《英语口译》课程教学大纲(三号加黑)

《英语口译》课程教学大纲（三号加黑）一、课程名称：英语口译 E-C and C-E Interpretation二、课程编码: 11031010三、学时与学分: 68学时/4学分四、考核方式：考试五、先修课程：基础英语（1－4）、英语听力（1－3）、英语口语（1－3）六、适用学科专业：英语专业七、课程总体教学目的（以上标题小四加黑；单倍行距，每个条目之间空一行；以下文本除了标题以外，均不加黑，1.5倍行距，小四号字体；全文均为宋体）1．掌握口译的概念、历史、性质、特点、标准、过程、类型及译员必备的素质。

2．了解口译与笔译的相同点和不同点，把笔译技能灵活地应用到口译中去。

3．理解培养短时记忆的重要性并自觉地训练自己的短时记忆能力，达到一次性精确地记忆30-50个汉字或英文单词所构成的文本意义的水平。

4．能听懂每分钟150个词的英文材料，相当于VOA标准英语或BBC广播节目的新闻播音速度。

能精确地听懂英语国家人士的会议发言或学术讲座。

5．掌握口译笔记的基本原则和技巧，能用常见的符号和中英两种文字一次性记下600-800个汉字或英语单词的文本的程度。

6．通过训练，能听懂常见的非标准英语，如非洲英语、阿拉伯英语、日本英语、印度英语等等。

7．掌握口译的基本原则和技巧，如旅游文本口译的原则与技巧、对外宣传资料口译的原则与技巧、国际关系和国际政治文本口译的原则与技巧、饮食文化文本口译的原则与技巧等。

8．初步了解同声传译的核心技巧和常用技巧。

八、总体教学要求：（第一句话写明该课程的性质，如专业必修课或选修课、公共必修课、任意选修课等；第二句话可说明使用的教材）英语口译是英语专业的专业必修课，使用的主体教材为梅德明编著的《高级口译教程》和《中级口译教程》，由上海外语教育出版社出版。

该课旨在培养熟练掌握口译技巧、能较好地承担生活接待、导游、一般性会议和商务洽谈等口译任务的英语人才。

要胜任口译工作，译员必须在听说读写译五个方面全面发展，五种能力缺一不可。

只有这五项技能平衡发展、达到较高水准，才能成为合格的口译工作者。

考虑到英语专业高年级同学的具体情况，口译课主要通过训练学生的短时记忆能力、综合概括能力、记笔记能力等来综合提高学生听和口译的能力。

通过一学年68学时的训练之后，学生应该能在笔记的帮助下一次性记住600-800个单词左右的文本并用地道的中文或英语进行口译。

本课程的测试要着重考核学生的口译能力。

鉴于口译课程的特殊性，考试以主观题为主。

因为不可能在期末一次考试中考察出学生的真实口译能力，所以平时成绩占的比例要相应提高，如40%-50%，包括学生的即兴演讲、模拟现场口译、网上查阅资料等方面的成绩，期末考试以口试为主。

教学中需要注意的几个问题重视学生的听力水平的不断提高，在整个口译课程讲授过程中，要提醒学生在课后加强听力训练。

没有坚实的听力基础，口译课将成为无源之水。

在口译课初始阶段，一定要学生打好短时记忆和记笔记的基础，否则本课程将无法进行下去。

要不断补充新材料，利用多媒体教学手段给学生提供可供学习、观摩的真实口译案例，提高学生的学习兴趣。

要通过即兴演讲、模拟现场口译等办法培养学生良好的口译风范，包括站立的姿态、说话声音的大小、音调的高低、表情、与公众的交流等等。

鉴于口译课每周只有两节课，教师必须给学生布置足够数量的课后作业，教材基本用于学生自学，教师一定要严格要求学生，定期检查学生课后作业的完成情况，并作好记录，不得丝毫马虎。

课堂上尽量给学生提供新的材料，经典的旧材料也可以。

九、基本教学安排本课程的总学时为68学时，持续两个学期，每周2个学时。

安排在第5 和第6个学期。

教学进度安排如下：第5学期：Unit 1: A brief introduction to interpretation（教学目标和教学要求在每个章节或单元的开头；重点难点和习题在每个章节或单元的末尾）Teaching objective: let ss grasp definition of interpretation, differencesbetween interpretation and translation, types of interpretation and qualities ofan interpreter and essence of interpretation; make it clear to ss aboutrequirements of this courseTeaching requirements: T must demonstrate the essence of interpretation—deverbalization, i.e., convey the information instead of wordsor expressions.1. Definition of interpretation2. Differences between interpretation and translation3. Types of interpretation4. Qualities of an interpreter5. RequirementsWhat is interpretation?1.Teacher’s demonstration: what is interpretation?2.SS’ demonstration: what is interpretation?3.T’s summary: essence of interpretationThe main points: Differences between interpretation and translationHomework: Read p3—p15; p27—p28;Unit 2: How to listen in interpretation?Teaching objective: let ss differentiate active listening and passive listening and know about the difference of active listening in interpretation.Teaching requirements: T must demonstrate how to prompt active listening1.Active listening and passive listening2.Do exercise: key words given—guess—listen to the original text and compare ss’guesswork and the original textPrompting passive memory1.T’s demonstration: how to prompt passive memorySS’ demonstration: how to prompt passive memoryThe main points: transferrence from passive listening to active listening Homework: pair work: student A chooses an English text about 300 words and selectthe key words of the text. Student A asks student B to form the whole text on the basis of guesswork. Student B listens to the text and find out how good his guesswork is.Unit 3: Interpreting ceremonial speechesTeaching objective: let ss know why memory is so important in interpretation; let ss grasp the components of a toast, a welcoming address, an address for thanks, goodwill and congratulation and learn to interpret themTeaching requirements: T must introduce to ss the methods of memorizing in interpretation1.how to interpret a toast: components of a toast, a welcoming address, an addressfor thanks, goodwill and congratulation2.ss interpret groups of sentences on expressing one’s welcome, thanks, goodwilland proposing a toast3.ss interprets ceremonial speechesthe main points: components of a toast, a welcoming address, an address for thanks, goodwill and congratulationhomework: Listen to the four passages in unit 3 sentence by sentence and do interpretation. Pay attention to those idiomatic expressions of extending welcome, thanks and congratulations.Unit 4: note-taking principles and skills (I)Teaching objective: let ss have a rough idea about the overall principles of note-taking Teaching requirement: T must explain clearly about the principles of note-taking.1.the overall note-taking principles and skills2.introduce the use of Chinese characters and English abbreviations3.demonstration of note-taking4.what is decent interpretation manner?the main points: the overall note-taking principles and skills / decent interpretation mannerhomework:1.Study the possible uses of Chinese characters and English capital letters ininterpretation note-taking by using Chinese dictionary and group discussion.Report to the class next time.2.Listen to the four passages of unit 4 of your textbook paragraph by paragraph.Take notes by using common symbols and signals. Do interpretation.Unit 5: note-taking principles and skills (II)Teaching objective: equip ss with the common symbols and signals used in interpretation note-taking; let ss be familiar with the usual symbols and signals used in interpretation note-taking and learn to invent their own signal and symbols by pair work or group workTeaching requirement: T must remind ss that if they want to catch up with the speed of the original text, they must work hard to practise note-taking; T must remind ss that note-taking in interpretation is quite individual and the most important thing is that ssmust use appropriate means to represent logical relations in the ST.1.introduce the use of short-hand signals, punctuation in interpretation note-taking2.ss’ demonstration of note-taking3.check ss’homework. Ask ss to do impromptu interpretation on ceremonialspeeches4. practice listening and memory: contrastive analysisT divides the class into two groups: one group of ss listen to a short text with note-taking. Another group of ss listen to it with memory. Ss write the message they’ve got from listening. T compares their writing.The main points: use of symbols and signals in note-takingHomework: SS are asked to work in groups and write a ceremonial speech in E or in C and interpret it into C or E. T selects one from one group and asks the students of another group to do impromptu interpretation.Unit 6: principles and skills of interpreting tourist text and publicizing texts (I)Teaching objective: let ss grasp the basic principles and skills of interpreting tourist textsTeaching requirement: T must emphasis on the differences of the stylistic features between C and E tourist texts and lead ss to thinking why we need to make great adjustments when we do C-E interpretation on tourist texts.1.introduce the use of Arabic numerals, Roman numerals, signals taken from othersystems or languages2.introduce self-taught methods of note-taking3.practice note-taking: the second passage of unit 54.principles and skills of interpreting tourist text and publicizing texts (I)5.listen and memorize: contrastive analysis: questions before listening and questionsafter listening and no questionsthe main points: principles and skills of interpreting tourist text and publicizing texts (I)homework:1. search articles on tranlation or interpretation of tourist texts and publicizing texts and report to the class next time.2. Listen to the third and the fourth passage of unit 5. Take notes. Do intepretation. T will check whether ss have done the homework.Unit 7: Principles and skills of interpreting tourist texts and pulicizing texts (II)Teaching objective: let ss be more farmiliar with the principles and skills of interpreting tourist texts and let ss know about the qualifications of a guide interpreter Teaching requirement: T must emphasis on the cultural differences’ influence on C-E tourist texts’ interpretation1.T goes on introducing principles and skills of interpreting tourist text2.SS are asked to do interpretation on reception3.T explains the qualities of being a guide interpreter4.SS are asked to demonstrate note-taking on tourist text.The main points: Principles and skills of interpreting tourist texts and pulicizing texts/ note-taking speedHomework:1. Listen to the four passages of unit 6. Take notes and do interpretation.2. SS are divided into groups and write tourist text to introduce a scenic spot or a historical interest and interpret it into TT. Next time, T chooses one text to ask ss from another group to do impromptu interpretation.Unit 8: Note-taking intensive training and interpretation accessment Teaching objective: let ss know about how interpretation is evaluated and learn to regulate their interpretation by keeping them in mindTeaching requirements: T must evaluate ss’ interpretation according to the sheet in the classroom and ask ss to comment on their own interpretation.1. Simulation 2: ss are asked to do impromptu interpretation on tourist text. Tcameras it and play it and comment on it.2. Manner of interpreting3. Evaluation sheet of interpreting4. SS are asked to have model test and T gives them evaluationaccording to the evaluation sheet5. T explains the principles and skills of interpreting texts on catering6. T introduces the skills of interpreting Chinese food menu7. Listening strategy:Listen and memorize: listen to get the first sentence and the last sentence of ashort text.8. T explains what is summary interpretation?9. Note-taking exercise: lengthen the unit of listening from 1 minute to 2 minute,take notes and do interpretation of unit 3 and unit 7homework: Listen to the 8 passages in unit 11 and 12. Take notes and do interpretation. T ask ss to come to the board to demonstrate their note-taking by only listening to the text for one time.Unit 9: Final examination第6学期：Unit 10: Interpreting texts on cateringTeaching objective: let ss grasp the principles and skills of interpreting texts on catering and emphasize the importance of interpreting C food menuTeaching requirement: T must systematically introduce the methods to interpretC food menu1.introduce the principles and skills of interpreting texts on catering2.introduce the principles and skills of interpreting chinese food menu3.ss are asked to work out a menu in English to treat foreign guests.4.SS are asked to simulate how to treat foreign guests to dinnerThe main points: the principles and skills of interpreting texts on catering Homework:1. Listen to the two texts of Unit 11 in your textbook. Take notes and dointerpretation3.Work in groups and prepare for a simulation on a welcoming banquetUnit 11: Interpreting numbers (I)1.skills of interpreting numbers2.T demonstrates how to take notes when listening to a text which containsnumbers3.ss are asked to take down numbers in Arabic numerals4.ss are asked to interpret C numbers into E or Engish numbers into C.5. ss are asked to interpret texts which contains numbersSimulation: ss are asked to present their simulation on a welcoming banquetThe main points: skills of interpreting numbersHomework:1. Work in pairs and listen to numbers, take notes and do interpretation2. Finish interpreting unit 6 of your textbook.Unit 12: Interpreting numbers (II)Teaching objective: let ss grasp the skills of numbers’ note-taking and interpretation Teaching requiremnt: T must introduce field skills of numbers’note-taking and interpretation and emphasize that ss should have a great amount of practice if they want to interpret numbers wellMore practice on taking down numbers and interpreting numbersImpromptu interpretation: ss asked to do impromptu interpretation on a text which contains a great amount of numbersReview: Principles and skills of interpreting tourist texts and publicizing textsTips on interpreting culturally-loaded textsThe main points: skills of interpreting numbersHomework:1.Finishing listening the four texts in unit 3 of your textbook.2.Work in groups and simulate publicizing a city, a scenic spot, or a kind of product3. More practice on taking down numbers and interpreting numbersT introduces principles and skills of interpreting idiomsSs are asked to practice on idioms’ interpretingUnit 13: Interpreting idioms and quotationsTeaching objective: let ss command the overall principles and skills of interpreting idioms and quotationsTeaching requirement: T should stress on the cultural differences’ influence on idoms and quotations’ interpretation1.T explain the principles and skills of interpreting idioms and quotations2.SS practise interpreting idioms and quotationsThe main points: the principles and skills of interpreting idiomsHomework:1.Read the textbook from p424 to p4342.Listen to Premier Wenjiabao’s news conference and pay special attention toidioms and quotations’ interpretation. Comment on the interpreters’ interpretation on idioms and quotationsUnit 14: Interpreting coping tactic 1—paraphrasingTeaching objective: let ss know about the first coping tactic in interpretation—paraphrasingTeaching requirement: T must be able to differentiate paraphrasing in interpretation and paraphrasing in other general English courses1. T explains what is linear approach in interpretation?2. T explains what is paraphrasing?3. T explains the differences between linear approach and paraphrasing4. Ss are asked to use linear apporach and paraphrasing to interpret the same sentence4. Interpreting texts on science and technology and using paraphrasing when encoutering technical terms you’ve difficulty to deal withThe main points: the skills of paraphrasingHomework:1. Finish listening to unit 10 and learn to use paraphrasing2. practise paraphrasing difficult sentencesUnit 15: Interpreting coping tactic 2—parrot-speakingTeaching objective: let ss know about the second coping tactic—parrot-speaking to help them to go through difficulties in authentic interpretationTeaching requirement: T must explain very clearly about the circumstances where we can use parrot-speaking1.T explains what is parrot-speaking?2.T demonstrates how to use parrot-speaking in interpretation3.Interpreting texts on information technology and cultural exchanges by usingparrot-speaking and paraphrasing together.The main point: skills of using parrot-repetitionHomework:1. Finish listening to unit 13 of your textbook2. Work in groups and prepare for a simulation on cultural exchangesUnit 16: the core skill of simultaneous interpretationTeaching objective: let ss know about the core skill of SI—chopping sentences first and then interpreting by using the linear approachTeaching requirement: T should demonstrate first how we chop sentences and do SI1.Simulation : impromptu interpretation on cultural exchanges2.Interpreting coping tactic 3—skipping and asking3.Ss are asked to use skipping and asking in interpretation4.T introduces the core skill of SI—linear approach5.SS practice chopping sentences6.Interpreting texts on foreign affairs and international relationshipThe main point: the core skill of SI—linear approachHomework: Practising chopping sentences by using unit 14 of your textbook. Work in pairs.Unit 17: other skills of Simultaneous InterpretationTeaching objective: let ss have a rough idea about the other skills in SI—anticipation, shelving and correctionTeaching requirements: T should demonstrate to ss we have several ways in simultaneously interpreting the same sentence if we use different skills1.T explains the other skills of SI—anticipation, shelving, correction2.SS are asked to use these skills in SI3.NAETI model test4.self-taught methods in SI—single-tasking shadowing and multi-taskingshadowingThe main point: the other skills of SI—anticipation, shelving, correction Homework: Simultaneously interpreting unit 15 of your textbookUnit 18: Final examination附录1：（附录1和2均为小四宋体，两个附录必须单独分页，不得出现在同一个页面上）教学课时分配表附录2：主要参考书目1、梅德明编著：《高级口译教程》，上海外语教育出版社2002年版。