Focused reading, listening, writing and speaking activities are presented for the student. The selection of activities is such that it combines all forms of using the language such as active reading, listening, writing and speaking. This holistic way of learning will enable the student to gain comprehensive skills. The activity sequencing is such that it starts with more basic level tasks such as identifying structure, learning key words etc and then moves on to more complex tasks where the student would have to present their work or talk in an integrated setting involving many others. This form of activity sequencing will prepare for the student, as student will get the chance to work on the course material in an individual level and will slowly build on to meet group proficiency.
A specific learner group is not identified here. However, the form of skills presented in the beginning of the unit identifies a learner group here. Usually at third to fourth grade the student learning English language will start to differentiate between works of writing such as fiction and nonfiction etc. Critical analysis of text will start around fifth and higher grades. In the context of applying this for an English language learner, based on different TESOL proficiency levels, the course would be applicable to student. In five levels of ESL ranging from beginning, high beginning, intermediate, high intermediate and advanced, the student in context could be intermediate to higher intermediate level. However, this learner group as stated earlier is not explicitly identifies, nor the language level needs of such a group identified clearly here. The course hence is left to the discretion of the teacher handling the class who would be able to apply course activities according to their understanding of the student. Although TESOL teachers are well trained in helping and assessing students with English language needs, a proper mention of skills and learner needs for the course could have served as an efficient guideline.