Questões de Concurso Público SEE-AC 2019 para Professor - Língua Inglesa

As students progress through school, they are asked to read increasingly complex informational and graphical texts in their courses. The ability to understand and use the information in these texts is key to a student's success in learning. Successful students have a repertoire of strategies to draw upon, and know how to use them in different contexts. Struggling students need explicit teaching of these strategies to become better readers.
The strategies referred to in this text are:

What is reading for gist?
Gist is the overall meaning, the core idea, the main idea of a spoken or written discourse. When we take a quick look at a written text to establish its genre and the main message that its writer means to get across, we're reading for gist. A text can provide readers with lots of clues that help readers quickly establish what it's all about. These needn't be just the words. A quick glance at the arrangement – densely written columns, for example – can tell us that we're looking at a newspaper article, even when it's been reproduced in an exam paper. This texts explains what reading for gist is.
This reading strategy is also known as: 

Confronted with texts, language learners may be stuck by shortage of vocabulary inventory and thus be unable to understand what texts are about. The first thing that a learner does to understand a difficult word is to look it up using the nearest dictionary. There are however techniques learners may use to get the meaning of such vocabulary items. One of these techniques is guessing meaning from context. No matter what level our students are in, they will often come across difficult words in texts they are exposed to.
Guessing meanings of unfamiliar words is a strategy which is worth developing. Guessing the meaning of unknown words from the context is really a very useful reading strategy. This strategy is also called: