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【Abstract】Input is the precondition of interaction and output while output promotes the input and the interaction of language，which could increase the effectiveness of input and enhance the chance of the absorption of interaction.By analyzing an ESL class，this paper gives readers a picture of how the second language （SL） learners get information，absorb and digest the information，produce language and form their language system in their SL learning.At last，it gives suggestions on how to ensure language learners have a better chance to get comprehensible input，assimilate language during interaction and output more accurate and comprehensible second language in an ESL class.
【Key Words】ESL class； input； interaction； output
Introduction of the ESL class
Recorded by “Universal Institute of Technology”，which is a language institute，this class is an adult English as second language class （ESL） in the city of Melbourne.It is a class at the pre-intermediate level，which is comprised of a small group of the students，approximately 8.These students come from different countries and different backgrounds，namely Peru，Brazil，Italy，China and the majority of Korea，and do not have the same first language in common.Having been teaching them for about 5 months，the teacher Ms.Monique Sheldon-Stemm （Ms.Sheldon） focuses on how to talk about a special occasion by using two tenses，the past continuous tense and the simple past tense，to tell a story and she used four steps to achieve her teaching purpose.
In the first step of the class，Ms.Sheldon gave a topic and brainstormed the students.The students had 2 minutes to think about the words and phrases that may be related to the topic.For the second step of the teaching procedure，the teacher asked the students to find a partner and talk about his/her own ideas，which would take another 2 minutes.What the students need to do during this period of time is to understand what his/her partner is speaking about his/her special occasion and try to help each other and improve by listening carefully.For the third step，the students were asked to think about how to make a proper sentence and then write down 2 sentences using their own words from brainstorming in 5 minutes.Ms.Sheldon didn’t forget to remind the students of tenses they should use for making their sentences.For step 4，she suggested the students check their sentences by reading aloud or asking someone else such as the teacher or partners to find whether the sentences are correct or not.The criterion was that if the sentences were understood，they were correct.Then each students need to tell their stories，“A Special Occasion” to their partners.Ms.Sheldon emphasized the word “tell”，which means when the students tell their stories，it is not reading but having a conversation with partners about their particular occasions.Then at last，the students would share the stories with the class. From the conversation in the class between the teacher and the students，people could find that the teacher always spoke in a soft voice and helped the students to correct sentences and answered their questions carefully and promptly.She was so patient with the students that repeated the instructions and questions again and again in order to avoid misunderstanding of the students and put a lot of emphasis of the students’ feedback in order to ensure whether they understood the requirements.Every student was asked to read the 2 sentences that they wrote loudly and told their stories to the class，which meant that each had the opportunities to practice their listening and speaking.
Analysis of the ESL class
In this class，to achieve the purpose of talking about a special occasion of the past，Ms.Sheldon asked every student to brainstorm words and phrases，talk with partners，write down sentences and finally tell and share a story of a special occasion with the class to practice the use of the past continuous tense and the simple past tense as well as the English skills such as listening，speaking，reading and writing.In this way，every student has the opportunity to practice and improve their second language -- English.Also in the class，guided learning and questioning strategies were implemented.Ms.Sheldon always repeated the instructions or questions and paid much attention on the feedback of the students by asking them whether they understand the questions or requirements and guided them to answer her questions，which aroused students’ noticing of language learning.Also she guided them by saying，“who was there？ When was it？ What happened？ Was it private？ At a party？” etc.However large numbers of repeated sentences seem like not very proper to teach adults.
In addition，in this ESL class，the teacher stressed on the cooperation and mutual support among the students，which created a good language environment for SL learners to learn，practice and develop their second language learning.Besides，elements of language such as words，sentence structure，grammar，oral expression and essay writing were taught from step by step.All of them were taught in a way from an easy level to a difficult level.As far as we are known，an essay is comprised of sentences while sentences are composed of words.The information of the essay should be delivered by oral expression like presentation or speech.Reading the sentences or the essay loudly，the information contained could be meaningful and understood by others.Thus the function of language—transferring meaning will be realized. 1.Input
Input refers to language that is available to the learner through any medium （listening，reading，or gestural in the case of sign language）.All theories of SL learning recognize the significant of input as a basic component in acquisition process （Gass，Susan
【Key Words】ESL class； input； interaction； output
Introduction of the ESL class
Recorded by “Universal Institute of Technology”，which is a language institute，this class is an adult English as second language class （ESL） in the city of Melbourne.It is a class at the pre-intermediate level，which is comprised of a small group of the students，approximately 8.These students come from different countries and different backgrounds，namely Peru，Brazil，Italy，China and the majority of Korea，and do not have the same first language in common.Having been teaching them for about 5 months，the teacher Ms.Monique Sheldon-Stemm （Ms.Sheldon） focuses on how to talk about a special occasion by using two tenses，the past continuous tense and the simple past tense，to tell a story and she used four steps to achieve her teaching purpose.
In the first step of the class，Ms.Sheldon gave a topic and brainstormed the students.The students had 2 minutes to think about the words and phrases that may be related to the topic.For the second step of the teaching procedure，the teacher asked the students to find a partner and talk about his/her own ideas，which would take another 2 minutes.What the students need to do during this period of time is to understand what his/her partner is speaking about his/her special occasion and try to help each other and improve by listening carefully.For the third step，the students were asked to think about how to make a proper sentence and then write down 2 sentences using their own words from brainstorming in 5 minutes.Ms.Sheldon didn’t forget to remind the students of tenses they should use for making their sentences.For step 4，she suggested the students check their sentences by reading aloud or asking someone else such as the teacher or partners to find whether the sentences are correct or not.The criterion was that if the sentences were understood，they were correct.Then each students need to tell their stories，“A Special Occasion” to their partners.Ms.Sheldon emphasized the word “tell”，which means when the students tell their stories，it is not reading but having a conversation with partners about their particular occasions.Then at last，the students would share the stories with the class. From the conversation in the class between the teacher and the students，people could find that the teacher always spoke in a soft voice and helped the students to correct sentences and answered their questions carefully and promptly.She was so patient with the students that repeated the instructions and questions again and again in order to avoid misunderstanding of the students and put a lot of emphasis of the students’ feedback in order to ensure whether they understood the requirements.Every student was asked to read the 2 sentences that they wrote loudly and told their stories to the class，which meant that each had the opportunities to practice their listening and speaking.
Analysis of the ESL class
In this class，to achieve the purpose of talking about a special occasion of the past，Ms.Sheldon asked every student to brainstorm words and phrases，talk with partners，write down sentences and finally tell and share a story of a special occasion with the class to practice the use of the past continuous tense and the simple past tense as well as the English skills such as listening，speaking，reading and writing.In this way，every student has the opportunity to practice and improve their second language -- English.Also in the class，guided learning and questioning strategies were implemented.Ms.Sheldon always repeated the instructions or questions and paid much attention on the feedback of the students by asking them whether they understand the questions or requirements and guided them to answer her questions，which aroused students’ noticing of language learning.Also she guided them by saying，“who was there？ When was it？ What happened？ Was it private？ At a party？” etc.However large numbers of repeated sentences seem like not very proper to teach adults.
In addition，in this ESL class，the teacher stressed on the cooperation and mutual support among the students，which created a good language environment for SL learners to learn，practice and develop their second language learning.Besides，elements of language such as words，sentence structure，grammar，oral expression and essay writing were taught from step by step.All of them were taught in a way from an easy level to a difficult level.As far as we are known，an essay is comprised of sentences while sentences are composed of words.The information of the essay should be delivered by oral expression like presentation or speech.Reading the sentences or the essay loudly，the information contained could be meaningful and understood by others.Thus the function of language—transferring meaning will be realized. 1.Input
Input refers to language that is available to the learner through any medium （listening，reading，or gestural in the case of sign language）.All theories of SL learning recognize the significant of input as a basic component in acquisition process （Gass，Susan