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口译教程UNIT 2 第二单元教案

口译教程UNIT 2 第二单元教案
口译教程UNIT 2 第二单元教案

UNIT 2 第二单元教案

来源:口译-学院精品课程作者:Jay J Yang

Memoria Technica (II)


Unit Objective (单元目标)

After reading this unit you should

☆ understand the process of memorization.

☆ master the “Memoria Technica”.

Warm-up (准备)

1. Two students are requested to sit at the Interpreting Desk or Booth, acting as interpretors 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 II (口译理论二)



Memoria T echnica (记忆法)

Listen to the following sentences, and try to catch the key words and details, then repeat as accurately as possible:

A. Two sentences repeating::

Sentences from Textbook Unit One as a part of review:

1.20 years ago, almost to the day, President Ronald Reagan spoke at this

university and expressed the essence of economic and political freedom.

https://www.sodocs.net/doc/2c763138.html,pared to President N ixon’s, or even President reagon’s day, many

Chinese citizens are now freer to make their own ways of life ---- to choose carers, to aquire property, and to travel.

3.China’s economic success has also come about through far greater

integration into the world economy. In the last decades, your country has

emerged as major exporter of all kinds of manufactured goods, from heavy machinery, to computers, to toys.

Sentences prepared by instructor:

4.The European colonists first sailed west to America and founded their first

settlements on the Atlantic Coast.

5.The United States became the World’s first modern democracy after its

break with Great Britain in 1776 and the adoption of a constitution in 1789.

6.Congress is the legislative branch of the Union. It consists of two houses:

the House of representatives and the Senate. according the constitution, the

two houses are of equal importance and check each other.

7.The US has the most technologically powerful, diverse, advanced and

largest economy in the world, with a per capita GDP of $33,900.

8.Lishui College is co-administrated by the Provincial Education

Commission and the city government.

9.China’s institutions of higher learning are classified as comprehensive

universities, science and engineering universities and specialized institutes.

10.At present, Chinese educational system can be divided into four stages.

Preschool education refers to the period of going to nurseries and

kindergartens. School age begins at 6. Primary education lasts for 6 years, so does the secondary education. It takes 4 years for students to finish tertiary


11.In kindergartens, children are mainly taught some basic morals, such as

honesty, courage, discipline, cooperation and good manners, and basic knowledge of simple arithmetic, drawing, singing and dancing.

12.Lishui 2nd Middle School is a key school of the province. The major courses

students take are Chinese, Mathematics, English, Politics, History, Geography, Biology, physics, Chemistry, physical Culture, Music and Fine Arts.

13.The former Lishui TeacherCollege was founded in 1978. It was upgraded

into the LishuiUniversity last year. There are now about 8000 students of undergraduates. Most of them are residential.

14.Universities have been undergoing some educational reforms in recent years.

An obvious method is to adopt credit system, which allows students to graduate ahead of schedule when they complete the regulated credits.

15.Starting from a few years ago,, students have to pay for their schooling in the

form of tuition fee. In order to encourage students to study hard, Universities

grants scholarship at different levels with a total coverage of 70%.

B. Retelling an article:

A Speech

On behalf of Oxford University , I would like to thank you for all you have done for us. Ever since we arrived, we have been enjoying nothing but the warmest friendship and hospitality. Y ou have opened your hearts as well as your homes to us. While our stay has been very short, we feel that it has been very rewarding, not only professionally, but in making new friends and broadening the channels of contact.

I would like to conclude with the hope that all of you will have a chance to come to the United States very soon, not only to continue our common pursuits of professional interest, but to partake out hospitality as well.

Finally allow me to propose a toast to the health and happiness of all the ladies and gentlemen present here.

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: My Hometown

Homework Assignments (课后作业)

Work on Exercise 1-2 in Unit 2 of the Textbook: Text 1.1, Text 2.1

Task: Listen to the article and then start repeating at the end of each segment.

Reference (单元参考资料)



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: __________


如何做口译笔记范文 记笔记并不是把讲话者的原话一字不落地全部记下来。做交传笔记的目的不是用文字记录口头表达的话。翻译不是在做听写,也不能像读本科的学生那样记课堂笔记。本科学生的课堂笔记虽然忽略了很多东西,但还是用完整的句子记下了一些内容,可供以后查阅。译员记笔记也不像为某些会议做记录的速记员。速记员为了使自己的记录具有一定的真实性,要在记录中保留一定数量的原话。 一、口译笔记的性质 交传笔记是记忆的辅助手段,其作用是帮助译员把精神集中在讲话的内容上,并在翻译的时候起到提醒的作用。所谓对记忆的帮助,就像在手帕上打个结,提醒自己别忘了某件事一样,仅供个人使用。笔记只供在讲话之后的几分钟内使用。译员在听讲话的时候,主要靠脑子记,而不是靠笔记,笔记的目的不是再现讲话的原文,只是提示记忆。笔记只供个人使用,只能在当时唤起某种联想,几天之后,记笔记的本人也未必明白记的是什么了。换句话说,笔记从性质上具有个性特点,只在短时间内起作用。 埃德蒙?加里(1985)曾写文章说: 译员一边听会议代表讲话,一边在笔记本上简短记下几笔,所表示的不是声音(不是讲话者的原话),而是意思。这是基本的原则,如果不这样做,那就不可能做好翻译。 所有的译员都会同意这种说法,但为了让学生明白这一点,我们还必须说明两点:第一,意思本身是无法记录的,我们能够记的,

只能是几个简单的词,或者符号,只能由这些词或符号向我们提示某个意思;第二,所有的讲话,从结构上说,都是用句法组织起来的表达意思的语音,以及一些指示固定事物的名称。 有些东西可以像代码一样从一种语言转到另一种语言,这些东西需要记在笔记中(虽然这一规则有例外),而有的东西则根据每个人的性格、知识、思想方法等等的不同,需要选择一些标志性的符号,到时候这些符号会向我们提示某一段话的内容。 二、口译笔记记什么? 口译笔记到底应该记什么?首先就是要将听到的话语按照意思 记下来。 记意思 意思是讲话的组成部分,从数量上是笔记的主要内容。所谓记笔记,就是通过一个字符记住有关的意思,不管是什么样的字符(文字、符号、图形等等),一个字符的提示作用,可以使人回想起一系列意思之间的联系。从这种意义上说,笔记所对应的不是按照语法规则组织起来的语音形式,笔记所代表的意思,可以用与讲话的原文不同的文字来表达。 笔记中还有表示各个意思之间的联系,比如因果、推论等等,以及各个意思之间的时间关系,这种联系和关系是意思表达的组成部分。 可以作为代码直接过渡到另一种语言(直译)的字词。

大学体验英语综合教程2 unit-5-way-to-success 教案

Unit Five Ways to Success Part one: Listen and Talk : (2 periods) Teaching objective: To help students be familiar with successful celebrities; To take listening/watching exercises concerning the topic of being successful; To master the skills of giving feedback to partners in the speaking area; To develop students’ fluency skills when they do the communicative task Teaching content: ?What success means to you ?Listening ?What you know about these celebrities and how they succeed ?Watching: what leads to success ?Talking ?Translating ---culture salon Step 1: (25minutes) 1. Guess: tell who they are Teacher shows the pictures and students guess who they are. Ask students to find at least one common point among these people. 2. Discuss: why they are famous/successful Ask students: if success equals money or power or social status, yes or no? and why? Why are these people famous or successful? Show some pictures and ask students what they think about them. 3. Group discussion: what does success mean to you? Step 2 Listening & Talking (55 minutes) 1. Listening Success can be reached in different ways by people in different careers. Bill Gates began at age 13 to 1)_______ computers. His vision for personal


Lesson 1 Hitting the Headlines Learning Objectives: 1. Discussing newspaper headlines and matching to photos. 2. Matching stories to headlines. 3. Reading news stories for detail. 4. Listening to news reports for detail. 5. Revising & practising passive constructions. 6. Writing and presenting a news report.. Speaking 1. Work in pairs. Look at the sentences (1–5) and discuss these questions. 1) Where do you think they come from? 2) What do you notice about the language used? (1) Where do you think they come from? They are all headlines from newspaper stories. 2)What do you notice about the language used? They use simplified language, e.g. Omitting articles and simplifying tenses. They also use assonance (avalanche agony) and alliteration (Seb the Sailor). Neat, catchy and established phrases (happy ending, perfect alibi) are used to attract the reader. 2. Match the sentences (1–5) to the pictures (a–e).


林超伦实战口译笔记实例详解 时间:2008-10-06 16:02来源:实战口译网站作者:林超伦点击:5367次 在这里,我将举实例介绍我的笔记方法,以及我如何以笔记与大脑短期记忆互动的方式保证译文的精确度。 由于口译条件的限制,其精确度不能以笔译的尺度衡量,也没有必要这样做。口译的听众与笔译的读者,需求不同,预期也不同。 由于使用实例讲解,无法把口译要点分门别类地举例。我将顺着例子讲下去。讲完之后,各项要点也就都包括其中了。 人脑思维速度极快,一闪而过的念头,解说起来会显得繁杂。不过,我希望你能在开始时,多一点耐心。很快你就会发现,我的讲解读起来似乎繁杂,但背后的思路,也就是说一旦使用起来,要明快得多。 开始前,提醒一下,不要忘了笔记是必需和记忆互动的。二者缺一不可。以下的实例解说,均以此为基础。 讲话原文 Following the 1997 election, in which the Labour Party came to power, the macroeconomic policy framework has been reformed. 第一层次:一个箭头,加97,再加"选",足以帮助短期记忆,说出译文:"1997年大选之后"。 第二层次:一个"工"加圆圈,提醒"工"字后面还有话。另外,一条垂直线体现出第二层与第一层有关联。此后一个箭头,再加"权",足以帮助短期记忆,说出译文:"工党上台掌权"。

第三层次:一个"M"加圆圈,提醒"M"字后面还有话。从短期记忆中回顾出"宏观经济框架"。 接着,一条横线体现关联,线后一个"改"字,于是补齐译文:"对宏观经济框架进行了改革"。 最后划圈,带横杆,表示本段讲话到此结束。 备注:使用的4个汉字都经过"理顺"。其中2个是一笔成字。 The aim of this reform is to help provide a framework for improved macroeconomic stability and economic growth. 承上启下:一划从上段的"改"字左斜拉下来,接着往右一拐弯。足以从短期记忆中回顾出:"改革的目的"。 第一层次:写一个"框"字。从短期记忆中顺着上文,不难说出:"是为了提供一个框架"。 届此,听到"improved",随之划一条上行箭头,再补一个"M"加圈,提醒"M"字后面还有话。这样就不难说出:"以改善宏观经济稳定"。 若担心"M"不够,则可以加"稳"字,或一条水平横线代表之。 第二层次:此时,已听到"and economic growth",于是在"M"之下写"经"字,或"E"外带上弧线。这就不难说出:"促进经济增长"。 最后划个圈,顺手一横杆,表示本段讲话到此结束。 备注:采用了同传里的断句和变通技巧,在"框架"后断句,"improved"翻做"改善";加"经济增长"前加"促进"两字完句。


英译中笔记方法 我历年的实践,发现学友们在学习口译上最大的难点在于笔记问题。因此我整理了一条实用的(E-C)英译中笔记方法,提供初涉口译的众学友学习。 首先,这里需要指出的是,大多数同学并没有意识到口译笔记的基本类型。在此为大家简述一番,其实口译笔记可以按照“源语和目标语”分为两类,在此以英语(论坛)和汉语为例。比如:“E-C”和“C-E”是两个不同的体系。(E-C即英译中;C-E即中译英)。 关于“C-E模式”的笔记,在中译英时口译者并没有听力上的挑战,所以在记录笔记时我们大都可从容应对;把握脉络、大意、关键词,并选择性的记录;而且还能保证主要意思都能记在脑中;即使没有系统训练过笔记法的学友,也可以通过强记和速写,把信息记全。 所以说,中高级口译考试时的“C-E模式”的句子或段落的笔记可以是挑选性的(selective); 也可以做得“面面俱到”(every single point),而这时的要求就是你手写速度,清晰度(legibility), 合理逻辑的布局和排列。 在这样的背景下,C-E模式的笔记体系就引入了大量的“符号”以简化速记的强度,提高速记的质量,使译者有更多的时间脑记。 比如这段符号:“中 e ↗+” 表示“中国经济的强劲增长。” 笔者纵观了各种专业课程、比较了热门的口译笔记法书籍,口译论坛和网站上的有关信息,发现对于这些“符号”并没有一个有明确的、规范的统一写法。完全是不同专家和从业者的各种个性化的笔记,加上一些共性的元素。比如:“全球”这个概念, 有时会写“w”;有时也写成“⊙” 。写法各异,但都属于认知常识范畴。 对于这一情况,我也反复告诫学友,口译上常见的表达和词汇,要用符号,因为用熟悉的“固定符号”更加容易想象到这些信息,所以大家就得掌握熟记这些符号,这样才可以在考试中赢得更多翻译和口译的时间。


《口译》教学大纲 英文名称:Interpretation 一、课程目标 1. 课程性质:《口译》为英语专业学科基础课程的后续课程,为英语专业本科四年级必修课程。口译活动是集听、说、读、写、记为一体的复杂言语交际活动,因而必须以精读、泛读、听力、口语等课程为基础,在掌握这些课程所传授的技巧的基础上才能顺畅完成教学任务,是培养英语专业学生的综合语言能力的课程。此外,口译课涉及内容大多与现实生活的方方面面相关,因此除了注重词汇、句式积累,该课程注重学生的知识面拓展,努力提高学生的语言综合及运用能力,该课程将为社会培养基础实用人才。 2.教学方法:课堂教学为主,课后练习为辅 3.课程学习目标和基本要求 《口译》课旨在通过讲授口译基本及其和逻辑推理能力训练,并结合口译实践,拓宽学生知识面,培养学生跨文化交际能力、口译相关及其的这运用能力、认知、推理能力及相应的心理素质。 课堂教学应以学生为主体,教师为主导,改变以教师为中心的教学模式。注重培养学生的学习能力,学习兴趣和语言应用能力。在教学中开展以任务为中心,形式多样的教学活动。教师更多采用采用启发式,讨论式,发现式和研究式等教学方法,充分调动学生的学习积极性和主动性。在精心组织课堂教学的同时,结合口译技巧教学部分开展丰富多彩的课内外实践活动,如英语讲演,辩论,田野采集等方式,并积极探索利用现代化的语言教学手段丰富课堂教学内容。 4.课程学时:36学时 5.课程学分:3学分 6.课程类型:学科专业课 7.考核方式:考试 8.适用专业与年级:英语专业本科四年级 二、课程结构 Chapter One A brief introduction to Interpretation(学时数: 2) 知识点:1) the history of interpretation 2) the criteria of interpretation 3)the process of interpretation 4)the patterns of interpretation 重点:the history of interpretation; the criteria of interpretation; the process of interpretation; the patterns of interpretation, etc 难点:interpretation skills, the cultural elements in interpretation Chapter Two Ceremonial interpretation and public speeches skills(学时数: 4)

希望英语(第二版)综合教程unit5 教案

教案 任课班级制药111/112 2012年月日星期 任课班级微生物111 2012年月日星期 教师姓名赵东平任课班级化工111/112 2012年月日星期 课题名称(教材章节)Unit Five Entertainment New words and Expressions & Speaking 教学目的和要求 1. Help Ss learn the new words and expressions in this part. 2. Remember some useful words and sentences about environment. Such as: apply, recall, stuff, frustrate, quit, resist, outline, idle away, sum up, miss out … 教学重点 1.New words and expressions in this part 教学难点 1. Explain and understand the meaning of new words and expressions 教学过程与主要内容Step I Field work. Step II Read the new words and expressions and explain the key words and expressions. Step III Speaking part Task 1: Talk about the 3 images on P68 Task2: Use the following sentence patterns and the words or phrases from Task 1 to talk about the pictures on Page 66 . A. Some …, while others. B. Unlike …Task 3: Work in pairs. Take turns asking your partner the following questions and make notes. Is age an important factor in entertainment choices ? Why or why not? What do you usually do for fun? What are the advantages and disadvantages of outdoor entertainment? Step IV Give Ss assignment today 课外作业Homework Oral Practice Practice the new words and expressions 阅读参考书目Hope English Book II Teacher’s Reference Book Internet resource 课后体会


4.3.2 口译笔记常用符号 在学会了对原语进行逻辑和思维路线再现之后,用适当的符号替换逻辑或者思维再现图中的部分文字,实际上就是口译笔记了,当然在真实的口译实践中,笔记还可以更进一步地简化。相当多的口译初学者觉得口译员使用的符号很神秘,看起来像天书一样,进而“神话”口译员的工作。其实口译员使用的符号主要来自于原语、译入语,小部分借用了速记符号。现在我们看看口译员常用的符号来源: 汉字、汉字偏旁部首、古汉语、简化汉字、拼音 大university, adult, generous, open-minded, large-size… 中middle school, medium-sized, intermediate, in the middle of, neutral,… 小primary (elementary), kid, children, mean, petty,… 凝聚ningju或者nju 饕餮taotie或者ttie “戈”可以用来代替“武器” 偏旁部首举例: 简化汉字举例: 英语、英语字母 英语单词的缩写规律:保留单词的辅音,去除元音,当然首字母是元音必须保留。一般保留三至五个辅音就可以帮助回忆整个单词,例如: impoverishment: impvr

debility: dblt rejuvenate: rjvn department: dpt standard: std reference: rfr 口译学习者还需要记住常用国际组织、专用名词、国家名及其首都名的缩写,例如: UN, UNESCO, NATO, APEC, OPEC, … Intellectual property protection: IPP NK, SK, CN, US, UK… 口译学习者还可以自己开动脑筋,充分发挥自己的创造性和想象力,开发出简介实用的笔记符号,下面以英文大写字母为例,看看如何创造性地在笔记中使用这些大写字母: A: first, top, excellent, extraordinary, outstanding, remarkable, unusual E: eyesight, economy, economic, economical, electronic, East F: failure, false, wrong, not true, full, flag G: government, God H: health, help, support, connect, bridge, cross, Hour I: I / we, my (our) party, eye L: long, lengthen, prolong M: money, mail, mother, mountain, movement, McDonald, man, May, Member (ship), mm… N: nose, nation, name, nothing, no, negation, deny, need, necessary, North O: zero, circle, old, orange, our, one, empty, world, all, success, complete P: pm, peace, park, pay, politics, people, perfect, president, prime minister, head, flagship Q: quality, quantity, quarter, question, cute, balloon, head, suspect, doubt, unknown, difficulty R: respect, representative, request, about, relations, return S: smile, snake, turns and twists, society, social, silence, curve, slim T: time, tea, cross-disciplinary, compound, T-shirt, T-stage, disagreement, dispute, disapproval U: you (your party), pitfall, trap, recycle, cycle, return, valley V: victory, triumph, vs, valley, bottom, tip W: west, western, wave, fluctuate, ups and downs X: X-ray, XL, wrong, negation, cross, times, execute, kill Y: why, year, yes, approve, agree, young, deviate, tree, servant Z: zero, zoo, last, zigzag, turns and twists, dream, sleep (comic strip) 从以上例子可以看出,我们可以从拼写、发音以及字母的结构等方面来进行联想,在笔记中创造性地使用这些符号。 箭头 箭头在口译笔记中的使用可以毫不夸张地说“占了半壁江山”,首先动词的位置往往由右箭头代替。下面看看箭头的用法:


口译教学案例 模块I.口译概述 Purpose of offering interpretation course: 1. General purpose: On some occasions to some degree students can better serve as interpreters. 2. Requirement of Students: a. conquering words & phrases in different fields b. mastering some interpreting skills c. improving listening ability, oral English & Chinese d. enhancing transferring ability of different codes e. strengthening memory of information & responding speed Definition of Interpreting: Interpreting is a service activity with a communication function. (Gile) It is usually a face-to-face communicative act. ●Way of communication ●Communicating through sounds ●Rendering from one language into another keeping the meaning intact ● A task-based activity cutting across receptive and productive skills Types of interpretation: Classification on nature: ●Conference Interpretation 会议口译 ●Personal/Escort Interpretation 随行口译 ●Liaison Interpretation 联络口译 Classification on operation form: ●alternating interpretation (交替口译) ●consecutive interpretation (CI) (连续/逐步口译) ●simultaneous interpretation (SI)(同声传译) ●whispering interpretation (耳语翻译) ●sight/on-sight interpretation (视阅翻译/视译) General Interpretation process Accepted in Classroom Practice: I. Lead-in Activities 导入活动 II. Interpretation Practice on Different Topics 不同话题口译 III. Other Classroom Activities 其它活动 IV. After-class Assignment 作业布置 模块II.口译技巧 1. Interpreting similar word orders 顺句驱动 根据源语的句子顺序,把整个句子切分成多个信息单位或意群单位,再用连接词把这些单位连接起来,译出整体的意思。 顺句驱动的优点:减轻记忆的压力 e.g. 所有人//都可以借助互联网资源//来学习,不论他们是哪个民族、//何种性别、//何种肤色、//


林超伦讲解实战口译笔记要点 笔记是高级口译的关键。使用笔记,是为了补充大脑短期记忆和耐久力的不足,以保证译文的精确度,并保证其不受讲话人持续时间的影响。 如果完全依赖记忆,又没有异常的天赋,即使精力充沛的年青人,也不能胜任高级口译对精确度和耐久力的要求。实际例子,我在工作中多次碰到过。高级口译员没有不靠笔记的。但是,高级口译使用的笔记与一般的概念,风马牛不相及。 请注意,每个人的记忆,思维,和反应都有各自的特点。没有必要全部照搬我的方法。最好用的笔记方式是你自己发展出来的,适合自己的系统。我的介绍是为了给你开个头,起个指点方向,打开思路的作用。 比如,笔记越简单,记录就越迅速。但笔记简单了,对短期记忆的要求就相对提高了。所以,笔记多少为最佳,因人而易,需要摸索出适合于自己的平衡。 要点是: 1. 少写多划。划线条比写文字快。线条形象,相当于翻译的"半成品",有助译员眼看笔记,口出译文。两种情况下应该尽量用线条: 表示动作和动态的词句。比如,以上升的斜线代表"发展","增加","进步","进一步";以下降的斜线代表"减少","下降","恶化"等等。 表示因果或前后关系的词句。比如,用一条线代表"因为/所以","…之后","在…之前",以体现出上下前后之间的关联关系。 2. 少字多意。养成一个词的笔记不超过一个字的习惯。中文里有大量的词汇是由两个,或两个以上的字组成。只要看到其中一个,你的短期记忆就应该能够补齐其余的字。不必多写。比如,"中国"最多写个"中"。"北京"最多写个"北"。英文词也同理处理。"politics" 最多写"poli","government"最多写"gov",等等。另外,需要培养以笔记与记忆互动;看到一个字能说出几个字,甚至一串词的能力。在有上下文的情况下,这不难。比如,谈中国的近况,听到"改革,开放"记一个"改"字,不难从短期记忆中说出原文。听到"British Prime Minister Tony Blair",记"PM",也同样能说出原文。 3. 少线多指。通用一小组线条/标记。否则在自己本来熟悉的中英文之外,又编出一套自己不熟悉的文码使用,会导致需要想一想用哪个符号的情况,适得其反。 4. 少横多竖。采取从上往下的阶梯结构记录,尽量少用通常书写时的横向记录。阶梯结构形象地体现出上下文的逻辑结构,简化了译员的思维过程,方便出译文。 5. 快速书写。必须发展自己的汉字快速书写系统。口译笔记完全是自己看,而且只需要几分钟之内能看懂就行。很多汉字笔划减少后,并不影响确认。我这里讲的不是潦草,而是除了实际口译经常不得不潦草之外,花一些时间,把练习中或口译工作中常用的字琢磨一下,看看可以怎样减少笔划,或理顺笔划,一笔成字。


口译中的笔记 一、缩略词 英语当中缩略词使用的频率很高,如 IMP: important, ASAP: as soon as possible。熟练掌握缩略词,大有裨益。 缩略词的写法一般为四种方式: 拿掉所有元音 MKT:market MGR:manager MSG:message STD:standard RCV:receive 保留前几个字母 INFO information INS insurance EXCH exchange I owe you IOU I/O In stead of 保留开头和结尾个发音字母 WK week RM room PL people 根据发音 R are

THO though THRU through 口译听力常用英语缩略词表 缩略词原词 APT Apartment ACC Accountant ACDG According ACPT Accept AD Advertisement ADS Address ADV Advice AMAP As much/many as possible AMT Amount APV Approve ASAP As soon as possible BAL Balance BLDG Building CERT Certificate CFM Conform CNCL Cancel CNF Conference CMI Commission CMP Complete CMPE Compete/competitive CMU Communication CONC Concern/concerning/concerned


Unit Five Following Fashion Teaching Objective 1. Teach Ss some useful words about fashion and guide them in talking about fashion. Through teacher-student interactive class-activities, develop Ss'ability to express correctly the style and trend in the fashion world. 2. Help Ss well understand the two texts and learn to use the important words, phrases and sentence patterns in this unit and complete the text-related exercises correctly. 3. Teach Ss how to write English Ads, and ask them to pay attention to the differences between Chinese Ads and English Ads so that they may not make mistakes in writing English Ads. 4. Help Ss review English word formation (suffixes: -ence / -ance / -ancy / ency) and English grammar (adverbial clauses). Section A Listening and Speaking Listening Comprehension Part 1 Who designed these fashionable goods? Part 2 Who is Coco Chanel? Part 3 The story of Coco Chanel. Part 4 A fashion show. Part 5 The meaning of -couturier ||in the fashion world. Speaking Practice Sample 1 M: How beautiful are the suits you're wearing! W: Yeah. They were designed by Coco Chanel, and I'm very happy to have this chance to show them to my audience.


教案 系教研室翻译系 课程名称口译理论与实践山东工商学院外国语学院

【首页】 课程类型必修课 院级公共课();基础或专业基础课();专业 课(√) 选修课限选课();任选课() 授课方式课堂讲授(√); 实践课() 考核 方式 考试(√);考查() 课程教学 总学时数 32 学时分配课堂讲授 32 学时;实践课学时 教材名称《中级口译教程》第四版 出版社及 作者 上海外语教育出版社梅德明编著 指定参考书作者出版社出版 时间 1.《高级汉英口译教程》2.《实战口译》 3. 《汉英口译入门》 4. 《商务口译教材》 5.《新编经贸口译教程》王逢鑫 林超伦 李长栓 梅德明 王学文 外文出版社 外语教学与研究 外语教学与研究 人民教育出版社 中国对外经济贸易出版社 2004版 2004 2000版 2004版 2004版

课程名称:口译理论与实践章 节 名 称 第一讲口译基础知识授 课方式理论课(1);实践课(1); 实习() 教学 时数 2 教学目的及要求1.掌握口译相关理论基础知识 2.了解口译历史发展、定义、特点、标准、过程、类型、模式 3.了解理论研究现状 教学 重点 与 难点 口译的分类、标准和学习方法 教学 手段 课堂讲授与学生实践相结合

教学主要内容 时间 分配 一.引言 二.主要内容 1、掌握口译相关理论基础知识口译历史发展、定义、特点、标准、 过程、类型、模式、理论研究现状 2、译员的素质和训练(思想品德、心理素质、语言、知识结构、 健康体魄等) 3、口译课程学习要求、自主学习方法讲解以及口译各类考试介绍 4、口译技巧(一)听辨(范例分析与集体实练相结合) 5、自主学习(一)口译小组安排、计划、听辨训练 三.布置作业和思考问题 课时分配: 1、2 约为1.25 课时, 3、4 为0.75 课时,5 为课后1 小时 复习思考题 1. 阅读课本第一部分口译概论 2. 思考题:衡量口译的标准是什么? 教学后记 本章课堂教学讨论口译的基本概念和做好一名口译员的基本要求。教学过程中采用任务型教学法,通过设问、启发、讨论等互动方式,鼓励学生主动参与学习。结合学生的实际经验,帮助学生掌握口译定义、特点及分类,激发学生的学习兴趣。


国内外口译笔记研究综述 口译,是通过口译员在极其有限的时间内,听辨原语,进行理解和解码(即建立意义单位,脱离语言外壳,从整体上把握信息),然后进行信息储存(脑记辅以笔记),再在头脑中转换信息,进行信息编码,最后创造性地用目标语“复述”给受众的一个过程。口译的时间性和加工过程的复杂性,要求译员熟练的掌握各种专业技能,而口译笔记就是即席传译(交替传译)中必须掌握的一种(吴钟明,2008:1)。 口译笔记法是口译员在紧张的会场气氛中,在不干扰听辨源语的情况下,迅速地以简便的符号、文字等记录讲话重点内容信息的一种笔记方法。他只需要记录重点语义信息点和语言逻辑结构。简单来说,它是由符号、文字加上斜线以及并列符、连接符和趋向符等来体现句与句之间的逻辑关系(吴钟明,2008:1)。口译笔记能对大脑短时记忆起到很好的辅助作用和提示作用。其重要性主要体现在,它能有效地减轻译员大脑的负担,弥补其短时记忆的不足。另外,口译中做笔记的过程也是一个很好的思维整理过程,有助于译员把被动记忆转化为主动记忆,提高口译记忆的效率(王斌华,2006:26)。 Danica Seleskovitch在对比“字面直译”和“反思性翻译”的基础上提出了“脱离语言外壳”的理念,成为巴黎学派的“释意理论”的源头(仲伟合,2012:28)。他和Marianne Lederer于20世纪70年代提出了释意理论,构建了一个“口译三角模型”,强调译员在理解的过程中应“脱离语言外壳”,抓住意义(仲伟合,2012:30,77)。20世纪90年代以来,以Gile(1990;1994a,1994b)为代表的不少学者开始质疑释意理论,认为其研究方法缺乏实证性的检验,研究路径缺乏与相关学科的互动交流,术语界定过于模糊(仲伟合,2012:35)。Gile(1995/2011)构建了交替传译和同声传译“认知负荷模型”假说,指出了两个可能导致口译过程中出现认知处理问题的触发原因:一个事单个任务的精力分配不够;二是任务总和的认知负荷接近饱和水平。从理论的经验层面来看,该假说可以用于解释一些口译的策略,如笔记要力求精简,记录过程尽量自动化,以求单个任务所占用的精力少一些(仲伟合,2012:36-37)。 根据在CNKI和web of science上搜索得到的数据,1995年至2014年间,国内共发表口译(英汉)笔记研究方面的论文125篇,国外共发表论文8篇(目前图书馆资源只有这么多),研究内容主要集中在以下4个方面:口译笔记技巧与策略,口译笔记教学,口译笔记理论和口译笔记发在其他英语教学领域的中的应用。这里主要叙述口译笔记技巧与策略和笔记教学。 1.笔记技巧与策略主要归纳和总结了笔记的语言,格式,方法,工具,符号和缩略语



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.Ss know some cultural background knowledge about protocol routine. II Materials and/or equipment 1.Business Interpreting 2.Other reference materials prepared by the teacher 3.Overhead projector https://www.sodocs.net/doc/2c763138.html,puter III Focus Points and Teaching Procedures Phase 1 Preparing 50 m I. An Overview of Interpreting 15 m Definition and Types of Interpreting 1). Consecutive Interpreting 2). Simultaneous Interpreting Past and Present of Interpreting 1). Development of Modern Interpreting 2). Professional Interpreting In China Features and Process of interpreting 1). Features of Interpreting 1.Extemporaneousness(即席性); 2.Stressfulness(紧张性); 3.Independence(独立性); 4.Comprehensiveness(综合性) 5.Miscellaneousness(多面性) 2). Process of Interpreting Basic Requirements for Interpreters 1). A Strong Sense of Duty 2). A High Level of Linguistic Proficiency 3). Wide Encyclopedic Knowledge 4). A Good Mastery of Interpreting Skills Professional Codes of Conduct II. Theory & Techniques: Long-term Preparation 20 m Warm-up activity Presentation: 1. Two Types of Pre-interpreting Preparation


口译记录的常用符号 a.图标符号: ↑ : 上升, 发展, 扩大, 加强等(grow, develop, expand, strengthen, etc.) ↓ :下降, 减少, 恶化, 裁减(drop to, reduce, deteriorate, cut down ) → :导致,输出,派遣, 进入, 结论(result in, export to, send to, enter, draw a conclusion) :来自,源于,追溯至, 进口,收到(come from, originate from, date back, import from, receive from):国家(country, state, nation) :国内(domestic, internal, home) :国外(external, overseas, abroad) ⊙:开会,会议,研讨会,讨论,谈判(meeting, conference, seminar, discussion, negotiation)(图像表示“圆桌”) ∪:协议,协定,条约,合同(agreement, accord, treaty, contract) (图像表示“酒杯”,含有庆祝的意思)如: 双边条约(bilateral treaty)可写成: ; 三边协定(trilateral agreement )可写成: ; °:人, 人们(person, people) (图像表示“人头”) 如: 美国人可写成: “US°” ; 中国人可写成: “中°” ; ♂:男性,男人(male, man) ♀:女性,女人(female, woman) Δ:代表(on behalf of) :对立,冲突(confrontation, conflict) ~ :交流,交换, 相互(exchange, replace, each other) ?:疑问,问题,提问(doubt , problem, question, ask) : :说,告诉,认为,声明,例如(say, speak, tell, think, declare, such as, like)( ):包括,在…之中/内,封闭(including, within, among, inside, seclusion)∈:属于,归于,归属(belong to ,be part of, fall into, pertain to) // :停顿,停止,终止(stop, halt) & :和,与…一起(and, together with) …:等等(and so on, and so forth, and the like, etc.) √:正确,好,肯定的,积极的,同意(correct, good, affirmative, certain, positive, agree) ×:不/非,错误的,坏的,不好的, 否定的(not, no, wrong, incorrect, bad, notorious, negative) ☆:杰出的,优秀的,最佳的,重要的,榜样(outstanding, excellent, best, important, model)(星光璀璨,表示“优秀,突出”) :高兴,开心,愉快,兴奋(happy, pleased, delightful, joyful, excited)(这是个脸谱图像符号,嘴巴向上翘,表示“开心”) :不满,生气,不开心,郁闷(unsatisfied, angry, unhappy, gloomy)(嘴巴向 下 撇,表示“不高兴”) :惊讶,惊奇,吃惊,震惊(surprised , astonished , amazed, shocked )(嘴巴张大,表示“吃惊”) :害怕,恐惧,恐慌(scared , frightened, panic ) (两只眼睛张大,表示“恐