I Unit Objectives
1 Ss understand what and how to prepare for the interpreting tasks in the long run
2 Ss find ways to improve your interpreting skills and performance
3 Ss master the basic words and expressions about protocol routine
4 Ss know some cultural background knowledge about protocol routine
II Materials andor equipment
1 Business Interpreting
2
3 Other reference materials prepared by the teacher
4 Overhead projector
5 Computer
III Focus Points and Teaching Procedures
Phase 1 Preparing 50 m
I An Overview of Interpreting 15 m
l Definition and Types of Interpreting
1) Consecutive Interpreting 2) Simultaneous Interpreting
l
l Past and Present of Interpreting
1) Development of Modern Interpreting 2) Professional Interpreting In China
l Features and Process of interpreting
1) Features of Interpreting
1. Extemporaneousness(席性)
2. Stressfulness(紧张性)
3. Independence(独立性)
4. Comprehensiveness(综合性)
5.
6. Miscellaneousness(面性)
2) Process of Interpreting
l Basic Requirements for Interpreters
1) A Strong Sense of Duty
2) A High Level of Linguistic Proficiency
3) Wide Encyclopedic Knowledge
4) A Good Mastery of Interpreting Skills
l Professional Codes of Conduct
II Theory & Techniques Longterm Preparation 20 m
l Warmup activity
l Presentation
1 Two Types of Preinterpreting Preparation
2 What and How to Prepare in the Long Run
III Phrase Interpreting 5 m
l Chinese English EnglishChinese
IV Sentence Interpreting 10 m
l
l Chinese English EnglishChinese
Phase 2 Performing 30 m
I DecodingNotes Taking 5 m
Play the CD of text A ask the students to catch the main ideas of the speech Note down the key points while listening Then tell the main ideas of the speech with the help of their notes
II MemorizingStory Retelling 5 m
Play the CD again Ask some students to listen to the recordings of Text A again Try to catch more details and improve their notes Then retell the speech in their own words with the help of the notes
III EncodingMessage Reconstructing 10 m
l Play the CD again paragraph by paragraph then ask the students to interpret the passage during the pauses according to the notes they have taken Choose some of the representatives to do it in class
l '
l Show the reference note to the students ask them to compare it with their own
l Then play the CD again which presenting the reference key This time the teacher will help them to check the interpretation
IV Coordinating—Field Interpreting 10 m
l Play the CD of text B with a pause after each paragraph Ask the students to take some notes while listening to the dialogue
l Ask two students to interpret what they have heard with the key points on their notes
l Choose some of the representatives to do it in class
l Then play the CD again which presenting the reference key This time the teacher will help them to check the interpretation
Phase 3 Packaging 20 m
)
I Interpreting and Assessment 15 m
l Play the CD of text C with a pause after each paragraph Ask the students to take some notes while listening to the speech
l Ask some students to interpret what they have heard with the key point on their notes
l Then ask two of them to do it again one read the passage the other tries to be the interpreter Choose some of the representatives to do it in class
l Then play the CD again which presenting the reference key This time the teacher will help them to check the interpretation
l While the students are doing the interpretation of Text C ask the other groups to make assessment with their group members on the assessment form with the criterion given In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well
II Points to Remember 5 m
l A wellprepared interpreter is usually confident and relaxed and an experienced interpreter never stops preparing for the interpreting tasks
l
l Interpreters must continually work to improve their mastery of basic linguistic and interpreting skills command of general and subject knowledge and a strong crosscultural awareness
l It is advisable for the trainees to keep on practicing interpreting reading widely and learning to collect and summarize what has been learned
After class activities
I Supplementary Exercises
l Task I Simulation Exercises
Divide the students into several groups ask them to roleplay the following situations They can make dialogues or speeches according to the words and expressions they have learned in the language bank acting as the Chinese speaker English speaker and the interpreter respectively One group will be invited to perform in class
l Task 2 Vocabulary Development
Ask the students to read the following words and expressions about business travel Try to keep them in mind so that they can put them to use in the simulation situations Make some explanations where necessary And ask them to find more to enrich the language bank
l
l Task 3 Cultural Salon
Ask the students to read the following presentation and try to get some cultural knowledge about travel arrangements And make a group discussion about it Make certain explanations where necessary
l Task 4 Interpreting Practice
Ask the students to work on the following sentences and text D Interpret them into Chinese and English respectively Then present the reference key to help them to check the answers
A Sentence Interpreting B Text Interpreting—Text D
II Selfassessment
l After the students have completed all the tasks in this unit ask them to finish the following assessment form by themselves This form contains some key points of interpretation skills words and expressions cultural background knowledge and the performance they have given The teacher may give the reference answers to each element they have learned during this unit where necessary
III Feedback and Comments
l
l After they have finished the interpretation ask the students to tell their classmates and teacher how they feel about the performance Then you will make an overall comment on each of their performance and give your suggestion with the help of the following assessment form
Unit Two Ceremonial Address
I Unit Objectives
5 Ss understand what and how to prepare for the interpreting tasks in the short run
6 Ss find ways to improve your interpreting skills and performance
7 Ss master the basic words and expressions about ceremonial address
8
9 Ss know some cultural background knowledge about ceremonial address
II Materials andor equipment
6 Business Interpreting
7 Other reference materials prepared by the teacher
8 Overhead projector
9 Computer
III Focus Points and Teaching Procedures
Phase 1 Preparing 50 m
\
I Simulation 15 m
Divide the students into several groups ask them to roleplay the following situations They can make dialogues or speeches according to the words and expressions they have learned in the language bank acting as the Chinese speaker English speaker and the interpreter respectively One group will be invited to perform in class
l While the students are doing the simulation interpretation ask the other groups to make assessment with their group members on the assessment form with the criterion given In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well
II Theory & Techniques Shortterm preparation 20 m
l Warmup activity
l Presentation
1. What to Prepare
2. How to Prepare
(
A Sample Question List
To Organizer
1 May I have the schedule Will there be any changes about the schedule
2 Is it possible for me to have the speakers’ speech drafts or ppt slides
3 Who will attend the conference Is there a Q & A session
4 Who are the keynote speakers How can I get in touch with them
To Speaker
1 How long will the speech last
2
3 What are your main points Are you going to add or cut any points
4 Are you going to use any technical terms
5 May I have your draft or ppt slides
III Phrase Interpreting 5 m
l Chinese English EnglishChinese
IV Sentence Interpreting 10 m
l Chinese English EnglishChinese
Phase 2 Performing 30 m
]
I DecodingNotes Taking 5 m
Play the CD of text A ask the students to catch the main ideas of the speech Note down the key points while listening Then tell the main ideas of the speech with the help of their notes
II MemorizingStory Retelling 5 m
Play the CD again Ask some students to listen to the recordings of Text A again Try to catch more details and improve their notes Then retell the speech in their own words with the help of the notes
III EncodingMessage Reconstructing 10 m
l Play the CD again paragraph by paragraph then ask the students to interpret the passage during the pauses according to the notes they have taken Choose some of the representatives to do it in class
l Show your note to the students ask them to compare it with their own
l Then play the CD again which presenting the reference key This time the teacher will help them to check the interpretation
IV Coordinating—Field Interpreting 10 m
l Play the CD of text B with a pause after each paragraph Ask the students to take some notes while listening to the dialogue
l Ask two students to interpret what they have heard with the key points on their notes
l Choose some of the representatives to do it in class
l Then play the CD again which presenting the reference key This time the teacher will help them to check the interpretation
Phase 3 Packaging 20 m
I Interpreting and Assessment 15 m
l Play the CD of text C with a pause after each paragraph Ask the students to take some notes while listening to the speech
l
l Ask some students to interpret what they have heard with the key point on their notes
l Then ask two of them to do it again one read the passage the other tries to be the interpreter Choose some of the representatives to do it in class
l Then play the CD again which presenting the reference key This time the teacher will help them to check the interpretation
l While the students are doing the interpretation of Text C ask the other groups to make assessment with their group members on the assessment form with the criterion given In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well
II Points to Remember 5 m
l The shortterm preparation refers to the job that can only be prepared shortly before the interpreting task is taken
l The interpreter shall beforehand prepare the relevant documents and terminology dictionaries and notebooks proper dresses and name cards
l The following three ways are suggested when making shortterm preinterpreting preparation namely read through the relevant documents surf the internet contact the organizer and the speakers
After class activities
I Supplementary Exercises
l Task I Simulation Exercises
Divide the students into several groups ask them to roleplay the following situations They can make dialogues or speeches according to the words and expressions they have learned in the language bank acting as the Chinese speaker English speaker and the interpreter respectively One group will be invited to perform in class
l Task 2 Vocabulary Development
Ask the students to read the following words and expressions about business travel Try to keep them in mind so that they can put them to use in the simulation situations Make some explanations where necessary And ask them to find more to enrich the language bank
l Task 3 Cultural Salon
]
Ask the students to read the following presentation and try to get some cultural knowledge about travel arrangements And make a group discussion about it Make certain explanations where necessary
l Task 4 Interpreting Practice
Ask the students to work on the following sentences and text D Interpret them into Chinese and English respectively Then present the reference key to help them to check the answers
A Sentence Interpreting
B Text Interpreting—Text D
II Selfassessment
l After the students have completed all the tasks in this unit ask them to finish the following assessment form by themselves This form contains some key points of interpretation skills words and expressions cultural background knowledge and the performance they have given The teacher may give the reference answers to each element they have learned during this unit where necessary
III Feedback and Comments
l
l After they have finished the interpretation ask the students to tell their classmates and teacher how they feel about the performance Then you will make an overall comment on each of their performance and give your suggestion with the help of the following assessment form
Unit Three Dinner Party
I Unit Objectives
1 Ss understand the importance and guidelines of active listening
2 Ss find ways to improve your interpreting skills and performance
3 Ss master the basic words and expressions about dinner party
4 Ss know some cultural background knowledge about dinner party
II Materials andor equipment
10 Business Interpreting
11 Other reference materials prepared by the teacher
12 Overhead projector
13 Computer
III Focus Points and Teaching Procedures
Phase 1 Preparing 50 m
I Simulation 15 m
—
Divide the students into several groups ask them to roleplay the following situations They can make dialogues or speeches according to the words and expressions they have learned in the language bank acting as the Chinese speaker English speaker and the interpreter respectively One group will be invited to perform in class
l While the students are doing the simulation interpretation ask the other groups to make assessment with their group members on the assessment form with the criterion given In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well
II Theory & Techniques Active Listening 20 m
l Warmup activity
l Presentation
1. Decoding in Interpreter’s Training
2. Three Guidelines for Active Listening
3 Three Methods to Listen Actively
III Phrase Interpreting 5 m
l Chinese English EnglishChinese
IV Sentence Interpreting 10 m
l Chinese English EnglishChinese
Phase 2 Performing 30 m
I DecodingNotes Taking 5 m
Play the CD of text A ask the students to catch the main ideas of the speech Note down the key points while listening Then tell the main ideas of the speech with the help of their notes
II MemorizingStory Retelling 5 m
Play the CD again Ask some students to listen to the recordings of Text A again Try to catch more details and improve their notes Then retell the speech in their own words with the help of the notes
III EncodingMessage Reconstructing 10 m
l Play the CD again paragraph by paragraph then ask the students to interpret the passage during the pauses according to the notes they have taken Choose some of the representatives to do it in class
l Show your note to the students ask them to compare it with their own
l Then play the CD again which presenting the reference key This time the teacher will help them to check the interpretation
IV Coordinating—Field Interpreting 10 m
l #
l Play the CD of text B with a pause after each paragraph Ask the students to take some notes while listening to the dialogue
l Ask two students to interpret what they have heard with the key points on their notes
l Choose some of the representatives to do it in class
l Then play the CD again which presenting the reference key This time the teacher will help them to check the interpretation
Phase 3 Packaging 20 m
I Interpreting and Assessment 15 m
l Play the CD of text C with a pause after each paragraph Ask the students to take some notes while listening to the speech
l Ask some students to interpret what they have heard with the key point on their notes
l
l Then ask two of them to do it again one read the passage the other tries to be the interpreter Choose some of the representatives to do it in class
l Then play the CD again which presenting the reference key This time the teacher will help them to check the interpretation
l While the students are doing the interpretation of Text C ask the other groups to make assessment with their group members on the assessment form with the criterion given In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well
II Points to Remember 5 m
l Decoding is the first step in interpreting
l Both CI and SI require not ordinary listening but active listening
l Interpreters listen to meaning instead of words they listen for both content and attitude and they listen with ears eyes heart
l To improve the efficiency of active listening interpreters are supposed to sit or stand comfortably upright observe the speaker’s body language and try to visualize the words
After class activities
I Supplementary Exercises
l Task I Simulation Exercises
Divide the students into several groups ask them to roleplay the following situations They can make dialogues or speeches according to the words and expressions they have learned in the language bank acting as the Chinese speaker English speaker and the interpreter respectively One group will be invited to perform in class
l Task 2 Vocabulary Development
Ask the students to read the following words and expressions about business travel Try to keep them in mind so that they can put them to use in the simulation situations Make some explanations where necessary And ask them to find more to enrich the language bank
l Task 3 Cultural Salon
Ask the students to read the following presentation and try to get some cultural knowledge about travel arrangements And make a group discussion about it Make certain explanations where necessary
l Task 4 Interpreting Practice
Ask the students to work on the following sentences and text D Interpret them into Chinese and English respectively Then present the reference key to help them to check the answers
A Sentence Interpreting
B Text Interpreting—Text D
II Selfassessment
l After the students have completed all the tasks in this unit ask them to finish the following assessment form by themselves This form contains some key points of interpretation skills words and expressions cultural background knowledge and the performance they have given The teacher may give the reference answers to each element they have learned during this unit where necessary
III Feedback and Comments
l &
l After they have finished the interpretation ask the students to tell their classmates and teacher how they feel about the performance Then you will make an overall comment on each of their performance and give your suggestion with the help of the following assessment form
Unit Four Business Travel
I Unit Objectives
1 Ss understand the ways to identify the main ideas of the source text
2 Ss find ways to improve your interpreting skills and performance
3 Ss master the basic words and expressions about business travel
4 Ss know some cultural background knowledge about business travel
>
II Materials andor equipment
14 Business Interpreting
15 Other reference materials prepared by the teacher
16 Overhead projector
17 Computer
III Focus Points and Teaching Procedures
Phase 1 Preparing 50m
I Simulation 15m
l Divide the students into several groups ask them to roleplay the following situations They can make dialogues or speeches according to the words and expressions they have learned in the language bank acting as the Chinese speaker English speaker and the interpreter respectively One group will be invited to perform in class assessment with their group members on the assessment form with the criterion given In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well
II Theory & Techniques Discourse Analysis 20m
l Warmup activity
l Presentation
1 Identification of the Speech Types
1) Descriptive Writing 2) Narrative Writing
3) Expositive Writing 4) Persuasive Writing
(
2 Identification of the Main Ideas
1) Sentence Level 2) Discourse Level
III Phrase Interpreting 5 m
l Chinese English EnglishChinese
IV Sentence Interpreting 10 m
l Chinese English EnglishChinese
Phase 2 Performing 30 m
}
I DecodingNotes Taking 5 m
Play the CD of text A ask the students to catch the main ideas of the speech Note down the key points while listening Then tell the main ideas of the speech with the help of their notes
II MemorizingStory Retelling 5 m
Play the CD again Ask some students to listen to the recordings of Text A again Try to catch more details and improve their notes Then retell the speech in their own words with the help of the notes
III EncodingMessage Reconstructing 10 m
l Play the CD again paragraph by paragraph then ask the students to interpret the passage during the pauses according to the notes they have taken Choose some of the representatives to do it in class
l Show your note to the students ask them to compare it with their own
l
l Then play the CD again which presenting the reference key This time the teacher will help them to check the interpretation
IV Coordinating—Field Interpreting 10 m
l Play the CD of text B with a pause after each paragraph Ask the students to take some notes while listening to the dialogue
l Ask two students to interpret what they have heard with the key points on their notes
l Choose some of the representatives to do it in class
l Then play the CD again which presenting the reference key This time the teacher will help them to check the interpretation
Phase 3 Packaging 20 m
I Interpreting and Assessment 15 m
l
l Play the CD of text C with a pause after each paragraph Ask the students to take some notes while listening to the speech
l Ask some students to interpret what they have heard with the key point on their notes
l Then ask two of them to do it again one read the passage the other tries to be the interpreter Choose some of the representatives to do it in class
l Then play the CD again which presenting the reference key This time the teacher will help them to check the interpretation
l While the students are doing the interpretation of Text C ask the other groups to make assessment with their group members on the assessment form with the criterion given In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well
II Points to Remember 5 m
l An analysis of speech types is a determinant factor in interpreting
l There are four basic speech types descriptive persuasive expository and narrative
l
l The main ideas of the source speech can be identified at the sentence level and at the discourse level
l The most important task for an interpreter is to discern from the clusters of utterances the subject verb and object
After class activities
I Supplementary Exercises
l Task I Simulation Exercises
Divide the students into several groups ask them to roleplay the following situations They can make dialogues or speeches according to the words and expressions they have learned in the language bank acting as the Chinese speaker English speaker and the interpreter respectively One group will be invited to perform in class
l Task 2 Vocabulary Development
}
Ask the students to read the following words and expressions about business travel Try to keep them in mind so that they can put them to use in the simulation situations Make some explanations where necessary And ask them to find more to enrich the language bank
l Task 3 Cultural Salon
Ask the students to read the following presentation and try to get some cultural knowledge about travel arrangements And make a group discussion about it Make certain explanations where necessary
l Task 4 Interpreting Practice
Ask the students to work on the following sentences and text D Interpret them into Chinese and English respectively Then present the reference key to help them to check the answers
A Sentence Interpreting
B Text Interpreting—Text D
II Selfassessment
l …
l After the students have completed all the tasks in this unit ask them to finish the following assessment form by themselves This form contains some key points of interpretation skills words and expressions cultural background knowledge and the performance they have given The teacher may give the reference answers to each element they have learned during this unit where necessary
III Feedback and Comments
l After they have finished the interpretation ask the students to tell their classmates and teacher how they feel about the performance Then you will make an overall comment on each of their performance and give your suggestion with the help of the following assessment form
Unit Five Business Interview
I Unit Objectives
1 Ss understand the importance and features of note taking in interpreting
2 Ss find ways to improve your interpreting skills and performance
3 \
4 Ss master the basic words and expressions about business interview
5 Ss know some cultural background knowledge about business interview
II Materials andor equipment
18 Business Interpreting
19 Other reference materials prepared by the teacher
20 Overhead projector
21 Computer
III Focus Points and Teaching Procedures
Phase 1 Preparing 50 m
I Simulation 15 m
l Divide the students into several groups ask them to roleplay the following situations They can make dialogues or speeches according to the words and expressions they have learned in the language bank acting as the Chinese speaker English speaker and the interpreter respectively One group will be invited to perform in class
l While the students are doing the simulation interpretation ask the other groups to make assessment with their group members on the assessment form with the criterion given In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well
II Theory & Techniques Note Taking I 20m
l Warmup activity
l Presentation
1 Note Taking—an Aid and an Evil
2 Two Features of Notetaking
III Phrase Interpreting 5 m
l Chinese English EnglishChinese
IV Sentence Interpreting 10 m
l Chinese English EnglishChinese
Phase 2 Performing 50m
I DecodingNotes Taking 15m
Play the CD of text A ask the students to catch the main ideas of the speech Note down the key points while listening Then tell the main ideas of the speech with the help of their notes
II MemorizingStory Retelling
Play the CD again Ask some students to listen to the recordings of Text A again Try to catch more details and improve their notes Then retell the speech in their own words with the help of the notes
III EncodingMessage Reconstructing
l Play the CD again paragraph by paragraph then ask the students to interpret the passage during the pauses according to the notes they have taken Choose some of the representatives to do it in class
l Show your note to the students ask them to compare it with their own
l Then play the CD again which presenting the reference key This time the teacher will help them to check the interpretation
IV Coordinating—Field Interpreting 10 m
l Play the CD of text B with a pause after each paragraph Ask the students to take some notes while listening to the dialogue
l
l Ask two students to interpret what they have heard with the key points on their notes
l Choose some of the representatives to do it in class
l Then play the CD again which presenting the reference key This time the teacher will help them to check the interpretation
Phase 3 Packaging 20 m
I Interpreting and Assessment 15 m
l Play the CD of text C with a pause after each paragraph Ask the students to take some notes while listening to the speech
l Ask some students to interpret what they have heard with the key point on their notes
l Then ask two of them to do it again one read the passage the other tries to be the interpreter Choose some of the representatives to do it in class
l ^
l Then play the CD again which presenting the reference key This time the teacher will help them to check the interpretation
l While the students are doing the interpretation of Text C ask the other groups to make assessment with their group members on the assessment form with the criterion given In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well
II Points to Remember 5 m
l Notetaking is said to be an important aid and a necessary evil
l The purpose of note taking in interpreting is to supplement memory efficiency
l Notes are essentially individual in character
After class activities
@
I Supplementary Exercises
l Task I Simulation Exercises
Divide the students into several groups ask them to roleplay the following situations They can make dialogues or speeches according to the words and expressions they have learned in the language bank acting as the Chinese speaker English speaker and the interpreter respectively One group will be invited to perform in class
l Task 2 Vocabulary Development
Ask the students to read the following words and expressions about business travel Try to keep them in mind so that they can put them to use in the simulation situations Make some explanations where necessary And ask them to find more to enrich the language bank
l Task 3 Cultural Salon
Ask the students to read the following presentation and try to get some cultural knowledge about travel arrangements And make a group discussion about it Make certain explanations where necessary
l Task 4 Interpreting Practice
{
Ask the students to work on the following sentences and text D Interpret them into Chinese and English respectively Then present the reference key to help them to check the answers
A Sentence Interpreting
B Text Interpreting—Text D
II Selfassessment
l After the students have completed all the tasks in this unit ask them to finish the following assessment form by themselves This form contains some key points of interpretation skills words and expressions cultural background knowledge and the performance they have given The teacher may give the reference answers to each element they have learned during this unit where necessary
III Feedback and Comments
l After they have finished the interpretation ask the students to tell their classmates and teacher how they feel about the performance Then you will make an overall comment on each of their performance and give your suggestion with the help of the following assessment form
Unit Six Business Advertisement
I Unit Objectives
1 Ss understand what notes to take and how to take notes in interpreting
2 Ss find ways to improve your interpreting skills and performance
6 Ss master the basic words and expressions about business advertisement
7 Ss know some cultural background knowledge about business advertisement
II Materials andor equipment
22
23 Business Interpreting
24 Other reference materials prepared by the teacher
25 Overhead projector
26 Computer
III Focus Points and Teaching Procedures
Phase 1 Preparing 50m
I Simulation 15m
Divide the students into several groups ask them to roleplay the following situations They can make dialogues or speeches according to the words and expressions they have learned in the language bank acting as the Chinese speaker English speaker and the interpreter respectively One group will be invited to perform in class
l ^
l While the students are doing the simulation interpretation ask the other groups to make assessment with their group members on the assessment form with the criterion given In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well
II Theory & Techniques Note Taking II 20m
l Warmup activity
l Presentation
1 What Notes To Take
2 How To Take Notes
III Phrase Interpreting 5 m
l Chinese English
l \
l EnglishChinese
IV Sentence Interpreting 10 m
l Chinese English
l EnglishChinese
Phase 2 Performing 30 m
I DecodingNotes Taking 5 m
Play the CD of text A ask the students to catch the main ideas of the speech Note down the key points while listening Then tell the main ideas of the speech with the help of their notes
II MemorizingStory Retelling 5 m
^
Play the CD again Ask some students to listen to the recordings of Text A again Try to catch more details and improve their notes Then retell the speech in their own words with the help of the notes
III EncodingMessage Reconstructing 10 m
l Play the CD again paragraph by paragraph then ask the students to interpret the passage during the pauses according to the notes they have taken Choose some of the representatives to do it in class
l Show your note to the students ask them to compare it with their own
l Then play the CD again which presenting the reference key This time the teacher will help them to check the interpretation
IV Coordinating—Field Interpreting 10 m
l Play the CD of text B with a pause after each paragraph Ask the students to take some notes while listening to the dialogue
l Ask two students to interpret what they have heard with the key points on their notes
l :
l Choose some of the representatives to do it in class
l Then play the CD again which presenting the reference key This time the teacher will help them to check the interpretation
Phase 3 Packaging 20 m
I Interpreting and Assessment 15 m
l Play the CD of text C with a pause after each paragraph Ask the students to take some notes while listening to the speech
l Ask some students to interpret what they have heard with the key point on their notes
l Then ask two of them to do it again one read the passage the other tries to be the interpreter Choose some of the representatives to do it in class
l Then play the CD again which presenting the reference key This time the teacher will help them to check the interpretation
l
l While the students are doing the interpretation of Text C ask the other groups to make assessment with their group members on the assessment form with the criterion given In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well
II Points to Remember 5 m
l Interpreters are supposed to note down the following elements while listening key words and main ideas figures proper names and list links and transitional expression beginning and ending
l Interpreters are advised to follow the following principles while taking notes take the notes in columns use abbreviations and symbols few words and more lines be logical and legible
After class activities
I Supplementary Exercises
l Task I Simulation Exercises
Divide the students into several groups ask them to roleplay the following situations They can make dialogues or speeches according to the words and expressions they have learned in the language bank acting as the Chinese speaker English speaker and the interpreter respectively One group will be invited to perform in class
l
l Task 2 Vocabulary Development
Ask the students to read the following words and expressions about business travel Try to keep them in mind so that they can put them to use in the simulation situations Make some explanations where necessary And ask them to find more to enrich the language bank
l Task 3 Cultural Salon
Ask the students to read the following presentation and try to get some cultural knowledge about travel arrangements And make a group discussion about it Make certain explanations where necessary
l Task 4 Interpreting Practice
Ask the students to work on the following sentences and text D Interpret them into Chinese and English respectively Then present the reference key to help them to check the answers
A Sentence Interpreting
B Text Interpreting—Text D
II Selfassessment
l After the students have completed all the tasks in this unit ask them to finish the following assessment form by themselves This form contains some key points of interpretation skills words and expressions cultural background knowledge and the performance they have given The teacher may give the reference answers to each element they have learned during this unit where necessary
III Feedback and Comments
l After they have finished the interpretation ask the students to tell their classmates and teacher how they feel about the performance Then you will make an overall comment on each of their performance and give your suggestion with the help of the following assessment form
Unit Seven Business Presentation
I Unit Objectives
1 Ss understand what notes to take and how to take notes in interpreting
2 Ss find ways to improve your interpreting skills and performance
8 @
9 Ss master the basic words and expressions about business advertisement
10 Ss know some cultural background knowledge about business advertisement
II Materials andor equipment
27 Business Interpreting
28 Other reference materials prepared by the teacher
29 Overhead projector
30 Computer
III Focus Points and Teaching Procedures
Phase 1 Preparing 50 m
I Simulation 15 m
Divide the students into several groups ask them to roleplay the following situations They can make dialogues or speeches according to the words and expressions they have learned in the language bank acting as the Chinese speaker English speaker and the interpreter respectively One group will be invited to perform in class
l While the students are doing the simulation interpretation ask the other groups to make assessment with their group members on the assessment form with the criterion given In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well
2 Theory & Techniques Note Taking III 20m
l Warmup activity
l Presentation
1 Symbols and Abbreviations 2 Cases Study
III Phrase Interpreting 5 m
l Chinese English
l EnglishChinese
IV Sentence Interpreting 10 m
l Chinese English
l EnglishChinese
Phase 2 Performing 30 m
I DecodingNotes Taking 5 m
@
Play the CD of text A ask the students to catch the main ideas of the speech Note down the key points while listening Then tell the main ideas of the speech with the help of their notes
II MemorizingStory Retelling 5 mPlay the CD again Ask some students to listen to the recordings of Text A again Try to catch more details and improve their notes Then retell the speech in their own words with the help of the notes
III EncodingMessage Reconstructing 10 m
l Play the CD again paragraph by paragraph then ask the students to interpret the passage during the pauses according to the notes they have taken Choose some of the representatives to do it in class
l Show your note to the students ask them to compare it with their own
l Then play the CD again which presenting the reference key This time the teacher will help them to check the interpretation
IV Coordinating—Field Interpreting 10 m
l Play the CD of text B with a pause after each paragraph Ask the students to take some notes while listening to the dialogue
l
l Ask two students to interpret what they have heard with the key points on their notes
l Choose some of the representatives to do it in class
l Then play the CD again which presenting the reference key This time the teacher will help them to check the interpretation
Phase 3 Packaging 20 m
I Interpreting and Assessment 15 m
l Play the CD of text C with a pause after each paragraph Ask the students to take some notes while listening to the speech
l Ask some students to interpret what they have heard with the key point on their notes
l Then ask two of them to do it again one read the passage the other tries to be the interpreter Choose some of the representatives to do it in class
l <
l Then play the CD again which presenting the reference key This time the teacher will help them to check the interpretation
l While the students are doing the interpretation of Text C ask the other groups to make assessment with their group members on the assessment form with the criterion given In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well
II Points to Remember 5 m
l Symbols and abbreviations account for a large part of notetaking
l The advantages of most signs and symbols is the fact that they do not belong to any particular language and can be written in one language and read out in another without much effort as is the case of numerals
l The symbols and abbreviations can be divided into various categories such as symbols from the alphabet punctuations marks mathematical symbols the arrows etc
After class activities
I Supplementary Exercises
l Task I Simulation Exercises
Divide the students into several groups ask them to roleplay the following situations They can make dialogues or speeches according to the words and expressions they have learned in the language bank acting as the Chinese speaker English speaker and the interpreter respectively One group will be invited to perform in class
l Task 2 Vocabulary Development
Ask the students to read the following words and expressions about business travel Try to keep them in mind so that they can put them to use in the simulation situations Make some explanations where necessary And ask them to find more to enrich the language bank
l Task 3 Cultural Salon
Ask the students to read the following presentation and try to get some cultural knowledge about travel arrangements And make a group discussion about it Make certain explanations where necessary
l Task 4 Interpreting Practice
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Ask the students to work on the following sentences and text D Interpret them into Chinese and English respectively Then present the reference key to help them to check the answers
A Sentence Interpreting
B Text Interpreting—Text D
II Selfassessment
l After the students have completed all the tasks in this unit ask them to finish the following assessment form by themselves This form contains some key points of interpretation skills words and expressions cultural background knowledge and the performance they have given The teacher may give the reference answers to each element they have learned during this unit where necessary
III Feedback and Comments
l After they have finished the interpretation ask the students to tell their classmates and teacher how they feel about the performance Then you will make an overall comment on each of their performance and give your suggestion with the help of the following assessment form
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Unit Eight Press Conference
I Unit Objectives
1 Ss understand the importance and process of memory in interpreting
2 Ss find ways to improve your interpreting skills and performance
11 Ss master the basic words and expressions about
12 Ss know some cultural background knowledge about China’s foreign policy
II Materials andor equipment
31 :
32 Business Interpreting
33 Other reference materials prepared by the teacher
34 Overhead projector
35 Computer
III Focus Points and Teaching Procedures
Phase 1 Preparing 50 m
I Simulation 15 m
Divide the students into several groups ask them to roleplay the following situations They can make dialogues or speeches according to the words and expressions they have learned in the language bank acting as the Chinese speaker English speaker and the interpreter respectively One group will be invited to perform in class
l …
l While the students are doing the simulation interpretation ask the other groups to make assessment with their group members on the assessment form with the criterion given In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well
II Theory & Techniques Story Retelling I 20m
l Warmup activity
l Presentation
1 Memory in interpreting 2 The Process of Memory
III Phrase Interpreting 5 m
l Chinese English EnglishChinese
IV Sentence Interpreting 10 m
l
l Chinese English EnglishChinese
Phase 2 Performing 30 m
I DecodingNotes Taking 5 m
Play the CD of text A ask the students to catch the main ideas of the speech Note down the key points while listening Then tell the main ideas of the speech with the help of their notes
II MemorizingStory Retelling 5 m
Play the CD again Ask some students to listen to the recordings of Text A again Try to catch more details and improve their notes Then retell the speech in their own words with the help of the notes
III EncodingMessage Reconstructing 10 m
l Play the CD again paragraph by paragraph then ask the students to interpret the passage during the pauses according to the notes they have taken Choose some of the representatives to do it in class
l
l Show your note to the students ask them to compare it with their own
l Then play the CD again which presenting the reference key This time the teacher will help them to check the interpretation
IV Coordinating—Field Interpreting 10 m
l Play the CD of text B with a pause after each paragraph Ask the students to take some notes while listening to the dialogue
l Ask two students to interpret what they have heard with the key points on their notes
l Choose some of the representatives to do it in class
l Then play the CD again which presenting the reference key This time the teacher will help them to check the interpretation
Phase 3 Packaging 20 m
I Interpreting and Assessment 15 m
l Play the CD of text C with a pause after each paragraph Ask the students to take some notes while listening to the speech
l Ask some students to interpret what they have heard with the key point on their notes
l Then ask two of them to do it again one read the passage the other tries to be the interpreter Choose some of the representatives to do it in class
l Then play the CD again which presenting the reference key This time the teacher will help them to check the interpretation
l While the students are doing the interpretation of Text C ask the other groups to make assessment with their group members on the assessment form with the criterion given In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well
II Points to Remember 5 m
l An interpreter needs an extraordinary memory
l
l The more meaningful the information the shorter it takes for it to be committed to memory and the easier it is to remember
l The studies of human memory usually make a distinction between shortterm and longterm memory
l The process of memory involves three stages encoding information storing information and retrieving information
After class activities
I Supplementary Exercises
l Task I Simulation Exercises
Divide the students into several groups ask them to roleplay the following situations They can make dialogues or speeches according to the words and expressions they have learned in the language bank acting as the Chinese speaker English speaker and the interpreter respectively One group will be invited to perform in class
l &
l Task 2 Vocabulary Development
Ask the students to read the following words and expressions about business travel Try to keep them in mind so that they can put them to use in the simulation situations Make some explanations where necessary And ask them to find more to enrich the language bank
l Task 3 Cultural Salon
Ask the students to read the following presentation and try to get some cultural knowledge about travel arrangements And make a group discussion about it Make certain explanations where necessary
l Task 4 Interpreting Practice
Ask the students to work on the following sentences and text D Interpret them into Chinese and English respectively Then present the reference key to help them to check the answers
A Sentence Interpreting B Text Interpreting—Text D
II Selfassessment
l After the students have completed all the tasks in this unit ask them to finish the following assessment form by themselves This form contains some key points of interpretation skills words and expressions cultural background knowledge and the performance they have given The teacher may give the reference answers to each element they have learned during this unit where necessary
III Feedback and Comments
l After they have finished the interpretation ask the students to tell their classmates and teacher how they feel about the performance Then you will make an overall comment on each of their performance and give your suggestion with the help of the following assessment form
Unit Nine Enterprise Introduction
I Unit Objectives
1 Ss understand the importance process and tactics of story retelling
2 Ss find ways to improve your interpreting skills and performance
3 Ss master the basic words and expressions about enterprise introduction
4 Ss know some cultural background knowledge about enterprise introduction
II Materials andor equipment
36 Business Interpreting
37 Other reference materials prepared by the teacher
38 Overhead projector
39 Computer
III Focus Points and Teaching Procedures
Phase 1 Preparing 50 m
I Simulation 15 m
Divide the students into several groups ask them to roleplay the following situations They can make dialogues or speeches according to the words and expressions they have learned in the language bank acting as the Chinese speaker English speaker and the interpreter respectively One group will be invited to perform in class
l While the students are doing the simulation interpretation ask the other groups to make assessment with their group members on the assessment form with the criterion given In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well
II Theory & Techniques Story Retelling II 20m
l Warmup activity
l Presentation
1 Story Retelling and Memory Training
2 Tactics for Story Retelling
III Phrase Interpreting 5 m
l Chinese English EnglishChinese
IV Sentence Interpreting 10 m
l Chinese English EnglishChinese
Phase 2 Performing 30 m
I DecodingNotes Taking 5 m
Play the CD of text A ask the students to catch the main ideas of the speech Note down the key points while listening Then tell the main ideas of the speech with the help of their notes
II MemorizingStory Retelling 5 m
Play the CD again Ask some students to listen to the recordings of Text A again Try to catch more details and improve their notes Then retell the speech in their own words with the help of the notes
III EncodingMessage Reconstructing 10 m
l Play the CD again paragraph by paragraph then ask the students to interpret the passage during the pauses according to the notes they have taken Choose some of the representatives to do it in class
l Show your note to the students ask them to compare it with their own
l Then play the CD again which presenting the reference key This time the teacher will help them to check the interpretation
IV Coordinating—Field Interpreting 10 m
l Play the CD of text B with a pause after each paragraph Ask the students to take some notes while listening to the dialogue
l Ask two students to interpret what they have heard with the key points on their notes
l Choose some of the representatives to do it in class
l Then play the CD again which presenting the reference key This time the teacher will help them to check the interpretation
Phase 3 Packaging 20 m
I Interpreting and Assessment 15 m
l Play the CD of text C with a pause after each paragraph Ask the students to take some notes while listening to the speech
l Ask some students to interpret what they have heard with the key point on their notes
l Then ask two of them to do it again one read the passage the other tries to be the interpreter Choose some of the representatives to do it in class
l Then play the CD again which presenting the reference key This time the teacher will help them to check the interpretation
l While the students are doing the interpretation of Text C ask the other groups to make assessment with their group members on the assessment form with the criterion given In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well
II Points to Remember 5 m
l Storyretelling is an essential and practical exercise in memory training
l Categorization Generalization Comparison and Visualization are some basic skills for story retelling
After class activities
I Supplementary Exercises
l Task I Simulation Exercises
Divide the students into several groups ask them to roleplay the following situations They can make dialogues or speeches according to the words and expressions they have learned in the language bank acting as the Chinese speaker English speaker and the interpreter respectively One group will be invited to perform in class
l Task 2 Vocabulary Development
Ask the students to read the following words and expressions about business travel Try to keep them in mind so that they can put them to use in the simulation situations Make some explanations where necessary And ask them to find more to enrich the language bank
l Task 3 Cultural Salon
Ask the students to read the following presentation and try to get some cultural knowledge about travel arrangements And make a group discussion about it Make certain explanations where necessary
l Task 4 Interpreting Practice
Ask the students to work on the following sentences and text D Interpret them into Chinese and English respectively Then present the reference key to help them to check the answers
A Sentence Interpreting
B Text Interpreting—Text D
II Selfassessment
l After the students have completed all the tasks in this unit ask them to finish the following assessment form by themselves This form contains some key points of interpretation skills words and expressions cultural background knowledge and the performance they have given The teacher may give the reference answers to each element they have learned during this unit where necessary
III Feedback and Comments
l After they have finished the interpretation ask the students to tell their classmates and teacher how they feel about the performance Then you will make an overall comment on each of their performance and give your suggestion with the help of the following assessment form
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