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Abstract:EAP is the main branch of ESP and EAP is defined as “any English teaching that relates to a study purpose”. Four types of EAP situation should be considered when we practice EAP teaching in tertiary level context: EAP in an English-speaking country, EAP in ESL (English as a second language) situations, EAP situations in which certain subjects are taught in English and EAP situations where subject courses are taught in the national language. Today’s EAP teaching practice employs a number of approaches to highlight the language and discourse of particular academic genres rather than that in academic text. What is EAP English for Specific Purposes (ESP), according to whey they take place or discipline and professional area, is traditionally divided into two areas: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) (Dudley-Evans, T., & St John, M., 1998). So it is clear that EAP is the main branch of ESP and EAP is defined as “any English teaching that relates to a study purpose” (Dudley-Evans & St John, 1998, p.34). Other scholars gave their definitions, too. For example, “EAP is concerned with those communicative skills in English which are required for study purposes in formal educational systems” (Jordan, 1997, p.1). The history and development of EAP EAP teaching practice has widely carried out for almost 30 years. Every English language teacher of around none-native students in academic contexts would choose to teach “ with a view to the context rather than only to the language” (Hamp-Lyons, 2001, p.126). The term “English for Academic Purposes” was first introduced in 1974 and put into general use in 1975 (Jordan, 1997). In its history, the British organization SELMOUS ( Special English Language Materials for Overseas University Students) contributed a lot. The published papers of its annual meeting was entitled English for academic purposes (Cowie and Heaton, 1977, cited in Jordan, 1997, p. 1). Later in 1989, SELMOUS became BALEAP (British Association of Lecturers in English for Academic Purposes) and the professionalism in the teaching of EAP at tertiary level was then promoted. Besides, it is Strevens (1977, cited in Hamp-Lyons, 2001, p.126) who considered EAP as an area of ESP. He emphasized the teaching for practical command of language and that language teaching should meet the needs of language learners (Hamp-Lyons, 2001). Different from general English courses beginning with language, EAP is an educational approach beginning with the learners and situations; most general English courses focus on speaking and listening, while EAP on reading and writing (Hamp-Lyons, 2001). What’s more, EAP courses tend to teach learners formal, academic genres of the language rather than conventional and social genres as general English courses do (Hamp-Lyons, 2001). EAP courses are usually run by a certain bodies like Language Centers, English Language (Teaching) Centers or Units in UK, or departments with similar names and functions. The situation is also similar in other countries (Jordan, 1997). Settings of EAP According to Jordan (1997), EAP exists in different settings. Teachers thus have to do a careful work before designing the course and selecting relevant teaching materials in order to match their teaching situations. Dudley-Evans and St John (1998, p.34) also pointed out that “the key determinant of what an EAP course should contain is whether or not the subject course is taught in Engli