Intensive strategies

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Intensive strategies

In general, students learning to read in English do not like reading and they rarely read. This is partly due to the way reading is approached in the language class. The reading skill is most often taught by close study of short passages Intensive strategies by analysis of language.

An alternative approach Aims of extensive reading The characteristics of an extensive reading approach Motivation Conclusion The value of this intensive reading procedure, with its focus on the teaching of discrete reading skills has been questioned by some, who claim that teaching students reading strategies does not necessarily make them better readers.

It is widely believed that people become good readers through reading, and that learning how to read should mean a focus of attention on the meaning rather than the language of the text.

An alternative approach Another model for teaching reading exists. This is an 'extensive reading approach' and involves students reading long texts or large quantities for general understanding, with the intention of enjoying the texts. Students are allowed to choose the books they read depending on their interests, and there is not always a follow-up discussion or work in class.

In this way students are encouraged to read for pleasure and should become better readers. Aims of extensive reading The principal objective of undertaking an extensive reading approach is to get students reading in English and liking it.

An increase in reading fluency should be another objective. Because of this, reading Intensive strategies be a pleasurable activity for the student, promoted as much as possible by the teacher.

Intensive strategies

The characteristics of an extensive reading approach Reading material Reading for pleasure requires a large selection of books be available for students to choose from at their level.

Setting up a class library is a good way to provide material for students, and because the books are kept in the actual classroom, there is a greater chance that they will be borrowed, and teachers also have more opportunities to refer to them during class.

Student choice Students choose what they want to read based on their interests. If a student finds a book is too difficult or they don't enjoy it, they can change it for another one. Reading for pleasure and information Often students are put off reading when it is tied to class assignments.

In an extensive reading programme, the students are reading principally for the content of the texts. Teachers can ask students about the books they are reading informally, and encourage occasional mini-presentations of the books or book reviews, but these should not seem like obligations to the students.

Extensive reading out of class Teachers can do a lot to help students pursue extensive reading outside of the classroom. Having a classroom library and regularly encouraging students to borrow books to take home are some things which can help. If books are shelved in the classroom, students can also be given class time to browse and select books.

Silent reading in class Extensive reading should not be incompatible with classroom practice and methodology. There are teachers who set aside a regular fifteen-minute period of silent reading in class.

This silent reading has been said to help structural awareness develop, build vocabulary, and to promote confidence in the language. Language level The vocabulary and grammar of the books that students read should not pose a difficulty. The objective of an extensive reading programme is to encourage reading fluency, so students should not be stopping frequently because they do not understand a passage.

However, the books should not be too easy as this may well demotivate students, who feel they are getting nothing out of the books. Use of dictionaries Reading becomes a chore if students think they have to stop and look up every word they do not understand in a dictionary.

For this reason, dictionaries should be avoided. Instead of interrupting their flow, students should be encouraged to jot down the words they come across in a vocabulary notebook, and they can look them up after they have finished reading.

Record keeping If the teacher takes an interest in and keeps record of what students are reading, then this can in itself encourage students. If a note is also made of which books the students like, then the teacher can also recommend other books to the students.

The teacher should also be careful to explain the reasons behind the programme, and to highlight the benefits of extensive reading to them so that they know why they are doing it.TYPES OF STRATEGIES:Intensive Strategies, Market Development, Product Development Strategic Management Business

There are three general types of diversification strategies: concentric, horizontal, and conglomerate. Over all, diversification strategies are becoming less popular as organizations are finding it

Disney’s intensive strategies are implemented with strategic objectives for maximizing the growth benefits of such innovation. For example, the company grows by introducing technologically enhanced products, such as movies for customers in the international The feasibility of modeling the effects of alternative growth strategies on market performance is the subject of this report.

Intensive growth strategy alternatives are discussed in terms of key products and market variables and implied growth Apple’s generic strategy, based on Porter’s model, aligns with the company’s intensive growth strategies.

In particular, the intensive growth strategy of product development is key to fulfilling this generic strategy and supporting Apple’s success.

· Intensive growth strategy is a strategy dealing with current and new product market the main objectives of this strategy are how to penetrate the market rents as well /q//what-are-intensive-growth-strategies.

Intensive Strategies