TEACHING CONTENTS
Dear teachers, the Ministry of Education, from the National Directorate of Curriculum as part of the educational policy has designed a new curriculum of English foreign language that responds to the needs of the Ecuadorian reality. The curricular proposal is designed for students from 2nd to 10th grade of General Basic Education and from 1 to 3 of Unified General Baccalaureate, whose mother tongue is not English. Given that the Ecuadorian population is composed of groups of different cultural and linguistic origins, this curriculum recognizes that not all students in Ecuador are L1 Spanish speakers and there are varying degrees of bilingualism in the communities. Consistent with the needs of a linguistically and culturally diverse population, this proposal presents a justification and a framework for learning English while recognizing and facilitating the educational inclusion of students, regardless of their mother tongue (L1). The curricular proposal is flexible, worked by sub-levels, developed in five (5) curricular blocks aligned with the exit profile and values ​​of justice, innovation and solidarity that it promotes, as well as with the Common Reference Framework for Languages ​​(CEFR). .

The basic principles of the curricular proposal can be summarized as follows:

• The communicative language approach: language is best learned as a means to interact and communicate and not as a set of knowledge that is memorized.
• Student-centered approach: teaching methodologies that reflect and respond to the strengths and challenges of the learners, facilitating their learning process.
• Thinking skills: learning a foreign language promotes the development of thought, as well as the social and creative skills necessary for lifelong learning and the exercise of citizenship.
• Integrated Content Learning for Foreign Languages (CLIL): a model used to integrate language learning with cultural and cognitive aspects, so that the acquisition of this language serves as a motor for the development of students.
• International standards: the curriculum is based on internationally recognized teaching levels and processes for language learning. (CEFR)

The main objectives of the curriculum of English as a foreign language are:

• Develop students' understanding of the world, other cultures and their own and their ability to communicate their points of view through the foreign language.
• Develop the personal, social and intellectual skills necessary to reach their potential and participate productively in an increasingly globalized world that operates in other languages.
• Create a love for learning languages from an early age, through interesting and positive learning experiences, in order to encourage the motivation of students to continue learning.
• Achieve the proposed exit profile in the national curriculum for EGB and BGU.

The contents can be summarized very briefly as follows:

Content of 1st of Primary

Vocabulary: colors, numbers, fruits, Halloween party, Christmas.

Grammar: verb 'to be', verb 'to have got' and verb 'like'.

Presentation: 'My name is ...', 'I am 6 years old', etc.

Contents of 2nd Primary

Vocabulary: animals, body parts, house and home, numbers from 1 to 20, the alphabet.

Grammar: prepositions, verb 'Can' and 'Can not'.

Presentation: description of body parts.

Contents of 3rd of Primary

Vocabulary: food, drinks, clothing, school, numbers from 1 to 50, family.

Grammar: verbs in simple present.

Oral reading of brief excerpts in English.

Contents of 4th of Primary

Vocabulary: time, sports, summer vacations, professions, weather and directions.

Grammar: present and past tense of the verb 'to be', present and past tense of the verb 'to have got'.

Oral reading of brief fragments.

Presentation: express tastes and preferences.

Contents of 5th grade of Primary

Vocabulary: , animals, family, stores, places, good habits, countries.

Grammar: modal verbs, connectors, tenses.

Presentation: expressions of courtesy, complete individual presentations.

Contents of 6th grade of Primary

Vocabulary: food and packaging, the street, ordinal numbers,

Grammar: use of different verb tenses, use of kinship.

Reading a text and questions related to that text.

Presentation: personal and complete description of oneself and a classmate / friend.

Written expression: description of people, activities, places, objects, habits, plans, narration of past and recent past events, request and offer of help, information, instructions, objects, opinion, permission ...