1 Introduction

Emphasis was placed on China's demand for negotiation talents in global governance, as well as the new requirements of the Ministry of Education for university English teaching. It is pointed out that the current negotiation courses focus more on theory and lack practical training, resulting in limited student participation and ability improvement. The article proposes simulated negotiation as an effective method for practical teaching, emphasizing its importance in cultivating students' English language skills and business negotiation knowledge. At the same time, the "Output Oriented Approach" (POA) was introduced as a local foreign language education theory in China, which aligns with the teaching philosophy of negotiation practice and provides teaching guidance principles. The research aims to apply POA to negotiation practice teaching to enhance students' interactive abilities and broaden the scope of POA application.

2 Teaching Design

This chapter introduces the teaching design of implementing the "output oriented approach" in the business English negotiation course of a "Double First Class" university. The course is aimed at 32 non English major undergraduate third and fourth year students, using the Essentials of Negotiation textbook, with the aim of enhancing students' negotiation theory knowledge and practical skills, while cultivating innovative thinking for conflict resolution. The teaching theme focuses on "Relationships in Negotiation", covering three dimensions: language, communication, and knowledge: language goal is to use polite negotiation language, communication goal is to use communication strategies to maintain the negotiation atmosphere, and knowledge goal is to design negotiation strategies to maximize benefits. The specific language objectives include polite language in 8 negotiation stages, such as using subjunctive mood to reflect communicative strategies of politeness and politeness.

3 Teaching Implementation

Elaborated in detail the application of the Output Oriented Approach (POA) in English negotiation practice teaching. The course lasts for 16 weeks, with 2 class hours per week and a research period of 4 weeks, totaling 8 class hours. Through a teaching unit case, the design and implementation process of POA in negotiation teaching is demonstrated.

4 Discussion

This chapter delves into the application of Output Oriented Approach (POA) in English negotiation practice teaching, and proposes targeted teaching design and implementation suggestions. In the driving phase, teachers need to creatively design cases to ensure that the content of the cases reflects both the negotiation characteristics and adapts to the students' level, while incorporating knowledge objectives into the teaching objectives. In the facilitation process, teachers should break down major tasks into sub tasks, promote knowledge transfer through the input of different materials, and provide students with independent exploration space. In the evaluation process, it is recommended to combine real-time evaluation and delayed evaluation to improve the quality of evaluation. Teachers need to adjust the evaluation method according to teaching objectives.

5 Conclusion

This study validates the alignment of Output Oriented Approach (POA) with teaching objectives and provides a framework for curriculum design and implementation for teachers through its application in English negotiation practice teaching. The study suggests that teachers need to adjust the POA process according to the characteristics of the curriculum, while emphasizing the need for preliminary exploration and future research on interactive output activities to promote the development of Chinese foreign language education theory.