Reconceptualizing language teaching: an in-service teacher education course in uzbekistan

Speak
ing
Spoken Interaction (dialogue)
• inter-p
dialogues and conversations 
• public debates and formal discussion
• lectures and talks on abstract and complex topics of a 
specialist nature beyond his/her own field
• job interview either as an interviewer or interviewee
• language in classroom settings
Spoken Production (monologue)
• instructions
• presentations
• developing and supporting an argument on concrete 
or abstract topics
• expressing an opinion giving reasons
• summarising an opinion, a discussion, a professional 
article, etc.
Reading
• lengthy, complex texts likely to be encountered in 
social, professional or academic life 
• books, fiction and non-fiction, including literary jour-
nals
• periodicals (magazines, newspapers)
• instruction manuals (textbooks, cookbooks, etc.)
• advertising material
• data including forms, teacher diary, questionnaires
• formal letters, emails, etc.
• memoranda, reports, critical reviews and papers
W
riting
• report articles
• instructions for learning and teaching materials
• forms and questionnaires
• business and professional letters
• essays, reports, reviews
• qualification paper
• statement of intent
• CVs; cover letters
Le
xical c
om
-
pet
enc
e
• broad lexical repertoire, idiomatic expressions and 
colloquialisms
• contrasting and comparing specialist terminology 
(language teaching and applied linguistics) in Uzbek, 
Russian and the target language
G
ramma
tical 
compet
enc
e • complex sentences to convey meaning which is a 
central aspect of communicative competenc
• grammatical semantics including grammatical ele-
ments, categories, structures and processes
• grammar at discourse level

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CHAPTER FIVE: FROM SYLLABUS DESIGN TO LESSON PLANNING