商务英语口译教案

1、本文格式为Word版，下载可任意编辑 商务英语口译教案 Unit One Protocol Routine 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. S

2、s know some cultural background knowledge about protocol routine. II Materials and/or 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 Inter

3、preting 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 Exte

4、mporaneousness（即席性）; 2 Stressfulness（慌张性）; 3 Independence（独立性）; 4 Comprehensiveness（综合性） 5 “ 6 Miscellaneousness（多面性） 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 Mas

5、tery of Interpreting Skills l Professional Codes of Conduct 【 II. Theory Techniques: Long-term Preparation 20 m l Warm-up activity l Presentation: 1. Two Types of Pre-interpreting Preparation 2. What and How to Prepare in the Long Run III. Phrase Interpreting 5 m l Chinese- English English-Chinese I

6、V. Sentence Interpreting 10 m l / l Chinese- English English-Chinese Phase 2 Performing 30 m I. Decoding-Notes 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 t

7、heir notes. II. Memorizing-Story 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. Encoding-Message Reconstructing 10 m l Play t

8、he 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 ag

9、ain which presenting the reference key. This time, the teacher will help them to check the interpretation. IV. CoordinatingField 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 in

10、terpret 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 Assess

11、ment 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 trie

12、s 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 ass

13、essment 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 well-prepared interpreter is usually

14、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 cross-cultural awareness. l It

15、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 role-play the following s

16、ituations. 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 student

17、s 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

18、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 Chines

19、e and English respectively. Then present the reference key to help them to check the answers. A. Sentence Interpreting B. Text InterpretingText D II. Self-assessment l After the students have completed all the tasks in this unit, ask them to finish the following assessment form by themselves. This f

20、orm 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

21、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

22、 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 cerem

23、onial address. II Materials and/or 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 role-pl

24、ay 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 doin

25、g 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.

26、 Theory Techniques: Short-term preparation 20 m l Warm-up 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 slid

27、es 3. Who will attend the conference Is there a Q A session 4. Who are the key-note 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 hav

28、e your draft or ppt slides III. Phrase Interpreting 5 m l Chinese- English English-Chinese IV. Sentence Interpreting 10 m l Chinese- English English-Chinese Phase 2 Performing 30 m I. Decoding-Notes Taking 5 m Play the CD of text A, ask the students to catch the main ideas of the speech. Note down t

29、he key points while listening. Then tell the main ideas of the speech with the help of their notes. II. Memorizing-Story 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

30、own words with the help of the notes. III. Encoding-Message 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

31、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. CoordinatingField Interpreting 10 m l Play the CD of text B. with a pause after each paragraph. Ask the studen

32、ts 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 t

33、o 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 n

34、otes. 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

35、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 assessm

36、ent as well. II. Points to Remember 5 m l The short-term 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 note-books; proper dresses and name card

37、s. l The following three ways are suggested when making short-term pre-interpreting 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 studen

38、ts into several groups, ask them to role-play 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 perf

39、orm 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 la

40、nguage 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 f

41、ollowing 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 InterpretingText D II. Self-assessment l After the students have completed all the tasks in this unit, ask them to f

42、inish 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 wher

43、e 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 follo

44、wing 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 backgrou

45、nd knowledge about dinner party. 。 II Materials and/or 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 gro

46、ups, ask them to role-play 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 Whi

47、le 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

48、 assessment as well. II. Theory Techniques: Active Listening 20 m l Warm-up activity l Presentation: 1 Decoding in Interpreters Training 2 Three Guidelines for Active Listening / 3. Three Methods to Listen Actively III. Phrase Interpreting 5 m l Chinese- English English-Chinese IV. Sentence Interpre

49、ting 10 m l Chinese- English English-Chinese Phase 2 Performing 30 m I. Decoding-Notes 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. Memori

50、zing-Story 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. Encoding-Message Reconstructing 10 m l Play the CD again paragraph

51、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 referenc

52、e key. This time, the teacher will help them to check the interpretation. IV. CoordinatingField 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

53、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

54、 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. Ch

55、oose 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 me

56、mbers 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 requi

57、re 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; observ

58、e the speakers 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 role-play the following situations. They can make dialogues or speeches according to the words and expr

59、essions 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 ke

60、ep 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 tra