商務(wù)英語口譯教案

1、Unit OneProtocol RoutineI. 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 kn

2、owledge about protocol routine.II Materials and/or equipment1. Business Interpreting2. Other reference materials prepared by the teacher3. Overhead projector4. ComputerIIIFocus Points and Teaching ProceduresPhase 1 Preparing50 mI. An Overview of Interpreting15 mDefinition and Types of Interpreting1)

3、. Consecutive Interpreting2). Simultaneous InterpretingPast and Present of Interpreting1). Development of Modern Interpreting2). Professional Interpreting In ChinaFeatures and Process of interpreting1). Features of Interpreting1 Extemporaneousness（即席性） ;2 Stressfulness（緊張性） ;3 Independence（獨立性） ;4 C

4、omprehensiveness（綜合性）5 Miscellaneousness（多面性）2). Process of InterpretingBasic Requirements for Interpreters1).A Strong Sense of Duty2).A High Level of Linguistic Proficiency3).Wide Encyclopedic Knowledge4).A Good Mastery of Interpreting SkillsProfessional Codes of ConductII. Theory & Techniques:

5、 Long-term Preparation20 mWarm-up activityPresentation:1. Two Types of Pre-interpreting Preparation2. What and How to Prepare in the Long RunIII. Phrase Interpreting5 mChinese- EnglishEnglish-ChineseIV. Sentence Interpreting10 mChinese- EnglishEnglish-ChinesePhase 2 Performing30 mI. Decoding-Notes T

6、aking5 mPlay 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 Retelling5 mPlay the CD again, Ask some students to listen to the recordings of Te

7、xt A again. Try to catch more details and improve their notes. Then retell the speech in their own words with the help ofthe notes.III. Encoding-Message Reconstructing10 mPlay the CD again paragraph by paragraph, then ask the students to interpret the passage during the pauses according to the notes

8、 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 In

9、terpreting10 mPlay 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 agai

10、n which presenting the reference key. This time, the teacher will help them to check the interpretation.Phase 3 Packaging20 mI. Interpreting and Assessment15 mPlay 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

11、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

12、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

13、then make some comment on the performance and assessment as well.II. Points to Remember5 mA well-prepared interpreter is usually confident and relaxed and an experienced interpreter never stops preparing for the interpreting tasks.Interpreters must continuallywork to improve their mastery of basic l

14、inguisticandinterpreting 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 activitiesI. Supplementary Exer

15、cisesTask ISimulation ExercisesDivide 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

16、 respectively. One group will be invited to perform in class.Task 2Vocabulary DevelopmentAsk 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.

17、 And ask them to find more to enrich the language bank.Task 3Cultural SalonAsk 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 4Interpreting Practice

18、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 Interpreting Text DII. Self-assessmentAfter the students have completed all the tasks

19、 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 l

20、earned during this unit where necessary.III. Feedback and CommentsAfter 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 t

21、he help of the following assessment form.Unit TwoCeremonial AddressI. 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

22、address.8. Ss know some cultural background knowledge about ceremonial address.II Materials and/or equipment5. Business Interpreting6. Other reference materials prepared by the teacher7. Overhead projector8. ComputerIII Focus Points and Teaching ProceduresPhase 1 Preparing50 mI. Simulation15 mDivide

23、 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 invi

24、ted 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 com

25、ment on the performance and assessment as well.II. Theory & Techniques: Short-term preparation20 mWarm-up activityPresentation: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 t

26、o 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 y

27、ou going to use any technical terms?4. May I have your draft or ppt slides?III. Phrase Interpreting5 mChinese- EnglishEnglish-ChineseIV. Sentence Interpreting10 mChinese- EnglishEnglish-ChinesePhase 2 Performing30 mI. Decoding-Notes Taking5 mPlay the CD of text A, ask the students to catch the main

28、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 Retelling5 mPlay the CD again, Ask some students tolisten to therecordings of Text A again. Try to catchmore details and improve their notes. Then r

29、etell the speech in their own words with the help ofthe notes.III. Encoding-Message Reconstructing10 mPlay 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 clas

30、s.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 Interpreting10 mPlay the CD of text B. with a pause after each paragraph. Ask th

31、e 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

32、 check the interpretation.Phase 3 Packaging20 mI. Interpreting and Assessment15 mPlay 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 t

33、wo 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 in

34、terpretation 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

35、 Remember5 mThe 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 su

36、ggested when making short-term pre-interpreting preparation, namely, read through the relevant documents; surf the internet; contact the organizer and the speakers.After class activitiesI. Supplementary ExercisesTask ISimulation ExercisesDivide the students into several groups, ask them to role-play

37、 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 2Vocabulary DevelopmentAsk

38、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 SalonAsk the students t

39、o 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 4Interpreting PracticeAsk the students to work on the following sentences and text D. Interpret them into Chinese a

40、nd English respectively. Then present the reference key to help them to check the answers.A. Sentence InterpretingB. Text Interpreting Text DII. Self-assessmentAfter the students have completed all the tasks in this unit, ask them to finish the following assessment form by themselves. This form cont

41、ains 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 CommentsAfter they have finished th

42、e 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 ThreeDinner PartyI. Unit Objectives1. Ss unders

43、tand 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 equipment9. Business Interpr

44、eting10. Other reference materials prepared by the teacher11. Overhead projector12. ComputerIII Focus Points and Teaching ProceduresPhase 1 Preparing50 mI. Simulation15 mDivide the students into several groups, ask them to role-play the following situations. They can make dialogues or speeches accor

45、ding 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

46、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 Listening20 mWarm-up activityPresentation

47、:1 Decoding in Interpreter s Training2 Three Guidelines for Active Listening3. Three Methods to Listen ActivelyIII. Phrase Interpreting5 mChinese- EnglishEnglish-ChineseIV. Sentence Interpreting10 mChinese- EnglishEnglish-ChinesePhase 2 Performing30 mI. Decoding-Notes Taking5 mPlay the CD of text A,

48、 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 Retelling5 mPlay the CD again, Ask some students to listen to the recordings of Text A again. Try to catch more

49、details and improve their notes. Then retell the speech in their own words with the help of the notes.III. Encoding-Message Reconstructing10 mPlay 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

50、 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 Interpreting10 mPlay the CD of text B. w

51、ith 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.

52、This time, the teacher will help them to check the interpretation.Phase 3 Packaging20 mI. Interpreting and Assessment15 mPlay 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

53、 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 interpreta

54、tion.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 performa

55、nce and assessment as well.II. Points to Remember5 mDecoding 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 impr

56、ove 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 activitiesI. Supplementary ExercisesTask ISimulation ExercisesDivide the students into several groups, ask them to role-play the following situations. They can make dialogues or speeches according to the words and expr