Unit Work Outline for TESOL

This unit of work outline involves TESOL (teaching English to speakers of other languages) with the intention of preparing a group of immigrant students who wish to learn English for their day-to-day communication and socialization.

Running head: TESOL UNIT WORK OUTLINE
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Unit Work Outline for TESOL
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Unit Work Outline for TESOL
This unit of work outline involves TESOL (teaching English to speakers of other
languages) with the intention of preparing a group of immigrant students who wish to learn
English for their day-to-day communication and socialization (Healey, 2018). The unit of
work is meant to be applicable to areas with high number of immigrants who need to learn
English so that they are able to communicate well amongst themselves. In this case, the outline
aims at developing on the students, linguistic competence and the ability to communicate in
English across people of different races and ethnic culture. In such a situation many students
have other languages as their first language but lack basics of English language. To achieve the
social interaction and integration in these areas, immigrant people need to have a common
international language which in this case is English (Garton, Edge, & Seedhouse, 2016). Thus, it
is important for the teachers and tutors to ensure that the immigrant students learn English in all
facets of writing, speaking, good listening skills and grammar. The unit work outline contains
components to be taught in 2 two-hour lessons a week for three consecutive weeks so that the all
work components are covered within a maximum of 12 hours.
The unit work outline targets immigrant groups of ten years and above with different first
languages and have to learn English so that it helps create cohesion and togetherness in society
(Dörnyei, & Ushioda, 2013). The unit work outline will have 2 two-hour lessons per week, with
a total of 12 hours to be covered in three weeks. This means that the whole session will have six
lessons each two hours and this also means that six components of language will be taught to the
students. The six facets will include the following; introduction to simple English through
greetings, listening skills development, speaking skills development, reading skills development,
writing skills development and development of grammar and relevant vocabulary (DelliCarpini,

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2012). The reason for this design is to ensure that the most important facets of English learning
are taught and each of them covered well. This will ensure that the learners are not pumped with
a lot of information in one single lesson, to avoid confusion and allow them comprehend well the
content that is being taught.
The first lesson will serve as an introductive lesson welcoming the learners to the
program so that they are conversant with what they will learn and thus prepare them for the
actual facets of English learning process (García, 2009). This means that the teaching program
starts with learning simple greetings using English language. The reason for including this
element is to ensure that this group of immigrant students is conversant with simple introductory
greetings that form the basis for interaction and socialization amongst themselves. The students
have to understand that English is an important language when it comes to international
socialization settings since it is an international language. To achieve cohesion, togetherness, and
easy interaction and socialization one common language has to be learnt. They have to learn how
to introduce themselves and communicate by exchanging ideas in English language across all
levels and ages regardless of the race, and diverse cultural backgrounds (Hall, & Knox, 2009).
The other chosen component involves for the first week involves listening skills
development. Tutors have to learn on the best way to listen and grasp ideas that are being
communicated using verbal and non-verbal cues. A good English speaker must learn how to use
and discern these cues during communication. This is an important macro element of English
learning that enables the learners to learn ways of best grasping ideas being passed across during
communication, in the most simple way ever (May, 2013). The next element in the unit of work
to be taught in the second week involves learning about grammar development and its relevant
vocabulary through word pronunciation (May, 2011). Students need to know how to pronounce

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rhyming words. This incorporates the various methodologies of ensuring that the learners use the
simplest ways to learn grammar and its various vocabularies to be able to absorb the other macro
elements of learning English. Before learning to use the English language one needs to learn
about grammar that involves pronunciation of words and the like. This enables the learner to
speak, write and communicate well with others avoiding confusion among the listeners. Tutors
have to learn how best to help the students in the classroom on how to achieve this important
aspect to enhance their English learning. The students will also be taught that English language is
one wide tool of communicating that has a lot of vocabulary of words that mean the same or
synonyms, those which are pronounced and spelled the same and have more than one meaning or
homonyms and antonyms or words that have opposite and contrasting meanings. Learning this
ensures that the learners know the ways that help in avoiding confusion among students in the
classroom (Jacobs, & Kimura, 2013).
The next macro skills element in English learning included in the TESOL program design
will involve the speaking skills development using verbal and nonverbal cues and English
vocabulary. This comes from grammar development learning. The tutors have to learn how to
help students pronounce words correctly during speaking so that they do not make it hard for the
others to understand what they are communicating (Lessard-Clouston, 2013). The students
themselves have to learn how to correctly pronounce words so that they do not confuse
themselves and others. Learning this aspect as a macro skill element in English learning not only
helps enhance proper communication of ideas from the tutor to the student but also helps the
students learn how to communicate amongst themselves in and outside the classroom.
Reading skills is the other macro element of learning English language and this will
involve using simple sentences. Good knowledge on word pronunciation enhances reading skills

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besides speaking. The reading process needs to be extensive so that the students grasp the
required reading skills intended from the lessons (Johnson, 2013). The tutor must also be able to
show or demonstrate to the learners on proper ways of reading that enables them to grasp or
comprehend what the content is communicating. The learners will be taught how to practice the
various reading methods such as skimming, detailed reading, scanning and active reading. The
student has to learn when and how to apply each of the reading methods to achieve the desired
objective of the reading in different settings. The last macro skills element in learning English to
be included in the program will involve writing skills. This will involve showing the students
how to develop this important facet in their classrooms (Hall, & Knox, 2009). This element is
different from reading and speaking but works together with speaking, reading and listening to
create a complete all round English learning process. A good English speaker must know how to
spell words correctly leaver alone the pronunciation part. When this is developed in the students,
they will be able to practice the knowledge with other students and thus enable them become
complete, all round users of English (England, 2012).
The various components included in this unit of work outline, are interrelated in that each
and every one of them is important. This is why the components have been planned to follow
each other in the way they have been explained. The English learning process requires that some
components come first before others to simplify the learning process (Nunan, 2015). Others
extent to the other meaning that to learn a certain macro skills element, the other one is required.
For instance learning how to read and write requires the knowledge of listening and speaking.
The six components are selected because of time factor meaning that the selection includes only
important facets that can be learned within a 12-hour program and ensure that the students are
ready for their students in the classrooms (Mahboob, 2010).

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From the analysis it clear that in TESOL programs, a good unit of work outline helps
achieve the desired objectives of preparing the immigrant students on how best to learn English
and communicate with efficacy. This outline serves as learning and teaching program for TESOL
helping the students on how to become competent in English language while interacting and
socializing at all levels and dealing with people of all ages, race and diverse backgrounds of
culture.
References
DelliCarpini, M. (2012). Building computer technology skills in TESOL teacher
education. Language Learning & Technology,16(2), 14-23.
Dörnyei, Z., & Ushioda, E. (2013). Teaching and researching: Motivation. Routledge.
England, L. (Ed.). (2012). Online language teacher education: TESOL perspectives. Routledge.
García, O. (2009). Emergent Bilinguals and TESOL: What's in a Name?. Tesol Quarterly, 43(2),
322-326.
Garton, S., Edge, J., & Seedhouse, P. (2016). Professional encounters in TESOL: Discourses of
teachers in teaching. Springer.
Hall, D., & Knox, J. (2009). Issues in the education of TESOL teachers by distance
education. Distance Education, 30(1), 63-85.

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Healey, D. (2018). TESOL technology standards. The TESOL Encyclopedia of English
Language Teaching, 1-6.
Jacobs, G. M., & Kimura, H. (2013). Cooperative Learning and Teaching. TESOL International
Association. 1925 Ballenger Avenue Suite 550, Alexandria, VA 22314.
Johnson, K. (2013). An introduction to foreign language learning and teaching. Routledge.
Lessard-Clouston, M. (2013). Teaching Vocabulary. TESOL International Association. 1925
Ballenger Avenue Suite 550, Alexandria, VA 22314.
Mahboob, A. (Ed.). (2010). The NNEST lens: Non-native English speakers in TESOL.
Cambridge Scholars Publishing.
May, S. (2011). The disciplinary constraints of SLA and TESOL: Additive bilingualism and
second language acquisition, teaching and learning. Linguistics and Education,22(3),
233-247.
May, S. (Ed.). (2013). The multilingual turn: Implications for SLA, TESOL, and bilingual
education. Routledge.
Nunan, D. (2015). Teaching English to speakers of other languages: An introduction. Routledge.