MATRIZ CURRICULAR DE CONTENIDOS

CURRÍCULO PRIORIZADO CON ÉNFASIS EN COMPETENCIAS COMUNICACIONALES, MATEMÁTICAS,

DIGITALES Y SOCIOEMOCIONALES

FOREIGN LANGUAGE- ENGLISH SUBJECT

NIVEL BACHILLERATO CIENCIAS - TÉCNICO JORNADA MATUTINA
ÁREA DE CONOCIMIENTO: ENGLISH CURSOS: 3RD, 2ND , 1ST
ASIGNATURA: INGLES
AS A FOREIGN LANGUAGE BGU
OBJETIVOS DEL ÁREA DE ASIGNATURA
O.EFL 5.1 Encounter socio-cultural aspects of their own and other countries in a thoughful and inquisitive
manner, maturely, and openly experiencing other cultures and languages from the secure standpoint of their
own national and cultural identity. O.EFL 5.2 Draw on this established propensity for curiosiy and tolerance
towards different cultures to comprenhend the role of diversity in building an intercultural and multinational
society.
O.EFL 5.2 Draw on this established propensity for curiosiy and tolerance towards different cultures to
comprenhend the role of diversity in building an intercultural and multinational society
O.EFL 5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking
skills through an appreciation of linguistic differences. Enjoy an enriched perspective of their own L1 and of
language use for communication and learning. O.EFL 5.4 Deploy a range of learning strategies, thereby
increasing disposition an ability to independently access further (language) learning and practice
opportunities. Respect themselves and others within the communication process, cultivating habits of
honesty and integrity into responsible academic behavior.
O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition an ability to independently
access further (language) learning and practice opportunities. Respect themselves and others within the
communication process, cultivating habits of honesty and integrity into responsible academic behavio
O.EFL 5.5 Directly access the main points and important details of up-to-date English language texts, such as
those published on the web, for professional or general investigation, through the efficient use of ICT and
reference tools where required
O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written dialogues with peers
from different L1 backgrounds on work, study, or general topics of common insterest, expressing ideas and
opinions effectively and appropriately.
O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal socil
situations with a limited but effective command of the spoken language (CEFR B1 level)
DESTREZAS CON CRITERIOS DE
CONTENIDOS CONCEPTUALES INDICADORES DE EVALUACIÓN
DESEMPEÑO
THIRD YEAR COMMUNICATION AND COMMUNICATION AND
UNIT 1 CULTURAL AWARENESS CULTURAL AWARENESS
- Simple Past / Past EFL 5.1.7. Interpret and Learners can interpret and
continuous demonstrate knowledge of demonstrate knowldedge of
- Movie Genres nonverbal and oral nonverbal communication and
- Movies around the communication features by oral communication by applying
world applying them in appropriate them in appropriated
- Biographies and movies contexts. (Example: use of stress, contexts.I.EFL.5.3.1. (I3, I4, S1, S2)
review intonation, pace, etc)
- Idioms
EFL 5.1.8 Discover and employ I.EFL.5.4.1. Learners can
alternative ways of saying things communicate effectively using a
UNIT 2
in social and classroom variety of media and formats,
- Gerunds and infinitives
interactions. EFL 5.1.9 including ICT, by saying things in
- Present Perfect
Communicate information and alternative ways and applying self-
continuous

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 - Connectors of contrast
- Oral communication:
career advice
- Giving advice
- A persuasive essay
UNIT 3
- Relative clauses
- Prefixes and Suffixes
- So and such
- Present perfect passive
voice
- Environment vocabulary
UNIT 4
- Third Conditional
- Phrasal Verbs
- Reported Speech
- Wish
- Opinion paragraph
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ideas effectively to diverse correcting and self-monitoring
audiences using a variety of media strategies when needed (I1, I.3,
and formats. EFL 5.1.11. Apply J.4)
self-correcting and self-monitoring
strategies in social and classroom
interactions by adjusting pre
sentation and language
production to effectively express
opinions and make evaluations.
(Example: asking questions,
starting over, rephrasing,
exploring al ternative
pronunciations, etc.)
ORAL COMMUNICATION
ORAL COMMUNICATION I.EFL.5.5.1. Learners can identify
EFL 5.2.1 Deduce the meanings of the main idea in a variety of audio
unfamiliar phrases and words recordings (e.g., interviews, radio
from a context containing familiar ads, news reports, etc.) and
elements. (Example: colloquial deduce the meanings of unfamiliar
greetings, exclamations, phrases and words in familiar
interjections, etc.) contexts where speech is clear and
EFL 5.2.2 Identify the main idea visuals help support meaning. (I.3,
and some details of recorded I.4)
news reports, documentaries and
interviews reporting on seasonal
festivities, environmental issues,
food and international customs,
climate, weather, etc., where the
visuals support the commentary.
EFL 5.2.5 Understand the main
idea of radio and audio recordings
on subjects of personal interest,
provided speech is clear.
I.EFL.5.6.1. Learners can deal with
EFL 5.2.3. Follow main ideas in practical, everyday
topics covered in other curricular communication demands in
subjects with the help of visual familiar social and academic
support, using concepts and contexts, such as following
vocabulary that have been studied directions in class activities and
in advance. EFL 5.2.4. Follow oral identifying main ideas in other
directions in classroom activities curricular subjects when given
and projects and provide sufficient support. (I.1, I.3, S.1)
directions to peers in selected
interactions EFL 5.2.13. Deal with
practical, everyday
communication demands within
familiar contexts, effectively and
without undue effort. (Example:
meeting people, extending and
accepting invitations, exchanging
E-mail: its_sucre@hotmail.es
 information, giving reasons, asking
and answering questions about
routines and preferences, etc.)
EFL 5.2.6 Use new words and Learners can communicate clearly
expressions which occur in and effectively by using new
conversations in the personal and words and expressions wherever
educational domains, and make appropriate and necessary. Ref.
use of such terms and expressions I.EFL.5.7.1. (I.2, I.3, J.2)
wherever appropriate and
necessary
Learners can respond to and build
EFL 5.2.9 Build on others’ ideas on other people’s ideas on
when engaged in pair, group or familiar, social and academic
wholeclass discussions on topics by expressing opinions and
personal, social, community and feelings and clarifying meaning.
academic topics. EFL 5.2.11 Ref. I.EFL.5.8.1. (I.3, I.4, S.1, J.3,
Express opinions on abstract J.4)
topics, such as film and music, and
concrete topics, such as personal
experiences, while describing
one’s reactions to them and
others’ opinions. EFL 5.2.14.
Request and provide information
and assistance orally for personal,
social and academic purposes in
order to clarify and extend
meaning in spoken interactions
READING READING
EFL 5.3.1. Find specific predictable
information in short, simple texts Learners can find specific in-
in a range of age-and level- formation and identify the main
appropriate topics. (Example: points in simple, straightforward
biographies, news articles, texts on subjects of personal
narratives, memoirs and personal interest or familiar academic
accounts, formal letters and topics.REF. I.EFL. 5.10.1. (I.1, I.2,
emails, etc.) S.2)

EFL 5.3.8. Identify and understand

the main points in straightforward
texts on subjects of personal
interest or familiar academic
topics.
EFL 5.3.2. Identify and use reading Learners can Identify and apply a
strategies to make informative range of reading strategies in
and narrative texts order to make texts meaningful
comprehensible and meaningful. and to select information within a
(Example: skimming, scanning, text. (I.1, I.2, I.4, S.3) REF.
previewing, reading for main ideas I.EFL.5.11.1.
and details, using structural and
context clues, cognates, format,
sequence, etc.)
WRITING WRITING

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SECOND YEAR
UNIT 1
- Simple past, present
perfect and time
sequencers
- Family vocabulary
- Writing an email
- Read a story and an
email
UNIT 2
- Simple past and Past
perfect
- Informal language
- Interview to a family
person
- Reading about formal
and informal education
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EFL 5.4.6. Produce emails and blog
posts describing personal
experiences and feelings. EFL
5.4.9. Use a variety of oral, print
and electronic forms for writing to
others or for writing for self,
applying the conventions of social
writing. (Example: notes,
invitations, emails, blog entries
and comments, notes to self, etc.)
EFL 5.4.7. Use the process of
prewriting, drafting, revising, peer
editing and proofreading (i.e., “the
writing process”) to produce well-
constructed informational texts.
LANGUAGE THROUGH THE ARTS
EFL 5.5.7. Collaboratively produce
criteria for evaluating literary texts
and the effectiveness of group
work.
EFL 5.5.9. Engage in collaborative
activities through a variety of
student groupings to share, reflect
on, express and interpret opinions
and evaluations of a range of
literary texts. (Example: small
groups, cooperative learning
groups, literature circles, process
writing groups, etc.)
COMMUNICATION AND
CULTURAL AWARENESS
5.1.2. Demonstrate mindfulness,
empathy, tolerance and an overall
respect for the integrity of
cultures in daily classroom
activities
EFL 5.1.3. Find parallels between
Ecuadorian cultural and political
referents and those of other
countries by talking about
holidays, symbols, customs and
schooling.
EFL 5.1.6. Demonstrate an ability
to make informed choices about
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Learners can produce emails, blog
posts and other written
texts.I.EFL.5.13.1. (I.3, S.3, J.2)
Learners can produce well-
constructed informational texts by
applying the writing process.
Ref.I.EFL.5.15.1.(I.2, I.3, I.4, S.3,
J.1)
LANGUAGE THROUGH THE ARTS
Learners can engage in
collaborative activities through a
variety of student groupings in
order to reflect on literary texts,
and produce criteria for evaluating
the effectiveness of the group.
Ref. I.EFL.5.19.1 (I.1, I.2, S.2, S.3,
S.4, J.3, J.4)
COMMUNICATION AND
CULTURAL AWARENESS
I.EFL.5.1.1. Learners can
demonstrate an understanding of
the integrity of different cultures
by sharing experiences and by
participating in class activities and
discussions in a way that shows
empathy and respect for others.
(I.3, S.1, S.2, J.1, J3)
Learners can exhibit an ability to
discuss culture from Ecuador and
other countries while making
informed choices about and taking
action on issues of prejudice and
discrimination. REF I.EFL.5.2.1 (I.1,
I2, S2, J1, J3) I.FL.5.2.1
 UNIT 3
- Traditions, customs, and
festivities vocabulary.
- Passive voice and
simple present and past
- Indefinite pronouns
- Used to
- Writing a post card
UNIT 4
- Reading: Skimming and
scanning
- Importance of
punctuation
- Free writing
- Comics and storyboards
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and take action on issues of
prejudice and discrimination.
EFL 5.1.7. Interpret and Learners can interpret and
demonstrate knowledge of demonstrate knowledge of
nonverbal and oral nonverbal communication and
communication features by oral communication by applying
applying them in appropriate them in appropriated
contexts. (Example: use of stress, contexts.I.EFL.5.3.1. (I3, I4, S1, S2)
intonation, pace, etc.)
EFL 5.1.8 Discover and employ I.EFL.5.4.1. Learners can
alternative ways of saying things communicate effectively using a
in social and classroom variety of media and formats,
interactions. EFL 5.1.9 including ICT, by saying things in
Communicate information and alternative ways and applying self-
ideas effectively to diverse correcting and self-monitoring
audiences using a variety of media strategies when needed (I1, I.3,
and formats. J.4)
EFL 5.1.11. Apply self-correcting
and self-monitoring strategies in
social and classroom interactions
by adjusting pre sensation and
language production to effectively
express opinions and make
evaluations. (Example: asking
questions, starting over,
rephrasing, exploring al ternative
pronunciations, etc.)
ORAL COMMUNICATION ORAL COMMUNICATION
EFL 5.2.1 Deduce the meanings of I.EFL.5.5.1. Learners can identify
unfamiliar phrases and words the main idea in a variety of audio
from a context containing familiar recordings (e.g., interviews, radio
elements. (Example: colloquial ads, news reports, etc.) and
greetings, exclamations, deduce the meanings of unfamiliar
interjections, etc.) phrases and words in familiar
EFL 5.2.2 Identify the main idea contexts where speech is clear and
and some details of recorded visuals help support meaning. (I.3,
news reports, documentaries and I.4)
interviews reporting on seasonal
festivities, environmental issues,
food and international customs,
climate, weather, etc., where the
visuals support the commentary.
EFL 5.2.5 Understand the main
idea of radio and audio recordings
on subjects of personal interest,
provided speech is clear.
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 EFL 5.2.3. Follow main ideas in I.EFL.5.6.1. Learners can deal with
topics covered in other curricular practical, everyday
subjects with the help of visual communication demands in
support, using concepts and familiar social and academic
vocabulary that have been studied contexts, such as following
in advance. EFL 5.2.4. Follow oral directions in class activities and
directions in classroom activities identifying main ideas in other
and projects and provide curricular subjects when given
directions to peers in selected sufficient support. (I.1, I.3, S.1)
interactions EFL 5.2.13. Deal with
practical, everyday
communication demands within
familiar contexts, effectively and
without undue effort. (Example:
meeting people, extending and
accepting invitations, exchanging
information, giving reasons, asking
and answering questions about
routines and preferences, etc.)
EFL 5.2.6 Use new words and Learners can communicate clearly
expressions which occur in and effectively by using new
conversations in the personal and words and expressions wherever
educational domains, and make appropriate and necessary. Ref.
use of such terms and expressions I.EFL.5.7.1. (I.2, I.3, J.2)
wherever appropriate and
necessary

EFL 5.2.9 Build on others’ ideas Learners can respond to and build
when engaged in pair, group or on other people’s ideas on
wholeclass discussions on familiar, social and academic
personal, social, community and topics by expressing opinions and
academic topics. EFL 5.2.11 feelings and clarifying meaning.
Express opinions on abstract Ref. I.EFL.5.8.1. (I.3, I.4, S.1, J.3,
topics, such as film and music, and J.4)
concrete topics, such as personal
experiences, while describing
one’s reactions to them and
others’ opinions. EFL 5.2.14.
Request and provide information
and assistance orally for personal,
social and academic purposes in
order to clarify and extend
meaning in spoken interactions.
EFL 5.2.7. Present information Learners can present information
clearly and effectively in a variety clearly and effectively in a variety
of oral forms for a range of of oral forms for a range of
audiences and purposes. audiences and purposes. Ref.
(Example: summarizing, I.EFL.5.9.1. (I.2, I.3, J.2)
paraphrasing, personal narratives,
research reports, essays, articles,
posters, charts and other graphics,
etc.)

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 READING
EFL 5.3.1. Find specific predictable
information in short, simple texts
in a range of age-and level-
appropriate topics. (Example:
biographies, news articles,
narratives, memoirs and personal
accounts, formal letters and
emails, etc.)
EFL 5.3.8. Identify and understand
the main points in straightforward
texts on subjects of personal
interest or familiar academic
topics.
EFL 5.3.2. Identify and use reading
strategies to make informative
and narrative texts
comprehensible and meaningful.
(Example: skimming, scanning,
previewing, reading for main ideas
and details, using structural and
context clues, cognates, format,
sequence, etc.)
READING
Learners can find specific in-
formation and identify the main
points in simple, straightforward
texts on subjects of personal
interest or familiar academic
topics.REF. I.EFL. 5.10.1. (I.1, I.2,
S.2)
Learners can Identify and apply a
range of reading strategies in
order to make texts meaningful
and to select information within a
text. (I.1, I.2, I.4, S.3) REF.
I.EFL.5.11.1.

EFL 5.3.4. Find the most important Learners can engage with a variety
information in print or online of digital and print texts and
sources in order to support an resources by evaluating the
idea or argument. (Example: information in order to find the
Internet search engines, online most appropriate sources to
advertising, online or print support an idea or argument. REF.
timetables, web pages, posters, I.EFL.5.12.1. (I.2, I.4, J.3)
adverts, catalogues, etc.)
EFL 5.3.6. Display an appreciation
of the language by interacting and
engaging with a variety of digital
and print texts and resources and
by selecting and evaluating these
materials as a means to promote
and strengthen literacy skills and
language acquisition.

WRITING WRITING
EFL 5.4.9. Use a variety of oral, Learners can produce emails, blog
print and electronic forms for posts and other written
writing to others or for writing for texts.I.EFL.5.13.1. (I.3, S.3, J.2)
self, applying the conventions of
social writing. (Example: notes,
invitations, emails, blog entries
and comments, notes to self, etc.)

EFL 5.4.4. Select and make I.EFL.5.14.1. Learners can identify,

effective use of a range of digital critically evaluate and recommend

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 tools to write, edit, revise and
publish written work in a way that
supports collaboration, learning
and productivity. (Example: image
editing, GoogleDrive, infographic
makers, audio and video editing,
presentation apps, etc.)
EFL 5.5.1. Compare and present
personal and formal responses to
and interpretations of published
literary texts and the works of
peers, referring to details and
features of the text. (Example: text
structure, plot, ideas, events,
vocabulary, etc.) EFL 5.5.5. Create
original, imaginative stories using
appropriate vocabulary and
elements of the literature learners
have read or heard.
LANGUAGE THROUGH THE ARTS
EFL 5.5.9. Engage in collaborative
activities through a variety of
student groupings to share, reflect
on, express and interpret opinions
and evaluations of a range of
literary texts. (Example: small
groups, cooperative learning
groups, literature circles, process
writing groups, etc.)
FIRST YEAR COMMUNICATION AND
UNIT 1 CULTURAL AWARENESS
- Simple present EFL 5.1.2. Demonstrate
- Simple past and past of mindfulness, empathy, tolerance
the verb be and an overall respect for the
- Writing process for integrity of cultures in daily
paragraphs classroom activities
- Vocabulary related to
science, history, and
ecology
- Future tense.
- Zero and first EFL 5.1.7. Interpret and
conditional demonstrate knowledge of
nonverbal and oral
UNIT 2 communication features by
- Vocabulary about applying them in appropriate
technology and contexts. (Example: use of stress,
inventions intonation, pace, etc.)
- Simple past, present
perfect, past perfect
ORAL COMMUNICATION
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a variety of potential resources
and references, including digital
tools that support collaboration
and productivity, for educational
and academic use. (I.1, I.2, S.3, S.4
I.EFL.5.16.1. Learners can respond
to and interpret literary texts,
including original stories written
by peers, referring to details and
literary elements of the text. (S.1,
S.4, J.2)
LANGUAGE THROUGH THE ARTS
Learners can engage in
collaborative activities through a
variety of student groupings in
order to reflect on literary texts,
and produce criteria for evaluating
the effectiveness of the group.
Ref. I.EFL.5.19.1 (I.1, I.2, S.2, S.3,
S.4, J.3, J.4)
COMMUNICATION AND
CULTURAL AWARENESS
I.EFL.5.1.1. Learners can
demonstrate an understanding of
the integrity of different cultures
by sharing experiences and by
participating in class activities and
discussions in a way that shows
empathy and respect for others.
(I.3, S.1, S.2, J.1, J3)
Learners can interpret and
demonstrate knowldedge of
nonverbal communication and
oral communication by applying
them in appropriated
contexts.I.EFL.5.3.1. (I3, I4, S1, S2)
ORAL COMMUNICATION
 - Past and present perfect
expressions
- Read about discoveries
and inventions
- Writing a summary
UNIT 3
- Past continuous
- Adverbs of manner
- Past modals for
speculation
- Create and write a
legend
- Vocabulary used to tell
mystery and scarry
stories
UNIT 4
- Narrative storytelling
- Past progressive
- Tales from around the
world
- Writing a fictional ghost
story
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EFL 5.2.2 Identify the main idea
and some details of recorded
news reports, documentaries and
interviews reporting on seasonal
festivities, environmental issues,
food and international customs,
climate, weather, etc., where the
visuals support the commentary
EFL 5.2.3. Follow main ideas in
topics covered in other curricular
subjects with the help of visual
support, using concepts and
vocabulary that have been studied
in advance.
EFL 5.2.13. Deal with practical,
everyday communication
demands within familiar contexts,
effectively and without undue
effort. (Example: meeting people,
extending and accepting
invitations, exchanging
information, giving reasons, asking
and answering questions about
routines and preferences, etc.)
EFL 5.2.11 Express opinions on
abstract topics, such as film and
music, and concrete topics, such
as personal experiences, while
describing one’s reactions to them
and others’ opinions.
EFL 5.2.7. Present information
clearly and effectively in a variety
of oral forms for a range of
audiences and purposes.
(Example: summarizing,
paraphrasing, personal narratives,
research reports, essays, articles,
posters, charts and other graphics,
etc.)
READING
EFL 5.3.8. Identify and understand
the main points in straightforward
texts on subjects of personal
interest or familiar academic
topics.
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I.EFL.5.5.1. Learners can identify
the main idea in a variety of audio
recordings (e.g., interviews, radio
ads, news reports, etc.) and
deduce the meanings of unfamiliar
phrases and words in familiar
contexts where speech is clear and
visuals help support meaning. (I.3,
I.4)
I.EFL.5.6.1. Learners can deal with
practical, everyday
communication demands in
familiar social and academic
contexts, such as following
directions in class activities and
identifying main ideas in other
curricular subjects when given
sufficient support. (I.1, I.3, S.1)
Learners can respond to and build
on other people’s ideas on
familiar, social and academic
topics by expressing opinions and
feelings and clarifying meaning.
Ref. I.EFL.5.8.1. (I.3, I.4, S.1, J.3,
J.4)
Learners can present information
clearly and effectively in a variety
of oral forms for a range of
audiences and purposes. Ref.
I.EFL.5.9.1. (I.2, I.3, J.2)
READING
Learners can find specific in-
formation and identify the main
points in simple, straightforward
texts on subjects of personal
interest or familiar academic
topics.REF. I.EFL. 5.10.1. (I.1, I.2,
S.2)
 EFL 5.3.2. Identify and use reading
strategies to make informative
and narrative texts
comprehensible and meaningful.
(Example: skimming, scanning,
previewing, reading for main ideas
and details, using structural and
context clues, cognates, format,
sequence, etc.)
EFL 5.3.4. Find the most important
information in print or online
sources in order to support an
idea or argument. (Example:
Internet search engines, online
advertising, online or print
timetables, web pages, posters,
adverts, catalogues, etc.)
EFL 5.3.6. Display an appreciation
of the language by interacting and
engaging with a variety of digital
and print texts and resources and
by selecting and evaluating these
materials as a means to promote
and strengthen literacy skills and
language acquisition.
WRITING
EFL 5.4.9. Use a variety of oral,
print and electronic forms for
writing to others or for writing for
self, applying the conventions of
social writing. (Example: notes,
invitations, emails, blog entries
and comments, notes to self, etc.)
EFL 5.4.4. Select and make
effective use of a range of digital
tools to write, edit, revise and
publish written work in a way that
supports collaboration, learning
and productivity. (Example: image
editing, GoogleDrive, infographic
makers, audio and video editing,
presentation apps, etc.)
EFL 5.4.7. Use the process of
prewriting, drafting, revising, peer
editing and proofreading (i.e., “the
writing process”) to produce well-
constructed informational texts.
LANGUAGE THROUGH THE ARTS
EFL 5.5.5. Create original,
imaginative stories using
appropriate vocabulary and
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Learners can Identify and apply a
range of reading strategies in
order to make texts meaningful
and to select information within a
text. (I.1, I.2, I.4, S.3) REF.
I.EFL.5.11.1.
Learners can engage with a variety
of digital and print texts and
resources by evaluating the
information in order to find the
most appropriate sources to
support an idea or argument. REF.
I.EFL.5.12.1. (I.2, I.4, J.3)
WRITING
Learners can produce emails, blog
posts and other written
texts.I.EFL.5.13.1. (I.3, S.3, J.2)
I.EFL.5.14.1. Learners can identify,
critically evaluate and recommend
a variety of potential resources
and references, including digital
tools that support collaboration
and productivity, for educational
and academic use. (I.1, I.2, S.3,
S.4)
Learners can produce well-
constructed informational texts by
applying the writing process.
Ref.I.EFL.5.15.1.(I.2, I.3, I.4, S.3,
J.1)
LANGUAGE THROUGH THE ARTS
I.EFL.5.16.1. Learners can respond
to and interpret literary texts,
including original stories written
 elements of the literature learners by peers, referring to details and
have read or heard. literary elements of the text. (S.1,
S.4, J.2)

EFL 5.5.2. Make predictions, Learners can demonstrate and

inferences and deductions to convey different levels of meaning
demonstrate different levels of in literary texts, interpreting
meaning of literary texts implicit and explicit messages and
presented orally or in digital form, responding in a variety of ways.
including literal and implied (I.3, I.4, J.3) Ref. I.EFL.5.17.1.
meanings. (Example: summarizing,
explaining and identifying, word
choice, symbols, points of view,
etc.) EFL 5.5.4. Read aloud with
confidence, accuracy, fluency and
expression to demonstrate
understanding and to convey an
interpretation of meaning.
EFL 5.5.7. Collaboratively produce Learners can engage in
criteria for evaluating literary texts collaborative activities through a
and the effectiveness of group variety of student groupings in
work. order
EFL 5.5.9. Engage in collaborative
activities through a variety of
student groupings to share, reflect
on, express and interpret opinions
and evaluations of a range of
literary texts. (Example: small
groups, cooperative learning
groups, literature circles, process
writing groups, etc.)

TEACHERS: DATE: VICEPRINCIPAL

MSc. Miriam Cushicondor 11- o7- 2022 Lic. Wilman López
MSc. Paulina Meneses
MSc. Petroneo Piedra
Lic. Sandra Rocha (Coordinadora)
Lic. Cinthya Armijos

Dirección: Teodoro Gómez de la Torre S14-72 y Joaquín Gutiérrez E-mail: its_sucre@hotmail.es

Teléfonos: 2672-433; 2672-941; 2912-668; 2730-532