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Project work. 
In case study, the resource materials and brief which generate the language and skills 
development are given to students. In project work it is the students who find and assimilate 
information for a brief that preferably, they have generated for themselves. When students are 
well- prepared for project work and understand what is required of them, the purpose and the 
benefits, their motivation can be high. Project work can be very rewarding but it is also a high 
risk activity. Students have to search out information for them, so there is a good deal of out of 
class activity. The project begins in the classroom, moves into the outside world and then back 
into the classroom, and provides an opportunity for real world and classroom experience to 
overlap.
Project work has become a standard feature of much EAP work as most students have to carry 
out a project during their undergraduate studies. In subject projects students generally have to: 
·
Generate a hypothesis; 
·
Carry out a literature review; 
·
Test the hypothesis; 
·
Write a report; 
·
Give an oral presentation or seminar; 
In many situations in life we gather information form more that one source, collate it, select from 
it and then transform it into spoken or written format to transmit to someone else. In ESP, it is 
appropriate to provide opportunities for this, for example by giving several texts for reading, or 
listening and setting a task that exploit them jointly.
·
Class size. 
Class sixe can vary immensely; an ESP teacher could have just one student, for example a 
business person; an ESP teacher could have several hundred of students. The notion of when a 
class is large is not an absolute that is there is no given number of learners above which a class is 

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large. In primary and secondary education a class of over 35- 40 pupils may be large class. In 
private EFL schools, over 15 students could be large. The term “large class” sets up negative 
connotations of undesirable consequences and problems. The difficulties teachers of large 
classes around the world feel they face are similar; and each situation will have a unique 
constellation of factors that require a particular solution. The challenges which teachers around 
the world have listed during workshops revolve around the issues such as control, for example of 
behavior and noise; assessment and feedback; individual attention; mixed abilities; use of mother 
tongue. The solutions that teachers have proposed and practiced generally involve a shift of 
attitudes and encouragement of the strategies that the students use to cope with large classes.