Bunyod Kholiyorov

Table-1.6 
Peculiarities of oral and written speech 
Unique features 
Oral speech
Written speech 
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Diversity
use of lexical units of several 
forms 
effective use of synonyms and 
homonyms 
Clarity
short, concise and easy for the 
listener phrases 
grammatically correct sentences 
Fluency, description
correct structure of speech, 
rhythm 
clearly explain the presented idea with 
several constructions 
Interaction/discussion
share the listener's thoughts as 
well 
to give their opinion on a certain issue. 
Argument ideas with examples 
Solidarity
to approve each other's opinion 
respect the opinion of the person with 
whom the correspondence is 
conducted 
34
CEFR. Common European Framework of Reference for Languages: Learning, teaching, assessment, Cambridge:
Cambridge University Press. Available online at: www.coe.int.2001.28-29

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General
constructions understandable to 
all 
presenting a written opinion in a clear 
and appropriate profile 
The material collected during independent study can also be used for 
assessment. For example, self-study topics can be presented on the Moodle 
platform in the form of a task ("task"), and students upload the completed tasks to 
the platform. 
If necessary, teachers are encouraged to use authentic or semi-authentic 
tasks for formative assessment. This is consistent with the norms of formulating 
educational needs based on life needs, because authentic assessment assesses the 
simulation of real-life activities and allows students to demonstrate their 
knowledge through the program. For example, to describe a model of one device, 
or to explain a video showing the cultivation process taken from the YouTube 
video network, to voice conversations in English with the sound muted ("minus" 
format), etc. These assessments are usually based on scenarios that students may 
encounter in their future professional lives, such as giving a presentation on a 
relevant topic, holding a meeting on an important issue, preparing a work-related 
podcast, and preparing a draft business plan. Since the script is based on real-life 
situations, it should include as much authentic material as possible (newspapers, 
films, e-mails, brochures, recorded announcements). 
Assessment typically assesses and tests general ability to achieve a task, and
offers a completely different approach to examining discrete elements that 
prioritize individual elements of language. In the above scenarios, the people, 
purpose and context of the task must be considered. For example:
Domain: Agrarian.
Task: Agricultural mechanization graduate(s) listen to a podcast (context)
created by the Indorama cluster on how to apply for a job (application) as a 
mechanical engineer. Their job is to record the most important things to include in 
the application. 
Listening (B2). Can understand complex information and advice on all
matters related to the professional role. Sometimes teachers can make corrections 
in terms of specific language. For this, it works well for them to use authentic 
tasks. Teachers should always strive to use authentic materials. However, these 
tasks should include objective question types such as multiple choice, true/false, 
short answer, fill-in-the-blank, matching
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. 
LMS (Learner management systems) such as moodle make online 
assessment increasingly easy. Students can also be helped to track their progress 
online
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.
Time distribution. Foreign languages must be taught at all undergraduate
levels. The general stage should not exceed one year. Foreign languages must be 
taught for at least four communication hours per week, for independent work. The 
exact number of hours required will vary depending on the students' levels. The 
35
McNamara, 2000. Language Testing, Oxford; Oxford University Press.
36
Glynn, 2018.Assessments with Moodle’Available online at:https://enhancingteaching.com.

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table below shows the number of lessons that may be required and the lesson time 
should be allocated accordingly (see Table 1.7)
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: