MINISTRY OF FOREIGN AFFAIRS OF THE REPUBLIC O F

UZBEKISTAN

UNIVERSITY OF W O R L D ECONOMY

C'hcf till I for the 1 st -year students

B ilim sohasi 300000 Ijtimoiy fanlar, jurnalistika va

axborot
T a’ lim sohasi 310000 Ijtimoiy va xulq-atvorga mansub
fanlar
T a'lim yonalishi 60412000 Xalqaro iqtisodiyot va menejment
(mintaqalar va faoliyat
yonalishlari bo’yicha)
70411902 Tashqi iqtisodiy faoliyat (
tarmoqlar va faoliyat yo’nalishlari
bo’yicha )
70412001 Xalqaro iqtisodiyot va menejment
( tarmoqlar va faoliyat
yo’nalishlari bo’yicha)
S u b j e c t / m o d u l e co de . , , e
1 ic a d e m ic ye*г Semester Credit*
ASCh 1.1 2022-2023 1-2 6

Subject/module type Ьмциаце jf study Auditorium hrs. per week

Mundalory English 6
Auditorium study Independent
The name of the subject Id turn
(hours) study (hours)

English Foundation Course 180 180 360

I. The content of subject/module (Pre Intermediate l<evel)

COURSE DESC RIPTION:
English Foundation coursc for pre-intermediate levels is designed to improve students' reading,
writing, listening und speaking skills and upgrade Iheir knowledge of vocabulary and grammar
with stimulating ways to practice The course о fieri a variety o f material on contemporary issues
that will help students negotiate acadcmic life successfully. For instance, mutcrials in Scenario
sections give students the opportunity to apply language in real-life situations and develop
valuable communication skills. Study Skills classes, with videos, provide useful tips and training
for a successful academic life, supplementary materials to strengthen learners' knowledge
and authentic materials develop listening skills and provide inspiring topics for discussion.
Course Goals
• To develop the communication skills o f students
• To provide a learning environment where students feel comfortable to use language
effectively and experimentally
• To encourage individual students to own their learning experience
• To encourage individual students to take responsibility for their own learning
progress
Course outcomes
After completing the course, students will be able to:

Speaking interaction and production of language

• Exploit a wide range of simple language
• Communicate effectively to deal with most situations.
• Express ideas and opinions and relate their ideas to those o f other speakers.
• Talk about general subjects and routine tasks
Listening skills
• Understand the main points of clear standard speech on familiar topics.
• Understand enough provided speech clearly and slowly articulated.
Reading skills
• Understand factual texts subjects.
• Understand short and simple texts containing regular vocabulary.

Transferable/Key Skill» and other attributes

Students will develop the following transferable skills and attributes:

2
• Extended communication skills in intcr-cultural and Higher h Jucation contexts using English
as a language for research and participation in oral and written discussion
• Analytical and cnucal skills to promote effective and efficient information-gathering,
processing and presentation using English in different social and academic contexts
■ Confident independent-working, managing workloads and working to deadlines
■ Reflection on own learning and development and ability to work with, and relate to, others

TERM I

WEE TOPICS TEACHING REFERENCES

К MKTHODS
1. INDUCTION WEEK Brainstormin lan L.eBeau, Gareth Rees, New lang
g intermediate, Coursebook Pearson
Discussion
INDUCTION WEEK Brainstormin lan l.cBeau. Imreth Rees, New lang
8 intermediate, Coursebook Pearson
Discussion
2. Discussion lan I.eBeau, Gareth Rees, New lang
Unit 1. HLMAN Presenting intermediate, Coursebook Pearson
PLANET
1.1. One world
Speaking/
reading/listening
1.2. The Bfe Chill.
Reading/Vocabulary and
(irammar
UNIT TASK
1.(Explanation)
1.3. Scenario. Latin Brainstormin lan I .cBcau. Gareth Rees, New lang
American Adventure 8 intermediate. Coursebook Pearson
Situation/Listening Discussion
1.4 Study «bills.
Understanding meaning
3. Rr- be and review. Brainstormin lan LeBeau, Gareth Rees, New lang
UNIT TASK 8 intermediate, Coursebook Pearson
1(Submission) Discussion
UNIT 2. PEOPLE Brainstormin lan I.eBeau. Gareth Rees. New lang
2.1. D<termination 8 intermediate, Coursebook Pearson
Reading/Listening Discussion
2.1/Vocabularv and
( тшшпаг UNI Г TASK 2
(Explanation)
4. 2.2. Creative lives. Discussion lan LeBeau, Gareth Rees, New lang
Reading/speaking/Gramm Presenting intermediate, Coursebook. Pearson
ar/Meet the expert. Role playing

3
 2.3 Scinario.Sharinj> flat. Brainslormin lan I eBeau, Gareth Rees, New language leader. Pre­
Spcakmg/1 istcning/Preptra g intermediate, Coursebook Pearson L.oni man, 2016
tion/ Key language Discussion

S. 2.4.Study .'kill'. Brainstormin lan L.eBeau, Uaicth Rees. New languagi leader. Prc-
Learning styles and g intermediate. Coursebook. Pearson Lon| r.itn. 2016
strategies Discussion

UNIT TASK 2 Brainstormin Ian LeBeau, Gareth Rees. New languagi leader Pic-
(submission).Revise and g intermediate, Coursebiok Pearson Lon| unan, 2016
review Discussion

6. UNIT 3. THE MEDIA Discussion lan LeBeau, Gareth Rees, Ntw languagi leader. Pre-
3.1. The Iniernct Presenting intu mediate, Coursebook Pearson I.onj :man, 2016
Vocabulary/Reading/Liste
ning/Grammar

3.2. World news. Brainstormin lan L.eBeau, iiareth Rees, New languagi ; leader Prc-
Reading and g intermediate. Coursebook Pearson Lon; ;man, 2016
speaking/'A>cubulury/Gra Discussion
mmar

7. 3-3. Scenario.That’» Brainstormin lan LeBeau, Gareth Rees, New languagi : leader. Pre-
cntertuinment. g intermediate, Coursebuok Pearson Lon; :mai. 2016
Speaking/Situation/Key Discussion
language

3.4. Stud> ikilh. Brainstormin

Collaboration working g
with othen. Watching Discussion
video Unit 3.

8. UNIT TASK Brainstormin lan L.eBeau, Gareth Rees, New languagi leader. Prc-
3.(SUBMISSION). g intermediate, Coursebook Pearson I.om iman, 2016
Roi>iiin iind review Discussion

3 UNIT 4. HEALTH Discussion lan L cBcau, Gareth Rees. New languag leader. Pre-
4.1 Doctors without Presenting intermediate, Coursebook. Pearson Lon ;man, 2016
borders.
Vocabulary listening/Read
ing/Grammar

9. 4.2 Brain Food. Brainstormin lan L.eBeau, Gareth Rees, New languag : leader. Prc-
Speaking/Vocabulary/Gra g intermediate, Coursebook. Pearson Lon [man, 2016
mmar. Meet the expert. Discussion

4J Scenario Health Brainstormin lan L.eBeau, Gareth Rees, New languag : leader Prc-
issues. g intermediate, CourseHok Pearson Lon iman 2016
Discussion
4
 Preparntion/Situation
(listening) /Key language

10. 4.4 Study skills. Brainstormin Ian LeBeau, Gareth Rees, New languagi: leac
Guessing the meaning of intermediate, Coursebook Pearson Lon| [man
unknown words. Discussion
UNIT TASK 4 Brainstormin lan LeBeau, Gareth Rees, New languagi : leac
(Submission). Review intermediate. Coursebook Pearson Lon| :men
and Revision. Discussion
11. UNIT 5. Natural world. Brainstormin lan LeBeau, Gareth Rees, New languagi: leac
S. I Islands. intermediate, Coursebook Pearson Loni [mm
Vocabulary/RcadingЛ.iste Discussion
ning/Grammar

5.2 Im asion. Discussion lan LeBeau, Gareth Rees, New languagi: leoc
Reading/Vocabulary/Grim Presenting intermediate. Coursebook. Pearson Lon; imai

12. U Scenario. Brainstormin lan I.eBeau, Gareth Rees, New languagi: leuc
Animals online. g intermediate, Coursebook. Pearson Loni ;mai
Situation/ key Discussion
langua|(e/Meel the expert

5.4 Study skills. Brainstormin lan I.eBeau, Gareth Rees. New languagi: leai
Correcting your writing intermediate, Coursebook. Pearson Lon| [man
UMIT TASK 5 Discussion
(submission).

13. 6. l.THE SOCIETY AND Brainstormin Ian LeBeau, Gareth Rees, New languagi leac
FAMILY intermediate, Coursebook. Pearson Lon| ;mm
6.1. Future opportunity. Discussion
Spcaking/Reading/Vocabular
y/I.isteiung

6.2 The family. Brainstormin Ian LeBeau, Gareth Rees, New language leac
Vocabulary/Reading/Voca intermediate, Coursebook. Pearson Lon|imoi
bulary/Grammar Discussion

14 6 J Family matters. Discussion lan LeBeau, Gareth Rees, New languagi: leac
Situation/key Presenting intermediate, Coursebook. Pearson Longman
language/Pronunciation
6.4. Study skills. Brainstormin lan LeBeau, Gareth Rees, New languagi: leac
Critical intermediate, Coursebook. Pearson Lon| [man
thinking/Listcning/Watchi Discussion
ng video

15. UNIT TASK 6 Brainstormin lan L.eBeau, Gareth Rees, New languagi: leac
(submission). Revise and intermediate, Coursebook Pearson Loni ’man
rc»iew. Discussion

5
 Witching a movie and Bruinsiormin 1 Ian LeBeau, Gareth Rees, New language leader. Pre­
discussion. intermediate. Coursebook. Pearson Longman. 2016
Discussion |

I E RM 2

WEE TOPICS TEACHING REI

К METHODS
1. UNIT 7. SCIENCE. Brainstorming Ian LeBe.
7.1. Crime lab Discussion New lang
Reading and vocabulary/Listumng/Qramrmir intermedi
UNI 1 TASK. 7 (Iixplanation) Pearson I
7.2. A brief history of Stephen Hawking. Brainstorming Ian LeBe.
Speaking >Reading /Vocabulary and Discussion New lang
Grammar intermedi
Pearson I
2. 7.3. Scenario. Ideas and innovations Discussion lan LeBe.
Meet the expert/Preparation/Situaiion/ Presenting New lang
intermedi
Pearson 1
7.-4Study skills. Bi iinstorming lan LeBe.
Key language/ Making notes. Discussion New lang
intermedi
Pearson I
3. Revise and review. Brainstorming lan LeBe,
UNIT TASK 7(Suhmisiion) Discussion New lang
intermedi
Pearson I
UNIT 8. THE NIGHT. Brainstorming Ian LeBe.
8.1. Sleep tight. Discussion New lang
Speaking and Vocabularv/Reading/l.istening mtcrmedi
/ Grammar UNIT TASK 8 Pearson 1
(EXPLANATION)
4. 8.2. The night shift. Discussion lan LeBe.
Reading/Vocabulary/Grammar/Mect the Presenting New lang
expert intermedi
Pearson I

8 J Scinario.a nieht out. Brainstorming lan LeBe.

PrcpanitioiVSituaiion/ Key language Discussion New lang
intermedi
Pearson 1
5. 8.4.Study skills. Brainstorming Ian LeBe.
Remcmbe.ing Vocabulary Discussion New lang
intermedi
Pearson 1

6
 Revise and review Brainstorming Ion LeBeau, ( laretl
UNIT TASK 8 (Submission) Discussion New lan>juagi leac
intermediate, Cour
Pearson Long man.
6. UNIT 9. W ORK AIND ID I STRY Discussion Ion LeBeau, ( 'atoll
9.1. Employment Presenting New languagi leac
Speak mg/Reading/Listening/ intermediate, Cour
Vocabulary Pearson Long nan.
UNIT TASK 9.(Eiplanation)
9.2. Gold. Brainstorming lan LeBeau, ( laretl
Reading/Vocabulary/Grammar Discussion New languagi leac
intermediate, Cour
Pearson Long nan,
7. 9 J. Scenario. Deal or no deal? Brainstorming Ian LeBeau, ( iaretl
Preparalion/Situation/Key language Discussion New language leac
intermediate, Cour
Pearson Long nan.
9.4. Study 'kilh. Brainstorming lan LeBeau, ( iaretl
Givivng a short talk. Watching the talk Discussion New languagi : lcai
Unit 9. intermediate, Cour
Pearson Long nan.
8. Revision and review. UNIT TASK Brainstorming lan LeBeau, ( iaretl
9.(SlJBMISS!ON). Discussion New languagi : leac
intermediate, [lour
Pearson Long ■nan.
UNIT IO.GLOBAL AFFAIRS. Discussion Ian LeBeau, ( iaretl
10.1 United nation*. Presenting New languagi leac
Speaking/Reading/Vocabulary/Listening intermediate, Cour
Pearson Long man.
9. 10.2 Big brand1 Brainstorming Ian LeBeau, ( iaretl
Speaking/Reaiiing/Grammar/Meel the expert Discussion New languagi : leac
intermediate, Cour
Pearson Long nan,
10.3 Scenario. An Olympic bid. Brainstorming lan LeBeau, ( iaretl
Preparation/Situation/Key language Discussion New languagi leac
intermediate, Cour
Pearson Long nan.
10. 111.4 Stady skill.'. Brainstorming Ian LeBeau, ( laretl
Improving your listening Discussion New language leac
intermediate, Cour
Pearson Long nan,
Rc\n« and Revision. UNITTASK 10. Brainstorming Ian LeBeau ( iaret]
Discussion New language leac
intermediate, Cour
Pearson Long nan,
11. UNIT II. The Environment Brainstorming Ian LeBeau ( laretl
11.1 Climate change. Discussion New languagi leac
Speaking/Reading/Vocabulary /Listening
UNIT TASK 11 (EXPLANATION)
7
 intermediate. Coursebook
Pearson Long man, 2016
11.2 W ailc nut, want not. Discussion Ian LeBeau, ( iardh Rees,
Meet the Presenting N. w languagi leader. Pre-
expert/Vocabulary/Reading/Grammar intermediate, -oirsebook.
Pearson Long man, 2016
12. 11.3 Scenario. Brainstorming lan LeBeau, ( iareth Rees,
Local regeneration. Discussion Ni'U languag, leader. Pre-
Preparation/Situation/ Key language intermediate, Coirscbook.
Pearson Long nan, 2016
11.4 Sludy skill*. Brainstorming lan LeBeau, ( Iareth Rees,
Thinking; cntically aboul reading texts UNIT 1>iseussion New languagi leader Pre-
TASK 11 t<uhmission). intermediate, Coursebook.
Pearson Long nan. 2016
13. 12.1.SPORT. Brainstorming lan LeBeau, ( iarelh Rees,
12.1. Minority sports. Vocabularv and Discussion New languagi leader Prc-
Speaking/Reading/ Listening/Grammar intermediate. Coursebook.
1 NIT TASK 12 (Explanation) Pearson Long nan, 2016
12.2 Big spurt, big buiheu. Brainstorming Ian LeBeau, Сiareth Rees,
Rcading/VuLabulary/Speaking'i .iammar/Mec Discussion New languagi leader Pre-
t the expert intermediate, Coursebook.
Pearson Long nan, 2016
14. 12.3 Scenario. Sports psychology. Discussion Ian LeBeau. ( iareth Rees,
Preparution/Situat ion/Key language Presenting New languagi leader Pre-
intermediate, "oursebook.
Pearson Long nan, 2016
12.4. Study skills. Brainstorming lan LeBeau, ( iareth Rees,
l ime management. Discussion New languagi leade . Pre-
intermediate. L'oursebook.
Pearson Long man, 2016
15. UNIT TASK 12 (submission). Revise and Brainstorming lan LeBeau, ( iareth Rees.
res iess. Discussion New languagi : leader. Pre-
intermediate, L'oursebook
Pearson Long nan, 2016
Witching a movie and discussion Brainstorming lan LeBeau, ( iardh Rees,
REVISION. Discussion New language : leader. Pre-
intermediate, ^oursebook.
Pearson Long nan, 2016

8
 Pre-Intermediate Level
Academic Writing
I. The content of suhjrct/mndilc

COURSE DESCRIPTION:
Academic Writing course for pre-intermediate levels is designed lo improve students'
w ilin g skills and consolidate their knowledge of writing subskills - structure, language
accuracy, specific vocabulary and register with stimulating ways to practice. The course
oilers a variety of material on contemporary issues that will help students negotiate
academic life successfully. For instance, assessment criteria in Rubrics give students the
opportunity to apply writing knowledge in real-life situations and develop valuable writing
skills, students will be exposed to writing much and peer editing each other's work in which
both students and teachers benefit ihe most

Cuurae Coals
• To develop academic writing skills o f students
• To provide a learning environment where students feel comfortable to use
productive skills effectively and experimentally
• To encourage individual students to own their learning experience
• To encourage individual students to take responsibility for their own
learning progress
Coune outcomes
After completing the course, students will be able to:

Writing Interaction and production of language

• Write academically without searching for language.
• Write effectively in social and professional situations.
• Express ideas and opinions in written form and relate their ideas to those of other
speakers
• Compose paragraphs, essays in a variety of subjects and develop arguments

Tran«ferable/Kev Skill» and other attribute»

Students will develop the following transferable skills and attributes

• Extended communication skills in inter-cultural and Higher Education contexts using

English as a language for research and participation in oral and written discussion
• Analytical and critical skills to promote effective and efficient information-gathi.nng
processing and presentation using English in different social and academic contexts
• Confident independent-working, managing workloads and working to deadlines
• Reflection on own learning and development and ability to work with, and relate to.
others

II. The main part (practical session»)

II.I. The lubject includes the following topics:

9
 Term 1.

Week Topic
Induction week
U nill. induction lesson

1. Introduction to the course/General rules

2. Choosing the topic for the paragraph writing

3. Structure / Development o f a paragraph

4. Descriptive/ Process paragraph

5. Unit l.-l. Writing skills: Describing a place p. 12

6. Unit 9.4. Writing skills: Describing a process p.77

7. Midterm test preparation

10
 Unit 5.4. Writing skills: Writing paragraph p 45
8.

9. Opinion paragraph

10. Contrast/Comparison paragraph

11. Problem-Solution paragraph

The structure of an Essay

12.
Unity and Coherence/

13. Outlining an Essay

14. Introductions and Conclusions

15. Revision/ Iind of the course

II
Weeks Topics
1. Introduction to Academic Writing

2. Unit 3. A for and against essay/Outlining/Paraphrasing

3. Unit 3. A for and against essay/introduction

4. Unit 3. A for and against essay/body paras/eonclusion

5. Unit 4. A short repon making recommendations

6. Unit 4. A short report, making recommendations

7. Review and revision

8. Unit 5 Reporting on visuals/introduction

9. Unit 5 Reporting on visuals/Overview

10. Unit 5 Reporting on visuals/Details paragraphs

11 Review and revision

12 Unu 6. Online review/adjectives & adverbs

13 Unit 6. Online review/elahoratmg ideas

14. Review and revision

15 Final examination

Term 2

12
Upper Intermediate Level

I. The content of iul>ject/modile

COURSE DESCRIPTION:

English Foundation course for upper intermediate levels is designed to improve students'
reading, writing, listening and speaking skills and consolidate then knowledge of
vocabulary and grammar with stimulating wavs to practice. The coursc offers a variety of
material on contemporary issues (hit will help students negotiate acadcmic life successfully.
For instance, materials in Scenario sections give students the opportunity to apply language
in real-life situations and develop valuable communication skills; Study Skills classes, with
videos, provide useful tips and training for a successlul acadcmic life; aid authentic
materials develop listening skills and provide inspiring topics for discussion.

Course Goals
• To develop the communication skills o f students
• To provide a learning environment where students feel comfortable to use
language effectively and experimentally
• To encourage individual students to own their learning experience
• To encourage individual students to take responsibility for their own
learning progress

Course outcomes
After completing the course, students will be able to:

Speaking interaction and production of language

• Speak fluently without searching for language.
• Communicate effectively in social and professional situations.
• Give ideas and opinions and refute their ideas to those o f other speakers.
• Talk about complex subjects and develop arguments
Listening skills
• Understand long and complex speech
• Understand most television programs and films.
Reading skill»
• Understand long and complex factual and literary texts, with different styles.
• Understand specialized articles and long technical instructions.

Transferable/Key Skills and other attributes

Students will develop the following transferable skills and attribute*

• Extended communication skills in inter-cultural and Higher Education contexts using

English as a language for research and participation л oral and written discussion
• Analytical and critical skills to promote effective and efficient information-gathering.
processing and presentation using English in different social and academic contexts

13
• Confident independent-working, managing workloads and working (o deadlines
• Reflection on own learning and development and ability to work with, aid relate to.
others

Upper Intermediate Level

Literature
№ Topic Method

TERM 1.
1.1 Connections brainstorm, /gr.discus New Language
Speahng/reading/vocab presentation Leacfcr.Upper-Intermediate.
ulary David CottonDavid
1.2 Communicating mind mapping/bun: Falvey.Simon Kent 2014
confidently. group/ presentation.
Grammar sprabnq
1. 1.3. Who does the brainstorm./gr.discus
talking?
Grammar* vocahulary/vi
deo
1.4 Scenario. Flat brainstorm./gr.discus
sharing Task. group work
Situation/key language
Unit tusk 1 brainstorm./gr.discus. New Language
Leader. Upper-Intermediate
2.1 .Local Environment presentation/ video
David Cotton.David
Listening/vocab/rcading Revision
Falvey.Simon Kent 2014
2.3. Extreme brainstorm./gr.discus.
2. Environment group work
Speaking/grammar
2.4. Scenario. Task cluster/ group work/
Wind Farm video
Siluation/key language

2.5. Study skills brainstorm /gr.discus. New Language

Designing questionnaire group work Leader.Upper-Intcrmediale.
UNIT TASK 2. mind mapping/ David Cotton David
group work Falvey.Simon Kent 2014
3.1 Fair play Revision
3.
Speaking// Reading//
Vocabulary
3.2 Martial arts brainstorm./Ьигг gioup/
Listening// vocabulary// presentation
Grammar
3.3. Getting to the top/ mind mapping Neu Language
Meet the expert ,eader. Upper-Intermediate
4.
Grammar/speeking/vidc David Cotton.David
о Falvey.Simon Kent 2014

14
 3.4 Scenario. Who is the Cluster/buzz group
greatest?
Situation/ Key
language/task___________
Revision mind mapping/buzy
group/ Revision
brainstorm/gr. discus
Unit task 3 presentation.
4.1. Medical mind mapping/ New Language
breakthroughs gr.discus ^eader. U pper-I ntermedia te
Speaking/listening/vocab David Cotton.David
4.2. Malaria Cluster/buzz group Falvev.Simon Kent 2014
Listening/readmg/vocab
4.3 Bionic Eye/ Meet the brainstorm./group
5.
expert discussion
Listen ing/grammar
4.4 Scenario. Medical Rev ision
Dilemmas
Siluation/key
language/task
Unit task 4 brainslorm/gr. discus. New Language
group work Leader.! Jpper-Intcrmcdidte
brainstorm./gr.discus. David Cotton.David
5.1 Gelling from A lo В group work Falve},Simon Kent 2014
Reading/vocabulary
6. 5.2. Transport in the Cluster/buzz group
Future
Listen ing//Reading
Vocabulary________
">4 Beauciel mind mapping/
Situation group work
Revision New Language
UNIT TASK 5 ^eader I Ipper-Intermcdiate
6 1 Reading or Watching David Cotton.David
Vocab/reading/listening Falvey,Simon Kent 2014
6.2 Impact Group discussion/
7. Spcakmg/listcning/readi Revision
ng_
6.3 Reading hubits brainstorm./gr.discus.
Speaking// Reading // group work
listenimg____________
6.4The new film project Cluster/buzz group

TFRM 2
6.3. Reading Mahus mind mapping/ New Language
discussion .eader.Upper-lntcrmcdiatc
6.4 Scenario. The New group discussion David Cotton.David
8. Falvev.Simon Kent 2014
Project
6.5. Study skills Revision
llnll 6. Stop & check

15
 Unit 7. Architecture hrainstorm./gr. discus
7.1.Iconic buildings presentation
7 2 Solving Problems. cluster/buzz group/ New Language
presentation. Leadcr.lJppei Intermediate
7.3. Building Bridges mind mapping/buzz David Cotton.David
group/ presentation. Falvev.Simon Kent 2014
9.
7 4 Noenaiio.dn the brainstorm, /gr.discus
Horison presentation/ video
7.5. Study skills Revision
Unit 7. Slop & chcck
t'nit 8.Glol)ulM*(inn brainstorm./gr.discus New Language
8.1 Globalisation-Good group work/ video Lcatfcr.Uppci Intermediate.
or Bad David Cotton.David
10 8.2.Global Skills cluster/ group work Falvey,Simon Kent 2014

8.3.Global Cooperation brainstorm /gr.discus

8.4. Scenario. mind mapping/

group work
8.5 Study skills Revision New Language
Unit 8. Slop & chcck Leader Upper-Intermediate
Unit 9. ArL brainstorm./buzz group/ David Cotton,David
II 9.1 What is Art? presentation. Falvey,Simon Kent 2014
9.2. Photography mind mapping/buyy
group
9.3.Contemporary Cluster/ buzz group
Sculptures
9.4. Scenario Braiastorm/ gr. discus New Language
Leader Upper-Intermediate.
9.5. Study skills Revision
David Cotton.David
1? Unit 9. Slo^& chcck
Falvey,Simon Kent 2014
Unit ID. Psychology brainstorni./gr.disc us
10.1 .Group Psychology presentation
10.2. Peer Pressure mind mapping/
gr.discus
10.3. Psychology at Cluster/buzz group New Language
work? Leader. U pper- Intermediate
10.4. Scenario. brainstorm./group David Cotton.David
13 discussion Falvey,Simon Kent 2014
• 10.5 Studs skills Revision
Unit 10. Stop & chcck
Unit II. Culture brainstorm /gr discus
11.1.Defining Culture group work
11.2. Culture Shock brainstorm, /gr.discus New Language
group work Leader. Upper-Intermediate
11.3. Understanding Cluster/buzz group David Cotton.David
14 Cultures Falvey,Simon Kent 2014
• 11.4. Scenario. mind mapping/
group work
11.5 Study skills Revision
Unit II. Stop & chcck

16
 Unit 12. Technology brainstorm ,/gr. discus, New Language
12.1. Devices and group work/ video Leader Upper-Intermediate.
Gadgets. David Cotton,1)avid
12.2. Living witnoui Cluster/buzz group Falvey.Simon Kent 2014
15 technolopv
l2.3.Proor A n tr mind mapping/
Unit 12. Stop & check discussion/ Revision
Home reading/ Story I’PT / video
telling committee work
Presentation/ Revision

Academic writing

I. The content of suhject/modile

Course description:
Academic Writing course for upper intermediate levels is designed to improve stuuems'
writing skills and consolidate their knowledge of writing subskills - structure, language
accuracy, specific vocabulaiy and register with stimulating ways to practice The course
offers a variety of material on contemporary issues that will help students negotiate
academic life successfully. For instance, assessment criteria in Rubrics give students the
opportunity to apply writing knowledge in real-life situations and develop valuable writing
skills; students will be exposed to writing much and peer editing each other’s work in which
both students and tcachers benefit the most

Course Goals
• To develop academic writing skills of students
• To provide a learning environment where students feel comfortable to use
language effectively and experimentally
• To encourage individual students to own their learning experience
• To encourage individual students to take responsibility for their own
leuming progress

Course outcomes
After completing the course, students will be able to:

Writing interaulon and production of language

• Write academically without searching for language

• Write effectively in social and professional situations
• Express ideas and opinions in written form and relate then ideas to those of other
speakers.
• Compose paragraphs, essays in a variety o f subjects and develop arguments

Transferahle/Kev Skill» and other attributes

17
•students will develop the following transferable skills and attributes:

• Extended communicolion skills in inter-cultural and Higher Education contexts using

English as a language for reseirch and participation in oral and written discussion
• Analytical and critical skills to promote effective and efficient information-gathering,
processing and presentation using English in different social and academic contexts
• Confident independent-working, managing workloads and working to deadlines
• Reflection on own learning and development and ability to work with, and relate to.
others

II. The main part (practical яеяякнм)

II.I. The luhject includes the following topi»:

Term 1
Week Topic
Induction week
Umtl Induction lesson

1. Introduction to the course/General rules

2.
Unit 3 A for and against essay/Outlining/Paraphrasing

3. Unit 3 A for and against essay/introduction

4. Unit 3 A for and against essay/body paras/conclusion

5. Unit 4 A short report, making recommendations

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6. Unit 4 Л short report, making recommendations

7. Review and revision

8. Unit S Reporting on visuals/introduction

9. Unii 5 Rqmrting on visuals/Overview

10. Unit 5 Reporting on visuals/Dctails paragraphs

II. Review and revision

12 . Unit 6 Online review/adjectives & adverbs

13. Unit 6 Online review/elaborating ideas

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14. Unit 6 Online review/elaborating ideas

15. Review and revision

Term 2
Weeks Topics
1. Unit 7. A opinion led essay/Avoiding repetition

2. A opinion led essay/Outline/Drafting

3. Л opinion led essay/final submission

4. Unit 8. Writing a summary/paraphrasing

S. Writing u summary/Drafting

6. Writing a summary/final submission

7. Review and revision

8. Unit 9. Writing an online review

9. Unit 10. Advantages

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 Disadvantages essav
10 Advantages
Disadvantages essay/ final submission

11. Review and revision

12. Unit 12. An opinion article

13. An opinion article/ stylistic feature

14. Basic referencing

15. Review and revision

Advanced Ltvel
Professional English in Use

I. The content of subject/module

Course Description:

Professional Hnglish in Use focuses on the practical application of principal

language skills with emphasis and focuses on the basics of business writing <wd oral
communication in business-related situations or contexts. Students are given a firm base
and effective knowledge o f business English.
The course provides language instruction and training in business communication,
including business correspondence, negotiations, formal presentations, informal
networking, business vocabulary, report and proposal writing, vocabulary for professional
purposes, and reading for professional purposes. Language skills addressed include
listening, fluency development oral intelligibility, reading, grammar, willing, and
vocabulary development

Course Learning Outcomes

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 The objectives of this course are to introduce students to problem-solving, critical
thinking, and professional communication through integrated skills. The emphasis is on
how to use formal vocabulary and expressions in busines-related environments both orally
and in written form. Students develop productive skills through group/pair work,
presentations, discussions, and role-plays.
The communicative functions include practicing moderating skills, form-filling
writing cover letters and resumes, discussing global issues that affect the business world
developing time-management skills, creating action plans, decision-making, placing orders,
participating in meetings, giving formal presentations, reading, and discussing job
advertisements, and analyzing different sales situations.. Studtnts will be exposed to
simulated business situations and introduced to authentic business-related materials
Students will be nble to demonstrate their abilities to communicatc in a variety o f business
settings and interact id Hnglish using comprehensive business skills.
After the successful completion of each unit, students will be able to

* Discuss, brainstorm, and evaluate ideas by listening and taking notes;

* Listen and read for specific information, gist, key ideas, general ideas, and
understand implied ideas,
* Comprehend vocabulary in and from context.
* Listen and identify speakers in a tclq>honc conversation, listen for attitude and
numerical information and check information and make small talk
* Identity key ideas and details in a text, summarize information from listening or reading
and skim and scon an article;
* Categorize and use formal and informal registers;
* Provide suggestions and recommendations and talk about advantages and disadvantages
* Express opinion, tendencies, cause and effect, and reasons;
* Write descriptions, definitions, e-mails, memos, reports, basiness and information
letters;
* Interpret and present information in graphs and charts; Role-play situations
*Describe statistical trends and products
* Prepare and give an oral presentation and report what someone says/said
* Make contrasts, comparison, requests, persuade and complain:
* Distinguish word families and formation and identify synonyms
* Use business jargon and basiness slang

II. The main part (practical sessions)

II.I. The lubject includes the following topics:

Term I

Week Topic

1. Induction week
Induction week
2. Unit 1: Companies.
A matter of choice
22
 Unil I : Companies.
A mailer of choice
Unit I: Companies I anguagecheck:
Present Simple and Continuous
Unit 1: Companies.
Career skills. Culture it work
Unit 2: Leadership.
Management styles
Unit 2: Leadership.
When to terrorise
Unil 2:Leadership. Collocations. Articles.
Unit 2: Leadership
Career skills. Culture it work
Unit 3: Strategy Choosing a strategy
Unit 3: Strategy
Nike's (ioddes.s
Unit 3: Strategy Suffixies Future forms
Unil У. Strategy Career skills Short presentations. Review 1
Unil 4: Pay The new millionaires.
Unil 4 : P»y.
I he rewards o f tailure
Unit 4: Pay The muHi-part verbs. Present Perfect and Past Simple.
Unil 4: P»y. Skills book
Achieve objectives
10. Unit 5: Development.
Economic development
Unit 5: Development
Development and the environment
Unil 5 Development
Grammar/Modal verbs
Unil 5: Development.Skills book. Deal with problems
12. Unil 6 Marketing
Brands
Unit 6 Marketing
Money can buy you love
13. Unil 6 Marketing
Grammar/Vucabulary
Unil 6 Marketing Skills book Making a recommendation
14. Unit 7 Outsourcing
Going ofjshore
Unit 7 Outsourcing
The New Global shift
15. Unit 7 Outsourcing
Grammar/ Listening
Unil 7 Outsourcing Skills book Brainstorm solutions
Term 2

Unit 8 Finance The Profit and Loss account

Unil 8 l-'ipance. Corporate Governance
Unit 8 Finance.
Grammar/Vocabulary
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 Unit 8 Finanec.Skills book
Get attention Career skills
3 Unit 9 Recruitment
The application process
Unit 9 Recruitment
Speed hiring
4 Unit 9 Recruitment Language/Listenig
Unit 9 Recruitment
Career skills. Small talk
5 Unit 10 Counterfeiting
Universal Crime
UnitlO Counterfeiting
Imitating property is theft
6 UnitlO Counterfeiting Grammar
Unit 10 Counterfeiting Skills book Rrcsent an argument
10 Unit 12 Lobbies
Grammar/Vocabulary
Unit 12 Lobbies
Career skills
II Unit 13 Communication
Let's communicate
Unit 13 Communication
Information overload
12 Unit 1 1 Communication
Listenine/I .anguage
Unit 13 Communication
Career skills Summarising
13 Unit 14 Logistics
Demand and Supply
Unit 14 Logistics
Retail Logistics
14 Unit 14 Logistics
Grammar/Vocabulary
Unit 14 Logistics Dealing with questions
IS Unit i 5 Innovation
Poduct development
Unitl 5 Innovation
Failure is glorious (Moodlc task 4 hours)

Advanced Level
ProfeMional English in Use
Writing Course
I. The content of subject/modale
Course description:
Academic Writing course for upper intermediate levels is designed to improve students'
Business correspondence skills and consolidate their knowledge of writing subskills -
structure, language accuracy, specific vocabulary and register with stimulating ways to
24
practice. The course olTirs a variety of material on contenpornry issues that will help
students negotiate academic life successfully. For instance, assessment criteria in Rubrics
give students the opportunity to apply writing knowledge in real-life situations and develop
v aluable writing skills, students will be exposed to writing much and peer editing each
other’s work in which both students and teachers benefit the most.

Course G u'ls
• To develop the business correspondence skills of students
• To provide a learning environment where students feel comfortable to use
language effectively and experimentally
• To encourage individual students to own their learning experience
• To encourage individual students to lake responsibility for their own
learning progress

Сои г к outcomes
After completing the course, students will be able to:

W riting interaction and production о П щ и д и

• Write in a business English without searching for language.
• Write effectively in business, social and professional situations.
• Express ideas and opinions in written form and relate Iheir ideas to those of other
speakers.
• Compose about business subjects and develop arguments

Tramferable/KeT Skill» and other attribute»

Students will develop the following transferable skills and attributes:

• Extended communication skills in inter-cultural and Higher I''duealien contexts using

English as a languuge for research and participation in oral and written discussion
• Analytical and critical skills to promote effcctivc and efficient information-gathering,
processing and presentation using English in different social and academic contexts
• Confident independent-working, managing workloads and working to deadlines
• Reflection on own learning and development and ability to work with, and relate to,
others

II. The main part (practical session»)

II.I. The subject includes the following topics:

Term 1

Topic
Weeks
Induction week

25
 Unit 1. Induction lesson

Introduction to the course/General rules

Unit 2. Mission
2. Writing an email

Organizing your writing/Punctuation

Unit 3. Wnung a lurmal memo

3.
Numbers/Ahhrev

4. Writing a CV/resume

Unit 5 Striking balance

5. Writing a short report

Unit 6. A scent of risk

6.
Writing an action plan

7. Review and revision

8. Unit 7. Going offshore

26
 Writing a formal report

9. Writing a motivation letter

10. Writing a motivation letter

Unit 10 l'hc golden couple

11.
Writing a short report

Unit 11. С losing the deal.

12.
Writing a formal letter

Unit 12 Selling up or out.

13.
Writing a formal letter

Unit 14. Is grev the new black?

14.
Write a formal fax

15. Review and revision

Term 2.
27
 Week Topics
1
Introduction to the course Unil 1. Writing a memo.

2.
Unit 2. l'est crisis. Writing the minutes.
3.
( Init 3 beading the team Write a
newsletter.
4.
Unit 4. Spying on staff Write a short
report.
5.
1Init 5. Turning ideas into reality/Writing a
press release
6.
1'nit 6. Danger zone/writing a fax
7. Review1and revision
8.
Unil 9. Your money or reputation/writing a
formal letter
9.
Unit 10. The power o f money. Writing a
proposal.
10.
1Init 11. Which wey to wall street Write a
short press release
I I.
Unit 12. The cola comeback Write an
email.
12. Unil 13. Reliable research. Write an agenda.

13. Unil 15. Consultant with a conscience

14 Writing notices

15. Review and revision

VL Educational technologies and methods:

Communicative approach
The communicalivc approach is based on the idea lhal learning language successfully
comes through huving to communicate real meaning When learners arc involved in real
communication, their natural strategies Гог language acquisition will be used, and this will
allow them to learn to use the language.

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Students will take part in the following interactions and activities:

• Role-playi
• Debale* and class discussions
• Pair work
• Team work
• Prublem-sfilvingng situations
• Creative designs
Classroom activities guided by the communicative approach are characterised by trying to
produce meaningful and real communication, at all levels. Asa result there may be more
emphasis on skills than systems, lessons are more learner-centred, and there may be use of
authentic materials.

VII. Requirements for obtaining credits: General assessment scheme

Assessment tjpe Scores Tasks

Current Participation and 35 Cumulative Ip.
assessmen presence
t Independent work Projcct work
Topic-lp
5 Content - 2p
Delivery - lp
4(1 Visual aids -Ip
Midterm Control work 10 Written assignment
teds 20 Computer based test 10 Lexis and grammar tests.

Firual test Final test 10 Writing

4» 10 Listening
10 Reading
10 Speaking

Main literature:
1. David Falvey, Simon Kent, David Cotton, New language leader. Pre-lntennediate,

Coursebook Pearson Longman. 2014

2. David Falvey, Simon Kent, David Cotton, New language leader Intermediate,
Coursebook. Pearson Longman, 2014
3. -David Falvey, Simon Kent, David Cotton New language leader. Upper

Intermediate Coursebook. Pearson Longman, 2016

29
 4. -David F'alvcy, Simon Kent, David Cotton, lan LcBeuu, Garclh Rees, New

language leader. Advanced Coursebook. Pearson Longman, 2016

5. Tonya Trappe, Graham Tullis, Intelligent Business. Intermediate, Couiscbook
Pearson Longman, 2005
6. -Zemach Dorothy E.. Rumisek Liso A. Academic Writing/C ollege Wnting From

Paragraph to Essay Macmillan, 2005

Additional literature and t-iourcei:

I -Zemnch Dorothy E., Rumisek Lisa A. Academic Writing/College Writing From

Puragraph to Essay Macmil-Mc Carter Academic Writing Practice for IELTS

2. Me Carta Academic Wriung Practice for IELTS

3. Murphy R. English Grammar in Use. Cambridge, 1992

1. -wwwiahonnews.uz

2. http ://www.Dcarsonlomanun com/1ancuageleader

3. -hllp /'www pearsonlongnian.com/speakout

4. -www onestonenttlish.com

5. www.macmillanenglish.coio/methodnlogy

6. -wwwmacmillandictionarieK.com

7. -wwwmacmillanenglish.com/primarv

Course Program was approved by Academic Council, University of World Economy and
« ___ » _____ 20 I approved by minutes of the meeting No. )

Reaponalble for the subject/module D.I Allaberganova- UWED, English language Depar
Lecturer M H Bat nova - UWED, English language Department, Lecturer. A.X Axmadjon
English language Department, DeS F Sh Zaripova - LIW1D English language Dcpartmi
Lecturer.

Reviewer»: G.N lrmukhumeduva. Associate Professor, PhD, Dean o f the Language trai
branch of M GIM O I Ini versity of the Ministry of Foreign Affairs of Russian Federation.

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