Background of Lesson 1

Introduced the importance and challenges of vocabulary teaching in the basic stage of German major in universities. Most undergraduate students majoring in German do not have a foundation in German before enrollment, and need to master a large number of unfamiliar words in a short period of time, facing problems such as difficulty remembering, confusion of parts of speech, and errors in inflection. The current teaching mode is mainly based on explanation, lacking the combination of learning and application, resulting in low teaching and learning efficiency. This study aims to use the output oriented approach, taking German nouns as an example, to construct a teaching model that promotes the integration of learning and application, and improves classroom efficiency and learning outcomes.

2 Lesson Design Basis

Three main directions of vocabulary teaching research were introduced: establishing teaching principles, constructing teaching frameworks, and validating teaching methods. It is pointed out that there is currently a lack of case studies that apply abstract principles and effective methods to specific classrooms, and frontline teachers lack specific guidance. This study aims to explore valuable vocabulary teaching demonstrations through lesson examples. Based on the Output Oriented Approach (POA), the design emphasizes seamless integration between learning and application. The POA theoretical system has gone through five stages of development, forming a complete teaching philosophy, assumptions, and process that can be used to guide lesson design. The research on POA teaching practice has been extended to non English classrooms, and this study is also based on this. The aim is to answer how to construct a vocabulary teaching model based on POA that is suitable for the undergraduate foundation stage of German language majors, and the effectiveness of this model.

Overview of 3 Lesson Examples and Extraction of Teaching Models

This paper introduces a case study of vocabulary teaching for undergraduate students majoring in German based on the output oriented approach (POA). The lesson example adopts Unit 9 of Volume 1 of Contemporary University German, with furniture and home appliance terms as the teaching objects. It is aimed at first-year undergraduate students majoring in German at a university in Beijing with zero starting points, and is planned to be completed in 2 class hours. The student has completed 3 months of study and their language proficiency is equivalent to level A1.1. The research follows the rules and methods of lesson study, draws on excellent lesson study experience, clarifies research questions, designs lesson plans, conducts multiple rounds of teaching observation and discussion, adjusts lesson plans, reflects and summarizes, and based on the principle of "combining learning with application", carries out four rounds of teaching to extract effective teaching models.

Fourth round of teaching practice

This article introduces the fourth round of vocabulary teaching practice for undergraduate students majoring in German based on the output oriented approach (POA). Teaching follows the steps of "overall driving - initial promotion of form and meaning - deep promotion of pragmatics - output evaluation", implementing the principles of precision, gradual progress, and diversity of POA. Teachers help students achieve the communicative goal of describing the room by selecting articles and images, designing details. The teaching process includes an increasing number of language units and a gradual increase in cognitive processing difficulty, with a diverse range of information transmission channels, activity types, and organizational forms. The instructional design embodies the three principles of integration, reproducibility, and sophistication, accurately matching the output goals and key difficulties of describing room furnishings.

5 Conclusion

For the first time, the Output Oriented Approach (POA) has been applied to vocabulary teaching for first-year undergraduate students majoring in German, expanding the scope of POA application. Research has shown that in the zero starting point stage with high word density, the formation of vocabulary microcirculation through specialized teaching can improve teaching effectiveness. Teaching should create authentic communication scenarios, guide students to repeatedly use target vocabulary in progressively difficult discourse, and strengthen the combination of form, meaning, and application of vocabulary. The teaching steps include overall driving, initial promotion of form and meaning, deep promotion of pragmatics, and output evaluation. When designing, the principles of integration, reproducibility, and higher-order should be followed. This model has been validated in lesson examples, improving teaching efficiency. In the future, it can be further applied to teaching German vocabulary that includes more parts of speech. The author and team have attempted POA in grammar and unit teaching, and have received positive feedback. Relevant textbooks are also being published, which will contribute to further research on POA in German language teaching and textbook development.