Lecture method shall be selected for a class, if A. Teacher is a good orator…

Concept. In instructional design the teaching method is a dependent choice: it is derived from the instructional or curricular objectives to be achieved, together with the nature of the content and the learners' entry behaviour. The expository lecture is the method those objectives call for when the intended outcome is to transmit or organise a body of information, to give an orientation or overview, or to explain abstract content to a whole group within limited time.

Application. Each of the four statements is tested against that criterion:

• “Teacher is a good orator” — oratory is an attribute of the teacher. It affects how well a lecture is delivered, not whether the syllabus objective calls for one; choosing a method to suit the teacher’s talent reverses the objective → method dependency.

• “All students are above average” — the lecture carries no such precondition. It is used precisely with large, heterogeneous groups, and a uniformly high-achieving class would in fact sustain more independent, inquiry-oriented work.

• “Curricular objectives demand so” — this is the objective-driven criterion itself; the method is adopted because the stated learning outcome requires expository transmission of content.

• “Students request the teacher to do so” — a request records learner preference. Preference informs motivation and rapport, but it does not establish that the method fits the objective.

Cross-check. Sorting the four statements by the kind of ground each one offers makes the single valid basis visible:

Only one of the four conditions survives that test — the demand of the curricular objectives — so the correct choice is “C only”.