Bunyod Kholiyorov

participate in private telephone conversations; 
start a conversation, join the conversation if necessary, end the 
conversation if necessary; 
write personal e-mail / letters; 
creating and conducting surveys on familiar topics; 

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understand words and phrases related to relevant fields (eg personal 
and family information, shopping, local geography) and notes (eg in 
meetings, training sessions); 
ensuring the understanding and continuity of conversations; 
conducting telephone conversations and recording important information. 
Text types. It is the teacher’s responsibility to find texts that relate to the 
above-mentioned language skills. Teachers can usefully analyze those text types 
according to functions and exponents 
Examples of text types: 
Transactional conversations with customers, telephone conversations with 
customers, small talk, email 
(See Table 2.5): 
Table-2.5. 
Examples of text types 
Example Text types 
Example Functions 
Example Exponents
e-mails 
email greeting 
Dear X (name) 
Hi X (name) 
transactional 
conversation 
Request 
I’d like to order a new 
calendar please. 
Telephone conversation 
Finishing a telephone 
conversation 
Anyway, it’s been useful 
talking to you. I’ll be in 
touch again when the 
order is ready. 
Indicative topics and notions. There is no specific list of topics and concepts, 
but it would be appropriate for teachers to choose the following to achieve the 
above-mentioned goals: greetings and goodbyes, starting and ending phone calls, 
making plans, small talk, taboos - what to avoid, eating out, shopping, solving 
cultural differences, stylistic differences in conversation between family, friends, 
strangers, socialization through technology, networking in the work process, body 
language, personality types, working with different tools (electronic, telephone, 
face-to-face, social media), forming relationships, communication how to 
compose, agree or disagree, study the world, news, clarify inaccuracies in news. 
The following sections help teachers select vocabulary, assessment, and 
materials. The assessment is carried out on the following tasks: 
a) Example of an authentic task: (including people, context and purpose) 
Role-play 
Scenario 1: Student meets someone new in his class. He/she wants to invite his 
new friend for coffee on Saturday. Make a telephone call to your friend, invite him 
to a café, and make arrangement.
Level A2: Can-do statement: Can take part in simple telephone conversations 
b) Example of an authentic task: (including people, context and purpose) 

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Simulation 
Write a formal reply to an email. E.g. A businessperson from company X is going 
to attend a conference but he cannot stay for the whole duration of the conference. 
He asks to make a reservation at a hotel and to organize a taxi to pick him up at the 
airport. 
c) Making small talk.
Role-play 
Choose one of the topics to make small talk about. e.g. last weekend; Job/studies, 
restaurants/journeys.
Student A is a foreign student. He talks about his university. Student B should 
prepare a list of questions to keep the conversation going.
d) Example of a pedagogical task: 
Listening for specific information: Students listen to the recording about travelling. 
In the recording, some people talk about their experiences of travelling around the 
world. Students note down the most interesting thing that the narrator mentions.
Level:B1 Can-do statement: can listen to talks and take notes 
Potentially useful supplementary materials. Wherever possible, teachers 
should try to use authentic materials. The resources posted below may also be 
helpful. Teachers must take the time to identify and adapt authentic materials for 
use in class. Authentic materials suitable for this module include the text types 
listed above. All these are available on the Internet or in the local industry. A 
selection of published books and Internet resources is obtained as follows (see 
Table 2.6):