说话人 1

Good afternoon, everyone. Today I would like to talk about my teaching plan, or say arrangements of the teaching and learning activities. Based on this material given, I would like to plan an interpreting class. So this material given to me is taken as the script of a recording of an audio. And first of all, let me talk about the overview of those teaching learning arrangements. I would first of all talk about the students, and then I will come to the materials, and then I will talk about the objectives. After that, I will come to the teaching and learning arrangements, including the steps and evaluation, as well as the assignments here.

说话人 1

So first of all, in terms of the students, my target students are 3rd year students in the bti program. And here in this course called basics of interpreting, I suppose that they have already grasped a series of interpreting skills and knowledge and expressions in certain frequently seen topics. That means these classes I am given to them is supposed to be towards the end of the course. So they have already grasped certain skills, a certain series of interpreting skills and relevant knowledge expressions. And we are to enter a phase of onsite training.

说话人 1

And as to this material here, it's a new material about xi jinping's, Mr xi jinping speech at ciie. And also it contains different opinions on one single same topic. And also this material contains quite a lot of requirements as to these interpreters. For example, it contains long sentences, it contains figures, it contains the specialized terms like the people's names, their titles, and also it has some kind of vocabulary or expressions with Chinese characteristics. So it is quite a suitable material for students to get them practice interpreting.

说话人 1

As to my following objectives, I would divide my objectives into 3 parts. So first of all, as my students are still beginners of interpreting learning, I still would like to incorporate language enhancement as one of my objectives.

说话人 1

And secondly, as they have already Learned a series of interpreting skills and we have done quite a lot of practice in terms of each of those skills and here it is time for us to have them integrated. So this is a kind of comprehensive training. And the second objective thus is to try to help them apply those skills to use.

说话人 1

And the 3rd objective is that I would like to tell them or say half them, discuss a variety of training methods because this is the beginning of the onsite training. That means that they will have quite a long way to go in terms of the onsite training. And self teaching is very important and how they can teach themselves after class is also very vital because that time period, that time allotment is far bigger, far larger, well than the time allotment in class. So I would like to help them cultivate interest and form habits and even after class. So this is the 3rd objective.

说话人 1

In order to fulfill these 3 objectives, I would like to arrange my 90 minutes course in this way. All in all, there are 8 steps. I will go through them one by one. So first of all, I will have a greeting to my students to get them started. And then I will tell them how I'm going to arrange these 19 minutes course to help them give, have a clear idea about what we're going to do in the following. So that takes about 3 minutes. And in the second we'll come to listening, interpreting and recording which takes about 3 minutes but here I will only ask them to listen and interpret from the very beginning to the end of Mr panjiang June's speech. Okay, the former 2 parts because the material given to me here actually consists of 4 parts the opening remark and then 3 speakers speeches.

说话人 1

And as to according to my own experiences I think the first opening remark takes about 45 seconds and Mr pantin Juan's speech takes about one minute and pantin's speech takes about one one minute and 1/2 and also the last speaker's speech also takes about one minute and 1/2. And for the first 2 parts the original audio takes about one minute and 45 seconds.

说话人 1

So that is why I arrange 3 minutes here because this is English to Chinese interpreting, the target language does not need to take longer than the English given they have listened to.

说话人 1

So I arrange 3 minutes for them to listen to these first 3/1,2 parts and interpret and record. And I will also record their performances. And then I will arrange them to do pair work. So they need to listen to each other's recordings and try to give each other their comments. For example, I will tell them what they need to do in terms of how they need to guarantee the quality, to control the quality of each other. For example, in terms of the accuracy, in terms of the fluency, and also in terms of the way they deliver the speech, the way they deliver the target language.

说话人 1

And I will give them some kinds of parameters to note down each other's work. And they would need to take down where they think are the difficult points or the important points in delivering this kind of target language. They need to make notes. And that time takes about 10 minutes.

说话人 1

I will also go together with them to have some kind of discussion in this period. And then I will ask some of them to give us feedback, what they have taken down. And also I will kind of have interaction with them. When they talk about a certain point, I will have some kind of interaction.

说话人 1

But the next part is where the teacher's role is the most important here. That is the step 5, teachers guidance and comments. So here I will tell them, for example, if they encounter some difficult points, I will, for example, in the first 2 parts, in terms of the long sentence in the first paragraph of Mr panching's speech. And also they may encounter some words, I will tell them, for example, or enlighten them how to interpret that. And then, and also we'll talk about how to evolve those skills.

说话人 1

And then number 6 is to conduct the same procedure for the second speaker, for the second and the 3rd speaker, that is about 38 minutes. And then we'll have group work about the methods, and then we'll have teacher summary. For example, the methods they can try to conduct after class about this same material includes, for example, retelling, paraphrasing, just interpreting, giving an impromptu speech about this opinion and debating with this speaker. And also they can design notes, what to take down, how to take them down. They can also design those notes. And then they could also have a kind of experience of interpreting this passage once again, and do lockkeeping and sharing. And this is also another way, and there's another way to do activity after class that is to rewrite this passage. So imagine this is not a kind of speech made or a kind of interview maybe this is a literary style work. What kind of things may you want to write according to in order to suit that kind of style. So this kind of rewriting is another thing they can do. So all in all I write 8 activities for them and of course I will not tell them directly. I will first have them do group work and have their own ideas and maybe they will have even more ideas about that and maybe even surprising ones from them. That is also something I am looking forward to.

说话人 1

And then the last part is the summary and assignments here. In terms of the summary, we will come to those things we have covered like those language points. And also I would like to talk about those skills involved in this last, the second half of this material given to me. For example, how they can get prepared for the person's names, their titles, the pre interpreting preparation and also for the word like boost here we can find on the first page in the last paragraph, the last but 2 lines here like the boost. We can also think of other words with similar meaning like improve, strengthen, enhance, force to advance, promote, facilitate, reinforce. So this kind of wood grouping is also something they can do after class. So maybe this is a nice activity they can do after class. And also like figures here. And also they can make notes like in the us last but one paragraph on the first page, we have several words like witness, participated, contributed and benefit from how we can make notes so that like the way of stacking, I will also talk about these to them or see whether they have encountered some difficulties or kind of questions or problems there.

说话人 1

So these are an assignment is to try to do this interpreting once again and send their audios to our class wechat group. And we'll have interaction among students and between teachers and students. And that's it all. Thank you.

说话人 2

Okay. Thank you. Thank you very much. And I'm going to ask you a few questions. In your objectives, you mentioned that you are going to make students aware of a variety of training methods. Yes. Can you tell me what is the rationale of doing that and what are the methods?

说话人 1

Okay. Yes. Okay. Thank you very much for your question, professor. So the rationale for doing this is that I believe students practice is of utmost importance. I would like them to form habits to do interpreting not only in our class, but also in our daily life. For example, you can do just interpreting when anyone else in our daily life is talking. You can do note taking when anyone else in our daily life is talking. So this kind of habit formation is very important and interest cultivation is also very important. I would like to have them incorporate these kind of habits in their daily life. And so this is kind of task based, well, not only language teaching but also translation, interpreting, but also involve these tasks into their daily life. And the methods can be in various forms. For example, retelling the passage or the text in the source language or the target language. And then paraphrasing is also very important. They try to get the students know how to express the one single idea in several ways. And this kind of flexibility is also of utmost importance when they are on real interpreting occasions.

说话人 1

And then the 3rd possible activity is just interpreting. This could help them sort out the logic very clearly and help them to express logically themselves. And the 4th one maybe is to make an impromptu speech to what that kind of opinions they may have on this given material. And the 5th one is to have a debate. And the 6th one is to design their notes about what to design and how to take down. And the 7th one is to take down those ideas they may have and share these things with others. 8Th one is to try to rewrite this passage.

说话人 2

Okay, thank you and thank you very much. I just wanted to have an idea of the methods you are talking about. And then if I look at the 3 objectives you have listed here, I wonder are these objectives that would run through all all the courses, all the classes that you have been teaching or you will be teaching. So by that I actually was asking you is there anyone specific objective for this specific lesson? Because here the first one is language enhancement. I could see that running through all the courses you've been teaching or you will be teaching and also integration or integrated application of all the skills and methods, right? And also the 3rd one, a variety of teaching training methods.

说话人 2

But I mean we do have general sort of objectives or learning objectives, but I think we should also have specific objectives for one particular lesson. That's why we have different lessons, right? Yes. What would be the one specific lesson? Oh, sorry. Objective for this varied lesson.

说话人 1

Thank you very much again. So as for the position of this class, is this whole course called basics of interpreting? I suppose that this class is taken when the students have already Learned those specific skills. Actually, in those previous classes, I will focus on a certain specific skill and then we'll have certain targeted practice. But then after they have already finished grasping or acquiring those interpreting skills, when we come to this phase of onsite training, I think it is students role to, or say it is their turn to tell us what kind of difficulties or problems they may encounter in real thing interpreting. So this is sort of a causing real thing interpreting practice. And that is why I would like to talk about the application of skills acquired to use here.

说话人 1

As one of the objectives. I would like to have the students say about these given materials. So maybe I would like to, first of all, in this class, maybe this is one of the materials and in the second class, I will change the type of this or the type of this audio to have, to elicit different opinions from the students in terms of the different types of problems they may encounter.

说话人 2

Okay. Thank you very much. Thank.

说话人 1

You very much again. Thank you all.