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Creating English Environment in teaching ESP learners

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” Creating English Environment in teaching ESP learners ” mavzusida yozgan 1

CONTENTS INTRODUCTION………………………………………………………………..3 CHAPTER I. CLASS AS A SOCIAL GROUP AND ITS ATMOSPHERE 1.1. ESP class as a social group…………………………………....……………...6 1.2. Encouraging Creativity.………………………………………….…..………10 1.3. Interactive games ………..……………….……...……..….......…….…….. 14 CHA P TER II. CREATING ENGLISH ENVIRONMENT IN TEACHING ESP LEARNERS 21. Specifics of English ESP classroom atmosphere…..………………………...20 2.2 Classroom Strategies Model and Teach Self-Advocacy and Self-Determination Skills. ……………………………………………….…...………………............. 28 2.3 Classroom Strategies Model and Teach Self-Advocacy and Self- Determination Skills…………………….………………………………………. 36 CONCLUSION ………………………………………………………………… .46 BIBLIOGRAPHY ………………………………….…………………………… 49 2

INTRODUCTION The actuality of the research paper. Nowadays, the role of foreign languages in Uzbekistan is getting more developed day by day. Because of achieving independence of the Republic of Uzbekistan, many political, economical, cultural and social factors have changed. The educational system of the state was focus of attention of Government.. Our Republic was faced with the necessity of creating new legislation corresponding with new realities, with the conditions of Independence after the Independence was proclaimed and the Parliament coped with this task, there have been adopted new Laws and new Resolutions. Under the guidance of President Shavkat Mirziyoyev, special attention is paid to the formation of harmoniously developed, highly educated, modern thinking generation, able to

and approving new teaching plans and programs taking into account introduction of foreign language teaching from the initial classes of the public schools, ensuring its execution are being carried out. All requirements are elaborated wider and deeper for those whose specialty is foreign languages. For example, reading comprehension for them implies the ability of understanding social, specialty- related or other long, complex texts; belles-lettres and scientific-popular books, magazines, periodical materials, instructions, advertisement materials, various information sheets, documents, school record book, questionnaires, informal or electronic letters, memoranda, lectures, critical analyses, and working with working documentation. The aim of our theme is to identify factors that play an im

- to study freedom of speech. Speaking English is different from writing English, because while we are writing, we have time to think whether a word is appropriate, if the tenses are correct and so on. While speaking English, we don’t. We need to be able to use the correct tenses and choose the correct words and phrases unconsciously. Nobody is able to speak English well without tremendous amount of practice. But the fact is that many people are not so luck that they have an English- speaking environment. That is why I came out with this topic today. I think one of the solutions to this problem is to try to talk English to ourselves. This is quite a good method, because with this method you can practice spoken English at any time. If you do practice your spoken English very often, you won

CHAPTER I. CLASS AS A SOCIAL GROUP AND ITS ATMOSPHERE 1.1. Class as a social group The English language teaching tradition has been subjected to a tremendous change. The change has either been due to the reaction of learners and / or teachers to a given method or has been due to changes in linguistics and psychology theories. Despite such changes one or two older methods (e.g. the Grammar Translation Method) remain stalwart and impervious to educational reforms. The reason for this could be the shortcomings associated with most modern language teaching methods. Nowadays, for example, there is a lot of talk about communication and developing communicative skills 2 . Unfortunately, however, even this has not solved the language problem of many learners in different parts of the world. The pr

dependent on the group, relative stability of the group structure and respect to norms and rules of the group’s relationships and activities. A class is after a family the most significant part of a social environment of children, extending their living community and therefore bringing them closer to a wider society. From the social and psychological point of view remarks that, being a member of a class allows a child to take part in interactions with cultural content and thus develop his social skills by means of planned education? These educative interactions are stronger and more objective in terms of their cultural content allowing a child to develop an adequate post in the society. From the Socio-psychological point of view psychologists concentrate mainly on how students, being a par

psychological problems of learners, and teachers should never hesitate to ask for help and cooperate with them as they can see the problems from a very valuable point of view of an impartial expert. Classroom atmosphere “is quite a wide-ranging concept encompassing the mood or atmosphere that is created in the teacher’s classroom through the rules set out, the way the teacher interacts with learners, and the way the physical environment is set out” 4 . According to most of my sources and my own experience main determinants of classroom atmosphere are 5 :  Particular specifics of a class, its traditions and norms  personality and style of a teacher  personalities of the learners  interrelationships among learners  relationship between the teacher and learners More information on factor

child’s education are two factors that play a crucial role in having a successful class year as well as having a positive classroom environment. Five Steps to Improvement. Step Description. 1. Encourages disability awareness and self-discovery. Help students identify their areas of strength and areas of need. 2 .Teach students about special education services. Help them understand what services are available to them based on the needs identified in their IEP. 3. Teach students to self-monitor their work. This allows them to see their own progress and identify areas they need to work on. This gives them ownership for making the steps necessary to meet their goals. 4. Prepare students for participation. Students need to be aware of what takes place in an IEP meeting so that they have the und

themselves, their problems and opinions value them and are interested in their reasoning. He lets learners know that he also benefits from being in contact with them. He shows that he wants his learners to understand him not just to listen to him and obey. In case of a different opinion he expresses disagreement and not rejection or disproval and explains well his different point of view not pushing the learners to change their opinion but providing varied points of view for the learner to consider and decide for himself. Teacher doesn’t have to accept learner’s opinion but he always accepts learner’s individuality. He critically assesses learner’s actions and may reject it but should never reject or criticize the learner as a person making distinction between the learner’s actions and his

There are many different distinctions of teachers and their leading styles available in specialized literature, however J. Alan with reference to Gordon, describes very interesting division of teacher’s leading styles, connected to the topic of this thesis, distinguishing Instrumentally specialized style, Instrumentally integrative style and Expressive learner oriented style and thus evaluating both their didactic as well as affective contribution. For this thesis it is useful to mention at least the Instrumentally-integrative style as which has the best results in learning as well as group morals and therefore classroom atmosphere. Instrumentally-integrative style:  tries to adapt aims of the class system in the interest of learners;  emphasizes tasks connected to learners’ needs in ter

 “the teacher’s view of learner’s potential and abilities;  faith in his own abilities as a teacher;  demands of superiors, supervisors;  other motivating factors;  awareness of connections between the possible results of his teaching and the long term higher goals that are important for the teacher as an individual” 8 . Humour inside a classroom. Teacher can significantly help to create positive classroom atmosphere by incorporating humour into his lessons and interaction with students. Teacher’s humour should be a way to ease for example a potentially stressful situation, to reduce tension, reduce possible fear of authority as well as sooth conflicts or reduce feelings of embarrassment. It can also be a way to encourage learners and show teacher’s support. It can help students to re

with an attitude of not taking everything too seriously. Creating a positive classroom environment is an important aspect of effective teaching. By creating positive classroom environments, teachers are provided the opportunity for better classroom discipline and management. A positive classroom environment is essential in keeping behaviour problems to a minimum. It also provides the students with an opportunity to think and behave in a positive manner. Positive classroom environments help to enhance, promote, and encourage students’ learning in all academic settings. The classroom environment can be defined in terms of the students’ and teachers’ shared perceptions in that environment. There are a number of ways in which teachers can create positive classroom environments. Some suggestion

their own decisions about learning. One possible strategy utilized to encourage student involvement is the use of classroom monitors. The monitor (s) can be either an individual student or a group of students. These students will have assigned tasks to be carried out on a daily bases within the classroom. This engaging activity allows them to have positive interaction with their peers with the classroom setting. As a result, the students are provided an opportunity to take on leadership roles. The classroom should also be arranged and set-up in a way that promotes and increases students’ learning through group cohesiveness. 1.3 Interactive games Interactive games have several beneficial functions. They can serve as a source of information regarding learners as individuals as well as learne

He adds that techniques used within these games are based on a projection of inner conflicts into activities, behaviour and relationship and that is why they require Formation of an accepting classroom atmosphere. The real change in learner’s minds or behaviour comes primarily from feedback whose functions can be compared to a mirror showed to a learner by other classmates and the atmosphere surrounding group interactions. Freedom of speech. All learners should be given the possibility to express their opinions, stay quiet or even stand aside. Nondirective, cooperative leading of the model interactions. Teacher should act as a facilitator of an activity or a game initiating, coordinating and encouraging group interaction concentrating on negotiating and coordinating feedback. Authoritative

Choosing a game. When choosing a game a teacher must be aware of the fact, that not every game can be used at any time and with any group. It is very important to give enough thought to the process of selection considering things as for example the current problems and issues in the classroom, learner’s age, how well they know each other, learner’s individual reactions as well as some possible negative reactions as refusal to cooperate and so on. “Every group is different and the balance and emphases of activities will need to be different for every group you teach. In the end it is a matter of your temperament, your class’s temperament, the complex interaction between them, and ultimately your own sensitivity, that must determine how you structure group activities, what you include and wh

alternative. However for all this to be possible a feedback according to needs to match these requirements: Be acceptable to the person that it is provided to making sense to him and be beneficial to him helping him in some way to understand, realize or accept something. According it is very important to set and explain rules of giving feedback in advance in order to eliminate negative undesirable strategies of feedback which can be contra productive. The basic rule should be never to provide evaluative or judgemental feedback saying for example “this is wrong”, “you are mean” but instead showing how something made us feel “This made me feel or think....” showing by the means of feedback what is going on inside our mind. Be useful for the person that it is provided to, being beneficial and

 Principle of trust that everything that happens in the group stays in the group. Depending on the nature of an activity participants should be engaged in individual work first, then to be put in pairs or small groups (of 3/4/8) and only then asked to work as a big group. This grouping technique (sometimes called TPS – think, pair, share) allows filtering ideas, negotiating them within smaller groups and building confidence of participants. This technique also allows making an equal contribution to the discussions. Otherwise, if to start from big group activities there is always a danger that some participants can keep silence while others can dominate. (Look at Activity 1 of the sample session in the Appendix for more ideas about this grouping technique). Grouping and regrouping are also

Group activities based on a shared task bring the participants closer, both physically and emotionally. Group activities should allow the participants to take different roles (leader, reporter or a task manager), try to offer something for each learning style (visual, kinaesthetic, etc.) and let participants demonstrate their different abilities (drawing, story-telling, poem composing, analysing, etc.). Open questioning. Open questions encourage members of the group to talk more freely. They also allow other people to express and expand their own views. Below are some examples of open questions: “What do you think about this topic?” “Where would you like to go on holiday?” “How did you spend your weekend?” “Why have you chosen this particular job?” In contrast, a closed question requires o

classs around Britain. The results were very surprising to them as the teachers were far less concerned with activities and techniques of teaching English then by the class atmosphere or the chemistry of the group of learners mentioning problems with learner’s cooperation, with learners refusing to work with each other, refusing regrouping, different levels of motivation and participation or significant differences between learners as personalities leading to conflicts, intolerance, disability to deal with problems, to compromise, teacher-dependency, spirit-killing learners, no trust in the group and so on. Another research aimed at learners showed that they as well consider the affective part of language learning very important mentioning the teacher’s attitude and the relations among lea

Hadfield uses the term “Successful group” connecting all the attributes mentioned above to describe what this term stands for in particular:  cohesiveness of a group;  positive, supportive atmosphere of trust among members as well as positive attitude to the learning experience, the language and culture studied;  positive self-image of its members supported by others, tolerance;  members feel comfortable with expressing their individuality, feel secure and accepted;  ability to compromise;  ability to define the goals both group and individual;  willingness to cooperate with all members of the group productively;  ability to listen to each other;  ability to take turns in speaking and activities;  ability to be open-minded, welcome new ideas, empathize with others and respect the

how successful the task was. According to my experience discipline can be also managed when a teacher walks around a classroom helping individual pairs without concentrating on one pair for too long. Harmer further suggests If the noise rises to excessive levels then the teacher can simply stop the activity, explain the problem and ask the students to continue more quietly Based on my experience, headphone system when used effectively can be very helpful to keep the level of the noise down as learners enjoy using it and make effort to speak quietly to the microphone in order to be allowed to continue this activity by the teacher. To make sure everyone is working on their task a teacher can use the intercom to hear individual pairs in his headphones and talk to them. The classroom I teach i

Disruptive behaviour and classroom atmosphere. All teachers at one time or another experience disruptive behaviour, which Harmer defines as behaviour of a student or students getting in the way of the class. The same author also names the teacher, the students and the institution as three possible reasons for discipline problems. As was mentioned earlier in this thesis teacher plays a key role in the classroom having a major effect on discipline and thus being able to influence significantly by his behaviour and actions. He advices teachers to avoid certain things, in order to prevent problems, as inconsistency regarding class rules, issuing threats which will not be carried out, rising their voice, being unfair to the class or its individuals, violating the rules showing students the wron

class. Classrooms that encourage emotional well-being create an atmosphere for both learning and emotional development. Educational research supports creating an atmosphere of mutual respect, where students feel relaxed in asking questions and expressing their thoughts and feelings. Some areas to consider when creating an atmosphere of mutual respect are classroom design, classroom procedures, and classroom strategies. Implementing a few strategies that address these areas can help develop a strong sense of community and encourage positive interactions and cooperative learning for students with and without disabilities. A warm classroom environment can lead to increased academic achievement and a sense of pride and belonging in the class. Create a Warm and Well Decorated Classroom. One of

create a warm environment, organization of the furniture in the room is also important. There should be enough space for all students to easily move throughout the classroom. Teachers should consider the use of universal design. Universal design is designing products and environments to be usable by all people, to the greatest extent possible, without the need for modification or specialized design. Universal design for instruction is a set of principles that help in the process of designing the classroom environment and instruction so that they are contributing to the learning of all students .Teachers should apply the strategy of universal design for learning to make sure that activities, materials, and equipment are physically accessible and usable by all students. Teachers should also

the quote means to them. Traditions can also be used to end the day. Teachers can give students time at the end of each day for a reflective activity. Examples of activities could include creating a picture of something students learned that day, writing a reflective paragraph in a journal, or writing a note to their teacher stating one thing they learned during the day and one thing that confused them. Teachers could also have the class write their own song to sing or a poem to recite at the end of every day. Conduct Classroom Meetings. Teachers can make their classrooms encouraging and supportive by teaching students problem solving and conflict resolution skills in small groups and whole class meetings (defined class meetings as when the teacher assigns a designated time of day when stu

topic and assess the level of understanding students have gained for a subject that has recently been taught (Lundeberg, et al.). Following an agenda can be helpful when conducting a classroom meeting . Suggested meeting items include appreciation and compliments, peaceful conflict resolution and problem-solving activities, old business, new business, and a classroom encouragement activity. It is important for students to know how to give and receive compliments. The appreciation and meeting component of a classroom meeting provides teachers with the opportunity to teach students how to give compliments or provide appreciation to classmates as well as how to receive appreciation and compliments. The focus should be on qualities of the student and things they have accomplished (e.g., “Thank

2.2 Classroom Strategies Model and Teach Self-Advocacy and Self- Determination Skills. One of the most important skills teachers can give their students, especially those with disabilities, is to empower them to advocate for themselves. Students need to be able to make their needs and wants known. For example, preclass students need to be able to tell others when they need to use the bathroom. As students get older they need to understand and be able to describe their strengths and weaknesses to their classroom teachers and other people with whom they work. Identified five steps to empower students and help them become self- advocates, takes a different point of view concentrating more specifically on problems in groups based on her research suggesting that there are three potential source

allowing the individual any learning ‘space’ at all” 16 (248). He further adds that individual study is a good idea precisely because students can relax from outside pressure (provided there is no time limit or competitive element) and because they can rely on themselves rather than other people Hadfield’s theory based on warm-up, break and calm-down sequence can be applied to the course of the week as well as the whole term or a year where at the beginning teachers incorporate activities for energizing, getting to know each other and at the end allow for the course to have a meaningful closure reflecting on what the class have learned and experienced together. It seems useful to emphasize here that the individual study does not apply only to a part of a lesson either but according to Harm

Factors to concentrate on when improving atmosphere in English lessons. The classroom atmosphere is dependent on so many factors which can be worked with and influenced in English lessons. This chapter concentrates more specifically on those that will be included in activities introduced in the practical part of the thesis. Attitude to learning. Learners’ attitude towards learning is very important in influencing their achievements and therefore it should be taken into consideration by teachers who should try to initiate activities that would encourage positive attitude to learning and the language it self. These activities can concentrate for example on the following: Positive feelings. As Hadfield (1992) states, “A positive attitude towards oneself as a learner, towards the learning proc

Learners’ expectations of what they want to learn and why are closely connected to their learning styles and as young students may not be explicitly aware of their own styles or expectations it is very useful to incorporate activities which will help them to define their expectations their goals and think about their learning strategies? These activities may prevent possible tension that can rise from a lack of recognition of students’ own objectives and strategies or lack of tolerance towards aims and styles of others. that some students want to learn grammar because they feel it helps them to improve their English, others feel that grammar is boring and it distracts them from what they really want to express by using the language as some students learn analytically some prefer intuitive

what is happening in the classroom is important. Parents may actively get involved by chaperoning on field trips and taking part in special events that take place at the class and out of class. Teachers should remember to always try to involve those parents who are unable to be actively involved in the classroom throughout the class day. A positive classroom environment is an important tool for establishing a successful and effective class year. There are numerous factors that may have an influence on positive classroom environments. However, it is critical that teachers create a positive classroom environment to encourage the students’ growth. A positive classroom environment enhances the students’ ability to learn and to be productive in and out of the classroom Goals. According to he ha

is vital in terms of establishing trust and helping students to feel confident using the language by being reassuring, encouraging and comforting however it is perhaps even more important to feel acceptance and support from the group as a whole. According to who wrote an introduction to The Confidence Book, a teacher should incorporate activities which would help build up students language confidence leading them to a greater awareness of just how much they can achieve, even when they think they know very little and allowing them to enjoy and draw on their own strength, feelings and experience his Teaching Foreign Languages in Classs reflects on this topic saying that: “Every student knows more than they think they know. Every student knows much more than the teacher thinks they know. Grou

have a definite sense of itself as a group, and the individuals who comprise it must have a sense of belonging to the group as well as sense of their place within it” 18 . She adds that there are many activities and discussions at class and in language lessons in particular that concentrate on differences between people, respecting different values, opinions that are definitely very important but in order to improve the group atmosphere it may be useful to incorporate activities that concentrate on what the members of the group have in common from time to time to keep both in balance (Hadfield, 1992). An example of such activity and its description can be found in the practical part of the thesis under the name “We Are the World”. An example of such activity and its description can be foun

each other, and the fact that there is an end-product gives the group a feeling of satisfaction and a sense of pride in them as a group. She also points out that pair work or small group work can be modified to contribute more to the sense of group achievement as well instead of just finishing open-ended as it often does. By making pairs come back to the whole group and share their reflections and receive feedback from others brings the pair or small group work to a definite conclusion. This can be done by for example various pyramid discussions or presentations Group cooperation. It is clear that group cooperation significantly effects classroom atmosphere and that is why the last part of this chapter concentrates on some phenomena that are closely connected to the group cooperation and c

culture, within a wider complex of cultures, between which there are many complex channels of influence. The way in which the classroom mirrors the world outside can also be seen in the interest taken in it by a variety of disciplines: sociology, anthropology social psychology, communicative ethnography suggests that the classroom possesses special features which crystallize the social world, such a routines and scripts, which occur in a controlled context, and which make it particularly attractive to researchers. I shall deal with the question of the classroom as a culture in Chapters 2 and 3, and with its relationship with cultures outside the classroom in Part B. Here, by way of introduction, I shall describe briefly how the complex interconnection between the classroom and the world ou

Hadfield equal participation also plays a significant role in learner’s individual motivation to cooperate and be active during lessons as well as in the process of maintaining or establishing a cohesive group. Some group members differ a lot in terms of their participation in the lesson usually due to their personality, their temper and communicativeness or due to their level of language confidence. To encourage shy students to participate more or overly active students to realize they should give other people a chance to express themselves a teacher should choose activities which wouldn’t cause active students to loose enthusiasm and shy students feel too much pressure. To mention an example of such an activity the well know taking turns by passing or throwing of a soft ball during discu

Compromising. The ability to make compromises is connected to setting goals and pretty much making all group decisions. The group should function as a support system for all students to have a chance to succeed in full-filing their individual ambitions even though they have different preferences in terms of learning. As, without members being able to negotiate compromise to everyone’s satisfaction the group may become an obstacle in learning and achievements may not be reached by anyone due to negative atmosphere disagreement and dissatisfaction may bring along. According to my experience, in order to learn to compromise, learners need practice in making decisions together which can be provided to them by a teacher who can incorporate discussion based activities which place learners into

is/has" (GB: "He/she is/has got") Target Vocab: tall, short, long hair, short hair, brown eyes, blue eyes, blonde hair, black hair, s/he is great You will need to download: Pintables: "Describe your Friend Worksheet 1" or "Describe your Friend Worksheet 2" Describe Your Friend Class Survey worksheet Describe Your Family worksheet Describe Your Friend song poster Warm Up & Wrap Up lesson sheet Readers: The Clever Prince Songs: Describe Your Friend You will also need:  colored crayons / pencils  CD / Tape player or something to play the song on  Whiteboard or blackboard with as many different color markers / chalk as possible blank A4 paper - 1 per student magazine cut out pictures of people Notes: A lesson on descriptive adjectives and 3rd person 'he/she&#

accompanying this lesson plan come in both American and British English versions. Lesson Overview: Warm Up and Maintenance : 1. See our "Warm up & Wrap Up" lesson sheet. New Learning and Practice: 1. Introduce the descriptions of the vocabulary 2. Do "Funny Body" drawings 3. Play the "Describe Your Friend" song and do the active listening worksheets 4. Do the "Describe Your Friend Class Survey" 5. Read classroom reader "The Clever Prince" 6. Play “Guess Who?” Wrap Up: 1. Set Homework: "Describe Your Family" worksheet 2. See our "Warm up & Wrap Up" lesson sheet. Lesson Procedure: Warm Up and Maintenance: See our "Warm up & Wrap Up" lesson sheet. New Learning and Practice: 1. Introduce the descriptions vocab For this lesson you

 Elicit "hair" and again ask "What color is it? » On one head draw long hair in one color (for the girl) and on the other draw short hair (for the boy) in a different color. Teach / Elicit "long / short hair".  Finally, you'll need to draw 2 bodies. But rather than you draw them you are going to ask for 2 volunteers to do the drawings. For the girl, draw some shoes quite near the head (so that she will be short) and for the boy draw some shoes right down at the bottom of the board (so he will be tall). Have the students draw the bodies so that they join the heads with the shoes. Now It should end up looking something like this:  Now that the completed pictures are on the board, chorus 3 times the following sentences and point to the pictures as you do: - He is ta

Again, shows everyone how to fold the paper so only the ankles are showing and have everyone pass their paper to another student. Finally, model drawing funny feet and get everyone to draw feet on the heir pictures. Then get everyone to fold up their papers and return each piece to the person who drew the head. Let everyone open up their paper and have a good laugh at the pictures. Now asks everyone to "present" their person in the drawing to the rest of the class – you model first (e.g. "This is Tom. He is short. He has pink hair (GB: He's got pink hair), etc."). Play the "Describe Your Friend" song and do the active listening worksheet Tell the class that they are going to listen to a song about a boy and a girl. Give out either "Describe your Friend Works

He has blonde hair But most of all, he is great! Tell me about your best friend! Chorus: What does she look like? What does she look like? Tell me all about her. Verse 2: She is short She has long hair She has blue eyes She has black hair But most of all, she is great! him. Verse 1: He is tall He's got short hair He's got brown eyes He's got blonde hair But most of all, he is great! Tell me about your best friend! Chorus: What does she look like? What does she look like? Tell me all about her. Verse 2: She is short She's got long hair She's got blue eyes She's got black hair But most of all, she is great However, if students enjoy the song you can encourage hem to sing along and dance! For the active listening activity use either of the following worksheets:  "

minutes looking at their classmates and filling in the table about 6 of their friends in the class. Whilst they are doing this, circulate and check and ask questions. Finally, once everyone has finished, ask each student to d describe some of their friends: Ask, "Tell me about your friend", "What does he / she look like?". Then put students in pairs to practice asking about their classmates. Additional activity: Have your students ask about and describe family members (e.g. brothers, sisters, parents, grandparents, etc.) Read classroom reader "The Clever Prince" Before class, download and print off the reader "The Clever Prince" from our website. As you go through each page, point to the pictures; elicit adjectives to describe the characters in the story: Te

Everyone should try and guess which picture you are describing. You can also give additional clues (clothes, etc.). The student who guesses correctly can then have a go describing someone. Now that everyone has got the idea of the game, put students into small groups and have them play the game together. Whilst they are playing, monitor, help and encourage the use of the lesson structures. CONCLUSION During my teaching I realized how important English classroom atmosphere is for both learners and teachers. Learners need to feel comfortable in order to be able to learn and develop positive attitude towards the English language as well as teachers need to feel good in the classroom in order to be able to use and keep developing their teaching skills. Realizing this I decided to address this

All these factors, mentioned in the last chapter of the theoretical part of this thesis, take part in creating the classroom atmosphere specifically in English lessons and can be influenced by activities teachers can incorporate into their lessons regularly as it are one thing to create a good classroom atmosphere and another to maintain it through out the existence of a group of learners. Chapter I of the project paper work describes activities that involve influencing these factors with the aim of improving classroom atmosphere in English lessons. This investigation deals mainly with the factors influencing classroom atmosphere with concentration on those that can help improve this atmosphere specifically in English lessons. As a class class is a type of a social group the first chapter

It seems useful to emphasize here that the individual study does not apply only to a part of a lesson either but according to Harmer should be incorporated to the course of the week and the whole year. He reminds teachers not to forget the importance of individual study in their enthusiasm for pair and group work and make the use of learning centres or individual computer terminals. Hadfield further points out that during the year or in the middle of a term a class may experience a sort of stagnation, when learners may feel bored with the routine and low on motivation, sometimes referred to as a mid-term slump. For this time it seems useful to take a break from the usual learning and incorporate some relaxing activities as taking the class to a theatre to see an English play or do somethin

should choose activities which wouldn’t cause active students to loose enthusiasm and shy students feel too much pressure. To mention an example of such an activity the well know taking turns by passing or throwing of a soft ball during discussions is according on my experience rather effective. First of all, the classroom is situated in a host institution, which could be anything from a state class, to a private language institute, to a university or college. The host institution is in turn situated within a host educational environment. In state education, the host educational environment provides strong influences, from parents, employers and so on in the local community, which bear on the classroom. In some cases in English language education, local community influences might be less i

3. Allan, M. (1986). Teaching English with video. Longman: Avon 4. Authentic Materials. Professional Development Fact Sheet. No. 1. CALPRO. Available at: http://www.calpro-online.org/documents/AuthenticMaterialsFinal.pdf 5. Breen, M. (1987). Learner contributions to task design. In: C. Candlin and D. Murphy eds.), Language Learning Tasks, New Jersey: Prentice Hall. 6. Brinton, D.M. (1991). The use of media in language teaching. In: M. Celce- Murcia (ed.), Teaching English as a Second or Foreign Language, Boston: Heinle and Heinle Publishers. 7. Brosnan, D., Brown, K. and Hood, S. (1984). Reading in Context. Adelaide: National Curriculum Resource Center. 8. Brown, H.D. (1994). Teaching By Principles: An Interactive Approach to Language Pedagogy. New Jersey: Prentice-Hall. 9. Bell J. and B.

18. Gebhard, J.G. (1996). Teaching English as a Foreign Language: A Teacher Self-Development and Methodology Guide. Ann Arbor: The University of Michigan Press 19. Goodenough, W. H. 1981. Culture, Language, and Society. London: The Benjamin Cummings Publishing Company. 20. Heitler, D. Teaching with authentic materials. Pearson Education. 21. Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford: Oxford University Press. 22. Martinez, A. (2002). Authentic materials: An overview. Karen’s Linguistic Issues.Available at: http://www3.telus.net/linguisticsissues/authenticmaterials.html 23. Matsudo, K. Applications for using authentic materials in the second language classroom. Available at: 24.http://www.asia-u.ac.jp/english/cele/articles/MatsutaAuthentic_Mat.htm Melvin, B.S. and

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