Esp curriculum for higher education in uzbekistan

 Reading 
B2 
Can read with a large degree of independence, adapting style and speed of reading to different texts and purposes, and 
using appropriate reference sources selectively. Has a broad active reading vocabulary, but may experience some 
B1 
difficulty with low-frequency idioms. 
Can read straightforward factual texts on subjects related to his/her field and interests with a satisfactory level of 
comprehension. 
 Writing 
B2 
B1 
Can write clear, detailed texts on a variety of subjects related to his/her field of interest, synthesising and evaluating 
information and arguments from a number of sources. 
Can write straightforward connected texts on a range of familiar subjects within his/her field of interest, by linking 
a series of shorter discrete elements into a linear sequence. 
4 
APPLYING THE CURRICULUM 
Sections 1 to 3 reviewed the principles behind the new ESP Curriculum. This section offers 
practical advice on applying those values to develop syllabuses, methodological and teaching 
materials, and assessment instruments, according to the seven course components set out in 
the CEFR (2001:7): 
• the identification of needs 
• the determination of objectives 
• the definition of content 
• the selection or creation of material 
• the establishment of teaching/learning programmes 
• the teaching and learning methods employed 
• evaluation, testing and assessment 
This section also considers time allocation (4.8) and syllabus review (4.9). 
Links: 
Supplementary documents:
 Common European Framework of Reference (CEFR); 
How to create a syllabus 
4.1 Identification of needs 
The institutional syllabus should be derived from the Curriculum by selecting relevant 
Language Activities 
such as those listed in Figure 2 above. The selection should be made
 
through a regular (each semester or year) needs analysis procedure consulting students, 
content teachers and employers
9
. 
9
The national needs of language students are set out in broad terms in Figure 2. For a 
detailed, classroom-based approach to needs analysis, see Allwright & Allwright 1977.

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