While reading the section concerned with lesson planning, one main question came to my mind. I'm just wondering whether teachers ever feel pressured or trapped by the syllabi they make? I know the idea of a plan or a classroom syllabus is to prepare a mental picture of what the class will learn a certain day or throughout a semester, but do they ever feel like the planning and the syllabus making ever limits them from teaching the students what they actually want them to learn? Couldn't systematic planning and structuring also create room for faults?
While reading about the ELT curriculum, I was further reading about a continuation of evolving trends and methods in the field of second language teaching. This is something that is not new, and one curriculum could replace another making it more favorable and so and so forth. To me, this is never ending; we will always diagnose new methods and new theories to acheive a certain goal, in this case second language teaching. Again, this makes me wonder if there is ever entrapment in this? Because even making these theories and methods, with the aim of second language teaching, aren't we also bound by language? This is kind of ironic to me.
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