以内容为依托的输出驱动型学术英语课程以《学术英语（医.docx

以内容为依托的输出驱动型学术英语课程：以《学术英语（医学）》Unit 2为例 孙庆祥 复旦大学外文学院大英部 2014.04.19 Outline of the Talk “Output-driven” Paradigm in EAP Output via Interaction Importance of Subject Knowledge Output-driven Classroom Activities A Summary “Output-driven” Paradigm in EAP Output Hypothesis Proposed by Swain (1985) Comprehensible input alone not enough for development of second language Comprehensible output playing a crucial and active role in conducive to the overall development of the interlanguage “输出驱动” （文秋芳, 2013) 经济学术语：以需求促供给 Output via Interaction Four Types of Interactions Interaction between learner and content Interaction between learner and instructor Interaction between learner and learner Interaction between instructor and content (Adapted from Moore, 1989) Importance of Subject Knowledge in EAP Subject Knowledge Matters! ESP is a material-led field. (Dudley-Evans, 2001, p135) Unit 2: Resurgent and Emergent DiseasesSubject Knowledge (1) Resurgent and emergent diseases are mostly infectious. Emergent Diseases, e.g., AIDS, West Nile virus, SARS causes new pathogens: virus and bacterium Resurgent Disease: e.g., flu, TB, polio reasons, drug-resistance, multi-drug resistance, all-drug resistance mutation Unit 2: Resurgent and Emergent DiseasesSubject Knowledge (2) Occurrence of the disease Sporadic, outbreak, epidemic, pandemic Treatment, antiviral, antibiotics, antifungal Control and prevention vaccination surveillance global cooperation Output-driven Classroom Activities Types of Interactive Activities Interactive Lead-in An Integrative Activity of Text and Video Group Translation Presentation Interactive Lead-in Option 1 Do as Designed in the Textbook Option 1 Talk with your partner and share with the class the information you get. Outbreak Year Cause Prevalence SARS ? ? Starting in China and spreading globally Avian flu ? H5N1 ? Swine flu 2009 H1N1 ? Option 2 A Gap-filling Exercise Option 2 Divide the Class into groups of 3. Each member of the group will be pro