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This is how our TEFL graduates feel they have gained from their course, and how they plan to put into action what they learned:
Indeed, a very good question to ask is if we should be planning lessons. This unit addresses the practicality of making a lesson plan and keeping it handy, especially for newbies in the teaching profession. The key words for this unit would be 'flexibility' and 'organization' so that the lesson won't be rigid and too 'scripted'. A good lesson plan should be a guide to having some structure in carrying out every lesson, but it shouldn't overpower the needs of the students. The lesson plan works as a guide to the teacher to be able to check what needs to be done by the teacher and the expected response and would-be goals of the students and thus, keeps the teacher on target. Furthermore, it serves as a record of what has transpired in the class and in turn becomes a reference guide for the teacher himself/herself and for substitute teachers just in case. All the while, I never pay too much attention to the lesson plan except as mainly something that is required to be submitted to your supervisor for checking and haven't really followed every plan to the letter as a result of forgetfulness sometimes. I feel that I could now simplify my lesson plans as suggested by the ESA samples for lesson plans. There is still a lot more to learn when planning for a good lesson every time, but each
time the teacher makes one, he has to consider a host of elements: learner's objectives, personal aims, content, teaching aids, anticipated problems, procedure, phase, timing, interaction, class level and the number of students in the classroom.
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