Unit Work Outline for TESOL

Running head: TESOL UNIT WORK OUTLINE
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Unit Work Outline for TESOL
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TESOL UNIT WORK OUTLINE 2
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,

TESOL UNIT WORK OUTLINE 3
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