说话人 1

Good afternoon, everyone. I feel great honored to stand here to give my presentation about the class design for the given material. And as you can see, this given material is about xi jinping speech at ciie. So basically, it seems to be like a interpreting material. However, as you know, sometimes in the auras speeches, they will also be translated beforehand. So I think it's also very good, kind of a suitable material to be introduced into our translation class. So actually, this material, I would like to design it as a kind of a translation class for sophomore bdi students or English majors. And also, it will take 90 minutes. And that's kind of background information.

说话人 1

And now next, I'm going to introduce my teaching objectives and teaching procedures as well as the key and difficult points. And firstly about the teaching objectives. Now firstly, I would like to use this material to help the students to have a good knowledge about the importance of ensuring expressiveness of target language in EC translation. And also I will help them to acquire the translating skills of ensure the expressiveness in the EC translation. And also the 3rd purpose, it can be used as kind of a consolidation practice to help them consolidate what they have Learned in the previous lessons. And also, yes, kind of consolidated practice here.

说话人 1

Now next to my specific procedures. Now I would like to divide it into 3 parts. Number one is about pre class and then in class and then postclass activities. Okay, the first one, before the class, I will ask students of course to search the background information about the cie. And also they need to prepare to give the presentation for the next class. Okay. Number 2, they need to do the translation by themselves. And number 3, they need to have some peer review means to work with their partner to correct each other's superficial errors. Okay. And then the last point before the pre class activity, they still need to Mark the difficult point in their minds and also they will be useful in the in class activities. Then they need to handing the homework to me. So now nest is about my in class activity.

说话人 1

Now, of course, firstly, I would like to present, I asked students to present their prepared speech about the background information of this cie. Okay. And it will takes 5:10 minutes.

说话人 1

And then next is about most important step of my class activity. The first one, I would like to show the translated version of my students and to introduce to them about inexpressiveness in their translated works. And also I will incorporate my revised version to help them to make a comparison. Okay. And also I would like to proceed through this kind of procedure into 2 levels. That is about lexical level and the syntactic level.

说话人 1

Now next I'd like to give you some examples. Maybe I have no real, okay, students translated works, but just, okay, I would like to adapt the examples based on the reality.

说话人 1

Now first from the lexical level, I will help students to identify the expressive this in their translation, especially about their translation of some specific words. Okay, now I think the best solution to deal with this problem is that you really need to, I ascertain the meaning of the words based on the contest. For example, in the second paragraph of this speech, the 4th line, reach out. Maybe they would like to translate it into Shen Chu Chu, but I think it would be better to translate it into tan su. And in the same line, facilitate outbound financing and investment. Now facilitate usually will be interpreted, translated into.

说话人 1

促进right， but here。

说话人 1

According to the context, maybe you will be better to translate.

说话人 1

IT into 帮助我们寻求更多的海外融资和投资机会。

说话人 1

And also there are more examples here, for example, the last line of the second paragraph, manufacturing shopping and culture shopping. Here maybe students will translate it into, no, I would like to relay it to the contest, not goye, maybe Lin shou ye would be better. And also there are many examples here. For example, the second paragraph of the last part and the general announcement for this word, maybe many students would like to translate.

说话人 1

into 什么一致宣言？大致宣言， no maybe we would like。

说话人 1

To come up with better words for that.

说话人 1

纲领宣言， right would that better。

说话人 1

Or example, another example, for example, the emerge cannot fight. Well, this emerge maybe.

说话人 1

出现， but according to the contest。

说话人 1

Maybe it will be better to translate it into yi Jun tuqi, something like that. Okay okay, that is one tactics about the, okay, ascertain the meaning of those lexical words. That is OK, related to the context. And also we need some to consider the change of part of speech. Now, for example, there is example here gain changer. Okay, the last paragraph, now the integration will be a gain changer. Maybe the students will translate it into youxi.

说话人 1

规则打破者 maybe no 这个这项国策已经打破了上海区域的。嗯，游戏规则 you know changer a nun。

说话人 1

Should be converted into the verb. Okay. And so that's 2 solutions for the words. That is about based on the contest and changing the purse of speech. And the nest is about the syntactic level.

说话人 1

Now I will explain to the students that English is the hypotexes language. And our Chinese is a kind of a parataxic structure language. And they, in some translation, the students would like to create some kind of English style Chinese. And we need to pay more attention to the cohesions of the English and the coherence of Chinese.

说话人 1

and there are a two。 2 solutions for that. The basic strategy is that we need to chop the long English sentences into the kind of short sentences which will be more acceptable by our Chinese and through using some transitional words and also through rearranging the sentence order. And the okay transitional words may be for example the last kind of sentence I mentioned in the game changer here. Now maybe I would like to.

说话人 1

break it 长江三角洲的整合已然成为一项国浙，此项举措将会打破对上海地区的游戏规则，那此项举措意则看到穿。

说话人 1

Positional words and also rearrange the order and for example, the thanks to the opening and the reform in the second paragraph of the second part. Now maybe we need to put it. the beginning of the sentence。

说话人 1

由于是我们的对外开放改革，对外开放，然后之后，OK。

说话人 1

So that will be the rearrangement of the sentence order. And also now next we like to lead the students to have some open discussion and to discuss about their problems. I think their problems can be settled with the help of the classmates. And then as to the post activities, now I think I would like to work, I will help them to work in groups and to identify the expressiveness in their homework. And also they should have some group work to help each other to identify them and revise them through the joined group work. And so they need to prepare for the report at the beginning of next presentation. And also I will. Okay, that's all. Thank you.

说话人 2

Okay, thank you very much for your briefing of the lesson. I've got a couple of questions to ask you. And first of all you said you're going to ask the students to do quite a bit of a preparation before they come to class, right? You're going to ask them to looking to the background about ciie, ask them to prepare a presentation. They are also going to do a translation. And also in the process, they also need to Mark the possible difficulties that they may have or they have come encountered. So that's a lot of work, right? Do you ask them to translate the entire passage, or is it the idea like you're going to ask to translate the whole thing. And because if you do ask them, to me, I see that there's a lot of work for the students, and they may, and obviously some of the students won't do that. How does that, if that happens, how will that affect your teaching, affect your running of the lesson later on?

说话人 1

You mean the translation will be too much a burden for my students?

说话人 2

Well, I think so. What do you think?

说话人 1

I really don't, okay, personally think, in my personally idea, I really think that it seems to be alone, but they have a weak preparation for, I would like to distribute it to them much earlier than my class. I think there will be plenty of time for them to deal with this article, but if really what you said just happens, okay, so what I'm going to deal with them now, maybe for this long passage and a limited time, I would like to divide it then, of course into groups. And each group will be responsible for a part of the speech, the translation, and I will also ask them to hand in the work to me, and then I will combine, but at least maybe they will be responsible for translating only part of them. They should also have an overall reading for the whole passage. So when I just present the skills or theories in the class, maybe they do not do it by themselves. They of course know what I'm talking about and what their classmates, they have already done.

说话人 2

Alright. And then in the, when you discuss the procedures of your teaching, you actually mentioned the time allotment for the presentation. It's going to be around 10 minutes. And then you didn't mention the but for the other parts, can you sort of tell us roughly?

说话人 1

Okay. Okay. Okay. I would like to give you some extra information about. Now the second part is about the introduction and the phenomenon of inexpressiveness of target language and also help them to solve this kind of problem. This is actually the really accounts for the major proportion of a class, it will takes 45 minutes. And then the next day is about open discussion about their difficulties. It's a kind of a consolidation practice. Maybe not only relate to the lesson we Learned today, but also they can relate to the skills they Learned in the previous lessons. So it will take me 35 minutes. And as to the last, apart in their discussion part, maybe some problems still cannot be solved perfectly right now. At the last parts, I would like to show them the translated versions for their reference. But I would like to show them at least 2 versions. Okay. And take 10 minutes.

说话人 2

All right. And then before I let you go, I have a small question to ask you. You in the sentence containing the expression a game changer, you suggested that we should translate.

说话人 2

in translated into 打破游戏规则 what if i translate it into simply。从根本上改变，而不是打破游戏规则 what do you think。

说话人 1

从根本上改变？okay。 That also would be fine actually in the open discussion class activities, not only in this class, also running through my whole semester, I will just have followed one principle, okay, and also instructed to my students that is there is no one single standard answer for the sentences. Maybe there will be more and more than just one acceptable translated versions. And.

说话人 2

Yes. All right. Thank you very much. Thank you.