Bunyod Kholiyorov
participation in negotiations
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Monograph -ESP.B.Kholiyorov
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- Table-2.3. Approaches students have at the end of the module № Approaches The essence of approaches
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): Download 1.98 Mb. Do'stlaringiz bilan baham: |
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