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In the process of reading texts in a foreign language like English, it's essential to have a broad vocabulary knowledge to fully comprehend the text, since the use of authentic texts in the classroom requires students to be able to decode them without any issues, it makes it possible to effectively approach the text in class.

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Studies related to reading strategies highlight that the reader's prior knowledge does not significantly influence the comprehension of reading texts in a foreign language.

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Educational objectives, contrary to being mere formalities, constitute the backbone of pedagogical planning, demanding deep reflection from the teacher regarding their practice, the content, materials, and methods used, as well as systematically and intentionally guiding the teaching-learning process towards broad and specific goals.

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The learning psychology proposes that the role of the teacher is essentially to teach, while that of the student is to learn, serving as a bridge between these processes.

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The Linguistic Knowledge axis, according to the BNCC text, prioritizes the study of English language in a contextualized manner, considering notions such as "adequacy, " "standard, " and "linguistic variation".