英語口譯基礎課程教案

廣西民族師范學院外國語學院課程教案課程代碼：總學時／周學時：34/2開課時間：2017年2月23日第1周至第17周授課年級、專業(yè)、班級：英語(師范教育)2014級4班使用教材：口譯基礎教研室：英語教研室授課教師：陽瓊課程教學計劃表章次內(nèi)容講授實踐Lecture1ABriefIntroductiontoInterpreting11Lecture2IdentifyingKeyWordsinSentences11Lecture3Identifyingsentencestructures11Lecture4Cohesivecluesininterpreting11Lecture5ComprehendingThroughContext1Lecture6Understandingdifferentaccents1Lecture7MemorizingwithLogic11Lecture8MemorizingwithImage11Lecture9Othermemorizingmethods11Lecture10Note-taking13Lecture11PublicSpeakingSkills11Lecture12Expression11Lecture13Expression11Lecture14FigureInterpreting11Lecture15SightInterpreting11Lecture1ABriefIntroductiontoInterpreting

TeachingObjectivesHelpthestudentsachieveabasicunderstandingofinterpreting:itsnature,classification,evaluationcriteria,qualitiesofinterpreter,etc.

Important&DifficultPoints1.Thenatureandevaluationcriteriaofinterpreting;2.Therequirementsofqualifiedinterpreter.

TeachingMethodsCommunicativeteachingapproach

TeachingProceduresStep1Greeting(3mins)TheTeacherintroducesherselfStep2Lead-in(10mins)Coursedescription.?Step3Overview?of?Interpretation(40mins)1.Definition?of?InterpretationInterpretation?is?a?vocal?translation?to?the?information?delivered?by?vocal?utterance?and?text.?2.Characteristics?of?Interpretation?*?Unpredictability??*?Bearing?on?big?pressure??????*?Independency??*?Comprehensive?language?and?skill?operations???????*?Extensive?communicative?information3.?Criteria?of?Interpretation?*accuracy?*fluency??4.?Process?of?Interpretation5.InterpreterQualificationRequirementsConformtotheForeignaffairsdisciplineSolidbilingualbasisCompleteabilityofutteranceQuick-mindedLearnedGoodmannerStep4Practices:Dialogue&passageinterpreting(30mins)會展中心介紹Vocabulary:國際會展中心InternationalExhibitionCenter倉儲warehousing室內(nèi)展廳indoorexhibitionarea室外展廳outdoorexhibitionarea中國國際投資貿(mào)易洽談會ChinaInternationalFairforInvestmentandTrade國際石材展InternationalStoneFair體博會Sports&LeisureGoodsFair大堂lobby拖車trailer展位both多功能multi-functional裝卸平臺loadingplatformStep5Assignments(2mins)PreviewthecontentofUnit1.Lecture2IdentifyingKeyWordsinSentences

TeachingobjectivesAttheendofthelesson,studentsshouldbeableto:1.identifykeywordsinsentenceswhilelisteningtothesourcelanguage;2.masterkeywords,expressionsandsentencesonareception3.improveinterpretingskillsandpractice

Keypointstheabilitytoidentifykeyinformationthroughkeywords

TeachingAllotment:2periods

TeachingMethods:communicativeapproach;audio-lingualapproach

TeachingProcedures:Step1Greeting&Warming-upStep2Interpretingskills(10mins)PleasegothroughPart1quicklyandfindtheanswerstothefollowingquestions.1)Whatstandardsdointerpretershavetomeetasforlistening?2)Whatistheso-called“keyword”inasentence?3)Fromwhichfourperspectivescanweidentifykeywordsinasentencetograspthekeyinformation?Step3Practices(65mins)(1)Sentenceinterpreting(15mins)1）對不起，您是來自英國電信（BritishTelegraph）的LisaAnderson女士嗎？2）自上次在巴黎匆匆一晤，我們都好幾年沒見面了。3）王先生，這位是MattLake先生，寶潔公司（P&G）的營銷經(jīng)理。4）JohnDavis先生，請允許我介紹一下劉小姐，我們公司公關部的經(jīng)理。5）現(xiàn)在我想介紹一下我的同事們。這位是劉先生，他是Brown先生（在我們公司）的同行，這位是張先生，主管生產(chǎn)的副總經(jīng)理。Vocabulary:營銷經(jīng)理salesmanager;公關部publicrelations(PR)副總經(jīng)理Vice-manager(2)Dialogue&passageinterpreting(50mins)MeetingandGreetingAGuestVocabulary:名片businesscard歡迎晚宴areceptiondinner會議議程表conferenceprogram投影儀overheadprojector主任director國際學術交流中心CenterforInternationalAcademicExchange預訂客房reserveasuite會場conferencevenue企業(yè)界人士businessparticipants筆記本電腦portablecomputer/laptopWelcomingSpeechataReceptionVocabulary:theStateDepartment（美國）國務院topracticegeology從事地質(zhì)工作militarycareer軍事生涯toextendhospitalitytosomeone盛情款項Athousand-milejourneybeginswiththefirststep.千里之行，始于足下。continueadvancement持續(xù)進步tobuildasecure,prosperousandpeacefulworld建立安全、繁榮與和平的世界。Step3AssignmentsPreviewChapter2PartTwoandPartFourReviewusefulexpressionsinChapter1PartFourGroup1preparesaDialogueinterpretingonthetopicofmeetingaguestattheairportLecture3Identifyingsentencestructures

Teachingobjectives:Attheendofthelesson,studentsshouldbeableto:1.identifysentencestructureswhilelisteningtothesourcelanguage;2.masterkeywords,expressionsandsentencesusedinaspeechortoastatareception3.improveinterpretingskillsandpractice

Keypoints:theabilitytoidentifykeyinformationthroughsentencestructures

TeachingAllotment:2periods

TeachingMethods:communicativeapproach;audio-lingualapproach

TeachingProcedures:Step1GreetingTheTeachergreettheSsasusual.Step2Dialogueinterpreting(10mins)Performers:Group1Interpreter:馮程Step3Interpretingskills(10mins)1)Apartfromkeywords,interpretersneedtoidentifysentencestructurestodecodetheinformation.Wecangraspsentencestructuresfrom3perspectives----theorderofwords,participant-processmode,andcommomsense+newinformationstructure.2)Practicehowtoidentitysentencestructureswithexamples1.我們將繼續(xù)采取措施，進一步解決面臨問題的種種問題，使中國經(jīng)濟保持平穩(wěn)較快發(fā)展。2.亞洲是當今世界最具經(jīng)濟活力的地區(qū)，歐盟是世界上最大的發(fā)達經(jīng)濟體，雙方開展互利合作的前景十分廣闊。1.MostAmericanshaveneverbeenoutofthecountryandhaveverylittleexperencewithforeigners,buttheyareusuallyspontaneous,friendlyandopen.2.MynameisKevinWhite.IamthespokemanfortheAustraliandelegationandI'mgoingtotalkabouthighereducationinAustralia.Step4Practices:Dialogue&passageinterpreting(60mins)(1)某公司領導在新年宴會上的致辭Vocabulary:銷售班子salesteam發(fā)展勢頭momentumofpregress代理商agent業(yè)務伙伴businesspartner謹代表...onbehalfof...(2)ToastataReceptionVocabulary:YourExcellency閣下reciprocate回報bilateraleconomiclinkages雙邊經(jīng)濟聯(lián)系tobelisted上市SingaporeExchange新加坡證交所eduringfriendship長久的友誼Step5AssignmentsPreviewChapter3PartTwoandPartFourReviewusefulexpressionsinChapter2PartFourGroup2preparesaDialogueinterpreting:AtaBLecture4Cohesivecluesininterpreting

Teachingobjectives:Attheendofthelesson,studentsshouldbeableto:identifykeyinformationthroughcohesivecluesmasterkeywords,expressionsandsentencesoneconomy3.improveinterpretingskillsandpractice

Keypoints:theabilitytoidentifykeyinformationwithcohesivedevices

TeachingAllotment:2periods

TeachingMethods:communicativeapproach;audio-lingualapproach

TeachingProcedures:Step1GreetingTheTeachergreettheSsasusual.Step2Dialogueinterpreting(10mins)Performers:Group2Interpreter:陳麗慶Step3Interpretingskills(10mins)(1)InEnglish,therearealargequantityoflexical,grammaticalandlogicalconnectorsthathelptoformcohesioninadiscourse.Whenitcomestolistening,payingspecialattentiontocohesivedevicesisalsoveryessentialforbetterunderstanding.(2)PleasebefamiliarwiththelinkingwordsonP26.Step4Practices:Dialogue&passageinterpreting(60mins)(1)開幕式主持詞Vocabulary:閣下His/Her/YourExcellency東盟ASEAN(AssociationofSouth-EastAsiaNations)中國—東盟博覽會China-ASEANExpo同舟共濟tocrosstheriverinthesameboat參會客商businessparticipants"10+1"自貿(mào)區(qū)"TenplusOne"FreeTradeArea輪值主席rotatingpresident遠見卓識greatvision源遠流長havealongstanding感受haveatouchof鄰邦友誼friendlyneighborhood剪彩tocuttheribbonfor...廣西壯族自治區(qū)主席GovenorofGuangxiZhuangAutonomousRegion東道主host菲律賓總統(tǒng)阿羅約閣下HerExcellencyGloriaMacapagalArroyo,presidentofPhilippines致辭/發(fā)言delivera/his/herspeech雙邊貿(mào)易額bilateraltradevolume讓我們以掌聲恭請withawarmroundofapplause,l'mprivilegedtoinvite...(2)InauguratinganInternationalConferenceVocabulary:Cork科克（愛爾蘭共和國港口城市）almamater母校foremost第一流的veritable名副其實的vibrant充滿活力的impetus推動力deliberations商議LordMayor尊敬的市長先生PresidentMurphy墨菲校長FormerAmbassadortoIrelandShahHilan中國駐愛爾蘭前大使沙希拉aninternationalconferenceonChinaonthe21stCentury題為21世紀的中國的國際會議world-acclaimedrepresentatives享譽世界的知名人士Step5Assignments1.PreviewChapter4PartTwoandPartFour2.ReviewusefulexpressionsinChapter3PartFour3.Group3and4prepareaDialogueinterpreting:EstablishingaSisterCityRelationshipLecture5ComprehendingThroughContext

Teachingobjectives:Attheendofthelesson,studentsshouldbeableto:understandthesourcelanguagethroughcontextmasterkeywords,expressionsandsentencesonsports3.improveinterpretingskillsandpractice

Keypoints:theabilitytounderstandthesourcelanguagethroughcontext

TeachingAllotment:2periods

TeachingMethods:communicativeapproach;audio-lingualapproach

TeachingProcedures:Step1GreetingStep2Dialogueinterpreting(20mins)(1)Performers:Group3;Interpreter:蘇東慶(2)Performers:Group4;Interpreter:劉紅玲Step3Interpretingskills(10mins)Sometimesinterpretersmaycomeacrossdifficultwordsthattheycannotunderstand.Inthissituation,interpretersshouldacquiretheabilitytoguessthemeaningsthroughthecontext.Therearetwotypesofcontext,i.e.verbalcontextandnon-verbalcontext.Onthelinguisticlevel,interpreterscanguessthemeaningofawordfromthepreviousorfollowingutterance.Forinstance,somewordswillbefollowedbyanattributiveclauseoranappositiveclausetofurtherexplainwhatitmeans.Moreover,interpreterscanguessthemeaningbasedonthelogicofthecontext.Besides,quiteoftenspeakerswillstateanopinionrepeatedly,sotherearedifferentwordswithsimilarmeanings,whichhelpsustograspthemeaning.Asforthenon-verbalcontext,interpretersshouldlearntoguessthemeaningaccordingtothetheme,content,toneofthespeech,eventheaudience.Therefore,itisveryessentialtobefamiliarwiththebackgroundinformationbeforedoinginterpreting.Step4Practices:Dialogue&passageinterpreting(50mins)(1)體育和商業(yè)：阿迪達斯的品牌戰(zhàn)略Vocabulary:TeamgeistBall“團隊之星”dropout淘汰thequarterfinal四分之一決賽semi-final半決賽tooutfit提供球衣官方贊助商officialsponsor(2)IOCPresident'sSpeechattheClosingCeremonyoftheOlypiadVocabulary:BOCOG北京奧組委rolemodels楷模theParalympicGames殘疾人奧運會theunifyingpower凝聚力exceptional無與倫比的Step5AssignmentsPreviewChapter5PartTwoandPartFourReviewusefulexpressionsinChapter4PartFourGroup5and6prepareaDialogueinterpreting:interviewinganewchampionLecture6Understandingdifferentaccents

Teachingobjectives:Attheendofthelesson,studentsshouldbeableto:realizethattheabilitytounderstanddifferentaccentsisnecessaryforinterpretersmasterkeywords,expressionsandsentencesontravel3.improveinterpretingskillsandpractice

Keypoints:theabilitytounderstanddifferentaccents

TeachingAllotment:2periods

TeachingMethods:communicativeapproach;audio-lingualapproach

TeachingProcedures:Step1GreetingStep2Dialogueinterpreting(20mins)(1)Performers:Group5;Interpreter:賓玲(2)Performers:Group6;Interpreter:黃丹莉Step3Interpretingskills(10mins)Interpretersshouldlistenextensivelytobeabletounderstandasmanykindsofaccentsaspossible.SstrytolistentodifferentaccentsfromAfrica,France,SouthAsiaStep4Practices:Dialogue&passageinterpreting(50mins)(1)咨詢旅行社Vocabulary:itinerary路線placesofinterests旅游勝地ethnicperformance民族表演admission門票transportationfee交通費乘船游cruisetravel一日游onedaytour合同contract隨身物品belongings景區(qū)scenicarea(2)景區(qū)游覽須知Vocabulary:管委會administrativecommittee工作人員staff民族風情表演區(qū)EthnicPerformanceSection門票admissionStep5Assignments1.PreviewChapter6PartTwoandPartFour2.ReviewusefulexpressionsinChapter5PartFour3.Group7and8prepare2Dialogueinterpretingpractices:atatravelagencyLecture7Memorizing?with?logic?

TeachingObjectivesAttheendofthelesson,studentsshouldbeableto:1.memorizeinalogicway2.improveinterpretingskillsandpractice

Important&DifficultPoints1.memorizeinalogicway

TeachingAllotment:2periods

TeachingMethodsTask-basedapproach

TeachingProceduresStep1GreetingTheTeachergreettheclassasusual.Step2Situationalinterpreting(10mins)1)Performers:Group7;Interpreter:李新星2)Performers:Group8;Interpreter:覃王滔Step3Interpretingskills(10mins)Memorizing?the?information?in?the?source?language?is?essential?to?interpreting.?The?difficulty?in?memorizing?is?largely?due?to?the?intensity?of?information?in?a?very?short?time.?Therefore,?interpreters?ought?to?do?enough?memory?training?to?improve?efficiency.There?are?2?kinds?of?memory:?long-term?memory?and?short-term?memory.?Long-term?memory?refers?to?the?storage?of?a?person's?common?knowledge,??specialized?knowledge,?and?experiences?etc.?It?is?restored?for?relatively?a?long?time.?While?short-term?memory?is?the?instant?memory?of?the?information?just?received.?It?lasts?no?more?than?1?minute.Example：?從我國旅游業(yè)的發(fā)展實踐來看，旅游業(yè)完全有條件成為一個重要的經(jīng)濟產(chǎn)業(yè)。首先是我國具有發(fā)展旅游業(yè)的明顯的資源。我國地域遼闊，歷史悠久，旅游資源十分豐富。二是我國具有進一步發(fā)展旅游業(yè)的廣闊市場空間。隨著改革開放的不斷深入，我國國內(nèi)旅游，入境旅游和出境旅游三大市場得到全面發(fā)展。三是我國具有發(fā)展旅游業(yè)的堅實產(chǎn)業(yè)基礎。餐飲住宿服務設施齊全，旅游交通得到極大改善，旅游業(yè)的接待能力有了明顯提高。?從實踐，??tourism?is?重?產(chǎn)業(yè)?1?資源????????地域，歷史?2?市場??????國內(nèi)，入境，出境?3??產(chǎn)業(yè)基礎，配套服務設施???????????餐?住?交通Step4Practices:Dialogue&passageinterpreting(50mins)(1)ShoppinginHongKongVocabulary:thelatestfashions流行服飾cuttingedgeelectronics最先進的電子設備Sales減價boutique時裝精品店CausewayBay銅鑼灣SogoDepartmentStore崇光百貨vibrant充滿活力的emporiums商業(yè)中心HarborCity海港城StarFerrytermimal天星碼頭巴士總站MongKok旺角TsimShaTsui尖沙咀Central中區(qū)NewWorldCenter新世界中心TimesSquare時代廣場LadiesStreet女人街TempleStreet廟街ShanghaiStreet上海街Stanley赤柱英國購物Oxfordshire牛津郡BicesterVillage畢斯特購物村designerbrand設計師品牌outlet經(jīng)銷店aseasonoutofdate過季的fashionwear時裝beautyproducts化妝品agreatsaving非常便宜假冒偽劣產(chǎn)品couterfeitandshoddyproductauthenticbrandedproduct地道的正品top-notch頂級bargainbasementprice極低的價格incrediblevalue超值Step5Assignments1)PreviewChapter8PartTwoandPartFour2)ReviewusefulexpressionsinChapter7PartFour3)Group9and10prepare2Dialogueinterpretingpractices:buyingsouvenirsLecture8Memorizing?with?Image

TeachingObjectivesAttheendofthelesson,studentsshouldbeableto:1.memorizethroughimages2.masterkeywords,expressionsandsentencesoncompany&business3.improveinterpretingskillsandpractice

Important&DifficultPointstheabilitytomemorizewithimage

TeachingAllotment:2periods

TeachingMethodsTask-basedapproach

TeachingProceduresStep1GreetingTheTeachergreettheclassasusual.Step2Situationalinterpreting(10mins)1)Performers:Group9;Interpreter:陳玉婷2)Performers:Group10;Interpreter:馬瑩瑩Step3Interpretingskills(10mins)形象記憶是指以感知過的事物的形象為內(nèi)容記憶,是對事物的形狀,體積,質(zhì)地,顏色,運動狀態(tài)等具體形象的識記,保持和重現(xiàn).口譯中的形象記憶分兩類:靜態(tài)形象記憶和動態(tài)形象記憶.靜態(tài)形象記憶常用于語篇,適用于如空間結構,人物景物等靜態(tài)信息的記憶.形象記憶要求譯員有良好的形象思維能力,更重要的是有充分的背景知識.譯員平時要多看多學,擴大自身知識積累.動態(tài)形象記憶，是指對于事物描述類或動作完成類信息，譯員可以想象成動態(tài)的畫面，儲存在短時記憶中，稍后提取信息時像電影重放一樣，能快速全面地復述出所記憶的內(nèi)容。?主要應用：事物描述類，動作完成類。Step4Practices:Dialogue&passageinterpreting(60mins)(1)公司介紹Vocabulary:Vietnam越南調(diào)動員工積極性motivateemployeesfeedbacksystem反饋機制全心全意fullycommitted舍得投入begenerousininvesting(2)服裝新品發(fā)布會經(jīng)銷商dealer女裝womendress內(nèi)外貿(mào)易domesticandforeigntrade時尚fashion優(yōu)雅eleganceStep5Assignments1.PreviewChapter9PartTwoandPartFour2.ReviewusefulexpressionsinChapter8PartFour3.Group1andGroup2prepare2Dialogueinterpreting:interviewingacompanyLecture9Othermemorizingmethods

TeachingObjectivesAttheendofthelesson,studentsshouldbeableto:1.mastersomeothermethodstoimprovememory2.masterkeywords,expressionsandsentencesoncompany&business3.improveinterpretingskillsandpractice

Important&DifficultPointstheabilitytomemorizeinformation

TeachingAllotment:2periods

TeachingMethodsTask-basedapproach

TeachingProceduresStep1GreetingTheTeachergreettheclassasusual.Step2Dialogueinterpreting(20mins)Performers:Group1;Interpreter:覃冬妮Performers:Group2;Interpreter:韋圓圓Step3Interpretingskills(10mins)（1）數(shù)字歸納法（2）感覺記憶法（3）路線記憶法Step4Practices:Dialogue&passageinterpreting(50mins)1)陪同客戶參觀工廠Vocabulary:行政部門administrativedepartments周轉(zhuǎn)快的貨物fastermovingitems現(xiàn)貨stock三班制onthreeshifts零配件accessories聯(lián)營單位associates裝配線assemblyline安全帽helmetreject次品NWmodelNW型產(chǎn)品brochure小冊子銷售目錄catalogue說明書instruction2)工廠參觀Vocabulary:人力資源部門?Human?Resource?Department?占地面積?cover?an?area?of...?品檢?quality?control?打包?package?貨架?rack?旺季?peak?season?20尺柜?20?feet?container?多功能廳?multi-function?room?臺球?billiards?Step5Assignments?1.Preview?Chapter?11&12Part?Two?and?Part?Four?2.Review?useful?expressions?in?Chapter?10?Part?Four?3.?Group?3andGroup4prepare?Dialogue?interpreting:?a?tour?around?the?factoryLecture10Note-taking

TeachingObjectivesAttheendofthelesson,studentsshouldbeableto:1.Haveanideaofwhatshouldbenoteddown?2.Beawareoftheprinciplesofnote-taking

Important&DifficultPointsStructureofnote-taking

TeachingAllotment:2periods

TeachingMethodsTask-basedapproach

TeachingProceduresStep1Greeting(3mins)TheTeachergreettheclassasusual.Step2Dialogueinterpreting(20mins)Performers:Group3;Interpreter:周美雪Performers:Group4;Interpreter:陸松增Step3Interpretingskills(35mins)Principlesofnote-takingininterpreting:1.記要點；忌全記（概念、命題、名稱、數(shù)字、組織機構、邏輯關系）2.快記、精記；忌潦草3.使用譯入語（也可以使用目標語或雙語）技巧：１．帶活頁圈的上翻式記錄本。２．使用縱向階梯式縮進機構。多分行。３．兩邊留白。（邏輯關系）記筆記的時候，筆向右走，讀筆記的時候眼睛往下走。左邊留白寫關聯(lián)詞：因為；所以；第一；第二等。方便自己清晰筆記內(nèi)容的結構。右邊留白做信息的補充Step4Practices:Dialogue&passageinterpreting(20mins)1)陪同客戶參觀工廠Vocabulary:行政部門administrativedepartments周轉(zhuǎn)快的貨物fastermovingitems現(xiàn)貨stock三班制onthreeshifts零配件accessories聯(lián)營單位associates裝配線assemblyline安全帽helmetreject次品NWmodelNW型產(chǎn)品brochure小冊子銷售目錄catalogue說明書instruction2)工廠參觀Vocabulary:人力資源部門?Human?Resource?Department?占地面積?cover?an?area?of...?品檢?quality?control?打包?package?貨架?rack?旺季?peak?season?20尺柜?20?feet?container?多功能廳?multi-function?room?臺球?billiards?Step5Assignments(2mins)1.Preview?Chapter?11Part?Two?and?Part?Four?2.Review?useful?expressions?in?Chapter?10?Part?Four?Lecture11PublicSpeakingSkills

TeachingObjectivesAttheendofthelesson,studentsshouldbeableto:1.Haveanideaofthebasicrequirementsforpublicspeaking?2.Beawareofthesignificanceofaudienceanalysisinpublicspeaking

Important&DifficultPointsPracticeofpublicspeaking

TeachingAllotment:2periods

TeachingMethodsTask-basedapproach

TeachingProceduresStep1Greeting(3mins)TheTeachergreettheclassasusual.Step2Dialogueinterpreting(20mins)Performers:Group3;Interpreter:周美雪Performers:Group4;Interpreter:陸松增Step3Interpretingskills(25mins)1)basicrequirementsforpublicspeaking1.Propervoicetone/pitch/intonation/speed/volume2.ProperBodylanguageappearanceandpresence/pose/eyecontact/facialexpression/gesture2)watchavideoclipaboutpublicspeakingininterpetingStep4Practiceofpublicspeaking(30mins)Ssgiveaspontaneousspeechonthetopic“myidealjob”atthefrontoftheclass.Othersareaskedtomakejudgments.Step5Assignments?1.Preview?Chapter?13Part?Two?and?Part?Four?2.Review?useful?expressions?in?Chapter?10?Part?Four?3.?Group?5andGroup6prepare?Dialogue?interpreting:?a?tour?around?the?factoryLecture12ExpressioninInterpreting

TeachingObjectivesAttheendofthelesson,studentsshouldbeableto:1.?master?a?few?ways?to?deliver?a?good?speech?in?public；?2.?master?key?words,?expressions?and?sentences?on?company?&?business?3.?improve?interpreting?skills?and?practice?

Important&DifficultPointsinterpretinalogicway

TeachingAllotment:2periods

TeachingMethodsTask-basedapproach

TeachingProceduresStep1Greeting(3mins)TheTeachergreettheclassasusual.Step2Dialogueinterpreting(20mins)Performers:Group5;Interpreter:盤橋樟Performers:Group6;Interpreter:王蕓芬Step3Interpreting?skills?(10?mins)???Interpreters?should?articulate?properlywhileinterpreting.(1)?Learn?projection,?correct?pronunciation?and?intonation.(2)Try?to?speak?in?a?pleasant?voice,?not?too?fast?nor?too?slowly.?(3)?Use?microphones?carefully?and?do?not?make?unpleasant?noises?through?it.?(4)?Pay?attention?to?the?rhythm?and?tone?so?that?audience?understand?soundly.?Step4?Practices:?Dialogue?&?passage?interpreting?(55?mins)?(1)?出國考察?Vocabulary:?波士頓世貿(mào)中心?Boston?World?Trade?Center?(WTC)?matchmaker?牽線人??distributor?經(jīng)銷商?取經(jīng)?seek?advice?from...?非政府組織?non-government?organization(NGO)?one-stop?shop?一站式服務?start?up?business?services?創(chuàng)業(yè)服務?世貿(mào)中心協(xié)會?WTCA?(World?Trade?Center?Association)??(2)?經(jīng)濟論壇演講?Vocabulary:?中國制造?made-in-China?CCTV?年度經(jīng)濟人物?CCTV?annual?economic?figure?家電行業(yè)?home?appliance?industry?旁吉奧尼Bongiorni有目共睹bewidelyrecognized

國際分工internationaldivisionoflabor首席設計師chiefdesigner青睞favor榨汁機juiceextractorStep5?Assignments(2mins)1.PreviewChapter14PartTwoandPartFour2.ReviewusefulexpressionsinChapter11PartFour3.Group?7andGroup8prepareDialogueinterpreting:abusinessvisittoNigeriaLecture13ExpressioninInterpreting

TeachingObjectivesAttheendofthelesson,studentsshouldbeableto:1.interpret?flexibly?with?a?diversity?of?expressions?2.master?key?words,?expressions?and?sentences?on?education?&?medicine3.improve?interpreting?skills?and?practice?

Important&DifficultPointsinterpret?flexibly?with?a?diversity?of?expressions?

TeachingAllotment:2periods

TeachingMethodsTask-basedapproach

TeachingProceduresStep1Greeting(3mins)TheTeachergreettheclassasusual.Step2Dialogueinterpreting(20mins)Performers:Group7;Interpreter:龐力Performers:Group8;Interpreter:甘婷Step3Interpretingskills(25mins)(1)?Interpreters?are?more?confident?and?able?to?finish?interpretation?more?smoothly?and?successfully,?if?they?master?an?large?number?of?useful?expressions?and?have?diverse?ways?of?expressing?the?same?messages.?Therefore,?interpreters?need?to?accumulate?a?large?quantity?of?useful?vocabulary,?sentence?structures?with?the?same?meanings.??1)Forinstance,“增加20%”canbetranslatedinto“increaseby20%”;“riseby20%”;“withanincreaseof20%”;“withariseof20%”.2)“過去的二十年里，少數(shù)民族地區(qū)的經(jīng)濟社會得到不斷的發(fā)展。”canbetranslatedasfollows:Thepasttwodecadeshavewitnessedcontinuedeconomicandsocialdevelopmentintheethnicminorityareas.Peopleintheethnicminorityareashaveachievedcontinuedeconomicandsocialdevelopmentoverthepasttwodecades.Theeconomyandsocietyoftheethnicminorityareashavebeendevelopedcontinuouslyoverthepasttwodecades.Overthepasttwodecades,continuedeconomicandsocialdevelopmenthasbeenattainedintheminorityconcentratedareas.(2)Fluencyininterpretingisveryessential.Thereare3waystoimprovefluencyininterpreting:1)Recitingusefulsentencestructures2)Shadowing:readafterapieceofspeechwiththescriptagainandagaintoaccumulateusefulexpressions.3)Spontaneousspeech:practiceusefulexpressions,payattentiontothewayofdeliveringaspeech,manners,andtheabilitytoorganizeyourthoughtandspeakoutlogicallyStep4Practices:Dialogue&passageinterpreting(30mins)(1)門診Vocabulary:theDepartmentofInternalMedicine內(nèi)科throwup嘔吐癥狀symptomdiarrhea腹瀉心率heartrate繳費處cashier療程periodoftreatment(2)廈門大學簡介Vocabulary:愛國華僑領袖patroticoverseasChineseleader經(jīng)濟特區(qū)SpecialEconomicZone(SEZ)校訓schoolmotto“自強不息，止于至善”PursueExcellence,StriveforPerfection“長江學者”CheungKongScholar兩院院士AcademiciansoftheChineseAcademyofSciences(CAS)andtheChineseAcademyofEngineering(CAE)Step5Assignments(3mins)1.Previewfiguresinterpreting2.Group?9andGroup10prepareDialogueinterpreting:launchingaNewAPPLecture14FigureInterpreting

TeachingObjectivesAttheendofthelesson,studentsshouldbeableto:1.masterthefigureswitchingskill2.improve?interpreting?skills?and?practice?

Important&DifficultPointsswitchfiguresbetweenChineseandEnglish

TeachingAllotment:2periods

TeachingMethodsTask-basedapproach

TeachingProceduresStep1Greeting(3mins)TheTeachergreettheclassasusual.Step2Dialogueinterpreting(20mins)Performers:Group9;Interpreter:黃茜茜Performers:Group10;Interpreter:蔣捷曼Step3Interpretingskills(40mins)1.Expressingmultiples(倍數(shù)表示法)a.AistwiceastallasB.b.AistwicetallerthanB.1)表示“甲是乙的兩倍”英語用twiceas…as,twicethenumber/size/lengthof,toincreaseby100%,以及double來表示。例如：（1）他們今年的產(chǎn)量是去年的兩倍。/他們今年的產(chǎn)量比去年增加了一倍。/他們今年的產(chǎn)量比去年翻了一番。a.Theiroutputthisyearistwiceasmuchaswhatitwaslastyear.b.Theiroutputthisyearistwicetheamountofwhatitwaslastyear.c.Theiroutputthisyearisdoublewhatitwaslastyear.d.Theiroutputthisyearhasdoubled,comparedwithwhatitwaslastyear.e.Theiroutputthisyearhasincreasedby100%overlastyear.（2）這輛車的價錢是那輛的兩倍。/這輛車比那輛車貴一倍。a.Thiscaristwiceascostlyasthatone.b.Thiscaristwicethecostofthatone.2)表示“甲是乙的三倍”英語用thrice/threetimesas…as,thrice/threetimesthenumberof;toincreaseby200%,以及triple/treble來表示。例如：這幢樓是那幢樓的三倍高。/這幢樓比那幢樓高兩倍。Thisbuildingisthrice/threetimesashighasthatone./Thisbuildingisthrice/threetimestheheightofthatone.3)表示“甲是乙的四倍”表示四倍，英語用fourtimes/fourfold,以及quadruple和toincreaseby300%。表示四倍以上的依此類推。例如：到2000年，我國的生產(chǎn)總值將是1980年的四倍。/到2000年，我國的國民生產(chǎn)總值將在1980年的基礎上翻兩番。/到2000年，我國的國民生產(chǎn)總值將比1980年增加三倍。By2000,ourGNPwillhavebeenfourtimes/fourfoldasmuchasitwasin1980.By2000,ourGNPin1980willhavebeenquadrupled.By2000,ourGNPwillhaveincreasedby300%over1980.我們現(xiàn)在的工資是十年前的五倍。/我們現(xiàn)在的工資比10年前增加了四倍。Oursalariesarenowfivetimes/fivefoldasmanyaswhattheyweretenyearsago.Oursalariesarenowfivetimes/fivefoldthosetenyearsago.我國要養(yǎng)活的人口是那個國家的7.5倍。Wehavet