7 books and counting - plus: the unreal life of DELTA students

Am currently preparing for LSA4: having read 7 books on the topic of teaching vocabulary, the only thing that is now clear is that nothing is clear.
Just like when I was preparing the assignment for LSA1, listening, everything is good and nothing is good. Pre-teaching vocabulary, not pre-teaching it, first the meaning then the form or the other way around, only 5 items or 20 items, chunks or single units, high TTT or total student's autonomy, translation or not translation.

Once again, I feel like everything I have done for the past 2 odd years doesn't mean anything, and is possibly wrong: if you believe the Cambridge people, the world of EFL is a fantastic island where every lesson is a rainbow of perfectly behaved smart students, who respond with perfect timing and the correct word, where a working day stretches to infinity, allowing you the time to plan and prepare perfect, memorable lessons, all from scratch, thanks to the wonders of technology and of your brilliant mind, you, the EFL teacher, holder of language knowldege.

In real life, unfortunately, a working day means being up at 6.30, walking to school, grab a cup of tea and start flipping through books wondering how to make your students click, and finally say "I went to the pub last night" rather than "I go to pub yesterday night" for the umpteenth time. And after queueing for the photocopier which will normally break down at precisely 8.32 of a Monday morning, you decide to actually use the horrible course book assigned for this run of the course, only to find out that the cd doesn't work, or the cd player doesn't work, or they work fine but the listening is so boring that it sends you to sleep in a microsecond.
Then in your afternoon class, as you are teaching IELTS to a bunch of lazy students whose studies are paid by the government so who can't be bothered to study when they can have a fun life free from responsabilities, you are trying to elicit methods to actually pass the bleeding exam, for example by looking at the questions, first, and guessing what the answers may be, the response to which is that one of them, after the lesson, goes to your DOS and says that you don't know the answers and are asking them!
At the end of the day you decide to go to the gym, because your brain needs some rest, so you spend an hour sweating on a treadmill watching CBBC on the screen in front of you, and when you go home, and it's almost 7 o'clock, all you want to do is collapse in a heap, crawl to the bed and enjoy a nice book (like the new biography of Dickens that you've just bought).
But no, there's the A-Z of EFL waiting for you on the desk, piled up with Lewis and Schmitt and Nation, and needs analysis forms to study, and of course your friend Jordan, all shouting for attention; and finally, what exactly are we going to teach tomorrow?
Oh, right, the class wants to study present perfect simple and continuous, the same class of students who today, after 90 minutes 90 of "I went - I didn't go", told you that "yesterday I don't sleep much because I go to pub with my friends"...