Esp curriculum for higher education in uzbekistan

genre
. The 50 language activities of the Curriculum are listed in section
 
2.4. 
The process of judging something. In this Curriculum, assessment 
specifically refers to the process of judging a student’s language 
performance, involving devising, administering, marking (grading), 
analysing and reporting scores. The following types of assessment are 
used: 
formative
(continuous, mid-term, etc.) and 
summative
(final 
assessment). See also 
authentic assessment
, 
peer assessment. 
Audio recording software: an open-source audio editor and recorder, 
which provides the capability to perform several functions on recorded 
texts. Download available from 
https://sourceforge.net/projects/audacity/ 
Authentic usually means “real” and that is what it means in the context of 
this Curriculum. An 
authentic text
is a stretch of real language, produced 
by a real speaker or writer for a real audience and designed to convey a 
real message of some sort. In other words, it is 
not
a made-up text 
produced by an imaginary speaker or writer for an imaginary audience and 
designed to practise specific language points rather than to 
convey real information. (See 
Supplementary Document 
– Accessing
and using authentic materials) 
Assessment based on real-world texts and real-world tasks. 
Non-authentic assessment 
includes objective question types such as
 
multiple choice, true/false, short answer, gap-fill, matching. 
(See 
Supplementary Document 
– Guide to authentic assessment) 
Autonomy is the ability to take charge of one's own learning, both 
language learning and the learning of other subjects. When learners are 
autonomous, The role of the teacher is to provide support or ‘scaffolding’. 
Common tools aimed at developing autonomy are learner contracts, 
electronic exercises with automatic feedback, search tasks using 
concordancing programs, web research tasks and reflective blogs. See 
also