口译教案 连传技巧教案

Teaching Notes for

Consecutive Interpreting

(CI) Techniques

连传技巧教案

（非限制性选修）

Course Introduction (Week 1)

Procedures:

1.Self-introduction

2.Discipline

3 times of absence for no plausible reason leads to failure

3.Assessment criteria

50/50

4.Course description

skill-oriented: memory training, public speaking, figures, note-taking, etc.

5.Introduction on the profession of interpreting

history of development

types of interpreting

requirements for qualified interpreters

6. Assignment: reading Interpreters to the World

The following passage is an excerpt from the article Interpreters to The World by Lawrence Elliott, which will give us a better picture of the profession of interpreting. Interpreters to the World

At a banquet in 1945, marking the end of a Second World War summit meeting in Yalta, Stalin rose to propose a toast: ―To those whose work is arduous indeed. We rely on them to convey our every word, so that even tonight, as we relax and enjoy ourselves, they must labour on. Let us drink then to the interpreters.‖

These days, as leaders of all nations come together more and more often to strengthen ties or resolve differences, international spokesmen rely heavily on expert linguists to

transmit –often by simultaneous translation. Like electricity, a good interpreter is never notices unless something goes wrong. The pressure is terrific. One diplomatic interpreter offered a wry description of himself as a man with a ruined liver and worse nerves.

There are two dozens or so recognized interpreters’ schools in Europe and America. To be admitted to these schools, an applicant must hold a bachelor’s degree and be as proficient in at least two foreign languages as he is in his own. He also must be equipped with a razor-sharp mind, split-second reaction, the temperament of a cow and the stamina of a bull, for the two to four-year course covers the whole range of subjects, from art to zoology. In the practice class, the students are bombarded with idioms, clichés, accents, slang and humour of the language, all intended to make them respond automatically without wasting time mulling over mere words. Interpretation is not a literal translation of the speaker’s words. It is the meaning that counts, as well as the art of conveying its impact. Delegates listening to an impassioned orator are never surprised to note that the man in the glass booth is thrashing his arms with equal fervor.

Nearly all interpreters subscribe to foreign periodicals in order to refresh their language capability. Some specialize in highly technical fields and become near-experts. The sole aim of this endless process of self-education is to put the interpreter on roughly the same cultural level as the man he is translating for. ―We will never be able to perform a heart transplant,‖ says Miss Danica Seleskovitch, who is in charge of the interpreter’s school at the University of Paris, ―but we must certainly master the terminology well enough to explain it.‖

Most interpreters agree that their really unsettling moments come when the speaker makes a joke involving an untranslatable play on words. ―There is hardly anything people are more sensitive about than the jokes they tell,‖ Miss Seleskovitch says, ―and it is very uncomfortable for everyone when the speaker is overcome with laughter at his own humour and everyone stares at him blankly.‖ In an extreme instance, she once solved this problem by quietly informing the delegates, ―The speaker has just made a pun which cannot be translated. Please laugh. It would please him very much.‖ To her enormous relief, they did.

It was not until the turn of the century that the interpreting art came into its own. Previously, exchanges between nations were conducted by career diplomats, and almost always in French. With the end of the First World War, heads of state and heads of government met face to face at the peace conference in Versailles –and discovered they could communicate only with great difficulty. Conferences that should have ended in hours dragged on for days.

Simultaneous translation changed all that. The speaker talks into a microphone linked to a sound-proof booth just off the assembly room floor. There the interpreter

speaking into a second microphone translates the speech for the benefit of those who don’t understand the original languag e, all of whom wear an ear-piece no bigger than a hearing aid.

Inside the little booth, however, the atmosphere is invariably charged with tension, and stress is usually most severe in the German booth. Sincere the verb comes last in a German sentence, there is no way of anticipating what a speaker will say. If the sentence is long and involved, there is no chance of understanding it until many nerve-racking minutes have passed.

There are those who believe that the age-ole problem of how best to translate the thoughts of men from one language to another will yield to the magic of the electronic age. In 1966, the US National Research Council published its findings on the proficiency of translating machine that took ten years to build and cost ￡ 8 million. It was, said the report, 21 percent slower than a skilled human.

Unit 1 (Weeks 2&3)

Skills: memory training

Procedures:

1.Lecture on relevant theories

1) Importance of a good memory (several seconds~15 minutes，120~220 words/m)

2) Can be trained

3) Memory useful to interpreters: the ability to learn by heart (no)

remember things said moments before (yes)

4) Meaning Vs Memory

meaning> active memory, shorter to be committed, and once broken from original language form, can stay much longer

Vs

words > only a faint impression

e.g. movie-goers (able to remember details with no pressure)

5) Short-term memory (verbal) Vs Long-term memory(non-verbal)

7-8 discrete info points capacity unlimited 20~30 sec much longer

active stowed away, need to be activated 6) In interpreting, memory last only a short time, therefore, STM should be prioritized in memory training

2.Memory exercises:

Method: pair work & discussion

1) Develop your own ways of strengthening memory power, retrieval cues (clues for recalling)

2) Must be interested/concentrated in topic under discussion

3) Interest facilitates understanding and concentration

4) Terms: SL Vs TL

5) Retrieval cues:

a.Time order: narrations, stories, history, etc

b.Spatial order: visualization, eg. 东西南北中，由原及近，由近及远，et

c.

c.Logic order: logic of reasoning

Reproduce the information in different wordings from the original text.

3. Assignments:2 hours/week pair work on memory exercise by using various materials available on Internet, newspapers, magazines, TV programs, etc.

Tickets, Please

Three engineers and three accountants are traveling by train to a conference. At the station, the three accountants each buy a ticket and watch as the three engineers only buy one ticket.

"How are three people going to travel on only one ticket?" asks an accountant. "Watch and you'll see," answered an engineer.

They all board the train. The accountants take their respective seats but all three engineers cram into a rest room and close the door behind them.

Shortly after the train has departed, the conductor comes around collecting tickets. He knocks on the restroom door and says, "Tickets, please!" The door opens just a crack and a single arm emerges with a ticket in hand. The conductor takes it and moves on. The accountants see this and agree it is a clever idea. So after the conference, the accountants decide to copy the engineers on the return trip and save some money. When they get to the station, they buy one ticket for the return trip. To their astonishment, the engineers don't buy a ticket at all.

"How are you going to travel without a ticket?" says one perplexed accountant. "Watch and you'll see," answered an engineer.

When they board the train all three accountants cram into a restroom and the three engineers cram into another one nearby. The train departs.

Shortly afterward, one of the engineers leaves his restroom and walks over to the restroom where the accountants are hiding. He knocks on the door and says, "Tickets, please!"

Airport Story

An award should go to the United Airlines gate agent in Denver for being smart and funny, and making her point, when confronted with a passenger who probably deserved to fly as cargo.

During the final days at Denver's old Stapleton Airport, a crowded United flight was cancelled.

A single agent was re-booking a long line of inconvenienced travelers. Suddenly an angry passenger pushed his way to the desk. He slapped his ticket down on the

counter and said, "I HAVE to be on this flight and it has to be FIRST CLASS."

The agent replied, "I'm sorry sir. I'll be happy to try to help you, but I've got to help these folks first, and I'm sure we'll be able to work something out."

The passenger was unimpressed. He asked loudly, so that the passengers behind him could hear, "DO YOU HAVE ANY IDEA WHO I AM?"

Without hesitating, the gate agent smiled and grabbed her public address microphone. "May I have your attention please?" she began, her voice bellowing throughout the terminal. "we have a passenger here at the gate WHO DOES NOT KNOW WHO HE IS. If anyone can help him find his identity, please come to the gate."

吕四娘

據史書記載，公元一七三五年八月二十日，雍正還在處理政務，晚上得病，次日凌晨死亡。由於死亡非常突然，於是在官場，在民間，便產生了種種猜想和傳說。民間流傳最廣的就是呂四娘報仇削取了雍正首級。

雍正年間，湖南秀才曾靜因不滿清廷統治，上書陝西總督岳鐘祺（岳飛的後裔）策動反清。事後，雍正就此事大做文章，對案犯嚴加審訊，廣肆株連，由此引出浙江文士呂留良文字獄案。曾靜等人鎯鐺入獄，後被滿門抄斬，呂留良一家也未能倖免。呂留良之孫女呂四娘因在安徽乳娘家中，倖免於難。年僅十三歲的呂四娘秉性剛強，得知其全家祖孫三代慘遭殺害，悲憤填膺，當即刺破手指，血書「不殺雍正，死不瞑目」八個大字。於是隻身北上京城，決心替全家報仇。途中巧逢高僧甘鳳池，四娘拜之為師。甘授呂四娘飛簷走壁及刀劍武藝。

之後，呂四娘輾轉進京，設計潛入乾清宮，刺殺雍正，削下頭顱，提首級而去。民間又盛傳雍正大葬時只得以金鑄頭代之，葬於河北省易州泰陵地宮。

时间膨胀

时间膨胀是爱因斯坦相对论效应的一个特别引人注意的例证，它是首先在宇宙射线中观测到的。我们注意到，在相对论中，空间和时间的尺度随着观察者速度的改变而改变。例如，假定我们测量正向着我们运动的一只时钟所表明的时间，我们就会发现它要比另一只同我们相对静止的正常走时的时钟走得慢些。另一方面，假定我们也以这只运动时钟的速度和它一同运动，它的走时又回到正常状态。我们不会看到普通时钟以光速向我们飞来，但是放射性衰变就像时钟，这是因为放射性物质包含着一个完全确定的时间标尺，也就是它的半衰期。当我们对向我们飞来的宇宙射线μ作测量时，发现它的半衰期要比实验室中测出的22微秒长得多。在这个意义上，从我们观察者的观点来看，μ内部的时钟确实走得慢些，时间进程拉长了，就是说时间膨胀了。

时间膨胀为探索人类能力所不及的宇宙提供了方法。因为对随光一起旅行的任何物体和人员来说，时间慢了下来，人的化学反应和生物过程也减慢了，空间旅行者衰老的速度是没有进行旅行的人的千分之一或万分之一。人类在时间膨胀中生活，生命好像暂时停止了，能够到遥远的恒星和其他星系中旅行。

Unit 2 (Week 4)

Skills: memory

Procedures:

1.Review and summary

Theories: STM & LTM; encoding, storage, and retrieval

Skills:three basic retrieval clues (time, space, logic); mnemonics and aids to memory; categorization, generalization, comparison, etc.

https://www.sodocs.net/doc/7d17316177.html,prehensive exercises on memory

Students are instructed to make comprehensive use of all memory skills either learned from class or devised by themselves to better remember what they’ve just heard. During the exercises, students are asked to reproduce the information in different wordings from the original text.

Why the Sky Is Blue

To understand why the sky is blue, we need to understand a little about light. Light is a form of radiation, electromagnetic energy that travels in the form of waves possessing electric and magnetic properties. This form of energy does not need matter to propagate. We can characterize this energy by its wavelength -- the distance along a wave from one crest to another. Our eyes are remote sensors that are sensitive to light with wavelengths between approximately 0.4-0.7 microns (one micron is a millionth of a meter or one one-hundredth the diameter of a human hair). The table below summarizes the wavelengths for different colors of the spectrum.

Color Wavelength in microns

Violet .390-.455

Blue .455-.492

Green .492-.577

Yellow .577-.597

Orange .597-.622

Red .622-.780

When light beams interact with particles suspended in air, the energy can be scattered or absorbed. Energy that is scattered causes a change in direction of the light path. The amount of light that is being scattered is a function of the size of the particle relative to the wavelength of the light falling on the particle. Particles that are tiny

compared to the wavelength of the light scatter selectively according to wavelength. While all colors are scattered by air molecules, violet and blue are scattered most. The sky looks blue, not violet, because our eyes are more sensitive to blue light (the sun also emits more energy as blue light than as violet).

At sunset and sunrise, the sunlight passes through more atmosphere than during the day when the sun is higher in the sky. More atmosphere means more molecules to scatter the violet and blue light. If the path is long enough all of the blue and violet light gets redirected out of your line of sight, while much of the yellow, orange and red colors continue along the undeviated path between your eye and the sun. This is why sunsets often are composed of yellow, orange and red colors.

To demonstrate the cause of blue sky requires only a clear glass container, water, some milk and a flashlight. First, put water in the medium sized glass (it must be clear) and shine the flashlight through the glass. The beam of light from the flashlight will be difficult to see in the water. Milk contains tiny molecules of protein and fat which scatter blue light, but we must dilute the milk to see the effect. So put a few drops of milk in a medium sized glass of water. Now shine the light on the side of the glass. Note the light beam is now visible as it passes through the water/milk mixture, due to scattering. Add more drops of milk until the mixture takes on a distinct blue color. If you are demonstrating this to a non-believer, they may not observe the blue tint. To convince them, recall that at sunset, or sunrise, the sun appears orange and red. The reason for this is that all the blue light is scattered in all directions, and if there are enough molecules to scatter, all the blue light will eventually be scattered out of the sunlight. Thus, if the water/milk mixture is blue, the flashlight beam as it leaves the glass container should take on an orange/red color. Put a piece of paper at the end of the glass container and voila! - the flashlight beam is orange!

So why is milk white and not blue? Because there are so many fat and protein molecules in milk that enough light at all wavelengths gets scattered giving the appearance of white light. Carefully look at the color of the sky on a clear day in the afternoon . The brightest blues will appear overhead, while on the horizon the color will be a milky blue. The whitish tint on the horizon is due to the scattering by many more molecules close to the ground, in addition to scattering by haze particles.

Why does haze cause the sky to appear whitish? As a particle gets bigger, it is no longer selective in the wavelength it scatters. You can see this change if you carefully watch someone smoke. The smoke off the end of the cigarette is made up of particles that are very small compared to the wavelength of visible light, and thus appear blue, particularly if viewed against a dark background. When you inhale the smoke into your lungs, exposing yourself to great health hazards, some of the smoke stays suspended in your lungs until you exhale. Your lungs are warm and moist, and the moisture begins to condense on the smoke particles forming a type of polluted smog

in your lungs. When you exhale, the particles have become larger due to the

condensation occurring in your lungs, large enough so that the smoke particles scatter light independent of wavelength, and the exhaled smoke looks white.

If things are made of molecules, why doesn't everything around you look blue? The effect is quite weak in solids and liquids because the molecules are arrayed in a more orderly fashion and the scattered light occurs only in the forward direction, along with all the other colors.

3．Assignments: 2 hours pair work on memory by using various materials available on Internet, newspapers, magazines, TV programs, etc.

Unit 3 (Week 5)

Skills: figures

Procedures:

1.Cardinals, fractions, decimals and percentages

For cardinal numbers, ask students to familiarize themselves with the conversion of numbers between Chinese and English, which is always a big headache for interpreters since Chinese adopts a four-digit system while English adopts a three-digit system. Also note that ―and‖ is not used after hundreds in American English.

For fractions, students should not only know how to deal with the interpreting of fractions with small denominators, but also fractions with large denominators. In the latter case, ―over‖ is usually used before the denominator and after the numerator to express the fraction more clearly.

For decimals, students should pay attention to three points: 1) the zero immediately before the decimal point can be omitted when spoken; 2) numbers after the decimals are spoken separately; 3) the zero following decimal point is spoken as ―o‖, the same as the letter of the alphabet.

2.Exercise on pure numbers:

E-C

13 19 56 78 86 135 207 576 832 961 2006 4,777 6,803 7,169 9,038 21,536 40,632 79,064 88,705 91,003 109,062 220,890 917,005 803,046 999,990 2,500,000 5,978,300 96,329,100 873,665,300 415,978,729 78,112,030,331 201,978,005,171 91,179,999,236

C-E

41 76 89 123 459 678 2345 9003 7980 3,0125 4,2048 6,0033 21,4598 23,0010 97,0365 310,5980 555,5005 903,1750 4067,9321 5903,8093 5603,7830 9853,0840 4,3982,0493 5,8472,0240

9,1520,0251 55,1650,0651 61,3591,6516 95,0000,6525 498,9576,0000 982,5029,0065 9984,0685,6598

During the exercises, students should be told to form a good note-taking habit of figures, namely, a comma should be inserted after every three digits if in English and every four digits in Chinese; they also should pay extra attention to zeros contained between digits and make sure zeros be inserted in due places, otherwise, confusion will arise.

3. Assignments: 2hours of pair work on pure figures

Unit 4 (Week 6-7)

Skills: figures with text

Procedures:

1. Lecture points

Students should be told to try their best to grasp both numbers and the meaning with the numbers, for without either one of them, the interpreting efforts will be in vain. Therefore, special care should be given to texts containing figures.

Here are some points of notice for interpreting figures with texts:

1)Jotting down long figures

2)Speedy and accurate rendering

3)Rapid reading

4)U sing signs and symbols, such as ―-‖ for three zeros

2. Rates, ratios, totals, and percentages

The following are some abbreviations commonly used in rates and ratios:

2:3 2 to 3

50kph 50 kilometers per hour

100mph 100 miles per hour

50 kg/sq cm 50 kilograms per square centimeter

80rpm 80 rounds (or revolutions) per minut

120wpm 120 words per minute

8% pa 8% per

10kw 10 kilowatts

3.Interpreting Exercise

E-C:

Under the equation 根据这一公式

Hypothesis 假设

Per capita energy consumption 人均能源消耗

Bangladeshies 孟加拉人

Gas-guzzling 耗油高

Pollution expert 治污专家

Sustainable development 可持续发展

C-E:

计划生育family planning

出生率birth rate

死亡率mortality rate

基础教育elementary education

中等职业技术教育secondary vocational and technical education

高等教育higher education

成人教育adult education

学前教育pre-school education

初等教育primary education

义务教育法Law on Compulsory Education

聋哑the deaf and mute

弱智the mentally retarded

残疾人the handicapped

学位制度academic degree system

扫盲教育literacy education

电大radio and television university

夜大函授correspondence and night university

4．Assignments: 2 hours pair work on figures within texts by using various materials available on Internet, newspapers, magazines, TV programs, etc.

Unit 5 (Week 8)

Skills: public speaking

Procedures:

1.Lecture points

Public speaking means one must be clearly audible, and an important skill for interpreters is voice projection.

Here are some ―dos‖ and ―don’ts‖ for voice pro jection:

Do speak with a clear, firm voice, the first few sentences are especially important to convey assurance to your audience;

Be clearly intelligible at all times; pronounce proper names and titles especially carefully;

D on’t ―orate‖, but do sound na tural and sincere;

Use the first person siglular;

T alk to your audience ―personally‖ and keep contact with them at all times;

Watch the reaction of the audience to what you say;

Be friendly toward your audience, be interested in your subject;

D on’t frown;

D on’t grimace, even if you make mistakes;

Do keep your rate of delivery constantly changing;

D on’t be monotonous in your delivery;

C hange your pace or speed in response to the audience’s reactions;

Allow space for applause, laughter, or interruptions.

Eye contact:

In order to make the audience understand better, the interpreter needs to talk to them naturally and ―personally‖, keep eye contact with them and watch their response all the time. A good interpreter never buries himself in reading his speech or looking at his notes. He talks to his audience like an ordinary speaker and just glances at his notes occasionally.

Posture:

Whether you are seated or standing before the microphone, don’t sway your body from one side to another.

Refrain from using too many gestures or getting too emotional as some speakers do. Otherwise, you will draw too much attention from the audience and may look ridiculous.

2. Exercises:

Ask students to volunteer to make off-hand speeches on free topics. Pay attention to their speaking manners on stage. Call for comments from students on their classmates’ performance.

3. Assignment: each student is asked to prepare a speech on free topics.

Unit 6 (Week 9-11)

Skills: note-taking

Procedures:

1. Lecture points

Two reasons for not choosing short-hand: 1) slowing down the speed since it takes extra time for deciphering; 2) leading to word-for-word interpretation since notes are taken in SL without analysis

Individual notes are invited, and students are encouraged to create their own systems of abbreviations and symbols

What should be taken down? Not everything but key words and logical links; however, successful identification of key words and logical links needs thorough understanding and analysis

Notes are for prompt use instead of for others’ scrutiny; therefore, notes are judged by their effectiveness rather than appearance

Some useful symbols and abbreviations:

symbols from the alphabet: y, m, d, US, K, G, 中，人，大，小，etc.

punctuation marks: :, ?, !, …, etc.

mathematical symbols: +, -, <, >, =, ≈, ≠, ≤, ≥, ∵, ∴, ∑

other symbols: ×，√，￥，$，￡, &，#，><, ∧, ∨, ⊙, //, □

symbols for emphasis: ☆, △, ,

arrows↑, ↓, ←, →, ↖, ↗, ↙,

abbreviations: BJ, SH, GZ, GD, SZ, JV, SOE, SME, FDI, FIE, IT, ICT, 4M, i.e.,

e.g., std, stu, eco, situ, edu, ref, hap, com, med,

transitional: tho, if, but, to, so, due

2.Exercises:

E-C:

Worldwatch Institute 世界观察研究所

Alarmist 危言耸听

Specialist publications 专门刊物

The UN World Food Summit 联合国世界粮食首脑会议

Grain embargo 粮食禁运

Food security 粮食安全

Rudimentary light industries 初级轻工业

It was a course of allurement rather than ―shock therapy‖ 这是个诱导过程，而不是―休克疗法‖

Entrepreneurial edge 企业家的精神

Mixture of skepticism and pessimism 既怀疑又悲观

No-hold-barred Chinese brand commerce 无约束的中国式商业做法

Chinese diaspora 散居海外的华人

Disproportionate 不成比例的，异常多的

Emotional power of the reunion 这种重新联合的亲和力

Greater China 大中华

Boom economies go bust periodically 繁荣的经济不时会出现衰退

C-E:

经济体制改革economic restructuring

深刻而全面地阐述an in-depth and comprehensive elaboration

以公有制为主体，多种经济成份共同发展parallel development of various economic sectors with the public ownership as the mainstay

国有经济为主导，主要体现在对国民经济的控制力上，而不是简单在于要达到多大比重The leading status of the state-owned sector is mainly manifested in the ability to control the national economy, rather than the simple proportion.

重复建设duplicated construction; repetitive construction

产品供过于求the supply of products exceeds the demand; an over-supply of products

一个人的饭三个人吃three people doing the job of one person

一系列对症下药的办法 a series of appropriate remedial measures

社会保障体系social security system

国家面貌the country’s landscape

扭转reverse; turn around; put an end to; halt

稳定农村生产关系stabilize the rural production relations

减轻农民税费负担alleviate the farmers’ burden with taxes and fees

整顿金融秩序rectify/straighten out financial order

适度从紧的财政货币政策an appropriately tight fiscal monetary policy

广义货币供应量broad monetary supply

分税制the tax system in which the tax revenue is shared by the central and local governments

两级财政two-tier financial management

政策性银行policy bank

调整产品结构rearrange/adjust product mix

3.Assignment: 2 hours pair work per week on note-taking by using various materials available on Internet, newspapers, magazines, TV programs, etc.

Unit 7 (Week 12-13)

Skills: paraphrasing

Procedures:

1.Lecture points

1) P araphrasing is very effective in improving students’ lan guage proficiency as well as interpreting skills:

2) Being able to interpret the same thing in several ways is a must for every competent interpreter; the greater the range the interpreter has, the less difficult the interpreting assignment will turn out to be, and the better the performance;

3) Three rules to be observed when paraphrasing:

1).there should be no omission of facts given in the source text;

2).there should be no change or alterations of facts stated in the source text;

3).there should be no slanting of attitude, stance, point of view, tone, etc.

conveyed explicitly or implicitly in the source text.

4) Three paraphrasing tactics recommended:

1).Change of parts of speech;

2).Change of sentence structures;

3).Break up long sentences into several short ones

5)Always remember that there is no standard or perfect paraphrase just as there is no standard or perfect interpretation.

2.Exercises:

Students are asked to come up with as many as possible ways of rendering the same segments. During the exercises, encourage students to be flexible and shake

off the influence from the original wording.

E-C:

Neolithic culture 新石器时代文化

Which come under the heading of geography 将它们归纳为地理原因

Aristotle 亚历士多德

Montesquieu 孟德斯鸠

Mean temperature 平均气温

Fahrenheit 华氏

Cyclonic storms 强暴雨

Arnold Toynbee’s adversity theory 阿诺德·汤因比的灾难理论

The Indians of the Andes 安第斯山的印第安人

The Carthaginians 迦太基人

Accommodations industry 旅馆业，接待业

Resorts 旅游胜地，度假胜地

C-E:

南普陀寺the South Putuo Temple

湖里山炮台Hulishan Fortress

演武亭遗址the ruins of Zheng Chenggong’s Commanding Pavilion

精神文化渗透ideological and cultural infiltration

封闭close; lock oneself up

民族特点national characteristics; national traits

吸收absorb, incorporate

敦煌壁画Dunhuang grotto murals

丝路花雨Along the Silk Road

出口转内销export goods for domestic sale

3．Assignments:2 hours per week pair work on paraphrasing by using various materials available on Internet, newspapers, magazines, TV programs, etc.

Unit 8 (Week 14-15)

Skills: coping tactics

Procedures:

1. Lecture points

In spite of their preparation and skills, interpreters, even those with a solid reputation and long professional experience, do encounter difficulties in their work, which can be said to be unavoidable. So when these problems arise, interpreters are expected to use some tactics to reduce their impact. The following are the basic tactics often used: 1) Reconstruct the information by using their knowledge of the language, the subject matter, the context, or the situation;

2) Reformulate the message in a less accurate manner by using a superordinate or a

more general segment;

3) Explain a term that they understand but now know the appropriate equivalent in the target language;

4) Reproduce the sound as heard when encountering a name or technical term that is unknown or not recognized

5) Skip the information if it is not significant;

6) Ask the speaker for clarification if the information is important; however, this tactic should not be used very often, and then with caution.

2. Interpreting exercises and demonstration.

Students should be aware that these tactics are only for emergencies and shouldn’t be used as excuses for sparing their efforts to improve their interpreting competence.

E-C

Hybrid rice 杂交水稻

Gene transplant 基因移植

Rare-earth metal 稀土金属

863 project 863计划

Genetic fingerprinting 遗传指纹技术

DNA 脱氧核糖核酸

Stonehenge 巨石阵地（英国南部附近一处史前巨石建筑遗址）

Sputnik （前苏联）人造地球卫星

Launch pad 发射台

Van Allen belts of radiation 范艾伦辐射带

C-E

上海外国语大学Shanghai International Studies University

涉外文秘方向foreign-related secretarial section

博士点doctoral programme

硕士点master’s programme

秘书学概论introduction to secretarial studies

3. Assignments: 2 hours pair work of interpreting exercises various materials available on Internet, newspapers, magazines, TV programs, etc., by applying coping tactics learned from class.

Unit 9 (Week 16)

Skills: behaving professionally

Procedures:

1.Lecture points

Interpreters must know their professional ethics well and abide by them for the fulfillment of a successful career in interpreting. The highest standards of internation

interpreting mean that the interpreter is always professional, keeps confidences, is objective, does not interfere with the exchange of information, and has the respect and trust of both parties in the dialogue. The following are the very basic rules of conduct for interpreters:

1) Maintain professional confidentiality

2) Make sufficient preparation

3) Maintain dignity and a respectful conference-room manner

4) Only accept assignments for which one is qualified

5) Speak out about doubts and admit your mistakes

2.Lecture and interpreting exercises.

E-C:

Fanfare 漂亮的喇叭；鼓吹

Equally matched 势均力敌，不相伯仲

The negotiated trade blocks of Europe and North America 欧洲和北美经过政府间谈判形成的贸易协议集团

Equity capital 股权资本

C-E:

全国人民代表大会national people’s congress

民主集中制democratic centralism

行政机关administrative organ

审判机关judicial organ

检察机关procuratorial organ

台独Taiwan independence

三通three exchanges; three links

世纪之交at the turn of the century

通邮exchange of postal services

通航exchange of air and shipping services

3. Assignment: 2 hours pair work of interpreting by using various materials available on Internet, newspapers, magazines, TV programs, etc.

Unit 10 (Week 17)

Skills: communicating across cultures

Procedures:

1.Lecture points

The mistake most of us make is to assume that our problem in communication stems only from language differences. However, as communication involves ideas, images, and symbolic meaning, communication problem arises in any situation in which the

life experiences of the communicators are not the same. For us, the major difficulties in intercultural communication between Western and the Oriental cultures are ―patterns of thought‖. The interpreter provides the bridge, facilitating understanding. You must therefore be aware of the cultural factors affecting communication in both our own culture and the culture of the other party. We need to understand not only cultural differences, but also cultural similarities. While understanding difference will help us know where the problem lies, understanding familiarity may help us come closer.

2.Lecture and interpreting exercise:

Give examples of cultural problems and difficulties encountered in interpreting to demonstrate significance of cross-cultural awareness in interpreting. Students should also so know it’s even more difficult and demanding to accumulate cultural knowledge than linguistic knowledge.

C-E:

错综复杂complex

风云变幻volatile

和平共处五项原则five principles of peaceful coexistence

霸权主义hegemonism

强权政治power politics

中美联合公报Sino-US joint communiqué

众说纷纭，莫衷一是As opinions vary, no unanimous conclusion can be drawn.

践踏to trample on

多极化multi-polarisation

不懈的incessant, unremitting

最惠国待遇MFN (Most Favored Nations) treatment

脱钩delink

知识产权intellectual property rights

3. Assignment:two hours pair work in interpreting by using various materials available on Internet, newspapers, magazines, TV programs, etc., and collecting at least 5 items of cultural differences between English-speaking countries and China per student.

Unit 11 (Week 18)

Skills: making summaries

Procedures:

1.Lecture points

Learning to summarize is a helpful way of analyzing a text, as summary reinforces the understanding of the original text and cultivates the ability of organize textual content. In preparing a summary, the interpreter uses his own words instead of coping sentences from the original speech, therefore, this involves the skills paraphrasing

which has been dealt with in previous classes. The general principle for summary is to keep the major points that are indispensable in understanding the speech—such as major facts, causes and results—and leave out minor points such as names, times and other details that are not necessary to the central message of the piece. The following are some rules to observe when summarizing:

1) Understanding the message of the speaker

2) Not adding anything that does not exist in the text

3) Not making any comment on facts and attitudes in the text

4) Avoiding the change of person and avoiding exclamations and questions

2.Exercises on summary and interpreting

Students are required to first summarize the information heard in source language and then interpret the message with details.

E-C:

Precedence 优先；优越权

Pledge 发誓，保证

Refrain from 避免，避开

Maim 残害；使残废；使受重伤

Blatantly 悍然，嚣然

Soviet Jewry 苏联的犹太人

Wishful thinking 不切实际的想法，如意算盘，痴心妄想

C-E:

空前的unprecedented

战争浩劫the scourge of war

3. Assignment: two hours pair work of summary and interpreting by using various materials available on Internet, newspapers, magazines, TV programs, etc.

The End

英语教学设计方案

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六、教学过程 一、师生问候：Hello! Everyone! 问：What's the weather like today?How about yesterday ? 回答：cold\colder\ 或者warm\warmer 通过观察图片引出本课的知识点：比较级 二、呈现新课：（以网页形式展现形容词比较级的变化规则） 1. 构成的规则变化及单词举例 （1）一般在单音节词尾加-er 或-est （2）以e结尾的单词只在词尾加-r或-st （3）只有一个辅音字母结尾的重读闭音节单词, 先双写这个辅音字母, 再加-er或-est （4 以“辅音字母+ y”结尾的单词，先改y为i, 再加-er或-est。 （5）除early 外，以ly结尾的单词，一般在词前加more / most （6）多音节词和部分双音节词在词前加more或the most。 2. 构成不规则变化的单词good / well –better –best ill / bad / badly –worse –worst many / much –more –most little –less –least 指路程更远far –farther –farthest 指意义深远或进一步far –further –furthest 指年龄大小old –older –oldest 指家庭成员长幼old –elder –eldest

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听音乐，幼儿围圈走，音乐停，拿起面前的鞋子穿上。 How do you feel? 多遍游戏，开始可由老师问，幼儿熟练以后可让幼儿问。5．结尾 Sing a song “The more we get together ” 边唱边继续转圈，演唱结束 Find your shoes, put them on.

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Use only the first syllable of a word. pol = politics dem = democracy lib = liberal cap = capitalism Use entire first syllable and only 1st letter of 2nd syllable. pres = presentation subj = subject ind = individual cons = conservative Eliminate final letters. Use just enough of the word to form a recognizable abbreviation. assoc = associate biol = biology info = information ach = achievement chem = chemistry max = maximum intro = introduction conc = concentration min = minimum rep = repetition

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本单元的主题是熟识新伙伴，同时引导学生采用 Practicing, Listening for specific information 和 Role playing 的学习策略，学习一些新词汇，掌握一些重点句型，在小组合作学习的过程中，进一步促进学生 之间的相互了解。 四 、 教 学策与设计 采用 Practicing, Listening for specific information 和 Role playing 的学习策略，使学生学会 打招呼和介绍自己、询问他人姓名的基本句型 What's your/his/her name ？My/His/Her name is ? 。” 培养学生结交新朋友的能采用 Practicing, Listening for specific information 和 Role playing 的 学习策略，使学生学会打招呼和介绍自己、询问他人姓名的基本句型 What's your/his/her name ？ My/His/Her name is ? 。”培养学生结交新朋友的能力。 五、教学重点及难点 specific information Role playing 六、教学过程、 教学 找出在预备篇中所学的单词，学习打招 利用插图或实物卡片让学生找出在预备篇 呼和介绍自己、询问他人姓名的基本句型 中所学的单词， 然后教师引导学习打招呼和 介绍自己、询问他人姓名的基本句型 “What ’ s your/his/her name? My/His/Her name is ? "---What's your /his /he name? My/His/Her name is ? ”. 熟练掌握句型 2.让学生听对话，练习对话并模仿对话，结 2.练习对话并模仿对话，结识班级的其他同 识班级的其他同学 学。 一 1、播放 2a 部分的录音让学生听， 引导学生通过 1．通过听对话熟悉人名 "Ton 》Tom 听对话熟悉人名 "Tony TomJenny Bob Bruce Jim" ， Jenny Bob Bruce Jim" ，完成 2a, 2b 部分 完成 2a,2b 部分的教学任务。 的教学任务。 2. 引导学生重复他们所听到的， 模仿对话结识班级 的其他同学，完成 2c 部分的

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一、教材分析:Analysis of the Teaching material 二、教学目标:Teaching alms and demands: 三、教学重难点:Teaching keys and difficulties: 四、教学方法:Teaching methods: 五、教学工具:Teaching aids： 六、教学过程:Teaching procedures: 七、板书设计：Blackboard Design. 八教学评价与反思 一份正规的高中英语教案主要应该包含上面的八个要点，也是作为一份教案应该具有的基本格式。

《Making Apologies》说课稿 关于课文 本篇课文选自中等职业技术学校教材《基础英语》第一册。 教学目标和要求 本课是第2课时，教学目标主要是对课文中的对话进行阅读、巩固和拓展。要求通过学习，学生能达到以下要求： 1．知识目标

能够牢固掌握好课文对话中的重点词汇词组；阅读对话并且根据提示完成对话，运用已经学会知识让学生分角色进行口语练习，特别要求记忆Sarah所说的话并能当堂表演对话。能够拓展对话，根据图片内容创作一段对话。 2．能力目标 能够独立阅读课文对话，能够正确理解课文对话并根据提示完成对话，能够用英语表达歉意和接受道歉并学会为工作中所犯的错误致歉。能够拓展对话，完成看图说话并把每张图片的对话内容连在一起形成一段对话。 3．情感目标 通过小组讨论，培养同学们的交际能力和团队合作精神； 不同的教学目标和要求 A. 对于基础相对好的同学，能够阅读对话并且根据提示完成对话，运用已经学会知识让学生分角色进行口语练习，能当堂表演对话，能够拓展对话，根据图片内容创作一段对话。 B. 对于基础中等的同学，能够完成课文对话，分角色进行口语练习，能当堂表演对话。 C. 程度较弱的同学，要求能够熟练掌握课文中的生词和词组，能够正确完成课文对话。 教学重点 英语道歉和接受道歉的词汇及表达；学习英语在工作中犯错误的表达；根据提示完成对话；表演对话； 教学难点 根据提示完成对话，表演对话，拓展对话，根据图片创作对话。

大班英语公开课教案《Food》

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等幼儿全都买到食品后，教师再让幼儿说说购买食品名称。 Lesson 1 food 活动目标： 1、学习单词 chocolate ,vegetable , bread, hot-dog, noodles. 2、初步理解Do you like;;;;的含义，会做出肯定 或否定回答。 3、学习用部分单词作句型替换练习。 活动准备：食物图片。录音机一台，磁带一盒。 活动过程： 1、谈话导入：请幼儿说说自己喜欢吃什么食物。 2、出示图片：教师范读，幼儿跟读。教师出示图片，幼儿认读。教师纠音。教师读出单词，幼儿找出图片。 3、学习句型和对话： （1）教师讲解句型，示范读音，幼儿跟读。 （2）播放录音磁带，幼儿模仿跟读。 4、引导学生进行句型替换练习。任意出示一张食物图片，请幼儿说出句型。 5、游戏：yes or no. 把学生分成三组，根据教师出示的食物图片，一组幼儿问：Do you like;;;;喜欢吃的幼儿站到yes 的那一边，大声说： yes , I do.

(完整版)英语口语训练课程标准

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2．主要内容与要求 任务一：任务重点为日常交流中所需基本词汇，主要包括： 1 个人信息 2 性格特点 3 兴趣爱好 4 健康问题 5 交通 6 食物 7 服装服饰 8 家庭设施 9 家庭成员 10 公共设施 11 常见动植物 12 旅游 13 天气 14 时间日期 15 中西方节日 要求学生掌握并熟练使用日常交流各方面的基本词汇，能够以足够的词汇量就某一话题，或为达到某一日常生活目的用英语进行交流。 任务二：此任务旨在提高学生口语表达的流利程度，在用英语表达自己时不再结结巴巴，能够以句子为单位进行交流。达到这一任务过程中，学生的语言输入和输出相结合，通过句子、文章的背诵、复述等手段提高流利程度。语言输入材料应来自教材和补充课外内容，如

英语口译技巧

尽管每个人的对记录符号的使用可能是多样的，同一事物不同的人可能会使用不同的符号，同一符号在不同的人意识中肯能代表不同的意思，但是通行的原则还是存在的，活用这些原则，那会让你在口译的过程中如虎添翼…… 在听力活动中，笔记是一个辅助我们记忆的非常有效的工具。 对于专业的口译译员来说，口译笔记的作用是帮助他们还原刚刚听到的内容。而对于同学们来说其最大的作用则是在我们做题的时候帮助我们记录并最终理清语言材料之间的逻辑关系，还原具体信息细节。 在听力练习当中，题目经常是在一大段语言材料播放完毕之后才出现，由于人记忆能力的局限这个时候很多本来已经听懂的内容已经无法被我们回忆起来，造成了信息模糊、信息丢失，以至于无法完成题目。而笔记可以有效地弥补人短时记忆的缺陷，掌握一点英语口译者们常用的笔记法，你会发现这些“专业人士”所谓的“高端技能”，对于普通的学习者来说同样有很大意义，可以帮助我们在一般的听力考试中游刃有余。 英语笔记法的适用前提——听力过关（五大支柱），听懂是做笔记的前提条件，如果听都没有听懂，又怎么可能去记？再好地记录能力都不可能创造信息本身。 下面举例说明听力笔记的一些技巧： 1、不要大量记录文字（汉字、单词） ——而要使用符号来表示意思（缩写、图形） Eg：“powerful country”记作“强口”， “我同意”记作“I√ ”； “观点，看法一致”记作“⊙ same”， “economic development”记作“经↑” ↑表示“上升、快速上升、快速发展、快速上涨等” ↓表示“下降、减少、急剧下降、急速下跌等”； ↗表示“缓慢上升，缓慢发展、缓慢上涨等”； ←表示“返回，倒退等”; →表示“达到，至，导致，前进等”； +表示“加，增加，此外，另外，又加之”； —表示“减少，减”； ＞表示“多于，大于，强于”； ＜表示“少于，小于，不如”； ∵表示“因为，由于”； ∴表示“所以，因此”； =表示“等于，相同，与……相同”。 t表示thousand; m表示million; b表示 billion; 1st表示first。 2、不要横着写：

幼儿园大班英语教案合集

幼儿园大班英语教案合集 English song “Do you know the fireman” 【活动目标】： 1、感受歌曲节奏特点，喜欢和老师小朋友一起用英文演唱，游戏。 2、结合图片实物了解歌曲中人物的职业。 【活动准备】： 1，图片：医生、护士、警察、司机、厨师 2，玩具：听诊器、注射器、枪、方向盘、锅铲玩具箱 3，已掌握一些职业的名称 【活动过程】： 1、师生问候，引出主题，并复习以前掌握的人物职业名称。 T：Hello, boys and girls. C：Hello, Jane. T：Your are my good friends. but I have lots of friends. Gue ! Who are they? （逐一出示图片，引出新单词——fireman.） T: what’s her/his job? C: she/he is a doctor /nurse/ policeman/cooker/driver. 2、发现新的图片，接触新名称——fireman. 由教师的提问：what’s his job? 引发小朋友关于消防员工作的讨论,了解他们的辛苦和勇敢。 T：so, if someone ask me : Do you know the fireman？ I can say: oh, he is my best friend. 3、结合图片欣赏歌曲。Listen to the tape, and show kids the picture. 4、Teacher sings a song again. --- Do you know the fireman?（向左边幼儿做出询问的表情和动作） --- The fireman, the fireman?（手指图片） --- Do you know the fireman? （向右边幼儿做出询问的表情和动作）

商务英语翻译课程标准

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等方式注重发展学生独立思维和专业应用能力。培养学生在翻译过程中分析、解决实际问题的能力。

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幼儿园大班英语公开课教案

CLASS : Class 3 DATE : 2009.04.08. DAY : WEDNESDAY 教学名称：UNIT 4 New words & sentences 教学目标：学会用英文表达一日三餐“Breakfast、Lunch、Dinner”，能够表达句型“Time for---”，将所学单词、句型应用于生活 中。 教学内容：Words——breakfast、lunch、dinner. Sentence——Time for--- 教学准备：时钟、布（衣服）、骰子。 教学过程： Step 1：warm-up Greeting & 《Two little funny birds》 T：Good monring，everybody. C：Good monring，teacher. T：Nice to meet you. C：Nice to meet you. T：Can you tell me what day is today? C：It’s Wednesday. T：What’s the weather like today? C：It’s sunny. T：Let’s sing a song,OK?

C：OK! T：Two little funny birds,1 2! C：Two little funny birds---. T：You are very good! Let’s praise ourselves. Good job--- Step 2：Word Time 引入：实物Breakfast：bread&milk Lunch：noodles Dinner：salad T：Now，I’m very full. Are you full? C：Yes! I’m full. T：Ah，bread and milk!Do you like it? Yummy!These are breakfast. These are noodles! Our lunch. These are salad. It’s has tomatoes, apples.Our dinner. (show cards) Breakfast/ Lunch/ Dinnner. C：Breakfast/ Lunch/ Dinnner. Practise： T：Look at me! C：Look at you! T：This is breakfast/lunch/dinnner. OK! Everybody, read after me!

商务英语口译课程课程标准

《商务英语口译》课程标准 一、教学对象 商务英语专业口译方向（三年制）。 二、课程性质 本课程为商务英语专业口译方向职业核心课。 三、先修课程 综合英语、英语阅读、英语听力、英语口语、英语语法、英语基础写作等职业基础课程。 四、教学目的 中职商务英语专业口译课（口译方向）旨在培养了解并基本掌握口译技巧，能较好地负担起生活接待、导游、一般性会议和简单的商务洽谈等口译任务的商务、外贸、物流、旅游、外企的技能型英语人才。要胜任口译工作，译员必须在听说读写译五个方面全面发展，五种能力缺一不可。只有这五项技能都达到一定水准，才能承担一定程度的口译工作。考虑到中职商务英语专业口译方向学生的具体情况，口译课主要通过训练学生的短时记忆能力、综合概括能力、记笔记能力等来综合提高学生听和口译的能力。通过三学期144学时的训练之后，学生应能用记忆并在笔记的帮助下一次性记住200个单词左右的文本并用基本准确流畅的中文或英语进行口译。 五、教学内容与安排 该课程在第四、五、六学期开设，总学时为144学时，每周2个学时，共计6学分。理论与实践有机结合,融为一体，不可完全分开。 本课程的主要训练内容包括：迎来送往、礼仪致辞、晚宴聚会、商务旅行、商务访谈、商务广告、商务陈述、企业介绍、企业文化等。主要学习技巧包括：公共演讲、数字、记忆训练、笔记、应对技巧、总结归纳、跨文化交际、职业道德等等。 六、教学基本要求 商务口译这门课程以“绪论”为教学先导，以口译技能及《商务现场口译》选取的内容为教学核心，以“口译测试”（含词汇测试、模拟口译场景操练等）为教学检测，通过三个学期的学习，让学生对口译及技巧有基本的了解与并运用于实践，这将对他们将来的实际工作有着莫大的助益。

初中英语教学设计详细教案)

.. 初中英语教学设计 教材分析： 在课改的背景下，本套教材避免了传统课程的缺点，强调了学生的兴趣、经验等，能结合实际，贴近生活，插图生动活泼，重视了学生的情感。本节课我强调英语课程要从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力。 设计理念： 以听说训练为主线，通过看、听、说、演练、唱、动手操 作等一系列教学活动，使学生获得最基本的英语听说能力，并在教学中充分激发学生强烈的学习愿望，在注重学生知识能力发展的同时，特别强调学生人格的发展和思维的发展。 设计特色： 强调学生自主学习，培养学生学习英语的习惯。如：预习作业的设计――选择一个你最喜欢的国家（如：英国、美国、日本、法国、澳大利亚等），收集查找相关资料，如：它的国旗、国名、人民、语言、著名人物等，并能用英语做简单介绍。教案流程图： Free talk Learning new words Presentation Say a rhyme Learning new sentences Summary Talking

板书设计： Unit 9 The English Club Lesson 1 W here are you from? I’m from … . I’m … . 教学反思： 1、本课力求通过一系列贴近小学生生活实际的生动活泼的教学设计，激发学生学习英语的兴趣，培养学生自主学习以及团结合作的能力，使学生初步形成该话题的会话能力。 2、教学过程中根据学生的心理和生理特征，采用游戏与教学相结合的方法，同时积极鼓励学生进行情景交际，让学生在教师的指导下通过感知、体验、实践、参与和合作等方式实现人物的目标，感受成功。 3、教学过程中注重环节与环节之间的有机联系，精心设计，努力导入自然，做到环环相扣，步步为营，使学生真正做到学以致用。

【幼儿教案】幼儿园大班英语《英语公开课教案》教案

参考范本 【幼儿教案】幼儿园大班英语《英语公开课教案》教案 ______年______月______日 ____________________部门

T：Children let’s sing a song ，OK？ C：Ok！ T：Look！今天我们班来了很多老师，我们一起跟老师打招呼吧！ S：Good morning Miss！ T：Follow me cry stop ！ Follow me laugh stop ！ Follow me eat stop ！ Follow me stand up ！ Follow me sit down ！幼儿跟老师做T：Children， look ，what’s this ？ S：A T：Yes！ Very good！Follow me A A ae ae ae S：A A ae ae ae T：Apple S：Apple T： A A ae ae ae ant S： A A ae ae ae ant T： A A ae ae ae cat S： A A ae ae ae cat T： A A ae ae ae hat S： A A ae ae ae hat 教师教幼儿认读单词 T：Oh！What is missing ？ S：Apple，

T：Yes ！Oh！where is the apple？苹果在哪里啊？ S：在你手上 T：Yes！Very good！Look！apple is here ！OK！Follow me apple. S：apple 以此形式让幼儿巩固单词 T：Who’s eat the apple ？ S：Cat T：Apple apple in a cat！ S： Apple apple in a cat！ T：Where’s the ant！ S：在帽子里 T：Very good！Ant ant in a hat S： Ant ant in a hat T：Follow me ！ Ant ant in a hat！ Apple apple in a cat！ S： Ant ant in a hat！ Apple apple in a cat！ 教师引导幼儿读句子 T：Children do you want to play？ S：Yes ！ T：OK！Listen to me . When I say touch the cat ，you must touch it！Understand？ S：Yes！ T：Who can try？ S：Let me try！

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《民航英语口语》课程标准 一、课程概述 本课程为中职航空票务专业职业基础必修课，是一门理论联系实际的课程，旨在帮助学生获取航空票务服务英语口语的基础技能。本课程提供了大量的空乘服务口语素材和英语对话实例，帮助学生在获得感性认识基础上提高航空票务服务英语口语的能力，为学生今后用英语进行沟通，在航空公司的相关岗位从事服务工作打下扎实的基础。 二、课程目标 （一）课程总目标 在票务服务场景中，能用英语与旅客或同事进行基本沟通。 （二）具体目标 1、知识目标： 掌握机场服务、飞行前准备、飞行中服务、降落和着陆、移民海关与检疫、特殊要求旅客的处理、紧急情况处理、急救场景中的常用英语口语表达方式。 2、能力目标： 在票务售卖过程、机场服务、飞行前准备、飞行中服务、降落和着陆、移民海关与检疫、特殊要求旅客的处理、紧急情况处理、急救场景中，能用英语与旅客或同事进行基本沟通。 3、素质目标： ①感性了解航空公司的工作氛围 ②基本具备跨文化交际、与上司或同事沟通的能力 ③基本具备团队协作的能力及对工作任务的执行能力 三、教学内容、要求及学时分配

四、教学设施 多媒体 五、教学方法、手段与教学组织形式建议 1、教学建议 （1）以《民航基础英语》课程标准为导向，合理安排教学； （2）以模拟航空服务英语工作过程实施教学，采用项目教学法、分组练习、现场示范实施教学任务。 2、教学组织形式建议 采用项目教学、任务驱动等可操作性强的教学方式。课程按照航空服务人员工作岗位及实践活动的工作需要而设置工作任务，在任务驱动中充分发挥学生的主体作用，强调学生的自我技能实践。并以工作岗位对航空服务人员所提出的要求通过相应的英语水平等级测试。 六、教材及图书、数字化（网络）资料等学习资源建议 1.教材使用建议 民航乘务英语教材编写组.民航乘务英语[M].北京：高等教育出版社,2011. 2.参考资料： [1]陆平.民航英语口语教程[M].北京：中国民航出版社，2005 [2]何光明. 实战商务英语教程.第2册．成功沟通[M].上海：上海交通大学出版社，2007