《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 课程名称: 二、课程编码: 11031010 课程编码:
CE-C and C-E Interpretation
学时/ 三、学时与学分: 68 学时/4 学分 学时与学分: 四、考核方式:考试 考核方式: 、英语听力( 、英语口语( 五、先修课程:基础英语(
  1-
  4) 英语听力(
  1-
  3) 英语口语(
  1-
  3) 先修课程:基础英语( 、英语听力 、英语口语 六、适用学科专业:英语专业 适用学科专业: 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。
1

  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 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、 共必修课、任意选修课等;第二句话可说明使用的教材) 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
2
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) 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, differences between interpretation and translation, types of interpretation and qualities of an interpreter and essence of interpretation; make it clear to ss about requirements of this course Teaching requirements: T must demonstrate the essence of interpretation?deverbalization, i.e., convey the information instead of words or expressions.
  1. Definition of interpretation
  2. Differences between interpretation and translation
  3. Types of interpretation
  4. Qualities of an interpreter
  5. Requirements What is interpretation?
  1. Teacher’s demonstration: what is interpretation?
  2. SS’ demonstration: what is interpretation?
  3. T’s summary: essence of interpretation The main points: Differences between interpretation and translation Homework: 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 listening
  1. Active listening and passive listening
  2. Do exercise: key words given?guess?listen to the original text and compare ss’ guesswork and the original text Prompting passive memory
  1. T’s demonstration: how to prompt passive memory SS’ demonstration: how to prompt passive memory The main points: transferrence from passive listening to active listening Homework: pair work: student A chooses an English text about 300 words and select
3
the 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 speeches Teaching 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 them Teaching requirements: T must introduce to ss the methods of memorizing in interpretation
  1. how to interpret a toast: components of a toast, a welcoming address, an address for thanks, goodwill and congratulation
  2. ss interpret groups of sentences on expressing one’s welcome, thanks, goodwill and proposing a toast
  3. ss interprets ceremonial speeches the main points: components of a toast, a welcoming address, an address for thanks, goodwill and congratulation homework: 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 skills
  2. introduce the use of Chinese characters and English abbreviations
  3. demonstration of note-taking
  4. what is decent interpretation manner? the main points: the overall note-taking principles and skills / decent interpretation manner homework:
  1. Study the possible uses of Chinese characters and English capital letters in interpretation 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 work Teaching 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 ss
4
must use appropriate means to represent logical relations in the ST.
  1. introduce the use of short-hand signals, punctuation in interpretation note-taking
  2. ss’ demonstration of note-taking
  3. check ss’ homework. Ask ss to do impromptu interpretation on ceremonial speeches
  4. practice listening and memory: contrastive analysis T 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-taking Homework: 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 texts Teaching 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 other systems or languages
  2. introduce self-taught methods of note-taking
  3. practice note-taking: the second passage of unit 5
  4. principles and skills of interpreting tourist text and publicizing texts (I)
  5. listen and memorize: contrastive analysis: questions before listening and questions after listening and no questions the 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’ interpretation
  1. T goes on introducing principles and skills of interpreting tourist text
5

  2. SS are asked to do interpretation on reception
  3. T explains the qualities of being a guide interpreter
  4. 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 speed Homework:
  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 mind Teaching 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. T cameras it and play it and comment on it.
  2. Manner of interpreting
  3. Evaluation sheet of interpreting
  4. SS are asked to have model test and T gives them evaluation according to the evaluation sheet
  5. T explains the principles and skills of interpreting texts on catering
  6. T introduces the skills of interpreting Chinese food menu
  7. Listening strategy: Listen and memorize: listen to get the first sentence and the last sentence of a short 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 7 homework: 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
 

相关内容

英语口语课程教学大纲

   目 录 ......................................................... 《英语口语》教学大纲 ......................................................... 1 英语口语》 口语 ......................................................... 《英语精读》教学大纲 ..................................... ...

《商务英语》课程教学大纲

   《商务英语》课程教学大纲 商务英语》 (2006 年制订,2006 年修订) 课程编 课程编号: 100206/100207 英 文 名: Business English 课程类别: 课程类别:专业主干课 前 置 课: 基础英语、英语听力、口语等 后 置 课:国际贸易实务、跨文化交际、外贸函电等 学 课 分: 6 学分 时:108 课时 主讲教师: 主讲教师:杨智华、沈文霄 选定教材: 选定教材:David Cotton, David Falvey and Simon Kent. Mark ...

《新编实用英语》课程教学大纲

   《新编实用英语》课程教学大纲 新编实用英语》 课程英文名称: SYLLABUS FOR THE COURSE OF ENGLISH(FOR 3 YEAR COLLEGE PROGRAMME) 一、 课程的性质、目的和任务 本课程是各专业的基础课程,本课程的任务是经过三个学期约 170 学时的教学, 使学生掌握英语日常会话、科技英语阅读、科技英语翻译及英语应用问写作的基 本理论和基本技能,至少掌握大约 2,800 个常用英语单词和词组,能够借助词 典阅读和翻译与专业相关的简单英语资料,并具有一 ...

商务英语写作课程教学大纲

   《商务英语写作》课程教学大纲 商务英语写作》 2006.3 第一部分 大纲说明 一、课程的性质 “商务英语写作”是英语专业专科商务方向的限选课程。本课程 4 学分,课内学时 72。 本课程与其它课程的衔接) 二、先修课要求(本课程与其它课程的衔接 先修课要求 本课程与其它课程的衔接 “商务英语写作”课程的先修课是英语专业专科基础英语课程,和专业基础课“商务英语 基础”和“商务交际英语”课程。 三、课程教学基本要求 课程教学基本要求 本课程终结时,学生应达到如下要求: 1. 熟悉常用商务英语文 ...

商务英语阅读课程教学大纲

   《商务英语阅读》课程教学大纲 商务英语阅读》 一、课程的性质 《商务英语阅读》是英语专业专科商务方向的选修课程。本课程 4 学分,课内学时 72 学时。为指导广播电视大学《商务英语阅读》 课程的教学,特制订本大纲。大纲的各项规定应作为教学安排、教 材编写、教学质量检查的依据。 二、本课程的教学目的 本课程的教学目的是培养学生掌握阅读和理解商务英语文章 的基本技能,获取商务信息的基本能力,为进一步学习后续的商务英 语专业课程, 毕业后成为适应社会需要的应用型涉外商务工作者打下 坚实的基础。 通 ...

英语听力课程教学大纲

   《英语听力》课程教学大纲 英语听力》 课程编码:30613003 学分: 7 总学时:136 说 明 【课程性质】 《英语听力》为英语专业的专业必修课。 【教学目的】 通过专门、系统的听力技能训练,促进学生听力发展,为培养学生全面的英语交际能力 奠定良好的听力基础。 【教学任务】 通过多种形式的训练,帮助学生初步克服听英语能力障碍,学生在完成听力教材学习之 后应能达到通过英语专业四级考试听力部分的水平。 【教学内容】 使用《现代大学英语听力》教材,该教材既包括学习与生活的一般内容,也包括文化 ...

英语语音课程教学大纲

   英语语音课程教学大纲 一、教学对象 本课程的教学对象是大学专科英语类的学生或具有同等水平的自学者。 二、教学目的 本课程的教学目的是通过讲授英语语音的基础知识和大量的实践训练,使学生获得英 语语音的基本理论知识和基本技能,掌握正确的语音语调和基本朗读技巧,并着重在实践 中掌握和运用。 三、教学内容 为适应和照顾当前国内中学英语教学的实际情况, 本课程采用 GB General British 通 ( 行英国英语)的语音为准。但考虑到 GA( General American 通行美国英语)在 ...

英语语音课程教学大纲

   《英语语音》课程教学大纲 英语语音》 课程编号:311ZX030C 课程编号 课程名称: 课程名称 英语语音 / English Phonetics 课程类别: 课程类别 专业选修课程 授课学时: 授课学时: 32 学分: 学分: 2 课程性质:本课程是小学教育本科英语方向的专业选修课程,是提高学生英语听力和口头表达能 力的关键,同时也是从事英语教学工作最基本的技能之一。该课程的任务是对学生进行系统的英语语音 训练,帮助学生掌握正确英语发音、意群、重音、话语节奏,学会使用正确、得体的语音语调 ...

商务英语课程教学大纲

   课程教学大纲 课程名称: 商务英语 课程名称 课程类型: 课程类型 学历 讲课学时:课时 讲课学时 72 实验学时:课时 实验学时 总 学 时:课时 72 学 分: 适用对象: 适用对象 先修课程要求 先修课程要求: 无 要求 一、课程性质、目的和任务 《剑桥商务英语》课程是我机构为学生单独开设的一门重要技能课程。根据进行商务 工作的实际需要,从听、说、读、写等几个方面对学生在商务和一般生活环境下使用英语 的能力进行相关培训和训练 。 本课程内容共分为十八章,基本涵盖了商务活动中的各类不同场 ...

《大学英语》课程教学大纲

   《大学英语》课程教学大纲 一、课程说明 1.课程代码: 2.总学时数: 数: 0 。 16 非英语专业本科班(音体美除外) 107001012-107001042 268 ,其中理论环节学时数: 268 ,实验实践环节学时 3.学分: 4.适用专业: 5.本课程的性质、地位和作用 该课程是公共基础课,教学对象为非英语专业的一、二年级本科生(音体美 除外) 。他们已掌握基本的英语语音和语法知识,领会式掌握 1,800 个英语单词 (其中复用式掌握的单词 1,200 个),并在读、写、听、说等方 ...

热门内容

英语六级听力练习

   26. A) The man is exaggerating. B) The man should try to eat less. C) Food with a lot of fat should be avoided. D) People should worry less about their diets. 27. A) Watch a TV program related to his project. B) Think about taking a less advanced s ...

北师大版高中英语必会单词和短语总结选修11

   30 天学不会英语 无效退款 宫方网站 www.28k.cn Unit 单词 1. airy 2. spacious 3. outfit 4. ma nly 5. fabric 6. individ uality 7. reflect 8. reflective 9. underneath 10. obscene 11. abuse 12. conscious 13. biographica l 14. corrupt 15. tactica l 16. plateau 17. heroic ...

威远中学外研版高一英语第二册 单词短语

   威远中学外研版高一英语第二册 单词短语 Module one 1. diet n vi 2. fat n 3. fat a 4. fit a 5. flu n 6. rare a 7. toothache n 8. healthy a 9. unhealthy a 10. wealthy a 11. rarely adv 12. proverb n 13. anxious a 14. captain n 15. injure vt 16. injury n 17. pain n 18. pa ...

商务英语常用100个句型

   最常用的100P句型 1. I am writing to confirm /enquire/inform you… 我写信时要确认/询问/通知你… 2. I am writing to follow up on our earlier decision on the marketing campaign in Q2. 我写信来追踪我们之前对于第二季度营销活动的决定。 3. With reference to our telephone conversation today…关于我们今天在电 ...

搞定英语专八听力的捷径

   听力在英语学习中重要的地位就不说了,没人会觉得自己已经什么都听懂了, 其实就是老外也不一定什么都听得懂。尤其是听非洲英语,阿拉伯英语,那简直 是???唉,一听头就大!练听力的话,听 CNN 很不错。没条件?自己树个锅盖不 就得了!就是内容有点单一,讨论的很多都是国际大事,不过那速度听起来才叫过 瘾,有时每分钟超过 200 个 word,我很喜欢 Larry King 主持的 interview。听了一 年后,听力水平会提高很多。其实听力是要配合词汇量的。比如听政治 news,一点 都不懂国际 ...