商务英语翻译教程第1单元 教案
module 1 Business Cards 商务英语翻译教程电子课件(共41张PPT)
Vice-President 副总裁
Vice-Chancellor 副校长
Vice-Manager 副经理
2〕Deputy
Deputy主要用于表示企业、事业(shìyè)及行政部门的副
职。
【例】 Deputy Chairman of the Club 俱乐部副经理
Deputy Planning Director 规划部副主任
MODULE 1
Business Cards
Module 1
第一页，共41页。
目录
1
项目准备
2
项目任务
3
项目训练
Module 1
第二页，共41页。
项目准备
1
名片简介
2
名片翻译技巧
3
名片翻译例析
Module 1
第三页，共41页。
Module 1
名片简介
商务(shāngwù)名片的概念与 结构特点
第九页，共41页。
姓名的翻译
姓名是每一个社会成员的标志和符号，它的社会功能是人们借以相互区别。人们在选择姓名时有着种种原 因和道理，它隐含着一个民族的语言、历史、地理、宗教和文化传统的信息。由于各自历史开展和文化传统的 差异，中西方之间形成了各自不同的姓名体系，这实际上也是一种文化现象。通过对姓名文化的比照研究，可 以对自己的文化有更深的了解，同时对外来文化也有所认识，这将有助于我们在对外交往中相互理解、相互尊 重，减少误会与摩擦，到达双赢。
Administration Staff 行政人员
Administrative Assistant 行政助理
Administrative Clerk 行政办事员
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商务英语翻译教案
1.warm up
1.1 Review the contents
2.thetranslating methods of titles , occupation and department
3.thetranslating techniques of titles , occupation and department
3.1 thecommontravel signs , promoting signs and company signin life
3.2 thetechniques of translating oftravel signs , promoting signs and company signin life
2. The translationof titles on the business card.
教学设计(方法、教具、手段、内容)
1.warm up
1.1 Review the contents
nguagefeatures
3 . Thetranslationof names and address
3. To be able to know both English and Chinese signs correctly.
重点难点及
解决方法
1.The basicinformationof signs
nguage features of signs
教学设计(方法、教具、手段、内容)
1.warm up
3summary
课外作业
Do the exercises II
课后总结
课题名称
Unit 2Signs
商务英语翻译教程 教案 unit1
6.Principlesto translate BusinessEnglish
In translating business English, we must have a solid linguistic foundation, that is, a thorough understanding of the English language; besides, we need to have some specific idea about the whole or part of the business operation. Of course, an extensive knowledge of science and technology is also indispensable.
Considering the distinctive features of business English, there are three principles we shall stick to when doing translation. They are: Faithfulness; Idiomaticness and Consistency (terminology equivalence).
“忠实”是指译文所传递的信息同原文所传递的信息要保持一致，或者说要保持信息等值。
“地道”是指译文的语言和行文方式都要符合商务文献的语言规范和行文规范，也就是说，译者所给出的译文读起来应该像是内行的人用译语写就的文章，其中的术语、表达等都应该符合商务文献的要求。
“统一”是指在商务英语翻译过程中所采用的“译名、概念、术语等在任何时候都应该保持统一，不允许将同一概念或术语随意变换译名”
商务英语口译教程教学设计
商务英语口译教程教学设计第一部分：教学目标1.帮助学生掌握商务英语口译基本知识和技能2.增强学生的听说能力，提高学生的口译水平3.让学生了解常用商务英语用语，掌握商务礼仪4.培养学生运用商务英语进行沟通和交流的能力第二部分：教学内容1.商务英语基础知识–商务英语词汇–商务英语用语–商务英语语法–商务英语中的常用约定用语2.商务英语口译技能–听力训练–口语训练–翻译能力–手语表达3.商务英语沟通和交流–听力理解–口语表达–礼仪礼节–专业用语第三部分：教学方法1.理论讲授–以口语为主，注重实战应用；–分模块讲授；–教师辅导帮助学生提高商务英语口译技巧。
2.实践操作–基于实际情况生成各种商务英语交流现场；–采用角色扮演、情景模拟等训练方式，提高实际应用能力。
3.反馈建议–即时反馈，及时指导；–植入目标考核机制，提高学生对商务英语口译教学的参与度。
第四部分：教材与资源1.教材：–《商务英语口译教程》；–《商务英语常用用语》；–《商务英语句型分析与练习》。
2.资源：–商务英语相关教学网站及资源；–商务英语实际应用情境。
第五部分：教学评估1.考勤评估–准时出勤，提高教学效果。
2.作业评估–按时完成作业，提高课堂积极性。
3.考试评估–监考，平时测试，期末综合考试多种方式进行评估。
第六部分：教学期望通过本教学设计，达到以下期望效果：1.学生掌握商务英语口译能力，具备成功沟通交流的能力。
2.学生能准确掌握商务英语词汇、语法及基本用法。
3.提高学生的耐心和聆听能力。
4.强化学生的团队意识，提高学生的合作效率。
商务英语翻译1(第四版)
• 实用翻译：非杀一匹骆驼不可。
•
只好杀一头骆驼。
• 1. Their accent couldn’t fool a native speaker. A.他们的口音不能愚弄本地人。 B.本地人是不会听不出他们是外乡人的。 C.本地人一听他们的口音便知道他们是外乡人的。
2. Smashing a mirror is no way to make an ugly person beautiful, nor is it a way to make social problems evaporate.
• Gentzler: Translate or die. （不译则亡。）
• Eugene Nida: Complex and fascinating. （既复杂，又引人入胜。）
• 浙江大学外语研究所：There is more to do in Translation Studies. （研究翻译，前途 无量。）
• Translators should be the natives of or highly experienced in the target market. They must act as both cultural and linguistic interpreters and can be essential in filling in the gaps of your cultural research.
• 张培基：翻译是用一种语言把另一种语言所 表达的思维内容准确而完整地表达出来的语 言活动。
• 王宏印：翻译是以译者为主体，以语言为转 换媒介的创造性思维活动。它把见诸于一种 语言的文本用另一种语言准确而完整地再造 出来，使译作获得与原作相当的文献价值或 文学价值。
商务英语翻译教案
商务英语翻译教案教学目标：1.了解商务英语翻译的基本概念和原则。
2.学会运用商务英语翻译技巧和策略。
3.提高商务英语翻译的准确性和流畅性。
教学内容：第一节：商务英语翻译的基本概念和原则（30分钟）1.商务英语翻译的定义。
2.商务英语翻译的特点和难点。
3.商务英语翻译的原则：忠实原则、流利原则、易懂原则、准确原则。
第二节：商务英语翻译技巧和策略（60分钟）1.词汇的翻译技巧：选择适当的词语、避免歧义、保持一致性。
2.句子的翻译技巧：理解语境、保持句子结构的一致性、注意修辞手法。
3.文化差异和习惯用语的翻译策略：适当调整表达方式、注意使用俚语和成语。
4.商务文件和合同的翻译技巧：清晰明了、准确无误、符合法律规定。
第三节：商务英语翻译实践（90分钟）1.分组练习：给学生分组，每个小组负责翻译一段商务文本。
2.学生展示：每个小组派出一名代表展示他们翻译的内容，并接受其他同学的评价和建议。
3.教师点评：教师对每个小组的翻译进行点评，指出错误和改进之处。
4.案例分析：教师提供一些实际案例，让学生分析其中的翻译问题，并讨论解决方法。
教学方法：1.组织讲解：通过讲解商务英语翻译的基本概念和原则，帮助学生全面了解商务英语翻译的特点和要求。
2.讨论互动：通过师生互动和小组讨论，激发学生的思考和参与，提高学习效果。
3.分组练习：通过小组合作和实践操作，培养学生的团队合作能力和实际应用能力。
教学评估：1.小组练习成果评估：根据学生小组翻译的质量和准确性，评估其商务英语翻译能力。
2.学生表现评估：根据学生课堂参与程度、表达能力和理解深度，评估其综合学习能力。
教学资源：1.商务英语翻译教材和课件。
2.商务英语翻译的实际案例和文本。
1.《商务英语翻译实务》-朱一雄2.《商务口译与笔译技巧》-邓军总结：商务英语翻译是一项重要的语言技能，对于从事国际商务和跨国公司的工作人员来说，具备优秀的商务英语翻译能力是必不可少的。
通过本课程的学习，学生可以掌握商务英语翻译的基本概念和原则，学会运用商务英语翻译技巧和策略，提高商务英语翻译的准确性和流畅性，为以后的工作和发展打下坚实基础。
Unit One商务英语翻译的基础知识
授课日期：年月日教案编号：01Teaching ProceduresStep 1 GreetingStep 2 Warming Up ActivityStep 3 PresentationThe Definition, Classification, Process and the Method of TranslationDefinition:1.广义的翻译是指语言与语言，语言变体与语言变体，语言与非语言等的代码转换和基本信息的传达．2.狭义的翻译是一种语言活动，是把一种语言表达的内容忠实地用另一种语言表达出来．Classification:１.按所涉及的两种代码的性质分为：语内翻译（intralingual translation)：同一种语言间不同语言变体的翻译．语际翻译（interlingual translation）：不同语言间的翻译，是狭义翻译的研究对象．语符翻译（interseniotic translation）：用非文字符号解释文字符号．２.按翻译主体的性质分为人工翻译和机器翻译两类．３.按照翻译的工具和成品形式可分为口译和笔译．４.按翻译的客体即所译资料的性质可分为：文学翻译（literary translation)：包括诗歌，小说，戏剧等文学作品的翻译，着重情感内容和修辞特征的表达．实用翻译(pragmatic translation)：包括科技，商务，公文等资料的翻译，着重实际内容的表达．Process:翻译的过程是理解和表达的有机结合．翻译的关键在于对原文的理解，要真正理解原文，译者必须有扎实的语言功底和相关专业背景知识，并熟知英汉两种文化知识，否则译者就不能真正理解，从而产生误差．Method:１.直译和意译是翻译的两大基本方法．２.所谓直译是指翻译时要求译文与原文在词语，语法结构及表达方式上保持一致的方法．３.意译是指摆脱原文形式的束缚而传达原文的内容Step 4 Consolidation ExercisesStep 5 The Standard of Business English Translation商务英语的界定商务英语是英语的一种功能变体，是专门用途英语(English for Specific Purposes)中的一个分支，适于商务场合中应用，或者说是一种包含了各种商务活动内容，适合商业需要的标准英文．而这些商务活动包括技术引进，对外贸易，招商引资，对外劳务承包与合同，国际金融，涉外保险，国际旅游，海外投资，国际运输等等，在这些活动中使用的英语统称为商务英语（Business English )商务文本的翻译标准商务文本的复杂性决定了商务文本的翻译标准必须是多元化的，不同的商务文体该有不同的翻译标准．１.商务广告的翻译：“劝购功能相似”广告的主要功能是劝购功能，即说服读者去买广告中所宣传的产品或服务．广告翻译是否成功取决它是否能在译文读者中取得同样的作用．广告翻译应以“劝购功能相似”为其基本原则，译文应与原文有大致相同的宣传效果，信息传递功能和移情感召功能．需要强调的是，由于语言之间存在的差异以及译文读者和原文读者的社会和文化背景不同，广告翻译的“功能相似”原则并不是要求字字对等的“忠实”翻译而是一种极为灵活的对等：即广告翻译的受众是否像原广告的受众一样乐于掏钱买商家所宣传的广告产品．2.商务应用文的翻译：约定俗成，入乡随俗．商务应用文在此具体是指商务活动中的项目招商通告,营业执照,招投标文件,请柬等具有固定行文格式的商务文件.3. 商务信函的翻译：事实准确，礼貌得体根据商务信函的语言特点和实际用途，商务信函的翻译应遵循以下原则：⑴准确传达原文的事实信息⑵贴切再现原文的礼貌语气⑶符合公函文体的语言特征４.商务合同的翻译⑴商务合同的概念：是一种契约文体，其文体具有用语正式，句式严谨以及篇章结构固定等特点．⑵具体标准：﹡用词准确，译文完整﹡行文通顺，条理清楚﹡符合契约的文体特点Step 6 Consolidating ExercisesStep 7 Homework。
商务英语1教案.doc
Unit la Job Descriptions一、Objectives1• To enable students to talk about jobs2・ To practise listening for specific information3.To review the present simple二、Teaching ProceduresStep 1 Warmer (books closed)•T asks Ss how important business cards are to them (their own/other people's)•T introduces the Chamber of Commerce and gives more information if requested(it is an organization wihich operates on a local basis; it helps business by promotin the area;it offers business opportunities for its members through a varieties for its members through a variety of services and events)•T focuses Ss' attention on the business cards and clarifies job vocabulary where necessary.Ss listen to six new Chamber of Commerce members speaking and number the business cards in the order in which the people speakKey: 2 Helen Marsden3Thomas Kingsley4Beth Lambert5Richard Saunders6Robin SeatonStep 2 Text and Grammar points•T focuses Ss' attention on two of the cards・ Helen Marden^s and Robin Seaton5s. T elicits from the group what they think their duties are.•Ss look at Helen Marsdon and Robin Seaton5s business cards before listening to the cassette again・ T explains any difficult vocabulary where necessaty・ T uses the feedback to check whether Ss have problems with the third person -s when taliing about peopled jobs Key to the exercises:Helen Marsdon:1.Works for a company that produces vaccines and sells them to doctors・2・ Discusses new products with doctors・3.Deals with designers and printers.4.Deals with health authorities in central Europe5.Travels a lotanises conferences for the medical pressRobin Seaton:1.Recruites people2・ Writes job advertisements3.Choose the applicants to interview4.Interviews the applicants with the department manager5.Contacts successful and unsuccessful candidates6.Deals with employee^ problemsrms employees if the management isn't satisfied with their work• Before Ss look at the Don't forget section, T elicits the form of the present form from Ss. Then Tdraws students9attention to the don't forget section, which focuses on the main problem areas encountered when using the present simple: third person -s and negative and question forms using the auxiliary do. T points out that -es is added to words ending in 一s,・ch, ・sh, or -o (eg. discusses, watc hes, wishes, does)• T may wish to point out that there are three possible pronounciations or third person -s endings: /s/ /z/ and /iz/. However, only /iz/ is likely to be problematic.•Ss decide individually (or in pairs) which person each question is fa匚The exercise recycles some of the vocabulary from the tapescript but also includes some as yet unseen vocabulary, which I may need to ex pain ・Key: 1・ Thomas Kingsley2.Helen Marsden3.Katy Williams4.Beth Lambert5.Thomas Kingsley6・ Robin Seaton7.Richard Saunders8.Katy Williams9・ Robin Seaton10. Richard Saunders(Although Robin Seaton works for a packaging company, he works in personnel)•Ss mingle in order to find out the information・ This activity allows Ss to use the present simple and some of the vocabulary that has already been presented・ It also allows T tomonitor the use of the present simple and give further practice where necessary・Step 3 Talking about their job•Ss match sente nee halves about Beth. This enables Ss to review some general work-related vocabulary which they'll need in order to speak about their jobs・ Before Ss begin, T elicits what an accountant job might involve. T then ensures that Ss are aware that prepositions are followed by a noun or -ing, eg. I deal with questions, Fm responsible for checking・ T also draws Ss' attention to the fact that involve is followed by a noun or -ing, eg. My job alsoinvolves giving financial advice・ T points out that Reading /reding/ is a town in the South of England and that its pronounciation is different from the general readingKey to the exercises:2.Fm responsible for checking companeies" accounts /giving financial advice3・ My job also involves giving financial advice/checking companies' accounts4・ I deal with questions people have about their accounts5. As part of my job I have to produce financial reports7・ Fm based in Reading, not far from London.•Ss work I pairs to find out about their partner's job in the self-study section. T reminds Ss that they can use the phrases used by Beth Lambert in Ex 17Step 3 Homework1.Recite new words and expressions2・ Finish the exercises of Ss9 Book of Unit la Job descriptions3.Preview Unit lb working conditionsUnit 1 b Working Conditions（教学详案）、objectives:1、To enable Ss to talk about working conditions・2^ To practice reading for gist and for specific information.3、To review adverbs of frequency.二、Teaching ProceduresStepl Comments about work•Warmer T asks whether they have a suggestions/comments box at work・If so, what kinds of things do people write about.If not, T ask what other system they have for dealing with problems/complaints at work.T asks what typical problems they have at work.•ReadingSs look at comments made by employees and answer comprehension questions・Key： 1 x They are rarely for him/her.2、T hey frequently run out of stationery.3、T hey doif t receive overtime pay when they work last.4^ Equipment breaks down during presentations・5^ The only people who makes a suggestion as well as a comment is the person who writes about the bonus system .•Languages focus:•Ss place adverbs of frequency on a cline according to meaning and review word order of adverbs of frequency・•T asks Ss to underline any adverbs of frequency in the comments and checks their meaning.Ss then look at the adverbs of frequency in the exercise and write them in the appropriateplace on the cline・ They then compare their order with a partne匚Key： never rarely occasionally sometimes frequently/often usually always.•Ss look at the comments again in order to work out the position of adverbs of frequency・ They then complete the DoiVt forget section.Key： 1. usually, after, sometimes, never2、after3、weekly, annually, monthlyKey： SpeakingSs use the adverbs of frequency to talk about what they do outside/at work. Ss then decide how they would deal with the problems/comments in the comments box・1 > Ss work in pairs to discuss routines: both work-related and personal.2、T might wish to get Ss to change partners. Ss look at the comments again and makesuggestions as to how to deal with them.Step2 Terms and conditions of employment• VocabularySs match vocabulary in preparation for the reading.•Reading1、Ss gist-read a Terms and Conditions of Employment document.They then read the text again and answer multiple-choice comprehension questions・2、Ss read the Terms and Conditions of Employment text for gist and decide what type ofwork the documents refer to.Key： 2^ Factory work (shifts, safety regulations, overalls)1、B B C A• SpeakingSs discuss their own conditions of employment.Ss work in pairs to discuss their conditions of employment. Some ideas have been givenbut Ss don't have to discuss all of them. They may also have ideas of their own. The pairsthen give feedback to the whole class on what was the same for both partners・Step3 self-study1 > Vocabulary Recycling of vocabulary form the unit, word search Gap-fillexercise(prepositions)2^ Writing Ss write about their own conditions of employment.3、Exam practice Form-filling exercise(Reading Test Part7)Step4 Assignme nl1、R eview new words and expressions of unitl a Job Descriptions.2、R ecite new words and expressions of Unit 1 b Working conditions.3、F inish exercises of Unit 1 b in student^ book4、c heck the answer of unitl a Job Descriptions.5、F inish exercises of Unit 1 in student^ workbook・Unit2 a Company history(教学详案)一、objectives:1、T o enable Ss to describe companies and their histories.2、T o practice reading for specific information.3、T o review the past simple and prepositions of time・二、Teaching ProceduresStepl The histoty of VolkswagenT elicits any knowledge/experience of VW/Beetles・T asks Ss if they know what the most successful car ever is: the Volkswagen Beetle.T then asks Ss what they know about Volkswagen (VW) and VW Beetles. T can ask 讦any students own/have owned a Beetle and what they thought about the car.2ReadingStudents do a quiz about Volkswagen in pairs then scan a text to find answers to the quiz. Ss then answer multiple-choice questions・Key: Ex-2 BBACB Ex-3 CBABC3Vocabulary: scan the text again to pick put target vocabulary for detailed comprehension, searching for specific vocabulary to match a list of definitions. T ensuresthat Ss know that the words are in the same order in the text. When Ss report back, T asks for the whole sentence and not just individual words, thus encouraging Ss to use the new vocabulary in context. Only when the feedback has been completed does T invite questions concerning any remaining vocabulary problems from the text.Key: I. talk over2・ subsidiary3.public limited company4.globalization5・ setting up production facilities6.turnovernguage focus: past simpleSs will undoubtedly be familiar with the past simple; therefore, the Don't forger! Section simply reminds them about the use of auxiliaries in question-forming and negatives・Teacher should ensure that Ss are confide nt about the pronunciation of past tense ending・ It is probably sufficient for T to point out that most past tense endings do not require the addition of another syllable: /id/ is required only if the verb ends in t or d. T may wish to look at the language note at the end of T's notes for this unit for further informationT could ask Ss to scan quickly through the text about Volkswagen again and put all of the regular past simple verbs into the three categories:/t/ stopped, helped/d/ received, travelled, returned, arrived, described, rolled, continued/id/ started, founded, described, expanded5.Speaking: Ss exchange information about their own company's history.If the class is an in-company group, Ss could pool their knowledge of their company^ history to present to the class. Alternatively, groups could compete to provide the most information within a time limit, with other groups challenging the accuracy of the information. On the other hand, open groups would suit a genuine information exchange・T should encourage Ss to ask for information and not just transcribe their partner^ monologue・If necessary，T quickly brainstonns useful questions that will help Ss compete the task.Step2 Company profile1.VocabularySs match company descriptions with definitionsSs can do the task individually or in pairs・ Subsidiary and public limited company both appeared in Ex4 in the previous section. The exercise is therefore a combination of vocabulary consolidation and input, preparing Ss for Ex2・Key: 2. a public limited company is owned by shareholders3.A parent company has a controlling stake in another company4.A wholly・owned subsidiary is completely owned by another company5.A holding company only administers other companies in a group2.SpeakingSs order cards to make a company organigram then describe the company structureSs exchange information a about the present situation of their own companies Details: T explains the task to Ss before handing out the cards. Ss lay out the cards on the table and form a organigram. They then present a organigram on the board. The class challenges anything they are not happy with and reaches necesstiry correction・ The answer appeared at the end of the T's note for this unit.T encourages Ss to ask their partner a lot of questions・T also encourages Ss to make notes and present a quick profile of their partner's company to the quick profile could be set as homework writing task.Step 3 elf-studyLanguage focus Gap-fill exercises( past simple)Vocabulary Sorting exercise(prepositons of time: in, at, on)Odd-one-out collocation exercise (verbs and nouns)Exam practice:・Vocabulary matching exercise(Reading Test Part 2)・Note-writing exercise(Writing Test Part I)Step 4 Assignment1.Review new words and expressions of Unit lb2.Note-writing exercise3.Finish exercises of Unit 2a in student^ book4.Check the answers of Unit lb5.Finish exercises of Unit 2a in student's workbook.Unit 2b Company Activities一、Objectives:・To enable students to describe company activities•To practice reading for specific information•To raise awareness of cohesion and connectors of addition and contrast•To review the present continuous二、Teaching Procedures:1.Warmer: T introduces the topic and elicits Ss‘ experience and kn owledge(books closed): T asks Ss for examples of companies investing overseas and reasons why. For Ts working in central and eastern Europe, T asks Ss for examples of inward investment and the changes it brings・ T brainstorms car companies and locations they might choose for foreign investment.2.ReadingSs look at the visual on P17. T checks vocabulary such as plant, model, van, assembly and abbreviations such as m and by. Ss then look at the questions and scan the visual for the answers・ T asks Ss to support their answers with relevant information Key: 1. Fiat ($ 1.8 bn)2.Volkswagen (in Mosel)3・ Volkswagen (in the former East Germany, Hungary, Czech Republic, Slovakia, Poland)4.Poland ( $ 3.52 bn)5.Slovakia ( $120 m)nguage focus: Ss review the present/ continuous contrast and stative verbsThis exercise is a reminder of different uses of the present tenses・ Ss sort the uses into two groups・ T asks Ss to give an example of each use.Key: Present SimpleGeneral factsRoutinesStatesPresent Continuous Something happening now Temporary situations Changing situationsT reminds Ss about stative verbs and refers them to the Don't forget! Section. The exception of I think/Fm thinking hints at further complexity regarding the use of these tenses.However, T neediVt focus on more complex issues beyond the scope of Cambridge BECpreliminary・4.SpeakingSs discuss reasons for inward investmentDetails: The pair work activity allows Ss to discuss the Unit topic and also acts as aprediction exercise for the text and a chance to introduce some relevant vocabulary. Sswork in pairs/groups and list possible reasons for investment, which can be written on theboard. Before Ss do Exl in the text section, they can quickly check their predictions byscanning through the text.Reasons given in the text:・Cheap workforce・Generous govemment inward investment grants•Slow economic growth at home・Strong growth in central/easternEuropean car markets・Possible to talk over existing facilities/companies cheaply・Good locations for exporting to the former Soviet UnionOther possible reasons not mentioned in the text:•By manufacturing in Europe, Asian and US companies avoid restrictions on imports into Europe •Investing in the area boots local economies and adds to market growth•Higher returners on investments due to low costs •Share holder pressure to increase performance Step 2 Driving Eastwards1.Reading: Ss do a jigsaw reading exercise, before scanning the text to answer Right, Wrong,Doesn^ say9 questionsDetails: (1) The jigsaw reading task is not an exam style exercise but introduces the subject of cohesion. Texts can be made cohesive through the use of various devices・ In this case, the text is made cohesive through, lexical cohesion・(e.g. The mention of VW and Fiat in paragraph 3 refers back to the world's largest car-markets in Paragraphp2). The writer also uses (italicized) connectors of addition and contrast. Ss quickly read through the five extracts (skimming) to establish context and content. Then Ss read the text again and order the extracts. Ss may find the exercise easier if T photocopies the page and cuts up the paragraph for them to re-assemble. When reporting back, Ss explain their descriptions and quote relevant passages T corrects as necessary and invites questions concerning difficult vocabulary in the text.Key: suggested answers:2.In addition to cheap labor, •…3.Volkswagen, for example,・・・Contrastbut however although inspite of4. Companies such as VW and Fiat...5. However, in spite of all these advantages ・・・(2) T advises Ss to read through all the questions before scanning through the text. Ssshould check carefully whether there is enough evidence in the text to declare thestatements either "Right 9 or 4Wrong 5. If there is not, Ss should choose 'Doesnl say\Key: BAACBB2. VocabularySs scan the text for connections of addition/contrast then use the connectors to linkinformation from the textAddition AndIn addition Furthermore Moreover AlsoNot only...but also3. Speaking: Ss draw and explain maps of their companies' activitiesDetails: T asks Ss to draw a map showing their company's markets and activities. T reminds Ssthat the maps are only diagrams and need not be works of art. Ss then mark on importantlocations and exchange maps with a partner. Ss take it in turns to ask each other what thelocations are and what activities take place there ・ Ss should be encouraged to askfollow-up questions ・Step 3 Self-studyL VocabularyGap-fill exercise (present continuous)2. Language focusGap-fill exercise (present simple Vs continuous)3・ VocabularyMatching exercise (companies, nationalities and activities)4. Exam practiceMultiple-choice gap-fill text (Reading Test Part 6)Step 4 Assignment(1) Review new words and expressions of Unit 2a(2) Recite new words and expressions of Unit 2b(3) Finish exercises of Unit 2b(4) Finish exercises of Unit 2 in workbookUnit 3 Exam focus : Vocabulary一.Objectives:1 > To provide Ss with usefulStrategies for coping withUnknown vocabulary2、To present useful ways of organizing and storing new vocabulary 二.Teaching procedures:Step / Vocabulary in the examinationWarmer : T writes up the wordsVocabulary and grammar to introduce the topic Tensures Ss understand why vocabulary is an Exam focus unit・Step2 un derstanding wordsSs identify types of words then label the types of words gapped in sentenced and completethe gaps・Ss guess the meaning of potentially unfamiliar words through the use of context.Step3 storing new vocabulary1、Ss discus the advantages and disadvantages of five ways of physically recordingvocabulary ・2> Ss then look at examples of five ways of organizing vocabulary and discuss which theyuse and how they are useful .Ss then assign groups of storage .Step4 Vocabulary cards%1Ss look at an example of a vocabulary storage card and complete cards in a similar way・ Ss work in pairs and discuss which types of information they would choose to storeon cards.%1T highlights the use of cards for vocabulary building (collocations, opposites. etc) Step5 Building your vocabularySs focus on word famous and note ways of changing form through suffixes, prefixes etc.They then build up words and write example sentences・For homework/seif-study Ss are asked to identify and store vocabulary from the previous units.Step6 Assignment%1Review new words and expressions of Unit 2b・%1Recite new words and expressions of Unit 3.(3)Finish exercises of Unit 3 in studcnt/ s book ・④ Check the answers of Unit 2.Unit 4a Telephoning•.Objectives:1 • To practice telephoning language(including leaving and taking messages)2.To practice listening for gist and specific information二Teaching procedures :Step 1 Getting through1.Listening 1Ss listen to six telephone calls and match the calls with the correction descriptions . Details:(D Warmer ( book closed )T asks Ss about their curvent use of English for telephoning.This is a chance to check basic vocabulary ( call, caller, make a call , leave/take amessage ). T may wish to lead a brief discussion of the problems Ss expericnce in thisarea・② Ss listen to six phone calls and identify their conventKey : Cal 12: The receptionist connects the caller .Call3: The other person is not available so the caller will phone again later Cal14: Thecaller leaves a message・Call5: The caller waits for a short time then the receptionCormects her.Cal16: The caller was cut off and phones again.Ss compare answer in pair before・feedback ・ T clears lip any vocabulary points ( connect, cut off )Step2 SpeakingSs produce appropriate responses to telephone phrases. Ss then listen again to identifythe actual responses used in the calls .Details: T ei ther does this as a T-ed exercise or Ss work in pain to produce suitable responses. Ss are not expected to replicate the responses on the cassette at this stage - but to suggest any possible answers. Ss then listen to the cassette again and compare with what the speakersactually said •Key :1・ a person? s name ( e・ g・ Lewis・ Taylor )2.No, it is all right thank you. T' m cal l back in about ten minutes.3.Who? s calling, please ?4.I" m afraid he is in a meeting.Can 1 take a message ?5・ He should be available after lunch.6・ Right. I? 11 tell her you called back.7. I’ m afraid the line is busy.8.Oh,sorry about that. I， 11 try to reconnect you.nguage focusSs review will for immediate decisions, offers and promised・ Ss then do a matching exercise with phrases with will.Key:2.Could I have extension 236,please?3.The phone， s tinging.4.1， m afraid he isn' t in the office at the moment.5・It‘ s Dave Rogers again for Joe West. We were cut off.6.Could you tell Mrs. Rycroft that I called ?Answer to 2:3. Thank you I' 11 put you through ・ r 11 get it.4 .5 . It" s OK. I" 11 phone back later.Sorry. I’ 11 try to recorinect you.Yes. of course・I’ 11 give her your message.4.ReadingSs find a telephone conversation in a maze.5.SpeakingSs select two items from the maze to make their own telephone・ Conversation・ Step 2 Reasons for calling1.ListeningSs listen to a telephoneReceptionist take a message and note down the infotmation before listening again forspecific phrases.Details: Ss listen to telephoneConversation and complete the phone message form%1Name of caller : David Whelan%1Company : Health and safety council.(3) Massage : Has confirmedFirst Aid course week beginning 13 May box can only take 25 participonts not 29.In feedback T can as k Ss to compare the teleph one message with their own practice ・ Does Ss for instance note down other information such as the caller" s telephone number and timeof call? T may need to explain the meaning of First Aid .Before Ss listen again for the relevant telephone phrases, T asks Ss to predict the language・Key : 1・ Could you sell …?2・ I，ni calling about---?3.Sorry, did you say •••? So, thas…2.Speaking :Ss do an infonnation-gap activity, giving and taking telephone messages. ( Activitysheets on Pages 125 and 129 )Details: Ss work in pairs and use the activity sheets on Pages 125 and 129 to give and take telephone messages. They should check each other" s messages at the encl of activity・ T may wish to have Ss role-play their conversations to the rest of the group・Step3 Self-study1.ReadingOrdering exercise ( telephone convetsation )Gap-fill exercise ( telephone conversation)2・ Exam practiceMultiple - choice readingComprehension exercise(Reading Test Pout 1 )Step 4Assignment1.Review new words and expressions of unit 4a.2.Finish exercises of unit 4。
商务英语翻译(英译汉)第1单元 关于商务英语
• 商务英语蕴涵各种商务活动内容、为从事国际商 务活动的人们所认同和接受、适合国际商务活动 交际需要。 • 它融较强的实用性、较强的专业性和明确的目的 性于一身。 • 它包括语言知识、交际技能、专业知识、管理技 能和文化意识等核心内容。
• 在当今经济全球化的社会里，包括技术引进、对 外贸易、招商引资、对外劳务承包与合同、国际 金融、涉外保险、国际旅游、海外投资、国际运 输、商业广告等在内的各种商务活动中，所使用 的英语都称之为商务英语。
• 在商务合同类的文本中，所使用的英语句子结构 通常较为复杂，句式规范，文体正式，尤其在招 标文件和投标文件以及合同当中更是如此。
• As the bank’s undertaking will be replacing that of the importer, the bank will treat this as an application for credit and will give consideration to setting up a “line of credit” in the same way as if it were an application for a loan. If the “line” is granted or has already been arranged, the importer completes an “Application for Commercial Credit” in which he gives full details of the Credit he requires. • 译文：由于银行承诺将取代进口商的承诺，银行 将此视为申请信贷，而且会考虑设立一个“信贷额 度”，就和申请一笔贷款一样。如果这种“额度”已 经提供或者安排妥当，进口商便办理“商业信贷申 请”手续，向银行提供他所需信贷的详细要求。
商务英语翻译课程单元教学设计
《商务英语翻译》课程单元教学设计
课程单元教学设计
一、总体设计
二、教学设计
二、教学设计
课程单元教学设计一、总体设计
二、教学设计
课程单元教学设计一、总体设计
二、教学设计
课程单元教学设计一、总体设计
二、教学设计
课程单元教学设计一、总体设计
二、教学设计
《商务英语翻译》课程单元教学设计
课程单元教学设计
一、总体设计
二、教学设计
《商务英语翻译》课程单元教学设计
课程单元教学设计
一、总体设计
二、教学设计
《商务英语翻译》课程单元教学设计
课程单元教学设计
一、总体设计
二、教学设计
《商务英语翻译》课程单元教学设计
课程单元教学设计
一、总体设计
二、教学设计。
商务英语翻译教程unit 1
• •
（4）、主张---反主张模式 这种语篇常见于还盘、反还盘等商务信函中，通常先陈述对方的观点， 然后再陈述己方的观点，并说明理由。
• Dear Sirs, • • • • •
Subj. Acrylic Sweaters
• •
Thank you for your letter of June 6, offering us the captioned goods at $20 per dozen CIF London. In reply, we very much regret to state that we find your price rather high and out of line with the prevailing market level. Information indicates that some parcels of Japanese may have been sold at the level of $16.5 per dozen. So if you should reduce your price by, say, 5%, we might come to terms. Considering our long-standing business relationship, we make you such a counter-offer. As the market is declining, we sincerely hope you will consider our counter-offer and cable us at your earliest convenience. Yours sincerely, John Smith
Байду номын сангаас
商务英语翻译教程教学指南商务英语翻译教程教学指南
商务英语翻译教程教学指南商务英语翻译教程教学指南一、引言二、教学目标1.掌握商务英语的基础知识和词汇量。
2.学习商务英语的翻译技巧和方法。
3.培养学生的商务意识和跨文化沟通能力。
4.提高学生的阅读和写作能力。
三、教学内容1.商务英语基础知识(1)商务英语词汇(2)商务英语语法(3)商务英语阅读和写作技巧2.商务英语翻译技巧和方法(1)商务英语翻译的基本原则(2)商务英语翻译的常见问题和解决方法(3)商务英语翻译的实践案例分析3.商务意识和跨文化沟通(1)学习商务礼仪和商务文化差异(2)加强跨文化沟通能力的培养四、教学方法1.理论教学结合实践通过教学讲解商务英语的基础知识和翻译技巧，以及提供实践案例进行练习和分析，让学生在实际中运用所学知识。
2.小组合作学习鼓励学生进行小组合作学习，进行商务英语对话和角色扮演，培养学生的口语表达和团队合作能力。
3.案例研究分析商务英语翻译的实践案例，让学生了解商务领域的翻译需求和问题，并能够提供解决方案。
五、教学评估方式1.课堂表现对学生在课堂上的参与度、讨论和发言进行评估。
2.作业和课堂测验布置各种作业和课堂测验，检验学生对商务英语的掌握程度和翻译能力。
3.期末考试设计期末考试，综合考察学生对商务英语知识和翻译技巧的理解和应用能力。
六、教材推荐1.《商务英语翻译实践教程》2.《跨文化商务沟通》七、教学计划1.第一周：商务英语基础知识学习商务英语词汇和语法基础。
2.第二周：商务英语阅读技巧学习商务文档的阅读和理解技巧。
3.第三周：商务英语写作技巧学习商务邮件和商务报告的写作技巧。
4.第四周：商务英语口语表达学习商务英语口语对话和演讲技巧。
5.第五周：商务英语翻译原则和技巧学习商务英语翻译的基本原则和常见问题。
6.第六周：商务英语翻译实践案例分析分析商务英语翻译的实践案例，提供解决方案。
7.第七周：商务意识和跨文化沟通学习商务礼仪和跨文化沟通技巧。
8.第八周：复习和总结复习所学知识，进行总结和讨论。
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武昌理工学院教案课程名称: 商务英语翻译讲授班级:商务英语1004（22人）主讲教师: 谭宗燕职称: 讲师部门: 自考学院2013年2月Introduction to the Course从商务英语翻译教程这门课的名称来看，它有两个关键词，一个商务英语，一个翻译。
这门课就围绕这两方面来进行。
说到翻译呢，对于一个优秀的翻译人员的话，理论是基础，实践是真理。
也就是说，实践对于学好翻译来说是至关重要的。
如果只掌握了理论，而不去实践，是不能成为好的翻译人员的。
相反，没有理论系统的学习，而有大量的翻译实践，有可能是以为合格的翻译者。
而商务英语翻译除了关系着翻译，还涉及到很多商贸知识。
I.翻译理论在我国，文字翻译最早开始于春秋时期的《越人歌》，迄今大约有2500年的历史，对翻译标准的争论也有1000多年，但有关翻译标准在翻译界迄今还没有达成“共识”，即还没有一个大家都认同的翻译标准。
翻译是一门推敲的，无唯一答案的课程。
国内外翻译标准百家争鸣、白花齐放。
信、达、雅(faithfulness, expressiveness, elegance )。
1898年，严复在《天演论》的《译例言》中说：“译事之难：信、达、雅。
求其信，已大难矣！顾信矣，不达，虽译，犹不译也，则达尚焉。
”后来一般就把“信、达、雅”当作翻译的标准。
用今天的话来说，“信”就是忠实准确，“达”就是通顺流畅，“雅”就是文字古雅。
“功能对等”。
“功能对等”（Functional Equivalence）翻译准则是由美国著名翻译家尤金.奈达（Eugene A . Nida）博士提出的。
在众多的国外翻译家中，奈达的翻译理论可以说对我国的影响最大。
他认为，翻译的预期目的主要是原文与译文在信息内容、说话方式、文体、风格、语言、文化、社会因素诸方面达到对等。
综观国内外翻译家们的观点，可以得出结论：中外翻译标准其实质上有一致性，即：信息对等(Information Equivalence)。
说到底，不管什么样的翻译标准，都离不开一个“真”字，换言之，译文应该是原文信息的真实反映，译者最大限度地将原文作者所赋予原文语言文字的“任务”转译到译文里。
II.关于命题考试的有关规定:1. 试题覆盖到章，适当突出重点。
（80%）2. 试卷中对不同能力层次的试题比例大致是：“识记”为20%，“理解”为20%，“应用”为60%。
3. 试题难易程度应合理：易、较易、较难、难，比例为2：3：3：2。
4. 每份试卷中，各类考核点所占比例约为：重点占65%，次重点占25%，一般占10%。
5. 试题类型一般为：简答题，填空题，术语翻译题，单句翻译题，语境翻译题，段落翻译题。
6. 考试采用闭卷考试，考试时间为150分钟，采用百分制评分，60分合格。
本大纲在考核目标中，按照“识记”、“理解”、“应用”三个能力层次规定其应达到的能力层次要求。
各能力层次为递进等级关系，后者必须建立在前者的基础上，其含义是：识记：能知道有关的名词，概念，知识的含义，并能正确认识和表述，是低层次的要求。
理解：在识记的基础上，能全面把握基本概念、基本要求、基本方法，能掌握有关概念、原理、方法的区别与联系，是较高层次的要求。
应用：在理解的基础上，能运用基本概念、基本原理、基本方法练习学过的多个知识点分析和解决有关的理论问题和实际问题，是最高层次的要求。
III.课下自学方法指导1. 知晓大纲中有关这一章的考核知识点及对知识点的能力层次要求和考核目标，以便在阅读教材时做到有的放矢。
2. 学习教材时，要逐句细读，逐字推敲，吃透每一个知识点，对基本概念必须深刻理解，对基本理论必须彻底弄清，对基本方法必须牢固掌握。
3. 在自学过程中，既要思考问题，也要做好读书笔记，把教材中的基本概念、原理、方法等加以整理，知识点需要前后互相联系。
4. 完成书后作业和适当的辅导练习是理解、消化和巩固所学知识，培养分析问题及提高能力的重要环节。
在练习过程中，注重理论联系实际和具体问题具体分析，解题时应注意培养逻辑性，针对问题围绕相关知识点进行层次（步骤）分明的论述或推导，明确各层次（步骤）间的逻辑关系。
IV. 题型示例（一）、简答题Answer the following questions according to the translation theory.1. What are the language characteristics of Business English?2. What kind of structure is multi-branch with one stem in translation? Please illustrate the different types with charts.3. How to comprehend the definition of an offer? Please interpret in three aspects.4. Why do we say context can constrain the meaning of words and even sentences?5. How many types of modes does Business English discourse have? And what are they?（二）、填空题Fill in the following blanks according to the relevant information in English translation.1. The most famous standards for translation are: ______________ , ________________ and.2. Business English expert Nick Brieger has raised th e theory of “the Category of Business English” that it includes the language of knowledge, communication skills, content, management skills and awareness, etc.3. Termination of an offer means that an offer, even it is irrevocable, is ___________ when a ______________ reaches the offeror.4. BOT Investment refers to the Build, ________ and ________ as a way ofinvestment.5. The bond price can be expressed by the following formula:P (security price) = I (security interest income) _R (______________)（三）、术语翻译题Give the corresponding definition to each item below.1. IMF2. SAFE3. Demand Loan4. Trust Indenture Act5. Contract for Sino-foreign Joint V enture6. 吞吐量7. 科技含量8. 投资保护协定9. 国际竞争力10. 双重征税协定（四）、单句翻译题Translate the following individual sentences.1. Hedging in futures markets is synonymous with shifting risk.2. A long position involves inflows greater than outflows in a currency and a short position involved outflows greater than inflows.3. The work of the new government can be put in a nutshell of “four phrases”, namely to “attain one goal”, “implement two key policies”, “solve three major economic problems” and “promote reforms in four major aspects”.4. 我们确信，在平等互利的基础上，通过努力加强各种形式的经济贸易合作，相互间的贸易关系一定存在着广阔的前景。
5. 我们要求用100%金额的、保兑的、不可撤销的信用证，并规定允许转船和分批装运，凭汇票向议付行交单即期付款。
（五）、语境翻译题Translate the following underlined parts in its each context.1. The truth was not apparent to managers of one regional bank, which failed to improve its competitive position despite its investment in reducing the time a custom had to wait for a teller. The bank managements did not recognize the level of customer inertia in the customer banking industry that arises from the inconvenience of switching banks.2. During the Asian crisis, however, import prices fell well before the dollar took off. Import prices have stabilized in the past year despite the dollar’s fairly substantial rise.(1) The impact of exchange on import prices depends on the strength of demand in local markets. The stability of import prices over the past couple of years indicates importers have pocketed lower import benefits rather than passing them on to consumers. (2) In fact, US export growth has accelerated significantly in this year, surpassing the growth of imports for the first time in a long while. The strong dollar is reinforcing competitive pressures that have made the American economy very efficient and rapid investment in productivity.3. The function of futures markets are price discovery, 价格风险规避，and market efficiency improving.4. In a recent study, researchers found that when the level of conflict within a nation was high, 那么公司用于市场营销行为的投资就会很少。