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o al-ready have some experience upon course entry. Since the writingcourse is part of those subject courses, students can relate theirsubject knowledge to the writing context. The target learners' per-formance is assessed 5 times in the middle of the semester. Thefreedom to choose a suitable textbook for the target group does ex-ist. The textbook that is used in class is supposed to be mainlywith some materials selected from the professional training courseof pharmacy. For example, some imported medicine package in-serts, etc. But because it is an undergraduate course, and after twoyears' study, there will be some other subject English followingthis course, we just choose some basic materials to build a funda-mental written structure for all the students. Since it is unrealisticfor the students to predict which specific skill their future jobs willrequire, the materials chosen by teacher seem to be more signifi-cant.Most of the materials are authentic and easy, since students'language proficiency is insufficiently advanced. Almost all the ma-terials taken from the textbook are selected from the exercises(Structured Writing). Meanwhile, the materials are samples ac-cording to schema theory, therefore, it is quite easy for the learnersowing to their relevance to the content-based instruction whichthey learn at university. It is possible to conduct a pre-course needsanalysis directly with the participants through questionnaires andinformal discussions and interviews. Course evaluation can bedone by means of tests, student feedback, teacher self-reports anddocuments.Before the course starts, students have acquired specific con-tent-based knowledge. From the third year to the fourth year theytake a compulsory subject English course and most of them havepassed the College English Test (CET-4). This course serves as thesupplement between their subject English and their college Eng-lish to further develop their English competency in the real phar-maceutical context.

3.2 Goals and objectives

The overall purpose of the course is to fully prepare the stu-dents for their future career because after the graduation they arelikely to seek employment in international companies, hospitalsand drug stores. After their entering the professional arena, theywill probably encounter some English problems in their jobs. Intheir future career, they may find themselves working in a compa-ny where English is widely spoken, or using English as a mediumof communication with other people who work in the same fieldfrom all over the world. Therefore, written work constitutes a vitalpart of the course. Goals By the end of the course, learners should be ableto familiarize themselves with pharmaceutical terminology andwrite competently in English. For example, they should be capableof writing appropriate academic papers. They must have the abilityof understanding different levels of pharmaceutical articles. Needs Analysis In order to conduct a thorough needsanalysis, a triangulation of questionnaires, informal discussions,interviews, and observation should be conducted before thecourse. Since this is not a new course designed and conducted, andwe use the material that is already tested through all the collegestudents. We do not send a questionnaire before the course. Thefollowing shows the structure of the needs analysis

4 Methods of the course

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