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)
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).
·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.
·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).
·Help
create a web page for the class.
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
What do I think of
What do I think of
the
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?
Interview
Poster
Journal
Portfolio
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
Art
·Illustrate
journal entries.
·Use
photographs and personal drawings to illustrate own poster.
Music
·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.