In a public school in Brazil, an English teacher is preparing a lesson for beginner students using the Audio-Lingual Method (ALM). The teacher selects a dialogue from a textbook where two people greet each other and talk about their daily routines. The dialogue is recorded by native speakers and played in class. Students are asked to repeat each line after listening, first in chorus and then individually. The teacher corrects pronunciation immediately and encourages memorization of the dialogue. Later, students perform substitution drills, replacing words like “morning” with “evening” and “coffee” with “tea,” while maintaining the sentence structure. No written material is used until the end of the class, when students are asked to copy the dialogue into their notebooks.

The teacher justifies this approach by stating that it helps students internalize correct language patterns and pronunciation before dealing with written forms. However, some students express frustration, saying they don’t understand the meaning of what they are repeating and feel unprepared for real-life conversations.

Based on the information presented, the  base text of Metodologia de Ensino de Língua Inglesa – Lesson 3, Theme 2 and your knowledge of the Audio-Lingual Method (ALM), evaluate the teacher’s approach and select the alternative that explains a key limitation of this method in the described context:

A)The method prioritizes communicative competence and real-life interaction, which can overwhelm beginners who lack vocabulary.

B)The method emphasizes grammar rules and translation exercises, which may hinder oral fluency development.

C)The method focuses on mechanical repetition and habit formation, which may limit students’ understanding and ability to use language creatively.

D)The method encourages students to analyze language structures deductively, which can be too abstract for beginners.