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Read the following text to answer the question bellow:
      According to Dudley-Evans and St John (1998, 10-11), there are several widely-believed essential advantages of ESP courses: they are more motivating than EGP courses as they focus on the learner’s needs, more cost-effective, and the aims are widely accepted by learners. However, the level of motivation depends on the individual learner especially in ESP as learners seek variety from the commonly addressed topics. The problem here is that it is, naturally, easier to do specific work with highly motivated students whereas with less motivated students teachers tend to stick with more general work and topics. In ESP, it is crucial to present any teaching activity in a context regardless of the aim.        Dudley-Evans and St John distinguish in this respect “carrier content” and “real content” (1998, 11): carrier content describes an authentic topic to teach the real content which is the language of process.
KOPPITSCH, Gerlinde. Teaching English for SpecificPurposes. An action research project. Master Thesis. Alpen-Adria-Universität Klagenfurt, Klagenfurt, 2019.
According to the text, what is a crucial aspect of teaching English for Specific Purposes (ESP) courses? 
Alternativas
A
Presenting teaching activities in context, using legitimate content.
B
Focusing solely on general topics to maintain student engagement.
C
Ignoring the individual learner’s motivation to ensure unity in teaching.
D✅
Avoiding authentic topics to simplify the learning process for all students.
It is believed students should develop their communicative competence since the main aim of learning a foreign language is to communicate in an effective way. In order to do so, teachers play a pivotal role when planning and delivering their lessons which are expected to develop students’ competences in the language.  
What are the four main elements of the communicative competence framework presented by Canale and Swain (1980) which is the foundation of many studies on English language teaching like Almeida Filho (2005)?
Alternativas
A✅
Speaking competence, listening competence, reading competence and writing competence. 
B
Grammatical competence, sociolinguistic competence, discourse competence and strategic competence.  
C
Affective competence, soft and hard skills, speech competence and social skills. 
D
Grammatical and lexical knowledge, social competence, speech competence and affective competence.