The article explores the teacher's role in the application of the Production-Oriented Approach (POA) to College English teaching. Since the 1980s

College English for non-English majors has been an essential part of general education in China

and its focus has shifted from language to holistic and humanistic education. The POA

proposed in 2015

emphasizes that all in-class and after-class activities serve the purpose of production tasks for students. It consists of teaching principles

hypotheses

and a three-phase teaching procedure. In the application of POA

the teacher's role changes from a lecturer to a mentor

organizer

and motivator. Taking the second unit of the textbook as an example

the paper demonstrates the teacher's role in different phases. The significant change in the teacher's role requires the teacher to update teaching methods and strategies to support students' language learning progress.