UNIDAD EDUCATIVA

"LAURO DAMERVAL AYORA"

AÑO LECTIVO 2024 - 2025

3. Mapa Curicular de Destrezas

3.2. Mapa Curicular para Educación General Básica Media
OBJETIVOS DE ÁREA PARA EGB MEDIA:
O. EFL 3.1 Identify the main ideas and some details of written and oral texts, in order to interact with and to develop an approach of critical inquiry to a variety of texts.
O.EFL 3.2 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 writ
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 or
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 com
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 ef
O.EFL 3.10 Demonstrate an ability to use English as a means to interact socially and work cooperatively in pairs and groups.

QUINTO AÑO EGB

PRIMER PERIODO
DCD POR ÁREA DE CONOCIMIENTO
CRITERIO DE EVALUACIÓN INDICADOR DE EVALUACIÓN
PRIORIZADO

CE.EFL.3.1. Cultivate an awareness of EFL 3.1.1. Ask simple basic Learners can show an awareness of
different cultures and identify similarities questions in class about the world different cultures and identify
and differences between them through oral beyond their own immediate similarities and differences between
and written literary texts environment in order to increase their them in oral and written short texts.
understanding of different cultures. (I.2, S.2, J.1) (REF I.EFL.3.1.1.)
CS CS
CE.EFL.3.2. Recognize and exhibit Recognize ways to relate responsibly I.EFL.3.2.1. Learners can say ways to
responsible behaviors at home, at school to one’s surroundings at school by take care of the environment and
and towards the environment. exhibisting responsible behaviors one’s su- rroundings. Learners can
towards the environment. (Example: identify and exhi- bit socially
chores, recycling, etc.) EFL 3.1.2. CS responsible behaviors at home, at
school and towards the environment.
(J.3, S.1)

CE.EFL.3.6. Listening for Me- aning: EFL 3.2.2. Be comfortable taking Learners can grasp the main idea of
Demonstrate an un- derstanding of the main meaning from spoken texts spoken texts set in familiar everyday
idea, speaker and situation in spoken texts containing words or sections which contexts. (I.3, I.4) (REF I.EFL.3.6.1.)
set in familiar everyday contexts without are not understood. Be aware that CC
having to de- code every word. understanding spoken texts does not
require decoding every single word.

CE.EFL.3.7. Listening for In- formation: EFL 3.2.7. Identify the main idea of Learners can record and identify key
Follow and identify key information in short, clear, simple messages and infor- mation from a spoken message
short strai- ghtforward audio texts related to announcements and understand of immediate need or interest. (I.2,
areas of immediate need or interest, sentences and frequently used I.3) (REF I.EFL.3.7.1.) CC
provided vocabulary is familiar and visual expressions related to areas of
support is present, and use these spoken immediate relevance. (Example:
contributions as models for their own. follow verbal instruc- tions for a
game, ask for prices at a store, follow
simple classroom instructions,
describe places nearby, etc.)
CE.EFL.3.11. Demonstrate comprehension EFL 3.3.1. Understand most of the I.EFL.3.11.1. Learners can
of most of the details of a short simple details of the content of a short understand most details in a short
online or print text and follow short simple text (online or print). C C simple online or print text and can
instructions in simple experiments and follow short instructions. (I.3, I.4)
projects if illustrated through step-by-step
visuals.

CE.EFL.3.11. Demonstrate compre- EFL 3.3.10. Follow short instructions I.EFL.3.11.1. Learners can
hension of most of the details of a short illustrated through step-by-step understand most details in a short
simple online or print text and follow short visuals in simple experiments and simple online or print text and can
instructions in simple experiments and projects. (Example: simple science follow short instructions. (I.3, I.4)
projects if illustra- ted through step-by-step experi- ments, instructions for an art CC, CD
visuals. project, etc.)

CE.EFL.3.16. Create a simple learning EFL 3.4.1. Make a simple learning I.EFL.3.16.1. Learners can make a
resource in order to record and practice new resource in order to record and simple lear- ning resource in order to
words and demonstrate knowledge of their practice new words. (Example: a record and practice new words.
meanings. picture dictionary, a word list, set of (Example: a picture dictionary, a
flashcards, etc. C word list, a set of flashcards, etc.)
(I.1, J.4) CC
CE.EFL.3.21. Elaborate perso- nal Use audio, video and pictures to I.EFL.3.21.1. Learners can employ
responses to both oral and written literary respond literary texts through online audio, video, pictures and ICT to
texts through pictures, audio/video or ICT or in-class ICT activities.EFL 3.5.1. respond to oral and written texts and
in order to evaluate literary texts using pre- use pre-established criteria to
established criteria, individually or in evaluate literary texts individually or
groups. in groups. (I.2, I.3, I.4) CD CC
 TERCER PERIODO
DCD POR ÁREA DE CONOCIMIENTO
CRITERIO DE EVALUACIÓN INDICADOR DE EVALUACIÓN
PRIORIZADO

CE.EFL.3.4. Develop the skills to work Interpret and demonstrate knowledge Learners can demonstrate an ability
collaboratively using a range of verbal and of nonverbal and oral communication to work in pairs and small groups
nonver- bal communication features and features in classroom activities in using level-appropriate verbal and
apply self-correcting and self-monitoring which they are used appropriately. nonverbal communication features .
strategies in social and classroom interac- (Example: gestures, body language, (J.2, J.3, J.4, I.3)(REF I.EFL. 3.4.1)
tions. volume, etc.) EFL 3.1.8. CC
CE.EFL.3.5. Demonstrate an ability to use Use oral, print and electronic forms I.EFL.3.5.1. Learners can employ
a variety of sour- ces for oral and written for social communication and for various print and digital sources in
com- munication in order to interact with writing to oneself. (Example: friendly order to communicate with others in
others in social situations. notes, invitations, diary entries, notes oral and written form in social
to self, electronic messages, etc.) situations. (J.3, S.1, S.4) CC, CD
EFL 3.1.4.

CE.EFL.3.9. Production - Fluen- cy: EFL 3.2.13. Respond to simple I.EFL.3.9.1. Learners can answer
Respond to simple ques- tions and familiar questions in quite a short simple ques- tions quickly and
everyday social situations, such as an time and initiate basic interaction initiate basic interaction
invitation or request, relatively quickly. spontaneously when spontaneously when given
Spontaneously initiate interactions in order there are opportunities to speak. opportunities. (Example: make an
to express opinions or give accounts of Speech is produced a invitation, give a sug- gestion, etc.)
personal experiences. little less slowly and hesitantly. CC Learners can describe simple,
familiar situations and talk about past
expe- riences. (I.3, J.3) CC

CE.EFL.3.10. Interaction – Inter- personal: EFL 3.2.12. Ask and answer Learners can use back-channeling to
Participate effectively in familiar and questions and exchange information react appropriately to what others say
predictable con- versational exchanges by on familiar topics in predictable about fami- liar topics in predictable,
sha- ring information and reacting everyday situations. (Example: ask everyday situations and when
appropriately in basic interper- sonal for directions, give directions, carrying out pair work for a speci- fic
interactions express a personal opinion, etc.) task in class. (I.3, J.3)(REF
I.EFL.3.10.1)

CE.EFL.3.14. Select and use rea- ding EFL 3.3.9. Identify and use reading Learners can identify and use reading
strategies to understand and give meaning strategies to make text more strate- gies to make written text more
to written text whi- le employing a range of comprehensible and meaningful. comprehensi- ble and meaningful.
everyday reference materials in order to de- (Example: skimming, scanning, (I.2, S.1) (REF ) CC
termine information appropriate to the previewing, predicting, reading for
purpose of inquiry and to relate ideas main ideas and details, etc.) CC
between written sources.
CE.EFL.3.15. Make and support infe- EFL 3.3.8. Make and support Learners can make and support
rences from evidence in a text with inferences from evidence in a text inferences using evidence from texts
reference to features of written English and with reference to features of written and features of written English.
apply other learning strategies to examine English. (Example: vocabulary, facts, (I.2,J.3)(REF I.EFL.3.15.1.) CC
and interpret a variety of written materials. format, sequence, relevance of ideas,
etc.) CC

CE.EFL.3.18. Write a variety of short Write a simple short narrative with I.EFL.3.18.1. Learners can write
simple familiar text- types – online or in linking words on familiar subjects in short simple text-types and
print – using appropriate language, layout order to express everyday activities. narratives, online and in print, using
and linking words. (Example: free time, descriptions, appropriate language, layout and lin-
what happened last weekend, etc.) king words. (I.3, J.2) CC
EFL 3.4.6.

CE.EFL.3.19. Create a ques- tionnaire or Write a questionnaire for friends, Learners can write questionnaires and
survey using WH- question words in order family or classmates using WH- sur- veys for peers and family using
to identify things in common and questions in order to identify things WH- ques- tions in order to identify
preferences while displaying an ability to in common and preferences. EFL things in common and preferences.
convey and organize information using 3.4.5. (I.2, S.2) (REFI.EFL.3.19.1.)
facts and de- tails

CE.EFL.3.20. Demonstrate an ability to use EFL 3.4.9. Make effective use of a Learners can effectively use a range
a variety of digital tools during the writing
range of digital tools to write, edit, of digital tools during the writing
process in order to collaborate on well- revise and publish written work in a process. (I.3, S.4, J.3)
constructed informational texts. way that supports collaboration. (REFI.EFL.3.20.1.)
(Example: add sound or images to a
presentation, use an app to
collaborate on a mind map,
contribute to a class wiki, etc.) CD
CE.EFL.3.24. Organize ideas and relevant EFL.3.5.6. Work in groups to create Learners can work in groups to create
information from literary texts using group a brainstorm and/or draw a mind map bra- instorms and/ or draw mind
or class brainstorms and/or mind maps in to describe and organize ideas or maps to des- cribe and organize ideas
order to enhance colla- borative responses organize useful information from or useful informa- tion from literary
to literature literary texts. texts. (I.4, S.4, J.3)(REFI.
EFL.3.24.1.) CC
CE.EFL.3.25. Observe and ex- pand on the Create plays including those that Learners can create stories, poems,
conventions of genre in order to create a va- reflect traditional and popu- lar songs and plays to reflect traditional
riety of texts that reflect tradi- tional and Ecuadorian culture, observing the and popular Ecuadorian culture,
popular Ecuadorian culture and identify conventions of the genre. EFL 3.5.8. observing the conven- tions of the
select lite- rary elements in order to relate genre. (S.2, J.1)(REFI.EFL.3.25.1.)
them to other works, including the learners’
own writing.
 DAD EDUCATIVA
O DAMERVAL AYORA"
LECTIVO 2024 - 2025

S DE ÁREA PARA EGB MEDIA:

approach of critical inquiry to a variety of texts.
contribute to communicative and pragmatic competence.
ess information.
ing both spoken and written English.

opics and use them as a means of communication and written expression of thought.
hymes, 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.
g as an outlet to personal expression and intercultural competence.
r 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.
airs and groups.

QUINTO AÑO EGB

SEGUNDO PERIODO
DCD POR ÁREA DE CONOCIMIENTO
CRITERIO DE EVALUACIÓN INDICADOR DE EVALUACIÓN
PRIORIZADO

CE.EFL.3.3. Interact with others using a EFL 3.1.3. Exchange basic personal I.EFL.3.3.1. Learners can employ a
variety of both verbal and nonverbal com- preferences with peers in order to range of verbal and nonverbal
munication features and ex- press likes and express likes and dislikes. CC CS communication fea- tures to express
dislikes while giving recommendations in likes and dislikes and can give
basic yet effective terms recommendations in basic yet effecti-
ve terms. (I.3, S.4) CC
CE.EFL.3.3. Interact with others using a Describe, read about, participate in or I.EFL.3.3.1. Learners can employ a
variety of both verbal and nonverbal com- recommend a favorite activity, book, range of verbal and nonverbal
munication features and ex- press likes and song or other interest to audiences. communication fea- tures to express
dislikes while giving recommendations in (Example: peers, other classes, likes and dislikes and can give
basic yet effective terms teachers, other adults, etc.) EFL recommendations in basic yet effecti-
3.1.5. ve terms. (I.3, S.4) CC

CE.EFL.3.2. Recognize and exhibit EFL 3.1.7. Demonstrate appropriate I.EFL.3.2.1. Learners can say ways to
responsible behaviors at home, at school classroom behaviors by participating take care of the environment and
and towards the environment. in small group or whole class one’s surroundings. Learners can
discussions. (Example: being identify and exhibit socially
courteous, respecting the person and responsible behaviors at home, at
property of others, etc.) CS school and towards the environment.
(J.3, S.1)

CE.EFL.3.8. Production – Ac- curacy and EFL 3.2.8. Spell out key vocabulary Learners can ask others to repeat
Intelligibility: Com- municate needs clearly items using the English alphabet. themsel- ves or to say something in a
in class by asking questions or reques- ting (Example: names, colors, animals, different way and ask for common
clarification. Demonstra- te acquisition of possessions, etc.) CC classroom needs. Lear- ners can spell
skills taught in class, such as being able to out words in English . (I.3, J.4)
spell out words or use some grammatical (REFI.EFL.3.8.1) CC
structures (albeit with frequent errors)
CE.EFL.3.8. Production – Accuracy and EFL 3.2.11. Ask for someone to Learners can ask others to repeat
Intelligibility: Communicate needs clearly repeat themselves or say something themselves or to say something in a
in class by asking questions or requesting in a different way and ask for different way and ask for common
clarification. Demonstrate acquisition of common classroom needs. (Example: classroom needs. Learners can spell
skills taught in class, such as being able to getting attention or obtai- ning an out words in English . (I.3, J.4)
spell out words or use some grammatical object, etc.) CC (REFI.EFL.3.8.1) CC
structures (albeit with frequent errors)

CE.EFL.3.9. Production - Fluen- cy: Provide a simple description of a .EFL.3.9.1. Learners can answer
Respond to simple ques- tions and familiar common object or a simple account. simple questions quickly and initiate
everyday social situations, such as an (Example: an Ecuadorian celebration, basic interaction spontaneously when
invitation or request, relatively quickly. a class trip, a party, a game played, given opportunities. (Example: make
Spontaneously initiate interactions in order etc.) EFL 3.2.15. an invitation, give a suggestion, etc.)
to express opinions or give accounts of Learners can describe simple,
personal experiences. familiar situations and talk about past
experiences. (I.3, J.3) CC

CE.EFL.3.12. Display an understan- ding of EFL 3.3.2. Show understanding of I.EFL.3.11.1. Learners can
some basic details in short simple cross- some basic details in short simple understand most details in a short
curricular texts from various sources by cross-curricular texts by matching, simple online or print text and can
matching, la- beling and answering simple labeling and answering simple follow short instructions. (I.3, I.4)
ques- tions, and use the information ga- questions. CC
thered in order to organize and discuss
relationships between di- fferent academic
content areas.
CE.EFL.3.13. Show an ability to identify EFL 3.3.3. Identify the meaning of I.EFL.3.13.1. Learners can determine
the meaning of specific content-based specific content-based words and the me- aning of specific content-
words and phrases, with the aid of visual phrases, with the aid of visual based words and phrases when
support, and use charts/mind maps to support. accompanied by visual su- pport and
distingui- sh between fact/opinion and rele- distinguish between fact and opi-
vant/irrelevant information in infor- nion and relevant and irrelevant
mational texts. information in informational texts
through the use of mind maps and
charts. (I.2, I.3) C

CE.EFL.3.13. Show an ability to identify Distinguish between fact and opinion I.EFL.3.13.1. Learners can determine
the meaning of specific content-based and relevant and irrelevant the me- aning of specific content-
words and phrases, with the aid of visual information in an informational text based words and phrases when
support, and use charts/mind maps to through the use of charts. EFL 3.3.4. accompanied by visual su- pport and
distinguish between fact/opinion and distinguish between fact and opi-
relevant/irrelevant information in nion and relevant and irrelevant
informational texts. information in informational texts
through the use of mind maps and
charts. (I.2, I.3) C

CE.EFL.3.16. Create a simple learning EFL 3.4.1. Make a simple learning I.EFL.3.16.1. Learners can make a
resource in order to record and practice new resource in order to record and simple learning resource in order to
words and demonstrate knowledge of their practice new words. (Example: a record and practice new words.
meanings. picture dictionary, a word list, set of (Example: a picture dictionary, a
flashcards, etc. C word list, a set of flashcards, etc.)
C
CE.EFL.3.18. Write a variety of short EFL 3.4.3. Write a variety of short I.EFL.3.18.1. Learners can write
simple familiar text- types – online or in simple text-types, commonly used in short simple text-types and
print – using appropriate language, layout print and online, with appropriate narratives, online and in print, using
and linking words. language and layout. (Example: write appropriate language, layout and lin-
a greeting on a birthday card, name king words. (I.3, J.2) CC
and address on an envelope, a URL
for a website, an email address, etc.)
CC

CE.EFL.3.21. Elaborate perso- nal EFL 3.5.5. Evaluate literary texts I.EFL.3.21.1. Learners can employ
responses to both oral and written literary (both written and oral, online, in audio, video, pictures and ICT to
texts through pictures, audio/video or ICT video or in print) according to pre- respond to oral and written texts and
in order to evaluate literary texts using pre- established criteria. (Example: use pre-established criteria to
established criteria, individually or in completing a checklist, a chart, a evaluate literary texts individually or
groups. personal response, etc.) CC in groups. (I.2, I.3, I.4)

Create pictures and/ or other graphic Create picture books, graphic

expressions in pairs in class by expressions and personal stories by
CE.EFL.3.22. Design and pro- duce picture varying scenes, characters or other adapting elements of literary texts.
books, graphic expressions and/or personal elements of literary texts. EFL 3.5.2. (I.3, S.3)(REFI.EFL.3.22.1) CC
stories by varying elements of literary texts
and adding imagi- native details to real-life
stories and situations in order to crea- te
new, original texts
ange of information.
 UNIDAD EDUCATIVA
"LAURO DAMERVAL AYORA"
AÑO LECTIVO 2024- 2025
MAPA CURRICULAR
3. Mapa Curicular de Destrezas
3.2. Mapa Curicular para Educación General Básica Media
OBJETIVOS DE ÁREA PARA EGB MEDIA:
O. EFL 3.1 Identify the main ideas and some details of written and oral texts, in order to interact with and to develop an approach of critical inquiry to a variety of texts.
O.EFL 3.2 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 writ
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 or
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 com
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 ef
O.EFL 3.10 Demonstrate an ability to use English as a means to interact socially and work cooperatively in pairs and groups.

SIXTH YEAR EGB

FIRST CYCLE
SKILLS WITH PERFORMANCE
INDICATORS FOR THE
EVALUATION CRITERIA CRITERIA FOR PRIORITIZED
PERFORMANCE CRITERIA
KNOWLEDGE AREA
CE.EFL.3.2. Recognize and exhibit EFL 3.1.7. Demonstrate appropriate I.EFL.3.2.1. Learners can say ways
responsible behaviors at home, at school classroom behaviors by participating to take care of the environment and
and towards the environment. in small group or whole class one’s surroundings. Learners can
discussions. (Example: being identify and exhibit socially
courteous, respecting the person and responsible behaviors at home, at
property of others, etc.) CS school and towards the environment.
(J.3, S.1)
CE.EFL.3.3. Interact with others using a EFL 3.1.3. Exchange basic personal I.EFL.3.3.1. Learners can employ a
variety of both verbal and nonverbal com- preferences with peers in order to range of verbal and nonverbal
munication features and ex- press likes and express likes and dislikes. CC CS communication fea- tures to express
dislikes while giving recommendations in likes and dislikes and can give
basic yet effective terms recommendations in basic yet effecti-
ve terms. (I.3, S.4) CC

CE.EFL.3.9. Production - Fluency: EFL 3.2.14. Make and respond to

Respond to simple questions and familiar invitations, suggestions, apologies
everyday social situations, such as an and requests. C
invitation or request, relatively quickly.
Spontaneously initiate interactions in order
to express opinions or give accounts of
personal experiences.

CE.EFL.3.11. Demonstrate compre- EFL 3.3.1. Understand most of the I.EFL.3.11.1. Learners can
hension of most of the details of a short details of the content of a short understand most details in a short
simple online or print text and follow short simple text (online or print). simple online or print text and can
instructions in simple experiments and follow short instructions. (I.3, I.4)
projects if illustra- ted through step-by-step CC, CD
visuals.

CE.EFL.3.11. Demonstrate comprehension EFL 3.3.10. Follow short I.EFL.3.11.1. Learners can
of most of the details of a short simple instructions illustrated through step- understand most details in a short
online or print text and follow short by-step visuals in simple experiments simple online or print text and can
instructions in simple experiments and and projects. (Example: simple follow short instructions. (I.3, I.4)
projects if illustrated through step-by-step science experiments, instructions for C C-
visuals. an art project, etc.) C C-
CE.EFL.3.7. Listening for Information: EFL 3.2.7. Identify the main idea of Learners can record and identify key
Follow and identify key information in short, clear, simple messages and information from a spoken message
short straightforward audio texts related to announcements and understand of immediate need or interest. (I.2,
areas of immediate need or interest, sentences and frequently used I.3) (REF I.EFL.3.7.1.) C
provided vocabulary is familiar and visual expressions related to areas of
support is present, and use these spoken immediate relevance. (Example:
contributions as models for their own. follow verbal instructions for a game,
ask for prices at a store, follow
simple classroom instructions,
describe places nearby, etc.) C

CE.EFL.3.8. Production – Ac- curacy and EFL 3.2.8. Spell out key vocabulary Learners can ask others to repeat
Intelligibility: Com- municate needs clearly items using the English alphabet. themsel- ves or to say something in a
in class by asking questions or reques- ting (Example: names, colors, animals, different way and ask for common
clarification. Demonstra- te acquisition of possessions, etc.) CC classroom needs. Lear- ners can spell
skills taught in class, such as being able to out words in English . (I.3, J.4)
spell out words or use some grammatical (REFI.EFL.3.8.1) CC
structures (albeit with frequent errors)

CE.EFL.3.11. Demonstrate compre- EFL 3.3.1. Understand most of the .EFL.3.11.1. Learners can understand
hension of most of the details of a short details of the content of a short most details in a short simple online
simple online or print text and follow short simple text (online or print). or print text and can follow short
instructions in simple experiments and instructions. (I.3
projects if illustra- ted through step-by-step
visuals.

CE.EFL.3.16. Create a simple EFL 3.4.1. Make a simple CCI.EFL.3.16.1. Learners can
learning resource in order to record learning resource in order to make a simple lear- ning
and practice new words and record and practice new words. resource in order to record and
demonstrate knowledge of their (Example: a picture dictionary, practice new words. (Example:
meanings. a word list, set of flashcards, a picture dictionary, a word list,
etc.)
a set of flashcards, etc.) (I.1, J.4)
CC
CE.EFL.3.21. Elaborate perso- nal responses to EFL 3.5.1. Use audio, video and I.EFL.3.21.1. Learners can employ audio,
both oral and written literary texts through pictures to respond literary texts video, pictures and ICT to respond to oral
pictures, audio/video or ICT in order to evaluate through online or in-class ICT and written texts and use pre-established
literary texts using pre-established criteria, activities. criteria to evaluate literary texts
individually or in groups. individually or in groups. (I.2, I.3, I.4) CD
CC

THIRD CYCLE

SKILLS WITH PERFORMANCE

INDICATORS FOR THE
EVALUATION CRITERIA CRITERIA FOR PRIORITIZED
PERFORMANCE CRITERIA
KNOWLEDGE AREA

CE.EFL.3.6. Listening for Meaning: EFL 3.2.1. Infer who is speaking Learners can grasp the main idea of
Demonstrate an understanding of the main when listening to short simple texts, spoken texts set in familiar everyday
idea, speaker and situation in spoken texts especially when accompanied by contexts. (I.3, I.4) (REF
set in familiar everyday contexts without pictures or other visual aids, or sound I.EFL.3.6.1.) C
having to decode every word. effects. (Example: shopkeeper
speaking to a customer who is buying
some fruit.) C
CE.EFL.3.10. Interaction – Interpersonal: EFL 3.2.9. React appropriately to Learners can use back-channeling to
Participate effectively in familiar and what others say using verbal/non- react appropriately to what others say
predictable conversational exchanges by verbal back-channeling, or by asking about familiar topics in predictable,
sharing information and reacting further simple questions to extend the everyday situations and when
appropriately in basic interpersonal interaction. (Example: express carrying out pair work for a specific
interactions. interest using facial expression or task in class. (I.3, J.3)(REF
simple words with appropriate I.EFL.3.10.1) C
intonation: Oh! Yes! Thanks. And
CE.EFL.3.8. Production – Ac- EFL 3.2.11. Ask for someone to Learners can ask others to repeat
curacy and Intelligibility: Com- repeat themselves or themselves or to say something in a
municate needs clearly in class say something in a different way and different way and ask for common
by asking questions or reques- ask for common classroom needs. Lear-
ting clarification. Demonstra- classroom needs. (Example: getting ners can spell out words in English .
te acquisition of skills taught attention or obtai- (I.3, J.4)
in class, such as being able to ning an object, etc.) CC (REFI.EFL.3.8.1
spell out words or use some
grammatical structures (albeit
CE.EFL.3.14. Select and use rea- ding EFL 3.3.9. Identify and use reading Learners can identify and use
strategies to understand and give meaning strategies to make text more reading strate- gies to make written
to written text whi- le employing a range of comprehensible and meaningful. text more comprehensi- ble and
everyday reference materials in order to de- (Example: skimming, scanning, meaningful. (I.2, S.1) (REF ) CC
termine information appropriate to the previewing, predic- ting, reading for
purpose of inquiry and to relate ideas main ideas and details, etc.) CC
between written sources.

CE.EFL.3.23. Create short, original texts EFL 3.5.3. Produce short, creative I.EFL.3.23.1. Learners can create
using a range of resources and other media, texts using ICT and/or other and produce short texts using ICT
including ICT, in order to recreate familiar resources at home or at school in and/or other resources at home or at
scenes and themes. order to recreate familiar scenes and school in order to recreate familiar
themes. scenes and themes. (I.1, I.3)

CE.EFL.3.19. Create a questionnaire or EFL 3.4.5. Write a questionnaire or Learners can write questionnaires and
survey using WH- question words in order survey for friends, family or surveys for peers and family using
to identify things in common and classmates using WH- questions in WH- questions in order to identify
preferences while displaying an ability to order to identify things in common things in common and preferences.
convey and organize information using and preferences. (I.2, S.2) (REFI.EFL.3.19.1.)
facts and details.
 DAD EDUCATIVA
O DAMERVAL AYORA"
LECTIVO 2024- 2025
PA CURRICULAR

S DE ÁREA PARA EGB MEDIA:

approach of critical inquiry to a variety of texts.
contribute to communicative and pragmatic competence.
ess information.
ing both spoken and written English.

opics and use them as a means of communication and written expression of thought.
hymes, 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.
g as an outlet to personal expression and intercultural competence.
r 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.
airs and groups.

SIXTH YEAR EGB

SECOND CYCLE
SKILLS WITH PERFORMANCE
INDICATORS FOR THE
EVALUATION CRITERIA CRITERIA FOR PRIORITIZED
PERFORMANCE CRITERIA
KNOWLEDGE AREA
CE.EFL.3.3. Interact with others using a EFL 3.1.5. Describe, read about, a I.EFL.3.3.1. Learners can employ a
variety of both verbal and nonverbal favorite activity, book, song or other range of verbal and nonverbal
communication features and express likes interest to various audiences. communication features to express
and dislikes while giving recommendations (Example: peers, other classes, likes and dislikes and can give
in basic yet effective terms. teachers, other adults, etc.) recommendations in basic yet
effective terms. (I.3, S.4) C
CE.EFL.3.4. Develop the skills to work EFL 3.1.8. Interpret and demonstrate Learners can demonstrate an
collaboratively using a range of verbal and knowledge of nonverbal and oral ability to work in pairs and small
nonver- bal communication features and communication features in class- groups using level-appro- priate
apply self-correcting and self-monitoring room activities, and understand the verbal and nonverbal
strategies in social and classroom interac- contexts in which they are used communication features . (J.2,
tions. appropriately. (Example: gestures, J.3, J.4, I.3)(REF I.EFL. 3.4.1) CC
body language, volume, etc.)

CE.EFL.3.6. Listening for Meaning: EFL 3.2.2. Be comfortable taking Learners can grasp the main idea of
Demonstrate an understanding of the main meaning from spoken texts spoken texts set in familiar everyday
idea, speaker and situation in spoken texts containing words or sections which contexts. (I.3, I.4) (REF
set in familiar everyday contexts without are not understood. Be aware that I.EFL.3.6.1.)
having to decode every word. understanding spoken texts does not
require decoding every single
word.Cambiar 3.2.13

CE.EFL.3.13. Show an ability to identify Distinguish between fact and opinionI.EFL.3.13.1. Learners can determine
the meaning of specific content-based and relevant and irrelevant the me- aning of specific content-
words and phrases, with the aid of visual information in an infor- mational text
based words and phrases when
support, and use charts/mind maps to through the use of mind maps/charts.accompanied by visual su- pport and
distingui- sh between fact/opinion and rele- EFL 3.3.4. distinguish between fact and opi-
vant/irrelevant information in infor- nion and relevant and irrelevant
mational texts. information in informational texts
through the use of mind maps and
, EFL 3.4.2. Write a short simple charts.
Learners(I.2,
canI.3) C short simple
write
paragraph to describe yourself or paragraphs to describe people,
other people, animals, places and places, animals, things and feelings,
things, with limited support. with limited support. (I.3, S.1)(REF
(Example: by answering questions or I.EFL.3.17.1.)
using key words)
CE.EFL.3.22. Design and produce picture EFL 3.5.2. Create picture books and/ Create picture books, graphic
books, graphic expressions and/or personal or other graphic expressions in pairs expressions and personal stories by
stories by varying elements of literary texts in class by varying scenes, characters adapting elements of literary texts.
and adding imaginative details to real-life or other elements of literary texts. (I.3, S.3)(REFI.EFL.3.22.1) C
stories and situations in order to create new, C
original texts.

CE.EFL.3.13. Show an ability to identify EFL 3.3.3. Identify the meaning of I.EFL.3.13.1. Learners can
the meaning of specific content-based specific content-based words and determine the meaning of specific
words and phrases, with the aid of visual phrases, with the aid of visual content-based words and phrases
support, and use charts/mind maps to support. when accompanied by visual support
distinguish between fact/opinion and and distinguish between fact and
relevant/irrelevant information in opinion and relevant and irrelevant
informational texts. information in informational texts
through the use of mind maps and
charts. (I.2, I.3) C
CE.EFL.3.18. Write a variety of short simple EFL 3.4.6. Write a simple I.EFL.3.18.1. Learners can write
familiar text- types – online or in print – narrative with linking words on short simple text-types and
using appropriate language, layout and familiar subjects in order to narratives, online and in print, using
linking words. express everyday activi- ties. appropriate language, layout and lin-
(Example: free time, king words. (I.3, J.2) CC
descriptions, what happened last
weekend, etc.) CC

CE.EFL.3.20. Demonstrate an ability to use EFL 3.4.9. Make effective use of a Learners can effectively use a range
a variety of digital tools during the writing range of digital tools to write, edit, of digital tools during the writing
process in order to collaborate on well- revise and publish written work in a process. (I.3, S.4, J.3)
constructed informational texts. way that supports collaboration. (REFI.EFL.3.20.1.) C
(Example: add sound or images to a
presentation, use an app to
collaborate on a mind map,
contribute to a class wiki, etc.) CD
CE.EFL.3.21. Elaborate perso- nal EFL 3.5.5. Evaluate literary texts I.EFL.3.21.1. Learners can
responses to both oral and written literary
(both written and oral, online, in employ audio, vi- deo, pictures
texts through pictures, audio/video or ICT in
video or in print) according to and ICT to respond to oral and
order to evaluate literary texts using pre-
pre-establi- shed criteria. written texts and use pre-
established criteria, individually or in(Example: completing a established crite- ria to evaluate
groups. checklist, a chart, a personal literary texts individually or in
CE.EFL.3.24. Organize ideas and response,
EFL.3.5.6. etc.)
WorkCC in groups to groups.
Learners(I.2,
canI.3, I.4)inCD
work CC to
groups
relevant information from literary create a brainstorm and/or draw create bra- instorms and/ or
texts using group or class brainstorms a mind map to describe and draw mind maps to des- cribe
and/or mind maps in order to enhance organize ideas or organize useful and organize ideas or useful
colla- borative responses to literature information from literary texts. informa- tion from literary texts.
(I.4, S.4, J.3)(REFI. EFL.3.24.1.)
E.EFL.3.25. Observe and ex- pand on the EFL 3.5.8. Create stories, poems, CC
Learners can create stories, poems,
conventions of genre in order to create a songs, dances and plays including songs and plays to reflect traditional
va- riety of texts that reflect tradi- tional and those that reflect traditional and and popular Ecuadorian culture,
popular Ecuadorian culture and identify popular Ecuador ian culture, observing the conven- tions of the
select lite- rary elements in order to relate observing the conventions genre. (S.2, J.1)(REFI.EFL.3.25.1.)
them to other works, including the learners’ of the genre. (Example: purpose, set
own writing. tings, audience, voice, rhythm, etc.)
ange of information.
 UNIDAD EDUCATIVA
"LAURO DAMERVAL AYORA"
AÑO LECTIVO 2024 - 2025
CURRICULAR MAP
3. Curricular map by skills
3.2. Curicular Map for Educación General Básica Media
AREA OBJECTIVES FOR EGB MEDIA:
O. EFL 3.1 Identify the main ideas and some details of written and oral texts, in order to interact with and to develop an approach of critical inquiry to a variety of texts.
O.EFL 3.2 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 writ
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 or
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 com
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 ef
O.EFL 3.10 Demonstrate an ability to use English as a means to interact socially and work cooperatively in pairs and groups.

SE
FIRST CYCLE
SKILLS WITH PERFORMANCE
EVALUATION CRITERIA CRITERIA FOR PRIORITIZED INDICATORS FOR THE
KNOWLEDGE AREA PERFORMANCE CRITERIA
CE.EFL.3.1. Cultivate an awareness of different EFL 3.1.1. Ask simple basic questions in Learners can show an awareness of diffe-
cultures and identify similarities and differences class about the world beyond their own rent cultures and identify similarities and
between them through oral and written literary immediate environment in order to differences between them in oral and writ-
texts. increase their understanding of different ten short texts. (I.2, S.2, J.1) (REF
cultures. CS I.EFL.3.1.1.)
CE.EFL.3.2. Recognize and exhibit responsible EFL 3.1.2. Recognize ways to relate I.EFL.3.2.1. Learners can say ways to
behaviors at home, at school and towards the responsibly to one’s surroundings at take care of the environment and one’s
environment. home and at school by exhibi- ting su- rroundings. Learners can identify and
responsible behaviors towards the exhi- bit socially responsible behaviors at
environment. (Example: chores at home, home, at school and towards the
recycling, etc.) CS environment. (J.3, S.1)

CE.EFL.3.6. Listening for Me- aning: EFL 3.2.1. Infer who is speaking and what Learners can grasp the main idea of
Demonstrate an un- derstanding of the main the situation is when listening to short spoken texts set in familiar everyday
idea, speaker and situation in spoken texts set in simple texts, especially when contexts. (I.3, I.4) (REF I.EFL.3.6.1.) CC
familiar everyday contexts without having to de- accompanied by pictures or other visual
code every word. aids, or sound effects. (Example:
shopkeeper speaking to a customer who
is buying some fruit.)

CE.EFL.3.7. Listening for In- formation: Follow EFL 3.2.3. Record key items of specific Learners can record and identify key
and identify key information in short strai- information from a heard message or infor- mation from a spoken message of
ghtforward audio texts related to areas of description, either in written form or by immediate need or interest. (I.2, I.3) (REF
immediate need or interest, provided vocabulary drawing a picture. (Example: letters of the I.EFL.3.7.1.) CC
is familiar and visual support is present, and use alpha- bet, numbers, quantities, prices
these spoken contributions as models for their and times, days, dates and months, etc.)
own.

CE.EFL.3.11. Demonstrate compre- hension of EFL 3.3.1. Understand most of the details I.EFL.3.11.1. Learners can understand
most of the details of a short simple online or of the content of a short simple text most details in a short simple online or
print text and follow short instructions in simple (online or print). print text and can follow short instructions.
experiments and projects if illustra- ted through (I.3, I.4) CC, CD
step-by-step visuals.
EFL 3.3.10. Follow short instructions
illustrated through step-by-step visuals in
simple experiments and projects.
(Example: simple science experi- ments,
instructions for an art project, etc.)

CE.EFL.3.16. Create a simple learning resource EFL 3.4.1. Make a simple learning I.EFL.3.16.1. Learners can make a simple
in order to record and practice new words and resource in order to record and practice lear- ning resource in order to record and
demonstrate knowledge of their meanings. new words. (Example: a picture practice new words. (Example: a picture
dictionary, a word list, set of flashcards, dictionary, a word list, a set of flashcards,
etc.) CC etc.) (I.1, J.4) CC

CE.EFL.3.21. Elaborate perso- nal responses to EFL 3.5.1. Use audio, video and I.EFL.3.21.1. Learners can employ audio,
both oral and written literary texts through pictures to respond literary texts video, pictures and ICT to respond to oral
pictures, audio/video or ICT in order to evaluate through online or in-class ICT and written texts and use pre-established
literary texts using pre-established criteria, activities. criteria to evaluate literary texts
individually or in groups. individually or in groups. (I.2, I.3, I.4) CD
CC
 DAD EDUCATIVA
O DAMERVAL AYORA"
LECTIVO 2024 - 2025
RRICULAR MAP

BJECTIVES FOR EGB MEDIA:

approach of critical inquiry to a variety of texts.
contribute to communicative and pragmatic competence.
ess information.
ing both spoken and written English.

opics and use them as a means of communication and written expression of thought.
hymes, 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.
g as an outlet to personal expression and intercultural competence.
r 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.
airs and groups.

SEVENTH GRADE EGB

SECOND CYCLE
SKILLS WITH PERFORMANCE
CRITERIA FOR PRIORITIZED INDICATORS FOR THE
EVALUATION CRITERIA KNOWLEDGE AREA PERFORMANCE CRITERIA
CE.EFL.3.2. Recognize and exhibit EFL 3.1.7. Demonstrate appropriate I.EFL.3.2.1. Learners can say ways
responsible behaviors at home, at school classroom beha- viors by to take care of the environment and
and towards the environment. participating in small group or whole one’s surroundings. Learners can
class discussions. (Example: being identify and exhibit socially
courteous, respecting the person and responsible behaviors at home, at
property of others, etc.) CS school and towards the environment.
(J.3, S.1)
CE.EFL.3.3. Interact with others using a EFL 3.1.3. Exchange basic personal I.EFL.3.3.1. Learners can employ a
variety of both verbal and nonverbal com- preferences with peers in order to range of verbal and nonverbal
munication features and ex- press likes and express likes and dislikes. CC CS communication fea- tures to express
dislikes while giving recommendations in likes and dislikes and can give
basic yet effective terms recommendations in basic yet effecti-
ve terms. (I.3, S.4) CC
EFL 3.1.5. Describe, read about,
participate in or re- commend a
favorite activity, book, song or other
in- terest to various audiences.
(Example: peers, other classes,
teachers, other adults, etc.)

CE.EFL.3.8. Production – Ac- curacy and EFL 3.2.8. Spell out key vocabulary Learners can ask others to repeat
Intelligibility: Com- municate needs clearly items using the English alphabet. themsel- ves or to say something in a
in class by asking questions or reques- ting (Example: names, colors, animals, different way and ask for common
clarification. Demonstra- te acquisition of possessions, etc.) CC classroom needs. Lear- ners can
skills taught in class, such as being able to spell out words in English . (I.3, J.4)
spell out words or use some grammatical (REFI.EFL.3.8.1) CC
structures (albeit with frequent errors)
EFL 3.2.11. Ask for someone to
repeat themselves or say something
in a different way and ask for
common classroom needs.
(Example: getting attention or obtai-
CE.EFL.3.9. Production - Fluen- cy: EFL 3.2.14. Make and respond to I.EFL.3.9.1. Learners can answer
Respond to simple ques- tions and familiar invitations, suggestions, apologies simple ques- tions quickly and initiate
everyday social situations, such as an and requests. basic interaction spontaneously when
invitation or request, relatively quickly. given opportunities. (Example: make
Spontaneously initiate interactions in order an invitation, give a sug- gestion,
to express opinions or give accounts of etc.) Learners can describe simple,
CE.EFL.3.12. Display an understan- ding of EFL 3.3.2. Show understanding of I.EFL.3.11.1. Learners can
some basic details in short simple cross- some basic de- tails in short simple understand most details in a short
curricular texts from various sources by cross-curricular texts by mat- ching, simple online or print text and can
matching, la- beling and answering simple labeling and answering simple follow short instructions. (I.3, I.4) CC,
ques- tions, and use the information ga- questions. CC CD
thered in order to organize and discuss
CE.EFL.3.13. Show an ability to identify the EFL 3.3.3. Identify the meaning of I.EFL.3.13.1. Learners can determine
meaning of specific content-based words specific con- tent-based words and the me- aning of specific content-
and phrases, with the aid of visual support, phrases, with the aid of vi- sual based words and phrases when
and use charts/mind maps to distingui- sh support. accompanied by visual su- pport and
between fact/opinion and rele- distinguish between fact and opi-
vant/irrelevant information in infor- mational nion and relevant and irrelevant
texts. information in informational texts
through the use of mind maps and
charts. (I.2, I.3) C
meaning of specific content-based words the me- aning of specific content-
and phrases, with the aid of visual support, based words and phrases when
and use charts/mind maps to distingui- sh accompanied by visual su- pport and
between fact/opinion and rele- distinguish between fact and opi-
vant/irrelevant information in infor- mational nion and relevant and irrelevant
texts. EFL 3.3.4. Distinguish between fact information in informational texts
and opinion and relevant and through the use of mind maps and
irrelevant information in an infor- charts. (I.2, I.3) C
mational text through the use of mind
maps/charts.

CE.EFL.3.17. Produce a short simple EFL 3.4.2. Write a short simple Learners can write short simple
paragraph to describe people, places, paragraph to describe yourself or paragraphs to describe people,
things and fe- elings in order to influence an other people, animals, places and places, animals, things and
audience and use linking words to write things, with limited support. feelings, with limited support.
other narratives on fa- miliar subjects (Example: by answering questions or (I.3, S.1) (REF I.EFL.3.17.1.)
using key words)
CE.EFL.3.18. Write a variety of short simple EFL 3.4.3. Write a variety of I.EFL.3.18.1. Learners can write
familiar text- types – online or in print – short simple text-types, short simple text-types and
using appropriate language, layout and commonly used in print and narratives, online and in print, using
linking words. online, with appropriate appropriate language, layout and lin-
language and layout. (Example: king words. (I.3, J.2) CC
write a greeting on a birthday
CE.EFL.3.21. Elaborate perso- nal EFL 3.5.5. Evaluate literary texts I.EFL.3.21.1. Learners can
responses to both oral and written literary (both written and oral, online, in employ audio, vi- deo, pictures
texts through pictures, audio/video or ICT in video or in print) according to and ICT to respond to oral and
order to evaluate literary texts using pre- pre-establi- shed criteria. written texts and use pre-
established criteria, individually or in (Example: completing a established crite- ria to evaluate
groups. checklist, a chart, a personal literary texts individually or in
response, etc.) CC groups. (I.2, I.3, I.4) CD CC

CE.EFL.3.22. Design and pro- duce EFL 3.5.2. Create pictures and/ Create picture books, graphic
picture books, graphic expressions or other graphic expressions in expressions and personal stories
and/or personal stories by varying pairs in class by varying scenes, by adapting elements of literary
elements of literary texts and adding characters or other elements of texts. (I.3, S.3)(REFI.EFL.3.22.1)
imagi- native details to real-life stories literary texts. CC
and situations in order to crea- te new,
original texts
ing a taste for oral and written literary texts.

tasks which require a direct exchange of information.

THIRD CYCLE
SKILLS WITH PERFORMANCE
CRITERIA FOR PRIORITIZED INDICATORS FOR THE PERFORMANCE
EVALUATION CRITERIA KNOWLEDGE AREA CRITERIA
CE.EFL.3.4. Develop the skills to EFL 3.1.8. Interpret and demonstrate Learners can demonstrate an ability
work collaboratively using a range knowledge of nonverbal and oral to work in pairs and small groups
of verbal and nonver- bal communication features in class- room using level-appro- priate verbal and
communication features and apply activities, and understand the contexts nonverbal communication features .
self-correcting and self-monitoring in which they are used appropriately. (J.2, J.3, J.4, I.3)(REF I.EFL. 3.4.1) CC
strategies in social and classroom (Example: gestures, body language,
interac- tions. volume, etc.)
CE.EFL.3.5. Demonstrate an ability EFL 3.1.4. Use a variety of oral, EFL 3.1.4. Use a variety of oral, print and
to use a variety of sour- ces for oral
print and electronic forms for electronic forms for social communication
and written com- munication in social communication and for and for writing to one- self. (Example:
order to interact with others in writing to one- self. (Example: friendly notes, invitations, diary entries,
social situations. friendly notes, invitations, diary notes to self, electronic messages, etc.)
entries, notes to self, electronic CC, CD
CE.EFL.3.9. Production - Fluen- cy: messages, etc.) CC,
EFL 3.2.15. Provide CD
a simple .EFL.3.9.1. Learners can answer simple
Respond to simple ques- tions and description and/or opinion of a ques- tions quickly and initiate basic
familiar everyday social situations, common object or a simple account of interaction spontaneously when given
such as an invitation or request, something experienced. (Example: an opportunities. (Example: make an
relatively quickly. Spontaneously Ecuadorian celebration, a class trip, a
invitation, give a sug- gestion, etc.)
initiate interactions in order to party, a game played, etc.) Learners can describe simple, familiar
express opinions or give accounts situations and talk about past expe-
CE.EFL.3.10. Interaction – Inter- EFL 3.2.9. React appropriately to what Learners can use back-channeling to
personal: Participate effectively in others say using verbal/non-verbal react appropriately to what others say
familiar and predictable con- back-channeling, or by asking fur- ther about fami- liar topics in predictable,
versational exchanges by sha- ring simple questions to extend the everyday situations and when carrying
information and reacting interaction. (Exam- ple: express out pair work for a speci- fic task in class.
appropriately in basic interper- interest using facial expression or (I.3, J.3)(REF I.EFL.3.10.1)
sonal interactions simple words with appropriate
CE.EFL.3.14. Select and use rea- intonation:
EFL 3.3.9. Oh! Yes!and
Identify Thanks. And you? Learners can identify and use reading
use reading
ding strategies to understand and strategies to make text more strate- gies to make written text more
give meaning to written text whi- le comprehensible and meaningful. comprehensi- ble and meaningful. (I.2,
employing a range of everyday (Example: skimming, scanning, S.1) (REF ) CC
reference materials in order to de- previewing, predic- ting, reading for
CE.EFL.3.15. Make and support EFL 3.3.8. Make and support Learners can make and support
infe- rences from evidence in a text inferences from evi- dence in a text inferences using evidence from texts and
with reference to features of written with reference to features of wri- tten features of written English. (I.2,J.3)(REF
English and apply other learning English. (Example: vocabulary, facts, I.EFL.3.15.1.) CC
strategies to examine and interpret format, sequence, relevance of ideas,
a variety of written materials. etc.) CC
CE.EFL.3.18. Write a variety of EFL 3.4.6. Write a simple narrative I.EFL.3.18.1. Learners can write short
short simple familiar text- types – with linking words on familiar simple text-types and narratives, online
online or in print – using subjects in order to express and in print, using appropriate language,
appropriate language, layout and everyday activi- ties. (Example: layout and lin- king words. (I.3, J.2) CC
linking words. free time, descriptions, what
happened last weekend, etc.) CC
CE.EFL.3.19. Create a ques- EFL 3.4.5. Write a questionnaire Learners can write questionnaires
tionnaire or survey using WH- for friends, family or classmates and sur- veys for peers and family
question words in order to identify using WH- questions in order to using WH- ques- tions in order to
things in common and preferences identify things in common and identify things in common and
while displaying an ability to convey preferences. preferences. (I.2, S.2)
and organize information using (REFI.EFL.3.19.1.)
CE.EFL.3.24. Organize ideas EFL.3.5.6. Work in groups to Learners can work in groups to
and relevant information from create a brainstorm and/or draw a create bra- instorms and/ or draw
literary texts using group or mind map to describe and mind maps to des- cribe and
class brainstorms and/or mind organize ideas or organize useful organize ideas or useful informa-
maps in order to enhance information from literary texts. tion from literary texts. (I.4, S.4, J.3)
colla- borative responses to (REFI. EFL.3.24.1.) CC
E.EFL.3.25. Observe and ex- pand EFL 3.5.8. Create stories, poems, Learners can create stories, poems,
on the conventions of genre in songs, dances and plays including songs and plays to reflect traditional and
order to create a va- riety of texts those that reflect traditional and popular Ecuadorian culture, observing
that reflect tradi- tional and popular popular Ecuador ian culture, observing the conven- tions of the genre. (S.2, J.1)
Ecuadorian culture and identify the conventions (REFI.EFL.3.25.1.)
select lite- rary elements in order to of the genre. (Example: purpose, set
relate them to other works, tings, audience, voice, rhythm, etc.)
CE.EFL.3.20. Demonstrate an EFL 3.4.9. Make effective use of a Learners can effectively use a range of
ability to use a variety of digital range of digital tools to write, edit, digital tools during the writing process.
tools during the writing process in revise and publish written work in a (I.3, S.4, J.3)(REFI.EFL.3.20.1.) C
order to collaborate on well- way that supports collaboration.
constructed informational texts. (Example: add sound or images to a
presentation, use an app to collaborate