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AREA DE LENGUA EXTRANJERA U.E. “RAUL DELGADO GARAY”

NIVEL: BASICA ELEMENTAL/MEDIA/SUPERIOR/ BACHILLERATO

AREA METODOLOGIA
To summarize, this curriculum assumes
a learner-centered teaching
methodology in terms of how the
content is delivered.
• The communicative language
approach: language is best learned as a
means to interact and communicate,
rather than as a body of knowledge to
be memorized.
• Content and Language Integrated
Learning (CLIL): a model used to
integrate the learning of language with
cultural and cognitive aspects of
learning such that language acquisition
serves as a driver for learners’
development.
LENGUA EXTRANJERA • International standards: the curriculum
is based on internationally recognized
levels and processes of teaching and
learning languages.
• Thinking skills: learning English should
support the development of the thinking,
social and creative skills needed for
lifelong learning and citizenship.
• Learner-centered approach: teaching
methodologies should reflect and
respond to learners’ strengths and
challenges, and facilitate the process of
learning by supporting learners’
motivation for and engagement with
learning.
• Communicative language approach.

CURRICULAR OBJECTIVES OF THE ENGLISH AS A FOREIGN LANGUAGE AREA

FOR SUBNIVEL BACHILLERATO GENERAL UNIFICADO
By the end of Bachillerato General Unificado, and as a result of the learning outcomes in the
EFL area, learners will be able to:

Encounter socio-cultural aspects of their own and other countries in a

thoughtful and inquisitive manner, maturely, and openly experiencing
O.EFL 5.1
other cultures and languages from the secure standpoint of their own
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AREA DE LENGUA EXTRANJERA U.E. “RAUL DELGADO GARAY”
NIVEL: BASICA ELEMENTAL/MEDIA/SUPERIOR/ BACHILLERATO
national and cultural identity.

O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards
different cultures to comprehend the role of diversity in building an
intercultural and multinational society.

O.EFL 5.6 Through selected media, participate in reasonably extended spoken or

written dialogue with peers from different L1 backgrounds on work, study,
or general topics of common interest, expressing ideas and opinions
effectively and appropriately.

Interact quite clearly, confidently, and appropriately in a range of formal

O.EFL 5.7 and informal social situations with a limited but effective command of the
spoken language (CEFR B1 level)

Performance Criteria for English as a Foreign Language Area for

Subnivel Bachillerato General Unificado
Curricular Thread 1:
Communication and cultural awareness
Display an understanding of the relationship between the practices and
EFL 5.1.1
perspectives of different cultures by recognizing and sharing cross-cultural
experiences and ideas.

EFL 5.1.2 Demonstrate mindfulness, empathy, tolerance and an overall respect for
the integrity of cultures in daily classroom activities.

EFL 5.1.5 Identify, discuss and analyze cultural products from Ecuador and beyond
and use them to explore the perspectives of the culture.

EFL 5.1.6 Demonstrate an ability to make informed choices about and take action on
issues of prejudice and discrimination.

EFL 5.1.9 Communicate information and ideas effectively to diverse audiences using
a variety of media and formats.

Curricular Thread 2:
Oral communication
Deduce the meanings of unfamiliar phrases and words from a context
EFL 5.2.1
containing familiar elements. (Example: colloquial greetings,
exclamations, interjections, etc.)

Identify the main idea and some details of recorded news reports,
EFL 5.2.2 documentaries and interviews reporting on seasonal festivities,
environmental issues, food and international customs, climate, weather,
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AREA DE LENGUA EXTRANJERA U.E. “RAUL DELGADO GARAY”
NIVEL: BASICA ELEMENTAL/MEDIA/SUPERIOR/ BACHILLERATO
etc., where the visuals support the commentary.
Follow main ideas in topics covered in other curricular subjects with the
help of visual support, using concepts and vocabulary that have been
EFL 5.2.3 studied in advance.

EFL 5.2.4 Follow oral directions in classroom activities and projects and provide
directions to peers in selected interactions.

Present information clearly and effectively in a variety of oral forms for a

EFL 5.2.7 range of audiences and purposes. (Example: summarizing, paraphrasing,
personal narratives, research reports, essays, articles, posters, charts and
other graphics, etc.)

Express opinions on abstract topics, such as film and music, and concrete
EFL 5.2.11
topics, such as personal experiences, while describing one’s reactions to
them and others’ opinions.

EFL 5.2.12 Use appropriate vocabulary, expressions, language, routines and

interaction styles in formal and informal social or academic situations by
asking permission, thanking someone, apologizing to friends, giving
advice, making a suggestion, etc.

Curricular Thread 3:
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 5.3.4 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 5.3.8 Identify and understand the main points in straightforward texts on
subjects of personal interest or familiar academic topics.

EFL 5.3.9 Skim and scan reference materials, in print or online, in order to identify
information that might be of practical use for one’s own research and
academic needs.
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AREA DE LENGUA EXTRANJERA U.E. “RAUL DELGADO GARAY”
NIVEL: BASICA ELEMENTAL/MEDIA/SUPERIOR/ BACHILLERATO
Curricular Thread 4:
Writing
EFL 5.4.1 Critically evaluate information from references, including those found on
the web, and recommend print and digital sources to other learners.

EFL 5.4.2 Identify a variety of types and formats of potential resources and the
value, purpose and audience of each for use in the educational domain.
(Example: audio/video, multimedia, website, database, book, thesaurus,
scholarly/popular, current/historical, etc.)

EFL 5.4.5 Justify and explain the rationale for a position on an argument, using
persuasive language, tone, evidence and well-developed arguments
through essays, editorials, movie and book reviews, position papers and
brochures.

EFL 5.4.8 Create an effective voice, using a variety of writing styles appropriate to
different audiences, purposes and settings, and adjust these styles as
necessary.

Curricular Thread 5:
Language through the arts
EFL 5.5.1 Compare and present personal and formal responses to and in-
terpretations 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 5.5.3 Identify and explain the distinguishing features of diverse literary genres,
periods and traditions, and use those features to aid comprehension,
interpretation and discussion of literary texts.

EFL 5.5.6 Evaluate one’s own and others’ work, individually and collaboratively, on
the basis of a variety of criteria, and recognize how chosen criteria affect
evaluation. (Examples of criteria: clarity of ideas, use of English grammar
and vocabulary, register, originality, visual presentation, etc.)

EFL 5.5.7 Collaboratively produce criteria for evaluating literary texts and the
effectiveness of group work.

EFL 5.5.8 Contribute to team projects to produce original works and solve problems
while effectively negotiating and managing interactions to accomplish
social and classroom tasks.
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AREA DE LENGUA EXTRANJERA U.E. “RAUL DELGADO GARAY”
NIVEL: BASICA ELEMENTAL/MEDIA/SUPERIOR/ BACHILLERATO
Curricular Objectives of the English as a Foreign Language Area for
Subnivel Superior of Educación General Básica

By the end of Sublevel Superior of EGB, and as a result of the learning outcomes in the EFL
area, learners will be able to:

O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in
order to produce level-appropriate critical analysis of familiar subjects and
contexts.

O.EFL 4.2 Appreciate and value English as an international language and a medium
to interact globally.

O.EFL 4.6 Write short descriptive and informative texts related to personal
information or familiar topics and use them as a means of communication
and written expression of thought.

O.EFL 4.7 Use spoken and written literary text in English such as poems, short
stories, comic strips, short magazine articles and oral interviews on
familiar subjects in order to inspire oral and written production at an A2.1
level.

Performance Criteria for English as a Foreign Language Area for

Subnivel Superior of Educación General Básica
Curricular Thread 1:
Communication and cultural awareness
EFL 4.1.3 Display an understanding of the relationship between the practices and
perspectives of different cultures by recognizing and sharing cross-cultural
experiences and ideas.

EFL 4.1.7 Interpret and demonstrate knowledge of nonverbal and oral

communication features by applying them in appropriate contexts.
(Example: use of stress, intonation, pace, etc.)

Curricular Thread 2:

Oral ommunication

EFL 4.2.7 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.
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AREA DE LENGUA EXTRANJERA U.E. “RAUL DELGADO GARAY”
NIVEL: BASICA ELEMENTAL/MEDIA/SUPERIOR/ BACHILLERATO
EFL 4.2.9 Use new words and expressions which occur in conversations in the
personal and educational domains, and make use of such terms and
expressions wherever appropriate and necessary.

EFL 4.2.15 Deal with practical, everyday communication demands within familiar
contexts, effectively and without undue effort. (Example: meeting people,
extending and accepting invitations, exchanging information, giving
reasons, asking and answering questions about routines and
preferences, etc.)

Curricular Thread 3

Reading

EFL 4.3.3 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 4.3.8 Assess, compare and evaluate the quality of written texts and visual
presentations using different criteria and ICT tools related to the
organization, subject area and purpose of a text. (Examples of text
types: editorials, letters to the editor, political speeches, illustrations,
charts, advertisements, etc.)
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AREA DE LENGUA EXTRANJERA U.E. “RAUL DELGADO GARAY”
NIVEL: BASICA ELEMENTAL/MEDIA/SUPERIOR/ BACHILLERATO

Curricular Objectives of the English as a Foreign Language Area

for Subnivel Elemental of Educación General Básica
By the end of Subnivel Elemental of EGB, and as a result of the learning outcomes
in the EFL area, learners will be able to:
O.EFL 2.1 Identify some main ideas and details of written texts, in order to
develop an approach of critical inquiry to written and oral texts.
O.EFL 2.3 Independently read level-appropriate texts in English for pure
enjoyment/
entertainment and to access information.
O.EFL 2.6 Write short descriptive and informative texts and use them as a
means of communication and written expression of thought.
O.EFL 2.9 Be able to interact in English in a simple way using basic expressions
and short phrases in familiar contexts to satisfy needs of
a concrete type, provided others talk slowly and clearly and are
prepared to help.

Performance Criteria for English as a Foreign Language Area for

Subnivel Elemental of Educación General Básica

Curricular Thread 1:
Communication and cultural awareness
Exchange basic introductions and limited personal information
EFL 2.1.1 in class using simple present tense in order to get to know their
peers. (Example: where one lives or goes to school, etc.)
Recognize the differences between where people live among the
EFL 2.1.2 regions of the country in order to appreciate their own
environment. (Example: house/apartment, country/city, etc.)
Express curiosity about the world and other cultures by asking
EFL 2.1.4 simple WH- questions in class after reading and/or participating
in presentations or other group work.
Exchange basic personal preferences with peers in order to
EFL 2.1.8
express likes and dislikes.
Recognize when to speak and when to listen while working in
EFL 2.1.10
pairs or small groups in class by following classroom instructions
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AREA DE LENGUA EXTRANJERA U.E. “RAUL DELGADO GARAY”
NIVEL: BASICA ELEMENTAL/MEDIA/SUPERIOR/ BACHILLERATO
and simple commands.

Curricular Thread 2:
Oral communication

Understand meanings expressed in short dialogues on familiar

topics, as well as basic spoken instructions and simple questions
about self, people, animals or things, especially when spoken
EFL 2.2.1 slowly and clearly. (Example: greetings, short phrases, basic
range of classroom instructions, common personal information
questions: What’s your name? How old are you? Where do you
live? etc.)
Recognize familiar names, words, and short phrases about simple
everyday topics whether heard in isolation or within short,
EFL 2.2.3 simple spoken texts describing people and objects. (Example:
vocabulary about self, family, friends and immediate surroundings
at school and home, adjectives for color and size, etc.)
Record key items of specific information from a heard message
or description, either in written form or by drawing picture.
EFL 2.2.5
(Example: letters of the alphabet, numbers, quantities, prices
and times, days, dates and months, etc.)
Imitate individual English language sounds, especially those
phonemes which do not exist in the student’s own L1, both in
EFL 2.2.8 isolation and within key vocabulary items.
(Example: /ŋ/ /ð/ /ʌ/ /i:/ and in words like singing, these, up,
sea, etc.)
Spell out key vocabulary items using the English alphabet.
EFL 2.2.9
(Example: names, colors, animals, possessions, etc.)
Respond to simple questions in quite a short time and initiate
EFL 2.2.12 basic interaction spontaneously when there are opportunities to
speak. Speech is produced a little less slowly and hesitantly.

Curricular Thread 3:
Reading

EFL 2.3.1 Demonstrate basic reading comprehension skills by identifying

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AREA DE LENGUA EXTRANJERA U.E. “RAUL DELGADO GARAY”
NIVEL: BASICA ELEMENTAL/MEDIA/SUPERIOR/ BACHILLERATO
the meaning of individual words, phrases, and sentences, including
simple written instructions.
Understand most of the details of the content of a short simple
EFL 2.3.3
text (online or print).
Show the ability to use a simple learning resource. (Example:
EFL 2.3.5 a small set of flashcards, a picture-based dictionary (online or
print), or a simple word list).
Show understanding of some basic details in short simple
EFL 2.3.8 cross-curricular texts by matching, labeling, and answering simple
questions

Curricular Thread 4:
Writing

Know how to spell simple English words correctly, demonstrating

EFL 2.4.1 awareness of sound-letter relationships. (Example: sea,
mean, bee, etc.)
Make a simple learning resource, in order to record and practice
new words.
EFL 2.4.2
(Example: a picture dictionary, a word list, set of flashcards,
etc.).
Write simple words, phrases and sentences for controlled practice
EFL 2.4.4
of language items.
Write a short simple paragraph to describe yourself or other
EFL 2.4.7 people, animals, places and things, with limited support.
(Example: by answering questions or using key words).

Curricular Thread 5:
Language through the arts

Identify key information such as events, characters, and objects

EFL 2.5.1 in stories and other age-appropriate literary texts if there
is visual support.
Listen to and read short narratives and/or other oral and written
EFL 2.5.4 literary texts in class (with a preference for authentic texts)
in order to stimulate imagination, curiosity, and a love for literature.
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AREA DE LENGUA EXTRANJERA U.E. “RAUL DELGADO GARAY”
NIVEL: BASICA ELEMENTAL/MEDIA/SUPERIOR/ BACHILLERATO
Use creative thinking skills to learn how to share and respect all
EFL 2.5.9
ideas through brainstorming activities and pair work in class.
Express emotions and feelings using basic adjectives and related
EFL 2.5.2 images through written work on the school or class bulletin
board.

Curricular Objectives of the English as a Foreign Language Area for

Subnivel Medio of Educación General Básica

By the end of Subnivel Medio of EGB, and as a result of the learning outcomes in the EFL
area, learners will be able to:

Identify the main ideas and some details of written and oral texts, in
O.EFL 3.1
order to interact with and to develop an approach of critical inquiry to
a variety of texts.

Assess and appreciate English as an international language, as well

O.EFL 3.2
as the skills and subskills that contribute to communicative and
pragmatic competence.

O.EFL 3.3 Independently read level-appropriate texts in English for pure en-
joyment/entertainment and to access information.

Demonstrate an ability to interact with written and spoken texts, in

O.EFL 3.8
order to explore creative writing as an outlet to personal expression
and intercultural competence.

Be able to interact in English using basic, frequently used expres-

sions and short phrases in familiar and personalized contexts,
O.EFL 3.9
demonstrating a limited but effective command of the spoken
language in simple and routine tasks which require a direct exchange
of information.

Performance Criteria for English as a Foreign Language Area for Subnivel

Medio of Educación General Básica
Curricular Thread 1:
Communication and cultural awareness
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AREA DE LENGUA EXTRANJERA U.E. “RAUL DELGADO GARAY”
NIVEL: BASICA ELEMENTAL/MEDIA/SUPERIOR/ BACHILLERATO
EFL 3.1.1 Ask simple basic questions in class about the world beyond their own
immediate environment in order to increase their understanding of
different cultures.

EFL 3.1.3 Exchange basic personal preferences with peers in order to express
likes and dislikes.

EFL 3.1.5 Describe, read about, participate in or recommend a favorite activity,

book, song or other interest to various audiences. (Example: peers,
other classes, teachers, other adults, etc.)

EFL 3.1.8 Interpret and demonstrate knowledge in classroom activities of

nonverbal and oral communication features, and understand the
contexts in which they are used appropriately. (Example: gestures,
body language, volume, etc.)

Curricular Thread 2:
Oral communication
EFL 3.2.1 Infer who is speaking and what the situation is when listening to short
simple texts, especially when accompanied by pictures or other visual
aids, or sound effects.
(Example: shopkeeper speaking to a customer who is buying some
fruit.)
EFL 3.2.3 Record key items of specific information from a heard message or
description, either in written form or by drawing a picture. (Example:
letters of the alphabet, numbers, quantities, prices and times, days,
dates and months, etc.)

EFL 3.2.4 Follow and understand short, straightforward audio messages and/or
the main idea/dialogue of a movie or cartoon (or other age-
appropriate audio-visual presentations) if delivered slowly and visuals
provide contextual support. (Example: an announcement of a bus
delay, an intercom announcement at school, a dialogue supported by
facial expressions/gestures and appropriate intonation, etc.)
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AREA DE LENGUA EXTRANJERA U.E. “RAUL DELGADO GARAY”
NIVEL: BASICA ELEMENTAL/MEDIA/SUPERIOR/ BACHILLERATO
EFL 3.2.7 Identify the main idea of short, clear, simple messages and an-
nouncements and understand sentences and frequently used ex-
pressions related to areas of immediate relevance. (Example: follow
verbal instructions for a game, ask for prices at a store, follow simple
classroom instructions, describe places nearby, etc.)

EFL 3.2.12 Ask and answer questions and exchange information on familiar
topics in predictable everyday situations. (Example: ask for direc-
tions, give directions, express a personal opinion, etc.)

Curricular Thread 3:
Reading
EFL 3.3.1 Understand most of the details of the content of a short simple text
(online or print).
Show understanding of some basic details in short simple cross-
EFL 3.3.2
curricular texts by matching, labeling and answering simple
questions.
EFL 3.3.3 Identify the meaning of specific content-based words and phrases,
with the aid of visual support.
Apply learning strategies to examine and interpret a variety of written
EFL 3.3.6
materials using prior knowledge, graphic organizers, context clues,
note taking and finding words in a dictionary.
Follow short instructions illustrated through step-by-step visuals in
EFL 3.3.10
simple experiments and projects. (Example: simple science ex-
periments, instructions for an art project, etc.)

Curricular Thread 4:
Writing
EFL 3.4.1 Make a simple learning resource in order to record and practice new
words. (Example: a picture dictionary, a word list, set of flashcards,
etc.).
EFL 3.4.2 Write a short simple paragraph to describe yourself or other people,
animals, places and things, with limited support. (Example: by
answering questions or using key words)
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AREA DE LENGUA EXTRANJERA U.E. “RAUL DELGADO GARAY”
NIVEL: BASICA ELEMENTAL/MEDIA/SUPERIOR/ BACHILLERATO
EFL 3.4.4 Write to describe feelings/opinions in order to effectively influence an
audience. (Example: persuade, negotiate, argue, etc.)
EFL 3.4.5 Write a questionnaire or survey for friends, family or classmates
using WH- questions in order to identify things in common and
preferences.

Curricular Thread 5:
Language through the arts
EFL 3.5.1 Use audio, video and pictures to respond to a variety of literary texts
through online or in-class ICT activities.
EFL 3.5.3 Produce short, creative texts using ICT and/or other resources at
home or at school in order to recreate familiar scenes and themes.
Work in groups to create a brainstorm and/or draw a mind map to
EFL 3.5.6
describe and organize ideas or organize useful information from
literary texts.