英汉互动翻译

英汉互动翻译教程(电子版)

第七章增词翻译法(1)Chairman Mao is an activist, a prime mover, an originator and master of strategy achieved by alternating surprise, tension and easement.毛泽东是一位活动家，是原动力，是创造和运用出其不意、紧张和松驰而取得成就的战略大师。

(2) The daily newspaper guides,educates and encourages the masses.这份报纸可指导群众、教育群众、鼓舞群众。

（3）For the international community the most striking consequence of these changes is that China has grown to be the world’s eleventh largest economy, and is set to grow further.对于国际社会来说，这些变化所带来的最为引人注目的结果是，中国已跃居世界第十一位经济大国，而且今后定会更强。

*In the evening,after the banquets,the concerts and the table tennis exhibitions,he would work on the drafting of the final communique.晚上在参观宴会、出席音乐会、观看乒乓球表演以后，他还得起草最后公报。

*My work,my family,my friends were more than enough to fill my time.我要干活，要做家务，还要招待朋友，这些足够占去我全部时间。

*The first requisite of a good citizen in this Republic of ours is that he shall be able and willing to pull his weight.要在我们这个共和国里当一个好公民，第一必备条件就是他要能够而且愿意尽自己的本分。

王蔷英语教学法_英汉对照

A Course in English Language TeachingUnit 1 Language and LearningViews on language语言观Structural view结构主义 as a linguistic systemfunctional view功能主义 as a linguistic system but also a means for doing things,base on communicative functionsInteractional view交互性 as a communicative toolViews on language learning and learning in general1)Process-oriented theories过程指向论concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.2)Condition-oriented theories 强调条件理论emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.Behaviourist theory 行为主义理论 =audio-lingual method听说教学法A stimulus-response theory of psychologyYou can train an animal to do anything(within reason) if youfollow a certain procedure which has three major stages, stimulus, response, and reinforcement.Cognitive theory 认知主义理论 communicate approach 交际法Constructivist theory 结构主义理论Learning is a process in which the learner constructs meaning based on his/her own experience and what he/she already knows. Socio-constructivist theory 社会结构主义理论Emphasises interacion and engagement with the target language in a social contextA good language teacherEthic devotion,professional qualities and personal styles品德节操，职业素质和个性特征Learning, practice, and reflectionUnit 2 Communicative Principles and ActivitiesCLT=Communicative Language Teaching 交际语言教学法TBLT=Task-based Language Teaching 任务型教学法PPP=the Presentation, Practice and Production呈现，操练，展出Communicative competenceEntails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situationFive main components of communicative competenceLinguistic competence 语言能力Pragmatic competence 语用能力Discourse competence语篇能力Strategic competence策略能力Fluency 语言顺畅CLTGoal :to develop students' communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.Principles :Communicative principleTask principleMeaningfulness principleMain features:(1)Functional communicative activities: 功能互动活动Identifying picturesDiscovering identical pairsDiscovering sequences or locationsDiscovering missing informationDiscovering missing featuresDiscovering "secrets"Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem(2)Social interaction activities: 社会交往活动Role-playing through cued dialoguesRole-playing through cues and informationRole-playing through situation and goalsRole-playing through debate or discussionLarge-scale simulation activities 模仿Improvisation 即兴创作Notes:No specific activities almost about listening and speaking Six criteria for evaluating how communicative classroom activities are:Communicative purpose: information gapCommunicative desire: real needContent, not form: messageVariety of languageNo teacher intervention 干涉No materials controlTBLTDefinition:Refers to an approach based on the use of task as the core unit of instruction in languageTBLT:pre-task, task cycle, language focusDefinition of a task:A task is a piece of work undertaken for oneself or for others, freely or for some reward.Four components of a task:A purpose: focus on content,not formA context: information gapA process:problem solving reasoning , inquiring, conceptualising and communicatingA product: no communicational resultsExercises, exercise-tasks and tasks:Focus on individual language items→purposeful&contextualised communicationExercise → exerci se-task → taskHow to design tasks:Think about students’ needs, interests, and abilities Brainstorm possible tasksEvaluate the listChoose the language itemsPreparing materialsPPP modelAt the presentation stage:The teacher introduces new vocabulary and grammatical structures in whatever ways appropriateAt the the practice stage:The lesson moves from controlled practice to guided practice and exploitation of the texts when necessaryAt the production stage:The students are encouraged to use what they have learned and practised to perform communication tasks.Notes:Grammar-Translation Method: 语法翻译法reading and writingThe Audio-Lingual Method: 听说教学法speaking and listening; dialogues and drills 对话和操练Unit 3 the National English Curriculum 课程标准It was in the 1993 syllables that the word communication wasused in the objectives of teaching for the first time.The Six Design principles for the National English Curriculum for Nine-year Compulsory Education:for educating all students, and emphasise quality-oriented education面向全体学生，注重素质教育learner-centredness, and respect individual differences突出学生主体，尊重个体差异competence-based objectives, and allow flexibility and adaptability整体设计目标，体现灵活开放close attention to the learning pro-cess, and advocate experiential learning and participation强调学习过程，倡导体验参与particular importance to formative assessment, and give special attention to the development of competence注重过程评价，强调能力发展learning resources, and maximise opportunities for learning and using the language开发课程资源，拓展学用渠道Framework of objectives in the new National English Curriculum：课程总目标Overall language ability:Learning学习策略Affect情感态度Cultural文化意识Language语言知识Language skills语言技能Learning : Cognitive; Self management; Communication; ResourcingAffect: International; Perspective; Patriotism; Confidence; MotivationCultural: Knowledge; understanding; AwarenessLanguage: Phonetics; Grammar; Vocabulary; Functions; Topics Language skills: Listening; Speaking; Reading; WritingThe design of the new National English CurriculumLevel 1: Grade 3-4Level 2: Grade 5-6; basic requirements for 6th graders Graduate from primary schoolLevel 3: Grade 7/ Junior 1Level 4: Grade 8/ Junior 2Level 5: Grade 9/ Junior 3Graduate from junior high schoolAbove is during Compulsory EducationLevel 6&Level 7: required of every senior high school students 2 tracks of elective course:Track 1: level 8& level 9Track 2: from the beginning of senior 1Elective courses: Specialized skill courses; ESP courses应用类; Cultural and literary studies courses 欣赏类etc.Unit 4 Lesson PlanningA lesson plan:教案A framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve.Benefits from lesson planning：1) A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.2) It also helps the teacher to distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from one stage to another.3) The teacher can also think about how the students can be fully engaged in the lesson.4) when planning the lesson, the teacher also becomes aware of the teaching aids that are needed.5). Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them.6) The teacher soon learn to judge lesson stages and phases with greater accuracy.7) Plans are also an aid to continuing improvement.8) After the lesson, the teacher can add an evaluation to the plan, identifying those parts which went well and those which were less successful.Principles for good lesson planning:Aim; Variety; Flexibility; Learnability; Linkage目标性；多样性；灵活性；可学性；连接性Two levels of lesson planning: macro planning and micro planning宏观备课和微观备课Macro planning: planning over a longer period of timeMicro planning: planning for a specific unit or a lesson There is no clear cut between these two types of planning. Micro planing should be based on macro planning, and macro planing is apt to bemodified as lesson go on.Macro planning involves the following:Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/ syllabus教学大纲Knowing about the textbookKnowing about the objectivesComponents of a lesson plan:information背景资料aims: 教学目标Language objectives; Ability objectives; Moral objectives contents and skills语言的内容和技巧Stages and procedures:Greetings; A warm-up; PPP model/ TBLT model; Summary; Homework/ Assignmentaids 教学手段of lesson summary 总结activities and assignmentslesson reflection:Feelings about the lesson; students’ performances; unexpected incidents; surprise thingsUnit 5 Classroom ManagementThe role of the teacher:Before the class: PlannerDuring the class:1 Controller,2 Assessor评估者,3 Organizer ,4 Prompter敦促者 ,5 Participant参与者,6 Resource-providerAfter the class: EvaluatorTeacher’ s new roles:Facilitators促进者; guides; researchersThe most common students groupings:Whole class workPair workGroup workIndividual studyHarmer’ s suggestions on measures for indisciplined acts and badly behaving Students:1)Act immediately2) Stop the class3)Rearrange the seats4)Change the activity5)Talk to Ss after class6)Use the institution制度In or der not to hurt the Students, Ur’ s advice on problems in class:1)Deal with it quietly2)Don’ t take things personally 对事不对人3)Do not use threatsUnit 6 Teaching PronunciationThe goals of teaching pronunciation:目的Consistency连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listeners Communicative efficiency交际效率性: To help convey the speakers’ meaningWays of practicing sounds and their definitions:on a sound 单音练习:(sounds difficult to learn)practice 知觉/领会性练习:( identify /distinguish different sounds):Which order; Same or different; Odd one out; Completion3.Production practice 生成性练习: (develop Students’ ability to produce sounds):Listen and repeat; Fill in the blanks; Make up sentences; Use meaningful context; Use pictures; Use tongue twistersThree ways to show the stress of words, phrases and sentences: Use gesturesUse the voiceUse the blackboardTwo ways to make intonation:rising/falling arrows; draw linesUnit 7 Teaching GrammarThree ways of grammar presentation: 演示法Deductive method 演绎法It relies on reasoning, analysing and comparingInductive method 归纳法The teacher provides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation.Guided discovery method 引导发现法It is similar to the inductive method but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.Ur’ s six factors contribute to successful grammar pr actice:1) Pre-learning.2) Volume and repetition(容量/重复).3) Success-orientation成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.Two categories 类别of grammar practice:Mechanical practice 机械性练习It involves activities that are aimed at form accuracy.In Substitution drills 替换练习In Transformation drills 转移变形练习Meaningful/ communicative practice 有意义/ 交际性练习It focuses on the production, comprehension or exchange of meaning though the students ‘keep an eye on’ the way newly learned structures are used in the process.Using prompts for meaningful practice 提示1)Using picture prompts.2) Using mime 哑剧or gestures as prompts.3) Using information sheet 信息表as prompts.4) Using key phrases or key words关键短语/ 单词 as prompts.5) Using chained phrases for story telling.6) Using created situations.Unit 8 Teaching VocabularyKnowing a word involves what:Pronunciation and stressSpelling and grammatical propertiesMeaningHow and when to use it to express the intended meaning Denotative meaning 指示意义Connotative meaning 内涵意义Collocations 搭配Synonyms, antonyms, hyponyms 近义词，反义词，下位词Receptive and productive vocabulary接受性和产出性词汇Ways of presenting vocabulary: 呈现词汇的方法to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.a verbal context to demonstrate meaning. Then ask students to tell the meaning first before it is offered by the teacher. synonyms or antonyms to explain meaningslexical sets or hyponyms to show relations of words and their meaningsand exemplify, especially with technical words or words with abstract meaningword formation rules and common affixes to build new lexical knowledge what is already knownvocabulary in chunks.about the context in real life where the word might be used. about providing different context for introducing new words for possible misunderstanding or confusion that students may haveWays of consolidating vocabulary 巩固词汇的方法1) Labeling标注词汇2) Spot the differences3) Describe and draw4) Play a game5)using the Internet resources for more ideas6) Use word series 单词系列7) Word bingo9) word association 自此联想10) find synonyms and antonyms11) categories12) Using word net-work 网状图Developing vocabulary learning strategies:1) Review regularly2) Guess meaning from context3) Organize vocabulary effectively4) Use learned vocabularyUnit 9 Teaching ListeningThe characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity 自发性2) Context 环境3) Visual clues 视觉线索4) Listener’ s response 回应5) Speaker’ s adjustment调节Principles and models for teaching listening:1)Focus on process2) Combine listening and speaking3) Focus on comprehending meaning4) Grade difficulty level appropriatelyThree teaching stagesactivities: 听前活动1) Predicting 预测2) Setting the scene设置现场3) Listening for the gist 听力要点4) Listening for specific information 细节理解 activities1) No specific responses2) Listen and tick 标记3) Listen and sequence 顺序4) Listen and act5) Listen and draw6) Listen and fill填写7) Listen and take notesactivities听后活动1) Multiple-choice questions 多项选择2) Answering questions3) Note-taking and gap-filling填空Dictogloss(1)Preparation(2) Dictation 听写(3) Reconstruction.(4) Analysis and correction.Unit 10 Teaching SpeakingPrinciples for teaching speakingaccuracy-based with fluency-based practicespracticepracticeup confidencemeaningful interactionsstudents develop speaking strategiesthe best use of classroom learning environment to provide sufficient language input and practice for the students Designing speaking tasks:1) Maximum foreign talk 尽可能用外语交谈2) Even participation 平等参与3) High motivation 高积极性4)Right language level 语言水平相对应Types of speaking tasks:1.pre-communicative activities交际前活动Structural activitiesQuasi-communication activitiesmunicative activitiesFunctional communication activitiesSocial interaction activities 人际互动Some Speaking activitiesControlled activitiesSemi-controlled activitiesCommunicative activitiesInformation-gap activitiesDialogues and role-play对话和角色扮演Activities using picturesProblem-solving activitiesUnit 10 Teaching ReadingTwo types of reading practice in classrooms: Reading aloud&Silent readingThe ways of Reading effectively:a clear purpose in readingsilentlyphrase by phraseon the important bits, skim the rest, and skip theinsignificant partsdifferent speeds and strategies for different reading tasks the information in the target language rather than mentally translatethe meaning of new words from the context, or ignore themand use background information to help understand the text Principles and models for teaching reading:Bottom-up model:teaching new vocabulary and structures first Top-down model: introducing background knowledge first Interactive model:visual informationThree stages:Pre-reading:Predicting, setting the scene, skimming浏览, and scanning寻读Predicting based on the title, vocabulary,the T/ F question While-readingReading comprehension questions 阅读理解Understanding references 理解引用Making inferences: reading between the linesPost-readingDiscussion questionReproducing the text 复述故事Role playGap-fillingDiscussionRetelling 复述WritingUnit12 Teaching WritingThe main procedures of process writing :Creating a motivation to writeBrainstormingMapping 绘图FreewritingOutlining 列提纲Drafting 起草Editing 编辑：peer-editing; self-editingRevising 修改Proofreading 校正Conferencing 与老师讨论Motivating students to write:the topic of writing as close as possible to students’ life students enough room for creativity and imaginationstudents well before writingcollaborative group writing as well as individual writing opportunities for students to share their writingconstructive ans positive feedbackstudents’ errors strategicallystudents a sense of achievement from time to time。

新英汉翻译教程第十四章语态转换译法答案

【译文】我沿着田野、树篱的边缘，走过小径，一直走到日上三竿。我觉得今天是个美好的夏日的早晨。我知道，我出门时刚穿上的鞋子，很快就让露水打湿了。可是，我不看升起的太阳，不看湛蓝美好的天空，也不看正在苏醒的大地。
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返回章重点退出
He who is taken out to pass through a fair scene to the scaffold, thinks not of the flowers that smile on his road, but of the block and axe-edge; of the disseverment of bone and vein; of the grave gaping at the end; ...（Charlotte Bronte: Jane Eyre）
【译文】我们的衣服给汗水湿透了。
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返回章重点退出
例2：The crops were washed away by the flood.
【译文】庄稼给大水冲跑了。
例3：Your car was towed away by a towing truck from Lewis Company.
【译文】路易斯公司的一辆拖车把你的汽车给拖走了。
【译文】维生素C受热过度就会被破坏。
例2：Once the flower has been pollinated and fertilized, the plant provides the newly formed seeds with a reserve of food materials, which will be needed when they themselves germinate.

英汉外来词的翻译

David Copperfield《大卫· 科波菲尔》
Stavisky
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《史塔维斯基》
音译科技文化新词
(News Words of Sci-tech Inventions)
gene logic model nylon tango tips tittup
基因逻辑模特尼龙探戈（舞）贴士踢踏舞
雪碧Sprite
原意为妖怪、精灵。作为一种饮料，把它译为“雪碧”可谓是煞费苦心。雪，有寒意；碧，清澈碧蓝。在大夏天，这样的饮料名，听着就想喝。这样的字又何止 “一字千金”呢？
嬉皮士hippy
指20世纪60年代在美国出现的不满现实的带颓废色彩的青年。嬉皮士，嬉皮笑脸之士。一群玩世不恭的青年跃然纸上。音译与意译的和谐能达到如此程度，直是令人拍案叫绝。
Dumas, files
小仲马
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像这种在姓名前加“大” “小”的方法，在中国古代就有。比如司马迁在《史记》中记述的汉武帝（西汉）时期一名神射手李广将军的故事，后来在《水浒传》中便也有了
“小李广”花荣的说法，即在“李广”前面
加上了“小”，表明是后来人，小辈分。虽
然此二人不属同一家族，但武艺相当，都是
汉语对外来词所采用的翻译方式
外来词要进入汉语的词汇系统，必须接受汉语的语音、语法和构词规则等各方面的改造，以符合汉语的发音习惯、语法和词汇规则以及汉语的单音节、象形方块文字的特点等。汉语对外来词的改造要比西方语言间的词语借用显得复杂，却又别具一格，更富于创造性。
汉语对外来词所采用的方式
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音译商标 (Trade Mark)
Audi 奥迪（轿车） Apollo 阿波罗（飞船） Bayerische Motoren Werke (BMW) 宝马（汽车） Benz 奔驰（是奔驰汽车老板爱女的名字） Boeing 波音（飞机） carnation 康乃馨（母亲花） Colgate 高露洁（牙膏） Compaq 康柏公司（美国电脑生产商） Ikea 宜家 (瑞典著名家具品牌) Marlboro 万宝路（香烟）

英语教学法重点术语英汉对照(王蔷)

A Course in English Language TeachingUnit 1 Language and LearningViews on language语言观Structural view结构主义as a linguistic systemfunctional view功能主义as a linguistic system but also a means for doing things,base on communicative functionsInteractional view交互性as a communicative toolViews on language learning and learning in general1)Process-oriented theories过程指向论concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.2)Condition-oriented theories 强调条件理论emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.Behaviourist theory 行为主义理论=audio-lingual method听说教学法A stimulus-response theory of psychologyYou can train an animal to do anything(within reason) if you follow a certain. procedure which has three major stages, stimulus, response, and reinforcement Cognitive theory 认知主义理论communicate approach 交际法Constructivist theory 结构主义理论Learning is a process in which the learner constructs meaning based on his/her own experience and what he/she already knows.Socio-constructivist theory 社会结构主义理论Emphasises interacion and engagement with the target language in a social context A good language teacherEthic devotion,professional qualities and personal styles品德节操，职业素质和个性特征Learning, practice, and reflectionUnit 2 Communicative Principles and ActivitiesCLT=Communicative Language Teaching 交际语言教学法TBLT=Task-based Language Teaching 任务型教学法PPP=the Presentation, Practice and Production呈现，操练，展出Communicative competenceEntails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situationFive main components of communicative competenceLinguistic competence 语言能力Pragmatic competence 语用能力Discourse competence语篇能力Strategic competence策略能力Fluency 语言顺畅CLTGoal :to develop students' communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.Principles :Communicative principleTask principleMeaningfulness principleMain features:(1)Functional communicative activities: 功能互动活动Identifying picturesDiscovering identical pairsDiscovering sequences or locationsDiscovering missing informationDiscovering missing featuresDiscovering "secrets"Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem(2)Social interaction activities: 社会交往活动Role-playing through cued dialoguesRole-playing through cues and informationRole-playing through situation and goalsRole-playing through debate or discussionLarge-scale simulation activities 模仿Improvisation 即兴创作Notes:No specific activities almost about listening and speakingSix criteria for evaluating how communicative classroom activities are: Communicative purpose: information gapCommunicative desire: real needContent, not form: messageVariety of languageNo teacher intervention 干涉No materials controlTBLTDefinition:Refers to an approach based on the use of task as the core unit of instruction in languageTBLT:pre-task, task cycle, language focusDefinition of a task:A task is a piece of work undertaken for oneself or for others, freely or for some reward.Four components of a task:A purpose: focus on content,not formA context: information gapA process:problem solving reasoning , inquiring, conceptualising and communicating A product: no communicational resultsExercises, exercise-tasks and tasks:Focus on individual language items→purposeful&contextualised communicationExercise →　exercise-task →　taskHow to design tasks:Think about students’ needs, interests, and abilitiesBrainstorm possible tasksEvaluate the listChoose the language itemsPreparing materialsPPP modelAt the presentation stage:The teacher introduces new vocabulary and grammatical structures in whatever ways appropriateAt the the practice stage:The lesson moves from controlled practice to guided practice and exploitation of the texts when necessaryAt the production stage:The students are encouraged to use what they have learned and practised to perform communication tasks.Notes:Grammar-Translation Method: 语法翻译法reading and writingThe Audio-Lingual Method: 听说教学法speaking and listening; dialogues and drills 对话和操练Unit 3 the National English Curriculum 课程标准It was in the 1993 syllables that the word communication was used in the objectives of teaching for the first time.The Six Design principles for the National English Curriculum for Nine-year Compulsory Education:1.Aim for educating all students, and emphasise quality-oriented education面向全体学生，注重素质教育2.Promote learner-centredness, and respect individual differences突出学生主体，尊重个体差异3.Develop competence-based objectives, and allow flexibility and adaptability整体设计目标，体现灵活开放4.Pay close attention to the learning pro-cess, and advocate experiential learning andparticipation 强调学习过程，倡导体验参与5.Attach particular importance to formative assessment, and give special attention to the development of competence 注重过程评价，强调能力发展6.Optimize learning resources, and maximise opportunities for learning and using the language 开发课程资源，拓展学用渠道Framework of objectives in the new National English Curriculum：课程总目标Overall language ability:Learning 学习策略Affect 情感态度Cultural 文化意识Language 语言知识Language skills 语言技能Learning : Cognitive; Self management; Communication; ResourcingAffect: International; Perspective; Patriotism; Confidence; MotivationCultural: Knowledge; understanding; AwarenessLanguage: Phonetics; Grammar; V o cabulary; Functions; TopicsLanguage skills: Listening; Speaking; Reading; WritingThe design of the new National English CurriculumLevel 1: Grade 3-4Level 2: Grade 5-6; basic requirements for 6thgradersGraduate from primary school情感目标语言目标能力目标Level 3: Grade 7/ Junior 1Level 4: Grade 8/ Junior 2Level 5: Grade 9/ Junior 3Graduate from junior high schoolAbove is during Compulsory EducationLevel 6&Level 7: required of every senior high school students2 tracks of elective course:Track 1: level 8& level 9Track 2: from the beginning of senior 1Elective courses: Specialized skill courses; ESP courses应用类; Cultural and literary studies courses 欣赏类etc.Unit 4 Lesson PlanningA lesson plan:教案A framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve.Benefits from lesson planning：1) A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.2) It also helps the teacher to distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from one stage to another.3) The teacher can also think about how the students can be fully engaged in thelesson.4) when planning the lesson, the teacher also becomes aware of the teaching aids that are needed.5). Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them.6) The teacher soon learn to judge lesson stages and phases with greater accuracy.7) Plans are also an aid to continuing improvement.8) After the lesson, the teacher can add an evaluation to the plan, identifying those parts which went well and those which were less successful.Principles for good lesson planning:Aim; Variety; Flexibility; Learnability; Linkage目标性；多样性；灵活性；可学性；连接性Two levels of lesson planning: macro planning and micro planning宏观备课和微观备课Macro planning: planning over a longer period of timeMicro planning: planning for a specific unit or a lessonThere is no clear cut between these two types of planning. Micro planing should be based on macro planning, and macro planing is apt to bemodified as lesson go on.Macro planning involves the following:Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/ syllabus教学大纲Knowing about the textbookKnowing about the objectivesComponents of a lesson plan:1.Background information背景资料2.Teaching aims: 教学目标Language objectives; Ability objectives; Moral objectivesnguage contents and skills语言的内容和技巧Stages and procedures:Greetings; A warm-up; PPP model/ TBLT model; Summary; Homework/ Assignment4.Teaching aids 教学手段5.End of lesson summary 总结6.Optional activities and assignments7.After lesson reflection:Feelings about the lesson; students’ performances; unexpected incidents; surpris thingsUnit 5 Classroom ManagementThe role of the teacher:Before the class: PlannerDuring the class:1 Controller,2 Assessor评估者,3 Organizer ,4 Prompter敦促者,5 Participant参与者, 6 Resource-providerAfter the class: EvaluatorTeacher’ s new roles:Facilitators促进者; guides; researchersThe most common students groupings:Whole class workPair workGroup workIndividual studyHarmer’ s suggestions on measures for indisciplined acts and badly behaving Students:1)Act immediately2) Stop the class3)Rearrange the seats4)Change the activity5)Talk to Ss after class6)Use the institution制度In order not to hurt the Students, Ur’ s advice on problems in class:1)Deal with it quietly2)Don’ t take things personally 对事不对人3)Do not use threatsUnit 6 Teaching PronunciationThe goals of teaching pronunciation:目的Consistency连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listenersCommunicative efficiency交际效率性: To help convey the speakers’ meaning Ways of practicing sounds and their definitions:1.Focusing on a sound 单音练习:(sounds difficult to learn)2.Perception practice 知觉/领会性练习:( identify /distinguish different sounds):Which order; Same or different; Odd one out; Completion3.Production practice 生成性练习: (develop Students’ ability to produce sounds): Listen and repeat; Fill in the blanks; Make up sentences; Use meaningful context; Use pictures; Use tongue twistersThree ways to show the stress of words, phrases and sentences:Use gesturesUse the voiceUse the blackboardTwo ways to make intonation:rising/falling arrows; draw linesUnit 7 Teaching GrammarThree ways of grammar presentation: 演示法Deductive method 演绎法It relies on reasoning, analysing and comparingInductive method 归纳法The teacher provides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation.Guided discovery method 引导发现法It is similar to the inductive method but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.Ur’ s six factors contribute to successful grammar practice:1) Pre-learning.2) Volume and repetition(容量/重复).3) Success-orientation成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.Two categories 类别of grammar practice:Mechanical practice 机械性练习It involves activities that are aimed at form accuracy.In Substitution drills 替换练习In Transformation drills 转移变形练习Meaningful/ communicative practice 有意义/ 交际性练习It focuses on the production, comprehension or exchange of meaning though thestudents ‘keep an eye on’ the way newly learned structures are used in the process. Using prompts for meaningful practice 提示1)Using picture prompts.2) Using mime 哑剧or gestures as prompts.3) Using information sheet 信息表as prompts.4) Using key phrases or key words关键短语/ 单词as prompts.5) Using chained phrases for story telling.6) Using created situations.Unit 8 Teaching VocabularyKnowing a word involves what:Pronunciation and stressSpelling and grammatical propertiesMeaningHow and when to use it to express the intended meaningDenotative meaning 指示意义Connotative meaning 内涵意义Collocations 搭配Synonyms, antonyms, hyponyms 近义词，反义词，下位词Receptive and productive vocabulary接受性和产出性词汇Ways of presenting vocabulary: 呈现词汇的方法1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to demonstrate meaning. Then ask students to tell the meaning first before it is offered by the teacher.e synonyms or antonyms to explain meaningse lexical sets or hyponyms to show relations of words and their meanings5.Translate and exemplify, especially with technical words or words with abstract meaninge word formation rules and common affixes to build new lexical knowledge what is already known7.Teach vocabulary in chunks.8.Think about the context in real life where the word might be used.9.Think about providing different context for introducing new words10.Prepare for possible misunderstanding or confusion that students may have Ways of consolidating vocabulary 巩固词汇的方法1) Labeling标注词汇2) Spot the differences3) Describe and draw4) Play a game5)using the Internet resources for more ideas6) Use word series 单词系列7) Word bingo9) word association 自此联想10) find synonyms and antonyms11) categories12) Using word net-work 网状图Developing vocabulary learning strategies:1) Review regularly2) Guess meaning from context3) Organize vocabulary effectively4) Use learned vocabularyUnit 9 Teaching ListeningThe characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity 自发性2) Context 环境3) Visual clues 视觉线索回应4) Listener’ s response调节5) Speaker’ s adjustmentPrinciples and models for teaching listening:1)Focus on process2) Combine listening and speaking3) Focus on comprehending meaning4) Grade difficulty level appropriatelyThree teaching stages1.Pre-listening activities: 听前活动1) Predicting 预测2) Setting the scene设置现场3) Listening for the gist 听力要点4) Listening for specific information 细节理解2.While-listening activities1) No specific responses2) Listen and tick 标记3) Listen and sequence 顺序4) Listen and act5) Listen and draw6) Listen and fill填写7) Listen and take notes3.Post-listening activities听后活动1) Multiple-choice questions 多项选择2) Answering questions3) Note-taking and gap-filling填空Dictogloss(1)Preparation(2) Dictation 听写(3) Reconstruction.(4) Analysis and correction.Unit 10 Teaching Speaking Principles for teaching speaking1.Balancing accuracy-based with fluency-based practices2.Contextualising practice3.Personalising practice4.Building up confidence5.Maximising meaningful interactions6.Helping students develop speaking strategies7.Making the best use of classroom learning environment to provide sufficient language input and practice for the studentsDesigning speaking tasks:1)Maximum foreign talk 尽可能用外语交谈2)Even participation 平等参与3)High motivation 高积极性4)Right language level 语言水平相对应Types of speaking tasks:1.pre-communicative activities交际前活动Structural activitiesQuasi-communication activitiesmunicative activitiesFunctional communication activitiesSocial interaction activities 人际互动Some Speaking activitiesControlled activitiesSemi-controlled activitiesCommunicative activitiesInformation-gap activitiesDialogues and role-play对话和角色扮演Activities using picturesProblem-solving activitiesUnit 10 Teaching ReadingTwo types of reading practice in classrooms:Reading aloud&Silent readingThe ways of Reading effectively:1.Have a clear purpose in reading2.Read silently3.Read phrase by phrase4.Concentrate on the important bits, skim the rest, and skip the insignificant partse different speeds and strategies for different reading tasks6.Perceive the information in the target language rather than mentally translate7.Guess the meaning of new words from the context, or ignore them8.Have and use background information to help understand the textPrinciples and models for teaching reading:Bottom-up model:teaching new vocabulary and structures firstTop-down model: introducing background knowledge firstInteractive model:visual informationThree stages:Pre-reading:Predicting, setting the scene, skimming浏览, and scanning寻读Predicting based on the title, vocabulary,the T/ F question While-readingReading comprehension questions 阅读理解Understanding references 理解引用Making inferences: reading between the linesPost-readingDiscussion questionReproducing the text 复述故事Role playGap-fillingDiscussionRetelling 复述WritingUnit12 Teaching WritingThe main procedures of process writing :Creating a motivation to writeBrainstormingMapping 绘图FreewritingOutlining 列提纲Drafting 起草Editing 编辑：peer-editing; self-editingRevising 修改Proofreading 校正Conferencing 与老师讨论Motivating students to write:1.Make the topic of writing as close as possible to students’ life2.Leave students enough room for creativity and imagination3.Prepare students well before writing4.Encourage collaborative group writing as well as individual writing5.Provide opportunities for students to share their writing6.Provide constructive ans positive feedback7.Treat students’ errors strategically8.Give students a sense of achievement from time to time21。

新英汉翻译教程翻译的技巧答案

【译文】他的手术刀一次又一次地切除致命的病患，游刃于性命攸关的地方，直吓得他的助手们一个个脸上如同病人一样苍白。
小节结束
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课堂互动1：A. 翻译下列句子
（参考译文）
1. How to explain that I was not a proud owner seeking admiration for his vehicle, but a tourist who had broken down ?
10. Good, better, best, Never let it rest, Till good is better, And better best.
【译文】好，更好，最好，别让它停歇，等到好变成更好，让更好变成最好。
【译文】每棵树，每个枝桠，落上了一层薄薄的银晶明亮的霜，像雪一样洁白纯净，像象牙一般精致优美。
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例3：I got on horseback within ten minutes after I got your letter. When I got to Canterbury, I goБайду номын сангаас a chaise for town, but I got wet through, and have got such a cold that I shall not get rid of it in a hurry .I got to the Treasury about noon, but first of all got shaved and dressed. I soon got into the secret of getting a memorial before the Board, but I could not get an answer then; however I got intelligence from a messenger that I should get one next morning … （Stephensor Smith ：

王蔷英语教学法_英汉对照

A Course in English Language TeachingUnit 1 Language and LearningViews on language语言观Structural view结构主义 as a linguistic systemfunctional view功能主义 as a linguistic system but also a means for doing things,base on communicative functionsInteractional view交互性 as a communicative toolViews on language learning and learning in general1)Process-oriented theories过程指向论concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.2)Condition-oriented theories 强调条件理论emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.Behaviourist theory 行为主义理论 =audio-lingual method听说教学法A stimulus-response theory of psychologyYou can train an animal to do anything(within reason) if youfollow a certain procedure which has three major stages, stimulus, response, and reinforcement.Cognitive theory 认知主义理论 communicate approach 交际法Constructivist theory 结构主义理论Learning is a process in which the learner constructs meaning based on his/her own experience and what he/she already knows. Socio-constructivist theory 社会结构主义理论Emphasises interacion and engagement with the target language in a social contextA good language teacherEthic devotion,professional qualities and personal styles品德节操，职业素质和个性特征Learning, practice, and reflectionUnit 2 Communicative Principles and ActivitiesCLT=Communicative Language Teaching 交际语言教学法TBLT=Task-based Language Teaching 任务型教学法PPP=the Presentation, Practice and Production呈现，操练，展出Communicative competenceEntails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situationFive main components of communicative competenceLinguistic competence 语言能力Pragmatic competence 语用能力Discourse competence语篇能力Strategic competence策略能力Fluency 语言顺畅CLTGoal :to develop students' communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.Principles :Communicative principleTask principleMeaningfulness principleMain features:(1)Functional communicative activities: 功能互动活动Identifying picturesDiscovering identical pairsDiscovering sequences or locationsDiscovering missing informationDiscovering missing featuresDiscovering "secrets"Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem(2)Social interaction activities: 社会交往活动Role-playing through cued dialoguesRole-playing through cues and informationRole-playing through situation and goalsRole-playing through debate or discussionLarge-scale simulation activities 模仿Improvisation 即兴创作Notes:No specific activities almost about listening and speaking Six criteria for evaluating how communicative classroom activities are:Communicative purpose: information gapCommunicative desire: real needContent, not form: messageVariety of languageNo teacher intervention 干涉No materials controlTBLTDefinition:Refers to an approach based on the use of task as the core unit of instruction in languageTBLT:pre-task, task cycle, language focusDefinition of a task:A task is a piece of work undertaken for oneself or for others, freely or for some reward.Four components of a task:A purpose: focus on content,not formA context: information gapA process:problem solving reasoning , inquiring, conceptualising and communicatingA product: no communicational resultsExercises, exercise-tasks and tasks:Focus on individual language items→purposeful&contextualised communicationExercise → exerci se-task → taskHow to design tasks:Think about students’ needs, interests, and abilities Brainstorm possible tasksEvaluate the listChoose the language itemsPreparing materialsPPP modelAt the presentation stage:The teacher introduces new vocabulary and grammatical structures in whatever ways appropriateAt the the practice stage:The lesson moves from controlled practice to guided practice and exploitation of the texts when necessaryAt the production stage:The students are encouraged to use what they have learned and practised to perform communication tasks.Notes:Grammar-Translation Method: 语法翻译法reading and writingThe Audio-Lingual Method: 听说教学法speaking and listening; dialogues and drills 对话和操练Unit 3 the National English Curriculum 课程标准It was in the 1993 syllables that the word communication wasused in the objectives of teaching for the first time.The Six Design principles for the National English Curriculum for Nine-year Compulsory Education:for educating all students, and emphasise quality-oriented education面向全体学生，注重素质教育learner-centredness, and respect individual differences突出学生主体，尊重个体差异competence-based objectives, and allow flexibility and adaptability整体设计目标，体现灵活开放close attention to the learning pro-cess, and advocate experiential learning and participation强调学习过程，倡导体验参与particular importance to formative assessment, and give special attention to the development of competence注重过程评价，强调能力发展learning resources, and maximise opportunities for learning and using the language开发课程资源，拓展学用渠道Framework of objectives in the new National English Curriculum：课程总目标Overall language ability:Learning学习策略Affect情感态度Cultural文化意识Language语言知识Language skills语言技能Learning : Cognitive; Self management; Communication; ResourcingAffect: International; Perspective; Patriotism; Confidence; MotivationCultural: Knowledge; understanding; AwarenessLanguage: Phonetics; Grammar; Vocabulary; Functions; Topics Language skills: Listening; Speaking; Reading; WritingThe design of the new National English CurriculumLevel 1: Grade 3-4Level 2: Grade 5-6; basic requirements for 6th graders Graduate from primary schoolLevel 3: Grade 7/ Junior 1Level 4: Grade 8/ Junior 2Level 5: Grade 9/ Junior 3Graduate from junior high schoolAbove is during Compulsory EducationLevel 6&Level 7: required of every senior high school students 2 tracks of elective course:Track 1: level 8& level 9Track 2: from the beginning of senior 1Elective courses: Specialized skill courses; ESP courses应用类; Cultural and literary studies courses 欣赏类etc.Unit 4 Lesson PlanningA lesson plan:教案A framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve.Benefits from lesson planning：1) A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.2) It also helps the teacher to distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from one stage to another.3) The teacher can also think about how the students can be fully engaged in the lesson.4) when planning the lesson, the teacher also becomes aware of the teaching aids that are needed.5). Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them.6) The teacher soon learn to judge lesson stages and phases with greater accuracy.7) Plans are also an aid to continuing improvement.8) After the lesson, the teacher can add an evaluation to the plan, identifying those parts which went well and those which were less successful.Principles for good lesson planning:Aim; Variety; Flexibility; Learnability; Linkage目标性；多样性；灵活性；可学性；连接性Two levels of lesson planning: macro planning and micro planning宏观备课和微观备课Macro planning: planning over a longer period of timeMicro planning: planning for a specific unit or a lesson There is no clear cut between these two types of planning. Micro planing should be based on macro planning, and macro planing is apt to bemodified as lesson go on.Macro planning involves the following:Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/ syllabus教学大纲Knowing about the textbookKnowing about the objectivesComponents of a lesson plan:information背景资料aims: 教学目标Language objectives; Ability objectives; Moral objectives contents and skills语言的内容和技巧Stages and procedures:Greetings; A warm-up; PPP model/ TBLT model; Summary; Homework/ Assignmentaids 教学手段of lesson summary 总结activities and assignmentslesson reflection:Feelings about the lesson; students’ performances; unexpected incidents; surprise thingsUnit 5 Classroom ManagementThe role of the teacher:Before the class: PlannerDuring the class:1 Controller,2 Assessor评估者,3 Organizer ,4 Prompter敦促者 ,5 Participant参与者,6 Resource-providerAfter the class: EvaluatorTeacher’ s new roles:Facilitators促进者; guides; researchersThe most common students groupings:Whole class workPair workGroup workIndividual studyHarmer’ s suggestions on measures for indisciplined acts and badly behaving Students:1)Act immediately2) Stop the class3)Rearrange the seats4)Change the activity5)Talk to Ss after class6)Use the institution制度In or der not to hurt the Students, Ur’ s advice on problems in class:1)Deal with it quietly2)Don’ t take things personally 对事不对人3)Do not use threatsUnit 6 Teaching PronunciationThe goals of teaching pronunciation:目的Consistency连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listeners Communicative efficiency交际效率性: To help convey the speakers’ meaningWays of practicing sounds and their definitions:on a sound 单音练习:(sounds difficult to learn)practice 知觉/领会性练习:( identify /distinguish different sounds):Which order; Same or different; Odd one out; Completion3.Production practice 生成性练习: (develop Students’ ability to produce sounds):Listen and repeat; Fill in the blanks; Make up sentences; Use meaningful context; Use pictures; Use tongue twistersThree ways to show the stress of words, phrases and sentences: Use gesturesUse the voiceUse the blackboardTwo ways to make intonation:rising/falling arrows; draw linesUnit 7 Teaching GrammarThree ways of grammar presentation: 演示法Deductive method 演绎法It relies on reasoning, analysing and comparingInductive method 归纳法The teacher provides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation.Guided discovery method 引导发现法It is similar to the inductive method but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.Ur’ s six factors contribute to successful grammar pr actice:1) Pre-learning.2) Volume and repetition(容量/重复).3) Success-orientation成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.Two categories 类别of grammar practice:Mechanical practice 机械性练习It involves activities that are aimed at form accuracy.In Substitution drills 替换练习In Transformation drills 转移变形练习Meaningful/ communicative practice 有意义/ 交际性练习It focuses on the production, comprehension or exchange of meaning though the students ‘keep an eye on’ the way newly learned structures are used in the process.Using prompts for meaningful practice 提示1)Using picture prompts.2) Using mime 哑剧or gestures as prompts.3) Using information sheet 信息表as prompts.4) Using key phrases or key words关键短语/ 单词 as prompts.5) Using chained phrases for story telling.6) Using created situations.Unit 8 Teaching VocabularyKnowing a word involves what:Pronunciation and stressSpelling and grammatical propertiesMeaningHow and when to use it to express the intended meaning Denotative meaning 指示意义Connotative meaning 内涵意义Collocations 搭配Synonyms, antonyms, hyponyms 近义词，反义词，下位词Receptive and productive vocabulary接受性和产出性词汇Ways of presenting vocabulary: 呈现词汇的方法to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.a verbal context to demonstrate meaning. Then ask students to tell the meaning first before it is offered by the teacher. synonyms or antonyms to explain meaningslexical sets or hyponyms to show relations of words and their meaningsand exemplify, especially with technical words or words with abstract meaningword formation rules and common affixes to build new lexical knowledge what is already knownvocabulary in chunks.about the context in real life where the word might be used. about providing different context for introducing new words for possible misunderstanding or confusion that students may haveWays of consolidating vocabulary 巩固词汇的方法1) Labeling标注词汇2) Spot the differences3) Describe and draw4) Play a game5)using the Internet resources for more ideas6) Use word series 单词系列7) Word bingo9) word association 自此联想10) find synonyms and antonyms11) categories12) Using word net-work 网状图Developing vocabulary learning strategies:1) Review regularly2) Guess meaning from context3) Organize vocabulary effectively4) Use learned vocabularyUnit 9 Teaching ListeningThe characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity 自发性2) Context 环境3) Visual clues 视觉线索4) Listener’ s response 回应5) Speaker’ s adjustment调节Principles and models for teaching listening:1)Focus on process2) Combine listening and speaking3) Focus on comprehending meaning4) Grade difficulty level appropriatelyThree teaching stagesactivities: 听前活动1) Predicting 预测2) Setting the scene设置现场3) Listening for the gist 听力要点4) Listening for specific information 细节理解 activities1) No specific responses2) Listen and tick 标记3) Listen and sequence 顺序4) Listen and act5) Listen and draw6) Listen and fill填写7) Listen and take notesactivities听后活动1) Multiple-choice questions 多项选择2) Answering questions3) Note-taking and gap-filling填空Dictogloss(1)Preparation(2) Dictation 听写(3) Reconstruction.(4) Analysis and correction.Unit 10 Teaching SpeakingPrinciples for teaching speakingaccuracy-based with fluency-based practicespracticepracticeup confidencemeaningful interactionsstudents develop speaking strategiesthe best use of classroom learning environment to provide sufficient language input and practice for the students Designing speaking tasks:1) Maximum foreign talk 尽可能用外语交谈2) Even participation 平等参与3) High motivation 高积极性4)Right language level 语言水平相对应Types of speaking tasks:1.pre-communicative activities交际前活动Structural activitiesQuasi-communication activitiesmunicative activitiesFunctional communication activitiesSocial interaction activities 人际互动Some Speaking activitiesControlled activitiesSemi-controlled activitiesCommunicative activitiesInformation-gap activitiesDialogues and role-play对话和角色扮演Activities using picturesProblem-solving activitiesUnit 10 Teaching ReadingTwo types of reading practice in classrooms: Reading aloud&Silent readingThe ways of Reading effectively:a clear purpose in readingsilentlyphrase by phraseon the important bits, skim the rest, and skip theinsignificant partsdifferent speeds and strategies for different reading tasks the information in the target language rather than mentally translatethe meaning of new words from the context, or ignore themand use background information to help understand the text Principles and models for teaching reading:Bottom-up model:teaching new vocabulary and structures first Top-down model: introducing background knowledge first Interactive model:visual informationThree stages:Pre-reading:Predicting, setting the scene, skimming浏览, and scanning寻读Predicting based on the title, vocabulary,the T/ F question While-readingReading comprehension questions 阅读理解Understanding references 理解引用Making inferences: reading between the linesPost-readingDiscussion questionReproducing the text 复述故事Role playGap-fillingDiscussionRetelling 复述WritingUnit12 Teaching WritingThe main procedures of process writing :Creating a motivation to writeBrainstormingMapping 绘图FreewritingOutlining 列提纲Drafting 起草Editing 编辑：peer-editing; self-editingRevising 修改Proofreading 校正Conferencing 与老师讨论Motivating students to write:the topic of writing as close as possible to students’ life students enough room for creativity and imaginationstudents well before writingcollaborative group writing as well as individual writing opportunities for students to share their writingconstructive ans positive feedbackstudents’ errors strategicallystudents a sense of achievement from time to time。

新英汉翻译课件教程 chapter 2 翻译的过程

例1：Having discovered an unknown island, they wintered upon it. (G.A.Lensen: Russian’s Eastward Expansion) 【译文】他们发现了一个无名小岛后，便住了下来，在那里过冬。【解析】这是个“主-谓”结构的简单句，译文的靓点是“wintered upon it”，“winter”用作名词是 “冬天”，用作动词译为“过冬”。“过冬”肯定是住下来过，因此增加了“住下来”使句子顿时鲜活。比如“shadow”我们对它的认识就是“阴影、影子”，但“Shadow him and see what is going to happen.”却是“跟踪他看看会发生什么”，它用作动词时意思却变为“如影随形地跟踪”。
译文欣赏
1.无论是中国还是美国，都不会缩小贸易的重要性。 2. 几乎是毫无意识地，我用手指抚摸着我所熟悉的叶片和花朵，这新长的叶子和新开的花朵迎来了南方美好的春天。 3. 话说，人生幸福只需三条：有所爱，有所为，有所盼。 4. 爱丽丝无所事事，跟姐姐一起闲坐岸边，开始感到厌倦了。姐姐正在看书，她瞥了一两眼，但是那书上并没有图画或对话。爱丽丝想，一本书中如果没有图画或是对话，那它又有什么用呢？
【译文】让我们回到密西西比去，回到亚拉巴马去，回到南卡罗来纳去，回到佐治亚去，回到路易斯安娜去，回到我们北方城市中的贫民区和少数民族居住区去。要牢记，这种状况是能够，也必将改变的。我们不要陷入绝望而不可自拔。朋友们，今天我对你们说，在此时此刻，我们虽然遭受种种困难和挫折，我仍然有一个梦想。这个梦想是深深扎根于美国的梦想中的。我梦想有一天，这个国家会站起来，真正实现其信条的真谛：“我们认为这些真理是不言而喻的：人人生而平等。” 【解析】译文再现原文交际情景，选词组句紧扣原文，给读者描述了一件发生在异国他乡的事件。译者运用直译手法，刻意保留原文的语言和文化差异，文化色彩，使译文“洋气”一点。直译可以缩短民族文化交流的差距。

英汉翻译-6 结构的转换

6.2.3 兼动名词结构在句中的位置
兼动名词结构还可以出现在句中多个位置，作宾语、主语、表语、同位语、状语等句子成分。
例1:
I was delighted at the thought of seeing you again.
【译文】一想到又能见到你，我便十分高兴。
动宾
例2 : Mastery of a language requires hard efforts.
该句的意思可用其他方ly appreciated by the teacher.
② The teacher is deeply appreciative of the students’ work. ③ The teacher is a deep appreciator of the students’ work. ④ The teacher has a deep appreciation of the students’ work.
这类形容词短语结构常用在 be, become,
seem等系动词之后。如果系动词是 be,
become, 可撇开不管，直接把形容词汉译成动
词；如果系动词是seem，可译其含义，再把形
容词译成动词，让seem作为状语，置于动词前。
例1: I am content with my work.
【译文】我很满意我的工作。
动宾
例2：She is envious of your beauty.
【译文】她嫉妒你的美丽。
动宾
例3: The government of my country is deeply concerned at the situation there.
【译文】我国政府深切关注那里的局势。

《新英汉翻译教程》第五章词义的处理_参考译文

同学们，我们的老师把《新英汉翻译教程》的课堂互动答案不给我们，可谓是用心良苦啊。

这是我好不容易整理的，同学们仅供参考哦，，，，第五章词义的处理T echniques of T ranslating Words and Phrases课堂互动2：翻译下列句子, 注意词性和词义搭配（参考译文）1. Just as exercise strengthens the heart and lungs, bones and muscles, it may also power up the brain.【译文】运动不但能强心、健肺、壮骨、筋肌，而且还能健脑。

2. We shall never see his match.【译文】他那样的人恐怕不会有第二个了。

3. The vote was 35 to 25, a margin of 10.【译文】表决的结果是35票对25票，相差10票。

4. The report is thoroughly sourced.【译文】这项报告的来源很完备。

5. This hotel can’t be matched for friendliness.【译文】这家旅馆服务态度之好无与伦比。

6. She was rather advanced in years for a maiden.【译文】在没有结婚的女孩子中，她年龄算是相当大了。

7. Every one of us poured forth his expertise.【译文】我们每个人都充分发挥了自己的专长。

8. I’ll not abuse your hospitality.【译文】我不会辜负你的热情厚谊。

9. I long for you terribly. The moment we say good-bye and I close the door, my torment begins.【译文】我想你想得要命，我们一分手，关上门，我心里便觉得煎熬。

英汉文化互译教程

英汉文化互译教程随着全球化的发展，英汉文化之间的交流与互动日益频繁。

为了更好地理解和沟通，学习英汉文化互译成为一项重要的技能。

本文将为您提供一份英汉文化互译教程，帮助您更好地理解和应用这一技巧。

一、文化背景的理解在进行英汉文化互译时，首先需要了解两种文化的背景和特点。

英国文化注重礼貌和绅士风度，强调个人隐私和独立性。

而中国文化则注重家庭和社会的集体利益，强调尊重长辈和传统价值观。

了解这些背景将有助于我们更好地理解和解释文化差异。

二、语言表达的差异英汉两种语言在表达方式上存在一些差异。

英语通常更加直接和简洁，而汉语则更加委婉和含蓄。

在进行互译时，我们需要注意这些差异，并选择合适的表达方式。

例如，当我们用英语表达“你好吗？”时，可以翻译为“How are you?”，而当我们用汉语表达“我很高兴认识你”时，可以翻译为“I'm glad to meet you”。

三、文化隐喻的理解文化隐喻是指在不同文化中具有特定意义的符号或象征。

在进行英汉文化互译时，我们需要了解并正确运用这些隐喻。

例如，英语中的“a piece of cake”意为“轻而易举”，而汉语中的“一帆风顺”也有类似的意思。

正确理解和运用这些文化隐喻将有助于我们更好地进行互译。

四、文化背景知识的积累为了更好地进行英汉文化互译，我们需要积累一定的文化背景知识。

这包括了解两种文化的历史、传统、习俗等方面的知识。

例如，英国人喜欢喝下午茶，而中国人则喜欢过年时贴春联。

了解这些文化背景知识将有助于我们更准确地进行互译。

五、实践与交流最重要的是，要通过实践和交流来提高英汉文化互译的能力。

可以通过参加语言交流活动、阅读相关书籍和文章、观看英汉电影等方式来提升自己的互译能力。

同时，与母语为英语或汉语的人进行交流，积极倾听和学习他们的表达方式也是非常有效的方法。

六、尊重和包容在进行英汉文化互译时，我们要尊重和包容对方的文化差异。

不同的文化有不同的价值观和习俗，我们应该尊重并理解这些差异。

新英汉翻译教程-第十二章表达转换译法答案

善的象征的，也不乏其例。
29 返回章重点退出
课堂互动2：翻译句子，注意肯定译否定（参考译文）
5．We may safely say so. 【译文】我们这样说万无一失。 6．He laughed till his side split. 【译文】他把肚子都要笑破了。
30 返回章重点退出
课堂互动2：翻译句子，注意肯定译否定（参考译文）
12.1.1 反话正说，否定译肯定
英语中有一些否定句，可根据词句的涵义、逻辑关系，按汉语表达习惯，把否定译肯定，才符合汉语思维和行文习惯。
10 返回章重点退出
例1：An opportunity is not likely to repeat itself.
【译文】机会难得。
例2：Such things are of no rare occurrence.
其他用于表达否定意义否定形式： ● 大量使用否定词缀； ● 形式肯定意义否定的动词等； ● 介词和副词等； ● 形容词等； ● 相关的名词等； ● 短语等以及其他结构等。
7 返回章重点退出
汉语的否定词比英语少得多，在表达否定意义时，汉语没有严格意义上的形态变化，表达形式比较简单，易于辨认，几乎所有表达否定意义的词语中都含有明显的标志性否定词，以副词居多，个别形容词或少数动词。
12.3 按词汇意义译
12.3.1含有否定意义的动词，译为否定句 12.3.2含有否定意义的名词，译为否定句 12.3.3含有否定意义的代词，译为否定句 12.3.4含有否定意义的形容词，译为否定句 12.3.5含有否定意义的连词，译为否定句 12.3.6含有否定意义的副词，译为否定句 12.3.7含有否定意义的介词（短语），译为否定句 12.3.8 含有否定意义的句子结构，译为否定句

03.英汉语言对比

第三章
英汉语言对比
Comparative Studies of English and Chinese Languages
课堂互动1：翻译句子，注意语序、语态特点（参考译文）
1．I suppose that if a man has a confused mind he will write in a confused way, if his temper is capricious his prose will be fantastical, and if he has a quick, darting intelligence that is reminded by the matter in hand of a hundred things, he will, unless he has great self-control, load his pages with metaphor and simile.
【译文】这地方实在漂亮，所以许多人都把自己的家小搬来居住。
12 返回章重点退出
课堂互动3：翻译句子，注意句子的结构转换（参考译文）
5．The music world and the world at large became poorer places on April 8, when Marian Anderson, the greatest alto from Philadelphia, died at 96. （按照时间顺序）
【译文】他心中的所谓文化，与人的精神心灵有关，不能用物质的丰富，甚至艺术文明来衡量。他跟东方人交往很久，也同情东方人；在东方人心目中，文化也是如此。
5 返回章重点退出
课堂互动1：翻译句子，注意语序、语态特点（参考译文）

《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。

在线翻译英汉互译英语

在线翻译英汉互译英语摘要：一、在线翻译概述1.定义及背景2.发展历程3.主要功能与用途二、英汉互译英语特点1.精准翻译2.实时互动3.语言学习辅助工具三、在线翻译的优点与挑战1.方便快捷2.提高跨文化交流效率3.人工智能技术的局限性四、我国在线翻译市场及发展前景1.市场规模及增长2.竞争格局3.技术创新与未来发展趋势正文：一、在线翻译概述在线翻译是一种利用互联网及人工智能技术实现实时英汉互译的服务。

用户可以通过输入框输入需要翻译的英文或中文句子，系统会自动识别并将其翻译成目标语言。

在线翻译自20 世纪90 年代发展至今，已成为人们日常生活、工作、学习中的重要辅助工具。

二、英汉互译英语特点1.精准翻译：在线翻译通过大量语料库训练，能够识别并翻译多种语法结构、专业术语和口语表达，实现较高的翻译准确性。

2.实时互动：在线翻译无需安装软件，用户只需访问相关网站或使用移动应用，即可实现实时英汉互译，方便快捷。

3.语言学习辅助工具：在线翻译可以帮助学习者更好地理解英语文章、提高英语口语水平，同时也能让英语母语者学习中文。

三、在线翻译的优点与挑战1.方便快捷：在线翻译无需专业人员参与，用户可以随时随地进行翻译，节省了时间和成本。

2.提高跨文化交流效率：在线翻译可以帮助用户快速了解英文信息，提高国际交流与合作的效率。

3.人工智能技术的局限性：虽然在线翻译技术取得了很大进步，但仍然存在一些翻译不准确、无法识别语境等问题，需要不断优化和改进。

四、我国在线翻译市场及发展前景1.市场规模及增长：随着我国对外交流合作的加深，在线翻译市场需求不断增长。

据统计，2020 年我国在线翻译市场规模已达到数十亿元人民币，预计未来几年将继续保持稳定增长。

2.竞争格局：我国在线翻译市场竞争激烈，涌现出一批优秀的企业，如百度翻译、谷歌翻译等。

这些企业通过技术创新和优质服务，不断提高用户体验，巩固市场地位。

3.技术创新与未来发展趋势：随着人工智能、大数据等技术的不断发展，在线翻译将更加智能化、个性化。

《新英汉翻译教程》第五章词义的处理_参考译文

《新英汉翻译教程》第五章词义的处理_参考译文同学们，我们的老师把《新英汉翻译教程》的课堂互动答案不给我们，可谓是用心良苦啊。

这是我好不容易整理的，同学们仅供参考哦，，，，第五章词义的处理T echniques of T ranslating Words and Phrases课堂互动2：翻译下列句子, 注意词性和词义搭配（参考译文）1. Just as exercise strengthens the heart and lungs, bones and muscles, it may also power up the brain.【译文】运动不但能强心、健肺、壮骨、筋肌，而且还能健脑。

2. We shall never see his match.【译文】他那样的人恐怕不会有第二个了。

3. The vote was 35 to 25, a margin of 10.【译文】表决的结果是35票对25票，相差10票。

4. The report is thoroughly sourced.【译文】这项报告的来源很完备。

5. This hotel can’t be matched for friendliness.【译文】这家旅馆服务态度之好无与伦比。

6. She was rather advanced in years for a maiden.【译文】在没有结婚的女孩子中，她年龄算是相当大了。

7. Every one of us poured forth his expertise.【译文】我们每个人都充分发挥了自己的专长。

8. I’ll not abuse your hospitality.【译文】我不会辜负你的热情厚谊。

9. I long for you terribly. The moment we say good-bye andI close the door, my torment begins.【译文】我想你想得要命，我们一分手，关上门，我心里便觉得煎熬。

新英汉翻译教程1-5章课堂互动答案

第一章课堂互动1.1. He wanted to learn, to know, to teach.他想学习、掌握知识，也愿意把自己所学教给别人。

2. She is young enough to get married. 她还年轻，可以结婚。

3. From there I could see the whole valley below,从那里我可以看见下面的整个山谷,那田野、河流、村庄。

这一切都很美丽,并且见到它,使我心驰神往。

4. We have 365 days in a year. 一年365天5. He stood up straight with arms folded, and laughed at the cap hanging there on the pole.他交臂直立，笑看帽子挂在杆子上那个样子。

6. Our son must go to school. He must break out of the pot that holds us in.我们的儿子一定要上学，一定要出人头地。

7. Is the press a great power in your country. 贵国新闻界有很大的影响（力）吗？8. Brown may say what he likes, but it is his wife who wears the trousers 布朗爱说什么就说什么，但当家作主的却是他老婆。

9. 青岛今昔Qingdao—Yesterday and Today/Past and Present/ Qingdao’s Yesterday and Today…10. 全世界人民people in the world, people of all countries, people all over the world11．黄色录像（电影）blue video (film) 12．不见不散be there or be square13．文如其人The style is the man 9.11事件Sept. 11 attacks/ the tragedy of Sept.11 14．1997年7月1日零点整，香港回归祖国。

英汉互译英汉互译

英汉互译英汉互译这是对我的能力提出的一项具有挑战性的任务，我将努力尽力以满足您的要求。

英汉互译是一项极其重要的语言技能，尤其在今天全球化的社会中。

无论是在国际贸易、跨文化交流还是学术研究方面，掌握英汉互译都是一种巨大的优势。

因此，培养良好的英汉互译能力对于个人的成长和职业发展至关重要。

首先，英汉互译早已不再是简单的单词翻译，而是需要更深入的理解和运用。

在进行英汉互译时，除了准确掌握单词的意义外，还需要考虑语境、文化背景和习惯用法等因素。

只有当我们能够准确理解和表达其中的含义和情感，才能做到准确地翻译。

其次，英汉互译需要持续的学习和实践。

语言是一个不断发展和变化的工具，掌握一门语言需要不断跟进最新的词汇和表达方式。

通过阅读英语和中文的书籍、报纸和杂志，观看外语电影和纪录片，交流和讨论等方式，我们可以不断提升我们的词汇量和语言表达能力。

此外，有针对性的练习和实践也是培养英汉互译能力的重要手段。

我们可以参加英语角或英语辩论社团，与母语为英语的人互动，提升我们在实际交流中的翻译能力。

同时，我们也可以参加翻译比赛或学术会议，锻炼我们的翻译技巧和逻辑思维能力。

在学习英汉互译过程中，我们还应该注重文化意识的培养。

英汉之间存在着深刻的文化差异，这将直接影响到我们的翻译质量。

因此，除了语言技能，我们还需要学习和掌握英国和中国的历史、文化、习俗等方面的知识，以便更好地理解和表达两种语言的含义。

最后，英汉互译不仅是一种语言技能，更是一种思维能力的培养。

通过不断地分析和推理，我们可以提高我们的逻辑思维和问题解决能力。

同时，亦可以培养我们的跨文化交流能力和全球视野，使我们能够更好地适应多元化的社会和职业环境。

总之，英汉互译是一项具有挑战性且具备广泛应用价值的语言技能。

通过持续的学习和实践，培养良好的英汉互译能力对于个人的成长与职业发展都具有重要意义。

因此，我们应该认真学习英汉互译，不断提升自己的翻译水平，为今后的发展打下坚实的基础。

幼儿园小小翻译家：形式多样的英汉翻译教学案例

幼儿园小小翻译家：形式多样的英汉翻译教学案例一、概述在幼儿园教学中，英汉翻译教学是一项重要的教学内容。

通过英汉翻译教学，可以培养幼儿的语言能力，拓展他们的视野，提高他们的跨文化交际能力。

本文将通过介绍形式多样的英汉翻译教学案例，探讨幼儿园小小翻译家的成长之路。

二、绘本故事配图翻译在幼儿园英汉翻译教学中，可以通过绘本故事配图翻译的形式进行教学。

教师可以准备一本中英双语绘本，让幼儿观看故事中的图片，并根据图片内容进行翻译。

这样不仅可以帮助幼儿理解故事情节，还可以激发他们的翻译兴趣，培养他们的观察力和表达能力。

三、游戏互动翻译除了传统的教学形式，幼儿园英汉翻译教学还可以通过游戏互动的形式进行。

教师可以设计一些关于家庭、动物、食物等常见主题的游戏，让幼儿在游戏中进行英汉翻译，通过参与游戏来学习和掌握翻译知识。

这样的形式不仅让翻译教学变得更加生动有趣，还可以提高幼儿的学习积极性和参与度。

四、手工制作翻译卡片在英汉翻译教学中，可以利用手工制作翻译卡片的形式进行教学。

教师可以准备一些卡片，上面分别印有中文和英文的单词或句子，然后让幼儿通过配对或记忆的方式进行翻译。

通过动手制作和实际操作，可以让幼儿在玩乐中学习，提高他们的记忆和理解能力。

五、总结与展望通过上述形式多样的英汉翻译教学案例，可以看到在幼儿园教学中，英汉翻译教学可以通过绘本故事配图翻译、游戏互动翻译、手工制作翻译卡片等形式进行。

这些形式不仅增加了教学的多样性和趣味性，还可以有效培养幼儿的语言能力和跨文化交际能力。

未来，希望能够进一步探索创新的英汉翻译教学形式，为幼儿的综合发展提供更好的支持。

在幼儿园教学中，英汉翻译教学是一项非常重要且具有挑战性的内容。

通过英汉翻译教学，孩子们可以接触到不同语言和文化，激发他们对语言学习的兴趣，同时也促进他们的认知发展和跨文化交际能力。

幼儿园的英汉翻译教学需要通过多种形式来进行，以满足不同类型学习者的需求。

绘本故事配图翻译是一种生动有趣的教学形式。