FAN: TILSHUNOSLIK
KURS: 1
GURUH: 11-4TNI-24
SANA: 11.04.2025
FANNING O’QITISH METODIKASI
LESSON 1. Sociolinguistics
Course Type: seminar Time: 2 hours
Semester: S1 S2 Number of students: 15
Lesson Outline
1. Introduction: introducing the concept and scope of sociolinguistics (15 minutes)
2. Reading & discussion: exploring a short text on language and society (20
minutes)
3. Concept mapping: categorizing sociolinguistic factors (15 minutes)
4. Guided paragraph writing: writing about one sociolinguistic concept (30
minutes)
5. Peer feedback: sharing and reviewing student writing (20 minutes)
6. Conclusion & homework: reflection and task assignment (10 minutes)
Lesson aims: - to introduce the basic concepts and significance of sociolinguistics.
- to promote student engagement through discussion, reading, and writing.
- to develop students’ ability to articulate sociolinguistic concepts clearly in academic
writing.
- to foster collaborative thinking and peer support in learning.
Objectives: Learning Outcomes:
Students will understand key By the end of the lesson, students will be
sociolinguistic terms and concepts. able to:
Students will read, analyze, and discuss define basic sociolinguistic terms
how language interacts with society. (e.g., dialect, register, code-
Students will write a short paragraph switching, language variation).
about one sociolinguistic phenomenon. engage in informed discussion
Students will apply peer feedback to about language use in society.
improve writing clarity and structure. produce a structured paragraph on
a sociolinguistic topic.
use peer review to refine their
academic writing skills.
Materials used: Preparation (Aids and Equipment)
Reading handout on flashcards whiteboar computer
sociolinguistics (e.g., “What is handout(s) d LCD
poster markers projector
Sociolinguistics?”)
pictures blackboar OHP
Brainstorming chart for music d TV/DVD
video material flipchart player
sociolinguistic factors
ppt scotch tape-recorder
Writing prompt worksheet presentation scissors other: _____
visuals other: ___
Peer review checklist
Type of Assessment
on going assessment on going assessment
participation quiz / test mid-term assessment
homework presentation final assessment
peer editing project independent work assessment
other: ___________ other: ___________
Activity Type: Lesson Length: (hours/days)
individual plenary discussion In-Class Time: __________
small group other _______________ Out-of-Class Time: ________
whole class (teacher-students)
Teaching Model: Students will be engaged in:
concept attainment presentation independent activities
cooperative learning problem-based cooperative learning
discovery learning instruction peer tutoring
direct instruction skill attainment designing visuals
DETAILED PROCEDURE OF THE LESSON
Steps and PROCEDURE
Time Teacher Activities Student Activities
The teacher introduces the term Students share examples of how
Introduction “Sociolinguistics” and writes it on the board. their language changes in different
(15 minutes) She provides a simple definition and asks: contexts (e.g., at home vs. at
“How does language change depending on
school).
who we talk to?”
She encourages students to give real-life They take notes on key terms
examples (e.g., formal vs. informal speech). introduced by the teacher.
Reading & Discussion (20 minutes)
Main part The teacher distributes a short reading Students read along and highlight
(65 minutes) passage introducing sociolinguistics. important points.
She reads it aloud or plays an audio version, They discuss examples of
then asks comprehension questions. sociolinguistic situations from the
reading and their own lives.
She highlights key terms such as “code-
switching”, “speech community”, and
“sociolect”.
Concept Mapping (15 minutes)
The teacher draws a concept map on the Students contribute ideas to the
board with “Sociolinguistics” at the center. concept map.
She guides students to identify and They take notes and categorize
categorize factors like age, gender, region, examples in their notebooks.
social class, and setting.
Guided Paragraph Writing (30 minutes)
The teacher explains paragraph structure: Students write a short paragraph
topic sentence, supporting details,
conclusion. reflecting their understanding of a
Then she provides a writing prompt and sociolinguistic concept.
clear instructions for writing a 5–7 sentence
They focus on using appropriate
paragraph on a sociolinguistic topic (e.g.,
“How does social setting influence language terminology and paragraph
use?”). structure.
She walks around, supporting students with
vocabulary or structure.
Peer Feedback (20 minutes)
The teacher distributes peer review
checklists (criteria: relevance, clarity,
vocabulary, structure). Students exchange paragraphs and
fill in the review checklist.
She pairs students and explains how to give
respectful and useful feedback. They discuss feedback with their
partners and suggest
She monitors and assists as needed.
improvements.
Closure The teacher summarizes what was covered:
(5 minutes) the definition and importance of Students reflect on one thing they
sociolinguistics, key terms, and real-life learned about language and
application. society.
She assigns homework: revise the They write down the homework
paragraph using feedback and prepare to task.
present one concept in the next seminar.
Fan o’qituvchisi: Axmedova
S.H.
2-kurs magistr talabasi
Cho’lliyeva.M.X.
