以内容为依托的输出驱动型学术英语课程：以《学术英语（医...课件.pptVIP

Group Translation * 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 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 Year Cause Prevalence SARS 2002 - 2003 SARS Starting in China and spreading globally Avian flu 1995 H5N1 First reported in Hong Kong and becoming a global outbreak Swine flu 2009 H1N1 A pandemic starting in Mexico Page 26 * Option 3 A note-taking exercise