Ministry of Higher and Secondary Specialized Education of the Republic of Uzbekistan

participating in interactive workshops, and forming a study group. The 
second phase is observing models and examples. The aim of this phase is to 
study instmctional examples in order to develop a practical understanding 
o f the research. Here, students might participate in activities such as 
school and classroom visitations, peer observation, using instructional 
artifacts, co-planning, and listening to or watching audio and video 
examples. The third phase is reflecting your practice. The purpose of 
this phase is to analyse your instructional practice on the basis of new 
knowledge. Activities in this phase might include the use of joumals or 
teacher-authored cases for collegial discussion and reflection. The fourth 
phase is changing your practice. The purpose of this phase is to render 
your new knowledge into individual and collaborative plans and actions 
for curricular and instmctional change. Activities might include action 
research, peer-coaching, support groups, and curriculum development. 
The fifth phase is gaining and sharing expertise. The purpose of this 
phase is to continue to refine your instmctional practice, leaming with 
and from colleagues while also sharing your practical wisdom with your 
peers. Activities in this phase might include team planning, mentoring 
or partnering with a colleague, and participating in a network. The last 
phase is lifelong leaming. At the heart of professional development is the 
individual’s interest in lifelong leaming and increasing their own skills 
and knowledge.
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Interviewer: Oh, I am sure our views have got precious information 
about professional development. Being professional specialist what 
would you like to advice to young specialists?
Mr. Khodjiev: My advices to young specialists go further, never stop 
on your goals. As they “Search knowledge from the cradle to the grave”. 
Remember lifelong leaming, in one day you will see fruitful results of 
your hard working.
Interviewer: Thank you very much for having a very vital and 
interesting talk with us.
Mr. Khodjiev: My pleasure.
2. Give students some time to look through the sentences. Play 
the tape. A sk them to listen to the tape and complete the 
blanks with missing words. Have pairs share the results. Check 
the answers.
1. broaden 
4. practical 
7. partnering
2. schemes 
5. visitations 
8. fruitful
3. social 
6. gaining
3. Let students listen to the interview again and tick whether 
statements are true or false.
1. T 
2. T 
3. T 
4. T 
5. F 
6. F
4. Groupwork. Encourage students to work in teams of three or 
four and think about any professionally developed person in 
their study field and share the ‘hers’ professional path with the 
whole group.
GR AM M AR
Real, unrealconditionals
5. Pairwork. Draw students’ attention to the pictures. Give them 
some minutes to note down the differences between the 
pictures.
Photo A: A young specalist says that if the employer hires him he 
will do his best to prevent the bancrupthy. The action has possibility to 
be realized.
Photo B: Employer regrets of not offering a young specialist a job.

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His company went bancrupt. No way back! The sentence is constructed 
with past perfect and would + present perfect.
Say that conditional sentences are used
• 
To talk about the actions happening at the same time:
Before you come home call me.