Theoretical Rationale and Teaching Reflection on a Senior High School English Listening and Speaking Lesson
Abstract
elaborates on its theoretical basis (constructivist learning theory, TBLT, and situational language teaching theory) and conducts an in-depth
critical reflection on the lesson implementation. Guided by a student-centered concept, the lesson design integrates multiple theories to construct authentic travel scenarios and hierarchical tasks, aiming to improve students' ability to capture key listening information and discuss
travel plans in English. The reflection analyzes effective outcomes, identifies deficiencies in differentiated instruction and group activity
management, and puts forward targeted optimization strategies. This paper provides practical and theoretical references for senior high school
English listening and speaking lesson design and implementation, and promotes the integration of teaching theory and classroom practice in
EFL teaching.
Keywords
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DOI: http://dx.doi.org/10.70711/wef.v4i2.9628
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