Bunyod Kholiyorov

participate in fairs, and interpret product descriptions with confidence. 
Module objectives. Specific objectives (can-do statements). By the end of the
module students will be able to: 
give professional talks/presentations
produce hand-outs, PowerPoint slides and annotations (at conferences, 
meetings)
give introduction to own job, responsibilities, working conditions (e.g. 
speaking to foreign visitors)
give consultations (professional – non-professional)
read price lists and catalogues
produce poster presentations (at exhibitions/conferences)
write advertisements (e.g. job advertisements) 
write applications and tenders(promoting) 
read product/service descriptions, design specifications 
Text types. It is the teacher’s responsibility to find texts that relate to the 
above-mentioned language skills. Teachers can usefully analyse those text types 
according to functions and exponents 
Examples of text types. Presentations, interviews, negotiations, discussions
and meetings (see Table 2.13): 
Table-2.13. 
Examples of text types 
Example Text types 
Example Functions 
Example Exponents
Negotiation 
Making an assertion 
I would like to suggest 
that you do A, B and C, 
and we take responsibility 
for D, E and F. That way 
it’s a win-win situation.
Interview Clarifying 
difficult 
questions 
OK. So if I’ve understood 
you correctly, you’re
asking me whether we 
need to refer the irrigation 
problems to the 
government. Is that right? 
Catalogue 
Comparing 
product The fuel tank capacity of 

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process 
and 
quality 
the 1070E IT4 is 300 
litres, whereas the 1470G 
has a capacity of 450 
litres.
 
Indicative topics and notions. Fairs and exhibitions, Advertisements and 
advertising, Tender commissions, Interviews with entrepreneurs at the sphere of 
agrarian sector, re-processing equipment for organic wastes, Genetically modified 
organics, Bread production utilities, Fishing tools, Horticulture pesticides, Wheat 
and cotton cultivation, Case tractors and combines, Ploughs, Animal wool cutters, 
Vegetable canning, Mills. 
The assessment is based on the following tasks: 
a) Possible authentic tasks: (including people, context and purpose) 
Scenario: You are sales manager in a company which sells ploughs for vegetable 
farmholds. You want to distribute your products overseas. Prepare a brochure 
describing your company, products. Include the following information: company 
name, logo, types of products, ways of payment and delivery, contact details.
b) Possible pedagogical tasks: 
Scenario: Students watch the video about a tomato farming in greenhouses and do 
fill in gaps activity to test the understanding of the context. 
Potentially useful supplementary materials. Wherever possible teachers should try 
to use authentic materials. The published sources below may also be useful. 
Teachers will need to set aside time to identify and adapt authentic materials for 
use in class. Authentic materials appropriate for this module include: Price lists, 
Catalogues, Posters.
These are all available on the internet or from local industry. Sorting of 
published books is carried out as follows (see table 2.14):