introduction

It emphasizes the leading role of teaching objectives in the teaching process, points out the integrated concept of "teaching learning evaluation" advocated by the new version of the Yijiao curriculum standard, and emphasizes that English teachers should attach importance to the synchronous development of listening and speaking abilities. At the same time, it is pointed out that there are problems in the current goal setting of middle school English listening and speaking teaching, such as disorderly goals, lack of logic, progression, and the separation of "listening" and "speaking". The article proposes that based on the new version of the Yijiao curriculum standard, the setting of teaching objectives for integrated listening and speaking courses in junior high school English should follow three principles: adhering to the perspective of English learning activities, highlighting the causal relationship between "listening" and "speaking", and responding to the evaluation of listening and speaking learning outcomes. Teachers should design teaching objectives that are clear in hierarchy, integrated in listening and speaking, and responsive to evaluation, in order to achieve the coordinated unity of objectives, activities, and evaluation.

Principles for Setting Teaching Objectives for Integrated English Listening and Speaking Courses in Junior High School

Emphasis was placed on three principles that should be followed in setting teaching objectives for integrated listening and speaking courses in junior high school English. Firstly, teachers should adopt an English learning activity perspective based on Anderson et al.'s taxonomy of educational objectives, ensuring that teaching objectives are hierarchical, transforming lesson objectives into process sub objectives, and designing corresponding learning and evaluation activities. Secondly, teaching objectives should highlight the causal relationship between "listening" and "speaking", promote the coordinated development of listening and speaking abilities, and achieve mutual promotion and spiral improvement of "listening" and "speaking" through the setting of goals before, during, and after listening. Finally, teachers should adopt expressive goals to clarify students' learning outcomes, ensure the observability and evaluability of the goals through specific, contextualized, or conditional teaching objectives, and clarify students' input and output goals to guide learning and evaluation activities.

Case Study of Integrated Teaching of Middle School English Listening and Speaking

Taking Unit 11 "How was your school trip?" Section B 1a-1d of the People's Education Press English textbook for Grade 7 as an example, this paper demonstrates the setting and practice of teaching objectives for integrated listening and speaking courses in junior high school English. The setting of teaching objectives follows three principles, namely leading, integrating, and evaluating, and has won the first prize in the Hangzhou Junior High School English Quality Course Evaluation Activity. The teaching content revolves around the sub theme of "Colorful, Safe, and Meaningful School Life" under the theme category of "People and Self". The discourse is interpreted from three dimensions: What, Why, and How, including pictures of school travel activities, verb phrases, listening activities, and output activities.

conclusion

It emphasizes that in the integrated teaching of middle school English listening and speaking, the setting of teaching objectives should follow the perspective of English learning activities, clarify the causal relationship between "listening" and "speaking", and correspond to the evaluation of learning outcomes. Through such goal design, consistency and development of teaching content, activities, and evaluations can be ensured. Teachers need to use teaching objectives to guide the classroom, improve teaching effectiveness, and promote the implementation of the new version of the volunteer education curriculum.