20xx年商务英语口译经典对话范例

青年人商务英语考试网 /waiyu/gw/

20xx年商务英语口译经典对话范例

1、陈豪是个勤快的年轻人，ABC美国公司的总裁很喜欢他，正在逐渐给他增加一些任务。陈豪也很机灵，凡是没有把握的事都去请教美籍华人Mary。

(Office ambience)

M：陈豪，你好象很激动，What happened？

C：啊呀，我们的总裁，Mr. Moore，让我明天请两位客户吃晚饭。我知道，我过去一直是当陪客的，never been a host。I don't even know what to do!

M：Don't worry。当主人主要是要保证晚餐进行得顺顺当当，让客人感到舒适满意。 C：可问题是怎么做。Tell me specifically what to do first。

M：First, of course, choose a restaurant，找个合适的饭馆呀！

C：哎，我们公司附近不是最近开了一个新饭馆吗？ I'll take them there。

M：你呀，最好找一个你熟悉的饭馆，so you can be sure that the food and service will be good。

C：那倒是，否则太危险。I did hear that new restaurant is quite noisy。

M：太吵闹可不行，You need an atmosphere that is suitable for business conversation。

C：有了，我想起了一个非常合适的饭馆。 Mary, would you like to have lunch there with me today to check it out?

M：Thank you. I'd love to be your guinea pig for lunch。我就做一回你的试验品吧！

C：Guinea pig! 请你吃饭还说做我的试验品！

******

C：So, Mary, what do you think? Will this work for the business dinner? M：It's perfect。对了，既然你现在在这里，你可以认识一下那head waiter，把明天的帐先付了，take care of the bill for tomorrow night。

C：饭还没有吃，吃什么都还不知道，就付钱？

M：没有关系的。你先把信用卡给他，让他印一份，告诉他你要给多少小费，然后签个字，让他们把账单的副本寄给你。

青年人商务英语考试网 /waiyu/gw/

C：But isn't it risky to give someone your credit card?

M：像样的饭馆都有信誉，so it's not risky and it's done all the time。要是你不想先付帐的话，那你当天就先告诉服务员吃完饭后把账单交给你。That will eliminate any confusion over who is paying.

C：That's a very good idea。对了，Mary，既然我们在这里，那我就先定一个比较安静，景色比较好的桌子吧。

M：A wonder idea to request a specific table for tomorrow.

C：Mary，Thank you so much.

M：You're welcome. Next time you'll know that as a host, it's your responsibility to choose an appropriate restaurant, taking care as much as possible ahead of time such as arranging for how to pay the bill and requesting a nice table. Then it will be an enjoyable evening for all.、

2、在陈豪工作的ABC美国公司，大多数人都在各自的小隔间里工作。可是今天陈豪没法集中精神工作。为什么呢？你听了他对美籍华人Mary的对话就知道了。

(Office ambience)

C：Good morning, Mary, do you have a minute to talk?

M：Yes, what is it?

C:：我们都坐在各自的小隔间里工作...英文叫什么来啦？

M: 你是说我们工作的地方，就象我这里有三快矮墙把我和别人隔开。这不就是 cubicles吗？CUBICLES.

C：That's it, cubicles. 在cubicles里工作平时一点问题都没有，可有时... M：What happened?

C：刚搬到我隔壁来坐的那位同事今天一早来就打电话，说话声音还特别大，I can't work anymore!

M：我知道，在隔间的情况下，说话都得小声。Whether you are on the phone or have someone in you cubicle, speak softly.

C：隔间没有门，但这并不等于谁都可以随时闯进来呀！

青年人商务英语考试网 /waiyu/gw/

M：No, no one should think they can barge in whenever they want. 每个人都应该象你刚才那样，先问我有没有时间后才进来。I wish everyone was as courteous as you。 C：Thank you，Mary。我知道要是有人打断我的工作，我应该对他们说明，但是我又不想让人认为我很不友好。

M：不会的。要是正在你忙的时候有同事来找你，你可以说你现在正忙，和他约好一个时间再谈。

C：That's a good idea。Thank you, Mary。我得回去工作了。

******

M：Hi，陈豪。好几天没见你啦。还有人来打搅你吗？

C：我按照你说的去做，一切都很好。可是还有....

M：还有什么呀？

C：有时候有人来找我，我正在打电话，可来人居然站在旁边不走。That's annoying and distracting to me。

M：对这样的人，我有个办法，就是只当没看见他；背对著他。 That usually does the trick and they leave。

C：好，我下回试试。哟，Mary，那是什么声音呀？好象谁在啃黄瓜，或胡萝卜！ M：I think my neighbor is munching on potato chips。陈豪， let's go lunch! C：在cubicles里工作看来真是要十分小心。

M：Right. Working in cubicles can be challenging. Just because an office doesn't have a door does not mean you can barge in anytime you please. You need to ask permission before entering someone's cubicle. If a colleague is on the phone, you should come back later. It is a simple matter of respecting the privacy of others.

3、陈豪这个小伙子在ABC美国公司做得不错。今天老板又给他一个重要的\任务。是什么任务呢？你听听就知道了。

(Office ambience)

C：Hi, Mary. Do you have a minute? I need your help.

M：Sure. What is it?

青年人商务英语考试网 /waiyu/gw/

C：公司的部几位高层领导人这星期从美国到这里来访问。我的老板让我今天晚上陪其中的一位，Mr. Johnson去参加我们客户举行的招待会。

M：Well, aren't you flattered that your boss asked you to do that?

C：Yes, I am. 不过，去招待会我就得把Mr. Johnson介绍给我们的客户和在场的其他公司的同事。 I 'm not confident that I can do it correctly.

M：It's simple. You need to remember three rules. Rule #1: always introduce people of lesser rank to people of greater rank.

C：把级别低的人介绍给级别高的人。OK, rule #2。

M：Rule #2 is to say the name of the most important person first.

C：噢，先说最重要的人的名字。那Mr. Johnson今天就是最重要的人物了。 M：No, 在你把他介绍给我们客户的时候，他就没有客户那么重要了。

C：那倒是。Without clients we would have no business。所以我得先说客户的名字，再把Mr. Johnson介绍给他们。Mary, 让我先回去练练。一会儿我再来找你。

M：No problem。

******

M：陈豪，你刚才急忙走了，我还没说Rule #3呢！

C：Rule #3是什么呀？

M：在说了最重要的人的名字后，你该说：I would like to introduce so and so to you。 C：让我试一试。要是客户的名字是Smith，我该说：Mr. Smith, I would like to introduce you to Mr. Johnson。对吗？

M：No, 不对。你应该说：Mr. Smith, I would like to introduce Mr. Johnson to you。要是你把我介绍给Mr. Johnson你该怎么说？

C：我该说：Mr. Johnson, I would like to introduce Mary to you.

M：That' correct。这里的差别似乎很微妙，但是很重要。我们再来复习一遍。

C：OK。 Rule #1，always introduce people of lesser rank to people of greater rank。

M：对，要是我把你陈豪介绍给Mr. Johnson, 我该说：Mr. Johnson, I would like to introduce Chen Hao to you。

青年人商务英语考试网 /waiyu/gw/

C：这已经符合Rule #2: say the name of the most important person first。 M：Rule #3刚才已经说了。OK, you're all set. Good luck tonight and enjoy!

第二篇：商务英语口译教案

Business Interpreting Lesson Plan Unit 1

Unit One Protocol Routine

I. Unit Objectives

1. 2. 3. 4. 1. 2. 3. 4.

Ss understand what and how to prepare for the interpreting tasks in the long run. Ss find ways to improve your interpreting skills and performance. Ss master the basic words and expressions about protocol routine. Ss know some cultural background knowledge about protocol routine. Business Interpreting

Other reference materials prepared by the teacher Overhead projector Computer

II Materials and/or equipment

III Focus Points and Teaching Procedures Phase 1 Preparing I. An Overview of Interpreting

? Definition and Types of Interpreting

1). Consecutive Interpreting 2). Simultaneous Interpreting

50 m 15 m

? Past and Present of Interpreting

1). Development of Modern Interpreting 2). Professional Interpreting In China ? Features and Process of interpreting 1). Features of Interpreting

1． 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

? 1). 2). 3). 4).

Basic Requirements for Interpreters A Strong Sense of Duty

A High Level of Linguistic Proficiency Wide Encyclopedic Knowledge

A Good Mastery of Interpreting Skills

? Professional Codes of Conduct

II. Theory & Techniques: Long-term Preparation

? ? 1. 2.

Warm-up activity Presentation: Two Types of Pre-interpreting Preparation What and How to Prepare in the Long Run

20 m

III. Phrase Interpreting IV. Sentence Interpreting

5 m 10 m

? Chinese- English English-Chinese ? Chinese- English English-Chinese

Business Interpreting Lesson Plan Unit 1 Phase 2 Performing

I. Decoding--Notes Taking 30 m 5 m

Play 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 m

Play 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 passage

during the pauses according to the notes they have taken. Choose some of the representatives to do it in class.

? Show the reference 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 help

them 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 notes

while 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 help

them to check the interpretation.

Phase 3 Packaging 20 m

I. Interpreting and Assessment 15 m

? Play the CD of text C with a pause after each paragraph. Ask the students to take some notes

while 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 help

them to check the interpretation.

? While the students are doing the interpretation of Text C, ask the other groups to make

assessment 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.

II. Points to Remember 5 m ? A well-prepared interpreter is usually confident and relaxed and an experienced

interpreter never stops preparing for the interpreting tasks.

? Interpreters must continually work to improve their mastery of basic linguistic and 2

Business Interpreting Lesson Plan Unit 1

interpreting skills; command of general and subject knowledge; and a strong

cross-cultural awareness.

? It is advisable for the trainees to keep on practicing interpreting, reading widely and

learning to collect and summarize what has been learned.

After class activities

I. Supplementary Exercises

? Task I Simulation Exercises

Divide 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.

? Task 2 Vocabulary Development

Ask 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.

? Task 3 Cultural Salon

Ask 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.

? Task 4 Interpreting Practice

Ask 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 Interpreting B. Text Interpreting—Text D

II. Self-assessment

? After the students have completed all the tasks in this unit, ask them to finish the following

assessment 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.

III. Feedback and Comments

? After 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.

Business Interpreting Lesson Plan Unit 1

Unit Two Ceremonial Address

I. Unit Objectives

5. 6. 7. 8. 5. 6. 7. 8.

Ss understand what and how to prepare for the interpreting tasks in the short run. Ss find ways to improve your interpreting skills and performance. Ss master the basic words and expressions about ceremonial address. Ss know some cultural background knowledge about ceremonial address. Business Interpreting

Other reference materials prepared by the teacher Overhead projector Computer

II Materials and/or equipment

III Focus Points and Teaching Procedures Phase 1 Preparing I. Simulation

50 m 15 m

Divide 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.

? While the students are doing the simulation interpretation, ask the other groups to make

II. Theory & Techniques: Short-term preparation

? Warm-up activity ? Presentation:

1． What to Prepare?

20 m

2． How to Prepare?

A Sample Question List To 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 IV. Sentence Interpreting

5 m 10 m

? Chinese- English English-Chinese ? Chinese- English English-Chinese

Business Interpreting Lesson Plan Unit 1 Phase 2 Performing

I. Decoding--Notes Taking 30 m 5 m

III. Encoding--Message Reconstructing 10 m

? Play the CD again paragraph by paragraph, then ask the students to interpret the passage

during 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 help

them 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 notes

while 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 help

them to check the interpretation.

Phase 3 Packaging 20 m

I. Interpreting and Assessment 15 m

? Play the CD of text C with a pause after each paragraph. Ask the students to take some notes

while 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 help

them to check the interpretation.

? While the students are doing the interpretation of Text C, ask the other groups to make

II. Points to Remember 5 m ? The short-term preparation refers to the job that can only be prepared shortly before

the interpreting task is taken.

? The interpreter shall beforehand prepare the relevant documents and terminology;

dictionaries and note-books; proper dresses and name cards.

Business Interpreting Lesson Plan Unit 1 ? 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 activities

I. Supplementary Exercises

? Task I Simulation Exercises

? Task 2 Vocabulary Development

? Task 3 Cultural Salon

Ask 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.

? Task 4 Interpreting Practice

Ask 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 Interpreting

B. Text Interpreting—Text D

II. Self-assessment

? After the students have completed all the tasks in this unit, ask them to finish the following

III. Feedback and Comments

? After 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.

Business Interpreting Lesson Plan Unit 1

Unit Three Dinner Party

I. Unit Objectives

1. 2. 3. 4. 9. 10. 11. 12.

Ss understand the importance and guidelines of active listening. Ss find ways to improve your interpreting skills and performance. Ss master the basic words and expressions about dinner party. Ss know some cultural background knowledge about dinner party.

II Materials and/or equipment

Business Interpreting

Other reference materials prepared by the teacher Overhead projector Computer

III Focus Points and Teaching Procedures Phase 1 Preparing I. Simulation

50 m 15 m

Divide 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.

? While the students are doing the simulation interpretation, ask the other groups to make

II. Theory & Techniques: Active Listening

? Warm-up activity ? Presentation:

20 m

1． Decoding in Interpreter’s Training 2． Three Guidelines for Active Listening 3. Three Methods to Listen Actively

III. Phrase Interpreting

IV. Sentence Interpreting Phase 2 Performing I. Decoding--Notes Taking

5 m

? Chinese- English English-Chinese

10 m

? Chinese- English English-Chinese

30 m 5 m

Play 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 m

Business Interpreting Lesson Plan Unit 1 III. Encoding--Message Reconstructing 10 m

? Play the CD again paragraph by paragraph, then ask the students to interpret the passage

during 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 help

them 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 notes

while 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 help

them to check the interpretation.

Phase 3 Packaging 20 m

I. Interpreting and Assessment 15 m

? Play the CD of text C with a pause after each paragraph. Ask the students to take some notes

while 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 help

them to check the interpretation.

? While the students are doing the interpretation of Text C, ask the other groups to make

II. Points to Remember 5 m ? Decoding is the first step in interpreting.

? Both CI and SI require not ordinary listening but active listening.

? Interpreters listen to meaning instead of words, they listen for both content and

attitude, and they listen with ears, eyes, heart.

? To improve the efficiency of active listening, interpreters are supposed to sit or stand

comfortably upright; observe the speaker’s body language; and try to visualize the words.

After class activities

I. Supplementary Exercises

? Task I

Simulation Exercises 8

Business Interpreting Lesson Plan Unit 1 Divide 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.

? Task 2 Vocabulary Development

? Task 3 Cultural Salon

Ask 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.

? Task 4 Interpreting Practice

Ask 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 Interpreting

B. Text Interpreting—Text D

II. Self-assessment

? After the students have completed all the tasks in this unit, ask them to finish the following

III. Feedback and Comments

? After 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.

Unit Four Business Travel

I. Unit Objectives

1. Ss understand the ways to identify the main ideas of the source text.

2. Ss find ways to improve your interpreting skills and performance.

3. Ss master the basic words and expressions about business travel.

4. Ss know some cultural background knowledge about business travel.

II Materials and/or equipment

13. Business Interpreting

Business Interpreting Lesson Plan Unit 1

14. Other reference materials prepared by the teacher 15. Overhead projector 16. Computer

III Focus Points and Teaching Procedures Phase 1 Preparing

I. Simulation

50m 15m

? Divide 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. assessment 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.

II. Theory & Techniques: Discourse Analysis

? Warm-up activity ? Presentation:

20m

1. Identification of the Speech Types

1). Descriptive Writing 2). Narrative Writing 3). Expositive Writing 4). Persuasive Writing 2. Identification of the Main Ideas

1). Sentence Level 2). Discourse Level

III. Phrase Interpreting IV. Sentence Interpreting

5 m 10 m

? Chinese- English English-Chinese ? Chinese- English English-Chinese

Phase 2 Performing I. Decoding--Notes Taking 30 m 5 m

Play 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 m

III. Encoding--Message Reconstructing 10 m

? Play the CD again paragraph by paragraph, then ask the students to interpret the passage

during 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 help

them to check the interpretation.

Business Interpreting Lesson Plan Unit 1 IV. Coordinating—Field Interpreting 10 m

? Play the CD of text B. with a pause after each paragraph. Ask the students to take some notes

while 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 help

them to check the interpretation.

Phase 3 Packaging 20 m I. Interpreting and Assessment 15 m

? Play the CD of text C with a pause after each paragraph. Ask the students to take some notes

while 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 help

them to check the interpretation.

? While the students are doing the interpretation of Text C, ask the other groups to make

II. Points to Remember 5 m ? An analysis of speech types is a determinant factor in interpreting.

? There are four basic speech types: descriptive, persuasive, expository, and narrative.

? The main ideas of the source speech can be identified at the sentence level and at the

discourse level.

? The most important task for an interpreter is to discern from the clusters of utterances the

subject, verb and object.

After class activities

I. Supplementary Exercises

? Task I Simulation Exercises

? Task 2 Vocabulary Development

Ask the students to read the following words and expressions about business travel. Try to keep 11

Business Interpreting Lesson Plan Unit 1 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.

? Task 3 Cultural Salon

Ask 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.

? Task 4 Interpreting Practice

Ask 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 Interpreting

B. Text Interpreting—Text D

II. Self-assessment

? After the students have completed all the tasks in this unit, ask them to finish the following

III. Feedback and Comments

? After 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.

Unit Five Business Interview

I. Unit Objectives

1. Ss understand the importance and features of note taking in interpreting.

2. Ss find ways to improve your interpreting skills and performance.

3. Ss master the basic words and expressions about business interview.

4. Ss know some cultural background knowledge about business interview.

II Materials and/or equipment

17.

18.

19.

20. Business Interpreting Other reference materials prepared by the teacher Overhead projector Computer III Focus Points and Teaching Procedures

Phase 1 Preparing

I. Simulation 50 m 15 m 12

Business Interpreting Lesson Plan Unit 1

? Divide 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.

? While the students are doing the simulation interpretation, ask the other groups to make

II. Theory & Techniques: Note Taking I

? Warm-up activity ? Presentation: 1. Note Taking—an Aid and an Evil 2. Two Features of Note-taking

20m

III. Phrase Interpreting IV. Sentence Interpreting Phase 2 Performing I. Decoding--Notes Taking

5 m 10 m 50m 15m

? Chinese- English English-Chinese ? Chinese- English English-Chinese

Play 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

III. Encoding--Message Reconstructing

? Play the CD again paragraph by paragraph, then ask the students to interpret the passage

during 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 help

them 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 notes

while 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 help

them to check the interpretation. Phase 3 Packaging

20 m

I. Interpreting and Assessment

15 m

Business Interpreting Lesson Plan Unit 1 ? Play the CD of text C with a pause after each paragraph. Ask the students to take some notes

while 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 help

them to check the interpretation.

? While the students are doing the interpretation of Text C, ask the other groups to make

II. Points to Remember 5 m ? Note-taking is said to be an important aid and a necessary evil.

? The purpose of note taking in interpreting is to supplement memory efficiency.

? Notes are essentially individual in character.

After class activities

I. Supplementary Exercises

? Task I Simulation Exercises

? Task 2 Vocabulary Development

? Task 3 Cultural Salon

Ask 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.

? Task 4 Interpreting Practice

Ask 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 Interpreting

B. Text Interpreting—Text D

Business Interpreting Lesson Plan Unit 1 II. Self-assessment

? After the students have completed all the tasks in this unit, ask them to finish the following

III. Feedback and Comments

? After 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.

Unit Six Business Advertisement

I. Unit Objectives

1. Ss understand what notes to take and how to take notes in interpreting.

2. Ss find ways to improve your interpreting skills and performance.

5. Ss master the basic words and expressions about business advertisement.

6. Ss know some cultural background knowledge about business advertisement.

II Materials and/or equipment

21.

22.

23.

24. Business Interpreting Other reference materials prepared by the teacher Overhead projector Computer III Focus Points and Teaching Procedures

Phase 1 Preparing

I. Simulation 50m 15m

Divide 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.

? While the students are doing the simulation interpretation, ask the other groups to make

II. Theory & Techniques: Note Taking II

? Warm-up activity

? Presentation:

1. What Notes To Take?

2. How To Take Notes? 20m

III. Phrase Interpreting

5 m 15

Business Interpreting Lesson Plan Unit 1

? Chinese- English

? English-Chinese IV. Sentence Interpreting

? Chinese- English ? English-Chinese

10 m

Phase 2 Performing I. Decoding--Notes Taking

30 m 5 m

Play 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 m

III. Encoding--Message Reconstructing 10 m

? Play the CD again paragraph by paragraph, then ask the students to interpret the passage

during 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 help

them 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 notes

while 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 help

them to check the interpretation. Phase 3 Packaging

20 m

I. Interpreting and Assessment 15 m

? Play the CD of text C with a pause after each paragraph. Ask the students to take some notes

while 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 help

them to check the interpretation.

? While the students are doing the interpretation of Text C, ask the other groups to make

Business Interpreting Lesson Plan Unit 1 II. Points to Remember 5 m ? Interpreters are supposed to note down the following elements while listening: key

words and main ideas; figures, proper names and list; links and transitional expression;

beginning and ending.

? Interpreters are advised to follow the following principles while taking notes: take the notes

in columns; use abbreviations and symbols; few words and more lines; be logical and legible. After class activities

I. Supplementary Exercises

? Task I Simulation Exercises

? Task 2 Vocabulary Development

? Task 3 Cultural Salon

Ask 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.

? Task 4 Interpreting Practice

Ask 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 Interpreting

B. Text Interpreting—Text D

II. Self-assessment

? After the students have completed all the tasks in this unit, ask them to finish the following

III. Feedback and Comments

? After 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 17

Business Interpreting Lesson Plan Unit 1

form.

Unit Seven Business Presentation

I. Unit Objectives

1. Ss understand what notes to take and how to take notes in interpreting. 2. Ss find ways to improve your interpreting skills and performance.

7. Ss master the basic words and expressions about business advertisement. 8. Ss know some cultural background knowledge about business advertisement.

II Materials and/or equipment

25. 26. 27. 28.

Business Interpreting

Other reference materials prepared by the teacher Overhead projector Computer

III Focus Points and Teaching Procedures Phase 1 Preparing I. Simulation

50 m 15 m

? While the students are doing the simulation interpretation, ask the other groups to make

2. Theory & Techniques: Note Taking III

? Warm-up activity ? Presentation:

20m

1. Symbols and Abbreviations 2. Cases Study

III. Phrase Interpreting

? Chinese- English

5 m

? English-Chinese IV. Sentence Interpreting

? Chinese- English ? English-Chinese

10 m

Phase 2 Performing I. Decoding--Notes Taking

30 m 5 m

Play 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

Business Interpreting Lesson Plan Unit 1 ? Play the CD again paragraph by paragraph, then ask the students to interpret the passage

during 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 help

them 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 notes

while 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 help

them to check the interpretation.

Phase 3 Packaging 20 m

I. Interpreting and Assessment 15 m

? Play the CD of text C with a pause after each paragraph. Ask the students to take some notes

while 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 help

them to check the interpretation.

? While the students are doing the interpretation of Text C, ask the other groups to make

II. Points to Remember 5 m ? Symbols and abbreviations account for a large part of note-taking.

? The advantages of most signs and symbols is the fact that they do not belong to any

particular language and can be written in one language and read out in another

without much effort, as is the case of numerals.

? The symbols and abbreviations can be divided into various categories, such as symbols from

the alphabet; punctuations marks; mathematical symbols; the arrows etc.

After class activities

I. Supplementary Exercises

? Task I Simulation Exercises

? Task 2 Vocabulary Development

? Task 3 Cultural Salon

Ask 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.

? Task 4 Interpreting Practice

Ask 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 Interpreting

B. Text Interpreting—Text D

II. Self-assessment

? After the students have completed all the tasks in this unit, ask them to finish the following

III. Feedback and Comments

? After 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.

Unit Eight Press Conference

I. Unit Objectives

1. Ss understand the importance and process of memory in interpreting.

2. Ss find ways to improve your interpreting skills and performance.

9. Ss master the basic words and expressions about.

10. Ss know some cultural background knowledge about China’s foreign policy.

II Materials and/or equipment

Business Interpreting Lesson Plan Unit 1

29. 30. 31. 32. Business Interpreting

Other reference materials prepared by the teacher Overhead projector Computer

III Focus Points and Teaching Procedures Phase 1 Preparing I. Simulation

50 m 15 m

? While the students are doing the simulation interpretation, ask the other groups to make

II. Theory & Techniques: Story Retelling I

? Warm-up activity ? Presentation:

20m

1. Memory in interpreting 2. The Process of Memory

III. Phrase Interpreting IV. Sentence Interpreting Phase 2 Performing I. Decoding--Notes Taking

5 m 10 m

? Chinese- English English-Chinese ? Chinese- English English-Chinese

30 m

5 m

Play 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 m

III. Encoding--Message Reconstructing 10 m

? Play the CD again paragraph by paragraph, then ask the students to interpret the passage

during 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 help

them 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 notes

while listening to the dialogue. ? Ask two students to interpret what they have heard with the key points on their notes.

Business Interpreting Lesson Plan Unit 1 ? 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 help

them to check the interpretation.

Phase 3 Packaging 20 m

I. Interpreting and Assessment 15 m

? Play the CD of text C with a pause after each paragraph. Ask the students to take some notes

while 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 help

them to check the interpretation.

? While the students are doing the interpretation of Text C, ask the other groups to make

II. Points to Remember 5 m ? An interpreter needs an extraordinary memory.

? The more “meaningful” the information, the shorter it takes for it to be committed to

memory and the easier it is to remember.

? The studies of human memory usually make a distinction between short-term and

long-term memory.

? The process of memory involves three stages: encoding information, storing

information, and retrieving information.

After class activities

I. Supplementary Exercises

? Task I Simulation Exercises

? Task 2 Vocabulary Development

? Task 3 Cultural Salon

Ask the students to read the following presentation and try to get some cultural knowledge about 22

Business Interpreting Lesson Plan Unit 1

travel arrangements. And make a group discussion about it. Make certain explanations where necessary.

? Task 4 Interpreting Practice

Ask 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 Interpreting B. Text Interpreting—Text D

II. Self-assessment

? After the students have completed all the tasks in this unit, ask them to finish the following

III. Feedback and Comments

? After 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.

Unit Nine Enterprise Introduction

I. Unit Objectives

1. 2. 3. 4. 33. 34. 35. 36.

Ss understand the importance, process and tactics of story retelling. Ss find ways to improve your interpreting skills and performance.

Ss master the basic words and expressions about enterprise introduction Ss know some cultural background knowledge about enterprise introduction.

II Materials and/or equipment

Business Interpreting

Other reference materials prepared by the teacher Overhead projector Computer

III Focus Points and Teaching Procedures Phase 1 Preparing I. Simulation

50 m 15 m

? While the students are doing the simulation interpretation, ask the other groups to make

Business Interpreting Lesson Plan Unit 1

II. Theory & Techniques: Story Retelling II

? Warm-up activity ? Presentation:

20m

1. Story Retelling and Memory Training

2. Tactics for Story Retelling III. Phrase Interpreting IV. Sentence Interpreting Phase 2 Performing I. Decoding--Notes Taking

5 m 10 m

? Chinese- English English-Chinese ? Chinese- English English-Chinese

30 m

5 m

Play 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 m

III. Encoding--Message Reconstructing 10 m

? Play the CD again paragraph by paragraph, then ask the students to interpret the passage

during 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 help

them 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 notes

while 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 help

them to check the interpretation. Phase 3 Packaging

20 m

I. Interpreting and Assessment 15 m

? Play the CD of text C with a pause after each paragraph. Ask the students to take some 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 help

Business Interpreting Lesson Plan Unit 1

them to check the interpretation.

? While the students are doing the interpretation of Text C, ask the other groups to make

II. Points to Remember 5 m ? Story-retelling is an essential and practical exercise in memory training.

? Categorization, Generalization, Comparison and Visualization are some basic skills for story

retelling.

After class activities

I. Supplementary Exercises

? Task I Simulation Exercises

? Task 2 Vocabulary Development

? Task 3 Cultural Salon

Ask 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.

? Task 4 Interpreting Practice

Ask 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 Interpreting

B. Text Interpreting—Text D

II. Self-assessment

? After the students have completed all the tasks in this unit, ask them to finish the following

III. Feedback and Comments

Business Interpreting Lesson Plan Unit 1 ? After 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.

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