| Code and name | IN-103 English III · A1.3 |
|---|---|
| Academic term | III Academic Term 2026 |
| Prerequisites | IN-102 English II |
| 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 expressions about restaurants, food and diets, interacting in everyday contexts to order food in person or online, talk about typical recipes and representative dishes, and arrange meetings or bookings with friends and family.
- Identifies and uses basic expressions to interact in medical situations, describing symptoms, discomfort or illnesses, making appointments, understanding simple medical instructions and prescriptions, and communicating care needs clearly and respectfully.
- Describes vacation activities and experiences, mentioning places visited and personal situations, expressing opinions or preferences simply and coherently.
- Communicates orally and in writing about personal and professional plans, writing basic information for a CV and taking part in simple interviews, expressing goals, intentions, future plans and aims clearly.
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 · From the Menu to a Balanced Diet Lesson 1: What's on the menu? Restaurants and Food Choices CEFR: Written reception · written production |
Activation with photos of dishes; reading authentic menus; comparing types of restaurants and fast food; SofIA Vocabulary. Diverse Honduras: Regional dishes of Honduras on a menu · Products · Banks 2 Focus I / II / III term: Garifuna dishes (tapado, hudutu) / Western dishes (sopa de gallina india) / Southern dishes (pozol, rosquillas) Cycle: Think · Make myself understood | Continuous assessment (8 %)
|
Lexical range: food, drinks and menu sections; countable and uncountable nouns and some / any; a few / a little. | Understands a menu and recommends a restaurant and a balanced option. I can understand a menu and talk about food choices. | Written recommendation with a suggested menu and Source card. | UNAH Virtual Campus; H5P class on the site; authentic menus (declared); Wordwall; SofIA Vocabulary. |
| Week 3 Sept. 25, 2026 – Oct. 1, 2026 |
Unit I · From the Menu to a Balanced Diet Lesson 2: What would you like? Ordering Food and Booking a Table CEFR: Oral and written interaction (online) |
Listening to restaurant dialogues; waiter–customer role-play; guided online order; organizing a dinner by message; SofIA Communication. Diverse Honduras: Ordering food at a Honduran fair or eatery · Practices · Banks 2 Focus I / II / III term: A town fair / A coastal eatery / A corn festival Cycle: Make myself understood · Interpret | Continuous assessment (8 %)
|
Sociolinguistic appropriateness: I'd like…, Could I have…?, Would you like…?; will for decisions (I'll have…). | Orders food and arranges a booking politely. I can order food and book a table politely. | Dialogue, online order or booking with fictional data. | H5P class on the site; UNAH Virtual Campus; order templates; SofIA Communication. |
| Week 4 Oct. 2–8, 2026 |
Unit I · From the Menu to a Balanced Diet Lesson 3: My recipe Typical Recipes and Dishes · unit closing CEFR: Oral production · mediation |
Integrative task; reading recipes; sequencing steps; intercultural presentation; script and rehearsal with SofIA Phonetics. Diverse Honduras: A recipe from a people or region, with its story · Perspectives · Banks 4 Focus I / II / III term: A Garifuna recipe / A Lenca recipe / A recipe from the south Cycle: Ask · Contribute | Continuous assessment (9 %)
|
Fluency and coherence: imperatives, sequence connectors, a few / a little; clear pronunciation of ingredients. | Explains a typical dish step by step, integrating the vocabulary of the unit. I can explain a simple recipe step by step. | Video «My Recipe». | UNAH Virtual Campus; YouTube video (Unlisted), link submitted on the UNAH Virtual Campus. |
| Week 5 Oct. 9–15, 2026 |
Unit II · Health and Well-being Lesson 4: Making an appointment Making a Medical Appointment CEFR: Oral and written interaction |
Listening to appointment calls; reading opening hours; patient–receptionist role-play; comparing appointment systems; SofIA Professional. Diverse Honduras: Access to health care in communities (described) · Practices · Banks 2 Focus I / II / III term: Communities of La Mosquitia / Rural communities in the west / Bay Islands Cycle: Ask · Make myself understood | Continuous assessment (8 %)
|
Accuracy (interaction): need to; can / could to ask for an appointment; dates, times and days; fictional data. | Makes an appointment, confirms date and time and asks what to bring. I can make a medical appointment by phone or email. | Email or call script to make a medical appointment (optional audio). | H5P class on the site; UNAH Virtual Campus; sample opening hours; SofIA Professional. |
| Week 6 Oct. 16–22, 2026 |
Unit II · Health and Well-being Lesson 5: How are you feeling? Describing Health Problems CEFR: Oral interaction |
Visual input of the body; short symptom dialogues; reading official health sources with a level-appropriate task; advice in pairs; SofIA Vocabulary. Diverse Honduras: Medicinal plants as community knowledge (no treatments recommended) · Perspectives · Banks 3 Focus I / II / III term: Lenca knowledge / Garifuna knowledge / Pech knowledge Cycle: Ask · Interpret · Reflect | Continuous assessment (8 %)
|
Lexical range and accuracy: body parts, symptoms and illnesses; have + symptom; should / shouldn't; zero conditional. | Describes symptoms, talks about common illnesses and gives simple advice. I can describe common symptoms and give simple advice. | Consultation dialogue (patient or professional role) with fictional data. | H5P class on the site; official health sites of Canada with a level task; SofIA Vocabulary. |
| Week 7 Oct. 23–29, 2026 |
Unit II · Health and Well-being Lesson 6: At the clinic Medical Instructions and Treatments · unit closing CEFR: Mediation · oral interaction |
Integrative task; reading fictional labels; mediation (explaining the treatment to a relative); simulated consultation with SofIA Communication. Diverse Honduras: Intercultural health: respect for a patient from another culture and language · Perspectives · Banks 3 Focus I / II / III term: A Miskitu patient / A Garifuna patient / A Lenca patient Cycle: Make myself understood · Interpret | Continuous assessment (9 %)
|
Interaction and mediation: describes symptoms, understands instructions (don't, every 8 hours, three times a day) and passes them on; fictional data. | Handles a simple medical consultation and explains the treatment to someone else. I can understand simple medical instructions and labels. | Video «At the Clinic» (fictional data). | UNAH Virtual Campus; YouTube video (Unlisted), link submitted on the UNAH Virtual Campus; fictional medication labels. |
| Week 8 Oct. 30, 2026 – Nov. 5, 2026 |
Unit III · Travel Experiences and Memories Lesson 7: Where did you go? Talking About Past Vacations CEFR: Written and oral production |
Presentation with a timeline; travel photos; regular past verbs; guided writing; SofIA Grammar. Diverse Honduras: A trip to the land of a people of Honduras · Products · Banks 2 Focus I / II / III term: Copán Ruinas / La Mosquitia / Gracias and Celaque Cycle: Make myself understood | Continuous assessment (8 %)
|
Grammatical accuracy: was / were (+, −, ?); regular past simple (-ed); yesterday, last…, …ago. | Tells simply about a past trip or vacation. I can talk about a past trip or vacation. | Written account (100 words) and 1-minute audio (Campus or Vocaroo). | H5P class on the site; UNAH Virtual Campus glossary; forum with photos; SofIA Grammar; Vocaroo. |
| Week 9 Nov. 6–12, 2026 |
Unit III · Travel Experiences and Memories Lesson 8: What did you do there? Places and Activities in the Past CEFR: Written production · written interaction |
Reading travel diaries and blogs; irregular verbs; did questions in pairs; SofIA Communication. Diverse Honduras: Cultural activities I saw or did · Practices · Banks 3 Focus I / II / III term: Guancasco / Punta music and drums / Feria Juniana Cycle: Make myself understood · Interpret | Continuous assessment (8 %)
|
Accuracy and lexical range: irregular past; did questions and negatives; places and activities. | Describes places visited and activities done and answers questions about them. I can describe places I visited and activities I did. | Illustrated travel log (Canva + PDF), with Source card. | H5P class on the site; Canva; official tourism sites of Canada. |
| Week 10 Nov. 13–19, 2026 |
Unit III · Travel Experiences and Memories Lesson 9: Which trip did you prefer? Travel Memories and Comparisons · unit closing CEFR: Oral production |
Integrative task; reading travel reviews; feelings adjectives; comparing destinations; video script with SofIA Phonetics. Diverse Honduras: Destinations in Honduras compared with the target country · Perspectives · Banks 3 Focus I / II / III term: The west ↔ target country / The Caribbean ↔ target country / The south ↔ target country Cycle: Ask · Interpret · Reflect | Continuous assessment (9 %)
|
Oral production: narrates in the past coherently; feelings adjectives (-ed / -ing); compares destinations; because / so. | Narrates a travel experience, expresses feelings and compares destinations. I can compare trips and say how I felt. | Video «My Travel Story». | UNAH Virtual Campus; YouTube video (Unlisted), link submitted on the UNAH Virtual Campus. |
| Week 11 Nov. 20–26, 2026 |
Unit IV · Plans and Aspirations Lesson 10: What are you going to do? My Future Plans CEFR: Oral and written production |
Personal timeline; going to / will contrast; simple goals; plans forum; SofIA Grammar. Diverse Honduras: Plans with a cultural contribution from my career · Perspectives · Banks 4 Focus I / II / III term: Document / Protect / Share Cycle: Think · Contribute | Continuous assessment (8 %)
|
Grammatical accuracy: going to for plans; will for predictions and decisions; next…, in five years. | Expresses personal and academic plans clearly. I can talk about my plans and future intentions. | Text with three plans and audio (Campus or Vocaroo). | H5P class on the site; Canva; UNAH Virtual Campus; SofIA Grammar; Vocaroo. |
| Week 12 Nov. 27, 2026 – Dec. 3, 2026 |
Unit IV · Plans and Aspirations Lesson 11: My CV My CV and Professional Profile CEFR: Written production |
Analysis of Canadian CV models; skills vocabulary; writing by sections; SofIA Professional (CV norms). Diverse Honduras: Cultural experience and languages in my CV · Products · Banks 3 Focus I / II / III term: A volunteer or cultural project / Languages I know or learn / A project from the shared bank Cycle: Make myself understood · Contribute | Continuous assessment (8 %)
|
Text appropriateness: CV sections; can for skills; past simple for experience; no sensitive data. | Writes their CV in English with relevant information. I can write a basic CV and a short professional profile. | CV and professional profile in English (PDF or Word). | CV templates in Canva or Google Docs; H5P class on the site; Job Bank (Canada); SofIA Professional. |
| Week 13 Dec. 4–10, 2026 |
Unit IV · Plans and Aspirations Lesson 12: My first interview Job Interviews and Career Goals · unit closing CEFR: Oral interaction |
Integrative task; common interview questions; cultural norms; simulation with SofIA Professional (voice or text); recording. Diverse Honduras: Presenting a cultural project in an interview · Perspectives · Banks 4 Focus I / II / III term: An illustrated bilingual glossary / A handicraft catalog / A recipe book Cycle: Think · Reflect | Continuous assessment (9 %)
|
Fluency and interaction: answers interview questions; presents goals with going to and will; sociocultural appropriateness. | Takes part in a simple interview and presents their professional goals. I can answer simple job interview questions and talk about my goals. | Video «My First Interview». | UNAH Virtual Campus; YouTube video (Unlisted), link submitted on the UNAH Virtual Campus; SofIA Professional. |
| 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 · From the Menu to a Balanced Diet | 25 % |
| Unit II · Health and Well-being | 25 % |
| Unit III · Travel Experiences and Memories | 25 % |
| Unit IV · Plans and Aspirations | 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