| Code and name | IN-102 English II · A1.2 |
|---|---|
| Academic term | I Academic Term 2027 |
| 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. In this term Lesson 1 lasts one week because the holiday week has no lesson. 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 Jan. 18–21, 2027 |
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). Cultural Corner: Burns Night (Monday, January 25). Station of the journey: Arrivals hall of the airport · Find places Diverse Honduras: Maps and signs for visitors · Products · Banks 2 Focus I / II / III term: The Copán archaeological park and its Sculpture Museum / The historic center of Comayagua / The Fortress of San Fernando de Omoa 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 2 Jan. 22–28, 2027 |
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. Cultural Corner: Lunar New Year in London (Saturday, February 6). Station of the journey: Underground, bus and taxi · Ask for and give directions Diverse Honduras: Getting there · Practices · Banks 3 Focus I / II / III term: The route to Copán Ruinas / From La Ceiba to the Bay Islands by ferry / The route to Lake Yojoa 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 3 Jan. 29, 2027 – Feb. 4, 2027 |
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). Cultural Corner: Pancake Day (Shrove Tuesday) (Tuesday, February 9). Station of the journey: Customs and safety · Rules and permission Diverse Honduras: Rules that protect heritage · Practices · Banks 3 Focus I / II / III term: Rules to protect the reef when diving in the Bay Islands / Rules at the Copán archaeological park / Safety rules in Pico Bonito National Park 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 4 Feb. 5–11, 2027 |
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. Cultural Corner: EE BAFTA Film Awards (Sunday, February 21) · also this week, as culture: Ash Wednesday and Lent. Station of the journey: Tour bus and visitor centre · Compare cities Diverse Honduras: Historic cities · Products · Banks 3 Focus I / II / III term: Comayagua, former capital of Honduras / Gracias, Lempira, a colonial city / Trujillo and its history on the Caribbean coast 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 5 Feb. 12–18, 2027 |
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. Cultural Corner: Six Nations Rugby (February 5 – March 13). Station of the journey: Tourist office and museum · Suggest plans and dates Diverse Honduras: Heritage that attracts the world · Products · Banks 3 Focus I / II / III term: Copán Ruinas (UNESCO World Heritage) / Roatán and Utila / Lake Yojoa and the Pulhapanzak falls 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 6 Feb. 19–25, 2027 |
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. Cultural Corner: St David's Day (Monday, March 1). Station of the journey: Market and street festival (video call) · Describe what is happening Diverse Honduras: Big city events · Perspectives · Banks 3 Focus I / II / III term: Feria Juniana in San Pedro Sula / The Carnival of La Ceiba / The historic center of Tegucigalpa 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 7 Feb. 26, 2027 – Mar. 4, 2027 |
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). Cultural Corner: Mothering Sunday (Sunday, March 7). Station of the journey: Student flat · What there is, what is missing, whose it is Diverse Honduras: Heritage houses · Products · Banks 3 Focus I / II / III term: Colonial houses of Comayagua and Gracias / Garifuna houses on the north coast / Wooden houses of the Bay Islands 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 8 Mar. 5–11, 2027 |
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). Cultural Corner: St Patrick's Day in Northern Ireland (Wednesday, March 17) · also this week, as culture: Ramadan and Eid al-Fitr. Station of the journey: Choosing a place to stay · Preferences Diverse Honduras: Community tourism · Perspectives · Banks 3 Focus I / II / III term: Community tourism in Garifuna villages / The Lenca route (Gracias, La Campa) / Eco-lodges near Pico Bonito 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 9 Mar. 12–18, 2027 |
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. Cultural Corner: The Boat Race (Oxford v Cambridge) (Late March or early April). Station of the journey: Hotel reception · Polite requests Diverse Honduras: Welcoming international guests · Practices · Banks 3 Focus I / II / III term: Check-in at a hotel in Copán Ruinas / Check-in at a hotel in Roatán / Check-in at a hotel in La Ceiba 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 Mar. 26, 2027 – Apr. 1, 2027 |
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. Cultural Corner: Easter (Sunday, March 28) · also this week, as culture: Holi, the festival of colors, Purim. Station of the journey: Clothes shop · Try on and choose Diverse Honduras: Textiles and fashion with identity · Products · Banks 3 Focus I / II / III term: Lenca textiles / Garifuna clothing / The Honduran textile industry (San Pedro Sula) 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 Apr. 2–8, 2027 |
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). Cultural Corner: The Grand National (Early April). Station of the journey: Technology and souvenir shop · Compare and recommend Diverse Honduras: Products with origin · Perspectives · Banks 4 Focus I / II / III term: Marcala coffee (designation of origin) / Lenca pottery of La Campa / Cigars of Danlí 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 Apr. 9–15, 2027 |
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. Cultural Corner: St George's Day · Shakespeare's Birthday (Friday, April 23) · also this week, as culture: Vaisakhi, Passover (Pesach). Station of the journey: Supermarket and market · Quantities and prices Diverse Honduras: Markets and fair trade · Practices · Banks 4 Focus I / II / III term: Guamilito market in San Pedro Sula / Markets of Tegucigalpa and Comayagüela / Honduran coffee and cacao for export 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: Apr. 18, 2027. Grade entry: Apr. 19–25, 2027. Make-up: request Mar. 31, 2027 – Apr. 6, 2027, exam Apr. 8, 2027. | ||||||
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