Esp curriculum for higher education in uzbekistan

Links: 
Supplementary document: Authentic Assessment
 
Supplementary document: Self 
Assessment 
12
CEFR 2001: 28-29
13
See examples of the Council of Europe’s 
European 
Language 
Portfolio:
https://www.coe.int/en/web/portfolio
14
See McNamara, 2000 for a useful introduction to language testing.
15
See Glynn, 2018 for an overview of assessing using moodle.

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4.8 Time allocation 
Foreign languages should be taught in all years of undergraduate study. The General Stage 
should last no longer than one year. 
Foreign languages should be taught for at least four contact hours per week plus self-study. 
The exact number of hours required will vary according to the levels of the students. The 
following table
16
indicates the number of hours that may be required and teaching hours 
should be allocated accordingly: 
Target 
level 
A2 
B1 
B2 
C1 
Entry level 
A1 
200 hours 
400 hours 
600 hours 
850 hours 
A2 
Ÿ 
200 hours 
400 hours 
650 hours 
B1 
Ÿ 
Ÿ 
200 hours 
450 hours 
B2 
Ÿ 
Ÿ 
Ÿ 
250 hours 
In the General Stage, the proportions of time spent on developing each language skill may 
be approximately equal, whereas in the professional orientation stage (LSP) the proportions 
will vary according to students’ needs and the communicative language activities required. 
The following table is intended for broad guidance and can be amended according to the 
needs of a given subject. 
General Stage 
Professional Orientation Stage 
Speaking 
25% 
40% 
Listening 
25% 
30% 
Reading 
25% 
20% 
Writing 
25% 
10% 
Syllabuses derived from the Curriculum should reflect the Curriculum in terms of the 
rationale, aims, objectives, anticipated learning outcomes, content, advice on teaching and 
assessment. They should contain a breadth and depth of content that is achievable at 
defined standards within the time allocation prescribed in the Curriculum.