23. Types of activities. The activities of the teacher include

4. Direct instruction

Direct instruction includes the portion of the lesson you use to instruct the class on the skills they are going to learn. This can include explaining the objective, activating students' prior knowledge, having students take notes on the new material, reading from the textbook or modeling how to complete the work before moving on to guided practice.
You can plan to teach using direct instruction for anywhere from five to 30 minutes, depending on your teaching style or the style preferred by your school's administration. Because direct instruction is a more teacher-based approach, many educators choose to have shorter mini-lessons that instruct students on the new material. They then use the remaining time in the class to let students practice the skill in groups or on their own.

5. Guided teaching

After completing direct instruction, teachers can use a guided teaching strategy known as gradual release, which scaffolds the learning process into smaller pieces so that it is easier for students to understand. Using this method, learners can see how to complete the skill, practice it in groups and finally complete the skill on their own. Teachers sometimes call this method the "I do, We do, You do" method.

6. Closure and assessment

Closure is one of the last components of a lesson plan. It allows students to analyze and summarize what they learned in the lesson for the day, assess their understanding of what they learned and inform the teacher of whether they met the lesson's objective. 
158. Lesson management.
Lessons management is an overarching term that refers to collecting, analysing, disseminating and applying learning experiences from events, exercises, programs and reviews. These learning experiences include those that should be sustained and those that need to improve. Managing the lesson is a key factor in ensuring classes run smoothly and students are engaged in learning. This professional practice involves managing every aspect of the lesson during the class time. This includes controlling the pace and timing of activities, signalling transitions between stages of the lesson, adjusting the classroom layout to support learning, responding to unexpected classroom events, making effective use of resources and equipment, giving instructions effectively and checking understanding. It involves monitoring learner engagement in order to maintain motivation, establishing and maintaining classroom discipline, adjusting plans to take advantage of opportunities for learning that emerge during lessons and reflecting on lesson management.
159. Components of a foreign language lesson. In Teaching ESL/EFL Listening and Speaking, I. S. P. Nation and Jonathan Newton assert that a good language class has an appropriate balance of four components: input, output, language focus, and fluency development. They define each component:
“Learning through meaning-focused input; that is, learning through listening and reading where the learner’s attention is on the ideas and messages conveyed by the language.
Leaning through meaning-focused output; that is, learning through speaking and writing where the learner’s attention is on the conveying ideas and messages to another person.
Learning through deliberate attention to language items and language features; that is, learning through direct vocabulary study, through grammar exercises and explanation, through attention to the sounds and spelling of the language, through attention to discourse features, and through the deliberate learning and practice of language learning and language use strategies.
Developing fluent use of language items and features over the four skills of listening, speaking, reading and writing; that is, becoming fluent with what is already known.”
160. Aspects of planning a language teaching.
161. The system of exercise in FLT
Creating a rationally organised system of exercises is the key to the problem of effective teaching a foreign language. The importance of the system of exercises consists in the fact that it is supposed to provide organising both the process of learning and the process of teaching.
In terms of organising the process of learning, the system of exercises should provide:

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  selection of the necessary activities which respond to the character of a certain speech habit or skill;
  
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  determination of the necessary sequence of exercises;
  
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  distribution of the language input and correlation of its components;
  
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  systematic and regular performance of certain activities;
  
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  interconnection of different kinds of speech activity.
  

In terms of organising the process of teaching, the system of exercises requires material realisation in printed matter of a textbook.
162. Teaching aids in FLT Importance of teaching aids •1) Motivation :-Teaching aids motivate the student so that they can learn better. 2) Clarification :-Through teaching aids, the teacher clarifies the subject matter more easily.