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Design, Management and Evaluation of Contextualized and Flexible

Curriculum Models Adapted to the Learning of English

Theme 3

National Curriculum Guidelines GBE Media Level

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Index
Page
3.1 Curriculum Development Change and Adaptability 3

3.2 Sub-level EGB Media 3

3.3 Curriculum Threads 4

3.4 Prioritized curriculum for this sublevel 7

Additional Resources 17

References 17

Self-evaluation 18

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3.1. Curriculum Development Change and Adaptability

The school which is an institution leading the process of bringing up children must
be capable of meeting changing needs of society. The quality of education is a major
concern nowadays. Schools should be able to react and adapt to the needs of a
changing world. Governments make reforms to improve their education systems and
the teaching quality of their citizens in schools.

Teachers of the 20th century are trying to teach digital natives using the same
contents, methods and resources as they learned. The society needs not rigid
teachers who can adapt to new conditions and highly elaborated syllabuses. For
change, the educational system needs new administrators and leaders, highly
qualified teachers, flexibility and change-making research.

3.2 . Sub-level EGB Media

For both the General Basic Education and High School level, students must
develop learning in the following areas of knowledge: Language and Literature,
Mathematics, Natural Sciences, Social Sciences, Foreign Language, Physical
Education and Cultural and Artistic Education.

These are developed through the subjects of Language and Literature, English,
Mathematics, Natural Sciences, Social Sciences, Foreign Language, Physical
Education and Cultural and Artistic Education. In addition, in the Bachillerato, the
area of Natural Sciences is subdivided in the following subjects of Biology, Physics
and Chemistry; while Social Sciences in the subjects of History, Philosophy and
Education for Citizenship, additionally, the interdisciplinary module of
Entrepreneurship and Management.

The teaching and learning process should be approached from all areas of
knowledge and by the different instances that make up the educational community.
The interdisciplinary and multidisciplinary knowledge highlights the connections
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between different areas and the contribution to the global understanding of the
phenomena studied.

The National Curriculum focuses on communicative language approach. It

develops the four linguistic skills. Language systems are present but are not the
main focus. The emphasis is on performative aspects of language for communicative
purposes and making meaning.

Bilingualism is the strategy for learning English nowadays. The national

curriculum for English combines the development of linguistic skills and the Content
and Language Integrated Learning. The 4Cs (content, culture, communication, and
cognition) are integrated in five curricular threads (Introduction English as a Foreign
Language, n.d.).

3.3. Curricular Threads in EFL

Curricular thread 1: Communication and Cultural Awareness

Cultural awareness allows understanding the dynamics of values and beliefs of

different cultures. It is necessary to understand and respect cultures. Cultural
awareness makes people build better relationships and work more effectively. Clear
and accurate communication between individuals from different cultures is very
important. A sign or term may have a different meaning in another culture and can
cause misunderstandings. Being aware of the issue prevents offending other people.

Curricular thread 2: Oral Communication (Listening and Speaking)

Listening and speaking are two key communication skills. Listening is a

communicative ability that encompasses the complete process of speech
interpretation, from the mere decoding and linguistic comprehension of the phonic
chain (phonemes, syllables, words, etc.

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Listening is a crucial skill for English language learners. It allows them to speak
the language, read it and understand it as well. The aim of this article is to share
different ways in which people can improve their listening skills.

Listening skills are those skills that we have to understand what other people are
saying to us, a conversation, a song, a movie, a video game, etc.

The term "oral skills" refers to oral comprehension, oral production and, more
recently, interaction. Oral skills are fundamental in a language and, therefore, it is
essential to develop and work on them in class.

Speaking skills play a significant role in the learning of the English language,
since through this skill we communicate ideas, thoughts, needs and we can engage
in conversations, since, when learning the English language, one of the skills to be
developed in students is speaking, allowing students to enhance the understanding
of other contexts, communicate effectively and achieve the proper management of
the English language.

Curricular thread 3: Reading

Reading is the ability to understand a written text. Depending on the level and the
exercise, it may focus on understanding the general idea, looking for specific details
or even deducing information from the data shown.

Some people think that the act of reading is an easy skill to master. In reality, it is
a complex process that requires many different skills. All of these skills together lead
to the ultimate goal of reading: reading comprehension (understanding what has
been read).

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The literacy-rich environment is about children who are raised in “printed-

oriented-oriented societies are engaged, from the very early in their lives, in making
sense of the printed word, in figuring out the symbolic nature of print, in discovering
that print may serve a variety of functions” (Hudelson, 1994, p. 131). It provides
opportunities to explore and use literacy through their daily routines and play.

Curricular Thread 4: Writing

Writing is a fundamental skill of the literacy process that makes possible the
development of language and thought, the expression of our ideas, and the mastery
of expression and communication in general.

Writing is a complex process that involves cognitive and affective aspects of the
person. It is not an inherent skill in the human brain, so it is necessary to teach it
formally in order to acquire and systematize it.

Writing skills are abilities for expressing ideas through the written word. It is
divided into two aspects: initial literacy and text production. This literacy process
takes place in contexts and multidimensional development of language skills. It is the
transition from learning to read, to reading to learn.

Text production involves several tasks: ideation, text structuring and expression,
and revision. It is a tool for transmitting information, ideas, and knowledge.
Curricular Thread 5: Language through Arts

Literary texts in contexts are not only written but oral. Students should be
exposed to literary texts. The idea is to create long-life readers with creative and
critical thinking skills.

Creative writing is the use of imagination, creativity and innovation. Students

should express their thought and feelings in a unique way.
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Creative thinking skills mean look things differently and find new ways of solving
problems. It is the ability to create a completely new, appealing and idea.

Modules have been designed by using all the threads mentioned before for
teaching English (Currículo de los Niveles de Educación Obligatoria Subnivel Medio,
2019)

Threads Evaluation Criteria and Indicators Plenary

https://educacion.gob.ec/wp-content/uploads/downloads/2016/04/Presentacion-
Curriculo.pdf

3.4. Prioritized curriculum for this Media level

“The following is an example of CURRÍCULO PRIORIZADO CON ÉNFASIS EN

COMPETENCIAS COMUNICACIONALES, MATEMÁTICAS, DIGITALES Y
SOCIOEMOCIONALES SUB-LEVEL MEDIO in the EFL area, learners will be able
to:

OBJECTIVES
O.EFL 3.1 Identify the O.EFL 3.5 Use print O.EFL 3.8
main ideas and some and digital tools and Demonstrate an ability
details of written and oral resources to to interact with written
texts, in order to interact investigate real-world and spoken texts, in
with and to develop an issues, answer order to explore
approach of critical questions or solve creative writing as an
inquiry to a variety of problems. outlet to personal
texts. O.EFL 3.6 Read and expression and
O.EFL 3.2 Assess and write short descriptive intercultural
appreciate English as an and informative texts competence.
international language, related to personal O.EFL 3.9 Be able to
as well as the skills and information or familiar interact in English using
subskills that contribute topics and use them basic, frequently used
to communicative and as a means of expressions and short
pragmatic competence. communication and phrases in familiar and
personalized contexts,
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O.EFL 3.3 Independently written expression of demonstrating a limited

read level-appropriate thought. but effective command
texts in English for pure O.EFL 3.7 Appreciate of the spoken language
enjoyment/entertainment the use of English in simple and routine
and to access language through tasks which require a
information. spoken and written direct exchange of
O.EFL 3.4 Develop literary texts such as information.
creative and critical poems, rhymes, O.EFL 3.10
thinking skills to foster chants, songs, games Demonstrate an ability
problem-solving and and graphic short to use English as a
independent learning stories in order to foster means to interact
using both spoken and imagination, curiosity socially and work
written English. and memory, while cooperatively in pairs
developing a taste for and groups.
oral and written literary
texts.
EVALUATION PERFORMANCE INDICATORS FOR
CRITERIA CRITERIA THE PERFORMANCE
CRITERIA
Thread 1: Communication and Cultural Awareness
CE.EFL.3.1. Cultivate an EFL 3.1.1. Ask simple Learners can show an
awareness of different basic questions in class awareness of different
cultures and identify about the world beyond cultures and identify
similarities and their own immediate similarities and
differences between environment in order to differences between
them through oral and increase their them in oral and written
written literary texts understanding of short texts. (I.2, S.2,
different cultures J.1) (REF I.EFL.3.1.1.)
CE.EFL.3.2. Recognize EFL 3.1.2. Recognize I.EFL.3.2.1. Learners
and exhibit responsible ways to relate can say ways to take
behaviors at home, at responsibly to one’s care of the environment
school and towards the surroundings at home and one’s
environment. and at school by surroundings. Learners
exhibiting responsible can identify and exhibit
behaviors towards the socially responsible
environment. behaviors at home,
(Example: chores at at school and towards
home, recycling, etc.) the environment.
EFL 3.1.7. (J.3, S.1)
Demonstrate
appropriate classroom
behaviors by
participating in small
group or whole class
discussions. (Example:
being courteous,
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respecting the person

and property of others,
etc.)
CE.EFL.3.3. Interact with EFL 3.1.3. Exchange I.EFL.3.3.1. Learners
others using a variety of basic personal can employ a range of
both verbal and preferences with peers verbal and nonverbal
nonverbal in order to express likes communication
communication features and dislikes. features to express
and express likes and EFL 3.1.5. Describe, likes and dislikes and
dislikes while giving read about, participate can give
recommendations in in or recommend a recommendations in
basic yet effective terms favorite activity, book, basic yet effective
song or other interest to terms. (I.3, S.4)
various audiences.
(Example: peers, other
classes, teachers,
other adults, etc.)
CE.EFL.3.4. Develop the EFL 3.1.8. Interpret and Learners can
skills to work demonstrate demonstrate an ability
collaboratively using a knowledge of to work in pairs and
range of verbal and nonverbal and oral small groups using
nonverbal communication level-appropriate verbal
communication features features in classroom and nonverbal
and apply self-correcting activities, and communication
and self-monitoring understand the features . (J.2, J.3, J.4,
strategies in social and contexts in which I.3)(REF I.EFL. 3.4.1)
classroom interactions. they are used
appropriately.
(Example: gestures,
body
language, volume, etc.)
CE.EFL.3.5. EFL 3.1.4. Use a I.EFL.3.5.1. Learners
Demonstrate an ability to variety of oral, print and can employ various
use a variety of sources electronic forms for print and digital sources
for oral and written social communication in order to
communication in order and for writing to communicate with
to interact with others in oneself. (Example: others in oral and
social situations friendly notes, written form in social
invitations, diary situations. (J.3, S.1,
entries, notes to self, S.4)
electronic messages,
etc.)
Thread 2: Oral Communication
CE.EFL.3.6. Listening EFL 3.2.1. Infer who is Learners can grasp the
for Meaning: speaking and what the main idea of spoken
Demonstrate an situation
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understanding of the is when listening to texts set in familiar

main idea, speaker and short simple texts, everyday contexts. (I.3,
situation in spoken especially when I.4) (REF I.EFL.3.6.1.)
texts set in familiar accompanied by
everyday contexts pictures or other visual
without having to decode aids, or sound effects.
every word (Example: shopkeeper
speaking to a customer
who is buying some
fruit.)
EFL 3.2.2. Be
comfortable taking
meaning from spoken
texts containing words
or sections which are
not understood. Be
aware that
understanding spok
CE.EFL.3.7. Listening EFL 3.2.3. Record key Learners can record
for Information: Follow items of specific and identify key
and identify key information from a information from a
information in short heard message or spoken message of
straightforward audio description, either in immediate need or
texts related to areas of written form or by interest. (I.2, I.3) (REF
immediate need or drawing a picture. I.EFL.3.7.1.)
interest, provided (Example: letters of the
vocabulary is familiar alphabet, numbers,
and visual support is quantities, prices and
present, and use these times, days, dates and
spoken contributions as months, etc.)
models for their own EFL 3.2.7. Identify the
main idea of short,
clear, simple messages
and announcements
and understand
sentences and
frequently used
expressions related to
areas of immediate
relevance. (Example:
follow verbal
instructions for a game,
ask for prices at a store,
follow simple

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classroom instructions,
describe places
nearby, etc.)
CE.EFL.3.8. Production EFL 3.2.8. Spell out key Learners can ask
– Accuracy and vocabulary items using others to repeat
Intelligibility: the English alphabet. themselves or to say
Communicate needs (Example: names, something in a different
clearly in class by asking colors, animals, way and ask for
questions or requesting possessions, etc.) common classroom
clarification. EFL 3.2.11. Ask for needs. Learners can
Demonstrate acquisition someone to repeat spell out words in
of skills taught in class, themselves or say English . (I.3, J.4)
such as being able to something in a different (REFI.EFL.3.8.1)
spell out words or use way and ask for
some grammatical common classroom
structures (albeit with needs. (Example:
frequent errors) getting attention or
obtaining an object,
etc.)
CE.EFL.3.9. Production - EFL 3.2.13. Respond to I.EFL.3.9.1. Learners
Fluency: Respond to simple questions in can answer simple
simple questions and quite a short time and questions quickly and
familiar everyday social initiate basic interaction initiate basic interaction
situations, such as an spontaneously when spontaneously when
invitation or request, there are opportunities given opportunities.
relatively quickly. to speak. Speech is (Example: make an
Spontaneously initiate produced a little less invitation, give a
interactions in order to slowly and hesitantly. suggestion, etc.)
express opinions or give EFL 3.2.14. Make and Learners can describe
accounts of personal respond to invitations, simple, familiar
experiences. suggestions, apologies situations and talk
and requests. about past
EFL 3.2.15. Provide a experiences. (I.3, J.3)
simple description
and/or opinión of a
common object or a
simple account of
something
experienced.
(Example: an
Ecuadorian
celebration, a class trip,
a party, a game played,
etc.)

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CE.EFL.3.10. Interaction EFL 3.2.9. React Learners can use back-

– Interpersonal: appropriately to what channeling to react
Participate effectively others say using appropriately to what
in familiar and verbal/non-verbal back- others say about
predictable channeling, or by familiar topics in
conversational asking further simple predictable, everyday
exchanges by sharing questions to extend the situations and when
information and reacting interaction. (Example: carrying out pair work
appropriately in basic express interest using for a specific task in
interpersonal facial expression or class. (I.3, J.3)(REF
interactions simple words with I.EFL.3.10.1)
appropriate intonation:
Oh! Yes! Thanks. And
you? Etc.)
EFL 3.2.12. Ask and
answer questions and
Exchange information
on familiar topics in
predictable everyday
situations. (Example:
ask for directions, give
directions, express a
personal opinion, etc.)

Thread 3: Reading
CE.EFL.3.11. EFL 3.3.1. Understand I.EFL.3.11.1. Learners
Demonstrate most of the details of can understand most
comprehension of most the content of a short details in a short simple
of the details of a short simple text (online or online or print text and
simple online or print text print). can follow short
and follow short EFL 3.3.10. Follow instructions. (I.3, I.4)
instructions in simple short instructions
experiments and illustrated through step-
projects if illustrated by-step visuals in
through step-by-step simple experiments
visuals. and projects. (Example:
simple science
experiments,
instructions for an art
project, etc.)
CE.EFL.3.12. Display an EFL 3.3.2. Show Learners can match,
understanding of some understanding of some label and answer sim-
basic details in short basic details in short ple questions about
simple cross-curricular simple cross-curricular basic details in a short
texts from various texts by matching, simple cross-curricular
sources by matching, text. (I.2, S.1)( REF
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labeling and answering labeling and answering I.EFL.3.12.1)

simple questions, and simple questions
use the information
gathered in order to
organize and discuss
relationships between
different academic
content areas.
CE.EFL.3.13. Show an EFL 3.3.3. Identify the I.EFL.3.13.1. Learners
ability to identify the meaning of specific can determine the
meaning of specific content-based words meaning of specific
content-based words and phrases, with the content-based words
and phrases, with the aid aid of visual support. and phrases when
of visual support, and EFL 3.3.4. Distinguish accompanied by visual
use charts/mind maps to between fact and support and distinguish
distinguish between opinión and relevant between fact and
fact/opinion and and irrelevant opinion and relevant
relevant/irrelevant information in an and irrelevant
information in informational text information in
informational texts. through the use of mind informational texts
maps/charts. through the use of
mind maps and charts.
(I.2, I.3)
CE.EFL.3.14. Select and EFL 3.3.9. Identify and Learners can identify
use reading strategies to use reading strategies and use reading
understand and give to make text more strategies to make
meaning to written text comprehensible and written text more
while employing a range meaningful. (Example: comprehensible and
of everyday reference skimming, scanning, meaningful. (I.2, S.1)
materials in order to previewing, predicting, (REF )
determine information reading for main ideas
appropriate to the and details, etc.)
purpose of inquiry and to
relate ideas between
written sources.
CE.EFL.3.15. Make and EFL 3.3.8. Make and Learners can make and
support inferences from support inferences from support inferences
evidence in a text with evidence in a text with using evidence from
reference to features of reference to features of texts and features of
written English and apply written English. written English.
other learning strategies (Example: vocabulary, (I.2,J.3)(REF
to examine and interpret facts, format, I.EFL.3.15.1.)
a variety of written sequence, relevance of
materials ideas, etc.)
Thread 4: Writing

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CE.EFL.3.16. Create a EFL 3.4.1. Make a I.EFL.3.16.1. Learners

simple simple learning can make a simple
learning resource in resource in order to learning resource in
order to record and practice order to record and
record and practice new new words. (Example: practice
words a picture new words. (Example:
and demonstrate dictionary, a word list, a picture dictionary, a
knowledge of set of flashcards, etc.) word list, a set of
their meanings. flashcards, etc.) (I.1,
J.4)
CE.EFL.3.17. Produce a EFL 3.4.2. Write a short Learners can write
short simple paragraph to short simple
simple paragraph to describe paragraphs
describe yourself or other to describe people,
people, places, things people, animals, places places, animals, things
and feelings in order to and things, and feelings, with
influence an with limited support. limited support. (I.3,
audience and use linking (Example: by S.1)
words answering questions (REF I.EFL.3.17.1.)
to write other narratives or using key words)
on familiar subjects
CE.EFL.3.18. Write a EFL 3.4.3. Write a I.EFL.3.18.1. Learners
variety variety of short simple can write short simple
of short simple familiar text-types, text-types and
texttypes – online or in commonly used in print narratives, online and
print – using and online, with in print,
appropriate language, appropriate using appropriate
layout language and layout. language, layout and
and linking words (Example: write a linking words. (I.3, J.2)
greeting on a
birthday card, name
and address on an
envelope, a URL
for a website, an email
address, etc.)
EFL 3.4.6. Write a
simple narrative with
linking words
on familiar subjects in
order to express
everyday activities.
(Example: free time,
descriptions, what
happened
last weekend, etc.)

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CE.EFL.3.19. Create a EFL 3.4.5. Write a Learners can write

questionnaire or survey questionnaire or survey questionnaires and
using WHquestion words for friends, surveys for peers and
in order to family or classmates family using WH-
identify things in using WH- questions in questions in order to
common and order to identify things in
preferences while identify things in common
displaying an common and and preferences. (I.2,
ability to convey and preferences. S.2)
organize (REFI.EFL.3.19.1.)
information using facts
and details.
CE.EFL.3.20. EFL 3.4.9. Make Learners can
Demonstrate an effective use of a range effectively use a range
ability to use a variety of of digital tools of digital tools during
digital tools during the to write, edit, revise and the writing process.
writing process in order publish written work in (I.3, S.4,
to collaborate on a way J.3)(REFI.EFL.3.20.1.)
well-constructed that supports
informational collaboration.
texts (Example: add sound
or
images to a
presentation, use an
app to collaborate on
a mind map, contribute
to a class wiki, etc.)

Thread 5: Language through the Arts

CE.EFL.3.21. Elaborate EFL 3.5.1. Use audio, I.EFL.3.21.1. Learners
personal responses to video and pictures to can employ audio,
both oral and respond to video, pictures and ICT
written literary texts a variety of literary texts to respond to oral and
through through online or in- written texts and use
pictures, audio/video or class ICT pre-established criteria
ICT in activities. to evaluate literary texts
order to evaluate literary EFL 3.5.5. Evaluate individually or in
texts literary texts (both groups. (I.2, I.3, I.4)
using pre-established written and oral,
criteria, online, in video or in
individually or in groups print) according to pre-
established criteria.
(Example: completing a
checklist, a chart,
a personal response,
etc.)
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CE.EFL.3.22. Design EFL 3.5.2. Create Create picture books,

and produce picture picture books and/ or graphic expressions
books, graphic other graphic and personal stories by
expressions and/or expressions in pairs in adapting elements
personal class by varying of literary texts. (I.3,
stories by varying scenes, characters or S.3)(REFI.EFL.3.22.1)
elements of other elements of
literary texts and adding literary texts
imaginative details to
real-life stories
and situations in order to
create new, original texts
CE.EFL.3.23. Create EFL 3.5.3. Produce I.EFL.3.23.1. Learners
short, original texts using short, creative texts can create and produce
a range of using ICT and/ short texts using ICT
resources and other or other resources at and/or other resources
media, including ICT, in home or at school in at home or at school in
order to recreate order to recreate order to recreate
familiar scenes and familiar scenes and familiar scenes and
themes. themes. themes. (I.1, I.3)
CE.EFL.3.24. Organize EFL 3.5.6. Work in Learners can work in
ideas groups to create a groups to create
and relevant information brainstorm and/ brainstorms and/ or
from or draw a mind map to draw mind maps to
literary texts using group describe and organize describe and organize
or ideas or ideas or useful
class brainstorms and/or organize useful information from literary
mind information from literary texts. (I.4, S.4,
maps in order to texts. J.3)(REFI.
enhance collaborative EFL.3.24.1.)
responses to literatura.
CE.EFL.3.25. Observe EFL 3.5.8. Create Learners can create
and expand on the stories, poems, songs, stories, poems, songs
conventions of dances and and plays to reflect
genre in order to create a plays including those traditional and popular
variety of texts that that reflect traditional Ecuadorian culture,
reflect traditional and and popular observing the
popular Ecuadorian Ecuadorian culture, conventions of the
culture and identify observing the genre. (S.2,
select literary elements conventions of J.1)(REFI.EFL.3.25.1.)”
in order to relate the genre. (Example: (Currículo priorizado –
them to other works, purpose, settings, gob, 2022)
including audience, voice,
the learners’ own writing. rhythm, etc.)

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Source: MINEDUC.Currículo priorizado con énfasis en competencias

comunicacionales, matemáticas, digitales y socioemocionales. Subnivel Media.
(n.d.).

In additional resources, an example of Microcurricular planning by skills and

performance criteria is included for analysis is provided. This was the model applied
before the Covid-19 pandemic for planning since 2016.

Webinar Currículo Priorizado con Énfasis (insertar video aquí)

https://www.youtube.com/watch?v=AeiCphqa6Ds

Additional resources

Currículo priorizado con énfasis en competencias comunicacionales,

matemáticas, digitales y socioemocionales. Subnivel elemental. (n.d.). Retrieved
from https://educacion.gob.ec/wp-content/uploads/downloads/2021/12/Curriculo-
priorizado-con-enfasis-en-CC-CM-CD-CS_Media.pdf

Módulos
https://recursos2.educacion.gob.ec/elem-modulos/

Microcurricular planning by skills and performance criteria. (n.d.). Retrieved from

https://educacion.gob.ec/wp-content/uploads/downloads/2016/07/Starship-English-
Pre-A1-1-2-3-4-EGB.pdf

References

Currículo priorizado con énfasis en competencias comunicacionales, matemáticas,

digitales y socioemocionales. Subnivel Media (n.d.). Retrieved from
https://educacion.gob.ec/wp-content/uploads/downloads/2021/12/Curriculo-
priorizado-con-enfasis-en-CC-CM-CD-CS_Media.pdf

Microcurricular planning by skills and performance criteria. (n.d.). Retrieved from

https://educacion.gob.ec/wp-content/uploads/downloads/2016/07/Starship-
English-Pre-A1-1-2-3-4-EGB.pdf

Introduction English as a Foreign Language. (n.d.). Retrieved March 27, 2024, from
https://educacion.gob.ec/wp content/uploads/downloads/2016/03/EFL1.pdf

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Self-Evaluation

Theme 3

1. What are the 4 Cs Framework in EFL?

a) critical thinking, creativity, collaboration, communication
b) customer, cost, communication, convenience
c) content, culture, communication, and cognition
d) none of above

2. What does the Oral Communication thread develop?

a) listening and speaking
b) listening and writing
c) speaking and writing
d) reading and speaking

3. What does the Writing develop?

a) educates people to use resources and sources of information available.
b) permits to receive and interpret messages in the communication process
c) abilities for expressing ideas through the written word
d) none of above

4. “I.EFL.3.11.1. Learners can understand most details in a short simple online or

print text and can follow short instructions. (I.3, I.4)” This is a/an …
a) skills and performance criteria
b) learning objective
c) Indicator for the performance criteria
d) essential content

5. A B1 user can be expected to:

a) speak quite confidently on everyday topics, especially in relation to personal
interests and routine contexts. Produce simple connected text on topics that
are familiar or of personal interest.
b) deal with most situations likely to arise whilst traveling in an area where the
English language is spoken, including the exchange and checking of factual
information.
c) write a personal letter, email or note on a familiar topic, describing an event or
situation for an intended purpose with sufficient accuracy and coherence to be
followed most of the time.
d) all of them

6. What is/are the level (s) of a basic user?

a) Pre A1
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b) A1 and A2
c) B1
d) none of them

7. What does “acquisition” mean?

a) the process where learners work together freely to contribute their ideas on a
topic or subject in order to generate additional ideas and thoughts.
b) a failure in communication that occurs when the message is not
comprehensible to one of the people involved.
c) listening for gist, or the overall, global meaning of a spoken text.
d) none of above

8. What does “digital literacy” mean?

a) the ability to find, evaluate, create, store, and communicate information using
Information and Communication Technologies (ICT). Digitally literate
individuals can communicate and work more efficiently, especially on the
computer.
b) the process where learners work together freely to contribute their ideas on a
topic or subject in order to generate additional ideas and thoughts.
tThe print of everyday life, such as that found on street signs, logos, labels,
price tags, candy wrappers, and road safety or warning signs.
c) none of above

9. What is a student portfolio?

a) a compilation of academic work and other forms of educational evidence.
b) it is a gathering of assessment tasks realized by the student, who narrates the
“backstage” and reflects on his learning process.
c) a collection of student work representing a selection of performance.
d) all of above

10. How can schools help students with special educational needs?
a) with schoolwork
b) expressing themselves or understanding what others are saying
c) organising themselves
d) all of above

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