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SUBNIVEL BÁSICA MEDIA

OBJETIVOS DEL O.EFL 3.1 Identify the main ideas and some details of written and oral texts, in order to interact with
SUBNIVEL and to develop an 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.

AREA LENGUA EXTRANJERA


DOCENTE: Lic. KARLACORREA
OBJETIVOS DEL AREA: OG.EFL1. 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.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 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 ef-
ficient use of ICT and reference tools where required.

OG.EFL6. 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, ex-
pressing 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).

DESTREZAS CON CRITERIO DE DESEMPEÑO


SEPTIMO AÑO DE BÁSICA
PRIMERA UNIDAD EFL 3.1.2
Objectives: Recognize ways to relate responsibly to one’s surroundings at home and at school by exhibiting
 Students learn to greet; responsible behaviors towards the environment.
introduction themselves (Example: chores at home, recycling, etc.)
and others; ask and tell EFL 3.2.1
someone’s name. Infer who is speaking and what the situation is when listening to short simple texts, especially when
 Students learn to accompanied by pictures or other visual aids, or sound effects.
introduce family (Example: shopkeeper speaking to a customer who is buying some fruit.)
members; formally greet: EFL 3.3.1
ask and answer Understand most of the details of the content of a short simple text (online or print)
questions to identify EFL 3.3.2
family members. Show understanding of some basic details in short simple cross-curricular texts by matching,
 Students learn to labeling and answering simple questions.
recognize and pronounce EFL 3.3.3
words with the short /a/ Identify the meaning of specific content-based words and phrases, with the aid of visual support.
and long /a/ sounds. EFL 3.4.1
Make a simple learning resource in order to record and practice new words.
(Example: a picture dictionary, a word list, set of flashcards, etc.).
EFL 3.5.1
Use audio, video and pictures to respond to a variety of literary texts through online or in-class ICT
activities.
SEGUNDA UNIDAD EFL 3.1.8
Objectives: Interpret and demonstrate knowledge in classroom activities of nonverbal and oral communication
 Students learn how to features, and understand the contexts in which they are used appropriately. (Example: gestures,
name pets, describe body language, volume, etc.)
characteristics and EFL 3.2.2
emotions using pets. Be comfortable taking meaning from spoken texts containing words or sections which are not
 Students learn to understood. Be aware that understanding spoken texts does not require decoding every single
recognize and word.
pronounce words with EFL 3.2.3
the short /e/ and long Record key items of specific information from a heard message or description, either in written form
/e/ sounds. or by drawing a picture. (Example: letters of the alphabet, numbers, quantities, prices and times,
days, dates and months, etc.)
EFL 3.3.4
Distinguish between fact and opinion and relevant and irrelevant information in an informational text
through the use of mind maps/charts.
EFL 3.4.2
Write a short simple paragraph to describe yourself or other people, animals, places and things,
with limited support. (Example: by answering questions or using key words)
EFL 3.5.2
Create picture books and/or other graphic expressions in pairs in class by varying scenes,
characters or other elements of literary texts.

TERCERA UNIDAD EFL 3.1.3


Objectives: Exchange basic personal preferences with peers in order to express likes and dislikes.
 Students learn how to
offer food and drink; EFL 3.1.7
politely accept and Demonstrate appropriate classroom behaviors by participating in small group or whole class
decline offers of food discussions. (Example: being courteous, respecting the person and property of others, etc.)
and drink; politely EFL 3.2.7
express. Identify the main idea of short, clear, simple messages and announcements and understand
 Students learn how to sentences and frequently used expressions related to areas of immediate relevance. (Example: fol-
label rooms and low verbal instructions for a game, ask for prices at a store, follow simple classroom instructions,
describe their location describe places nearby, etc.)
within the home; ask EFL 3.2.8
and answer questions Spell out key vocabulary items using the English alphabet. (Example: names, colors, animals,
about where rooms are possessions, etc.)
located. EFL 3.2.9
 Students learn to React appropriately to what others say using verbal/non-verbal back-channeling, or by asking
recognize and further simple questions to extend the interaction. (Example: express interest using facial
pronounce words with expression or simple words with appropriate intonation: Oh!, Yes! Thanks. And you? etc.)
the short /i/ and long /i/ EFL 3.3.8
sounds. Make and support inferences from evidence in a text with reference to features of written English.
(Example: vocabulary, facts, format, sequence, relevance of ideas, etc.)
EFL 3.4.3
Write a variety of short simple text-types, commonly used in print and online, with appropriate
language and layout. (Example: write a greeting on a birthday card, name and address on an
envelope, a URL for a website, an email address, etc.)
EFL 3.5.3
Produce short, creative texts using ICT and/or other resources at home or at school in order to
recreate familiar scenes and themes

CUARTA UNIDAD EFL 3.1.4


Objectives: Use a variety of oral, print and electronic forms for social communication and for writing to oneself.
 Students learn how to (Example: friendly notes, invitations, diary entries, notes to self, electronic messages, etc.)
name toys; ask answer EFL 3.2.13
questions about toys. Respond to simple questions in quite a short time and initiate basic interaction spontaneously when
 Students learn to there are opportunities to speak. Speech is produced a little less slowly and hesitantly.
recognize and pronounce EFL 3.3.9
words with the short /o/ Identify and use reading strategies to make text more comprehensible and meaningful. (Example:
and long /o/ sounds. skimming, scanning, previewing, predicting, reading for main ideas and details, etc.)
EFL 3.4.5
Write a questionnaire or survey for friends, family or classmates using WH- questions in order to
identify things in common and preferences.
EFL 3.5.5
Evaluate literary texts (both written and oral, online, in video or in print) according to pre-established
criteria. (Example: completing a checklist, a chart, a personal response, etc.)

QUINTA UNIDAD EFL 3.1.5


Objectives: Describe, read about, participate in or recommend a favorite activity, book, song or other interest to
 Students learn how to various audiences. (Example: peers, other classes, teachers, other adults, etc.)
ask for and tell the time; EFL 3.2.12
name daily activities Ask and answer questions and exchange information on familiar topics in predictable everyday
associated with certain situations. (Example: ask for directions, give directions, express a personal opinion, etc.)
times of the day. EFL 3.2.14
 Students learn how to Make and respond to invitations, suggestions, apologies and requests.
ask and answer EFL 3.3.10
questions about Follow short instructions illustrated through step-by-step visuals in simple experiments and projects.
birthdays and age; (Example: simple science experiments, instructions for an art project, etc.)
express birthday EFL 3.4.6
greetings; give and Write a simple narrative with linking words on familiar subjects in order to express everyday
receive a gift; name activities. (Example: free time, descriptions, what happened last weekend, etc.)
birthday party items. EFL 3.5.6
 Students learn to Work in groups to create a brainstorm and/or draw a mind map to describe and organize ideas or
recognize and pronounce organize useful information from literary texts.
words with the short /u/
and long /u/ sounds.
SEXTA UNIDAD EFL 3.1.1
Objectives: Ask simple basic questions in class about the world beyond their own immediate environment in
 Students learn how to order to increase their understanding of different cultures.
ask and tell about EFL 3.2.15
weather; identify Provide a simple description and/or opinion of a common object or a simple account of something
seasons; ask and tell experienced. (Example: an Ecuadorian celebration, a class trip, a party, a game played, etc.)
about seasons and EFL 3.4.9
preferred activities. Make effective use of a range of digital tools to write, edit, revise and publish written work in a way
 Students learn to that supports collaboration. (Example: add sound or images to a presentation, use an app to
recognize and pronounce collaborate on a mind map, contribute to a class wiki, etc.)
words with the short /a/ EFL 3.5.8
and long /a/ sounds. Create stories, poems, songs, dances and plays including those that reflect traditional and popular
Ecuadorian culture, observing the conventions of the genre. (Example: purpose, settings, audience,
voice, rhythm, etc.)
SUBNIVEL BÁSICA SUPERIOR
OBJETIVOS DEL O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to
SUBNIVEL produce level-appropriate critical analysis 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.

AREA Lengua Extranjera


DOCENTES: Lic. Karla Correa.
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 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).

DESTREZAS CON CRITERIO DE DESEMPEÑO


OCTAVO GRADO
PRIMERA UNIDAD Communication and Cultural Awareness
Objectives:
O.EFL 4.2 Appreciate and EFL 4.1.4 Demonstrate mindfulness, empathy, tolerance and an overall respect for the
value English as an integrity of cultures in daily classroom activities.
9nternationak language EFL 4.1.6 Seek and provide information and assistance, orally or in writing and in online or face-
and a medium to interact
to-face interactions, for personal, social and academic purposes.
globally.
O.EFL 4.7 Use spoken and Oral Communication
written literary texts in
English such as poems, EFL 4.2.1 Understand phrases and expressions related to areas of most immediate priority within
short stories, comic strips, the personal and educational domains, provided speech is clearly and slowly articulated.
short magazine articles and (Example: daily life, free time, school activities, etc.)
oral interviews on familiar
subject in order to inspire EFL 4.2.6 Use other students’ contributions in class as models for their own.
oral and written production. Reading
O.EFL 4.8 Integrate written
and spoken texts in order to EFL 4.3.5 Use everyday reference material in order to select information appropriate to the
identify cultural differences
and similarities within a purpose of an inquiry and relate ideas from one written source to another.
range of local, national and
global contexts familiar to EFL 4.3.9 Demonstrate an ability to interact and engage with a wide range of ICT and classroom
the learner. resources in order to strengthen literacy skills and strategies.
Writing
EFL 4.4.7 Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., “the
writing process”) to produce well-constructed informational texts.
Language through the arts
EFL 4.5.4 Create personal stories by adding imaginative details to real-life stories and situations,
using appropriate vocabulary and elements of the literature learners have read or heard.
EFL 4.5.9 Engage in collaborative activities through a variety of student groupings to create and
respond to literature and other literary texts. (Example: small groups, cooperative learning groups,
literature circles, process writing groups, etc.)
SEGUNDA UNIDAD Communication and Cultural Awareness
Objectives:
O.EFL 4.2 Appreciate and EFL 4.1.1 Compare and contrast oral traditions, myths, folktales and literature from Ecuador
value English as an and international regions and cultures and identify similarities and differences and universal
9nternationak language cultural themes.
and a medium to interact
EFL 4.1.6 Display an understanding of the relationship between the practices and perspectives of
globally.
different cultures by recognizing and sharing cross-cultural experiences and ideas.
O.EFL 4.6 Write short
descriptive and informative Oral Communication
texts related to personal
information of familiar EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal background,
topics and use them as a immediate environment and matters of immediate need in simple terms using grammatical
means of communication structures learnt in class (although there may be frequent errors with tenses, personal pronouns,
and written expression of
thought. prepositions, etc.)
O.EFL 4.8 Integrate written
and spoken text in order to EFL 4.2.15 Deal with practical, everyday communication demands within familiar contexts,
identify cultural differences effectively and without undue effort. (Example: meeting people, extending and accepting
and similarities within a range invitations, exchanging information, giving reasons, asking and answering questions about
of local, national and global routines and preferences, etc.)
contexts familiar to the
Reading
learner
EFL 4.3.4 Find the most important information in print or online sources in order to support an
idea or argument. (Example: Internet search engines, online advertising, online or print
timetables, web pages, posters, adverts, catalogues, etc.)
EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written materials using
prior knowledge, graphic organizers, context clues, note taking and finding words in a dictionary.
Writing
EFL 4.4.2 Make and use a simple print or digital learning resource to compare and contrast
information in order to demonstrate understanding and command of a topic.
Language through the arts
EFL 4.5.2 Compare and present personal and formal responses to and interpretation of
published literary works and the works of peers, referring to details and features of the text.
(Example: text structure, plot, ideas, events, vocabulary, etc.).
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, games and
problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on other
people’s strengths.
TERCERA UNIDAD Communication and Cultural Awareness
Objectives:
O.EFL 4.1 Identify the main EFL 4.1.3 Display an understanding of the relationship between the practices and perspectives
ideas, some details and of different cultures by recognizing and sharing cross-cultural experiences and ideas.
inferences of written texts, EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social and classroom
in order to produce level-
interactions. (Example: asking questions, starting over, rephrasing, exploring alternative
appropriate critical analysis
pronunciations or wording, etc.)
of familiar subjects and
contexts. Oral Communication
O.EFL 4.2 Appreciate and
value English as an EFL 4.2.6 Use other students’ contributions in class as models for their own.
9nternationak language
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying
and a medium to interact
globally. out a collaborative/paired learning activity in which there are specific instructions for a task.
O.EFL 4.8 Integrate written Reading
and spoken text in order to
identify cultural differences EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written materials using
and similarities within a range prior knowledge, graphic organizers, context clues, note taking and finding words in a
of local, national and global dictionary.
contexts familiar to the
learner Writing
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence an audience.
(Example: persuade, negotiate, argue, etc.)
Language through the arts
EFL 4.5.2 Compare and present personal and formal responses to and interpretation of published
literary works and the works of peers, referring to details and features of the text. (Example: text
structure, plot, ideas, events, vocabulary, etc.).
EFL 4.5.10 Collaboratively produce criteria for evaluating literary texts and the effectiveness of
group work.
CUARTA UNIDAD Communication and Cultural Awareness
Objectives:
EFL 4.1.4 Demonstrate mindfulness, empathy, tolerance and an overall respect for the integrity
O.EFL 4.4 Develop of cultures in daily classroom activities.
creative and critical EFL 4.1.8 Use suitable vocabulary, expressions, language, and interaction styles for formal and
thinking skills when
informal social or academic situations in order to communicate specific intentions in online and
encountering challenges in
face-to face interactions. (Example: thanking, making promises, apologizing, asking permission,
order to promote
autonomous learning and chatting with friends, answering in class, greeting an authority figure, etc.)
decision making. Oral Communication
O.EFL 4.8 Integrate written
and spoken text in order to EFL 4.2.6 Use other students’ contributions in class as models for their own.
identify cultural differences
and similarities within a range EFL 4.2.9 Use new words and expressions which occur in conversations in the personal and
of local, national and global educational domains, and make use of such terms and expressions wherever appropriate and
contexts familiar to the necessary.
learner

Reading
EFL 4.3.2 Make use of clues such as titles, illustrations, organization, text outline and layout,
etc. to identify and understand relevant information in written level-appropriate text types.
EFL 4.3.5 Use everyday reference material in order to select information appropriate to the
purpose of an inquiry and relate ideas from one written source to another.
Writing
EFL 4.4.7 Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., “the
writing process”) to produce well-constructed informational texts.
EFL 4.4.9 Select and make effective use of a range of digital tools to write, edit, revise and publish
written work in a way that supports collaboration, learning and productivity. (Example: image
editing, Google Drive, infographic makers, audio and video editing, presentation apps, etc.)
Language through the arts
EFL 4.5.9 Engage in collaborative activities through a variety of student groupings to create and
respond to literature and other literary texts. (Example: small groups, cooperative learning
groups, literature circles, process writing groups, etc.)
EFL 4.5.10 Collaboratively produce criteria for evaluating literary texts and the effectiveness of
group work.

QUINTA UNIDAD Communication and Cultural Awareness


Objectives:
O.EFL 4.8 Integrate written EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and
and spoken text in order to distinctions across cultures and groups (differentiated by gender, ability, generations, etc.)
identify cultural differences including the students’ own.
and similarities within a range
EFL 4.1.3 Display an understanding of the relationship between the practices and perspectives of
of local, national and global
different cultures by recognizing and sharing cross-cultural experiences and ideas.
contexts familiar to the
learner. Oral Communication
O.EFL 4.9 Create a sense of
awareness in terms of EFL 4.2.4 Deduce the meanings of unfamiliar phrases and words from a context containing
accuracy when learners familiar elements. (Example: colloquial greetings, exclamations, interjections, etc.)
interact in English using high-
frequency and level- EFL 4.2.5 Understand most changes in the topic of discussion if people speak slowly.
appropriate expressions in Reading
order to reach an effective
command of spoken EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written materials using
language. prior knowledge, graphic organizers, context clues, note taking and finding words in a dictionary.
Writing
EFL 4.4.6 Identify a variety of types and formats of potential resources and the value, purpose and
audience of each for use in the educational domain. (Example: audio/video, multimedia, website,
database, book, thesaurus, scholarly/popular, current/historical, etc.)
EFL 4.4.7 Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., “the
writing process”) to produce well-constructed informational texts.
Language through the arts
EFL 4.5.3 Make predictions, inferences and deductions to demonstrate different levels of
meaning of literary works presented orally or in digital form, including literal and implied
meanings. (Example: summarizing, explaining and identifying, word choice, symbols, points of
view, etc.)
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, games and
problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on other
people’s strengths.

SEXTA UNIDAD Communication and Cultural Awareness


Objectives:
O.EFL 4.1 Identify the main EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and
ideas, some details and distinctions across cultures and groups (differentiated by gender, ability, generations, etc.)
inferences of written texts, including the students’ own.
in order to produce level-
EFL 4.1.7 Interpret and demonstrate knowledge of nonverbal and oral communication features by
appropriate critical analysis
applying them in appropriate contexts. (Example: use of stress, intonation, pace, etc.)
of familiar subjects and
contexts. Oral Communication
O.EFL 4.2 Appreciate and
value English as an EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal background,
international language and immediate environment and matters of immediate need in simple terms using grammatical
a medium to interact structures learnt in class (although there may be frequent errors with tenses, personal pronouns,
globally. prepositions, etc.)
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying out
a collaborative/paired learning activity in which there are specific instructions for a task.
Reading
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: news
about sports or famous people, descriptions, etc.)
EFL 4.3.10 Select from and evaluate a range of both physical and digital texts and materials in
order to promote acquisition and develop an appreciation of the language.
Writing
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence an audience.
(Example: persuade, negotiate, argue, etc.)
EFL 4.4.8 Convey and organize information using facts and details in order to illustrate diverse
patterns and structures in writing. (Example: cause and effect, problem and solution, general-to-
specific presentation, etc.).
Language through the arts
EFL 4.5.4 Create personal stories by adding imaginative details to real-life stories and situations,
using appropriate vocabulary and elements of the literature learners have read or heard.
EFL 4.5.10 Collaboratively produce criteria for evaluating literary texts and the effectiveness of
group work.
DESTREZAS CON CRITERIO DE DESEMPEÑO
NOVENO GRADO
PRIMERA UNIDAD Communication and Cultural Awareness
Objectives:
O.EFL 4.2 Appreciate and EFL 4.1.4 Demonstrate mindfulness, empathy, tolerance and an overall respect for the
value English as an integrity of cultures in daily classroom activities.
international language and EFL 4.1.6 Seek and provide information and assistance, orally or in writing and in online or face-
a medium to interact
to-face interactions, for personal, social and academic purposes.
globally.
O.EFL 4.8 Integrate written Oral Communication
and spoken text in order to
identify cultural differences EFL 4.2.1 Understand phrases and expressions related to areas of most immediate priority within
and similarities within a range the personal and educational domains, provided speech is clearly and slowly articulated.
of local, national and global (Example: daily life, free time, school activities, etc.)
contexts familiar to the
learner EFL 4.2.6 Use other students’ contributions in class as models for their own.
Reading
EFL 4.3.5 Use everyday reference material in order to select information appropriate to the
purpose of an inquiry and relate ideas from one written source to another.
EFL 4.3.9 Demonstrate an ability to interact and engage with a wide range of ICT and classroom
resources in order to strengthen literacy skills and strategies.
Writing
EFL 4.4.7 Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., “the
writing process”) to produce well-constructed informational texts.
Language through the arts
EFL 4.5.4 Create personal stories by adding imaginative details to real-life stories and situations,
using appropriate vocabulary and elements of the literature learners have read or heard.
EFL 4.5.9 Engage in collaborative activities through a variety of student groupings to create and
respond to literature and other literary texts. (Example: small groups, cooperative learning groups,
literature circles, process writing groups, etc.)
SEGUNDA UNIDAD Communication and Cultural Awareness
Objectives:
O.EFL 4.2 Appreciate and EFL 4.1.1 Compare and contrast oral traditions, myths, folktales and literature from Ecuador
value English as an and international regions and cultures and identify similarities and differences and universal
international language and cultural themes.
a medium to interact
EFL 4.1.6 Display an understanding of the relationship between the practices and perspectives of
globally.
different cultures by recognizing and sharing cross-cultural experiences and ideas.
O.EFL 4.8 Integrate written
and spoken text in order to Oral Communication
identify cultural differences
and similarities within a EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal background,
range of local, national and immediate environment and matters of immediate need in simple terms using grammatical
global contexts familiar to structures learnt in class (although there may be frequent errors with tenses, personal pronouns,
the learner. prepositions, etc.)
EFL 4.2.15 Deal with practical, everyday communication demands within familiar contexts,
effectively and without undue effort. (Example: meeting people, extending and accepting
invitations, exchanging information, giving reasons, asking and answering questions about
routines and preferences, etc.)
Reading
EFL 4.3.4 Find the most important information in print or online sources in order to support an
idea or argument. (Example: Internet search engines, online advertising, online or print
timetables, web pages, posters, adverts, catalogues, etc.)
EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written materials using
prior knowledge, graphic organizers, context clues, note taking and finding words in a dictionary.
Writing
EFL 4.4.2 Make and use a simple print or digital learning resource to compare and contrast
information in order to demonstrate understanding and command of a topic.
Language through the arts
EFL 4.5.2 Compare and present personal and formal responses to and interpretation of
published literary works and the works of peers, referring to details and features of the text.
(Example: text structure, plot, ideas, events, vocabulary, etc.).
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, games and
problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on other
people’s strengths.

TERCERA UNIDAD Communication and Cultural Awareness


Objectives:
O.EFL.4.1 Identify the main EFL 4.1.3 Display an understanding of the relationship between the practices and perspectives
ideas, some details and of different cultures by recognizing and sharing cross-cultural experiences and ideas.
inferences of written texts, in EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social and classroom
order to produce level-
interactions. (Example: asking questions, starting over, rephrasing, exploring alternative
appropriate critical analysis
pronunciations or wording, etc.)
of familiar subjects and
contexts. Oral Communication
O.EFL 4.2 Appreciate and
value English as an EFL 4.2.6 Use other students’ contributions in class as models for their own.
international and a medium
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying
to interact globally.
O.EFL 4.4 Develop creative out a collaborative/paired learning activity in which there are specific instructions for a task.
and critical thinking skills
when encountering Reading
challenges in order to EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written materials using
promote autonomous prior knowledge, graphic organizers, context clues, note taking and finding words in a
learning and decision
dictionary.
making.
Writing
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence an audience.
(Example: persuade, negotiate, argue, etc.)
Language through the arts
EFL 4.5.2 Compare and present personal and formal responses to and interpretation of published
literary works and the works of peers, referring to details and features of the text. (Example: text
structure, plot, ideas, events, vocabulary, etc.).
EFL 4.5.10 Collaboratively produce criteria for evaluating literary texts and the effectiveness of
group work.

CUARTA UNIDAD Communication and Cultural Awareness


Objectives:
O.EFL.4.1 Identify the main EFL 4.1.4 Demonstrate mindfulness, empathy, tolerance and an overall respect for the integrity
ideas, some details and of cultures in daily classroom activities.
inferences of written texts, in EFL 4.1.8 Use suitable vocabulary, expressions, language, and interaction styles for formal and
order to produce level-
informal social or academic situations in order to communicate specific intentions in online and
appropriate critical analysis
face-to face interactions. (Example: thanking, making promises, apologizing, asking permission,
of familiar subjects and
contexts. chatting with friends, answering in class, greeting an authority figure, etc.)
O.EFL 4.2 Appreciate and Oral Communication
value English as an
international and a medium EFL 4.2.6 Use other students’ contributions in class as models for their own.
to interact globally. EFL 4.2.9 Use new words and expressions which occur in conversations in the personal and
O.EFL 4.4 Develop creative educational domains, and make use of such terms and expressions wherever appropriate and
and critical thinking skills
necessary.
when encountering
challenges in order to Reading
promote autonomous
learning and decision EFL 4.3.2 Make use of clues such as titles, illustrations, organization, text outline and layout,
making. etc. to identify and understand relevant information in written level-appropriate text types.
EFL 4.3.5 Use everyday reference material in order to select information appropriate to the
purpose of an inquiry and relate ideas from one written source to another.
Writing
EFL 4.4.7 Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., “the
writing process”) to produce well-constructed informational texts.
EFL 4.4.9 Select and make effective use of a range of digital tools to write, edit, revise and publish
written work in a way that supports collaboration, learning and productivity. (Example: image
editing, Google Drive, infographic makers, audio and video editing, presentation apps, etc.)
Language through the arts
EFL 4.5.9 Engage in collaborative activities through a variety of student groupings to create and
respond to literature and other literary texts. (Example: small groups, cooperative learning
groups, literature circles, process writing groups, etc.)
EFL 4.5.10 Collaboratively produce criteria for evaluating literary texts and the effectiveness of
group work.
QUINTA UNIDAD Communication and Cultural Awareness
Objectives:
O.EFL 4.6 EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and
Write short description and distinctions across cultures and groups (differentiated by gender, ability, generations, etc.)
informative texts related to including the students’ own.
personal information or
EFL 4.1.3 Display an understanding of the relationship between the practices and perspectives of
familiar topics and use them
different cultures by recognizing and sharing cross-cultural experiences and ideas.
as a means of
communication and written Oral Communication
expression of thought.
EFL 4.2.4 Deduce the meanings of unfamiliar phrases and words from a context containing
O.EFL 4.8 familiar elements. (Example: colloquial greetings, exclamations, interjections, etc.)
Integrate written and spoken
to identify cultural differences EFL 4.2.5 Understand most changes in the topic of discussion if people speak slowly.
and similarities within a range Reading
of local national, national ad
global contexts familiar to the EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written materials using
learner. prior knowledge, graphic organizers, context clues, note taking and finding words in a dictionary.
Writing
EFL 4.4.6 Identify a variety of types and formats of potential resources and the value, purpose and
audience of each for use in the educational domain. (Example: audio/video, multimedia, website,
database, book, thesaurus, scholarly/popular, current/historical, etc.)
EFL 4.4.7 Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., “the
writing process”) to produce well-constructed informational texts.
Language through the arts
EFL 4.5.3 Make predictions, inferences and deductions to demonstrate different levels of
meaning of literary works presented orally or in digital form, including literal and implied
meanings. (Example: summarizing, explaining and identifying, word choice, symbols, points of
view, etc.)
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, games and
problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on other
people’s strengths.
SEXTA UNIDAD Communication and Cultural Awareness
Objectives:
O.EFL 4.1 Identify the main EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and
ideas, some details and distinctions across cultures and groups (differentiated by gender, ability, generations, etc.)
inferences of written texts, in including the students’ own.
order to produce level-
EFL 4.1.7 Interpret and demonstrate knowledge of nonverbal and oral communication features by
appropriate critical analysis
applying them in appropriate contexts. (Example: use of stress, intonation, pace, etc.)
of familiar subjects and
contexts.
O.EFL 4.2 Appreciate and
value English as an Oral Communication
international language and
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal background,
a medium to interact
globally. immediate environment and matters of immediate need in simple terms using grammatical
O.EFL 4.8 Integrate written structures learnt in class (although there may be frequent errors with tenses, personal pronouns,
and spoken text in order to prepositions, etc.)
identify cultural differences EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying out
and similarities within a
a collaborative/paired learning activity in which there are specific instructions for a task.
range of local, national and
global contexts familiar to Reading
the learner.
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: news
about sports or famous people, descriptions, etc.)
EFL 4.3.10 Select from and evaluate a range of both physical and digital texts and materials in
order to promote acquisition and develop an appreciation of the language.
Writing
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence an audience.
(Example: persuade, negotiate, argue, etc.)
EFL 4.4.8 Convey and organize information using facts and details in order to illustrate diverse
patterns and structures in writing. (Example: cause and effect, problem and solution, general-to-
specific presentation, etc.).
Language through the arts
EFL 4.5.4 Create personal stories by adding imaginative details to real-life stories and situations,
using appropriate vocabulary and elements of the literature learners have read or heard.
EFL 4.5.10 Collaboratively produce criteria for evaluating literary texts and the effectiveness of
group work.
DESTREZAS CON CRITERIO DE DESEMPEÑO
DECIMO GRADO
PRIMERA UNIDAD Communication and Cultural Awareness
Objectives: EFL 4.1.4 Demonstrate mindfulness, empathy, tolerance and an overall respect for the integrity
O.EFL 4.4 Develop of cultures in daily classroom activities
creative and critical
thinking skills when EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social and classroom
encountering challenges in interactions. (Example: asking questions, starting over, rephrasing, exploring alternative
order to promote pronunciations or wording, etc.).
autonomous learning and
decision making. Oral Communication
O.EFL 4.8 Integrate written EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal background,
and spoken text in order to immediate environment and matters of immediate need in simple terms using grammatical
identify cultural differences
and similarities within a structures learnt in class (although there may be frequent errors with tenses, personal
range of local, national and pronouns, prepositions, etc.).
global contexts familiar to
the learner. Reading
O.EFL 4.9 Create a sense of EFL 4.3.7 Read, gather, view and listen to information from various sources in order to organize
awareness in terms of
and discuss relationships between academic content areas. (Example: nonfiction books for
accuracy when learners
young adults, the Internet, audio and media presentations, oral interviews, maps, diagrams,
interact in English using high-
frequency and level- reference books, magazines, etc.).
appropriate expressions in Writing
order to reach an effective
command of spoken EFL 4.4.8 Convey and organize information using facts and details in order to illustrate diverse
language. patterns and structures in writing. (Example: cause and effect, problem and solution, general-to
specific presentation, etc.)
Language through the arts
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, games and
problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on other
people’s strengths

SEGUNDA UNIDAD Communication and Cultural Awareness


Objectives:
O.EFL 4.1 Identify the main EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and
ideas, some details and distinctions across cultures and groups (differentiated by gender, ability, generations, etc.)
inferences of written texts, including the students’ own.
in order to produce level-
appropriate critical analysis
of familiar subjects and EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles for formal and
contexts. informal social or academic situations in order to communicate specific intentions in online and
O.EFL 4.2 Appreciate and
value English as an face-to-face interactions. (Example: thanking, making promises, apologizing, asking permission,
international language and chatting with friends, answering in class, greeting an authority figure, etc.)
a medium to interact
globally. Oral Communication: (Listening and Speaking)
O.EFL 4.8 Integrate written EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying out
and spoken text in order to
a collaborative/paired learning activity in which there are specific instructions for a task.
identify cultural differences
and similarities within a range Reading
of local, national and global
contexts familiar to the EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written materials using
learner. prior knowledge, graphic organizers, context clues, note taking and finding words in a dictionary.
Writing
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence an audience.
(Example: persuade, negotiate, argue, etc.)
Language through the arts
EFL 4.5.9 Engage in collaborative activities through a variety of student groupings to create and
respond to literature and other literary texts. (Example: small groups, cooperative learning groups,
literature circles, process writing groups, etc.)
TERCERA UNIDAD Communication and Cultural Awareness
Objectives: EFL 4.1.1 Compare and contrast oral traditions, myths, folktales and literature from Ecuador
O.EFL 4.5 Introduce the and international regions and cultures and identify similarities and differences and universal
need for independent cultural themes.
research as a daily activity
by using electronic EFL 4.1.6 Seek and provide information and assistance, orally or in writing and in online or face
resources (ICT) in class to- face interactions, for personal, social and academic purposes.
while practicing appropriate
competences in the four Oral Communication
skills.
O.EFL 4.7 Use spoken and EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying out
written literary text in a collaborative/paired learning activity in which there are specific instructions for a task.
English such as poems,
short stories, comic strips, Reading
short magazine articles and EFL 4.3.5 Use everyday reference material in order to select information appropriate to the
oral interviews on familiar
purpose of an inquiry and relate ideas from one written source to another.
subjects in order to inspire
oral and written production Writing
at an A2.1 level.
O.EFL 4.8 Integrate written EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence an audience.
and spoken text in order to (Example: persuade, negotiate, argue, etc.)
identify cultural differences
Language through the arts
and similarities within a range
of local, national and global EFL 4.5.4 Create personal stories by adding imaginative details to real-life stories and situations,
contexts familiar to the using appropriate vocabulary and elements of the literature learners have read or heard.
learner.
CUARTA UNIDAD Communication and Cultural Awareness
Objectives: EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and
O.EFL 4.5 Introduce the distinctions across cultures and groups (differentiated by gender, ability, generations, etc.)
need for independent including the students’ own.
research as a daily activity
by using electronic EFL 4.1.6 Seek and provide information and assistance, orally or in writing and in online or face
resources (ICT) in class to- face interactions, for personal, social and academic purposes.
while practicing appropriate
competences in the four
skills. Oral Communication (Listening and Speaking)
O.EFL 4.7 Use spoken and
written literary text in EFL 4.2.4 Deduce the meanings of unfamiliar phrases and words from a context containing
English such as poems, familiar elements.
short stories, comic strips,
short magazine articles and Reading
oral interviews on familiar
subjects in order to inspire EFL 4.3.5 Use everyday reference material in order to select information appropriate to the
oral and written production purpose of an inquiry and relate ideas from one written source to another.
at an A2.1 level. Writing
O.EFL 4.8 Integrate written
and spoken text in order to EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence an audience.
identify cultural differences (Example: persuade, negotiate, argue, etc.)
and similarities within a range
of local, national and global Language through the arts
contexts familiar to the
EFL 4.5.4 Create personal stories by adding imaginative details to real-life stories and situations,
learner.
using appropriate vocabulary and elements of the literature learners have read or heard.

QUINTA UNIDAD Communication and Cultural Awareness


Objectives: EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social and classroom
O.EFL 4.1 Identify the main interactions. (Example: asking questions, starting over, rephrasing, exploring alternative
ideas, some details and pronunciations or wording, etc.).
inferences of written texts,
in order to produce level- EFL 4.1.9 Recognize the consequences of one’s actions by demonstrating responsible decision
appropriate critical analysis making at school, online, at home and in the community, while considering ethical standards,
of familiar subjects and safety concerns, social norms and mutual respect.
contexts.
O.EFL 4.4 Develop Oral Communication
creative and critical EFL 4.2.4 Deduce the meanings of unfamiliar phrases and words from a context containing
thinking skills when
familiar elements
encountering challenges in
order to promote Reading
autonomous learning and
decision making. EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written materials using
O.EFL 4.6 Write short prior knowledge, graphic organizers, context clues, note taking and finding words in a dictionary.
descriptive and informative
texts related to personal Writing
information or familiar topics EFL 4.4.8 Convey and organize information using facts and details in order to illustrate diverse
and use them as a means of patterns and structures in writing. (Example: cause and effect, problem and solution, general-to
communication and written
specific presentation, etc.).
expression of thought.
Language through the arts
EFL 4.5.3 Make predictions, inferences and deductions to demonstrate different levels of meaning
of literary works presented orally or in digital form, including literal and implied meanings.
(Example: summarizing, explaining and identifying, word choice, symbols, points of view, etc.).
SEXTA UNIDAD Communication and Cultural Awareness
Objectives:
O.EFL 4.1 Identify the main EFL 4.1.1 Compare and contrast oral traditions, myths, folktales and literature from Ecuador
ideas, some details and and international regions and cultures and identify similarities and differences and universal
inferences of written texts, cultural themes.
in order to produce level-
EFL 4.1.6 Seek and provide information and assistance, orally or in writing and in online or face
appropriate critical analysis
to- face interactions, for personal, social and academic purposes.
of familiar subjects and
contexts. Oral Communication
O.EFL 4.4 Develop
creative and critical EFL 4.2.4 Deduce the meanings of unfamiliar phrases and words from a context containing
thinking skills when familiar elements.
encountering challenges in
order to promote Reading
autonomous learning and EFL 4.3.5 Use everyday reference material in order to select information appropriate to the
decision making. purpose of an inquiry and relate ideas from one written source to another.
O.EFL 4.6 Write short
descriptive and informative Writing
texts related to personal EFL 4.4.8 Convey and organize information using facts and details in order to illustrate diverse
information or familiar topics patterns and structures in writing. (Example: cause and effect, problem and solution, general-to
and use them as a means of specific presentation, etc.)
communication and written
expression of thought. Language through the arts
EFL 4.5.3 Make predictions, inferences and deductions to demonstrate different levels of meaning
of literary works presented orally or in digital form, including literal and implied meanings.
(Example: summarizing, explaining and identifying, word choice, symbols, points of view, etc.)
SUBNIVEL BACHILLERATO GENERAL UNIFICADO
OBJETIVOS DEL SUBNIVEL 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-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.

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).
AREA LENGUA EXTRANJERA
DOCENTE: Lic. KARLACORREA
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 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).

DESTREZAS CON CRITERIO DE DESEMPEÑO


PRIMERO DE BACHILLERATO GENERAL UNIFICADO
PRIMERA UNIDAD EFL 5.1.7 Interpret and demonstrate knowledge of nonverbal and oral communication
Objectives: features by applying them in appropriate contexts. (Example: use of stress, intonation,
O. EFL 5.3 Access greater flexibility pace.
of mind, creativity, enhanced
linguistic intelligence, and critical EFL 5.2.11 Express opinions on abstract topics, such as film and music, and concrete
thinking skills through an appreciation topics, such as personal experiences, while describing one’s reactions to them and others’
of linguistic differences. Enjoy an opinions.
enriched perspective of their own L1
EFL 5.3.4 Find the most important information in print or online sources in order to support
and of language use for
an idea or argument. (Example: Internet search engines, online advertising, online or print
communication and learning.
O.EFL 5.4 Deploy a range of learning timetables, web pages, posters, adverts, catalogues, etc.)
strategies, thereby increasing EFL 5.4.4 Select and make effective use of a range of digital tools to write, edit, revise and
disposition and ability to publish writing the work in a way that supports collaboration, learning and productivity.
independently access further (Example: image editing, Google Drive, infographic makers, audio and video editing,
(language) learning and practice presentation apps, etc.)
opportunities. Respect themselves
and others within the communication EFL 5.5.6 Evaluate one’s own and others’ work, individually and collaboratively, on the
process, cultivating habits of honesty basis of a variety of criteria, and recognize how chosen criteria affect evaluation. (Examples
of criteria: clarity of ideas, use of English grammar and vocabulary, register, originality,
and integrity into responsible
visual presentation, etc.)
academic behavior.
O.EFL 5.6 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.
SEGUNDA UNIDAD Communication and Cultural Awareness
Objectives: EFL 5.1.3 Find parallels between Ecuadorian cultural and political referents and those of
O.EFL 5.2 Draw on this established other countries by talking about holidays, symbols, customs and schooling.
propensity for curiosity and tolerance Oral Communication: (Listening and Speaking)
towards different cultures to EFL 5.2.2 Identify the main idea and some details of recorded news reports, documentaries
comprehend the role of diversity in and interviews reporting on seasonal festivities, environmental issues, food and
building an intercultural and international customs, climate, weather, etc., where the visuals support the commentary.
multinational society. Reading
EFL 5.3.2 Identify and use reading strategies to make informative and narrative texts
O.EFL 5.4 Deploy a range of learning comprehensible and meaningful. (Example: skimming, scanning, previewing, reading for
strategies, thereby increasing main ideas and details, using structural and context clues, cognates, format, sequence,
disposition and ability to etc.)
independently access further Writing
(language) learning and practice EFL 5.4.2 Identify a variety of types and formats of potential resources and the value,
purpose and audience of each for use in the educational domain. (Ex-ample: audio/video,
opportunities. Respect themselves
multimedia, website, database, book, thesaurus, scholarly/popular, current/historical, etc.)
and others within the communication
EFL 5.4.4 Select and make effective use of a range of digital tools to write, edit, re-vise and
process, cultivating habits of honesty publish written work in a way that supports collaboration, learning and productivity.
and integrity into responsible (Example: image editing, Google Drive, infographic makers, audio and video editing,
academic behavior. presentation apps, etc.)

Language through the Arts


EFL 5.5.9 Engage in collaborative activities through a variety of student groupings to share,
reflect on, express and interpret opinions and evaluations of a range of literary text.

TERCERA UNIDAD Communication and Cultural Awareness


Objectives: EFL 5.1.7 Interpret and demonstrate knowledge of nonverbal and oral communication
O.EFL 5.3 Access greater flexibility features
of mind, creativity, enhanced by applying them in appropriate contexts. (Example: use of stress, intonation, pace, etc.)
linguistic intelligence, and critical
Oral Communication: (Listening and Speaking)
thinking skills through an appreciation
EFL 5.2.7 Present information clearly and effectively in a variety of oral forms for a range of
of linguistic differences. Enjoy an audiences and purposes. (Example: summarizing, paraphrasing, personal narratives,
enriched perspective of their own L1 research reports, essays, articles, posters, charts and another graphics, etc.)
and of language use for Reading
communication and learning. EFL 5.3.2 Identify and use reading strategies to make informative and narrative texts
Comprehensible and meaningful. (Example: skimming, scanning, previewing, reading for
O.EFL 5.4 Deploy a range of learning
main ideas and details, using structural and context clues, cognates, format, sequence,
strategies, thereby increasing
etc.)
disposition and ability to Writing
independently access further EFL 5.4.7 Use the process of prewriting, drafting, revising, peer editing and proofreading
(language) learning and practice (i.e., “the writing process”) to produce well-constructed informational texts.
opportunities. Respect themselves EFL 5.4.8 Create an effective voice, using a variety of writing styles appropriate to different
and others within the communication audiences, purposes and settings, and adjust these styles as necessary.
process, cultivating habits of honesty Language through the Arts
and integrity into responsible EFL 5.5.5 Create original, imaginative stories using appropriate vocabulary and elements of
academic behavior. the literature learners have read or heard.

CUARTA UNIDAD Communication and Cultural Awareness


Objectives: EFL 5.1.11 Apply self-correcting and self-monitoring strategies in social and classroom
O.EFL 5.1 Encounter socio-cultural interactions by adjusting presentation and language production to effectively express
aspects of their own and other opinions and make evaluations. (Example: asking questions, starting over, rephrasing,
countries in a thoughtful and exploring alternative pronunciations, etc.)
inquisitive manner, maturely, and Oral Communication: (Listening and Speaking)
openly experiencing other cultures EFL 5.2.14 Request and provide information and assistance orally for personal, social and
and languages from the secure academic purposes in order to clarify and extend meaning in spoken interactions.
Reading
standpoint of their own national and
EFL 5.3.6 Display an appreciation of the language by interacting and engaging with a
variety of
cultural identity. digital and print texts and resources and by selecting and evaluating these materials as a
means to promote and strengthen literacy skills and language acquisition.
O.EFL 5.2 Draw on this established EFL 5.3.7 Detect complexities and discrepancies in information presented in both print and
propensity for curiosity and tolerance online references and resources.
towards different cultures to Writing
comprehend the role of diversity in EFL 5.4.2 Identify a variety of types and formats of potential resources and the value,
building an intercultural and purpose and audience of each for use in the educational domain. (Example: audio/video,
multinational society. multimedia, website, database, book, thesaurus, scholarly/popular, current/historical, etc.)
EFL 5.4.4 Select and make effective use of a range of digital tools to write, edit, revise and
O.EFL 5.4 Deploy a range of learning publish written work in a way that supports collaboration, learning and productivity.
strategies, thereby increasing (Example: image editing, Google Drive, infographic makers, audio and video editing,
disposition and ability to presentation apps, etc.)
independently access further
(language) learning and practice
Language through the Arts
opportunities. Respect themselves
EFL 5.5.6 Evaluate one’s own and others’ work, individually and collaboratively, on the
and others within the communication
basis of a variety of criteria, and recognize how chosen criteria affect evaluation. (Examples
process, cultivating habits of honesty of criteria: clarity of ideas, use of English grammar and vocabulary, register, originality,
and integrity into responsible visual presentation,
academic behavior. etc.)
QUINTA UNIDAD Communication and Cultural Awareness
Objectives: EFL 5.1.6 Demonstrate an ability to make informed choices about and take action on
O.EFL 5.2 Draw on this established issues of prejudice and discrimination.
Oral Communication: (Listening and Speaking)
propensity for curiosity and tolerance
towards different cultures EFL 5.2.7 Present information clearly and effectively in a variety of oral forms for a range of
to
comprehend the role of diversity in audiences and purposes. (Example: summarizing, paraphrasing, personal narratives,
building an intercultural research reports, essays, articles, posters, charts and another graphics, etc.).
and
multinational society. Reading
EFL 5.3.4 Find specific predictable information in short, simple texts in a range of age- and
O.EFL 5.3 Access greater flexibility level appropriate topics. (Example: biographies, news articles, narratives, memoirs and
of mind, creativity, enhanced personal accounts, formal letters and emails, etc.)
linguistic intelligence, and critical Writing
thinking skills through an appreciation EFL 5.4.3 Apply new and prior knowledge in order to plan and create texts and determine if
of linguistic differences. Enjoy an the new knowledge adds value to or contradicts prior information.
enriched perspective of their own L1 Language through the Arts
and of language use for EFL 5.5.2 Make predictions, inferences and deductions to demonstrate different levels of
meaning of literary texts presented orally or in digital form, including literal and implied
communication and learning.
meanings. (Example: summarizing, explaining and identifying, word choice, symbols, points
of view, etc.)
Reading
• Identifying unreliable resources on the Internet.
• Using a rubric to evaluate a print or online resource.
• Using a rubric to assess the validity of a web site, according to one’s academic needs
• Reading about a topic and then identifying reference materials and sources that could be
used to find out more information.
Writing
• Writing new words and phrases in a vocabulary notebook and then writing a text using
three words from your vocabulary notebook.
• Writing a brochure about your opinion on a topic and underlining examples of persuasive
language.
• Watching a video about a controversial topic and writing a short essay agreeing or
disagreeing with the content presented.
• Exchanging writing in pairs in order to make suggestions about things that could be
improved.
Language through the Arts
• Predicting the content of a story using the title and pictures.
• Summarizing the main idea.
• Underlining the words in a text that influence the reader.
• Participating in a performance, such as a lip-synching contest or play, and using
nonverbal and body language to emphasize comprehension of the subject.
SEXTA UNIDAD Communication and Cultural Awareness
Objectives: EFL 5.1.9 Communicate information and ideas effectively to diverse audiences using a
O.EFL 5.6 Through selected media, variety of media and formats.
participate in reasonably extended Oral Communication: (Listening and Speaking)
spoken or written dialogue with peers EFL 5.2.7 Present information clearly and effectively in a variety of oral forms for a range of
from different L1 backgrounds on audiences and purposes. (Example: summarizing, paraphrasing, personal narratives,
work, study, or general topics of research reports, essays, articles, posters, charts and other graphics, etc.)
common interest, expressing ideas EFL 5.2.8 Influence an audience effectively through persuasion, argument or negotiation
using conventions and features of English. (Example: precise vocabulary, pronunciation,
and opinions effectively and
intonation, presentation strategies, etc.)
appropriately.
Reading
O.EFL 5.7 Interact quite clearly, EFL 5.3.9 Skim and scan reference materials, in print or online, in order to identify
confidently, and appropriately in a information that might be of practical use for one’s own research and academic needs.
range of formal and informal social Writing
EFL 5.4.5 Justify and explain the rationale for a position on an argument, using persuasive
situations with a limited but effective
language, tone, evidence and well-developed arguments through essays, editorials, movie
command of the spoken language.
and book reviews, position papers and brochures.

Language through the Arts


EFL 5.5.8 Contribute to team projects to produce original works and solve problems while
effectively negotiating and managing interactions to accomplish social and classroom tasks.

SUBNIVEL BACHILLERATO GENERAL UNIFICADO


OBJETIVOS DEL SUBNIVEL O.EFL 5.1 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.
O.EFL 5.2 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.
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-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.
O.EFL 5.6 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.
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)
AREA LENGUA EXTRANJERA
DOCENTE: Lic. KARLACORREA
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 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).

DESTREZAS CON CRITERIO DE DESEMPEÑO


SEGUNDO DE BACHILLERATO GENERAL UNIFICADO
PRIMERA UNIDAD
Objectives: Communication and Cultural Awareness
O.EFL 5.4 EFL 5.1.5 Identify, discuss and analyze cultural products from Ecuador and beyond and
Deploy a range of learning strategies, use them to explore the perspectives of the culture.
thereby increasing disposition and
ability to independently access Oral Communication: (Listening and Speaking)
further (language) learning and EFL 5.2.11 Express opinions on abstract topics, such as film and music, and concrete
practice opportunities. Respect topics, such as personal experiences, while describing one’s reactions to them and others’
themselves and others within the opinions.
communication process, cultivating
habits of honesty and integrity into Reading
responsible academic behavior. EFL 5.3.4 Find the most important information in print or online sources in order to support
O.EFL 5.6 an idea or argument. (Example: Internet search engines, online advertising, online or print
Through selected media, participate timetables, web pages, posters, adverts, catalogues, etc.)
in reasonably extended spoken or Writing
written dialogue with peers from EFL 5.4.4 Select and make effective use of a range of digital tools to write, edit, revise and
different L1 backgrounds on work, publish written work in a way that supports collaboration, learning and productivity.
study, or general topics of common (Example: image editing, Google Drive, infographic makers, audio and video editing,
interest, expressing ideas and presentation apps, etc.)
opinions effectively and EFL 5.4.7 Use the process of prewriting, drafting, revising, peer editing and proofreading
appropriately. (i.e., “the writing process”) to produce well-constructed informational texts.
O.EFL 5.7
Interact quite clearly, confidently, and Language through the Arts
appropriately in a range of formal and EFL 5.5.9 Engage in collaborative activities through a variety of student groupings to share,
informal social situations with a reflect on, express and interpret opinions and evaluations of a range of literary texts.
limited but effective command of the (Example: small groups, cooperative learning groups, literature circles, process writing
spoken language. groups, etc.)
.

SEGUNDA UNIDAD Communication and Cultural Awareness


Objectives: EFL 5.1.1 Display an understanding of the relationship between the practices and
O.EFL 5.2 perspectives of different cultures by recognizing and sharing cross-cultural experiences and
Draw on this established propensity ideas.
for curiosity and tolerance towards
different cultures to comprehend the Oral Communication: (Listening and Speaking)
role of diversity in building an EFL 5.2.2 Identify the main idea and some details of recorded news reports, documentaries
intercultural and multinational society. and interviews reporting on seasonal festivities, environmental issues, food and
O.EFL 5.6 international customs, climate, weather, etc., where the visuals support the commentary.
Through selected media, participate
in reasonably extended spoken or Reading
written dialogue with peers from EFL 5.3.8 Identify and understand the main points in straightforward texts on subjects of
different L1 backgrounds on work, personal interest or familiar academic topics.
study, or general topics of common
interest, expressing ideas and Writing
opinions effectively and EFL 5.4.2 Identify a variety of types and formats of potential resources and the value,
appropriately. purpose and audience of each for use in the educational domain. (Example: audio/video,
O.EFL 5.7 multimedia, website, database, book, thesaurus, scholarly/popular, current/historical, etc.)
Interact quite clearly, confidently, and
appropriately in a range of formal and Language through the Arts
informal social situations with a EFL 5.5.8 Contribute to team projects to produce original works and solve problems while
limited but effective command of the effectively negotiating and managing interactions to accomplish social and classroom tasks.
spoken language.

TERCERA UNIDAD Communication and Cultural Awareness


Objectives: EFL 5.1.1 Display an understanding of the relationship between the practices and
O.EFL 5.2 perspectives of different cultures by recognizing and sharing cross-cultural experiences and
Draw on this established propensity ideas.
for curiosity and tolerance towards
different cultures to comprehend the Oral Communication: (Listening and Speaking)
role of diversity in building an EFL 5.2.9 Build on others’ ideas when engaged in pair, group or whole-class discussions
intercultural and multinational society. on personal, social, community and academic topics.
O.EFL 5.3
Access greater flexibility of mind, Reading
creativity, enhanced linguistic EFL 5.3.4 Find the most important information in print or online sources in order to support
intelligence, and critical thinking skills an idea or argument. (Example: Internet search engines, online advertising, online or print
through an appreciation of timetables, web pages, posters, adverts, catalogues, etc.)
linguistic differences. Enjoy an EFL 5.3.5 Assess, compare and evaluate the quality of written texts and visual
enriched perspective of their own L1 presentations using different criteria and ICT tools related to the organization, subject area
and of language use for and purpose of a text. (Examples of text types: editorials, letters to the editor, political
communication and learning. speeches, illustrations, charts, advertisements, etc.)
O.EFL 5.7
Interact quite clearly, confidently, and Writing
appropriately in a range of formal and EFL 5.4.3 Apply new and prior knowledge in order to plan and create texts and determine if
informal social situations with a the new knowledge adds value to or contradicts prior information.
limited but effective EFL 5.4.5 Justify and explain the rationale for a position on an argument, using persuasive
command of the spoken language. language, tone, evidence and well-developed arguments through essays, editorials, movie
(CEFR B1 level). and book reviews, position papers and brochures.

Language through the Arts


EFL 5.5.2 Make predictions, inferences and deductions to demonstrate different levels of
meaning of literary texts presented orally or in digital form, including literal and implied
meanings. (Example: summarizing, explaining and identifying, word choice, symbols, points
of view, etc.)
CUARTA UNIDAD Communication and Cultural Awareness
Objectives: EFL 5.1.5 Identify, discuss and analyze cultural products from Ecuador and beyond and
O.EFL 5.4 use them to explore the perspectives of the culture.
Deploy a range of learning strategies,
thereby increasing disposition and Oral Communication: (Listening and Speaking)
ability to independently access EFL 5.2.14 Request and provide information and assistance orally for personal, social and
further (language) learning and academic purposes in order to clarify and extend meaning in spoken interactions.
practice opportunities. Respect
themselves and others within the Reading
communication process, cultivating EFL 5.3.3 Determine the main conclusion in texts which clearly argue a point of view in
habits of honesty and integrity into order to make informed decisions about one’s own opinion and reaction to the text.
responsible academic behavior. EFL 5.3.8 Identify and understand the main points in straightforward texts on subjects of
O.EFL 5.6 personal interest or familiar academic topics.
Through selected media, participate
in reasonably extended spoken or Writing
written dialogue with peers from EFL 5.4.5 Select and make effective use of a range of digital tools to write, edit, revise and
different L1 backgrounds on publish written work in a way that supports collaboration, learning and productivity.
work, study, or general topics of (Example: image editing, Google Drive, infographic makers, audio and video editing,
common interest, expressing ideas presentation apps, etc.)
and opinions effectively and EFL 5.4.7 Use the process of prewriting, drafting, revising, peer editing and proofreading
appropriately. (i.e., “the writing process”) to produce well-constructed informational texts.
Language through the Arts
EFL 5.5.1 Compare and present personal and formal responses to and interpretations of
published literary texts and the works of peers, referring to details and features of the text.
(Example: text structure, plot, ideas, events, vocabulary, etc.)
QUINTA UNIDAD Communication and Cultural Awareness
Objectives: EFL 5.1.3 I Find parallels between Ecuadorian cultural and political referents and those of
O.EFL 5.1 other countries by talking about holidays, symbols, customs and schooling.
Encounter socio-cultural aspects of
their own and other countries in a Oral Communication: (Listening and Speaking)
thoughtful and inquisitive manner, EFL 5.2.2 Identify the main idea and some details of recorded news reports, documentaries
maturely, and openly experiencing and interviews reporting on seasonal festivities, environmental issues, food and
other cultures and languages from international customs, climate, weather, etc., where the visuals support the commentary.
the secure standpoint of their own
national and cultural identity. Reading
O.EFL 5.6 EFL 5.3.2 Identify and use reading strategies to make informative and narrative texts
Through selected media, participate comprehensible and meaningful. (Example: skimming, scanning, previewing, reading for
in reasonably extended spoken or main ideas and details, using structural and context clues, cognates, format, sequence,
written dialogue with peers from etc.)
different L1 background s on work,
study, or general topics of common Writing
interest, expressing ideas and EFL 5.4.4 Select and make effective use of a range of digital tools to write, edit, revise and
opinions effectively and publish written work in a way that supports collaboration, learning and productivity.
appropriately. (Example: image editing, Google Drive, infographic makers, audio and video editing,
O.EFL 5.7 presentation apps, etc.)
Interact quite clearly, confidently, and
appropriately in a range of formal and Language through the Arts
informal social situations with a EFL 5.5.5 Create original, imaginative stories using appropriate vocabulary and elements of
limited but effective command of the the literature learners have read or heard.
spoken language.
SEXTA UNIDAD Communication and Cultural Awareness
Objectives: EFL 5.1.4 Interpret and demonstrate knowledge of nonverbal and oral communication
O.EFL 5.4 features by applying them in appropriate contexts. (Example: use of stress, intonation,
Deploy a range of learning strategies, pace, etc.)
thereby increasing disposition and
ability to independently access Oral Communication: (Listening and Speaking)
further (language) learning and EFL 5.2.6 Use new words and expressions which occur in conversations in the personal
practice opportunities. Respect and educational domains, and make use of such terms and expressions wherever
themselves and others within the appropriate and necessary.
communication process, cultivating
habits of honesty an d integrity into Reading
responsible academic behavior. EFL 5.3.6 Display an appreciation of the language by interacting and engaging with a
O.EFL 5.5 variety of digital and print texts and resources and by selecting and evaluating these
Directly access the main points and materials as a means to promote and strengthen literacy skills and language acquisition.
important details of up-to-date
English language texts, such as Writing
those published on the web, for EFL 5.4.1 Critically evaluate information from references, including those found on the web,
professional or general investigation, and recommend print and digital sources to other learners.
through the efficient use of ICT and
reference tools where required. Language through the Arts
O.EFL 5.7 EFL 5.5.9 Engage in collaborative activities through a variety of student groupings to share,
Interact quite clearly, confidently, and reflect on, express and interpret opinions and evaluations of a range of literary texts.
appropriately in a range of formal and (Example:small groups, cooperative learning groups, literature circles, process writing
informal social situations with a groups, etc.)
limited but effective command of the
spoken language.

SUBNIVEL BACHILLERATO GENERAL UNIFICADO


OBJETIVOS DEL SUBNIVEL O.EFL 5.1 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.
O.EFL 5.2 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.
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-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.
O.EFL 5.6 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.
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)
AREA LENGUA EXTRANJERA
DOCENTE: Lic. KARLACORREA
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 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).

DESTREZAS CON CRITERIO DE DESEMPEÑO


TERCERO DE BACHILLERATO GENERAL UNIFICADO
PRIMERA UNIDAD
Objectives: Communication and Cultural Awareness
O.EFL 5.4 EFL 5.1.5 Identify, discuss and analyze cultural products from Ecuador and beyond and
Deploy a range of learning strategies, use them to explore the perspectives of the culture.
thereby increasing disposition and
ability to independently access Oral Communication: (Listening and Speaking)
further (language) learning and EFL 5.2.11 Express opinions on abstract topics, such as film and music, and concrete
practice opportunities. Respect topics, such as personal experiences, while describing one’s reactions to them and others’
themselves and others within the opinions.
communication process, cultivating
habits of honesty and integrity into Reading
responsible academic behavior. EFL 5.3.4 Find the most important information in print or online sources in order to support
O.EFL 5.6 an idea or argument. (Example: Internet search engines, online advertising, online or print
Through selected media, participate timetables, web pages, posters, adverts, catalogues, etc.)
in reasonably extended spoken or
written dialogue with peers from Writing
different L1 backgrounds on work, EFL 5.4.4 Select and make effective use of a range of digital tools to write, edit, revise and
study, or general topics of common publish written work in a way that supports collaboration, learning and productivity.
interest, expressing ideas and (Example: image editing, Google Drive, infographic makers, audio and video editing,
opinions effectively and presentation apps, etc.)
appropriately. EFL 5.4.7 Use the process of prewriting, drafting, revising, peer editing and proofreading
O.EFL 5.7 (i.e., “the writing process”) to produce well-constructed informational texts.
Interact quite clearly, confidently, and
appropriately in a range of formal and Language through the Arts
informal social situations with a EFL 5.5.9 Engage in collaborative activities through a variety of student groupings to share,
limited but effective command of the reflect on, express and interpret opinions and evaluations of a range of literary texts.
spoken language. (Example: small groups, cooperative learning groups, literature circles, process writing
groups, etc.)

SEGUNDA UNIDAD Communication and Cultural Awareness


Objectives: EFL 5.1.1 Display an understanding of the relationship between the practices and
O.EFL 5.2 perspectives of different cultures by recognizing and sharing cross-cultural experiences and
Draw on this established propensity ideas.
for curiosity and tolerance towards
different cultures to comprehend the Oral Communication: (Listening and Speaking)
role of diversity in building an EFL 5.2.2 Identify the main idea and some details of recorded news reports, documentaries
intercultural and multinational society. and interviews reporting on seasonal festivities, environmental issues, food and
O.EFL 5.6 international customs, climate, weather, etc., where the visuals support the commentary.
Through selected media, participate Reading
in reasonably extended spoken or EFL 5.3.8 Identify and understand the main points in straightforward texts on subjects of
written dialogue with peers from personal interest or familiar academic topics.
different L1 backgrounds on work,
study, or general topics of common Writing
interest, expressing ideas and EFL 5.4.2 Identify a variety of types and formats of potential resources and the value,
opinions effectively and purpose and audience of each for use in the educational domain. (Example: audio/video,
appropriately. multimedia, website, database, book, thesaurus, scholarly/popular, current/historical, etc.)
O.EFL 5.7
Interact quite clearly, confidently, and Language through the Arts
appropriately in a range of formal and EFL 5.5.8 Contribute to team projects to produce original works and solve problems while
informal social situations with a effectively negotiating and managing interactions to accomplish social and classroom tasks.
limited but effective command of the
spoken language.
TERCERA UNIDAD Communication and Cultural Awareness
Objectives: EFL 5.1.1 Display an understanding of the relationship between the practices and
O.EFL 5.2 perspectives of different cultures by recognizing and sharing cross-cultural experiences and
Draw on this established propensity ideas.
for curiosity and tolerance towards
different cultures to comprehend the Oral Communication: (Listening and Speaking)
role of diversity in building an EFL 5.2.9 Build on others’ ideas when engaged in pair, group or whole-class discussions
intercultural and multinational society. on personal, social, community and academic topics.
O.EFL 5.3
Access greater flexibility of mind, Reading
creativity, enhanced linguistic EFL 5.3.4 Find the most important information in print or online sources in order to support
intelligence, and critical thinking skills an idea or argument. (Example: Internet search engines, online advertising, online or print
through an appreciation of timetables, web pages, posters, adverts, catalogues, etc.)
linguistic differences. Enjoy an EFL 5.3.5 Assess, compare and evaluate the quality of written texts and visual
enriched perspective of their own L1 presentations using different criteria and ICT tools related to the organization, subject area
and of language use for and purpose of a text. (Examples of text types: editorials, letters to the editor, political
communication and learning. speeches, illustrations, charts, advertisements, etc.)
O.EFL 5.7
Interact quite clearly, confidently, and Writing
appropriately in a range of formal and EFL 5.4.3 Apply new and prior knowledge in order to plan and create texts and determine if
informal social situations with a the new knowledge adds value to or contradicts prior information.
limited but effective EFL 5.4.5 Justify and explain the rationale for a position on an argument, using persuasive
command of the spoken language. language, tone, evidence and well-developed arguments through essays, editorials, movie
(CEFR B1 level) and book reviews, position papers and brochures.

Language through the Arts


EFL 5.5.2 Make predictions, inferences and deductions to demonstrate different levels of
meaning of literary texts presented orally or in digital form, including literal and implied
meanings. (Example: summarizing, explaining and identifying, word choice, symbols, points
of view, etc.)
CUARTA UNIDAD Communication and Cultural Awareness
Objectives: EFL 5.1.5 Identify, discuss and analyze cultural products from Ecuador and beyond and
O.EFL 5.4 use them to explore the perspectives of the culture.
Deploy a range of learning strategies,
thereby increasing disposition and Oral Communication: (Listening and Speaking)
ability to independently access EFL 5.2.14 Request and provide information and assistance orally for personal, social and
further (language) learning and academic purposes in order to clarify and extend meaning in spoken interactions.
practice opportunities. Respect
themselves and others within the Reading
communication process, cultivating EFL 5.3.3 Determine the main conclusion in texts which clearly argue a point of view in
habits of honesty and integrity into order to make informed decisions about one’s own opinion and reaction to the text.
responsible academic behavior. EFL 5.3.8 Identify and understand the main points in straightforward texts on subjects of
O.EFL 5.6 personal interest or familiar academic topics.
Through selected media, participate
in reasonably extended spoken or Writing
written dialogue with peers from EFL 5.4.5 Select and make effective use of a range of digital tools to write, edit, revise and
different L1 backgrounds on publish written work in a way that supports collaboration, learning and productivity.
work, study, or general topics of (Example: image editing, Google Drive, infographic makers, audio and video editing,
common interest, expressing ideas presentation apps, etc.)
and opinions effectively and EFL 5.4.7 Use the process of prewriting, drafting, revising, peer editing and proofreading
appropriately. (i.e., “the writing process”) to produce well-constructed informational texts.

Language through the Arts


EFL 5.5.1 Compare and present personal and formal responses to and interpretations of
published literary texts and the works of peers, referring to details and features of the text.
(Example: text structure, plot, ideas, events, vocabulary, etc.)
QUINTA UNIDAD Communication and Cultural Awareness
Objectives: EFL 5.1.3 I Find parallels between Ecuadorian cultural and political referents and those of
O.EFL 5.1 other countries by talking about holidays, symbols, customs and schooling.
Encounter socio-cultural aspects of
their own and other countries in a Oral Communication: (Listening and Speaking)
thoughtful and inquisitive manner, EFL 5.2.2 Identify the main idea and some details of recorded news reports, documentaries
maturely, and openly experiencing and interviews reporting on seasonal festivities, environmental issues, food and
other cultures and languages from international customs, climate, weather, etc., where the visuals support the commentary.
the secure standpoint of their own
national and cultural identity. Reading
O.EFL 5.6 EFL 5.3.2 Identify and use reading strategies to make informative and narrative texts
Through selected media, participate comprehensible and meaningful. (Example: skimming, scanning, previewing, reading for
in reasonably extended spoken or main ideas and details, using structural and context clues, cognates, format, sequence,
written dialogue with peers from etc.)
different L1 backgrounds on work,
study, or general topics of common Writing
interest, expressing ideas and EFL 5.4.4 Select and make effective use of a range of digital tools to write, edit, revise and
opinions effectively and publish written work in a way that supports collaboration, learning and productivity.
appropriately. (Example: image editing, Google Drive, infographic makers, audio and video editing,
O.EFL 5.7 presentation apps, etc.)
Interact quite clearly, confidently, and Language through the Arts
appropriately in a range of formal and EFL 5.5.5 Create original, imaginative stories using appropriate vocabulary and elements of
informal social situations with a the literature learners have read or heard.
limited but effective command of the
spoken language.
SEXTA UNIDAD Communication and Cultural Awareness
Objectives: EFL 5.1.4 Interpret and demonstrate knowledge of nonverbal and oral communication
O.EFL 5.4 features by applying them in appropriate contexts. (Example: use of stress, intonation,
Deploy a range of learning strategies, pace, etc.)
thereby increasing disposition and
ability to independently access Oral Communication: (Listening and Speaking)
further (language) learning and EFL 5.2.6 Use new words and expressions which occur in conversations in the personal
practice opportunities. Respect and educational domains, and make use of such terms and expressions wherever
themselves and others within the appropriate and necessary.
communication process, cultivating
habits of honesty an d integrity into Reading
responsible academic behavior. EFL 5.3.6 Display an appreciation of the language by interacting and engaging with a
O.EFL 5.5 variety of digital and print texts and resources and by selecting and evaluating these
Directly access the main points and materials as a means to promote and strengthen literacy skills and language acquisition.
important details of up-to-date
English language texts, such as Writing
those published on the web, for EFL 5.4.1 Critically evaluate information from references, including those found on the web,
professional or general investigation, and recommend print and digital sources to other learners.
through the efficient use of ICT and
reference tools where required. Language through the Arts
O.EFL 5.7 EFL 5.5.9 Engage in collaborative activities through a variety of student groupings to share,
Interact quite clearly, confidently, and reflect on, express and interpret opinions and evaluations of a range of literary texts.
appropriately in a range of formal and (Example:small groups, cooperative learning groups, literature circles, process writing
informal social situations with a groups, etc.)
limited but effective command of the
spoken language.

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