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Authorial writing in the teaching of English is restricted to highly elaborated texts, excluding simpler forms of textual expression.

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In the communicative approach, foreign language teaching prioritizes the pragmatic and social meaning of language.

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An important criterion when selecting a text for reading activities is the level of familiarity students have with the subject addressed in the text, as this can compromise their interest in reading if the subject is completely known to them.

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Suffixation is a derivation process in which an affix is added to the beginning and end of an existing word.

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In the structural or grammatical approach, English teaching focuses on transmitting linguistic knowledge to students, while learning consists of correctly employing these linguistic items and rules.

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Due to the interdisciplinary approach in school, the teaching of foreign language should be oriented exclusively towards language knowledge, as it is necessary to use it solely as a communication tool rather than a cultural product.

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The criterion of authenticity of a text, according to Breen (1985), is primarily related to the nature of the text, ensuring that it is genuine and reflects the real use of the language.

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Educational psychologists unanimously agree on a single theoretical approach to solving educational challenges, without recognizing the diversity of theories available to address specific problems.

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Determiners are words that modify nouns but cannot be used alone.

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The self-assessment of the students is not considered a relevant practice in the formative assessment proposed in the text.