National education is continually revising and updating curriculums for English education across all academic levels, often with ideological objectives that do not adequately reflect the current pragmatic and social situations facings students. Senior high school courses in particular combine objectives and plans of execution that are not always compatible. This paper reviews course objectives from a theoretical standpoint and offers suggestions to interweave theory with practical application methods to ensure senior high school students improve their fluency with understanding and productively using English
