Bunyod Kholiyorov

participation in academic discussions, seminars and talks; 
to read academic and professional texts and obtain the necessary information 
for use in English-taught courses at the university; 
learning using language teaching software; 
writing handouts/Powerpoint presentations (presentations, lectures, 
seminars). 
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. Articles, audio and video recordings of lectures, public
speeches, presentations, abstracts, academic reports. (See Table 2.7): 
Table-2.7. 
Examples of text types 
Example Text types 
Example Functions 
Example Exponents 
Presentation 
Asking the audience if 
they have questions 
OK. That brings me to the 
end of my talk. Do you 

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have any questions about 
the presentation? 
Seminar 
Stating your opinion 
I would like to add that 
one of the most important 
aspects of changes to 
agricultural policy is the 
freedom that farmers will 
have to rotate crops. 
Handout 
Explaining a chart 
As you can see from the 
graph, Uzbekistan is the 
6
th
largest producer and 
11
th
largest exporter of 
cotton in the world. 
Indicative topics and notions.
One of the main tasks of the module is to teach
students how to make presentations about their institutions, departments and fields. 
In addition, the ability to read articles, technical reports, library research, peer 
review, discussion papers, research papers to familiarize students with their field is 
also very helpful. 
The assessment was conducted on the basis of the following assignments: 
a) possible authentic tasks: (including people, context and purpose)
Scenario: You are a farmer. You have problem with irrigation issues on your farm.
The National Irrigation Department is postponing watering your fields. Prepare a
complaint form to the Department. Introduce yourself, present your problem, ask
them to look your enquiry and find out a solution to it.
b) Possible pedagogical tasks:
Scenario: Listening for specific information. Students watch the video about the
green houses near the Fucusima Nuclear station in Japan and write the cause/effect
analysis. Answers should be given to the following questions:
- What is the problem?
- How is it influenced the result?
- What should be done to avoid the problem?
- What reforms should be done?
- Who should be involved to the process of solving the problem?