When teachers focus on activities that guide learners toward identifying how texts are organized, especially regarding textual coherence and functional intent, they are engaging with higher-order reading instruction. In a reading comprehension task, if the teacher’s objective is to help learners identify how the writer organizes and signals meaning relationships within the text — for example, by recognizing connectives like however, therefore, or for example — the specific reading sub-skill which is being targeted is:

The definition that best characterizes the reading sub-skill known as skimming, as applied in language teaching and receptive skills development is:

In language pedagogy, materials used in reading and listening instruction play a crucial role in how learners interact with receptive skills. One of the central debates in ELT concerns the nature of the input: whether it should be simplified to aid comprehension or remain unmodified to reflect real-world language use.
When teachers use naturally occurring language samples — such as news articles, interviews, podcasts, or informal conversations — without altering the grammar, lexis, or structure for pedagogical purposes, the materials are said to promote exposure to language as it is genuinely used in context. This practice is often contrasted with the use of contrived or pedagogically engineered texts, which aim to isolate specific forms or vocabulary items. The term that best describes materials used in the classroom specifically to develop listening or reading skills through exposure to unmodified language input is:

“A legacy of innovation lies in how communities share knowledge. Some inventors produce tools, others refine ideas, but all benefit from collective feedback. When criticism arises, they often eventually find ways to improve those tools and refine those ideas into something truly impactful.” In the sentence: “When criticism arises, they often eventually find ways to improve those tools…”, the pronoun they refers to:

The prepositions at and in frequently overlap in locative expressions. However, their selection is governed by specific spatial and functional constraints: “In” tends to imply enclosure or inclusion within a boundary (physical or abstract).
“At” generally denotes a specific point, especially in directional or functional contexts. Considering the standard usage of these prepositions in British and international varieties of English, the sentence below which demonstrates the most appropriate and contextually precise usage is: