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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 
Problem-solving lecture 
Informative lecture 
Discussion-lecture 
Review 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 main goal is forming and developing all 
components of communicative competence. However within a 

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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 centre 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 

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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. They are passive at the lesson in spite of 
knowing the language and topic. Only psychological barrier keeps 
them from answering the teachers’ questions. Such learners need 
inspiring. 
In the Table 6 other interaction patterns in the EL classroom 
taken from P.Ur books (1991: 228) are presented for analysis and 
comparison.