商务英语口译 教案
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/cc1437405.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
2. What and How to Prepare in the Long Run
III. Phrase Interpreting 5 m
●Chinese- English English-Chinese
IV. Sentence Interpreting 10 m
●Chinese- English English-Chinese
Phase 2 Performing 30 m
I. Decoding--Notes Taking 5 m
Play the CD of text A, ask the students to catch the main ideas of the speech. Note down the key points while listening. Then tell the main ideas of the speech with the help of their notes.
II. Memorizing--Story Retelling 5 m
Play the CD again, Ask some students to listen to the recordings of Text A again. Try to catch more details and improve their notes. Then retell the speech in their own words with the help of the notes.
III. Encoding--Message Reconstructing 10 m
●Play the CD again paragraph by paragraph, then ask the students to interpret the passage
during the pauses according to the notes they have taken. Choose some of the representatives to do it in class.
●Show the reference note to the students, ask them to compare it with their own.
●Then play the CD again which presenting the reference key. This time, the teacher will help
them to check the interpretation.
IV. Coordinating—Field Interpreting 10 m
●Play the CD of text B. with a pause after each paragraph. Ask the students to take some notes
while listening to the dialogue.
●Ask two students to interpret what they have heard with the key points on their notes.
●Choose some of the representatives to do it in class.
●Then play the CD again which presenting the reference key. This time, the teacher will help
them to check the interpretation.
Phase 3 Packaging 20 m
I. Interpreting and Assessment 15 m
●Play the CD of text C with a pause after each paragraph. Ask the students to take some notes
while listening to the speech..
●Ask some students to interpret what they have heard with the key point on their notes.
●Then ask two of them to do it again, one read the passage, the other tries to be the interpreter.
Choose some of the representatives to do it in class.
●Then play the CD again which presenting the reference key. This time, the teacher will help
them to check the interpretation.
●While the students are doing the interpretation of Text C, ask the other groups to make
assessment with their group members on the assessment form with the criterion given. In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well.
II. Points to Remember 5 m
● A well-prepared interpreter is usually confident and relaxed and an experienced
interpreter never stops preparing for the interpreting tasks.
●Interpreters must continually work to improve their mastery of basic linguistic and
interpreting skills; command of general and subject knowledge; and a strong
cross-cultural awareness.
●It is advisable for the trainees to keep on practicing interpreting, reading widely and
learning to collect and summarize what has been learned.
After class activities
I. Supplementary Exercises
●Task I Simulation Exercises
Divide the students into several groups, ask them to role-play the following situations. They can make dialogues or speeches according to the words and expressions they have learned in the language bank acting as the Chinese speaker, English speaker and the interpreter respectively. One group will be invited to perform in class.
●Task 2 Vocabulary Development
Ask the students to read the following words and expressions about business travel. Try to keep them in mind so that they can put them to use in the simulation situations. Make some explanations where necessary. And ask them to find more to enrich the language bank.
●Task 3Cultural Salon
Ask the students to read the following presentation and try to get some cultural knowledge about travel arrangements. And make a group discussion about it. Make certain explanations where necessary.
●Task 4 Interpreting Practice
Ask the students to work on the following sentences and text D. Interpret them into Chinese and English respectively. Then present the reference key to help them to check the answers.
A. Sentence Interpreting
B. Text Interpreting—Text D
II. Self-assessment
●After the students have completed all the tasks in this unit, ask them to finish the following
assessment form by themselves. This form contains some key points of interpretation skills, words and expressions, cultural background knowledge and the performance they have given.
The teacher may give the reference answers to each element they have learned during this unit where necessary.
III. Feedback and Comments
●After they have finished the interpretation, ask the students to tell their classmates and
teacher how they feel about the performance. Then you will make an overall comment on each of their performance and give your suggestion with the help of the following assessment form.
Unit Two Ceremonial Address
I. Unit Objectives
5.Ss understand what and how to prepare for the interpreting tasks in the short run.
6.Ss find ways to improve your interpreting skills and performance.
7.Ss master the basic words and expressions about ceremonial address.
8.Ss know some cultural background knowledge about ceremonial address.
II Materials and/or equipment
5.Business Interpreting
6.Other reference materials prepared by the teacher
7.Overhead projector
https://www.sodocs.net/doc/cc1437405.html,puter
III Focus Points and Teaching Procedures
Phase 1 Preparing 50 m I. Simulation 15 m Divide the students into several groups, ask them to role-play the following situations. They can make dialogues or speeches according to the words and expressions they have learned in the language bank acting as the Chinese speaker, English speaker and the interpreter respectively. One group will be invited to perform in class.
●While the students are doing the simulation interpretation, ask the other groups to make
assessment with their group members on the assessment form with the criterion given. In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well.
II. Theory & Techniques: Short-term preparation 20 m
●Warm-up activity
●Presentation:
1．What to Prepare?
2．How to Prepare?
A Sample Question List
To Organizer:
1.May I have the schedule? Will there be any changes about the schedule?
2.Is it possible for me to have the speakers’ speech drafts or ppt slides?
3.Who will attend the conference? Is there a Q & A session?
4.Who are the key-note speakers? How can I get in touch with them?
To Speaker:
1.How long will the speech last?
2.What are your main points? Are you going to add or cut any points?
3.Are you going to use any technical terms?
4.May I have your draft or ppt slides?
III. Phrase Interpreting 5 m
●Chinese- English English-Chinese
IV. Sentence Interpreting 10 m
●Chinese- English English-Chinese
Phase 2 Performing 30 m
I. Decoding--Notes Taking 5 m
Play the CD of text A, ask the students to catch the main ideas of the speech. Note down the key points while listening. Then tell the main ideas of the speech with the help of their notes.
II. Memorizing--Story Retelling 5 m
Play the CD again, Ask some students to listen to the recordings of Text A again. Try to catch more details and improve their notes. Then retell the speech in their own words with the help of the notes.
III. Encoding--Message Reconstructing 10 m
●Play the CD again paragraph by paragraph, then ask the students to interpret the passage
during the pauses according to the notes they have taken. Choose some of the representatives to do it in class.
●Show your note to the students, ask them to compare it with their own.
●Then play the CD again which presenting the reference key. This time, the teacher will help
them to check the interpretation.
IV. Coordinating—Field Interpreting 10 m
●Play the CD of text B. with a pause after each paragraph. Ask the students to take some notes
while listening to the dialogue.
●Ask two students to interpret what they have heard with the key points on their notes.
●Choose some of the representatives to do it in class.
●Then play the CD again which presenting the reference key. This time, the teacher will help
them to check the interpretation.
Phase 3 Packaging 20 m
I. Interpreting and Assessment 15 m
●Play the CD of text C with a pause after each paragraph. Ask the students to take some notes
while listening to the speech..
●Ask some students to interpret what they have heard with the key point on their notes.
●Then ask two of them to do it again, one read the passage, the other tries to be the interpreter.
Choose some of the representatives to do it in class.
●Then play the CD again which presenting the reference key. This time, the teacher will help
them to check the interpretation.
●While the students are doing the interpretation of Text C, ask the other groups to make
assessment with their group members on the assessment form with the criterion given. In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well.
II. Points to Remember 5 m
●The short-term preparation refers to the job that can only be prepared shortly before
the interpreting task is taken.
●The interpreter shall beforehand prepare the relevant documents and terminology;
dictionaries and note-books; proper dresses and name cards.
●The following three ways are suggested when making short-term pre-interpreting preparation,
namely, read through the relevant documents; surf the internet; contact the organizer and the speakers.
After class activities
I. Supplementary Exercises
●Task I Simulation Exercises
Divide the students into several groups, ask them to role-play the following situations. They can make dialogues or speeches according to the words and expressions they have learned in the language bank acting as the Chinese speaker, English speaker and the interpreter respectively. One group will be invited to perform in class.
●Task 2 Vocabulary Development
Ask the students to read the following words and expressions about business travel. Try to keep them in mind so that they can put them to use in the simulation situations. Make some explanations where necessary. And ask them to find more to enrich the language bank.
●Task 3Cultural Salon
Ask the students to read the following presentation and try to get some cultural knowledge about travel arrangements. And make a group discussion about it. Make certain explanations where necessary.
●Task 4 Interpreting Practice
Ask the students to work on the following sentences and text D. Interpret them into Chinese
and English respectively. Then present the reference key to help them to check the answers.
A. Sentence Interpreting
B. Text Interpreting—Text D
II. Self-assessment
●After the students have completed all the tasks in this unit, ask them to finish the following
assessment form by themselves. This form contains some key points of interpretation skills, words and expressions, cultural background knowledge and the performance they have given.
The teacher may give the reference answers to each element they have learned during this unit where necessary.
III. Feedback and Comments
●After they have finished the interpretation, ask the students to tell their classmates and
teacher how they feel about the performance. Then you will make an overall comment on each of their performance and give your suggestion with the help of the following assessment form.
Unit Three Dinner Party
I. Unit Objectives
1.Ss understand the importance and guidelines of active listening.
2.Ss find ways to improve your interpreting skills and performance.
3.Ss master the basic words and expressions about dinner party.
4.Ss know some cultural background knowledge about dinner party.
II Materials and/or equipment
9.Business Interpreting
10.Other reference materials prepared by the teacher
11.Overhead projector
https://www.sodocs.net/doc/cc1437405.html,puter
III Focus Points and Teaching Procedures
Phase 1 Preparing 50 m
I. Simulation 15 m Divide the students into several groups, ask them to role-play the following situations. They can make dialogues or speeches according to the words and expressions they have learned in the language bank acting as the Chinese speaker, English speaker and the interpreter respectively. One group will be invited to perform in class.
●While the students are doing the simulation interpretation, ask the other groups to make
assessment with their group members on the assessment form with the criterion given. In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well.
II. Theory & Techniques: Active Listening 20 m
●Warm-up activity
●Presentation:
1．Decoding in Interpreter’s Training
2．Three Guidelines for Active Listening
3. Three Methods to Listen Actively
III. Phrase Interpreting 5 m
●Chinese- English English-Chinese
IV. Sentence Interpreting 10 m
●Chinese- English English-Chinese
Phase 2 Performing 30 m
I. Decoding--Notes Taking 5 m
Play the CD of text A, ask the students to catch the main ideas of the speech. Note down the key points while listening. Then tell the main ideas of the speech with the help of their notes.
II. Memorizing--Story Retelling 5 m
Play the CD again, Ask some students to listen to the recordings of Text A again. Try to catch more details and improve their notes. Then retell the speech in their own words with the help of the notes.
III. Encoding--Message Reconstructing 10 m
●Play the CD again paragraph by paragraph, then ask the students to interpret the passage
during the pauses according to the notes they have taken. Choose some of the representatives to do it in class.
●Show your note to the students, ask them to compare it with their own.
●Then play the CD again which presenting the reference key. This time, the teacher will help
them to check the interpretation.
IV. Coordinating—Field Interpreting 10 m
●Play the CD of text B. with a pause after each paragraph. Ask the students to take some notes
while listening to the dialogue.
●Ask two students to interpret what they have heard with the key points on their notes.
●Choose some of the representatives to do it in class.
●Then play the CD again which presenting the reference key. This time, the teacher will help
them to check the interpretation.
Phase 3 Packaging 20 m
I. Interpreting and Assessment 15 m
●Play the CD of text C with a pause after each paragraph. Ask the students to take some notes
while listening to the speech..
●Ask some students to interpret what they have heard with the key point on their notes.
●Then ask two of them to do it again, one read the passage, the other tries to be the interpreter.
Choose some of the representatives to do it in class.
●Then play the CD again which presenting the reference key. This time, the teacher will help
them to check the interpretation.
●While the students are doing the interpretation of Text C, ask the other groups to make
assessment with their group members on the assessment form with the criterion given. In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well.
II. Points to Remember 5 m
●Decoding is the first step in interpreting.
●Both CI and SI require not ordinary listening but active listening.
●Interpreters listen to meaning instead of words, they listen for both content and
attitude, and they listen with ears, eyes, heart.
●To improve the efficiency of active listening, interpreters are supposed to sit or stand
comfortably upright; observe the speaker’s body language; and try to visualize the words. After class activities
I. Supplementary Exercises
●Task I Simulation Exercises
Divide the students into several groups, ask them to role-play the following situations. They can make dialogues or speeches according to the words and expressions they have learned in the language bank acting as the Chinese speaker, English speaker and the interpreter respectively. One group will be invited to perform in class.
●Task 2 Vocabulary Development
Ask the students to read the following words and expressions about business travel. Try to keep them in mind so that they can put them to use in the simulation situations. Make some explanations where necessary. And ask them to find more to enrich the language bank.
●Task 3Cultural Salon
Ask the students to read the following presentation and try to get some cultural knowledge about travel arrangements. And make a group discussion about it. Make certain explanations where necessary.
●Task 4 Interpreting Practice
Ask the students to work on the following sentences and text D. Interpret them into Chinese and English respectively. Then present the reference key to help them to check the answers.
A. Sentence Interpreting
B. Text Interpreting—Text D
II. Self-assessment
●After the students have completed all the tasks in this unit, ask them to finish the following
assessment form by themselves. This form contains some key points of interpretation skills, words and expressions, cultural background knowledge and the performance they have given.
The teacher may give the reference answers to each element they have learned during this unit where necessary.
III. Feedback and Comments
●After they have finished the interpretation, ask the students to tell their classmates and
teacher how they feel about the performance. Then you will make an overall comment on each of their performance and give your suggestion with the help of the following assessment form.
Unit Four Business Travel
I. Unit Objectives
1. Ss understand the ways to identify the main ideas of the source text.
2. Ss find ways to improve your interpreting skills and performance.
3. Ss master the basic words and expressions about business travel.
4. Ss know some cultural background knowledge about business travel.
II Materials and/or equipment
13.Business Interpreting
14.Other reference materials prepared by the teacher
15.Overhead projector
https://www.sodocs.net/doc/cc1437405.html,puter
III Focus Points and Teaching Procedures
Phase 1 Preparing 50m
I. Simulation 15m
●Divide the students into several groups, ask them to role-play the following situations. They
can make dialogues or speeches according to the words and expressions they have learned in the language bank acting as the Chinese speaker, English speaker and the interpreter respectively. One group will be invited to perform in class. assessment with their group members on the assessment form with the criterion given. In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well.
II. Theory & Techniques: Discourse Analysis 20m
●Warm-up activity
●Presentation:
1.Identification of the Speech Types
1). Descriptive Writing 2). Narrative Writing
3). Expositive Writing 4). Persuasive Writing
2. Identification of the Main Ideas
1). Sentence Level 2). Discourse Level
III. Phrase Interpreting 5 m
●Chinese- English English-Chinese
IV. Sentence Interpreting 10 m
●Chinese- English English-Chinese
Phase 2 Performing 30 m
I. Decoding--Notes Taking 5 m
Play the CD of text A, ask the students to catch the main ideas of the speech. Note down the key points while listening. Then tell the main ideas of the speech with the help of their notes.
II. Memorizing--Story Retelling 5 m
Play the CD again, Ask some students to listen to the recordings of Text A again. Try to catch more details and improve their notes. Then retell the speech in their own words with the help of the notes.
III. Encoding--Message Reconstructing 10 m
●Play the CD again paragraph by paragraph, then ask the students to interpret the passage
during the pauses according to the notes they have taken. Choose some of the representatives to do it in class.
●Show your note to the students, ask them to compare it with their own.
●Then play the CD again which presenting the reference key. This time, the teacher will help
them to check the interpretation.
IV. Coordinating—Field Interpreting 10 m
●Play the CD of text B. with a pause after each paragraph. Ask the students to take some notes
while listening to the dialogue.
●Ask two students to interpret what they have heard with the key points on their notes.
●Choose some of the representatives to do it in class.
●Then play the CD again which presenting the reference key. This time, the teacher will help
them to check the interpretation.
Phase 3 Packaging 20 m
I. Interpreting and Assessment 15 m
●Play the CD of text C with a pause after each paragraph. Ask the students to take some notes
while listening to the speech.
●Ask some students to interpret what they have heard with the key point on their notes.
●Then ask two of them to do it again, one read the passage, the other tries to be the interpreter.
Choose some of the representatives to do it in class.
●Then play the CD again which presenting the reference key. This time, the teacher will help
them to check the interpretation.
●While the students are doing the interpretation of Text C, ask the other groups to make
assessment with their group members on the assessment form with the criterion given. In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well.
II. Points to Remember 5 m
●An analysis of speech types is a determinant factor in interpreting.
●There are four basic speech types: descriptive, persuasive, expository, and narrative.
●The main ideas of the source speech can be identified at the sentence level and at the
discourse level.
●The most important task for an interpreter is to discern from the clusters of utterances the
subject, verb and object.
After class activities
I. Supplementary Exercises
●Task I Simulation Exercises
Divide the students into several groups, ask them to role-play the following situations. They can make dialogues or speeches according to the words and expressions they have learned in the language bank acting as the Chinese speaker, English speaker and the interpreter respectively. One group will be invited to perform in class.
●Task 2 Vocabulary Development
Ask the students to read the following words and expressions about business travel. Try to keep
them in mind so that they can put them to use in the simulation situations. Make some explanations where necessary. And ask them to find more to enrich the language bank.
●Task 3Cultural Salon
Ask the students to read the following presentation and try to get some cultural knowledge about travel arrangements. And make a group discussion about it. Make certain explanations where necessary.
●Task 4 Interpreting Practice
Ask the students to work on the following sentences and text D. Interpret them into Chinese and English respectively. Then present the reference key to help them to check the answers.
A. Sentence Interpreting
B. Text Interpreting—Text D
II. Self-assessment
●After the students have completed all the tasks in this unit, ask them to finish the following
assessment form by themselves. This form contains some key points of interpretation skills, words and expressions, cultural background knowledge and the performance they have given.
The teacher may give the reference answers to each element they have learned during this unit where necessary.
III. Feedback and Comments
●After they have finished the interpretation, ask the students to tell their classmates and
teacher how they feel about the performance. Then you will make an overall comment on each of their performance and give your suggestion with the help of the following assessment form.
Unit Five Business Interview
I. Unit Objectives
1. Ss understand the importance and features of note taking in interpreting.
2. Ss find ways to improve your interpreting skills and performance.
3.Ss master the basic words and expressions about business interview.
4.Ss know some cultural background knowledge about business interview.
II Materials and/or equipment
17.Business Interpreting
18.Other reference materials prepared by the teacher
19.Overhead projector
https://www.sodocs.net/doc/cc1437405.html,puter
III Focus Points and Teaching Procedures
Phase 1 Preparing 50 m
I. Simulation 15 m
●Divide the students into several groups, ask them to role-play the following situations.
They can make dialogues or speeches according to the words and expressions they have
learned in the language bank acting as the Chinese speaker, English speaker and the
interpreter respectively. One group will be invited to perform in class.
●While the students are doing the simulation interpretation, ask the other groups to make
assessment with their group members on the assessment form with the criterion given. In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well.
II. Theory & Techniques: Note Taking I 20m
●Warm-up activity
●Presentation:
1. Note Taking—an Aid and an Evil
2. Two Features of Note-taking
III. Phrase Interpreting 5 m
●Chinese- English English-Chinese
IV. Sentence Interpreting 10 m
●Chinese- English English-Chinese
Phase 2 Performing 50m
I. Decoding--Notes Taking 15m
Play the CD of text A, ask the students to catch the main ideas of the speech. Note down the key points while listening. Then tell the main ideas of the speech with the help of their notes.
II. Memorizing--Story Retelling
Play the CD again, Ask some students to listen to the recordings of Text A again. Try to catch more details and improve their notes. Then retell the speech in their own words with the help of the notes.
III. Encoding--Message Reconstructing
●Play the CD again paragraph by paragraph, then ask the students to interpret the passage
during the pauses according to the notes they have taken. Choose some of the representatives to do it in class.
●Show your note to the students, ask them to compare it with their own.
●Then play the CD again which presenting the reference key. This time, the teacher will help
them to check the interpretation.
IV. Coordinating—Field Interpreting 10 m
●Play the CD of text B. with a pause after each paragraph. Ask the students to take some notes
while listening to the dialogue.
●Ask two students to interpret what they have heard with the key points on their notes.
●Choose some of the representatives to do it in class.
●Then play the CD again which presenting the reference key. This time, the teacher will help
them to check the interpretation.
Phase 3 Packaging 20 m
I. Interpreting and Assessment 15 m
●Play the CD of text C with a pause after each paragraph. Ask the students to take some notes
while listening to the speech..
●Ask some students to interpret what they have heard with the key point on their notes.
●Then ask two of them to do it again, one read the passage, the other tries to be the interpreter.
Choose some of the representatives to do it in class.
●Then play the CD again which presenting the reference key. This time, the teacher will help
them to check the interpretation.
●While the students are doing the interpretation of Text C, ask the other groups to make
assessment with their group members on the assessment form with the criterion given. In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well.
II. Points to Remember 5 m
●Note-taking is said to be an important aid and a necessary evil.
●The purpose of note taking in interpreting is to supplement memory efficiency.
●Notes are essentially individual in character.
After class activities
I. Supplementary Exercises
●Task I Simulation Exercises
Divide the students into several groups, ask them to role-play the following situations. They can make dialogues or speeches according to the words and expressions they have learned in the language bank acting as the Chinese speaker, English speaker and the interpreter respectively. One group will be invited to perform in class.
●Task 2 Vocabulary Development
Ask the students to read the following words and expressions about business travel. Try to keep them in mind so that they can put them to use in the simulation situations. Make some explanations where necessary. And ask them to find more to enrich the language bank.
●Task 3Cultural Salon
Ask the students to read the following presentation and try to get some cultural knowledge about travel arrangements. And make a group discussion about it. Make certain explanations where necessary.
●Task 4 Interpreting Practice
Ask the students to work on the following sentences and text D. Interpret them into Chinese and English respectively. Then present the reference key to help them to check the answers.
A. Sentence Interpreting
B. Text Interpreting—Text D
II. Self-assessment
●After the students have completed all the tasks in this unit, ask them to finish the following
assessment form by themselves. This form contains some key points of interpretation skills, words and expressions, cultural background knowledge and the performance they have given.
The teacher may give the reference answers to each element they have learned during this unit where necessary.
III. Feedback and Comments
●After they have finished the interpretation, ask the students to tell their classmates and
teacher how they feel about the performance. Then you will make an overall comment on each of their performance and give your suggestion with the help of the following assessment form.
Unit Six Business Advertisement
I. Unit Objectives
1. Ss understand what notes to take and how to take notes in interpreting.
2. Ss find ways to improve your interpreting skills and performance.
5.Ss master the basic words and expressions about business advertisement.
6.Ss know some cultural background knowledge about business advertisement.
II Materials and/or equipment
21.Business Interpreting
22.Other reference materials prepared by the teacher
23.Overhead projector
https://www.sodocs.net/doc/cc1437405.html,puter
III Focus Points and Teaching Procedures
Phase 1 Preparing 50m
I. Simulation 15m
Divide the students into several groups, ask them to role-play the following situations. They can make dialogues or speeches according to the words and expressions they have learned in the language bank acting as the Chinese speaker, English speaker and the interpreter respectively. One group will be invited to perform in class.
●While the students are doing the simulation interpretation, ask the other groups to make
assessment with their group members on the assessment form with the criterion given. In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well.
II. Theory & Techniques: Note Taking II 20m
●Warm-up activity
●Presentation:
1. What Notes To Take?
2. How To Take Notes?
III. Phrase Interpreting 5 m
●Chinese- English
●English-Chinese
IV. Sentence Interpreting 10 m
●Chinese- English
●English-Chinese
Phase 2 Performing 30 m
I. Decoding--Notes Taking 5 m
Play the CD of text A, ask the students to catch the main ideas of the speech. Note down the key points while listening. Then tell the main ideas of the speech with the help of their notes.
II. Memorizing--Story Retelling 5 m
Play the CD again, Ask some students to listen to the recordings of Text A again. Try to catch more details and improve their notes. Then retell the speech in their own words with the help of the notes.
III. Encoding--Message Reconstructing 10 m
●Play the CD again paragraph by paragraph, then ask the students to interpret the passage
during the pauses according to the notes they have taken. Choose some of the representatives to do it in class.
●Show your note to the students, ask them to compare it with their own.
●Then play the CD again which presenting the reference key. This time, the teacher will help
them to check the interpretation.
IV. Coordinating—Field Interpreting 10 m
●Play the CD of text B. with a pause after each paragraph. Ask the students to take some notes
while listening to the dialogue.
●Ask two students to interpret what they have heard with the key points on their notes.
●Choose some of the representatives to do it in class.
●Then play the CD again which presenting the reference key. This time, the teacher will help
them to check the interpretation.
Phase 3 Packaging 20 m
I. Interpreting and Assessment 15 m
●Play the CD of text C with a pause after each paragraph. Ask the students to take some notes
while listening to the speech..
●Ask some students to interpret what they have heard with the key point on their notes.
●Then ask two of them to do it again, one read the passage, the other tries to be the interpreter.
Choose some of the representatives to do it in class.
●Then play the CD again which presenting the reference key. This time, the teacher will help
them to check the interpretation.
●While the students are doing the interpretation of Text C, ask the other groups to make
assessment with their group members on the assessment form with the criterion given. In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well.
II. Points to Remember 5 m
●Interpreters are supposed to note down the following elements while listening: key
words and main ideas; figures, proper names and list; links and transitional expression;
beginning and ending.
●Interpreters are advised to follow the following principles while taking notes: take the notes
in columns; use abbreviations and symbols; few words and more lines; be logical and legible.
After class activities
I. Supplementary Exercises
●Task I Simulation Exercises
Divide the students into several groups, ask them to role-play the following situations. They can make dialogues or speeches according to the words and expressions they have learned in the language bank acting as the Chinese speaker, English speaker and the interpreter respectively. One group will be invited to perform in class.
●Task 2 Vocabulary Development
Ask the students to read the following words and expressions about business travel. Try to keep them in mind so that they can put them to use in the simulation situations. Make some explanations where necessary. And ask them to find more to enrich the language bank.
●Task 3Cultural Salon
Ask the students to read the following presentation and try to get some cultural knowledge about travel arrangements. And make a group discussion about it. Make certain explanations where necessary.
●Task 4 Interpreting Practice
Ask the students to work on the following sentences and text D. Interpret them into Chinese and English respectively. Then present the reference key to help them to check the answers.
A. Sentence Interpreting
B. Text Interpreting—Text D
II. Self-assessment
●After the students have completed all the tasks in this unit, ask them to finish the following
assessment form by themselves. This form contains some key points of interpretation skills, words and expressions, cultural background knowledge and the performance they have given.
The teacher may give the reference answers to each element they have learned during this unit where necessary.
III. Feedback and Comments
●After they have finished the interpretation, ask the students to tell their classmates and
teacher how they feel about the performance. Then you will make an overall comment on each of their performance and give your suggestion with the help of the following assessment
form.
Unit Seven Business Presentation
I. Unit Objectives
1. Ss understand what notes to take and how to take notes in interpreting.
2. Ss find ways to improve your interpreting skills and performance.
7.Ss master the basic words and expressions about business advertisement.
8.Ss know some cultural background knowledge about business advertisement.
II Materials and/or equipment
25.Business Interpreting
26.Other reference materials prepared by the teacher
27.Overhead projector
https://www.sodocs.net/doc/cc1437405.html,puter
III Focus Points and Teaching Procedures
Phase 1 Preparing 50 m I. Simulation 15 m Divide the students into several groups, ask them to role-play the following situations. They can make dialogues or speeches according to the words and expressions they have learned in the language bank acting as the Chinese speaker, English speaker and the interpreter respectively. One group will be invited to perform in class.
●While the students are doing the simulation interpretation, ask the other groups to make
assessment with their group members on the assessment form with the criterion given. In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well.
2. Theory & Techniques: Note Taking III 20m
●Warm-up activity
●Presentation:
1. Symbols and Abbreviations
2. Cases Study
III. Phrase Interpreting 5 m
●Chinese- English
●English-Chinese
IV. Sentence Interpreting 10 m
●Chinese- English
●English-Chinese
Phase 2 Performing 30 m
I. Decoding--Notes Taking 5 m
Play the CD of text A, ask the students to catch the main ideas of the speech. Note down the key points while listening. Then tell the main ideas of the speech with the help of their notes.
II. Memorizing--Story Retelling 5 m Play the CD again, Ask some students to listen to the recordings of Text A again. Try to catch more details and improve their notes. Then retell the speech in their own words with the help of the notes.
III. Encoding--Message Reconstructing 10 m
●Play the CD again paragraph by paragraph, then ask the students to interpret the passage
during the pauses according to the notes they have taken. Choose some of the representatives to do it in class.
●Show your note to the students, ask them to compare it with their own.
●Then play the CD again which presenting the reference key. This time, the teacher will help
them to check the interpretation.
IV. Coordinating—Field Interpreting 10 m
●Play the CD of text B. with a pause after each paragraph. Ask the students to take some notes
while listening to the dialogue.
●Ask two students to interpret what they have heard with the key points on their notes.
●Choose some of the representatives to do it in class.
●Then play the CD again which presenting the reference key. This time, the teacher will help
them to check the interpretation.
Phase 3 Packaging 20 m
I. Interpreting and Assessment 15 m
●Play the CD of text C with a pause after each paragraph. Ask the students to take some notes
while listening to the speech..
●Ask some students to interpret what they have heard with the key point on their notes.
●Then ask two of them to do it again, one read the passage, the other tries to be the interpreter.
Choose some of the representatives to do it in class.
●Then play the CD again which presenting the reference key. This time, the teacher will help
them to check the interpretation.
●While the students are doing the interpretation of Text C, ask the other groups to make
assessment with their group members on the assessment form with the criterion given. In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well.
II. Points to Remember 5 m
●Symbols and abbreviations account for a large part of note-taking.
●The advantages of most signs and symbols is the fact that they do not belong to any
particular language and can be written in one language and read out in another
without much effort, as is the case of numerals.
●The symbols and abbreviations can be divided into various categories, such as symbols from
the alphabet; punctuations marks; mathematical symbols; the arrows etc.
After class activities
I. Supplementary Exercises
●Task I Simulation Exercises
Divide the students into several groups, ask them to role-play the following situations. They can make dialogues or speeches according to the words and expressions they have learned in the language bank acting as the Chinese speaker, English speaker and the interpreter respectively. One group will be invited to perform in class.
●Task 2 Vocabulary Development
Ask the students to read the following words and expressions about business travel. Try to keep them in mind so that they can put them to use in the simulation situations. Make some explanations where necessary. And ask them to find more to enrich the language bank.
●Task 3Cultural Salon
Ask the students to read the following presentation and try to get some cultural knowledge about travel arrangements. And make a group discussion about it. Make certain explanations where necessary.
●Task 4 Interpreting Practice
Ask the students to work on the following sentences and text D. Interpret them into Chinese and English respectively. Then present the reference key to help them to check the answers.
A. Sentence Interpreting
B. Text Interpreting—Text D
II. Self-assessment
●After the students have completed all the tasks in this unit, ask them to finish the following
assessment form by themselves. This form contains some key points of interpretation skills, words and expressions, cultural background knowledge and the performance they have given.
The teacher may give the reference answers to each element they have learned during this unit where necessary.
III. Feedback and Comments
●After they have finished the interpretation, ask the students to tell their classmates and
teacher how they feel about the performance. Then you will make an overall comment on each of their performance and give your suggestion with the help of the following assessment form.
Unit Eight Press Conference
I. Unit Objectives
1. Ss understand the importance and process of memory in interpreting.
2. Ss find ways to improve your interpreting skills and performance.
9.Ss master the basic words and expressions about.
10.Ss know some cultural background knowledge about China’s foreign policy.
II Materials and/or equipment
商务英语口译期末复习资料(参考译文)
P23页 1.我在上午说过，今天我们各国面临一个机会，可以分别和共同作出具体承诺和采取明确措施，确保核材料的安全，防止核材料落入那些无疑会利用它们的恐怖主义分子手中。 2.今晚，我可以这么说，我们成功地把握了这一机遇，作为具体的国家和国际社会，我们已经采取了措施，美国人民将因此更安全，世界将更稳定。 3.我谨在此感谢出席这一具有历史意义的峰会的全体代表，来自世界各地区的49位领导人。今天之所以能取得进展，是因为这些领导人不仅与会发言，而且采取行动；不是含糊地承诺在未来采取行动，而是承诺他们准备立即实施的有意义的步骤。 4.我还要感谢各位同仁在讨论中所表现的坦率与合作精神。今天并无冗长的讲话，亦无要求别国如何是从的训诫。我们互相倾听、互相尊重。我们认识到，虽然不同国家面临不同的挑战，但我们有着共同的利益，即确保这些危险核材料的安全。 P52页 1.在二十一世纪，你们必须承担不分国界的国际金融系统的重任。当香港和雅加达的股票市场下跌时，其影响再也不是局部性，而是全球性的。因此，贵国充满生机的经济成长同整个亚太地区恢复稳定和经济发展紧密相连。 2.在最近一次的金融危机中，中国坚定不移地承担了对本地区和全世界的责任，帮助避免了又一个危险的货币贬值周期。我们必须继续携手合作，对付全球金融系统面临的威胁以及对整个亚太地区本应有的发展和繁荣的威胁。 3.在我以上列举的每一个关键领域，显然，只要我们相互合作而不是互不往来，我们就能取得更大的成就。因此，我们应该努力，确保双方之间目前的建设性关系在下个世纪结出圆满的协作果实。 4.要做到这一点，我们就必须更好地相互了解，了解各自的共同利益、共有的期望和真诚的分歧。我相信这种公开直接的交流有助于澄清和缩小我们的分歧。更为重要的是，允许人们理解、辩论和探讨这些问题，能使他们对我们建设美好的未来更加充满信心。 P69页 1. Presenting gifts is one of the important contents of modern business activities, in order to establish friendly relations, progress friendship, and also can be applied to advertising and promoting. It’s important to select a gift, because it transmits the information of culture, economy, status, knowledge and other aspects. It’s probably both may improve the image of the company and may damage it. 2. Presenting gifts in business activities can generally divide into several conditions as following: (1) Presenting gifts for employees and rewarding their hard work. (2) Presenting gifts for enhancing the business connection with customers. (3) Presenting gifts for each other to build relationships with business counterparts. 3. Therefore, more and more companies realize that presenting gifts in business activities is not only advertising, but also a important tool
商务英语口译
Unit 9 Text A Ever since its establishment in 1984, rainbow has develop from a single store into the leading chain enterprise in shenzhen’s retailing industry. Now rainbow is in the top 100 of retailing giants in China. In its 20 years of development, rainbow has won the trust from the government, business partners,suppliers and customers, by maintaining its corporate philosophy of “Authenticity,integrity, Enthusiasm and Credibility ’’. It has attained the support from the society and achieved excellent economic effects and social effects. Thought its scientific management technique and professional operative style ,Rainbow made a great-leap-forward development and achieved a splendid result .The annual sales steadily grew from RMB 323 million Yuan to RMB 2.82 billion Yuan .Rainbow has expended its business to new areas ;Nanchang, Xiamen, Dongguan and Huizhou. By now, the total of rainbow chain sore is seventeen. Rainbow formulated its management guideline of “Quality First, Customer Uppermost”. It has been providing various kinds of high quality commodities with reasonable price, and convenient services. Moreover it abides by the enterprise philosophy that “Authenticity, Integrity, Enthusiasm and Credibility”are the most important values. Rainbow strictly implements quality policies. Theirs policies guarantee that commodities are at genuinely fair prices in abundant variety and the shopping environment is clean, brightly illuminated, safe and comfortable. Moreover the policies ensure warm and sincere service at the customers’ convenience. We have always been providing satisfactory commodities and services to our customers. Text B A 杰克。萨里文在找到他梦想的工作后感到特别快乐。职位、薪金和津贴正是他所盼望的。但在最初的兴高采烈过后，他发现去上班成为每日重复的一项日常工作。虽然他并不能确切说出究竟是哪里出了问题，但是有一件事是肯定的：他在新工作中并不开心。 B what weng wrong? A 杰克没有适应公司的企业文化，这一点也不奇怪。因为一个公司的文化也就是通常把员工团结起来的信仰、态度和行为一般都没有明确的宣布或写出来。 B Does all the company have a stated set of cultural values? A 先进的公司都认识到企业文化的影响力并且也考虑过他们想要在企业中推广的价值观。吐过这个公司没有写下来的文化价值观，可要求看使命声明，这些声明也提供一些对该公司的文化的深入了解。 B what does it take for someone to be successful here? A 首先他们必须了解面试者正在寻找怎样的个性特征？爱冒风险？有企业家精神？有团队精神？然后留心在这个公司受到鼓励和奖赏的性格，并想一想该公司的企业文化。在面试前及早地问这个问题还可以把这些受欢迎的特征融入你的面
商务英语口译王艳答案
商务英语口译王艳答案 商务英语口译王艳答案 【篇一：商务英语阅读第二版(王艳主编)chapter1-4 课 后答案详解】 汉 chapter1 sluggish economy萧条的经济full employment 充分就业trade deficit 贸易赤字in-depth analysis深入的分析industrialized countries 工业化国家free-trade agreement 自由贸易协定 international specialization 国际专业化 product differentiation 产品差别 trade surplus 贸易盈余determinative factor决定性因素 chapter2 consumer-goods消费品 discount retailers折扣零售商brand equity品牌资产价值advertising budget 广告预算real-time sales data 实时销售数据sales promotion 促销 profit margin盈利scanner data 扫描数据 chapter3 privileged minority 享有特权的少数人gas station 加油站
marketing research 市场调查professional petence 专业技能 a sales point 卖点product design 产品设计 potential consumer 潜在顾客business disaster 商业灾难 chapter4 mobility of people 人口流动supplier works 供应商网络standardized items 标准零配件specialist manufacturing technology 特殊制造技术 plementary economies 互补经济体anti-japanese sentiment 反日情绪 foreign affiliates外方合伙人，外国附属公司go public 上市二、汉翻英 chapter1 经济双赢economic win-win关税壁垒tariff barrier 收入不平等 wage inequality劳动生产率labor productivity 解雇工人lay off works 生产要素factor of production 双边协议bilateral deal 回归分析regression analysis 市场准入market access 世界经济复苏world economic recovery chapter2 价格溢价price premium 基线销售base-line sales 减价price reductions广告支出advertising spending 营销组合marketing mix 销量溢价quantity premium
商务英语口译期末复习资料(原文)
P23页 1. I said this morning that today would be an opportunity for our nations, both individually and collectively, to make concrete commitments and take tangible steps to secure nuclear materials so they never fall into the hands of terrorists who would surely use them. 2. This evening, I can report that we have seized this opportunity, and because of the steps we’ve taken--as individual nations and as an international community--the American people will be safer and the world will be more secure. 3. I want to thank all who participated in this historic summit -- 49 leaders from every region of the world. Today’s progress was possible because these leaders came not simply to talk, but to take action; not simply to make vague pledges of future action, but to commit to meaningful steps that they are prepared to implement right now. 4. I also want to thank my colleagues for the candor and cooperative spirit that they brought to the discussions. This was not a day of long speeches or lectures on what other nations must do. We listened to each other, with mutual respect. We recognized that while different countries face different challenges, we have a mutual interest in securing these dangerous materials. P52页 1. In the 21st century your generation must also lead the challenge of an international financial system that has no respect for national borders. When stock markets fall in Hong Kong or Jakarta, the effects are no longer local; they are global. The vibrant growth of your own economy is tied closely, therefore, to the restoration of stability and growth in the Asia Pacific region. 2. China has steadfastly shouldered its responsibilities to the region and the world in this latest financial crisis -- helping to prevent another cycle of dangerous devaluations. We must continue to work together to counter this threat to the global financial system and to the growth and prosperity which should be embracing all of this region. 3. In each of these vital areas that I have mentioned, we can clearly accomplish so much more by walking together rather than standing apart. That is why we should work to see that the productive relationship we now enjoy blossoms into a fuller partnership in the new century. 4. If that is to happen, it is very important that we understand each other better, that we understand both our common interest and our shared aspirations and our honest differences. I believe the kind of open, direct exchange can both clarify and narrow our differences, and, more important, by allowing people to understand and debate and discuss these things can give a greater sense of confidence to our people that we can make a better future. P69页 1.赠送礼物是现代商务活动的重要内容之一，是为了建立友好关系、增进友谊，也能用于广告和促销。礼品的选择是非常重要，因为它传递着文化、经济、
商务英语翻译材料
公司简介 红苹果家具有限公司于年成立于香港，年在深圳设立生产基地，专业从事高档板式家具、床褥及沙发的研发、生产及经营，注册资金万港元，资产总额亿千万元，是国内最具规模的家具生产企业之一。厂房面积超过万平方米。公司吸纳了大批专业设计、市场营销和企业管理人才，并有素质较高的熟练工人两千多人。我公司“红苹果”家具分割简约现代，产品种类齐全，材料精挑细选，工艺精益求精，多年来秉承质量至上和不断进取的理念为我们赢得了荣誉。“真材实料才是真诚所在”，致力于引领家具时尚，倡导健康生活的红苹果将一如既往地位打造健康、环保、个性、时尚的家居产品而不断开拓进取。 飞跃是中国十大照明灯具制造商之一。年月飞跃的全球销售额已高达万美元，其中有来自中国以外的国家。飞跃是照明产业的高科技公司，的销售额来自省电产品。公司雇佣超过位员工，为约个国家的客户供应产品，并在多个国家拥有销售代理。 酒店简介 白天鹅宾馆坐落在广州闹市中的“世外桃源”——榕荫如盖、
历史悠久的沙面岛的南边，濒临三江汇聚的白鹅潭。宾馆独特的庭园式设计与周围优雅的环境融为一体，一条专用引桥把宾馆与市中心连接起来，实为商旅人士下榻的最佳之处。 白天鹅宾馆拥有间精心设计的客房，无论是标准房、豪华套房，还是商务楼层，室内装潢及设计都经过深思熟虑，设备齐全，舒适温馨，处处显示出以客为先的服务理念。您更可从客房饱览广州市容和珠江美景。别具特色的中西食府，为您提供中、法、日等精美菜肴。多功能国际会议中心是举办各类会议、中西式酒会、餐舞会的理想场所。另有健康中心、美容发型中心、商务中心、委托代办、票务中心、豪华车队等配套设施。今年来，白天鹅宾馆把经营管理的发展和高科技成果相结合，使宾馆的服务水平紧跟国际酒店发展的潮流。无论您是商务公干，还是旅游度假，在白天鹅宾馆都能感受到方便、舒适、自然的感觉。 白天鹅宾馆在实践中把国际先进酒店的管理经验与中国的国情相结合，走出一条融中西管理模式于一炉的酒店管理之路，不断追求卓越，以严谨、高效的管理和真诚的服务为海外宾客提供一个温馨的家外之家。 上海宾馆位于国际花园城市——深圳市中心繁华地段的深南中
商务英语口译参考答案
Unit1 Phrase Interpreting A 1. to recover from the jet lag 2. thoughtful arrangement 3. hospitality 4. souvenir 5. accommodations 6. to claim baggage 7. to proceed through the Customs 8. itinerary 9. farewell speech 10. to adjust to the time difference 1．倒时差2．周到的安排3．热情好客4．纪念品5．食宿 6．提取行李7．进行海关检查8．活动安排9．告别词10．适应时差 B 1．为……设宴洗尘2．向……告别3．不远万里来到…4．很荣幸…… 5．久仰大名6．欢迎词7．赞美8．回顾过去9．展望未来 10．美好回忆 1. to hold a banquet in honor of... 2. to bid farewell to... 3. to come all the way to... 4. to be/feel honored... 5. I have long been looking forward to meeting you. 6. a welcoming address 7. to pay tribute to 8. to look back 9. to look ahead 10. happy memory Distinguished Guests, Ladies and Gentlemen, Thank you very much for your gracious welcoming speech. China is one of the earliest cradles of civilization and the visit to this ancient nation has long been my dream. This visit will give me an excellent opportunity to meet old friends and establish new contacts. I wish to say again that I am so delighted and privileged to visit your great country and this lovely town. I am deeply grateful for everything you have done for me since my arrival in China. As an American manager of a Sino-American joint venture for two years, I have to say that there are differences in business management practice between Chinese and Americans. We are more direct and straightforward than most Chinese colleagues due to our different cultural traditions. I can't say our way of doing business is absolutely superior. After all, there are strong points and weak points in both types of management. In recent years, more and more American business executives have recognized the strong points of the more humane way of Chinese management. It is a great pleasure that I can exchange views and information with you, and reach common ground here. And I wish to share with you my thoughts on this topic in the days to come. Thank you! 尊敬的各位来宾，女士们，先生们： 非常感谢你们热情友好的欢迎词。中国是最古老的文明发源地之一，访问这个文明古国是我多年梦寐以求的愿望。这次访问使我有机会重见老朋友，结交新朋友。我为自己能访问贵国和这座美丽的城市，再次表达我的愉快之情和荣幸之感。我对你们为我到达贵国后所做的安排深表谢意。 作为在一家中美合资企业工作了两年的美国经理，我认为中国人和美国人在经营管理中存在着差异。基于不同的文化传统，我们的美国同事比大部分中国同行来得直率。我无法断言我们美国的经营方式一定在中国之上。毕竟各有各的优点和弊病。近年来，越来越多的美国管理人员已经认识到中国人那种更具人情味的管理方式的长处。 很高兴我们能交换意见和信息，并达成共识。我希望在今后的日子里，我能有机会就
商务英语口译 Unit 1 Passage 3
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商务英语口语实训心得体会3篇
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商务英语口译教程.doc
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