商務(wù)英語口譯--教案

1、商務(wù)英語口譯一教案-CAL-FENGHAI-(2020YEAR-YICAI)JINGBIANUnit One Protocol Routine1. Unit Objectives1. 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

2、 routine.4. Ss know some cultural background knowledge about protocol routine.II Materials and/or equipment1. Business Interpreting2. Other reference materials prepared by the teacher3. Overhead projector4. ComputerIII Focus Points and Teaching ProceduresPhase 1 Preparing50 m/. An Overview of Interp

3、reting15 mDefinition and Types of Interpreting1). Consecutive Interpreting 2). Simultaneous InterpretingPast and Present of Interpreting1). Development of Modern Interpreting 2). Professional Interpreting In ChinaFeatures and Process of interpreting1) . Features of Interpreting1. Extemporaneousness

4、(即席性)；2. Stressfulness (緊張性)；3. Independence (獨(dú)立性)；4. Comprehensiveness (綜合性)5. Miscellaneousness (多面性)2) . Process of InterpretingBasic Requirements for Interpreters1) .A Strong Sense of Duty2) .A High Level of Linguistic Proficiency3) .Wide Encyclopedic Knowledge4) .A Good Mastery of Interpreting

5、SkillsProfessional Codes of ConductII. Theory & Techniques: Long-term Preparation20 mWarm-up activityPresentation:1. Two Types of Pre-interpreting Preparation2. What and How to Prepare in the Long RunIII. Phrase Interpreting5 m Chinese- English English-Chinese IV. Sentence Interpreting10 m Chine

6、se- English English-ChinesePhase 2 Performing30 m/. Decoding-Notes Taking5 mPlay 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. Memorizing-Story Retelling5 mPl

7、ay 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 Reconstructing10 mPlay the CD again paragraph by paragraph, then ask the stude

8、nts to interpret the passage during the pauses according to the notes they have taken. Choose some of the representatives to do it in class.Show the reference note to the students, ask them to compare it with their own. Then play the CD again which presenting the reference key. This time, the teache

9、r will help them to check the interpretation.IV. CoordinatingField Interpreting10 mPlay the CD of text B. with a pause after each paragraph. Ask the students to take some notes while listening to the dialogue.Ask two students to interpret what they have heard with the key points on their notes.Choos

10、e some of the representatives to do it in class.Then play the CD again which presenting the reference key. This time, the teacher will help them to check the interpretation.Phase 3 Packaging20 m /. Interpreting and Assessment15 mPlay the CD of text C with a pause after each paragraph. Ask the studen

11、ts to take some notes while listening to the speech.Ask some students to interpret what they have heard with the key point on their notes.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.Then play t

12、he CD again which presenting the reference key. This time, the teacher will help them to check the interpretation.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 th

13、e teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well.11. Points to Remember5 mA well-prepared interpreter is usually confident and relaxed and an experienced interpreter never stops preparing for the interpreting task

14、s. 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.It is advisable for the trainees to keep on practicing interpreting, reading widely and learning to collect and

15、summarize what has been learned.After class activities/. Supplementary ExercisesTask I Simulation ExercisesDivide the students 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 lang

16、uage bank acting as the Chinese speaker, English speaker and the interpreter respectively. One group will be invited to perform in class.Task 2 Vocabulary DevelopmentAsk the students to read the following words and expressions about business travel. Try to keep them in mind so that they can put them

17、 to use in the simulation situations. Make some explanations where necessary. And ask them to find more to enrich the language bank.Task 3 Cultural SalonAsk the students to read the following presentation and try to get some cultural knowledge about travel arrangements. And make a group discussion a

18、bout it. Make certain explanations where necessary.Task 4 Interpreting PracticeAsk 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 Inter

19、pretingText DII. Self-assessmentAfter 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 hav

20、e given. The teacher may give the reference answers to each element they have learned during this unit where necessary.III. Feedback and CommentsAfter they have finished the interpretation, ask the students to tell their classmates and teacher how they feel about the performance. Then you will make

21、an overall comment on each of their performance and give your suggestion with the help of the following assessment form.Unit Two Ceremonial Address1. Unit Objectives5. Ss understand what and how to prepare for the interpreting tasks in the short run.6. Ss find ways to improve your interpreting skill

22、s and performance.7. Ss master the basic words and expressions about ceremonial address.8. Ss know some cultural background knowledge about ceremonial address.II Materials and/or equipment9. Business Interpreting10. Other reference materials prepared by the teacher11. Overhead projector12. ComputerI

23、II Focus Points and Teaching ProceduresPhase 1 Preparing50 m/. Simulation15 mDivide the students 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 Chines

24、e speaker, English speaker and the interpreter respectively. One group will be invited to perform in class.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 teac

25、her will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well.11. Theory & Techniques: Short-term preparation20 mWarm-up activityPresentation:1. What to Prepare2. How to PrepareA Sample Question ListTo Organizer:1. May I have th

26、e schedule Will there be any changes about the schedule 2.3. Is it possible for me to have the speakers' speech drafts or ppt slides?4.5. Who will attend the conference Is there a Q & A session6.7. Who are the key-note speakers How can I get in touch with them8.To Speaker:1. How long will th

27、e speech last?2. What are your main points Are you going to add or cut any points?3. Are you going to use any technical terms?4. May I have your draft or ppt slides?5.III. Phrase Interpreting5 m Chinese- English English-ChineseIV. Sentence Interpreting10 m Chinese- English English-ChinesePhase 2 Per

28、forming30 m/. Decoding-Notes Taking5 mPlay 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. Memorizing-Story Retelling5 mPlay the CD again, Ask some students to

29、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 Reconstructing10 mPlay the CD again paragraph by paragraph, then ask the students to interpret the passage during th

30、e pauses according to the notes they have taken. Choose some of the representatives to do it in class.Show your note to the students, ask them to compare it with their own.Then play the CD again which presenting the reference key. This time, the teacher will help them to check the interpretation.IV.

31、 CoordinatingField Interpreting10 mPlay the CD of text B. with a pause after each paragraph. Ask the students to take some notes while listening to the dialogue.Ask two students to interpret what they have heard with the key points on their notes.Choose some of the representatives to do it in class.

32、Then play the CD again which presenting the reference key. This time, the teacher will help them to check the interpretation.Phase 3 Packaging20 mI. Interpreting and Assessment15 mPlay the CD of text C with a pause after each paragraph. Ask the students to take some notes while listening to the spee

33、ch.Ask some students to interpret what they have heard with the key point on their notes.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.Then play the CD again which presenting the reference key. T

34、his time, the teacher will help them to check the interpretation.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 th

35、e assessment form and then make some comment on the performance and assessment as well.II. Points to Remember5 mThe short-term preparation refers to the job that can only be prepared shortly before the interpreting task is taken.The interpreter shall beforehand prepare the relevant documents and ter

36、minology; dictionaries and note-books; proper dresses and name cards.The following three ways are suggested when making short-term preinterpreting preparation, namely, read through the relevant documents; surf the internet; contact the organizer and the speakers.After class activities/. Supplementar

37、y ExercisesTask I Simulation ExercisesDivide the students 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 inte

38、rpreter respectively. One group will be invited to perform in class.Task 2 Vocabulary DevelopmentAsk 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 ne

39、cessary. And ask them to find more to enrich the language bank.Task 3 Cultural SalonAsk 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.Task 4 Interpretin

40、g PracticeAsk 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 InterpretingB. Text InterpretingText DII. Self-assessmentAfter the students have completed all

41、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 th

42、ey have learned during this unit where necessary.III. Feedback and CommentsAfter 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 suggesti

43、on with the help of the following assessment form.Unit Three Dinner PartyI. Unit Objectives1. 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

44、some cultural background knowledge about dinner party.II Materials and/or equipment9. Business Interpreting10. Other reference materials prepared by the teacher11. Overhead projector12. ComputerIII Focus Points and Teaching ProceduresPhase 1 Preparing50 m/. Simulation15 mDivide the students into sev

45、eral 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 perform in clas

46、s.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 performanc

47、e and assessment as well.2011. Theory & Techniques: Active Listening mWarm-up activityPresentation:1. Decoding in Interpreter's Training2. Three Guidelines for Active Listening3. Three Methods to Listen Actively III. Phrase Interpreting5 m Chinese- English English-ChineseIV. Sentence Interpr

48、eting10 m Chinese- English English-Chinese Phase 2 Performing30 m/. Decoding-Notes Taking 5 mPlay 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. Memorizing-Sto

49、ry 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. Encoding-Message Reconstructing 10 mPlay the CD again paragraph by paragraph,

50、 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.Show your note to the students, ask them to compare it with their own.Then play the CD again which presenting the reference key. This time, t

51、he teacher will help them to check the interpretation.IV. CoordinatingField Interpreting10 mPlay the CD of text B. with a pause after each paragraph. Ask the students to take some notes while listening to the dialogue.Ask two students to interpret what they have heard with the key points on their no

52、tes.Choose some of the representatives to do it in class.Then play the CD again which presenting the reference key. This time, the teacher will help them to check the interpretation.Phase 3 Packaging20 m/. Interpreting and Assessment 15 mPlay the CD of text C with a pause after each paragraph. Ask t

53、he students to take some notes while listening to the speech.Ask some students to interpret what they have heard with the key point on their notes.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.Th

54、en play the CD again which presenting the reference key. This time, the teacher will help them to check the interpretation.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 t

55、he end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well.11. Points to Remember5 mDecoding is the first step in interpreting.Both Cl and SI require not ordinary listening but active listening.Interpreters listen

56、to meaning instead of words, they listen for both content and attitude, and they listen with ears, eyes, heart.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 c

57、lass activities/. Supplementary ExercisesTask I Simulation ExercisesDivide the students 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

58、, English speaker and the interpreter respectively. One group will be invited to perform in class.Task 2 Vocabulary DevelopmentAsk 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.Task 3 Cultural SalonAsk the studen