A private language institute has recently launched a new English course tailored for adults and seniors. The course includes evening classes twice a week and offers both in-person and online components. The students enrolled in the course have diverse motivations: some are professionals seeking career advancement, others are retirees fulfilling a lifelong dream of learning English, and a few are planning international trips to visit family abroad.

During the first month, the teacher noticed that while adult learners were highly motivated and appreciated structured grammar explanations, they struggled to find time for homework. On the other hand, senior learners were enthusiastic about speaking activities but showed signs of frustration when asked to use unfamiliar digital tools for online exercises.

To address these challenges, the teacher decided to redesign the course plan. She included more communicative activities in class, reduced the reliance on digital platforms for seniors, and incorporated real-life dialogues and role-plays based on travel and workplace scenarios. She also introduced short, focused grammar reviews contextualized in meaningful tasks.

Based on the context described and the theoretical principles of teaching adults and seniors presented on the base text of Metodologia de Ensino de Língua Inglesa – Lesson 5, Theme 4, select the alternative that correctly evaluates the teacher’s decision to redesign the course:

A)The teacher’s redesign is appropriate, as it aligns with adult learners’ need for practical, goal-oriented learning and respects seniors’ preferences for oral practice and reduced technological complexity.

B)The teacher’s decision to reduce digital activities for seniors is misguided, as it limits their exposure to essential 21st-century skills and contradicts the principles of lifelong learning.

C)The teacher should have maintained a uniform approach for both groups to ensure consistency and fairness in the learning experience, regardless of age or background.

D)The redesign fails to address the core issue of time management for adult learners and should have focused more on increasing homework assignments to reinforce grammar.