Ingles de Segundo A Decimo

ESCUELA DE EDUCACION BASICA FISCAL
"HIDEYO NOGUCHI" PERÍOD

Cdla Monte Bello Mz. 2A Solar 1. (10º PASEO 25 NO 2 PEATONAL LECTIV
42 NO). Km. 12 ½ vía a Daule 2019 - 20
Email: esc.hideyonoguchi@outlook.com
ANEXO DEL PCI DEL ELEMENTO: EVALUACIÓN

MATRIZ DE CRITERIOS DE EVALUACIÓN Y DESAGREGACIÓN DE INDICADORES DE EVALUACIÓN
DEL CRITERIO E INDICADORES DE LOGRO
LENGUA EXTRANJERA
UNIT
CRITERIO DE EVALUACIÓN SUBNIVEL ELEMENTAL
NUMBER: 1
COMMUNICATION AND CULTURAL AWARENESS
CE.EFL.2.3. Make use of basic personal information and expressions of politeness in
order to introduce oneself and participate in a short conversation.
ORAL COMMUNICATION
LESSON 1:
CE.EFL.2.7. Listening for Information: Follow short and simple spoken texts that
HELLO
include familiar vocabulary and are set in everyday contexts. Identify key items of
ENGLISH!
information within the text, and record or act upon them.
LESSON 2:
CE.EFL.2.9. Production - Fluency: Utterances are sometimes produced slowly but use
IS YOUR NAME
appropriate words and phrases to express basic ideas, initiate conversations and
STELLA?
respond to questions, including some chunks of language and short sentences.
LESSON 3:
READING
I´M A BOY I´M A
CE.EFL.2.11. Identify and understand individual every-day words, phrases, and
GIRL
sentences, including instructions.
WRITING
CE.EFL.2.18. Writing in order to perform controlled practice of vocabulary and
grammar ítems.
INDICADORES PARA LA EVALUACIÓN DEL CRITERIO / INDICADORES DE LOGRO.
SEGUNDO GRADO TERCER GRADO CUARTO GRADO
COMMUNICATION AND COMMUNICATION AND
COMMUNICATION AND CULTURAL AWARENESS CULTURAL AWARENESS
CULTURAL AWARENESS • I.EFL.2.3.1. Learners can use • I.EFL.2.3.1. Learners can use
• I.EFL.2.3.1. Learners can use basic personal information and basic personal information and
basic personal information and expressions of politeness in short expressions of politeness in short
expressions of politeness in dialogues or conversations. dialogues or conversations.
short dialogues or
conversations. ORAL COMMUNICATION ORAL COMMUNICATION
ORAL COMMUNICATION Learners can understand short Learners can understand short and
and simple spoken texts well simple spoken texts well enough to
Learners can understand short enough to be able to pick out key be able to pick out key items of
and simple spoken texts well items of information and record information and record them in
enough to be able to pick out them in drawings, or physically drawings, or physically act upon
key items of information and act upon them. them.
record them in drawings, or
physically act upon them. Ref I.EFL.2.7.1. Ref I.EFL.2.7.1.
Ref I.EFL.2.7.1. •I.EFL.2.9.1. Learners can •I.EFL.2.9.1. Learners can express

express basic ideas, initiate basic ideas, initiate conversations,
•I.EFL.2.9.1. Learners can conversations, and respond to and respond to simple questions
express basic ideas, initiate simple questions using using appropriate words, phrases,
conversations, and respond to appropriate words, phrases, and and short sentences. Responses
simple questions using short sentences. Responses may may be slow though pauses do not
appropriate words, phrases, and be slow though pauses do not make the interaction tedious or
short sentences. Responses make the interaction tedious or uncomfortable for participants.
may be slow though pauses do
42 NO). Km. 12 ½ vía a Daule 2019 - 20
not make the interaction tedious uncomfortable for participants. READING

or uncomfortable for
READING I.EFL.2.11.1. Learners can
participants.
understand familiar words,
I.EFL.2.11.1. Learners can
READING phrases, and short simple
understand familiar words, sentences and can successfully
I.EFL.2.11.1. Learners can phrases, and short simple complete the simple accompanying
understand familiar words, sentences and can successfully task.
phrases, and short simple complete the simple
sentences and can successfully accompanying task. WRITING
complete the simple
WRITING Learners can draw symbols and
accompanying task.
letters to show that they know how
Learners can draw symbols and
WRITING to use simple grammar or
letters to show that they know vocabulary items. [Ref.
Learners can draw symbols and how to use simple grammar or I.EFL.2.18.1.
letters to show that they know vocabulary items. [Ref.
how to use simple grammar or I.EFL.2.18.1.
vocabulary items. [Ref.
I.EFL.2.18.1.
recognize, through pictures or other
I.EFL.2.21.1. Learners can media such as ICT, key aspects of
recognize, through pictures or a story or literary text (orally).
recognize, through pictures or
other media such as ICT, key
other media such as ICT, key
aspects of a story or literary text
aspects of a story or literary text
(orally).
(orally).

UNIT CE.EFL.2.2. Catalog everyday objects and places in different cultures
NUMBER: 2 and recognize ways to act responsibly towards one’s environment and
LESSON 4: surroundings.
WHAT DO YOU SEE? ORAL COMMUNICATION}
LESSON 5: CE.EFL.2.7. Listening for Information: Follow short and simple spoken
WHERE´S THE CRAYON? texts that include familiar vocabulary and are set in everyday contexts.
LESSON 6: Identify key items of information within the text, and record or act upon
WHAT COLOR IS IT? them.
PHONICS: AA BB CC DD CE.EFL.2.12. Understand the gist and details in short simple written
texts (online or print).
READING
CE.EFL.2.11. Identify and understand individual every-day words,
phrases, and sentences, including instructions
WRITING
CE.EFL.2.18. Writing in order to perform controlled practice of
vocabulary and grammar ítems.
. LANGUAGE THROUGH THE ARTS
CE.EFL.2.21. Distinguish key information in stories and other age
appropriate literary texts, both oral and written.
42 NO). Km. 12 ½ vía a Daule 2019 - 20
SEGUNDO TERCERO CUARTO

COMMUNICATION AND COMMUNICATION AND
COMMUNICATION AND
CULTURAL AWARENESS CULTURAL AWARENESS
CULTURAL AWARENESS
• I.EFL.2.3.1. Learners can use • I.EFL.2.3.1. Learners can use
basic personal information and • I.EFL.2.3.1. Learners can use basic personal information and
expressions of politeness in basic personal information and expressions of politeness in short
short dialogues or expressions of politeness in short dialogues or conversations.
conversations. dialogues or conversations.
ORAL COMMUNICATION
ORAL COMMUNICATION ORAL COMMUNICATION
Learners can understand short and
Learners can understand short Learners can understand short simple spoken texts well enough to
and simple spoken texts well and simple spoken texts well be able to pick out key items of
enough to be able to pick out enough to be able to pick out key information and record them in
key items of information and items of information and record drawings, or physically act upon
record them in drawings, or them in drawings, or physically them.
physically act upon them. act upon them.
Ref I.EFL.2.7.1.
Ref I.EFL.2.7.1. Ref I.EFL.2.7.1.
•I.EFL.2.9.1. Learners can express
•I.EFL.2.9.1. Learners can •I.EFL.2.9.1. Learners can basic ideas, initiate conversations,
express basic ideas, initiate express basic ideas, initiate and respond to simple questions
conversations, and respond to conversations, and respond to using appropriate words, phrases,
simple questions using simple questions using and short sentences. Responses
appropriate words, phrases, and appropriate words, phrases, and may be slow though pauses do not
short sentences. Responses short sentences. Responses may make the interaction tedious or
may be slow though pauses do be slow though pauses do not uncomfortable for participants.
not make the interaction tedious make the interaction tedious or
uncomfortable for participants. READING
or uncomfortable for
participants. I.EFL.2.11.1. Learners can
READING
understand familiar words,
READING
I.EFL.2.11.1. Learners can phrases, and short simple
I.EFL.2.11.1. Learners can understand familiar words, sentences and can successfully
understand familiar words, phrases, and short simple complete the simple accompanying
phrases, and short simple sentences and can successfully task.
sentences and can successfully complete the simple
accompanying task. WRITING
complete the simple
accompanying task. Learners can draw symbols and
WRITING
letters to show that they know how
WRITING
Learners can draw symbols and to use simple grammar or
Learners can draw symbols and letters to show that they know vocabulary items. [Ref.
letters to show that they know how to use simple grammar or I.EFL.2.18.1.
how to use simple grammar or vocabulary items. [Ref.
vocabulary items. [Ref. I.EFL.2.18.1.
I.EFL.2.18.1. I.EFL.2.21.1. Learners can
recognize, through pictures or other
42 NO). Km. 12 ½ vía a Daule 2019 - 20
media such as ICT, key aspects of

a story or literary text (orally).
I.EFL.2.21.1. Learners can I.EFL.2.21.1. Learners can

recognize, through pictures or recognize, through pictures or
other media such as ICT, key other media such as ICT, key
aspects of a story or literary text aspects of a story or literary text
(orally). (orally).
CE.EFL.2.3. Make use of basic personal information and expressions
of politeness in order to introduce oneself and participate in a short
conversation.
ORAL COMMUNICATION
CE.EFL.2.8. Production - Pronunciation: Produce individual words and

UNIT 3 short phrases clearly enough that other people can usually understand
LESSON 7: them easily.
WHO DO YOU SEE? READING
LESSON 8: CE.EFL.2.13. Understand the content in a variety of well-known text
WHAT SHAPE IS IT? types, both print and online, using the layout and artwork for support;
LESSON 9: recognize typical signs and symbols found in the text types.
IS IT A LIGHT? PHONICS: GG, WRITING
HH, II, JJ, KK, LL. CE.EFL.2.19. Convey some simple ideas, facts or opinions in a simple
sentence or short paragraph, using basic vocabulary and structures.
LANGUAGE THROUGH THE ARTS
CE.EFL.2.23. Display an affinity for a variety of literary texts by

responding within a range of physical, cognitive, and attitudinal
manners, and vary elements of a literary text to create a new text.
COMMUNICATION AND COMMUNICATION AND COMMUNICATION AND

CULTURAL AWARENESS CULTURAL AWARENESS CULTURAL AWARENESS
I.EFL.2.3.1. Learners can use I.EFL.2.3.1. Learners can use I.EFL.2.3.1. Learners can use
basic personal information and basic personal information and basic personal information and
expressions of politeness in expressions of politeness in short expressions of politeness in short
short dialogues or dialogues or conversations. (J.2, dialogues or conversations. (J.2,
conversations. (J.2, J.3) J.3) J.3)
ORAL COMMUNICATION ORAL COMMUNICATION ORAL COMMUNICATION
Learners can understand short Learners can understand short Learners can understand short and
and simple spoken texts well and simple spoken texts well simple spoken texts well enough to
enough to be able to pick out enough to be able to pick out key be able to pick out key items of
42 NO). Km. 12 ½ vía a Daule 2019 - 20
key items of information and items of information and record information and record them in
record them in drawings, or them in drawings, or physically drawings, or physically act upon
physically act upon them. act upon them. them.
Ref I.EFL.2.7.1. Ref I.EFL.2.7.1. Ref I.EFL.2.7.1.
I.EFL.2.8.1. Learners can I.EFL.2.8.1. Learners can I.EFL.2.8.1. Learners can
pronounce most familiar pronounce most familiar pronounce most familiar vocabulary
vocabulary items accurately, vocabulary items accurately, and items accurately, and can therefore
and can therefore usually be can therefore usually be easily usually be easily understood. They
easily understood. They can understood. They can also can also produce some phrases
also produce some phrases and produce some phrases and short and short sentences clearly, and
short sentences clearly, and sentences clearly, and may may approximate English rhythm
may approximate English approximate English rhythm and and intonation in longer utterances.
rhythm and intonation in longer intonation in longer utterances. (I.3)
utterances. (I.3) (I.3)
READING
READING READING
I.EFL.2.13.1. Learners can I.EFL.2.13.1. Learners can understand a short simple
understand a short simple understand a short simple environmental print text type and
environmental print text type environmental print text type and successfully complete a simple
and successfully complete a successfully complete a simple task. (Example: a sign, notice,
simple task. (Example: a sign, task. (Example: a sign, notice, menu, etc.) (I.3)
notice, menu, etc.) (I.3) menu, etc.) (I.3)
WRITING
WRITING WRITING
Learners can draw symbols and
Learners can draw symbols and Learners can draw symbols and letters to show that they know how
letters to show that they know letters to show that they know to use simple grammar or
how to use simple grammar or how to use simple grammar or vocabulary items. [Ref.
vocabulary items. [Ref. vocabulary items. [Ref. I.EFL.2.18.1.
I.EFL.2.18.1. I.EFL.2.18.1.
I.EFL.2.19.1. Learners can produce

I.EFL.2.19.1. Learners can I.EFL.2.19.1. Learners can a short simple sentence and a
produce a short simple sentence produce a short simple sentence paragraph – with ample support -
and a paragraph – with ample and a paragraph – with ample on a variety of topics, and some
support - on a variety of topics, support - on a variety of topics, learners can do so with only limited
and some learners can do so and some learners can do so with support. (I.3)
with only limited support. (I.3) only limited support. (I.3)

UNIT 4 CE.EFL.2.4. Develop skills of collaboration by working together on
projects and sharing materials while expressing personal preferences
LESSON 10: WHAT DAY IS IT with peers.
TODAY?
LESSON 11: WHAT ARE
THESE?
ORAL COMMUNICATION
42 NO). Km. 12 ½ vía a Daule 2019 - 20
CE.EFL.2.9. Production - Fluency: Utterances are sometimes produced

slowly but use appropriate words and phrases to express basic ideas,
initiate conversations and respond to questions, including some chunks
of language and short sentences.
READING
CE.EFL.2.14. Demonstrate familiarity with study resources (both print
and digital). (Example: a picture dictionary, some flashcards of known
words, or a word list.)
WRITING
PHONICS: MM, NN, OO, PP.
. CE.EFL.2.20. Complete a simple survey form or questionnaire by
providing personal details. Write a variety of simple written text types,
used in print or online, with appropriate layout and language.
(Examples: message on a greeting card, name and address on an
envelope, an email address, etc.)
CE.EFL.2.24. Communicate ideas and experiences and create short
original texts through a range of resources and other media, including
ICT

I.EFL.2.4.1. Learners can select I.EFL.2.4.1. Learners can select I.EFL.2.4.1. Learners can select
pictures and/or short phrases that pictures and/or short phrases that pictures and/or short phrases that
relate to collaborating and sharing relate to collaborating and sharing relate to collaborating and sharing
and express personal and express personal and express personal
preferences. (J.2, J.3, S.4) preferences. (J.2, J.3, S.4) preferences. (J.2, J.3, S.4)
Learners can understand short Learners can understand short Learners can understand short
and simple spoken texts well and simple spoken texts well and simple spoken texts well
enough to be able to pick out key enough to be able to pick out key enough to be able to pick out key
items of information and record items of information and record items of information and record
them in drawings, or physically them in drawings, or physically them in drawings, or physically
act upon them. act upon them. act upon them.
I.EFL.2.9.1. Learners can express I.EFL.2.9.1. Learners can express I.EFL.2.9.1. Learners can express
basic ideas, initiate basic ideas, initiate basic ideas, initiate
conversations, and respond to conversations, and respond to conversations, and respond to
42 NO). Km. 12 ½ vía a Daule 2019 - 20
simple questions using simple questions using simple questions using

appropriate words, phrases, and appropriate words, phrases, and appropriate words, phrases, and
short sentences. Responses may short sentences. Responses may short sentences. Responses may
be slow though pauses do not be slow though pauses do not be slow though pauses do not
make the interaction tedious or make the interaction tedious or make the interaction tedious or
uncomfortable for participants. uncomfortable for participants. uncomfortable for participants.
(I.3) (I.3) (I.3)
READING READING READING
successfully use simple online successfully use simple online successfully use simple online
and print learning resources. and print learning resources. and print learning resources.
(Example: flashcards, picture (Example: flashcards, picture (Example: flashcards, picture
dictionaries, word lists, etc.) (I.2) dictionaries, word lists, etc.) (I.2) dictionaries, word lists, etc.) (I.2)
WRITING WRITING WRITING
Learners can draw symbols and Learners can draw symbols and Learners can draw symbols and
letters to show that they know letters to show that they know letters to show that they know
how to use simple grammar or how to use simple grammar or how to use simple grammar or
vocabulary items. [Ref. vocabulary items. [Ref. vocabulary items. [Ref.
I.EFL.2.18.1. I.EFL.2.18.1. I.EFL.2.18.1.
I.EFL.2.20.1. Learners can write I.EFL.2.20.1. Learners can write I.EFL.2.20.1. Learners can write
information in a simple survey information in a simple survey information in a simple survey
form or questionnaire, and can form or questionnaire, and can form or questionnaire, and can
type or write some simple digital type or write some simple digital type or write some simple digital
text-types, such as a URL and an text-types, such as a URL and an text-types, such as a URL and an
email address. (I.3) email address. (I.3) email address. (I.3)
LANGUAGE THROUGH THE LANGUAGE THROUGH THE LANGUAGE THROUGH THE

ARTS ARTS ARTS

communicate thoughts, feelings, communicate thoughts, feelings, communicate thoughts, feelings,
and/or personal experiences and and/or personal experiences and and/or personal experiences and
create short original texts through create short original texts through create short original texts through
a range of resources and other a range of resources and other a range of resources and other
media, including ICT. (I.2, I.3, I.4) media, including ICT. (I.2, I.3, I.4) media, including ICT. (I.2, I.3, I.4)
UNIT 5 COMMUNICATION AND CULTURAL AWARENESS
LESSON 12: CAN YOU SWIM? CE.EFL.2.5. Model turn-taking and ways to express to others when
LESSON 13: WHO’S SHE? something is not understood to improve comprehension and/or
WHO’S HE? intelligibility in conversations.
ORAL COMMUNICATION
42 NO). Km. 12 ½ vía a Daule 2019 - 20
CE.EFL.2.10. Interaction – Interpersonal: Participate effectively in

basic interpersonal interactions in everyday contexts, provided the
interlocutor speaks slowly and clearly. (Example: requesting,
introducing, responding, etc.)
READING
CE.EFL.2.15. Learn to read graphs, diagrams, charts, and other kinds
of graphic organizer. Demonstrate understanding of a text presented
in the form of a graphic organizer (both print and digital).
WRITING
CE.EFL.2.20. Complete a simple survey form or questionnaire by
LESSON 14: SHE’S MY FRIEND providing personal details. Write a variety of simple written text types,
PHONICS: QQ RR SS TT UU VV used in print or online, with appropriate layout and language.
CE.EFL.2.25. Implement a range of creative thinking skills to show a
respect for sharing and accepting different ideas in brainstorms and
pair work.

I.EFL.2.5.1. Learners can apply I.EFL.2.5.1. Learners can apply I.EFL.2.5.1. Learners can apply
turn-taking and ways to express turn-taking and ways to express turn-taking and ways to express
to others when something is not to others when something is not to others when something is not
understood in short understood in short understood in short
conversations. (J.3, S.1, S.4) conversations. (J.3, S.1, S.4) conversations. (J.3, S.1, S.4)
interact effectively using a range interact effectively using a range interact effectively using a range
of basic functional exponents for of basic functional exponents for of basic functional exponents for
interpersonal conversations in interpersonal conversations in interpersonal conversations in
42 NO). Km. 12 ½ vía a Daule 2019 - 20
everyday contexts, providing everyday contexts, providing everyday contexts, providing

speech is slow and clear. speech is slow and clear. speech is slow and clear.
Learners can request repetition or Learners can request repetition or Learners can request repetition or
clarification, and can react clarification, and can react clarification, and can react
appropriately to responses appropriately to responses appropriately to responses
received. (I.3) received. (I.3) received. (I.3)
simple graphic organizers to show simple graphic organizers to show simple graphic organizers to show
that they can understand a short that they can understand a short that they can understand a short
simple text. (Example: maps, simple text. (Example: maps, simple text. (Example: maps,
diagrams, bar charts, Venn diagrams, bar charts, Venn diagrams, bar charts, Venn
diagrams, etc.) (I.4) diagrams, etc.) (I.4) diagrams, etc.) (I.4)
I.EFL.2.18.1. I.EFL.2.18.1. I.EFL.2.18.1.

ARTS ARTS ARTS
I.EFL.2.25.1. Learners can utilize I.EFL.2.25.1. Learners can utilize I.EFL.2.25.1. Learners can utilize
a range of creative thinking skills a range of creative thinking skills a range of creative thinking skills
to show a respect for sharing and to show a respect for sharing and to show a respect for sharing and
accepting different ideas while accepting different ideas while accepting different ideas while
working in pairs and through working in pairs and through working in pairs and through
brainstorms. (J.3, S.4) brainstorms. (J.3, S.4) brainstorms. (J.3, S.4)
CE.EFL.2.5. Model turn-taking and ways to express to others when
LESSON 15: CAN YOU SING? something is not understood to improve comprehension and/or
LESSON 16: I’M HAPPY. intelligibility in conversations.
PHONICS: Ww Xx Yy Zz ORAL COMMUNICATION

42 NO). Km. 12 ½ vía a Daule 2019 - 20

basic interpersonal interactions in everyday contexts, provided the
interlocutor speaks slowly and clearly. (Example: requesting,
introducing, responding, etc.)
READING
CE.EFL.2.15. Learn to read graphs, diagrams, charts, and other kinds
of graphic organizer. Demonstrate understanding of a text presented
in the form of a graphic organizer (both print and digital)
WRITING
CE.EFL.2.20. Complete a simple survey form or questionnaire by
providing personal details. Write a variety of simple written text types,
used in print or online, with appropriate layout and language.
CE.EFL.2.25. Implement a range of creative thinking skills to show a
respect for sharing and accepting different ideas in brainstorms and
pair work.

I.EFL.2.5.1. Learners can apply I.EFL.2.5.1. Learners can apply I.EFL.2.5.1. Learners can apply
conversations. (J.3, S.1, S.4) conversations. (J.3, S.1, S.4) conversations. (J.3, S.1, S.4)
42 NO). Km. 12 ½ vía a Daule 2019 - 20

interact effectively using a range interact effectively using a range interact effectively using a range
of basic functional exponents for of basic functional exponents for of basic functional exponents for
interpersonal conversations in interpersonal conversations in interpersonal conversations in
everyday contexts, providing everyday contexts, providing everyday contexts, providing
speech is slow and clear. speech is slow and clear. speech is slow and clear.
Learners can request repetition or Learners can request repetition or Learners can request repetition or
clarification, and can react clarification, and can react clarification, and can react
appropriately to responses appropriately to responses appropriately to responses
received. (I.3) received. (I.3) received. (I.3)
simple graphic organizers to show simple graphic organizers to show simple graphic organizers to show
that they can understand a short that they can understand a short that they can understand a short
simple text. (Example: maps, simple text. (Example: maps, simple text. (Example: maps,
diagrams, bar charts, Venn diagrams, bar charts, Venn diagrams, bar charts, Venn
diagrams, etc.) (I.4) diagrams, etc.) (I.4) diagrams, etc.) (I.4)
I.EFL.2.18.1. I.EFL.2.18.1. I.EFL.2.18.1.

ARTS ARTS ARTS
I.EFL.2.25.1. Learners can utilize I.EFL.2.25.1. Learners can utilize I.EFL.2.25.1. Learners can utilize
a range of creative thinking skills a range of creative thinking skills a range of creative thinking skills
to show a respect for sharing and to show a respect for sharing and to show a respect for sharing and
accepting different ideas while accepting different ideas while accepting different ideas while
working in pairs and through working in pairs and through working in pairs and through
brainstorms. (J.3, S.4) brainstorms. (J.3, S.4) brainstorms. (J.3, S.4)
42 NO). Km. 12 ½ vía a Daule 2019 - 20
ANEXO DEL PCI DEL ELEMENTO: EVALUACIÓN

MATRIZ DE CRITERIOS DE EVALUACIÓN Y DESAGREGACIÓN DE INDICADORES DE EVALUACIÓN
DEL CRITERIO E INDICADORES DE LOGRO
INGLÉS-BÁSICA MEDIA
CE.EFL.3.5. Model turn-taking and ways to express to others when
UNIT 1 something is not understood to improve comprehension and/or
LESSON 1: intelligibility in conversations.
WELCOME TO STARSHIP ORAL COMMUNICATION
ENGLISH! CE.EFL.3.9. Production - Fluency: Utterances are sometimes
LESSON 2: produced slowly but use appropriate words and phrases to express
THIS IS MY FAMILY basic ideas, initiate conversations and respond to questions, including
LESSON 3: some chunks of language and short sentences.
.LESSON 1: READING
WELCOME TO STARSHIP
ENGLISH! CE.EFL.3.11. Identify and understand individual every-day words,
LESSON 2: phrases, and sentences, including instructions.
THIS IS MY FAMILY
WRITING
LESSON 3:
CE.EFL.3.18. Writing in order to perform controlled practice of
42 NO). Km. 12 ½ vía a Daule 2019 - 20
vocabulary and grammar items

CE.EFL.3.21. Distinguish key information in stories and other age
appropriate literary texts, both oral and written.
QUINTO SEXTO SEPTIMO

• I.EFL.3.5.1. Learners can apply • I.EFL.3.5.1. Learners can apply • I.EFL.3.5.1. Learners can apply
conversations. conversations. conversations.
• I.EFL.3.9.1. Learners can • I.EFL.3.9.1. Learners can • I.EFL.3.9.1. Learners can
express basic ideas, initiate express basic ideas, initiate express basic ideas, initiate
conversations, and respond to conversations, and respond to conversations, and respond to
simple questions using simple questions using simple questions using
appropriate words, phrases, and appropriate words, phrases, and appropriate words, phrases, and
short sentences. Responses may short sentences. Responses may short sentences. Responses may
be slow though pauses do not be slow though pauses do not be slow though pauses do not
make the interaction tedious or make the interaction tedious or make the interaction tedious or
uncomfortable for participants. uncomfortable for participants. uncomfortable for participants.
understand familiar words, understand familiar words, understand familiar words,
phrases, and short simple phrases, and short simple phrases, and short simple
sentences and can successfully sentences and can successfully sentences and can successfully
complete the simple complete the simple complete the simple
accompanying task. accompanying task. accompanying task.
short simple phrases and short simple phrases and short simple phrases and
sentences to show that they know sentences to show that they know sentences to show that they know
how how how

CE.EFL.3.4. Develop the skills to work collaboratively using a range of
LESSON 1: verbal and nonverbal communication features and apply self-
IS SHE HAPPY? correcting and self-monitoring strategies in social and classroom
42 NO). Km. 12 ½ vía a Daule 2019 - 20
interactions.
ORAL COMMUNICATION
CE.EFL.3.6. Listening for Meaning: Demonstrate an understanding of
the main idea, speaker and situation in spoken texts set in familiar
everyday contexts without having to decode every word.
READING
CE.EFL.3.7. Listening for Information: Follow and identify key
information in short straightforward audio texts related to areas of
immediate need or interest, provided vocabulary is familiar and visual
PHONICS: support is present, and use these spoken contributions as models for
their own.
SHORT E, LONG E – EE, LONG
E – EA, LONG E – EY/Y WRITING
CE.EFL.3.13. Show an ability to identify the meaning of specific
content-based words and phrases, with the aid of visual support, and
use charts/mind maps to distinguish between fact/opinion and
relevant/irrelevant information in informational texts.

CE.EFL.3.22. Design and produce picture books, graphic expressions
and/or personal stories by varying elements of literary texts and
adding imaginative details to real-life stories and situations in order to
create new, original texts.

demonstrate an ability to work in demonstrate an ability to work in demonstrate an ability to work in
pairs and small groups using pairs and small groups using pairs and small groups using
level-appropriate verbal and level-appropriate verbal and level-appropriate verbal and
nonverbal communication nonverbal communication nonverbal communication
features and apply self-correcting features and apply self-correcting features and apply self-correcting
and self-monitoring strategies in and self-monitoring strategies in and self-monitoring strategies in
social and classroom interactions. social and classroom interactions. social and classroom interactions.
(J.2, J.3, J.4, I.3) (J.2, J.3, J.4, I.3) (J.2, J.3, J.4, I.3)

I.EFL.3.6.1. Learners can grasp I.EFL.3.6.1. Learners can grasp I.EFL.3.6.1. Learners can grasp
the main idea of spoken texts set the main idea of spoken texts set the main idea of spoken texts set
42 NO). Km. 12 ½ vía a Daule 2019 - 20
in familiar everyday contexts and in familiar everyday contexts and in familiar everyday contexts and
infer changes in the topic of infer changes in the topic of infer changes in the topic of
discussion as well as who is discussion as well as who is discussion as well as who is
speaking and what the situation speaking and what the situation speaking and what the situation
is, without having to decode every is, without having to decode every is, without having to decode every
word. (I.3, I.4) word. (I.3, I.4) word. (I.3, I.4)

I.EFL.3.7.1. Learners can record I.EFL.3.7.1. Learners can record I.EFL.3.7.1. Learners can record
and identify key information from and identify key information from and identify key information from
a spoken message of immediate a spoken message of immediate a spoken message of immediate
need or interest when the mes- need or interest when the mes- need or interest when the mes-
sage contains frequently used sage contains frequently used sage contains frequently used
expressions and visual support. expressions and visual support. expressions and visual support.
(Example: rules for a game, (Example: rules for a game, (Example: rules for a game,
classroom instructions, a dialogue classroom instructions, a dialogue classroom instructions, a dialogue
in a scene from a cartoon or in a scene from a cartoon or in a scene from a cartoon or
movie, etc.) Learners can use movie, etc.) Learners can use movie, etc.) Learners can use
other classmate’s contributions in other classmate’s contributions in other classmate’s contributions in
class as models for their own. class as models for their own. class as models for their own.
(I.2, I.3) (I.2, I.3) (I.2, I.3)
short simple paragraphs to short simple paragraphs to short simple paragraphs to
describe people, places, animals, describe people, places, animals, describe people, places, animals,
things and feelings, with limited things and feelings, with limited things and feelings, with limited
support, while demonstrating an support, while demonstrating an support, while demonstrating an
ability to effectively influence an ability to effectively influence an ability to effectively influence an
audience and to express audience and to express audience and to express
everyday activities. (I.3, S.1) everyday activities. (I.3, S.1) everyday activities. (I.3, S.1)

ARTS ARTS ARTS
I.EFL.3.22.1. Create picture I.EFL.3.22.1. Create picture I.EFL.3.22.1. Create picture
books, graphic expressions and books, graphic expressions and books, graphic expressions and
personal stories by adapting personal stories by adapting personal stories by adapting
elements of literary texts and elements of literary texts and elements of literary texts and
adding imaginative details to real- adding imaginative details to real- adding imaginative details to real-
life stories and situations, using life stories and situations, using life stories and situations, using
appropriate vocabulary and appropriate vocabulary and appropriate vocabulary and
features of the literature learners features of the literature learners features of the literature learners
have read or heard. (I.3, S.3) have read or heard. (I.3, S.3) have read or heard. (I.3, S.3)

CE.EFL.3.3. Interact with others using a variety of both verbal and
LESSON 1:
42 NO). Km. 12 ½ vía a Daule 2019 - 20
nonverbal communication features and express likes and dislikes

while giving recommendations in basic yet effective terms.
ORAL COMMUNICATION
CE.EFL.3.2. Recognize and exhibit responsible behaviors at home, at

school and towards the environment.
CE.EFL.3.7. Listening for Information: Follow and identify key
information in short straightforward audio texts related to areas of
immediate need or interest, provided vocabulary is familiar and visual
support is present, and use these spoken contributions as models for
their own.
READING
CE.EFL.3.8. Production – Accuracy and Intelligibility: Communicate
I WANT JUICE, PLEASE. needs clearly in class by asking questions or requesting clarification.
LESSON 2: Demonstrate acquisition of skills taught in class, such as being able to
WHERE’S YOUR BEDROOM? spell out words or use some grammatical structures (albeit with
PHONETICS: frequent errors)
SHORT I, LONG I – I_E, LONG I
– IGH, LONG I – IE/Y WRITING

familiar and predictable conversational exchanges by sharing
information and reacting appropriately in basic interpersonal
interactions.

CE.EFL.3.23. Create short, original texts using a range of resources
and other media, including ICT, in order to recreate familiar scenes
and themes.

I.EFL.3.3.1. Learners can employ I.EFL.3.3.1. Learners can employ I.EFL.3.3.1. Learners can employ
a range of verbal and nonverbal a range of verbal and nonverbal a range of verbal and nonverbal
communication features to communication features to communication features to
express likes and dislikes and can express likes and dislikes and can express likes and dislikes and can
give recommendations in basic give recommendations in basic give recommendations in basic
yet effective terms. (I.3, S.4) yet effective terms. (I.3, S.4) yet effective terms. (I.3, S.4)
42 NO). Km. 12 ½ vía a Daule 2019 - 20

I.EFL.3.2.1. Learners can say I.EFL.3.2.1. Learners can say I.EFL.3.2.1. Learners can say
ways to take care of the ways to take care of the ways to take care of the
environment and one’s environment and one’s environment and one’s
surroundings. Learners can surroundings. Learners can surroundings. Learners can
identify and exhibit socially identify and exhibit socially identify and exhibit socially
responsible behaviors at home, at responsible behaviors at home, at responsible behaviors at home, at
school and towards the school and towards the school and towards the
environment. (J.3, S.1. environment. (J.3, S.1. environment. (J.3, S.1.
I.EFL.3.8.1. Learners can ask I.EFL.3.8.1. Learners can ask I.EFL.3.8.1. Learners can ask
others to repeat themselves or to others to repeat themselves or to others to repeat themselves or to
say something in a different way say something in a different way say something in a different way
and ask for common classroom and ask for common classroom and ask for common classroom
needs. Learners can spell out needs. Learners can spell out needs. Learners can spell out
words in English and can words in English and can words in English and can
describe matters of immediate describe matters of immediate describe matters of immediate
need or interest using some need or interest using some need or interest using some
grammatical structures practiced grammatical structures practiced grammatical structures practiced
in class (although there may be in class (although there may be in class (although there may be
errors with tenses, personal errors with tenses, personal errors with tenses, personal
pronouns, prepositions, etc.). (I.3, pronouns, prepositions, etc.). (I.3, pronouns, prepositions, etc.). (I.3,
J.4) J.4) J.4)

I.EFL.3.15.1. Learners can make I.EFL.3.15.1. Learners can make I.EFL.3.15.1. Learners can make
and support inferences using and support inferences using and support inferences using
evidence from texts and features evidence from texts and features evidence from texts and features
of written English (e.g., of written English (e.g., of written English (e.g.,
vocabulary, format, sequence, vocabulary, format, sequence, vocabulary, format, sequence,
etc.) and apply other learning etc.) and apply other learning etc.) and apply other learning
strategies in order to examine and strategies in order to examine and strategies in order to examine and
interpret a variety of written interpret a variety of written interpret a variety of written
materials. (I.2, J.3) materials. (I.2, J.3) materials. (I.2, J.3)

ARTS ARTS ARTS
I.EFL.3.23.1. Learners can create I.EFL.3.23.1. Learners can create I.EFL.3.23.1. Learners can create
and produce short texts using ICT and produce short texts using ICT and produce short texts using ICT
and/or other resources at home or and/or other resources at home or and/or other resources at home or
at school in order to recreate at school in order to recreate at school in order to recreate
familiar scenes and themes. (I.1, familiar scenes and themes. (I.1, familiar scenes and themes. (I.1,
I.3) I.3) I.3)
UNIT 4
CE.EFL.3.5. Demonstrate an ability to use a variety of sources for oral
LESSON 1: and written communication in order to interact with others in social
42 NO). Km. 12 ½ vía a Daule 2019 - 20
situations.
ORAL COMMUNICATION
CE.EFL.3.9. Production - Fluency: Respond to simple questions and

familiar everyday social situations, such as an invitation or request,
relatively quickly. Spontaneously initiate interactions in order to
express opinions or give accounts of personal experiences.
READING
CE.EFL.3.14. Select and use reading strategies to understand and
HOW MANY ROBOTS DO YOU give meaning to written text while employing a range of everyday
HAVE? reference materials in order to determine information appropriate to
PHONETICS the purpose of inquiry and to relate ideas between written sources.
SHORT O, LONG O – O_E/OE, WRITING

LONG O – OA, LONG O – OW
CE.EFL.3.19. Create a questionnaire or survey using WH- question
words in order to identify things in common and preferences while
displaying an ability to convey and organize information using facts
and details.

CE.EFL.3.14. Select and use reading strategies to understand and
give meaning to written text while employing a range of everyday
reference materials in order to determine information appropriate to
the purpose of inquiry and to relate ideas between written sources.

various print and digital sources in various print and digital sources in various print and digital sources in
order to communicate with others order to communicate with others order to communicate with others
in oral and written form in social in oral and written form in social in oral and written form in social
situations. (J.3, S.1, S.4) situations. (J.3, S.1, S.4) situations. (J.3, S.1, S.4)

I.EFL.3.9.1. Learners can answer I.EFL.3.9.1. Learners can answer I.EFL.3.9.1. Learners can answer
simple questions quickly and simple questions quickly and simple questions quickly and
initiate basic interaction initiate basic interaction initiate basic interaction
spontaneously when given op- spontaneously when given op- spontaneously when given op-
portunities. (Example: make an portunities. (Example: make an portunities. (Example: make an
42 NO). Km. 12 ½ vía a Daule 2019 - 20
invitation, give a suggestion, etc.) invitation, give a suggestion, etc.) invitation, give a suggestion, etc.)
Learners can describe simple, Learners can describe simple, Learners can describe simple,
familiar situations and talk about familiar situations and talk about familiar situations and talk about
past experiences. (I.3, J.3) past experiences. (I.3, J.3) past experiences. (I.3, J.3)

understand familiar words, understand familiar words, understand familiar words,
phrases, and short simple phrases, and short simple phrases, and short simple
sentences and can successfully sentences and can successfully sentences and can successfully
complete the simple complete the simple complete the simple
accompanying task. accompanying task. accompanying task.
identify and use reading identify and use reading identify and use reading
strategies to make written text strategies to make written text strategies to make written text
more comprehensible and mean- more comprehensible and mean- more comprehensible and mean-
ingful. Learners can use everyday ingful. Learners can use everyday ingful. Learners can use everyday
reference materials to select reference materials to select reference materials to select
information appropriate to the information appropriate to the information appropriate to the
purpose of an inquiry and to purpose of an inquiry and to purpose of an inquiry and to
relate ideas from one written relate ideas from one written relate ideas from one written
source to another. (I.2, S.1) source to another. (I.2, S.1) source to another. (I.2, S.1)

ARTS ARTS ARTS
employ audio, video, pictures and employ audio, video, pictures and employ audio, video, pictures and
ICT to respond to oral and written ICT to respond to oral and written ICT to respond to oral and written
texts and use pre-established texts and use pre-established texts and use pre-established
criteria to evaluate literary texts criteria to evaluate literary texts criteria to evaluate literary texts
individually or in groups. (I.2, I.3, individually or in groups. (I.2, I.3, individually or in groups. (I.2, I.3,
I.4) I.4) I.4)
UNIT 5 ORAL COMMUNICATION
LESSON 1: CE.EFL.3.10. Interaction – Interpersonal: Participate effectively in
WHAT TIME IS IT, familiar and predictable conversational exchanges by sharing
information and reacting appropriately in basic interpersonal
PLEASE? interactions.
LESSON 2:
BIRTHDAY PARTY! READING
PHONICS: SHORT U, LONG U
(U_E, UE, UI) familiar everyday social situations, such as an invitation or request,
42 NO). Km. 12 ½ vía a Daule 2019 - 20
WRITING
CE.EFL.3.11. Demonstrate comprehension of most of the details of a

short simple online or print text and follow short instructions in simple
experiments and projects if illustrated through step-by-step visuals.

CE.EFL.3.24. Organize ideas and relevant information from literary
texts using group or class brainstorms and/or mind maps in order to
enhance collaborative responses to literature.

a range of verbal and nonverbal a range of verbal and nonverbal a range of verbal and nonverbal
communication features to communication features to communication features to
express likes and dislikes and can express likes and dislikes and can express likes and dislikes and can
give recommendations in basic give recommendations in basic give recommendations in basic
yet effective terms. (I.3, S.4) yet effective terms. (I.3, S.4) yet effective terms. (I.3, S.4)

back-channeling to react back-channeling to react back-channeling to react
appropriately to what others say appropriately to what others say appropriately to what others say
about familiar topics in pre- about familiar topics in pre- about familiar topics in pre-
dictable, everyday situations and dictable, everyday situations and dictable, everyday situations and
when carrying out pair work for a when carrying out pair work for a when carrying out pair work for a
specific task in class. Learners specific task in class. Learners specific task in class. Learners
can ask questions to extend an can ask questions to extend an can ask questions to extend an
interpersonal interaction. (I.3, J.3) interpersonal interaction. (I.3, J.3) interpersonal interaction. (I.3, J.3)

understand most details in a short understand most details in a short understand most details in a short
simple online or print text and can simple online or print text and can simple online or print text and can
follow short instructions in simple follow short instructions in simple follow short instructions in simple
experiments and projects if step- experiments and projects if step- experiments and projects if step-
by-step visuals are provided. (I.3, by-step visuals are provided. (I.3, by-step visuals are provided. (I.3,
I.4) I.4) I.4)

42 NO). Km. 12 ½ vía a Daule 2019 - 20
short simple text-types and short simple text-types and short simple text-types and
narratives, online and in print, narratives, online and in print, narratives, online and in print,
using appropriate language, using appropriate language, using appropriate language,
layout and linking words. (I.3, J.2) layout and linking words. (I.3, J.2) layout and linking words. (I.3, J.2)

ARTS ARTS ARTS
I.EFL.3.24.1. Learners can work I.EFL.3.24.1. Learners can work I.EFL.3.24.1. Learners can work
in groups to create brainstorms in groups to create brainstorms in groups to create brainstorms
and/ or draw mind maps to and/ or draw mind maps to and/ or draw mind maps to
describe and organize ideas or describe and organize ideas or describe and organize ideas or
useful information from literary useful information from literary useful information from literary
texts and create collaborative texts and create collaborative texts and create collaborative
responses to literature through responses to literature through responses to literature through
process writing groups or process writing groups or process writing groups or
literature circles. (I.4, S.4, J.3) literature circles. (I.4, S.4, J.3) literature circles. (I.4, S.4, J.3)
CE.EFL.3.1. Cultivate an awareness of different cultures and identify
similarities and differences between them through oral and written
literary texts.
ORAL COMMUNICATION
UNIT 6 READING
LESSON 1: WHAT’S YOUR CE.EFL.3.9. Production - Fluency: Respond to simple questions and
FAVORITE SEASON? relatively quickly. Spontaneously initiate interactions in order to
PHONICS: SHORT A, LONG A express opinions or give accounts of personal experiences.
(A_E, AI, AY) WRITING

CE.EFL.3.20. Demonstrate an ability to use a variety of digital tools
during the writing process in order to collaborate on well-constructed
informational texts.

CE.EFL.3.25. Observe and expand on the conventions of genre in
order to create a variety of texts that reflect traditional and popular
Ecuadorian culture and identify select literary elements in order to
relate them to other works, including the learners’ own writing.
42 NO). Km. 12 ½ vía a Daule 2019 - 20

I.EFL.3.1.1. Learners can show I.EFL.3.1.1. Learners can show I.EFL.3.1.1. Learners can show
an awareness of different cultures an awareness of different cultures an awareness of different cultures
and identify similarities and and identify similarities and and identify similarities and
differences between them through differences between them through differences between them through
oral and written literary texts. (I.2, oral and written literary texts. (I.2, oral and written literary texts. (I.2,
S.2, J.1) S.2, J.1) S.2, J.1)

effectively use a range of digital effectively use a range of digital effectively use a range of digital
tools during the writing process in tools during the writing process in tools during the writing process in
order to collaborate on producing order to collaborate on producing order to collaborate on producing
well-constructed informational well-constructed informational well-constructed informational
texts. (I.3, S.4, J.3) texts. (I.3, S.4, J.3) texts. (I.3, S.4, J.3)


I.EFL.3.9.1. Learners can answer I.EFL.3.9.1. Learners can answer I.EFL.3.9.1. Learners can answer
simple questions quickly and simple questions quickly and simple questions quickly and
initiate basic interaction initiate basic interaction initiate basic interaction
spontaneously when given op- spontaneously when given op- spontaneously when given op-
portunities. (Example: make an portunities. (Example: make an portunities. (Example: make an
invitation, give a suggestion, etc.) invitation, give a suggestion, etc.) invitation, give a suggestion, etc.)
Learners can describe simple, Learners can describe simple, Learners can describe simple,
familiar situations and talk about familiar situations and talk about familiar situations and talk about
past experiences. (I.3, J.3) past experiences. (I.3, J.3) past experiences. (I.3, J.3)

ARTS ARTS ARTS
42 NO). Km. 12 ½ vía a Daule 2019 - 20

AREA LENGUA EXTRANJERA (INGLES)
CRITERIOS DE DESTREZAS CON CRITERIO DE DESEMPEÑO

EVALUACION Octavo Grado Noveno Grado Decimo Grado
Communication and cultural awareness
EFL 4.1.6. Seek EFL4.1.4. EFL 4.1.8. Use

CE.EFL.4.4. Display an and provide Demonstrate suitable vocabulary,
appreciation of and information and mindfulness, expressions, language
demonstrate respect for assistance, orally empathy, tolerance and interaction styles
individual and group or in writing and in and an overall respect for formal and informal
differences by establishing online or face-to- for the integrity of social or academic
and maintaining healthy and face interactions,
cultures in daily situations in order to
rewarding relationships based for personal, social
on communication and and academic classroom activities. communicate specific
cooperation. purposes. intentions in online and
I.EFL.4.4.1. Learners can EFL 4.1.8. Use EFL 4.1.2. Recognize face-to-face
demonstrate an ability to give suitable and demonstrate an interactions. (Example:
and ask for information and vocabulary, appreciation of some thanking, making
assistance using level- expressions, commonalities and promises, apologizing,
appropriate language and language and distinctions across asking permission,
interaction styles in online or interaction styles cultures and groups chatting with friends,
face-to-face social and for formal and (differentiated by answering in class,
classroom interactions (J.2, informal social or gender, ability, greeting an authority
J.3, J.4, I.3) academic
generations, etc.) figure, etc.)
situations in order
to communicate including the students’ EFL 4.1.9. Recognize the
specific intentions own. consequences of one’s
in online and face- actions by demonstrating
I.EFL.4.8.1. Learners can to-face EFL 4.1.8. Use suitable responsible decision-
communicate personal interactions. vocabulary, making at school, online,
information and basic (Example: expressions, language at home and in the
immediate needs and deal thanking, making and interaction styles community, while
with other practical everyday promises, for formal and informal considering ethical
demands in familiar contexts, apologizing, social or academic standards, safety
effectively and without undue asking permission, situations in order to concerns, social norms
effort and using grammatical chatting with
communicate specific and mutual respect.
structures and vocabulary friends, answering
seen in class (although there in class, greeting intentions in online and EFL 4.1.1. Compare and
may be frequent, basic an authority figure, face-to-face contrast oral traditions,
errors). (I.1, I.2, I.3, S.1) etc.) interactions. (Example: myths, folktales and
CE.EFL.4.11. Demonstrate EFL 4.2.2. Use a thanking, making literature from Ecuador
comprehension of main ideas series of phrases promises, apologizing, and international regions
and some details in short and sentences to asking permission, and cultures and identify
42 NO). Km. 12 ½ vía a Daule 2019 - 20
simple texts on familiar describe aspects of chatting with friends, similarities and
subjects, making use of personal answering in class, differences and universal
contextual clues to identify background, greeting an authority cultural themes.
relevant information in a text. immediate figure, etc.) EFL 4.1.2. Recognize
environment and and demonstrate an
matters of imme-
EFL 4.1.2. Recognize appreciation of some
diate need in simple
terms using and demonstrate an commonalities and
grammatical appreciation of some distinctions across
structures learnt in commonalities and cultures and groups
class (although there distinctions across (differentiated by gender,
may be frequent cultures and groups ability, generations, etc.)
errors with tenses, (differentiated by including the students’
personal pronouns, gender, ability, own.
prepositions, etc.) generations, etc.) EFL 4.1.1. Compare and
including the students’ contrast oral traditions,
own. myths, folktales and
literature from Ecuador
EFL 4.1.3. Display an and international regions
understanding of the and cultures and identify
relationship between similarities and
the practices and differences and universal
perspectives of different cultural themes.
cultures by recognizing EFL 4.1.2. Recognize
and sharing cross- and demonstrate an
cultural experiences and appreciation of some
ideas. commonalities and
distinctions across
EFL 4.2.15. Deal with cultures and groups
practical, everyday (differentiated by gender,
communication ability, generations, etc.)
demands within including the students’
familiar contexts, own.
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.)
EFL 4.3.1.
Understand main
points in short
simple texts on
42 NO). Km. 12 ½ vía a Daule 2019 - 20
familiar subjects.
(Example: news
about sports or
famous people,
descriptions, etc.)
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 4.4.7. Use the

process of
prewriting, drafting,
revising, peer editing
and proofreading
(i.e., “the writing
process”) to produce
well-constructed
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.)
CRITERIOS DE Octavo Grado Noveno Grado Decimo Grado

42 NO). Km. 12 ½ vía a Daule 2019 - 20
EVALUACION
Oral communication
I.EFL.4.8.1. EFL 4.1.8. Use EFL 4.1.5. Apply self-

Learners can suitable vocabulary, correcting and self-
communicate expressions, language monitoring strategies in
personal information and interaction styles social and classroom
and basic immediate for formal and interactions. (Example:
needs and deal with
informal social or asking questions, starting
other practical
everyday demands academic situations in over, rephrasing,
in familiar contexts, order to communicate exploring alternative
effectively and specific intentions in pronunciations or
without undue effort online and face-to- wording, etc.)
and using face interactions. EFL 4.1.8. Use suitable
grammatical (Example: thanking, vocabulary, expressions,
structures and making promises, language and interaction
vocabulary seen in apologizing, asking styles for formal and
class (although there permission, chatting informal social or
may be frequent, with friends, academic situations in
basic errors). (I.1,
answering in class, order to communicate
I.2, I.3, S.1)
CE.EFL.4.11. greeting an authority specific intentions in
Demonstrate figure, etc.) online and face-to-face
comprehension of EFL 4.1.5. Apply self- interactions. (Example:
main ideas and correcting and self- thanking, making
some details in short monitoring strategies in promises, apologizing,
simple texts on social and classroom asking permission,
familiar subjects, interactions. (Example: chatting with friends,
making use of asking questions, answering in class,
contextual clues to starting over, greeting an authority
identify relevant rephrasing, exploring figure, etc.)
information in a text.
alternative EFL 4.1.6. Seek and
pronunciations or provide information and
wording, etc.) assistance, orally or in
EFL 4.2.14. Ask and writing and in online or
answer straightforward face-to-face interactions,
follow-up questions for personal, social and
within familiar academic purposes.
contexts, such as school EFL 4.2.15. Deal with
and family life, practical, everyday
provided there are communication demands
opportunities to ask for within familiar contexts,
clarification, effectively and without
reformulation or undue effort. (Example:
repetition of key points. meeting people,
EFL 4.4.5. Recognize extending and accepting
that various types of invitations, exchanging
writing require different information, giving
language, formatting reasons, asking and
42 NO). Km. 12 ½ vía a Daule 2019 - 20
and special vocabulary. answering questions

(Example: a recipe, a about routines and
letter, etc.) preferences, etc.)
EFL 4.3.7. Read, EFL 4.1.6. Seek and
gather, view and listen provide information and
to information from assistance, orally or in
various sources in order writing and in online or
to organize and discuss face-to-face interactions,
relationships between for personal, social and
academic content areas. academic purposes.
EFL 4.2.15. Deal with
practical, everyday
communication
demands within
familiar contexts,
meeting people,
information, giving
reasons, asking and
answering questions
about routines and
preferences, etc.)

EVALUACION
Reading
EFL 4.5.4. Create EFL 4.1.4. EFL 4.1.8. Use
I.EFL.4.11.1. Learners can personal stories by Demonstrate suitable vocabulary,
understand main ideas and adding imaginative mindfulness, expressions, language
some details in short simple details to real-life empathy, tolerance and interaction styles
online or print texts on stories and and an overall respect for formal and informal
familiar subjects, using situations, using
for the integrity of social or academic
contextual clues to help appropriate
identify the most relevant vocabulary and cultures in daily situations in order to
information. (Example: title, elements of the lit- classroom activities. communicate specific
illustrations, organization, erature learners EFL 4.2.16. Initiate, intentions in online and
etc.) (I.2, I.4) have read or heard. maintain and end a face-to-face
conversation to satisfy interactions. (Example:
CE.EFL.4.17. Show an ability EFL 4.5.5. Gain an basic needs and/ or thanking, making
to convey and organize understanding of handle a simple promises, apologizing,
information through the use of literary concepts transaction. preferences, asking permission,
facts and details and by such as genre, plot,
etc.) chatting with friends,
employing various stages of setting, character,
point of view, theme EFL 4.2.16. Initiate, answering in class,
the writing process, while maintain and end a greeting an authority
42 NO). Km. 12 ½ vía a Daule 2019 - 20
using a range of digital tools and other literary conversation to satisfy figure, etc.)
to promote and support elements in order to basic needs and/ or EFL 4.2.15. Deal with
collaboration, learning and apply them to one’s handle a simple practical, everyday
productivity. own creative texts. transaction. preferences, communication demands
EFL 4.5.6. Create an etc.) within familiar contexts,
effective voice using a EFL 4.3.5. Use effectively and without
variety of ICT tools, everyday reference undue effort. (Example:
writing styles and material in order to meeting people,
typical features of a select information extending and accepting
genre to create stories,
poems, sketches, appropriate to the invitations, exchanging
songs and plays, purpose of an inquiry information, giving
including those that and relate ideas from reasons, asking and
reflect traditional and one written source to answering questions
popular Ecuadorian another. (Example: about routines and
cultures.
nonfiction books for performances, etc)
young adults, the EFL 4.1.8. Use suitable
Internet, audio and vocabulary, expressions,
media presentations, language and interaction
oral interviews, maps, styles for formal and
diagrams, reference informal social or
books, magazines, etc.) academic situations in
EFL 4.3.7. Read, order to communicate
gather, view and listen specific intentions in
to information from online and face-to-face
various sources in order interactions. (Example:
to organize and discuss thanking, making
relationships between promises, apologizing,
academic content areas. asking permission,
chatting with friends,
answering in class,
greeting an authority
figure, etc.)
EFL 4.1.10. Recognize
and appreciate individual
and group similarities
and differences by
establishing and
maintaining healthy and
rewarding online and
face-toface relationships
based on communication
and cooperation.
EFL 4.3.7. Read, gather,
view and listen to
information from various
sources in order to
organize and discuss
42 NO). Km. 12 ½ vía a Daule 2019 - 20
relationships between
academic content areas.
EFL 4.1.8. Use suitable
vocabulary, expressions,
language and interaction
styles for formal and
informal social or
academic situations in
order to communicate
specific intentions in
online and face-to-face
interactions. (Example:
thanking, making
promises, apologizing,
asking permission,
chatting with friends,
answering in class,
greeting an authority
figure, etc.)

EVALUACION
Writing
I.EFL.4.17.1. Learners can EFL 4.5.6. Create an EFL 4.4.7. Use the EFL 4.2.15. Deal with
convey and organize effective voice using a process of prewriting, practical, everyday
information through the use of variety of ICT tools,
writing styles and
drafting, revising, communication
facts and details and by peer editing and demands within
typical features of a
employing various stages of
genre to create stories, proofreading (i.e., familiar contexts,
the writing process, while poems, sketches, “the writing process”) effectively and without
using a range of digital tools songs and plays,
to promote and support to produce well- undue effort.
including those that
collaboration, learning and reflect traditional and
constructed (Example: meeting
productivity. (I.1, I.3, S.4, J.2, popular Ecuadorian informational texts. people, extending and
J.4) cultures. EFL 4.3.6. Apply accepting invitations,
learning strategies to exchanging
examine and interpret a information, giving
CE.EFL.4.20. Create short,
original literary texts in
variety of written reasons, asking and
different genres, including materials using prior answering questions
those that reflect Ecuadorian knowledge, graphic about routines and
cultures, using a range of organizers, context preferences, etc.)
digital tools, writing styles, clues, note taking and EFL 4.3.6. Apply
appropriate vocabulary and finding words in a learning strategies to
other literary concepts. dictionary. examine and interpret a
EFL 4.4.4. Write to variety of written
describe feelings/ materials using prior
opinions in order to knowledge, graphic
effectively influence an organizers, context clues,
42 NO). Km. 12 ½ vía a Daule 2019 - 20
audience. (Example: note taking and finding

persuade, negotiate, words in a dictionary.
argue, etc.) EFL 4.4.4. Write to
EFL 4.5.6. Create an describe feelings/
effective voice using a opinions in order to
variety of ICT tools, effectively influence an
writing styles and audience. (Example:
typical features of a persuade, negotiate,
genre to create stories, argue, etc.)
poems, sketches, songs EFL 4.3.5. Use everyday
and plays, including reference material in
those that reflect order to select
traditional and popular information appropriate
Ecuadorian cultures. to the purpose of an
EFL 4.5.1. Make use of inquiry and relate ideas
main points in literary from one written source
texts (authentic and to another. (Example:
semi-authentic, oral and nonfiction books for
written) to understand young adults, the
short simple everyday Internet, audio and media
stories, especially if presentations, oral
there is visual support. interviews, maps,
diagrams, reference
books, magazines, 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
EFL 4.2.15. Deal with
practical, everyday
communication demands
within familiar contexts,
meeting people,
information, giving
reasons, asking and
answering questions
about routines and
preferences, etc.)
EFL 4.4.8. Convey and
42 NO). Km. 12 ½ vía a Daule 2019 - 20
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.)
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.)
CRITERIOS DE Octavo Grado Noveno Grado Décimo Grado

EVALUACION
Language through the arts
create short, original literary EFL 4.5.11. Participate EFL 4.3.7. Read,
texts in different genres,
including those that reflect
in creative thinking gather, view and listen
Ecuadorian cultures, using a through brainstorming, to information from
range of digital tools, writing working in groups, various sources in
styles, appropriate vocabulary games and problem- order to organize and
and other literary concepts. (I.1, solving tasks by discuss relationships
I.3)
showing the ability to between academic
accept a variety of ideas content areas.
and capitalize on other (Example: nonfiction
people’s strengths. books for young adults,
EFL 4.5.4. Create the Internet, audio and
personal stories by media presentations,
adding imaginative oral interviews, maps,
details to real-life diagrams, reference
stories and situations, books, magazines, etc.)
using appropriate EFL 4.5.9. Engage in
vocabulary and collaborative activities
elements of the through a variety of
literature learners have student groupings to
read or heard. create and respond to
EFL 4.5.6. Create an literature and other
effective voice using a literary texts. (Example:
variety of ICT tools, small groups,
42 NO). Km. 12 ½ vía a Daule 2019 - 20
writing styles and cooperative learning

typical features of a groups, literature circles,
genre to create stories, process writing groups,
poems, sketches, songs etc.)
and plays, including EFL 4.4.4. Write to
those that reflect describe feelings/
traditional and popular opinions in order to
Ecuadorian cultures. effectively influence an
EFL 4.5.1. Make use of audience. (Example:
main points in literary persuade, negotiate,
texts (authentic and argue, etc.)
semi-authentic, oral and EFL 4.5.5. Gain an
written) to understand understanding of literary
short simple everyday concepts such as genre,
stories, especially if plot, setting, character,
there is visual support. point of view, theme and
other literary elements in
order to apply them to
one’s own creative texts.
EFL 4.5.1. Make use of
main points in literary
texts (authentic and
semi-authentic, oral and
written) to understand
short simple everyday
stories, especially if there
is visual support.

Ingles de Segundo A Decimo

Încărcat de

Informații document

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Ingles de Segundo A Decimo

Încărcat de

Drepturi de autor:

Formate disponibile

ESCUELA DE EDUCACION BASICA FISCAL

"HIDEYO NOGUCHI" PERÍOD

ANEXO DEL PCI DEL ELEMENTO: EVALUACIÓN

Ref I.EFL.2.7.1. •I.EFL.2.9.1. Learners can •I.EFL.2.9.1. Learners can express

not make the interaction tedious uncomfortable for participants. READING

COMMUNICATION AND CULTURAL AWARENESS

SEGUNDO TERCERO CUARTO

media such as ICT, key aspects of

I.EFL.2.21.1. Learners can I.EFL.2.21.1. Learners can

CE.EFL.2.8. Production - Pronunciation: Produce individual words and

CE.EFL.2.23. Display an affinity for a variety of literary texts by

SEGUNDO TERCERO CUARTO

COMMUNICATION AND COMMUNICATION AND COMMUNICATION AND

I.EFL.2.19.1. Learners can produce

COMMUNICATION AND CULTURAL AWARENESS

CE.EFL.2.9. Production - Fluency: Utterances are sometimes produced

SEGUNDO TERCERO CUARTO

COMMUNICATION AND COMMUNICATION AND COMMUNICATION AND

simple questions using simple questions using simple questions using

LANGUAGE THROUGH THE LANGUAGE THROUGH THE LANGUAGE THROUGH THE

I.EFL.2.24.1. Learners can I.EFL.2.24.1. Learners can I.EFL.2.24.1. Learners can

CE.EFL.2.10. Interaction – Interpersonal: Participate effectively in

SEGUNDO TERCERO CUARTO

COMMUNICATION AND COMMUNICATION AND COMMUNICATION AND

everyday contexts, providing everyday contexts, providing everyday contexts, providing

LANGUAGE THROUGH THE LANGUAGE THROUGH THE LANGUAGE THROUGH THE

PHONICS: Ww Xx Yy Zz ORAL COMMUNICATION

CE.EFL.2.10. Interaction – Interpersonal: Participate effectively in

SEGUNDO TERCERO CUARTO

COMMUNICATION AND COMMUNICATION AND COMMUNICATION AND

I.EFL.2.10.1. Learners can I.EFL.2.10.1. Learners can I.EFL.2.10.1. Learners can

LANGUAGE THROUGH THE LANGUAGE THROUGH THE LANGUAGE THROUGH THE

ANEXO DEL PCI DEL ELEMENTO: EVALUACIÓN

vocabulary and grammar items

QUINTO SEXTO SEPTIMO

COMMUNICATION AND COMMUNICATION AND COMMUNICATION AND

UNIT 2 COMMUNICATION AND CULTURAL AWARENESS

LANGUAGE THROUGH THE ARTS

QUINTO SEXTO SEPTIMO

COMMUNICATION AND COMMUNICATION AND COMMUNICATION AND

ORAL COMMUNICATION ORAL COMMUNICATION ORAL COMMUNICATION

READING READING READING

WRITING WRITING WRITING

LANGUAGE THROUGH THE LANGUAGE THROUGH THE LANGUAGE THROUGH THE

UNIT 3 COMMUNICATION AND CULTURAL AWARENESS

nonverbal communication features and express likes and dislikes

CE.EFL.3.2. Recognize and exhibit responsible behaviors at home, at

CE.EFL.3.10. Interaction – Interpersonal: Participate effectively in

LANGUAGE THROUGH THE ARTS

QUINTO SEXTO SEPTIMO

COMMUNICATION AND COMMUNICATION AND COMMUNICATION AND

ORAL COMMUNICATION ORAL COMMUNICATION ORAL COMMUNICATION

WRITING WRITING WRITING

LANGUAGE THROUGH THE LANGUAGE THROUGH THE LANGUAGE THROUGH THE

CE.EFL.3.9. Production - Fluency: Respond to simple questions and

SHORT O, LONG O – O_E/OE, WRITING

LANGUAGE THROUGH THE ARTS

QUINTO SEXTO SEPTIMO

COMMUNICATION AND COMMUNICATION AND COMMUNICATION AND

ORAL COMMUNICATION ORAL COMMUNICATION ORAL COMMUNICATION

READING READING READING

LANGUAGE THROUGH THE LANGUAGE THROUGH THE LANGUAGE THROUGH THE

CE.EFL.3.11. Demonstrate comprehension of most of the details of a