Bunyod Kholiyorov
participate in fairs, and interpret product descriptions with confidence
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Monograph -ESP.B.Kholiyorov
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- 2.13. Examples of text types Example Text types Example Functions Example Exponents
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 52 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): Download 1.98 Mb. Do'stlaringiz bilan baham: |
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