APPL601 Planning and Programming in TESOL: Unit of Work Design

This document presents a detailed unit of work outline designed for teaching English to immigrant learners. The unit focuses on developing essential language skills including speaking, reading, and writing, tailored for learners with no prior English knowledge. The objectives include enabling students to interact, communicate effectively, and foster a sense of unity through a common language. The lesson plan encompasses six sessions, each with specific aims, tasks, and assessment methods. The initial lessons introduce basic greetings and develop listening skills through verbal and non-verbal cues. Subsequent lessons advance speaking skills, vocabulary, reading comprehension using simple sentences, and writing proficiency. The unit culminates in intensive revision to reinforce previously learned content. The resources include writing materials, laptops, and projectors to facilitate interactive learning. The assessment methods include oral questioning, observation, and diagnostic assessments to evaluate student progress and understanding. The unit aims to provide a balanced approach to language learning, integrating productive and receptive skills, and fostering a supportive learning environment.

Planning and programming in TESOL
Unit of work outline
Unit of Work
Aims:
 To assist immigrant learners to develop knowledge related to speaking, reading and
writing in English for day-to-day socialization
 To help immigrant students develop linguistic competence and the ability to
communicate in English
 To enhance a balance between productive English (writing and speaking) and receptive
English (listening and reading)
Objectives:
 Enabling the immigrant students to interact well with one another across people of all
ages, levels, ethnicity and race
 Enhancing communication both formal and informal across the immigrant groups so as to
improve their social lives
 Creating a sense of unity and togetherness through use of a common language
Learner profile:
 A group of immigrant students who wish to learn English for their day-to-day
communication
 Aged ten years and above
 Have no basis for English language
Lesson aim Focus Tasks Resources
1 To Introduce
students to
basics of
English
language
Simple
greetings and
responses in
English
language
 Introduce students to
various greetings using
English language depending
on different times of the day
 Write them on the board
 Have students copy them in
their notebooks
 Have them interact
exchanging these greetings
amongst themselves
Assessment: Oral questioning to
see how students can greet and
respond to greetings
 Writing
materials
such as
pens,
exercise
books,
 writing
board,
 felt pen,
 lap top, and
 projector
2 To develop
students
listening skills
through the
use of verbal
Verbal and
non-verbal
cues
 Introduce students to
various verbal and non-
verbal cues
 Demonstrate to students
verbal and non-verbal cues
 Writing
materials
such as
pens,
exercise

and non-verbal
cues and other
vocabulary
 Students practice
communicating and
listening amongst
themselves
Assessment: evaluate how learners
can make use of verbal and non-
verbal cues (observation,
demonstration and questioning)
books,
 writing
board,
 felt pen,
 lap top, and
projector
3 To develop
speaking skills
on students
using verbal
and non-verbal
cues and
vocabulary
verbal and
non-verbal
cues and
pronunciation
 Recap on what was learnt
previously
 Students practice
communicating and
listening amongst
themselves
 Introduce vocabulary on
common rhyming words
help students pronounce
them
 Have students spell short
rhyming words
Assessment: evaluate how learners
can pronounce rhyming words well
(listening, demonstration and
questioning)
 Writing
materials
such as
pens,
exercise
books,
 writing
board,
 felt pen,
 lap top, and
projector
4 To develop
reading skills
among
learners using
simple
sentences and
5-10 word
paragraphs
Reading a set
of words with
coherence
 Write simple sentences on
the board
 Guide students read them
sentence after sentence
 Students interact listening
and helping each other read
repeatedly
Assessment: evaluate students
ability to read short sentences
pronouncing words well (diagnostic
assessment)
 Writing
materials
such as
pens,
exercise
books,
 writing
board,
 felt pen,
 lap top, and
projector
5 To develop
writing skills
amongst
students using
the previous
words and
sentences
Writing down
simple words
and sentences
Previously
learnt in class
 Have students write down
the words and sentences
previously learnt without
referring
 Make students read what
they write from their
notebooks
 Writing
materials
such as
pens,
exercise
books,
 writing

 Students collaborate to
correct each other guided by
tutor
Assessment: evaluate students
ability to write down words and
sentences (diagnostic assessment)
board,
 felt pen,
 lap top, and
projector
6 To identify
students’
ability to recall
what has been
learnt
previously
through
intensive
revision
Intensive
revision of
previously
learnt content
 Interactive/collaborative
type of learning in groups
 Learners to practice reading,
listening, speaking and
writing on their own
 Oral individual assessment
by the teacher regarding the
content previously learnt
 Writing
materials
such as
pens,
exercise
books,
 writing
board,
 felt pen,
 lap top, and
projector