商务英语口译 教案.doc

Business Interpreting Lesson Plan Unit 1 Unit One Protocol Routine I. Unit Objectives1. 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.IIMaterials and/or equipment1. Business Interpreting 2. Other reference materials prepared by the teacher3. Overhead projector4. ComputerIIIFocus Points and Teaching Procedures Phase 1 Preparing 50 mI. An Overview of Interpreting15 ml Definition and Types of Interpreting 1). Consecutive Interpreting 2). Simultaneous Interpretingl Past and Present of Interpreting1). Development of Modern Interpreting 2). Professional Interpreting In China l 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 l 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 Skillsl Professional Codes of Conduct II. Theory & Techniques: Long-term Preparation 20 ml Warm-up activity l Presentation:1.Two Types of Pre-interpreting Preparation2.What and How to Prepare in the Long Run III. Phrase Interpreting 5 m l Chinese- English English-ChineseIV. Sentence Interpreting 10 ml Chinese- English English-ChinesePhase 2 Performing 30 m I. Decoding-Notes Taking5 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 mPlay 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 ml 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.l Show the reference note to the students, ask them to compare it with their own. l Then play the CD again which presenting the reference key. This time, the teacher will help them to check the interpretation.IV. CoordinatingField Interpreting10 ml Play the CD of text B. with a pause after each paragraph. Ask the students to take some notes while listening to the dialogue. l Ask two students to interpret what they have heard with the key points on their notes. l Choose some of the representatives to do it in class. l 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 l Play the CD of text C with a pause after each paragraph. Ask the students to take some notes while listening to the speech. l Ask some students to interpret what they have heard with the key point on their notes. l 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. l Then play the CD again which presenting the reference key. This time, the teacher will help them to check the interpretation. l 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 ml A well-prepared interpreter is usually confident and relaxed and an experienced interpreter never stops preparing for the interpreting tasks. l 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.l 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 l Task ISimulation 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.l Task 2Vocabulary 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.l 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.l Task 4Interpreting 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 InterpretingText D II. Self-assessmentl 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 l 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 Objectives5. 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.IIMaterials and/or equipment5. Business Interpreting 6. Other reference materials prepared by the teacher7. Overhead projector8. ComputerIIIFocus Points and Teaching ProceduresPhase 1 Preparing 50 mI. Simulation15 mDivide 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. l 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 ml Warm-up activity l Presentation:1 What to Prepare? 2 How to Prepare? A Sample Question ListTo 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 l Chinese- English English-ChineseIV. Sentence Interpreting 10 ml Chinese- English English-ChinesePhase 2 Performing 30 m I. Decoding-Notes Taking5 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 mPlay 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 ml 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.l Show your note to the students, ask them to compare it with their own. l Then play the CD again which presenting the reference key. This time, the teacher will help them to check the interpretation.IV. CoordinatingField Interpreting10 ml Play the CD of text B. with a pause after each paragraph. Ask the students to take some notes while listening to the dialogue. l Ask two students to interpret what they have heard with the key points on their notes.l Choose some of the representatives to do it in class. l 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 l Play the CD of text C with a pause after each paragraph. Ask the students to take some notes while listening to the speech. l Ask some students to interpret what they have heard with the key point on their notes. l 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. l Then play the CD again which presenting the reference key. This time, the teacher will help them to check the interpretation. l 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 ml The short-term preparation refers to the job that can only be prepared shortly before the interpreting task is taken.l The interpreter shall beforehand prepare the relevant documents and terminology; dictionaries and note-books; proper dresses and name cards.l 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 l Task ISimulation 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.l Task 2Vocabulary 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.l 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.l Task 4Interpreting 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 InterpretingB. Text InterpretingText D II. Self-assessmentl 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 l 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 Objectives1. 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.IIMaterials and/or equipment9. Business Interpreting 10. Other reference materials prepared by the teacher11. Overhead projector12. ComputerIIIFocus Points and Teaching ProceduresPhase 1 Preparing 50 mI. Simulation 15 mDivide 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. l 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 ml Warm-up activity l Presentation:1 Decoding in Interpreters Training 2 Three Guidelines for Active Listening3.Three Methods to Listen ActivelyIII. Phrase Interpreting 5 m l Chinese- English English-ChineseIV. Sentence Interpreting 10 ml Chinese- English English-ChinesePhase 2 Performing 30 m I. Decoding-Notes Taking5 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 mPlay 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 ml 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.l Show your note to the students, ask them to compare it with their own. l Then play the CD again which presenting the reference key. This time, the teacher will help them to check the interpretation.IV. CoordinatingField Interpreting10 ml Play the CD of text B. with a pause after each paragraph. Ask the students to take some notes while listening to the dialogue. l Ask two students to interpret what they have heard with the key points on their notes.l Choose some of the representatives to do it in class. l 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 l Play the CD of text C with a pause after each paragraph. Ask the students to take some notes while listening to the speech. l Ask some students to interpret what they have heard with the key point on their notes. l 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. l Then play the CD again which presenting the reference key. This time, the teacher will help them to check the interpretation. l 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 ml Decoding is the first step in interpreting. l Both CI and SI require not ordinary listening but active listening.l Interpreters listen to meaning instead of words, they listen for both content and attitude, and they listen with ears, eyes, heart.l To improve the efficiency of active listening, interpreters are supposed to sit or stand comfortably upright; observe the speak