Competence-based weekly program

IN-103 English III · A1.3

Code and name	IN-103 English III · A1.3
Academic term	II Academic Term 2027
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. 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	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. Cultural Corner: Canadian Grand Prix (Formula 1) (May 21 – 23 (provisional)) · also this week, as culture: Pentecost, Eid al-Adha. Station of the journey: Restaurant in Toronto · Read the menu and order Diverse Honduras: Dishes that tell a story · Products · Banks 2 Focus I / II / III term: Baleadas / Sopa de caracol (conch soup) / Mondongo (tripe soup) Cycle: Think · Make myself understood	Continuous assessment (8 %) Act. 1 · Forum: What is on the menu? My favorite place to eat (2 %) — closes May 20, 2027 Act. 2 · H5P: Understanding a real menu layout (1 %) — closes May 20, 2027 Act. 3 · Assignment: Recommending a restaurant and a balanced menu (3 %) — closes May 20, 2027 Act. 4 · Quiz: Menu vocabulary, countable / uncountable and some / any check (2 %) — closes May 24, 2027	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 May 21–27, 2027	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. Cultural Corner: Montreal International Jazz Festival (Late June – early July (about 10 days)) · also this week, as culture: Corpus Christi. Station of the journey: Café in Montreal · Order and decide Diverse Honduras: Service in two languages · Practices · Banks 3 Focus I / II / III term: Ordering at a restaurant in Roatán (English and Spanish) / Food stands at the Feria Juniana / A café that serves Honduran coffee Cycle: Make myself understood · Interpret	Continuous assessment (8 %) Act. 5 · Forum: What would you like? Planning a meal with others (2 %) — closes May 27, 2027 Act. 6 · H5P: Listening to a short order and identifying details (1 %) — closes May 27, 2027 Act. 7 · Assignment: Ordering a meal or booking a table: role-play or online order (3 %) — closes May 27, 2027 Act. 8 · Quiz: Would like, could and will for decisions check (2 %) — closes May 31, 2027	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 May 28, 2027 – Jun. 3, 2027	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. Cultural Corner: Canadian Screen Awards (Late May – June). Station of the journey: Potluck or birthday party · Explain a recipe Diverse Honduras: Recipes as heritage · Perspectives · Banks 4 Focus I / II / III term: Sopa de caracol / Garifuna tapado / Lenca corn recipes Cycle: Ask · Contribute	Continuous assessment (9 %) Act. 9 · Forum: Food traditions in our communities (2 %) — closes Jun. 3, 2027 Act. 10 · H5P: Reading a short recipe (1 %) — closes Jun. 3, 2027 Act. 11 · Assignment: My Recipe: cooking video (6 %) — closes Jun. 3, 2027	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 Jun. 4–10, 2027	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. Cultural Corner: Victoria Day (Monday, May 24) · also this week, as culture: Shavuot. Station of the journey: Phone call to the clinic · Make and change appointments Diverse Honduras: Health services for everyone · Practices · Banks 3 Focus I / II / III term: Health care in La Mosquitia / Clinics in the Bay Islands (English and Spanish) / Rural health in western Honduras Cycle: Ask · Make myself understood	Continuous assessment (8 %) Act. 12 · Forum: How can I make an appointment here and abroad? (2 %) — closes Jun. 10, 2027 Act. 13 · H5P: Understanding appointment schedules (1 %) — closes Jun. 10, 2027 Act. 14 · Assignment: Booking a simulated medical appointment: call or email (3 %) — closes Jun. 10, 2027 Act. 15 · Quiz: Appointments, dates and need to check (2 %) — closes Jun. 14, 2027	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 Jun. 11–17, 2027	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. Cultural Corner: Stanley Cup Final (June). Station of the journey: Pharmacy · Say how you feel; give general advice (no prescriptions) Diverse Honduras: Public health campaigns · Perspectives · Banks 3 Focus I / II / III term: Dengue prevention in Honduras / Healthy habits at the university / Respect for traditional health knowledge (no treatments recommended) Cycle: Ask · Interpret · Reflect	Continuous assessment (8 %) Act. 16 · Forum: How are you feeling? Staying healthy at the university (2 %) — closes Jun. 17, 2027 Act. 17 · H5P: Identifying common symptoms in short dialogues (1 %) — closes Jun. 17, 2027 Act. 18 · Assignment: Describing symptoms in a simulated consultation (3 %) — closes Jun. 17, 2027 Act. 19 · Quiz: Symptoms, should and zero conditional check (2 %) — closes Jun. 21, 2027	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 Jun. 18–24, 2027	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. Cultural Corner: Fête nationale du Québec (Saint-Jean-Baptiste) (Thursday, June 24). Station of the journey: Clinic with an interpreter · Understand instructions Diverse Honduras: Intercultural health · Perspectives · Banks 3 Focus I / II / III term: A Miskitu patient / A Garifuna patient / A tourist patient who speaks another language Cycle: Make myself understood · Interpret	Continuous assessment (9 %) Act. 20 · Forum: Understanding simple medical instructions (2 %) — closes Jun. 24, 2027 Act. 21 · H5P: Reading fictional medication labels (1 %) — closes Jun. 24, 2027 Act. 22 · Assignment: At the Clinic: consultation and treatment video (6 %) — closes Jun. 24, 2027	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 Jun. 25, 2027 – Jul. 1, 2027	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. Cultural Corner: Canada Day (Thursday, July 1). Station of the journey: Back from a weekend trip · Tell about a trip Diverse Honduras: Trips to heritage sites · Products · Banks 3 Focus I / II / III term: Copán Ruinas / Río Plátano Biosphere Reserve / The Bay Islands Cycle: Make myself understood	Continuous assessment (8 %) Act. 23 · Forum: Where did you go? My last vacation in three photos (2 %) — closes Jul. 1, 2027 Act. 24 · H5P: Recognizing past events in travel notes (1 %) — closes Jul. 1, 2027 Act. 25 · Assignment: My last trip: a short written and oral account (3 %) — closes Jul. 1, 2027 Act. 26 · Quiz: Was / were, past simple and time expressions check (2 %) — closes Jul. 5, 2027	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 Jul. 2–8, 2027	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. Cultural Corner: National Indigenous Peoples Day (Monday, June 21). Station of the journey: Party, cinema or theatre · Tell what you did Diverse Honduras: Cultural experiences · Practices · Banks 3 Focus I / II / III term: The Feria Juniana / The Carnival of La Ceiba / Garifuna Settlement Day (April 12) Cycle: Make myself understood · Interpret	Continuous assessment (8 %) Act. 27 · Forum: What did you do there? (2 %) — closes Jul. 8, 2027 Act. 28 · H5P: Reading a simple travel diary (1 %) — closes Jul. 8, 2027 Act. 29 · Assignment: Creating a short illustrated travel log (3 %) — closes Jul. 8, 2027 Act. 30 · Quiz: Irregular past, did questions and places check (2 %) — closes Jul. 12, 2027	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 Jul. 9–15, 2027	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. Cultural Corner: Calgary Stampede (Early to mid-July (10 days)). Station of the journey: Tourism survey or travel review · Compare trips and feelings Diverse Honduras: Comparing destinations · Perspectives · Banks 3 Focus I / II / III term: The west: Copán and Gracias / The Caribbean: La Ceiba and Roatán / The south: the Gulf of Fonseca and Amapala Cycle: Ask · Interpret · Reflect	Continuous assessment (9 %) Act. 31 · Forum: Which trip did you prefer? (2 %) — closes Jul. 15, 2027 Act. 32 · H5P: Understanding travel reviews and feelings (1 %) — closes Jul. 15, 2027 Act. 33 · Assignment: My Travel Story: comparison video (6 %) — closes Jul. 15, 2027	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 Jul. 16–22, 2027	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. Cultural Corner: Toronto Caribbean Carnival (Late July – early August). Station of the journey: Student conference · Plans and predictions Diverse Honduras: Plans that help my country · Perspectives · Banks 4 Focus I / II / III term: Protecting the Mesoamerican Reef / Promoting Copán to the world / Sharing Garifuna culture Cycle: Think · Contribute	Continuous assessment (8 %) Act. 34 · Forum: What are you going to do? (2 %) — closes Jul. 22, 2027 Act. 35 · H5P: Identifying future plans in a short interview (1 %) — closes Jul. 22, 2027 Act. 36 · Assignment: Talking about three future plans (3 %) — closes Jul. 22, 2027 Act. 37 · Quiz: Going to, will and future expressions check (2 %) — closes Jul. 26, 2027	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 Jul. 23–29, 2027	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). Cultural Corner: Order of Canada appointments (Late June and late December). Station of the journey: Career fair · Say what you can do and what you did Diverse Honduras: Intercultural experience in a CV · Products · Banks 3 Focus I / II / III term: Volunteering in tourism or heritage / The languages I use with visitors / A project from the shared bank Cycle: Make myself understood · Contribute	Continuous assessment (8 %) Act. 38 · Forum: My professional strengths (2 %) — closes Jul. 29, 2027 Act. 39 · H5P: Recognizing sections in a sample CV (1 %) — closes Jul. 29, 2027 Act. 40 · Assignment: Writing a basic CV and professional profile (3 %) — closes Jul. 29, 2027 Act. 41 · Quiz: CV vocabulary, can for skills and past simple check (2 %) — closes Aug. 2, 2027	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 Jul. 30, 2027 – Aug. 5, 2027	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. Cultural Corner: Honda Celebration of Light (Late July (3 nights)). Station of the journey: Scholarship or job interview · Answer an interview Diverse Honduras: A project for Honduras in an interview · Perspectives · Banks 4 Focus I / II / III term: An English guide for visitors to Copán / Promoting Honduran coffee abroad / A Garifuna culture presentation for visitors Cycle: Think · Reflect	Continuous assessment (9 %) Act. 42 · Forum: What are your career goals? (2 %) — closes Aug. 5, 2027 Act. 43 · H5P: Understanding basic interview questions (1 %) — closes Aug. 5, 2027 Act. 44 · Assignment: My First Interview: career-focused role-play video (6 %) — closes Aug. 5, 2027	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: Aug. 9, 2027. Grade entry: Aug. 10–16, 2027. Make-up: request Jul. 21–27, 2027, exam Jul. 29, 2027.

Assessment by unit

Total	100 %
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 %

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

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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.