The ministry of higher and secondary specialized education of the republic of uzbekistan the regional center for training and professional

1.2. 
Teachers' Role. 
The teachers' role is crucial in the process of shaping the engineering 
undergraduates for global placement. From the teachers' observations, it is 
apparent that despite the current curriculum design which encompasses the 
functional aspects of English, the students lack the motivation to build 
communicative competence in a progressive manner and reach the required 
standards by the end of the program. To eliminate this deficit the teachers need to 

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identify the methods and types of instructional programs that could address the 
present problem of the engineering students' lack of oral communication skills in 
English as a Second Language (ESL). They need to customize their teaching to 
suit the orthodoxy of the day (learner-centered classrooms) and the learners' age, 
interest and need. A need-based task proposal that can integrate the language skills 
for a meaningful content-based language instruction seems to be more appropriate 
for professional leverage. The various language teaching approaches are presented 
here for an ESP teacher to choose from and practice for the benefit of the 
engineering students. 
1.3. Introduction of basic vocabulary and grammar. 
At the beginning of the technical English course it is necessary to introduce some 
basic vocabulary and grammar. Technical English is different from the English 
taught at secondary schools. For this reason, the following module provides the 
basic tools for every student of mechanical engineering to enlarge their knowledge 
and to work in an international surrounding.
The first and important thing to know is what all the tools and machines in 
the workshop are called. This enables an engineer to give precise instructions to 
the trained workers about what to do and how. Therefore, the exercises will 
provide an overview of the content of a toolbox, useful verbs, measurement tools 
and the most common units that are needed in during daily working processes.
An important part of any ESP course design is vocabulary, with a particular 
focus on the specialized use of words in a specific context. Researchers have 
produced countless word lists of technical vocabulary in different fields of 
expertise, ranging from medicine to engineering to general academic vocabulary. 
Such lists can be useful when designing ESP courses, but it is always important to 
remember that every context is different, and the vocabulary taught in an ESP 

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course will always depend on the specific needs of the learners. One of the key 
challenges is working with vocabulary that has a specific meaning in a particular 
context. For this reason, many teachers and materials developers in ESP contexts 
use an applied corpus linguistics approach that draws on directly relevant authentic 
materials. This allows them to identify the frequency with which specialized terms 
are used; more importantly, it allows them to move beyond thinking about 
vocabulary as individual words to thinking about vocabulary in terms of word 
combinations, words related to a concept, or bundles of words.