商务现场口译教案第二单元
商务英语口译教案
商务英语口译教案教案标题：商务英语口译教案教案目标：1. 培养学生在商务英语口译方面的听、说、读、写能力。
2. 帮助学生掌握商务英语口译的基本技巧和策略。
3. 提高学生在商务场景下的口译能力和应变能力。
教学内容：1. 商务英语口译的基本概念和特点2. 商务英语口译的常见场景和相关词汇3. 商务英语口译的技巧和策略4. 商务英语口译的实践训练和模拟演练教学步骤：1. 导入（5分钟）- 引入商务英语口译的概念和重要性，激发学生的学习兴趣。
2. 知识讲解（15分钟）- 介绍商务英语口译的基本概念和特点，解释商务场景中常见的词汇和表达方式。
3. 技巧讲解（20分钟）- 分析商务英语口译的技巧和策略，如快速理解、准确表达、注意语调和语气等。
4. 实践训练（30分钟）- 提供商务英语口译的实际案例，让学生进行口译练习，并给予实时的反馈和指导。
5. 模拟演练（20分钟）- 分组进行商务英语口译的模拟演练，模拟真实商务场景，让学生在实践中提高口译能力和应变能力。
6. 总结与反思（10分钟）- 总结本节课的要点和学习收获，鼓励学生反思自己的不足和进步，并提出改进建议。
7. 作业布置（5分钟）- 布置相关的口译作业，如翻译商务文件、口译商务会议等，以巩固所学知识和技能。
教学资源：1. 商务英语口译教材2. 商务英语口译案例和练习题3. 商务英语口译模拟场景材料4. 录音设备和播放设备评估方式：1. 口译练习中的实时反馈和指导2. 模拟演练中的口译表现评估3. 口译作业的评分和点评教学建议：1. 鼓励学生多听、多读、多练，提高商务英语口译的语感和技巧。
2. 提供丰富的商务英语口译素材，让学生在不同场景下进行口译训练。
3. 引导学生积极参与讨论和互动，提高口译能力和应变能力。
教学扩展：1. 组织学生参观商务会议或商务活动，让他们亲身体验商务英语口译的实际应用。
2. 鼓励学生参加商务英语口译比赛或演讲比赛，提高口译水平和自信心。
商务专业商务口译与写作课程的优秀教案范本如何进行商务会议的口译与商务报告的撰写
商务专业商务口译与写作课程的优秀教案范本如何进行商务会议的口译与商务报告的撰写在商务专业的学习中，口译和写作是非常重要的能力。
为了帮助学生更好地掌握商务会议的口译和商务报告的撰写，设计一份优秀的教案范本是必不可少的。
本文将介绍商务专业商务口译与写作课程的优秀教案范本如何进行商务会议的口译与商务报告的撰写，以提高学生的实际应用能力。
一、商务会议的口译商务会议是企业之间进行合作与沟通的重要场所，需要具备良好的口译能力。
教案范本的设计应该围绕以下几个方面展开：1. 剖析商务会议的特点：商务会议通常具有严肃、正式的氛围，涉及到具体的商业议题。
教案范本应该从商务会议的背景、目的、参与人员以及常见的会议流程等方面进行详细介绍。
2. 强调学生的听力技巧：商务会议中的内容通常涉及到复杂的领域和专业术语，教案范本应该设计一系列的听力练习，帮助学生提高听力技巧，并且能够准确地理解所听到的内容。
3. 提供口译实践的机会：教案范本应该提供商务会议片段的录音或视频，让学生进行口译练习。
针对不同难度的口译内容，教案范本可以设计一系列的口译任务及评估标准，帮助学生逐步提高口译水平。
二、商务报告的撰写商务报告是企业内部决策和对外交流的重要工具，教案范本的设计应该注重以下几个方面：1. 理清报告的结构：商务报告通常由摘要、引言、背景、分析、结论等部分组成。
教案范本应该详细讲解每个部分的内容和写作要点，并提供样例报告供学生参考。
2. 强调学生的分析能力：商务报告的撰写需要对相关数据和信息进行分析，教案范本应该引导学生通过解读数据、分析市场趋势等方法，培养他们的分析思维能力。
3. 提供写作实践的机会：教案范本可以设计商务案例，要求学生根据案例撰写商务报告，并提供详细的写作指导和反馈。
通过反复练习，学生可以逐渐掌握商务报告的写作技巧。
总结商务口译与写作是商务专业学生必备的技能，设计一份优秀的教案范本对于提高学生的口译和写作能力至关重要。
商务英语口译与笔译 - 教案
商务英语口译与笔译教案一、引言1.1背景介绍1.1.1全球化背景下商务英语的重要性1.1.2口译与笔译在商务交流中的关键作用1.1.3商务英语口译与笔译的市场需求1.1.4教案目的与结构安排1.2教学对象1.2.1适合对象：具有一定的英语基础和商务知识的学习者1.2.2学习者需求分析：提升商务沟通能力和翻译技巧1.2.3教学对象的预期目标：掌握商务英语口译与笔译的基本技巧1.2.4教学对象的背景特点：多元化背景，不同语言水平1.3教学方法1.3.1案例教学法：通过实际商务场景提高学习者的实战能力1.3.2互动式教学：鼓励学习者积极参与，增强实践机会1.3.3技术辅助教学：利用多媒体和网络资源丰富教学内容1.3.4小组合作学习：培养团队协作能力和解决问题的能力二、知识点讲解2.1商务英语基础知识2.1.1商务英语词汇：专业术语和表达方式2.1.2商务英语语法：常用结构和句型2.1.3商务英语文化：不同文化背景下的商务交流特点2.1.4商务英语听力与口语：提升理解和表达能力2.2口译技巧2.2.1同步口译与交替口译的区别与应用2.2.2记忆技巧：短期记忆和笔记方法2.2.3口译中的信息处理：抓取关键信息和逻辑重构2.2.4应对策略：处理口译中的突发情况2.3笔译技巧2.3.1笔译前的准备工作：文本分析和研究2.3.2翻译策略：直译与意译的选择与应用2.3.3校对与审稿：确保翻译的准确性和流畅性2.3.4专业术语的翻译：准确性和一致性的重要性三、教学内容3.1商务口译实践3.1.1实际商务场景模拟：会议、谈判、演讲等3.1.2口译练习：不同主题的商务对话和演讲3.1.3口译反馈与评价：提高翻译准确性和流畅性3.1.4口译案例分析：分析优秀口译实例，提取经验3.2商务笔译实践3.2.1商务文件翻译：合同、报告、商业信函等3.2.2笔译练习：不同类型的商务文本3.2.3笔译技巧应用：实际操作中的技巧运用3.2.4笔译作品分析：评价和改进翻译质量3.3跨文化商务沟通3.3.1文化差异对商务交流的影响3.3.2跨文化沟通策略：避免误解和提高效率3.3.3文化意识培养：了解不同文化背景下的商务习惯3.3.4跨文化商务案例分析：分析成功与失败的案例四、教学目标4.1知识目标4.1.1掌握商务英语的基础知识和专业术语4.1.2理解口译与笔译的基本原理和技巧4.1.3了解不同文化背景下的商务交流特点4.2技能目标4.2.1提高商务英语的听、说、读、写能力4.2.2培养口译和笔译的实际操作技能4.2.3增强跨文化商务沟通的能力4.3态度目标4.3.1培养学习者对商务英语口译与笔译的兴趣和热情4.3.2增强学习者面对实际商务场景的自信心4.3.3培养学习者持续学习和自我提升的习惯五、教学难点与重点5.1教学难点5.1.1商务英语专业术语的理解与记忆5.1.2口译中的信息处理和准确传达5.1.3笔译中的文化差异处理和语言表达5.2教学重点5.2.1商务英语口译与笔译的基本技巧和策略5.2.2实际商务场景中的口译与笔译应用5.2.3跨文化商务沟通的能力培养六、教具与学具准备6.1教具准备6.1.1多媒体设备：用于播放商务场景视频和展示PPT 6.1.2口译设备：同传设备或耳机，用于模拟真实口译环境6.1.3白板和马克笔：用于板书和展示关键信息6.1.4实物投影仪：展示商务文件和翻译材料6.2学具准备6.2.1笔记本和文具：用于记录笔记和练习6.2.2商务英语教材和词典：辅助学习和查询专业术语6.2.3口译和笔译练习材料：实际文本和对话用于练习6.2.4跨文化商务交流相关书籍和资料：扩展知识和理解6.3网络资源准备6.3.1在线商务英语学习平台：提供额外练习和资源6.3.2口译和笔译论坛和社区：交流经验和技巧6.3.3商务英语相关视频和播客：提升听力和口语能力6.3.4跨文化沟通相关网站和文章：深入了解不同文化背景七、教学过程7.1导入新课7.1.1回顾上一课的内容和重点7.1.2引入新课主题，激发学习兴趣7.1.3展示商务场景视频，让学生了解实际应用7.1.4提问和讨论，引导学生思考7.2课堂讲解与示范7.2.1讲解商务英语口译与笔译的理论知识7.2.2示范口译和笔译的技巧和方法7.2.3通过案例分析，让学生理解理论在实际中的应用7.2.4解答学生的疑问和困惑7.3实践与练习7.3.1分组进行口译和笔译练习7.3.2提供实际商务文本和对话，让学生进行翻译练习7.3.3引导学生互相评价和反馈，提高翻译质量7.3.4针对学生的练习情况进行个别指导和建议八、板书设计8.1知识点回顾8.1.1列出关键术语和概念8.1.2简要回顾上一课的内容8.1.3引出本课的主题和目标8.1.4提出问题，引导学生思考8.2教学内容展示8.2.1列出本课的教学重点和难点8.2.2用图表或流程图展示口译和笔译的步骤和技巧8.2.3展示实际商务场景的案例，让学生理解应用8.3练习与活动安排8.3.1列出本课的练习题目和活动安排8.3.2说明练习的要求和评价标准8.3.3提供参考答案和示例，帮助学生理解8.3.4鼓励学生提问和参与讨论九、作业设计9.1口译练习9.1.1选择一段商务对话或演讲进行同步口译练习9.1.2记录口译过程和遇到的困难9.1.3与同学互相评价和反馈，提高口译技巧9.2笔译练习9.2.1选择一篇商务文件进行笔译练习9.2.2注意专业术语的准确翻译和语言表达的流畅性9.2.3自我检查和修改，提高翻译质量9.2.4提交笔译作品和反思报告9.3跨文化商务沟通练习9.3.1选择一个跨文化商务案例进行分析9.3.2描述案例中的文化差异和沟通策略9.3.3提出解决方案和改进建议9.3.4与同学进行讨论和分享十、课后反思及拓展延伸10.1教学反思10.1.1分析本课的教学效果和学生的参与度10.1.2思考如何改进教学方法和提高学生的学习兴趣10.1.4调整教学计划和方法，为下一课做好准备10.2拓展延伸10.2.1推荐相关的商务英语口译与笔译的书籍和资料重点和难点解析在商务英语口译与笔译的教学过程中，有几个环节需要特别关注，以确保学生能够有效地掌握知识和技能。
商务英语翻译教程第2单元教案
商务英语翻译教程第2单元教案【教学目标】1.了解商务英语翻译的基本原则和技巧；2.学习商务英语翻译中常见的词汇、短语和句型；3.掌握商务英语翻译的常见问题及解决方法；4.提高学生的商务英语写作和口语表达能力。
【教学内容】1.商务英语翻译的基本原则和技巧；2.商务英语翻译中常用的词汇、短语和句型；3.商务英语翻译中常见的问题及解决方法；4.商务英语写作和口语表达技巧。
【教学步骤】Step 1: 导入（10分钟）引入商务英语翻译的基本概念，让学生了解商务英语翻译的重要性和应用场景。
Step 2: 商务英语翻译的基本原则和技巧（30分钟）1.商务英语翻译的基本原则：准确性、流畅性、专业性；2.商务英语翻译的基本技巧：阅读理解、表达准确、语言流畅、注意上下文。
Step 3: 商务英语翻译的常用词汇、短语和句型（40分钟）1.常用词汇：合同、协议、报告、投资、利润等；2.常用短语：与…展开合作、签订合同、达成一致、提供服务等；3.常用句型：我们希望能够与您合作、我们已收到您的询盘、请您确认合同条款等。
Step 4: 商务英语翻译中常见问题及解决方法（30分钟）1.词义多义性的处理：根据上下文确定词义；2.语法结构差异的解决：根据目标语言的习惯进行调整；3.文化差异的处理：避免使用具有文化色彩的词汇和短语。
Step 5: 商务英语写作和口语表达技巧（30分钟）1.商务英语写作技巧：清晰简洁、语法准确、逻辑有序、用词恰当；2.商务英语口语表达技巧：自信、流利、礼貌、准确。
Step 6: 实践与巩固（20分钟）设计商务英语翻译实践任务，让学生应用所学知识进行实践操作，提升翻译能力。
【教学资源】1.商务英语翻译教材；2.商务英语翻译实践任务。
【教学评估】1.教师观察学生的参与度和表现；2.学生完成的商务英语翻译实践任务。
【教学延伸】1.鼓励学生自主学习商务英语翻译相关的课外资料，提高翻译能力；2.提供商务英语翻译实践的机会，例如与企业合作，进行商务文件的翻译工作。
商务英语翻译教程第2单元教案
第二单元I。
教学目的与要求通过本单元的学习，了解商贸活动中用英语表达的损失索赔及其翻译；翻译技巧中的省略翻译法和增减词翻译法。
II.教学时间：4学时III.教学重难点：1.人称代词的省略2.英语冠词的省略3。
增减法IV.教学内容：Section I TextSection II Method and TechniqueSection III ExercisesV．教学方法与手段：讲授为主，配以师生互动实训，PPT等。
VI. 教学步骤一、增减法在翻译中的灵活使用（重点）理解：增词法和减词法的方法（1)增加谓语、宾语、名词复数概念、时态、句意、副词、修饰性词、明确化词语、省略的部分（2）省略人称代词、物主代词、关系代词、形式主语、形式宾语、关系代词、并列连词、动词、系动词、物主代词及介词应用：增词法和减词法二、省略翻译法(次重点）理解：省略法应用：人称代词的省略；英语冠词的省略人称代词的省略I'm afraid the weather is not good, we can’t go out today。
天气不好,恐怕我们不能出去了。
英语冠词的省略The blood-red sun sank below the horizon。
火红的太阳沉入地平线。
增减法An American officer slipped on a banana skin。
一个美国军官踩在香蕉皮上滑到了。
Could you help me in any way?你能帮帮我吗?翻译中的省略，增减Don’t put your hands in your pocket。
I am afraid she will come.We had much rain last summer。
We live and learn.They say he is a genius。
Give him an inch and he’ll take an ell。
口译教程unit2第二单元教案
口译教程U N I T2第二单元教案-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIANUNIT 2 第二单元教案来源：口译-学院精品课程作者：Jay J YangMemoria Technica (II)口译记忆（二)Unit Objective (单元目标)After reading this unit you should☆ understand the process of memorization.☆ master the “Memoria Technica”.Warm-up (准备)1. Two students are requested to sit at the Interpreting Desk or Booth, acting as interpretors of the class. Their performance is evaluated and graded by instructor.2.One or Two students are asked to present a piece of news or a weather forecast of the week.Theory of Interpretation II (口译理论二)口译记忆过程：源语信息编码+信息存储+信息提取+译语信息解码口译记忆方法：源语复述；总结概括；逻辑整理；影子练习。
Memoria Technica (记忆法)Listen to the following sentences, and try to catch the key words and details, then repeat as accurately as possible:A. Two sentences repeating::Sentences from Textbook Unit One as a part of review:1.20 years ago, almost to the day, President Ronald Reagan spoke at thisuniversity and expressed the essence of economic and political freedom.pared t o President Nixon’s, or even President reagon’s day, many Chinesecitizens are now freer to make their own ways of life ---- to choose carers, toaquire property, and to travel.3.China’s economic success has also come about through far greater integrationinto the world economy. In the last decades, your country has emerged asmajor exporter of all kinds of manufactured goods, from heavy machinery,to computers, to toys.Sentences prepared by instructor:4.The European colonists first sailed west to America and founded their firstsettlements on the Atlantic Coast.5.The United States became the World’s first modern democracy after its breakwith Great Britain in 1776 and the adoption of a constitution in 1789.6.Congress is the legislative branch of the Union. It consists of two houses: theHouse of representatives and the Senate. according the constitution, the twohouses are of equal importance and check each other.7.The US has the most technologically powerful, diverse, advanced and largesteconomy in the world, with a per capita GDP of $33,900.8.Lishui College is co-administrated by the Provincial Education Commission andthe city government.9.China’s institutions of higher learning are classified as comprehensiveuniversities, science and engineering universities and specialized institutes.10.At present, Chinese educational system can be divided into four stages.Preschool education refers to the period of going to nurseries andkindergartens. School age begins at 6. Primary education lasts for 6 years, sodoes the secondary education. It takes 4 years for students to finish tertiaryeducation.11.In kindergartens, children are mainly taught some basic morals, such ashonesty, courage, discipline, cooperation and good manners, and basicknowledge of simple arithmetic, drawing, singing and dancing.12.Lishui 2nd Middle School is a key school of the province. The major coursesstudents take are Chinese, Mathematics, English, Politics, History, Geography, Biology, physics, Chemistry, physical Culture, Music and Fine Arts.13.The former Lishui TeacherCollege was founded in 1978. It was upgraded intothe LishuiUniversity last year. There are now about 8000 students ofundergraduates. Most of them are residential.14.Universities have been undergoing some educational reforms in recent years.An obvious method is to adopt credit system, which allows students tograduate ahead of schedule when they complete the regulated credits.15.Starting from a few years ago,, students have to pay for their schooling in theform of tuition fee. In order to encourage students to study hard,Universities grants scholarship at different levels with a total coverage of70%.B. Retelling an article:A SpeechOn behalf of Oxford University , I would like to thank you for all you have done for us. Ever since we arrived, we have been enjoying nothing but the warmest friendship and hospitality. You have opened your hearts as well as your homes to us. While our stay has been very short, we feel that it has been very rewarding, not only professionally, but in making new friends and broadening the channels of contact.I would like to conclude with the hope that all of you will have a chance to come to the United States very soon, not only to continue our common pursuits of professional interest, but to partake out hospitality as well.Finally allow me to propose a toast to the health and happiness of all the ladies and gentlemen present here.Cultural Salon or Seminar (文化沙龙或研讨会)In the last 20 minutes will be a cultural salon or seminar. Two or three students who have been asked to prepare a speech in advance on a given topic. Students will do the oral interpretation.Topic: My HometownHomework Assignments (课后作业)Work on Exercise 1-2 in Unit 2 of the Textbook: Text 1.1, Text 2.1Task: Listen to the article and then start repeating at the end of each segment.Reference (单元参考资料)仲伟合主编：《英语口译教程》（上下册），高等教育出版社，2005年版。
商务英语口译实践 - 教案
商务英语口译实践教案一、引言1.1商务英语口译的重要性1.1.1国际商务交流的桥梁1.1.2增强跨文化交际能力1.1.3提高个人职业竞争力1.1.4促进全球化进程1.2教案设计理念1.2.1实践导向1.2.2任务型教学法1.2.3学生中心1.2.4反思性学习1.3教案结构概述1.3.1知识点讲解1.3.2教学内容1.3.3教学目标1.3.4教学难点与重点二、知识点讲解2.1商务英语口译基本技巧2.1.1同步口译2.1.2交替口译2.1.3记忆技巧2.1.4翻译技巧2.2商务英语词汇与术语2.2.1常用商务词汇2.2.2行业术语2.2.3短语与表达2.2.4文化差异与翻译策略2.3跨文化交际能力2.3.1文化意识2.3.2非言语交际2.3.3跨文化适应2.3.4文化敏感性与口译三、教学内容3.1商务谈判口译3.1.1谈判策略与技巧3.1.2谈判语言特点3.1.3谈判场景模拟3.1.4谈判口译实践3.2商务会议口译3.2.1会议流程与规范3.2.2会议口译技巧3.2.3会议口译角色扮演3.2.4会议口译案例分析3.3商务陪同口译3.3.1陪同口译场景3.3.2陪同口译注意事项3.3.3陪同口译实践3.3.4陪同口译技能提升四、教学目标4.1知识目标4.1.1掌握商务英语口译基本技巧4.1.2熟悉商务英语词汇与术语4.1.3了解跨文化交际能力的重要性4.2技能目标4.2.1能够进行商务谈判口译4.2.2能够进行商务会议口译4.2.3能够进行商务陪同口译4.3情感目标4.3.1培养学生的团队合作意识4.3.2培养学生的自主学习能力4.3.3培养学生的跨文化交际意识五、教学难点与重点5.1教学难点5.1.1商务英语口译技巧的掌握5.1.2商务英语词汇与术语的记忆5.1.3跨文化交际能力的提升5.2教学重点5.2.1商务谈判口译实践5.2.2商务会议口译实践5.2.3商务陪同口译实践5.3教学策略5.3.1案例分析法5.3.2角色扮演法5.3.3小组合作学习法六、教具与学具准备6.1教具准备6.1.1投影仪与电脑6.1.2音响设备6.1.3口译设备（耳机、麦克风）6.1.4白板与白板笔6.1.5教学视频与音频材料6.2学具准备6.2.1笔记本电脑或平板电脑6.2.2口译练习资料6.2.3商务英语口译教材6.2.4口译录音设备6.2.5个人字典或电子词典6.3教学环境准备6.3.1安静且光线适宜的教室6.3.2分组讨论区域6.3.3网络连接6.3.4教学辅助软件七、教学过程7.1导入与热身7.1.1商务英语口译相关新闻分享7.1.2口译小游戏7.1.3学生自我介绍与口译练习7.1.4教学目标与内容概述7.2知识讲解与实践7.2.1商务英语口译技巧讲解7.2.2商务英语词汇与术语练习7.2.3跨文化交际案例分析7.2.4商务谈判口译模拟7.2.5商务会议口译模拟7.2.6商务陪同口译模拟7.3.1学生口译表现点评7.3.2学生反馈与问题解答7.3.4下节课预告与作业布置八、板书设计8.1教学重点与难点8.1.1商务英语口译技巧8.1.2商务英语词汇与术语8.1.3跨文化交际能力8.2教学流程8.2.1导入与热身8.2.2知识讲解与实践8.3教学辅助信息8.3.1商务英语口译相关网站推荐8.3.2口译练习资源8.3.3商务英语口译比赛信息九、作业设计9.1口译练习9.1.1商务谈判口译练习9.1.2商务会议口译练习9.1.3商务陪同口译练习9.2阅读与资料收集9.2.1阅读商务英语相关文章9.2.2收集商务英语口译案例9.2.3学习跨文化交际相关知识9.3.1口译练习中的困难与反思9.3.3下节课的准备与期待十、课后反思及拓展延伸10.1教学反思10.1.1教学目标的达成情况10.1.2教学方法的适用性10.1.3学生的参与度与反馈10.1.4教学内容的难易程度10.2拓展延伸10.2.1商务英语口译相关讲座或研讨会10.2.2参加商务英语口译比赛10.2.3商务英语口译实习机会10.2.4跨文化交际能力提升活动重点和难点解析在商务英语口译实践教案中，有几个环节是特别需要重点关注的，包括教学难点与重点的设定、教学过程的设计、作业设计，以及课后反思及拓展延伸。
商务英语基础上册Unittwo教案说课讲解
商务英语基础上册Unittwo教案说课讲解【Title of Lesson】Unit 2 Making an Appointment【Text Book】Basic Business English【Teaching Objects and Demands】Knowledge and Ability Objects1. To let the students know some basic etiquette knowledge of making an appointment..2. To let the students know some words and phrases about making an appointment.3. To train the students’ abilities of listening and speaking.making an4. To train the students’ abilities of using English to make simple dialogues about appointment.Procedure and Method Objects1. Through self-study, train students’ abilities of analyzing problems, solving problems and summarizing problems.2. Through group activities, train students’team spirit of mutual cooperation and to improvetheir communication ability.3. Through the competi tion, train students’ sense of competiting and participating actively, stimulate students’ interests in learning, improve their abilities to adapt to change and enhance their thinking abilities .Moral and value Objects1. To enable the students to understand the importance of knowing how to make anappointment.2. To lay the foundation for the future English communication.【Teaching Key Points】1. Some words and phrases about making an appointment.2. Some sentences about making an appointment.【Teaching Difficulties】How to enable students to know the correct way to make an appointment.【Teaching Aids】Multi-media computer, cards and some exercise papers; Software: Microsoft PowerPoint 【Teaching Methods】Interactive teaching (learning--reciting –utilizing), discussion, questions & answers methodswith the help of some games and activities.【Teaching Periods】180 minutes ( 4 Lessons)【Teaching Procedures】Step 1: Lead-in1.Through a picture to lead in new lesson. Such as:(头脑风暴练习)T(Teacher): Let’s look at this picture, try to imagine what they are doing. You can give as many answers as possible.s a necessary step to make an T: This is a picture about having an app ointment. As we know, it’appointment when you want to do business with others. How can we make an appointment ina proper way? That is what we will learn in this unit.2. Explaining in details the importance of making an appointment and the way to make anappointment.Aim:By questions and a picture to lead in the lesson directly and let Ss know the task of this lesson clearly. To encourage Ss tothink and express their own ideas freely to arouse their interests.Step 2: Listening and speaking【Teacher’s wo rds】I have explained something about making an appointment. Now let’s listen carefully how they make an appointment in the dialogue.1. Listening ActivityA. Listen to the dialogue for the first time and do Task One: repeat the sentences on the screen together.B. Divide the class into several groups and ask the students to do listening activity: Listen to the dialogue carefully ,discuss in groups and do Task Two together. Ask Ss to say their answers out, one student each group as the representative.C. The teacher checks the students’ answers andshows out the correct answers on PPT.D. Listen to the dialogue for the last time and do Task three: answer the questions showed on the screen.Aim: Through Listening Activity repeatedly to let Ss be active in thinking and train their abilitiesof listening and cooperation.2. Speaking Activity【Teacher’s words】Now we have learned some words and patterns about how to make an appointment. Next we will do pairworks according to the following situations:A. PPT shows a situation and some useful knowledge:Situation: 史密斯先生的秘书打电话给Henry Liu,确定一下今天下午和史密斯先生的约会。
商务英语II 教案
商务英语II教案项目1考试和课程介绍一、教案头本单元标题：考试和课程介绍授课班级2020级商务英语1班,2班课时2上课地点海珠H202，H203教学目标能力目标知识目标能演示口语考试过程；能描述听力、阅读、写作考试的题型；能告诉其他同学考试的地点和时间；能描述课程的上课模式及主要内容；能描述课程的评分方法掌握剑桥商务英语考试听说读写方面的内容；了解剑桥商务英语考试的细节安排；知道课程的上课模式及主要内容；了解课程的评分方案。
能力训练任务及案例任务1演示口语考试过程通过学习口语现场考试的案例，要求学生模仿操练。
任务2描述出听力的题型通过听剑桥商务英语中级考试的样题，让学生了解考试中使用的语音和考试题型，并让学生描述总结出所有的题型。
任务3描述出阅读的题型通过题型的演示，使学生了解阅读考试的内容和题型，要求学生自己总结出考试的特点，两人一组，互相告诉对方阅读考试的相关信息。
任务4描述出写作的题型给出两个写作考试的题目，让学生四人一组，分组完成写作任务后作口头报告；教师展示范文后，让学生总结描述出写作题型。
任务5描述出考试的评分方法、考试地点和时间给出相关的搜索网站和资源，让学生分组在网上搜索考试的评分方法，考试地点和时间参考资料1、《新编剑桥商务英语中级》，经济科学出版社，2002.32、《新编剑桥商务英语（中级）同步辅导》经济科学出版社2002.3二、教学设计步骤教学内容教学方法教学手段学生活动时间分配模仿操练口语考试的全过程案例分析，视频演示，介绍口语考试的全过程，让学生两人一组，模仿操练。
案例分析及展示，课件演示提供搜索的网站学生分组模拟操练，并上台演示10分钟描述出听力的题型通过听剑桥商务英语中级考试的样题，让学生了解考试中使用的语音和考试题型，并让学生描述总结出所有的题型。
组织学生听样题，小组讨论发言并总结课件演示音频播放小组讨论，派代表发言10分钟描述出阅读的题型通过题型的演示，使学生了解阅读考试的内容和题型，要求学生自己总结出考试的特点，两人一组，互相告诉对方阅读考试的相关信息。
商务现场口译UNIT2
Performing
--Coordinating (Field Interpreting)
1. witness 2. signing ceremony 3. joint venture 4. rigorous evaluation 5. proposal 6. vision
1. 见证 2. 签约仪式 3. 合资企业 4. 严格的评估 5. 方案 6. 目标
Preparing --Phrases Interpreting
A. English to Chinese
1. Take this opportunity 2. Cherish 3. Signing ceremony 4. Witness 5. Extend sincere thanks to…. 6. Appreciate 7. Last but not least 8. Enhance 9. At his earliest convenience 10. Workshop
Packaging -- Feedback and Commt
Student’s Feedback
Teacher’s Comments
The candidate has met the standard, knowledge and skill requirements.
4. 社会和睦， 5. 西部大开发 6. 远见卓识的
4. social harmony
5. development of western regions
6. farsighted
7. 抓住历史机遇
7. seize
the
opportunity
historical
Performing --Coordinating (Field Interpreting)
商务英语现场口笔译II课程单元教学设计
《商务英语现场口笔译II》课程单元教学设计一、教案头单元标题：Unit2 Ceremonial Address授课对象：商务英语3121、3122、3123 学时：2 上课地点：见课表教学目标能力（技能）目标知识目标1.礼仪致辞2.能熟悉各种礼仪场合下的措辞及其翻译1．一般礼仪场合的用语和句型2．礼仪场合的措辞及翻译技巧能力训练任务及案例1.作欢迎辞并翻译2.同学间互评、指正3.熟悉正式场合下的礼仪4掌握关键表达法教学组织班级授课教学材料商务现场口译，外语教学与研究出版社作业Preview unit 3 passagesUnit TwoCeremonial Address and an Short-term PreparationTeaching PlanTeacher:Class Profile: 04BE 1Estimated time: 100 min. in 2 periodsI. Unit Objectives1. Ss understand what and how to prepare for the interpreting tasks in the short run.2. Ss find ways to improve your interpreting skills and performance.3. Ss master the basic words and expressions about ceremonial address.4.Ss know some cultural background knowledge about ceremonial address.II Materials and/or equipment1. Business Interpreting2. Other reference materials prepared by the teacher3. Overhead projector4. ComputerIII Focus Points and Teaching ProceduresFirst period (50 minutes)Phase 1 Preparing 50 mI. Simulation15 mDivide the students into several groups, ask them to role-play the following situations.They can make dialogues or speeches according to the words and expressions they have learned in the language bank acting as the Chinese speaker, English speaker and the interpreter respectively. One group will be invited to perform in class.Situation BYou are Assistant Manager of Company Nike. Go to the airport to welcome Peter O’Donnell , a trainee manager in the head office in New York. Greet him, introduce yourself and make a small talk. On the way to the hotel, introduce the city and some places of interest. You speak Chinese while Peter is an English-speaker.Situation A You are the receptionist of A&R Company. A visitor, Mr. Carl Smith, has an appointment with the General Manager, John Lewis, but he is in a meeting at the moment. You receive the visitor and start a conversation with him. You speak Chinese while Carl is an English-speaker.●While the students are doing the simulation interpretation, ask the other groups to makeassessment with their group members on the assessment form with the criterion given. In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well.Peer's Assessment Form1. Delivery A B C D1.1 Is the articulation or intonation unnatural? □□□□1.2 Are there any irritating outburst or exaggerated fillers? □□□□1.3 Are there any excessive repairs or unfinished sentences? □□□□1.4 Is the voice unpleasant or unconvincing? □□□□2. Language2.1 Are there any irritating mispronunciations? □□□□2.2 Are there any irritating grammatical mistakes? □□□□2.3 Are there any unidiomatic expressions? □□□□3. Coherence3.1 Are there any abrupt beginnings or endings? □□□□3.2 Is the performance incoherent? □□□□3.3 Is the message implausible or illogical? □□□□4. Loyalty4.1 Are there any significant omissions? □□□□4.2 Are there any unjustified changes? □□□□4.3 Are there any unjustified additions? □□□□II. Theory & Techniques: Short-term preparation 20 m●Warm-up activity●Presentation:1.What to Prepare?1). Meeting Documents2). A Glossary List3). Dictionaries, Notebooks and Pens4). Dresses and Name Cards2.How to Prepare?1). Read through the Relevant Documents2). Surf the Internet3). Contact the Organizer and the Speaker4). Prepare a question listA Sample Question ListTo Organizer:1.May I have the schedule? Will there be any changes about the schedule?2.Is it possible for me to have the speakers’ speech drafts or ppt slides?3.Who will attend the conference? Is there a Q & A session?4.Who are the key-note speakers? How can I get in touch with them?To Speaker:1.How long will the speech last?2.What are your main points? Are you going to add or cut any points?3.Are you going to use any technical terms?4.May I have your draft or ppt slides?III. Phrase Interpreting 5 m●Chinese- English●English-ChineseIV. Sentence Interpreting 10 m●Chinese- English●English-ChineseV assignmentPreview unit 3 passages。
(完整word)商务英语口译 教案
Unit One Protocol RoutineI. Unit Objectives1.Ss understand what and how to prepare for the interpreting tasks in the long run。
2.Ss find ways to improve your interpreting skills and performance.3.Ss master the basic words and expressions about protocol routine。
4.Ss know some cultural background knowledge about protocol routine。
II Materials and/or equipment1.Business Interpreting2.Other reference materials prepared by the teacher3.Overhead projectorputerIII Focus Points and Teaching ProceduresPhase 1 Preparing 50 mI。
An Overview of Interpreting 15 m●Definition and Types of Interpreting1). Consecutive Interpreting 2）。
Simultaneous Interpreting●Past and Present of Interpreting1）。
Development of Modern Interpreting 2)。
Professional Interpreting In China●Features and Process of interpreting1). Features of Interpreting1．Extemporaneousness（即席性);2．Stressfulness(紧张性）；3．Independence（独立性）；4．Comprehensiveness(综合性）5．Miscellaneousness（多面性）2). Process of Interpreting●Basic Requirements for Interpreters1)。
商务现场口译教学设计
商务现场口译教学设计一、教学目标商务现场口译教学的目标是培养学生掌握商务领域的专业用语、实现口头和文字信息准确、快速传达的技能。
此外还需要学生具备以下几个能力：1.能够在商务会议、商务谈判、商务策划等商务活动应用口译技巧，满足商务现场口译的需要；2.能够了解不同行业、不同场合的行话口语，并在现场口译时选用合适的词汇；3.能够合理规划现场口译流程，准确掌握现场氛围，独立面对各种突发状况；4.能够利用现代科技手段提高口译能力，快速、准确进行信息处理和传达。
二、教学内容商务现场口译教学内容包括以下几个方面：1.了解现场口译的相关知识和技巧，如现场听译、同声传译等；2.学习商务英语的基础知识，包括商务词汇、商务句型、商务常用缩略语等；3.学习商务活动中常用的场景模拟，如商务会议、商务谈判、商务策划等；4.练习商务现场口译技巧，包括口译速度、准确度、流畅度和质量等；5.掌握现代科技手段在商务现场口译中的应用，如计算机翻译、语音识别技术等。
商务现场口译教学过程需采用多种教学方法，具体如下：1. 讲授法首先，通过教师讲解商务英语的基础知识和现场口译的相关知识和技巧，为学生打下坚实的理论基础。
2. 案例教学法其次，通过实际案例的分析和模拟，帮助学生掌握商务活动中的现场口译流程和技巧，增强口译实践能力。
3. 小组讨论法通过小组讨论的形式让学生相互交流口译经验，了解不同学习方法和技巧。
同时，还可以通过角色扮演的方式增强学生的听译能力和沟通能力。
4. 独立实践法最后，引导学生进行独立实践，让他们在模拟商务现场口译的实践中逐渐掌握流畅、准确、高效的现场口译能力。
四、教学评估商务现场口译教学评估采用多种教学评估方法，包括口译实践表现评估、学期作业评估、期末综合考核和学生自评等。
评估方法的多样性有利于全面了解学生在实践中掌握商务现场口译的能力和水平，发现并解决问题，进一步提高学生的口译实践能力。
商务现场口译教学是一项要求强调实践的教学，学生必须通过大量实地实践才能掌握口译技能和应对突发情况的能力，教师应加强指导，充分发挥学生的主体作用，做好教学评估，才能取得良好的教学效果。
第二单元_接待口译教案修改
Greetings at the airportA: 先生，请问您是从伦敦来的泰莱克教授吗？Excuse me, sir; is this Prof. Tallack from London?B: 是的，我是伦敦大学亚非学院的乔治泰莱克。
我要是没认错的话，您一定是戴小姐？Yes, I’m George Tallack from the School of Oriental and African Studies, University of London.You must be Miss Dai,if I’m not mistaken.A: 是的，我叫戴嘉佳，海通集团人力资源部经理。
泰莱克教授，我一直在此恭候您的到来。
Yes, I’m Dai Jiajia, manager of Human Resources, the Haitong Group. I have been expecting you, Prof. Tallack.B: 谢谢您来机场接我。
这个机场太美了，绝对是顶尖的国际机场。
Thank you for coming to meet me at the airport. This is a fantastic airport, absolutely one of the top-notch international airports.A: 我很高兴在我的家乡接待您。
人人都说这是个一流的现代化国际机场。
欢迎，欢迎。
我们非常高兴您能成行啊。
非常感激您不辞辛劳，在百忙中抽空来我海指导。
I’m very glad t o have the pleasure of meetin g you in my hometown. This is indeed a first-class international airport, as everybody says so. You’re welcome. We’re very happy that you made it in spite of the tiring trip. We’re very grateful that you took time from your busy schedule and came to Haitong to give us advice.B: 我一直希望能真正了解赫赫有名的“海通集团”，你们也给了我近距离了解中国企业的机会，我感激不尽。
商务英语口译技巧与训练 - 教案
商务英语口译技巧与训练教案一、引言1.1口译在商务交流中的重要性1.1.1口译促进跨文化商务沟通1.1.2提高口译技巧，增强商务谈判能力1.1.3商务口译的市场需求与职业前景1.1.4口译技能对个人职业发展的积极影响1.2教案的目标与结构1.2.1培养学生的商务英语口译技能1.2.2结合理论与实践，提升口译实战能力1.2.3教案内容的系统性与实用性1.2.4教学方法的多样性与互动性1.3教案适用对象与预备知识1.3.1适用于有一定英语基础的学习者1.3.2需具备基本的商务知识背景1.3.3对口译有兴趣或职业规划的学生1.3.4先前学习的相关课程或经验作为补充二、知识点讲解2.1商务英语口译的基本原则2.1.1准确性与流畅性的平衡2.1.2保持原意的忠实传达2.1.3灵活应对不同商务场景2.1.4掌握专业术语与行业背景知识2.2口译技巧的专项训练2.2.1同步口译与交替口译的区别与应用2.2.2记忆技巧与笔记方法2.2.3短期记忆与长期记忆的结合2.2.4应对紧张与压力的策略2.3商务语境下的语言特点2.3.1商务英语的词汇特征2.3.2商务交流中的常用句型与表达2.3.3文化差异对商务口译的影响2.3.4口译中的跨文化沟通技巧三、教学内容3.1商务英语口译的实践场景3.1.1国际会议与商务谈判3.1.2电话与视频会议口译3.1.3商务考察与陪同口译3.1.4展览与促销活动的口译服务3.2教学方法与互动活动3.2.1角色扮演与模拟口译练习3.2.2小组讨论与案例分析3.2.3利用多媒体辅助教学3.2.4实战演练与反馈评估3.3教学评估与反馈机制3.3.1定期口译测试与成绩评定3.3.2学生自我评估与同伴评价3.3.3教师反馈与个别指导3.3.4教学内容的持续更新与优化四、教学目标4.1提升学生的商务英语口译能力4.1.1掌握商务口译的基本理论与技巧4.1.2能够准确、流畅地进行商务场景下的口译4.1.3增强学生的跨文化沟通与适应性4.1.4培养学生的快速反应与决策能力4.2强化学生的实战应用能力4.2.1通过模拟商务活动提升口译实战经验4.2.2增进学生对商务环境的了解与认识4.2.3提高学生在紧张环境下的口译表现4.2.4培养学生解决实际口译问题的能力4.3培养学生的自主学习与自我提升能力4.3.1鼓励学生自主探索口译资源与材料4.3.2培养学生定期自我练习与反思的习惯4.3.3提升学生利用反馈进行自我改进的能力4.3.4增强学生对口译职业发展的规划意识五、教学难点与重点5.1口译准确性及流利度的平衡5.1.1准确理解并转换专业术语与表达5.1.2在保持准确性的同时提升口译速度5.1.3应对口译过程中的信息丢失与误差5.1.4提高口译过程中的语言组织能力5.2跨文化沟通技巧的掌握5.2.1理解不同文化背景下的商务习俗5.2.2跨文化语境下的语言选择与适应5.2.3应对文化差异带来的口译挑战5.2.4提高在多元文化环境中的沟通效果5.3实战演练与心理素质的提升5.3.1克服实战演练中的紧张与焦虑5.3.2提高应对突发状况的应变能力5.3.3增强实战演练中的自信与专注力5.3.4通过实战演练提升口译综合能力六、教具与学具准备6.1教学辅助工具6.1.1多媒体设备（投影仪、音响等）6.1.2口译软件与在线资源6.1.3口译教学视频与音频材料6.1.4商务英语口译教材与参考书籍6.2学生活动材料6.2.1口译练习册与工作表6.2.2商务场景模拟道具与资料6.2.3同伴互评与自我评估表格6.2.4口译实战演练记录与反馈表6.3教学环境设置6.3.1安静、舒适的教学环境6.3.2配备口译设备的教室布局6.3.3用于小组讨论与角色扮演的空间七、教学过程7.1课程导入与热身活动7.1.1通过商务新闻或案例引入主题7.1.2进行简短的口译小游戏或练习7.1.3回顾上一节课的内容与重点7.1.4介绍本节课的目标与安排7.2知识讲解与技能训练7.2.1讲解商务口译的理论与技巧7.2.2进行同步与交替口译的练习7.2.3分析并讨论口译中的常见问题7.2.4引导学生掌握专业术语与表达7.3实战演练与反馈评估7.3.1进行商务场景模拟口译练习7.3.2学生分组进行角色扮演与互评7.3.3教师提供实时反馈与指导八、板书设计8.1课程主题与结构8.1.1板书商务英语口译技巧与训练8.1.2章节划分：引言、知识点讲解、教学内容等8.1.3关键术语与概念的高亮显示8.2教学重点与难点8.2.1板书展示口译技巧与原则8.2.2商务语境下的语言特点与应对策略8.2.3实战演练中的注意事项与技巧8.2.4教学难点与重点的图示化展示8.3实战演练与案例分析8.3.1板书记录模拟口译的场景与内容8.3.2展示实战演练中的口译问题与解决方法8.3.3案例分析的关键点与启示8.3.4学生口译表现的记录与评价九、作业设计9.1口译练习与自我评估9.1.1完成指定的商务口译练习9.1.2记录口译过程中的难点与挑战9.1.3进行自我评估与反馈9.1.4制定改进计划与目标9.2案例分析与研究报告9.2.1分析特定商务场景的口译案例9.2.3提出改进口译技巧的建议9.2.4分享案例分析与研究的心得9.3口译实战演练与反思9.3.1参与实战演练活动9.3.2记录演练过程与个人表现9.3.4探讨实战演练对提升口译能力的作用十、课后反思及拓展延伸10.1教学效果评估与反思10.1.1分析学生的口译表现与进步10.1.2反思教学方法的适用性与效果10.1.3调整教学策略与内容以提升效果10.1.4收集学生反馈以改进教学质量10.2拓展延伸活动10.2.1推荐相关口译资源与学习材料10.2.2鼓励学生参与口译工作坊与讲座10.2.3提供口译实战机会与平台10.2.4引导学生进行跨学科学习与研究重点环节补充说明：1.实战演练：这是提升学生口译能力的关键环节。
商务现场口译教学设计 (2)
商务现场口译教学设计前言商务口译作为现代外语教学中的一项重要内容，逐渐引起了广大教师的重视。
市场对于商务口译人才需求日益增长，因此，在大学英语教学中设置商务口译教学，满足市场需求，助力学生就业，也是高校英语教学现代化的重要组成部分。
教学目标通过本课程的学习，希望学生能够：1.掌握商务口译中的基本技能；2.了解商务翻译的一些特点，提高翻译准确性；3.熟悉商务场景，能够独立完成商务口译任务，并相应地进行汇报和解释；4.培养学生的口语表达和接受能力，以及解决问题的能力。
教学内容本课程的教学内容主要包括：1.商务口译基本技能；2.商务翻译特点概述；3.商务场景练习；4.商务口译任务实践。
具体来说，我们将重点讲解以下几个方面的内容：商务口译基本技能商务口译的基本技能包括听、说、译三方面。
在说和译方面，我们将进行实战演练，模拟场景，让学生真正接触到真实商务场景。
商务翻译特点概述商务翻译涉及较为广泛，有时需要十分了解市场和企业文化，对于不同领域、不同客户要求能够进行不同方式的翻译。
我们会通过案例展示，讲解商务翻译的基本特点。
商务场景练习商务场景练习是本课程的重点。
我们将演练不同类型的商务口译场景，提高学生在商务口译中的灵活性和应变能力。
商务口译任务实践在商务口译任务实践中，我们将通过组织商务沟通，让学生模拟完成商务口译任务，将学生的口译能力提升到实际操作水平。
教学方法本课程采用“听说译结合”的教学方法，简单来说，就是让学生在课堂上进行实际操作、实战练习。
具体方法包括：1.课堂演示：教师与学生一起模拟商务场景，进行口译演示。
2.商务任务：将学生分组完成商务口译任务，进行实战练习。
3.录音练习：让学生自行模拟商务场景录制口译，并进行分组评价。
4.讲解案例：讲解著名商务翻译案例，并分析其中的特点和技巧。
教学评价本课程的教学评价主要是通过口语表现、翻译准确度、商务场景练习和任务实践的完成情况进行综合评价，评价结果会在第一时间反馈给学生，并及时进行补充和纠正。
商务现场口译 (2)ppt课件
Candidates: ___________________ Assessor: ____________________
Date ___________________ Date ___________________
15
Assignment --Simulation Exercises
Work in groups. Role-play the following situations with your partners, acting as the Chinese speaker, English speaker and the interpreter respectively.
One group will be invited to perform in class.
Situation A You are a secretary in the Company Q&Q. A visitor from New York is coming for a five-day conference. You go to the airport to welcome him, In the evening you take the visitor to a western food restaurant where your manager welcomes him on behalf of your company. Try to entertain your visitor.
1. 中餐 2. 西餐 3. 筷子 4. 入乡随俗 5. 色、香、味、形 6. 干杯
1. Chinese food 2. Western food 3. Chopsticks 4. “When in Rome, do as the
商务英语现场口笔译II课程单元教学设计
《商务英语现场口笔译II》课程单元教学设计一、教案头单元标题：Unit3 Dinner Party授课对象：商务英语3121、3122、3123 学时：2 上课地点：见课表教学目标能力（技能）目标知识目标1.能熟练运用宴会场合中的语言并翻译2.学记笔记1．一般宴会场合的用语和句型2．学会做笔记记录宴会谈话内容能力训练任务及案例1．宴会上致辞。
2．出席开幕式上致辞3．教师总结4．同学互相纠正5．找出常用词汇和句式。
6．模仿句式练习写作教学组织班级授课教学材料商务现场口译，外语教学与研究出版社作业Review Unit 3Dinner Party and Active ListeningTeaching PlanTeacher:Class Profile: 04BE 1Estimated time: 100 min. in 2 periodsI. Unit Objectives1.Ss understand the importance and guidelines of active listening.2.Ss find ways to improve your interpreting skills and performance.3.Ss master the basic words and expressions about dinner party.4.Ss know some cultural background knowledge about dinner party.II Materials and/or equipment1.Business Interpreting2.Other reference materials prepared by the teacher3.Overhead projectorputerIII Focus Points and Teaching ProceduresFirst period (50 minutes)Phase 1 Preparing 50 m I. Simulation 15 mDivide the students into several groups, ask them to role-play the following situations.They can make dialogues or speeches according to the words and expressions they have learned in the language bank acting as the Chinese speaker, English speaker and the interpreter respectively. One group will be invited to perform in class.Situation AYou are Assistant Manager of Company Nike. Please make a welcoming address to welcome Peter O’Donnell, a trainee manager in the head office in New York.Situation BYou work for a company in Liverpool. You have come to Shenzhen for a Trade Fair. You are to say goodbye to one of your company’s clients. Make a farewell speech expressing your happiness while staying with them.●While the students are doing the simulation interpretation, ask the other groups to makeassessment with their group members on the assessment form with the criterion given. In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well.Peer's Assessment Form1. Delivery A B C D1.1 Is the articulation or intonation unnatural? □□□□1.2 Are there any irritating outburst or exaggerated fillers? □□□□1.3 Are there any excessive repairs or unfinished sentences? □□□□1.4 Is the voice unpleasant or unconvincing? □□□□2. Language2.1 Are there any irritating mispronunciations? □□□□2.2 Are there any irritating grammatical mistakes? □□□□2.3 Are there any unidiomatic expressions? □□□□3. Coherence3.1 Are there any abrupt beginnings or endings? □□□□3.2 Is the performance incoherent? □□□□3.3 Is the message implausible or illogical? □□□□4. Loyalty4.1 Are there any significant omissions? □□□□4.2 Are there any unjustified changes? □□□□4.3 Are there any unjustified additions? □□□□II. Theory & Techniques: Active Listening 20 m●Warm-up activity●Presentation:1.Decoding in Interpreter’s Training2.Three Guidelines for Active Listening1). Listen to the Meanings instead of Words2). Listen for both Content and Attitude3). Listen with Ears, Eyes and Heart3. Three Methods to Listen Actively1). Sit or Stand Comfortably Upright2). Observe the Speaker’s Body Language3). Try to Visualize the WordsIII. Phrase Interpreting 5 m●Chinese- English●English-ChineseIV. Sentence Interpreting 10 m●Chinese- English●English-Chinese●Then play the CD again which presenting the reference key. This time, the teacher will helpthem to check the interpretation.IV. Coordinating—Field Interpreting 10 m●Play the CD of text B. with a pause after each paragraph. Ask the students to take some noteswhile listening to the dialogue.●Ask two students to interpret what they have heard with the key points on their notes.●Choose some of the representatives to do it in class.●Then play the CD again which presenting the reference key. This time, the teacher will helpthem to check the interpretation.Phase 3 Packaging 20 mI. Interpreting and Assessment 15 m●Play the CD of text C with a pause after each paragraph. Ask the students to take some noteswhile listening to the speech..●Ask some students to interpret what they have heard with the key point on their notes.●Then ask two of them to do it again, one read the passage, the other tries to be the interpreter.Choose some of the representatives to do it in class.●Then play the CD again which presenting the reference key. This time, the teacher will helpthem to check the interpretation.●While the students are doing the interpretation of Text C, ask the other groups to makeassessment with their group members on the assessment form with the criterion given. In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well.After class activitiesI. Supplementary Exercises●Task I Simulation ExercisesDivide the students into several groups, ask them to role-play the following situations. They can make dialogues or speeches according to the words and expressions they have learned in the language bank acting as the Chinese speaker, English speaker and the interpreter respectively. One group will be invited to perform in class.。
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Unit TwoCeremonial Address and an Short-term PreparationTeaching PlanTeacher:Class Profile: 04BE 1Estimated time: 100 min. in 2 periodsI. Unit Objectives1.Ss understand what and how to prepare for the interpreting tasks in the short run.2.Ss find ways to improve your interpreting skills and performance.3.Ss master the basic words and expressions about ceremonial address.4.Ss know some cultural background knowledge about ceremonial address.II Materials and/or equipment1.Business Interpreting2.Other reference materials prepared by the teacher3.Overhead projectorputerIII Focus Points and Teaching ProceduresFirst period (50 minutes)Phase 1 Preparing 50 m I. Simulation 15 mDivide the students into several groups, ask them to role-play the following situations.They can make dialogues or speeches according to the words and expressions they havelearned in the language bank acting as the Chinese speaker, English speaker and theinterpreter respectively. One group will be invited to perform in class.●While the students are doing the simulation interpretation, ask the other groups to makeassessment with their group members on the assessment form with the criterion given. In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well.Peer's Assessment FormII. Theory & Techniques: Short-term preparation 20 m●Warm-up activity●Presentation:1.What to Prepare?1). Meeting Documents2). A Glossary List3). Dictionaries, Notebooks and Pens4). Dresses and Name Cards2.How to Prepare?1). Read through the Relevant Documents2). Surf the Internet3). Contact the Organizer and the Speaker4). Prepare a question listA Sample Question ListTo Organizer:1.May I have the schedule? Will there be any changes about the schedule?2.Is it possible for me to have the speakers’ speech drafts or ppt slides?3.Who will attend the conference? Is there a Q & A session?4.Who are the key-note speakers? How can I get in touch with them?To Speaker:1.How long will the speech last?2.What are your main points? Are you going to add or cut any points?3.Are you going to use any technical terms?4.May I have your draft or ppt slides?III. Phrase Interpreting 5 m●Chinese- English●English-ChineseIV. Sentence Interpreting 10 m●Chinese- English●English-ChineseSecond period (50minutes)Phase 2 Performing 30 mI. Decoding--Notes Taking 5 mPlay the CD of text A, ask the students to catch the main ideas of the speech. Note down the key points while listening. Then tell the main ideas of the speech with the help of their notes.II. Memorizing--Story Retelling 5 mPlay the CD again, Ask some students to listen to the recordings of Text A again. Try to catch more details and improve their notes. Then retell the speech in their own words with the help of the notes.III. Encoding--Message Reconstructing 10 m●Play the CD again paragraph by paragraph, then ask the students to interpret the passageduring the pauses according to the notes they have taken. Choose some of the representatives to do it in class.●Show your note to the students, ask them to compare it with their own.●Then play the CD again which presenting the reference key. This time, the teacher will helpthem to check the interpretation.IV. Coordinating—Field Interpreting 10 m●Play the CD of text B. with a pause after each paragraph. Ask the students to take some noteswhile listening to the dialogue.●Ask two students to interpret what they have heard with the key points on their notes.●Choose some of the representatives to do it in class.●Then play the CD again which presenting the reference key. This time, the teacher will helpthem to check the interpretation.Phase 3 Packaging 20 mI. Interpreting and Assessment 15 m●Play the CD of text C with a pause after each paragraph. Ask the students to take some noteswhile listening to the speech..●Ask some students to interpret what they have heard with the key point on their notes.●Then ask two of them to do it again, one read the passage, the other tries to be the interpreter.Choose some of the representatives to do it in class.●Then play the CD again which presenting the reference key. This time, the teacher will helpthem to check the interpretation.●While the students are doing the interpretation of Text C, ask the other groups to makeassessment with their group members on the assessment form with the criterion given. In the end the teacher will ask the representatives to show the assessment form and then make some comment on the performance and assessment as well.Peer's Assessment FormII. Points to Remember 5 m●The short-term preparation refers to the job that can only be prepared shortly beforethe interpreting task is taken.●The interpreter shall beforehand prepare the relevant documents and terminology;dictionaries and note-books; proper dresses and name cards.●The following three ways are suggested when making short-term pre-interpreting preparation,namely, read through the relevant documents; surf the internet; contact the organizer and the speakers.After class activitiesI. Supplementary Exercises●T ask I Simulation ExercisesDivide the students into several groups, ask them to role-play the following situations. They can make dialogues or speeches according to the words and expressions they have learned in the language bank acting as the Chinese speaker, English speaker and the interpreter respectively. One group will be invited to perform in class.●T ask 2 V ocabulary DevelopmentAsk the students to read the following words and expressions about business travel. Try to keep them in mind so that they can put them to use in the simulation situations. Make some explanations where necessary. And ask them to find more to enrich the language bank.●T ask 3Cultural SalonAsk the students to read the following presentation and try to get some cultural knowledge about travel arrangements. And make a group discussion about it. Make certain explanations where necessary.●T ask 4 Interpreting PracticeAsk the students to work on the following sentences and text D. Interpret them into Chinese and English respectively. Then present the reference key to help them to check the answers.A. Sentence InterpretingB. Text Interpreting—Text DII. Self-assessment●After the students have completed all the tasks in this unit, ask them to finish the followingassessment form by themselves. This form contains some key points of interpretation skills, words and expressions, cultural background knowledge and the performance they have given.The teacher may give the reference answers to each element they have learned during this unit where necessary.Student Self-assessment FormIII. Feedback and CommentsAfter they have finished the interpretation, ask the students to tell their classmates and teacher how they feel about the performance. Then you will make an overall comment on each of their performance and give your suggestion with the help of the following assessment form.。