1 Introduction

The "Guidelines for College English Teaching" (2020) include English for Specific Purposes as the core of college English teaching, emphasizing the importance of academic English. Cai Jigang (2019) proposed the PCT blended learning model, which is output oriented and improves students' language input and output, critical thinking, and innovation abilities. This mode is mostly used for academic English courses with subject content classification, but there is insufficient exploration of the blended teaching mode for general academic English listening and speaking courses for non English majors at the undergraduate level. The development of smart teaching environments provides new opportunities for innovative teaching models. This article aims to construct a blended learning model suitable for undergraduate non English major academic English listening and speaking courses in a smart teaching environment. This model combines topic content, project driven, and academic lecture based text analysis, relying on the "cloud platform end" smart teaching environment, highlighting innovative features such as scenario creation, group collaboration, online and offline interaction, instant feedback, and diversified evaluation to enhance teaching effectiveness.

2 Literature Review and Theoretical Basis

The blended learning model of academic English combines project-based/case-based and text analysis methods, achieving teaching integration through text learning, literature search, flipped classroom, and communication reporting. This model aims to enhance students' critical thinking, teamwork, and communication skills, while promoting their ability to make oral presentations and report on their achievements in English. Text analysis focuses on the discourse characteristics and meta discourse functions of academic discourse, helping learners grasp the discourse structure and rhetorical devices of specific texts. The content and language integration method integrates foreign language learning with subject content, and cultivates academic communication skills through language expression methods based on subject context.

Construction and Practice of TPT Blended Teaching Mode for Academic English Listening and Speaking in a Smart Teaching Environment

A new academic English listening and speaking TPT blended learning model is introduced, which combines topic domain, project driven, and text analysis methods to enhance students' academic literacy, communication skills, and cross-cultural communication abilities. The course content revolves around five major topic areas, strengthening students' academic listening and speaking skills through listening materials and oral practice. The construction of a smart teaching environment relies on "cloud platform end" technology to achieve scenario creation, group collaboration, multi-dimensional interaction, and instant feedback. The TPT mode is implemented through five teaching interfaces, including learning academic lecture materials, implementing partial flipped classrooms, collecting group project materials and writing reports, oral presentations and communication, and summarizing and providing feedback. Practice has shown that this model effectively enhances students' English learning motivation, goal clarity, and overall English proficiency, strengthens teamwork and information technology skills, and promotes the improvement of cross-cultural communication and critical thinking abilities. Student feedback shows that the TPT model in a smart teaching environment has improved learning motivation, promoted the development of academic listening and speaking abilities, and enhanced the learning experience through group collaboration and multi screen interaction.

4 Conclusion

The TPT blended learning model in a smart teaching environment needs to consider students' English proficiency, learning needs, and motivation, and be flexibly applied in combination with course characteristics and objectives. For students with weak English proficiency and insufficient self-learning ability, it is necessary to adjust teaching objectives and task design. The functions, resources, and processes of the teaching platform need to be further improved and perfected.