通用口译II教案 2006年2月-2006年7月 （授课教师：李芳琴） 总课时：19周，每周4学时（翻译班） 主要使用教材：《新世纪口译—理论、技巧、实践》（李芳琴等），四川人民出版社，2002年1月。 口译实践材料。 推荐教材及资料：《高级资格证书口译教程》，梅德明，上海教育出版社。 《实用英语口译教程》，冯建忠，译林出版社，2002年。 CCTV国际频道访谈、专题讨论节目 主要教学参考资料（理论、技巧部分）： Carroll, David W.. Psychology of Language. Third Ed. Beijing: Foreign Language Teaching and Research Press, 2000.Gile, Daniel. Basic Concepts and Models for Interpreter and Translator Training. Amsterdam: John Benjamins Publishing Company, 1995. Jones, Roderick. Conference Interpreting Explained. Manchester: St. Jerome Publishing, 1998. Nida, Eugene A. Language, Culture and Translating. Shanghai Foreign Language Education Press, 1993. Seymour, Richard K. and C.C. Liu. 1994. Translation and Interpreting: Bridging east and West. Hawaii: College of Languages, Linguistics and Literature and the East-West Center. 达尼卡·塞莱斯科维奇、玛丽亚娜·勒代雷著，《口译理论-实践与教学》，汪家荣等译，北京：旅游教育出版社1990年口月第1版。 马丽娅娜·勒代雷著，《释意学派口笔译理论》，刘和平译，北京：中国翻译出版公司，2001年。 刘和平，《口译技巧—思维科学与口译推理教学法》，北京：中国对外翻译公司，2001年。 刘和平，《口译理论与教学》，北京：中国对外翻译出版公司，2005年。 2003级翻译班（第二学期）口译课教学计划 2006年2月-2006年7月 教学目的：分语类继续对学生进行口译基本技巧的训练；培养学生关心时事的信息意识，积累知识，掌握文献检索、资料查询的基本方法，具有初步研究能力和实际工作能力。结合口译实践，使学生初步掌握专题连续传译的技能，提高各项交际技能综合运用的能力。 授课方式：以教材《新世纪口译—理论、技巧与实践》为框架，分语类进行课内训练，并根据教学内容补充最新同语类练习材料或口译实践材料。采用课内和课外结合、师生互动方式实施教学。教材课文内容主要由学生在课外口译小组内完成或独立完成，课内讨论；补充内容作为课内即席口译材料。 主要教学内容：以教材为教学框架，根据教材内容补充同语类练习材料或口译实践材料。教材课文内容由学生课外在口译小组内完成或独立完成，课内讨论；补充内容作为课内即席口译材料。主要涉及： 介绍类讲话 礼仪讲话 论证类讲话 大会发言 综合练习 学生预习及小组准备：学生就规定题材进行课前准备并作课堂陈述（包括上网查阅资料）。 课堂教学：课内主要以教师演示、根据教学主题组织模拟口译练习以及评讲的方式实施教学。 信息反馈：学生交报告、上本院校园网讨论学习心得或与任课教师直接交流。 Unit One a. 1 介绍本学期教学计划及要求 2 口译考试讲评：Preparing for Campus Interview Women at the Top? 3 课外练习：《高级口译教程》 4 课外准备：美国教育改革 (Team 1) b. 1 Class presentation: Educational reform program in the US (Team 1) 2 口译练习：Dr. Susan Sclafani’s speech (Last part) 3 课外准备：About Asian Values (Team 2) 4 课外：分析、整理关于亚洲价值观讨论的资料 5 课外阅读：理解与主题思想的识别[Textbook, Lesson Eight] Unit Two a. 1 Class presentation: Asian Values (Team 2) 2. 背景知识在口译中的重要性 3 口译练习： Debate on Asian Values 4 课外练习：《高级口译教程》 b. 1 口译练习：Debate on Asian Values (continued) 2 课外准备：认识中国传统文化 (Team 3) 口、笔译异同 （Team4） 3 课外练习：《高级口译教材》 Unit Three a. 1 Class presentation: Chinese traditional culture (Team 3) 2 关于文化词汇的翻译（梅：U2） 3 口译练习：文化传统发展中的挑战 4 课外练习：《高级口译教程》 b. 1 Class presentation: Similarities and differences between translation and interpretation (Team 4) 2 口译练习：高级翻译是如何造就的 3 课外准备：访谈口译的基本特点 了解英特尔公司 (Team 5) Unit Four a. 1 Class presentation: 英特尔公司简介 (Team 5) 2 访谈口译的基本特点 3 口译练习：与英特尔总裁对话（录像 26分钟） 4 课外准备：西班牙文化简介 （Team 6） b. 1 Class presentation: 西班牙简介 (Team 6) 2 口译练习：访西班牙文化、教育、体育部长 3 课外准备：礼仪讲话的基本特点 利宝集团及其在中国的业务 (Team 1) Unit Five a. 1 Class presentation: 利宝集团简介(Team 1) 2 礼仪讲话的基本特点 3 口译练习：Chongqing University Insurance Center Event Opening Remarks (John Kimber Oct.15 2003 [team 1] Chongqing University Insurance Center Event Opening Remarks (Faragher) [team 1] 4 课外准备：The role of SMEs in the global economy Focus: Measures to help SMEs to develop b. 　1 Class presentation: Measures to help SMEs to develop 　　　2　口译练习：The role of SMEs in the global economy 3 小组活动：分析口译中出现的问题 Unit Six 　 1 如何处理口译现场出现的危机 　　　2　口译练习：The role of SMEs in the global economy[续] 课外准备：Development and implementation of training plans for disadvantaged groups (rural, remote and isolated) 重点：澳大利亚职教与培训 Unit Seven 1 Class presentation: Team 2 2 口译练习：Development and implementation of training plans for disadvantaged groups (rural, remote and isolated) 3 讨论翻译中出现的问题 4 准备：A Hard Way to Make Money （英译汉练习，小组集体讨论难点及其处理方法 Team3重点发言） Unit Eight 　　１　Class presentation:　翻译中的难点及其处理方法 （Team 3） 　　2　口译练习：A Hard Way to Make Money 　　３　翻译／口译方法讨论 ４　课外准备：中国首届性医学研讨会材料（谁是俄底普斯？）[小组集体讨论难点及其处理方法,Team 4&5重点发言] Unit Nine １　Class presentation:　翻译中的难点及其处理方法（Team 4 &5） 2　口译练习：谁是俄底普斯？ 　 ３　翻译／口译方法讨论 4 课外准备：了解Sun公司 (Team 6) Unit Ten 1 Class presentation: Sun公司简介 (Team 6) 　　２　口译练习：与Sun公司总裁对话　（录像） 　　３　课外阅读：论证类讲话的基本特点 　 ４ 课外准备：关于清洁生产及环保（Team 1） Unit Eleven （论证类讲话） a. 1 论证类讲话的基本特点 2 Class presentation: 关于清洁生产及环保（Team 1） 3 口译练习：环境保护 Significance of Clearer Production Promotion in China b. 1 口译练习：Significance of Clearer Production Promotion in China (continued) 2 准备：中国投资软环境 (Team 2) 3 课外阅读：如何处理跨文化交际中出现的问题 Unit Twelve 1 Class presentation: 中国投资软环境 (Team 2) 2 口译练习： Improvement of soft environment 3 阅读：演讲口译的基本特点 4 准备：第二届中国—澳大利亚（重庆）职业教育与培训论坛(Team 3&4) a. 黄奇帆市长致辞 b. Chris Celovic讲话 Unit Thirteen 口译练习： 1) 黄奇帆市长致辞 2) 第二届中国—澳大利亚（重庆）职业教育与培训论坛（续） Innovations in Vocational Education and Training in Victoria：A State Perspective （有中文译文） 2 问题分析 3 准备：美前众议员在川外的讲话 Unit Fourteen 1 口译练习：访英首相（录像） 2 美前众议员在川外讲话 3 课外阅读：口译职业准则 4 准备：关于就业问题现状及各国主要举措（Team6） Unit Fifteen 1 讨论：发展中国家就业问题现状 （Team 6） 2 口译练习：On employment 关于就业问题 3 准备：澳大利亚工程师代表团访问三峡中文资料 Unit Sixteen 1 口译练习：澳大利亚工程师代表团访问三峡中文资料 2 难点分析 Unit One a. Main contents to be covered 1 介绍本学期教学计划及要求 2 口译考试讲评：Preparing for Campus Interview Women at the Top? 3 课外练习：《高级口译教程》 4 课外准备：美国教育改革 (Team 1) Teaching procedures: 1. A brief introduction to teaching plan and requirements About the teaching plan: This course is focused on consecutive interpretation. See teaching plan about the description and the main contents to be covered. General Requirements for the course: Every student is required to participate in both class and group activities assigned for this course, and if possible, students are encouraged to participate in social practice. Team work is especially encouraged. 2. Comments on the final examination Comments on interpreting test 评分总原则 话语准确性：此部分原则上按70%计算；按意群/或信息单位划分，计算分值。2) 话语流畅性; 3) 语篇意义提取能力；4）语音语调；5）措辞是否适合习惯；6）笔记规范性 试卷分析 试题难度适中，但每个段落信息量较大。绝大部分学生口译笔记符合要求，对所听信息量把握较好。学生总体口译质量较高。尤其是获80分以上的同学。 大部分学生能完整或较完整译出该语篇的内容，但信息量较大的语段有遗漏信息和添加信息的情况。约20%的学生的汉语译文存在不同程度的英文化风格，显得不太自然。学生处理口语讲话翻译还存在问题。部分学生还不能很好的结合上下文理解不熟悉的词汇，如：physical assets.。第四个语段信息偏差较普遍。学生缺乏相关背景知识或不能在语境中提取相关背景知识。大部分学生反映试卷难度和平时教学和训练的中等难度相等。 结论 要加强学生课外听力训练。扩大学生背景知识。进一步训练学生对主要和次要信息的处理能力，尤其是断句、利用背景知识的能力。 主要问题： 第二个语段中的时态误听造成了理解错误 在第四个语段的听译中，有学生望文生义，没有考虑语境，也没有进行必行必要的逻辑推理，如把journey, destination理解为“人生旅途、奋斗目标”。 第二篇材料出现的主要问题：背景知识不够；部分学生没有很好地跟上讲话人的逻辑。 附听译材料： a. Preparing for Campus Interviews Job Hunting -- My own experience It is certainly true that job hunting can be fun or can be stressful. It depends on us how we take it. The process of job hunting, especially for the first job after graduation from college, is really stressful at the beginning. This is due to various causes, such as family demands or concerns of the family members, friends’ influence whereby they are perhaps not as smart as you but found a good job, and friends having good and high salary jobs. All this can contribute to a stressful environment around us.// Speaking about my own experience, I would like to share my first interview experience. I was full of confidence that I would get the job. But, reality hit me some days later when I called the company and they told me that I was not selected. It was early in the morning before I went to my next interview. I felt like the whole world was falling on me and I almost cried. That moment, I felt very bad because I was aware that I am not what I think I am. I am confident but I don't have something that the industry needs. A lot of negative thoughts came into my mind. // At that moment, I almost gave up on my next interview session. Sitting in front of my computer I told this to several friends who were concerned about me. I told them that I was really depressed, disappointed and I felt like crying. But my friends were really patient. They gave me a lot of advice and encouraged me to go to the interview. In the end, I made up my mind to go to the interview.// During my whole journey, I never thought about anything or made preparation in my mind; I just drove all the way to my destination and followed the flow. Well, I certainly didn't want to be trapped in a traffic jam hence I arrived about 30 minutes earlier. And I read back all the tips and guidance my friends gave me. For the rest I went through the filling out of forms, took the interviews and then went home.// Job hunting can be really interesting and fun. Many of us may have gone through at least 5 interviews at 5 different organizations. Imagine how many different types of people we have met. Moreover, job hunting can be a learning process as we have moved to an information driven economy, knowledge and experience is more valuable than physical assets. // I will stand firm on my statement that "job hunting is a learning process". It taught me many things that I never knew. Through this job hunting period, I have learned to examine and look at the good side of myself. I have learnt to think positively and maturely. 参考译文 准备校园面试：我的求职经历 找工作的确既有趣又有压力，完全取决于你如何看待它。大学毕业找第一份工作的过程的确非常有压力。这种压力是诸多原因造成的：比如家庭对你的要求，家庭成员对你的过度关怀，朋友对你的影响等等。你有些朋友也许没你聪明，但他们却找到了好工作，而且收入颇丰，所有这一切都对你造成了压力。// 谈到我自己的经历，我想和大家谈谈我第一次求职的情况。当时我满怀信心一定会得到这份工作，但现实却给了我沉重的打击。几天后我打电话到公司去询问结果，他们告诉我落选了。那是一天上午，我正要去参加另一轮面试。我当时觉得天都要塌了，我直想哭。我当时的感觉糟透了，我意识到我以前对自己的认识是错的。是的，我有信心，但我并不具备行业所要求的知识，我产生了许多负面的想法。 // 当时我几乎放弃第二轮面试。我坐在电脑旁，把我的想法告诉了几位关心我的朋友。我告诉他们我非常沮丧，非常失望，很想哭。我的朋友很耐心，他们给了我许多点子并鼓励我参加面试。最后，我下定决心去面试。// 去面试的路上，我什么也没想，也没作任何准备，一路随车流直奔目的地。当然我不想遇上交通堵塞，所以提前半小时到了达面试地点。我重温了一遍朋友给我的点子和建议。接下来我填了些表格，参加了面试就回家了。// 求职真的可以是非常有意义的事。我们许多人至少会参加五次面试，而且是五家不同的机构。想想吧，我们会遇见多少不同的人啊。求职也是一个学习的过程。我们已进入信息经济时代，知识和经历比物质财富更加重要。// 我坚定不移地说“求职是学习过程”。它教会了我许多以前不知道的知识。求职经历使我学会审视自己好的一面，使我学会了积极且成熟的思考问题。 b. Woman at the top? What do such companies as HP, Maxwell House Coffee, Deloitte & Touche, and Hearst Magazines have in common? All these organizations are headed by women. Moreover, according to a recent study by Catalyst, a national nonprofit organization assisting women in business, more than 80 percent of Fortune 500 companies have at least one woman on their boards of directors, up from 69 percent two years earlier.// Despite all this, there is evidence that women are not commonly found at the executive level. No Fortune 500 company has a female CEO; very few women executives are found in some industries, such as manufacturing, engineering, and financial services; and the survey shows that six in ten women believe women suffer discrimination in obtaining executive business positions.// Industry experts have pinpointed several factors that block women's promotion. For example, some men in managerial positions still have the stereotypes and preconceived notions of women. In addition, because women are often excluded from some outside-the-office activities, they do not have the opportunity to build relationships.// There are many other factors that may become blocks to women’s promotion. For instance, some women find it difficult to balance career and family, because women are still the primary caregivers in our society. Some do not have general management experience. What is more, some are not willing to travel or to relocate.// Interviews with women in executive positions suggest that there are three essential factors for their advancement. The first one is that women must consistently do well in their position. The second is that they must develop a working style that men are willing to accept. The third one is that women must seek out difficult and high-visibility assignments.// 参考译文： 女人当老总？ 惠普公司、麦氏咖啡、Deloitte & Touche 企业及赫斯特报业集团有何共同之处？这几个公司的老总均为女性。此外，为从业妇女提供援助的一家全国性非赢利机构Catalyst最近的一项调查显示，《财富》500强企业中至少有一位女性董事会成员的公司占80%以上，高于两年前的69%。// 尽管如此，有证据表明总经理级别的女性并不多见。《财富》500强企业中没有一位女性CEO; 在有些行业，如制造业、工程与金融服务业，女经理更是凤毛麟角。根据Catalyst的调查反馈，60%的女性认为妇女在争取经理职位的过程中遭受歧视。// 产业专家们指出了阻碍女性升职的几个因素。比如，有些男士仍然对女性持有旧框框和先入之见。此外，女性常被排斥在办公室以外的活动，她们便失去了与人们建立关系的机会。 此外，还有一些其它因素阻碍妇女得到提升升值之，比如，妇女很难平衡事业与家庭，因为在我们的社会里主要还是由女性持家。有些妇女缺乏一般的管理经验，有的不愿出差或调动。// 对女经理们的访谈表明她们的成功有三个根本因素。第一，女性必须不断追求业务创举；第二，她们必须建立一种男性乐于接受的工作方式；第三，她们必须努力完成艰难而引人注目的任务。// Unit One (b) Main contents to be covered 1 Class presentation: Educational reform program in the US (Team 1) 2 口译练习：Dr. Susan Sclafani’s speech (Last part) 3 课外准备：About Asian Values (Team 2) 4 课外：分析、整理关于亚洲价值观讨论的资料 5 课外阅读：理解与主题思想的识别[Textbook, Lesson Eight] Some background information: a. Brief introduction of Susan Sclafani Susan Sclafani, Counselor to the U.S. Secretary of Education and Assistant Secretary, Office of Vocational and Adult Education (OVAE)—Biography  In her capacity as Counselor to Secretary Rod Paige, Dr. Sclafani provides counsel on educational issues and initiatives. As Assistant Secretary, she concurrently serves as the principal adviser to the Secretary on all matters related to vocational and adult education. In this position, Dr. Sclafani coordinates department programs and recommends policies to ensure that all Americans have the knowledge and technical skills necessary to succeed in postsecondary education and the workforce. Through the Preparing America's Future Initiative, Dr. Sclafani is working to mobilize effective and scientifically based state and local high school reform initiatives, to support America's community colleges, and to improve adult education programs. Previously, Dr. Sclafani worked in a variety of roles at the Houston Independent School District, culminating in Chief of Staff for Educational Services. During that time, she coordinated activities directly involved in the education of children, including school administration, educational programming, legal services, and reading initiatives. Prior to that, she had been a teacher of mathematics, a magnet school leader, and a central office administrator in the departments of technology, curriculum development and construction management. Dr. Sclafani received her A.B. degree from Vassar College, her M.A. in Germanic Languages and Literature from the University of Chicago, and her M.Ed. and Ph.D. in Educational Administration from the University of Texas at Austin. Dr. Sclafani participated in the Cooperative Superintendency Program at the University of Texas while completing her doctoral work. She is also a charter member of Superintendents Prepared, an initiative to identify and train the next generation of urban superintendents. b. “No Child Left Behind the law” program Assessment is a key component of the president's plan to ensure that all students receive an adequate education. On his first day in office, President Bush announced that education was his priority and set forth a plan that was based on four principles. The first, of course, is accountability. The president said that too many children across this nation are not educated to their potential and fall behind their peers in educational achievement. We have let this condition fester, because we have always assumed that there were some children who couldn't learn well. We offered remedial programs, but the bottom line is that we never expected them to reach the same standard as the rest of the children. As the U.S. economy has evolved over the past few decades, education has become a more important requirement for economic success, and our failure to provide an adequate education to many young people will limit their opportunities throughout their lives. In 1950, roughly 20 percent of U.S. jobs were professional positions, 20 percent required skilled labor, and 60 percent required only unskilled labor. Formal education wasn't a necessity. Children leaving high school with limited skills or even without a diploma could still find jobs. They could acquire the limited training that they needed and earn enough to enjoy a middle-class life. That's no longer the case. In 2000, the job market is still 20 percent professional, but now it's 65 percent skilled, leaving only 15 percent unskilled. In a nation with a steady stream of immigrants who are willing to accept very low wages, there is intense competition for a small number of unskilled jobs that don't even pay well. We know that if we want our young people to have the opportunity to earn a decent living, raise a family, and become active members of society, we must provide them with a good education. That is the underlying motivation for the president's No Child Left Behind legislation. The president and Secretary of Education Rod Paige are both committed to improving the life chances of our children and recognizing that the first principle that should guide reform is that we as adults need to take responsibility for the quality of learning in our schools. Studies that seek to identify the factors that improve school performance all agree that teacher quality is the critical element of success. Of course, in some situations, even a magnificent teacher is not enough. Consider a sixth grader who ranks in the 20th percentile of student performance. That child is entering middle school without adequate basic skills in reading and math. Middle-school teachers are not trained to teach students rudimentary reading and mathematics, so this student is likely to be shunted into classes where little if anything is taught. The student might even be allowed to pass on through middle and high school without ever developing these skills. If the student lives in a state that does not have a high-school exit exam, he or she could receive a diploma. When Rod Paige became superintendent of the Houston public schools, he noticed that the system had an unusually large number of ninth graders. He wondered where they were coming from. He discovered that in ninth grade, students were required to meet specified academic standards in order to be promoted. This was the first time that these students took a test with real consequences, and many were failing. He found that many of these students stayed in school for a year or two while their former classmates became sophomores and juniors. But when these classmates began talking about picking up tickets to graduation and being measured for their robes, the nonachievers quietly drifted away from school. They didn't want to be around when their failure would become obvious to everyone. Paige rightly recognized this as a failure of the school system, not the students. During the past few decades, we've learned an enormous amount about how children learn. In particular, we know much more about the process by which children learn to read, and we know that the inability to read proficiently is a barrier to further progress in education. These kids who became stuck in ninth grade had probably fallen behind their peers by third grade. After that, teachers think that it is not their job to teach reading, and they typically will not teach reading unless a student asks for help. This is not the responsibility of a nine-year-old; it is the job of the adults, the schools, and the school districts. This is where accountability must begin. The second principle is to put control where it belongs. We cannot simply mandate from Washington how every school ought to operate, what standards it ought to use, what structures it ought to put into place. That's got to be done in the states. Indeed, the states are likely to find that it is even more effective to have the school districts and the schools determine how best to help their students achieve high standards. And so in the bill, the states are left to determine what their standards should be, to develop assessments that are aligned with these standards, and to create an accountability system that must--for the first time--include all children. The third principle is parental choice, and I am disappointed that the legislation that Congress passed did not go as far as the administration hoped it would. We recommended that any child in a low-performing school be allowed to transfer to a better-performing school, whether it be private or public. Congress agreed that no student should be forced to attend a low-performing school, but the majority decided that students have a right to attend a better public school but not a private school. The legislation also enables parents who decide, perhaps for social or practical reasons, to keep their child in the low-performing school to use public money to pay for additional help for the child. This help can be provided by the public school system, by private companies, or by community organizations. The legislation's goal is to have all students meet high academic standards. It provides the states with the flexibility to develop their own ways to achieve that goal. The fourth principle is to research what works. Although that sounds very simple and obvious, the reality is that we have not done it. Perhaps it's because we've been too busy fighting the "reading wars" between the advocates of phonics and the advocates of whole language. The result of this obsessive struggle is that we sometimes find kids who have developed wonderful decoding skills through phonics but who aren't reading because they are not given anything interesting to read. At the other extreme are some kids who are surrounded by good literature that they cannot decode. It should have become apparent by now that there is no conflict between the two approaches. Research has shown that kids need alphabetic awareness, phonetic decoding skills, and stimulating literature. We also need to learn more about how children learn mathematics, science, and social studies. Our colleagues at the National Research Council have been working on this, but we need to do more. The Department of Education's Office of Educational Research and Improvement is putting more of its resources into research in these areas, so that we can provide teachers with better strategies and better tools. The need for assessment Of course, in order to figure out what works in the classroom, we need to assess student performance. Assessment is critical to making schools accountable and to identifying practices that make schools and teachers successful. Unfortunately, we are not doing enough to assess student progress. Many states test students only once in elementary school, once in middle school, and once in high school. That amount of testing does not provide us with enough data to understand what is happening in the schools, so the new legislation requires schools to test more frequently. We should be realistic about what it will take for each of the 50 states to develop reliable tests that are carefully aligned with their goals and curricula. The schools and the private-sector companies combined might not have the expertise necessary to develop 50 separate sets of tests, and the states will have to decide if they want to team up with other states to produce a joint test or to use an off-the-shelf test until they can develop their own. Assessment is critical to making schools accountable and to identifying practices that make schools and teachers successful. The whole point of annual assessment is that it provides a very rich data source that can be used to help individual children and to identify where teachers' strengths and weaknesses lie. We know that if we look longitudinally at the classroom performance of children in a particular teacher's classroom and find that every year those children miss certain objectives, the problem is probably the teaching strategy or the teacher's content knowledge, not the children. Assessment can be a wonderful tool for principals and teachers to use to determine what professional development they need. If there are teachers whose students always do well with those objectives, let's observe those teachers more closely to uncover the keys to their success and then share those insights with other teachers. We can also use the data to evaluate schools and school districts. Although many people are not happy to hear me say that, the truth of the matter is that we are not running our school systems as well as we should. I'm sorry if people are upset at that, but we have children for whom we are not providing even an adequate education, and those children deserve no less than a first-rate education. No school system lacks the desire to do right by their students. They are underperforming because they don't know how to do it differently. What happens over time is that underperformance erodes their morale; it erodes the teachers' belief that school performance is in their control, and they start saying, well I was very successful with the students I used to have, so it must be the students. And what we have to say is, yes, students have changed. They learn differently than we do. They are much more accustomed to receiving information in short bursts from interactive multimedia sources, which means it's a lot harder to get them to sit and listen to a lecture for 40 or 45 minutes than it was for some of us who grew up with books and other print media as our primary information source. The fact that they learn differently doesn't mean that they can't learn. Some schools are doing an exemplary job, and the Department of Education has published a report on those schools. Knowing that it can be done makes it incumbent on us to have an assessment system that makes it possible to see that all schools succeed. The goal is to have a test that measures how well the students are learning. A common concern is that if there is a test, teachers will teach to the test. But this is a circular argument. If the assessment is a good measure of what it is we want children to know and be able to do, then I certainly want the teachers teaching to the test. If it's not, no matter what they do, they're not going to be able to help children. Thus, the quality of the assessment is absolutely critical. We should not be satisfied that children who are trailing their peers by several years in achievement simply improve somewhat year to year without ever catching up. But more than that, the quality of the leadership in the schools and school districts is critical, because what we don't want to see happen is that the assessments to be passed by all children become the ceiling rather than the floor. There are schools where they say if you're going to measure me on mathematics and reading, we're going to spend all of our time doing mathematics and reading. Art, science, and social studies can be covered by someone else in the future. But it is the school leader who has to support, monitor, and assist teachers in teaching a rich curriculum to every child. The complexity of the world in which these children are going to live requires that they be educated to high levels. We don't want to cut back on or eliminate subjects that will enable them to lead rich and satisfying lives. Superintendents and principals must remind teachers that well-educated children pass tests. These are not the kind of tests that require that a child spend every moment focused on test practice. Some children may need additional instruction to meet the standard, and that's why we have before-school and after-school programs. That's why we're talking about giving a lot more flexibility to states in spending federal funds. They can spend their money on Title I activities aimed at low-income students, increased salaries for hard-to-find science and math teachers, or the 21st Century Schools program. The accountability system will provide the incentive to motivate school leaders to determine what works best in their context. Other questions remain: Should states allow school districts to have local assessments; can there be a mix of criteria for assessment; can assessments differ from year to year? What do we do in the two states that have provisions in their state constitutions that forbid statewide testing? What about Iowa and Nebraska, which have local control systems in which each district creates or purchases its own assessment? There are other states that plan to do state assessment in some grades and local assessment in others. The overarching question is how do we ensure that all the assessments are comparable? The federal policy is that the burden of proof is on the states to demonstrate that their assessments are adequate. Implementing accountability The other big issue with assessment has to do with accountability. I know that there are some who believe that what we ought to be looking at is not where students stand at the end of the year but how much progress they have made since the preceding year. Because all students begin the school year at a different level of achievement, the critical question is how far forward the school is able to move the student in a year. This has been dubbed the "value-added" approach. The intention of Congress is that we should pay special attention to the amount of progress that occurs over several years, because a single test is simply not sufficient to evaluate student achievement or a school's quality. I agree that we can learn much from the value-added approach, but it is not sufficient to ensure that all students meet a high standard. We should not be satisfied that children who are trailing their peers by several years in achievement simply improve somewhat year to year without ever catching up. We want all students to reach a recognized standard. States will have some flexibility in demonstrating that their students are meeting a high standard, but they have to demonstrate that all subpopulations are doing well. It will not be enough to raise the average score by raising the performance of the best students even higher. That is not the spirit of No Child Left Behind. The requirement that 100 percent of the children achieve proficiency has many educators swallowing hard. Indeed, our biggest challenge could be convincing school leaders that we can do this. That's why we keep bringing people back to take a look at what Texas has accomplished in setting a firm standard and enabling the overwhelming majority of students to meet that standard. Texas deserves praise for what it has done, but now it's time to raise the bar even higher. I am confident that Texas will succeed again and that it will inspire other states to do the same. The states should not expect instant success. They understand that they will have to meet high standards, but until they see how their students do on the benchmark tests, they will not know how much improvement is needed. They should expect some rough sailing ahead. A large percentage of high-school juniors are likely to find that they are not at the level they should be. What do school officials say to parents who want to know why their children who have passed all their courses are not where they should be when it is too late to catch up? This should be a wake-up call to educators that they need to identify problems earlier and take action immediately to help these students catch up, so that when they finish high school they have the skills they need for work or higher education. It is the responsibility of each and every one of us to admit that very often we have let empathy get in the way of doing what was best for the children. We have said that this child is poor, that this child has a dysfunctional family, and that this child has to work, so we can't hold these children to the same standards. We let them move through school with C's and D's until at the end of high school they are woefully lacking in basic academic skills. Good assessments should enable us to identify these students so that we can intervene early and often to help them. A good assessment should let us know not only which students are falling behind but also what the major stumbling blocks to each student's progress are. We should begin educating these children as individuals. When each individual receives an adequate education, the benefit to the nation will be immeasurable. Word List SUSAN SCLAFANI Counselor to the U.S. Secretary of Education and Assistant Secretary美国教育部长顾问 Counselor to Secretary Rod Paige里德.培格部长顾问 Assistant Secretary副秘书长 Coordinate协调 postsecondary education高等教育 America's Future Initiative美国未来发展措施 America's community colleges美国社区大学 state and local high school reform国家和地方性中学改革 the Houston Independent School District休斯顿独立学区 A．B．degree from Vassar College大学文学学士学位 M.A. in Germanic Languages日耳曼语言文学硕士 M.Ed. and Ph.D. in educational Administration from the University of Texas 德克萨斯大学教育管理硕士及哲学博士学位 No Child Left Behind : Cooperative Superintendency Program合作监督计划 assessment 评估 accountability问责制 remedial programs补救计划 the quality of learning in schools.教学质量 teacher quality师资力量 rudimentary reading and mathematics基础阅读及数学 high-school exit exam中学结业考试 non-achiever落后者 put control where it belongs严加管理 low/better-performing school低/高教学质量学校 high academic standards高学术水准 alphabetic awareness, phonetic decoding skills, and stimulating literature 字母意识，语音破译能力，趣味文学 The Department of Education's Office of Educational Research and Improvement教育研究发展部 reliable tests高信度测试 a joint test 联合测试 off-the-shelf test随堂测试 teaching strategy教学策略 first-rate education 初级教育 interactive multimedia sources多媒体互动资源 incumbent on 义不容辞 before-school and after-school programs学前教育和职业培训计划 "value-added" approach增值途径 the amount of progress进步程度 subpopulations差生 benchmark tests基础测试 wake-up call警钟 Unit Seven Main contents to be covered 1 Class presentation: Team 2 2 口译练习：Development and implementation of training plans for disadvantaged groups (rural, remote and isolated) 3 讨论翻译中出现的问题 4 准备：A Hard Way to Make Money （英译汉练习，小组集体讨论难点及其处理方法 Team3重点发言） Topic: Development and Implementation of Training Plans for Disadvantaged Groups (rural, remote and isolated) (From the 2nd Sino-Australia VET Forum Speeches, Chongqing, August 2005) Purpose: To help the students obtain some experience of field interpreting and reinforce their awareness of the importance of preparation for an interpreting task. Style: Simulated Interpreting Guest Speaker: Todd Bayma, teacher of the English Department Guest interpreter: Tang Mi, a first-year graduate student majoring in translation and interpreting Evaluation of the students’ work: a. Class presentation of team work b. Classroom training c. Feedback information from students’ team work Main contents to be covered: Check up team work A brief summary of preparation for interpretation Some coping tactics in interpreting Simulated interpreting Assignment for team work Teaching Procedure: Introduction of the class and the guests Class presentation: About VET system in Australia General Requirements: Class presentation should cover the major information of Australian VET system A word list based on team work is expected from Team Three. III．A brief summary of preparation for interpretation and a brief introduction of some coping tactics in interpreting 1. A brief summary of preparation for interpretation 1.1 The three steps of preparation: Advanced Preparation Before the meeting, the interpreter should ask the conference organizer to provide a full set of documents, which include the conference programme, list of participants, background information about the conference, and most important, documents on the content of the conference (including drafts of papers to be read or presented, abstracts, etc.) Briefings are potentially a very useful part of advanced preparation. They are meetings organized for the interpreter, with the participation of the organizer and experts in the field. At the briefing, general information is given to the interpreter, who can ask specific questions, generally on concepts and terminology. Last minute preparation For organizational reasons, the conference documents are not always available before the conference. Sometimes, many documents are only available at the very last moment, yet a significant amount of knowledge acquisition may revolve around them. The interpreter should be ready to deal with the situation. In-conference preparation Much information is gained during the conference itself, partly through documents which are only handed out after the meeting has started, partly through conversation with participants during break, and partly through the content of presentations and discussions. Channels for information --conference organizer --briefings --the library --the Internet --professionals/specialists --the speaker (most desirable) 2. Some Coping Tactics in interpreting 2.1 Top-down analysis Top Re-expression Bottom 2.2 Coping Tactics --Explaining or Paraphrasing with the help of the context --Use generic term instead of specific term --Leaving something out better than making it up -- Asking questions if you not understand VI. Simulated interpreting Example by the guest interpreter: Focus: accuracy of information and note reading. Comments on her interpreting. Interpreting exercise by students. Comments on students’ work. Speech for interpreting exercise Development and implementation of training plans for disadvantaged groups (rural, remote and isolated) Chris Celovic, TAFE Global, Sydney, Australia August 2005 (For guest interpreter) The Australian vocational education and training (VET) system provides training across a wide range of subject areas, delivered through a variety of training institutions and enterprises. Vocational education and training aims to provide students in Australia with the technical skills and knowledge required for the workforce, either for the first time, to re-enter the workforce, to retrain for a new job or to upgrade their skills for an existing job.// The National Training Framework (NTF) provides a nationally consistent approach to VET throughout Australia. It comprises: Australian Quality Training Framework (AQTF) Australian Qualifications Framework (AQF); and Training Packages Under this system students have many options for training and may study individual subjects or full courses that lead to formal qualifications. Training takes place in classrooms, in the workplace, online and through other flexible delivery methods. It is managed through a systemic combination of timetables, curriculum and resource management described as a Training Plan.// Today I will discuss the issues around the development of training plans for rural, remote and isolated learners. It will also list several effective and successful strategies for vocational education and training, and how these link with Vocational Education and Training programs in Chinese polytechnic colleges and vocational universities.// (For students 1) Opportunities have always existed in the Australian VET sector to provide training and education services to disadvantage groups. In 2004, VET in Australia provided courses for indigenous, disabled and non-English speaking students who comprised 21.4% of the total national VET students. The challenge of our VET system into the future will be to meet the needs of dynamic industry and in particular, individual needs, including how training is matched to communities.// Rural, remote and isolated communities in Australia have their own special needs. Typically a remote and rural community in Australia has a population of less then 10,000 and are town-centred around primary industries like agriculture, fishing or mining. Like most rural towns in Australia, there may be a percentage of citizens who are Australian Aboriginal people, who have their own language and culture, and typically each town would have a percentage of overall population who has low literacy skills. // Communities have a need for skills acquisition, either for employment and education, or they may have an implicit need for “soft skills” like communication, motivation and problem solving. The delivery of VET in these communities has traditionally been driven by the provision of local industry, and traditional trades. Globalisation and changes to national policy have changed the nature of work in rural, remote and isolated communities. // (For Student 2) Learners in rural, remote and isolated communities face some difficulties in the provision of telecommunications infrastructure. Learners sometimes find the down-loading of materials slow and inefficient. Although broadband facilities would speed up the down-loading of documents, there is also recognition of the high cost of such installations. // There are many strategies to overcome potential barriers to the plight faced by rural, remote and isolated learners. These include developing training and assessment that relates to local situations (by carrying out pre course assessment of learners) , adapting training and assessment materials to suit learners , and including hands-on, practical training where possible. // 。 The following are strategies focus on the learner. They are developed to increase the success rate of VET courses in a rural, remote and isolated community. 1. Bringing learners to the training or, taking the training to learners. For example, bring people together with similar needs like levels of literacy, common age group, or ethnicity. In grouping people in this way, the training provider focuses on the needs of the learner. However, bringing the learners together in this way, and usually from other isolated and remote areas, we often overlook the importance of the social networks and infrastructure, which will often place the learner at a disadvantage compared with if they were in their usual environment.// （For student 3） Given this, we could move the training activity into the learner’s area. This strategy enables the learner to remain in their own social network with their social and geographical advantages. The advantages of doing it this way is that learners don’t need to travel long distances or move to another location and can remain where they are most comfortable and more importantly, most motivated.// However, this then increases the costs of delivery considerably by the provider having to rent facilities and pay for teacher/trainer accommodation and transport. Whilst learners in this situation feel comfortable in their social networks they have little or no access to work experience or other tutorial support, thus putting them at a distinct disadvantage.// 2. Take a systematic approach to work experience and work placements by registering work experience activities and participants. By managing the work experience programs in this way, learners are assured they will meet the expectations of the Australian Training Package work experience outcomes, and it will also add richness to the quality of the learner by developing skills for the workplace. // 3. Identify low levels of literacy and numeracy of the learners as early as possible. This should be done in a positive way, and should be implemented before the activity begins. Provision for literacy should be made available so learners can fully participate in their learning experience, by either using the literacy skill to communicate, participate or apply the skills to a real world work activity. // 4. Implement a recognition system that values previous and/or life experience. It is explicit in the AQTF that the training providers facilitate Recognition practices. All Australian VET institutions use the Australian Qualification Framework (AQF) pathways to map the level of starting competence and ensure learners are entered at the level of their own needs, not the need of a particular industry or training provider. The learner’s previous experience or life skills should be assessed against the competency and credit given to participants who meet the skill being assessed. // It is important to have a system for recognition of competence and this should include a process for giving the learner/s an opportunity to access information either on the internet or print based. Most, if not all training packages have provision for exemplars or guidelines for the types of evidence required against a given competency. Further to this, the organisation should foster a sense of trust between the recognition candidates and their assessors.// 5. Utilise mobile training resources to simulate “real-life” work experience. Most large Australian VET providers, have mobile instruction and simulation units, usually about the size of a small truck. These units simulate a real world work environment where facilitators can expose learners to a range of experiences that closely match the work place. As training outcomes change, the mobile units may be moved easily to other locations or adapted to suit other simulations. Mobile units can even be set up within an industry so that learners can train “on-site” with minimal disruption to the industry’s production but with maximum value to the learner who sees and experiences a real work environment. 6. Customisation of learning resources and facilitation of flexible delivery// Customisation of learning resources and facilitation of flexible delivery. The special needs of learners can be met by customising the curriculum, and associated material to meet the needs of a particular group. For example, CD ROM resources developed for horticulture were changed to reflect the Australian Aboriginal culture for a group of indigenous Australians who were completing a Certificate 4 in Horticulture.// All of these training plan strategies rely on the availability of concise and relevant training packages. The Australian NTF was not necessarily constructed with international application in mind. However, because it was built to international standards, it has not only proven its effectiveness at the national and the regional levels but at the international level as well.// Chinese Polytechnic Schools and Vocational Universities are implementing the types of reforms outlined in this paper. For example Shanghai Commercial Polytechnic, Songjiang Secondary Building College and Quanzhou University, all have work experience programs, and actively participate in industry liaison committees based on these strategies, benefiting the employment outcomes of students who are studying diplomas at those schools.// To our delight and pride, the Australian National Training Framework has been used as a model for the establishment of the training systems in other countries like the Australia-China Chongqing Vocational Education and Training Project. There is no reason why the strategies outlined in this paper cannot be adapted, if they already aren’t, to Vocational Education and Training in China.// In 1993 the CCP delivered the “Outline on Reform and Development of Education in China” and Chinese provincial governments have been required to increase vocational education by 60%. The next big challenge for VET in China is meeting the manpower needs of rural, remote and isolated regions and the needs of SMEs, rural enterprise and the ever growing service sector.// China’s dynamic and growing VET system is fast becoming the provider of intellectual capital to the countries success as an economic force, and whilst there is no doubt there is a disparity of populus between Australia and China, the lessons learned in an Australian context, could allow Chinese providers to meet these needs. //