You receive an email from an old friend who you haven’t heard from in a long time. She gives a few details of her recent life, but you want to know if she is feeling happy at the moment. - Read for mood / infer attitude, You look for your friend’s email address in the address book of your computer - Scanning (reading for specific information), It’s World Cup final day, but you have to finish your thesis. The TV is on behind you and you turn around every time you hear ‘Goal!’ so you can at least watch the action replay. - Listening for specific information, You read a letter from a long-lost friend, telling you all about her life these days. - Reading for detail, You’re driving your sister to her friend’s house in an unfamiliar part of town for a party. She’s lostthe map her friend gave her, so you ask her to call for directions from your mobile phone as you turn off the motorway - Listening for detail, You’re following a secret recipe for an amazing apple cake which is rather complicated, but hopefully worth the effort. - Reading for detail, You rent a movie on DVD and choose to watch in the original English without subtitles. - Extensive listening, Your son tells you all about his day while you’re chopping vegetables. When he finishes, you say: ‘It sounds like you had a good day at school then. And I’m glad you had fun this afternoon, too.’ - Listening for gist, Your friend has written an article for the local newspaper and has asked you to read it and think of a good title for it – in the next 3 minutes! - Skimming (reading for gist), You’ve checked in and you’re waiting in the airport lounge for your flight, number TKT723, to be called. Several announcements have been made already - Listening for specific information, You have to teach phrasal verbs based on the verb hang to your class. You’re not sure about all the meanings so you look up hang in the dictionary and find lots of example sentences. - Intensive reading (focus on language), You hear a short radio report about local reactions to a new by-pass being built in your area. You believe the road will have a positive impact on your community and listen to confirm your opinion. - Listening for gist, After composing an email to your colleague, you click on all the words the computer highlights as being wrong, and scan the options for the word you meant to write - Proofreading, You enter a class competition to write the best opening line for next week’s creative writing essay. You spend ages brainstorming adjectives to make an impact - Brainstorming, Your teacher marks RO in several places on a paragraph you wrote. This means ‘run sentence on’ in her correction code, so you work on improving these errors - Joining sentences correctly, The teacher praises the fact that ideas in your essay are treated in a logical order, with a topic sentence and supporting ideas for every main point - Paragraphing, A student is telling you why he wasn’t able to do his homework. You want to keep an open mind and hear the whole story, so you simply say: ‘hmm. Ok … - Confirming understanding, You’ve finally learnt to drop the /v/ when you say ‘cup /ə/ tea’ to your host family over breakfast. Now it sounds much more like they say it. - Using connected speech, When you spend time with English friends, you’ve noticed you can’t hesitate or talk too slowly because people just lose interest. - Speaking with fluency, You avoid contractions in a covering letter for a job application - Using appropriate style or function, You deliberately make your voice rise on the last word of most questions, e.g. ‘What did you say?’ - Using intonation, You write an end-of-level test for your class of young learners. As this is your first experience in designing formal assessment, you email a copy to your coordinator for her comments/changes - Drafting, You say ‘Thanks’ when chatting to your classmates but ‘Thank you’ when talking to your school director. - Using register,

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