Bunyod Kholiyorov

Table -1.7. 
Number and time of lessons 
Before entering 
the target level 
 
A2 
 
Б1 
 
Б2 
 
С1 
A1 
200 h 
400 h 
600 h 
850 h 
A2 
y
200 h 
400 h 
650 h 
B1 
y
y
200 h 
450 h 
B2 
y
y
y
250 h 
In the general phase, the proportion of time spent developing each language 
skill may be roughly equal, while in the professional orientation phase (LSP) the 
proportions vary depending on the needs of the students and the communicative 
language activities required. The table below is intended as a general guide and 
may be modified to suit the needs of a particular subject (see Table 1.8): 
Table-1.8. 
General and professional oriented stages 
Speaking skills 
General stage 
Professionally oriented stage 
Speaking
25% 
40% 
Listening 25% 
30% 
Reading 25% 
20% 
Writing 25% 
10% 
According to the results of our research, the curricula derived from the 
model program should reflect the curriculum in terms of logic, goals, objectives, 
expected learning outcomes, content, teaching and assessment recommendations. 
The program is required to have a broad and deep content that can be achieved 
according to the specified standards within a specified period of time. 
 
 
 
Conclusions on chapter I 
1. The more specific the goal, the better the chance of achieving the goal. 
This hierarchical relationship indicates that each goal has multiple goals to 
achieve. If we recognize this fact, we can ensure that our goals are achievable and 
that our educational goals are measurable. There are two useful theoretical 
frameworks that can help ESP teachers write appropriate goals and objectives. The 
first is communicative competence, defined as the ability to use language correctly 
and accurately to achieve clearly defined communication goals. 
2. The modern understanding of the quality of education in a developing 
multicultural society, in a high-tech society that requires deep skills from 
employees, is very compatible with the competence approach, the main 
components of which are the concepts of "competence". 
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ALTE. See Introductory Guide to the Common European Framework of Reference (CEFR) for English Language 
Teachers. Availableformoreinformation.

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3. It has been proven that the formation of a lively communication 
environment for future personnel within their fields is of great importance in the 
teaching of English in higher education institutions specializing in agriculture. 
4. It was determined that in order to overcome the obstacles in the 
development of lexical competence, it is necessary to analyze the problems and 
needs that arise in this process and form the process on this basis. 
5. It has been proven once again that the foreign language teacher should 
develop the student's communicative, informational and special abilities, which, 
together with the language competence formed during training in specialized 
subjects, should serve to ensure the high professional skills of the future specialist. 

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