SECCIÓN NOCTURNA

LENGUA EXTRANJERA (INGLES)

CRITERIOS DE EVALUACIÓN E DESTREZAS CON CRITERIO DE DESEMPEÑO

INDICADORES DE EVALUACIÒN
OCTAVO NOVENO DECIMO
CE.EFL.4.1. Compare and contrast oral EFL 4.1.1
traditions and literature from Ecuador Compare and contrast oral
and beyond in order to manifest an traditions, myths, folktales and
understanding of the relationship literature from Ecuador and
between cultural perspectives and international regions and
practices and by sharing cross cultural cultures and identify
experiences. similarities and differences and
universal cultural themes.
I.EFL.4.1.1. Learners can compare and
contrast oral traditions, myths,
folktales and literature from Ecuador
and other cultures in order to
demonstrate an understanding of the
relationship between cultural practices
and perspectives. Learners can share
cross-cultural experiences while
naming universal cultural themes. (I.2,
S.1, S.2, J.1)
CE.EFL.4.2. Recognize and EFL 4.1.9 Recognize the EFL 4.1.2 Recognize and EFL 4.1.2 Recognize and
demonstrate an appreciation of consequences of one’s actions demonstrate an appreciation demonstrate an appreciation
commonalities between cultures as by demonstrating responsible of some commonalities and of some commonalities and
well as the consequences of one’s decision-making at school, distinctions across cultures and distinctions across cultures
actions while exhibiting socially online, at home and in the groups (differentiated by and groups (differentiated by
responsible behaviors. community, while considering gender, ability, generations, gender, ability, generations,
ethical standards, safety con- etc.) including the students’ etc.) including the students’
I.EFL.4.2.1. Learners can name similar- cerns, social norms and mutual own. own.
ities and differences between different respect.
aspects of cultural groups. Learners can
demonstrate socially responsible
behaviors at school, online, at home
and in the community, and evaluate
their actions by ethical, safety and
social standards. (J.3, S.1, I.1)
CE.EFL.4.3. Interact with others using EFL 4.1.5 Apply self-
self-monitoring and self-correcting correcting and self-
strategies as well as appropriate monitoring strategies in social
nonverbal and oral communication and classroom interactions.
features. (Example: asking questions,
starting over, rephrasing,
I.EFL.4.3.1. Learners can employ a exploring alternative
range of self-monitoring and self- pronunciations or wording,
correcting strategies and interpret and etc.)
use appropriate verbal and nonverbal
communication features to
communicate in familiar contexts. (I.3,
S.4, J.4)
CE.EFL.4.4. Demonstrate the ability to EFL 4.1.6 Seek and provide EFL 4.1.8 Use suitable
ask for and give information and information and assistance, vocabulary, expressions,
assistance using appropriate language orally or in writing and in online language and interaction
and interaction styles in a variety of or face-to-face interactions, for styles for formal and informal
social interactions. personal, social and academic social or academic situations
purposes. in order to communicate
I.EFL.4.4.1. Learners can demonstrate specific intentions in online
an ability to give and ask for and face-to-face interactions.
information and assistance using level- (Example: thanking, making
appropriate language and interaction promises, apologizing, asking
styles in online or face-to-face social permission, chatting with
and classroom interactions. (J.2, J.3, friends, answering in class,
J.4, I.3) greeting an authority figure,
etc.)
CE.EFL.4.5. Display an appreciation of EFL 4.1.10 Recognize and
and demonstrate respect for individual appreciate individual and group
and group differences by establishing similarities and differences by
and maintaining healthy and rewarding establishing and maintaining
relationships based on communication healthy and rewarding online
and cooperation. and face-to-face relationships
based on communication and
I.EFL.4.5.1. Learners can appreciate cooperation.
and show respect for individual and
group differences by establishing and
maintaining healthy and rewarding
online and face-to-face interactions.
Learners can communicate and
cooperate in a respectful, empathetic
manner. (J.3, S.1, S.4)
CE.EFL.4.6. Listening for Meaning: EFL 4.2.1 Understand phrases EFL 4.2.5 Understand most
Understand and follow the main idea in and expressions related to areas changes in the topic of
spoken texts set in familiar everyday of most immediate priority discussion if people speak
contexts, provided speech is clear and within the personal and slowly.
articulate, and deduce the meanings of educational domains, provided
unfamiliar words and phrases using speech is clearly and slowly
context clues and/or prior knowledge articulated. (Example: daily life,
. free time, school activities, etc.
I.EFL.4.6.1. Learners can grasp the gen-
eral meaning of spoken texts set in
familiar everyday contexts and infer
changes in the topic of discussion, as
well as deduce the meanings of
unfamiliar words and exchanges
through the use of context clues,
provided speech is given slowly and
clearly and there is sufficient visual
support. (I.3, S.1, J.4)
CE.EFL.4.7. Listening for Information: EFL 4.2.6 Use other students’ EFL 4.2.3 Follow and EFL 4.2.3 Follow and
Follow and identify some main ideas contributions in class as models understand short, understand short,
and details in short and straightforward for their own. straightforward audio straightforward audio
spoken or audio texts set in familiar messages and/or the main messages and/or the main
contexts, when delivered slowly and idea/dialogue of a movie or idea/dialogue of a movie or
with visuals to provide contextual cartoon (or other age- cartoon (or other age-
support. Use spoken contributions in appropriate audio-visual appropriate audio-visual
class as models for one’s own speech. presentations) if delivered presentations) if delivered
slowly and visuals provide slowly and visuals provide
I.EFL.4.7.1 Learners can identify the contextual support. (Example: contextual support.
main idea and some details in short an announcement of a bus (Example: an announcement
straightforward spoken audio texts set delay, an intercom of a bus delay, an intercom
in familiar contexts when the message announcement at school, a announcement at school, a
is delivered slowly and there is other dialogue supported by facial dialogue supported by facial
contextual support. (Example: rules for expressions/gestures and expressions/gestures and
a game, classroom instructions, a appropriate intonation, etc.) appropriate intonation, etc.)
dialogue in a scene from a cartoon or
movie, etc.) Learners can use other
classmate’s contributions in class as
models for their own. (I.2, I.3, S.4)
CE.EFL.4.8. Production – Accuracy and EFL 4.2.2 Use a series of phrases EFL 4.2.2 EFL 4.2.2 Use a series of
Intelligibility: Communicate needs and and sentences to describe Use a series of phrases and phrases and sentences to
information clearly and in simple aspects of personal background, sentences to describe aspects describe aspects of personal
immediate environment and of personal background, background, immediate
terms, using grammatical structures
matters of immediate need in immediate environment and environment and matters of
learned in class (although there may be simple terms using grammatical matters of immediate need in immediate need in simple
frequent errors), effectively and structures learnt in class simple terms using terms using grammatical
without undue effort. Demonstrate an (although there may be frequent grammatical structures learnt structures learnt in class
ability to make appropriate use of new errors with tenses, personal in class (although there may be (although there may be
words and expressions in social pronouns, prepositions, etc.) frequent errors with tenses, frequent errors with tenses,
interactions. personal pronouns, personal pronouns,
prepositions, etc.) prepositions, etc.)
I.EFL.4.8.1. Learners can communicate
personal information and basic
immediate needs and deal with other
practical everyday demands in familiar
contexts, effectively and without
undue effort and using grammatical
structures and vocabulary seen in class
(although there may be frequent, basic
errors). (I.1, I.2, I.3, S.1)
CE.EFL.4.9. Production – Fluency: Use EFL 4.2.11 Give short, basic EFL 4.2.11 Give short, basic
simple language to describe, compare descriptions of everyday descriptions of everyday
and make statements about familiar activities and events within activities and events within
familiar contexts and use familiar contexts and use
everyday topics such as objects,
simple descriptive language to simple descriptive language
possessions and routines in structured compare and make brief to compare and make brief
situations and short conversations. statements about objects and statements about objects and
Interaction is with reasonable ease, possessions. (Example: family, possessions. (Example:
provided speech is given clearly, slowly school, living conditions, family, school, living
and directly. personal belongings, etc.) conditions, personal
belongings, etc.)
I.EFL.4.9.1. Learners can use simple
EFL 4.2.13 Interact with
language to describe, compare and reasonable ease in structured
state facts about familiar everyday situations and short
topics such as possessions, classroom conversations within familiar
objects and routines in short, contexts, provided that
structured situations, interacting with speech is given clearly, slowly
relative ease. (I.3, I.4, S.4) and directly. (Example: an
interview, an information gap
activity, etc.)
CE.EFL.4.10. Interaction – EFL 4.2.10 Sustain a EFL 4.2.14 Ask and answer
Interpersonal: Participate effectively in conversational exchange on a straightforward follow-up
familiar and predictable conversational familiar, everyday subject when questions within familiar
exchanges by asking and answering carrying out a contexts, such as school and
follow-up questions, provided there collaborative/paired learning family life, provided there are
are opportunities to use repair activity in which there are opportunities to ask for
strategies (e.g. asking for clarification) specific instructions for a task. clarification, reformulation or
and sustain conversational exchanges repetition of key points.
in pairs to complete a task, satisfy a
need or handle a simple transaction. EFL 4.2.16 Initiate, maintain
and end a conversation to
I.EFL.4.10.1. Learners can effectively satisfy basic needs and/or
participate in familiar and predictable handle a simple transaction.
everyday conversational exchanges in
order to complete a task, satisfy a need
or handle a simple transaction, using a
range of repair strategies. (Example:
asking for clarification, etc.) (I.3, J.3, J.4)
CE.EFL.4.11. Demonstrate EFL 4.3.1 Understand main EFL 4.3.2 Make use of clues
comprehension of main ideas and points in short simple texts on such as titles, illustrations,
some details in short simple texts on familiar subjects. (Example: organization, text outline and
familiar subjects, making use of news about sports or famous layout, etc. to identify and
contextual clues to identify relevant people, descriptions, etc.) understand relevant infor-
information in a text. mation in written level-
appropriate text types.
I.EFL.4.11.1. Learners can understand
main ideas and some details in short
simple online or print texts on familiar
subjects, using contextual clues to help
identify the most relevant information.
(Example: title, illustrations,
organization, etc.) (I.2, I.4)
CE.EFL.4.12. Use a range of reference EFL 4.3.5 Use everyday
materials and sources, both online and reference material in order to
in print, in order to support ideas, select information
answer inquiries, find relationships and appropriate to the purpose of
relate ideas between different subject an inquiry and relate ideas
areas. from one written source to
another.
I.EFL.4.12.1. Learners can employ a
range of reference materials and EFL 4.3.7 Read, gather, view
sources, both online and in print, in and listen to information from
order to support ideas, answer various sources in order to
inquiries, find relationships and relate organize and discuss
ideas between different subject areas. relationships between
(I.1, I.2, J.2) academic content areas.
(Example: nonfiction books
for young adults, the Internet,
audio and media
presentations, oral
interviews, maps, diagrams,
reference books, magazines,
etc.)
CE.EFL.4.13. Apply learning strategies EFL 4.3.6 Apply learning
such as using prior knowledge and strategies to examine and
graphic organizers to interpret new interpret a variety of written
materials using prior
information in a text, and assess this
knowledge, graphic organizers,
information according to the context clues, note taking and
organization, subject area and purpose finding words in a dictionary.
of the text, using different criteria,
including ICT tools.

I.EFL.4.13.1. Learners can apply

learning strategies such as using prior
knowledge and graphic organizers to
interpret new information in a text.
Learners can assess this information
according to the organization, subject
area and purpose of the text, through
the use of different criteria, including
ICT tools. (I.2, I.4, J.4)

CE.EFL.4.14. Display an ability to EFL 4.3.9 Demonstrate an ability EFL 4.3.10 Select from and
interact and engage with a wide range to interact and engage with a evaluate a range of both
of ICT and classroom resources and wide range of ICT and classroom physical and digital texts and
texts by selecting and evaluating them resources in order to strengthen materials in order to promote
in order to strengthen literacy skills and literacy skills and strategies. acquisition and develop an
promote acquisition. appreciation of the language.

I.EFL.4.14.1. Learners can interact and

engage with a wide range of ICT and
classroom resources and texts by se-
lecting and evaluating them in order to
strengthen literacy skills and promote
acquisition. (I.2, I.4, S.3, J.2, J.3)
CE.EFL.4.15. Express information and EFL 4.4.1 Convey information EFL 4.4.4 Write to describe
ideas and describe feelings and opin- and ideas through simple feelings/opinions in order to
ions in simple transactional or transactional or expository texts effectively influence an
expository texts on familiar subjects in on familiar subjects using ICT audience. (Example:
order to influence an audience, while tools and conventions persuade, negotiate, argue,
recognizing that different texts have and features of English etc.)
different features and showing the appropriate to audience and
ability to use these features purpose.
appropriately in one’s own writing.
I.EFL.4.15.1. Learners can convey infor- EFL 4.4.5 Recognize that various
mation and ideas and describe feelings types of writing require different
and opinions in simple transactional or language, formatting and special
expository texts on familiar subjects in vocabulary. (Example: a recipe, a
order to influence an audience, while letter, etc.)
recognizing that different texts have
different features and showing the
ability to use these features
appropriately in one’s own writing. (I.3,
I.4, S.3, J.2)
CE.EFL.4.16. Make use of simple EFL 4.4.2 Make and use a
learning resources, including those simple print or digital learning
created by one’s self, in order to resource to compare and
contrast information in order
compare and contrast information, and
to demonstrate understanding
choose appropriate resources and command of a topic.
according to the value, purpose and
audience of each.

I.EFL.4.16.1. Learners can use and

make simple learning resources, both
online and in print, in order to compare
and contrast information. Learners can
choose appropriate resources and crit-
ically evaluate the information in these
resources, according to the value, pur-
pose and audience of each. (I.1, I.3,
I.4, J.2, J.4)

CE.EFL.4.17. Show an ability to convey EFL 4.4.7 Use the process of EFL 4.4.8 Convey and organize
and organize information through the prewriting, drafting, revising, information using facts and
use of facts and details and by peer editing and proofreading details in order to illustrate
(i.e., “the writing process”) to diverse patterns and
employing various stages of the
produce well-constructed structures in writing. (Ex-
writing process, while using a range of informational texts. ample: cause and effect,
digital tools to promote and support problem and solution,
collaboration, learning and general-to-specific
productivity. presentation, etc.)

I.EFL.4.17.1. Learners can convey and

organize information through the use
of facts and details and by employing
various stages of the writing process,
while using a range of digital tools to
promote and support collaboration,
learning and productivity. (I.1, I.3, S.4,
J.2, J.4)

CE.EFL.4.18. Use main ideas in order to EFL 4.5.1 Make use of main
understand, predict, infer and deduce points in literary texts (authentic
literal and implied meanings in short, and semi-authentic, oral and
simple, everyday literary texts (online, written) to understand short
oral or in print). simple everyday stories,
especially if there is visual
I.EFL.4.18.1. Learners can understand, support.
predict, infer and deduce literal and
implied meanings in short, simple, ev-
eryday literary texts (online, oral or in
print), especially when visual support is
provided. (I.2, I.3, I.4)
CE.EFL.4.19. Find and identify literary EFL 4.5.7 Locate and identify
elements and techniques and relate selected literary elements
those elements to the learner’s own and techniques in texts and
experiences and to other works, relate those elements to
including one’s peers, in order to those in other works and to
present personal responses and learners’ own experiences.
interpretations. (Example: setting, character,
plot, theme, point of view,
I.EFL.4.19.1. Learners can locate and imagery, foreshadowing,
identify literary elements and tech- climax, etc.)
niques in other works, including one’s
own. Learners can give personal re-
sponses to and interpret a variety of
literary texts, including those of a peer,
referring to details and features of the
text. (Example: text structure, plot,
ideas, events, vocabulary, etc.) (I.3, S.3,
J.4)
CE.EFL.4.20. Create short, original EFL 4.5.4 Create personal
literary texts in different genres, stories by adding imaginative
including those that reflect Ecuadorian details to real-life stories and
cultures, using a range of digital tools, situations, using appropriate
writing styles, appropriate vocabulary vocabulary and elements of
and other literary concepts. the literature learners have
read or heard.
I.EFL.4.20.1. Learners can create short,
original literary texts in different
genres, including those that reflect
Ecuadorian cultures, using a range of
digital tools, writing styles, appropriate
vocabulary and other literary concepts.
(I.1, I.3)
CE.EFL.4.21. Use pre-established EFL 4.5.10 Collaboratively EFL 4.5.8 Evaluate and
criteria, including that which is written produce criteria for evaluating recommend literary texts
by learners collaboratively, in order to literary texts and the (both written and oral, online,
effectiveness of group work. in video or in print) according
evaluate and recommend literary texts
to pre-established criteria.
(written, online, oral, in video, etc.) and
the effectiveness of group work.

I.EFL.4.21.1. Learners can evaluate and

recommend literary texts (both written
and oral, online, in video or in print)
according to pre-established criteria.
Learners can work in collaborative
groups to write their own criteria for
evaluating literary texts and the effec-
tiveness of group work. (I.4, S.3, S.4,
J.3)
CE.EFL.4.22. Show the ability to work EFL 4.5.9 Engage in collaborative
collaboratively and to participate ef- activities through a variety of
fectively in a variety of student student groupings to create and
groupings by employing a wide range of respond to literature and other
creative thinking skills through the literary texts. (Example: small
completion of activities such as playing groups, cooperative learning
games, brainstorming and problem groups, literature circles,
solving. process writing groups, etc.)

I.EFL.4.22.1. Learners can collaborate EFL 4.5.11

and participate effectively in a variety Participate in creative thinking
of student groupings by employing a through brainstorming, working
wide range of creative thinking skills in groups, games and problem-
through the completion of activities solving tasks by showing the
such as playing games, brainstorming ability to accept a variety of
and problem solving. (S.2, S.4, J.1, J.2, ideas and capitalize on other
J.3, J.4) people’s strengths.

ELABORATED BY APPROVED BY
TEACHER: AREA COORDINATOR . VICE-PRINCIPAL
Mg. Patricio Domínguez G GRACE APOLO Lic. Aidita Rodríguez