JAHON IQTISODIYOTI VA

DIPLOMATIYA
UNIVERSITETI

Syllabus

Fan:
English I
(Intermediate)
(FRLN11E4)

2025 - 2026
 O‘ZBEKISTON RESPUBLIKASI TASHQI ISHLAR VAZIRLIGI
JAHON IQTISODIYOTI VA DIPLOMATIYA UNIVERSITETI
INGLIZ TILI KAFEDRASI

«Tasdiqlayman»
O‘quv ishlari bo‘yicha
Birinchi prorektor
A. Umarov
______________________
2025-yil “____” _________

ENGLISH FOUNDATION COURSE:

INTERMEDIATE FANI SILLABUSI
(FRLN11E4)

Bilim sohasi: 300 000- Ijtimoiy fanlar, jurnalistika va axborot

Bilim sohasi: 400 000- Biznes, boshqaruv va huquq
Ta’lim sohasi: 310 000- Ijtimoiy va xulq-atvorga mansub fanlar
Ta’lim sohasi: 410 000- Biznes va boshqaruv
Ta’lim yo‘nalishi: 60310200 - Xalqaro munosabatlar
Ta’lim yo‘nalishi: 60411100 - Jahon iqtisodiyoti va xalqaro iqtisodiy
munosabatlar

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 Kreditlar miqdori: 4 ECTS
Ta’lim turi: Kunduzgi
Soatlar (jami): 100 soat

Amaliy mashg‘ulot: 60 soat

Mustaqil ta’lim: 40 soat
Ta’lim tili* ingliz tili
Semestr: 1
Kafedra: “Ingliz tili”

Оfis: A bino, 309-xona.

Taqrizchilar:

1. Ibmuxammedova G.N. Moskva davlat xalqaro munosabatlar instituti dotsenti, f.f.d.

(tashqi taqriz)

2. Samadov B. A. Ingliz tili kafedrasi professori f.f.d. (ichki taqriz)

Kelishildi:

O‘quv-uslubiy bo‘lim boshlig‘i ______________U. Dustov

Til ta’limi markazi directori _______________L. Xo’jayev

Kafedra mudiri _______________E. Borisova

Ushbu sillabus O‘quv-uslubiy kengashning 2025-yil “___”-__________ dagi_______- sonli

bayonnomasi bilan ma’qullangan.

Ushbu hujjat Jahon iqtisodiyoti va diplomatiya universitetining mulki hisoblanadi va uni oluvchilar uchun
maxfiy bo‘lib, to‘liq yoki qisman nusxa ko‘chirilmasligi, tarqatilmasligi yoki ko‘paytirilmasligi, shuningdek,
uchinchi shaxslarga berilmasligi kerak. Ushbu material ko‘paytirish, tarqatish, nusxalash, oshkor qilish,
o‘zgarish, tarqatish yoki nashr etishning har qanday shakli qat’iyan man etiladi.

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 1. Couse description

This course is a general English course for the 1 st year undergraduate intermediate-level
students (CEFR B1-B1+). The course has a topic-based multi-strand syllabus which
includes comprehensive work on grammar, vocabulary, pronunciation and other skills. A
significant emphasis is placed on reading, writing, and study skills as well as speaking and
listening.

Through this program, students acquire practical skills in English which help them expand
their general knowledge in the classroom and improve their groupwork and independent
learning capabilities. Authentic videos of interviews with experts in different fields provide
challenging and motivating materials for pair and group discussions and implement topics
given in this course book to life where they listen to talks and lectures, take part in group
discussion and deliver presentations.

2. Course pre-requisite

None
3. The aim of the course

The course
 helps students cross the ‘bridge’ from General English to being able to use English in a
more specialised academic context;
 offers students stimulating topics that engage their interest and increase their motivation
for learning;
 allows to explore a range of issues within a single topic and also to recycle vocabulary;
 allows to develop powers of expression and analysis – and in particular, their critical
thinking skills;
 will be transferable to the world of academic studies and employment.

3. Learning outcomes

Upon completion of this course students should be able to:

 produce simple connected text on topics, which are familiar, or of personal interest.
 write a for and against essay, an opinion essay, a process paragraph of an article.
 write both formal and informal letters of different situations correctly
 write their own CV in English effectively.
 describe experiences and events, dreams, hopes & ambitions and briefly give reasons
and explanations for opinions and plans
 understand the main points of clear standard input on familiar matters regularly
encountered both in academic and daily life.
 understand a large part of many TV programmes on topics of personal interest such as
interviews, short lectures, and news reports when the delivery is relatively slow and
clear.
 follow a lecture or talk within his/her own field, provided the subject matter is familiar
and the presentation straightforward and clearly structured.
 master presentation skills using appropriate techniques.

5. Independent learning and assignments

1. Placement Test
This test is held in the 1st week of Semester 1 in the form of an interview. It helps to place the
students into the appropriate language level groups offered at the university (intermediate,
upper-intermediate or advanced).
2. Current Classroom Assessment
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 Students are assessed constantly during classroom interactions through a variety of assessment
techniques (role plays, presentations, discussions, quizzes) for which students do various
independent tasks. This assessment accounts for 20% of the overall ratio of assessment, as well
as 10% for Attendance and Participation (Students must attend at least 90% of classroom
lessons).

Independent work. The main purpose of independent work is to develop students’ knowledge
and skills to work independently for completing specific tasks assigned to them and through this
to develop their self-study skills.

a) Writing Assignment.
Upon completion of Unit 1, students will be required to complete the following writing
assignment: to submit a for and against essay.
The assignment is worth 5 points for submitting the written task by due date. See Appendix 1
below.
b) Public speech assessment.
Students prepare a short speech devoted to the units 3, 4, 5. They need to demonstrate the
knowledge gained in any of these units by using the appropriate grammar and vocabulary, do
thorough research on the topic and practise presentation techniques. They can choose modern
problems of the chosen topic, describe changing trends in this sphere, read books or articles
related to the topic and share with their review or present in the form of Ted talks. Total max.
score for 3 public speech submissions is 15 points.
Students are required to submit their assignments before the deadline. Late submissions are
not accepted.
3. Midterm Assessment
Students take two mid-term tests each semester. It is to evaluate the level on selected content
language each term.
Midterm 1 is held during Week 6. It includes Grammar, Vocabulary and Reading tasks.
Midterm 2 is held at Week 12. Speaking test that covers all the material from the units 1-5.
The mid-term assessments account for 30% of the overall assessment.
4. Final Test
Students take a multiple-choice test at the end of each term. It is to evaluate reading, vocabulary,
and grammar skills which accounts for 40% of the overall ratio of assessment.

Evaluation Attendance/Participation 10%

distribution Classroom assessment /Ind.W 20%
Midterm assessment 30%
Final Exam 40%

Total academic 60 hours per semester

hours
Academic ethics Any kind of cheating is strictly prohibited. Assignments submitted
policy in this way will be scored as 0 points and cannot be resubmitted.
Deception is perceived from the side that allowed to deceive, and
both bear the same responsibility.

When completing any type of graded assignment, students are

prohibited from:
 working with other students and upload the same work
(essays, abstracts, research results, etc.);
 sending or publishing one’s own assignments for other
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 students to ‘see how it’s done’);
 copying someone’s tasks or copy from a book or the
Internet.
However, students are allowed to:
 discuss approaches to completing assignments with other
students;
 show others where they could make a mistake in their tasks;
 ask for help from the teacher (e.g. ask for a book
recommendation or an approach to completing an assignment).

5. Assessment

Mark Percentage
Assessment 5 90-100%
scale 4 70-89%
3 60-69%
2 0-59%

7. Literature
I. Main:

1. David Falvey, Simon Kent, David Cotton, New language leader. Intermediate
Coursebook, Pearson Longman, 2016.

II. Supplementary materials:

2. Q: Skills for Success Reading and Writing. Level 3. Student Book, Colin Ward
and Margot Gramer, Oxford University Press, USA
3. Q: Skills for Success Reading and Writing. Level 4. Student Book, Debra
Daise and Charl Norloff, Oxford University Press, USA
4. Q: Skills for Success Reading and Writing. Level 5. Student Book, Nigel
Caplan and Scott Douglas, Oxford University Press, USA
5. Oxford Academic Vocabulary Practice Upper Intermediate B1, Julie Moore,
Richard Storton 2017, Oxford University Press
6. Academic Writing: From Paragraph to Essay (College Writing) by Dorothy
Zemach, Lisa A. Rumisek
7. Martin Hewings, «Cambridge Academic English» an integrated skills course
for EAP. Upper intermediate, Cambridge University Press 2014.
8. Academic Writing: From Paragraph to Essay (College Writing) by Dorothy
Zemach, Lisa A. Rumisek.
9. English Collocations in Use. O’Dell, McCarthy, 2017.
10. Fiction books that are selected for reading throughout a semester.
11. Ibrat farzandlari (Youtube channel https://www.youtube.com/watch?v=n-uTwzzVnsg).

8. Course content
Credits - 4 ECTS

1st semester
Weeks Lessons Units Reference Assignments

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 Unit 1. Personality D.Cotton, D. Falvey, S. Kent
1 1.1. Personality types “New Language Leader.
Intermediate” PEARSON
1 1.2. Exploring personality D.Cotton, D. Falvey, S. Kent
2 “New Language Leader.
Intermediate” PEARSON
1.3. Charisma D.Cotton, D. Falvey, S. Kent
3 “New Language Leader.
Intermediate” PEARSON
1.4 Scenario: Personality Q: Skills for Success Reading
2 clash and Writing. Level 3. Student
4 Book, Colin Ward and Margot
Gramer, Oxford University
Press, USA
1.5. Study and writing D.Cotton, D. Falvey, S. Kent Submit
skills “New Language Leader. written
5 Intermediate” PEARSON
assignment 1
3 by week 3
Unit 2. Travel D.Cotton, D. Falvey, S. Kent
6 2.1. Tourism and travelling “New Language Leader.
Intermediate” PEARSON
2.2. Explorers D.Cotton, D. Falvey, S. Kent
7 “New Language Leader.
Intermediate” PEARSON
4 2.3. Empty quarter D.Cotton, D. Falvey, S. Kent
8 “New Language Leader.
Intermediate” PEARSON
Scenario: A study trip D.Cotton, D. Falvey, S. Kent
9 “New Language Leader.
Intermediate” PEARSON
5 REVISION D.Cotton, D. Falvey, S. Kent
10 “New Language Leader.
Intermediate” PEARSON
MID-TERM TEST - 1 D.Cotton, D. Falvey, S. Kent
6 11 “New Language Leader.
Intermediate” PEARSON
Unit 3. Work D.Cotton, D. Falvey, S. Kent Mid-term 1
12 “New Language Leader.
3.1 Jobs Intermediate” PEARSON during week 6
3.2. Homeworking D.Cotton, D. Falvey, S. Kent
13 “New Language Leader.
Intermediate” PEARSON
7 D.Cotton, D. Falvey, S. Kent
3.3. Work placements
14 “New Language Leader.
Intermediate” PEARSON
3.4 Scenario: Situation D.Cotton, D. Falvey, S. Kent
15 “New Language Leader.
vacant Intermediate” PEARSON
8 INDEPENDENT WORK D.Cotton, D. Falvey, S. Kent Submit public
16 “New Language Leader. speech 2 by
SUBMISSION -2 Intermediate” PEARSON
week 8
Unit 4. Language. D.Cotton, D. Falvey, S. Kent
17 “New Language Leader.
Intermediate” PEARSON
9 D.Cotton, D. Falvey, S. Kent
4.1. Learning languages
18 “New Language Leader.
Intermediate” PEARSON
4.2. The future of English Q: Skills for Success Reading
and Writing. Level 3. Student
19 Book, Colin Ward and Margot
10 Gramer
4.3 Avoiding online D.Cotton, D. Falvey, S. Kent
20 “New Language Leader.
mistakes Intermediate” PEARSON
11 21 4.4 Scenario: Language D.Cotton, D. Falvey, S. Kent Submit public
“New Language Leader.
7
 training Intermediate” PEARSON speech 3
during week
12
4.5 Study and writing D.Cotton, D. Falvey, S. Kent
22 “New Language Leader.
skills: A report Intermediate” PEARSON
REVISION D.Cotton, D. Falvey, S. Kent
23 “New Language Leader.
Intermediate” PEARSON
12 D.Cotton, D. Falvey, S. Kent
INDEPENDENT WORK
24 “New Language Leader.
SUBMISSION- 3 Intermediate” PEARSON
MID TERM TEST -2 Q: Skills for Success Reading Mid-term 2
and Writing. Level 3. Student
25 Book, Colin Ward and Margot during week
Gramer 13
13 D.Cotton, D. Falvey, S. Kent
Unit 5. Advertising.
“New Language Leader.
26 5.1. What makes a good Intermediate” PEARSON
advert?
5.2 Manipulating images D.Cotton, D. Falvey, S. Kent
27 “New Language Leader.
Intermediate” PEARSON
14 D.Cotton, D. Falvey, S. Kent
5.3. Advertising and
28 “New Language Leader.
children Intermediate” PEARSON
5.4 Scenario: B-Kool soft D.Cotton, D. Falvey, S. Kent
29 “New Language Leader.
drinks Intermediate” PEARSON
15 INDEPENDENT WORK D.Cotton, D. Falvey, S. Kent Submit public
“New Language Leader. speech 4
30 SUBMISSION -4 Intermediate” PEARSON
during week
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Independent work -1

Write a for and against essay. (Unit 1)

Choose one of these topics below.
 Are men or women better politicians than men or women?
 Are men or women better teachers than men or women?
 Are men or women better doctors than men or women?
 Are men or women better lawyers than men or women?
 Are men or women better managers than men or women?
You should express your thoughts precisely while providing opinions on the issue related to the field within reasonable
logic.

Coherence and Vocabulary Grammar and Argument

Task Response Cohesion (1 points) (1 points) Sentence Structure Development
(1points) (1 points) (1 points)
Fully addresses the task Ideas are logically Wide range of A wide range of Arguments are
with a balanced view of organized, with clear vocabulary used sentence structures, well-developed,
both sides, presenting and effective linking effectively and used accurately with clear, and
well-supported devices between precisely, with few errors. 1 p. logically follow
arguments and a clear paragraphs and ideas. few errors. 1 p. from one point
conclusion. 1 p. 1p to the next. 1 p.
Addresses the task with Mostly well-organized Good range of A good range of Most
a balanced view, but with clear paragraphs vocabulary, but sentence structures arguments are
some arguments may and some use of linking occasional errors with occasional well-developed,

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 lack development or words, but there may be or less precise grammatical errors with clear
clarity. 0.8 p occasional lapses in word choices. that do not impede explanations,
flow. 0.8 p. 0.8 p. understanding. but some may
0.8 p. be
underdeveloped.
0.8 p.
Provides a basic Organization is Adequate Limited variety in Arguments are
response to the task, but somewhat unclear, with vocabulary with sentence structures somewhat clear,
may be one-sided or some ideas or some repetition and noticeable but lack full
lacks sufficient paragraphs poorly and frequent grammatical errors development or
development. 0.5 p. connected. 0.5 p. errors that hinder that may detail. 0.5 p.
understanding. occasionally confuse
0.5 p. the reader. 0.5 p.
Does not sufficiently Lacks clear Limited Frequent Arguments are
address the task, or only organization, and ideas vocabulary with grammatical errors, weak or unclear,
discusses one side in are not logically significant affecting clarity and with little
detail. 0.3 p. connected, making the repetition, and readability. explanation or
essay hard to follow. errors often affect 0.3 p. evidence.
0.3 p. comprehension. 0.3 p.
0.3 p.
Fails to address the task Very poor organization Very limited Severe grammatical Arguments are
or presents irrelevant with little to no vocabulary with errors that make the poorly
information. 0 p. coherence between frequent errors, essay difficult to developed or
ideas or paragraphs. 0 making read or understand. entirely absent.
p. understanding 0 p. 0 p.
difficult. 0 p.

Independent work -2.

Public speech: A JOB ADVERTISEMENT ( a group work)

1. Make a group of 3 or 4 students;

2. Write a short job advertisement on a poster;
3. Make a speech about the job title, salary and details of the positions. (use the collocations and
words from ex. 3a, 5 and 9a on p. 27 of your coursebook New Language Leader Intermediate.
4. Present in the class.
Assessment criterias:
Content Clarity and Delivery and Visual Aids and Audience Time
Relevance (1 point): Engagement (1 Design (1 point): Interaction and Management (1
point): Responsiveness point):
(1 point):
The content is clear, The presenter is Visual aids (e.g., The presenter The presentation
relevant, and well- confident, engaging, slides, graphics) engages with the is well-timed,
organized, addressing the and maintains eye are well-designed, audience, covering all key
topic comprehensively. contact, using enhance encourages points without
1 p. appropriate body understanding, and questions, and rushing or
language and voice are clear and responds dragging. 1 p.
modulation. 1 p. professional. 1 p. thoughtfully. 1 p.
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The content is mostly clear The presenter is Visual aids are The presenter The presentation
and relevant, but some mostly engaging, but mostly effective responds to is mostly well-
areas could be more some aspects of but may be slightly questions but may timed but may
detailed or better delivery could be cluttered or less not encourage have minor issues
organized. 0.8 p. improved (e.g., body polished. 0.8 p. interaction as with pacing.
language or voice). effectively. 0.8 p. 0.8 p.
0.8 p.
The content is somewhat The presenter’s Visual aids are The presenter The presentation
unclear or lacks focus in delivery is clear but useful but have answers questions runs slightly over
some areas. 0.5 p. lacks engagement or some design or but shows limited or under time or
confidence. 0.5 p. clarity issues. interaction with lacks a clear
0.5 p. the audience. pacing structure.
0.5 p 0.5 p.
The content is The presenter Visual aids are not The presenter The presentation
disorganized or only struggles with effective, too answers questions feels rushed or
partially relevant to the engagement, or the complicated, or but is hesitant or too long, with a
topic. 0.3 p. delivery is monotone poorly designed. unengaging with lack of time
or unclear. 0.3 p. 0.3 p. the audience. management.
0.3 p. 0.3 p.
The content is unclear, The delivery is Visual aids are The presenter The presenter
irrelevant, or off-topic. 0 p. ineffective, absent, distracting, does not engage completely
unprofessional, or or irrelevant. 0 p. or respond well to mismanages the
hard to follow. 0 p. the audience. time, leaving out
0 p. essential content
or going off track.
0 p.

Independent work -3.

Public speech: A DEBATE on the topic: “Everyone must learn a foreign language in Uzbekistan” ( a group work).
1. Divide the group into 2 parts: FOR and AGAINST;
2. Choose the members for your group;
3. Prepare some arguments for or against the motion;
4. Hold the debate in the class;
5. Vote on the motion (for or against) and decide which group has won the debate.

Assessment criterias:
Clarity of Speech Organization and Engagement and Use of Language Non-verbal
(1 point) Structure (1 point) Delivery (1 point) (1 point) Communication (Body
Language, Eye Contact,
Gestures)
(1 point)
Very clear, Excellent Very engaging, Excellent Excellent use of body
easily structure maintains command of language, strong eye
understood. 1 p. (introduction, audience language with contact, and natural
body, attention appropriate gestures. 1 p.
conclusion) and throughout. vocabulary and
smooth 1 p. tone. 1 p.
transitions. 1 p.
Mostly clear Good structure Engages the Good language Good body language
with minor with few issues audience well usage with and eye contact with
issues. in transitions. with minor minor lapses in few awkward gestures.
0.8 p. 0.8 p. lapses in vocabulary or 0.8 p.

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 attention. 0.8 p. tone. 0.8 p.
Generally clear Adequate Adequate Language is Adequate use of body
but sometimes structure, but engagement but understandable language, some
hard to follow. some parts are could be more but lacks some awkward moments. 0.6
0.6 p. unclear or lively. fluency or p.
lacking smooth 0.6 p. appropriateness.
transitions. 0.6 0.6 p.
p.
Speech is Poor structure, Limited Language is Limited or poor use of
difficult to hard to follow engagement, simple or body language and eye
understand or the main points. struggles to repetitive, and contact.
unclear at times. 0.2 p. maintain some words are 0.2 p.
0.2 p. attention. 0.2 p. misused. 0.2 p.
Speech is No clear Does not Frequent errors No noticeable use of
unclear and structure or engage the in language body language,
hard to follow. organization. audience at all. usage, affecting minimal or no eye
0.1 p. 0.1 p. 0.1 p. understanding. contact. 0.1 p.
0.1 p.

Independent work -4.

Public speech:A PRESENTATION on a product advertisement ( a group work).

1. Work in groups of 2 or 3 students;
2. Choose a product you would like to sell;
3. Draw it on a poster or design on a canva program;
4. Think of how you are going to advertise it: a name, slogan, design, what media to use,
special promotions;
5. Use the language of presentations from ex. 5.5, 5.6, 5.7 on p. 53 of your coursebook New
Language Leader Intermediate;
6. Present it in the class with your group members.

Assessment criterias:
Clarity of Speech Organization and Engagement and Use of Language Non-verbal
(1 point) Structure (1 point) Delivery (1 point) (1 point) Communication (Body
Language, Eye Contact,
Gestures)
(1 point)
Very clear, Excellent Very engaging, Excellent Excellent use of body
easily structure maintains command of language, strong eye
understood. 1 p. (introduction, audience language with contact, and natural
body, attention appropriate gestures. 1 p.
conclusion) and throughout. vocabulary and
smooth 1 p. tone. 1 p.
transitions. 1 p.
Mostly clear Good structure Engages the Good language Good body language
with minor with few issues audience well usage with and eye contact with
issues. in transitions. with minor minor lapses in few awkward gestures.
0.8 p. 0.8 p. lapses in vocabulary or 0.8 p.
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 attention. 0.8 p. tone. 0.8 p.
Generally clear Adequate Adequate Language is Adequate use of body
but sometimes structure, but engagement but understandable language, some
hard to follow. some parts are could be more but lacks some awkward moments. 0.6
0.6 p. unclear or lively. fluency or p.
lacking smooth 0.6 p. appropriateness.
transitions. 0.6 0.6 p.
p.
Speech is Poor structure, Limited Language is Limited or poor use of
difficult to hard to follow engagement, simple or body language and eye
understand or the main points. struggles to repetitive, and contact.
unclear at times. 0.2 p. maintain some words are 0.2 p.
0.2 p. attention. 0.2 p. misused. 0.2 p.
Speech is No clear Does not Frequent errors No noticeable use of
unclear and structure or engage the in language body language,
hard to follow. organization. audience at all. usage, affecting minimal or no eye
0.1 p. 0.1 p. 0.1 p. understanding. contact. 0.1 p.
0.1 p.

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