In order to improve students' specialized language proficiency

CBI was practiced in medical English teaching for postgraduates by integrating medical contents with their language learning. The practice was carried out in two classes with 82 postgraduates for 14 weeks

4 teaching hours a week. It included: ①needs analysis: a questionnaire was given to students in order to understand their learning background and needs from the course. ②design of the teaching content: the basic structure of human body being selected as the theme

the teaching mainly surrounded the basic structure

function and commonly seen diseases of the nine human anatomical systems. ③selection of teaching activities: it included in-class lectures

interactive learning activities

group tasks and extracurricular reading tasks. ④evaluation and adjustment: in-class evaluation involved in paraphrasing

role-play

quizzes etc. while extracurricular reading was evaluated by weekly reading journals. At the end of the course

a questionnaire and interview were conducted to collect students' comments and suggestions for the course. Results showed

through the process of learning meaningful content

students gained improvement not only in their medical knowledge but also in their language skills

which suggested CBI is an effective way to guide medical English teaching.