Dear Abedallah,

In my opinion, the first part (opening) is the most important as the outline of the lecture should be wel presented. The last part of the lectures (closing) is the second. 

 Here are some ways to improve the make a lecture more participatory from Harvard university.

Suggestions for beginning the lecture

• Begin the course or the lecture with a question or questions which help you to understand what students are thinking.
• Begin the course or the lecture by posing a problem and eliciting several answers or solutions from the students.

Suggestions for closing the lecture

• Allow time for questions at the end of lecture. 
• End the lecture with a provocative question. 
• At the end of your lecture, or at any other appropriate stopping point, give students a one-question "quiz," based on the material just covered in the class. 

http://isites.harvard.edu/fs/html/icb.topic58474/TFTlectures.html

Dear Abedallah,

In my opinion, the first part (opening) is the most important as the outline of the lecture should be wel presented. The last part of the lectures (closing) is the second. 

 Here are some ways to improve the make a lecture more participatory from Harvard university.

Suggestions for beginning the lecture

• Begin the course or the lecture with a question or questions which help you to understand what students are thinking.
• Begin the course or the lecture by posing a problem and eliciting several answers or solutions from the students.

Suggestions for closing the lecture

• Allow time for questions at the end of lecture. 
• End the lecture with a provocative question. 
• At the end of your lecture, or at any other appropriate stopping point, give students a one-question "quiz," based on the material just covered in the class. 

http://isites.harvard.edu/fs/html/icb.topic58474/TFTlectures.html

The lecture may be lead to temptation to be fast because of the huge amount of informations. I´m such a fast teaching lecturer. So I´ve developed a technique which allows the audience to ask if they havn´t understood something. I give opportunity to ask questions, will repeat my material in a different approach and always prepare detailed scripts. My experience is, that this behaviour is favoured by the audience.

I want to add a direct answer to your question about parts of the lecture.

The first part is an introduction in the field you teach.

The second part are repetitions of basics you will use.

The third part is the "corpus" of your lecture, the main contents.

The fourth part will usually be a replication of the main statements .

The fifth part will contain examples for the practice and application.

Between all parts: time for questions and reps.

Lectures may be one hour or one and a half hour at a time. I think the most important part of the lecture is that part during which examples and applications are explained.

Dear @Behrouz, thank you for joining the discussion and providing some ways to improve making a lecture more participatory.

Yes dear @Hanno, time is very important especially if the course is a general course and you need to cover the syllabus. Thank you for the schedule of dividing the lecture into proper parts.

Thank you dear @Mahfuz for sharing your opinion.

In my experience, the first five minutes and the last five minutes are the most important. That is when people really listen. So it worth getting the main points across in the first five minutes and repeating them in the last five minutes. Some lecturers pause for questions every five minutes to continually hold the audience's attention. 

Students' learning is the most important part of the lecture.

Dear @Kieran, the first and last five minutes are the most important because the students are listening during these periods.

Dear @Reginald, you are right, this is the aim of the lecture.

Respected Dr. Abedallah & All Participating Colleagues,

The most important part of the lecture is the part in which the most important information "as you deem" is given during the allotted time.

But the best part of the lecture is the one in which many hands are raised to participate in a heated debate "which does not  turn into futile Byzantine argument & in which there is build-up of information while the instructor orchestrates the process". 

Note: the above applies to a reasonable class of ~ 30 students maximum.

Some would say that the question and answer section at the end is the most important part of a lecture. However it is often squeezed into the last few minutes at the end. It is worth stopping after 40 minutes and allowing 20 minutes for questions. 

Dear @DR. Nizar,  I agree with you that " the best part of the lecture is the one in which many hands are raised to participate ". When do you plan to teach this most important part. 

Dear Dr. Abedallah M Rababah,

I think that the best part of the lecture ought to be in the middle if the subject material allows a shift here or there.

Somehow, I feel it is very difficult to distinguish between different parts of a  lecture as most important, a little less important, least important, and so on. I think everything should be important. Whatever is not important should not form part of  the lecture. Rather,  the instructor/speaker  must try to make all parts equally interesting so as to sustain the interest of the audience.

@Debi,

to provoke equal interest in the audience is quite complicated, because skills and basic knowledges may differ from person to person. So you should try to deliver understandable infos at least for the major part of your audience.

The most important "part" is: your students have to learn in which way ever!

I concur with all the contributors as everyone has added value thoughts. Although entire lecture is import however; I find intro and conclusion more important parts of a lecture. Intro is important because it would create attraction for the audience to listen the rest of the lecture.  A good conclusion warps all the necessary ingredients of the lecture.

Dear Abedallah,

Very interesting question. Dear All, I have learned a lot now. Thank you for sharing your ideas dear @Behrous, @Hanno, @Nizar and @Debi . My way of structuring the lecture is close to idea shared by Hanno. We, from Pomerania are familiar with German traditions in teaching, giving clear structures of contents. Now, after reading  comments to this topic, I think, I will do two question sections during lectures, in upcoming academic year. This will give more dynamism. Btw. dear @All, where is the time for anecdotes ?

Dear @Nizar,  a good point: the middle if the subject material. Dear  @Debi, you just mentioned a good point: the whole lecture should have the same importance. The intro and the conclusion parts are very important as @Asmat pointed out. Most important is giving dynamism to the lecture as well said by dear @Beata.

Dear Beata,

an answer to your question about anecdotic time:

The time is come when the major part of your audience is yawning or even more significant, if they show the famous totally empty "pan cake face" without any mimic, small nearly closed eyes, closed mouth and without any signs of understanding or participation.

Then a small anecdote, a joke or some self-irony are advisable.

Dear @Beata, Thanks for introducing the term of anecdotes into discussion. The following slide show explain the idea:

http://www.slideshare.net/Jijoallsaints/anecdotal-record

A Spoonful of Anecdotal Advice: Teaching Valuable Lessons Through storytelling By Juliann Schaeffer:

http://www.todaysdietitian.com/newarchives/tdmarch2008pg26.shtml

I divide my lecture into two parts: The first part includes a conceptual-historical introduction to the subject matter. The second part is technical development.

For me, the most important part is the first. The objective of this part is to fire up the interests of the students, so that I do not loose them in the second part. 

Dear @Costas, thank you for explaining your strategy in order to fire up the interests of the students and not loosing them in the second part of the lecture.

It is very difficult to say the parts of a lecture into regimented ways of organizing as it depends on the subject content of lecture. We may be able to organize it into a number of parts such as the following:

1.     Introducing the subject matter and its relevance

2.     The main body of knowledge that is to be presented.

3.     The application of knowledge in practical situations with suggestions or examples.  

4.     Summarizing the lecture

In a large classroom obviously the students hesitate to communicate, so it is important for the professor to invite questions at typical junctures in the lecture to expand the details which he/she thinks are difficult for the students to follow. In the extreme case he/she should ask a typical question and respond at the same time. Alternatively ask simple questions to the student and elicit responses as a way of breaking ice. I don’t think there is any single answer to any situation. It is for the professor as a way of improvising as you go through the lectures.

Dear Hanno, thank you for detailed description of the best moment and need for anecdotes. Your linguistic symbol "pancake face" makes me smile for a longer while. I have to remember, recall and cite you in proper moments. Btw., brilliant description o "pancake face". Seems familiar with my experiences too. 

I'm not a lecturer, but I was a pupil and student. I agree with Behrouz Ahmadi-Nedushan. At first I needed a sense or a "problem" to dissolve. Something that I can grab. That's made me hungry for more. So I had the chance to start thinking about the lectures content. Next lecturer should gave the tools to solve the problems and background. And end with some little open questions that I can looking for. Learning is like painting a picture, starting with an empty screen, go's on with a central point and end  with a detailed picture.

Thank you dear @Nageswara, it makes sense to divide a lecture into 4 parts: intro, knowledge, applications, and conclusions. Thank you dear @S. Abd.El.Aleem for your feedback that the opening is the most important part of the lecture.

I agree with dear @Beata in upvoting the description of dear @Hanno's  symbol "pancake face" as a funny description and will always be remembered..

Many friends have said that introduction and concluding part are more important. But supposing we have made the body part complex and difficult fr the audience to grasp and relate, though things are clear in the mind of the teacher. But somehow, s/he is not able to make it more interesting through out for various reasons. Shall we still say that introduction and conclusion are more important. It is tantamount to saying that while solving a sum the guy has the right introductory part and the end answer; it does not matter if his method followed is all  wrong.

Dear @Viswanath Devan  did send me his valuable opinion in a message and I want to share it with you:

"I feel the entire lecture is important..As a good lecturer, you would like the entire class to understand each and every piece of knowledge you are sharing with them. In that case, you need to grab their attention all the time and hence every part of your lecture must be properly paced, have good questions being asked by yourself, good questions being asked by the class, satisfactory answers and most of all the subject must be made as interesting as possible."

Dear all,

A map of the lecture is a good idea, but I would put some questions in the air, questions to provoke interest in the students, divided in all the conference.  For example, I could put a slide with a motivating question every time I open a chapter of the lecture.  I think that the first impression is the most important, then you can take them with care to the climax and, at last, to the end.  But the end is not in the hand of the lecturer, is in the voice of the students, because that's the objective of the conference, to leave a seed in the mind of the listeners to convert our words into action.

Dear @Mario,  I agree with you that the first impression is very  important and can last  to the end.

For me, the most important part of the lecture (to me) is that moment when I feel that the students or the majority of them are brought up to the thrill of what I am offering and are well attracted to it. This means to me a successful lecture is going on. For this moment to become true lots of efforts have to be exerted before and after (to prolong this moment as possible). Hence, all the lecture parts, the introductory part, the interactive parts, the core lecturing,...etc matters. Thanks. @AlDmour.

A good point dear @Ismat that the most important part of the lecture is that moment when the students  are brought up to the thrill of what is  offered  and are well attracted to it.It is good to know when does this happen?

Dear @Luisiana Cundin did send me his opinion in a message that I share with you "In some sense, the professor is a verbal repeat of the material in the book. Some people remember and learn through audio cues, others find reading most effective and still others find various other methods more effective. If the lecture is so jammed packed with information that the students feel hurried, then it is poorly designed class. Most people do not remember much past 15 minutes, so, really the first 15 minutes of the lecture is effective, the other 45 minutes is a bust.

www.columbia.edu/cu/tat/pdfs/lectures.pdf

http://ideas.time.com/2012/10/02/why-lectures-are-ineffective/

http://teaching.colostate.edu/tips/tip.cfm?tipid=90

"

Introduction with prediagnostic is good . But for me creativity to requestion the body of knowledge to stimulate students active learning is the biggest part of lecturing. It help us in understanding student with minus knowledge or the other that accelerate more on the subject. Creativity as presenting real case scenario as pbl and relate it with theory or subject is important part for me can be using any medium and various teaching method.

Dear @Dony, it is reallt creative to re-question the body of knowledge to stimulate students active learning. It  is the biggest part of lecturing.

Dear @Kamal, thanks for joining the forum and giving a new dimension to the discussion; drawing the attention of the students to the subject of the lecture is vital; also keeping this attention as long as possible by asking questions is very important for the lecturer and the students.

Apart from several parts of a lecture (for which a number of professionals expressed their opinion), however effort should also be made so that lecture is attractive and understandable to all students (all students are not the same). An outline of the lecture, examples of the major points, slowing down or repeating where the material is complex, stopping periodically to let the students ask questions or inviting students for comments, emphasizing important point and using multimedia and technology (slides, audio, websites) can make lecture more informative, vivid, and immediate, as well as provide variety.

Agree Behrouz: the beginning and the end are the msot important.

A good beginning mesmerises your audience and raises their expectation.

A good end summarise what has been covered and the very few pieces of key info for the audience to take away.

To me a systematic lecture is preferable, wherein every part is linked to alt others, but most important is the outcome of the lecture; what students have learnt. If a lecture, does not make sense what is its purpose, what will add to their knowledge and what is its connection with the subject. That is, It is important how effectively a lecture is delivered.

Dear @Golam, thank you for giving opinion to increase the effort that should be made so that lecture is attractive and understandable to all students; it is the object of delivering a lecture.

Dear @Huajiang, I agree with you that a good beginning mesmerises your audience and raises their expectation.

Dear @Mohammad, a systematic lecture is a very good choice that links the parts wit each others. It is also important as you mentioned that what students have learned and  what will add to their knowledge. Well said dear @Mohammad "It is important how effectively a lecture is delivered."

Objectively.... introduction and conclusions!

When you give a lecture course not on the basis of a single book or printed material, it is important to give a good list of references, from which students can learn details of your lecture contents by themselves.

Dear @Alexandre, thanks for the feedback; for you, introducing  the lecture and making conclusions are the most important parts of the lecture.

Thank you dear @Tatsuo for the introducing the of the dimension of learning beyond the lecture time. 

Dear @Christoph, I find it interesting that you like short phases that  can be started by the lecturer as experimenting with illustrations and can spawn active participation and involvement of the students.

May I add an additional aspect relating to mnemo techniques. If you once managed it to get the attention of your students you must repeat the main contents in short time intervalls, to cause the data transfer and conservation in the brains of your students. If these pupils ascertain the mnemo effects they will continue to listen and to learn because they feel sucess immediatly.

Yes dear @Kamal, I totally agree with you that we should build  the virtue of listening in the students, and delivering a good lecture is one of the reasons to fulfill this virtue.

Dear @Hanno, you are right that the main object is  that the students  feel success immediately in order to capture their attention during the time of the lecture.

in my opinion starting of the lecture should be attractive for students.The final conclusion is another part of that and how you consider each individual to discuss about the scientific matters

Dear @Ali, thank you for joining the discussion; the starting part of the lecture should be attractive for students in order to capture the attention of the students.

 are the same.I am happy to see that our opinion.This what I have found during last four decades fro my teaching experience.

I agree, too. It is indeed quite important to have attention of the students.

Dear @Ali, I am happy to share the same opinion with a professor with this long teaching experience.

Dear @Kamal and @Asmat, thank you for your valuable opinion.

The most important part of a lecture is the lecturer himself! What the lecturer is, is far more important than what he lectures. What the lecturer is has a direct influence on the way he lectures, the way he is in control, the way he attracts student attention throughout the duration of the lecture and has a considerable influence on how effective he is at explaining, demonstrating and inspiring his students. You need to build relations with your students not just inside the lecture room but also outside in order for all of this to happen. Such relations can be in the form academic help such as  Q and A sessions, sport, trips and even social and current affair discussions. Great lecturers are humble enough to put themselves in place of those seeking to learn, especially the ones who find learning hard.

I believe that the main body of knowledge that is to be presented is important.  It is an essential part of the lecture.

I quite agree with Issam's comment that the most important part of a lecture is the lecturer himself. I was attracted by what Professor Hideki Yukawa was and entered Kyoto University to listen to his lecture. His undergraduate lecture course on quantum mechanics was only for half a year, and he went abroad during the last one or two months, leaving the rest part to be continued by an associate professor. However, I learned much from Yukawa's lecture.

Dears @Issam, @Kamal, and @Tatsuo, I do agree with you that the lecturer himself is the most important in the lecture because the students are dependent on his personality and on what and how is he delivering the lecture and transfers the main body of knowledge, as dear @Mahfuz mentioned.

@Issam, dear all

I like your comments about the desired  features of the lecturer. But it´s wrong that the lecturer is the most important "part" of a lecture, he  or she is an intelectual and didactical servant with only one aim: students have to learn. And we are discussing here the most important part of a lecture, not analysing personages.

PS: I know, every lecturer is very very important ;-)

Dear Kamal

I exactly agree with you and I am doing it for a long time.I use to give quiz to student frequently without saying to student prior to carried it out.

Dear @Hanno, thank you for your comment; the lecturer is delivering the lecture and thus can influence and shape the personality of the students, so, his role is very important.

@Hanno

the question asks:" what is the most important part of the lecture?" If you read the introduction to the question you can see that the questioner  is concentrating his attention on the 'instructor'  and that is the essence of the question: Can a lecture be delivered without a lecturer? Well of course not. The lecturer is the mean of delivery  of his lecture and that makes him the most influential factor on how the lecture is received by the audience. The lecturer, not only is  an inseparable part of the lecturing process but also, because he is the mean of delivery and  so has the most impact on his audience, he is the most important part of the lecturing process.

Although it may be difficult to separate the lecturer from the lecture, knowing that affects of students towards the lecturer may affect students' learning, to me, every aspect of the lecture is equally important because they are related, that is one part leads to the other. The opening sets the tone for the lecture & should specify the objectives of the lecture, that is, what are the students expected to learn? Which domain of learning is the lecture focussing on? Is it cognitive, affective, psychomotor or perceptual domain? This is necessary to enable the lecturer and students assess the teaching-learning encounter. The content of the lecture should be tailored to the objectives, while obtaining feedback from the students will allow the lecturer clarify misconceptions and assess effectiveness of the encounter.   

Dear @Issam, well-said and explained.

Dear @Olaide, I like your approach: The content of the lecture should be tailored to the objectives, while obtaining feedback from the students will allow the lecturer clarify misconceptions and assess effectiveness of the encounter.  

In some ways the most important part of a lecture is that part which fills a knowledge or skills gap in an individual learner. However all the different learners will probably have different gaps. So before the lecture, the learners could submit their questions to the lecturer and the lecturer would then attempt to answer them. Then all parts of the lecture would be important. 

@Kieran,

a very interesting viewpoint, because it concentrates onto the learners.

Dear @Kieran, a very good point; in this case, the learners should be well prepared for the lecture and know what their gaps are.

Dear @Galina Pasko did send me heir opinion that I appreciate and share with you"

"There is no any part of a lecture which is not important. Most important are moments of relaxation of the audience and tight connection of students with logic of the lecturer. Logical presentation by blocks oriented to the middle level of the audience, with some elements to the top of the class, with all notions defined one by one, giving enough time to make notes, with guidance to practical exercises/ quizzes/ assignments/ etc. emphasises in some stability of big audience involvement.

Transfer of knowledge is deeply connected with personality, professionalism and art of a lecturer.

Quiz given at the beginning of the next lecture could be helpful to prevent students to come late; to be actively ready for the lecture due to repetition of previous material, to collect lecture material forward to exams for usage during quizzes, and therefore to be permanently involved into the lecture process for the preparation to the next quiz.

Some breaks when audience is tired is necessary in form of jokes, practical examples or silence of the lecturer."

Here is Robert Christison on lectures in 1875. It is remarkable how little has changed in 150 years. 

"No observant lecturer can fail to notice that, so long as he is dealing with abstract principles, general statements, bare descriptions, and dry facts slightly associated, it is difficult to secure the attention of his students."

Christison R. President's Address, Delivered at the Forty-Third Annual Meeting of the British Medical Association. BMJ 1875;2:155

Yes indeed dear @Kieran, it is remarkable how little has changed in 150 years; the basics are valid for all times.

In my opinion it depends on audience. If it is represented by students and it is entirely new material to be presented , in this case there is no any part of a lecture which is not important. In case of continues education , I suppose the summary will highlight the most important conclusion with impact on practice. 

Dear @Marianne, I agree with you that audience is the important factor, then giving a lecture for uni students is different from giving  a lecture for continuous education group. Also, whether the material in the lecture is new or contains some repetition.

Dear @Yousef Gholami sent me his opinion in a message that I share with you: "In my mind, the first and maybe leading principle in representing lectures or more generally managing for example a large class, depends on simple and attractive introducing of topics(preferably beginning with historical notes) that will be presented. For an expressive example of technique mentioned above, we can refer to the excellent paper about physical interpretation of fractional integrals by Igor Podlubny such that in it, stimulating researchers the author uses statement "Alice in Wonder Land" for introducing some basic results for fractional calculus.  In second step presenter(Instructor) must practically show that he/she is perfectly dominant to the topics that must presented.  To this aim presenter can use description of the attractive examples or natural phenomena that audience(students) have experienced them without thinking about scientific interpretation of those phenomena. Next step consists of encouragement of interested students to participation in desirable discussion and suggesting some relevant concluding remarks. Finally if we can through the above multi stages path, we can hope that we have held a successful lecture.

Thank you for this valuable and fundamental question."

Dear @Jan Gunneweg  sent me his valuable opinion on a message that I share with you: " you are absolutely right. First it is very difficult to become a good lecturer. It is an art to keep the students or an audience interested so that the lecturer does not only see the head hair, but faces instead. The intonation of the speech is important, the speed of one's talk is important so that the audience not only hears what you have to say, but also gets a split second the time to digest what you have said.

The topic, the division of the lecture and the like are important and in my case, I always use powerpoint so that people who don't have my language or understand my diction or my pronunciation of certain words will understand it anyhow, because a short resumee is provided on the powerpoint slide.

In archaeology, by speaking of pottery, many do not know what he/she is talking about, so that you have to show the pottery or various types of ceramic. The latter is also counting for a scientist. Showing graphs presented over 15 minutes will eventually become very boring after a few minutes if nothing else is shown.

Alternating info from whatever domain-- that of course depends on the broad knowledge of the lecturer--is highly important because some people understand or will remember what you have said according to the photo or joke or your witty comment you gave while progressing the lecture. I am coming in a bit late in this discussion and if I have said things that have been written down by earlier answers, I provide you my excuses."

With pleasure dear @Kamal.

Its presentation in an impressive way with optimum speed, using audio-visual aid like MS PwPt, videos, images, covering all salient aspects and good explanations, Questions and answer session be there in the end or in between. Students also be give some homework to present on similar topics as assignment. Main thing is that lectures need to be updated and be understood by students/scholars. If possible a 2 page write-up as handouts be given in advance of any lecture and students be told to read that topic in advance so that when lecture is delivered they understand it in a better way. 

Dear Professpor Abedallah M Rababah,

Best part of lecture is when relate the lecture material to other courses, fields, and  real-world examples and problems ad mist engagement and interaction of students.

We should consider the attention curve for lecturing.It seems that first and last parts are more important. recipes from the attention curve:

• Almost everyone listens in the beginning. This is the moment to make clear that the teacher will present work that the audience cannot afford to miss.
• If teacher wants to get his/her message through, he should state it loud and clear in the beginning, and repeat it at the end.
• The best approach, however, is to divide your presentation in several parts, each ended by an intermediate conclusion, see attached Figure 2. students who got distracted can always easily catch up with you, particularly if teacher outlines the structure of your talk in the beginning

Dear Professor @Afaq, it seems that you like to applications and interactions of the course material with other courses and subjects to make the lecture alive; I also like to do this.

Dear Professor @Behrouz, I like the idea of dividing the presentation into several parts, each ended by an intermediate conclusion; this enables the students to concentrate better.

In my opinion the most important part of the lecture is the beginning and the end.

I agree with Nada that the lecturer should do everything to gain the attention of the students from the start and structure the presentation, so that the students can follow the trend of the presentation. During the introductory period the objective of the lecture should be presented such that the students can be focused. The summary and conclusion is also very important to help the students assess if the lecturer has covered the objectives of the lecture.

I think that the beginning and the end of the lecture are the most important; however, they are less than one third of the lecture, and, therefore, it is very important to the lecturer to make the other two thirds of the lecture as important as the beginning and the end of the lecture.

The introduction is very important since it guides the reader by giving him an idea about the book.

The conclusion and the introduction represent the largest share in the book.

Introduction and conclusion are the most important parts of the lectures.

Planning an effective lecture

The lecture, one of the oldest teaching methods, is still the most widely used method of instruction on college campuses. But, is it an effective method? The answer is, “Yes, but...”

Yes, lectures are particularly good for presenting up-to-date information, summarizing material, adapting material to the background and interests of a particular group of students, and focusing on key concepts, principles, or ideas (McKeachie and Svinicki, 2014). But, new advancements in understanding about memory, motivation, and learning indicate a need to rethink how to organize and deliver a lecture.

Research shows that information is more easily learned when it is linked to what one already knows. Thus the lecture needs to build a bridge between students' knowledge base and the new material or subject matter of the lecture (McKeachie and Svinicki, 2014). The following are some suggestions as to how to do this:

• Find out what your students already know by collecting information, asking questions, etc.
• As you introduce new topics, start with a review of the material that came before and show how the new content is connected to or builds on it.
• Use examples that are relevant to your students' experiences.
• Order the subtopics in a meaningful sequence, using good transitions and ample metaphors, examples, demonstrations, or other relevant illustrations.
• Make the lecture structure transparent by planning a good introduction.

Make sure your conclusion or summary ties the important information together.

One of the biggest barriers to an effective lecture is presenting too much material for a given class. An easy trap to fall into is overloading students' information processing capacity to the extent that they become frustrated and give up. Students learn more and better if fewer points are presented. So it is essential to think carefully about what you can reasonably address in the time allotted.

Resources

Davis, B. G. (1993). Tools for teaching. San Francisco, CA: Jossey Bass.

McGlynn, A. P. (2001). Successful beginnings for college teaching. Madison, WI: Atwood Publishing.

McKeachie, W. J., & Svinicki, M. (2014). Teaching tips: Strategies, research, and theory for college and university teachers (14th ed.). Boston: Houghton Mifflin.

http://citl.illinois.edu/teaching-resources/teaching-in-specific-contexts/lecture-based-classes

For any lecture it must have a scientific base accurate ,measure ,of the topics for the listeners & should carry out the desire message for the audience.

The lecturer should be fully prepared with his knowledge & must have a scientific base with the accuracy of the relevant points of lecture in sequence & last but not the least he must have a good oratory so that the listeners all the audience carry the impression for the lecturer & while leaving the place they will be having the impression of lecture & also for the message of the lecture .This is my personal opinion .

Getting the students attention, delivering the concept with live examples and using visual effects and discussion about the topic finally few questions and doubts if they they are understanding or not.