AmericanCommunitySchool at Beirut

Unit Plan

Course Title:English as a Second Language

Grade Level:High School- Intermediate & Advanced Levels

Duration of Unit:Depends on the student (September- October)

 Title of Unit: Communication & Self-Introduction


Oral & Visual Communication:

·Communicate orally for a variety of education related purposes (e.g., conduct interviews, and analyze and evaluate their performance); 

·Negotiate solutions to problems, interpersonal misunderstandings, and disputes. 

·Monitor their speech for accuracy and correct common grammatical errors.

·Use conventions of oral language appropriately (e.g., transition words and phrases for coherence; repetition for emphasis; pause, stress, and intonation for effect). 

·Discuss and analyze instances of miscommunication (e.g., in classroom interaction). 

Reading/ literature
·Use a variety of strategies to determine the meaning of unfamiliar words (e.g., consult a dictionary; infer meaning from context; relate unfamiliar words to cognates or word families).

·Take advantage of opportunities to use new words (e.g., in written responses to literature; in classroom discussions). 

·Use a variety of cues to extract meaning from a textbook (e.g., cues such as headings, subheadings, graphics, questions, sidebars, summaries).

·Use reading strategies effectively before, during, and after reading and explain their use to others (e.g., strategies such as previewing text, predicting main ideas or outcomes, listing unanswered questions while reading).

·Record needed information from texts used in classroom subjects (e.g., take point-form notes). 

·Acknowledge borrowed information, ideas, and quotations.

·Spell words accurately in final drafts.

·Use periods, commas, apostrophes, quotation marks, colons, and parentheses correctly in final drafts.

·Use the semicolon to separate main clauses in a list of ideas.

·Use common tenses and verb phrases, adjectives, adverbs, conjunctions, prepositions of direction and time, and interrogative and negative constructions appropriately and with accuracy most of the time. 

·Use a variety of connecting words and phrases to express logical relationships between and among ideas.

·Use a variety of strategies to proofread, edit, and correct writing, focusing on effective style, relevant and interesting content, accurate spelling, and correct use of conventions.

·Publish written work, selecting a format suited to the intended audience and using technology as appropriate. 

·Use a variety of spelling strategies, rules, and patterns to spell words correctly.

·Use pronoun references correctly.

·Select and use appropriate prewriting strategies, such as brainstorming, graphic organizers, and outlines.

·Select and use appropriate forms for personal and creative writing (e.g., journals, e-mail messages, interviews, narratives).

·Use word-processing software to compose and edit pieces of writing.

·Use graphics software to format and embellish pieces of writing. 

Social and Cultural Competence

·Demonstrate flexibility as learners in different teaching and learning situations. 

·Learn effectively in a wide variety of teaching and learning situations. 

·Use study skills effectively (e.g., select appropriate study strategies; use self- monitoring and self-correcting strategies); 

·Participate fully in group activities (e.g., contribute productively to all group tasks, assist others in the group, and help keep the group on task). 

·Identify and use the skills needed to seek assistance in the school and community (e.g., use, and help others to use, the services of school counselors).

·Conduct targeted research on the Internet in order to get some information/pictures about own countries.

·Help create a web page for the class.

Character Education
·Reflect on the importance of acceptance, tolerance, empathy, and friendship in our diverse world. 


Who am I?

Who are the members of my family and how do I get along with them?

Where am I from? What are the characteristics of my country?

What is the difference between my country and Lebanon?

What do I think of Lebanon?

What do I think of the USA? Have I ever been there? If not, would I like to visit it?

What is the difference between my culture and the American/Lebanese ones?

Who are my friends? Why have I chosen them?

What are my hobbies? Why do I like practicing them?

Why did I come to ACS?

How long have I been here?

Do I like it here?

How do I compare ACS with other schools I have attended?

What kinds of problems have I encountered/am I encountering here?

What have I done to solve them?

Did I ever seek help? Would I?

What do I hope to gain from this course?

What kind of questions do I ask when interviewing someone?

What would the "deep questions" be like?

How do I manage to get the most information possible from my interviewee?

What do a person’s appearance and behavior tell us?






Oral expression

Oral presentation


·Describing others and their hobbies and interests.

·Communicating in oral form, with reasonable accuracy, in authentic cultural contexts, and participating in conversational exchanges.

·Introducing oneself, a friend, or stranger to another person

·Listening to statements and questions and extracting meaning

·Listening to dialogues and extracting essential information

·Attempting to communicate effectively while speaking at an acceptable level of accuracy.

·Asking and answering questions related to a given situation, and making comments about a familiar topic of interest to students their age.

·Using new vocabulary, phrases, and structures correctly in context.

·Structuring logical chains of thought, expressing oneself coherently and clearly, listening to the ideas of others, and thinking about audience when writing or speaking. 

·Generating explanations, formulating questions, and writing arguments

·Using internet resources to gather cultural information, realia, photographs, schedules, maps and other relevant materials.

·Writing Interview Questions

·Videotaping students interviewing each other.

·Critiquing each other constructively.


Student passport

Getting to know you questionnaire

“The Presentation of Self in Everyday Life.”

“Girl Talk- Where you can Buy Success in the Coffee Break.”

“Personally Speaking” unit.

Sample of Interview Questions

Sample of previously done Posters

Nada's Mission Statement



·Illustrate journal entries.

·Use photographs and personal drawings to illustrate own poster.


·Find a song that represents us. Make a copy of the lyrics. Write a paragraph to explain how the song and we fit together. 

Social Studies

·Research and report on famous people/historic places from our country.

·Create a map of own country to use in oral presentation

Character Education

·Explore and analyze the character education traits tolerance, empathy, and respect.


This unit is very useful at the beginning of the year since it helps students get to know each other and express themselves more easily in the ESL classroom.