Background of Lesson 1

The Ministry of Education's "Guidelines for College English Teaching (2020 Edition)" emphasizes the deep integration of evaluation and teaching, advocating for the integration of "teaching learning evaluation" to enhance the comprehensive English proficiency of college students. The Output Oriented Approach (POA), as a teaching theoretical system, integrates goal oriented diagnosis, integrated learning and application output activities, and evaluation concepts, making it suitable for college English oral teaching. Domestic research has achieved results in oral assessment, but there is relatively little research on integrating assessment into teaching practice. This study takes the "Story Retelling" unit as an example to explore the integration of POA teaching theory with diagnostic assessment in English oral teaching design.

2 Lesson Design Basis

In depth exploration was conducted on the application of the Output Oriented Approach (POA) in college English oral teaching, emphasizing that its teaching process consists of a "drive facilitate evaluate" cycle. Teachers need to focus on how to accurately connect students' oral proficiency gaps through diagnostic assessments, and how to integrate assessments into the POA teaching cycle to achieve integrated teaching design. The advantages of diagnostic assessment lie in providing detailed feedback, scientific and objective evaluation, multidimensional skill diagnosis, and longitudinal ability development tracking. Teachers use online diagnostic assessments in the driving process to evaluate students' oral proficiency and ability gaps, select teaching suggestions, and accurately align with output goals. In the process of promotion and evaluation, taking the student gap as the connecting point, a teaching action line is formed to promote oral production and expression ability improvement. After class online assessment helps teachers evaluate the achievement of output goals, understand the development of students' language abilities and the effectiveness of gap remediation, and provide a basis for future teaching goals. The gap diagnosis and evaluation of the two online assessments are interconnected, forming an interactive relationship.

3. Design and Implementation of the First Round Lesson Examples

This chapter elaborates on the implementation plan of the first round of lesson examples for the "Story Retelling" unit in the "Output oriented Method" teaching design. The study followed a clear research process, including designing teaching plans, classroom practice, collecting feedback, and revising lesson plans. The teaching target is second year non English major students, using Module 5 of "Cross Cultural Communication English Oral Course 3", aiming to enhance students' ability to retell stories. In the stage of gap diagnosis and goal setting, teachers identified the main problems of students in terms of information coverage, coherence, and structural integrity through online oral assessments and analysis of student recordings, and designed teaching objectives accordingly. The first round of teaching activity process is driven by diagnostic assessment, combining ability gaps with output goals to form a teaching activity process. After teaching practice, shortcomings in teaching were identified and pointed out through expert evaluations, student feedback, and domestic expert opinions, such as the correlation between listening and oral expression, insufficient teacher support, lack of student subjectivity in the evaluation process, and deficiencies in ideological and political education. In response to these issues, the author proposed improvement measures, including enhancing listening skills, strengthening conceptual frameworks, optimizing evaluation processes, and exploring ideological and political themes, and made corresponding adjustments to the teaching activity process.

Implementation and Feedback of the Second Round of Teaching

In the second round of teaching implementation, teachers conducted an online diagnostic assessment of English speaking ability to understand students' ability gaps in story retelling, and based on this, formulated teaching objectives. Teaching implementation is divided into three stages: pre class, in class, and post class. Before class, students read the diagnostic report, and the teacher displays the ability gap through illustrations and introduces ideological and political issues to stimulate thinking. In class output activities include information listening fill in the blank, paragraph prompt retelling, information dictation Q&A, first sentence prompt retelling, adding transitional words, listening notes, and plot retelling, aiming to improve students' information coverage, coherence, and structural integrity. After class, students independently complete the story retelling task and upload the recording.

5 Conclusion

The combination of diagnostic evaluation and POA teaching method can improve the accuracy of teaching design by identifying students' language production difficulties; Teachers should optimize teaching strategies and enhance teaching effectiveness based on students' needs.