Bunyod Kholiyorov

participation in the tender 
Writing applications for participation in 
tenders in written or online form on the 
platform 
Educational and professional language 
activities 
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2. Students. 1) Requirements for the teacher. National standards require 
ESP teachers to be at C1 level, but the transition period to achieve this must also be 
taken into account. Teachers are first and foremost language teachers: they are not 
necessarily experts in their ESP fields. However, their knowledge of the basic 
concepts in the field of ESP will not be without benefits. English language teachers 
in non-philological fields, especially in agricultural fields, are required to quickly 
acquire not only English, but also primary information about the field. The reason 
is that when teaching a language to representatives of a certain field, language 
teachers need to know the processes related to this field in order for them to master 
the necessary lexical units in the work process. 
2) Requirements for the students. All students of non-philological faculties 
in higher educational institutions in Uzbekistan must achieve CEFR B1 level 
during four years of study, and most of them B2 level. Students are required to 
acquire language skills (see Appendix 1). There are cases where the English 
language skills (entry level) of agricultural students are lower than B1 or even A1. 
The reason is explained by the fact that there was no English language subject in 
the entrance exam or that English language was not emphasized as much as the 
economics students. It is no secret that such stereotypes, unfortunately, are 
common in today's higher education system. Therefore, English language teachers 
are obliged to use the possibilities of more effective methods and teaching 
techniques in bringing students' knowledge to the intended level. 
3) Basic elements. Topics should be selected from the students' academic 
subjects and professional areas. That is, as mentioned above, it is necessary to 
create English language teaching materials with topics close to the teaching 
material of the specialized teachers. 
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The State of English in Higher Education in Uzbekistan: a Baseline Study, Appendix E (2017)

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Application of the curriculum. The curriculum can be used to develop 
curricula, teaching and learning materials and assessment tools according to the 
lesson components listed in CEFR(2001:7): 
1)
Identification of needs. The curriculum should be taken from the 
curriculum by selecting the appropriate activities for the languages listed 
in Figure 2 above. Selection should be conducted regularly (each 
semester or year) in a manner that requires consultation with students, 
content instructors, and employers. 
2)
2) Defining goals. The content of the curriculum should consist of 
language activities identified through a needs analysis and the level of 
language required to carry out these activities is available.
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The 
objectives for each language activity should be specified in the "can-do" 
statements of the CEFR at the appropriate level. 
3) Determination of content. The curriculum should consist of appropriate 
language activities identified through a needs analysis. The topics given in 
study/learning materials should be related to the academic subjects and 
professional fields of the students. 
4) Select or create material. Teachers can select or create materials from any 
source - national, international, domestic or online. Materials should reflect 
a language approach for specific purposes based on the needs outlined in this 
curriculum. It should not be expected that all the requirements of the 
curriculum will be in one textbook - it will be the case that teachers will 
increasingly use modern resources and materials available on the Internet. 
For example, authentic agricultural materials can be adapted or presented in 
their original form for use in the classroom. 
Students will also find many online tools (eg wikis, moodle activities, H5P, 
audacity) that they can use to edit audio, videos or encourage interaction. 
5) Creation of educational / training programs. Institutional educational 
programs and materials selected or created for their preparation should form 
educational / teaching programs in two stages: 
1. General stage. The objectives of this stage are: 
general foreign education skills and CEFR A2 level at earlier stages of 
education (academic lyceums and colleges); 
2. preparing students for professional communication in all language skills; 
3. Professionally oriented stage. The purpose of this stage is, for example, 
for agricultural students to develop their English language skills related to their 
specialization. These programs can be broad or narrow: 
4. Broad programs covers a range of relevant subjects (language for general 
academic/professional purposes); 
5. Narrow programs  adapted only to a specific subject (language for 
specific academic/professional purposes). Such programs are aimed only at 
teaching the language itself. 
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Grammatical inventories for CEFR A2, B1 and B2 levels are given in the following Council of Europe 
publications: Waystage English, Threshold Level English and Vantage. For academic vocabulary, see Coxhead 
(2000); for business vocabulary, see Nelson (n/d) (see References and Further Reading)

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6. Learning and teaching methods. The teaching and learning methods used 
in the preparation of the curriculum should be consistent with the principles of 
communicative approach to the requirements presented in this curriculum. That is, 
the tools presented in the program should be implemented in harmony with the 
goals and tasks. Wherever possible, ICT should be incorporated into teaching and 
learning processes. Students face a lot of ICT related problems when completing 
assignments in online classes (eg moodle). Based on this, it is appropriate to give 
special instructions (digital instructions). 
7. Identifying, testing and evaluating knowledge. The following types of 
assessment are used: formative (current, intermediate, etc.) and summative (final 
assessment). Current or continuous assessment includes daily attendance of 
students in class and grades allocated to learning exercises and assignments. 
Interim evaluation is carried out at certain time intervals. The final assessment is 
conducted at the end of the bachelor's program. It determines the student's level of 
foreign language according to general working ability and CEFR levels. 
Assessment is linked to the institutional program and should not be 
considered as a separate component of the teaching/learning process. It should 
reflect the content and methodology of teaching as closely as possible and assess 
all four language skills (reading, writing, listening and speaking) through tasks 
based on relevant language activities. The assessment must also comply with the 
CEFR according to two criteria: 
Levels. Results can be expressed according to CEFR - A1, A2 levels. B1, 
B2, C1 and C2. Whenever possible, these results should be in the form of a profile, 
showing the various key elements of language achievement as well as strengths 
and weaknesses in overall performance. 
Criteria. The CEFR recommends specific criteria for the assessment of 
spoken and written language, which can be used to make comments in the form of 
a profile. In this case, we recommended to communicate these criteria to students 
of the agricultural field through the following comments (see Table 1.6):