Til aspektlari amaliyoti

INSTRUCTIONAL METHODS AND THEIR APPLICATIONS
METHOD
USES
ADVANTAGES
DISADVANTAG
ES
THE 
LECTURE 
METHOD
A formal or semi-
formal discourse is 
which the instructor 
presents a series of 
events, 
facts, 
or 
principles, explores a 
problem or explains 
relationships 
1. 
To 
orient 
students. 
2. To introduce a subject. 
3. To give directions on 
procedures. 
4. To present basic material. 
5. 
To 
introduce 
a 
demonstration, discussion, or 
performance. 
6. To illustrate application of 
rules, principles, or concepts. 
7. 
To 
review, 
clarify, 
emphasise or summarize. 
1. 
Saves 
time. 
2. Permits flexibility. 
3. Requires less rigid 
space 
requirement. 
4. Permits adaptability. 
5. Permits versatility. 
6. Permits better center 
over 
contact 
and 
sequence. 
1. Involves one way 
communication. 
2. Poses problems 
in skill teaching. 
3. 
Encourages 
student passiveness. 
4. Poses difficulty 
in gauging student 
reaction. 
5. Require highly 
skilled instructors. 
THE DISCUSSION 
METHOD
A method in which 
group 
discussion 
techniques are used to 
reach 
instructional 
objectives. 
1. To develop imaginative 
solutions 
to 
problems. 
2. To stimulate thinking and 
interest and to secure student 
participation. 
3. 
To 
emphasise 
main 
teaching 
points. 
4. To supplement lectures, 
reading, 
or 
laboratory 
exercises. 
5. To determine how well 
student understands concepts 
and 
principles. 
6. To prepare students for 
application of theory of 
procedure. 
7. To summarise, clarify 
points or review. 
1. Increase students 
interest 
2. Increases students 
acceptance 
and 
commitments. 
3. 
Utilises 
student 
knowledge 
and 
experience. 
4. Results in more 
permanent 
learning 
because of high degree 
of 
student 
participation. 
1. Require highly 
skilled 
instructor. 
2. 
Requires 
preparation 
by 
student. 
3. Limits content. 
4. Consumes time. 
5. Restricts size of 
groups. 
THE 
PROGRAMMED 
INSTRUCTION 
METHOD
1. 
To 
provide 
remedial 
instruction. 
2. 
To 
provide 
make-up 
instruction for late arrivals, 
1. Reduce failure rate. 
2. Improves end-of-
course 
proficiency. 
3. 
Saves 
time. 
1. Require local or 
commercial 
preparation. 
2. Requires lengthy 

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A method of self-
instruction 
absentees, 
or 
transplants. 
3. To maintain previously 
learned skills which are not 
performed frequently enough. 
4. To provide retraining on 
equipment and procedures 
which have become obsolete. 
5. To upgrade production. 
6. To accelerate capable 
students. 
7. 
To 
provide 
enough 
common background among 
students. 
8. To provide the review and 
practice of knowledge and 
skills. 
4. Provides for self 
instruction. 
programmer 
training. 
3. 
Increases 
expenses. 
4. 
Requires 
considerable 
lead 
time. 
THE 
STUDY 
ASSIGNMENT 
METHOD
A method in which 
the instructor assigns 
reading 
to 
books, 
periodicals, project or 
research papers or 
exercises 
for 
the 
practice. 
1. To orient students to a 
topic prior to classroom or 
Laboratory 
work. 
2. To set the stage for a 
lecture 
demonstration 
or 
discussion. 
3. To provide for or capitalize 
on individual differences in 
ability, 
background, 
or 
experience 
through 
differentiated 
assignments. 
4. To provide for the review 
of material covered in class 
or 
to 
give 
practice. 
5. To provide enrichment 
material. 
1. Increase coverage of 
material. 
2. Reduce classroom 
time. 
3. Permits individual 
attention. 
1. Require careful 
planning and follow 
up. 
2. Poses evaluation 
problem. 
3. Produce non-
standard results. 
THE 
TUTORIAL 
METHOD
A 
method 
of 
instruction in which 
an instructor works 
directly 
with 
an 
individual student. 
1. 
To 
reach 
highly 
complicated skills operations 
or 
operations 
involving 
danger 
or 
expensive 
equipment. 
2. To provide individualised 
remedial assistance. 
1. Permits adaptive 
instruction. 
2. Stimulates active 
participation. 
3. Promotes safety. 
1. Requires highly 
competent 
instructor. 
2. Demands time 
and money. 
THE 
SEMINAR 
METHOD
A 
tutorial 
arrangement 
involving 
the 
instructor and groups, 
rather than instructor 
and individual. 
1. 
To 
provide 
general 
guidance for a group working 
on an advanced study or 
research 
project. 
2. To exchange information 
on techniques and approaches 
being explored by members 
of a study or research group. 
3. To develop new and 
imaginative 
solutions 
to 
problems under study by the 
group. 
1. Provides motivation 
and 
report. 
2. Stimulates active 
participation. 
3. Permits adaptive 
instruction. 
1. Requires highly 
competent 
instructor. 
2. Poses evaluation 
problems. 
3. Is more costly 
than 
most 
other 
methods. 
THE 
DEMONSTRATION 
METHOD
A 
method 
of 
instruction where the 
1. To teach manipulative 
operations 
or 
procedures. 
2. To teach troubleshooting. 
3. To illustrate principles. 
4. To teach operation or 
1. Minimise damage 
and 
waste 
2. 
Saves 
time 
3. Can be presented to 
large groups. 
1. Require careful 
preparation 
and 
rehearsal. 
2. Requires special 
classroom 

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instructor by actually 
performing 
an 
operation or doing a 
job shows the students 
what to do, how to do 
it, 
and 
through 
explanations 
brings 
out why, where, and 
when it is done. 
functioning of equipment. 
5. 
To 
teach 
teamwork. 
6. To set standards of 
workmanship. 
7. To teach safety procedures. 
arrangements. 
THE 
DEMONSTRATION 
METHOD
A 
method 
of 
instruction is required 
to 
perform 
under 
controlled conditions 
the operations, skills 
or movement being 
taught. 
1. To teach manipulative 
operations 
or 
procedures. 
2. To teach operation or 
functioning of equipment. 
3. To teach team skills 
4. To teach safety procedures. 
1. Builds confidence. 
2. 
Enable 
learning 
evaluation. 
3. Reduces damages 
and 
waste. 
4. Promotes safety. 
1. Requires tools 
and 
equipment. 
2. Requires large 
block. 
3. Requires more 
instructors. 
THE BUZZ GROUP
1. To develop and express 
imaginative ideas, opinions. 
2. Stimulate thinking. 
1. Help trainers to 
draw 
breath. 
2. Gauge the mood by 
listening 
to 
some 
discussion. 
3. Change pace of 
discussion. 
4. 
Encourage 
participants to reflect 
what was learnt. 
1. Unfamiliarity in 
use. 
2. Time required. 
3. Need for group 
leaders. 
BRAINSTORMING
1. 
Discover 
new 
ideas, 
thoughts and responses very 
quickly. 
1. Leads to a very 
animated 
and 
energising 
session. 
2. 
More 
reserved 
participants feel free to 
contribute. 
1. It takes time 
particularly if it is a 
large 
group. 
2. May consume a 
lot of material e.g. 
flipcharts or writing 
materials. 
3. Requires high 
level 
facilitation 
skills. 
ROLE PLAYS
1. Exploring and improving 
interviewing techniques and 
examining complexities and 
potential conflicts of groups. 
2. To consolidate different 
lessons in one setting. 
1. Good energizers. 
2. Promotes empathy 
of trainees for other 
situation. 
3. 
Encourrages 
creativity in learning. 
1. 
Participants 
might be reluctant. 
2. May not work 
with trainees who 
do not know each 
other well. 
 
 
 
 
 
 
 
 
 

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LESSON 2. 
PROFESSIONAL AND ACADEMIC TERMINOLOGY
Module: 
Vocabulary 
Topic: 
Professional and academic terminology (e.g. language acquisition, 
hypothesis, etc)
 
Time: 
80 minutes 
Aims 
 
Materials
 
Aids
to analyse professional and academic terminology; 

to develop practical understanding of key terms 
1. Lewis, M (1997). Implementing the Lexical Approach. Hove: LTP. 
2. McCarthy, M. and O‘Dell, F (2004). English Vocabulary in Use. Upper-
intermediate and advanced. Cambridge: CUP 
Text-books. charts, laptop with speakers, handouts 
Lead-in (5 min.): Teacher asks the questions: 
1. Where do we use English? 
2. What English professional words do you know?
3. What types of professional words are there in English? 
Hangout 1. Professional English
Most professions have specialized vocabularies. People who work in those professions 
know, understand, and use terms that may not be used by the general population. Additionally, 
words that may have a certain meaning in one context may have a different meaning when used by 
members of a certain profession. For example, members of the medical profession and members 
of the construction or building profession both talk about "joints." However, we know they are not 
talking about the same kind of joint! When we talk about texts, both literary and non-literary, the 
English profession (and for that matter most well educated people) use a specific vocabulary to 
discuss what they have seen or read.
Academic terminology can be difficult to define. One broad definition is the vocabulary 
which can be used in academic contexts. The problem here though is what do we mean by 
'academic contexts'? Does this mean spoken contexts (e.g. lectures, seminars, presentations), 
written contexts (e.g. essays, articles, reports), or both? Writers on academic vocabulary tend to 
focus on the latter, and often overlook the former. It also depends on what subject we are talking 
about. The academic terminology or vocabulary necessary for writing a science laboratory report 
(e.g. apparatus, procedure, errors) has some differences from the academic vocabulary which 
might be used in social science research (e.g. survey, population, sample), though of course they 
would also have much in common. In general, academic vocabulary can be considered to consist 
of three types of vocabulary: 

general words which are acceptable for academic use; 

non-general 'academic' words ; 

technical words specific to an individual subject area.