《翻译理论与实践》课程教学资源（教案讲义）口译教案

Interpretation Class Spring 2011 Instructors;Ms Qiao and Mr.Peck Explanation:The interpretationclass is designed to enhance any students'abilities with verbal,oral,translation,and interpretation while usingthe English language. Each student improves their skill of interpretation by various teaching and learning methods,which;are incorporated into each class instruction.Each teaching method involved has a varyingdegree of difficulty and therefore,a varying degree of success for each student.Throughout the semester each student will display their interpretation talents by delivering a prepared speech weekly that has been written in either the Chineseor English Language.Each speech topic is derived from a teacher guided theme that has been compiled from theclassroom interpretation book Once a student completes their speech another student is picked to deliver the interpretation ofthe first student's speech.If the interpretingstudent fails to convey the main ideas,proper vocabulary,or causes confusingand misunderstood information,a new student is selected to re-interpret the speech in its entirety. The teacher analyzes the interpretationand subjects the student to constructive criticism and/or supporting verbal reward.This helps each student focus,avoid anxiety,and prepare themselves for public display.Furthermore,it helps students overcome reticent behavior and supplements their individual shyness with self confidence. Teacher analysis is based ona pre-determined set of grading criteria for verbal responses.The grading rubric has been compiled usingthe international grading standards for students learninga second language from the International English Language Testing System,Cambridge,United Kingdom

Interpretation Class Spring 2011 Instructors; Ms Qiao and Mr. Peck Explanation: The interpretation class is designed to enhance any students’ abilities with verbal, oral, translation, and interpretation while using the English language. Each student improves their skill of interpretation by various teaching and learning methods, which; are incorporated into each class instruction. Each teaching method involved has a varying degree of difficulty and therefore, a varying degree of success for each student. Throughout the semester each student will display their interpretation talents by delivering a prepared speech weekly that has been written in either the Chinese or English Language. Each speech topic is derived from a teacher guided theme that has been compiled from the classroom interpretation book. Once a student completes their speech another student is picked to deliver the interpretation of the first student’s speech. If the interpreting student fails to convey the main ideas, proper vocabulary, or causes confusing and misunderstood information, a new student is selected to re-interpret the speech in its entirety. The teacher analyzes the interpretation and subjects the student to constructive criticism and/or supporting verbal reward. This helps each student focus, avoid anxiety, and prepare themselves for public display. Furthermore, it helps students overcome reticent behavior and supplements their individual shyness with self confidence. Teacher analysis is based on a pre-determined set of grading criteria for verbal responses. The grading rubric has been compiled using the international grading standards for students learning a second language from the International English Language Testing System, Cambridge, United Kingdom

Grading Rubric:All tests and quizzes will be graded using the follow Rubric Standards. Response Rubric Skill Criterion No Ability Some Ability Normal Excelled No response; fails Task Response Poor treatment of Strong treatment of to address Limited treatment chosen chosen topic of chosen topic chosen topic topic Some logical Limited logical Strong logical Coherence& Absolute train sensibilityor sensibility and Cohesion wreck organizat l organizationa organizational structure structure structure No response; exclusive use Reliance on high Some high- Few high of Lexical frequency words frequency words; frequency Resource high-frequency some lexical limited lexical words:no words:strong lexical variation variation lexical variation set variation Demonstrates Grammatical Range Some proper limited use of competent useo grammatical grammar and/or proper grammar proper gramma Accuracy and/or tense and/or tense tense structures tense structures structures structures

Grading Rubric:All tests and quizzes will be graded using the follow Rubric Standards. Response Rubric Skill Criterion No Ability Some Ability Normal Excelled Task Response No response; fails to address chosen topic Poor treatment of chosen topic Limited treatment of chosen topic Strong treatment of chosen topic Coherence & Cohesion Absolute train wreck Some logical sensibility or organizational structure Limited logical sensibility and/or organizational structure Strong logical sensibility and organizational structure Lexical Resource No response; exclusive use of high-frequency words; no lexical set variation Reliance on high￾frequency words; some lexical variation Some high￾frequency words; limited lexical variation Few high￾frequency words; strong lexical variation Grammatical Range & Accuracy No response; fails proper grammatical tense structures Some proper grammar and/or tense structures Demonstrates limited use of proper grammar and/or tense structures Demonstrates competent use of proper grammar and/or tense structures

Teaching Methods Used In Class: 1.Immersive Environments-Students are placed within a setting or situation in which they exclude all else from their experiences.If they are immersed in a language,they speak,hear,write and read only that language.If they are immersed in a work setting and assigned a role there,they become that role and their communications and actions comply with that role. 2.Collaborative Learning is a system in which two or more people cooperate in a learning experience to share and contribute to each member's understanding of a topic and to complete a given task.Collaborative leaming continues to be an increasingly popular option in our culture,as our school systems have recognized that students can be overly competitive at times,causing difficulties for these students when they enter the workplace,especially in positions that require collaboration. Collaboration is a natural part of life and should be included in the curiculum.Collaborative leaming is designed to help students"play well with others,"as many of us learned about in kindergarten. 3.Cooperative Learning The first strategy is to make that the task you are given is not only increasing the study the groupof students.The main reason for such activity is that the students must utilize the skills the teacher has taught them.For example,if the group of students is told to analyze pollution and find out the issues related to pollution,they will prepare ideas about industry and then write up their ideas about it,the main two points noted here is that the students get familiar with listening to each other as well as sharing information,which is a necessary step in leaming 4.Inquiry based learning is mainly involving the learner and leading him to understand Inquiry here implies on the possessing skills and attitude of yours.which allows you to ask questions about new resolutions and issues while you are gaining new information.Dictionary meaning of Inquiry is seeking knowledge,information,or truth through questioning. 5.Discovery learning is a kind of teaching that is based on the student finding things out for themselves,looking into problems,and asking questions.Essentially,it's all about students coming to their own conclusions and asking about things in their course that might not make particular sense.Obviously,as soon as enquiries are made,they can learn new things and hence will have become part of an innovative,thought-provoking and interesting educational joumey. 6.Auditory Learning is that the words'audio and'audible ar connected to sound,noise and hearing,and so naturally,auditory learning is also associated with this.Auditory leamers learn and retain information most effectively through listening and hearing.and so find it easier to understand abook that they have read tothemopposed they haveread insi

Teaching Methods Used In Class: 1. Immersive Environments - Students are placed within a setting or situation in which they exclude all else from their experiences. If they are immersed in a language, they speak, hear, write, and read only that language. If they are immersed in a work setting and assigned a role there, they become that role and their communications and actions comply with that role. 2. Collaborative Learning is a system in which two or more people cooperate in a learning experience to share and contribute to each member's understanding of a topic and to complete a given task. Collaborative learning continues to be an increasingly popular option in our culture, as our school systems have recognized that students can be overly competitive at times, causing difficulties for these students when they enter the workplace, especially in positions that require collaboration. Collaboration is a natural part of life and should be included in the curriculum. Collaborative learning is designed to help students "play well with others," as many of us learned about in kindergarten. 3. Cooperative Learning The first strategy is to make that the task you are given is not only increasing the study skills of the student but is also interesting and open enough for the group of students. The main reason for such activity is that the students must utilize the skills the teacher has taught them. For example, if the group of students is told to analyze pollution and find out the issues related to pollution, they will prepare ideas about industry and then write up their ideas about it, the main two points noted here is that the students get familiar with listening to each other as well as sharing information, which is a necessary step in learning. 4. Inquiry based learning is mainly involving the learner and leading him to understand. Inquiry here implies on the possessing skills and attitude of yours, which allows you to ask questions about new resolutions and issues while you are gaining new information. Dictionary meaning of Inquiry is seeking knowledge, information, or truth through questioning. 5. Discovery learning is a kind of teaching that is based on the student finding things out for themselves, looking into problems, and asking questions. Essentially, it's all about students coming to their own conclusions and asking about things in their course that might not make particular sense. Obviously, as soon as enquiries are made, they can learn new things and hence will have become part of an innovative, thought-provoking and interesting educational journey. 6. Auditory Learning is that the words 'audio' and 'audible' are connected to sound, noise and hearing, and so naturally, auditory learning is also associated with this. Auditory learners learn and retain information most effectively through listening and hearing, and so find it easier to understand a book that they have read to them opposed to one they have read in silence

7.Kinesthetic Learning could be described as very'hands-on'.Pupils whostruggle to sit still and concentrate for a long time,but rather act very fidgety,are likely to be learners of this type We have three main leaming categories that most people will fall into:visual,auditory,and kinesthetic.Having students engage in hands on or performing their ideas through an activity whereas,they can move around and project their ideas verbally creates confidence and increases participation.Learning from doing and being active has been scientifically proven to be equally effective. 8.Thematic Instruction is the organization of a curriculum around macro"themes."Thematic instruction integrates basic disciplines like reading.math.and science with the exploration of a broad subject,such as communities,rain forests,river basins,the use ofenergy,and so on Though there are numerous other methods of instruction for classrooms this class has been devised to incorporate the aforementioned methods so that the students will be able to excel in ability and verbal communication.The targeted areas of language become very important and cess as an interpreter rest on the aptitude of the student todisplay,translation,verbal transfe of information correctly and concisely,lexical exactness,and pronunciation clarity The main idea here is that second language acquisition theory has three principal views at this level: 1.The structural view treats language as a system of structurally related elements to code meaning (e.g.grammar). 2.The functional view sees language as a vehicle to express or accomplish a certain function such as requesting something. 3.The interactive view sees language as a vehicle for the creation and maintenance of social relations,focusing on pattems of moves,acts,negotiation and interaction found in conversational exchanges. Examples of structural methods are grammar translation and the audio-lingual method.Examples of functional methods include the oral approach/situational language teaching.Examples of interactive methods include the direct method,the series method,communicative language teaching,language immersion,The Proprioceptive Language learning Method,Suggestopedia, the natural apr proach,and Total Physical Response.Therefore,our interpretation class has incorporated the main ideas of teaching for the maximum effect in learning. Chosen Topics for Interpretation Class The topics that have been selected for this interpretation class have been carefully analyzed for main effect,increased or enhanced student ability,readily available researchable information, controversy agreement,and are pedagogically correct for this interpretation environment.Each topic is written in the lesson plar header area

7. Kinesthetic Learning could be described as very 'hands-on'. Pupils who struggle to sit still and concentrate for a long time, but rather act very fidgety, are likely to be learners of this type. We have three main learning categories that most people will fall into: visual, auditory, and kinesthetic. Having students engage in hands on or performing their ideas through an activity whereas, they can move around and project their ideas verbally creates confidence and increases participation. Learning from doing and being active has been scientifically proven to be equally effective. 8. Thematic Instruction is the organization of a curriculum around macro “themes.” Thematic instruction integrates basic disciplines like reading, math, and science with the exploration of a broad subject, such as communities, rain forests, river basins, the use of energy, and so on. Though there are numerous other methods of instruction for classrooms this class has been devised to incorporate the aforementioned methods so that the students will be able to excel in ability and verbal communication. The targeted areas of language become very important and success as an interpreter rest on the aptitude of the student to display, translation, verbal transfer of information correctly and concisely, lexical exactness, and pronunciation clarity. The main idea here is that second language acquisition theory has three principal views at this level: 1. The structural view treats language as a system of structurally related elements to code meaning (e.g. grammar). 2. The functional view sees language as a vehicle to express or accomplish a certain function, such as requesting something. 3. The interactive view sees language as a vehicle for the creation and maintenance of social relations, focusing on patterns of moves, acts, negotiation and interaction found in conversational exchanges. Examples of structural methods are grammar translation and the audio-lingual method. Examples of functional methods include the oral approach / situational language teaching. Examples of interactive methods include the direct method, the series method, communicative language teaching, language immersion, The Proprioceptive Language learning Method, Suggestopedia, the Natural Approach, and Total Physical Response. Therefore, our interpretation class has incorporated the main ideas of teaching for the maximum effect in learning. Chosen Topics for Interpretation Class: The topics that have been selected for this interpretation class have been carefully analyzed for main effect, increased or enhanced student ability, readily available researchable information, controversy agreement, and are pedagogically correct for this interpretation environment. Each topic is written in the lesson plan header area

Quizzes:Quizzes will be delivered periodically throughout the semester.Some will be announced before the next class while some will be unannounced. The list below delineates the quizzes topics. 1.Number Interpretation coupled with short phrases.Verbal interpretation response 2.Interpretation of short phrases.Verbal interpretation response. Final Examination:The final examination will consist of each student individually making an appointment with the team teachers followed by,the student being subject to two forms of interpretation languages that have been taught throughout the semester.The first teacher will provide the student with a short speech 3-5 minutes in Chinese.The student will respond to the speech by interpreting said speech into English.The second teacher will do the opposite English and the student will interpret the speech into Chinese 1.Each teacher will prepare a speech of3to5 minutes each in their native language English or Chinese. 2.The student will have 1 minute to organize their interpretation 3.The student will respond verbally their interpreted version of the speech 4.Total time for each student is 12 minutes.(includes teacher speeches) All quizzes and final examination will be graded in real time(on the spot)and each grade will be derived from the grading rubric provided above.The maximum final examination grading criteria is 100 points. Student Assessment: 1.Each student is required to provide prepared speeches periodically throughout the entire semester. 2.Each Student is required to interpret a speech at any given time(Randomly Chosen) throughout the semester.Volunteering to interpret is supported but,monitored so that no one student or some students dominate the interpreting modules.The teacher usually selects students based on the attendance records and targets students that lag behind. 3.Each student must be in attendance for quizzes and the Final examination.There will be no make-up quiz or final examination.Should a student fail to be in attendance for any examination mode they will receive a"ZERO"for that event 4.Each student is required to participate in classroom activities and student self study classes 5.Each student is required to review and utilize all teacher distributed vocabulary

Quizzes: Quizzes will be delivered periodically throughout the semester. Some will be announced before the next class while some will be unannounced. The list below delineates the quizzes topics. 1. Number Interpretation coupled with short phrases. Verbal interpretation response. 2. Interpretation of short phrases. Verbal interpretation response. Final Examination: The final examination will consist of each student individually making an appointment with the team teachers followed by, the student being subject to two forms of interpretation languages that have been taught throughout the semester. The first teacher will provide the student with a short speech 3-5 minutes in Chinese. The student will respond to the speech by interpreting said speech into English. The second teacher will do the opposite English and the student will interpret the speech into Chinese. 1. Each teacher will prepare a speech of 3 to 5 minutes each in their native language English or Chinese. 2. The student will have 1 minute to organize their interpretation. 3. The student will respond verbally their interpreted version of the speech. 4. Total time for each student is 12 minutes.(includes teacher speeches) All quizzes and final examination will be graded in real time (on the spot) and each grade will be derived from the grading rubric provided above. The maximum final examination grading criteria is 100 points. Student Assessment: 1. Each student is required to provide prepared speeches periodically throughout the entire semester. 2. Each Student is required to interpret a speech at any given time (Randomly Chosen) throughout the semester. Volunteering to interpret is supported but, monitored so that no one student or some students dominate the interpreting modules. The teacher usually selects students based on the attendance records and targets students that lag behind. 3. Each student must be in attendance for quizzes and the Final examination. There will be no make-up quiz or final examination. Should a student fail to be in attendance for any examination mode they will receive a “ZERO” for that event. 4. Each student is required to participate in classroom activities and student self study classes. 5. Each student is required to review and utilize all teacher distributed vocabulary

6.Each student must attend the student self-study class held weekly by student monitors. (attendance sheets provided ) Failure for the any student NOTto engage in the abovementioned student assessment criterion will result in possibly lower grade values,low quiz and test scores,or purely failure of the class Sample list of Vocabulary Abbreviation-The shortened form of a word,example Mister is Mr. Ordinance- A regulation,rule,or law Consortium-A grouping or group of companies,people,associations Compensation-A payment or return of cost for something Accordance-An agreement,or harmony,Peace. Implement-put into practice,put into operation,put into action 1 Memorandum-memo,note,communication,message,or letter 8. Priority- the main concern of something.Plural(priorities) 9 Orientation-Introduction of something,direction,or point of reference. 10. Estimate- Approximation,educated guess,a guess 11 Component-Parts of something.The components of an essay,title,opening,body 12 Alleviation-Easing,Improvement.His pain was being alleviated by the medicine 13. Necessitate-It is necessary,required,needed,demanded 发 Therapeutic-.Healing,beneficial,curing. 15. Cosmetic-decorative,Ornamental,Women's cosmetics are make-up for their face. 16 Ignitable- Flammable,Gasoline and petroleum are ignitable 17. Obstruction-An obstacle,Barrier,or something in your way

6. Each student must attend the student self-study class held weekly by student monitors. (attendance sheets provided). Failure for the any student NOT to engage in the abovementioned student assessment criterion will result in possibly lower grade values, low quiz and test scores, or purely failure of the class. Sample list of Vocabulary: 1. Abbreviation- The shortened form of a word, example Mister is Mr. 2. Ordinance- A regulation, rule, or law 3. Consortium- A grouping or group of companies, people, associations 4. Compensation- A payment or return of cost for something 5. Accordance- An agreement, or harmony, Peace. 6. Implement- put into practice, put into operation, put into action 7. Memorandum- memo, note, communication, message, or letter 8. Priority- the main concern of something. Plural (priorities) 9. Orientation- Introduction of something, direction, or point of reference. 10. Estimate- Approximation, educated guess, a guess 11 Component- Parts of something. The components of an essay, title, opening, body. 12. Alleviation- Easing, Improvement. His pain was being alleviated by the medicine. 13. Necessitate- It is necessary, required, needed, demanded 14. Therapeutic- .Healing, beneficial, curing. 15. Cosmetic- decorative, Ornamental, Women’s cosmetics are make-up for their face. 16. Ignitable- Flammable, Gasoline and petroleum are ignitable. 17. Obstruction- An obstacle, Barrier, or something in your way

18.Negligence-Neglect,carelessness,lack of attention,forgetfulness. 19.Indemnify-To Cover,Assure,or Underwrite.An insurance company Indemnity's people assets. 20.Warranty- A Guarantee.Your cell phone usually has a 1 year warranty from breaking. 21 Modification-a change,adjustment,a revision 22. Defy-Resist,disregard,disobey.If you defy your parent's instruction you don't listen to them. 23. Forfeit. surrender,give-up,lose,sacrifice 24. Deterioration-falling apart,wearing out,weakening,an old building is falling apart, deteriorating. 25. Intoxicate- Make drunk with Alcohol. 26.Vicinity- surrounding area,neighborhood,the area where you are at. 1.Distinction 2.Sovereign 3.Constituent 4.Exaggerate 5.Tend 6.Urbanized 7.Originate 8.Derive 9.Embellish 10.Legend 11.Precedence 12.Contemporary 13.Ferocious 14.Sophisticated 15.Arrogant 16.Aristocracy 17.Porch 18.Eventually 19.Component 20.Substantia 21.Sparely 22.Equivalent 23.depose 24.Souvenir 25.adjacent 26.Hexagonal 27.copious 1.Ethnicity 2.Armor 3.Acclaim 4.Emigrate 5.Immigrate 6.Compromise 7.Overwhelm 8.Ghettoize 9.Internment 10.Bourgeoisie 11.Bourgeois 12.Random 13.Hierarchy 14.Procrastinate 15.nefarious

18. Negligence- Neglect, carelessness, lack of attention, forgetfulness. 19. Indemnify- To Cover, Assure, or Underwrite. An insurance company Indemnity’s people assets. 20. Warranty- A Guarantee. Your cell phone usually has a 1 year warranty from breaking. 21 Modification- a change, adjustment, a revision 22. Defy- Resist, disregard, disobey. If you defy your parent’s instruction you don’t listen to them. 23. Forfeit- surrender, give-up, lose, sacrifice. 24. Deterioration- falling apart, wearing out, weakening, an old building is falling apart, deteriorating. 25. Intoxicate- Make drunk with Alcohol. 26. Vicinity- surrounding area, neighborhood, the area where you are at. 1. Distinction 2. Sovereign 3. Constituent 4. Exaggerate 5. Tend 6. Urbanized 7. Originate 8. Derive 9. Embellish 10. Legend 11. Precedence 12. Contemporary 13. Ferocious 14. Sophisticated 15. Arrogant 16. Aristocracy 17. Porch 18. Eventually 19. Component 20. Substantial 21. Sparely 22. Equivalent 23. depose 24. Souvenir 25. adjacent 26. Hexagonal 27. copious 1. Ethnicity 2. Armor 3. Acclaim 4. Emigrate 5. Immigrate 6. Compromise 7. Overwhelm 8. Ghettoize 9. Internment 10. Bourgeoisie 11. Bourgeois 12. Random 13. Hierarchy 14. Procrastinate 15. nefarious

Daily Lesson Outline Ms Qiao and Mr.Peck Rm507 Interpretation Spring Semester 2011 Week 2 Teaching Content Interpretation class small phrases and idioms pertaining to the predetermined topic of "Tourism" Grade 1234 Notes Read,review,question. Students will have HMWK for the next class,continue speech preparations on the Enrolled topic of Tourism. Attending 58 Objectives e endo s class the student will be able to understand theconceptof interpretat preparingfor a rpret on ent. rmore,the stuc entwibeenpsameHgopeOmad expanding the Each class will a variety of teaching methodsaslisted above.To listt themon e ch lesson plan would be redundant and futile therefore,when they change,e.g.quizzes andtests theywould be displayed. Main Points&Methods:Review previous class instruction. 1.Review the proceduresof interpretation and start with one student todeliver a short prepared speechon tourism. 2.Once the student has finished the speec 3.Give the student that interpreted the speech pointers and constructivecriticism aboutdelivering properor improperinterpretation 4.Continueto use this format for the remainder of the semesterand always review interpretation proceduresfor reinforcement 5.Discussion periodically somestudents will ask questionsorgive their idea about the topic.This is goodto l nts however,in doingso;the information must also be interpreted by anotherstudent. snw pue suonpauuo axew o1 ae Materials:Student prepared speeches,white board with markers,interpretation book Time imit:Time is of the ue udsuedmeinotu To u1 enc ave time Review:Teacher will review the interpretation abilitiesthat weredisplayed foreach person. Homework Continue speech preparations.reviewthe book and study vocabulary

Daily Lesson Outline Ms Qiao and Mr. Peck Rm 507 Interpretation Spring Semester 2011 Week 2 Teaching Content Interpretation class small phrases and idioms pertaining to the predetermined topic of “Tourism” Grade 1 2 3 4 Notes Read, review, question. Students will have HMWK for the next class, continue speech preparations on the topic of Tourism. Enrolled Attending 58 Objectives At the end of this class the student will be able to understand the concept of interpretation and preparing for an interpretation event. Furthermore, the student will be emphasizing the topic of tourism and expanding their idea from the microcosm to the macrocosm. Each class will utilize a variety of teaching methods as listed above. To list them on each lesson plan would be redundant and futile therefore, when they change, e.g. quizzes and tests they would be displayed. Main Points & Methods : Review previous class instruction. 1. Review the procedures of interpretation and start with one student to deliver a short prepared speech on tourism. 2. Once the student has finished the speech randomly choose a different student to attempt to interpret the speech using a different language. English to Chinese or Chinese to English. 3. Give the student that interpreted the speech pointers and constructive criticism about delivering proper or improper interpretation. 4. Continue to use this format for the remainder of the semester and always review interpretation procedures for reinforcement. 5. Discussion periodically some students will ask questions or give their idea about the topic. This is good to let the students make comments however, in doing so; the information must also be interpreted by another student. Furthermore, students will have to make connections and thought processes to answer question. Materials: Student prepared speeches, white board with markers, interpretation book. Time limit: Time is of the essence since not all students will have time to deliver their prepared speech in any given class therefore, class time of 1.5 hours with a 5 minute break will be the basis for class. Review: Teacher will review the interpretation abilities that were displayed for each person. Homework: Continue speech preparations. review the book and study vocabulary

Ms Qiao and Mr.Peck Rm 507 Interpretation Spring Semester2011 Week 4 Interpretation class small phrases and idioms pertaining to the predetermined topicof Grade 1234Notes Read,review,question Students will have HMWK for the next class,continue speech preparations on the Enrolled topic of Agriculture. Attending 54 Objectives At the end of this class the student will be able to understand the concept of interpretation and preparing for an interpretation event.Furthermore,the student willbe emphasizing the topic of Agriculture and expanding their idea from the microcosm to the macrocosm. Each class will utilize a variety ofteaching methods as listed above.To list themon each lesson plan would be redundant and futile therefore,when they change,e.g.quizzes and tests they would be displayed. Main Points&Methods:Review previous classinstruction. 1.Review the procedures of interpretation and start with one student to delivera short prepared speech on Agriculture. 2.Once the student has finished the speech randomly choose a different student to attempt to interpret the speech using a different language.English to Chinese or Chinese to English. 3.Give the student that interpreted the speech pointers and constructive criticism about delivering properor mproperinterpretation. 4.Continue to use this format for the remainder of the semesterand always review interpretation procedures for reinforcement. 5.Discussion periodically some students will ask questions or give their idea about the topic.This is good to let the students make comments however,in doing so;the information must also be interpreted by another student. Furthermore,students will have to make connections and thought processes to answer question. Materials:Student prepared speeches,white board with markers,interpretation book. Time limit:Time is of the essence since notall students will have time to delivertheir prepared speech in any given class therefore,class time of 1.5 hours with a 5 minute break will be the basis forclass. Review:Teacher will review the interpretation abilities that were displayed foreach person. Homework:Continue speech preparations.reviewthe book and study vocabulary

Ms Qiao and Mr. Peck Rm 507 Interpretation Spring Semester 2011 Week 4 Teaching Content Interpretation class small phrases and idioms pertaining to the predetermined topic of “Agriculture” Grade 1 2 3 4 Notes Read, review, question. Students will have HMWK for the next class, continue speech preparations on the topic of Agriculture. Enrolled Attending 54 Objectives At the end of this class the student will be able to understand the concept of interpretation and preparing for an interpretation event. Furthermore, the student will be emphasizing the topic of Agriculture and expanding their idea from the microcosm to the macrocosm. Each class will utilize a variety of teaching methods as listed above. To list them on each lesson plan would be redundant and futile therefore, when they change, e.g. quizzes and tests they would be displayed. Main Points & Methods : Review previous class instruction. 1. Review the procedures of interpretation and start with one student to deliver a short prepared speech on Agriculture. 2. Once the student has finished the speech randomly choose a different student to attempt to interpret the speech using a different language. English to Chinese or Chinese to English. 3. Give the student that interpreted the speech pointers and constructive criticism about delivering proper or improper interpretation. 4. Continue to use this format for the remainder of the semester and always review interpretation procedures for reinforcement. 5. Discussion periodically some students will ask questions or give their idea about the topic. This is good to let the students make comments however, in doing so; the information must also be interpreted by another student. Furthermore, students will have to make connections and thought processes to answer question. Materials: Student prepared speeches, white board with markers, interpretation book. Time limit: Time is of the essence since not all students will have time to deliver their prepared speech in any given class therefore, class time of 1.5 hours with a 5 minute break will be the basis for class. Review: Teacher will review the interpretation abilities that were displayed for each person. Homework: Continue speech preparations. review the book and study vocabulary