Microsoft Word kasbga yo`naltirilgan ingliz tili o`qitish magistr 1 bosqich

Stage 1
. 
The language lecturer records the subject lecture. 
Stage 2. The language lecturer listens to the recording and prepares a handout with 
comprehension questions on key points of the lecture and a check on understanding of the 
language used in it. 
Stage 3. The language lecturer checks the questions with the subject lecturer 
Stage 4. The lesson itself. 
The session generally caters for 8- 12 students considered to need special help with English. 
Students bring their lecture notes and use these to answer the questions; a main aim is to show 
students whether their notes have been effective in capturing the main points of the lecture. 
There is also an element of learning to listen to lecturers as opposed to lectures; the students 
indirectly learn something of the expectations of the lecturer and something of the individual 
style that each lecturer adopts. 
The Team- taught sessions on writing have generally focused on the writing of examination 
answers. The subject lecturer chooses a relevant question, and the language teacher manages the 
discussion about the meaning of the question and the planning of the answer. The subject 
lecturer again acts as a kind of a adviser commenting on the students` suggestions about the 
meaning of the question and the plan. The session often ends with students writing part of the 
answer and both lecturers providing feedback.
Professional disciplines: EAP or EOP? 
The most important of these has been English for Science and Technology (EST), but 
English for Medical Purpose (EMP), English for Legal Purposes (ELP) and English for 
Economics are all course types which teaching materials have been prepared for. The rapid 
growth in tertiary level courses on Business Management, Finance and Accounting, and 
Administration means that courses have been set up. What is problematic about these categories 
is that they seem to fall between two points: on the one hand, the focus on common core EAP 
specific disciplines, on the other hand the concentration on the particular features of a specific 
discipline that we have emphasized in previous lecture. When we discuss a more specialist 

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branch of ESP, such as Medical English, it is not always clear whether we are talking about the 
needs of medical students, or practicing doctors, consultants in hospitals;
Medical students, for example, have to read textbooks and articles, and write essays and 
short clinical reports. These are EAP needs. Practicing doctors have different needs; as well as 
reading specialist articles, they may prepare papers and slide presentations for conference and if 
working in an English speaking country, interact with patients in English. These are EOP needs. 
So the terms English for Science and Technology, EMP, ELP and all the others may be little 
more than useful umbrella terms derived from teaching situations and the writing of teaching 
materials. In medical English for occupational purposes, there are three main areas of research: 
·
The use of English in written medical communication; 
·
The delivery of papers and slide presentations in English at international medical 
conferences; 
·
The role of English in doctor/ patient interaction;
The importance of English in the dissemination of medical research has grown dramatically 
since the 1960s. Maher (1986) shows that by 1980, 72 per cent of the articles listed in the Index 
Medicus were published in English.