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
1.
“Output-driven” Paradigm in EAP
2.
Output via Interaction
3.
Importance of Subject Knowledge
4.
Output-driven Classroom Activities
5.
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”
听
说
写
读
经济学术语：以需求促供给
译
（文秋芳, 2013)
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 Diseases
Subject 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 Diseases
Subject Knowledge (2)

Occurrence of the disease


Treatment,


Sporadic, outbreak, epidemic, pandemic
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
Starting in China and
spreading globally
SARS
?
?
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 provided
with a brief introduction of either SARS, or
avian flu, or swine flu.
Fill in the missing information in the Table by
asking each other questions.
Check the answer.
Option 2

Check against each other’s notes and share
your answer.
Outbreak
SARS
Year
Cause
2002 SARS
2003
Avian flu 1995
H5N1
Swine flu 2009
H1N1
Prevalence
Starting in China and
spreading globally
First reported in Hong
Kong and becoming a
global outbreak
A pandemic starting in
Mexico
Page 26
Option 3

A note-taking exercise
Option 3

Watch the video clip, take notes and fill in the
information you obtain.
Outbreak
Year
Cause
Prevalence
Starting in China and
spreading globally
SARS
?
?
Avian flu
?
H5N1
?
Swine flu 2009
H1N1
?
Page 26
Option 3

Check against each other’s notes and share
your answer.
Outbreak
SARS
Year
Cause
2002 SARS
2003
Avian flu 1995
H5N1
Swine flu 2009
H1N1
Prevalence
Starting in China and
spreading globally
First reported in Hong
Kong and becoming a
global outbreak
A pandemic starting in
Mexico
Option 3

Based on the information in the video, we
can cay that new

emergent
emerging
SARS is a(n) ____________ disease, while
resurgent
reemerging
avian flu and swine flu are _________ afflictions.
Objectives of the Interactive Lead-in




To introduce the topic of the unit
To develop students’ ability to retrieve vital
information from aural/visual input
To create opportunities for output
To acquire subject-specific language
An Integrative Activity of
the Text and a Video
Use of Video in Language Classes



The use of video clips are justifiably
increasing in language classes.
The use of the same video varies by
instructor.
The two sources can be interactive
Key Messages in the Text (Par. 5)





The battle has been joined.
WHO and CDC have revved up their efforts to
check infectious diseases, including re-emergent
ones.
WHO established a new division devoted to
worldwide surveillance and control of emerging
diseases.
Congress raised fund for CDC’s efforts.
Public awareness may have influenced
Congress’ outlook.
Key Messages in the Text (Par. 6)




WHO has identified six diseases whose
worldwide re-emergence should be monitored.
World health is indivisible.
We cannot satisfy our most parochial needs
without attending to the health conditions of the
globe.
Borders are meaningless to pathogenic
microbes.
A Pertinent Video

Watch the video clip first.
Key Messages in the Video








Diseases cross borders.
What happens in one country may affect the other country.
It's very possible for diseases to move from one corner of the
earth to another within a day.
There is no better way to protect American population against
new disease threats than by strengthening our partners.
SARS is a wake-up call for DCD.
SARS occurred as a local problem but became an international
problem.
Work with Chinese government to build a modern surveillance
system enable scientists to detect the outbreak.
They serve the best interest of the public health both of the USA
and of other places.
Themes Covered in the Text and Video

In the text (Par. 5-6, P27)



The world health is indivisible.
Borders are meaningless to pathogenic
microbes
In the video


Infectious diseases are borderless.
Joint efforts are warranted in the control and
prevention of the infectious diseases.
Specification of the Activity (1)



Divide the class into groups of 4/5.
Play the video and ask the class to take
notes.
Ask each group to work out, in 8 min, an
outline for a 3-min presentation on the
following two themes (half groups on theme 1
and the other half on theme 2).
1. Infectious diseases are borderless.
2. Joint efforts are warranted in the control
and prevention of the infectious diseases.
Specification of the Activity (2)





Integrate in their speech outline the notes on the
video and the information from Par. 5-6.
Make sure any group member can deliver the
message of their group based on the outline.
Play the video for the second time if need be.
Check the work at random.
Provide each students with a Worksheet.
Worksheet
Name _______ ID _______ Class ______
Group Members ____________________
Theme ___________________________
Key Words _________________________
Outline of the Speech
Subject-specific Language (1)






WHO and CDC
to check infectious diseases
re-emergent ones (diseases)
worldwide surveillance and control of emerging
diseases
public awareness
…six diseases whose worldwide re-emergence
should be monitored.
Subject-specific Language (2)






world health
attending to the health conditions of the globe
pathogenic microbes
SARS occurred as a local problem but became
an international problem.
surveillance system
to detect the outbreak
Objectives of the Integrative Activity




To develop ability to integrate information from
different media sources
To develop ability to draft an outline of a speech
To develop ability to organize an speech on an
outline
To help acquire subject-specific language
knowledge by using
Group Translation
Specification of the Activity




Choose some parts from the text, either
beautifully written or of great pertinence
to the theme.
Assign each part to a small group to do
translation (The same part can be done
by two groups for comparison).
Ask them to show off when finished.
Provide each group with a Worksheet.
Sentences from Par. 8-12

Every returning condition marches to the beat of a different drum.

“These reemerging infections each have a little wrinkle to them that is important.”

“TB is the result of socioeconomic conditions and human behavior.”

With our help, strains of TB have also developed drug resistance; incomplete courses
of antibiotic therapy allow the hardiest bugs to survive and develop new, more
powerful lineages.

TB also hitched a ride on the HIV wagon by attacking the immunocompromised — an
emerging disease thus helping reignite an old one.

Flu likewise changes its coat and in turn its level of virulence. “If there is anything in
this business you can safely put on a list of diseases that are coming, it’s flu.”

“Those processes in nature that have given us the pandemic influenzas are not
finished.

The flu virus is a trickster, constantly changing its surface antigens, so that our
immune systems need to relearn how to fight it every time it adopts a new costume.

A larger-scale genetic shift could also make the virus something like new wine in new
bottles.
A Suggested Translation (1)




Every returning condition marches
to the beat of a different drum.

“These reemerging infections each
have a little wrinkle to them that is
important.”

“TB is the result of socioeconomic
conditions and human behavior.”

With our help, strains of TB have
also developed drug resistance;
incomplete courses of antibiotic
therapy allow the hardiest bugs to
survive and develop new, more
powerful lineages.

再现疾病的回归方式各异，
各不不同。
“这些再现疾病中，每种疾
病的特征都与以前有所不同
，这点很重要，”
“结核病是社会经济条件和
人类行为的结果。”
托了我们人类的福，结核菌
株也产生了抗药性；如果抗
生素治疗疗程不坚持到底，
最顽强的细菌就会存活下来
，从而产生毒性更强的新族
系。
A Suggested Translation (2)


TB also hitched a ride on
the HIV wagon by attacking
the immunocompromised
— an emerging disease
thus helping reignite an old
one.
Flu likewise changes its
coat and in turn its level of
virulence. “If there is
anything in this business
you can safely put on a list
of diseases that are
coming, it’s flu.”


结核病也搭了HIV的顺
风车，借机攻击免疫
力受损者：一种新病
就这样煽风点火，让
一种旧病死灰复燃。
同样，流感换了外衣
，然后提高了致病力
。“在流行病中，要
说哪种疾病肯定会被
列入再现疾病的名单
，那非流感莫属，”
A Suggested Translation (3)



“Those processes in nature
that have given us the
pandemic influenzas are not
finished.
The flu virus is a trickster,
constantly changing its
surface antigens, so that our
immune systems need to
relearn how to fight it every
time it adopts a new costume.
A larger-scale genetic shift
could also make the virus
something like new wine in
new bottles.



“那些带来流感大流行的
自然活动还未结束。”
流感病毒是魔法师，不停
地改变其表明抗原。如此
一来，病毒每次更衣换装
后，我们的免疫系统需要
重新学习，学会如何与之
战斗。
大规模的基因改变也使病
毒有点像新瓶装新酒。
Objectives of the Group Translation



To provide opportunities for negotiation of
meaning
To develop translation competence with subjectspecific texts
To help acquire subject-specific language
knowledge
Prepared Oral Presentation
Specification of the Activity

Prepare and deliver a 2-3-minute presentation on the
given topics (Topics for presentation of Text A).

The presentation will be integrated into other
classroom activities when the related part is
discussed.

Your presentation is judged by PREPARATION,
PERTINENCE, FLUENCY, PRONUNCIATION AND REACTION
from the audience.

The presentations account for 10% in the final grade.
Presentation Topics for Unit 2 (P33)
1.
2.
3.
4.
5.
6.
7.
8.
What does the author imply by mentioning two choices?
Describe the heady days of victory declarations and what
followed ever since.
Elaborate on the joined battle.
Justify “the realization that world health is indivisible”.
Exemplify the statement that “Every returning condition
marches to the beat of a different drum.”
Vaccination practices are at the heart of the most infectious
diseases. Use examples to prove it.
What are the four areas of focus according to Bob Howard?
“Old enemies never dies.” Justify it medically.
A Sample

7. What are the four areas of focus according to Bob Howard?
…This will no doubt mean close cooperation with the CDC, which has
four areas of focus.
“First, you need surveillance,” says Bob Howard of the CDC’s National
Center for Infectious Diseases. Worldwide systems for tracking blips on
the disease radar screen are already being established. “You also have
to have science that is up-to-date and capable of dealing with what you
discover in the field,” Howard continues. “Once you do, you want to
have appropriate prevention and control in place, and that includes
communication to let people know what the threats are and how to
control or prevent the spread of that disease threat.
“Finally,” Howard adds, “there’s got to be that strong public health
infrastructure in place. If you don’t have a system in place, the three
previous things will not work.” The CDC estimates that a fully functional
prevention strategy would cost about $125 million annually - slightly
more than it cost to produce “Outbreak.”

Video
Objectives of the Presentation




To develop ability to prepare and deliver
subject-specific presentation
To provide opportunities for output
To help students build up confidence in using
English in subject-specific context
To check out if the students really understand
the material
A Summary of the Talk
To Sum Up

Carrier content matters in EAP courses.

Overcome our inertia in preparing class
operation: Change we can!

Don’t believe in one-size-fits-all way or
method.

Tailor our class activities.

Create opportunities to engage the students.
The more the better.

Learning by using works, and in most cases
works well.
Students’ Comments
1.
2.
3.
4.
很充实，上课内容贴近医学
老师上课认真，且注重与学生的互动，鼓励学生发
言，课程内容丰富
这门不仅拓宽了我的知识面，同时还锻炼了我在别
人面前发表自己看法的能力
上了您的课之后真心感觉学到了知识，教材编得很
好，知识点也很实用，频繁的pre也让我对这个原来
我很惧怕的东西感到了习以为常，站在台上也没有
以前那么紧张了，真的要感谢孙老师一个学期以来
的指导，祝顺利！
References




Dudley-Evans, T. (2001). English for Specific Purpose
in R. Carter, & D. Nunan (Eds.), The Cambridge guide
to teaching English to speakers of other languages.
Cambridge: Cambridge University Press.
Moore, M. G. (1989). Three types of
interaction. American Journal of Distance Education,
3(2), 1-7.
Swain, M. (1985). Communicative competence: Some
roles of comprehensible input and comprehensible
output in its development. Cited in Gass, S. &
Madden, C. (eds): Input in second language
acquisition. Rowley, MA: Newbury House.
文秋芳. (2013.4). “输出驱动假设”与课程教学创新.全
国高校大学英语教学发展学术研讨会.
Thank you!