Фани бўйича ўҚув-услубий мажмуа

The methods of teaching
Brainstorming, Explaining, Questioning and answering, Demonstration;
Teaching resources	Lecture synopses, handouts, charts indicating ME nouns, verbs, adjectives, pronouns;
Interaction patterns	Plenary, Whole group
The condition of the teaching	room equipped with computer technologies and whiteboard

6-Мавзу. Phonological and Morphological Changes in Middle English

1. 
   Middle English a Period of Great Changes
   
2. 
   Changes in the Vowels
   
3. 
   Formation of New Diphthongs
   
4. 
   Consonants in the Middle English Period
   
5. 
   Decay of Inflectional Endings
   
6. 
   Changes in Noun System
   
7. 
   Development of Middle English Adjectives
   

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: What dialects were mostly influenced by the Scandinavian invasions? What level of the language was considerably affected because of the Scandinavian languages? What was the historical event that profoundly affected the course of the development of the English language history, because of which English from a synthetic language altered to analytic? How would the English language probably have been different if the Norman Conquest had never occurred? Why did William consider that he had a claim on the English throne? What kind of position did the English language have during the Norman domination in Britain? For how long after the Norman Conquest did French remain the principal language of the upper classes in England? What events and historical conditions predetermined and prepared the victory of English? What four principle dialects of ME are customarily distinguished? What is the importance of London dialect in the English language history?	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 Teacher answer the students questions 4.4. Homework. Analyze the questions discussed. Find more information from internet sites, work on the literature. Four students are given the theme of the problem to be discussed at the next lecture-conference. Give instuctions for the preparation.	Students make up their own opinion Students answer the teacher’s questions Students give questions on the lecture. Students make notes.