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Module 2 Logical analysisI Theory and skills口译中的逻辑分析指的是对讲话进行纵向和横向的分析，纵向分析是指分清关键信息和辅助信息，即找出逻辑的层次；横向分析则是明确各信息点之间的逻辑关系，如因果关系、对比对照、举例说明等。
逻辑分析的目的是为了透彻地理解原语讲话的内容，对信息的点（具体的信息内容）、线（各点之间的联系）和面（即整体概念）进行全面的把握，以便于记忆和表达。
信息经过分析加工，便能在记忆中留下更深的印象。
逻辑分析练习可分为纵向分析和横向分析练习。
纵向分析的训练方法和第一课介绍的概述练习有些类似，但侧重点不一样。
纵向分析要求进行逻辑分层训练，即在听完一篇讲话后首先用一句话概括出讲话的中心内容，这是逻辑的最上层；围绕这一中心问题讲话人谈了哪几个方面的内容，这是第二层关系；而每个方面又具体谈了些什么，这是逻辑的下一个层次。
例如第一课的练习1.1介绍了三种错误的饭后习惯，这三种习惯分别是：饭后立即吃水果、喝茶和散步；针对每一种错误习惯，分析了其原因，提出了正确的做法；在原因里又提到几种原因，分别是……。
就这样将信息一层一层地剖析下去，形成一个清晰的逻辑线路图，然后按照逻辑线路对原语讲话进行复述，复述时不必拘泥于原语的顺序和结构。
横向分析的练习则要求我们找出信息之间的逻辑关系。
一般的信息结构都遵从一定的逻辑关系模式，如：概括（generalization）、分类（classification）、因果（cause-effect）、对比对照（compare & contrast）、按照时间、空间、步骤、重要性的顺序排列（sequencing）、列举（simple listing）、提出问题-解决问题（problem-solution）等。
找逻辑关系可以根据线索词汇，如英文里表示概括关系的线索词汇有：to sum up, in summary, in conclusion, in brief, in short, on the whole等；表示顺序的词汇有：first, second, furthermore, before, preceding, during, when, finally, meanwhile等；表示对比的词汇有：likewise, as well as, in common with, both, similarly，compared to等；表示对照的有：on the other hand, on the contrary, otherwise, instead, still, yet, whereas, differently等；表示因果的则有：so, since, because, as a result, consequently, lead to等等。
英语口译二级精讲班第10讲课件讲义（环球职业教育在线）英语口译二级精讲班第10讲讲义篇章练习篇章练习In no other country is the public as aware of or as interested in what the WTO isand what it means for their future. In China, countless numbers of books andarticles have been published, and numerous television and radio programs aired,on this subject 1. Just type in the words “China and the WTO" on any internetsearch engine and you will find hundreds of websites devoted to this topic. In theWTO, China has shown a desire to play a significant role in shaping the futuredirection of the organization and to ensure success in the Doha Round・ And weneed China to play this role, and support the efforts to put the Round back ontrack, by helping to build a bridge that will serve the ambitions of both thedeveloping and developed world. //Failure to advance the Doha Round would certainly be a lost opportunity forChina, as well as for other countries, to benefit from the economic growth thatfurther liberalization can generate2・ The absence of new progress in the DohaRound would further damage confidence in our already fragile global economy3.Despite China's strong economic performance, many of you, will of course, havefelt the impact of the global economic slow-down. Global investment flows in2002 fell for the third consecutive year to US$651 billion dollars一half the peakreached in 2000. Trade flows recovered last year after a decline in 2001 - butthey are still well below levels achieved in 2000. //Let me briefly now touch upon some of the elements of the Doha DevelopmentAgenda Work Program which are critical to advancing the Round・ Indeed, thechallenges China faces highlight some of the pressing issues confronting theWTO as it tries to live up to its mission of facilitating global prosperity.Notwithstanding the major achievements made in past rounds, there remainserious impediments to trade in agriculture, in industrial goods and in services.//Tariff peaks and developed country tariffs which escalate with the level ofprocessing are of particular concern for developing countries. But so are hightariffs between developing countries・ Barriers to trade tend to be concentratedin agriculture, food products, textiles and clothing and other manufactured goodsin which developing countries have comparative advantage. In agriculture, theseimpediments are also severely compounded by the fact that developing countriesalso have tocompete in markets where huge subsidies abound 一to the tune of 1billion dollars a day in OECD countrie$4. //Delivery on the Doha mandate on agriculture should help China toaddress its concern to raise rural incomes in order to avoidexcessive migration to urban centers.女士们、先生们，任何一个国家的公众对WTO本身和WTO对他们将来影响的认识和兴趣，都没有中国的公众这么高。
课程思政案例：InterpretingII(口译二)一、课程简介InterpretingII是口译进阶课程，面向英语专业修过口译I 并已掌握基础口译技能的大三、大四学生，属于专业选修课；多数学生出于喜欢口译、想进一步提高口译技能、有志于往口译专业深造或毕业后从事相关工作等而修读本课程。
本课程通过英-汉、汉-英综合口译训练、口译技能和专题知识讲解、观摩总理答中外记者问、模拟口译现场和模拟会议口译、新闻播报与评论等课堂活动，进一步提高学生的口译技能和时政敏感度、以及对口译职业道德规范与素养的认识。
与此同时，通过大量有关中国优秀传统文化和现代化建设发展、国际交流和经济合作等内容的汉-英口译练习，使学生不仅理解上述内容的深刻内涵，还掌握如何用英语进行表达和宣传。
二、课程内容三、教学组织过程（一）引入：介绍今天课程主要内容及其重要性和意义（3分钟）每年国家“两会”闭幕式之后的总理记者招待会被视为是口译学习的经典教材，国家外交部口译员用其“教科书般的”口译表现展示了国家顶级口译（连传）水平；同时，记者会现场涉及当前国家政治、民生最热门的话题，学生在欣赏译员高水平口译展示的同时，还可以了解国情民情、了解国家最新政策以及如何用双语表达这些热门话题和政策内容；在观摩记者会口译的同时，学生还能感受到总理以及总理所代表的党和政府是如何忧国忧民、为国为民。
（二）第一部分：观摩学习外交部口译员在口译现场的外部表现（包括形象着装、举止、声音表现等）并进行课堂讨论（20分钟）步骤一：播放事先剪辑的视频，视频内容为2007、2013以及2020三场总理答中外记者会开场部分，时长约8分钟；并引导学生重点观察译员的形象、举止、声音等外部表现；步骤二：课堂讨论，鼓励学生就所观察到的内容积极发言和讨论，也可提出疑问共同探讨，在这个过程中教师加入适当的必要的引导和总结，对学生进行口译员职业道德规范和专业素养的教育，如着装要求、举止规范和礼仪、声音控制和规范、不插话不抢译等。
英语口译（二级）精讲班第1讲讲义001 二级口译实务考试介绍Lecture 11、二级口译实务考试介绍英语口译二级考试分《口译综合能力》和《口译实务》测试两部分，旨在检测应试者的口译实践能力是否达到专业译员水平。
合格的应试者应能熟练运用口译技巧，完整准确地译出原话内容，无错译漏译。
英语口译实务（二级）考试含“英汉交替传译”和“汉英交替传译”。
题量各占50%，含总量约1000单词的英语讲话两篇和总量约1000汉字的汉语讲话两篇，时间约60分钟。
考试内容涉及政治、经济、文化、外交、旅游、信息科技、经融贸易、环境保护、卫生健康等，跟翻译专业所要求掌握的知识和技能相一致，要求应试者知识结构分布合理，专业技能达到一定的水平。
英语口译实务考试一律采取现场录音的方式，考试结果记录在磁带上。
考试的评分标准非常细化，一个考生的磁带要有两个以上的人去听，并且听出来的结果基本一致，最后再由专家组根据考生录音核定成绩。
应该说英语口译实务（二级）考试具有一定的挑战性，要求应试者过语言关、知识关和技术关，同时还要有稳定的心理因素。
按照翻译专业人员的四个等级来划分，即：助理翻译、翻译、副译审和译审，二级就是翻译级，也就是我们所说的中级职称。
因此，二级口译试题的定位基本上是针对大学外语专业比较优秀的毕业生，经过几年的翻译实践应能达到的水平。
二级口译考试模块的设计也是基于这一理念，即要求应试者具备比较全面的知识结构和良好的双语互译能力。
具体说来，应试者应具备良好的语言知识（Linguistic Knowledge）、语言外的知识（Extra-Linguistic Knowledge）以及分析能力（Analysis）。
同时应试者还应具备敏锐的听力、良好的短时记忆、行之有效的笔记、以及准确灵活的双语表达等口译所必须的基本能力。
2、口译学习讲解技巧和语言基本功相结合。
课程讲解同时关注这两点。
3、口译技巧介绍口译技巧( Interpretation Techniques) 根据口译步骤（信息接收—信息储存—信息处理—信息输出）为基础，总结出以下技巧：(2)思维理解1—逻辑分析；(3)思维理解2—信息视觉；(4)思维理解3 —将认知信息纳入理解轨道(5)记忆机制1—瞬时记忆、短时记忆、长时记忆；(6)记忆机制2－记忆训练方法；(7)笔记方法1—记什么?(8)笔记方法2—怎么记?(9)数字口译1—单纯数字口译(10)数字口译2—数字与信息相结合(11)习语的口译；(12)模糊信息处理技巧；(13) 口译中的文化差异；(14) 口译中的句法转换；(15) 语境因素处理技巧；(16) 临场应变技巧。
课程名称：英语口译课时：2课时教学对象：英语专业学生教学目标：1. 知识目标：- 掌握基本的口译技巧和方法。
- 熟悉常见的口译场景和术语。
- 提高听力理解能力和口语表达能力。
2. 能力目标：- 培养学生灵活运用英语进行口译的能力。
- 增强学生的跨文化交际意识。
3. 情感目标：- 培养学生对口译工作的兴趣和热情。
- 提高学生的自信心和团队合作精神。
教学重难点：1. 重点：掌握口译技巧和方法，提高听力理解能力和口语表达能力。
2. 难点：在实际口译过程中灵活运用所学知识，处理复杂的口译场景。
教学过程：第一课时一、导入1. 简要介绍口译的定义和重要性。
2. 引导学生讨论口译的场景和类型。
二、口译技巧讲解1. 听力理解技巧：- 如何捕捉关键词和句子结构。
- 如何理解语调和语境。
2. 口语表达技巧：- 如何用简洁、准确的语言表达。
- 如何处理口语中的语法错误。
三、口译场景模拟1. 模拟商务谈判场景，让学生进行角色扮演。
2. 模拟旅游咨询场景，让学生进行口译练习。
四、总结与反馈1. 总结本节课所学内容。
2. 对学生的表现进行点评和反馈。
第二课时一、复习与巩固1. 复习上节课所学内容，检查学生对口译技巧的掌握程度。
2. 进行口译练习，巩固所学知识。
二、案例分析1. 分析真实口译案例，让学生了解口译过程中的常见问题和应对方法。
2. 讨论口译中跨文化交际的重要性。
三、口译实战演练1. 学生分组进行口译实战演练，包括新闻发布、商务会议、文化交流等场景。
2. 教师巡回指导，纠正学生的口译错误。
四、总结与反馈1. 总结本节课所学内容。
2. 对学生的表现进行点评和反馈。
教学资源：1. 口译教材及相关教学资料。
2. 多媒体课件、录音带、视频等。
教学评价：1. 课堂表现：学生的积极参与程度、合作精神等。
2. 口译练习：学生的口译技巧、表达能力和跨文化交际意识。
3. 课后作业：学生的口译练习和案例分析报告。
备注：1. 教师应根据学生的实际情况调整教学内容和进度。
英语口译教案教案标题：英语口译教案教案目标：1. 帮助学生提高英语口译能力，包括听力、口语和翻译技巧。
2. 培养学生在不同语境下的快速理解和表达能力。
3. 强化学生的跨文化沟通能力和专业素养。
教学内容：1. 听力训练：通过听取各种英语口语材料，包括录音、视频和实时演讲等，提高学生的听力理解能力和速度。
2. 口语表达：通过模拟真实的口译场景，训练学生的口语表达能力，包括正确的语音、语调和流利的表达。
3. 翻译技巧：教授学生常用的翻译技巧和策略，如词汇替换、背景知识的运用以及上下文的理解等。
4. 文化背景：介绍不同国家和地区的文化背景，帮助学生更好地理解和传达不同语言和文化中的含义和习惯。
教学步骤：1. 导入：通过展示一段英语口译的视频，激发学生对口译的兴趣，并引导他们思考口译的重要性和挑战。
2. 听力训练：选择一段适合学生水平的英语口语材料，如新闻报道、演讲或对话等，让学生反复听取并理解其中的内容。
3. 口语表达：将学生分成小组，模拟不同场景下的英语口译，如商务会议、学术讲座或旅游导览等，让学生在实践中提高口语表达能力。
4. 翻译技巧：介绍一些常用的翻译技巧和策略，如使用同义词替换、分析句子结构和运用上下文等，让学生在实际翻译练习中应用这些技巧。
5. 文化背景：通过讲解不同国家和地区的文化背景，让学生了解并尊重不同文化间的差异，培养跨文化沟通的能力。
教学评估：1. 听力测试：通过给学生听取一段英语口语材料并回答问题的方式，评估他们的听力理解能力。
2. 口语表达评估：观察学生在口译模拟中的表现，评估他们的口语表达能力和流利度。
3. 翻译练习：布置一些翻译练习题，评估学生的翻译准确性和运用翻译技巧的能力。
4. 文化背景问答：通过提问学生关于不同文化背景的问题，评估他们对跨文化沟通的理解和应用能力。
教学资源：1. 英语口译教材和练习册。
2. 各种英语口语材料，如录音、视频和实时演讲等。
3. 多媒体设备和投影仪。
口译教程U N I T2第二单元教案-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIANUNIT 2 第二单元教案来源：口译-学院精品课程作者：Jay J YangMemoria Technica (II)口译记忆（二)Unit Objective (单元目标)After reading this unit you should☆ understand the process of memorization.☆ master the “Memoria Technica”.Warm-up (准备)1. Two students are requested to sit at the Interpreting Desk or Booth, acting as interpretors of the class. Their performance is evaluated and graded by instructor.2.One or Two students are asked to present a piece of news or a weather forecast of the week.Theory of Interpretation II (口译理论二)口译记忆过程：源语信息编码+信息存储+信息提取+译语信息解码口译记忆方法：源语复述；总结概括；逻辑整理；影子练习。
Memoria Technica (记忆法)Listen to the following sentences, and try to catch the key words and details, then repeat as accurately as possible:A. Two sentences repeating::Sentences from Textbook Unit One as a part of review:1.20 years ago, almost to the day, President Ronald Reagan spoke at thisuniversity and expressed the essence of economic and political freedom.pared t o President Nixon’s, or even President reagon’s day, many Chinesecitizens are now freer to make their own ways of life ---- to choose carers, toaquire property, and to travel.3.China’s economic success has also come about through far greater integrationinto the world economy. In the last decades, your country has emerged asmajor exporter of all kinds of manufactured goods, from heavy machinery,to computers, to toys.Sentences prepared by instructor:4.The European colonists first sailed west to America and founded their firstsettlements on the Atlantic Coast.5.The United States became the World’s first modern democracy after its breakwith Great Britain in 1776 and the adoption of a constitution in 1789.6.Congress is the legislative branch of the Union. It consists of two houses: theHouse of representatives and the Senate. according the constitution, the twohouses are of equal importance and check each other.7.The US has the most technologically powerful, diverse, advanced and largesteconomy in the world, with a per capita GDP of $33,900.8.Lishui College is co-administrated by the Provincial Education Commission andthe city government.9.China’s institutions of higher learning are classified as comprehensiveuniversities, science and engineering universities and specialized institutes.10.At present, Chinese educational system can be divided into four stages.Preschool education refers to the period of going to nurseries andkindergartens. School age begins at 6. Primary education lasts for 6 years, sodoes the secondary education. It takes 4 years for students to finish tertiaryeducation.11.In kindergartens, children are mainly taught some basic morals, such ashonesty, courage, discipline, cooperation and good manners, and basicknowledge of simple arithmetic, drawing, singing and dancing.12.Lishui 2nd Middle School is a key school of the province. The major coursesstudents take are Chinese, Mathematics, English, Politics, History, Geography, Biology, physics, Chemistry, physical Culture, Music and Fine Arts.13.The former Lishui TeacherCollege was founded in 1978. It was upgraded intothe LishuiUniversity last year. There are now about 8000 students ofundergraduates. Most of them are residential.14.Universities have been undergoing some educational reforms in recent years.An obvious method is to adopt credit system, which allows students tograduate ahead of schedule when they complete the regulated credits.15.Starting from a few years ago,, students have to pay for their schooling in theform of tuition fee. In order to encourage students to study hard,Universities grants scholarship at different levels with a total coverage of70%.B. Retelling an article:A SpeechOn behalf of Oxford University , I would like to thank you for all you have done for us. Ever since we arrived, we have been enjoying nothing but the warmest friendship and hospitality. You have opened your hearts as well as your homes to us. While our stay has been very short, we feel that it has been very rewarding, not only professionally, but in making new friends and broadening the channels of contact.I would like to conclude with the hope that all of you will have a chance to come to the United States very soon, not only to continue our common pursuits of professional interest, but to partake out hospitality as well.Finally allow me to propose a toast to the health and happiness of all the ladies and gentlemen present here.Cultural Salon or Seminar (文化沙龙或研讨会)In the last 20 minutes will be a cultural salon or seminar. Two or three students who have been asked to prepare a speech in advance on a given topic. Students will do the oral interpretation.Topic: My HometownHomework Assignments (课后作业)Work on Exercise 1-2 in Unit 2 of the Textbook: Text 1.1, Text 2.1Task: Listen to the article and then start repeating at the end of each segment.Reference (单元参考资料)仲伟合主编：《英语口译教程》（上下册），高等教育出版社，2005年版。
《商务英语现场口笔译II》课程单元教学设计一、教案头单元标题：Unit2 Ceremonial Address授课对象：商务英语3121、3122、3123 学时：2 上课地点：见课表教学目标能力（技能）目标知识目标1.礼仪致辞2.能熟悉各种礼仪场合下的措辞及其翻译1．一般礼仪场合的用语和句型2．礼仪场合的措辞及翻译技巧能力训练任务及案例1.作欢迎辞并翻译2.同学间互评、指正3.熟悉正式场合下的礼仪4掌握关键表达法教学组织班级授课教学材料商务现场口译，外语教学与研究出版社作业Preview unit 3 passagesUnit TwoCeremonial Address and an Short-term PreparationTeaching PlanTeacher:Class Profile: 04BE 1Estimated time: 100 min. in 2 periodsI. Unit Objectives1. Ss understand what and how to prepare for the interpreting tasks in the short run.2. Ss find ways to improve your interpreting skills and performance.3. Ss master the basic words and expressions about ceremonial address.4.Ss know some cultural background knowledge about ceremonial address.II Materials and/or equipment1. Business Interpreting2. Other reference materials prepared by the teacher3. Overhead projector4. ComputerIII Focus Points and Teaching ProceduresFirst period (50 minutes)Phase 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.Situation BYou are Assistant Manager of Company Nike. Go to the airport to welcome Peter O’Donnell , a trainee manager in the head office in New York. Greet him, introduce yourself and make a small talk. On the way to the hotel, introduce the city and some places of interest. You speak Chinese while Peter is an English-speaker.Situation A You are the receptionist of A&R Company. A visitor, Mr. Carl Smith, has an appointment with the General Manager, John Lewis, but he is in a meeting at the moment. You receive the visitor and start a conversation with him. You speak Chinese while Carl is an English-speaker.●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.Peer's Assessment Form1. Delivery A B C D1.1 Is the articulation or intonation unnatural? □□□□1.2 Are there any irritating outburst or exaggerated fillers? □□□□1.3 Are there any excessive repairs or unfinished sentences? □□□□1.4 Is the voice unpleasant or unconvincing? □□□□2. Language2.1 Are there any irritating mispronunciations? □□□□2.2 Are there any irritating grammatical mistakes? □□□□2.3 Are there any unidiomatic expressions? □□□□3. Coherence3.1 Are there any abrupt beginnings or endings? □□□□3.2 Is the performance incoherent? □□□□3.3 Is the message implausible or illogical? □□□□4. Loyalty4.1 Are there any significant omissions? □□□□4.2 Are there any unjustified changes? □□□□4.3 Are there any unjustified additions? □□□□II. Theory & Techniques: Short-term preparation 20 m●Warm-up activity●Presentation:1.What to Prepare?1). Meeting Documents2). A Glossary List3). Dictionaries, Notebooks and Pens4). Dresses and Name Cards2.How to Prepare?1). Read through the Relevant Documents2). Surf the Internet3). Contact the Organizer and the Speaker4). Prepare a question listA 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-ChineseV assignmentPreview unit 3 passages。
英语口译（二级）精讲班第2讲讲义篇章练习篇章练习Your Majesties, Your Royal Highnesses, Excellencies,Members of the Norwegian Nobel Committee, Ladies and Gentlemen,Today, in Afghanistan, a girl will be born. Her mother will hold her and feed her, comfort her and care for her – just as any mother would anywhere in the world. In these most basic acts of human nature, humanity knows no divisions. 2 But to be born a girl in today's Afghanistan is to begin life centuries away from the prosperity that one small part of humanity has achieved. It is to live under conditions that many of us in this hall would consider inhuman.//I speak of a girl in Afghanistan, but I might equally well have mentioned a baby boy or girl in Sierra Leone. No one today is unaware of this divide between the world’s rich and poor. No one today can claim ignorance of the cost that this divide imposes on the poor and dispossessed who are no less deserving of human dignity, fundamental freedoms, security, food and education than any of us.3 The cost, however, is not borne by them alone. Ultimately, it is borne by all of us – North and South, rich and poor, men and women of all races and religions. //Today's real borders are not between nations, but between powerful and powerless, free and fettered, privileged and humiliated. Today, no walls can separate humanitarian or human rights crises in one part of the world from national security crises in another. //Scientists tell us that the world of nature is so small and interdependent that a butterfly flapping its wings in the Amazon rainforest can generate a violent storm on the other side of the earth.4 This principle is known as the "Butterfly Effect." Today, we realize, perhaps more than ever, that the world of human activity also has its own "Butterfly Effect" – for better or for worse.5 //国王和王后陛下，诸位殿下，诸位阁下，挪威诺贝尔委员会各位成员，女士们、先生们，今天，一个女孩将诞生在阿富汗。
英语口译二级精讲班第8讲课件讲义英语口译二级精讲班第8讲课件讲义（环球职业教育在线）英语口译二级精讲班第8讲讲义主题练习（下）主题练习——教育在实施“科教兴国”和“人才强国”战略，全面建设小康社会的进程中，中国政府将推动教育事业持续健康协调快速发展，构建完善的国民教育体系和终身教育体系，培养数以亿计的高素质劳动者，数以千万计的专门人才和一大批拔尖创新人才，并促进教育与科技创新、经济建设、文化繁荣和社会进步的紧密结合。
//2003年12月30日，新一届国家科技教育领导小组召开第二次全体会议，听取了教育部关于制定《2003-2007年教育振兴行动计划》和《国家西部地区“两基”攻坚计划》的汇报1。
//《2003-2007年教育振兴行动计划》，明确了今后5年我国教育工作的方向、任务和目标，对教育改革和发展提出了具体要求。
《国家西部地区“两基”攻坚计划》，对实现西部地区基本普及九年义务教育、基本扫除青壮年文盲做出了具体部署。
//实施这两个计划，对于提高全民族的素质，对于经济和社会的全面、协调和可持续发展，具有重大意义2。
教育部将按照会议要求，从“科教兴国”、“人才强国”和推进西部大开发的战略高度，认真实施这两个计划。
//今后，中国教育将按照“巩固成果、深化改革、提高质量、持续发展”的方针，全面推进各级各类教育持续健康协调快速发展。
// ——重点推进农村教育的改革和发展。
中国70％的人口在农村，农村（含县镇）义务教育阶段学生高达1.6亿。
2004年，将实施国家西部地区“两基”攻坚计划，用五年的时间，在西部地区实现基本普及九年义务教育和基本扫除青壮年文盲的目标，让西部的孩子们都能上学，打赢西部地区“两基”攻坚战；//已经实现“普九”目标的地区特别是中西部地区，要巩固“两基”成果，全面提高普及九年义务教育和全面提高义务教育质量。
经济发达的农村地区要高水平、高质量“普九”。
同时，积极推进农村中小学现代远程教育工程，进一步健全完善“以县为主”的农村义务教育管理体制。
《商务英语现场口笔译II》课程单元教学设计一、教案头单元标题：Unit3 Dinner Party授课对象：商务英语3121、3122、3123 学时：2 上课地点：见课表教学目标能力（技能）目标知识目标1.能熟练运用宴会场合中的语言并翻译2.学记笔记1．一般宴会场合的用语和句型2．学会做笔记记录宴会谈话内容能力训练任务及案例1．宴会上致辞。
2．出席开幕式上致辞3．教师总结4．同学互相纠正5．找出常用词汇和句式。
6．模仿句式练习写作教学组织班级授课教学材料商务现场口译，外语教学与研究出版社作业Review Unit 3Dinner Party and Active ListeningTeaching PlanTeacher:Class Profile: 04BE 1Estimated time: 100 min. in 2 periodsI. 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 equipment1.Business Interpreting2.Other reference materials prepared by the teacher3.Overhead projectorputerIII Focus Points and Teaching ProceduresFirst period (50 minutes)Phase 1 Preparing 50 m I. 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.Situation AYou are Assistant Manager of Company Nike. Please make a welcoming address to welcome Peter O’Donnell, a trainee manager in the head office in New York.Situation BYou work for a company in Liverpool. You have come to Shenzhen for a Trade Fair. You are to say goodbye to one of your company’s clients. Make a farewell speech expressing your happiness while staying with them.●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.Peer's Assessment Form1. Delivery A B C D1.1 Is the articulation or intonation unnatural? □□□□1.2 Are there any irritating outburst or exaggerated fillers? □□□□1.3 Are there any excessive repairs or unfinished sentences? □□□□1.4 Is the voice unpleasant or unconvincing? □□□□2. Language2.1 Are there any irritating mispronunciations? □□□□2.2 Are there any irritating grammatical mistakes? □□□□2.3 Are there any unidiomatic expressions? □□□□3. Coherence3.1 Are there any abrupt beginnings or endings? □□□□3.2 Is the performance incoherent? □□□□3.3 Is the message implausible or illogical? □□□□4. Loyalty4.1 Are there any significant omissions? □□□□4.2 Are there any unjustified changes? □□□□4.3 Are there any unjustified additions? □□□□II. Theory & Techniques: Active Listening 20 m●Warm-up activity●Presentation:1.Decoding in Interpreter’s Training2.Three Guidelines for Active Listening1). Listen to the Meanings instead of Words2). Listen for both Content and Attitude3). Listen with Ears, Eyes and Heart3. Three Methods to Listen Actively1). Sit or Stand Comfortably Upright2). Observe the Speaker’s Body Language3). Try to Visualize the WordsIII. Phrase Interpreting 5 m●Chinese- English●English-ChineseIV. Sentence Interpreting 10 m●Chinese- English●English-Chinese●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.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.。
通用口译II教案2006年2月-2006年7月（授课教师：李芳琴）总课时：19周，每周4学时（翻译班）主要使用教材：《新世纪口译—理论、技巧、实践》（李芳琴等），四川人民出版社，2002年1月。
口译实践材料。
推荐教材及资料：《高级资格证书口译教程》，梅德明，上海教育出版社。
《实用英语口译教程》，冯建忠，译林出版社，2002年。
CCTV国际频道访谈、专题讨论节目主要教学参考资料（理论、技巧部分）：Carroll, David W.. Psychology of Language. Third Ed. Beijing: Foreign Language Teaching and Research Press, 2000.Gile, Daniel. Basic Concepts and Models for Interpreter and Translator Training. Amsterdam: John Benjamins Publishing Company, 1995.Jones, Roderick. Conference Interpreting Explained. Manchester: St. Jerome Publishing, 1998. Nida, Eugene A. Language, Culture and Translating. Shanghai Foreign Language Education Press, 1993.Seymour, Richard K. and C.C. Liu. 1994. Translation and Interpreting: Bridging east and West.Hawaii: College of Languages, Linguistics and Literature and the East-West Center.达尼卡·塞莱斯科维奇、玛丽亚娜·勒代雷著，《口译理论-实践与教学》，汪家荣等译，北京：旅游教育出版社1990年口月第1版。
马丽娅娜·勒代雷著，《释意学派口笔译理论》，刘和平译，北京：中国翻译出版公司，2001年。
刘和平，《口译技巧—思维科学与口译推理教学法》，北京：中国对外翻译公司，2001年。
刘和平，《口译理论与教学》，北京：中国对外翻译出版公司，2005年。
2003级翻译班（第二学期）口译课教学计划2006年2月-2006年7月教学目的：分语类继续对学生进行口译基本技巧的训练；培养学生关心时事的信息意识，积累知识，掌握文献检索、资料查询的基本方法，具有初步研究能力和实际工作能力。
结合口译实践，使学生初步掌握专题连续传译的技能，提高各项交际技能综合运用的能力。
授课方式：以教材《新世纪口译—理论、技巧与实践》为框架，分语类进行课内训练，并根据教学内容补充最新同语类练习材料或口译实践材料。
采用课内和课外结合、师生互动方式实施教学。
教材课文内容主要由学生在课外口译小组内完成或独立完成，课内讨论；补充内容作为课内即席口译材料。
主要教学内容：以教材为教学框架，根据教材内容补充同语类练习材料或口译实践材料。
教材课文内容由学生课外在口译小组内完成或独立完成，课内讨论；补充内容作为课内即席口译材料。
主要涉及：介绍类讲话礼仪讲话论证类讲话大会发言综合练习学生预习及小组准备：学生就规定题材进行课前准备并作课堂陈述（包括上网查阅资料）。
课堂教学：课内主要以教师演示、根据教学主题组织模拟口译练习以及评讲的方式实施教学。
信息反馈：学生交报告、上本院校园网讨论学习心得或与任课教师直接交流。
Unit Onea. 1 介绍本学期教学计划及要求2 口译考试讲评：Preparing for Campus InterviewWomen at the Top?3 课外练习：《高级口译教程》4 课外准备：美国教育改革(Team 1)b. 1 Class presentation: Educational reform program in the US (Team 1)2 口译练习：Dr. Susan Sclafani’s speech (Last part)3 课外准备：About Asian Values (Team 2)4 课外：分析、整理关于亚洲价值观讨论的资料5 课外阅读：理解与主题思想的识别[Textbook, Lesson Eight]Unit Twoa. 1 Class presentation: Asian Values (Team 2)2. 背景知识在口译中的重要性3 口译练习：Debate on Asian Values4 课外练习：《高级口译教程》b. 1 口译练习：Debate on Asian Values (continued)2 课外准备：认识中国传统文化(Team 3)口、笔译异同（Team4）3 课外练习：《高级口译教材》Unit Threea. 1 Class presentation: Chinese traditional culture (Team 3)2 关于文化词汇的翻译（梅：U2）3 口译练习：文化传统发展中的挑战4 课外练习：《高级口译教程》b. 1 Class presentation: Similarities and differences between translation andinterpretation (Team 4)2 口译练习：高级翻译是如何造就的3 课外准备：访谈口译的基本特点了解英特尔公司(Team 5)Unit Foura. 1 Class presentation: 英特尔公司简介(Team 5)2 访谈口译的基本特点3 口译练习：与英特尔总裁对话（录像26分钟）4 课外准备：西班牙文化简介（Team 6）b. 1 Class presentation: 西班牙简介(Team 6)2 口译练习：访西班牙文化、教育、体育部长3 课外准备：礼仪讲话的基本特点利宝集团及其在中国的业务(Team 1)Unit Fivea. 1 Class presentation: 利宝集团简介(Team 1)2 礼仪讲话的基本特点3 口译练习：Chongqing University Insurance Center Event Opening Remarks(John Kimber Oct.15 2003 [team 1]Chongqing University Insurance Center Event Opening Remarks(Faragher) [team 1]4 课外准备：The role of SMEs in the global economyFocus: Measures to help SMEs to developb. 1 Class presentation: Measures to help SMEs to develop2口译练习：The role of SMEs in the global economy3 小组活动：分析口译中出现的问题Unit Six1 如何处理口译现场出现的危机2口译练习：The role of SMEs in the global economy[续]3课外准备：Development and implementation of training plans for disadvantaged groups (rural, remote and isolated)重点：澳大利亚职教与培训Unit Seven1 Class presentation: Team 22 口译练习：Development and implementation of training plans fordisadvantaged groups (rural, remote and isolated)3 讨论翻译中出现的问题4 准备：A Hard Way to Make Money （英译汉练习，小组集体讨论难点及其处理方法Team3重点发言）Unit Eight１Class presentation:翻译中的难点及其处理方法（Team 3）2口译练习：A Hard Way to Make Money３翻译／口译方法讨论４课外准备：中国首届性医学研讨会材料（谁是俄底普斯？）[小组集体讨论难点及其处理方法,Team 4&5重点发言]Unit Nine１Class presentation:翻译中的难点及其处理方法（Team 4 &5）2口译练习：谁是俄底普斯？３翻译／口译方法讨论4 课外准备：了解Sun公司(Team 6)Unit Ten1 Class presentation: Sun公司简介(Team 6)２口译练习：与Sun公司总裁对话（录像）３课外阅读：论证类讲话的基本特点４课外准备：关于清洁生产及环保（Team 1）Unit Eleven （论证类讲话）a. 1 论证类讲话的基本特点2 Class presentation: 关于清洁生产及环保（Team 1）3 口译练习：环境保护Significance of Clearer Production Promotion in Chinab. 1 口译练习：Significance of Clearer Production Promotion in China(continued)2 准备：中国投资软环境(Team 2)3 课外阅读：如何处理跨文化交际中出现的问题Unit Twelve1 Class presentation: 中国投资软环境(Team 2)2 口译练习：Improvement of soft environment3 阅读：演讲口译的基本特点4 准备：第二届中国—澳大利亚（重庆）职业教育与培训论坛(Team 3&4)a. 黄奇帆市长致辞b.Chris Celovic讲话Unit Thirteen1口译练习：1) 黄奇帆市长致辞2) 第二届中国—澳大利亚（重庆）职业教育与培训论坛（续）Innovations in V ocational Education and Training in Victoria：AState Perspective （有中文译文）2 问题分析3 准备：美前众议员在川外的讲话Unit Fourteen1 口译练习：访英首相（录像）2 美前众议员在川外讲话3 课外阅读：口译职业准则4 准备：关于就业问题现状及各国主要举措（Team6）Unit Fifteen1 讨论：发展中国家就业问题现状（Team 6）2 口译练习：On employment 关于就业问题3 准备：澳大利亚工程师代表团访问三峡中文资料Unit Sixteen1 口译练习：澳大利亚工程师代表团访问三峡中文资料2 难点分析Unit Onea. Main contents to be covered1 介绍本学期教学计划及要求2 口译考试讲评：Preparing for Campus InterviewWomen at the Top?3 课外练习：《高级口译教程》4 课外准备：美国教育改革(Team 1)Teaching procedures:1. A brief introduction to teaching plan and requirementsAbout the teaching plan: This course is focused on consecutive interpretation. See teaching plan about the description and the main contents to be covered. General Requirements for the course:Every student is required to participate in both class and group activities assigned for this course, and if possible, students are encouraged to participate in social practice. Team work is especially encouraged.2. Comments on the final examinationComments on interpreting test♦评分总原则♦话语准确性：此部分原则上按70%计算；按意群/或信息单位划分，计算分值。
