ABSTRACT
Lesson plans vary enormously from teacher to teacher in terms of length and complexity. Harmer talks about a 'planning continuum.' The teachers make 'formal plans' providing a full map of the lesson. Even experienced teachers whose plans are nearer jungle path than corridor plan are likely to acknowledge that lesson planning (LP) should take place. An important skill that teachers have to master is how to correct learner errors. Possible candidates are the teacher, the learner who made the error (self-correction), and other learners in the class (peer correction). It is most often the teacher who does the correcting, though many teachers sing the praises of self-correction and would accept that getting the learners to identify and correct their own errors is the ideal. Sometimes language school principals have been known to stroll nonchalantly down the corridors of their school, casually glancing through the glass doors into various classrooms to see how things are going.
