I was teaching a group of Upper-Intermediate (B2) teenagers earlier this week. As a lead-in to the reading tasks, my students discussed whether video games serve any educational purpose or they are just pure entertainment. The 'gist' task was naturally one in which my students compared their ideas to those of the writer.
Then came the true/false reading comprehension task. I was feeling uninspired by it, so I decided to change this second reading task on the spot. Rather than use the coursebook, I asked my students to map the writer's arguments for and against, as well as the supporting examples, in the form of a skeleton plan. After that, they worked together to make their plans more concise by focussing only on the key arguments, akin to writing the index page of an extended academic essay.
After the task, my students reflected on their level of comprehension of the text. We agreed that a true/false comprehension task focuses their attention on various individual sentences, but it never challenges them to dig deeper into the writer's ideas and develop a holistic understanding of the text.