下载文档原格式
商务英语口语教案一、教学目标1. 知识目标：（1）掌握商务英语口语的基本表达方式；（2）了解商务场景中的常用词汇和短语；（3）熟悉商务英语口语的交流技巧。
2. 能力目标：（1）能够用英语进行商务场景的简单交流；（2）能够运用所学知识进行商务洽谈和沟通；（3）提高商务英语听说能力和口语表达能力。
3. 情感目标：（1）激发学生学习商务英语的兴趣；（2）培养学生的团队合作意识和沟通能力；（3）提高学生对商务英语口语应用的自信心。
二、教学内容1. 商务英语口语的基本表达方式；2. 商务场景中的常用词汇和短语；3. 商务英语口语的交流技巧；4. 商务洽谈和沟通的基本技巧；5. 商务英语口语应用实例。
三、教学方法1. 情境教学法：通过模拟商务场景，让学生在实际情境中学习和应用商务英语口语；2. 互动教学法：采用小组讨论、角色扮演等形式，引导学生积极参与课堂互动，提高口语表达能力；3. 任务型教学法：设计商务英语口语任务，让学生在完成任务的过程中巩固所学知识；4. 视听教学法：利用多媒体教学资源，为学生提供真实的商务英语口语材料，增强学生的听说能力。
四、教学步骤1. 导入：介绍商务英语口语的重要性，激发学生的学习兴趣；2. 讲解：讲解商务英语口语的基本表达方式和商务场景中的常用词汇短语；3. 实践：分组进行商务场景的角色扮演，让学生在实际情境中运用所学知识；4. 互动：组织小组讨论，让学生分享学习心得和经验，互相交流；5. 总结：对本节课的内容进行回顾和总结，布置课后作业。
五、课后作业1. 复习本节课所学的商务英语口语表达方式和词汇短语；2. 结合所学知识，模拟商务场景进行口语练习；3. 收集商务英语口语的相关资料，进行拓展学习；六、教学评价1. 平时成绩：观察学生在课堂上的参与程度、口语表达能力和任务完成情况，给予相应的评价。
2. 课后作业：检查学生完成的课后作业，评估其复习和应用所学知识的能力。
3. 口语测试：组织商务英语口语测试，评估学生在实际场景中的口语表达水平。
商务英语口译教案教案标题：商务英语口译教案教案目标：1. 培养学生在商务英语口译方面的听、说、读、写能力。
2. 帮助学生掌握商务英语口译的基本技巧和策略。
3. 提高学生在商务场景下的口译能力和应变能力。
教学内容：1. 商务英语口译的基本概念和特点2. 商务英语口译的常见场景和相关词汇3. 商务英语口译的技巧和策略4. 商务英语口译的实践训练和模拟演练教学步骤：1. 导入（5分钟）- 引入商务英语口译的概念和重要性，激发学生的学习兴趣。
2. 知识讲解（15分钟）- 介绍商务英语口译的基本概念和特点，解释商务场景中常见的词汇和表达方式。
3. 技巧讲解（20分钟）- 分析商务英语口译的技巧和策略，如快速理解、准确表达、注意语调和语气等。
4. 实践训练（30分钟）- 提供商务英语口译的实际案例，让学生进行口译练习，并给予实时的反馈和指导。
5. 模拟演练（20分钟）- 分组进行商务英语口译的模拟演练，模拟真实商务场景，让学生在实践中提高口译能力和应变能力。
6. 总结与反思（10分钟）- 总结本节课的要点和学习收获，鼓励学生反思自己的不足和进步，并提出改进建议。
7. 作业布置（5分钟）- 布置相关的口译作业，如翻译商务文件、口译商务会议等，以巩固所学知识和技能。
教学资源：1. 商务英语口译教材2. 商务英语口译案例和练习题3. 商务英语口译模拟场景材料4. 录音设备和播放设备评估方式：1. 口译练习中的实时反馈和指导2. 模拟演练中的口译表现评估3. 口译作业的评分和点评教学建议：1. 鼓励学生多听、多读、多练，提高商务英语口译的语感和技巧。
2. 提供丰富的商务英语口译素材，让学生在不同场景下进行口译训练。
3. 引导学生积极参与讨论和互动，提高口译能力和应变能力。
教学扩展：1. 组织学生参观商务会议或商务活动，让他们亲身体验商务英语口译的实际应用。
2. 鼓励学生参加商务英语口译比赛或演讲比赛，提高口译水平和自信心。
“课程思政”体系下的商务英语口译教学设计1. 引言1.1 背景介绍商务英语口译教学作为商务英语专业的重要组成部分，一直受到广泛关注。
随着全球化的发展和商务交流的日益频繁，商务英语口译的需求也日益增加。
在实际教学中，许多学生存在口译能力不足、专业知识不够扎实等问题，导致他们在实习和工作中面临困难。
在当前课程思政体系下，教育教学工作要更加注重培养学生的思想品德、综合素质和创新能力。
商务英语口译教学也需要结合课程思政的理念，使学生在掌握口译技能的培养正确的人生观、价值观和社会责任感。
为了更好地指导商务英语口译教学设计，本研究旨在分析商务英语口译教学的现状，探讨课程思政理念在商务英语口译教学中的应用，总结商务英语口译教学设计的基本原则，展示商务英语口译教学设计的内容和方法。
通过本研究的深入探讨，旨在为商务英语口译教学提供更科学、更系统的指导，培养更符合社会需求的优秀人才。
1.2 研究意义商务英语口译是商务交流中不可或缺的一环，随着全球化进程的加快，商务英语口译在企业沟通、国际贸易、会议谈判等方面扮演着重要角色。
对商务英语口译教学进行深入研究具有重要意义。
通过对商务英语口译教学的研究，可以帮助提高学生的口译能力，使他们能够更好地胜任商务领域的工作。
研究商务英语口译教学设计可以促进课程内容的优化，满足市场对人才的需求，提高教学质量。
研究商务英语口译教学的意义还在于推动教育教学改革，探索适应新形势下的教学模式，促进学生全面发展。
对商务英语口译教学的研究具有重要的理论价值和实践意义。
1.3 研究目的本研究的目的是探讨在“课程思政”体系下的商务英语口译教学设计，旨在通过对现有商务英语口译教学的分析，结合课程思政理念，提出更加符合当代社会需求和时代精神的商务英语口译教学设计方案。
具体而言，本研究旨在深入了解商务英语口译教学的现状，探讨课程思政理念在商务英语口译教学中的实际应用情况，总结商务英语口译教学设计的基本原则，详细阐述商务英语口译教学设计的内容和方法。
“课程思政”体系下的商务英语口译教学设计一、教学目标1、语言水平目标：提高学生商务英语口译的语言能力，尤其是听力、口语、交际能力。
2、文化素养目标：培养学生的跨文化交际能力及商务文化素养，了解不同文化之间的差异与交际技巧。
3、思政教育目标：引导学生树立正确的价值观、人生观和世界观。
二、教学内容1、教材选取在“课程思政”体系下的商务英语口译教学，可以选取一些商务英语口译教材，例如《商务英语会话篇》、《商务谈判实用技巧口译》等。
针对不同职业领域的学生，可以按照行业领域选配教材。
2、课程设置商务英语口译的教学内容，应该既重视基础知识的学习，也注重实用技巧的练习。
具体的教学内容和进度可以根据教学目标进行设计。
例如：第一讲：商务会谈基础知识第二讲：节奏和语调的处理第三讲：常见商务谈判用语的学习第四讲：即兴口译技巧的训练第六讲：文化差异与跨文化交际技巧三、教学方法1、以学生为中心商务英语口译教学应该以学生为中心，注重激发学生的学习兴趣和积极性。
教学中，教师可以采取讨论、翻译小组合作、角色扮演等方式，让学生积极参与，增强学习效果。
2、理论与实践相结合商务英语口译以实践为重要手段。
教学中，应该注重理论和实践相结合，通过课堂讲解、场景模拟、实战演练等方式，让学生掌握实用技巧、提高应变能力。
3、在线教学平台随着科技的发展，网络教学平台成为商务英语口译教学的重要手段。
教师可以通过视频直播、在线互动等方式与学生展开教学互动，更方便、更高效地进行教学。
四、考核方式商务英语口译的考核是教学中至关重要的一个环节，教学目标的实现与否，都需要通过考核来验证。
1、听力、口语测试通过对学生的听力、口语测试，可以检验学生实际掌握的语言水平及听力能力。
2、实景演练学生可以采用角色扮演、模拟商务谈判、商务演讲等方式，进行实景演练。
通过考核这些实践性评估，可以更好地考察学生的实际应用能力及应变能力。
3、作业考核除了听力、口语、实景演练的考核方式之外，还可以通过书面作业、翻译作业等方式考核学生对商务英语口译知识的掌握程度。
商务英语口语教案一、教学目标：1. 掌握商务英语口语基本词汇及表达方式；2. 熟悉商务场景中常用的社交用语；3. 能够进行简单的商务电话沟通。
二、教学内容：1. 商务英语口语基本词汇；2. 商务场景中的社交用语；3. 商务电话沟通技巧。
三、教学步骤：1. 商务英语口语基本词汇的学习a. 介绍商务场景中常用的英语词汇，如meeting(会议)、client(客户)、negotiation(谈判)等；b. 给学生提供相关词汇的发音、词义及用法，并进行练习；c. 设计相关对话情景，让学生进行角色扮演，模拟实际商务场景中的口语表达。
2. 商务场景中的社交用语学习a. 介绍商务社交场合中常用的英语表达方式，如greeting(问候)、introduction(介绍)、thank you(感谢)等；b. 给学生提供相关表达方式的示范和练习；c. 设计相关对话情景，让学生进行角色扮演，模拟实际商务社交场合中的口语表达。
3. 商务电话沟通技巧的学习a. 介绍商务电话沟通的基本流程和注意事项，如打招呼、自我介绍、表达目的、提问、感谢、结束等；b. 给学生提供相关对话示范和练习；c. 设计相关电话情景，让学生进行角色扮演，模拟实际商务电话沟通的口语表达。
四、教学评价：1. 学生角色扮演的表现；2. 学生在商务场景中口语表达的准确性和流畅度；3. 学生在商务电话沟通中的对话技巧和语言运用能力。
五、教学扩展：1. 继续练习商务场景中的口语表达，如商务接待、商务旅行等；2. 引导学生自己寻找商务英语口语实践机会，例如参加商务会议、商务社交活动等；3. 通过商务英语听力材料的使用，强化学生的听力理解和口语表达能力。
六、教学反思：本教案以商务英语口语为主要教学内容，通过词汇学习、对话情景模拟和角色扮演的方式，帮助学生提高商务场景中的口语表达能力。
在教学过程中，教师应充分引导学生参与，培养学生的实际运用能力，并及时进行教学评价和反馈，以提高教学效果。
商务英语口译教程教学设计第一部分：教学目标1.帮助学生掌握商务英语口译基本知识和技能2.增强学生的听说能力，提高学生的口译水平3.让学生了解常用商务英语用语，掌握商务礼仪4.培养学生运用商务英语进行沟通和交流的能力第二部分：教学内容1.商务英语基础知识–商务英语词汇–商务英语用语–商务英语语法–商务英语中的常用约定用语2.商务英语口译技能–听力训练–口语训练–翻译能力–手语表达3.商务英语沟通和交流–听力理解–口语表达–礼仪礼节–专业用语第三部分：教学方法1.理论讲授–以口语为主，注重实战应用；–分模块讲授；–教师辅导帮助学生提高商务英语口译技巧。
2.实践操作–基于实际情况生成各种商务英语交流现场；–采用角色扮演、情景模拟等训练方式，提高实际应用能力。
3.反馈建议–即时反馈，及时指导；–植入目标考核机制，提高学生对商务英语口译教学的参与度。
第四部分：教材与资源1.教材：–《商务英语口译教程》；–《商务英语常用用语》；–《商务英语句型分析与练习》。
2.资源：–商务英语相关教学网站及资源；–商务英语实际应用情境。
第五部分：教学评估1.考勤评估–准时出勤，提高教学效果。
2.作业评估–按时完成作业，提高课堂积极性。
3.考试评估–监考，平时测试，期末综合考试多种方式进行评估。
第六部分：教学期望通过本教学设计，达到以下期望效果：1.学生掌握商务英语口译能力，具备成功沟通交流的能力。
2.学生能准确掌握商务英语词汇、语法及基本用法。
3.提高学生的耐心和聆听能力。
4.强化学生的团队意识，提高学生的合作效率。
商务英语口译与笔译教案一、引言1.1背景介绍1.1.1全球化背景下商务英语的重要性1.1.2口译与笔译在商务交流中的关键作用1.1.3商务英语口译与笔译的市场需求1.1.4教案目的与结构安排1.2教学对象1.2.1适合对象：具有一定的英语基础和商务知识的学习者1.2.2学习者需求分析：提升商务沟通能力和翻译技巧1.2.3教学对象的预期目标：掌握商务英语口译与笔译的基本技巧1.2.4教学对象的背景特点：多元化背景，不同语言水平1.3教学方法1.3.1案例教学法：通过实际商务场景提高学习者的实战能力1.3.2互动式教学：鼓励学习者积极参与，增强实践机会1.3.3技术辅助教学：利用多媒体和网络资源丰富教学内容1.3.4小组合作学习：培养团队协作能力和解决问题的能力二、知识点讲解2.1商务英语基础知识2.1.1商务英语词汇：专业术语和表达方式2.1.2商务英语语法：常用结构和句型2.1.3商务英语文化：不同文化背景下的商务交流特点2.1.4商务英语听力与口语：提升理解和表达能力2.2口译技巧2.2.1同步口译与交替口译的区别与应用2.2.2记忆技巧：短期记忆和笔记方法2.2.3口译中的信息处理：抓取关键信息和逻辑重构2.2.4应对策略：处理口译中的突发情况2.3笔译技巧2.3.1笔译前的准备工作：文本分析和研究2.3.2翻译策略：直译与意译的选择与应用2.3.3校对与审稿：确保翻译的准确性和流畅性2.3.4专业术语的翻译：准确性和一致性的重要性三、教学内容3.1商务口译实践3.1.1实际商务场景模拟：会议、谈判、演讲等3.1.2口译练习：不同主题的商务对话和演讲3.1.3口译反馈与评价：提高翻译准确性和流畅性3.1.4口译案例分析：分析优秀口译实例，提取经验3.2商务笔译实践3.2.1商务文件翻译：合同、报告、商业信函等3.2.2笔译练习：不同类型的商务文本3.2.3笔译技巧应用：实际操作中的技巧运用3.2.4笔译作品分析：评价和改进翻译质量3.3跨文化商务沟通3.3.1文化差异对商务交流的影响3.3.2跨文化沟通策略：避免误解和提高效率3.3.3文化意识培养：了解不同文化背景下的商务习惯3.3.4跨文化商务案例分析：分析成功与失败的案例四、教学目标4.1知识目标4.1.1掌握商务英语的基础知识和专业术语4.1.2理解口译与笔译的基本原理和技巧4.1.3了解不同文化背景下的商务交流特点4.2技能目标4.2.1提高商务英语的听、说、读、写能力4.2.2培养口译和笔译的实际操作技能4.2.3增强跨文化商务沟通的能力4.3态度目标4.3.1培养学习者对商务英语口译与笔译的兴趣和热情4.3.2增强学习者面对实际商务场景的自信心4.3.3培养学习者持续学习和自我提升的习惯五、教学难点与重点5.1教学难点5.1.1商务英语专业术语的理解与记忆5.1.2口译中的信息处理和准确传达5.1.3笔译中的文化差异处理和语言表达5.2教学重点5.2.1商务英语口译与笔译的基本技巧和策略5.2.2实际商务场景中的口译与笔译应用5.2.3跨文化商务沟通的能力培养六、教具与学具准备6.1教具准备6.1.1多媒体设备：用于播放商务场景视频和展示PPT 6.1.2口译设备：同传设备或耳机，用于模拟真实口译环境6.1.3白板和马克笔：用于板书和展示关键信息6.1.4实物投影仪：展示商务文件和翻译材料6.2学具准备6.2.1笔记本和文具：用于记录笔记和练习6.2.2商务英语教材和词典：辅助学习和查询专业术语6.2.3口译和笔译练习材料：实际文本和对话用于练习6.2.4跨文化商务交流相关书籍和资料：扩展知识和理解6.3网络资源准备6.3.1在线商务英语学习平台：提供额外练习和资源6.3.2口译和笔译论坛和社区：交流经验和技巧6.3.3商务英语相关视频和播客：提升听力和口语能力6.3.4跨文化沟通相关网站和文章：深入了解不同文化背景七、教学过程7.1导入新课7.1.1回顾上一课的内容和重点7.1.2引入新课主题，激发学习兴趣7.1.3展示商务场景视频，让学生了解实际应用7.1.4提问和讨论，引导学生思考7.2课堂讲解与示范7.2.1讲解商务英语口译与笔译的理论知识7.2.2示范口译和笔译的技巧和方法7.2.3通过案例分析，让学生理解理论在实际中的应用7.2.4解答学生的疑问和困惑7.3实践与练习7.3.1分组进行口译和笔译练习7.3.2提供实际商务文本和对话，让学生进行翻译练习7.3.3引导学生互相评价和反馈，提高翻译质量7.3.4针对学生的练习情况进行个别指导和建议八、板书设计8.1知识点回顾8.1.1列出关键术语和概念8.1.2简要回顾上一课的内容8.1.3引出本课的主题和目标8.1.4提出问题，引导学生思考8.2教学内容展示8.2.1列出本课的教学重点和难点8.2.2用图表或流程图展示口译和笔译的步骤和技巧8.2.3展示实际商务场景的案例，让学生理解应用8.3练习与活动安排8.3.1列出本课的练习题目和活动安排8.3.2说明练习的要求和评价标准8.3.3提供参考答案和示例，帮助学生理解8.3.4鼓励学生提问和参与讨论九、作业设计9.1口译练习9.1.1选择一段商务对话或演讲进行同步口译练习9.1.2记录口译过程和遇到的困难9.1.3与同学互相评价和反馈，提高口译技巧9.2笔译练习9.2.1选择一篇商务文件进行笔译练习9.2.2注意专业术语的准确翻译和语言表达的流畅性9.2.3自我检查和修改，提高翻译质量9.2.4提交笔译作品和反思报告9.3跨文化商务沟通练习9.3.1选择一个跨文化商务案例进行分析9.3.2描述案例中的文化差异和沟通策略9.3.3提出解决方案和改进建议9.3.4与同学进行讨论和分享十、课后反思及拓展延伸10.1教学反思10.1.1分析本课的教学效果和学生的参与度10.1.2思考如何改进教学方法和提高学生的学习兴趣10.1.4调整教学计划和方法，为下一课做好准备10.2拓展延伸10.2.1推荐相关的商务英语口译与笔译的书籍和资料重点和难点解析在商务英语口译与笔译的教学过程中，有几个环节需要特别关注，以确保学生能够有效地掌握知识和技能。
商务英语口译实践教案一、引言1.1商务英语口译的重要性1.1.1国际商务交流的桥梁1.1.2增强跨文化交际能力1.1.3提高个人职业竞争力1.1.4促进全球化进程1.2教案设计理念1.2.1实践导向1.2.2任务型教学法1.2.3学生中心1.2.4反思性学习1.3教案结构概述1.3.1知识点讲解1.3.2教学内容1.3.3教学目标1.3.4教学难点与重点二、知识点讲解2.1商务英语口译基本技巧2.1.1同步口译2.1.2交替口译2.1.3记忆技巧2.1.4翻译技巧2.2商务英语词汇与术语2.2.1常用商务词汇2.2.2行业术语2.2.3短语与表达2.2.4文化差异与翻译策略2.3跨文化交际能力2.3.1文化意识2.3.2非言语交际2.3.3跨文化适应2.3.4文化敏感性与口译三、教学内容3.1商务谈判口译3.1.1谈判策略与技巧3.1.2谈判语言特点3.1.3谈判场景模拟3.1.4谈判口译实践3.2商务会议口译3.2.1会议流程与规范3.2.2会议口译技巧3.2.3会议口译角色扮演3.2.4会议口译案例分析3.3商务陪同口译3.3.1陪同口译场景3.3.2陪同口译注意事项3.3.3陪同口译实践3.3.4陪同口译技能提升四、教学目标4.1知识目标4.1.1掌握商务英语口译基本技巧4.1.2熟悉商务英语词汇与术语4.1.3了解跨文化交际能力的重要性4.2技能目标4.2.1能够进行商务谈判口译4.2.2能够进行商务会议口译4.2.3能够进行商务陪同口译4.3情感目标4.3.1培养学生的团队合作意识4.3.2培养学生的自主学习能力4.3.3培养学生的跨文化交际意识五、教学难点与重点5.1教学难点5.1.1商务英语口译技巧的掌握5.1.2商务英语词汇与术语的记忆5.1.3跨文化交际能力的提升5.2教学重点5.2.1商务谈判口译实践5.2.2商务会议口译实践5.2.3商务陪同口译实践5.3教学策略5.3.1案例分析法5.3.2角色扮演法5.3.3小组合作学习法六、教具与学具准备6.1教具准备6.1.1投影仪与电脑6.1.2音响设备6.1.3口译设备（耳机、麦克风）6.1.4白板与白板笔6.1.5教学视频与音频材料6.2学具准备6.2.1笔记本电脑或平板电脑6.2.2口译练习资料6.2.3商务英语口译教材6.2.4口译录音设备6.2.5个人字典或电子词典6.3教学环境准备6.3.1安静且光线适宜的教室6.3.2分组讨论区域6.3.3网络连接6.3.4教学辅助软件七、教学过程7.1导入与热身7.1.1商务英语口译相关新闻分享7.1.2口译小游戏7.1.3学生自我介绍与口译练习7.1.4教学目标与内容概述7.2知识讲解与实践7.2.1商务英语口译技巧讲解7.2.2商务英语词汇与术语练习7.2.3跨文化交际案例分析7.2.4商务谈判口译模拟7.2.5商务会议口译模拟7.2.6商务陪同口译模拟7.3.1学生口译表现点评7.3.2学生反馈与问题解答7.3.4下节课预告与作业布置八、板书设计8.1教学重点与难点8.1.1商务英语口译技巧8.1.2商务英语词汇与术语8.1.3跨文化交际能力8.2教学流程8.2.1导入与热身8.2.2知识讲解与实践8.3教学辅助信息8.3.1商务英语口译相关网站推荐8.3.2口译练习资源8.3.3商务英语口译比赛信息九、作业设计9.1口译练习9.1.1商务谈判口译练习9.1.2商务会议口译练习9.1.3商务陪同口译练习9.2阅读与资料收集9.2.1阅读商务英语相关文章9.2.2收集商务英语口译案例9.2.3学习跨文化交际相关知识9.3.1口译练习中的困难与反思9.3.3下节课的准备与期待十、课后反思及拓展延伸10.1教学反思10.1.1教学目标的达成情况10.1.2教学方法的适用性10.1.3学生的参与度与反馈10.1.4教学内容的难易程度10.2拓展延伸10.2.1商务英语口译相关讲座或研讨会10.2.2参加商务英语口译比赛10.2.3商务英语口译实习机会10.2.4跨文化交际能力提升活动重点和难点解析在商务英语口译实践教案中，有几个环节是特别需要重点关注的，包括教学难点与重点的设定、教学过程的设计、作业设计，以及课后反思及拓展延伸。
商务英语口译教程课程设计一、课程简介本课程是商务英语口译教学中的一门重要课程。
本课程主要讲解商务英语口译的基本理论与技巧，并通过大量的实例和练习帮助学生提高商务英语口译的能力。
二、课程目标•掌握商务英语口译的基本理论•能够听懂并口译商务英语相关的日常对话、商务会议、商业讲座等内容•熟悉商务英语口译中的常用词汇、术语和表达方式•提高口译速度和准确率三、教学内容1. 商务英语口译的基本理论本部分主要讲解商务英语口译的一些基本理论，包括口译的类型、原则和技巧等，以及口译中需要注意的一些问题。
2. 商务英语口译的技巧本部分主要是讲解商务英语口译时需要使用的一些技巧，包括听取讲话者的语速、语调、重音和停顿等，提高口译的准确度和速度。
3. 商务英语口译的实例分析本部分主要通过一些商务领域的实例来帮助学生更加深入地了解商务英语口译并提高商务英语口译的能力。
4. 商务英语口译的词汇和术语本部分主要介绍商务英语口译中常用的词汇和术语，以及它们的中文意义和使用方式。
5. 商务英语口译练习本部分主要是通过一些实践操作来让学生更好地掌握商务英语口译的技能，并提高口译速度和准确率。
四、教学方法•讲授和讨论相结合的方式，让学生更好地理解商务英语口译的基本理论•听力训练和模拟会议的方式，提高学生的口译能力•分组练习和讨论的方式，使学生更好地掌握商务英语口译的实践操作技能五、考核方式•口译能力测试•词汇和术语测试•实践操作测试六、评价方式•表现评价（包括听力、口译、掌握词汇和术语等方面的评价）•作业评价•课堂表现评价七、教材参考•《商务英语口译》（华东师范大学出版社）•《商务英语口译实践》（外研社）•《商务英语口译训练教程》（清华大学出版社）八、总结通过本课程的学习，学生可以掌握商务英语口译的基本理论和技巧，并且在实践操作中不断提高口译能力，使自己成为一名优秀的商务英语口译人才。
Unit One Protocol 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 knowledge about protocol routine。
II Materials and/or equipment1.Business Interpreting2.Other reference materials prepared by the teacher3.Overhead projectorputerIII Focus Points and Teaching ProceduresPhase 1 Preparing 50 mI。
An Overview of Interpreting 15 m●Definition and Types of Interpreting1). Consecutive Interpreting 2）。
Simultaneous Interpreting●Past and Present of Interpreting1）。
Development of Modern Interpreting 2)。
Professional Interpreting In China●Features and Process of interpreting1). Features of Interpreting1．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 Interpreters1)。
商务英语口译技巧与训练教案一、引言1.1口译在商务交流中的重要性1.1.1口译促进跨文化商务沟通1.1.2提高口译技巧，增强商务谈判能力1.1.3商务口译的市场需求与职业前景1.1.4口译技能对个人职业发展的积极影响1.2教案的目标与结构1.2.1培养学生的商务英语口译技能1.2.2结合理论与实践，提升口译实战能力1.2.3教案内容的系统性与实用性1.2.4教学方法的多样性与互动性1.3教案适用对象与预备知识1.3.1适用于有一定英语基础的学习者1.3.2需具备基本的商务知识背景1.3.3对口译有兴趣或职业规划的学生1.3.4先前学习的相关课程或经验作为补充二、知识点讲解2.1商务英语口译的基本原则2.1.1准确性与流畅性的平衡2.1.2保持原意的忠实传达2.1.3灵活应对不同商务场景2.1.4掌握专业术语与行业背景知识2.2口译技巧的专项训练2.2.1同步口译与交替口译的区别与应用2.2.2记忆技巧与笔记方法2.2.3短期记忆与长期记忆的结合2.2.4应对紧张与压力的策略2.3商务语境下的语言特点2.3.1商务英语的词汇特征2.3.2商务交流中的常用句型与表达2.3.3文化差异对商务口译的影响2.3.4口译中的跨文化沟通技巧三、教学内容3.1商务英语口译的实践场景3.1.1国际会议与商务谈判3.1.2电话与视频会议口译3.1.3商务考察与陪同口译3.1.4展览与促销活动的口译服务3.2教学方法与互动活动3.2.1角色扮演与模拟口译练习3.2.2小组讨论与案例分析3.2.3利用多媒体辅助教学3.2.4实战演练与反馈评估3.3教学评估与反馈机制3.3.1定期口译测试与成绩评定3.3.2学生自我评估与同伴评价3.3.3教师反馈与个别指导3.3.4教学内容的持续更新与优化四、教学目标4.1提升学生的商务英语口译能力4.1.1掌握商务口译的基本理论与技巧4.1.2能够准确、流畅地进行商务场景下的口译4.1.3增强学生的跨文化沟通与适应性4.1.4培养学生的快速反应与决策能力4.2强化学生的实战应用能力4.2.1通过模拟商务活动提升口译实战经验4.2.2增进学生对商务环境的了解与认识4.2.3提高学生在紧张环境下的口译表现4.2.4培养学生解决实际口译问题的能力4.3培养学生的自主学习与自我提升能力4.3.1鼓励学生自主探索口译资源与材料4.3.2培养学生定期自我练习与反思的习惯4.3.3提升学生利用反馈进行自我改进的能力4.3.4增强学生对口译职业发展的规划意识五、教学难点与重点5.1口译准确性及流利度的平衡5.1.1准确理解并转换专业术语与表达5.1.2在保持准确性的同时提升口译速度5.1.3应对口译过程中的信息丢失与误差5.1.4提高口译过程中的语言组织能力5.2跨文化沟通技巧的掌握5.2.1理解不同文化背景下的商务习俗5.2.2跨文化语境下的语言选择与适应5.2.3应对文化差异带来的口译挑战5.2.4提高在多元文化环境中的沟通效果5.3实战演练与心理素质的提升5.3.1克服实战演练中的紧张与焦虑5.3.2提高应对突发状况的应变能力5.3.3增强实战演练中的自信与专注力5.3.4通过实战演练提升口译综合能力六、教具与学具准备6.1教学辅助工具6.1.1多媒体设备（投影仪、音响等）6.1.2口译软件与在线资源6.1.3口译教学视频与音频材料6.1.4商务英语口译教材与参考书籍6.2学生活动材料6.2.1口译练习册与工作表6.2.2商务场景模拟道具与资料6.2.3同伴互评与自我评估表格6.2.4口译实战演练记录与反馈表6.3教学环境设置6.3.1安静、舒适的教学环境6.3.2配备口译设备的教室布局6.3.3用于小组讨论与角色扮演的空间七、教学过程7.1课程导入与热身活动7.1.1通过商务新闻或案例引入主题7.1.2进行简短的口译小游戏或练习7.1.3回顾上一节课的内容与重点7.1.4介绍本节课的目标与安排7.2知识讲解与技能训练7.2.1讲解商务口译的理论与技巧7.2.2进行同步与交替口译的练习7.2.3分析并讨论口译中的常见问题7.2.4引导学生掌握专业术语与表达7.3实战演练与反馈评估7.3.1进行商务场景模拟口译练习7.3.2学生分组进行角色扮演与互评7.3.3教师提供实时反馈与指导八、板书设计8.1课程主题与结构8.1.1板书商务英语口译技巧与训练8.1.2章节划分：引言、知识点讲解、教学内容等8.1.3关键术语与概念的高亮显示8.2教学重点与难点8.2.1板书展示口译技巧与原则8.2.2商务语境下的语言特点与应对策略8.2.3实战演练中的注意事项与技巧8.2.4教学难点与重点的图示化展示8.3实战演练与案例分析8.3.1板书记录模拟口译的场景与内容8.3.2展示实战演练中的口译问题与解决方法8.3.3案例分析的关键点与启示8.3.4学生口译表现的记录与评价九、作业设计9.1口译练习与自我评估9.1.1完成指定的商务口译练习9.1.2记录口译过程中的难点与挑战9.1.3进行自我评估与反馈9.1.4制定改进计划与目标9.2案例分析与研究报告9.2.1分析特定商务场景的口译案例9.2.3提出改进口译技巧的建议9.2.4分享案例分析与研究的心得9.3口译实战演练与反思9.3.1参与实战演练活动9.3.2记录演练过程与个人表现9.3.4探讨实战演练对提升口译能力的作用十、课后反思及拓展延伸10.1教学效果评估与反思10.1.1分析学生的口译表现与进步10.1.2反思教学方法的适用性与效果10.1.3调整教学策略与内容以提升效果10.1.4收集学生反馈以改进教学质量10.2拓展延伸活动10.2.1推荐相关口译资源与学习材料10.2.2鼓励学生参与口译工作坊与讲座10.2.3提供口译实战机会与平台10.2.4引导学生进行跨学科学习与研究重点环节补充说明：1.实战演练：这是提升学生口译能力的关键环节。
“课程思政”体系下的商务英语口译教学设计随着中国经济的不断发展，商务英语口译在我国的需求日益增加。
在“课程思政”体系下，商务英语口译的教学设计应注重学生的思政教育与实践能力的培养，下面是一份商务英语口译教学设计。
一、教学目标：1. 了解并掌握商务英语口译的基本知识和技巧；2. 培养学生的翻译思维能力和实践操作能力；3. 培养学生的团队合作精神和沟通协作能力；4. 培养学生的社会责任意识和道德素养。
二、教学内容：1. 商务英语口译基础知识：- 语音、语调和语速的掌握；- 基本口译概念和技巧的介绍；- 专业化商务英语词汇和短语的学习。
2. 商务英语口译实践能力：- 商务会谈口译；- 商务交际口译；- 商务演讲口译。
3. 思政教育内容：- 深入理解国家发展战略和政策；- 掌握商务伦理和职业道德；- 培养社会责任意识和团队合作精神。
三、教学方法：1. 多媒体教学法：利用多媒体技术展示商务会谈、商务交际和商务演讲等场景，帮助学生更好地理解和掌握口译技巧。
2. 实践教学法：通过模拟商务场景，给学生提供真实的商务英语口译实践机会，提高他们的实践能力和技巧。
3. 互动教学法：教师以引导为主，学生以主动参与为主，鼓励学生在课堂上进行实践操作和互动交流，培养他们的团队合作精神和沟通协作能力。
四、教学评价：1. 口译成绩评价：采用综合评估的方式，包括听力理解、口语表达、翻译准确性等方面的评价。
2. 思政素养评价：除了口译技能的评价外，还将考察学生对国家发展战略和政策的理解和运用能力，以及对商业伦理和职业道德的认识和践行能力。
五、教学资源：1. 教材：结合商务英语课程教材和商务实务教材，选择相关的章节和案例进行教学。
2. 多媒体教学资源：利用录像资料、音频资料等多媒体资源，展示真实的商务口译场景，让学生在虚拟的环境中进行实践。
3. 实践机会：利用校企合作、校园招聘会等机会，为学生提供真实的商务英语口译实践机会。
六、教学步骤：1. 熟悉教学内容和目标；2. 讲解商务英语口译基础知识和技巧；3. 利用多媒体资源展示商务口译场景；4. 进行实践操作和团队合作练习；5. 分组进行商务英语口译竞赛；6. 思政教育讲座和讨论；7. 总结和评价。
Unit One Protocol 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 knowledge about protocol routine.II Materials and/or equipment1.Business Interpreting2.Other reference materials prepared by the teacher3.Overhead projectorputerIII Focus Points and Teaching ProceduresPhase 1 Preparing 50 mI. An Overview of Interpreting 15 m●Definition and Types of Interpreting1). Consecutive Interpreting 2). Simultaneous Interpreting●Past and Present of Interpreting1). Development of Modern Interpreting 2). Professional Interpreting In China●Features and Process of interpreting1). Features of Interpreting1．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 Interpreters1). A Strong Sense of Duty2). A High Level of Linguistic Proficiency3). Wide Encyclopedic Knowledge4). A Good Mastery of Interpreting Skills●Professional Codes of ConductII. Theory & Techniques: Long-term Preparation 20 m●Warm-up activity●Presentation:1. Two Types of Pre-interpreting Preparation2. What and How to Prepare in the Long RunIII. Phrase Interpreting 5 m●Chinese- English English-ChineseIV. Sentence Interpreting 10 m●Chinese- English English-ChinesePhase 2 Performing 30 mI. Decoding--Notes Taking 5 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 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 m●Play the CD again paragraph by paragraph, then ask the students to interpret the passageduring 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 helpthem 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 noteswhile 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 helpthem to check the interpretation.Phase 3 Packaging 20 mI. Interpreting and Assessment 15 m●Play the CD of text C with a pause after each paragraph. Ask the students to take some noteswhile 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 helpthem to check the interpretation.●While the students are doing the interpretation of Text C, ask the other groups to makeassessment 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 experiencedinterpreter never stops preparing for the interpreting tasks.●Interpreters must continually work to improve their mastery of basic linguistic andinterpreting skills; command of general and subject knowledge; and a strongcross-cultural awareness.●It is advisable for the trainees to keep on practicing interpreting, reading widely andlearning to collect and summarize what has been learned.After class activitiesI. Supplementary Exercises●Task I Simulation 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 respectively. One group will be invited to perform in class.●Task 2 Vocabulary 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. 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 4 Interpreting PracticeAsk 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-assessment●After the students have completed all the tasks in this unit, ask them to finish the followingassessment 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 andteacher 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 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 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 projectorputerIII Focus Points and Teaching ProceduresPhase 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 makeassessment 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 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●Chinese- English English-ChineseIV. Sentence Interpreting 10 m●Chinese- English English-ChinesePhase 2 Performing 30 mI. Decoding--Notes Taking 5 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 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 m●Play the CD again paragraph by paragraph, then ask the students to interpret the passageduring 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 helpthem 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 noteswhile 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 helpthem to check the interpretation.Phase 3 Packaging 20 mI. Interpreting and Assessment 15 m●Play the CD of text C with a pause after each paragraph. Ask the students to take some noteswhile 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 helpthem to check the interpretation.●While the students are doing the interpretation of Text C, ask the other groups to makeassessment 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 beforethe 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 activitiesI. Supplementary Exercises●Task I Simulation 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 respectively. One group will be invited to perform in class.●Task 2 Vocabulary 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. 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 4 Interpreting PracticeAsk the students to work on the following sentences and text D. Interpret them into Chineseand English respectively. Then present the reference key to help them to check the answers.A. Sentence InterpretingB. Text Interpreting—Text DII. Self-assessment●After the students have completed all the tasks in this unit, ask them to finish the followingassessment 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 andteacher 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 PartyI. 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.II Materials and/or equipment9.Business Interpreting10.Other reference materials prepared by the teacher11.Overhead projectorputerIII Focus Points and Teaching ProceduresPhase 1 Preparing 50 mI. 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 makeassessment 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 Training2．Three Guidelines for Active Listening3. Three Methods to Listen ActivelyIII. Phrase Interpreting 5 m●Chinese- English English-ChineseIV. Sentence Interpreting 10 m●Chinese- English English-ChinesePhase 2 Performing 30 mI. Decoding--Notes Taking 5 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 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 m●Play the CD again paragraph by paragraph, then ask the students to interpret the passageduring 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 helpthem 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 noteswhile 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 helpthem to check the interpretation.Phase 3 Packaging 20 mI. Interpreting and Assessment 15 m●Play the CD of text C with a pause after each paragraph. Ask the students to take some noteswhile 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 helpthem to check the interpretation.●While the students are doing the interpretation of Text C, ask the other groups to makeassessment 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 andattitude, and they listen with ears, eyes, heart.●To improve the efficiency of active listening, interpreters are supposed to sit or standcomfortably upright; observe the speaker’s body language; and try to visualize the words. After class activitiesI. Supplementary Exercises●Task I Simulation 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 respectively. One group will be invited to perform in class.●Task 2 Vocabulary 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. 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 4 Interpreting PracticeAsk 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-assessment●After the students have completed all the tasks in this unit, ask them to finish the followingassessment 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 andteacher 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 TravelI. Unit Objectives1. 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 equipment13.Business Interpreting14.Other reference materials prepared by the teacher15.Overhead projectorputerIII Focus Points and Teaching ProceduresPhase 1 Preparing 50mI. Simulation 15m●Divide the students into several groups, ask them to role-play the following situations. Theycan 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 Types1). Descriptive Writing 2). Narrative Writing3). Expositive Writing 4). Persuasive Writing2. Identification of the Main Ideas1). Sentence Level 2). Discourse LevelIII. Phrase Interpreting 5 m●Chinese- English English-ChineseIV. Sentence Interpreting 10 m●Chinese- English English-ChinesePhase 2 Performing 30 mI. Decoding--Notes Taking 5 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 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 m●Play the CD again paragraph by paragraph, then ask the students to interpret the passageduring 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 helpthem 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 noteswhile 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 helpthem to check the interpretation.Phase 3 Packaging 20 mI. Interpreting and Assessment 15 m●Play the CD of text C with a pause after each paragraph. Ask the students to take some noteswhile 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 helpthem to check the interpretation.●While the students are doing the interpretation of Text C, ask the other groups to makeassessment 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 thediscourse level.●The most important task for an interpreter is to discern from the clusters of utterances thesubject, verb and object.After class activitiesI. Supplementary Exercises●Task I Simulation 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 respectively. One group will be invited to perform in class.●Task 2 Vocabulary DevelopmentAsk the students to read the following words and expressions about business travel. Try to keepthem 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 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 PracticeAsk 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-assessment●After the students have completed all the tasks in this unit, ask them to finish the followingassessment 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 andteacher 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 InterviewI. Unit Objectives1. 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 equipment17.Business Interpreting18.Other reference materials prepared by the teacher19.Overhead projectorputerIII Focus Points and Teaching ProceduresPhase 1 Preparing 50 mI. 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 havelearned in the language bank acting as the Chinese speaker, English speaker and theinterpreter respectively. One group will be invited to perform in class.●While the students are doing the simulation interpretation, ask the other groups to makeassessment 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 Evil2. Two Features of Note-takingIII. Phrase Interpreting 5 m●Chinese- English English-ChineseIV. Sentence Interpreting 10 m●Chinese- English English-ChinesePhase 2 Performing 50mI. Decoding--Notes Taking 15mPlay 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 RetellingPlay 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 passageduring 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 helpthem 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 noteswhile 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 helpthem to check the interpretation.Phase 3 Packaging 20 mI. Interpreting and Assessment 15 m。
商务现场口译教学设计前言商务口译作为现代外语教学中的一项重要内容，逐渐引起了广大教师的重视。
市场对于商务口译人才需求日益增长，因此，在大学英语教学中设置商务口译教学，满足市场需求，助力学生就业，也是高校英语教学现代化的重要组成部分。
教学目标通过本课程的学习，希望学生能够：1.掌握商务口译中的基本技能；2.了解商务翻译的一些特点，提高翻译准确性；3.熟悉商务场景，能够独立完成商务口译任务，并相应地进行汇报和解释；4.培养学生的口语表达和接受能力，以及解决问题的能力。
教学内容本课程的教学内容主要包括：1.商务口译基本技能；2.商务翻译特点概述；3.商务场景练习；4.商务口译任务实践。
具体来说，我们将重点讲解以下几个方面的内容：商务口译基本技能商务口译的基本技能包括听、说、译三方面。
在说和译方面，我们将进行实战演练，模拟场景，让学生真正接触到真实商务场景。
商务翻译特点概述商务翻译涉及较为广泛，有时需要十分了解市场和企业文化，对于不同领域、不同客户要求能够进行不同方式的翻译。
我们会通过案例展示，讲解商务翻译的基本特点。
商务场景练习商务场景练习是本课程的重点。
我们将演练不同类型的商务口译场景，提高学生在商务口译中的灵活性和应变能力。
商务口译任务实践在商务口译任务实践中，我们将通过组织商务沟通，让学生模拟完成商务口译任务，将学生的口译能力提升到实际操作水平。
教学方法本课程采用“听说译结合”的教学方法，简单来说，就是让学生在课堂上进行实际操作、实战练习。
具体方法包括：1.课堂演示：教师与学生一起模拟商务场景，进行口译演示。
2.商务任务：将学生分组完成商务口译任务，进行实战练习。
3.录音练习：让学生自行模拟商务场景录制口译，并进行分组评价。
4.讲解案例：讲解著名商务翻译案例，并分析其中的特点和技巧。
教学评价本课程的教学评价主要是通过口语表现、翻译准确度、商务场景练习和任务实践的完成情况进行综合评价，评价结果会在第一时间反馈给学生，并及时进行补充和纠正。
“课程思政”体系下的商务英语口译教学设计商务英语口译是培养学生在商务领域进行有效沟通和交流的能力的重要课程。
在“课程思政”体系下，商务英语口译教学设计应该充分融入思政教育内容，培养学生积极向上、道德品质高尚的人才。
下面是一份商务英语口译教学设计，旨在帮助学生发展他们的思政素养和口译技能。
教学目标：1. 培养学生对商务英语口译的兴趣和热情。
2. 提高学生的商务英语听力和口译能力。
3. 发展学生的思政素养和道德品质。
4. 培养学生的团队合作能力和领导力。
教学内容和活动：1. 商务英语听力训练：通过商务英语听力材料和录音训练，提高学生对商务英语的听力理解能力。
教师可以选择一些商务会议的录音，让学生听取并进行口译。
活动：学生分组进行商务英语听力训练，然后进行小组讨论并展示他们的口译成果。
3. 商务英语知识学习：学习商务英语词汇、常用表达和商务文化知识，提高学生的商务英语背景知识。
活动：学生分组进行商务英语知识学习并制作海报或PPT展示。
4. 思政教育课程融入：在商务英语口译教学中融入思政教育内容，培养学生的思政素养和道德品质。
教师可以选择一些与商务伦理、职业道德或社会责任相关的案例，让学生进行讨论和思考。
活动：学生小组讨论商务伦理相关案例，并展示他们的思考和观点。
5. 团队合作和领导力发展：通过小组合作和领导力培养活动，发展学生的团队合作能力和领导力。
活动：学生分组进行角色扮演，模拟商务会议或谈判，学生可以担任口译员、商务代表或领导人，培养他们的团队合作和领导能力。
评估方式：1. 学生参与度和表现评估：评估学生在学习和活动中的主动参与程度和表现。
2. 口译表现评估：评估学生在口译训练中的口译准确度和流畅度。
3. 商务英语知识评估：评估学生的商务英语词汇掌握情况和商务背景知识的理解程度。
4. 思政素质评估：评估学生在思政教育课程和讨论中的思考和观点。
“课程思政”体系下的商务英语口译教学设计商务英语口译教学设计是基于“课程思政”体系的一种教学模式，旨在培养学生的思想道德素质、学术素养和职业能力。
下面是一份商务英语口译教学设计的示例，包括教学目标、教学内容、教学方法和评估方式等。
一、教学目标1. 培养学生的英语听力、口语和翻译技能，使其能够胜任商务会议、谈判和沟通的口译工作。
2. 培养学生的跨文化交际能力，使其能够理解和应对不同背景的商务人士。
3. 培养学生的翻译思维和解决问题的能力，使其能够在商务交流中做出准确和合适的口译。
二、教学内容1. 商务英语听力训练：通过听取商务相关的录音材料，提高学生的听力理解能力。
2. 商务英语口语训练：通过角色扮演和模拟商务场景，训练学生的口语表达能力。
3. 商务英语翻译训练：通过翻译商务文件和口译商务会议，提高学生的翻译技巧和实践能力。
4. 商务礼仪和跨文化交际：介绍商务礼仪和不同文化背景下的商务交流方式，培养学生的跨文化交际能力。
三、教学方法1. 导入活动：通过观看商务英语相关的视频或图片，引发学生对商务英语口译的兴趣。
2. 学生主导的学习：将学生分为小组，让他们自己选择学习材料和训练方式，并在小组内展示和分享学习成果。
3. 实践训练：组织学生进行商务会议角色扮演和商务文件口译练习，让学生亲身体验商务英语口译的实际工作。
4. 讨论和分享：组织学生进行小组讨论和分享，让他们彼此交流自己的学习心得和经验。
5. 案例分析：通过分析真实的商务案例，让学生了解商务英语口译的具体应用场景和解决问题的方法。
四、教学评估1. 口语表达能力的评估：对学生进行商务英语口语测试，测试学生的口语表达能力。
2. 翻译能力的评估：对学生进行商务文件翻译测试，测试学生的翻译准确性和流畅性。
3. 商务交流能力的评估：对学生进行商务会议角色扮演测试，测试学生的商务交流能力和跨文化交际能力。
商务英语口译--教案 -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIANUnit One Protocol RoutineI. Unit Objectives1.Ss understand what and how to prepare for the interpreting tasks inthe 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 equipment1.Business Interpreting2.Other reference materials prepared by the teacher3.Overhead projectorputerIII Focus Points and Teaching ProceduresPhase 1 Preparing50 mI. An Overview of Interpreting15 mDefinition and Types of Interpreting1). Consecutive Interpreting 2). Simultaneous InterpretingPast and Present of Interpreting1). Development of Modern Interpreting 2). Professional Interpreting In ChinaFeatures and Process of interpreting1). Features of Interpreting1．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 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: Long-term Preparation 20 m Warm-up activityPresentation:1. Two Types of Pre-interpreting Preparation2. What and How to Prepare in the Long RunIII. Phrase Interpreting5 mChinese- English English-ChineseIV. Sentence Interpreting10 mChinese- English English-ChinesePhase 2 Performing30 mI. Decoding--Notes Taking5 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 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 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 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, theteacher will help them to check the interpretation.IV. Coordinating—Field Interpreting10 mPlay the CD of text B. with a pause after each paragraph. Ask the students totake 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, theteacher 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 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, theteacher 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 andassessment as well.II. Points to Remember 5 mA well-prepared interpreter is usually confident and relaxed and anexperienced interpreter never stops preparing for the interpreting tasks.Interpreters must continually work to improve their mastery of basiclinguistic and interpreting skills; command of general and subjectknowledge; and a strong cross-cultural awareness.It is advisable for the trainees to keep on practicing interpreting, readingwidely and learning to collect and summarize what has been learned.After class activitiesI. Supplementary ExercisesTask I Simulation 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 respectively. One group will be invited to perform in class.Task 2 Vocabulary 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. 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 4 Interpreting PracticeAsk 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 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 CommentsAfter they have finished the interpretation, ask the students to tell theirclassmates and teacher how they feel about the performance. Then you will make an overall comment on each of their performance and give yoursuggestion with the help of the following assessment form.Unit Two Ceremonial AddressI. Unit Objectives5.Ss understand what and how to prepare for the interpreting tasks inthe 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 ceremonialaddress.II Materials and/or equipment5.Business Interpreting6.Other reference materials prepared by the teacher7.Overhead projectorputerIII 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 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 andassessment as well.II. Theory & Techniques: Short-term preparation20 mWarm-up activityPresentation:1．What to Prepare2．How to PrepareA Sample Question ListTo Organizer:1.May I have the schedule Will there be any changes about the schedule2.3.Is it possible for me to have the speakers’ speech drafts or ppt slides?4.5.Who will attend the conference Is there a Q & A session6.7.Who are the key-note speakers How can I get in touch with them8.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?5.III. Phrase Interpreting5 mChinese- English English-ChineseIV. Sentence Interpreting10 mChinese- English English-ChinesePhase 2 Performing30 mI. Decoding--Notes Taking5 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 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 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 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, theteacher will help them to check the interpretation.IV. Coordinating—Field Interpreting10 mPlay the CD of text B. with a pause after each paragraph. Ask the students totake 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, theteacher 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 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, theteacher 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 andassessment as well.II. Points to Remember 5 mThe short-term preparation refers to the job that can only be preparedshortly before the interpreting task is taken.The interpreter shall beforehand prepare the relevant documents andterminology; 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 activitiesI. Supplementary ExercisesTask I Simulation 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 respectively. One group will be invited to perform in class.Task 2 Vocabulary 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. 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 4 Interpreting PracticeAsk the students to work on the following sentences and text D. Interpret theminto Chinese and English respectively. Then present the reference key to helpthem 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 contains some keypoints of interpretation skills, words and expressions, cultural backgroundknowledge and the performance they have given. The teacher may give thereference answers to each element they have learned during this unit where necessary.III. Feedback and CommentsAfter they have finished the interpretation, ask the students to tell theirclassmates and teacher how they feel about the performance. Then you willmake an overall comment on each of their performance and give yoursuggestion with the help of the following assessment form.Unit Three Dinner PartyI. 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.II Materials and/or equipment9.Business Interpreting10.Other reference materials prepared by the teacher11.Overhead projectorputerIII 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 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 andassessment as well.II. Theory & Techniques: Active Listening 20 mWarm-up activityPresentation:1．Decoding in Interpreter’s Training2．Three Guidelines for Active Listening3. Three Methods to Listen ActivelyIII. Phrase Interpreting5 mChinese- English English-ChineseIV. Sentence Interpreting10 mChinese- English English-ChinesePhase 2 Performing30 mI. Decoding--Notes Taking5 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 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 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 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, theteacher will help them to check the interpretation.IV. Coordinating—Field Interpreting10 mPlay the CD of text B. with a pause after each paragraph. Ask the students totake 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, theteacher 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 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, theteacher 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 andassessment as well.II. Points to Remember 5 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 bothcontent 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 tovisualize the words.After class activitiesI. Supplementary ExercisesTask I Simulation 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 respectively. One group will be invited to perform in class.Task 2 Vocabulary 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. 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 4 Interpreting PracticeAsk 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 in this unit, ask them to finish the following assessment form by themselves. This form contains some keypoints of interpretation skills, words and expressions, cultural backgroundknowledge and the performance they have given. The teacher may give thereference answers to each element they have learned during this unit where necessary.III. Feedback and CommentsAfter they have finished the interpretation, ask the students to tell theirclassmates and teacher how they feel about the performance. Then you will make an overall comment on each of their performance and give yoursuggestion with the help of the following assessment form.Unit Four Business TravelI. Unit Objectives1. 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 equipment13.Business Interpreting14.Other reference materials prepared by the teacher15.Overhead projectorputerIII Focus Points and Teaching ProceduresPhase 1 Preparing50mI. Simulation15mDivide the students into several groups, ask them to role-play the followingsituations. They can make dialogues or speeches according to the words and expressions they have learned in the language bank acting as the Chinesespeaker, English speaker and the interpreter respectively. One group will beinvited to perform in class. assessment with their group members on theassessment form with the criterion given. In the end the teacher will ask therepresentatives to show the assessment form and then make some comment on the performance and assessment as well.II. Theory & Techniques: Discourse Analysis20mWarm-up activityPresentation:1.Identification of the Speech Types1). Descriptive Writing 2). Narrative Writing3). Expositive Writing 4). Persuasive Writing2. Identification of the Main Ideas1). Sentence Level 2). Discourse LevelIII. Phrase Interpreting5 mChinese- English English-ChineseIV. Sentence Interpreting10 mChinese- English English-ChinesePhase 2 Performing30 mI. Decoding--Notes Taking5 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 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 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 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, theteacher will help them to check the interpretation.IV. Coordinating—Field Interpreting10 mPlay the CD of text B. with a pause after each paragraph. Ask the students totake 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, theteacher 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 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, theteacher 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 andassessment as well.II. Points to Remember 5 mAn analysis of speech types is a determinant factor in interpreting.There are four basic speech types: descriptive, persuasive, expository, andnarrative.The main ideas of the source speech can be identified at the sentencelevel and at the discourse level.The most important task for an interpreter is to discern from the clusters ofutterances the subject, verb and object.After class activitiesI. Supplementary ExercisesTask I Simulation 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 respectively. One group will be invited to perform in class.Task 2 Vocabulary 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. 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 4 Interpreting PracticeAsk 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 in this unit, ask them to finish the following assessment form by themselves. This form contains some keypoints of interpretation skills, words and expressions, cultural backgroundknowledge and the performance they have given. The teacher may give thereference answers to each element they have learned during this unit where necessary.III. Feedback and CommentsAfter they have finished the interpretation, ask the students to tell theirclassmates and teacher how they feel about the performance. Then you willmake an overall comment on each of their performance and give yoursuggestion with the help of the following assessment form.Unit Five Business InterviewI. Unit Objectives1. Ss understand the importance and features of note taking ininterpreting.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 businessinterview.II Materials and/or equipment17.Business Interpreting18.Other reference materials prepared by the teacher19.Overhead projectorputerIII Focus Points and Teaching ProceduresPhase 1 Preparing50 mI. Simulation15 mDivide the students into several groups, ask them to role-play the followingsituations. They can make dialogues or speeches according to the wordsand expressions they have learned in the language bank acting as theChinese speaker, English speaker and the interpreter respectively. Onegroup 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 andassessment as well.II. Theory & Techniques: Note Taking I20mWarm-up activityPresentation:1. Note Taking—an Aid and an Evil2. Two Features of Note-takingIII. Phrase Interpreting5 mChinese- English English-ChineseIV. Sentence Interpreting10 mChinese- English English-ChinesePhase 2 Performing50mI. Decoding--Notes Taking15mPlay 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 RetellingPlay 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 ReconstructingPlay 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, theteacher will help them to check the interpretation.IV. Coordinating—Field Interpreting10 mPlay the CD of text B. with a pause after each paragraph. Ask the students totake 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, theteacher 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..。
