Theoretical foundations of teaching foreign languages

2.3. Lecture preparation
The structure of a lecture course usually includes an introductory, main, and final part. The number of lectures in one or another part is determined taking into account the total number of hours allotted for lecture work and the specifics of the structure of the studied branch of knowledge.
After determining the structure of the lecture course, you can start preparing a particular lecture. The methodology for working on a lecture involves approximately the following stages¹⁷:
• selection of material for the lecture;
• determination of the volume and content of the lecture;
• choice of sequence and logic of presentation;
• selection of illustrative material;
• development of the manner of lecturing.
The selection of material for a lecture is determined by its topic. To select the material, it is necessary to familiarize yourself with the current legislation and by-laws, authoritative comments on the current laws and problematic articles in periodicals. Further, the lecturer should carefully familiarize himself with the content of the topic in the basic educational literature used by students to find out which aspects of the problem being studied are well stated, which data are outdated and require correction. You should consider the generalizations that need to be made, highlight controversial views and clearly form your point of view on them. The lecturer needs to analyze the state of the problem outlined in the textbook from a modern perspective, draw up a lecture plan, and start creating an extended lecture plan.
Determining the volume and content of a lecture is the second important stage in the preparation of a lecture, which determines the pace of the presentation of the material. This is due to the limited time frame that determines the teaching hours for each discipline. It is not recommended to follow the path of planning the reading at lectures of all the material provided for by the program to the detriment of the completeness of the presentation of the main issues. The lecture should contain as much information as can be absorbed by the audience in the allotted time. The lecture should be unloaded from part of the material, transferring it to independent study. If a lecture is perfectly prepared but overloaded with factual (statistical, etc.) material, then it will be ineffective and will not achieve the set goal. Getting to the issue of the scope and content of the lecture, one should consider several special, specific features of this type of activity, including the didactic characteristics of the lecture.
The choice of the sequence and logic of presentation of the material is the next stage of work on the lecture. When drawing up a lecture plan, it is better to single out independent sections, after each of which it is desirable to make generalizations. Highlight the information on which the listeners need to focus. Determining the logic of constructing a lecture, you should clearly define which method of presentation you will use - the method of induction, deduction, or analogy¹⁸.
The inductive method consists of moving from the particular to the general. Induction can be complete when generalization is made from the analysis of all characteristics, parameters, or other data about the phenomenon or subject under study without exception. Its disadvantage is its cumbersomeness since sometimes it is necessary to operate with a large amount of data. Therefore, incomplete induction is more common, when generalizations are made on the basis of some (not exhaustive, but sufficient) data.
The deductive method of the presentation consists of moving from the general to the particular. The deduction is used if some general regularity is known and on its basis individual manifestations of this regularity are subject to analysis.
The analogy method is based on making a conclusion about the studied phenomenon by its similarity with other known phenomena. This similarity can be established on the basis of several features, which should be significant and characterize the phenomenon from different angles. Drawing an analogy, it is necessary to establish the development of the phenomena under consideration, which contributes to the objectivity of the analysis. The use of superficial analogies should be avoided, as this can lead to a common mistake called “false analogy”.
The final stage of work on the text of the lecture is its design. The vast majority of novice lecturers draw up the selected materials in the form of abstracts. More experienced teachers get by with all sorts of thesis notes and plans¹⁹.
The development of an individual manner of lecturing is an extremely important and long period in preparation for a lecture. First of all, you should never read the text of a lecture. You should strive to maintain an active dialogue with the audience, keep yourself at ease, freely, confidently, move around the audience, making sure that students have time to write down after you. It is advisable to repeat the most important provisions, periodically change the timbre of the voice, logical stress, thus showing the importance of a section, thought, conclusion or generalization. This must be thought out in advance when preparing a lecture, noted in the lecture model, for example, highlighting certain blocks of the lecture with colored felt-tip pens.
The selection of illustrative material can be an important stage in the preparation of a lecture. Tables, transparencies, drawings, diagrams must not only be carefully selected but also determined and recorded in their sequence when giving a lecture²⁰.