A public school teacher in Brazil is preparing a lesson for a 7th-grade English class. The school has limited resources: no internet access, a black-and-white printer, and a small collection of outdated textbooks. The teacher wants to create a more engaging and effective learning experience for students, who have shown low motivation and limited exposure to English outside the classroom.

To address this, the teacher decides to supplement the textbook with additional materials. She designs a black-and-white workbook with vocabulary and grammar exercises aligned with the textbook content, creates an activity book with games and short role-plays, and prepares a teacher’s manual with methodological notes and answer keys. She also borrows leveled readers from the school library to encourage reading.

The teacher reflects on the role of these materials in supporting learning and considers how they align with pedagogical principles and the sociocultural context of her students.

Based on the context described and the theoretical framework presented in the study material - the base text of Metodologia de Ensino de Língua Inglesa – Lesson 3, Theme 2 - evaluate which of the following statements reflects the pedagogical value of the teacher’s approach to using teaching materials:

A)The teacher’s strategy is pedagogically sound, as it diversifies teaching materials to address students’ needs and compensates for limited resources, aligning with the idea that textbooks are not the only valid teaching tools.

B)The teacher’s use of multiple materials is ineffective because only textbooks are considered reliable sources of institutionalized knowledge in foreign language teaching.

C)The teacher should rely solely on the textbook, as it is the only material aligned with national curriculum standards and ensures uniformity in teaching.

D)The use of readers and activity books is unnecessary in this context, as students with limited exposure to English benefit more from repetition and translation exercises.