英汉互译一第1课教案

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1-5:英汉互译实践与技巧 (课堂PPT)

1-5:英汉互译实践与技巧 (课堂PPT)
1、她现在非常红. *She is very red now.
(She is very popular now.) 2、你给我站住!*You Give Me Stop!!
(Stand!) 3、蠢move .
(Be ready to do sth.(bad)) 4、寒暄 *coldly talk for a while
文体
应用文体、科技文体、论述文体、新闻文体、艺 术文体
处理方式 全译、节译、摘译、编译、译述(综述和述评)
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Ⅲ. Principles or Criteria of Translation 翻译的原则和标准
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Ⅱ. Nature and Scope of Translation 翻译的性质和范围
英 国 翻 译 教 育 家 Peter Newmark : “ It is rendering the meaning of a text into another language in the way that the author intended the text. 翻译是按作者的创造意图把一篇文章的意思 用另一种语言描述出来的过程。”
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实用文体翻译1:简历 实用文体翻译2:求职信 实用文体翻译3:通知 实用文体翻译4:致辞 实用文体翻译5:企业或学校简介 实用文体翻译6:六级英语 实用文体翻译7:考研英语 实用文体翻译8:新闻英语 实用文体翻译9:论文题目、摘要 实用文体翻译10:科技英语
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Suggested reading books and websites
英汉互译实践与技巧
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第一讲 翻译简论 第二讲 英汉语言对比研究 第三讲 Diction 遣词用字 第四讲 Amplification 增词法 第五讲 Omission 省略法 第六讲 Conversion 转换 第七讲 Restructuring 结构调整 第八讲 The Passive Voice 被动语态 第九讲 Affirmative vs. Negative肯定与否定 第十讲 Nominal Clauses 名词性从句 第十一讲 Attributive Clause 定语从句 第十二讲 Adverbial Clause 状语从句 第十三讲 Long Sentences 长句的翻译

Unit1Lesson1全英文教案

Unit1Lesson1全英文教案

Lesson 1:Higher, Faster, StrongerTeaching Content:Mastery words and expressions: modern, gold, record, event, twentiethOral words and expressions: ancient, Athens, Beamon, medal, shooting, athlete, silver, bronze, sprintTeaching Aims:1.Learn about the history of Olympics.2.Encourage the students to work hard for our country.Teaching Important Points:1.Learn something about the Olympics.2.Wishes and congratulations.Teaching Difficult Points:Some words and expressions used in the Olympics.Teaching Preparation: some pictures of OlympicsTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:some pictures of Olympics to the class. Let the students say something about the Olympics. Show some new words to the students with the help of the pictures. At the end, introduce the topic of the unit to the class.to “THINK ABOUT IT.”to the tape and answer the following questions.1.When were the first Olympics?2.When did the modern Olympics start?let’s learn how to use the new words. Make some sentences with the new words. Sometimes they can guess the meanings of the new words.Step5. Read the text and find out the words that stand for places, time, medals, sports and events. Places: Greece, Athens, Sydney, Mexico City, Los AngelesTime: ancient, modern, BC (Before Christ), ADMedals: gold, silver, bronzeSports and events: race, sprint (a short race), long jumping, shootingStep6. Discuss the main ideas of the text. Answer the questions in Quick Quiz! Have the students talk about the history, sports and events, and famous athletes of the Olympics.Step7. Divide the class into several groups. Talk about the 2022 Olympics Games. What do the students know about it?to “LET’S DO IT”.Play the game in the class. Divide the class into several groups. Then each group have a student in front of the class to imitate a sport. The others guess by using “Is it______?”Step9. Homework1.Finish the activity.2.Search on the Internet for more words about the Olympics.Summary:Today’s subject is familiar to the students, but the English words about the Olympics are difficult for them. So we must spend a little time to deal with the new words. Show some pictures to help the students know more about Olympics. The pictures also help the students know about the history of Olympics.。

英汉互译课教案

英汉互译课教案

英汉互译课教案
教案标题:英汉互译课教案
教学目标:
1. 学生能够掌握一定的英汉互译技巧和方法。

2. 学生能够运用所学知识进行简单的英汉互译。

3. 学生能够在实际生活中运用所学知识,提高语言应用能力。

教学重点和难点:
重点:英汉互译的基本技巧和常用表达。

难点:如何正确理解和运用英汉互译的语言规则。

教学准备:
1. 教师准备英汉互译的教学材料,包括常用词汇、短语和句子。

2. 教师准备多媒体设备,如投影仪或电脑,以展示相关图片和视频。

3. 学生准备笔记本和笔。

教学过程:
Step 1:导入
教师可以通过展示一些图片或视频,引导学生讨论相关主题,如家庭、学校、
节日等,引起学生的兴趣。

Step 2:学习词汇和短语
教师可以通过图片或视频展示相关词汇和短语,并进行英汉互译的讲解和练习,让学生掌握基本的词汇和短语。

Step 3:语法和句子结构
教师可以通过例句和练习,讲解英汉互译的语法和句子结构,让学生掌握正确
的表达方式。

Step 4:综合练习
教师可以设计一些综合练习,让学生运用所学知识进行英汉互译,加深对知识
的理解和应用能力。

Step 5:作业布置
教师可以布置相关的作业,让学生在课后进行巩固练习,提高学生的学习效果。

教学反思:
教师可以通过课后总结和学生的表现,对教学过程进行反思和总结,不断完善
教学方法和内容,提高教学质量。

小学英汉互译讲解教案模板

小学英汉互译讲解教案模板

课时:2课时年级:四年级教学目标:1. 让学生掌握基本的英汉互译技巧,提高学生的英语翻译能力。

2. 培养学生对英语学习的兴趣,激发学生的思维和创造力。

3. 培养学生的跨文化交际能力,提高学生的国际视野。

教学重点:1. 基本的英汉互译技巧。

2. 培养学生的跨文化交际能力。

教学难点:1. 理解英语句子结构,准确翻译。

2. 跨文化交际中的语言差异。

教学准备:1. PPT课件。

2. 英文原文材料。

3. 翻译练习题。

教学过程:第一课时:一、导入1. 教师简要介绍英汉互译的重要性,激发学生的学习兴趣。

2. 提问:你们知道什么是英汉互译吗?它有什么作用?二、新课导入1. 教师展示PPT,介绍英汉互译的基本技巧,如直译、意译、音译等。

2. 教师举例说明,让学生理解各种翻译技巧的运用。

三、课堂练习1. 教师提供一段英文原文,让学生进行翻译练习。

2. 教师点评学生的翻译,指出优点和不足,帮助学生改进。

四、课堂小结1. 教师总结本节课所学内容,强调英汉互译的基本技巧。

2. 鼓励学生在日常生活中多进行英汉互译练习,提高自己的翻译能力。

第二课时:一、复习导入1. 教师提问:上节课我们学习了什么内容?你们还记得吗?2. 学生回答,教师点评。

二、新课导入1. 教师展示PPT,介绍跨文化交际中的语言差异。

2. 教师举例说明,让学生了解不同文化背景下的语言差异。

三、课堂练习1. 教师提供一段英文原文,要求学生在翻译时注意跨文化交际。

2. 教师点评学生的翻译,指出优点和不足,帮助学生改进。

四、课堂小结1. 教师总结本节课所学内容,强调跨文化交际中的语言差异。

2. 鼓励学生在日常生活中多进行跨文化交际练习,提高自己的交际能力。

教学评价:1. 学生能够掌握基本的英汉互译技巧。

2. 学生能够理解并运用跨文化交际中的语言差异。

3. 学生能够积极参与课堂练习,提高自己的翻译和交际能力。

教学反思:1. 教师应关注学生的个体差异,针对不同学生的需求进行教学。

英语翻译教程教案Unit1

英语翻译教程教案Unit1

Unit 1Exercises1.中国人有在正月十五晚上吃元宵、赏花灯的习俗。

【原译】Chinese have the custom that they eat sweet dumplings made of glutinous rice flour and appreciate festive lanterns at the night of January 15.【改译】The Chinese have the custom of eating yuanxiao (sweet dumplings made of glutinous rice flour) and watching festive lanterns on the fifteenth evening of the first lunar month.其他译文:In China, it’s the custom (for people) to eat…There is a Chinese tradition of eating…According to custom, people in China eat…2.他的不合作态度使这个项目进展十分缓慢。

【原译】The project makes less progress because of his incooperation.【改译】The project is making very slow progress due to his lack of cooperation,The project is proceeding rather slowly because of his uncooperativeness.His uncooperative attitude accounted for the slow progress of the project.His uncooperative attitude resulted in the project’s slow progress.3.你们谁想参加春游就在星期五之前报名并交费。

翻译第一讲 翻译理论与实践

翻译第一讲 翻译理论与实践

导学——学法指导 学法指导 导学
译者素养: 译者素养:
译者的素质: 译者的素质: 外语素质 语言敏感度 心理素质 翻译的辅助工具: 翻译的
导学——学法指导 学法指导 导学
Tips: :
提高方法: 提高方法:
翻译理论+翻译技巧+ 1. 翻译理论+翻译技巧+翻译实践 研究有关翻译的论述,弄懂翻译的基本问题。 ( 阅读理论著作;专题论文;翻译教材;译品的前言后语) 2. 研究译作范本 从中摸索翻译的规律和技巧,对比不同译本的处理和效果。 研究典型译例,注意翻译技巧的说明和译句的得失,为翻译 实践打好基础 3. 不断进行翻译实践 (1) 依照词语---句子---段落---语篇的顺序; (2) 选择不同题材和体裁的练习材料; (3) 难易循序渐进; (4) 译文反复修改,不断提高译文质量; (5) 选择有参考译文的文本,进行对比学习; (6) 可请别人修改或校正。
翻译理论与实践
导 学 第一章: 第一章:翻译概述 第二章: 第二章:英汉语言对比 第三章: 第三章:词语的翻译 第四章:句子翻译技巧( 第四章:句子翻译技巧(上) 第五章:句子翻译技巧( 第五章:句子翻译技巧(下) 第六章: 第六章:常见文体的翻译
导 学
• • 教学目的:本课程教学目的是使学生掌握基本的翻译理论,提高翻译水平。 教学目的:本课程教学目的是使学生掌握基本的翻译理论,提高翻译水平。 本课程主要介绍基本的翻译理论知识, 本课程主要介绍基本的翻译理论知识,通过英汉两种语言的对比和大量译例 翻译,介绍了翻译的一系列常用方法和技巧。通过实践熟悉翻译技巧, 翻译,介绍了翻译的一系列常用方法和技巧。通过实践熟悉翻译技巧,培养 翻译能力,不断提高翻译水平和能力。 翻译能力,不断提高翻译水平和能力。。

英语翻译翻译第1课优质公开课获奖课件

英语翻译翻译第1课优质公开课获奖课件
翻译的四大理论
直译、意译、语义翻译和交际翻译,每种理论都 有其特点和适用范围。
翻译的标准
准确、通顺、传神,这三个标准在翻译过程中缺 一不可。
翻译技巧
选词法
在翻译过程中,选择正确的词汇是关键,需要考虑词汇的含义、 语法和语境。
增减法
在翻译过程中,根据原文的意思和目标语言的表达习惯,适当增 减词语,使译文更流畅。
04
教学成果
学生成绩
优秀率
通过学生完成翻译作业 、课堂表现及期末考试 等多方面的评估,优秀 率达到90%。
合格率
在保证优秀率的同时, 合格率也保持在85%以 上,显示出整体教学质 量较高。
成绩分布
成绩分布呈现出正态分 布的特点,大部分学生 的成绩集中在85-95分 之间。
学生评价
课堂氛围
学生认为课堂氛围轻松愉快,教师能够很好地调 动学生的积极性。
在学生管理方面,应更加注重学生的个性差异,给予每个学生有 效的指导和关注。
THANKS
课程目标
1
掌握英语翻译的基本理论和技巧,提升翻译实 践能力和水平。
2
熟悉各种翻译实务和场景,具备独立进行英语 翻译的能力。
3
培养具有跨文化意识和国际视野的英语翻译人 才。
课程内容
翻译理论
介绍翻译的基本概念、性质、历史 演变及现代发展趋势等。
翻译技巧
重点讲解词汇、句子、段落及文化 等方面的翻译技巧和方法。
转换法
在翻译过程中,将原文中的词类、句子结构等转换为其他形式,以 符合目标语言的表达习惯。
翻译实践
翻译练习
通过实际翻译英文文本,学生可以锻炼翻译技巧,提高语言能力 。
译文评估
通过评估其他学生的翻译作品,学生可以学习如何评价翻译的质 量,提高自己的翻译水平。

《英汉互译》教案与讲义

《英汉互译》教案与讲义

《英汉互译》教案与讲义一、教学目标1. 让学生掌握英汉互译的基本原则和技巧。

2. 提高学生对英汉两种语言的对比分析能力。

3. 培养学生的跨文化交际意识,增强英汉互译的实际应用能力。

二、教学内容1. 英汉互译的基本原则1.1 忠实于原文1.2 保持原文的风格和语气1.3 符合目标语言的表达习惯2. 英汉互译的技巧2.1 词汇翻译2.2 语法翻译2.3 结构翻译2.4 文化背景翻译3. 英汉两种语言的对比分析3.1 词汇差异3.2 语法差异3.3 表达习惯差异三、教学过程1. 导入:通过一个简单的英汉互译实例,引发学生对英汉互译的兴趣。

2. 讲解:讲解英汉互译的基本原则和技巧,并通过实例进行分析。

3. 对比分析:分析英汉两种语言的差异,并讲解如何在翻译过程中进行调整。

4. 练习:布置适量的英汉互译练习题,让学生进行实践操作。

四、教学方法1. 讲授法:讲解英汉互译的基本原则、技巧和语言差异。

2. 案例分析法:通过实例分析,让学生理解和掌握英汉互译的方法。

3. 练习法:让学生通过实际操作,提高英汉互译的能力。

五、教学评价1. 课堂参与度:观察学生在课堂上的积极参与情况和提问回答。

2. 练习完成情况:检查学生完成的英汉互译练习质量和数量。

3. 课后反馈:收集学生的课后反馈,了解他们对英汉互译的认识和困惑。

六、教学资源1. 教材:《英汉互译教程》2. 辅助材料:英汉互译案例集、多媒体课件3. 网络资源:相关英汉互译的在线资料和论坛七、教学环境1. 教室:宽敞、安静,有利于学生集中注意力2. 设备:投影仪、计算机、音响等教学设备八、教学进度安排1. 第一课时:介绍英汉互译的基本原则和技巧2. 第二课时:分析英汉两种语言的差异3. 第三课时:讲解英汉互译的实践操作4. 第四课时:布置练习题,进行课堂练习九、课后作业1. 复习本节课的内容,整理笔记2. 完成布置的英汉互译练习题3. 收集英汉互译相关的资料,进行自主学习十、教学反思2. 对学生的反馈进行整理,针对存在的问题进行调整教学策略3. 不断更新教学资源,提高自身教学水平,以更好地为学生服务重点和难点解析一、教学目标难点解析:跨文化交际意识的培养和实际应用能力的提升。

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广西师范学院《英汉互译(一)》课程教案编号: 15-1 开课单位:外语系授课教研室:翻译写作课程名称:《英汉互译(一)》授课教师:唐旭光教材:《新编英汉互译教程》,授课对象:06级英语专业2、3、5班《英汉互译(一)》第一讲翻译简论与主要翻译方法(A Brief Discussion of Translation and Major Translation Approaches)1. IntroductionTranslation studies started along with translation practice. Translation theories developed flourishingly in the 20th century, especially in the second half of the last century.In fact, translation, which is a very complex phenomenon, is related to different disciplines, such as linguistics, psychology, sociology, cultural anthropology, communication theory, literary criticism, aesthetics, and semiotics. As translation study is a cross-discipline and cross-culture subject involving many aspects of human knowledge, the lack of a fully acceptable theory of translation should not come as a surprise. Meanwhile, quite a number of translation approaches and strategies have become universally acceptable and widely applicable. They are, of course, the fruits of many translation theorists and translation practitioners at home and abroad.2.The Origin of TranslationLanguage makes it possible for people to communicate with one another freely so as to complete important tasks in human life. Translation makes it possible for people from different languages to communicate with one another so as to complete important tasks in their life.Theodore Savory points out, “Translation is almost as old as original authorship and has a history as honorable and as complex as that of any other branch of literature”(申雨平, 2002:4).In Zhou Dynasty there were different forms of address for translators in different places. “Translators are called Ji in the east, Xiang in the south, Didi in the west, andYi in the north(东方曰寄,南方曰象,西方曰狄鞮,北方曰译)”(陈福康, 2000:3).3. Function of TranslationIt has helped people to better communicate with one another, and in the mean time it has facilitated the development of culture and civilization of all nations, such as the Sutra translation (佛经翻译)in China and the Bible translation in Western countries.Actually, translation, as a means to bridge different cultures, has been playing a very important role in promoting global economic and cultural development, and China in particular benefits a great deal from translation, which is obvious to all.4. Nature of translationOne school of theorists maintain that any interpretation is translation. Translation thus defined includes intra-lingual rewording(语言内的重新措辞), inter-lingual (语言之间的翻译或语际翻译)translation and inter-semiotic transmutation(符号转换).But most scholars who are interested in translation maintain that translation is a communicative activity which entails a most adequate or identical reproduction in a target language of a written message or text in a source language.5. Definition of translation in our textbook as follows: Translation or translating is a communicative activity or dynamic process in which the translator makes great effort to thoroughly comprehend a written message or text in the source language and works very hard to achieve an adequate or an almost identical reproduction in the target language version of the written source language message or text. In terms of its nature or character, translation is both an art and a science as well, since it calls for a good command of at least two languages, a flexible application of their rules, and some knowledge of at least two cultures, as well as a good grasp of the necessary translation theories.6. Other scholars’ viewpoints about the translation1). The traditional viewpoint about the nature of translation is that translation is an art only. This viewpoint is still maintained by Xu Yuanchong(许渊冲), a well-known professor at Beijing University, and a few other scholars.2). Professor Liu Zhongde vigorously advocates that translation is a science as well as an art mainly because of the following reasons:Firstly, like any other art and science, translation requires a good grasp and a flexible use of the necessary specialized knowledge and skills.Secondly, like any other art and science, translation calls for independent, honest and creative effort.Thirdly, just like any other art and science, translation demands that the translator be very careful about and highly responsible for his or her work.7. Principle for translationThe 13 statements on page 81). A translation must reproduce the words of the SLT(Source Language Text).2). A translation must reproduce the ideas (meaning) of the SLT.3). A translation should read like an original work.4). A translation should read like a translation.5). A translation should reflect the style of the original.6). A translation should possess the style of the translator.7). A translation should retain the historical stylistic dimension of the SLT.8). A translation should read as a contemporary piece of literature.9). A translation may add to or omit from the original.10). A translation may never add to or omit from the original.11). A translation should let the readers of the SLT and the target language text (TLT) have essentially the same response.12). A translation should convey what the SLT author intends to convey.13). A translation should satisfy the need of the client.Evidently, though each of the above statements is right in a certain sense, yet it is not adequate or comprehensive enough to serve as a translation principle. Some of the principles proposed by various translation theorists can find their expression in the statements given above. Interlinear translation is an illustration of the first statement. Yan Fu’s three-character principle can be a combination of statements 2, 3 and 6. Nida’s functional equivalence is best express ed in statement 11.8. Yan Fu’s Considerations for translation?Strictly speaking, a translation theory in its true sense in China originated from Yan Fu(严复). He proposed the famous triple principle for translation, namely, faithfulness(信), expressiveness(达) and elegance(雅).1). His faithfulness means that the translated text should be faithful to the original text, ie, the version should keep the content or ideas of the original.2). His expressiveness means that the translated text should be expressive and coherent without anything awkward. In other words, his expressiveness requires that the version should be fluid, smooth, and easy to read and understand.3). His elegance demands that the translated text should be exquisite and that its style ought to be very graceful.9. Professor Liu Zhongde argues against “elegance” as a principle for translation of the original styleHe argued eloquently against “elegance” as a principle for translation of the original style. We all know that not all works are characterized by the elegant style. Different writers display different styles. For instance, Lenin wrote in a bold style, and Hemingway wrote in a simple, symbolic style. Even the same writer shows different styles on different occasions for different purposes. Naturally, different works demonstrate different styles. Thus, it is impossible & absolutely wrong to achieve the effect of elegance in the translated text if the style of the original is not elegant.10. The compiler of the textbook in favor of “closeness”1). We are in favor of Professor Liu’s triple translation principle. He changed Yan Fu’s “elegance” into “closeness”, which represents his contribution to the translation theory. His “closeness” is central in meaning. It is suitable for translation of all types of texts with different styles.2). If the original text is characterized by the elegant style, the translator should do his utmost to render it into a graceful text in the target language whose style is close to the original elegant style.If the original style is highly technical with a wealth of technical terms, thetranslator ought to employ plenty of corresponding technical terms in the target language and make the translated style as close to the original technical style as possible.3). If the original style is colloquial with a lot of informal words and colloquial sentences, the translator should translate it into a text with an informal style as close as possible to the original one by using many colloquial words and informal sentences.If the original style is ornate, the translator should follow suit and make effort to render the translated style as close to the original as possible.If the original text contains some vulgar words and sentences, the translator is not entitled to replace them with elegant words or sentences, and he should reproduce the original by using some corresponding vulgar words and sentences in the receptor language. Translators are duty-bound to do so, for the simple reason that they are translators.4). As we know, Yan Fu’s triple translation principle is highly concise and well rhymed and quite easy to learn by heart, which is one of the reasons why it is still very popular in China today.Professor Liu’s triple principle is similar to Yan Fu’s in that it is equally concise and easy to remember.Though Professor Liu’s triple principle is n ot rhymed, yet it is very forceful and impressive, for the Chinese character “切” is uttered in the falling tone, carrying the implication that faithfully conveying the original style or rendering the translated style as close to the original as possible is absolutely necessary and worth the translator’s great effort.11. Nida’s principle for translationEugene A. Nida and Taber stated emphatically (1969:12): “Translation consists in reproducing in the receptor language the closest natural equivalence of the source language message, first in terms of meaning and secondly in terms of style”.His dynamic equivalence is defined as a translation principle, according to which the translator seeks to translate the meaning of the original in such a way that the target language text wording will produce the same impact on the target text audience as the original wording does upon the source text audience. Later on, Nida changed “dynamic equivalence” into “functional equivalence”, because it seemed much more satisfactory to use the expression “functional equivalence” in describing the degree of adequacy of a translation.12. The literal translation approachProfessor Liu Zhongde (1994: 172) defines literal translation as follows: “In the process of translation, literal translation treats sentences as basic units and at the same time takes the whole passage into consideration; a translator who attaches great importance to literal translation does his or her best to reproduce the ideas and writing style of the original work, retaining in the version as many rhetorical devices and sentence structures of the original as possible.”ExamplesHe is said to be a rough diamond.人们说他是一块浑金璞玉。

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