Esp curriculum for higher education in uzbekistan

Links: Chapter 11 of Baseline Study for examples. 
4.2 Determination of objectives 
The syllabus content should consist of the Language Activities identified through the needs 
analysis (see Figure 2 above), with the appropriate language needed to carry out these 
activities at the specified level
10
. The objectives for each language activity should be specified 
from the ‘can-do’ statements of the CEFR at the appropriate levels. 
Links: Suppementary document: How to create a syllabus 
4.3 Definition of content 
The syllabus should consist of relevant Language Activities identified through needs 
analysis. Topics handled in teaching/learning materials for each language activity should be 
related to students’ academic disciplines and professional areas. 
4.4 Selection or creation of material 
Language activities should be based on the results of the needs analysis; topics should be 
Ie, 
based on students’ professional areas. Teachers are then free to select or create materials 
from any source 
– national, international, in-house or on-line. Materials should reflect the 
needs-based LSP approach outlined in this Curriculum. The Curriculum requirements will not 
be found in one textbook 
– so teachers must increasingly make use of resources and 
authentic materials for modern LSP, which are freely available on the internet and from 
professionals in the domain they are working in. This requires expanded access to the 
internet, in line with the Presidential Decree of 2012, which specifically mention
s “significantly 
increasing access to international educational resources via “Ziyonet” educational network, 
promote publication of foreign language textbooks, magazines and other materials
”. 
Teachers will also find a plethora of online tools which they can use to edit audio, video or to 
encourage interaction and collaboration (e.g. wikis, moodle activities, H5p, audacity). See 
supplementary document 1: Use of TELL in the Curriculum for more ideas on this.