《英语口译》课程标准课程名称：英语口译课程类别：专业必修课教学学时：32（理论）+32（实践）课程学分： 4先行课程：高级英语听力，英语视听说，基础英语等适用专业：英语专业参考教材：1、《英语口译实务》，外文出版社，2009年1月（主编：梅德明）2、《实战口译》，外语教学与研究出版社，2004年9月（主编：林超伦）3、《英语中级口译证书考试：中级口译教程（第4版）》，上海外语教育出版社，2014年3月（主编：梅德明）4、《英语中级口译证书考试：中级听力教程（第4版）》，上海外语教育出版社，2014年3月（主编：周国强）一、课程性质《英语口译》是英语专业三年级翻译系列课程中的一门必修课，也是英语专业的核心课，着重口头翻译训练。
口译是一项实践性很强的语言交际活动，通过口头表达形式，将所感知和理解的信息准确而又快速地由一种语言形式转化成另一种语言形式，进而达到完整并及时传递交流信息之目的的交际行为，是现代社会跨文化，跨民族交往的一种基本沟通方式。
表面上看，它似乎是一种被动，单一，机械性的语言传达活动，其实不然，它是一种集语言信息，语境信息，文化信息，心理信息等于一体的综合交际活动，是一种综合运用视，听，说，写，读等知识和技能的语言操作活动。
准确、流利是衡量口译优劣的两条基本标准。
本课程旨在帮助学生掌握与专业相关主题的有关词语、表达方式及句型；让学生更好地了解中国的基本国策及国情，同时也能了解其它国家的历史、政治、经济、文化等概况。
本课程要求学生具有扎实的双语基本功，了解口译活动的基本过程，口译过程中大脑的反应，对笔记的要求，各类句式的处理，各类意外情况的处置，以及基本的社交礼仪(着装,提前到场,文具准备)等。
本课程以英汉互为口译为主，培养学生掌握口译的基本理论和专题连续传译的技能，帮助学生掌握口译记忆方法，口头概述，口译笔记，及公众演讲技巧以求学生能较准确、流畅地进行汉英对译。
二、课程目标本课程的授课对象是英语专业学生，属英语类专业技能课。
学生通过学习该课程掌握良好的口语水平和娴熟的口译技能。
通过该课程的学习，学生能了解口译基本理论，掌握口译技巧，并运用到不同情景的口译实践当中，可从事一般的生活翻译，陪同翻译，涉外导游以及外事接待等翻译工作。
（一）专业能力目标：在对语言理解和运用方面，以英语录音、录像、电影电视、多媒体教学片的形式进行教学，通过观赏英文电影、电视、多媒体教学片等，使学生能够增加对语境和语用场合了解；能较好地复述所观看的故事情节，讲述自己的理解和分析，具备用英语讲述和组织语言的能力；能针对特定语境和语用场合中的若干话题，进行模仿、对话、讨论等，具备用英语解决实际问题的能力、较强的上口能力和正确的语音、语调和较快的语速。
经过系统地训练，使学生有较好的语言实际运用的能力和较强的视听说水平。
按级分别为：辨别容易混淆的音素、单词和句子结构，预测内容。
归纳大意，掌握细节，猜测生词；推理、判断内在含义，判断说话人的语气、感情和态度；掌握新闻要点，记笔记等。
（二）方法能力目标：1）独立学习，查找资料，获取所需信息；2）借助广播、电视、光盘等媒体运用所学知识，分析问题，解决问题。
（三）社会能力目标：1）协同合作，以小组团队方式共同完成工作任务；2）正确处理人际关系，迅速融入集体；3）批判地看待问题，客观地分析问题，对东西方文化差异冷静对待。
三、教学内容及学时分配课程内容包括口译基本理论与技巧介绍；口译背景知识介绍；记忆训练；口译笔记方法；数字口译及专题口译实践。
专题口译内容涉及旅游业，旅游景点专题，农业，体育，人口，航天航空，经济发展，经济特区，环保，中国传统文化，教育，演讲辞，少数民族，外贸，国际关系，世界贸易组织，金融系统，保险业，科技与新经济，国家的方针政策等领域。
该课程安排在第五、六学期，每周2个学时，每学期32学时，总学时为64学时。
教学具体安排如下：四、教学内容要点：Unit 1: A brief introduction to interpretation♦Teaching objective: let ss grasp definition of interpretation, differences between interpretation and translation, types of interpretation and qualities of an interpreter and essence of interpretation; make it clear to ss about requirements of this course ♦Teaching requirements: T must demonstrate the essence ofinterpretation—deverbalization, i.e., convey the information instead of words or expressions.♦Teaching process1. Definition of interpretation2. Differences between interpretation and translation3. Types of interpretation4. Qualities of an interpreter5. RequirementsUnit 2: How to listen in interpretation?♦Teaching objective: let ss differentiate active listening and passive listening and know about the difference of active listening in interpretation.♦Teaching requirements: T must demonstrate how to prompt active listening♦Teaching process1. Active listening and passive listening2. Do exercise: key words given—guess—listen to the original text and compare ss’ guesswork and the original textUnit 3: Interpreting ceremonial speeches♦Teaching objective: let ss know why memory is so important in interpretation; let ss grasp the components of a toast, a welcoming address, an address for thanks, goodwill and congratulation and learn to interpret them♦Teaching requirements: T must introduce to ss the methods of memorizing in interpretation♦Teaching process1. how to interpret a toast: components of a toast, a welcoming address, an address for thanks, goodwill and congratulation2. ss interpret groups of sentences on expressing one’s welcome, thanks, goodwill and proposing a toast3. ss interprets ceremonial speechesThe main points: components of a toast, a welcoming address, an address for thanks, goodwill and congratulationUnit 4: note-taking principles and skills (I)♦Teaching objective: let ss have a rough idea about the overall principles of note-taking♦Teaching requirement: T must explain clearly about the principles of note-taking.♦Teaching process1. the overall note-taking principles and skills2. introduce the use of Chinese characters and English abbreviations3. demonstration of note-taking4. what is decent interpretation manner?the main points: the overall note-taking principles and skills / decent interpretation mannerUnit 5: note-taking principles and skills (II)♦Teaching objective: equip ss with the common symbols and signals used in interpretation note-taking; let ss be familiar with the usual symbols and signals used in interpretation note-taking and learn to invent their own signal and symbols by pair work or group work♦Teaching requirement: T must remind ss that if they want to catch up with the speed of the original text, they must work hard to practise note-taking; T must remind ss that note-taking in interpretation is quite individual and the most important thing is that ss must use appropriate means to represent logical relations in the ST.♦Teaching process1. introduce the use of short-hand signals, punctuation in interpretation note-taking2. ss’ demonstration of note-taking3. check ss’ homework. Ask ss to do impromptu interpretation on ceremonial speeches4. practice listening and memory: contrastive analysisT divides the class into two groups: one group of ss listen to a short text with note-taking. Another group of ss listen to it with memory. Ss write the message they’ve got from listening. T compares their writing.The main points: use of symbols and signals in note-takingUnit 6: principles and skills of interpreting tourist text and publicizing texts (I) ♦Teaching objective: let ss grasp the basic principles and skills of interpreting tourist texts♦Teaching requirement: T must emphasis on the differences of the stylistic features between C and E tourist texts and lead ss to thinking why we need to make great adjustments when we do C-E interpretation on tourist texts.♦Teaching process1. introduce the use of Arabic numerals, Roman numerals, signals taken from other systems or languages2. introduce self-taught methods of note-taking3. practice note-taking: the second passage of unit 54. principles and skills of interpreting tourist text and publicizing texts (I)5. listen and memorize: contrastive analysis: questions before listening and questions after listening and no questionsthe main points: principles and skills of interpreting tourist text and publicizing texts (I)Unit 7: Principles and skills of interpreting tourist texts and publicizing texts (II) ♦Teaching objective: let ss be more familiar with the principles and skills of interpreting tourist texts and let ss know about the qualifications of a guide interpreter♦Teaching requirement: T must emphasis o n the cultural differences’ influence on C-E tourist texts’ interpretation♦Teaching process1. T goes on introducing principles and skills of interpreting tourist text2. SS are asked to do interpretation on reception3. T explains the qualities of being a guide interpreter4. SS are asked to demonstrate note-taking on tourist text.The main points: Principles and skills of interpreting tourist texts and publicizing texts/ note-taking speedUnit 8: Note-taking intensive training and interpretation assessment♦Teaching objective: let ss know about how interpretation is evaluated and learn to regulate their interpretation by keeping them in mind♦Teaching requirements: T must evaluate ss’ interpretation according to the sheet in the classroom and ask ss to comment on their own interpretation.♦Teaching process1. Simulation 2: ss are asked to do impromptu interpretation on tourist text. T cameras it and play it and comment on it.2. Manner of interpreting3. Evaluation sheet of interpreting4. SS are asked to have model test and T gives them evaluation according to the evaluation sheet5. T explains the principles and skills of interpreting texts on catering6. T introduces the skills of interpreting Chinese food menu7. Listening strategy: Listen and memorize: listen to get the first sentence and the last sentence of a short text.8. T explains what is summary interpretation?9. Note-taking exercise: lengthen the unit of listening from 1 minute to 2 minute, take notes and do interpretation of unit 3 and unit 7Unit 9: Final examination第6学期：Unit 10: Interpreting texts on catering♦Teaching objective: let ss grasp the principles and skills of interpreting texts on catering and emphasize the importance of interpreting C food menu♦Teaching requirement: T must systematically introduce the methods to interpretC food menu♦Teaching process1. introduce the principles and skills of interpreting texts on catering2. introduce the principles and skills of interpreting Chinese food menu3. ss are asked to work out a menu in English to treat foreign guests.4. SS are asked to simulate how to treat foreign guests to dinnerThe main points: the principles and skills of interpreting texts on cateringUnit 11: Interpreting numbers (I)♦Teaching objective: let ss grasp the skills of numbers’ note-taking and interpretation♦Teaching requirements: T must introduce field skills of numbers’ note-taking and interpretation and emphasize that ss should have a great amount of practice if they want to interpret numbers well♦Teaching process1. skills of interpreting numbers2. T demonstrates how to take notes when listening to a text which contains numbers3. ss are asked to take down numbers in Arabic numerals4. ss are asked to interpret C numbers into E or Engish numbers into C.5. ss are asked to interpret texts which contains numbersSimulation: ss are asked to present their simulation on a welcoming banquet The main points: skills of interpreting numbersUnit 12: Interpreting numbers (II)♦Teaching objective: let ss grasp the skills of numbers’ note-taking and interpretation♦Teaching requirements: T must introduce field skills of numbers’ note-taking and interpretation and emphasize that ss should have a great amount of practice if they want to interpret numbers well♦Teaching process1. More practice on taking down numbers and interpreting numbers2. Impromptu interpretation: ss asked to do impromptu interpretation on a text which contains a great amount of numbers3. Review: Principles and skills of interpreting tourist texts and publicizing texts4. Tips on interpreting culturally-loaded textsThe main points: skills of interpreting numbersUnit 13: Interpreting idioms and quotations♦Teaching objective: let ss command the overall principles and skills ofinterpreting idioms and quotations♦Teaching requirement: T should stress on the cultural differences’ influence on idoms and quotations’ interpretation♦Teaching process1. T explain the principles and skills of interpreting idioms and quotations2. SS practise interpreting idioms and quotationsThe main points: the principles and skills of interpreting idiomsUnit 14: Interpreting coping tactic 1—paraphrasing♦Teaching objective: let ss know about the first coping tactic in interpretation—paraphrasing♦Teaching requirement: T must be able to differentiate paraphrasing in interpretation and paraphrasing in other general English courses♦Teaching process1. T explains what is linear approach in interpretation?2. T explains what is paraphrasing?3. T explains the differences between linear approach and paraphrasing4. Ss are asked to use linear apporach and paraphrasing to interpret the same sentence5. Interpreting texts on science and technology and using paraphrasing when encountering technical terms you’ve difficult y to deal withThe main points: the skills of paraphrasingUnit 15: Interpreting coping tactic 2—parrot-speaking♦Teaching objective: let ss know about the second coping tactic—parrot-speaking to help them to go through difficulties in authentic interpretation♦Teaching requirement: T must explain very clearly about the circumstances where we can use parrot-speaking♦Teaching process1. T explains what is parrot-speaking?2. T demonstrates how to use parrot-speaking in interpretation3. Interpreting texts on information technology and cultural exchanges by using parrot-speaking and paraphrasing together.The main point: skills of using parrot-repetitionUnit 16: Final examination五、师资配备要求具有英语专业教育教学背景，具备多年的英语课程教学经验或具有研究生学历，具有高校教师资格证书的教师担任主讲教师。