Bunyod Kholiyorov

participation in negotiations 
Study skills. At the end of the course, students will have (see table 2.2): 
Table-2.2. 
Student activities on study skills 
№ 
Study skills 
At the end of the module, students will have working on the 
following 
1. Information 
location
finding information about the agricultural sector using library 
catalogs, reference and index pages, reference books and 
dictionaries, and the Internet; 
ask questions to obtain information relevant to the field; 

---

38 
predict information (using cues such as headings, headers)
2. Organizational 
and 
self-assessment
development of individual study plans; 
effective organization of educational resources (for example, 
dictionaries, reference books, Internet resources); 
identifying individual learning/thinking styles; 
keeping a learning / thinking diary; 
save reading and important links
3. Knowledge 
of 
languages
the grammatical structures necessary to flexibly express relevant 
functions and concepts, and the rules of English syntax for 
understanding and producing a wide range of texts in the 
agricultural field; 
formal and informal occupational registers and language forms 
that correspond to the extensive vocabulary (including terms) 
required in the agricultural sector
At the end of the module, the approaches students will have to work with are as 
follows (see Table 2.3): 
Table-2.3. 
Approaches students have at the end of the module
№ 
Approaches 
The essence of approaches 
1. 
An approach to 
methodology
The curriculum is based on Communicative Language Teaching 
(CLT). Communicative is the key word. In other words, lessons 
should not focus mainly on talking about the language, but should 
give students the opportunity to practice skills based on needs as 
much as possible. Common features of the CLT approach are that 
teachers speak less, there are many opportunities for interaction 
and communication, and students are encouraged to learn 
individually.
2. Approach 
to 
assessment
Each module below contains examples of formative (authentic) 
and summative (pedagogical) assessment tasks. Formative 
assessment should include information about people, context, and 
goals
 
3. Approach 
to 
materials
At the heart of the new curriculum is the connection between 
language learning and the ability to work in English in the chosen 
profession. Needs analysis is used to determine the main areas of 
English language learning. It is done by choosing authentic 
materials that are as close as possible to the identified needs. Once 
teachers have access to these authentic texts, they must identify 
vital tasks—authentic assignments—that students must master
when using authentic texts. For example, students read a letter of 
complaint to a manager and prepare to respond to the complaints 
and decide whether the complaints are valid or not. It is very 
important that the instructions for authentic assignments are very 
clear. They can usefully analyze texts from a macro perspective 
(for example, whether texts are structured in stages or 
progressions) and from a micro perspective (how they are 
consistent and why stylistic choices are made).

---

39 
The curriculum plan for the module is given below (see Table 2.4):