Unit one Main contents to be covered 1. a brief introduction to the teaching plan and requirements for the course 2. A brief introduction to the main characteristics and types of interpreting 3. The basic procedures of interpreting 4. History and Perspective of Interpretation 5. Students library work a Read ing assignment: Lesson One. Part One: Basic characteristics of short-term memory in interpreting b. Shadowing exercise Teaching procedures 1. a brief introduction to the teaching plan and requirements for the course 1.1 About the teaching plan: This course is focused on consecutive interpretation See teaching plan about the description and the main contents to be covered 1.2 General Requirements for the course Every student is required to participate in both class and group activities assigned for this course, and if possible, students are encouraged to participate in interpreting practice on different settings a brief introduction to the main characteristics and types of interpreting 2.1 The main characteristics of interpreting Definition of Interpreting t is defined as"oral translation of a written text"(Shuttleworth Cowie Interpreting consists of presenting in the target language, the exact meaning of what is uttered in the source language either simultaneously or consecutively, preserving the tone of the speaker"(Mahmood zadeh 1992231) Interpreting is a serv ice activ ity with a communication function. (Gile)It is usually a face-to-face communicative act Interpreters receive information mostly by way of listening, but they car understand the meaning of the speaker with the help of extra-linguistic factors e Interpreters decode the information and re-express the meaning of the speaker on the spot o Interpreters often work on their own Interpreters often use simple words and sentence structures to express the meaning of the speaker
6 Unit One ⚫ Main contents to be covered 1. A brief introduction to the teaching plan and requirements for the course 2. A brief introduction to the main characteristics and types of interpreting 3. The basic procedures of interpreting 4. History and Perspective of Interpretation 5. Students library work a. Reading assignment: Lesson One, Part One: Basic characteristics of short -term memory in interpreting. b. Shadowing Exercise ⚫ Teaching procedures: 1. A brief introduction to the teaching plan and requirements for the course 1.1 About the teaching plan: This course is focused on consecutive interpretation. See teaching plan about the description and the main contents to be covered. 1.2 General Requirements for the course: Every student is required to participate in bo th class and group activities assigned for this course, and if possible, students are encouraged to participate in interpreting practice on different settings. 2. A brief introduction to the main characteristics and types of interpreting 2.1 The main characteristics of interpreting ⚫ Definition of Interpreting: It is defined as "oral translation of a written text" (Shuttleworth & Cowie: 1997:83). “Interpreting consists of presenting in the target language, the exact meaning of what is uttered in the source language either simultaneously or consecutively, preserving the tone of the speaker” (Mahmoodzadeh, 1992:231). ⚫ Interpreting is a service activity with a communication function. (Gile) It is usually a face-to-face communicative act. ⚫ Interpreters receive information mostly by way of listening, but they can understand the meaning of the speaker with the help of extra -linguistic factors. ⚫ Interpreters decode the information and re -express the meaning of the speaker on the spot. ⚫ Interpreters often work on their own. ⚫ Interpreters often use simple words and sentence structures to express the meaning of the speaker
Types of interpreting Interpreting can be classified into the following three types according its nature Conference Interpretin会议口译 Personal Interpreting随行口译 Liaison Interpreting联络口译 ● It can be divided into alternating interpretation(交替口译) English Chinese consecutive interpretation(连续/接续/逐步口译) simultaneous interpretation(同声传译) whispering interpretation(耳语翻译) sight/ on sight interpretation(视阅翻译/视译) 2.2 The basic procedures of interpreting Understanding De-verbalization -Re-expression Or as shown in the following meanIng language 1" language 2 Basic qualities required of interpreters A strong sense of responsibility A solid found ation of two languages Profound knowledge Good mem Quick thinking Outstand ing ability of understanding Fluent expression of ideas 3. Improving Active Listening o Main reasons for failure to remember what has been heard a. Insufficient attention is paid to the speaker b. Unfamiliarity with the topic under disci c. Incompetence in the foreign language/languages How to improve active listening a. Enlarge background knowledge b. Ask Wh questions before listening c. Listen to the main ideas of the speech
7 Types of interpreting ⚫ Interpreting can be classified into the following three types according its nature: Conference Interpreting 会议口译 Personal Interpreting 随行口译 Liaison Interpreting 联络口译 ⚫ It can be divided into: alternating interpretation （交替口译）English Chinese consecutive interpretation （连续/接续/逐步口译） simultaneous interpretation（同声传译） whispering interpretation （耳语翻译） sight/on sight interpretation （视阅翻译/视译） 2.2 The basic procedures of interpreting: Understanding De-verbalization Re-expression Or as shown in the following: meaning language 1 language 2 Basic qualities required of interpreters: ⚫ A strong sense of responsibility ⚫ A solid foundation of two languages ⚫ Profound knowledge ⚫ Good memory ⚫ Quick thinking ⚫ Outstanding ability of understanding ⚫ Fluent expression of ideas 3. Improving Active Listening ⚫ Main reasons for failure to remember what has been heard: a. Insufficient attention is paid to the speaker. b. Unfamiliarity with the topic under discussion. c. Incompetence in the foreign language/languages ⚫ How to improve active listening: a. Enlarge background knowledge. b. Ask WH questions before listening. c. Listen to the main ideas of the speech
4. Memory Exercise Listen to the following short speech. Pay special attention to the main ideas, the development of the ideas and the logic connections between them Good morning. Since I took office I've done everything in my power to protect our children from harm We've worked to make their street and their schools safer. to give them something po sitive to do after school and before their parents get home We've worked to teach our child ren that drugs are dangerous, illegal and wrong. This week, we took a major step to protect our children, indeed, all Americans from the dangers of drunk driving by proposing bipartisan legislation to lower the le gal limit too. 8 in every state [Questions: What is the theme of the speech? What has the speaker done to protect children since he took office? Today I want to talk to you about the historic opportunity we now have to protect our nation's children from an even more deadly threat: smoking. Smoking kills more people every day than AIDS S. alcohol. car accidents. murders. suicides, drugs and fires combined. Nearly 90 percent of those smokers lit their first cigarette before they turn 18 Today, the epidemic of teen smoking is raging throughout our nation as, one by one our children are lured by multimillion dollar marketing schemes designed to do exactly that. Consider this: 3,000 children start to smoke every day illegally, and 1. 000 of them will die sooner because of it [Questions: What is the main topic? What harm does smoking do to children? What causes children to smoke? Can you remember the statistics? This is a national tragedy that every american should be honor-bound to help prevent. For more than five years we've worked to stop our children from smoking before they start, launching a nationwide campaign with the FDa to educate them about the dangers of smoking, to reduce their access to tobacco products, and to severely restrict tobacco companies from advertising to young people [Question: What measures has the government taken to prevent children from smoking? But even this is not enough to fully protect our children. To put an end to the epidemic, Congress must act. Last fall, I called on Congress to put aside politics and pass comprehensive bipartisan leg is lation to reduce teen smoking by impos ing
8 4. Memory Exercise Listen to the following short speech. Pay special attention to the main ideas, the development of the ideas and the logic connections between them. Good morning. Since I took office I’ve done everything in my power to protect our children from harm. We’ve worked to make their street and their schools safer, to give them something positive to do after school and before their parents get home. We’ve worked to teach our child ren that drugs are dangerous, illegal and wrong. This week, we took a major step to protect our children, indeed, all Americans from the dangers of drunk driving by proposing bipartisan legislation to lower the legal limit to 0.8 in every state. [Questions: What is the theme of the speech? What has the speaker done to protect children since he took office?] Today I want to talk to you about the historic opportunity we now have to protect our nation’s children from an even more deadly threat: smoking. Smoking kills more people every day than AIDS, alcohol, car accidents, murders, suicides, drugs and fires combined. Nearly 90 percent of those smokers lit their first cigarette before they turn 18. Today, the epidemic of teen smoking is raging throughout our nation as, one by one, our children are lured by multimillion dollar marketing schemes designed to do exactly that. Consider this: 3,000 children start to smoke every day illegally, and 1,000 of them will die sooner because of it. [Questions: What is the main topic? What harm does smoking do to children? What causes children to smoke? Can you remember the statistics?] This is a national tragedy that every American should be honor-bound to help prevent. For more than five years we’ve worked to stop our children from smoking before they start, launching a nationwide campaign with the FDA to educate them about the dangers of smoking, to reduce their access to tobacco products, and to severely restrict tobacco companies from advertising to young people. [Question: What measures has the government taken to prevent children from smoking?] But even this is not enough to fully protect our children. To put an end to the epidemic, Congress must act. Last fall, I called on Congress to put aside politics and pass comprehensive bipartisan legislation to reduce teen smoking by imposing
strong penalties if the tobacco industry keeps selling cigarettes to our children affirming the FDAs full authority to regulate tobacco, to prevent childrens acces to tobacco products, and to restrict tobacco ads aimed at young people, so that our children cant fall prey to the deadly threat of tobacco [Questions: Who is the speaker? What are the main contents of the legislation? Now, we learned last month that if we do this, we 'll cut teen smoking by almost half years to stop 3 million children from smoking-and to save a million lives as a result Today there are as few as 70 working days left before this Congress ad journs. On every one of those days, 1,000 adults will die from smoking. On every one of those days, 3,000 children will light their first cigarettes. On every one of those days, this Congress has the opportunity to stop it Questions: What positive result will be brought about if they act now? Which organ will take the lead in the act? Will this Congress be remembered for putting politics aside and protecting our children from tobacco--or for letting the public health opportunity of a lifetime pass us by? There will be no greater measure of your comm itment to the health of our children or the future of our nation. Thank you [Question: What are the two choices Congress is faced with on this issue?] 练习难点: ad journs休会 bipartisan两党制的 legislation法规
9 strong penalties if the tobacco industry keeps selling cigarettes to our children, affirming the FDA’s full authority to regulate tobacco, to prevent children’s access to tobacco products, and to restrict tobacco ads aimed at young people, so that our children can’t fall prey to the deadly threat of tobacco. [Questions: Who is the speaker? What are the main contents of the legislation?] Now, we learned last month that if we do this, we’ll cut teen smoking by almost half over next five years. That means if we act now, we have it in our power to stop 3 million children from smoking—and to save a million lives as a result. Today there are as few as 70 working days left before this Congress adjourns. On every one of those days, 1,000 adults will die from smoking. On every one of those days, 3,000 children will light their first cigarettes. On every one of those days, this Congress has the opportunity to stop it. [Questions: What positive result will be brought about if they act now? Which organ will take the lead in the act?] Will this Congress be remembered for putting politics aside and protecting our children from tobacco—or for letting the public health opportunity of a lifetime pass us by? There will be no greater measure of your commitment to the health of our children or the future of our nation. Thank you. [Question: What are the two choices Congress is faced with on this issue?] 练习难点：adjourns 休会 bipartisan 两党制的 legislation 法规
Unit two Main contents to be covered 1. Basic characteristics of memory in interpretation 2. Strategy of memorizing information: Visualization 3. Memory practice:关于中国水资源问题的报道 English Passag Assignment for memory work: Lesson One: Part II, Text 1 2 Shadowing Exercise: Listen to the pate/watch the videos and reiterate the speeches what you have heard 4. Students library work Read ing assignment: a brief Survey of the English Speaking Countries Teaching Procedures I. Basic characteristics of memory in interpretation 1. 1 The importance of a good memory in interpreting The ability to process information is an essential part of successful interpreting. The ability to listen, comprehend, and retain information is necessary for processing information. Qualifications required for an interpreter:(Also see Unit One) The interpreter needs a good short-term memory to retain what he or she has just heard and a good long-term memory to put the information into context. ability to concentrate is a factor as is the ability to analy ze and process what is heard"(Phelan, 2001: 4-5) a skillful interpreter is expected to " have a powerful me mory (Mahmoodzadeh, 1992: 233) --Effort Models by Daniel Gile(1992, 1995)em phasize the difficulties and efforts involved in interpreting tasks and strategies needed to overcome them. according to gile, Consecutive Interpreting consists of two phases listening and reformulation phrase and a reconstruction phase(1992: 191 1995b:179) ● Phase one:I=L+M+N I=Interpreting L=listening and analyzing the source language speech M=Short-term me mory required between the time information is heard and the time it is written down in the notes
10 Unit Two ⚫ Main contents to be covered 1. Basic characteristics of memory in interpretation 2. Strategy of memorizing information: Visualization 3. Memory practice:关于中国水资源问题的报道 English Passages Assignment for memory work：Lesson One: Part II, Text 1 & 2 ⚫ Shadowing Exercise: Listen to the pate/watch the videos and reiterate the speeches what you have heard. 4. Students library work: Reading assignment: A brief Survey of the English Sp eaking Countries ⚫ Teaching Procedures 1. Basic characteristics of memory in interpretation 1.1 The importance of a good memory in interpreting --The ability to process information is an essential part of successful interpreting. The ability to listen, comprehend, and retain information is necessary for processing information. --Qualifications required for an interpreter: (Also see Unit One) "The interpreter needs a good short-term memory to retain what he or she has just heard and a good long-term memory to put the information into context. Ability to concentrate is a factor as is the ability to analyze and process what is heard" (Phelan, 2001:4-5). --A skillful interpreter is expected to "have a powerful memory." (Mahmood zadeh, 1992:233). --Effort Models by Daniel Gile (1992,1995) emphasize the difficulties and efforts involved in interpreting tasks and strategies needed to overcome them. According to Gile, Consecutive Interpreting consists of two phases: a listening and reformulation phrase and a reconstruction phase (1992:191, 1995b:179): ⚫ Phase One: I=L+M+N I=Interpreting L=listening and analyzing the source language speech M=short-term memory required between the time information is heard and the time it is written down in the notes