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

23. Types of activities. The activities of the teacher include managing classroom behavior through the use of positive reinforcement techniques and assigning consequences for noncompliance, such as forfeited participation points. Teachers must develop and enforce rules of student conduct to maintain proper order and decorum.

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  Entry/Exit Tickets. ...
  
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  Free Writing/Minute Paper/Question of the Day Exercise. ...
  
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  Ice Breakers. ...
  
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  Think–Pair–Share. ...
  
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  Case Studies and Problem-Based Learning. ...
  
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  Debate. ...
  
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  Interview or Role Play. ...
  
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  Interactive Demonstrations.
  

24. The usags of Brainstorming in enhancing students’ problem-solving skills.
Brainstorming is a problem-solving activity where students build on or develop higher order thinking skills. Encourages creative thought. Brainstorming encourages students to think creatively (out of the box), encouraging all students to share their ideas, no matter how far “out there” they may seem. Brainstorming combines an informal approach to problem-solving with lateral thinking, which is a method for developing new concepts to solve problems by looking at them in innovative ways. Some of these ideas can be built into original, creative solutions to a problem, while others can generate additional ideas.
25. Verbal methods in FLT. Verbal communication is the use of words to share information with other people. It can therefore include both spoken and written communication. However, many people use the term to describe only spoken communication. The verbal element of communication is all about the words that you choose, and how they are heard and interpreted. There are a large number of different verbal communication skills. They range from the obvious (being able to speak clearly, or listening, for example), to the more subtle (such as reflecting and clarifying). This page provides a summary of these skills, and shows where you can find out more. Motivation is one of the keys to success in the language learning process. It is a crucial factor for students in learning a foreign language, and the teachers’ ways to motivate students are also essential. This study aims to investigate language teachers’ ways in motivating students in learning foreign languages. It is a traditional way done by most teachers, but this study suggests different content or material suit foreign language teaching. VM1 includes two major items: Expressing/telling, and Necessity (see Figure 2). Telling the real-life can motivate the learners, for instance, about abroad, the seasons in the target country, the culture and all of the icons of the country.
26. The significance of the interaction between a teacher and learners. The results show that teacher–student interaction not only positively influences learning effects but also has a positive impact on learning effects through the mediating effect of psychological atmosphere and learning engagement. Positive teacher-student relationships help students meet these needs. Teachers offer feedback to students to support their feelings of competence. Teachers who know their students' interests and preferences, and show regard and respect for these individual differences, bolster students' feelings of autonomy.
27. Giving feedback to learners.

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  Explain to the learners that you are focusing on helping them to understand the assessment of their learning.
  
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  Encourage learners to ask questions about their feedback.
  
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  Make a regular time to discuss feedback with learners on an individual or small group basis. Types of feedback; Task based, Process based, Personal feedback.
  

28. Professional competence of a teacher in FLT. Professional competence of a foreign language teacher is an integrative set of teacher's qualities, reflecting the level of his personal, social and moral experience, determining the teacher's willingness to develop and improve professional activities. Especially teachers should have higher motivation, positive beliefs, correct values and be able to handle their emotions. Based on these abilities and skills, teachers can solve more difficult problems and apply them to disciplines to solve teaching problems.
29. Types of professional competence of a teacher in FLT.
-special and professional competence (in the field of the taught discipline);
‒ methodological competence (in the field of ways of forming knowledge, skills and skills of students);
‒ socio-psychological competence (in the field of communication processes);
‒ differential psychological competence (in the field of motives, abilities, orientation of students);
‒ auto-psychological competence or reflection of pedagogical activity (in the field of merits and demerits of one's own activity and personality).
In the modern world, in order to be professionally competent, the teacher must, on the one hand, constantly learn, engage in self-education, and on the other hand, self-actualize in pedagogical activity. In the process of self-realization, the teacher enters into the relationship of appropriation-bestowal. A teacher, self-fulfilling, self-fulfilling, does not just function in society, but also invests himself in his values, as pupils. A teacher in the education system is a self-developing personality, who, with the help of constant work on oneself, improves his professional and personal qualities. The most complete description of the professionally significant qualities of the teacher is given by V. А. Slastenin: «Teacher is not only a profession, the essence of which is to translate knowledge, but a high mission of creating a person who affirms a person in a person». The professional competence of any teacher should be comprehensive. One can consider the professional competence of a foreign language teacher, which is the unity of such components as key, basic and special competence. The key ones are those competences that are necessary for any professional activity. Basic competencies reflect the specificity of certain professional activities (pedagogical, medical, engineering). Special competence, on the one hand, reflects the specifics of a particular subject area of ​​a professional. On the other hand, it is regarded as the implementation of key and core competencies in the field of the subject. Thus, the competence of the teacher of a foreign language is a special professional competence.
30. The importance of Linguistic competence while teaching a foreign language. Linguistics is needed in English language teaching because it helps teachers explain the English components and structures to the students. Every language has a system or linguistic rules that can be learned in terms of phonology, morphology. syntax, and semantics. This understanding of linguistic competence implies that grammar and vocabulary should not be taught in isolation; instead, they should be introduced within themes and topics. For example, words, such as contaminate, domestic waste and toxic, can be introduced when discussing pollution.
32. Stages of a foreign language lesson. Language courses include 7 language components that aim at developing learners' language competency. These are vocabulary, grammar, functions, reading, listening, speaking, and writing. Most syllabi often include the above language teaching components usually in the same order listed above.