introduction

The comprehensive use of language skills in practical application was discussed, emphasizing the importance of the "General High School English Curriculum Standards" for students to develop language skills through specialized and comprehensive language practice activities. It pointed out the problems of fragmented language skills cultivation and lack of overall language application in English teaching. This article introduces the characteristics and functions of the Integrated Skills section in the Yilin edition of the high school English textbook, emphasizing its role as a link between the previous and the next in unit learning, and how to guide students in comprehensive language skills training through real-life situations and diverse task designs. At the same time, the influence of the English learning activity view on teachers' classroom teaching design was explored, requiring teachers to examine the rationality and effectiveness of teaching design from this perspective, integrate course content, optimize teaching methods, promote students' language knowledge learning, language skills development, cultural connotation understanding, diversified thinking development, value orientation judgment, learning strategy application, and effective formation of core competencies. Finally, taking the design of teaching activities in the Integrated Skills section as an example, this article explains how to strengthen the relevance of activities.

Analysis of Teaching Issues in the Integrated Skills Module

Analyzed the problems in the teaching of Integrated skills, including: 1 Emphasize the analysis of the meaning of sub themes and ignore the correlation between major unit themes; 2. Emphasize the teaching of fragmented knowledge and neglect the cultivation of integrated abilities; 3. Emphasize the training of comprehension skills and neglect the generation of expressive skills; 4. Emphasize the achievement of standardized tasks and neglect the integration of multimodal discourse; 5. Emphasize surface information extraction and induction, while neglecting problem analysis and internalization. These problems lead to the standardization of teaching models, making it difficult to stimulate students' deep learning and affecting the cultivation of core competencies.

The significance of strengthening the relevance of integrated skills teaching activities

Relevance theory suggests that information transmission and understanding rely on maximizing relevance, which is particularly important for language learning, as it can enhance learners' language comprehension and expression abilities, and strengthen their learning motivation. In language learning, relevance requires that the input content is worth processing by students, based on their existing knowledge and experience. Teachers should choose meaningful input materials, create real-life scenarios, design hierarchical problems and tasks, guide students to integrate comprehension and expression skills, promote thinking development, and transform knowledge into abilities and abilities into literacy. The teaching activities of the Integrated Skills section emphasize comprehensive skill training and skill integration development. Guided by the theory of relevance, teachers should design highly relevant and progressive problem chains and language practice activities to guide students to integrate language knowledge and skills, combine multiple learning strategies to deeply explore themes, regulate and manage the learning process, creatively express personal opinions, emotions, and attitudes, perceive and understand the cultural value orientation carried by discourse, promote the transition from comprehension skills to expressive skills, and maximize input and output efficiency.

Teaching Cases of Integrated Skills Section Pointing to Activity Relevance

The teaching content of this case study is selected from the Integrated skills section of Unit 2 Understanding each other in the fourth volume of the Yilin edition of the selective compulsory course "English" for high school students. Using the phenomenon of "Chinese fever" as a context, through various language skills training, students are guided to understand the phenomenon of "Chinese fever" and engage in in-depth discussions. The teaching objectives include: extracting and organizing information related to the phenomenon of "Chinese fever", summarizing the causes of the phenomenon, predicting development trends, analyzing the structural characteristics of news review genres, and imitating news releases. The design of teaching activities progresses layer by layer, including introducing themes, chart descriptions, listening training, discourse reading, retelling listening discourse, organizing writing frameworks, new situational writing, post reading group discussions, and post writing expansion discussions, aiming to achieve the integration of theme knowledge and comprehensive language skills, and enhance students' language practice abilities. Through these activities, students can start from describing the phenomenon of "Chinese fever", gradually explore the reasons, impacts, and development of the phenomenon, and ultimately imitate discourse to write a news release that deeply analyzes the phenomenon of "Chinese fever". Through language practice, students can enhance cultural confidence and stimulate patriotic enthusiasm.

Suggestions for Enhancing the Teaching Relevance of Integrated Skills Module

Five suggestions have been put forward to enhance the teaching relevance of the Integrated Skills section: 1 Integrating language knowledge and skills, such as comprehensive use of vocabulary, grammar, and sentence patterns through listening, reading, speaking, and writing training; 2. Promote the mutual promotion of various language skills, such as improving vocabulary comprehension through reading, thereby enhancing writing proficiency; 3. Ensure the relevance and coherence of practical activities, so that students can consolidate and enhance their language skills in practical applications; 4. Design lesson objectives guided by the overall goals of the unit, forming an organically integrated teaching system; 5. Consider individual differences and interest characteristics of students, so that students at different levels can find suitable learning paths in related teaching activities.

conclusion

It emphasizes that under the guidance of the English learning activity perspective, language learning is an active, personalized, and constantly evolving process. Teachers need to understand the connections between language skills and design teaching activities for the Integrated Skills section based on this perspective. Through this teaching design, students can learn and apply language skills in an integrated manner while exploring the significance of unit themes, thereby promoting the comprehensive development of their English subject core competencies.