179 Translation Exercises for Intermediate Written Chinese
180 Translation Exercises Unit 11 (6) I looked all over No matter how hard I looked, I couldn’t fi nd that furniture store (7) I tell you, the house I live in is on the left side, not on the right side
EXERCISES FOR SIGHT TRANSLATION Exercises in Public Speaking
EXERCISES FOR SIGHT TRANSLATION The exercises outlined below will help you develop skills in sight translation Practice them in all your working languages Exercises in Public Speaking 1 Reading Aloud: Stand in front of a mirror and read passages aloud from any book, newspaper, or magazine
57 Translating English Sentences into Mathematical Equations
5 7 Translation Exercises Answers 1 Translation: x 12 30 11 Translation: 5 2 3 25 xx Answer: x 18 Answer: x 4 2 Translation: x 2 12 12 Translation: 2 5 7x Answer: x 10 Answer: x 6 3 Translation: x 12 30 13 Translation: 1 24 2 x Answer: x 42 Answer: x 48 4 Translation: x 24 14 Translation: x 1 54 0 1 Answer: x 6 Answer: x 1 44 5
English-Arabic / Arabic-English Translation Exercises
English-Arabic / Arabic-English Translation Exercises 1 Psychology of Persecution (Week 1) 2 The Journey / Literary Trans (Week 2) 3 US Anti-Islam Film (Week 3) 4 The Merchant of Venice (Week 4-5) 5 Obese Kids/ A Dentist Jailed (Week 6) 6 My Hijab/Social Discourse (Week 7) 7 Resistant Translation: Verse (Week 8) 8
GRAMMAR TRANSLATION Exercise - unicefr
GRAMMAR TRANSLATION Exercise First, play the role of a learner in a grammar-translation class: read the text and answer the questions Reading text I woke up All around me were awful sounds of humans and animals crying together I was actually in my cabin, and still partly awake Eventually, my
EXERCISES FOR SIMULTANEOUS INTERPRETING
These exercises should be repeated as many times as necessary over a long period of time Analysis Exercises 1 Using the same tapes you prepared for the above exercises (or new ones, if you have grown tired of those), rephrase what the speaker says rather than simply repeating it (see the paraphrasing exercise in the sight translation section)
Court Interpreter Self-Assessment Practice Exercises
If you are using the practice exercises to help you prepare for the B ilingual Interpreting E xam, there is some important background information to keep in mind T he B ilingual Interpreting E xam is an oral examination It consists of two sight translation sections, a consecutive interpretation section, and a simultaneous interpretation section
In-Hand Manipulation
hand In-hand manipulation skills are divided into three major categories: translation, shift, and rotation All categories may include “stabilization” which is the ability to hold objects with the ring and pinky fingers while moving an object with the thumb, index and middle fingers
[PDF] french english translation exercises
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GRAMMAR TRANSLATION
Exercise
First, play the role of a learner in a grammar-translation class: read the text and answer the questions.Reading text
I woke up. All around me were awful sounds of humans and animals crying together. I was actually in my cabin, and still partly awake. Eventually, my mother opened the door and out of panic she shouted: "I'd never thought things could turn out this way." She reached for my hand and brought me near the railing of the ship. Some the crew were busy testing the seaworthiness of the lifeboats. My mother stepped forward and entrusted me to one of the sailors; she finally kissed me on the forehead and set about finding the rest of the family. One of the sailors told me to get on the boat first, as the rest of the crew were loosening the riggings. Suddenly, an outburst of flames emerged from behind them and I felt like I was being pushed down, while my new means of transportation hit the ocean. It all went pitch black ... then I woke up again.1. Translate the text into French.
Learning and Teaching Foreign Languages
Cognitivist SLA Classroom Illustration
1/3Shona WHYTE unt.unice.fr/uoh/learn_teach_FL
Preparation
Work on the Cognitivism-Language unit, particularly prescriptive vs descriptive grammar input explicit vs implicit learningExercises
Try the exercise below, using the above link for any sites cited.Sample answers
Download the answer sheet from the above link.
2. Comprehension questions:
a) Did the character experience these events for real? b) Do you believe the mother to be courageous? c) Have you ever been through a similar experience?3.Find words in the text which mean the opposite of the following words:
individually joy to tightenNow find synonyms for these:
terrible navigability to put in the care of4.How would you translate the following words into French?
actually eventually finally suddenly Can you notice a pattern as regards the ending of the words between both languages?5.Phrasal verbs.
If a two-word/phrasal verb is separable, the direct object may come between the verb and the particle. For instance: John put away his book. Put away being separable, we can say John put his book away. Moreover, the separation is compulsory if the direct object is a pronoun, for instance, we will say John put it away but not *John put away it. However, if the phrasal verb is inseparable, then there is no separation between the verb and its particle. For example: The teacher went over his homework and not *The teacher went the homework over. Exercise: From the following phrasal verbs taken from the text, find out which ones are separable and those which are not: wake up turn up set about ge t onLearning and Teaching Foreign Languages
Cognitivist SLA Classroom Illustration
2/3Shona WHYTE unt.unice.fr/uoh/learn_teach_FL
6.Put the previous phrasal verbs in the following sentence so as to make sense:
The young boy _________ looking for his mother after he had ________ the boat, yet she never _________ and finally he _________ .7.Use the following vocabulary relating to boats to fill in the blanks:
riggings = cordage, oar = rame, anchor = ancre, schooner = goèlette The ship arrived in the harbor and the crew got ready to cast _________ . They all decided it was better to use the _________ to keep the boat from wandering too far off. Not far from here, another boat was calmly sailing along the shore, fortunately there was enough wind to spare the use of _________ .Now think about this method of teaching.
1. What are the characteristics of this method?
a) What type of language is learned in Grammar-Translation? b) What types of activities does it entail? c) What do the goals seem to be?2. How does this method fit with a cognitive approach to second language teaching?
Learning and Teaching Foreign Languages
Cognitivist SLA Classroom Illustration
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