The "Curriculum Standards" emphasize the importance of "watching" skills, and the Beijing Normal University edition of the high school "English" textbook has added a video discourse teaching section. Teachers have problems in video discourse teaching, such as lack of targeted text reading, insufficient guidance on strategies and methods, and ineffective integration of "watching" skills with other language skills.

Principles for the Design and Implementation of Video Discourse Teaching

It emphasizes that in high school English video discourse teaching, three basic principles should be followed: firstly, teachers need to deeply analyze the characteristics of video discourse, including theme, content, stylistic features, language features, as well as emotions, attitudes, and values, while considering the meaning conveyed by the speech, tone, and mood in the video, as well as the body language, expressions, colors, and scene arrangement in the images. Secondly, teachers should focus on cultivating students' "watching" strategies and methods, such as identification, selection, prediction, etc., to improve students' understanding and information processing ability of video discourse. Finally, instructional design should adhere to the combination of language input and output, promoting the coordinated development of students' language skills through activities such as listening, watching, speaking, listening, watching, and writing, while training their thinking and achieving comprehensive cultivation of language skills.

Case study on the cultivation of high school English "watching" skills based on the perspective of English learning activities

Based on the "Celebration" unit in the compulsory first volume of "English" published by Beijing Normal University, this article explores how to guide high school English video discourse teaching based on the perspective of English learning activities through the teaching practice of Teacher Li Chunlin. The video discourse takes Paper Cuttings as the theme, and helps students understand the relationship between Paper Cuttings art and festival celebration through structured knowledge, while improving their language and thinking skills. The video adopts expository style, formal language, time expression and passive voice and other language features, highlighting the history, culture and use category of Paper Cuttings.

Highlights of Teaching Design Implementation

This chapter highlights five highlights of instructional design implementation: 1 Deeply interpreting the characteristics of video discourse, providing a multi-dimensional exploration foundation for instructional design; 2. Guide students to learn various viewing strategies and improve viewing efficiency; 3. Integrate multiple language skill combinations to promote the coordinated development of students' English skills; 4. The teaching activities have clear levels, reasonable logic, and promote the development of students' thinking; 5. Set up real situations, use information technology, enhance students' language practice ability, promote emotional communication and interpersonal interaction.

conclusion

The importance of designing high school English video discourse teaching based on the activity-based approach was emphasized, including the rationality of classroom structure, the hierarchy of activity design, and the clarity of objectives. Teachers need to make sufficient preparations before teaching, such as equipment inspection, video selection, and learning situation analysis. During the teaching process, students should be guided to use cognitive strategies and learning methods to promote the development of their thinking abilities and the formation of their values. At the same time, it is necessary to integrate language input and output activities to promote the coordinated development of students' language skills. Teachers should aim to develop students' core competencies and continuously explore and practice the implementation of the English learning activity concept.