说话人 1

Good evening, honorable judges, my fellow colleagues. It's really a great pleasure for me to share some thoughts on how to teach this text to the students. Okay, my following speech will be divided into 4 parts. The first part is about the students. The second part is about my teaching objectives. 3Rd part is about my teaching procedures. And next part is about the assignments. And the last part is about the evaluation.

说话人 1

Okay, first, speaking of the still targeted students, if I'm allowed to choose the group of students to be taught, I will be targeting the students of the at the 3rd year, that is a senior, junior students of the bti students.

说话人 1

And for the teaching objectives, I have 4 objectives for this lesson. The first one is how to translate this passage into proper Chinese. And this is the basic teaching objective. Second one is that the students should have some basic knowledge on the. on this famous translator zhuge shenhao。 And also have some basic knowledge on the translation of Shakespeare's works.

说话人 1

The 3rd teaching game is the students will acquire some basic knowledge about the translation theories. Here I will provide students with the theories put forward by eugenida, namely functional equivalence and the theory of interpretive theory in interpreting.

说话人 1

And the 4th teaching objective is have a discussion on the translation process and to talk about how to be a qualified interpreter or translator. So before mentioned objectives are listed here.

说话人 1

Next I will talk about my procedure in teaching this text. Well, actually the procedure is divided into 2 parts. The first is pre class activities and the second is in class activity. It is, and also it will involve a discussion part.

说话人 1

Okay, first let's talk about the pre class activities. If I'm assigned this text to teach to students, first I will ask them to do the translation before the class. And I will also ask students to have a deep reflection of the translation process from their preparation, from their information search and to the translation process. And also I will ask them to remember what are the difficult points when they are doing the translation of this passage.

说话人 1

Also the 3rd activity, pre class activity, is that I will ask students to do 2 presentations. First presentation is about the translator, Zhou shenhao, and the second presentation is about the translation of the Shakespeare's works.

说话人 1

Okay, these are 3 pre class activities speaking of the in class activities the first one is to deliver the 2 presentations in class by students. And the second one I will ask students to talk about the translation process from its from their preparation to their final translation. And also I will ask them to recall some difficulty points in this process and the 3rd activity is about translation appreciation. Actually in this part it will involve 2 methods of appreciation first is peer review.

说话人 1

I will divide students into several groups and ask them to to take the best translation of this group to share in the class. And when they present their translation I will ask the students from other groups to give their feedback. And also the teacher's feedback is crucial in this part.

说话人 1

Speaking of the anticipated problems of the student's translation, here I have 3 problems. The first one is how to chop a long sentence into smaller chunks. Take the first sentence of this passage as an example. We can see that the first sentence in the original Chinese is a really long one. But students may have problems in how to chop this very long sentence into smaller chunks. So this is an anticipated question of the students. The second anticipated question is the adjustment of the sentence order. And also in the original Chinese we have in a sentence.

说话人 1

逐句对照，试着应意，则未敢苟同。

说话人 1

Actually, when you translate this sentence, it needs the adjustment of the sentence order. So sometimes my students may find it difficult on how to adjust the sentence order in translation. And the 3rd part, and the 3rd question is that the students may pursue a word for word translation for some terms, for example, in the original Chinese.

说话人 1

we have 往往再次咀嚼 another example is。在查阅译文中有无暧昧不明之处？ actually here 咀嚼 and 暧昧。

说话人 1

Not be translated in the word for word way. So in this part, I will explain to the students that due to Chinese is actually a high context language, while English is a low context language. Therefore, in dealing with these translations, what we need to do is to convey its message very clearly.

说话人 1

Okay, and then let's come to the discussion part. In the discussion part, I will ask students to share their opinions on this paragraph, whether they agree with the opinion of this paragraph or not, based on their translation experiences and their reflection of the translation process. I think that discussion, this discussion must be very thoughtful, provoking, and it must be very fruitful to the students. And after the discussion, actually, I will present 2 translation theories to the students to compare. The first one is the functional equivalence by Eugene Ida. Actually, in this theory, eugenia has put forward the equivalence in 4 parts. The first part is on the electrical level and the second is on the sentence level, and 3rd one is on the discourse level and the 4th one and is on the style level. So I will put forward this theory for students to compare between, to compare with the original Chinese paragraph here. And speaking of the interpreting theories, I will present the interpretive theory here, because the call of interpretive theory is demobilization. Actually, demobilization tells us to translate or interpret the main idea of the speaker when you are doing a translation or interpreting job. So actually I think that these 2 series can be can be fit to be taught in this class because it coincides with the idea of Mr Jules here, and also here the idea conveyed by the 2 theories and Mr drew's opinion that only that message counts. And we also should know that for an interpreter or translator we should be faithful to the original works or to the speaker.

说话人 1

Okay, next part is about the assignments part. Actually for the assignments part where I have designed 2 parts. The first one is based on the discussions on the class. The students should revise their own translations. And the second, if students are interested in eugenia theory, please have a deep survey, a deep research on eugenida's theory, especially on the theory of functional equivalence. And last part is about the evaluation of my class.

说话人 1

Actually, in this class, I have combined the teaching of theory with the practice test. And also, I think that in my class, I combined the learning of the cultural elements together with the acquisition of the translation skills. So this is my evaluation of this class. If you have any questions, your questions are warmly welcome. Thank you very much.

说话人 2

Thank you very much. And again, I'm going to ask you 2 questions the first question is about the translation of the text provided to you. And if you please translate. Okay, the last sentence, but one starting from.

说话人 2

有必自理，以礼为演。舞台上之演员沈其语调之是否顺口，因及之是否调和。

说话人 1

to translate this method。 Okay, can I translate from the sentence before?

说话人 2

Okay. Okay.

说话人 1

So after I have translated one paragraph, I will act as the reader myself to find out if there are some ambiguities in my translation. I will also act as a performer in a stage and to and to find that if is risk rhythmic to read, and about the tunes of my translation.

说话人 2

Okay, thank you very much. And then the second question is again about your teaching and you again, I listed quite a few items under your teaching objectives, like how to translate generally, basically understand how to translate lastly, and then basic knowledge of Zhu shenhao and Shakespeare's right work. And then also translation theory, nita's theory and the interpreter theory. And then you also want to tell the students how to be a qualified translator and interpreter. And you actually, I think as you were talking about the procedures of your teaching you. You actually talked, I think some of the ideas make sense. But if I say you actually really got way too much for one plus, how would you respond to my comment? Basically what I'm saying, you will not be able to cover these all these in depths at all. How would you respond to my comment?

说话人 1

Okay, I understand your question. So if I understand this correctly, you think that I cram too much for the students in one class, actually, if I want to solve this problem first, actually, I will adjust according to the number of lessons I will give to students. For example, if I cannot finish all these things in one class, maybe in the second class, I will continue with my teaching plan. And but if for, oh, if in a single class, if I find that maybe sometimes I'm running out of time and I fall behind my schedule, I may cut the translation theory part and cut this part. But I think that basically I should guarantee that I teach the students basic translation skills on this class and to let them know how to properly translate this passage into Chinese.

说话人 2

Okay? Thank you very much. Thank you. Come on.