Thực hành phiên dịch interpretation practice

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*1.2021.ENG158*

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CONTENTS

CONTENTS IPREFACE III IV

PART I: OVERVIEW OF INTERPRETATION 1

PART II: OVERVIEW OF ENGLISH SENTENCES 4

PART III: OVERVIEW OF ENGLISH TENSES 9

PART IV: INTERPRETATION PRACTICE 17

UNIT 1: WORLD FOOD PRICES EXPECTED TO STAY HIGH OR KEEP RISING 18

1.1 ENGLISH VIETNAMESE INTERPRETATION 18

1.2 VIETNAMESE ENGLISH INTERPRETATION 24

1.3 INTERPRETATION PRACTICE 26

1.4 FURTHER INTERPRETATION PRACTICE 26

1.4.1 English Vietnamese Interpretation 26

1.4.2 Vietnamese English Interpretation 27

UNIT 2: STEVE JOBS STEPS DOWN WITH APPLE ON TOP 28

UNIT 3: HOW MUCH SHOULD A TEACHER'S JOB DEPEND ON TEST SCORES? 39

UNIT 4: PAYING SOMEONE ELSE TO WORRY ABOUT YOUR ONLINE IMAGE 49

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PREFACE

This book is intended to provide the students with interpretation practice in order to help them deal with their problems when they interpret different documents from English into Vietnamese and vice versa

Students will get a chance to learn the vocabulary usage and structure focus first and will get familiar with what they have learned by interpreting sentences from English into Vietnamese and vice versa

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PREFACE

This book is intended to provide the students with interpretation practice in order to help them deal with their problems when they interpret different documents from English into Vietnamese and vice versa

Students will get a chance to learn the vocabulary usage and structure focus first and will get familiar with what they have learned by interpreting sentences from English into Vietnamese and vice versa

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MÔ MÔN

Hành Phiên - Interpretation Practice là môn cung cho Sinh

Viên khái và cách phiên

Môn cung Sinh Viên:

- ngôn Anh bao âm, pháp, Anh chuyên

ngành Biên Phiên

- trong phiên

- ngôn Anh: nghe, nói, trong môi công

- theo câu tình giao

- giao làm theo nhóm Anh

yêu công ;

- ghi thông tin, dung và ngôn khi

- l nghe và phân tích dung trong quá trình ; và

- và trong quá trình

DUNG MÔN

Tài Hành Phiên - Interpretation Practice 05 bài bài trình bày theo cách cung ng và trúc

giúp Sinh viên pháp và phiên và phân

khác nhau trúc và Anh

giúp Sinh viên tìm pháp

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Tài Hành Phiên - Interpretation Practice cung và

thông tin kinh giáo và liên quan và

xã

YÊU MÔN

Sinh viên các lên và bài nhà

PHÁP GIÁ MƠN

Mơn giá sau:

- quá trình: 50% Hình và dung do Viên phù quy và tình hình

- thi khoá: 50% Hình thi: ( sang

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1 Basic Sentence Patterns 1.1 Subject + Verb

My back aches The kettle is boiling

1.2 Subject + Verb + Complement

That girl is a teacher This boy is intelligent

The Verb in this pattern is always be or a Verb related to be such as

appear, become, look, seem, sound and taste, etc (perception Verbs)

The complement may be:

- an adjective: He is smart

- a noun: My oldest brother is a worker

- an adjective + noun: His father is a nice singer

- a pronoun: mine

- an adverb of place or time: The seminar is there / at 4.30

- a prepositional phrase: like my mother

1.3 Subject + Verb + Direct Object

My brother likes that film

That company sells agricultural products

The direct object may take a variety of forms, such as:

- a noun: We bought the book in that bookstore - a pronoun: I met her in the school-yard

- a reflexive pronoun: They enjoyed themselves dancing in that bar

- an infinitive: The students want to relax now

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1 Definition

There are some definitions of what Interpretation is; and one of them is: Interpretation is an action in which a spoken message in the source language is orally, consecutively or simultaneously, interpreted into the target language

2 Two main forms of Interpretation

2.1 Consecutive interpretation

A consecutive interpreter listens to the speaker, takes notes, and then reproduces the speech in the target language; and depending on the length of the speech he/she is in charge of interpreting, the task may be done all at one go or in several segments

2.2 Simultaneous interpretation

A simultaneous interpreter listens to the speaker through earphones (in a soundproof booth) and reproduces the speech in the target language (by speaking into a microphone) as it is being delivered in the source language (this kind of interpreter is considered to be followed the speaker only one sentence or 20 seconds)

3 Qualities of an Interpreter:

A good interpreter must meet these qualities: 3.1 Foreign language proficiency

(Both the translators and) The interpreters must have a thorough mastery of the target language, as well as a very good passive understanding of the source language or languages with which they work (For most interpreters, the target language will be his or her native tongue.) (James Nolan, p.3)

3.2 High responsibility

The interpreters must love their job, not only the knowledge but also the experiences they got in their career for improvement themselves.3.3 Wide knowledge

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3.4 Good listening competency

The interpreters have to themselves with a sense of getting the central/main ideas through the contexts they are in charge of for a good interpretation

3.5 Good pronunciation

The interpreters need to provive a interpretation through mastering the intonation, stress, pronunciation, rhythm, so that they can be

enough when approaching different English 3.6 Good note-taking skill

The interpreters must have good note-taking skill for a good interpretation, especially in remembering figures, or proper names of people or places

3.7 Good memory

The interpreters must have good memory (short-term memory and long-term memory), both the vocabulary stock they possess and what they get from the real situation they are interpreting

3.8 Fast and accuracy reactions

The interpreters must have a switch in the language they are dealing with

In short, good interpreters must improve themselves day by day, as a proverb says: Practice makes perfect

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2.4 Compound - complex sentences

There are at least two main clauses and one subordinate clause in this kind

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1.4 Subject + Verb + Indirect Object + Direct Object

The teacher gave the students good marks He sent me a nice present

The indirect object always follows the verb and usually refers to a person The direct object can come after the verb if we wish to emphasize it In this case,

the indirect object is replaced by a prepositional phrase beginning with to or for

My mom bought a nice skirt for me on my last birthday Please give this small gift to your sister

If the direct object is a pronoun (it or them), it normally comes immediately

after the verb

Give it to me

However, if both direct object and indirect object are pronouns, some verbs,

such as, bring, buy, fetch, give, hand, pass, send, show and teach can be used as

follows, particularly in everyday speech:

Give me it (more common) Give it me

1.5 Subject + Verb + Object + Complement

I find it difficult to study translation

They appointed him chairman (He was appointed chairman.)

2 The sentences

2.1 Simple sentences

Simple sentences usually contain one subject and one verb

Kids love watching television

Sometimes simple sentences can contain more than one subject or verb

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2.2 Compound sentences

Compound sentences are usually made up of two simple sentences (or indepentdent clauses)

Compound sentences usually use a coordinating conjunction (connector) to combine the two sentences

The coordinating conjunctions (FANBOYS, for short to remember) are: - for Mary studied hard for she wanted to pass the test

- and Mary studied hard, and her classmates did, too

- nor Mary study hard, nor did she pass the test

- but Mary studied hard, but her sister study at all

- or Mary studied hard, or she would have failed the test

- yet Mary studied hard, yet she was not happy with her grade

- so Mary studied hard, so the test was easy for her

2.3 Complex sentences

Complex sentences are made up of two parts

Complex sentences contain one independent clause and, at least, one dependent clause In most complex sentences, the dependent clause is an adverb clause which begins with subordinating conjunctions, including:

while, although, after, because, if, and before

After the President gave his speech, he answered most of the questions

Remember that unlike coordinating conjunctions, which join two independent clauses but are not part of either clause, subordinating conjunctions are actually part of the dependent clauses

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2.4 Compound - complex sentences

There are at least two main clauses and one subordinate clause in this kind

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1 Forms

Table 1: English tenses: forms

Simple Continuous Perfect Perfect Continuous

S + V./V-s/-es + I study English She studies it

- I study English She study it ? Do you study English? Does she study it? am/is/are + V-ing + I am working She is working - not working She working ? Are you working? Is she working? have/has + p.p + I have done it She has done it - I done it She done it ? Have you done it? Has she done it?

have/has been + V-ing + I have been/She has been living here for 12 years

- I been/She has t been living here for 12 years

? Have you been/Has she been living here for 12 years? S + V (past form) + I came here at 2 She played tennis - I come here at 2 She play tennis ? Did you come here at 2? Did she play tennis?

was/were + V-ing + She was eating We were doing it - She eating We doing it ? Was she eating? Were you doing it?

had + p.p + They had eaten it - They eaten it ? Had they eaten it?

had been + V-ing + She had been waiting for you for hours

- She been waiting for you for hours

? Had she been waiting for you for hours?

will + V + She will buy it - She buy it ? Will she buy it?

will be + V-ing + be having dinner at this time tomorrow

- I be having dinner at this time tomorrow

? Will you be having dinner at this time tomorrow?

will +have + p.p + He will have finished it by the end of this month

- He have finished it by the end of this month

? Will he have finished it by the end of this month?

will have been + V-ing + I will have been working here for 15 years by next week

- I have been working here for 15 years by next week

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2 Usages

Table 2: English tenses: usages

Simple Continuous Perfect Perfect

Continuous - permanent truths

- events, actions or situations which are true in the present period of time

- habitual actions - future reference

- observations and declarations in the course of conversation (with stative and other verbs)

- actions or events in progress at the moment of speaking or writing (with now, at the moment, just, still

- temporary situations (around the time of speaking) (with today, this week/month/semester/year, these days- current trends - fixed future arrangements - continually-repeated actions (with always - in the sense of frequently, constantly, continually, forever, perpetually, repeatedly)

- actions that began in the past and lasted up to the present time, and may continue in the future (used with for, since, ever, never)

- actions that began in the past and finish at the moment of speaking

- actions that began in the past at an incomplete period of time (used with today, this morning/week

- recently completed actions (used

with just: a short time ago,

recently, lately) - repeated past actions at unspecified time

- something has happened sooner than expected (with already) - after / This is the first / the second time

- for an experience

- to show that the speaker is expecting something to happen (with yet, and it is used only in ? and -)

- in adverbial clauses of time referring to future (with when, as

soon as, before, after, until,

till, once, by the time (that), the moment (that)) - actions in progress throughout a period - complaints - repeated actions - drawing conclusions - completed actions

- actions that occurred at regular intervals in the past

- situations that existed for a period of time in the past

- non-continuous actions that occurred at a definite time in the past

- past habit/ability

- immediate past (a very short time ago)

- series of past actions

- actions in progress in the past - actions that began before something else happened - parallel actions - repeated actions - polite request

- referring to an earlier past - unfulfilled hopes and wishes - in indirect speech - in the 3rd conditional sentences - activities in progress during an earlier past - repeated actions - drawing conclusions - predictions - instant decisions (will) - promises (will) - determinations (shall) - requests (will) - offers (shall) - suggestions (shall) - threats - an agreement or refusal to do something - scheduled events

- hopes, expectations, etc (with

assume, be afraid, be sure, believe, doubt, expect, hope, suppose, think

- lack of certainty (with perhaps,

possibly, probably, surely)

- in the 1st conditional sentences, adverbial clauses of time or in adverbial clauses of purpose

- actions in progress in the immediate or distance future - simple futurity with a - arrangements and plans

- actions which will already be completed by a certain time in the future

- actions which will be completed before another action begins

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3 There are also two more tenses in English

Form Usages

The future am/is/are going to + V - predictions (immediate future (the feeling of certainty)) - intentions, plans (in informal style)

- remote future activities (less common and generally requires a time reference)

- what we have already decided to do, what we intend to do in the future - in place of the present continuous

- intention after if

- We use was / were going to to say what someone intended to do in the

past (but do) The future-in-the past - was going to - was about to - was to - was to have + p.p - was on the point of - was due to - would

- events which were planned to take place and which did take place - an outcome that could not be foreseen

- events which were interrupted () - events which were hindered or prevented but) - in narrative to describe that were destined to

4 Some notes on the usage of tenses

4.1 Use the present tenses (simple present or present perfect) if the clause (adverbial clauses of time) begins with as soon as, till, until, before, after, at the moment (with sign), the next time, when and if (1st conditional sentence)

I promise I will call you as soon as I have any news will have any happens in the future.)

4.2 Use the present continuous tense with today, these days, this week/month/semester (around the time of speaking)

Today is Sunday My children are relaxing in the garden

4.3 Use the past continuous if we have definite time of past actions Otherwise, use the past simple

What were you doing at 8 am yesterday? What did you do yesterday?

4.4 Use the past continuous for the longer action and simple past for the shorter one (The shorter action interrupted the longer one.)

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4.5 Use the past continuous for two actions which were happening at the same time in the past

My mother was cooking dinner while I was reading my favorite novel

4.6 Use while with the past continuous and when with the past simple

He visited me while he was working in the USA I was watching a new CD when the phone rang

4.7 Use the simple past for past series of actions

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4.8 Use the past perfect for actions which happened before another past action

They had finished their homework before their mother arrived home

4.9 Use will for a decision which is made at the time of speaking

Mary: Those bags look heavy

Peter: I will carry one of them for you

(NOT: I am going to

(Peter wants to help Mary when Mary not what he intended before.) 4.10 Use the (present / past perfect) continuous tense when we want to focus on the length of time

David was playing tennis When his father arrived, he had been playing for 2 hours

My daughter has been looking for you since yesterday

present perfect tense: How much / many present perfect continuous: How long

4.11 Present continuous (with a future reference) and the going to future

having breakfast with my boss tomorrow

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4.12 We use verbs like intend to, plan to, propose to, rather than going to if we

want to be precise about intentions and plans

They are going to build a new motorway to the west (vague) They propose to build a new motorway to the west (more precise)

4.13 We normally use the present continuous with go and come instead of the going to future

going / coming home early this evening

4.14 We do not normally use will after if to make predictions, but we can use be going to to express an intention

If going to join us, wait for you

4.15 be going to can often be used in the main clause as well

If you invite Peter, going to be trouble

4.16 We use going to when we say what we think will happen Usually there is something in the present situation that makes the speaker sure about what will happen

I feel terrible I think I m going to be sick

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4.17 Use the simple, not the continuous tenses with these following verbs

COMMON STATIVE VERBS emotions and attitudes senses and sensations /perceptions knowledge / mental states and beliefs possession and relationships descriptions / appearance and measurements admire adore appreciate care desire detest dislike despise doubt envy fear hate like love mind miss need prefer regret respect trust want ache burn feel hear hurt itch notice observe perceive see smell sound sting taste agree assume believe consider disagree disbelieve estimate expect feel (= think) feel (= believe) find (= believe) forget guess hesitate hope imagine know mean mind notice presume realize recognize remember see (=understand) suppose suspect think (= believe) understand wonder belong consist of contain depend on have include own possess appear be cost equal look (like) measure represent resemble seem signify sound (like) taste weigh

Some verbs are considered as both stative and action verbs Here are some:

THINK I think he is very intelligent (stative V.) What are you thinking about? (action V.)

TASTE This tastes awful! (stative V.) He is tasting the soup (action V.)

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UNIT 1: WORLD FOOD PRICES

EXPECTED TO STAY HIGH OR KEEP RISING

Learning objectives

By the end of this unit, students will be able to:

- know and identify some formal terms and grammatical structures used in different

kinds of documents;

- understand the use of different formal terms and grammatical structures used in

different kinds of documents;

- know and identify some techniques in interpreting from English into Vietnamese

and vice versa; and how to use them when interpreting;

- interpret different formal English terms and grammatical structures into

Vietnamese, and vice versa

1.1 ENGLISH VIETNAMESE INTERPRETATION

Students are required to interpret these sentences in pair; then they are asked to say them loudly to get feedback from the whole class for self-improvement

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2 The United Nations Food and Agriculture Organization (FAO) recently released its

Food Price Index

3 The list showed that a number of foods cost more than during the world food crisis

of two thousand eight

4 The index is at its highest level since it began in nineteen ninety

5 Demonstrations and deadly food riots have broken out this month, as they did in

two thousand eight

6 The FAO predicts that world market prices for rice, wheat, barley, sugar and meat

will stay high or continue rising

7 One reason for this is the threat of shortages caused by bad weather

8 Current and recent weather disasters have harmed agriculture and affected prices

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9 For example, the current flooding in Australia has done great damage to crops in

the usually fertile Queensland area

10 Chickpea, wheat, sorghum and corn are among the crops affected

11 Floods also have harmed other vegetables and fruits

12 Local agricultural producers report that standing water could destroy up to half of

next year sugar crop

13 And economists say prices for the fruits and vegetables could likely increase over

the next six months

14 The effects on prices from floods last year in Pakistan and China are still being felt

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16 Russia acted after heat, drought and wildfires destroyed about a third of its wheat

crop last summer

17 The ban was placed to make sure Russians have enough wheat

18 The first ban caused worldwide wheat prices to climb last year by almost fifty

percent

19 In Algeria, the government has reduced taxes after food riots late last year and

earlier this month

20 Among the causes of the riots were price increases for cooking oil and sugar

21 Several people died in the riots, and hundreds of others were injured

22 Food prices are also part of economic problems to blame for the deadly riots in

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23 Shenggen Fan heads the International Food Policy Research Institute from its

Washington, DC, office

24 Mr Fan says countries must invest in making their farmers more productive

25 He says the world will need to feed more hungry people with less available land,

water and other resources

VOCABULARIES AND STRUCTURES across the world

to express concern rising food prices

The United Nations Food and Agriculture Organization to release

Food Price Index world food crisis index

to be at its highest level deadly food riots

to break out as they did

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to stay high or continue rising threat of shortages

weather disasters to do great damage

usually fertile Queensland area among the crops affected local agricultural producers standing water

to destroy up

next year sugar crop

The effects on prices from floods last year in Pakistan and China are still being felt to extend an earlier ban on wheat exports to act wildfires to die in the riots to blame for to head International Food Policy Research Institute to invest in productive (adj.)

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1.2 VIETNAMESE ENGLISH INTERPRETATION

Students are required to interpret these sentences in pair: one reads and the other will give the interpretation; then they are asked to play role in front of the class with another student to get feedback for self-improvement

1 ta còn Tình Nhân, Anh này không còn

celebrate - Valentine Day - practice - discontinue

2 các nhân viên khi

làm

staff recruit uniform at work

3 th phía chính

mình

face strong reaction his own Party

4 Chính Nam tiêu trong nay là 5

Vietnamese government set target rice exporting

5 công ty chúng tôi có 20 nhân viên every year/yearly/annually recruit

6 Có lo cho con vào là không gia

là khi phí không theo gian support school fee reduce/go down time flies

7 Nguyên thô chúng tôi Hàn

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10 giao ta New Year Eve awake midnight

11 hàng quý ông lý ngày 20 tháng 11

order processed/done/finish before/prior to

12 Vào 2011, trên có 43 em (là) cân

in the world/over the world/round the world - underweight

13 cân toán xem xét khi nó

balance sheet reconsider the Board of Directors

14 ngày càng có nói Anh

English speakers/speakers of English native speakers

15 hàng chúng tôi mua công ty các ngài hàng không tránh

goods/products transport by air damage

16 Các chuyên gia Nam và Anh nghiên rét

experts - research - malaria - drug

17 Biên trình lên vào ngày mai

the minutes submit chairman of the Board of Directors

18 rét làm 27 Bangladesh cold - kill

19 trong rét này, trong có và em, trong nhà và tàn

the dead - flimsy shanties

20 không có nhà chí không có áo

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1.3 INTERPRETATION PRACTICE

The lecturer will let the whole class listen to the CD and students will be called to interpret individually each pause without looking at 1.1

1.4 FURTHER INTERPRETATION PRACTICE

In this section, students are required to work in pair in front of the class: one will speak out the passage, the other will interpret louder; then they will get feedback from the lecturer and the whole class

1.4.1 English Vietnamese Interpretation

Now, like to begin by giving you a few pointers on taking notes in lectures This is a vital skill, so listen up! (STOP)

Most important of all is that you try to make a note of everything you

hear A lecture is not a dictation You have to listen and decide what is important and

what (STOP)

Second, when you make notes, write everything in full Use abbreviations, symbols, numbers anything to help keep pace Also, try to organize your notes effectively (STOP)

Furthermore, you should try to be an active listener By that, I mean you need to try and predict what the speaker is going to say So before the lecture, ask yourself what you already know about the topic; and during the lecture, think about where the talk might be heading (STOP)

Another useful tip is if you miss something, then panic Lecturers usually repeat themselves - certainly, the important information, for example, by paraphrasing or in summary (STOP)

Something else you should be sure to do is listen for the main ideas, as well as the details; otherwise, you be able to see the wood for the trees (STOP)

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and even add your own thoughts and comments in the margin Reviewing your notes in this way will help everything sink in, and make a useful study aid (STOP)

1.4.2 Vietnamese English Interpretation

làm tranh bao hàng công nhân trên

nguyên nhân này là

trong làm sau suy thoái kinh các lý do khác thì liên quan thay trong nhu kinh và toàn (STOP)

các kinh phát và Trung doanh thu

(turnover rates) cao có là công nhân công này sang công

khác (STOP)

Nh ng h thì tìm làm lên (go

online) nhà viên công cho có

cung (STOP)

Steve Langerud, giám trung tâm cung (professional opportunities center) khuyên các sinh viên

và nói các làm trên các thông

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UNIT 2: STEVE JOBS STEPS DOWN WITH APPLE ON TOP

Learning objectives

By the end of this unit, students will be able to:

- know and identify some formal terms and grammatical structures used in different

kinds of documents;

- understand the use of different formal terms and grammatical structures used in

different kinds of documents;

- know and identify some techniques in interpreting from English into Vietnamese

and vice versa; and how to use them when interpreting;

- interpret different formal English terms and grammatical structures into

Vietnamese, and vice versa

2.1 ENGLISH VIETNAMESE INTERPRETATION

Students are required to interpret these sentences in pair; then they are asked to say them loudly to get feedback from the whole class for self-improvement

1 The chief executive who presented the latest, and coolest, electronics to the world

has stepped down

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3 He wrote: have always said if there ever came a day when I could no longer meet my duties and expectations as CEO, I would be the first to let you know Unfortunately, that day has

4 Steve Jobs and Steve Wozniak started Apple Computer in nineteen seventy-six

5 The company sold a new kind of electronic device: the personal computer

6 Apple Computer grew more quickly than anyone could have imagined

7 In nineteen eighty-five, however, Steve Jobs resigned after disputes with

managers who had been brought into direct business operations

8 He soon started his own software company, NeXT, and bought a computer

animation studio

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10 They are two of the most successful animated films ever made

11 Apple struggled during the nineteen nineties Many products failed The company

began losing money and its stock price sank

12 In nineteen ninety-seven, Apple bought NeXT and brought back Steve Jobs

13 Apple used software developed at NeXT to create the Mac OS computer operating

system

14 The next year, Apple became profitable And a series of highly successful products

followed

15 In two thousand one, Apple released the iPod, a digital music player The iPhone

arrived in two thousand seven

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17 The iTunes Music Store sells songs for download The App Store sells applications

for computers and mobile devices

18 As Steve Jobs has noted, trial and error has always been part of the Apple model

19 STEVE JOBS: "We just try to build products we think are really wonderful and that

people might want And, sometimes we are right and sometimes we are wrong."

20 Steve Jobs is closely linked with the success of Apple

21 Investors were scared when he announced he had an operation for pancreatic

cancer in two thousand four

22 His decision to leave comes as Apple continues to release winning products

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24 The company holds the largest share of the growing tablet computer market

25 On August ninth, Apple first passed Exxon Mobil Corporation to become the most

valuable publicly traded company in the world

26 Since then the two companies have traded the lead

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