introduction

The impact of core competencies in the English subject on overall unit teaching was discussed, emphasizing the importance and implementation requirements of overall unit teaching. Identified the current problems in high school English teaching, such as rigid teaching models, insufficient situational creation, and lack of teaching evaluation. The author proposes to apply the output oriented approach to the overall teaching of high school English units, in order to improve the overall, situational, and effective nature of teaching, with the aim of enhancing teaching effectiveness.

theoretical basis

Output oriented approach is a foreign language teaching theory proposed by Professor Wen Qiufang, aimed at solving the problems of low classroom teaching efficiency and separation of learning and application. This method achieves teaching objectives on a unit by unit basis through a "drive facilitate evaluate" process. In high school English teaching, teachers should integrate textbook resources based on students' actual levels and needs, and construct teaching units with theme guidance, content relevance, and activity connection. The output oriented approach helps teachers to design teaching objectives as a whole, achieve multimodal teaching, enhance students' comprehensive language proficiency, and promote student learning through evaluation, achieving the integration of learning and application.

Unit Integrated Teaching Case Based on Output oriented Method

The overall teaching case of Unit 1A new start unit in the compulsory first volume of "English" in the Foreign Language Research Edition showcases the design and implementation process of high school English unit teaching based on the output oriented approach. Firstly, teachers need to integrate teaching content, determine unit output goals, and focus on the unit theme of "A New Beginning in High School Life". Through in-depth study of unit discourse, they can explore the inherent connections between themes, build content frameworks, and design output goal chains. Next, create output scenarios that match the unit's output goals and construct a "story chain" to enhance students' desire for expression and learning motivation. Then, based on the teaching process of "driving facilitating evaluating", design unit teaching activities. In the driving stage, teachers present communicative scenarios, students attempt to produce tasks, and teachers clarify output goals. In the facilitation stage, teachers break down tasks into three sub output activities: content, language, and structure, and design corresponding teaching activities such as content sorting, language practice, and structural analysis to help students prepare for output tasks. In the evaluation stage, teachers guide students to learn evaluation criteria, conduct self-evaluation and peer evaluation, and finally conduct a summative evaluation. The entire teaching design aims to improve students' comprehensive English proficiency through output oriented approach.

conclusion

The output oriented approach provides a new perspective for high school English teaching, promoting the improvement of students' comprehensive language proficiency and teaching effectiveness. It is recommended that teachers design output goals, story chains, and teaching activities based on the unit theme, promote the development of students' core competencies through structured teaching, and achieve the goal of subject education.