intensive reading: the roles of the teacher: organiser: need to tell st exactly what their reading purpose is; observer: when we ask st to read on their own we need to give them space to do so; feedback organiser: when our st have completed the task, we can lead a feedback session to check that they have completed the task successfully.prompter: we can prompt them to notice language features in that text. intensive reading: the vocabulary question: st are desesperate to know each individual word means. time limit: we can give a time limit; word/phrase limit: we can say that we will only answer about 5 or 8 words; meaning consensus: we can get st to work together to search for ans find word meanings. reading lesson sequences: we may want to have st practise specific skills such as reading to extract specific info. we may get st to read texts for communicative purposes, reading aloud. extensive and intensive listening: extensive listening: will usually take place outside the classroom,with the motivational power the st make their own choices about what they are going to listen. intensive listening: using taped material: advantages: allows st to hear a variety of different voices, it gives them to meet a range of different characters, extremely portable. disadvantages: in big classrooms poor acoustics, everyone has to listen at the same speed. intensive listening: live listening: where the teacher and visitors to the class talk to the students. reading aloud: the teacher reading aloud to the class; story-telling: teacher are ideally placed to tell stories ehich provide excellent listening material; interviews: st really listen for answers they themselves have asked for rather than adopting other people's questions; conversations: st then have the chance to watch the interaction as well as listen to it. intensive listening: the role of the teacher: organiser: we need to tell st exactly what their listening purpose is; machine operator: we use tape or disk material we need to be as efficient as possible in the way we use the tape player. feedback organiser: when our st have completed the task, its important to be supportive when organising feedback; prompter: when st have listened to the tape or disk for comprehension purposes. listening lesson sequences: listening can occur at a number of points in a teaching sequence, we need to be flexible in what we do, we should aim to use listening material for as many purposes as possible. the sound of music: is a powerful stimulus for st engagement precisely because it speaks directly to our emotions, to have st bring their own favourite songs to class, explaining phrases they didn't understand, give lyrics with blanks. teaching productive skills: structuring discourse: coherent writing makes sense you can follow the sequence of ideas and points. cohesion is more technical. following the rules: sociocultural rules: language can use, how loud can speak; turn-taking: decision have to be taken about when each person should speak; rules for writing: writing has rules too, we need to recognise and follow. different styles, different genres: writer or speaker will operate at a different level of formality. interacting with an audience: when we speak in a formal way, we are likely to adapt the way they are speaking and the words they are using. dealing with difficulty: improvising: speakers sometimes try any word and can come up; discarding: speakers simply cannot find words for what they want to say; foreignising: speakers sometimes choose a word and foreignise; paraphrasing: speakers sometimes paraphrase nstead to say just only word. productive skills in the classroom: means that st should use all and any language at their disposal to achieve a communicative purpose. reception and production: output ans input: when a st produces a piece of language, that info is fed back into the acquisition process, teacher can provide feedback too during the writing process; texts as models: analyse their structure ans style; texts as stimuli: a lot of language work grows out of texts that st see or hear; reception as part of production; production enables reception: productive skill work is a way of helping st with thei receptive skills. problems and solutions: we need to match the tasks, we need to ensure that there is a purpose to the task, remember that st who aren't used to speaking or writing, ned to cultivate such habits. language: supply key language: we may check their knowledge of key vocabulary and help with phrases or questions; plan activities in advance: we need to plan production activities that will provoke the use of language. topic and genre: it helps if we know what we are talking about. choose interesting topics: one way of doing this is to use our instinct; create interest in the topic: we can create interest by talking about the topic; activate shemata: we should give them time to do things such as discuss; vary topics and genre: its important to vary the topics we offer; provide necessary info: we cannot expect them to role-play if they do not know who they are.