text types. to identify and understand relevant information in to identify and understand relevant information in
Writing CE.EFL.2.1. Differentiate between written level-appropriate text types. written level-appropriate text types
different living situations in a
variety of surroundings and
express curiosity about the EFLExchange basic introductions and limited EFLExchange basic introductions and EFLExchange basic introductions and
world through simple questions. personal information limited personal information limited personal information
in class using simple present tense in order to in class using simple present tense in order in class using simple present tense in order
get to know their to get to know their to get to know their
peers. (Example: where one lives or goes to peers. (Example: where one lives or goes to peers. (Example: where one lives or goes to
school, etc.). school, etc.). school, etc.).
EFL 4.3.4 EFL 4.3.4 EFL 4.3.4
Write to describe feelings/opinions in Write to describe feelings/opinions in Write to describe feelings/opinions in
order to effectively influence an order to effectively influence an order to effectively influence an
audience. (Example: persuade, negotiate, audience. (Example: persuade, audience. (Example: persuade,
argue, etc.) negotiate, argue, etc.) negotiate, argue, etc.)

EFL 4.3.5 EFL 4.3.5 EFL 4.3.5

Recognize that various types of writing Recognize that various types of writing Recognize that various types of writing
require different language, formatting require different language, formatting require different language, formatting
and special vocabulary. (Example: a and special vocabulary. (Example: a and special vocabulary. (Example: a
recipe, a letter, etc.) recipe, a letter, etc.) recipe, a letter, etc.)

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 EFL.2.1.4. Express curiosity about the world EFL.2.1.4. Express curiosity about the EFL.2.1.4. Express curiosity about the world
and other cultures world and other cultures and other cultures
CE.EFL.2.8. Production - by asking simple WH- questions in class after by asking simple WH- questions in class by asking simple WH- questions in class
Listening Pronunciation: Produce reading after reading after reading
individual words and short and/or participating in presentations or other and/or participating in presentations or other and/or participating in presentations or other
phrases clearly enough that group work. group work. group work.
other people 4.5.2 . 4.5.2
can usually understand them Make predictions, inferences and Make predictions, inferences and
easily. deductions to demonstrate different deductions to demonstrate different
CE EFL. 2.9.Express emotions and
levels of meaning of literary works levels of meaning of literary works
presented orally or in digital form, presented orally or in digital form,
including literal and implied meanings. including literal and implied meanings.
(Example: summarizing, explaining (Example: summarizing, explaining
4.5.2 and identifying, word choice, symbols, and identifying, word choice, symbols,
Make predictions, inferences and points of view, etc.) points of view, etc.)
deductions to demonstrate different
levels of meaning of literary works
presented orally or in digital form,
including literal and implied meanings.
(Example: summarizing, explaining and
identifying, word choice, symbols,
points of view, etc.)

EFL Use audio, video, and pictures to respond EFL Use audio, video, and pictures to EFL Use audio, video, and pictures to
to a variety of literary respond to a variety of literary respond to a variety of literary
texts through online or in-class ICT activities. texts through online or in-class ICT activities. texts through online or in-class ICT activities.
CE EFL 2.12 feelings using basic EFL 4.5.6 EFL 4.5.6 EFL 4.5.6
adjectives and related Make predictions, inferences and deductions to Make predictions, inferences and deductions to Make predictions, inferences and deductions to
images through written work on the demonstrate different levels of meaning of literary demonstrate different levels of meaning of demonstrate different levels of meaning of
Speaking school or class bulletin,oudings board. works presented orally or in digital form, including literary works presented orally or in digital form, literary works presented orally or in digital form,
.
literal and implied meanings. (Example: including literal and implied meanings. including literal and implied meanings.
summarizing, explaining and identifying, word (Example: summarizing, explaining and (Example: summarizing, explaining and
choice, symbols, points of view, etc.) identifying, word choice, symbols, points of identifying, word choice, symbols, points of
view, etc.) view, etc.)

EFL 4.5.4 EFL 4.5.4 EFL 4.5.4

Create personal stories by adding Create personal stories by adding Create personal stories by adding
imaginative details to real-life stories imaginative details to real-life stories imaginative details to real-life stories
and situations, using appropriate and situations, using appropriate and situations, using appropriate
vocabulary and elements of the literature vocabulary and elements of the vocabulary and elements of the
learners have read or heard literature learners have read or heard literature learners have read or heard

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 ENGLISH

EIGHTH NINTH TENTH

UNIT ONE UNIT ONE UNIT ONE

• Personal Information . Personal Information • Technological and Scientific
• Countries and Nationalities . Routines Breakthroughs
• Inventors and Inventions
• Personal Information . Free Time Activities • Facebook
• Countries and Nationalities • Household Inventions
• Accidental Inventions

UNIT TWO UNIT TWO UNIT TWO

• Family Members . Greetings • Holiday Activities and Places
• Physical Appearance . Food • Extreme Vacations
• Anecdotes and Unfortunate
• Parts of the Body . Clothing
Happenings
. Celebrations and Holidays
.
UNIT THREE UNIT THREE UNIT THREE
• Types of Movies . Multiple Intelligences • Hobbies and Entertainment
• Cultural Events . Talented People • Leisure Activities
• Commitment in Leisure
• Famous Festivals
Activities
• Feeling Alive

.
UNIT FOUR UNIT FOUR UNIT FOUR
• Street Life . The Food Pyramid • Amazing Facts around the
• Clothes . Healthy Recipes World
• Some Countries and their
• Famous Neighborhoods
Records
• The Guinness World Records
• Success

UNIT FIVE UNIT FIVE UNIT FIVE

• Places in the City . Famous Characters of The Past • Odd Jobs and Occupations
• Tourist Places
• City Maps

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UNIT SIX UNIT SIX UNIT SIX
• Routines . Experiences and Anecdotes • Career Choices of the Future
• Lifestyles . Vacations • Career Choices in the Job
market
• Famous People . Memories
• Creative Thinking
• Inspiring Young People
• A Life of Achievements
• Inspirational Lifelong Learners
• Stories of Success