Abstract: Medical Terminology is a basic bridge language course with unique professional characteristics at medical schools. As an English for specific purposes (ESP) course, it can be offered to medical students at multiple levels and stages. Medical terms are long in length, looming in appearance, large in quantity, and laborious to pronounce, posing common challenges in teaching and learning that students feel difficult to effectively and efficiently distinguish and use them. Grounded in the educational goals for medical talents and the course syllabi, this paper employs the organ-system integration teaching within the theoretical framework of the production-oriented approach (POA). Using a terminology course for beginner medical undergraduates as an example, the author develops the tiered learning objectives, constructs a chain of output tasks, and elaborates on the specific pathways and key points, aiming to improve the quality of application-oriented medical terminology instruction.

Key words: medical terminology, production-orientated approach, learning objective, vocabulary instruction, English for specific purposes