Content: Introduction Mainpart

3. Rearrange your classroom layout

Consider rearranging your classroom layout periodically to help students build relationships with all of their classmates. This simple but effective task facilitates an inclusive learning environment.
Rearranging your classroom also helps to prevent cliques from forming based on similar backgrounds. Typically, students tend to form friendships with people who are already familiar to them, so this tactic helps to foster friendships among students of all backgrounds.

4. Incorporate team-building exercises into lesson plans

Team-building exercises are an excellent way to promote a classwide community. When students learn to put their trust in others, they also develop new ways to communicate and collaborate with all kinds of people. Consider finding activities in which the various academic strengths of students can be utilized.
Learning to work well on a team from a young age is an invaluable skill that will be necessary for students’ future endeavors. When students feel accountable for the betterment of the class as a whole, then they are more likely to participate and feel comfortable with their peers.

5. Interact with students from different regions and countries

Reach out to classrooms in different regions or even countries than your own that might be working on a curriculum similar to your class’s. Set up an online Skype lesson where students are able to see other students and collaborate with them while working on assignments.

Conclusion
The idea of teaching culture is nothing new to second language teachers. In many cases, teaching culture has meant focusing a few lessons on holidays, customary clothing, folk songs, and food. While these topics may be useful, without a broader context or frame they offer little in the way of enriching linguistic or social insight - especially if a goal of language instruction is to enable students to function effectively in another language and society. Understanding the cultural context of day-to-day conversational conventions such as greetings, farewells, forms of address, thanking, making requests, and giving or receiving compliments means more than just being able to produce grammatical sentences. It means knowing what is appropriate to say to whom, and in what situations, and it means understanding the beliefs and values represented by the various forms and usages of the language.
Culture must be fully incorporated as a vital component of language learning. Second language teachers should identify key cultural items in every aspect of the language that they teach. Students can be successful in speaking a second language only if cultural issues are an inherent part of the curriculum.
Culture being a crucial and integral a part of human society deals with the communication of language by the individuals during a sort of situations and circumstances. An outsized number of scholars and professionals from Uzbekistan tend to find out English as a far off Language (EFL) for the satisfaction of communicative and practical purposes of life.
Moreover, the utilization of communicative strategies develop social skills by demonstrating behavior in cross-cultural communication. Finally, the scholars in interactive classroom activities can communicate meaning, build up vocabulary, enhance grammatical accuracy, and develop communicative competence.

Many research findings share meaningful insights on how teachers can incorporate intercultural aspects through teaching process so as to accumulate maximum effectiveness of intercultural communicative competence, it's essential to include cognitive, affective, and behavioral patterns of learning English as a far off Language (EFL) because English has widely been recognized as a way or medium of intercultural communication. It's therefore necessary to integrate all characteristics of intercultural communication into English Teaching (ELT) program.