ENGLISH
OBJECTIVES
EIGHTH
OG.EFL 1
Encounter socio-cultural aspects of their own and other
countries in a thoughtful and inquisitive manner,
maturely, and openly experiencing other cultures and
languages from the secure standpoint of their own
national and cultural identity.
OG.EFL 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.
OG.EFL 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 L1 and of language use for
communication and learning.
OG.EFL 4
Deploy a range of learning strategies, thereby increasing
disposition and 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.
OG.EFL 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.
NINTH
OG.EFL 1
Encounter socio-cultural aspects of their own and other
countries in a thoughtful and inquisitive manner,
maturely, and openly experiencing other cultures and
languages from the secure standpoint of their own
national and cultural identity.
OG.EFL 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.
OG.EFL 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 L1 and of language use for
communication and learning.
OG.EFL 4
Deploy a range of learning strategies, thereby increasing
disposition and 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.
OG.EFL 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.
TENTH
OG.EFL 1
Encounter socio-cultural aspects of their own and other
countries in a thoughtful and inquisitive manner,
maturely, and openly experiencing other cultures and
languages from the secure standpoint of their own
national and cultural identity.
OG.EFL 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.
OG.EFL 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 L1 and of language use for
communication and learning.
OG.EFL 4
Deploy a range of learning strategies, thereby increasing
disposition and 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.
OG.EFL 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.
1
 MATRIX OF SKILLS
MANDATORY DESIRABLE

CURRICULAR EVALUATIÓN SKILLS WITH PERFORMANCE CRITERIA

BLOCK CRITERIAL EIGHTH
.EFL 4.2.2 Use a series of phrases and sentences to
describe aspects of personal background,
immediate environment and matters of immediate
need in simple terms using grammatical
structures learnt in class.
NINTH
EFL 4.2.2 Use a series of phrases and sentences
to describe aspects of personal background,
immediate environment and matters of immediate
need in simple terms using grammatical
structures learnt in class.
TENTH
EFL 4.2.2 Use a series of phrases and sentences
to describe aspects of personal background,
immediate environment and matters of immediate
need in simple terms using grammatical
structures learnt in class.

CE.EFL.4.1. Compare and contrast

oral traditions and literature from
Ecuador and beyond in order to
Oral manifest an understanding of the
communication relationship between cultural
perspectives and practices and by
sharing cross cultural experiences.
.EFL.4.6 Listening for Meaning: Understand and
follow the main idea in spoken texts set in
familiar everyday contexts, provided speech is clear
and articulate, and deduce the meanings of
unfamiliar words and phrases using context clues
and/or prior knowledge.
EFL 4,2,1
Understand phrases and expressions related
to areas of most immediate priority within the
personal and educational domains, provided
speech is clearly and slowly articulated.
(Example: daily life, free time, school activities,
.EFL.4.6 Listening for Meaning: Understand and
follow the main idea in spoken texts set in
familiar everyday contexts, provided speech is
clear and articulate, and deduce the meanings of
unfamiliar words and phrases using context clues
and/or prior knowledge.
EFL 4,2,2
Understand phrases and expressions related to
areas of most immediate priority within the
personal and educational domains, provided
speech is clearly and slowly articulated. (Exam-
ple: daily life, free time, school activities, etc.)
EFL.4.6 Listening for Meaning: Understand and
follow the main idea in spoken texts set in
familiar everyday contexts, provided speech is
clear and articulate, and deduce the meanings of
unfamiliar words and phrases using context clues
and/or prior knowledge.
EFL 4,2,2
Understand phrases and expressions related to
areas of most immediate priority within the
personal and educational domains, provided
speech is clearly and slowly articulated. (Exam-
ple: daily life, free time, school activities, etc.)

EFL 4,2,2 EFL 4,2,2 EFL 4,2,2

Use a series of phrases and sentences to describe
aspects of personal background, immediate
environment and matters of immediate need in
simple terms using grammatical structures learnt in
class (although there may be frequent errors with
tenses, personal pronouns, prepositions, etc.)
Use a series of phrases and sentences to describe aspects
of personal background, immediate environment and
matters of immediate need in simple terms using
grammatical structures learnt in class (although there may
be frequent errors with tenses, personal pronouns,
prepositions, etc.)
Use a series of phrases and sentences to describe
aspects of personal background, immediate
environment and matters of immediate need in
simple terms using grammatical structures learnt in
class (although there may be frequent errors with
tenses, personal pronouns, prepositions, etc.)

EFL 4,2,2 EFL 4,2,2 EFL 4,2,2

CE EFLcomprehension of main ideas
and some details in short simple texts
on
Reading familiar subjects, making use of
contextual clues to identify relevant
information in
Use a series of phrases and sentences to describe
aspects of personal background, immediate
environment and matters of immediate need in
simple terms using grammatical structures learnt in
class (although there may be frequent errors with
tenses, personal pronouns, prepositions, etc.
Use a series of phrases and sentences to describe aspects
of personal background, immediate environment and
matters of immediate need in simple terms using
grammatical structures learnt in class (although there
may be frequent errors with tenses, personal pronouns,
prepositions, etc.)
Use a series of phrases and sentences to describe aspects
of personal background, immediate environment and
matters of immediate need in simple terms using
grammatical structures learnt in class (although there
may be frequent errors with tenses, personal pronouns,
prepositions, etc.)

2

Writing CE.EFL.2.1. Differentiate between
different living situations in a
variety of surroundings and
express curiosity about the
world through simple questions.
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 4.3.4
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 4,11 Make use of clues such as titles,
illustrations, organization, text outline and layout, etc.
to identify and understand relevant information in
written level-appropriate text types.
EFLExchange basic introductions and limited
personal information
in class using simple present tense in order to
get to know their
peers. (Example: where one lives or goes to
school, etc.).
EFL 4.3.4
Write to describe feelings/opinions in
order to effectively influence an
audience. (Example: persuade, negotiate,
argue, etc.)
EFL 4.3.5
Recognize that various types of writing
require different language, formatting
and special vocabulary. (Example: a
recipe, a letter, etc.)
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 4.3.4
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 4.11 Make use of clues such as titles,
illustrations, organization, text outline and layout,
etc.
to identify and understand relevant information in
written level-appropriate text types.
EFLExchange basic introductions and
limited personal information
in class using simple present tense in order
to get to know their
peers. (Example: where one lives or goes to
school, etc.).
EFL 4.3.4
Write to describe feelings/opinions in
order to effectively influence an
audience. (Example: persuade,
negotiate, argue, etc.)
EFL 4.3.5
Recognize that various types of writing
require different language, formatting
and special vocabulary. (Example: a
recipe, a letter, etc.)
EFL- 4.3.
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 4.3.4
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.4.11 Make use of clues such as titles,
illustrations, organization, text outline and layout,
etc.
to identify and understand relevant information in
written level-appropriate text types
EFLExchange basic introductions and
limited personal information
in class using simple present tense in order
to get to know their
peers. (Example: where one lives or goes to
school, etc.).
EFL 4.3.4
Write to describe feelings/opinions in
order to effectively influence an
audience. (Example: persuade,
negotiate, argue, etc.)
EFL 4.3.5
Recognize that various types of writing
require different language, formatting
and special vocabulary. (Example: a
recipe, a letter, etc.)
3

CE.EFL.2.8. Production -
Listening Pronunciation: Produce
individual words and short
phrases clearly enough that
other people
can usually understand them
easily.
CE EFL. 2.9.Express emotions and
CE EFL 2.12 feelings using basic
adjectives and related
images through written work on the
Speaking school or class bulletin,oudings board.
.
EFL.2.1.4. Express curiosity about the world
and other cultures
by asking simple WH- questions in class after
reading
and/or participating in presentations or other
group work.
4.5.2
Make predictions, inferences and
deductions to demonstrate different
levels of meaning of literary works
presented orally or in digital form,
including literal and implied meanings.
(Example: summarizing, explaining and
identifying, word choice, symbols,
points of view, etc.)
EFL Use audio, video, and pictures to respond
to a variety of literary
texts through online or in-class ICT activities.
EFL 4.5.6
Make predictions, inferences and deductions to
demonstrate different levels of meaning of literary
works presented orally or in digital form, including
literal and implied meanings. (Example:
summarizing, explaining and identifying, word
choice, symbols, points of view, etc.)
EFL 4.5.4
Create personal stories by adding
imaginative details to real-life stories
and situations, using appropriate
vocabulary and elements of the literature
learners have read or heard
EFL.2.1.4. Express curiosity about the
world and other cultures
by asking simple WH- questions in class
after reading
and/or participating in presentations or other
group work.
4.5.2
Make predictions, inferences and
deductions to demonstrate different
levels of meaning of literary works
presented orally or in digital form,
including literal and implied meanings.
(Example: summarizing, explaining
and identifying, word choice, symbols,
points of view, etc.)
EFL Use audio, video, and pictures to
respond to a variety of literary
texts through online or in-class ICT activities.
EFL 4.5.6
Make predictions, inferences and deductions to
demonstrate different levels of meaning of
literary works presented orally or in digital form,
including literal and implied meanings.
(Example: summarizing, explaining and
identifying, word choice, symbols, points of
view, etc.)
EFL 4.5.4
Create personal stories by adding
imaginative details to real-life stories
and situations, using appropriate
vocabulary and elements of the
literature learners have read or heard
EFL.2.1.4. Express curiosity about the world
and other cultures
by asking simple WH- questions in class
after reading
and/or participating in presentations or other
group work.
. 4.5.2
Make predictions, inferences and
deductions to demonstrate different
levels of meaning of literary works
presented orally or in digital form,
including literal and implied meanings.
(Example: summarizing, explaining
and identifying, word choice, symbols,
points of view, etc.)
EFL Use audio, video, and pictures to
respond to a variety of literary
texts through online or in-class ICT activities.
EFL 4.5.6
Make predictions, inferences and deductions to
demonstrate different levels of meaning of
literary works presented orally or in digital form,
including literal and implied meanings.
(Example: summarizing, explaining and
identifying, word choice, symbols, points of
view, etc.)
EFL 4.5.4
Create personal stories by adding
imaginative details to real-life stories
and situations, using appropriate
vocabulary and elements of the
literature learners have read or heard
4
 ENGLISH

EIGHTH NINTH TENTH

UNIT ONE UNIT ONE UNIT ONE

• Personal Information
• Countries and Nationalities
• Personal Information
• Countries and Nationalities
. Personal Information
. Routines
. Free Time Activities
• Technological and Scientific
Breakthroughs
• Inventors and Inventions
• Facebook
• Household Inventions
• Accidental Inventions

UNIT TWO UNIT TWO UNIT TWO

• Family Members
• Physical Appearance
• Parts of the Body
.
UNIT THREE
• Types of Movies
• Cultural Events
• Famous Festivals
. Greetings • Holiday Activities and Places
. Food • Extreme Vacations
• Anecdotes and Unfortunate
. Clothing
Happenings
. Celebrations and Holidays
UNIT THREE UNIT THREE
. Multiple Intelligences • Hobbies and Entertainment
. Talented People • Leisure Activities
• Commitment in Leisure
Activities
• Feeling Alive

.
UNIT FOUR UNIT FOUR UNIT FOUR
• Street Life . The Food Pyramid • Amazing Facts around the
• Clothes . Healthy Recipes World
• Some Countries and their
• Famous Neighborhoods
Records
• The Guinness World Records
• Success

UNIT FIVE UNIT FIVE UNIT FIVE

• Places in the City . Famous Characters of The Past • Odd Jobs and Occupations
• Tourist Places
• City Maps

5
UNIT SIX UNIT SIX UNIT SIX
• Routines . Experiences and Anecdotes • Career Choices of the Future
• Lifestyles . Vacations • Career Choices in the Job
market
• Famous People . Memories
• Creative Thinking
• Inspiring Young People
• A Life of Achievements
• Inspirational Lifelong Learners
• Stories of Success