| Code and name | IN-102 English II · A1.2 |
|---|---|
| Academic term | III Academic Term 2026 |
| Prerequisites | IN-101 English I |
| 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)
- Understands and produces simple expressions about housing and accommodation, describing their home or room and making a basic hotel or online accommodation booking, giving and asking for simple information.
- Understands and uses simple expressions to describe their city or a known city, identifying its features, services and places of interest and expressing basic opinions or preferences about them.
- Understands and uses everyday expressions to ask for and give simple directions about the location of places and means of transport, understanding basic information about urban mobility and explaining how to get from one place to another with simple structures.
- Understands and uses everyday expressions to buy clothes and other products, asking about prices, sizes or colors, describing items simply and taking part in basic buying and selling interactions, politely and appropriately.
For the 12 teaching weeks of the term, the 16 topics of the official program are organized in 12 lessons; no topic is removed. English I: an introductory unit and three units (Lesson 1 lasts two weeks). English II and III: week 1 for induction and four units of 25%.
Weekly schedule
| Week | Unit / Lesson | Teaching and learning strategies | Assessment | Assessment criteria | Learning outcomes | Evidence | Resources |
|---|---|---|---|---|---|---|---|
| Week 1 Sept. 14–17, 2026 | Induction (no graded activities). Welcome and calendar reading; tour of the UNAH Virtual Campus and the course site; ungraded diagnostic test; activation of the SofIA assistants; start of the career glossary and career program in English. | ||||||
| Week 2 Sept. 18–24, 2026 |
Unit I · Routes and Journeys in the City Lesson 1: Where is it? Where Is It? Locations on Campus and in the City CEFR: Written reception · written production |
Activation with campus maps; visual input; describing plans; SofIA Grammar (there is/are and prepositions). Diverse Honduras: Cultural sites on a map of Honduras · Products · Banks 2 Focus I / II / III term: Sites in western Honduras / Sites on the Caribbean coast / Sites in southern Honduras Cycle: Think · Make myself understood | Continuous assessment (8 %)
|
Grammatical accuracy: there is/are (+, −, ?) and prepositions of place (next to, between, opposite, behind, in front of). | Locates places on a map and describes their position accurately. I can say where places are on campus and in the city. | Annotated map of the campus or workplace (Canva + PDF), with Source card. | UNAH Virtual Campus; H5P class on the site; Canva; campus maps; SofIA Grammar and Vocabulary. |
| Week 3 Sept. 25, 2026 – Oct. 1, 2026 |
Unit I · Routes and Journeys in the City Lesson 2: How do I get there? How Do I Get There? Directions and Transportation CEFR: Oral and written interaction |
Information gap; listening to directions; tourist–local role-play; authentic transport maps (focus of the period); SofIA Communication. Diverse Honduras: Routes to cultural sites · Practices · Banks 3 Focus I / II / III term: Route to Copán Ruinas / Route to Trujillo or La Ceiba / Route to Gracias, Lempira Cycle: Make myself understood · Interpret | Continuous assessment (8 %)
|
Accuracy (interaction): imperatives, prepositions of movement, How do I get to…?, How far…?, How long…? and means of transport. | Asks for and gives simple directions and explains how to get to a place. I can ask for and give simple directions and talk about transport. | Message with directions and a map for a visitor. | H5P class on the site; official transport maps (focus of the period); Wordwall; SofIA Communication. |
| Week 4 Oct. 2–8, 2026 |
Unit I · Routes and Journeys in the City Lesson 3: Moving safely Moving Safely Around the City · unit closing CEFR: Mediation · oral production |
Integrative task; analysis of authentic signs; mediation (explaining a sign to someone); script and guided recording; SofIA Phonetics (intonation of imperatives). Diverse Honduras: Getting around in Honduras: boat, bus, dugout canoe · Practices · Banks 2 Focus I / II / III term: La Mosquitia / Bay Islands / Lenca mountains Cycle: Ask · Make myself understood | Continuous assessment (9 %)
|
Fluency and mediation: explains a route and its signs with can/can't, must/mustn't, imperatives (Don't…); intelligible pronunciation. | Integrates location, directions and city rules in a guided route. I can understand signs and rules to move safely in the city. | Video «My Safe Route». | UNAH Virtual Campus; YouTube video (Unlisted), link submitted on the UNAH Virtual Campus; official UK signs (Highway Code). |
| Week 5 Oct. 9–15, 2026 |
Unit II · Portraying Cities Lesson 4: My city My City: Describing Cities CEFR: Oral and written production |
Presentation with photos; word cloud; reading official tourism sites (focus of the period); comparing cities; SofIA Vocabulary. Diverse Honduras: A Honduran town and its heritage · Products · Banks 3 Focus I / II / III term: Comayagua / Historic center of Tegucigalpa / Santa Rosa de Copán Cycle: Make myself understood · Interpret | Continuous assessment (8 %)
|
Lexical range: adjectives for places; comparatives and superlatives (the biggest, the most interesting, the best). | Describes a city and compares it with their own city. I can describe and compare cities. | City profile card (Canva + PDF) with description and Source card. | Official UK tourism sites; Canva; H5P class on the site; SofIA Vocabulary. |
| Week 6 Oct. 16–22, 2026 |
Unit II · Portraying Cities Lesson 5: Places to visit Places to Visit CEFR: Written production · written interaction |
Reading official tourism sites; planning itineraries in pairs; reasoned recommendation; SofIA Professional. Diverse Honduras: Living heritage for a visitor · Products · Banks 3 Focus I / II / III term: Cantarranas murals / Garifuna communities / Valle de Ángeles Cycle: Ask · Interpret · Contribute | Continuous assessment (8 %)
|
Coherence: can for possibilities; suggestions (Let's…, Why don't we…?); prepositions of time with dates and times. | Recommends places and activities and designs a visit itinerary. I can recommend places to visit and suggest a plan. | One-day itinerary with times, places and Source card. | H5P class on the site; official tourism sites; Google Maps (declared); Canva. |
| Week 7 Oct. 23–29, 2026 |
Unit II · Portraying Cities Lesson 6: Life in the city Life in the City: Public Spaces, Customs and Services · unit closing CEFR: Oral production (monologue) |
Integrative task; describing photos and videos (What are people doing?); intercultural comparison of customs and services; script and rehearsal with SofIA Phonetics. Diverse Honduras: City life and customs compared · Perspectives · Banks 3 Focus I / II / III term: Town fairs in cities / Life in La Ceiba (Caribbean coast) / City markets Cycle: Ask · Reflect | Continuous assessment (9 %)
|
Oral production: presents their city coherently; present continuous vs present simple; opinions (I think…); intelligible pronunciation. | Presents their city, its spaces, services and pace of life, with opinions and recommendations. I can describe what people are doing in public spaces. | Video «My City Guide». | UNAH Virtual Campus; H5P class on the site; YouTube video (Unlisted), link submitted on the UNAH Virtual Campus. |
| Week 8 Oct. 30, 2026 – Nov. 5, 2026 |
Unit III · Personal Spaces and Accommodation Lesson 7: My home, my space My Home and Living Spaces CEFR: Written and oral production |
Presentation with floor plans; drag the words; describing study and work spaces; SofIA Vocabulary (furniture and equipment of their career). Diverse Honduras: Traditional houses · Products · Banks 3 Focus I / II / III term: Adobe and clay-tile houses (west) / Garifuna houses / Miskitu houses Cycle: Ask · Make myself understood | Continuous assessment (8 %)
|
Lexical range and accuracy: rooms and furniture; there is/are with some / any / no; possessive pronouns (mine, yours). | Describes their home or workspace in an orderly and precise way. I can describe my home or my study space. | Described floor plan of their home or workspace (Canva + PDF). | H5P class on the site; Canva (simple floor plan); UNAH Virtual Campus glossary; SofIA Vocabulary. |
| Week 9 Nov. 6–12, 2026 |
Unit III · Personal Spaces and Accommodation Lesson 8: Hotel, hostel or rental? Accommodation Options CEFR: Written reception · written production |
Reading authentic ads; comparison table; justifying the choice; SofIA Professional (work trip). Diverse Honduras: Community tourism and local lodging · Perspectives · Banks 3 Focus I / II / III term: Lenca route / Garifuna tourism / Tourism in La Mosquitia Cycle: Ask · Interpret | Continuous assessment (8 %)
|
Comprehension and coherence: would like; comparatives for options; uncountable nouns (information, advice, furniture). | Compares types of accommodation and chooses one according to preferences and needs. I can compare accommodation options and say what I'd like. | Comparison table with a justified choice and Source card. | Official tourism sites; H5P class on the site; comparison templates. |
| Week 10 Nov. 13–19, 2026 |
Unit III · Personal Spaces and Accommodation Lesson 9: Booking and check-in Booking Accommodation · unit closing CEFR: Oral and written interaction (online) |
Integrative task; guided writing of a booking (fictional data); front-desk simulation with an unexpected problem; SofIA Communication. Diverse Honduras: Welcoming a foreign visitor to Honduras · Practices · Banks 3 Focus I / II / III term: Welcome in Gracias / Welcome in Roatán / Welcome in Copán Cycle: Make myself understood · Interpret | Continuous assessment (9 %)
|
Oral interaction: asks, offers and confirms politely (I'd like…, Could you…?, I'll…); dates and numbers; fictional data. | Books accommodation and completes check-in expressing preferences and needs. I can book accommodation and make polite requests. | Video «Booking and Check-in» with the written booking attached. | UNAH Virtual Campus; YouTube video (Unlisted), link submitted on the UNAH Virtual Campus; booking email template. |
| Week 11 Nov. 20–26, 2026 |
Unit IV · Shopping and Consumption Lesson 10: Shopping for clothes Shopping for Clothes CEFR: Oral interaction |
Visual input; online catalogue; shop dialogues; customer–assistant role-play; SofIA Vocabulary. Diverse Honduras: Traditional textiles and clothing (no folklore clichés) · Products · Banks 3 Focus I / II / III term: Lenca textiles / Garifuna clothing / Clothes at a town fair (feria patronal) Cycle: Ask · Make myself understood | Continuous assessment (8 %)
|
Lexical range: clothes, colors and sizes; this / that / these / those; object pronouns (I'll take it / them); present continuous (I'm looking for…). | Asks for clothes by size and color and says what they are looking for. I can talk about clothes, sizes and what people are wearing. | Justified shopping list for their work outfit (Canva + PDF). | H5P class on the site; Wordwall; UK online catalogues (declared); SofIA Vocabulary. |
| Week 12 Nov. 27, 2026 – Dec. 3, 2026 |
Unit IV · Shopping and Consumption Lesson 11: The best product for me Describing and Choosing Products CEFR: Written reception · written production |
Analysis of authentic product cards; comparing two products; guided writing; SofIA Professional (suppliers and materials). Diverse Honduras: Handicrafts and collective intellectual property · Perspectives · Banks 4 Focus I / II / III term: La Campa pottery / Wood carving of Valle de Ángeles / Tule mats Cycle: Ask · Contribute | Continuous assessment (8 %)
|
Coherence: describes material, shape, size and price; comparatives and superlatives; one / ones. | Describes and compares products clearly and chooses the most suitable one. I can describe, compare and choose products. | Product card for an online catalogue (Canva + PDF), with Source card. | Canva; H5P class on the site; reference online stores or suppliers (declared). |
| Week 13 Dec. 4–10, 2026 |
Unit IV · Shopping and Consumption Lesson 12: At the store and the market Shopping at Stores and Markets · unit closing CEFR: Oral interaction · mediation |
Integrative task; shopping simulation at a store and a market; cultural comparison (market, mall and online store); SofIA Communication. Diverse Honduras: Markets and local producers · Practices · Banks 4 Focus I / II / III term: A market in a Lenca town / La Ceiba market / Choluteca market Cycle: Think · Reflect | Continuous assessment (9 %)
|
Fluency and accuracy: countable and uncountable nouns; how much / how many; some / any; prices; politeness. | Completes a purchase asking about prices, quantities and features. I can ask about prices and quantities when I shop. | Video «At the Store». | UNAH Virtual Campus; YouTube video (Unlisted), link submitted on the UNAH Virtual Campus; SofIA Communication. |
| Closing | End of classes for students: Dec. 13, 2026. Grade entry: Dec. 14–16, 2026. Make-up: request Nov. 25, 2026 – Dec. 1, 2026, exam Dec. 3, 2026. | ||||||
Assessment by unit
| Unit I · Routes and Journeys in the City | 25 % |
| Unit II · Portraying Cities | 25 % |
| Unit III · Personal Spaces and Accommodation | 25 % |
| Unit IV · Shopping and Consumption | 25 % |
| Total | 100 % |
|---|
By type of activity
| Type | Number | Weight |
|---|---|---|
| Forums | 12 | 24 % |
| Graded H5P | 12 | 12 % |
| Assignments | 8 | 24 % |
| Monday quizzes | 8 | 16 % |
| Integrative video assignments (YouTube, Unlisted) | 4 | 24 % |
| 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