Фани бўйича ўҚув-услубий мажмуа

The methods of teaching
Visual lecture, Brainstorming, Explaining, Questioning and answering
Teaching resources	Map of the England in M iddle English, Lecture synopses, handouts, charts ;
Interaction patterns	Whole group
The condition of the teaching	room equipped with computer technologies and whiteboard

5-Мавзу. The Middle English Period. Subjection of English and Its Reestablishment

1. 
   Effect of the Scandinavian Invasions
   
2. 
   The Norman Conquest and Its Effect on the Linguistic Situation
   
3. 
   The Reestablishment of English as the Language of the State and Literature
   
4. 
   Dialects in ME. The London Dialect
   
5. 
   The Spread of the London Standard
   

ИПТ – Мунозарали маьруза
ИАТ воситаси – график органайзер

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. 1.3. Brain-storm questions: How do the nouns of OE illustrate the marked synthetic character of English in its earliest stage? According to what features are the certain stems of vowel declension in nouns united into its division? Why are the different types of declensions in OE referred to as stems? How was the gender of OE nouns defined? Explain the difference between strong and weak declensions of adjectives. What is there in common and what is there different in the division of nouns and adjectives into types of declension? How does the Old English definite article differ from the definite article of Modern English? What is the only part of speech, which have retained more archaic traits in MnE than other parts of speech? Why? Did nouns, adjectives, and pronouns have the same number of cases in Old English? Explain the difference between weak and strong verbs. How many classes of strong verbs were there in OE? Did the OE verb have as many grammatical categories as the MnE verb?	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 the lecture 4.3. Teacher answer 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. Students make notes.