Фани бўйича ўҚув-услубий мажмуа

The methods of teaching
Visual lecture, Brainstorming, Explaining, Spidergrammes,
Teaching resources	Lecture synopses, handouts, graphic organizers for showing slide-show about the topic
Interaction patterns	Plenary, whole group
The condition of the teaching	Overhead projector, room equipped with computer technologies

2-Мавзу. Origins of the English Language. Periodization in the History of English

1. 
   Languages in Britain before English
   
2. 
   Periods in the History of English
   
3. 
   Germanic Conquest
   
4. 
   The Names “English” and “England”
   
5. 
   The Origin and Position of English
   

ИПТ – Муаммоли маьруза
ИАТ воситаси – график, органайзер рангли фломастерлар

Ish jarayoni bosqichlari vaqti	Faoliyatning mazmuni
	o’qituvchi	talaba
Stage I Motivation (15 min.)	1.1. Greeting. 1.2. Introduce the students to the new theme of lesson , give brief outlines of the subject matter, its aims, objects, and importance in linguistics, its relation with the other subjects. 1.3. Brain-storm questions: What is the task of the course of the History of English? What political and social events affected the evolution of the English language? Name the eleven principle groups in the Indo-European family. What features bring the languages into relationship? What is Sanskrit? Why is it important in the reconstruction of Indo-Europeans? How do you prove that English indirectly must have originated form Sanskrit? When did the sound change described by the Grimm’s Law occur? In what year did Grimm formulate the law? Explain why Grimm’s Law is important in historical discussions of the English language. To what group of Indo-European does English belong?	Students take part in warm up exercise in which brain-storm questions are given.
Stage II. Presentation (50 min)	2.1. Discussion questions, key words and references to the sources are given. 2.2. Teacher speaks on the questions of the lecture. From time to time the brain-storm questions are given in order to involve the students to the essence of the problem discussed. Visual aids are used.	Students listen, try to answer the brain- storm questions, make notes on the questions to be spoken about.
Stage IV. Production ( 15 min)	4.1. Teacher instructs the students to make up their own opinion on the questions discussed, gives internet and literature sources for further reading. Self-control questions are given on lecture Teacher answers the students’ questions 4.4. Homework. Analyze the questions discussed. Find more information from internet sites, work on the literature.	Students make up their own opinion Students answer the teacher’s questions Students give questions on the lecture. Notes are made.