Afteralongperiodofpreparation,writing,andrevising,mypaperfinallycomesintobeing.ItmarkstheendofmygraduatedaysandsymbolizesanewstartingpointformyFirstofall,Iowegreatindebtednesstomysupervisor,teacherDuLinfangwhohashelpedmethroughoutthevariousstagesofthedevelopmentandrevisionofthisthesis.Shehaspatientlyreadseveraldraftsofmypaperandofferedmemanyvaluablesuggestionsandalsocorrectedalotoferrors.Itwasrightunderherpatientguidanceandconstantencouragementthatthispapercouldtakeitspresentshape.Sincerethanksgotoherforherhelpfulcriticismandconstructivesuggestionsinreadingmydraft.Thisthesiswouldnothavebeencompletedwithoutmuchgenerousassistancealthoughthereispossibilityfor ingsrestswithmeHeart-feltThanksalsogotoallmyteachersintheFacultyofEnglishAcademy,JinzhongUniversity,whohavegreatlybenefitedmyinlectualgrowththroughtheirinspiringlectures.Mysincerethanksshouldgotoallthosewholovemeandcareforme,whoseconstantencouragementhasgivenmegreatinspirationandconfidence.TheApplicationofInputandOutputHypothesisonCommunicativeEnglishTeaching:Inputandoutputhypothesiscannotonlypromotetheforeignlanguagestudyeffectively,butalsoimprovethestudents’communicativeability.Beginningwiththetheoreticalbasisesofcommunicativeteachingmethodandinputandoutputhypothesis,thispaperdiscussesthepossibilityandsignificanceoftheimplementationofinputandoutputhypothesisinthecommunicativeclassroom.Theauthorappliesinputandoutputhypothesisincommunicativeteachingclassroomsfromaspectsofimprovingstudents’listening,speaking,readingandwritingabilities.Afteryzingconcreteteachingmodelsofauralcomprehension,oraltraining,readingandwritingandapplicationmethodsofinputandoutputhypothesisonthemrespectively,theauthormakesafurtherdescriptionoftheimportanceoftheapplicationofinputandoutputhypothesisoncommunicativeEnglish:inputandoutputhypothesis;communicativeteachingmethod;Englishteaching;Tableof in in………………...……....iiiTableof I Liture InputandOutputHypothesisandCommunicativeTeaching Communicativeteaching The The Inputhypothesisandoutput Thetheoryofinput Thetheoryofoutput Inputandoutputhypothesisincommunicativeteaching The The TheApplicationofInputandOutputHypothesisonCommunicativeEnglishTeachingInput Reading- Output Speaking IInEnglishteaching,inputandoutputhypothesisisveryimportant.Althoughinputhypothesisandoutputhypothesisareputforwardbydifferentsrespectively,weshouldemphasizeinputandoutputsimultaneously.Firstofall,aninputisthepremiseandfoundationofanoutput.Withouttheinput,theoutputisimpossible.Thenaninputalsowouldnothaveanysenseiftherewerenotanyoutputs.Meanwhile,anoutputcanalsodetectandcorrectthelanguageinput.Basedonthisdirectionoftheory,theauthorpayattentiontotheapplicationoftheinputandoutputhypothesissoastopromoteforeignlanguageteachingandstudents’communicativeskills.Thispapermainlydiscussesthepossibilityandsignificanceoftheimplementationofinputandoutputhypothesisincommunicativeteachingclassroom.Anditbeginswiththetheoreticalbasis,relationshipandprincipleofcommunicativeteachingmethodandinputandoutputhypothesis.Firstly,theauthorwillgivesomeinformationaboutcommunicativeteachingapproachwhichisputforwardbyWilkins,aBritishman.Itiseffectivetobeusedasateachingmodeltotrainstudents’abilitytousethelanguage.Inthispaper,theauthornstointroducethisgreatmethodfromtheaspectsofitsconceptionandcharacteristics.Afterthat,therewillbebriefintroductionsoftheinputhypothesisandoutputhypothesisrespectively.ThefamousAmericanlinguistkrashenputforwardtheinputhypothesistheoryin1970s,whichhaveafar-reachinginfluenceontheforeignlanguageteaching.AsforoutputhypothesiswhichisproposedbylinguistSwainalsomakesagreatcontributiontothelanguageteachingandlearning.Astheauthorsaidbefore,inputhypothesisandoutputhypothesisshouldbeemphasizedsimultaneously.Onlybythiscantheypromotestudents’studyeffectively.Moreover,theauthorwillgiveintroductionsabouttherelationshipandprinciplesbetweeninputandoutputhypothesisandcommunicativeteachingmethod.Ifteacherswanttoapplytheinputandoutputhypothesisincommunicativeteachingclasscorrectively,theyneedtoknowtheirrelationshipfirstly.Andalsowhenteachersareusingatheoryinteachingclass,theyneedtomasteritsapplicationprinciplewell.Allinall,whatwewantedfromthetheoryistopromotethestudents’abilitiestouselanguageappropriay,whichmeansthatweshouldenhancetheircommunicativeskills.Thecombinationofinputandoutputhypothesisandcommunicativeteachingmethodwillgiveanewteachingmodelfromwhichteacherscanexplorethemosteffectiveteachingmethodtotraintheirstudents.LitureInputandoutputhypothesiscanenhancelearners’communicativeabilitieseffectively.Anumberofdifferentwaysexistforinvestigatingtheeffectsofinputandoutputinforeignlanguagelearning,whichhasbeenlargelyemployedinEnglishteachingandgreatlycontributedtotheimprovementinEnglishteachingapproaches.Atabroad,inputhypothesisputforwardbyKrashen(1985)claimsthathumanbeingsacquirelanguageinonlyoneway,whichisbyunderstandingmessagesorbyreceiving“comprehensibleinput”.Krashen(1985)holdsthatforeignlanguageacquisitionwillautomaticallyoccuronlyifalearnergetssufficientcomprehensibleinputs.Thecomprehensibleinputistheonlysourceoflanguageacquisitionandspeakingistheresultofacquisition,whiletheoutputdoesnotcontributedirectlytoacquisitioninforeignlanguagelearning.Then,Gass(1997)thinksthat“Inforeignlanguageacquisition,thelanguageinputmaybethemostimportantconcept,andnoonecanlearnaforeignlanguagewithoutacceptinganylanguageinputs”.However,Swain(1985)statesthattheimportanceoftheoutputtolanguagelearningliesinthattheoutputmayserveas“thetriggerthatsthelearnertopayattentiontothemeansofexpressionwhichtheyneedinordertosuccessfullyconveyhisorherownintendedmeaning”,andinordertohaveasuccessfulcommunication,thelearnerwould“deliverthemessagethatneedtobeconveyedinexpressionprecisely,coherently,andappropriay”.Afterthat,linguistLittleJohn(1983)holdsthatifouraimsaretofosterlearners’communicationabilities,ourteachingmethodsthemselvesshouldbecommunicative,thatistosay,theyshouldbethecommunicationandcoordinationofthethoughtsandfeelingsbetweenteachersandlearners;teachersinthisprocessareseenastheparticipantratherthanthecontrollerofwholeclass.Athome,agreatmanyresearchersandlanguageeducatorshavebeentryingtotheinputtheoryto’sforeignlanguageteaching.WangDawei(1997)ysesKrashen’sInputHypothesisinanobjectivewayandputsforwardtheconceptof“all-roundinput”,whichincludesnaturalinputandunnaturalinput.ZhangHuanxiang(2004)classifiesinputfromseveralanglesandemphasizesthatfeedbackysthemostimportantroleinlanguageacquisition.Zhanghu,ascholarin,(1999)alsoproposedthatonlybycombiningwiththecommunication,cancomprehensibleinputbetheconditionthatacquiredbyEnglishlearners.WangYing(2003)addressesthefunctionsofoutputintraininglearners’languageintuitions.ThestudybyFengJiyuanandHuangJiaoprovedtheeffectivenessofoutputpracticeinhellearnersacquirelinguisticforms.TheresearchdonebyWangChurning(2000)showsthatcomposition-writingcanimprovelearners’Englishproductionability.ZhouDandan(2006)conductedaresearchontheeffectsofdifferentinputandoutputyinfang（2003Liaodongmei（2007，uchenhong（2008）havealsoproposedthatteachersshouldcombinetheinputandhypothesistoguideEnglishTherolesofbothinputandoutputhavebeenincreasinglyemphasizedinthefieldofforeignlanguageteachingandlearning.Althoughthesetheoriesareputforwardtodescribeandexinthephenomenaoflanguageacquisition,theyhavecertaineffectsonforeignlanguageteachingandlearning.Languageacquisitionandforeignlanguagelearningtakeceindifferentsettings,butaresimilarinmanyaspects.Therefore,inputandoutputtheoriesoflanguageacquisitionareappliedtoforeignlanguageteachingandlearninginInputandOutputHypothesisandCommunicativeTeachingThispartmainlydescribestheprimarytheoreticalbasiseswhichsupportthisstudy.willbeginwiththebriefdescriptionofthecommunicativeteachingmethod.Andthenitgivesanexplicitpresentationabouttheinputandoutputhypothesis.Finallyitwilldescribetherelationshipbetweentheinputandoutputhypothesisandcommunicativeteachingmethodandgivestheapplicationprinciplesoftheinputandoutputhypothesisoncommunicativeteachingmethod.CommunicativeteachingThissectionisconsistsoftwoparts.First,itwilldescribetheconceptionofcommunicativeteachingmethod.Andthen,itpresentsthecharacteristicsofthismethod.TheThedefinitionofthecommunicativeapproachcanbedividedintotwokinds:theweakoneandthestrongone.Bothofthemwillbedescribedinthefollowingparagraphs.Firstly,theweakoneemphasizesthatitprovidesopportunitiesforlearnerstouseEnglishinacommunicativepurpose,andseektosynthesizesuchactivitiesasawiderrangeofactivitiesofteaching.Throughthedefinition,weknowthata’aimoflearningEnglishisforthesakeofcommunication,whichmeansashouldlearnEnglishfirst.Andthenyoucancommunicatewithotherpeople.Sothiskindofviewseparatesinputandoutputonceagain.Then,theweakviewclaimsthatlearnersshouldlearnforthecommunication,whilethestrongone,sayingjusttheopposite.Itinsiststhatlanguageisneededintheprocessofcommunication.Thisisnotonlytheproblemofexistingslowlanguageknowledge,butalsotheproblemofpromotingthedevelopmentofthelanguagesystemitself.IfwedescribedtheweakviewaslearningtouseEnglish,thenthelattercanbedescribedasusingEnglishtolearn.Theauthorthinksthiskindofviewisthetruedefinitionofthecommunicativeapproach.Itexinsbetterhowlanguageis.TheTherearesomecharacteristicsofcommunicativeteachingmethodwhentheyareusedintheteachingclass.Andtheywillbeintroducedasfollows.Aboveall，whenpreparinglessons,teachersshoulddesigntheteachingprocesselaborayandstrengthenthecommunicativefunction.Thedesignofthetextbookswillhelpstudentstousegrrstructurestoputthecommunicativefunctionsintoeffectwhichareruledbythesyllabus,suchasgreeting,apologizing,suggesting,inviting,etc.Besides,intheprocessofteaching,teachingideasshouldbeexpandedtoreflectthediversityofthecommunication.Communicationdiversitymanifestintwomajorways:oneisthatdifferenttypesofprojectsusedifferentmethods.Theotheroneisthatthesameistaughtfromdifferentpointofviewanddirection.Teacherscanmobilizetheenthusiasmofthestudentsthroughacompetitionorgames,alsocanactiveclassroomatmospherethroughthehypotheticallanguagescene.Thelastbutnottheleastteachersshouldpayattentiontotheteachingstrategytoimprovetheclassroomefficiency.ThecommunicationprincipleinEnglishteachingrequiresteacherstoregardEnglishasacommunicationtooltoteach,andalsoasksstudentstoregardEnglishasacommunicationtooltolearn.ItrequiresteachersandstudentsusingEnglishasacommunicationtoolinandoutclass.Therefore,teachersteachinginthecommunicativewayaretoexchangethoughtsandfeelingswithstudentsthroughrealizingaseriesofcommunicativeactivities,andeventuallygetthestudentshavebasictrainingsinlistening,speaking,reading,andwriting,whichlaythefoundationoffurtherEnglishstudyforInputhypothesisandoutputThispartisconsistsoftwocontents.Itwilldescribetheinputhypothesisandoutputhypothesisrespectively.ThetheoryofinputIntheinputhypothesis,humanbeingsacquirelanguageinonlyoneway,whichisbyunderstandingmessages,orbyreceiving“comprehensibleinput”.Krashen(1985)definesalearner’scurrentstateoflanguagecompetenceas“I”andthenextstageas“i+l”andthe“comprehensibleinput”isthelanguage“i+1”，whichisslightlyaheadofalearner’scurrentlevelofcompetence.Anacquirercanmovefromthestage“I”tothestage“i+1”byexposedtoenoughcomprehensiblelanguagecontaininglinguisticitemsatstage“i+1”.Inotherwords,oneacquireslanguagebyreceivingenoughinputthatisalittlehiscurrentlanguagelevel.However,Krashen(1985)holdsthatforeignlanguageacquisitionwillautomaticallyoccuronlyiflearnersgetsufficientcomprehensibleinput.FromKrashen’spointofview,wecanseethatheemphasizesthequalityandtyofinput.Forthequality,theinputshouldneitherbetoodifficultnortooeasybutremainatthelevelof“i+1”;whileforthety,theacquirershouldgetenoughamountsofinputandashortageofinputwillblocktheacquisition.Sointheprocessoflanguagelearning,learnersneedtoobtaincomprehensibleinputviahearingandreading.Theincreasedinputwillresultinmorelanguageacquisition.ThetheoryofoutputThroughobservingtheimmersionprogram,Swainfoundtheimportanceofoutputandformulatedtheoutputhypothesisinherarticlewhichwaspublishedin1985.Intheoutputhypothesis,Swain(1985)statesthattheimportanceofoutputtolanguagelearningliesinthatoutputmayserveas“thetriggerthatsthelearnertopayattentiontothemeansofexpressionneededinordertosuccessfullyconveyhisorherownintendedmeaning”,andforthesuccessfulcommunicationthelearnerwouldbe“pushedtowardthedeliveryofamessagethatisconveyedprecisely,coherently,andappropriay”.Tomaketheoutputmoreprecisely,coherent,andappropriateoutputmayprovokelearnerstomovefromthesemanticprocessingincomprehensiontothecompletegrticalprocessing.Toavoidcommunicativefailure,languagelearnersneedsufficientopportunitiestopracticetheirlinguisticresourcestoachievefullgrticalcompetence.Throughproducinglinguisticformsthelearnersdiscoverwhattheyarerightorwrong,whichmaypromotethemtonoticetheinsufficienciesintheirinter-languageandthemtomodifyittobemorenative-Intheprocessofoutput,thelearnertestshiscomprehensionoftheinputandneedsmeaningful,realornear-reallanguageenvironmenttoapplyhisorherlanguageknowledge,sothatheorshecanacquirethetargetornear-targetlanguageproficiency.Learners’languageoutputysanimportantroleinlanguageacquisitioninSwain’sview.InputandoutputhypothesisincommunicativeteachingThispartwillbeginwiththedescriptionoftherelationshipbetweentheinputandoutputhypothesisandthecommunicativeteachingmethod.Then,itwilllaydownsomeapplicationprinciplesbetweenthem.TheFirstly,incommunicativeEnglishteaching,languagematerialsandcontextsmustbereal.Communicativeteachingmethodneedslotsofcomprehensibleinput,whichisthepremiseofachievingcommunicationandalsoistherequirementsofteachingcontents.Secondly,Hymes(1971)putsforward4parameterstomeasurecompetence:Grtical,degreeofpossible;Compatibility,degreeoffeasibility;Decencyofcommunication,thedegreeofappropriateness;Operability,degreeofperformance.Comprehensibleoutputisthestandardtoevaluateifthestudentshavefinishedcommunicativepurposeandraisethecommunicativeability.Lastbutnotleast,incommunicativeEnglishteaching,inputandoutputhypothesisrunthecultivationofcommunicativeability.TheWhenweapplytheinputandoutputhypothesisincommunicativeteachingclassrooms,therearesomeprinciplesweneedtoadherenceto.Inthefirstce,teachersshouldclearthatEnglishteachingisthecoreofthecommunication.Whilehighlightingthepracticalnessoflanguageandpayingattentiontothecultivationofstudents’comprehensivecapabilityofusingEnglisharethecoresofquality-orientededucation.Inthesecondce,teachersshouldhandletherelationshipbetweenEnglishandtheirmothertonguecorrectly.TheyshoulduseEnglishtoorganizetheclassroomteaching.Theforeignlanguageactuallycreatespartorentirelanguageenvironmentforstudents.Butthisdoesnotmeanthatteachersdonotuseintheclassroom.Whenexiningthecomplicatedgrticalphenomenonandmorphology,motherlanguageshouldbefirstInthethirdce,teachersshoulddealwiththerelationshipbetweenlanguageknowledgeandverbalcommunicationactivitiescorrectly.Languageknowledgegivesservetocommunicativeability,whichisthefoundationofthecommunicativeability.Incommunicativelanguageteaching,teachersshouldnotonlystrengthenthestudents’linguisticcompetence,butalsopayattentiontostudents’socialcultureability.Moreover,teachersshouldcreateacontextfortheirstudentsasfaraspossible.TheaimofteachinginEnglishistocreatealanguageenvironment.Besides,teachersshouldcreatelanguagescenewhichisclosetothecontextforstudentswithvisualmethodsincludinggestures,themovements,theexpressions,materialobjects,picturesetcorsomemodernteachingmeanssuchasrecording,projectionandmultimedia.TheApplicationofInputandOutputHypothesisonCommunicativeEnglishTeachingThissectionmainlydescribestheapplicationoftheinputandoutputhypothesiscommunicativeEnglishteaching.Itwillpresentthemfromfouraspects,listening,speaking,readingandwriting.InputInputaspectsareconsistsoftwocontents.Theyarelisteningandreading.Inthispart,theauthorwillintroducetheapplicationofinputaspectswhichalsocanbecalledlisteningandreadingaspectsoncommunicativeteaching.Thefirstpointisthatchoosingappropriateaudio-lingualmaterialsisveryimportant.Itisthebaseofaudio-lingualclassthatofferingsuitableteachingmaterialsforthatlevelofstudents.AccordingtoKrashen’s“i+1”hypothesis,theteachershouldfindmaterialswhichareslightlyhigherabovetheexistingEnglishlevelofthestudents.Itisnotgoodenoughthatthematerialstoodifficultortooeasytoinspirestudents’interest.Forexample,teacherscanpreparesomeEnglishdialogueswhicharecloselyrelatedtolife,hotnews,westerncustomsandothermaterials,whichaddnewcontentstotheknowledgegraspedbystudents.Thesecondpointisthatteachersshouldpayattentiontotrainingoffundamentalpronunciation.Itisbecauseoftheincorrectpronunciationordialectsofstudentsthattheycouldn’tunderstandthelanguagematerials.Theyusuallycannotconnecttheheardsoundwiththecorrectwordandcannotexpressthesoundwhichistherightwordtheywanted.Thatistosay,nonstandardsoundinputleadtotheinappropriateoutput.Therefore,tocorrecttheirpronunciationisnecessary.Forexample,teacherscanintensifythedistinguishingonsoundsappearedinthetextbooksforstudents.Thethirdpointisthatteachersshouldletstudentsdotherelingexercise.Onthebasisofunderstandingoflisteningmaterials,studentscanrelthecontentsaccuray.Relingexercisestwoaspectsofthestudents,oneislistening,theotherisspeaking.Studentsneedtosummarizetheimportantpointswhentheyarelisteningtothematerialstohaveageneralunderstandingofinput.Afterhearingasection,teachersrequirestudentstorelinformationpoints,whichcanstartfrom ,thentooneortwoutnces,andfinallytoanarticle.Thepointisthatteachersshouldstrengthentheclassroominction.Teachersdesignappropriatetopicstoletstudentstakepartinwhoareaskedtoworkingroupsandshouldmakeacontributiontothetopicwhichincludedinthediscussionsorroleys.Groupdiscussioncanopenuptheirmindsandroleycanarousestudents’enthusiasmofparticipationandactiveatmosphereofclassrooms.Inaddition,teachersshouldstrengthentheculturalbackground.Languageisthecarrierofcultureandlanguagelearningistheprocessofknowingtheculture.Audio-lingualclassnotonlyneedstomakestudentslearnthebasicpronunciation,vocabularyandgrrknowledge,butalsoshouldletthemknowtheculturalinformationofthesesymbols.Intheteachingprocess,teacherscanguidestudentstopayattentiontosimilaritiesanddifferencesbetweenBritishandAmericancultureandculturethroughwatchingtheoriginalfilmandlisteningtotheEnglishsongssoastotraintheculturalsensitivityandcomprehensionabilityofstudents.Reading-Firstly,teachersshouldpayattentiontotheextensivereading.Languagelearningneedsalotofcomprehensibleinput.Intheprocessofforeignlanguagelearning,themaininputsourceisthereadingandlisteningmaterials.Togetenoughinputs,studentsneedtodoalotofreadingandlisteningpractice.ButtherealityisthatmostEnglishinputsofstudentsmainlycomefromintensivereadings,ofwhichthetopicoverages,vocabularyandthenumberandfrequencyofexpressionformsappearverylimited.Soteachershavetopayattentiontotheextensivereadingsoastoletthestudentsknowallkindsofusagesandmeaningsofthewords,sentencepatternsratherthantheteachers’mechanicalexamples.AndthishelpsstudentstounderstandallkindsofexpressionsflexiblyinthepracticalBesides,teachersshouldpayattentiontoreadingsofEnglishnewspapers.Thesubjectsandgenresofteachingmaterialsformiddleschoolstudentsareveryrich.Therearemanysocialhottopics,suchascloning,thechangesofviewsofthemodernfamily.However,thesetypesoftextbooksoftenseparatefromthelife.Eventhoughtheteacherintheteachingclassroomoftenintroducesthecurrenteventsanddailylifecontentstothestudents,inputsarenotenoughafterall.Newspaperscanbeseenastheepitomeofoursociety.Itcontainsallkindsoftopicsandprovidesuswithalotofreadingmaterialsandrichexpressionforms.Atthesametime,thepaperisaimedattheEnglishfanssothattheoveralllevelofthedifficultyhasbeencontrolledwell.Therefore,itisconvenientforstudentstoread.Basedontheidealinputconditions,someEnglishlearningnewspapersathomeareappropriateforstudentstoread,suchasthe21stCentury.Teacherscanchoosemoderatearticlesforstudentsandthenbegintheclasswiththeformofgroupdiscussion.What’smore,letstudentspracticetranslationfrequently.Teachersshouldintroducekindsoftranslationstrategiesandskillssystematicallytostudents.Theaimsoftranslationaretoletthereaderstounderstandtheoriginalcontents,andgoodtranslationneedstobelikeinspiritandform.Sostudentsmustunderstandtheoriginaltextthoroughly,andbasedonthisstudentsmustmakefulluseoftheirownbilingualknowledgetogivethetranslation.Inthisprocess,thestudentsneedtoconsiderthecontentoftheoriginaltext,languagefeatures,context,cultureandEnglishculturecharacteristicsandsooninordertousethemostappropriatewords,sentencepatternsandrhetoricaltoconveythemeaningofOutputOutputaspectsareconsistsofspeakingaspectandwritingaspect.Inthispart,theauthorwillintroducetheapplicationofoutputaspectsoncommunicativeteaching.SpeakingAboveallthings,teachersshouldincreasethetyoflanguageinputsandprovideappropriateandacquirablelanguageinputs.Theroleoftheteacherintheclassroomisnotthepredominatorandimnter.TheycanuseEnglishactivelyforrealcommunicativepurpose.Forexample,intheEnglishclassroom,teachersteachandcommunicatewithstudentsinEnglishaswellasstudentscommunicatewitheachotherinEnglish.Besides,teacherscouldprovidekindsoflanguageinputsforstudentsoutsideclass,suchasbroadcastingoriginalEnglishmovies,listeningtoEnglishnewsbroadcastandcarryingoutthe“Englishcorner”,“EnglishSalon”andotherOnonehand,inlanguageteaching,teachersshouldpayattentiontothediversityofteachingformsandinterestingnessofteachingcontents.Theyshouldenhancetheinterestingnessofinputbyusingteachingmethodsaccordingtothedifferentteachingcontentandteachingkeypoint,soastoimprovethestudents’learninginterestsandlanguageskills.Forexample,teacherscanmakeuseofvisualtrainingaidsasthemeansofteaching.Ontheotherhand,teachersshouldreintheoutputandimprovespokenEnglish.WhetherteachersandstudentscleartheirrespectivefunctionsinclassdecidestheoralEnglishteachingsuccessornottoalargeextent.Asforteachingmethods,teachersshouldchangetheconsistentway,“theteacherspeaksandthestudentslistento”intotheteachingmodelthatclassisleadingbyteachersandstudentsasitsmainstay.Teachersshouldcombinethestudents’actuallevelinordertodesignoralEnglishactivitiesthatthestudentslovetotakepartin,suchasgroupdiscussions,speeches,roleying,etc.Inforeignlanguageteaching,teachersshouldcreateacomfortablelanguagelearningenvironmentforstudentstoletlearnersrecognizetheimportanceofoutputandimprovetheconsciousnessoflanguageoutputofstudents.Therefore,theycanencouragestudentstoparticipateactivelyinthetargetlanguagecommunicationactivitiesinsideandoutsideclass.Forexample,todiscussfestivalsintheclass,teacherscanintroduceChristmasatfirstwithmanypicturesofChristmastrees,whichcanattracttheattentionofstudents.Afterthat,morestudentswilljointhediscussionactivities.Inthefirstce,teachers,asthemainformoflanguageinput,shouldmakefulluseoftheclasstoexinthephrase,sentencepatternstoenablestudentstomasterthemainpointsofmakingasentence.Throughexiningtheparagraphstructure,teacherswillmakethestudentsmasterthewayofwritingaparagraph;throughysisofhowtocarryoutthethemeandhowtomakethecorrectlayout,cohesion,transitionofhierarchicalstructureteacherswillletstudentslearntheentirewriting.Secondly,recitationysanimportantroleinthecultivationoflanguageintuition.Thebasicunitstoredtothebrainbyrecitingisusuallysentence,whichgreatlypromotestheefficiencyofprocessinginformationandisbeneficialtotheoutputactivity.Itisakindofimportantwaytolearnalanguagebyreciting,becauseitmakesthestructure,circumstance,language,grrandpragmatictogetherasawhole,whichhascontributiontothecultivationoflanguageintuition.Furthermore,accordingtotheoutputhypothesis,studentsdonotneedtoomuchsyntacticysiswhentheywereunderstandinglanguageinput,butitsstudentstousetheirmindandtothinkhardtomakesentencesandfinallytoexpressmeanings.VasttiesofwritingscanmakelearnersimmersedinEnglishmaterialsandaccumulatelotsofEnglishusingexperiences.ItcanstimulatestudentstoinputEnglishmaterialsontheirownandallowthemtoexpresstheirfeelingsastheywant.Bywritingcompositions,thewritingabilitiesofstudentswillbepromotedgreatly.Atthesametime,authorstronglyadvocatesteachersdon