说话人 1

Honorable judges, good evening. It's my great pleasure to talk about my teaching plan with you tonight. So first I'm going to talk about my, the basic structure of my teaching plan, which consist of 4 parts, background information, teaching objectives, method and teaching procedure. So first, the background for my teaching. My target students will be junior students who are in the second semester who have just finished the basic interpreting skills learning, such as note taking, memory training, public speaking figures, etc. And as for the material we're going to use first, that will be this script we've got. However, I will do some adaptation to that. I will first ask my students to change this from the traditional Chinese, which is a little bit outdated discourse into the modern spoken discourse. Okay, we're going to make that into a conversational because the whole design is about an interview with an well known interpreter. So we will have one speaker to change this into the spoken discourse, as we just said. And another material we're going to use is a video tape we are going to have during the class.

说话人 1

Next, teaching objectives. So first, we are going to enable students to utilize the basic interpreting skills they Learned in the first semester in this simulated interpreting, which is an interview, as we said, with famous interpret, famous translator singly working to learn, help students learn how to carry out performance evaluation and establish the awareness of error analysis, which I think is essential for students.

说话人 1

Next method, for the teaching method, I have 3 keywords. First, task based. Secondly, student centered. Lastly, situational learning. And next, I'm going to focus on teaching procedure. I divided into 3 sections. As you can see here, pre task, engaging task and post task. So pretask, we need do a lot of advance preparation before the actual class.

说话人 1

First, I'm going to give the topic to the whole class. I'm going to tell them this is about an interview with a well known translator. And I'm going to give the name of translator to them so they can start to do some research on the internet. And also I mentioned a very important part for this interview is the translator is going to talk about his view on the standards of, of translating work and also I'm going to give them students a short vocabulary list which are some keywords from this discourse. Although we changed into spoken discourse we still keep some keywords here such as?

说话人 1

宗旨，神韵，明白，流畅应意 OK and 晦涩的字句，暧昧不清的表达， so i give some cute。 Was there. That's about our part of our preparation. And secondly, I'm going to give the students an evaluation form in advance, which can divide it basically into 3 sections. The first part is the faithfulness to the original information, which takes about 50% of the whole total score of their performance. And second part is about the quality of the language, of the rendering, which is about, say, for example, the right, the correct use of the language, the grammar, no grammar, medical mistakes. And if they can use some basic interpreting skills, such as addition, omission, conversion, et cetera. And the last part for this evaluation is about their delivery to see if they have a good, I contact with the audience if they have the right voice volume, the right talking speed etc. About clarity, about delivery. Lastly we are going to divide them into few groups. We will have one journalist who is going to carry out this interview and one student play the role as translator, Mr Zhu and then we have one cameraman, 4 interpreters and 4 question masters and then the rest will be say 12 audience which can be divided into 2,4, a groups of 3. So this is about the essential part of our pre task preparation and then engaging tasks which takes place inside the classroom. And we have the following sections. First at the very beginning teacher will check out their preparation work, which includes the background knowledge, okay, to see how much they know about this translator, what kind of views a translator may have on translating job, and also to check out the vocabulary understanding, to see, as I said, we give them a list to see if they can come up with the correct translation. Next, the simulated interpreting. This will be a major part, and this will also be videotaped by the cameraman. Therefore, later on, we can use this video to judge the performance. And number 3, peer evaluation. Once the interview is finished, the simulated interpreting is finished, we are going to ask the students. We have, remember, we have 4 groups, each group will watch the video again and each of them will be designated one interpreter. So they would just need to focus on one interpreter's performance based on the 3 parts, as we said, faithfulness, the language, the quality and the delivery. Okay? So they will have this group discussion, focus on that one interpreter, and then they will be asked to present their evaluation, the feedback to the whole class in term. Okay?

说话人 1

This one sister finishes and then it's a teacher's role. The teacher will come up to give, to offer feedback because we cannot just trust the students feedback. So the teacher will offer her feedback and also ask students, actually the student here means those 4 interpreters when we give after this feedback for each interpreter, the teacher will ask the students, the interpreter say, see, you made a mistake here. There was a mission here or there was a distortion of the idea. So would you like to tell me why that happened? So we'll ask a student, the interpreter to offer this oral feedback to recall the possible reasons for the errors. I guess this can help them to to establish that very important awareness of error analysis. Okay, and after this the teacher will offer a summary of the whole class to wrap it up. And lastly we have our post task which is about assignments because a lot of study takes out, takes place out of the classroom. We have basically 2 assignments. First, we'll ask students to repair a written evaluation. This includes the interpreters themselves. They need to offer the evaluation in writing. And also the whole class, including the 2 students, the 3 students, the translator, the person who plays translator and the person who plays journalist, and also the cameraman, they will also offer their evaluation in writing. Okay? This will consolidate their understanding of interpreting performance evaluation. And lastly, I will ask the whole class to interpret this whole speech by using the video we make during the class. So they can use this video and work with the language partner to interpret the whole message again and then record their rendering. Okay? They can double check their performance. So basically, that's my teaching plan. Thank you very much.

说话人 2

Thank you very much. And I'm going to ask you 2 questions. You explained how you begin the teaching by asking the students to translate the text provides here into a spoken or oral Chinese, right? But you would like to keep some of these expressions in there, for example.

说话人 2

like，宗旨，神韵，意趣，硬喻，还有硬译yeah， okay and 比如音译还有这个艾米不明。

说话人 1

的表达 okay 和。

说话人 2

灰色的。

说话人 2

what i want to do is to ask you to translate all these oh sure。

说话人 1

ill get it go zongzi， i think we can translate that as ten its 神韵。

说话人 1

We can see the charm, the charm of original work and Ying e. We can say the word for word translate.

说话人 1

晦涩的字句，我 can say the ambiguity oh sorry i was looking at the。暧昧不情的表达， the yeah ambiguity。晦涩的字句，baby。

说话人 1

The difficult words or expressions.

说话人 2

Thank you. And then you also shared with us how you would like the students to do as a post task. Yes, that is to ask them to write a written evaluation and also interpret the whole task as per the recorded video. And we all know that the post task is really to actually help to strengthen the students learning, right, of the the content you've just taught them. And. And there of course brings us to your teaching objective which is the using interpreting skills in simulated interpreting and also the technique of error analysis. So could you actually explain to us how your post task. You are giving to the students will address these 2 teaching objectives.

说话人 1

Right. Thank you very much for your question. I think between these 2 post tasks, the 2 assignments, I think the first one to serve the purpose right because I ask students to offer the oral feedback in class and also ask them to recall the interpreter, recall the possible reasons for their errors. However, I want them to put them in writing. When they do this in writing, they will really to calm down to really reflect on their performance. And maybe in classroom they do, they cannot really reach the goal or to give a, a full clear understanding and reflection. So I want them to use this task, this assignment to really think about it and put things in writing. Okay? I think this will really, in this process, really strengthen this kind of activities awareness.

说话人 1

However, for the last one, I have to say this is now really closely related to this. To serve this goal, it's more like to ask him to do some extra work. Students might get lazy, so I always give them some material to work on. And I actually, given time, I'd ask him do one more because I have some prerecorded interviews. Maybe I'll ask them to do this by watching that video and hopefully they can practice more to strengthen their overall integrated skills.

说话人 2

Thank you very much. You're.

说话人 1

Welcome.