同声传译授课教案.docx

1、同声传译授课教案同声传译授课教案(The 8th term)Unit One(Week 1) Introduction Contents: IntroductionProcedures: 1. General introduction of SI History of SI Theoretical mechanism of SIListening to the discourse in the source languageUnderstanding and analyzing this discourseReconstructing this discourse in the target

2、language Requirements for simultaneous interpreters 2. Equipments Booth visit Demonstration Assignment: Gain a basic understanding of CI operating process by reading literature relatedUnit Two(Weeks 2 & 3) Skill: shadowingProcedures:1. Warming-upStudents speeches accompanied by consecutive interpret

3、ing Teachers comments:Thorough understanding is crucial Pay attention to logical links when taking notesMeaning wording 2. Shadowing: Students shadow after the teacher with a time gap of about three to five wordsTeachers comments:Listen to the speaker and listen to yourself;Dons start shadowing unti

4、l you understand what you hearSplit your attentionMaximize your concentration;Focus on key words & main ideasBuild up your power of retention Assignment: At least two hours self-practice of shadowing by using various materials available on Internet, newspapers, magazines, TV programs, etc. Materials

5、: Speech by Secretary for Education, New Zealand I welcome the opportunity to contribute to your conference. The Polytechnics of New Zealand make a large contribution to the future of many New Zealanders and to the development of this country. At the end of July 1999 some 100,000 students were forma

6、lly enrolled in Polytechnics. You employed nearly 5000 academic staff. Your organisations offer a significant proportion of the 86,000 courses offered by New Zealands Tertiary Education Institutions and you make a significant contribution to regional economies. I would like to specifically acknowled

7、ge the important role played by the Councils, the Chairs, the Chief Executives and the senior management and staff of polytechnics. The different roles you all play are very important to the overall success not only of your organisations but also to the future of many people. Working in tertiary edu

8、cation is very demanding and in many ways is becoming more demanding. You work in a sector that is facing the changing and increasing demands and expectations of many parts of New Zealand society. The programmes, courses, and qualifications you offer need to evolve in ways that meet the changing nee

9、ds of students and employers. Many of you need to financially strengthen your organisations as well as mange the risks that can threaten education quality and financial viability. You face the challenges and the opportunities of information and communication technologies and the growing impacts of i

10、nternational factors. Yet increasing the quality of the education you provide in New Zealand is critical to our future. This highlights the importance of quality leadership, both governance and management. It highlights the importance of strategy at both an institutional level and at a sector level.

11、 Looking out into the future I see the sector increasingly being driven by more demanding stakeholders and students. Critical to future success will be the quality, the focus and the range of co-operative relationships you develop. Such relationships will be an integral part of good strategy and the

12、 effective management of education and financial risks. Such relationships will be the basis of providing better and more responsive services to your key student and stakeholder groups. The last few years has seen a marked growth in co-operative relationships between polytechs; between polytechs and

13、 universities; with business interests and with ITOs. I see the need for greater co-operation continuing to strongly increase. Looked at from a students perspective: Students will have more options as to where and when they study - both in New Zealand and abroad. They will be interested in following

14、 different pathways. They will be more likely to want pathways that can involve a much wider range of courses and on-the-job experiences than a single institution can provide. While Information and Communications Technology (ICT) will create more options and opportunities for students it will affect

15、 the costs of providing and accessing education. It will impact on the services that you can offer to students. It can open up new and innovative ways of cooperating with other providers as well create new ways for teaching and learning. Employers and different sectors of the economy are going to be

16、 looking for providers that are more responsive to providing them with staff that have the skills they need to succeed in a fast changing modern economy. They will be interested in being able to access courses that are offered by other providers and how they can staircase into other qualifications.

17、They will be concerned about cost.In meeting such expectations I believe that considerable scope exists across your sector to improve the quality of services available to students and the costs associated with meeting those demands through the further development of co-operative strategies. I see sc

18、ope for developing options for students that involve accessing a range of courses across a range of providers. I see more scope for course development to be shared but with courses offered at a number of sites. I think considerable scope does exist in some institutions to lower costs. I see consider

19、able variation in cost structures across the sector. These are not simply linked to the size of the institution. If the sector as a whole was able to match the cost structures of some of the more efficient institutions then the sector as a whole would be showing a very healthy financial surplus and

20、in doing so would provide staff with much greater confidence about future courses and viability. There are a number of current policies looking to support students to follow different pathways. The Modern Apprenticeship policy is one example. The current review of industry training is also looking a

21、t ways in which we can have a more highly skilled workforce. The strengthening of careers advice and guidance is another. The National Qualifications Framework (NQF) remains important. There is a strong focus on developing a national literacy strategy from the newborn child to the adult worker. The

22、new National Certificate of Education Achievement (NCEA) is a major development that will help students make the transition from school into higher education and into work. This qualification will remove a number of limitations of the existing exam system. It will recognise a much wider range of ach

23、ievement especially in these areas such as laboratory and technical skills that are not currently tested or recognised in existing exams. It will provide much better information about what a student can and cannot do. By removing an artificial divide between vocational and academic learning it will

24、support a broad range of pathways from school into the workplace. It is being designed to challenge every student in our schools to achieve at the highest levels possible. It will make standards expected of students at different levels much more explicit and transparent. It will require students to

25、demonstrate a minimum competency in literacy and numeracy.An employers perspective. Employees will look to providers as a source of new ideas. They will want you to understand their businesses and their needs. They will look to you to contribute to solving their problems and to helping them innovate

26、 and create new market opportunities. They will want to be assured about the quality and relevance of courses being offered. Employers and the different sectors of the economy I think will look to work with groups of tertiary providers. An important aspect of the regional initiatives, the establishm

27、ent of Industry New Zealand and the review of industry training will be finding ways of strengthening the relationships and information flows between the needs of employers and the providers that make up the tertiary sector. Developing a stronger international face of the sector: There is a huge pot

28、ential international market for students. While this will open up opportunities for New Zealanders to access overseas providers so it also opens up the potential for New Zealand institutions to attract growing numbers of overseas students. My observation would be that with some exceptions, polytechn

29、ics have yet to strongly focus on the potential that exists. Success though, will need a strong sector wide approach. Such an approach will need to provide assurance to oversee students about quality, relevance and capability of the sector and about student welfare. As a sector and as a country any

30、significant quality failure could impact adversely on the whole reputation of the New Zealand education system. To support a much greater potential of education exports we are undertaking a major exercise working with to develop a broader education export policy framework and sector strategy. Sector

31、 input into this is a major element of our work. Components of the strategy are centred around four strands: Developing the capability within the sector to meet the requirements and demands of international students including high levels of assurance about quality. Building the capability necessary

32、to develop and sustain international activities. Strengthening the ways in which New Zealand can be marketed overseas. Identify ways in which the development of the market can be assisted and facilitated by the Government.Equity Issues The Government as a major funder will be concerned about the overall performance of individual providers and the sector as a whole. It will be concerned about