TEACHING ENGLISH TO B1-LEVEL HIGH SCHOOL STUDENTS: PEDAGOGICAL PRINCIPLES AND CLASSROOM PRACTICES
Abstract
This article examines effective approaches to teaching English to B1-level high school students in EFL contexts. At the B1 stage, students transition from basic language use to more independent and purposeful communication, requiring instructional practices that strike a balance between accuracy, fluency, and learner engagement. Drawing on communicative language teaching, task-based language teaching, and CEFR-informed pedagogy, the article discusses key instructional principles, common learner challenges, and practical classroom strategies. The discussion highlights the importance of scaffolding, meaningful input, and integrated-skills instruction in supporting adolescents’ linguistic and cognitive development. The article concludes by emphasizing the need for context-sensitive pedagogy that addresses learners’ academic, social, and motivational needs.
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