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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:
Syllabus DesignLesson planning and syllabus design is somewhat a controversial topic in the TEFL community. “On the one hand, it makes no sense to go into any situation without having thought about what we are going to do. Yet at the same time, if we pre-determine what is going to happen before it has taken place, we may be in danger not only of missing what is right in front of us but, more importantly, we may also be closing off avenues of possible evolution and development.” (Jeremy Harmer, P 364). I am a proponent of planning and design. I support this because I personally teach optimally when I have a plan (course wise - syllabus, and lesson wise – lesson plan). To use exercise/schooling as an analogy, I feel the person that has a plan going into any fitness/schooling regimen has a higher chance of reaching his/her goals than those that just “wing it.” Further, having a plan is by no means equal to having no flexibility. Quite the opposite, I feel having a plan is the base for productive adaptation. Since lesson plan has been covered expensively in this course, I will focus on Syllabus Design in this research paper. Fundamentally syllabus design is the planning of a sequence of lessons, with one building on/supporting the other to achieve students’ learning objective.