Thực hành phiên dịch interpretation practice

58 Trang 4 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

Biên

www.hutech.edu.vn

*1.2021.ENG158*

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CONTENTS

CONTENTS I PREFACE 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

2.1 ENGLISH VIETNAMESE INTERPRETATION 28

2.2 VIETNAMESE ENGLISH INTERPRETATION 33

2.3 INTERPRETATION PRACTICE 36

2.4 FURTHER INTERPRETATION PRACTICE 36

2.4.1 English Vietnamese Interpretation 36

2.4.2 Vietnamese English Interpretation 38

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

3.1 ENGLISH VIETNAMESE INTERPRETATION 39

3.2 VIETNAMESE ENGLISH INTERPRETATION 45

3.3 INTERPRETATION PRACTICE 47

3.4 FURTHER INTERPRETATION PRACTICE 47

3.4.1 English Vietnamese Interpretation 47

3.4.2 Vietnamese English Interpretation 48

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

4.1 ENGLISH VIETNAMESE INTERPRETATION 49

4.2 VIETNAMESE ENGLISH INTERPRETATION 55

4.3 INTERPRETATION PRACTICE 57

4.4 FURTHER INTERPRETATION PRACTICE 57

4.4.1 English Vietnamese Interpretation 57

4.4.2 Vietnamese English Interpretation 58

UNIT 5: ECONOMY PUSHES SPANISH TO LEARN ENGLISH 59

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

This book is a must in the class with an instructor or can be used for self-study

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

This book is a must in the class with an instructor or can be used for self-study

MÔ MÔN

Hành Phiên - Interpretation Practice là môn cung cho Sinh

Môn cung Sinh Viên:

ngành Biên Phiên

yêu công ;

- ghi thông tin, dung và ngôn khi

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

Tài Hành Phiên - Interpretation Practice cung và

xã

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

quy và tình hình

PART II: OVERVIEW OF ENGLISH

SENTENCES

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

- 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

- an -ing form: My dad loves reading novels

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

The interpreters need to know/master as many aspects as they can in order to

a clear and concise/condensed kind of interpretation

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

-

2.4 Compound - complex sentences

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

There were shouts in the street and before I knew what was happening, the firework had ended

PART III: OVERVIEW OF

ENGLISH TENSES

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

We traveled throughout the USA and ended our trip in August

Brazil and the USA are large countries

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

Peter played football after Mary watched TV

2.4 Compound - complex sentences

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

There were shouts in the street and before I knew what was happening, the firework had ended

PART III: OVERVIEW OF

ENGLISH TENSES

1 Forms

Table 1: English tenses: forms

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

+ 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

? Will you have been working here for 15 years

by next week?

2 Usages

Table 2: English tenses: usages

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,

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 3 rd conditional sentences

- activities in progress during an earlier past

- repeated actions

- drawing conclusions

- 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 1 st 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

The same usages as the future perfect tense plus:

- the continuation of

a state up to the time mentioned (to emphasize the duration of an activity that will be

in progress before another time or another action in the future (to say how long something will have continued by a certain time))

3 There are also two more tenses in English

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

- 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.)

Tom was reading with the when I called him.

I was watching TV when the light went out

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

She got out of the car, walked round to the back and opened the boot

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

= going to have breakfast with my boss tomorrow

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

(The speaker mean that he intends to be sick.)

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

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.)

-PART IV: INTERPRETATION

PRACTICE

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

1 Economists across the world are expressing concern about rising food prices

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

in several parts of the world

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

15 Last week, Russia extended an earlier ban on wheat exports

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

Tunisia

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

world market prices for

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

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

làm

staff recruit uniform at work

mình

face strong reaction his own Party

Vietnamese government set target rice exporting

5 công ty chúng tôi có 20 nhân viên

every year/yearly/annually recruit

là khi phí không theo gian

support school fee reduce/go down time flies

raw materials import

10 giao ta

New Year Eve awake midnight

order processed/done/finish before/prior to

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

balance sheet reconsider the Board of Directors

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

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

homeless - warm clothes

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)

And finally, after the lecture, you should review your notes as soon as possible Basically, write them out again, but this time reorganize them, highlight the main points,

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

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

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

khác (STOP)

cung (STOP)

Steve Langerud, giám trung tâm cung

(professional opportunities center) khuyên các sinh viên

(STOP)

UNIT 2: S TEVE 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

2 Steve Jobs announced his resignation as head of Apple in a letter last week

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

9 The Pixar movie studio would go on to create movies like Toy Story and Finding Nemo

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

16 Apple has also been a leader in online marketing