Teachers come to their teaching education programs and assignment with much prior beliefs on teaching that are accumulated over time from various sources in established school systems including their own educational systems. How teachers hence plan courses for their students differ. As a teacher for an English as a second language course or TESOL it is necessary for educators to observe and critically understood the coursework from their student perspective. For a TESOL student who is taking up the course to train as a teacher of English to speakers of other languages, encompassing TEFL and TESL or who is simply training to understand English reading and writing and developmental level coursework for purpose of research, this writing exercise will train them to look at coursework with a critical standpoint. TESOL assessment methodology is used for a unit analysis here and the discussions are structured into two. The first part of discussion will be an evaluation of the unit of work in terms of the approach and methodology applied for language learning and also the clarity of presenting objectives and connecting them as activities with a purpose for the language learner. The second part of the discussion focuses on the form of changes or additions that could be carried out in order to deliver the coursework efficiently to the learner group that will be identified in Part 1. The assignment will present reasons for such additions and how assessments could be carried out for the learner group using existing research readings.