To

listen to or read a text to understand most of what it says or particular information

to

read a text quickly to get a general idea of what it is about

to

understand the general meaning of a text or a recording, without paying

attention to specific details

to

guess the meaning of an unknown word by using the information in a situation

and/or around the word to help

to

use clues like headlines or pictures or general knowledge about the text or

topic to make it easier to understand what you read or hear

to

read or listen and to focus on how language is used in a text

to

read a text in order to check whether there are any mistakes in spelling,

grammar, punctuation etc.

to

shorten or change or correct the words or content of some parts of a written

text to make it clearer or easier to understand

to

listen and write down ideas from the text in short form

This

group of young children have a short attention span; their parents want them to

learn English while having some fun.

These

adult beginners are going on holiday and need to learn how to communicate in an

English-speaking environment.

These

business people need to meet and work with people from other countries at

international conferences.

These

secretaries and receptionists want to focus on vocabulary and skills which are

useful for them in their work.

These

young adults need a range of study skills before going to a British university.

These

scientists need to keep up-to-date with the latest developments in their

subjects.

If

a learner doesn't know the word "fridge", they say "cold

box" or point to it.

Before

a speaking exam, the learner uses deep breathing or positive self-talk to calm

nerves.

A

learner sets goals for improving their listening skills by listening to English

podcasts for 30 minutes daily.

To

remember the words ‘chair’, ‘wardrobe’, and ‘shelf’, a learner puts stickers on

these furniture items with the words on them.

During

a conversation, a learner asks, "Can you explain what you mean by

'complicated'?" to ensure they fully understand.

A

learner repeatedly says or writes new vocabulary or structures.

To

put students into a class at the correct level

To

give students a test on language taught in the last unit of their coursebook

To

help students evaluate their own progress

Give

students a list of features such as pictures, headings and maps, and ask them

to note down which features they would find in a leaflet about London.

Ask

students to write down five ways of inviting someone on a trip to London.

Ask

students to fill gaps in a leaflet about London with the correct adjective

taken from pairs of formal/informal adjectives.

Give

students an email about London and ask them to write the corrections for any

spelling mistakes.

Ask

students to find five new collocations in a leaflet about London.

Put

students who like different kinds of films in pairs. Ask them to discuss and

compare their tastes in films.

Ask

students how they think the people who wrote different emails feel about

London.