口译UNIT 5 第五单元教案
UNIT 5 第五单元
来源：口译-学院精品课程作者：Jay J Yang
STENOGRAPHY (II)
口译笔记技巧（二）
Unit Objective (单元目标)
After reading this unit you should
☆ understand the structure of stenographic notes.
☆ master the two major types of stenography.
Warm-up (准备)
1. Two students are requested to sit at the Interpreting Desk or Booth, acting as interpreters of the class. Their performance is evaluated and graded by instructor.
2.One or Two students are asked to present a piece of news or a weather forecast of the week.
Theory of Interpretation (口译理论)
口译笔记的结构：纵向分页、横向分段、阶梯排列、条列记录。
口译笔记的符号：符号的利用与创新、古英语缩写法、常用缩写词。
Memoria Technica (记忆法)
Listen to the following passage, “Dutch Treat”, and try to catch the key words and details, then retell them in your own words:
Dutch Treat
The phrase “Dutch Treat” can sometimes pull you out of a group of four and had an expensive diner.
Well, the waiter brings the check shortly after you have offered to pay for the diner. You look at the check and shocked at the total cost. Whew! Slowly you pick up the check, but the only other man in the group says: “Just a minute. Let me take it.”
Off course, he does not mean it, and feels safe in making the offer because you have already agreed to pay the check.. You both struggle,
weakly, to pick up the bill. You have a way out. You say, “Let’s go Dutch,” or “Dutch Treat”. And so you both find a way out of the hole you dug for yourselves.
Going Dutch or Dutch treat, simply means that everybody pays for himself. Why Dutch? Your guess is as good as mine.
As it is well known, the English and Dutch fought bitterly in the 1660s for control of the seas. At the time the English settled in the New World, their hatred for the Dutch was intense and it was shown in the times they said about them:
One expression is a “Dutch Bargain, meaning a one-sided exchange –the Dutch giving too little and asking too much. The English used the name Dutch in many other unpleasant ways. “To talk Dutch” or “Double Dutch” means to talk nonsense.
Stenography (口译笔记)
Read the first part of Unit 5 of your Textbook, to understand the structure of stenography, its four types of organization and two types of noting.
A.Read the First part, “Reading Prelude” of Uni t 5 of the textbook..
B.Review the Signs and continue to study stenography (2): Big Words
and Place–name Abbreviations.
（1）Method of Abbreviation for Big Words
Word Suffix Short Hand Sample
… tion n Composition Cmp
… ism m Socialism S
… a ble bl Immovable M
… ing g Interesting Inter
… cal cl Economical Eco
… ianoTechnician Tech
（2） Abbreviation for Country (place)-Names
Abbreviation Country Name AA Australia
AF Afghanistan
AR Argentina
B Belguim
BM Murma
BR Brazil
CA Canada
CN China
CU Cuba
D Germany (Deutchland)
DK Denmark
E (S)Spain
F France
HK Hong Kong
I Italy
IK Iraq
IN India
IR Iran
IRL Ireland
J Japan
K Korea
-K South Korea
K-North Korea
MA Malaysia
ME Mexico
NZ New Zealand
PH The Philippines
PK Pakistan
PL Poland
RM Romania
SGP Singapore
TH Thailand
US The United States
UK The United Kingdom(Britain)
VT Vietnam
（3） Example:
Ladies and Gentlemen, I regard it as a great honor to announce the opening of Shanghai Exhibition. There are over 10000 visitors every day, who came from US, Great Britain, South Kerea, Singapore, New Zealand, Japan, Canada, and other European countries.
句序口译笔记理解（暗记）
1 L、G、
I 开 exhi SH//
女先，
我荣幸开展览馆上海
210’ °d
← US
UK
-K
SGP
NZ
J
Ca
E □ //
一万人天
来自美国英国南韩新加坡新西兰
日本加拿大欧洲国家
C.Practice work on the second part, “Exercises” of Unit 5 of the
textbook..
Cultural Salon or Seminar (文化沙龙或研讨会)
In the last 20 minutes will be a cultural salon or seminar. Two or three students who have been asked to prepare a speech in advance on a given topic. Students will do the oral interpretation.
Topic: Society
Homework Assignments (课后作业)
Work on Exercise 3 in Unit 4 of the Textbook: Information Industry: Engine of Economic Growth
Task 1: Listen to the article and then start interpreting at the end of each segment.
Task 2: Use the signs of Stenography learnt in this class to take notes while reading the article.
Reference (单元参考资料)
仲伟合主编：《英语口译教程》（上下册），高等教育出版社，2005年版。
徐东风、陆乃圣和毛忠明编著：《英语口译实战技巧和训练》，大连理工大学出版社2005年版。
Feedback and Comments (反馈与评论)
Aims of this Unit:
Student’s Feedback:
Teacher’s Comments:
The candidate has met the standard, knowledge and skill requirements. Candidate:________ Date: _________
Assessor: _________ Date: __________
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Period8. Grammar By Yin Zhishi I.Content: B5U5 Grammar---Illipsis Time:20151110 II.The course standards: 1.Help the Ss to learn and grasp the knowledge about ellipsis. 2.To educate the Ss’ ability of the reading and writing and their interesting in En glish. III.The aim of teaching 1.Knowledge: The Ss learn and grasp the knowledge of ellipsis. 2.Ability : Improve the Ss’ ability in learning reading and writing. 3.Emotions: To educate the Ss’ love and interesting in learning . IV. The main points of teaching. To learn about and grasp basic rules of the ellipsis and to correctly use them in reading and writing.. V.The difficult points of teaching. To correctly use ellipsis correctly in reading and writing.. VI.The type : New The mode: first learn then teach VII.The way of teaching: Finding /Induction and practising VIII.The teaching procedures: Step 1 Revision 1.Greet the whole class as usual 2.The teacher checks the students’homework. Step 2 Learn the new -----------Grammar T: Let’s look at the text, Grammar (page 91) Present some sentences and encourage the students to find out which words have been left out. T: Observe the following sentences and discuss with your partner to find out what have been left out. Let me show you an example. As we know, when people want the speaker to repeat what he said, they usually say “Beg your pardon.”Then it is called Ellipsis. The subject “I”has been left out, without changing the meaning of the sentence .OK, now it’s your turn to find out what have been left out. 1.Haven’t seen you for ages. 2.Some more tea? 3.Sounds like a good idea. 4.Doesn’t matter.
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Unit1Greatscientists Period1文本研读课 学习目标 1.To talk about science and contributions of scientists. 2.To have a better understanding of the reading passage and learn to use some key words and expressions. 3.To learn to organize a scientific research and appreciate great people s characteristics and qualities. 自主预习 1.Match the scientist in the left column with his/her contributions in the right column. Alexander Bell electricity Thomas Edison the first telephone Wright brothers the electric lamp Madame Curie black holes in the universe Franklin theory of gravity Steven Hawking the first plane Elbert Einstein radium Isaac Newton the theory of relativity 2.Do you know how to prove a new idea in scientific research?Discuss in small groups the stages in setting out a new scientific idea.What order would you put them in? Draw a conclusion Think of a method Collect results Make a question Find a problem Analyse the results Find supporting evidence 3.Do you know the features of infectious diseases? 学习过程 Step1:Skimming 1.Who was the great scientist in the passage and what was the deadly disease of its day? 2.What happened in 1854? 3.What can prove that cholera was severe? Step2:Carefulreading 1.Read Paragraph 1 and then fill in the blanks. John Snow was an doctor in London who Queen Victoria as her personal .He thought about helping ordinary people to cholera.Though the cause and the of it were unknown,he wanted to face the and solve the problem. 2.Read Paragraphs 2 & 3 and then answer the questions. (1)What were the two theories about the cause of cholera? (2)Which theory did John Snow want to prove? (3)What was his method of doing the research? 3.Read Paragraph 4 and answer the questions.
高三英语必修五第二单元教案设计
人教版高中英语必修 5 NEW SENIOR ENGLISH FOR CHINA STUDENTS’ BOOK 5 Unit 2 The United Kingdom 年级：高三 课时： 1课时 任课老师：王爽 Unit 2 The United Kingdom Ⅰ. Material analysis The topic of this unit is the United Kingdom, which helps students to gain a better understanding of history and geography of the UK and its constitution as well as some sights and historic ruins. The reading part of this unit talks about how the four countries combined into the UK, which makes students have a clear clue of its history. And it also tells us about the UK’s main sights. All of these will help students know more about the UK. Ⅱ. Teaching objectives 1. Knowledge objective: to share the information about the United Kindom. 2. Ability objective: to foster students’ reading ab ility(prediction, skimming, scanning). 3. Emotion objective: to stimulate the students’interest for learning more about the UK. Ⅲ. Teaching points and teaching difficulties 1. Key vocabulary: consist of, clarify, conflict, unwilling, break away, to one’s c redit, currency, institution, convenience, roughly, attract, architecture, administration, enjoyable 2. Key points: to show the position, direction and distance 3. Difficult points: Wales was linked to… England and Wales were joined to… England is devided into three zones. Ⅳ. Teaching aids Text book, blackboard, pictures about the UK’s map
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