A public high school teacher  is preparing a reading lesson for her intermediate-level students. She selects an authentic news article from a reputable English-language website titled “Young Inventors Tackle Climate Change with Creative Solutions.” The article features short paragraphs, clear organization, and includes images of student inventions, such as a solar-powered water purifier and a biodegradable packaging prototype.

Before the lesson, the teacher shows students the article’s headline and images, asking them to predict the content and discuss what they already know about climate change and youth innovation. During the first reading, students are asked to skim the article to identify the main ideas. In the second reading, they work in pairs to scan for specific information, such as the countries the inventors are from and the problems their inventions aim to solve. Finally, students are invited to write a short paragraph about an invention they would create to help the environment.

Based on the information presented and on the base text of Metodologia de Ensino de Língua Inglesa – Lesson 6, Theme 1, analyze which of the following alternatives reflects the teacher’s approach to developing reading skills through texts:

A)The teacher focuses primarily on vocabulary acquisition by encouraging students to translate the article word by word and memorize new terms.

B)The teacher applies a traditional grammar-translation method, emphasizing sentence structure and grammatical accuracy over comprehension.

C)The teacher uses a communicative approach, integrating pre-reading, skimming, scanning, and productive tasks to enhance comprehension and engagement.

D)The teacher prioritizes extensive reading by assigning the article as homework and asking students to summarize it individually without classroom interaction