INGLES GRADADAS Todos Los Niveles

SUBNIVEL PREPARATORIA
OBJETIVOS INTEGRADORES Listening, speaking, to build up learners’

DEL SUBNIVEL
communicative language competence in its
linguistic, sociolinguistic, and pragmatic
components.
Responsibility, Honesty, Respect, Love, Peace,

Justice, etc.
AREA INGLES
OBJETIVOS DEL AREA OG. EFL.1. Encounter socio-cultural aspects of
their own and other countries in a thoughtful
and inquisitive manner, maturely, and openly
experiencing other cultures and languages
from the secure standpoint of their own
national and cultural identity.
OG. EFL.2. Draw on this established propensity
for curiosity and tolerance towards different
cultures to comprehend the role of diversity in
building an intercultural and multinational
society.
OG. EFL.3. Access greater flexibility of mind,
creativity, enhanced linguistic intelligence, and
critical thinking skills through an appreciation
of linguistic differences. Enjoy an enriched
perspective of their own L1 and of language
use for communication and learning.
OG. EFL.4. Deploy a range of learning
strategies, thereby increasing disposition and
ability to independently access further
(language) learning and practice opportunities.
Respect themselves and others within the
communication process, cultivating habits of
honesty and integrity into responsible
academic behavior.
OG. EFL.5. Directly access the main points and
important details of up-to date English
language texts, such as those published on the
web, for professional or general investigation,
through the efficient use of ICT and reference
tools where required.
OG. EFL.6. Through selected media, participate
in reasonably extended spoken or written
dialogue with peers from different L1
backgrounds on work, study, or general topics
of common interest, expressing ideas and
opinions effectively and appropriately
OBJETIVOS DEL AREA POR O.EFL.2.1. Identify some main ideas and
SUBNIVEL details of written texts, in order to develop an
approach of critical inquiry to written and oral
texts.
O.EFL.2.2. Assess and appreciate English as an
international language, as well as the five
aspects of English that contribute to
communicative competence.
O.EFL.2.3. Independently read level-
appropriate texts in English for pure
enjoyment/entertainment and to access
information.
O.EFL.2.4. Develop creative and critical
thinking skills to foster problem-solving and
independent learning using both spoken and
written English.
O.EFL.2.5. Use in-class library resources and
explore the use of ICT to enrich competencies
in the four skills.
O.EFL.2.6. Write short descriptive and
informative texts and use them as a means of
communication and written expression of
thought.
O.EFL.2.7. Appreciate the use of English
language through spoken and written literary
texts such as poems, rhymes, chants, riddles
and songs, in order to foster imagination,
curiosity and memory, while developing a
taste for literature
CRITERIOS DE DESTREZAS CON CRITERIO DE DESEMPEÑO
EVALUACIÓN
CE.EFL.1.1. Identify EFL 1.1.2. Identify key members of the family if there is visual
and understand basic support (mother, father, brother, sister, grandfather, grandmother)
vocabulary, every-day EFL 1.2.1. Recognize familiar words, names, and objects at
words, including school (bagpack, book, chair, eraser, pencil, table, teacher, peer)
instructions. EFL 1.3.1. Recognize basic vocabulary related to animals (bird,
dog, cat, duck, fish, frog, tiger) when listening the sounds or if
there is visual support.
EFL 1.4.1. Identify the numbers 0-9 when counting different
object in class
EFL 1.6.1 Identify the basic colors (black, blue, red, white,
yellow, green) when painting and drawing.
EFL 1.7.1 Recognize basic vocabulary about “THE BODY”
(arm, eye, hand, nose, head, ear, leg, mouth, feet) by pointing the
parts of the body.
CE.EFL.1.2. Follow EFL 1.1.1. Respond to simple questions about personal
short and simple information in class using of following: example (What’s your
instructions that include name? I’m …….. How old are you? I’m….. Where do you live
familiar vocabulary and in……?)
identify key item of EFL 1.1.3. Follow simple instructions related to classroom
information in order to activities (open your book, close your book, stand up, listen, sit
act upon them. down, be quiet, look, point, paint, cut, glue, circle)
NIVEL BASICA ELEMENTAL
OBJETIVOS Listening, speaking, to build up learners’ communicative language

INTEGRADORE competence in its linguistic, sociolinguistic, and pragmatic
S DEL
SUBNIVEL components.
Responsibility, Honesty, Respect, Love, Peace, Justice, etc

AREA INGLES
OBJETIVOS DEL OG. EFL.1. Encounter socio-cultural aspects of their own and
AREA other countries in a thoughtful and inquisitive manner, maturely,
and openly experiencing other cultures and languages from the
secure standpoint of their own national and cultural identity.
OG. EFL.2. Draw on this established propensity for curiosity and
tolerance towards different cultures to comprehend the role of
diversity in building an intercultural and multinational society.
OG. EFL.3. Access greater flexibility of mind, creativity, enhanced
linguistic intelligence, and critical thinking skills through an
appreciation of linguistic differences. Enjoy an enriched
perspective of their own L1 and of language use for
communication and learning.
OG. EFL.4. Deploy a range of learning strategies, thereby
increasing disposition and ability to independently access further
(language) learning and practice opportunities. Respect
themselves and others within the communication process,
cultivating habits of honesty and integrity into responsible
academic behavior.
OG. EFL.5. Directly access the main points and important details
of up-to date English language texts, such as those published on
the web, for professional or general investigation, through the
efficient use of ICT and reference tools where required.
OG. EFL.6. Through selected media, participate in reasonably
extended spoken or written dialogue with peers from different L1
backgrounds on work, study, or general topics of common
interest, expressing ideas and opinions effectively and
appropriately
OG. EFL.7. Interact quite clearly, confidently, and appropriately in
a range of formal and informal social situations with a limited but
effective command of the spoken language (CEFR B1 level).
OBJETIVOS DEL O.EFL.2.1. Identify some main ideas and details of written texts,
AREA POR in order to develop an approach of critical inquiry to written and
SUBNIVEL oral texts.
O.EFL.2.2. Assess and appreciate English as an international
language, as well as the five aspects of English that contribute to
communicative competence.
O.EFL.2.3. Independently read level-appropriate texts in English
for pure enjoyment/entertainment and to access information.
O.EFL.2.4. Develop creative and critical thinking skills to foster
problem-solving and independent learning using both spoken and
written English.
O.EFL.2.5. Use in-class library resources and explore the use of
ICT to enrich competencies in the four skills.
O.EFL.2.6. Write short descriptive and informative texts and use
them as a means of communication and written expression of
thought.
O.EFL.2.7. Appreciate the use of English language through spoken
and written literary texts such as poems, rhymes, chants, riddles
and songs, in order to foster imagination, curiosity and memory,
while developing a taste for literature
DESTREZAS CON CRITERIO DE DESEMPEÑO
CRITERIOS DE
EVALUACIÓN SECOND GRADE THIRD GRADE FOURTH GRADE
Communication and cultural awareness

CE.EFL.2.1. Identify the Identify the EFL 2.1.1.
Differentiate differences between differences between Recognize the
between different where people live where people live differences between
living situations among the regions of among the regions of where people live
in a variety of the country in order the country in order among the regions
surroundings and to appreciate their to appreciate their of the country in
express curiosity own environment. own environment. order to appreciate
about the world (Example: (Example: their own
through simple House- apartment, House- apartment, environment.
questions. country- city, etc.) country- city, etc.) (Example:
EFL 2.1.1. EFL 2.1.1. House- apartment,
country- city, etc.)
Express curiosity Express curiosity EFL 2.1.4. Express
about the world by about the world and curiosity about the
asking simple other cultures by world and other
questions in class asking simple cultures by asking
after reading and/or questions in class simple WH-
participating group after reading and/or questions in class
work. participating group after reading and/or
EFL 2.1.4. work. participating in
EFL 2.1.4. presentations or
other group work.
CE.EFL.2.3. Exchange basic Exchange basic EFL 2.1.1.
Make use of basic personal information introductions and Exchange basic
personal in class order to get limited personal introductions and
information and to know their peers. information in class limited personal
expressions of (Example: where one order to get to know information in class
politeness in order lives or goes to their peers. using simple present
to introduce school, (Example: where one tense in order to get
oneself and EFL 2.1.1. lives or goes to to know their peers.
participate in a school, (Example: where
short EFL 2.1.1 one lives or goes to
conversation. school,
Understand common Understand common EFL 2.1.6.
expressions of expressions of Understand and use
politeness in class politeness in class common
while working in while working in expressions of
pairs or groups on pairs or groups on politeness in class
projects. (Example: projects. (Example: while working in
Please, sorry, thank Please, sorry, thank pairs or groups on
you, etc.) EFL 2.1.6. you, etc.) EFL 2.1.6. projects. (Example:
Please, sorry, thank
you, etc.),
CE.EFL.2.4. Collaborate in a Collaborate in a EFL 2.1.7.
Develop skills of friendly manner by friendly manner by Collaborate in a
collaboration by sharing classroom sharing classroom friendly manner by
working together materials and materials and sharing classroom
on projects and personal objects personal objects materials and
sharing materials while participating in while participating in personal objects
while expressing games and activities games and activities while participating
personal in class. EFL 2.1.7. in class. EFL 2.1.7. in games and
preferences with activities in class
peers. and on the
playground
Oral Communication
CE.EFL.2.6. EFL.2.2.1. EFL.2.2.1. EFL.2.2.1.
Listening for Understand Understand Understand
Meaning: meanings expressed meanings expressed meanings expressed
Understand the in short dialogues on in short dialogues on in short dialogues on
main ideas in familiar topics, as familiar topics, as familiar topics, as
short simple well as basic spoken well as basic spoken well as basic spoken
spoken texts that instructions and instructions and instructions and
include familiar simple questions simple questions simple questions
vocabulary and about self, people, about self, people, about self, people,
are set in animals, or things, animals, or things, animals, or things,
everyday especially when especially when especially when
contexts. spoken slowly and spoken slowly and spoken slowly and
clearly. (Example: clearly. (Example: clearly. (Example:
greetings, short greetings, short greetings, short
phrases, basic range phrases, basic range phrases, basic range
of classroom of classroom of classroom
instructions, instructions, instructions,
common personal common personal common personal
information information information
questions: What’s questions: What’s questions: What’s
your name? etc.) your name? etc.) your name? etc.)
CE.EFL.2.7. Use familiar names, Identify familiar EFL 2.2.3.
Listening for words, and short names, words, and Recognize familiar
Information: phrases about simple short phrases about names, words, and
Follow short and every day topics simple every day short phrases about
simple spoken whether heard in topics whether heard simple every day
texts that include isolation or within in isolation or within topics whether heard
familiar short, simple spoken short, simple spoken in isolation or within
vocabulary and texts describing texts describing short, simple spoken
are set in people and objects. people and objects. texts describing
everyday (Example vocabulary (Example vocabulary people and objects.
contexts. Identify about self, family, about self, family, (Example
key items of friends and friends and vocabulary about
information immediate immediate self, family, friends
within the text, surroundings at the surroundings at the and immediate
and record or act school and home, school and home, surroundings at the
upon them. adjectives for color adjectives for color school and home,
and size,etc.)EFL and size,etc.) EFL adjectives for color
2.2.3. 2.2.3. and size,etc.)
Use items of specific Recognize items of EFL 2.2.4. Identify
information within specific information items of specific
simple messages, within simple information within
especially if visual messages, especially simple messages or
support is provided. if visual support is from short and
(Example: letters of provided. (Example: simple descriptions
the alphabet, letters of the about familiar
numbers, prices and alphabet, numbers, contexts, especially
times, days, dates prices and times, if visual support is
and months, etc.) days, dates and provided. (Example:
EFL 2.2.4. months, etc.) EFL letters of the
2.2.4. alphabet, numbers,
prices and times,
days, dates and
months, etc.)
CE.EFL.2.8. EFL.2.2.8. Imitate EFL.2.2.8. Imitate EFL.2.2.8. Imitate
Production - individual English individual English individual English
Pronunciation: language sounds, language sounds, language sounds,
Produce especially those especially those especially those
individual words phonemes which do phonemes which do phonemes which do
and short phrases not exist in the not exist in the not exist in the
clearly enough student’s own L1, student’s own L1, student’s own L1,
that other people both in isolation and both in isolation and both in isolation and
can usually within key within key within key
understand them vocabulary items. vocabulary items. vocabulary items.
easily. (Example: /ŋ/ /ð/ (Example: /ŋ/ /ð/ (Example: /ŋ/ /ð/
/ʌ/ /i:/ and in words /ʌ/ /i:/ and in words /ʌ/ /i:/ and in words
like singing, these, like singing, these, like singing, these,
up, sea, etc.) up, sea, etc.) up, sea, etc.)
EFL.2.2.9. Spell out EFL.2.2.9. Spell out EFL.2.2.9. Spell out
key vocabulary items key vocabulary items key vocabulary
using the English using the English items using the
alphabet. (Example: alphabet. (Example: English alphabet.
names, colors, names, colors, (Example: names,
animals, possessions, animals, possessions, colors, animals,
etc.) etc.) possessions, etc.)
EFL.2.2.10 Clap, EFL.2.2.10 Clap, EFL.2.2.10 Clap,
move, chant, or sing move, chant, or sing move, chant, or sing
along with short along with short along with short
authentic English authentic English authentic English
language rhymes or language rhymes or language rhymes or
songs, approximating songs, approximating songs,
English rhythm and English rhythm and approximating
intonation once intonation once English rhythm and
familiar with the familiar with the intonation once
text. (Example: jump text. (Example: jump familiar with the
or clap in time to or clap in time to text. (Example:
jump-rope rhymes, jump-rope rhymes, jump or clap in time
do the actions to do the actions to to jump-rope
action songs or short action songs or short rhymes, do the
rhythmic poems, rhythmic poems, actions to action
enunciating some of enunciating some of songs or short
words in time with words in time with rhythmic poems,
the rhythm, etc.) the rhythm, etc.) enunciating some of
words in time with
the rhythm, etc.)
CE.EFL.2.9. Produce simple, Produce simple, EFL 2.2.11.

Production - mainly isolated mainly isolated Produce simple,
Pronunciation: utterances using very utterances using very mainly isolated
Produce short phrases and short phrases and utterances using
individual words sometimes individual sometimes individual very short phrases
and short phrases word. (Example: word. (Example: and sometimes
clearly enough words, phrases, and words, phrases, and individual words,
that other people short sentences about short sentences about possibly with slow
can usually people, animals, people, animals, and/or hesitant
understand them things, EFL 2.2.11. things, EFL 2.2.11. delivery. (Example:
easily. words, phrases, and
short sentences
about people,
animals, things, etc.
CE.EFL.2.10. Understand basic Understand and use EFL.2.2.13.
Interaction – greetings, leave- basic greetings, Understand and use
Interpersonal: taking expressions, leave-taking basic greetings,
Participate to facilitate expressions, to leave-taking
effectively in interpersonal facilitate expressions, and
basic interaction, to interpersonal other simple
interpersonal introduce others, and interaction, to everyday phrases to
interactions in to name things. introduce others, and facilitate
everyday (Example: Thank- to name things. interpersonal
contexts, provided you, Can I help you? (Example: Thank- interaction, to
the interlocutor This is [name], etc.) you, Can I help you? introduce others,
speaks slowly and EFL.2.2.13. This is [name], etc.) and to name things.
clearly. (Example: EFL.2.2.13 (Example: Thank-
requesting, you, Can I help you?
introducing, This is [name], etc.)
responding, etc.)
Ask basic personal Ask and answer EFL.2.2.14. Ask
information basic personal and answer basic
questions, as well as information personal information
simple questions questions, as well as questions, as well as
about other people, simple questions simple questions
animals, provided about other people, about other people,
the interaction is animals, and animals, and
slow and clear. possessions, possessions,
(Example: Where do provided the provided the
you live? Do you interaction is slow interaction is slow
have a bicycle?, and clear. (Example: and clear. (Example:
etc.)EFL.2.2.14. Where do you live? Where do you live?
Do you have a Do you have a
bicycle?, etc.) bicycle?, etc.)
EFL.2.2.14.
Reading
CE.EFL.2.11. Demonstrate basic Demonstrate basic EFL 2.3.1.
Identify and reading reading Demonstrate basic
understand comprehension skills comprehension skills reading
individual every- by identifying the by identifying the comprehension
day words, meaning of meaning of skills by identifying
phrases, and individual words, individual words, the meaning of
sentences, including simple including simple individual words,
including written instructions. written instructions. phrases, and
instructions. EFL 2.3.1. EFL 2.3.1. sentences, including
simple written
instructions.
CE.EFL.2.12. Read a simple text Read a simple text EFL 2.3.2. Read a
Understand the (online or print) and (online or print) and short simple text
gist and details in demonstrate demonstrate (online or print) and
short simple understanding basic understanding basic demonstrate
written texts of the content. EFL of the content. EFL understanding of the
(online or print). 2.3.2. 2.3.2. gist and some basic
details of the
content.
CE.EFL.2.16. Understand the ideas Understand the ideas EFL.2.3.7. Read
Understand the in a short simple text in a short simple text and understand the
main ideas in EFL.2.3.7. EFL.2.3.7. main ideas in a short
short simple simple text on a
written texts on cross-curricular
cross-curricular topic. (Example: art,
subjects, both music, history, etc.)
print and digital.
(Example: art,
science, music,
math, history,
etc.)
Writing
CE.EFL.2.17. Know how to spell Know how to spell EFL.2.4.1 Know
Write simple simple English simple English and write how to
words, phrases, words correctly. words correctly. spell simple English
and sentences to (Example: sea, mean, (Example: sea, mean, words correctly,
demonstrate bee, etc.) EFL.2.4.1 bee, etc.) EFL.2.4.1 demonstrating
knowledge of awareness of sound-
spelling, letter relationships.
punctuation, (Example: sea,
capitalization and mean, bee, etc.)
handwriting /
typography, and
identify their
meanings.
Draw a simple Use a simple EFL 2.4.2. Make a

learning resource, in learning resource, in simple learning
order to record and order to record and resource, in order to
practice new words. practice new words. record and practice
(Example: a picture (Example: a picture new words.
dictionary, a word dictionary, a word (Example: a picture
list, set of flash list, set of flash dictionary, a word
cards) EFL 2.4.2 cards) EFL 2.4.2 list, set of flash
cards)
CE.EFL.2.18. Write simple words, Write simple words, EFL 2.4.3. Write
Writing in order with correct use of phrases, with correct
simple words,
to perform the standard writing use of the standard phrases and
controlled mechanics. writing mechanics. sentences with
practice of (Example: spelling, (Example: spelling, correct use of the
vocabulary and punctuation, punctuation, standard writing
grammar items. capitalization, and capitalization, andmechanics.
writing by hand writing by hand (Example: spelling,
and /or on the and /or on the punctuation,
computer. EFL computer) EFL capitalization, and
2.4.3. 2.4.3. writing by hand and
/or on the computer)
Write simple words, Write simple words, EFL.2.4.4. Write
for controlled for controlled simple words,
practice of language practice of language phrases, and
items. EFL.2.4.4. items. EFL.2.4.4. sentences for
controlled practice
of language items.
Language through the arts
CE.EFL.2.21. Recognize key Recognize key EFL 2.5.1. Identify
Distinguish key information such as information such as key information
information in events, and objects in events, characters, in such as events,
stories and other stories and other age- stories and other age- characters, and
age-appropriate appropriate literary appropriate literary objects in stories
literary texts, both texts if there is visual texts if there is visual and other age-
oral and written. support. EFL 2.5.1. support. EFL 2.5.1. appropriate literary
texts if there is
visual support.
CE.EFL.2.22. Express emotions Describe emotions EFL 2.5.2. Express
Describe and using basic using basic emotions and
write about adjectives and adjectives and feelings using basic
emotions and related images related images adjectives and
responses to through written work through written work related images
literary texts on the school or class on the school or class through written
through words bulletin board. EFL bulletin board. EFL work on the school
and images, or 2.5.2. 2.5.2. or class bulletin
other media board.
(video, audio) on
class or school
bulletin boards
and expand on
ideas and
responses to texts
read/seen/heard in
by participating in
songs/chants,
TPR activities and
playground
games.
CE.EFL.2.23. Listen to short Listen to short EFL.2.5.4. Listen to
Display an narratives and/or narratives and/or and read short
affinity for a other oral and other oral and narratives and/or
variety of literary written texts in class written texts in class other oral and
texts by (with a preference (with a preference written literary texts
responding within for authentic texts) in for authentic texts) in in class (with a
a range of order to stimulate order to stimulate preference for
physical, imagination, imagination, authentic texts) in
cognitive, and curiosity and a love curiosity and a love order to stimulate
attitudinal for for imagination,
manners, and vary literature.EFL.2.5.4. literature.EFL.2.5.4. curiosity and a love
elements of a for literature.
literary text to
create a new text.
CE.EFL.2.23. Use and/or other Use ICT and/or other EFL.2.5.4. Apply
Communicate resources to resources to ICT and/or other
ideas and communicate simple communicate simple resources to
experiences and thoughts in small thoughts in small communicate simple
create short groups. EFL.2.5.4. groups. EFL.2.5.4. thoughts in small
original texts groups.
through a range of
resources and
other media,
including ICT.
CE.EFL.2.25. EFL.2.5.9. Use EFL.2.5.9. Use EFL.2.5.9. Use
Implement a creative thinking creative thinking creative thinking
range of creative skills to learn how to skills to learn how to skills to learn how to
thinking skills to share and respect all share and respect all share and respect all
show a respect for ideas through ideas through ideas through
sharing and brainstorming brainstorming brainstorming
accepting activities and pair activities and pair activities and pair
different ideas in work in class. work in class. work in class.
brainstorms and
pair work.
SUBNIVEL BASICA MEDIA

OBJETIVOS Listening, speaking, reading, and writing to build up learners’
INTEGRADORES communicative language competence in its linguistic,
DEL SUBNIVEL sociolinguistic, and pragmatic components.
Responsibility, Honesty, Respect, Love, Peace, Justice, etc.
AREA INGLES
OBJETIVOS DE LA OG.EFL1. Encounter socio-cultural aspects of their own and
AREA other countries in a thoughtful and inquisitive manner,
maturely and openly experiencing other cultures and
languages from the secure standpoint of their own national
and cultural identity.
OG.EFL2. Draw on this established propensity for curiosity
and tolerance towards different cultures to comprehend the
role of diversity in building an intercultural and multinational
society.
OG.EFL3. Access greater flexibility of mind, creativity,
enhanced linguistic intelligence and critical thinking skills
through an appreciation of linguistic differences. Enjoy an
enriched perspective of their own L1 and of language use for
OG.EFL4. Deploy a range of learning strategies, thereby
increasing disposition and ability to independently access
further (language) learning and practice opportunities.
Respect themselves and others within the communication
process, cultivating habits of honesty and integrity into
responsible academic behavior.
OG.EFL5. Directly access the main points and important
details of up-to-date English language texts, such as those
published on the web, for professional or general
investigation, through the efficient use of ICT and reference
tools where required.
OG.EFL6. Through selected media, participate in reasonably
extended spoken or written dialogue with peers from dif-
ferent L1 backgrounds on work, study or general topics of
common interest, expressing ideas and opinions effectively
and appropriately.
OG.EFL7. Interact quite clearly, confidently and
appropriately in a range of formal and informal social
situations with a limited but effective command of the
spoken language (CEFR B1 level).
OBJETIVOS DEL O.EFL 3.1 Identify the main ideas and some details of written
AREA POR and oral texts, in order to interact with and to develop an
SUBNIVEL approach of critical inquiry to a variety of texts.
O.EFL 3.2 Assess and appreciate English as an international
language, as well as the skills and subskills that contribute to
communicative and pragmatic competence.
O.EFL 3.3 Independently read level-appropriate texts in
English for pure enjoyment/entertainment and to access
information.
O.EFL 3.4 Develop creative and critical thinking skills to
foster problem-solving and independent learning using both
spoken and written English.
O.EFL 3.5 Use print and digital tools and resources to
investigate real-world issues, answer questions or solve
problems.
O.EFL 3.6 Read and write short descriptive and informative
texts related to personal information or familiar topics and
use them as a means of communication and written
expression of thought.
O.EFL 3.7 Appreciate the use of English language through
spoken and written literary texts such as poems, 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.
O.EFL 3.8 Demonstrate an ability to interact with written
and spoken texts, in order to explore creative writing as an
outlet to personal expression 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 exchange of
information.
O.EFL 3.10 Demonstrate an ability to use English as a means
to interact socially and work cooperatively in pairs and
groups
FIFTH SIXTH SEVENTH
EVALUACIÓN
GRADE GRADE GRADE
CE.EFL.3.1. Cultivate Ask simple basic Ask simple basic EFL 3.1.1. Ask
an awareness of different questions in class questions in class simple basic
cultures and identify about the city beyond about the country questions in class
similarities and their own immediate beyond their own about the world
differences between environment in order immediate beyond their own
them through oral and to increase their environment in immediate
written literary texts. understanding of order to increase environment in
different cultures. EFL their understanding order to increase
3.1.1 of different their understanding
cultures. of different cultures.
EFL 3.1.1.
CE.EFL.3.3. Interact Exchange basic Exchange basic EFL 3.1.3.

with others using a personal preferences personal Exchange basic
variety of both verbal with peers in order to preferences with personal preferences
and nonverbal express likes and peers in order to with peers in order
communication features dislikes. express likes and to express likes and
and express likes and EFL 3.1.3. dislikes. dislikes.
dislikes while giving EFL 3.1.3
recommendations in
basic yet effective terms.
CE.EFL.3.5. Demonstrate Demonstrate EFL 3.1.7.
Demonstrate an ability appropriate classroom appropriate Demonstrate
to use a variety of behaviors by classroom appropriate
sources for oral and participating in small behaviors by classroom behaviors
written communication group or whole class participating in by participating
in order to interact with discussions. (Example: small group or individual or whole
others in social situations being courteous, whole class class discussions.
respecting the person discussions. (Example: being
and property of others, (Example: being courteous,
etc.) courteous, respecting the
EFL 3.1.7. respecting the person and property
person and property of others, etc.)
of others, etc.) EFL
3.1.7.
Oral Communication
CE.EFL.3.6. Listening Record key items of Record key items of EFL 3.2.3. Record
for Meaning: specific information specific information key items of specific
Demonstrate an from a message or from a message or information from a
understanding of the description, either in description, either heard message or
main idea, speaker and written form or by in written form or description, either in
situation in spoken texts drawing a picture. by drawing a written form or by
set in familiar everyday (Example: letters of picture. (Example: drawing a picture.
contexts without having the alphabet, numbers, letters of the (Example: letters of
to decode every word. quantities, prices and alphabet, numbers, the alphabet,
times, days, dates and quantities, prices numbers, quantities,
months, etc.) and times, days, prices and times,
EFL 3.2.3. dates and months, days, dates and
etc.) EFL 3.2.3 months, etc.)
CE.EFL.3.8. Production Spell out key Spell out key EFL 3.2.8. Spell out
– Accuracy and vocabulary items using vocabulary items key vocabulary
Intelligibility: the English vowels. using the English items using the
Communicate needs (Example: names, vowels (Example: English alphabet.
clearly in class by asking colors, animals, names, colors, (Example: names,
questions or requesting possessions, etc.) EFL animals, colors, animals,
clarification. 3.2.8. possessions, etc.) possessions, etc.)
Demonstrate acquisition EFL 3.2.8
of skills taught in class,
such as being able to
spell out words or use
some grammatical
structures (albeit with
frequent errors)
CE.EFL.3.9. Production Exchange basic Exchange basic EFL 3.1.3.
- Fluency: Respond to personal preferences personal Exchange basic
simple with peers preferences with personal preferences
questions and familiar in order to express peers with peers and
everyday social likes and dislikes. in order to express teacher
situations, such as an EFL 3.1.3. likes and dislikes. in order to express
invitation or request, EFL 3.1.3. likes and dislikes.
relatively quickly.
Spontaneously initiate
interactions in order to
express opinions or give
accounts of personal
experiences.
CE.EFL.3.10. React appropriately to React appropriately EFL 3.2.9. React
Interaction – what others say using to what others say appropriately to
Interpersonal: Participate verbal/non-verbal by using verbal/non- what others say
effectively in familiar asking further simple verbal by asking using verbal/non-
and predictable questions to extend the further simple verbal back-
conversational interaction. (Example: questions to extend channeling, or by
exchanges by sharing express interest using the interaction. asking further
information and reacting facial expression or (Example: express simple questions to
appropriately in basic simple words with interest using facial extend the
interpersonal appropriate intonation: expression or interaction.
interactions. Oh! Yes! Thanks. And simple words with (Example: express
you? Etc.) EFL 3.1.3. appropriate interest using facial
intonation: Oh! expression or simple
Yes! Thanks. And words with
you? EFL 3.2.9. appropriate
intonation: Oh! Yes!
Thanks. And you?
Etc.)
Reading
CE.EFL.3.12. Display Show understanding Show EFL 3.3.2. Show
an understanding of of some basic details understanding of understanding of
some basic details in in short simple cross- some basic details some basic details in
short simple cross- curricular texts by in short simple short simple cross-
curricular texts from matching and labeling. cross-curricular curricular texts by
various sources by EFL 3.3.2. texts by matching matching, labeling
matching, labeling and and labeling. and answering
answering simple EFL 3.3.2. simple questions.
questions, and use the
information gathered in
order to organize and
discuss relationships
between different
academic content areas.
CE.EFL.3.13. Show an Distinguish between Distinguish EFL 3.3.4.
ability to identify the fact and opinion and between fact and Distinguish between
meaning of specific relevant in an opinion in an fact and opinion and
content-based words and informational text informational text relevant and
phrases, with the aid of through the use of through the use of irrelevant
visual support, and use mind maps/charts. mind maps/charts. information in an
charts/mind maps to EFL 3.3.4 EFL 3.3.4. informational text
distinguish between through the use of
fact/opinion and mind maps/charts.
relevant/irrelevant
information in
informational texts.
Writing
CE.EFL.3.16. Create a Make a simple Make a simple EFL 3.4.1. Make a
simple learning resource learning resource in learning resource in simple learning
in order to record and order to practice new order to practice resource in order to
practice new words and words. (Example: a new words. record and practice
demonstrate knowledge picture dictionary, a (Example: a picture new words.
of their meanings. word list, set of dictionary, a word (Example: a picture
flashcards, etc.). list, set of dictionary, a word
EFL 3.4.1. flashcards, etc.). list, set of
EFL 3.4.1. flashcards, etc.).
CE.EFL.3.17. Produce a Write a short simple Write a short EFL 3.4.2. Write a
short simple paragraph to paragraph to describe simple paragraph to short simple
describe people, places, yourself, animals, describe yourself, paragraph to
things and feelings in places and things, with animals, places and describe yourself or
order to influence an limited support. things, with limited other people,
audience and use linking (Example: by support. (Example: animals, places and
words to write other answering questions or by answering things, with limited
narratives on familiar using key words) questions or using support. (Example:
subjects. EFL 3.4.2. key words) by answering
EFL 3.4.2. questions or using
key words)
CE.EFL.3.19. Create a Write a questionnaire Write a EFL 3.4.5. Write a
questionnaire or survey for friends, family or questionnaire for questionnaire or
using WH-question classmates using WH- friends, family or survey for friends,
words in order to identify questions in order to classmates using family or classmates
things in common and identify things in WH- questions in using WH-
preferences while common and order to identify questions in order to
displaying an ability to preferences. things in common identify things in
convey and organize EFL 3.4.5. and preferences. common an and
information using facts EFL 3.4.5 preferences.
and details.)
CE.EFL.3.22. Design Create picture and/or Create picture EFL 3.5.2. Create
and produce picture other graphic and/or other graphic picture books and/or
books, graphic expressions in pairs in expressions in pairs other graphic
expressions and/or class by varying in class by varying expressions in pairs
personal stories by scenes, characters or scenes, characters in class by varying
varying elements of other elements of or other elements of scenes, characters or
literary texts and adding literary texts. literary texts. other elements of
imaginative details to EFL 3.5.2. EFL 3.5.2. literary texts.
real-life stories and
situations in order to
create new, original texts
CE.EFL.3.23. Create Create stories, dances Create stories, EFL 3.5.8. Create
short, original texts using and plays including songs, dances and stories, poems,
a range of resources and those that reflect plays including songs, dances and
other media, including traditional and popular those that reflect plays including
ICT, in order to recreate Ecuadorian culture, traditional and those that reflect
familiar scenes and observing the popular Ecuadorian traditional and
themes. conventions of the culture, observing popular Ecuadorian
genre. (Example: the conventions of culture, observing
purpose) the genre. the conventions of
EFL 3.5.8. (Example: purpose) the genre. (Example:
EFL 3.5.8. purpose)
NIVEL BASICA SUPERIOR

AREA INGLES
OBJETIVOS DEL OG.EFL1. Encounter socio-cultural aspects of their own and other
AREA countries in a thoughtful and inquisitive manner, maturely and
openly experiencing other cultures and languages from the secure
standpoint of their own national and cultural identity.
OG.EFL2. Draw on this established propensity for curiosity and
OG.EFL3. Access greater flexibility of mind, creativity, enhanced
linguistic intelligence and critical thinking skills through an
appreciation of linguistic differences. Enjoy an enriched perspective
of their own L1 and of language use for communication and
learning.
OG.EFL4. Deploy a range of learning strategies, thereby increasing
disposition and ability to independently access further (language)
learning and practice opportunities. Respect themselves and others
within the communication process, cultivating habits of honesty
and integrity into responsible academic behavior.
OG.EFL5. Directly access the main points and important details of
up-to-date English language texts, such as those published on the
web, for professional or general investigation, through the efficient
use of ICT and reference tools where required.
backgrounds on work, study or general topics of common interest,
expressing ideas and opinions effectively and appropriately.
OG.EFL7. Interact quite clearly, confidently and appropriately in a
range of formal and informal social situations with a limited but
effective command of the spoken language (CEFR B1 level).
OBJETIVOS DEL O.EFL.4.1. Identify the main ideas, some details and inferences of
AREA POR written texts, in order to produce level-appropriate critical analysis
SUBNIVEL of familiar subjects and contexts.
O.EFL.4.2. Appreciate and value English as an international
language and a medium to interact globally
O.EFL.4.3. Independently read A2.1 level text in English as a source
of entertainment and interpersonal and intrapersonal interaction.
O.EFL.4.4. Develop creative and critical thinking skills when
encountering challenges in order to promote autonomous learning
and decision making.
O.EFL.4.5. Introduce the need for independent research as a daily
activity by using electronic resources (ICT) in class while practicing
appropriate competences in the four skills.
O.EFL.4.6. Write short descriptive and informative texts related to
personal information or familiar topics and use them as a means of
communication and written expression of thought.
O.EFL.4.7. Use spoken and written literary text in English such as
poems, short stories, comic strips, short magazine articles and oral
interviews on familiar subjects in order to inspire oral and written
production at an A2.1 level.
O.EFL.4.8. Integrate written and spoken text in order to identify
cultural differences and similarities within a range of local, national
and global contexts familiar to the learner.
O.EFL.4.9. Create a sense of awareness in terms of accuracy when
learners interact in English using high-frequency and level-
appropriate expressions in order to reach an effective command of
spoken language.
DESTREZAS CON CRITERIO DE DESEMPEÑO
CRITERIOS DE
EVALUACIÓN EIGHTH GRADE NINTH GRADE TENTH GRADE

CE. EFL. 4.1. Compare and Compare and contrast EFL 4.1.1. Compare
Compare and contrast oral oral traditions, myths, and contrast oral
contrast oral traditions, myths, folktales from Ecuador traditions, myths,
traditions and folktales and literature and folktales and
literature from from Ecuador identify similarities literature from
Ecuador and and identify and differences and Ecuador and
beyond in order similarities universal cultural international regions
to manifest an and differences and themes. EFL 4.1.1 and cultures and
understanding of universal cultural identify similarities
the relationship themes EFL 4.1.1 and differences and
between cultural universal cultural
perspective and themes.
practices and by
sharing cross
cultural
experiences.
CE.EFL.4.2. Recognize some Recognize and EFL 4.1.2.
Recognize and commonalities and demonstrate some Recognize and
demonstrate an distinctions across commonalities and demonstrate an
appreciation of cultures distinctions across appreciation of some
commonalities (differentiated by cultures and groups commonalities and
between cultures gender, ability, (differentiated by distinctions across
as well as the generations, etc.) gender, ability, cultures and groups
consequences of including the generations, etc.) (differentiated by
one’s actions students’ own. EFL including the students’ gender, ability,
while exhibiting 4.1.2. own. EFL 4.1.2. generations, etc.)
socially including the
responsible students’ own.
behaviors.
Recognize the Recognize the EFL 4.1.9.

consequences of consequences of one’s Recognize the
one’s actions by actions by consequences of
demonstrating demonstrating one’s actions by
responsible decision- responsible decision- demonstrating
making at school, making at school, responsible decision-
while considering online, at home and, making at school,
ethical standards, while considering online, at home and
safety concerns, ethical standards, in the community,
social norms and safety concerns, social while considering
mutual respect. EFL norms and mutual ethical standards,
4.1.9. respect. EFL 4.1.9. safety concerns,
social norms and
mutual respect
CE.EFL.4.3. Use self-correcting Apply self-correcting EFL 4.1.5. Apply

Interact with and self-monitoring and self-monitoring self-correcting and
others using self- strategies in strategies in classroom self-monitoring
monitoring and classroom interactions. strategies in social
self-correcting interactions. (Example: asking and classroom
strategies as well (Example: asking questions, starting interactions.
as appropriate questions, starting over, rephrasing, (Example: asking
nonverbal and over, rephrasing, exploring alternative questions, starting
oral exploring alternative pronunciations or over, rephrasing,
communication pronunciations or wording, etc.) EFL exploring alternative
features wording, etc.) 4.1.5. pronunciations or
EFL 4.1.5. wording, etc.)
CE.EFL.4.4 Seek and provide Seek and provide EFL 4.1.6. Seek and
Demonstrate the information, orally information, orally or provide information
ability to ask for or in writing and in in writing and in and assistance, orally
and give online or face-to- online or face-to-face or in writing and in
information and face interactions, for interactions, for online or face-to-
assistance using personal, social and personal, social and face interactions, for
appropriate academic purposes. academic purposes. personal, social and
language and EFL 4.1.6. EFL 4.1.6. academic purposes.
interaction styles Use suitable Use suitable EFL 4.1.8. Use
in a variety of vocabulary for vocabulary, suitable vocabulary,
social formal and informal expressions, and expressions,
interactions. social, academic interaction styles for language and
situations in order to formal and informal interaction styles for
communicate social or academic formal and informal
specific intentions in situations in order to social or academic
online and face-to- communicate specific situations in order to
face interactions. intentions in online communicate
(Example: thanking, and face-to-face specific intentions in
making promises, interactions. online and face-to-
apologizing, asking (Example: thanking, face interactions.
permission, chatting making promises, (Example: thanking,
with friends, apologizing, asking making promises,
answering in class, permission, chatting apologizing, asking
greeting an authority with friends, permission, chatting
figure, etc.) EFL answering in class, with friends,
4.1.8. greeting an authority answering in class,
figure, etc.) EFL greeting an authority
4.1.8. figure, etc.)
CE.EFL.4.5. Demonstrate Demonstrate EFL 4.1.4.

Display an mindfulness, and an mindfulness, empathy, Demonstrate
appreciation of overall respect for and an overall respect mindfulness,
and demonstrate the integrity of for the integrity of empathy, tolerance
respect for cultures in daily cultures in daily and an overall
individual and classroom activities. classroom activities. respect for the
group differences EFL 4.1.4. EFL 4.1.4. integrity of cultures
by establishing in daily classroom
and maintaining activities.
healthy and
rewarding
relationships
based on
communication
and cooperation. Recognize individual Recognize individual EFL 4.1.10.
and group and group similarities Recognize and
similarities and and differences by appreciate individual
differences by establishing and and group
establishing and maintaining healthy similarities and
maintaining healthy and rewarding online differences by
and rewarding online and face-to face establishing and
and face-to face relationships based on maintaining healthy
relationships based communication and and rewarding online
on communication cooperation. EFL and face-to face
and cooperation. 4.1.10 relationships based
EFL 4.1.10 on communication
and cooperation.
Oral Communication
CE. EFL. 4.6 EFL.4.2.1.
Listening for Understand phrases
meaning: and expressions
Understand and related to areas of
follow the main most immediate
idea in spoken priority within the
texts set in personal and
familiar everyday educational domains,
contexts provided speech is
recognize, clearly and slowly
provided speech articulated.
is clear and (Example: daily life,
articulate, and free time, school
deduce the activities, etc.)
meanings of EFL 4.2.4. Deduce
unfamiliar words the meanings of
and phrases using unfamiliar phrases
context clues and words from a
and/or prior context containing
knowledge. familiar elements.
(Example: colloquial
greetings,
exclamations,
interjections, etc.)
CE. EFL. 4.7 Understand short, Understand short, EFL 4.2.3. Follow
Listening for straightforward straightforward audio and understand
information: audio messages messages and/or the short,
Follow and and/or the main main idea/dialogue of straightforward
identify some idea/dialogue of a a movie or cartoon (or audio messages
main ideas and movie or cartoon (or other age-appropriate and/or the main
details in short other age- audio-visual idea/dialogue of a
and appropriate audio- presentations) if movie or cartoon (or
straightforward visual presentations) delivered slowly and other age-
spoken or audio if delivered slowly visuals provide appropriate audio-
texts set in and visuals provide contextual support. visual presentations)
familiar contexts, contextual support. (Example: an if delivered slowly
when delivered (Example: an announcement of a bus and visuals provide
slowly and with announcement of a delay, an intercom contextual support.
visuals to provide bus delay, an announcement at (Example: an
contextual intercom school, a dialogue announcement of a
support. Use announcement at supported by facial bus delay, an
spoken school, a dialogue expressions/gestures intercom
contributions in supported by facial and appropriate announcement at
class as models expressions/gestures intonation, etc.) EFL school, a dialogue
for one’s own and appropriate 4.2.3 supported by facial
speech. intonation, etc.) EFL expressions/gestures
4.2.3 and appropriate
intonation, etc.)
EFL 4.2.6. Use EFL 4.2.6. Use other EFL 4.2.6. Use
other students’ students’ contributions other students’
contributions in class in class as models for contributions in class
as models for their their own. as models for their
own. own.
CE.EFL.4.8. Use a series of Use a series of phrases EFL 4.2.2 Use a

Production – phrases and and sentences and series of phrases and
Accuracy and sentences and sentences to describe sentences and
Intelligibility: sentences to describe aspects of personal sentences to describe
Communicate aspects of personal background, simple aspects of personal
needs and background, simple terms using background,
information terms using grammatical structures immediate
clearly and in grammatical learnt in class environment and
simple terms, structures learnt in (although there may be matters of immediate
using class (although there frequent errors with need in simple terms
grammatical may be frequent tenses, personal using grammatical
structures learned errors with tenses, pronouns, prepositions structures learnt in
in class (although personal pronouns, etc.) EFL 4.2.2 class (although there
there may be prepositions etc.) may be frequent
frequent errors), EFL 4.2.2 errors with tenses,
effectively and personal pronouns,
without undue prepositions etc.)
effort.
Demonstrate an
ability to make
appropriate use of
new words and
expressions in
social
interactions.
CE. EFL. 4.10 Sustain a Sustain a EFL 4.2.10. Sustain
Interaction- conversational conversational a conversational
Interpersonal: exchange on a exchange on a exchange on a
Participate familiar, everyday familiar, everyday familiar, everyday
effectively in subject when subject when carrying subject when
familiar and carrying collaborative/paired carrying out a
predictable collaborative/paired learning activity in collaborative/paired
conversational learning activity in which there are learning activity in
exchanges by which there are specific instructions which there are
asking and specific instructions for a task. EFL 4.2.10. specific instructions
answering for a task. EFL for a task.
follow- up 4.2.10.
questions,
provided there
are opportunities
to use repair
strategies and
sustain
conversational
exchanges in
pairs to complete
a task, satisfy a
need or handle a
simple
transaction.
Reading
CE. EFL.4.11 EFL 4.3.1.
Demonstrate Understand main
comprehension of points in short
main ideas and simple texts on
some details in familiar subjects.
short simple texts (Example: news
on familiar about sports or
subjects, making famous people,
use of contextual descriptions, etc.)
clues to identify
relevant Make use of clues EFL 4.3.2. Make use
information in a such as titles, of clues such as titles,
text. illustrations, illustrations,
organization, text organization, text
outline and layout, outline and layout, etc.
etc. to identify to identify and
information in understand relevant
written level- information in written
appropriate texts level-appropriate texts
types. EFL 4.3.2 types.
CE.EFL.4.12. EFL 4.3.5. Use
Use a range of everyday reference
reference material in order to
materials and select information
sources, both appropriate to the
online and in purpose of an
print, in order to inquiry and relate
support ideas, ideas from one
answer inquiries, written source to
find relationships another.
and relate ideas
between different EFL 4.3.7. Read,
subject areas. gather, view and
listen to information
from various sources
in order to organize
and discuss
relationships
between academic
content areas.
(Example: nonfiction
books for young
adults, the Internet,
audio and media
presentations, oral
interviews, maps,
diagrams, reference
books, magazines,
etc.
CE.EFL.4.13. Apply learning Apply learning EFL 4.3.6. Apply
Apply learning strategies to interpret strategies to interpret a learning strategies to
strategies such as a variety of written variety of written examine and
using prior materials using prior materials using prior interpret a variety of
knowledge and knowledge, graphic knowledge, graphic written materials
graphic organizers, context organizers, context using prior
organizers to clues, note taking clues, note taking and knowledge, graphic
interpret new and finding words in finding words in a organizers, context
information in a a dictionary. EFL dictionary. EFL 4.3.6. clues, note taking
text, and assess 4.3.6. and finding words in
this information a dictionary.
according to the
organization,
subject area and
purpose of the
text, using
different criteria,
including ICT
tools.
Writing
CE.EFL.4.15. EFL 4.4.1. Convey
Express information and
information and ideas through simple
ideas and transactional or
describe feelings expository texts on
and opinions in familiar subjects
simple using ICT tools and
transactional or conventions and
expository texts features of English
on familiar appropriate to
subjects in order audience and
to influence an purpose.
audience, while
recognizing that Write to feelings in Write to feelings/ EFL 4.4.4. Write to
different texts order to effectively opinions in order to describe feelings/
have different influence an effectively influence opinions in order to
features and audience. (Example: an audience. effectively influence
showing the persuade, negotiate, (Example: persuade, an audience.
ability to use argue, etc.) negotiate, argue, etc.) (Example: persuade,
these features EFL 4.4.4. EFL 4.4.4. negotiate, argue,
appropriately in etc.)
one’s own
writing. Identify that various EFL 4.4.5.
types of writing Recognize that
require different various types of
language, formatting writing require
and special different language,
vocabulary. (Example: formatting and
a recipe, a letter, etc.) special vocabulary.
EFL 4.4.5 (Example: a recipe, a
letter, etc.)
CE.EFL.4.16. EFL 4.4.2. Make
Make use of and use a simple
simple learning print or digital
resources, learning resource to
including those compare and
created by one’s contrast information
self, in order to in order to
compare and demonstrate
contrast understanding and
information, and command of a topic.
choose
appropriate
resources
according to the
value, purpose
and audience of
each.
CE.EFL.4.17. Use the process of Use the process of EFL 4.4.7. Use the
Show an ability prewriting, revising, prewriting, revising, process of
to convey and peer editing and peer editing and prewriting, drafting,
organize proofreading (i.e., proofreading (i.e., “the revising, peer editing
information “the writing writing process”) to and proofreading
through the use of process”) to produce produce well- (i.e., “the writing
facts and details well-constructed constructed process”) to produce
and by employing informational texts. informational texts. well-constructed
various stages of EFL 4.4.7. EFL 4.4.7. informational texts.
the writing
process, while
using a range of Organize Organize information EFL 4.4.8. Convey
digital tools to information using using facts and details and organize
promote and facts and details in in order to illustrate information using
support order to illustrate diverse patterns and facts and details in
collaboration, diverse patterns and structures in writing. order to illustrate
learning and structures in writing. (Example: cause and diverse patterns and
productivity. (Example: cause and effect, problem and structures in writing.
effect, problem and solution, general-to- (Example: cause and
solution, general-to- specific presentation, effect, problem and
specific presentation, etc.) EFL 4.4.8. solution, general-to-
etc.) EFL 4.4.8. specific presentation,
etc.)
CE.EFL.4.18. Use main points in Use main points in EFL 4.5.1. Make use
Use main ideas in literary texts literary texts (authentic of main points in
order to (authentic and semi- and semi-authentic, literary texts
understand, authentic, oral and oral and written) to (authentic and semi-
predict, infer and written) to understand short authentic, oral and
deduce literal and understand short simple everyday written) to
implied meanings simple everyday stories, especially if understand short
in short, simple, stories, especially if there is visual support. simple everyday
everyday literary there is visual EFL 4.5.1. stories, especially if
texts (online, oral support. EFL 4.5.1. there is visual
or in print). support.
CE.EFL.4.19. EFL 4.5.2. Compare
Find and identify and present personal
literary elements and formal responses
and techniques to and interpretation
and relate those of published literary
elements to the works and the works
learner’s own of peers, referring to
experiences and details and features
to other works, of the text.
including one’s (Example: text
peers, in order to structure, plot, ideas,
present personal events, vocabulary,
responses and etc.)
interpretations.
CE.EFL.4.20. Create personal stories EFL 4.5.4. Create
Create short, by adding imaginative personal stories by
original literary details to real-life, adding imaginative
texts in different using appropriate details to real-life
genres, including vocabulary and stories and
those that reflect elements of the situations, using
Ecuadorian literature learners have appropriate
cultures, using a read or heard. EFL vocabulary and
range of digital 4.5.4. elements of the
tools, writing literature learners
styles, have read or heard.
appropriate
vocabulary and
other literary
concepts.
CE.EFL.4.22. Work in Work in collaborative EFL 4.5.9. Engage
Show the ability collaborative activities through a in collaborative
to work activities through a variety of student activities through a
collaboratively variety of student groupings to create variety of student
and to participate groupings to create and respond to groupings to create
effectively in a and respond to literature and other and respond to
variety of student literature and other literary texts. literature and other
groupings by literary texts. (Example: small literary texts.
employing a wide (Example: small groups, cooperative (Example: small
range of creative groups, cooperative learning groups, groups, cooperative
thinking skills learning groups, literature circles, learning groups,
through the literature circles, process writing literature circles,
completion of process writing groups, etc.) EFL process writing
activities such as groups, etc.) EFL 4.5.9. groups, etc.)
playing games, 4.5.9.
brainstorming Develop in creative Develop in creative EFL 4.5.11.
and problem thinking through thinking through Participate in
solving. brainstorming, brainstorming, creative thinking
working in groups, working in groups, through
games and problem- games and problem- brainstorming,
solving tasks by solving tasks by working in groups,
showing the ability showing the ability to games and problem-
to accept a variety of accept a variety of solving tasks by
ideas and capitalize ideas and capitalize on showing the ability
on other people’s other people’s to accept a variety of
strengths. EFL strengths. EFL 4.5.11. ideas and capitalize
4.5.11. on other people’s
strengths.
NIVEL BACHILLERATO
AREA INGLES
OBJETIVOS DEL OG.EFL1. Encounter socio-cultural aspects of their own and
AREA other countries in a thoughtful and inquisitive manner,
maturely and openly experiencing other cultures and
languages from the secure standpoint of their own national
and cultural identity.
OG.EFL2. Draw on this established propensity for curiosity and
tolerance towards different cultures to comprehend the role
of diversity in building an intercultural and multinational
society.
OG.EFL3. Access greater flexibility of mind, creativity,
enhanced linguistic intelligence and critical thinking skills
through an appreciation of linguistic differences. Enjoy an
enriched perspective of their own L1 and of language use for
OG.EFL4. Deploy a range of learning strategies, thereby
increasing disposition and ability to independently access
further (language) learning and practice opportunities.
Respect themselves and others within the communication pro-
cess, cultivating habits of honesty and integrity into
responsible academic behavior.
OG.EFL5. Directly access the main points and important details
of up-to-date English language texts, such as those published
on the web, for professional or general investigation, through
the efficient use of ICT and reference tools where required.
extended spoken or written dialogue with peers from different
L1 backgrounds on work, study or general topics of common
interest, expressing ideas and opinions effectively and
appropriately.
OG.EFL7. Interact quite clearly, confidently and appropriately
in a range of formal and informal social situations with a
limited but effective command of the spoken language (CEFR
B1 level).
OBJETIVOS DEL O.EFL 5.1 Encounter socio-cultural aspects of their own and other
AREA POR countries in a thoughtful and inquisitive manner, maturely, and
SUBNIVEL openly experiencing other cultures and languages from the secure
standpoint of their own national and cultural identity.
O.EFL 5.2 Draw on this established propensity for curiosity and
O.EFL 5.3 Access greater flexibility of mind, creativity, enhanced
linguistic intelligence, and critical thinking skills through an
appreciation of linguistic differences. Enjoy an enriched perspective
of their own L1 and of language use for communication and
learning.
O.EFL 5.4 Deploy a range of learning strategies, thereby increasing
disposition and ability to independently access further (language)
learning and practice opportunities. Respect themselves and others
within the communication process, cultivating habits of honesty and
integrity into responsible academic behavior.
O.EFL 5.5 Directly access the main points and important details of
up-todate English language texts, such as those published on the
web, for professional or general investigation, through the efficient
use of ICT and reference tools where required.
O.EFL 5.6 Through selected media, participate in reasonably
backgrounds on work, study, or general topics of common interest,
expressing ideas and opinions effectively and appropriately.
O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a
range of formal and informal social situations with a limited but
effective command of the spoken language (CEFR B1 level)
EVALUACIÓN FIRST SECOND THIRD
CE.EFL.5.1. Display Display an Display an EFL 5.1.1. Display
an understanding of the understanding of the understanding of the an understanding of
integrity of different relationship between relationship between the relationship
cultures by sharing the practices different the practices and between the
experiences and by cultures. EFL 5.1.1. perspectives of practices and
participating in class different cultures. perspectives of
activities and EFL 5.1.1. different cultures by
discussions in a way recognizing and
that shows empathy sharing cross-
and respect for others. cultural experiences
MOSTRAR and ideas.
Demonstrate Demonstrate EFL 5.1.2.
mindfulness, empathy mindfulness, empathy, Demonstrate
for the integrity of tolerance and respect mindfulness,
cultures in daily for the integrity of empathy, tolerance
classroom activities. cultures in daily and an overall
EFL.5.1.2. classroom activities. respect for the
EFL.5.1.2. integrity of cultures
in daily classroom
activities.
CE.EFL.5.2. Find parallels Find parallels between EFL 5.1.3. Find
Demonstrate an ability between Ecuadorian Ecuadorian cultural parallels between
to discuss culture by cultural by talking and political referents Ecuadorian cultural
analyzing cultural about holidays, by talking about and political
products and referents symbols, customs and holidays, symbols, referents and those
from Ecuador and schooling. EFL 5.1.3. customs and schooling. of other countries
other countries while EFL 5.1.3 by talking about
making informed holidays, symbols,
choices about and customs and
taking action on issues schooling.
of prejudice and Demonstrate an Demonstrate an ability EFL 5.1.6.
discrimination. ability to make to make informed Demonstrate an
informed choices of choices and take action ability to make
prejudice and of prejudice informed choices
discrimination. EFL discrimination. about and take
5.1.6 EFL 5.1.6 action on issues of
prejudice and
discrimination.
CE.EFL.5.3. Interpret EFL 5.1.7. Interpret
cultural and language and demonstrate
patterns in English, knowledge of
including nonverbal nonverbal and oral
communication, and communication
apply them in features by applying
appropriate contexts. them in appropriate
contexts. (Example:
use of stress,
intonation, pace, etc.)
CE.EFL.5.4. Discover alternatives Discover and employ EFL 5.1.8. Discover
Communicate in social and alternatives of saying and employ
effectively using a classroom things in social and alternative ways of
variety of media and interactions. EFL classroom interactions. saying things in
formats, including ICT, 5.1.8. EFL 5.1.8. social and
by saying things in classroom
alternative ways and interactions.
applying self- Communicate Communicate EFL 5.1.9.
correcting and self- information to information and ideas Communicate
monitoring strategies diverse audiences to diverse audiences information and
when needed. using a variety of using a variety of ideas effectively to
media and formats. media and formats. diverse audiences
EFL 5.1.9. EFL 5.1.9. using a variety of
media and formats.
Apply self-correcting Apply self-correcting EFL 5.1.11. Apply
and strategies in and self-monitoring self-correcting and
social and classroom strategies and self-monitoring
interactions by classroom interactions strategies in social
adjusting presentation by adjusting and classroom
and language presentation and interactions by
production to language production to adjusting
effectively express effectively express presentation and
opinions and make opinions and make language production
evaluations. evaluations. (Example: to effectively
(Example: asking asking questions, express opinions
questions, starting starting over, and make
over, rephrasing, rephrasing, exploring evaluations.
exploring alternative alternative (Example: asking
pronunciations, etc.) pronunciations, etc.) questions, starting
EFL 5.1.11 EFL 5.1.11. over, rephrasing,
exploring
alternative
pronunciations, etc.)
Oral Communication
CE.EFL.5.5. Listening Deduce the meanings Deduce the meanings EFL 5.2.1. Deduce
for Meaning: Identify of unfamiliar phrases of unfamiliar phrases the meanings of
the main idea in a and words from a and words from a unfamiliar phrases
variety of audio context containing context containing and words from a
recordings (e.g., familiar elements. familiar elements. context containing
interviews, radio ads, (Example: colloquial (Example: colloquial familiar elements.
news reports, etc.) and greetings, etc.) EFL greetings, (Example:
deduce the meanings of 5.2.1. exclamations, etc.) colloquial greetings,
unfamiliar phrases and EFL 5.2.1 exclamations,
words in familiar interjections, etc.)
contexts, provided Identify the main idea Identify the main idea EFL 5.2.2. Identify
speech is clear and and some details of and some details of, the main idea and
visuals help support recorded interviews documentaries and some details of
meaning. reporting on seasonal interviews reporting on recorded news
festivities, seasonal festivities, reports,
environmental issues, environmental issues, documentaries and
food and international food and international interviews reporting
customs, climate, customs, climate, on seasonal
weather, etc., where weather, etc., where the festivities,
the visuals support visuals support the environmental
the commentary. EFL commentary. EFL issues, food and
5.2.2. 5.2.2. international
customs, climate,
weather, etc., where
the visuals support
the commentary
Understand the main Understand the main EFL 5.2.5.
idea of radio idea of radio Understand the
recordings on recordings on subjects main idea of radio
subjects of personal of personal interest, and audio
interest. EFL 5.2.5. provided speech is recordings on
clear. EFL 5.2.5. subjects of personal
interest, provided
speech is clear.
CE.EFL.5.6. Listening Follow main ideas in Follow main ideas in EFL 5.2.3. Follow
for Information: Deal topics covered in topics covered in other main ideas in topics
with practical, other curricular curricular subjects with covered in other
everyday subjects with the help the help of visual curricular subjects
communication of visual support, support, using with the help of
demands in familiar using words that have vocabulary that have visual support,
social and academic been studied in been studied in using concepts and
contexts, including advance. EFL 5.2.3. advance. EFL 5.2.3 vocabulary that
following directions in have been studied in
class activities and advance.
identifying main ideas Follow oral Follow oral directions EFL 5.2.4. Follow
in other curricular directions in in classroom activities oral directions in
subjects when given classroom activities and provide directions classroom activities
sufficient support. and provide to peers in selected and projects and
directions to peers . interactions. EFL 5.2.4 provide directions
EFL 5.2.4. to peers in selected
interactions.
Deal with, everyday Deal with practical, EFL 5.2.13. Deal
communication communication with practical,
demands within demands within everyday
familiar contexts. familiar contexts, communication
(Example: meeting effectively and without demands within
people, extending and undue effort. familiar contexts,
accepting invitations, (Example: meeting effectively and
exchanging people, extending and without undue
information, giving accepting invitations, effort. (Example:
reasons, asking and exchanging meeting people,
answering questions information, giving extending and
about routines and reasons, asking and accepting
preferences, etc.) answering questions invitations,
EFL 5.2.13 about routines and exchanging
preferences, etc.) EFL information, giving
5.2.13 reasons, asking and
answering questions
about routines and
preferences, etc.)
CE.EFL.5.7. Use new words and Use new words and EFL 5.2.6. Use new
Production – Accuracy expressions which expressions which words and
and Intelligibility: Use occur in occur in conversations expressions which
appropriate vocabulary conversations in the in the personal occur in
and language in a personal and make domains, and make use conversations in the
variety of oral use of such terms and of such terms and personal and
interactions for a range expressions wherever expressions wherever educational
of audiences and level- appropriate and appropriate and domains, and make
appropriate purposes. necessary. EFL 5.2.6. necessary. EFL 5.2.6. use of such terms
and expressions
wherever
appropriate and
necessary.
Use appropriate Use appropriate EFL 5.2.12. Use

vocabulary, vocabulary, appropriate
expressions, expressions, language, vocabulary,
language, routines routines and interaction expressions,
and interaction styles styles informal social language, routines
in informal and or academic situations and interaction
social situations by by asking permission, styles in formal and
asking permission, thanking someone, informal social or
thanking someone, apologizing to friends, academic situations
apologizing to giving advice, making by asking
friends, giving a suggestion, etc. EFL permission,
advice, making a 5.2.12. thanking someone,
suggestion, etc. EFL apologizing to
5.2.12. friends, giving
advice, making a
sgestion, etc.
CE.EFL.5.8. EFL 5.2.9. Build on

Interaction – others’ ideas when
Interpersonal: Respond engaged in pair,
to and build on other group or whole-
people’s ideas in class discussions on
extended conversations personal, social,
on familiar social and community and
academic topics by academic topics
expressing opinions Express opinions Express opinions on EFL 5.2.11. Express
and feelings and about music, and abstract topics of opinions on abstract
clarifying meaning concrete topics, such music, and concrete topics, such as film
as personal. topics, such as personal and music, and
concrete topics,
experiences, while experiences, while such as personal
describing one’s describing one’s experiences, while
reactions to them and reactions to them and describing one’s
others’ opinions. EFL others’ opinions. EFL reactions to them
5.2.11 5.2.11. and others’
opinions.
Request and provide Request and provide EFL 5.2.14. Request

information and information and and provide
assistance orally for assistance orally for information and
personal in order to personal and social in assistance orally for
clarify and extend order to clarify and personal, social and
meaning in spoken extend meaning in academic purposes
interactions. EFL spoken interactions. in order to clarify
5.2.14 EFL 5.2.14 and extend meaning
in spoken
interactions.
. EFL 5.2.15. Engage

in an extended
conversation on
most general topics
and keep it going by
expressing and
responding to
suggestions,
opinions, attitudes,
advice, feelings, etc.
CE.EFL.5.9. Present information Present information EFL 5.2.7. Present

Production – Fluency: clearly and clearly and effectively information clearly
Present information effectively in a in a variety of oral and effectively in a
clearly and influence variety of oral forms forms for a range of variety of oral forms
an audience effectively for a range of audiences and for a range of
through well- audiences and purposes. (Example: audiences and
developed arguments purposes. (Example: summarizing, personal purposes. (Example:
in prepared summarizing, narratives, research summarizing,
presentations and other personal narratives, reports, essays, articles, paraphrasing,
forms of oral research reports, posters, charts and personal narratives,
communication. articles, posters, other graphics, etc.) research reports,
charts and other EFL 5.2.7. essays, articles,
graphics, etc.) EFL posters, charts and
5.2.7. other graphics, etc.)
Influence an Influence an audience EFL 5.2.8.
audience effectively effectively through Influence an
through persuasion, persuasion, or audience effectively
using conventions negotiation using through persuasion,
and features of conventions and argument or
English. (Example: features of English. negotiation using
precise vocabulary, (Example: precise conventions and
pronunciation, vocabulary, features of English.
intonation, pronunciation, (Example: precise
presentation intonation, presentation vocabulary,
strategies, etc.) EFL strategies, etc.) EFL pronunciation,
5.2.8. 5.2.8 intonation,
presentation
strategies, etc.)
Reading
CE.EFL.5.10. Find Find specific Find specific EFL 5.3.1. Find
specific information predictable information in short, specific predictable
and identify the main information in short, simple texts in a range information in short,
points in simple, simple texts in a of age- and level- simple texts in a
straightforward texts range of age- and appropriate topics. range of age- and
on subjects of personal level-appropriate (Example: biographies, level-appropriate
interest or familiar topics. (Example: news articles, topics. (Example:
academic topics while biographies, news narratives, memoirs biographies, news
making informed articles, narratives, and personal accounts, articles, narratives,
decisions about one’s memoirs and personal formal letters and memoirs and
own reaction to the accounts, formal emails, etc.) personal accounts,
text. letters and emails, EFL 5.3.1. formal letters and
etc.) EFL 5.3.1. emails, etc.)
Determine the Determine the EFL 5.3.3.

conclusion in texts conclusion in texts Determine the main
which clearly argue a which clearly argue a conclusion in texts
point of view in order point of view in order which clearly argue
to make informed to make informed a point of view in
decisions about one’s decisions about one’s order to make
own opinion and. own opinion and informed decisions
EFL 5.3.3 reaction to the text. about one’s own
EFL 5.3.3 opinion and reaction
to the text.
Identify and Identify and EFL 5.3.8. Identify
understand the main understand the main and understand the
points in points in main points in
straightforward texts straightforward texts ambiguous texts on
on subjects of on subjects of personal subjects of personal
personal interest or interest or familiar interest or familiar
familiar academic academic topics. academic topics.
topics. EFL 5.3.8 EFL 5.3.8.
CE.EFL.5.11. Identify Identify and use Identify and use EFL 5.3.2. Identify
and apply a range of reading strategies to reading strategies to and use reading
reading strategies in make informative and make narrative texts strategies to make
order to make texts narrative texts comprehensible and informative and
meaningful and to comprehensible and meaningful. (Example: narrative texts
select information meaningful. skimming, scanning, comprehensible and
within a text that might (Example: skimming, previewing, reading for meaningful.
be of practical use for scanning, previewing, main ideas and details, (Example:
one’s own academic reading for main using structural and skimming,
needs ideas and details, context clues, cognates, scanning,
using structural and format, sequence, etc.) previewing, reading
context clues, EFL 5.3.2. for main ideas and
cognates, format, details, using
sequence, etc.) EFL structural and
5.3.2. context clues,
cognates, format,
sequence, etc.)
Skim and scan Skim and scan EFL 5.3.9. Skim

reference materials, reference materials, in and scan reference
in the book in order print in order to materials, in print or
to identify identify information online, in order to
information that that might be of identify information
might be of practical practical use for one’s that might be of
use for one’s own own research and practical use for
research and academic needs. EFL one’s own research
academic needs. EFL 5.3.9. and academic needs.
5.3.9.
CE.EFL.5.12. Engage Find the most Find the most EFL 5.3.4. Find the
with a variety of digital important important information most important
and print texts and information in books in print sources in information in print
resources by evaluating in order to support an order to support an idea or online sources in
and detecting idea or argument. or argument. order to support an
complexities and (Example: Internet (Example: Internet idea or argument.
discrepancies in the search engines, search engines, online (Example: Internet
information in order to online advertising, advertising, online or search engines,
find the most online or print print timetables, web online advertising,
appropriate sources to timetables, web pages, posters, adverts, online or print
support an idea or pages, posters, catalogues, etc.) EFL timetables, web
argument. adverts, catalogues, 5.3.4 pages, posters,
etc.) EFL 5.3.4. adverts, catalogues,
etc.)
Assess, compare and Assess, compare and EFL 5.3.5. Assess,
the quality of written evaluate the quality of compare and
texts using different written texts using evaluate the quality
criteria and ICT tools different criteria and of written texts and
related to the ICT tools related to the visual presentations
organization, subject organization, subject using different
area and purpose of a area and purpose of a criteria and ICT
text. (Examples of text. (Examples of text tools related to the
text types: editorials, types: editorials, letters organization,
letters to the editor, to the editor, political subject area and
political speeches, speeches, illustrations, purpose of a text.
illustrations, charts, charts, advertisements, (Examples of text
advertisements, etc.) etc.) EFL 5.3.5 types: editorials,
EFL 5.3.5. letters to the editor,
political speeches,
illustrations, charts,
advertisements, etc.)
EFL 5.3.6. Display an EFL 5.3.6. Display an EFL 5.3.6. Display
appreciation of the appreciation of the an appreciation of
language by language by interacting the language by
interacting and and engaging with a interacting and
engaging with a variety of digital and engaging with a
variety of digital and print texts and variety of digital
print texts and resources and by and print texts and
resources and by selecting and resources and by
selecting and evaluating these selecting and
evaluating these materials as a means to evaluating these
materials as a means promote and strengthen materials as a means
to promote and literacy skills and to promote and
strengthen literacy language acquisition. strengthen literacy
skills and language skills and language
acquisition. acquisition.
Writing
CE.EFL.5.13. Produce Produce emails Produce emails EFL 5.4.6. Produce
emails, blog posts and describing personal describing personal emails and blog
other written texts experiences and experiences and posts describing
using an effective feelings. EFL 5.4.6. feelings. EFL 5.4.6 personal
voice and a variety of experiences and
appropriate writing feelings.
styles and conventions. EFL 5.4.9. Use a EFL 5.4.9. Use a EFL 5.4.9. Use a
variety of oral, print variety of oral, print variety of oral, print
and electronic forms and electronic forms and electronic forms
for writing to others for writing to others or for writing to others
or for writing for self, for writing for self, or for writing for
applying the applying the self, applying the
conventions of social conventions of social conventions of
writing. (Example: writing. (Example: social writing.
notes, invitations, notes, invitations, (Example: notes,
emails, blog entries emails, blog entries and invitations, emails,
and comments, notes comments, notes to blog entries and
to self, etc.) self, etc.) comments, notes to
self, etc.)
CE.EFL.5.14. Identify, Critically assess Critically assess EFL 5.4.1.
critically evaluate and information from information from Critically evaluate
recommend a variety references, including references, including information from
of potential resources those found on the those found on the references,
and references, web, and recommend web, and recommend including those
including digital tools, print and digital print and digital found on the web,
that support sources to other sources to other and recommend
collaboration and learners. EFL 5.4.1 learners. EFL 5.4.1. print and digital
productivity, for sources to other
educational and learners.
academic use.
Identify a variety of Identify a variety of EFL 5.4.2. Identify
types of potential types of potential a variety of types
resources and the resources and the and formats of
value, purpose and value, purpose and potential resources
audience of each for audience of each for and the value,
use in the educational use in the educational purpose and
domain. (Example: domain. (Example: audience of each for
audio/video, audio/video, use in the
multimedia, website, multimedia, website, educational domain.
database, book, database, book, (Example:
thesaurus, thesaurus, audio/video,
scholarly/popular, scholarly/popular, multimedia,
current/historical, current/historical, etc.) website, database,
etc.) EFL 5.4.2. EFL 5.4.2 book, thesaurus,
scholarly/popular,
current/historical,
etc.)
Select and make Select and make EFL 5.4.4. Select
effective use of a effective use of a range and make effective
range of digital tools of digital tools to write, use of a range of
to write and revise edit, revise and written digital tools to
and written work in a work in a way that write, edit, revise
way that supports supports collaboration, and publish written
collaboration, learning and work in a way that
learning and productivity. supports
productivity. (Example: image collaboration,
(Example: image editing, GoogleDrive, learning and
editing, GoogleDrive, infographic makers, productivity.
infographic makers, audio and video (Example: image
audio and video editing, presentation editing,
editing, presentation apps, etc.) EFL 5.4.4. GoogleDrive,
apps, etc.) EFL 5.4.4. infographic makers,
audio and video
editing, presentation
apps, etc.)
CE.EFL.5.15. Plan and Justify and explain Justify and explain the EFL 5.4.5. Justify
produce well- the rationale for a rationale for a position and explain the
constructed position on an on an argument, using rationale for a
informational texts by argument, using persuasive language, position on an
applying the writing persuasive language, tone, evidence and argument, using
process and while tone, evidence and well-developed persuasive
demonstrating an well-developed arguments through language, tone,
ability to justify one’s arguments through essays, movie and book evidence and well-
position on an movie and book reviews, position developed
argument through reviews, position papers and brochures. arguments through
carefully selected papers and brochures. EFL 5.4.5 essays, editorials,
information and EFL 5.4.5. movie and book
appropriate language, reviews, position
tone and evidence. papers and
brochures.
Use the process of Use the process of EFL 5.4.7. Use the
prewriting, drafting, prewriting, drafting, process of
revising and peer revising and peer prewriting, drafting,
editing (i.e., “the editing (i.e., “the revising, peer
writing process”) to writing process”) to editing and
produce well- produce well- proofreading (i.e.,
constructed constructed “the writing
informational texts. informational texts. process”) to
EFL 5.4.7. EFL 5.4.7. produce well-
constructed
informational texts.
CE.EFL.5.16. Respond Compare and present Compare and present EFL 5.5.1. Compare
to and interpret literary personal and formal personal and formal and present personal
texts, including responses to and and responses to of and formal
original stories written interpretations of published literary texts responses to and
by peers, referring to published literary and the works of peers, interpretations of
details and literary texts and the works of referring to details and published literary
elements of the text. peers, referring to features of the text. texts and the works
details and features of (Example: text of peers, referring to
the text. (Example: structure, plot, ideas, details and features
text structure, plot, events, vocabulary, of the text.
ideas, events, etc.) EFL 5.5.1. (Example: text
vocabulary, etc.) EFL structure, plot,
5.5.1 ideas, events,
vocabulary, etc.)
write stories using Create original, EFL 5.5.5. Create

appropriate imaginative stories original,
vocabulary and using appropriate imaginative stories
elements of the vocabulary and using appropriate
literature learners elements of the vocabulary and
have read or heard. literature learners have elements of the
EFL 5.5.5. read or heard. EFL literature learners
5.5.5. have read or heard.
CE.EFL.5.17. Make predictions to Make predictions and EFL 5.5.2. Make
Demonstrate and demonstrate different deductions to predictions,
convey different levels levels of meaning of demonstrate different inferences and
of meaning in literary literary texts levels of meaning of deductions to
texts by identifying presented orally or in literary texts presented demonstrate
distinguishing features, digital form, orally or in digital different levels of
interpreting implicit including literal and form, including literal meaning of literary
and explicit messages implied meanings. and implied meanings. texts presented
and responding in a (Example: (Example: orally or in digital
variety of ways. summarizing, summarizing, form, including
explaining and explaining and literal and implied
identifying, word identifying, word meanings.
choice, symbols, choice, symbols, points (Example:
points of view, etc.) of view, etc.) EFL summarizing,
EFL 5.5.2. 5.5.2. explaining and
identifying, word
choice, symbols,
points of view, etc.)
Identify the Identify and explain EFL 5.5.3. Identify
distinguishing the distinguishing and explain the
features of diverse features of diverse distinguishing
literary genres, literary genres, periods features of diverse
periods and and traditions, and use literary genres,
traditions, and use those features to aid periods and
those features to aid comprehension, traditions, and use
comprehension, interpretation and those features to aid
interpretation and discussion of literary comprehension,
discussion of literary texts. EFL 5.5.3. interpretation and
texts. EFL 5.5.3. discussion of
literary texts.
Read aloud with Read aloud with EFL 5.5.4. Read

confidence and confidence and aloud with
fluency and accuracy and confidence,
expression to expression to accuracy, fluency
demonstrate demonstrate and expression to
understanding and to understanding and to demonstrate
convey an convey an understanding and
interpretation of interpretation of to convey an
meaning. EFL 5.5.4. meaning. EFL 5.5.4 interpretation of
meaning.
CE.EFL.5.18. Use a Evaluate one’s own Evaluate one’s own EFL 5.5.6. Evaluate
range of criteria to work, individually and others’ work, one’s own and
evaluate and and collaboratively, individually and others’ work,
recommend literary on the basis of a collaboratively, on the individually and
texts to others, and variety of criteria, basis of a variety of collaboratively, on
recognize how chosen and recognize how criteria, and recognize the basis of a
criteria affects chosen criteria affect how chosen criteria variety of criteria,
evaluation. evaluation. affect evaluation. and recognize how
(Examples of criteria: (Examples of criteria: chosen criteria
clarity of ideas, use clarity of ideas, use of affect evaluation.
of English grammar English grammar and (Examples of
and vocabulary, vocabulary, register, criteria: clarity of
register, originality, originality, visual ideas, use of
visual presentation, presentation, etc.) EFL English grammar
etc.) EFL 5.5.6 5.5.6 and vocabulary,
register, originality,
visual presentation,
etc.)
CE.EFL.5.19. Engage Collaboratively Collaboratively EFL 5.5.7.
in collaborative produce criteria for produce criteria for Collaboratively
activities through a evaluating literary evaluating literary texts produce criteria for
variety of student texts of group work. of group work. EFL evaluating literary
groupings in order to EFL 5.5.7 5.5.7 texts and the
solve problems and effectiveness of
reflect on literary texts, group work.
and produce criteria for
evaluating the Engage in Engage in collaborative EFL 5.5.9. Engage
effectiveness of the collaborative activities through a in collaborative
group. activities through a variety of student activities through a
variety of student groupings to share, variety of student
groupings to share, reflect on, express, and groupings to share,
reflect opinions and evaluations of a range reflect on, express
evaluations of a range of literary texts. and interpret
of literary texts. (Example: small opinions and
(Example: small groups, cooperative evaluations of a
groups, cooperative learning groups, range of literary
learning groups, literature circles, texts. (Example:
literature circles, process writing groups, small groups,
process writing etc.) EFL 5.5.9. cooperative learning
groups, etc.) EFL groups, literature
5.5.9 circles, process
writing groups, etc.)

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SUBNIVEL PREPARATORIA

OBJETIVOS INTEGRADORES Listening, speaking, to build up learners’

Responsibility, Honesty, Respect, Love, Peace,

NIVEL BASICA ELEMENTAL

OBJETIVOS Listening, speaking, to build up learners’ communicative language

Responsibility, Honesty, Respect, Love, Peace, Justice, etc

Communication and cultural awareness

CE.EFL.2.9. Produce simple, Produce simple, EFL 2.2.11.

Draw a simple Use a simple EFL 2.4.2. Make a

SUBNIVEL BASICA MEDIA

CE.EFL.3.3. Interact Exchange basic Exchange basic EFL 3.1.3.

NIVEL BASICA SUPERIOR

OBJETIVOS Listening, speaking, reading, and writing to build up learners’

Communication and cultural awareness

Recognize the Recognize the EFL 4.1.9.

CE.EFL.4.3. Use self-correcting Apply self-correcting EFL 4.1.5. Apply

CE.EFL.4.5. Demonstrate Demonstrate EFL 4.1.4.

CE.EFL.4.8. Use a series of Use a series of phrases EFL 4.2.2 Use a

Use appropriate Use appropriate EFL 5.2.12. Use

CE.EFL.5.8. EFL 5.2.9. Build on

Request and provide Request and provide EFL 5.2.14. Request

. EFL 5.2.15. Engage

CE.EFL.5.9. Present information Present information EFL 5.2.7. Present

Determine the Determine the EFL 5.3.3.

Skim and scan Skim and scan EFL 5.3.9. Skim

write stories using Create original, EFL 5.5.5. Create

Read aloud with Read aloud with EFL 5.5.4. Read

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