Glossary audiolingual teaching

7.4. Interactive forms of lesson organizing
Achieving good results in FLT depends on the forms of organizing a teaching process. It is obvious that effective forms of teaching inspire learners in the process of imparting and acquiring knowledge. Generally, methods and forms of ELT and ways of interaction between a teacher and learners aim to impart and acquire knowledge, and also to develop language sub-skills and skills.Lecture is one of the forms of organizing teaching at the Higher Educational Establishments. It is oriented at imparting theoretical knowledge. There are different types and forms of lectures which are distinguished by G. Makhkamova (2012: 18-19) and presented in the Table 5.
Table 5. Types and forms of the lecture

Types	Forms
Introductory lecture Informative lecture Review lecture	Problem-solving lecture Discussion-lecture Visualization-lecture Slide-lecture Analytical lecture Instructive lecture Press-conference -lecture Lecture with the planned in advance mistakes. Video-lecture Multimedia lecture

ELT at all types of Educational establishment is organized as a practical course. The maingoal is forming and developing all components of communicative competence. Howeverwithin a practical course some elements of the lecture, as delivering of information to students, can be used at schools, lyceums and colleges Learners must acquire knowledge and information (input) to reproduce and produce them in a new context (output). Students obtain knowledge and information from the texts and rules, as well as via a teacher’s speech. Laboratory work is another form of organizing a practical lesson. It is organized in a specially equipped room or in the computer center independently according to the teacher’s instructions.In the practice of ELT the common type of a classroom interaction “Initiation-Response-Feedback” (IRF) is known. Within this type a teacher initiates an exchange, usually in the form of questions, students answers and the teacher gives a feedback (assessment, correction, comments) and initiates the questions and talks of the students. Interaction during activities in the classroom can be organized in various patterns described by Penny Ur (1991: 227):

TT = The teacher is very active, students are only receptive.
T = The teacher is active, students are mainly receptive.
TS = The teacher and students are fairly equally active.
S = The students are active, the teacher is mainly receptive.
SS = The students are very active, the teacher is only receptive.
This list can be continued, because there are a lot of reasons for teachers’ questioning at the EL classroom. The major forms of organizing students’ activity are: a) group work; b) pair work; c) individual work. In group work learners work together in groups and carry out the tasks or instructions given by the teacher. Such form of work improves the language and cooperative skills, creates motivation for learning. Each group has its leader whose knowledge and experience inspire the others. Each member of the group works for himself/herself and for the whole group. Group work does not take much time for a feedback because the teacher evaluates the whole group work. In pair work the teacher divides students into pairs and gives them their tasks and instructions. Before giving the tasks the teacher should take into consideration their level of the language performance, interests, and other abilities as communicability or leadership. Individual work is very important in organizing teaching. It is oriented at the individuals taking into consideration their character, level of EL proficiency, interests, motivation. And this type of work is characterized by giving individual tasks to learners. Some of the learners are afraid of making mistakes and prefer keeping silence than answering questions.