英语高级口译（InterpretationIII）教案.doc

英语高级口译（Interpretation III）教案Unit 1 Overview of InterpretingI. Time Frame2 class periodsII. Materials: Textbooks and supplementary materials：1.口译基础(苏伟&邓轶上海外语教育出版社出版)2.中国东盟自由贸易区英语口译实务（杨棣华 天津大学出版社）III. Procedure1. Introduce the Objectives of the course 2. Student assessment: preparation + in-class performance + final exam 3. An Overview of Interpretation (1) The Definition of Interpretation First of all, get the students to define Interpretation in their own words. “Interpreting is a form of Translation in which a first and final rendition in another language is produced on the basis of a one-time presentation of an utterance in a source language.” (2) The Characteristics of Interpretation a. Unpredictable b. Stressful c. Individual d. Highly demanding e. All-encompassing(3) The Classification of Interpretation a. Consecutive interpretation b. Simultaneous interpretation c. Alternating interpretation d. Whispering interpretation e. Sight interpretation f. One-way interpretation g. Two-way interpretation h. Guide interpretation i. Ceremony interpretation j. Information interpretation k. Conference interpretation l. Negotiation interpretation (5) Interpreter Qualification Requirements Q: What are the basic requirements for a competent interpreter? Ask the students to discuss. Then the teacher will summarize the key factors by omitting the overlapping ones. a. mastery of the language pair b. “walking encyclopedia”: familiarity with the cultures involved c. sufficient subject knowledge d. interpretation-specific skills and techniques e. psychological competence: calmness, quick-wittedness, resourcefulness etc. f. cross-cultural awareness4. Show different video clips and ask the students to identify the different working modes of interpreting. Compare the quality of interpreting in different modes . 5. Get the students to focus on Consecutive Interpretation (CI) by showing them a video clip of Role of the Interpreter (走进口译肖晓燕&杨柳燕上海外语教育出版社) .6. Homework Prepare Unit 5 of口译基础 Lesson 2 Listening for InterpretingI. Time Frame2 class periods II. Materials: 口译基础Unit 5 III. Procedure1. Check the students preparatory work Note: As a routine, the teacher will choose different segments of Sections I & II at random to see how well the students are prepared for the required sections. (1) Vocabulary work (2) Dialogue interpreting (3) Text interpreting (4) Comments on interpreting. a. Difficult points b. Points to note c. Interpreting skills2. Interpreting practice Section III3. Comment on students performance and introduce the criteria of interpreting (1) Our goal: Unity of Accuracy and Smoothness (2) Interpreting: a contradiction between comprehension and rendition (3) Comprehension: foremost concern (4) Rendition: even vital (5) Criteria: Balance between Accuracy and Smoothness4. Homework (1) Learn Section V by heart (2) Prepare Sections I & II of Unit 6Lesson 3 Memory Training I - Logical AnalysisI. Time Frame2 class periodsII. Materials: 口译基础Unit 6III. Procedure1. Check the students preparatory work Note: As a routine, the teacher will choose different segments of Sections I & II at random to see how well the students are prepared for the required sections. (1) Vocabulary work (2) Dialogue interpreting (3) Text interpreting (4) Comments on interpreting. a. Difficult points b. Points to note c. Interpreting skills2. Memory exercise and interpreting practice (1) Listen to a passage in Chinese and ask the students to repeat (2) Interpret the passage into English without taking notes (3) Listen to a passage in English and ask the students to repeat (4) Interpret the passage into Chinese without taking notes Note: At this stage of the course, passages for practice should be short and well marked with time-markers or spatial barometers etc. 3. Interpreting practice Section III4. Homework (1) Learn Section V by heart (2) Prepare Sections I & II of Unit 7Lesson 4 Memory Training II - Logical AnalysisI. Time Frame2 class periodsII. Materials: 口译基础Unit 7III. Procedure1. Check the students preparatory work Note: As a routine, the teacher will choose different segments of Sections I & II at random to see how well the students are prepared for the required sections. (1) Vocabulary work (2) Dialogue interpreting (3) Text interpreting (4) Comments on interpreting. a. Difficult points b. Points to note c. Interpreting skills2. Memory exercise and interpreting practice (1) Listen to a passage in Chinese and ask the students to repeat (2) Interpret the passage into English without taking notes (3) Listen to a passage in English and ask the students to repeat (4) Interpret the passage into Chinese without taking notes3. Interpreting practiceSection III4. Homework (1) Pair work: Memory exercise. (2) Prepare Sections I & II of Unit 8Lesson 5 Visualization II. Time Frame2 class periodsII. Materials: 口译基础Unit 8III. Procedure1. Check the students preparatory work Note: As a routine, the teacher will choose different segments of Sections I & II at random to see how well the students are prepared for the required sections. (1) Vocabulary work (2) Dialogue interpreting (3) Text interpreting (4) Comments on interpreting. a. Difficult points b. Points to note c. Interpreting skills2. Quiz: Retention and Dictation Part I: Directions: Listen to the following 10 sentences and then make dictation exactly in source language (Chinese) of the sentences you have just heard based on your retention. You are not allowed to take notes while listening. Part II: Directions: Listen to the following 10 sentences and then make dictation exactly in source language (English) of the sentences you have just heard based on your retention. You are not allowed to take notes while listening. 3. Memory training: Longer passages Supplementary materials (1) Consolidate the skills that the students learnt in the previous classes (2) Introduce two more kinds of memory exercises a. Delayed memory b. Memory against noisy background4. Interpreting practice Section III5. Homework (1) Pair work: Memory exercise (2) Prepare Sections I & II of Unit 9Lesson 6 Visualization III. Time Frame2 class periodsII. Materials: 口译基础Unit 9III. Procedure1. Check the students preparatory work Note: As a routine, the teacher will choose different segments of Sections I & II at random to see how well the students are prepared for the required sections. (1) Vocabulary work (2) Dialogue interpreting (3) Text interpreting (4) Comments on interpreting. a. Difficult points b. Points to note c. Interpreting skills2. Invite some students to do dialogue interpreting as required in the previous periods. Comment on their performance and draw students attention to some difficult points in the interpreting process. Offer alternation interpretation of individual words or phrases 3. Comments on the last quiz and identify possible problems in retention and dictation 4. Memory exercise with longer and abstract passages a. Memory exercise b. Briefly introduce shadowing as a new way of memory shadowing=multi-tasking, a stepping stone for SI. Here it is employed as a means to enhance students memory 5. Interpreting practice Section III6. Homework (1) Pair work: Memory exercise (2) Prepare Sections I & II of Unit 10 Lesson 7 Other Skills for Memory TrainingI. Time Frame2 class periodsII. Materials: 口译基础Unit 10III. Procedure1. Check the students preparatory work Note: As a routine, the teacher will choose different segments of Sections I & II at random to see how well the students are prepared for the required sections. (1) Vocabulary work (2) Dialogue interpreting (3) Text interpreting (4) Comments on interpreting. a. Difficult points b. Points to note c. Interpreting skills2. Memory exercise with longer and abstract passages 3. Interpreting practice Section III4. Homework (1) Pair work: Memory exercise (2) Prepare Sections I & II of Unit 11Lesson 8 Public Speaking I-Vocal RenderingI. Time Frame2 class periodsII. Materials: 口译基础Unit 11III. Procedure1. Check the students preparatory work Note: As a routine, the teacher will choose different segments of Sections I & II at random to see how well the students are prepared for the required sections. (1) Vocabulary work (2) Dialogue interpreting (3) Text interpreting (4) Comments on interpreting. a. Difficult points b. Points to note c. Interpreting skills2. Memory exercise Present the students with different passages featured by strong accents and ask them to repeat in the original.3. Public speaking (1) Similarities between interpreting and public speaking a. Characteristics of public speaking b. Similarities between interpreting and public speaking(2) Dos and donts of public speaking(3) Show the students some sample public speaking and ask them to observe the manner of the public speakers4. Ask the students to make a 2-minute public speech. Avoid self-introduction and narration. Try to present something formal .5. Interpreting practice Section III6. Homework (1) Group work: speech exercise(2) Prepare Sections I & II of Unit 12Lesson 9 Public Speaking II - Body LanguageI. Time Frame2 class periodsII. Materials: 口译基础Unit 12III. Procedure1. Check the students preparatory work Note: As a routine, the teacher will choose different segments of Sections I & II at random to see how well the students are prepared for the required sections. (1) Vocabulary work (2) Dialogue interpreting (3) Text interpreting (4) Comments on interpreting. a. Difficult points b. Points to note c. Interpreting skills2. Public speaking (1) Invite some students to make public speeches and some other students to interpret for them one segment after another (2) Comment on students public speeches and consolidate what they have learnt in the previous classes (3) Ask students to focus on meaning instead of individual words3. Interpreting practice Section III4. Homework (1)Group work: speech exercise(2) Prepare Sections I & II of Unit 13Lesson 10 Public Speaking III - LogicI. Time Frame2 class periodsII. Materials: 口译基础Unit 13III. Procedure1. Check the students preparatory work Note: Invite some students to come to the front and take notes while they listen to different segments of Sections I & II and interpret what they hear with the help of their notes. Being placed in front of their fellow students, the beginning interpreter will be under extra stress. However, in the long run, this will help them see what is going on in the real situation and help them learn to coordinate listening, note-taking, comprehension and reconstruction. (1) Vocabulary work (2) Dialogue interpreting (3) Text interpreting (4) Comments on interpreting. a. Difficult points b. Points to note c. Interpreting skills2. Public speaking and interpreting (1) Invite the two designated speakers to come to the front and make the speech from the very beginning to the end (2) Ask the rest of the class to take notes while listening(3) Ask two to three students to interpret the public speech into the target language with the aid of his/her own notes(4) Comment on students performance and make the necessary addition and offer alternative or better translations for some obvious mistakes(5) Tell students that it is easier to focus on meaning or ideas rather than on individual words3. Memory exercise Supplementary materials Students should not take notes. 4. Interpreting practice Section III Students may take notes and learn to read back their notes.5. Homework (1) Group work: speech exercise (2) Prepare Sections I & II of Unit 14Lesson 11 Public Speaking IV - VarietyI. Time Frame2 class periods II. Materials: 口译基础Unit 14III. Procedure1. Check the students preparatory work Note: Invite some students to come to the front and take notes while they listen to different segments of Sections I & II and interpret what they hear with the help of their notes. (1) Vocabulary work (2) Dialogue interpreting (3) Text interpreting (4) Comments on interpreting. a. Difficult points b. Points to note c. Interpreting skills2. Public speaking (1) Invite some students to make public speeches and some other students to interpret for them one segment after another (2) Comment on students public speeches and consolidate what they have learnt in the previous classes (3) Ask students to focus on meaning instead of individual words3. Interpreting practice Section III4. Homework (1) Group work: speech exercise (2) Prepare Sections I & II of Unit 15Lesson 12 Public Speaking V - FluencyI. Time Frame2 class periodsII. Materials: 口译基础Unit 15III. Procedure1. Check the students preparatory work Note: Invite some students to come to the front and take notes while they listen to different segments of Sections I & II and interpret what they hear with the help of their notes. (1) Vocabulary work (2) Dialogue interpreting (3) Text interpreting (4) Comments on interpreting. a. Difficult points b. Points to note c. Interpreting skills2. Public speaking (1) Invite some students to make public speeches and some other students to interpret for them one segment after another (2) Comment on students public speeches and consolidate what they have learnt in the previous classes (3) Ask students to focus on meaning instead of individual words3. Interpreting exerciseSection III4. Homework (1) Group work: speech exercise(2) Prepare Sections I & II ,Unit 1 of中国东盟自由贸易区英语口译实务Lesson 13 The Origin and Development of the China-ASEAN Free Trade AreaI. Time Frame2 class periodsII. Materials: 中国东盟自由贸易区英语口译实务Unit 1III. Procedure1. Check the students preparatory work Note: Invite some students to come to the front and take notes while they listen to different segments of Sections I & II and interpret what they hear with the help of their notes. (1) Vocabulary work (2) Dialogue interpreting (3) Text interpreting (4) Comments on interpreting. a. Difficult points b. Points to note c. Interpreting skills2. Note-taking in interpreting: (1) Provide the students with a figure-laden passage and ask the students to repeat the passage without taking notes. Draw the students attention to the importance of note-taking. (2) Characteristics of note-takinga. Different from note-taking in lecturesb. Different from short-hand, which is a special skill requiring special trainingc. Individual: for the immediate and exclusive use of the note-taker. Symbols used in note-taking are individual.d. Note-taking skills in interpreting can only be developed through repeated experiment.Ask two students to come to the front and invite them to take notes while youre reading a passage. Ask the students to retell what you have read by reading back their notes. Then ask the students to retell what you have read by drawing on his/her partners notes. (The fact that students usually do better in the first case shows that note-taking is an individual skill and can only be developed individually. ) (3) What to note? a. The first thing to be noted should be the main ideas. b. Links between Ideas. Just as in the mental analysis of a speech one has to identify the links and separations between ideas, so these links and separations should appear in the notes. c. A third element should always be part of an interpreters analysis of a speech and which should also appear in the notes, is the point of view being expressed. d. We have already noted that delegates need to know “what happened when”, and that the tenses of verbs are therefore important. When noting verbs, interpreters should thus take care to note the tense correctly, and if appropriate the mode, in particular the conditional. e. There are also elements that an interpreter cannot remember or does not want to make the effort to remember, and where notes are used to relieve memory. (4) How to note? a. Diagonal layout: Main ideas based on a subject-verb-object analysis.b. Left-hand margin: Fill in time sequence or transitional verbs c. Verticality of lists3. Note-taking exercise Supplementary materials 4. Interpreting exercise Section 2.35. Homework (1) Note-taking exercise (2) Prepare Sections I & II of Unit 3Lesson 14 China-ASEAN Cooperation in Communication and IT IndustryI. Time Frame2 class periodsII. Materials: 中国东盟自由贸易区英语口译实务Unit 3III. Procedure1. Check the students preparatory work Note: Invite some students to come to the front and take notes while they listen to different segments of Sections I & II and interpret what they hear with the help of their notes. (1) Vocabulary work (2) Dialogue interpretin