Ministry of higher and secondary special education of the republic of uzbekistan теrmez state university department of philology and teaching languages: on theme

MINISTRY OF HIGHER AND SECONDARY SPECIAL
EDUCATION OF THE REPUBLIC OF UZBEKISTAN
ТЕRMEZ STATE UNIVERSITY
DEPARTMENT OF PHILOLOGY AND TEACHING LANGUAGES:
ON THEME :
________________________________________________

		DONE BY: __________________________ SCIENTIFIC SUPERVISOR: _________________________

TERMEZ- 2022


MORE NOUNS AND ADJECTIVES IN OLD ENGLISH
PLAN
INTRODUCTION
MAIN PART

1. NOUNS IN OLD ENGLISH

2.Degree

3.ADJECTIVES IN OLD ENGLISH

4.. Overview of both categories
CONCLUSION
Reference

CONTENT

INTRODUCTION : ………………………………………………………… 3

1. 
   NOUNS IN OLD ENGLISH ………………………………………………. 5
   
2. 
   DEGREE ............................................................. 16
   

3. ADJECTIVES IN OLD ENGLISH …………………..……………………. 23
4. OVERVIEW OF BOTH CATEGORIES …………………………………. 27
CONCLUSION ……………………………………………………………. 32
REFERENCE …………………………………………………….. 34

INTRODUCTION
Since the early days of independence, Uzbekistan has been gradually conducting the policy of reforming the sphere of education as a key link of the ongoing course of reforms and renewal of society, as the necessary and mandatory condition for democratic transformations in society, consistent development of economy, and the country’s integration into the world community. At the moment, The National Program for educational complex which covers the entire process of educating and rising the younger generation, where a special place and is reserved for each link in the education system.
The implementation of the Program as a whole and the achievement of certain objectives depend on the state and level of development of each link, as well as to what extent they are mutually attended. ‘There is a concept of the World’s language picture in the present-day Linguistics which reflects mutual relations of the language and the culture. The goal of this thesis was to provide research-based teaching techniques and behavior management strategies that can be used by novice teachers in urban middle schools to improve the behavior in their classrooms. Studies pointed to four main reasons why chronic misbehavior happens: a difficult personal situation from outside the school that disrupts a student's ability to learn; course content or lesson goals that are above the student’s ability level that bring on escape behavior; environmental situations within the classroom that inhibit the student’s ability to learn in a mode best suited for the student; the teacher had not established and reinforced clear behavior and academic expectations within reachable limits of the students in the class.