• Obtains information from oral texts: consists of retrieving and extracting explicit information

expressed by the interlocutors.

• Infers and interprets information from oral texts: the student builds the meaning of the text
by relating explicit and implicit information to deduce new information or fill in the gaps in the
oral text. Based on these inferences, the student interprets the meaning of the text, the verbal
and non-verbal resources, and gestures, the aesthetic use of language, and the intentions of
the interlocutors with whom he relates in a given sociocultural context.

• Adapts, organizes and develops ideas in a coherent and cohesive way: it consists of
developing ideas adapting them to the purpose, addressee, characteristics of the type of text,
register and context, considering the norms and manners of courtesy. Organize information
around a theme and use a variety of cohesive devices to connect ideas in the oral text.

• Uses non-verbal and paraverbal resources strategically: the student uses various non-verbal
resources (such as gestures or body movements) or paraverbals (such as tone of voice or
silences) depending on the communicative situation to emphasize or qualify meanings and
produce certain effects. in the interlocutors.

• Interacts strategically with different interlocutors: the student exchanges the roles of
speaker and listener alternately and dynamically, participating in a pertinent, timely and
relevant way to achieve their communicative purpose.

• Reflects on and evaluates the form, content and context of the oral text: the processes of
reflection and evaluation are related because both involve the student distancing himself from
the oral texts in which he participates. To do this, he compares and contrasts the formal and
content aspects with his experience, the context in which he finds himself, and various sources
of information. Likewise, he issues a personal opinion on the formal aspects, the content, and
the intentions of the interlocutors with whom he interacts, in relation to the sociocultural
context where they are.

When the student communicates orally in English as a foreign language, he

combines the following abilities:
• Obtains information from oral texts.
• Infers and interprets information from oral texts.
• Adapt, organize and develop ideas in a coherent and cohesive way.
• Uses nonverbal and paraverbal resources strategically.
• Interacts strategically with different interlocutors.
• Reflect on and evaluate the form, content and context of the oral text.
PERFORMANCES FOURTH GRADE OF SECONDARY SCHOOL

When the student communicates orally in English as a foreign language and is in the process
towards the expected level of cycle VII, he performs performances such as the following:
• Retrieves explicit, relevant, and complementary information by selecting specific data in the
oral texts heard in English, using varied and relevant vocabulary, recognizing the
communicative purpose and relying on the context. Integrates information when it is said at
different times or by different interlocutors.

• Deduces information pointing out characteristics of beings, objects, places and events.
Deduces the meaning of words, phrases and complex expressions in context. Example :
Present continuous, simple present, frequency adverbs, present perfect, past simple, used to,
second conditional, phrasal verbs, present simple passive, question tags, modals -must/can't
(deduction), might, may (possibility) , must/have to (obligation), future continuous. Also
deduces the meaning of logical (addition, contrast, sequence, similarity , difference, cause and
consequence) and hierarchical (main and complementary ideas) relationships in oral texts in
English.

• Explains the topic and the communicative purpose. Distinguish what is relevant from what is
complementary by classifying and synthesizing the information, and linking the text with their
experience from verbal, non-verbal and paraverbal resources to build the meaning of the oral
text in English.

• Adapts the oral text to the communicative situation maintaining the register and cultural
modes, and considering the type of text, the context and the purpose. Example: Talking about
current, temporary and habitual activities; discuss imaginary situations, obligations and rules
at home, attitudes and behaviors, preferences, past habits, problems and solutions,
manufactured products, inventions, plans and predictions; express deduction, impossibility,
possibility, obligation and necessity; sequence events; share personal interests

• Expresses their ideas, emotions, and experiences around a topic with coherence, cohesion,
and fluency according to their level, ranking them in order to establish logical relationships
(addition, contrast, sequence, similarity, difference, cause, and consequence) and expanding
the information in a relevant with appropriate vocabulary.

• Strategically uses gestures, body movements, eye contact, and displacement to emphasize
what you are saying and maintain the listener's interest. Adjust the volume and intonation
with proper pronunciation, relying on concrete and audiovisual material.

• Participates in various communicative situations, alternating the roles of speaker and listener
to ask, answer, clarify, contrast, and to complement ideas, make relevant comments, adapt
their answers to the needs of the interlocutor in English, with varied and relevant vocabulary.
Respect the rules and manners of courtesy according to the context.
• Gives an opinion in English as a speaker and listener about the content and communicative
purpose of the oral text, and about the intentions of the interlocutors and the effect of what is
said on them based on their experience and the context in which it unfolds.

SECONDARY FIFTH GRADE PERFORMANCES

When the student communicates orally in English as a foreign language and achieves the
expected level of cycle VII, he performs performances such as the following:

• Retrieves explicit, relevant, and complementary information by selecting specific data in the
oral texts heard in English, with varied, relevant, and precise vocabulary, recognizing the
communicative purpose and relying on the context. Integrates information when it is said at
different times or by different interlocutors.

• Deduces information pointing out characteristics of beings, objects, places and events.
Deduces the meaning of words, phrases and complex expressions in context. Example :
Embedded questions; present perfect continuous; past perfect, connecting words; reported
speech-range of tenses; perfect modals-should, might, may, could; conditionals 2nd and 3rd.
Also deduces the meaning of logical (addition, contrast, sequence, similarity-difference, cause
and consequence) and hierarchical (main and complementary ideas, and conclusions)
relationships in oral texts in English.

• Explains the topic and the communicative purpose. Distinguish what is relevant from what is
complementary by classifying and synthesizing the information, and linking the text with their
experience from verbal, non-verbal and paraverbal resources to build the meaning of the oral
text in English.

• Adapts the oral text to the communicative situation maintaining the register and cultural
modes, and considering the type of text, the context and the purpose. Example: Discuss
manners, books, body language, inventions, job skills, natural disasters and emergencies;
report an emergency; express regret; report news.

• Expresses their ideas, emotions, and experiences around a topic with coherence, cohesion,
and fluency according to their level, ranking them in order to establish different logical
relationships (addition, contrast, sequence, similarity-difference, cause, and consequence) and
expanding the information. relevantly with vocabulary (fields of work, skills, phrasal verbs ,
literary genres, qualifying adjectives, newspaper sections, emergencies, natural disasters,
inventions, and expressions of empathy, surprise, and social interaction).
• Strategically uses gestures, body movements, eye contact, and displacement to emphasize or
tone down what you say and maintain the listener's interest. Adjust the rhythm, volume and
intonation with proper pronunciation based on concrete and audiovisual material.

• Participates in various communicative situations, alternating the roles of speaker and listener
to ask, answer, clarify, contrast, and to complement ideas, make relevant comments, adapt
their answers to the needs of the interlocutor, and persuade in English, with varied and
relevant vocabulary. Respect the rules and manners of courtesy according to the context.

• Give an opinion in English as a speaker and listener about the content and communicative
purpose of the oral text, and about the intentions of the interlocutors and the effect of what is
said on them. Justify your position on what the text says based on your experience and the
context in which it unfolds.

When the student reads various types of texts in English as a foreign language, he combines
the following abilities:

• Obtains information from written text.

• Infers and interprets information from written text.

• Reflect on and evaluate the form, content, and context of written text.

PERFORMANCES FOURTH GRADE OF SECONDARY SCHOOL

When the student reads different types of texts in English as a foreign language and is in the
process towards the expected level of cycle VII, he performs performances such as the
following:

• Identifies explicit, relevant, and complementary information by integrating data found in

different parts of the text or in different texts when performing intertextual reading, which
contain several complex elements in their structure and varied vocabulary, in various types of
texts written in English.

• Deduces various logical (addition, contrast, sequence, similarity-difference, cause and

consequence) and hierarchical (main and complementary ideas, and conclusions) relationships
in texts written in English from explicit and implicit information. Point out the characteristics of
beings, objects, places and events, and the meaning of words, phrases and expressions in
context.
• Explains the topic and the communicative purpose. Example: Talking about current,
temporary and habitual activities; discuss imaginary situations, obligations and rules at home,
attitudes and behaviors, preferences, past habits, problems and solutions, manufactured
products, inventions, plans and predictions; express deduction, impossibility, possibility,
obligation and necessity; sequencing events and sharing personal interests. Distinguishes what
is relevant from what is complementary, classifying and synthesizing information, linking the
text with their experience to make sense of the text written in English, and relating it to their
experience and knowledge, and to other texts, languages, and contexts.

• Give an opinion in English orally or in writing about the content and organization of the text
written in English, as well as about the communicative purpose and intention of the author
based on their experience and context. Compare texts with each other to point out common
characteristics of text types and discursive genres.

SECONDARY FIFTH GRADE PERFORMANCES

When the student reads different types of texts in English as a foreign language and achieves
the expected level of cycle VII, he performs performances such as the following:

• Identifies explicit, relevant, complementary and conflicting information by integrating data

found in different parts of the text or in different texts when carrying out an intertextual
reading, which contain complex elements in their structure and specialized vocabulary, in
various types of texts written in English.

• Deduces various logical (addition, contrast, sequence, similarity-difference, cause and

consequence) and hierarchical (main and complementary ideas, and conclusions) relationships
in texts written in English from explicit and implicit information. Point out the characteristics of
beings, objects, places and events, and the meaning of words, phrases and expressions in
context.

• Explains the topic and the communicative purpose. Example: Discuss manners, books, body
language, inventions, job skills, natural disasters and emergencies; report an emergency;
express regret; report news. Distinguish the relevant from the complementary by classifying
and synthesizing information, linking the text with their experience to make sense of the text
written in English, and relating it to their experience and knowledge, and to other texts,
languages, and contexts.

• Give an opinion in English orally or in writing about the content, textual resources and
organization of the text written in English, as well as about the communicative purpose and
intention of the author based on their experience and context. Compare texts with each other
to point out common characteristics of text types and discursive genres.

This competence involves the combination of the following abilities:

• Adapts the text to the communicative situation: the student considers the purpose,
addressee, type of text, discursive genre and register that will be used when writing the texts,
as well as the sociocultural contexts that frame written communication.

• Organizes and develops ideas in a coherent and cohesive way: the student logically orders
ideas around a topic, expanding and complementing them, establishing cohesive relationships
between them and using relevant vocabulary.

• Uses conventions of written language appropriately: the student uses text resources
appropriately to ensure clarity, aesthetic use of language, and meaning of the written text.

• Reflects on and evaluates the form, content and context of the written text: the student
distances himself from the text he has written to permanently review the content, coherence,
cohesion and adaptation to the communicative situation in order to improve it. It also implies
analyzing, comparing and contrasting the characteristics of the uses of written language and its
possibilities, as well as its impact on other people or its relationship with other texts according
to the 'sociocultural context'.

PERFORMANCES FOURTH GRADE OF

SECONDARY SCHOOL
When the student writes different types of texts in English as a foreign language
and is in the process towards the expected level of cycle VII, he performs
performances such as the following:
• Adapts the text written in English to the communicative situation considering
the text type, some characteristics of the discursive genre, the format, the
support and the purpose. Example: Talking about current, temporary and
habitual activities; discuss imaginary situations, obligations and rules at home,
attitudes and behaviors, preferences, past habits, problems and solutions,
manufactured products, inventions, plans and predictions; express deduction,
impossibility, possibility, obligation and necessity; sequence events; share
personal interests
• Produces written texts in English around a topic with coherence, cohesion and
fluency according to their level. He ranks them by establishing different logical
relationships (addition, contrast, sequence, similarity-difference, cause and
consequence) and expanding information in a relevant way with appropriate
vocabulary.
• Uses conventions of written language such as complex spelling and grammar
devices that give text clarity and meaning. Example : Present continuous,
simple present, frequency adverbs, present perfect, past simple, used to,
second conditional, phrasal verbs, present simple passive, question tags,
modals - must/can't (deduction), might, may (possibility) , must/have to
(obligation), future continuous. Use textual resources to clarify and reinforce
meanings in the text.
• Evaluates your text in English to improve it considering grammatical and
orthographic aspects, and the characteristics of text types and discursive
genres, as well as other conventions related to written language used
appropriately to give meaning to the text.

SECONDARY FIFTH GRADE PERFORMANCES

When the student writes various types of texts in English as a foreign language and achieves
the expected level of cycle VII, he performs performances such as the following:

• Adapts the text written in English to the communicative situation considering the text type,
some characteristics of the discursive genre, the format, the support and the purpose.
Example: Discuss manners, books, body language, inventions, job skills, natural disasters and
emergencies; report an emergency; express regret; report news.

• Produces written texts in English around a topic with coherence, cohesion and fluency
according to their level. He ranks them by establishing different logical relationships (addition,
contrast, sequence, similarity-difference, cause and consequence) and expanding information
in a relevant way with appropriate vocabulary.

• Uses conventions of written language such as complex spelling and grammar devices that
give text clarity and meaning. Example: Embedded questions; present perfect continuous; past
perfect, connecting words; reported speech-range of tenses; perfect modals-should, might,
may, could; conditionals 2nd and 3rd. Use textual resources to clarify and reinforce meanings
in the text in order to produce effects on the reader.

• Evaluates your text in English to improve it considering grammatical and orthographic

aspects, and the characteristics of text types and discursive genres, as well as other
conventions related to written language used with relevance and precision to give meaning to
the text.