introduction

The importance of the application of information technology in language teaching was discussed, emphasizing the promotion of the status of visual images in language teaching by the "New Curriculum Standards for Yijiao", and exploring the application of video teaching in junior high school English classrooms and the goal of constructing effective teaching models.

Definition of 'seeing'

Defined the meaning of "seeing" in the Canadian public curriculum framework, which refers to actively participating in and understanding the process of visual media. Meanwhile, according to the "New Curriculum Standards for Yijiao", "seeing" in language skills involves the skill of using multimodal discourse to understand meaning. The author believes that "seeing" is an active language skill for understanding visual texts.

Visual Thinking Strategies and Visual Literacy

Introduced the concepts of visual thinking and visual literacy, emphasizing the importance of organizing thinking and conveying information through images. Visual thinking strategies guide students to seek meaning from images, develop visual literacy, and enhance their thinking and communication skills. The "See, Think, Wonder" tool guides students to observe, interpret, and ask questions through questioning, stimulating curiosity and enhancing their understanding, analysis, and application of visual images. Students can understand the content and reflect on artistic and design elements while reading images, which helps to appreciate the meaning of combining text and images and cultivate visual literacy.

The role of video teaching in language learning

Video is more efficient in conveying information than text, providing rich background information, stimulating students' imagination, and helping them understand problems intuitively. Video teaching is widely used in English classrooms, which can stimulate students' interest, enhance their understanding ability, and deepen their understanding of emotional attitudes through observing characters' tone, expressions, body movements, etc. It presents social norms and cultural customs, and improves cross-cultural understanding ability. As a learning resource, videos meet personalized learning needs, promote students' independent exploration, collaborative communication, and problem-solving, and improve classroom learning efficiency. Teachers can use videos for comprehensive skill training, such as visual, listening, and speaking exercises, to consolidate and enhance students' overall language proficiency.

Framework for Video Teaching in Junior High School English Classroom

This article provides a detailed introduction to the framework of video teaching in junior high school English classrooms, including three basic stages: pre watching, watching, and post watching. The pre reading section stimulates students' interest and clears obstacles by providing background knowledge, teaching new vocabulary, setting viewing objectives, predicting event sequence and author stance, and creating KWLT forms. Through activities such as pausing, replaying, reproducing, analyzing from an aesthetic perspective, personalized inference, and inferring hidden hypotheses, the Central Festival tests predictions, summarizes main ideas, understands details, infers viewpoints and attitudes. In the post viewing stage, activities such as analyzing the sequence of events, comprehensively understanding audio-visual information, retelling the story, summarizing the main idea, explaining viewpoints and evidence, analyzing viewpoint structures, and distinguishing between direct and indirect viewpoints are carried out to test students' understanding and connect it with real-life situations.

Practical Cases of Video Teaching in Junior High School English Classroom

The video teaching practice of junior high school English classroom was demonstrated through specific lesson examples. The lesson example selected the video material about the pollution problem of Khao Laem River in Thailand from the textbook "Image English", with a duration of 3 minutes and 27 seconds. The teacher designed three teaching activities:

conclusion

Video teaching in junior high school English classrooms can enrich information and thinking, improve student participation and learning outcomes. Through video teaching, students can improve their visual skills and strategies, stimulate interest, enhance language comprehension and expression abilities, and cultivate visual thinking habits. Teachers should strictly screen video resources to ensure their quality, in order to better serve classroom teaching and students.