Bunyod Kholiyorov
participation in the tender
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Monograph -ESP.B.Kholiyorov
participation in the tender Writing applications for participation in tenders in written or online form on the platform Educational and professional language activities 32 2. Students. 1) Requirements for the teacher. National standards require ESP teachers to be at C1 level, but the transition period to achieve this must also be taken into account. Teachers are first and foremost language teachers: they are not necessarily experts in their ESP fields. However, their knowledge of the basic concepts in the field of ESP will not be without benefits. English language teachers in non-philological fields, especially in agricultural fields, are required to quickly acquire not only English, but also primary information about the field. The reason is that when teaching a language to representatives of a certain field, language teachers need to know the processes related to this field in order for them to master the necessary lexical units in the work process. 2) Requirements for the students. All students of non-philological faculties in higher educational institutions in Uzbekistan must achieve CEFR B1 level during four years of study, and most of them B2 level. Students are required to acquire language skills (see Appendix 1). There are cases where the English language skills (entry level) of agricultural students are lower than B1 or even A1. The reason is explained by the fact that there was no English language subject in the entrance exam or that English language was not emphasized as much as the economics students. It is no secret that such stereotypes, unfortunately, are common in today's higher education system. Therefore, English language teachers are obliged to use the possibilities of more effective methods and teaching techniques in bringing students' knowledge to the intended level. 3) Basic elements. Topics should be selected from the students' academic subjects and professional areas. That is, as mentioned above, it is necessary to create English language teaching materials with topics close to the teaching material of the specialized teachers. 32 The State of English in Higher Education in Uzbekistan: a Baseline Study, Appendix E (2017) 28 Application of the curriculum. The curriculum can be used to develop curricula, teaching and learning materials and assessment tools according to the lesson components listed in CEFR(2001:7): 1) Identification of needs. The curriculum should be taken from the curriculum by selecting the appropriate activities for the languages listed in Figure 2 above. Selection should be conducted regularly (each semester or year) in a manner that requires consultation with students, content instructors, and employers. 2) 2) Defining goals. The content of the curriculum should consist of language activities identified through a needs analysis and the level of language required to carry out these activities is available. 33 The objectives for each language activity should be specified in the "can-do" statements of the CEFR at the appropriate level. 3) Determination of content. The curriculum should consist of appropriate language activities identified through a needs analysis. The topics given in study/learning materials should be related to the academic subjects and professional fields of the students. 4) Select or create material. Teachers can select or create materials from any source - national, international, domestic or online. Materials should reflect a language approach for specific purposes based on the needs outlined in this curriculum. It should not be expected that all the requirements of the curriculum will be in one textbook - it will be the case that teachers will increasingly use modern resources and materials available on the Internet. For example, authentic agricultural materials can be adapted or presented in their original form for use in the classroom. Students will also find many online tools (eg wikis, moodle activities, H5P, audacity) that they can use to edit audio, videos or encourage interaction. 5) Creation of educational / training programs. Institutional educational programs and materials selected or created for their preparation should form educational / teaching programs in two stages: 1. General stage. The objectives of this stage are: general foreign education skills and CEFR A2 level at earlier stages of education (academic lyceums and colleges); 2. preparing students for professional communication in all language skills; 3. Professionally oriented stage. The purpose of this stage is, for example, for agricultural students to develop their English language skills related to their specialization. These programs can be broad or narrow: 4. Broad programs covers a range of relevant subjects (language for general academic/professional purposes); 5. Narrow programs adapted only to a specific subject (language for specific academic/professional purposes). Such programs are aimed only at teaching the language itself. 33 Grammatical inventories for CEFR A2, B1 and B2 levels are given in the following Council of Europe publications: Waystage English, Threshold Level English and Vantage. For academic vocabulary, see Coxhead (2000); for business vocabulary, see Nelson (n/d) (see References and Further Reading) 29 6. Learning and teaching methods. The teaching and learning methods used in the preparation of the curriculum should be consistent with the principles of communicative approach to the requirements presented in this curriculum. That is, the tools presented in the program should be implemented in harmony with the goals and tasks. Wherever possible, ICT should be incorporated into teaching and learning processes. Students face a lot of ICT related problems when completing assignments in online classes (eg moodle). Based on this, it is appropriate to give special instructions (digital instructions). 7. Identifying, testing and evaluating knowledge. The following types of assessment are used: formative (current, intermediate, etc.) and summative (final assessment). Current or continuous assessment includes daily attendance of students in class and grades allocated to learning exercises and assignments. Interim evaluation is carried out at certain time intervals. The final assessment is conducted at the end of the bachelor's program. It determines the student's level of foreign language according to general working ability and CEFR levels. Assessment is linked to the institutional program and should not be considered as a separate component of the teaching/learning process. It should reflect the content and methodology of teaching as closely as possible and assess all four language skills (reading, writing, listening and speaking) through tasks based on relevant language activities. The assessment must also comply with the CEFR according to two criteria: Levels. Results can be expressed according to CEFR - A1, A2 levels. B1, B2, C1 and C2. Whenever possible, these results should be in the form of a profile, showing the various key elements of language achievement as well as strengths and weaknesses in overall performance. Criteria. The CEFR recommends specific criteria for the assessment of spoken and written language, which can be used to make comments in the form of a profile. In this case, we recommended to communicate these criteria to students of the agricultural field through the following comments (see Table 1.6): Download 1.98 Mb. Do'stlaringiz bilan baham: |
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