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• understand, identify, and produce longer, more detailed transactional and expository

texts, procedural descriptions, and narratives (e.g. business letters, media article,
experiments, personal narratives, etc.) as well as short simple persuasive texts (e.g.

movie review); and

• be aware of and look out for signs of the most significant differences between the

customs, usages, attitudes, values, and beliefs prevalent both in the community

concerned as well as in that of their own.

Specific objectives per school year (2nd & 3rd Bachillerato)

To appear verbalization and movement, the particular destinations for tuning

in and talking have been formulated by taking
into thought four primary spaces of intrigued for the

target gather (i.e. individual, instructive, open, and vocational ) (Trim,

2009); moreover, destinations and appraisal pointers for talked generation and talked int
eraction have been set up.

http://humanaseducaciononline.uta.edu.ec/pluginfile.php/144372/mod_resource/content

/1/01-National-Curriculum-Guidelines-EFL-Agosto-2014.pdf