Page 5 - QUISPE_ELEMENT 1_ NATIONAL CURRICULUM

Level A2: This is accomplished when language learners are capable of understanding
frequently used phrases in areas in which they are knowledgeable, such as basic
information about themselves and their family, shopping, and places of interest. At
this level, they are also able to communicate in order to execute simple tasks and
routine activities that do not require much verbal interaction and in which the
information is related to habitual activities. These individuals are also able to express
ideas in simple terms related to their past activities, surroundings, and immediate
needs.

• Level B1: This is accomplished when the language learners are capable of
understanding the main points of readings written in clear, familiar, standard
language. These readings can be related to work, personal life, and leisure activities.
Additionally at this level, learners are able to (1) communicate effectively while
traveling in countries that use the target language, (2) write simple, coherent essays
about familiar topics, personal interest, experiences, events, and desires, and (3) justify
their opinions (i.e.by giving simple, brief reasons) and explain their future plans.

1.2 CEFR Reference Levels in the Ecuadorian Educational System

Because the CEFR establishes cut-off points between levels flexibly, allowing scaling the
levels and their descriptors to “suit local needs”—yet still relating them back to a common
system—the three aforementioned language proficiency levels will be applied in the
public educational system gradually through a branching approach as shown in figure 1
below:

LEVELS OF PROFICIENCY: BRANCHING APPROACH

BASIC USER INDEPENDENT USER

A1 A2 B1
•

A1.1 A1.2 A2.1 A2.2 B1.1 B1.2

8th EGB 9th EGB 10th EGB 1st BACH. 2ndBACH. 3rd BACH