| Code and name | IN-101 English I · A1.1 |
|---|---|
| Academic term | II Academic Term 2027 |
| Prerequisites | None |
| Credits · hours | 4 · 1 hour a day, 4 hours a week |
| Modality | Virtual: all activities and assessments on the UNAH Virtual Campus; contents and classes on the course site. |
| Teacher · email | According to the section · institutional email @unah.edu.hn |
Specific competences (official program)
- Recognizes linguistic and cultural diversity, drawing on prior knowledge of plurilingualism and pluriculturalism, in order to build an overall view of how spoken and written English works and to support the understanding of simple texts, using the similarities and differences between English and the mother tongue as a reference.
- Interacts in basic social situations, using simple expressions to greet, say goodbye, introduce themselves and others, giving essential personal information (name, nationality, profession, place of origin) and applying the politeness norms of the target culture.
- Describes people and family relationships in a simple way, using basic vocabulary about physical appearance, personality and family ties, showing sensitivity to cultural and social diversity in how people are represented.
- Speaks and writes about daily life, household activities and personal habits, and expresses likes, preferences and frequency, using language resources and time expressions suited to the communicative context.
For the 12 teaching weeks of the term, the 16 topics of the official program are organized in 12 lessons; no topic is removed. In the three levels, Lesson 1 lasts two weeks (enrollment changes). English I: an introductory unit and three units. English II and III: four units of 25%.
Weekly schedule
| Week | Unit / Lesson | Teaching and learning strategies | Assessment | Assessment criteria | Learning outcomes | Evidence | Resources |
|---|---|---|---|---|---|---|---|
| Week 1–2 May 10–20, 2027 |
Introductory Unit · Discovering a New Language Lesson 1: Hello, English! Words I already know Discovering English Together CEFR: Written and oral reception · plurilingual mediation · initial oral production |
Activation of prior knowledge; audiovisual input; intercomprehension; guided production («I am…»); activation of the SofIA assistants. Cultural Corner: Asian / Pacific American Heritage Month (All of May) · also this week, as culture: Pentecost, Eid al-Adha. Station of the journey: Check-in desk at Palmerola Airport · Identify yourself and spell your name Diverse Honduras: Many languages in one country · Products · Banks 3 Focus I / II / III term: Garifuna language, dance and music (UNESCO) / Bay Islands English / Miskitu in La Mosquitia Cycle: Think · Ask · Reflect | Continuous assessment (7 %)
|
Plurilingual comprehension (cognates); oral reception; initial oral production. | Identifies cognates and sounds; understands instructions; produces basic personal information with support. I can recognize words I already know and say who I am. | Languages forum; cognates H5P; «I am…» sentences; quiz. | UNAH Virtual Campus; URA L1; H5P class on the site; SofIA Phonetics and Vocabulary; audio on the Campus or Vocaroo. |
| Week 3 May 21–27, 2027 |
Unit I · First Communicative Encounters Lesson 2: Hi, Hello, Good morning! Greetings and Farewells CEFR: Oral interaction |
Comprehensible input; listening to dialogues; informal and academic greeting role-play; SofIA Communication. Cultural Corner: Scripps National Spelling Bee (Late May – early June) · also this week, as culture: Corpus Christi. Station of the journey: On the plane and at arrivals · Greet and say goodbye Diverse Honduras: Welcoming visitors · Practices · Banks 2 Focus I / II / III term: Welcoming visitors to Copán Ruinas / Welcoming tourists to Roatán (Bay Islands) / Welcoming visitors to a Garifuna community on the north coast Cycle: Think · Make myself understood | Continuous assessment (7 %)
|
Sociolinguistic appropriateness: distinguishes formal and informal greetings and uses basic politeness. | Identifies and uses greetings according to formality. I can greet people and say goodbye, formally and informally. | Intercultural greetings forum and formal/informal greetings assignment. | URA L2; detailed H5P class on the site; UNAH Virtual Campus forum and glossary. |
| Week 4 May 28, 2027 – Jun. 3, 2027 |
Unit I · First Communicative Encounters Lesson 3: Nice to meet you Introducing Yourself and Others CEFR: Oral and written production |
Controlled production; «Profile Card»; reading profiles; SofIA Grammar (to be). Cultural Corner: NBA Finals (June). Station of the journey: Orientation day at the university · Introduce yourself and others Diverse Honduras: Welcoming international students · Practices · Banks 3 Focus I / II / III term: An exchange student arrives at UNAH Ciudad Universitaria / A researcher visits the Copán archaeological park / A volunteer arrives at a community tourism project in Gracias, Lempira Cycle: Make myself understood · Interpret | Continuous assessment (8 %)
|
Grammatical accuracy: affirmative and contracted to be; possessives my / your / his / her. | Introduces themselves and others accurately. I can introduce myself and other people. | Profile card (Canva + PDF) and introduction in the forum. | URA L3; Canva; H5P class on the site. |
| Week 5 Jun. 4–10, 2027 |
Unit I · First Communicative Encounters Lesson 4: My personal information Basic Personal Information CEFR: Oral and written interaction |
Guided interaction; quick interviews; number flashcards; spelling with SofIA Phonetics. Cultural Corner: Tony Awards (Sunday, June 13 (expected)) · also this week, as culture: Shavuot. Station of the journey: International student office and phone shop · Give and ask for personal information (fictitious data) Diverse Honduras: Clear information for visitors · Practices · Banks 3 Focus I / II / III term: Information desk at Palmerola International Airport / Visitor registration at the Copán archaeological park / Tourist information in Roatán Cycle: Ask · Make myself understood | Continuous assessment (8 %)
|
Accuracy in interaction: asks Wh- questions and uses cardinal numbers. | Asks and answers personal information questions (with fictional data). I can ask and answer simple questions about personal information. | Data table of 3 classmates. | URA L4; Wordwall; H5P class on the site. |
| Week 6 Jun. 11–17, 2027 |
Unit I · First Communicative Encounters Lesson 5: Please and thank you around the world Courtesy and Everyday Contexts · unit closing CEFR: Oral interaction · mediation |
Integrative task; simulation of everyday situations; intercultural comparison of politeness; rehearsal with SofIA Communication. Cultural Corner: Father's Day (Sunday, June 20). Station of the journey: Campus café · Ask politely, apologize, ask to repeat Diverse Honduras: Customer service and courtesy · Practices · Banks 3 Focus I / II / III term: Service for tourists in Copán Ruinas / A hotel reception in the Bay Islands / Service at the Feria Juniana in San Pedro Sula Cycle: Ask · Interpret · Reflect | Continuous assessment (8 %)
|
Fluency; cultural appropriateness; pronunciation (intonation). | Keeps a short, coherent and culturally appropriate social interaction. I can use polite expressions in everyday situations. | Video «My first conversation». | URA L5; YouTube video (Unlisted), link submitted on the UNAH Virtual Campus. |
| Week 7 Jun. 18–24, 2027 |
Unit II · Personal Portraits and Family Lesson 6: Who is this person? Describing People CEFR: Oral and written production |
Scaffolding (presentation); interactive video; word cloud; SofIA Vocabulary. Cultural Corner: Presidential Medal of Freedom (No fixed date: the President decides). Station of the journey: Portrait gallery of a museum (Smithsonian) · Describe people Diverse Honduras: People who made history · Perspectives · Banks 3 Focus I / II / III term: Lempira, Lenca leader and national hero / Francisco Morazán, leader of the Central American Federation / Garifuna artists who carry their culture to the world Cycle: Ask · Make myself understood | Continuous assessment (7 %)
|
Lexical range: adjective order, to be and has to describe. | Describes their own and others' features coherently. I can describe people with simple adjectives. | Description of people with simple sentences. | URA L6; H5P class on the site; UNAH Virtual Campus glossary. |
| Week 8 Jun. 25, 2027 – Jul. 1, 2027 |
Unit II · Personal Portraits and Family Lesson 7: My family, my people Family and Relationships CEFR: Written production · written reception |
Scaffolding (comprehension); family tree or «people who inspire me» tree; SofIA Grammar (possessives). Cultural Corner: Independence Day (Fourth of July) (Sunday, July 4). Station of the journey: Dinner with the host family + video call to Honduras · Introduce your family Diverse Honduras: Family and community · Perspectives · Banks 3 Focus I / II / III term: Garifuna families and Garifuna Settlement Day (April 12) / Lenca communities and mutual help / Honduran families in the U.S. and in Honduras Cycle: Think · Interpret · Reflect | Continuous assessment (8 %)
|
Grammatical accuracy: possessives and family words. | Explains family ties and possession. I can talk about my family or the people important to me. | Infographic «My Family Tree» (Canva + PDF; real or fictional data, or people who inspire them). | URA L7; Canva; H5P class on the site. |
| Week 9 Jul. 2–8, 2027 |
Unit II · Personal Portraits and Family Lesson 8: I like, I don't like Likes and Preferences CEFR: Oral and written interaction |
Scaffolding (practice); interests forum; I like / I don't like; SofIA Communication. Cultural Corner: MLB All-Star Game (Mid-July). Station of the journey: Food festival and cinema with friends · Talk about likes and dislikes Diverse Honduras: Food that represents a country · Products · Banks 2 Focus I / II / III term: The baleada / Sopa de caracol (conch soup), famous across the Caribbean / Honduran coffee (Marcala designation of origin) Cycle: Think · Make myself understood | Continuous assessment (7 %)
|
Interaction: expresses preferences and responds to others'. | Communicates interests interacting with classmates. I can say what I like and don't like. | Forum thread with replies to 2 classmates and a preferences text. | URA L8; UNAH Virtual Campus forum; Wordwall; H5P class on the site. |
| Week 10 Jul. 9–15, 2027 |
Unit II · Personal Portraits and Family Lesson 9: Taller, faster, better Comparing People and Characteristics · unit closing CEFR: Oral production |
Scaffolding (communication); comparing people, subjects and celebrations; rehearsal with SofIA Phonetics. Cultural Corner: MLB All-Star Game (Mid-July). Station of the journey: Outdoor shop and national park · Compare Diverse Honduras: Protected nature · Products · Banks 3 Focus I / II / III term: Río Plátano Biosphere Reserve (UNESCO) / The Mesoamerican Reef in the Bay Islands / Celaque, the highest mountain of Honduras Cycle: Make myself understood · Interpret | Continuous assessment (8 %)
|
Oral production: comparatives; appropriate intonation. | Makes comparisons integrating the functions of the unit. I can compare two people or things. | Video «The Best Portrait». | URA L9; YouTube video (Unlisted), link submitted on the UNAH Virtual Campus. |
| Week 11 Jul. 16–22, 2027 |
Unit III · Daily Life and Personal Organization Lesson 10: A day at home Daily and Household Activities CEFR: Written reception · written production |
Presentation; action verbs and household vocabulary; listening to routines; SofIA Vocabulary. Cultural Corner: Summer festivals: county and state fairs (July – August). Station of the journey: Shared house · Routines and chores Diverse Honduras: Work that gives value to a region · Practices · Banks 3 Focus I / II / III term: Coffee farmers of western Honduras / Lenca potters of La Campa / Garifuna cassava bread (ereba) makers Cycle: Ask · Make myself understood · Contribute | Continuous assessment (8 %)
|
Lexical range and spelling: verbs and household objects. | Identifies everyday actions and household vocabulary. I can talk about daily and household activities. | Illustrated multimedia glossary with 3 verbs of their profession (Canva + PDF). | URA L10; H5P class on the site; Canva. |
| Week 12 Jul. 23–29, 2027 |
Unit III · Daily Life and Personal Organization Lesson 11: My week, my habits My Week, My Habits: Daily Schedule and Healthy Habits CEFR: Written production · written and oral interaction |
Reading schedules; prepositions of time (at, in, on); third person; frequency adverbs; habits forum; SofIA Grammar. Cultural Corner: Little League World Series (Late August). Station of the journey: Campus gym and bus timetable · Times, days and habits Diverse Honduras: Big events of the year · Practices · Banks 3 Focus I / II / III term: Feria Juniana (San Pedro Sula) / Carnival of La Ceiba / Semana Morazánica (October) Cycle: Ask · Interpret | Continuous assessment (12 %)
|
Grammatical accuracy: prepositions of time, third person present simple and position of frequency adverbs. | Organizes and describes routines with times and says how often they do their habits. I can describe my schedule and say how often I do things. | Weekly planner «My Planner & Habits» (Canva + PDF). | URA L11; Canva or Google Slides; H5P class on the site. |
| Week 13 Jul. 30, 2027 – Aug. 5, 2027 |
Unit III · Daily Life and Personal Organization Lesson 12: My Typical Day · final project My Life, My Routine – Final Project · unit closing CEFR: Oral production |
Communication; connectors (First, Then, After that, Finally); final production; rehearsal with SofIA Communication and Phonetics. Cultural Corner: term review. Station of the journey: Video: «A day in my life in the U.S.» · Tell your day in sequence Diverse Honduras: A typical day, from my career · Perspectives · Banks 4 Focus I / II / III term: Your choice among this term's focuses / Your choice among this term's focuses / Your choice among this term's focuses Cycle: Think · Reflect | Continuous assessment (12 %)
|
Fluency: oral account with logical order and intonation suited to the level. | Produces a fluent and coherent oral description of their typical day. I can present my typical day in order. | Video «My Typical Day» and final version of the career program. | URA L12; YouTube video (Unlisted), link submitted on the UNAH Virtual Campus. |
| Closing | End of classes for students: Aug. 9, 2027. Grade entry: Aug. 10–16, 2027. Make-up: request Jul. 21–27, 2027, exam Jul. 29, 2027. | ||||||
Assessment by unit
| Introductory Unit · Discovering a New Language | 7 % |
| Unit I · First Communicative Encounters | 31 % |
| Unit II · Personal Portraits and Family | 30 % |
| Unit III · Daily Life and Personal Organization | 32 % |
| Total | 100 % |
|---|
By type of activity
| Type | Number | Weight |
|---|---|---|
| Forums | 12 | 24 % |
| Graded H5P | 12 | 12 % |
| Assignments | 9 | 25 % |
| Monday quizzes | 9 | 20 % |
| Integrative video assignments (YouTube, Unlisted) | 3 | 19 % |
| Total | 100 % |
Continuous, 100% virtual assessment on the UNAH Virtual Campus; no face-to-face exams. Assignments are graded with a 20-point rubric converted to each activity's weight. Make-up: request with justification and payment receipt; excuses endorsed by VOAE.
References
Core references
- Acar, A., & Puren, C. (2024). The Social Action-Oriented Approach in language teaching. From Social Goals to Practice. Cambridge Scholars Publishing.
- American Council on the Teaching of Foreign Languages. (2015). World-readiness standards for learning languages.
- Ansarian, L. & Mei Lin, T. (2018). Problem-based language learning and teaching: an innovative approach to learn a language. Springer.
- Byram, M. (2021). Teaching and Assessing Intercultural Communicative Competence: Revisited (2nd ed.). Multilingual Matters.
- Chen, S., & Le, T. T. (2019). Teaching of Culture in English as an International Language: An Integrated Model. Routledge.
- Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press.
- Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion volume. Council of Europe.
- Candelier, M. (Coord.). (2010). Framework of Reference for Pluralistic Approaches to Languages and Cultures (CARAP) – Version 3. European Centre for Modern Languages.
- Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
- Harmer, J. (2004). How to teach writing. Pearson Education.
- Harmer, J., & Lethaby, C. (2005). Just Reading and Writing: Upper Intermediate. Marshall Cavendish.
- Kelly, G. (2000). How to teach pronunciation. Longman.
- Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
- Richards, J. C., & Schmidt, R. (2010). Longman Dictionary of Language Teaching and Applied Linguistics (4th ed.). Routledge.
- Thornbury, S. (2005). How to teach speaking. Pearson Education.
- Willis, D., & Willis, J. (2007). Doing Task-Based Teaching. Oxford University Press.
- Wilson, J. J. (2008). How to teach listening. Pearson Education.
Further reading
- Cook, A. (2017). American accent training (4th ed.). Barron's Educational Series.
- Marks, J. (2007). English Pronunciation in Use: Elementary. Cambridge University Press.
Additional resources
- Writing: https://learnenglishteens.britishcouncil.org/skills/writing/a1-writing
- Reading: https://lingua.com/es/ingles/lectura/wonderful-family/
- Listening: https://learnenglish.britishcouncil.org/skills/listening/a1-listening
- Speaking: https://www.talkenglish.com/
- Grammar: https://learnenglish.britishcouncil.org/grammar/english-grammar-reference/group-nouns