商务英语口译--教案

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..。