PCI-BÁSICA MEDIA -DESTREZAS DESAGREGADAS CURRICULO PRIORIZADO

ÁREA: INGLÉS

ENGLISH AS A FOREIGN LANGUAGE AREA

CURRICULAR OBJECTIVES OF THE ENGLISH AS A FOREIGN LANGUAGE AREA FOR SUBNIVEL MEDIA OF EDUCACIÓN GENERAL
BÁSICA
O.EFL 3.1 Identify the main ideas and some details of written and O.EFL 3.7 Appreciate the use of English language through
oral texts, in order to interact with and to develop an approach spoken and written literary texts such as poems, rhymes, chants,
of critical inquiry to a variety of texts. songs, games and graphic short stories in order to foster imagination,
O.EFL 3.2 Assess and appreciate English as an international language, curiosity and memory, while developing a taste for oral
as well as the skills and subskills that contribute to communicative and written literary texts.
and pragmatic competence. O.EFL 3.8 Demonstrate an ability to interact with written and
O.EFL 3.3 Independently read level-appropriate texts in English spoken texts, in order to explore creative writing as an outlet to
for pure enjoyment/entertainment and to access information. personal expression and intercultural competence.
O.EFL 3.4 Develop creative and critical thinking skills to foster O.EFL 3.9 Be able to interact in English using basic, frequently
problem-solving and independent learning using both spoken used expressions and short phrases in familiar and personalized
and written English. contexts, demonstrating a limited but effective command of the
O.EFL 3.5 Use print and digital tools and resources to investigate spoken language in simple and routine tasks which require a direct
real-world issues, answer questions or solve problems. exchange of information.
O.EFL 3.6 Read and write short descriptive and informative texts O.EFL 3.10 Demonstrate an ability to use English as a means to
related to personal information or familiar topics and use them interact socially and work cooperatively in pairs and groups.
as a means of communication and written expression of thought

Criterio De Desagregación De Destrezas Distribución De Destrezas

Evaluación QUINTO Año SEXTO Año SEPTIMO Año QUINTO Año SEXTO Año SEPTIMO Año

Curricular Thread 1: Communication and cultural awareness

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CE.EFL.3.1. Cultivar
la conciencia
de las diferentes
culturas e
identificar similitudes
y diferencias entre
ellas a través
de textos literarios
orales y escritos.

Curricular Thread 2: Oral communication

CE.EFL.4.6. Understand Understand EFL 4.2.1. EFL 4.2.1. EFL 4.2.1. EFL 4.2.1.
Listening for phrases and phrases and Understand Understand phrases Understand phrases Understand phrases
Meaning: expressions expressions phrases and and expressions and expressions and expressions

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Understand provided speech related to areas expressions related to areas of related to areas of related to areas of
and follow the is clearly and of most related to areas most immediate most immediate most immediate
main idea in slowly articulated. immediate of most priority within the priority within the priority within the
spoken texts (Example: daily priority, provided immediate personal and personal and personal and
set in familiar life, free time, speech is clearly priority within educational domains, educational domains, educational domains,
everyday school activities, and slowly the personal provided speech is provided speech is provided speech is
contexts, etc.) Ref(EFL articulated. and educational clearly and slowly clearly and slowly clearly and slowly
provided 4.2.1) (Example: daily domains, articulated. (Example: articulated. (Example: articulated. (Example:
speech is clear life, free time, provided speech daily life, free time, daily life, free time, daily life, free time,
and articulate, school activities, is clearly and school activities, etc.) school activities, etc.) school activities, etc.)
and deduce etc.) Ref(EFL slowly
the meanings 4.2.1) articulated.
of unfamiliar (Example: daily
words and life, free time,
phrases using school activities,
context clues PROJECT 4 etc.)
and/or prior
knowledge. PROJECT 4

EFL 4.2.5. EFL 4.2.5. EFL 4.2.5.

Understand some Understand EFL 4.2.5. Understand most Understand most Understand most
changes in the some changes Understand changes in the topic changes in the topic changes in the topic
topic of discussion in the topic of most changes in of discussion if of discussion if of discussion if people
if people speak discussion if the topic of people speak slowly. people speak slowly. speak slowly.
clearly and slowly. people speak discussion if
clearly and people speak

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 Ref. (EFL 4.2.5.) slowly. Ref. slowly.
(EFL 4.2.5.)

CE.EFL.4.7. Follow and Follow andEFL 4.2.3. EFL 4.2.3. Follow and EFL 4.2.3. Follow and EFL 4.2.3. Follow and
Listening for understand short, understand Follow and understand short, understand short, understand short,
Information: straightforward short, understand straightforward audio straightforward audio straightforward audio
Follow and audio messages. straightforward short, messages and/or the messages and/or the messages and/or the
identify some audio messages straightforward main idea/dialogue of main idea/dialogue of main idea/dialogue of
Ref (EFL 4.2.3.) and the main audio messages a movie or cartoon (or a movie or cartoon (or a movie or cartoon (or
main ideas and
idea of a movie and/or the main other age-appropriate other age-appropriate other age-appropriate
details in short
or cartoon. idea/dialogue of audio-visual audio-visual audio-visual
and
a movie or presentations) if presentations) if presentations) if
straightforward Ref (EFL cartoon (or other delivered slowly and delivered slowly and delivered slowly and
spoken or 4.2.3.) age-appropriate visuals provide visuals provide visuals provide
audio texts set audio-visual contextual support. contextual support. contextual support.
in familiar presentations) if (Example: an (Example: an (Example: an
contexts, delivered slowly announcement of a announcement of a announcement of a
and visuals bus delay, an bus delay, an bus delay, an
when delivered provide intercom intercom intercom
slowly and with contextual announcement at announcement at announcement at
visuals to support. school, a dialogue school, a dialogue school, a dialogue
provide (Example: an supported by facial supported by facial supported by facial
contextual announcement expressions/gestures expressions/gestures expressions/gestures
support. Use of a bus delay, and appropriate and appropriate and appropriate
an intercom intonation, etc.) intonation, etc.) intonation, etc.)
spoken
announcement
contributions in
at school, a
class as dialogue

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models for supported by
one’s own facial
speech. expressions/ges
tures and
appropriate
intonation, etc.)

EFL 4.2.6. Use other EFL 4.2.6. Use other EFL 4.2.6. Use other
Use other Use other EFL 4.2.6. Use students’ students’ students’ contributions
students’ students’ other students’ contributions in class contributions in class in class as models for
contributions and contributions contributions in as models for their as models for their their own.
examples in class and examples in class as models own. own.
as models for their class as models for their own.
own. Ref. (EFL for their own.
4.2.6.) Ref. (EFL
4.2.6.)

CE.EFL.4.8. Use a series of Use a series of EFL 4.2.2. Use EFL 4.2.2. Use a EFL 4.2.2. Use a EFL 4.2.2. Use a
Production – phrases and phrases and a series of series of phrases and series of phrases and series of phrases and
Accuracy and sentences to sentences to phrases and sentences to describe sentences to describe sentences to describe
Intelligibility: describe aspects describe sentences to aspects of personal aspects of personal aspects of personal
Communicate of personal aspects of describe background, background, background,
needs and background personal aspects of immediate immediate immediate
background, personal environment and environment and environment and
information
Ref (EFL 4.2.2.) and immediate background, matters of immediate matters of immediate matters of immediate
clearly and in
environment. immediate need in simple terms need in simple terms need in simple terms
simple terms, environment

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using Ref (EFL 4.2.2.) and matters of using grammatical using grammatical using grammatical
grammatical immediate need structures learnt in structures learnt in structures learnt in
structures PROYECTO 3 PROYECTO 2 in simple terms class (although there class (although there class (although there
learned in using may be frequent may be frequent may be frequent
class (although grammatical errors with tenses, errors with tenses, errors with tenses,
there may be structures learnt personal pronouns, personal pronouns, personal pronouns,
in class prepositions, etc.) prepositions, etc.) prepositions, etc.)
frequent
(although there
errors),
may be frequent
effectively and errors with
without undue tenses, personal
effort. pronouns,
Demonstrate prepositions,
an ability to etc.)
make
appropriate PROYECTO 2
use of new
words and
expressions

in social
interactions.

CE.EFL.4.9. Give short, basic Give short, EFL 4.2.11. EFL 4.2.11. Give EFL 4.2.11. Give EFL 4.2.11. Give
Production – descriptions of basic Give short, short, basic short, basic short, basic
Fluency: Use everyday activities descriptions of basic descriptions of descriptions of descriptions of
simple and events. everyday descriptions of everyday activities everyday activities everyday activities
language to activities and everyday and events within and events within and events within
describe, Ref (EFL 4.2.11.) events within activities and familiar contexts and familiar contexts and familiar contexts and
compare and familiar contexts events within use simple use simple use simple descriptive

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make and use simple familiar contexts descriptive language descriptive language language to compare
statements descriptive and use simple to compare and make to compare and make and make brief
about familiar language descriptive brief statements brief statements statements about
everyday language to about objects and about objects and objects and
topics such as Ref (EFL compare and possessions. possessions. possessions.
objects, 4.2.11.) make brief (Example: family, (Example: family, (Example: family,
possessions statements school, living school, living school, living
about objects conditions, personal conditions, personal conditions, personal
and routines in and belongings, etc.) belongings, etc.) belongings, etc.)
structured possessions.
situations and (Example:
short family, school,
conversations. living conditions,
Interaction is personal
with belongings, etc.
reasonable
ease, provided
speech is Describe habits,
given clearly, Describe habits, routines, past EFL 4.2.12. EFL 4.2.12. Describe EFL 4.2.12. Describe EFL 4.2.12. Describe
slowly and routines, within activities and Describe habits, habits, routines, past habits, routines, past habits, routines, past
directly. the personal experiences routines, past activities and activities and activities and
domains. Ref within the activities and experiences within experiences within experiences within the
(EFL 4.2.12.) personal experiences the personal the personal personal
domains. Ref within the
(EFL 4.2.12.) personal and educational and educational and educational
domains. domains. domains.
and educational
domains.

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 Interact with Interact with EFL 4.2.13. EFL 4.2.13. Interact EFL 4.2.13. Interact EFL 4.2.13. Interact
reasonable ease reasonable ease Interact with with reasonable ease with reasonable ease with reasonable ease
in designed in short reasonable ease in structured in structured in structured
situations within conversations in structured situations and short situations and short situations and short
familiar contexts, within familiar situations and conversations within conversations within conversations within
when the speech contexts, short familiar contexts, familiar contexts, familiar contexts,
provided is given provided that conversations provided that speech provided that speech provided that speech
clearly, slowly and speech is given within familiar is given clearly, slowly is given clearly, is given clearly, slowly
directly. (Example: clearly, slowly contexts, and directly. slowly and directly. and directly.
an interview, an and directly. provided that (Example: an (Example: an (Example: an
information gap (Example: an speech is given interview, an interview, an interview, an
activity, etc.) Ref. interview, an clearly, slowly information gap information gap information gap
(EFL 4.2.13.) information gap and directly. activity, etc.) activity, etc.) activity, etc.)
activity, etc.) (Example: an
PROYECTO 3 Ref. (EFL interview, an
4.2.13.) information gap
PROYECTO 3 activity, etc.)

Sustain a Sustain a EFL 4.2.10. EFL 4.2.10. Sustain a EFL 4.2.10. Sustain a EFL 4.2.10. Sustain a
CE.EFL.4.10. conversational conversational Sustain a conversational conversational conversational
Interaction – exchange on a exchange on a conversational exchange on a exchange on a exchange on a
Interpersonal: familiar subject everyday exchange on a familiar, everyday familiar, everyday familiar, everyday
Participate when carrying out subject when familiar, subject when carrying subject when carrying subject when carrying
effectively in a paired learning carrying out a everyday out a out a out a
familiar and subject when
activity in which paired learning collaborative/paired collaborative/paired collaborative/paired
predictable carrying out a
there are specific activity in which learning activity in learning activity in learning activity in
collaborative/pai
conversational instructions for a there are which there are which there are which there are
red learning
exchanges by task. Ref. (EFL specific activity in which specific instructions specific instructions specific instructions
asking and 4.2.10.) instructions for a

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 task. Ref. (EFL there are for a task. for a task. for a task.
answering 4.2.10.) specific
follow-up ques- instructions for a
tions, provided PROYECTO 4 task.
there are
opportunities
to use repair
EFL 4.2.14. Ask and EFL 4.2.14. Ask and EFL 4.2.14. Ask and
strategies (e.g. Ask and answer Ask and answer EFL 4.2.14. Ask answer straightfor- answer straightfor- answer straightfor-
asking for straightforward straightforward and answer ward follow-up ward follow-up ward follow-up
clarification) follow-up follow-up straightforward questions within questions within questions within
and sustain questions within questions within follow-up familiar contexts, familiar contexts, familiar contexts, such
conversational familiar contexts, familiar questions within such as school and such as school and as school and family
exchanges in such as school contexts, such familiar family life, provided family life, provided life, provided there are
pairs to and family life, as school and contexts, such there are there are opportunities to ask
complete a there are family life, there as school and opportunities to ask opportunities to ask for clarification,
task, satisfy a opportunities to are family life, for clarification, for clarification, reformulation or
need or handle ask for opportunities to provided there reformulation or reformulation or repetition of key
a simple clarification and ask for are repetition of key repetition of key points.
transaction. repetition of key clarification and opportunities to points. points.
points. Ref. (EFL repetition of key ask for
4.2.14.) points. Ref. clarification,
(EFL 4.2.14.) reformulation or
repetition of key
points.

EFL 4.2.16. EFL 4.2.16. Initiate, EFL 4.2.16. Initiate, EFL 4.2.16. Initiate,
Initiate, maintain Initiate, maintain Initiate, maintain maintain and end a maintain and end a maintain and end a

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 and end a conversation to conversation to conversation to satisfy
and end a simple and end a short conversation to satisfy basic needs satisfy basic needs basic needs and/ or
short conversation conversation to satisfy basic and/ or handle a and/ or handle a handle a simple
to satisfy basic satisfy basic needs and/ or simple transaction. simple transaction. transaction.
needs. Ref. (EFL needs and/ or handle a simple
4.2.16.) simple transaction.
transactions.
Ref. (EFL
4.2.16.)

Curricular Thread 3 Reading

CE.EFL.4.11. Understand some Understand EFL 4.3.1. EFL 4.3.1. EFL 4.3.1. EFL 4.3.1.
Demonstrate main points in some main Understand Understand main Understand main Understand main
comprehensio short simple texts points in short main points in points in short simple points in short simple points in short simple
n of main ideas on familiar simple texts on short simple texts on familiar texts on familiar texts on familiar
and some subjects. familiar texts on familiar subjects. (Example: subjects. (Example: subjects. (Example:
details in short (Example: News subjects. subjects. News about sports or News about sports or News about sports or
simple texts on
about sports or (Example: News (Example: News famous people, famous people, famous people,
familiar
famous people, about sports or about sports or descriptions, etc.) descriptions, etc.) descriptions, etc.)
subjects,
making use of descriptions, etc.) famous people, famous people,
contextual REF. EFL 4.3.1. descriptions, descriptions,
clues to etc.) REF. EFL etc.)
identify 4.3.1.
relevant
information in
a text.

Make use of clues Make use of EFL 4.3.2. Make EFL 4.3.2. Make use EFL 4.3.2. Make use EFL 4.3.2. Make use

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 such as titles, clues such as use of clues of clues such as titles, of clues such as titles, of clues such as titles,
illustrations, titles, such as titles, illustrations, illustrations, illustrations,
organization, text illustrations, illustrations, organization, text organization, text organization, text
outline and layout. organization, organization, outline and layout, outline and layout, outline and layout,
Ref (EFL 4.3.2.) text outline and text outline and etc. to identify and etc. to identify and etc. to identify and
layout, etc. to layout, etc. to understand relevant understand relevant understand relevant
identify and identify and
information in written
understand understand information in written information in written
level-appropriate text level-appropriate level-appropriate
relevant relevant
information Ref information in types.
(EFL 4.3.2.) written level- text types. text types.
appropriate text
PROYECTO 2 types.

PROYECTO 2

CE.EFL.4.12. Use everyday Use everyday EFL 4.3.5. Use EFL 4.3.5. Use EFL 4.3.5. Use EFL 4.3.5. Use
Use a range of reference material reference everyday everyday reference everyday reference everyday reference
reference in order to select material in order reference material in order to material in order to material in order to
materials and information to select material in order select information select information select information
sources, both appropriate Ref information to select appropriate to the appropriate to the appropriate to the
online and in (EFL 4.3.5.) appropriate to information purpose of an inquiry purpose of an inquiry purpose of an inquiry
the purpose of appropriate to and relate ideas from and relate ideas from and relate ideas from
print, in order
an inquiry ideas. the purpose of one written source to one written source to one written source to
to support
Ref (EFL 4.3.5.) an inquiry and another. another. another.
ideas, answer relate ideas
inquiries, find PROYECTO 3 from one written
relationships source to

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and relate another.
ideas between
different PROYECTO 3
subject areas.

Read, gather, Read, gather, EFL 4.3.7. EFL 4.3.7. Read, EFL 4.3.7. Read, EFL 4.3.7. Read,
view and listen to view and listen Read, gather, gather, view and gather, view and gather, view and listen
information from to information view and listen listen to information listen to information to information from
short and level- from level- to information from various sources from various sources various sources in or-
appropriate appropriate from various in order to organize in order to organize der to organize and
sources in order sources in order sources in order and discuss and discuss discuss relationships
to organize and to organize and to organize and relationships between relationships between between academic
discuss some discuss basic discuss academic content academic content content areas. (Exam-
basic ideas and ideas and relationships areas. (Example: areas. (Example: ple: nonfiction books
relationships relationships between nonfiction books for nonfiction books for for young adults, the
between between academic young adults, the young adults, the Internet, audio and
academic content academic content areas. Internet, audio and Internet, audio and media presentations,
areas. (Example: content areas. (Example: media presentations, media presentations, oral interviews, maps,
nonfiction books (Example: nonfiction books oral interviews, maps, oral interviews, maps, diagrams, reference
for young adults, nonfiction books for young adults, diagrams, reference diagrams, reference books, magazines,
the Internet, audio for young adults, the Internet, books, magazines, books, magazines, etc.)
and media the Internet, audio and media etc.) etc.)
presentations, oral audio and media presentations,
interviews, maps, presentations, oral interviews,
diagrams, oral interviews, maps, diagrams,
reference books, maps, diagrams, reference
magazines, etc.) reference books,
Ref. (EFL 4.3.7.) books, magazines, etc.)
magazines, etc.)
Ref. (EFL

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 4.3.7.)

EFL 4.3.6. Apply EFL 4.3.6. Apply EFL 4.3.6. Apply

CE.EFL.4.13. Apply some Apply some EFL 4.3.6. learning strategies to learning strategies to learning strategies to
Apply learning learning strategies learning Apply learning examine and interpret examine and interpret examine and interpret
strategies such to examine and strategies to strategies to a variety of written a variety of written a variety of written
as using prior interpret some examine and examine and materials using prior materials using prior materials using prior
knowledge and short and level- interpret level- interpret a knowledge, graphic knowledge, graphic knowledge, graphic
graphic appropriate appropriate variety of written organizers, context organizers, context organizers, context
written materials written materials materials using clues, note taking and clues, note taking and clues, note taking and
organizers to
using prior using prior prior knowledge, finding words in a finding words in a finding words in a
interpret new
knowledge, knowledge, graphic dictionary. dictionary. dictionary.
information in graphic graphic organizers,
a text, and organizers, organizers, context clues,
assess this context clues, context clues, note taking and
information note taking and note taking and finding words in
according to finding words in a finding words in a dictionary.
the dictionary. Ref. a dictionary.
organization, (EFL 4.3.6.) Ref. (EFL
subject area 4.3.6.)
and purpose of
the text, using
different
criteria,
including ICT
tools.

CE.EFL.4.14. Demonstrate an Demonstrate an EFL 4.3.9. EFL 4.3.9. EFL 4.3.9. EFL 4.3.9.
Display an ability to interact ability to interact Demonstrate an Demonstrate an Demonstrate an Demonstrate an ability
ability to with some sets of and engage with ability to interact

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interact and ICT and some sets of and engage with ability to interact and ability to interact and to interact and engage
engage with a classroom ICT and a wide range of engage with a wide engage with a wide with a wide range of
wide range of resources in order classroom ICT and range of ICT and range of ICT and ICT and classroom
ICT and to strengthen resources in classroom classroom resources classroom resources resources in order to
classroom some literacy order to resources in in order to strengthen in order to strengthen strengthen literacy
resources and skills. Ref. (EFL strengthen order to literacy skills and literacy skills and skills and strategies.
texts by 4.3.9.) some literacy strengthen strategies. strategies.
selecting and skills and some literacy skills
evaluating strategies. Ref. and strategies.
them in order (EFL 4.3.9.)
to strengthen
literacy skills
and promote
acquisition.
Select from some Select from and EFL 4.3.10. EFL 4.3.10. Select EFL 4.3.10. Select EFL 4.3.10. Select
range of both slightly judge a Select from and from and evaluate a from and evaluate a from and evaluate a
physical and range of both evaluate a range of both physical range of both physical range of both physical
digital texts and physical and range of both and digital texts and and digital texts and and digital texts and
materials in order digital texts and physical and materials in order to materials in order to materials in order to
to promote materials in digital texts and promote acquisition promote acquisition promote acquisition
acquisition and order to promote materials in and develop an and develop an and develop an
develop an acquisition and order to promote appreciation of the appreciation of the appreciation of the
appreciation of the develop an acquisition and language. language. language.
language. Ref. appreciation of develop an
(EFL 4.3.10.) the language. appreciation of
Ref. (EFL the language.
4.3.10.)

Curricular Thread 4: Writing

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CE.EFL.4.15. Convey Convey EFL 4.4.1. EFL 4.4.1. Convey EFL 4.4.1. Convey EFL 4.4.1. Convey
Express information and information and Convey information and ideas information and ideas information and ideas
information ideas through ideas through information and through simple through simple through simple
and ideas and simple simple ideas through transactional or transactional or transactional or
describe transactional texts transactional or simple expository texts on expository texts on expository texts on
feelings and on familiar expository texts transactional or familiar subjects familiar subjects familiar subjects using
subjects. Ref. on familiar expository texts using ICT tools and using ICT tools and ICT tools and
opinions
(EFL 4.4.1.) subjects. Ref. on familiar conventions and conventions and conventions and
(EFL 4.4.1.) subjects using features of English features of English features of English
in simple
ICT tools and appropriate to appropriate to appropriate to
transactional PROYECTO 3 conventions and audience and audience and audience and
or expository features of purpose. purpose. purpose.
texts on English
familiar appropriate to
subjects in audience and
order to purpose.
influence an
audience, PROYECTO 3
while
recognizing
Write to describe Write to EFL 4.4.4. Write EFL 4.4.4. Write to EFL 4.4.4. Write to EFL 4.4.4. Write to
that different
feelings. Ref. describe to describe describe describe describe
texts have
(EFL 4.4.4.) feelings and feelings/opinion feelings/opinions in feelings/opinions in feelings/opinions in
different
opinions. Ref. s in order to order to effectively order to effectively order to effectively
features and
(EFL 4.4.4.) effectively influence an influence an influence an
showing the
influence an audience. (Example: audience. (Example: audience. (Example:
ability to use
audience. persuade, negotiate, persuade, negotiate, persuade, negotiate,
these features
(Example: argue, etc.) argue, etc.) argue, etc.)
appropriately
persuade,
in one’s own
negotiate,
writing.
argue, etc.)

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 Recognize that Recognize that EFL 4.4.5. EFL 4.4.5. Recognize EFL 4.4.5. Recognize EFL 4.4.5. Recognize
various types of various types of Recognize that that various types of that various types of that various types of
writing EFL 4.4.5. writing. EFL various types of writing require writing require writing require
4.4.5. writing require different language, different language, different language,
different formatting and special formatting and special formatting and special
language, vocabulary. vocabulary. vocabulary. (Example:
formatting and (Example: a recipe, a (Example: a recipe, a a recipe, a letter, etc.)
special letter, etc.) letter, etc.)
vocabulary.
(Example: a
recipe, a letter,
etc.)

CE.EFL.4.16. Make and use a Make and use a EFL 4.4.2. Make EFL 4.4.2. Make and EFL 4.4.2. Make and EFL 4.4.2. Make and
Make use of simple print or simple print or and use a use a simple print or use a simple print or use a simple print or
simple learning digital learning digital learning simple print or digital learning digital learning digital learning
resources, resource. Ref. resource to digital learning resource to compare resource to compare resource to compare
including those (EFL 4.4.2.) compare and resource to and contrast and contrast and contrast
created by contrast compare and information in order to information in order to information in order to
one’s self, in information. Ref. contrast demonstrate demonstrate demonstrate
order to (EFL 4.4.2.) information in understanding and understanding and understanding and
compare and PROYECTO 3 order to command of a topic. command of a topic. command of a topic.
contrast demonstrate
information, understanding
and choose and command
appropriate of a topic.

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resources
according to
the value,
purpose and
audience of
each.

CE.EFL.4.17. Use the process Use the process EFL 4.4.7. Use EFL 4.4.7. Use the EFL 4.4.7. Use the EFL 4.4.7. Use the
Show an ability of prewriting. Ref. of prewriting, the process of process of prewriting, process of prewriting, process of prewriting,
to convey and (EFL 4.4.7.) drafting, prewriting, drafting, revising, drafting, revising, drafting, revising, peer
organize revising, peer drafting, peer editing and peer editing and editing and
information editing. Ref. revising, peer proofreading. proofreading. proofreading.
through the (EFL 4.4.7.) editing and
use of facts
proofreading.
and details and
by employing
(i.e., “the writing
various stages
of the writing process”) to
process, while produce well-
using a range constructed
of digital tools informational
to promote and texts.
support
collaboration,
learning and
productivity.
Convey and Convey and EFL 4.4.8. EFL 4.4.8. Convey EFL 4.4.8. Convey EFL 4.4.8. Convey
organize simple organize Convey and and organize and organize and organize
information using information organize information using information using information using
straightforward using facts and information facts and details in facts and details in facts and details in
facts and details details in order using facts and order to illustrate order to illustrate order to illustrate

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 in order to to illustrate details in order diverse patterns and diverse patterns and diverse patterns and
illustrate some some basic to illustrate structures in writing. structures in writing. structures in writing.
basic patterns and patterns and diverse patterns (Example: cause and (Example: cause and (Example: cause and
structures in structures in and structures in effect, problem and effect, problem and effect, problem and
writing. (Example: writing. writing. solution, general-to- solution, general-to- solution, general-to-
cause and effect, (Example: (Example: specific presentation, specific presentation, specific presentation,
cause and
problem and cause and etc.) etc.) etc.)
effect, problem
solution, general- effect, problem
and solution,
to-specific and solution, general-to-
presentation, etc.) general-to- specific
Ref. (EFL 4.4.8.) specific presentation,
presentation, etc.)
etc.) Ref. (EFL
4.4.8.)

Curricular Thread 5 Language through the arts

CE.EFL.4.18. Make use of main Make use of EFL 4.5.1. Make EFL 4.5.1. Make use EFL 4.5.1. Make use EFL 4.5.1. Make use
Use main points in literary main points in use of main of main points in of main points in of main points in
ideas in order texts (authentic literary texts points in literary literary texts literary texts literary texts
to understand, and semi- (authentic and texts (authentic (authentic and semi- (authentic and semi- (authentic and semi-
predict, infer authentic) to semi-authentic and semi- authentic, oral and authentic, oral and authentic, oral and
and deduce understand short and oral) to authentic, oral written) to understand written) to understand written) to understand
literal and
simple everyday understand and written) to short simple everyday short simple everyday short simple everyday
implied
stories, especially short simple understand stories, especially if stories, especially if stories, especially if
meanings in
short, simple, if there is visual everyday short simple there is visual there is visual there is visual
everyday support. Ref. stories, everyday support. support. support.

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literary texts (EFL 4.5.1.) especially if stories,
(online, oral or there is visual especially if
in print). support. Ref. there is visual
(EFL 4.5.1.) support.

CE.EFL.4.19. Identify certain Identify some EFL 4.5.7. EFL 4.5.7. Locate EFL 4.5.7. Locate EFL 4.5.7. Locate and
Find and literary elements selected literary Locate and and identify selected and identify selected identify selected
identify literary and techniques in elements and identify selected literary elements and literary elements and literary elements and
elements and texts and relate techniques in literary elements techniques in texts techniques in texts techniques in texts
techniques and those elements to texts and relate and techniques and relate those and relate those and relate those
relate those learners’ own those elements in texts and elements to those in elements to those in elements to those in
elements to relate those other works and to other works and to other works and to
experiences. to those in other
the learner’s elements to learners’ own learners’ own learners’ own
(Example: setting, works and to
own those in other experiences. experiences. experiences.
experiences character, plot, learners’ own works and to (Example: setting, (Example: setting, (Example: setting,
and to other theme, point of experiences. learners’ own character, plot, character, plot, character, plot, theme,
works, view, imagery, (Example: experiences. theme, point of view, theme, point of view, point of view, imagery,
including one’s foreshadowing, setting, (Example: imagery, imagery, foreshadowing,
peers, in order climax, etc.) Ref. character, plot, setting, foreshadowing, foreshadowing, climax, etc.)
to present (EFL 4.5.7.) theme, point of character, plot, climax, etc.) climax, etc.)
personal view, imagery, theme, point of
responses and foreshadowing, view, imagery,
interpretations. climax, etc.) foreshadowing,
Ref. (EFL climax, etc.)
4.5.7.)

CE.EFL.4.20. Create personal Create personal EFL 4.5.4. EFL 4.5.4. Create EFL 4.5.4. Create EFL 4.5.4. Create
stories by Create personal personal stories by personal stories by personal stories by

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Create short, stories. EFL 4.5.4. adding stories by adding imaginative adding imaginative adding imaginative
original literary imaginative adding details to real-life details to real-life details to real-life
texts in details to real- imaginative stories and situations, stories and situations, stories and situations,
different life stories and details to real- using appropriate using appropriate using appropriate
genres, situations. EFL life stories and vocabulary and vocabulary and vocabulary and
including those 4.5.4. situations, using elements of the elements of the elements of the
appropriate literature learners literature learners literature learners
that reflect
vocabulary and have read or heard. have read or heard. have read or heard.
Ecuadorian
elements of the
cultures, using literature
a range of learners have
digital tools, read or heard.
writing styles,
appropriate
vocabulary and
other literary
concepts. Gain an Gain an EFL 4.5.5. Gain EFL 4.5.5. Gain an EFL 4.5.5. Gain an EFL 4.5.5. Gain an
understanding of understanding an understanding of understanding of understanding of
simple literary of simple literary understanding literary concepts such literary concepts such literary concepts such
concepts such as concepts such of literary as genre, plot, as genre, plot, as genre, plot, setting,
genre, plot, as genre, plot, concepts such setting, character, setting, character, character, point of
setting, character, setting, as genre, plot, point of view, theme point of view, theme view, theme and other
point of view, character, point setting, and other literary and other literary literary elements in
theme and other of view, theme character, point elements in order to elements in order to order to apply them to
basic literary and other basic of view, theme apply them to one’s apply them to one’s one’s own creative
elements in order literary elements and other own creative texts. own creative texts. texts.
to apply them to in order to apply literary elements
one’s own them to one’s in order to apply
creative texts. own creative them to one’s
Ref. (EFL 4.5.5.) texts. Ref. (EFL own creative
4.5.5.) texts.

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 Create an Create an EFL 4.5.6. EFL 4.5.6. Create an EFL 4.5.6. Create an EFL 4.5.6. Create an
effective voice effective voice Create an effective voice using effective voice using effective voice using a
using a variety of using a variety effective voice a variety of ICT tools, a variety of ICT tools, variety of ICT tools,
ICT tools. Ref. of ICT tools. using a variety writing styles and writing styles and writing styles and
(EFL 4.5.6.) Ref. (EFL of ICT tools, typical features of a typical features of a typical features of a
4.5.6.) writing styles genre to create genre to create genre to create
and typical stories, poems, stories, poems, stories, poems,
features of a sketches, songs and sketches, songs and sketches, songs and
genre to create plays, including those plays, including those plays, including those
stories, poems, that reflect traditional that reflect traditional that reflect traditional
sketches, songs and popular and popular and popular
and plays, Ecuadorian cultures. Ecuadorian cultures. Ecuadorian cultures.
including those
that reflect
traditional and
popular
Ecuadorian
cultures.

CE.EFL.4.21. Recommend Recommend EFL 4.5.8. EFL 4.5.8. Evaluate EFL 4.5.8. Evaluate EFL 4.5.8. Evaluate
Use pre- literary texts (both literary texts Evaluate and and recommend and recommend and recommend
established written and oral, (both written recommend literary texts (both literary texts (both literary texts (both
criteria, online, in video or and oral, online, literary texts written and oral, written and oral, written and oral,
including that in print) according in video or in (both written online, in video or in online, in video or in online, in video or in
which is to pre-established print) according and oral, online, print) according to print) according to print) according to
written by criteria. Ref. (EFL to pre- in video or in pre-established pre-established pre-established
learners 4.5.8.) established print) according criteria. criteria. criteria.
collaboratively, criteria. Ref. to pre-
in order to established

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evaluate and (EFL 4.5.8.) criteria.
recommend
literary texts
(written,
online, oral, in
video, etc.)
and the
effectiveness
of group work.

CE.EFL.4.22. Involve in Involve in EFL 4.5.9. EFL 4.5.9. Engage in EFL 4.5.9. Engage in EFL 4.5.9. Engage in
Show the collaborative collaborative Engage in collaborative activities collaborative activities collaborative activities
ability to work activities through activities collaborative through a variety of through a variety of through a variety of
collaboratively a variety of through a activities student groupings to student groupings to student groupings to
and to student groupings variety of through a create and respond to create and respond to create and respond to
participate to create and student variety of literature and other literature and other literature and other
effectively in a respond to basic groupings to student literary texts. literary texts. literary texts.
variety of literature features create and groupings to (Example: small (Example: small (Example: small
student and other literary respond to basic create and groups, cooperative groups, cooperative groups, cooperative
groupings by texts. (Example: literature respond to learning groups, learning groups, learning groups,
employing a small groups, features and literature and literature circles, literature circles, literature circles,
wide range of cooperative other literary other literary process writing process writing process writing
creative learning groups, texts. (Example: texts. (Example: groups, etc.) groups, etc.) groups, etc.)
thinking skills literature circles, small groups, small groups,
through the process writing cooperative cooperative
completion of groups, etc.) Ref. learning groups, learning groups,
activities such (EFL 4.5.9.) literature circles, literature circles,
as playing process writing process writing
games, groups, etc.) groups, etc.)
brainstorming Ref. (EFL

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and problem 4.5.9.)
solving.

Take part in Take part in EFL 4.5.11. EFL 4.5.11. EFL 4.5.11. EFL 4.5.11.
creative thinking creative thinking Participate in Participate in creative Participate in creative Participate in creative
through through creative thinking thinking through thinking through thinking through
brainstorming, brainstorming, through brainstorming, brainstorming, brainstorming,
working in groups, working in brainstorming, working in groups, working in groups, working in groups,
games and simple groups, games working in games and problem- games and problem- games and problem-
problem-solving and simple groups, games solving tasks by solving tasks by solving tasks by
tasks by showing problem-solving and problem- showing the ability to showing the ability to showing the ability to
the ability to tasks by solving tasks by accept a variety of accept a variety of accept a variety of
accept a variety of showing the showing the ideas and capitalize ideas and capitalize ideas and capitalize
ideas and ability to accept ability to accept on other people’s on other people’s on other people’s
capitalize on other a variety of a variety of strengths. strengths. strengths.
people’s ideas and ideas and
strengths. Ref. capitalize on capitalize on
(EFL 4.5.11.) other people’s other people’s
strengths. Ref. strengths.
(EFL 4.5.11.)

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