This section of the assignment requires students to focus what need to be changed or added. Harmer (2007) presents that sometimes suitable changes have to be made to the course content in order for the subject to be used differently by different teachers or for making some coursework too general or too specific for a student. Some of the key elements of changes are adding, adapting, replacing and omitting. Omission is when some part of the course content can be omitted altogether as it is not relevant to the learner at this point. Addition or replacement of a part would be helpful in ensuring that lesson is to the point. Addition might include some task or activity addition, or some extra box highlighting specific examples for students based on learner group etc.
Now although a specific learner group is not identified here, it can be said that from the skills and other task outcomes expected from the learner, the learner could be intermediate to higher intermediate in context. The learner group is not explicitly identified and this could be the first addition to the unit. A student at intermediate to higher intermediate level would follow directions for activities and although has a limited vocabulary would be improving. Student shows increasing confidence in using English and meets most basic expectations in activities set for learning. There are lesser grammar and vocabulary errors and the focus is on improving the student learning, writing, listening and talking skills in a holistic manner.
A specific unit is analysed for in the context of TESOL applying different evidences on learning and learning exercises. The first part of discussion presented a critical analysis of methodology along with some of the learner characteristics identification based on which part 2 of the discussion is conducted. Part 2 identified some addition in activities, omissions and extensions that would be helpful.