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浙江师范大学
外国语学院
课程大纲及教案
专业名称:
英语专业
课程名称:
《翻
译》
(
1
)
主导教材:
毛荣贵《新世纪大学英汉翻译教程》
所属课程组:
翻
译
组
课程负责人:
适用年级:
英语专业本科
2003
级
0
学年第
二学期
翻译(
1
)
(
2
)
课程大纲
一、课程概况
课程名称:翻译
课程类别:专业基础课
课程编号:
,
学
分:
4
学
时:
68
开课学期:五、六
二、课程教学目标和要求
1
、
[
教学目标
]
p>
通过本课程的教学,帮助学生有效提高翻译实践能力和理论认识,达到高等学校英
语专业英语教学大纲对其翻译能力的基本要求,即:能运用翻译理论与技巧,将英美报
刊上的文章以及文学原著译成汉语,或将我国报刊、杂志上的文章和一般文学作品译成
英语,译文忠实、流畅,译速每小时个英文单词汉字,使之可以胜任未来的中学英语教
< br>学以及其他涉及翻译能力的工作。
< br>2
、
[
课程要求
]
本课程为系列专业基础课,由英译汉和汉译英组成,要求学生按顺序修读。
为达到
课程教学的目的,采用讲练结合的方式,布置相当数量的课后作业要求学生按时按
量完
成,并积极参与课堂讨论。
三、教学内容与教学安排
1
、
[
教学内容要点<
/p>
]
本课程教学以实践为主,理论为辅,重点是翻译技巧的介绍与
练笔,翻译内容涉及各类
文体、各个领域。课程安排按照讲练结合的原则展开,帮助学生
有步骤有针对性地训练
翻译的基本技能。通过大量的练习和讲评,强化学生对不同文本语
体特点和翻译原则的
认识,为其将来从事翻译工作或运用英语作为工作语言打下坚实的双
语转换实践基础。
2
、
[
教学安排
]
本课程教学
依据教学大纲,安排在本科三年级上、下两学期进行,共计
68
学时,
其中
36
学时为英译汉,
32
学时为汉译英,每周
2
< br>学时。教学计划允许授课教师在具体
操作中有一定的灵活度,但至少应包含以下<
/p>
3
部分的主题内容:
1)
翻译概述
(含翻译的标准、
原则、
过程、
中外
翻译简史及翻译名家的主要观点等)
;
2)
翻译技巧讲练(介绍主要的英汉
互译技巧,结合学生的练笔进行讲评)
;
3)
多视角的翻译实践与研究(不同
领域的翻译实践及其操作原则与技巧,如外来词
翻译、报刊标题及新闻翻译、旅游翻译、
科技翻译、广告翻译、文化与翻译等;
在实践的基础上开始涉猎翻译的前沿理论,提高学
生对翻译的理性认识,目的在
于训练其解决问题的探索能力,为其将来从事翻译实践或理
论研究开辟一个窗
口)
。
四、教材及主要参考资料
教材:
毛荣贵:
《新世纪大学英汉翻译教程》
,上海交通大学出版社
200
2
年版
毛荣贵:
《新世纪大学汉英翻译教程》
,上海交通大学出版社
200
2
年版
主要参考资料:
Newmark,
P.
A Textbook of
Translation
. Shanghai: SFLEP, 2001.
Nida, E. A.
Language,
Culture, and Translating
. Shanghai:
SFLEP, 1993.
Nida, E. A.
Language and Culture: Contexts in
Translating
. Shanghai: SFLEP, 2001.
陈宏薇:
《新实用汉译英教程》
,湖北教育出
版社
2000
年版
< br>冯庆华:
《实用翻译教程》
(
英
汉互译
)
,上海外语教育出版社
20
02
年版
杨平:
《名作精译
—
〈中国翻译〉英译汉选萃》
< br>,青岛出版社
1998
年版
<
/p>
张培基:
《英汉翻译教程》
,上海外语教
育出版社
1980
年版
中国日报网站:
《汉英最新特色词汇》
,上海社会科
学院出版社
2002
年版
《中国翻译》杂志。
五、作业与考核方式
作业:
相关翻译练习
考核方式:
课程考核以平时作业和期末闭卷考试相结合的方式,
考核成绩由平时作业成
绩(
30%
)和期末考试卷面成绩(
70%
)组成。
< br>
Teaching Plan for
Translation (1)
◇
Title of
Lesson: A Brief Introduction to Translation
Week
1
◇
Time
Needed
:
Two
periods
(
40 minutes per
period
)
◇
Teaching
Objectives
:
1
.
Help
the
students
achieve
a
basic
understanding
of
translation:
its
nature,
classification,
evaluation criteria, the role of
translator, etc.
2
.
Briefly introduce to the students the
development of translation in China.
◇
Key Teaching
Points
:
1
.
The
nature and evaluation criteria of translation.
2
.
The
difficulties involved in translating process.
◇
Difficult Teaching Points:
1
.
The
nature of translation.
2
.
The
evaluation criteria of translation.
3
.
The
influence of language
cultural barriers on translation.
◇
Teaching Contents:
I.
Discussion:
?
What is
translation?
?
What is a successful translation?
?
What
difficulties might occur in translating process?
A.
What is
translation?
1.
Key words:
source
language(SL)
receptor
language
target
language(TL);
reproduce;
message
information; equivalence
correspondence
2.
Nature of
translation (Eugene A. Nida):
Translation consists in
reproducing in the receptor language the closest
natural
equivalent of the source
language message, first in terms of meaning and
secondly
in terms of style.
3.
Classification
of translation:
a.
Oral interpretation
written translation
b.
Human
translation
machine
translation
c.
Literary
scientific
political
commercial translation
d.
Domestication
(naturalization)
foreignization (estrangement,
alienation)
e.
Literal translation
free translation
B.
What is a
successful translation?
1.
严复:信、达、雅
(faithfulness, expressiveness,
elegance)
2.
傅雷:以
效果而论,翻译应当象临画一样,所求的不在形似而在神似
3.
钱钟书:诱、讹、化
4.
Eugene A.
Nida: natural
close;
dynamicfunctional equivalence
C.
What
difficulties might occur in translating process?
1.
Language
Cultural Barriers
Translatability is lower when (1) the
work to be translated is quite distant both in
time and space; (2) its form is very
much unique; (3) the content is not shared in the
two cultures.
→
Betrayal: Loss
Distortion
2.
Example
analysis:
a.
东边日出
西边雨,道是无晴
却有晴
。
.
.
b.
纵一苇
之所如,凌万顷之茫然
..
The whole sky spangled gay
twinkling stars, and the Milky Way is as distinct
as
though it
washed and rubbed with snow for
-widowed.
—
Romeo
and Juliet
译文
1
:他要借你做牵引相思的桥梁
可是我却要做一个独守空闺的怨女而死去。
< br>译文
2
:他本要借你做捷径,登上我的床;
可怜我这处女,活守寡,到死是处女。
3.
In
the
long
run
there
is
a
tendency:
translation
itself
can
convert
intranslatability
into translatability.
e.g.
crocodile
’
s tears; science
democracy
II.
The Role of
Translator:
The craft of translator is
…
deeply ambivalent; it is
exercised in a radical tension between
impulses to facsimile and impulses to
appropriate recreation.
—
George Steiner
译者的技艺是一个深刻的矛盾体。
这种技艺是在两种冲动的极度张力之间形成的:
一方面是依样画葫芦的冲动,另一方面又有适当再创作的冲动。
A.
Metaphors for translator:
1.
A courier of
the
spirits
(普希金)
2.
A sculptor who
tries to recreate a work of painting
3.
A
straitjacketed dancer
4.
A musician
an
actor
5.
Traduttori-traditori (Translators are
traitors.)
B.
Responsibility of translator:
1.
Competent
linguistic ability & bicultural knowledge
2.
Being as
transparent as possible
3.
Being a good negotiator
III.
The
Development of Translation in China:
翻译史上的三个高峰期:
1.
汉至唐宋佛经的转译:支谦;鸠摩罗什;道安;玄奘
2.
明清
以后西欧科技文化的引进:徐光启;严复;林纾;
(译才并世数严林-康
有为)
3.
五四之后的现代阶段:郭沫若;鲁迅;瞿秋白;傅雷;钱钟书
IV.
Homework:
《新世纪大学英汉翻译教程》
(
P.
46
)
◇
Title of Lesson: Contrast
between English and Chinese (1)
Week
2
◇
Time
Needed
:
Two
periods
(
40 minutes per
period
)
◇
Teaching
Objectives
:
1
.
Introduce to the students some basic
differences between English and Chinese.
2
.
Briefly analyze the influence of these
differences on translating.
◇
Key Teaching
Points
:
The
difference of language embodies the difference in
thinking styles.
◇
Difficult
Teaching Points:
The embodiment of
different syntactic features in translating
process
◇
Teaching Contents:
I.
Thinking Style
and Diction
A.
In
substantial
(虚)
vs.
Substantial
(实)
1.
Embodiment
e.g.
In
this
new
year,
we
face
momentous
uncertainties:
war
(or
wars),
a
weak
economy.
译:<
/p>
这新的一年里,
我们面临着战争
(乃至连
续的
战争)
、
经济低迷等一系列
重大
...
...
的
不确定因素
。
..
2.
Visualization
e.g. utterly
quiet
鸦雀无声
e.g. In
1966 the North Korean team made it to the quarter
finals.
译:
1966
年,北
朝鲜队成功地踢进
了四分之一决赛。
..
B.
Static
(静)
vs.
Dynamic
(动)
Examples:
1) Compare the
following two sentences and decide which one is
better:
a) The pop star appeared on the stage,
which caused the audience to stand up and
applaud.
b)
The
pop
star’s
presence
on
the
stage
brought
the
audience
to
their
feet
in
applause.
2) Translate the following sentence:
They are the employers of managers as
much as they are the employs of workpeople.
译:他
们不仅雇佣
工人也雇佣
经理。
..
..
II.
Thinking Style and Syntax
A.
Hypotaxis
(从属结构)
vs.
Parataxis
(并列结构)
1.
e.g. It is a
pity,
that
any technology are always preceded by a
radical change in
(
无灵名词
) as subject
e.g.
Doubts
began
to
creep
into
people’s
minds
about
the
likely
success
of
the
project.
译:人们
渐渐对这
项计划成功的可能性产生了怀疑。
..
2.
Preparatory word: it
3.
e.g. It
agentdoer)
e.g.
It is generally believed that Hong Kong will
continue to keep its prosperity and
stability after its return to China.
p>
译:人们
普遍认为香港回归后会继续保持繁荣和稳定。
..
B.
Subject-
Prominent
(主语句)
vs. Topic-
Prominent
(主题句)
Examples:
1) We could only
build one
for
it, you must carry on.
Cigarettes were
the death of me.
If the man who was
seen to take an umbrella from the City Church last
Sunday evening
does not wish to get
into trouble,
the umbrella
to No. 10 Broad Street.
If you confer a
benefit, never remember it; if you receive one,
remember it always.
Her sighs made it
clear that she was unhappy.
They
serious disease if certain
important elements are missing.
By
the
end
of
the
war,
800
people
saved
by
the
organization,
but
at
a
cost
of
200
Belgian
and French lives.
1.
2.
3.
4.
5.
6.
7.
It
should
be
noted
that
:
Contrast
between
English
and
Chinese
(2)
Week
3
◇
Time
Needed
:
Two
periods
(
40 minutes per
period
)
◇
Teaching
Objectives
:
1
.
Introduce to the students some basic
differences between English and Chinese.
2
.
Briefly analyze the influence of these
differences on translating.
◇
Key Teaching
Points
:
1
.
Lexical differences;
2
.
Syntactic differences.
◇
Difficult Teaching Points:
The embodiment of different syntactic
features in translating process
◇
Teaching Contents:
Comment on the palace
(**compare with dragon)
1.
No
equivalent
e.g. mascon,
cosplay
→
a
tendency of translatability (e.g. bar, disco)
2.
Partial
equivalent
a.
Polysemy
(一词多义)
e.g. aunt, bird, drink,
to
; lead; bill; reed
read
b.
Fixed
expressions
e.g. ready money
pocket money
easy money
of the other.
B.
Word order
1.
Attributive
modifiers
Examples:
1) something important
重要
的事
..
2) the ancient Chinese
poet
中国古代
诗人
....
3) a little, yellow,
ragged, lame, unshaven beggar
一个身材瘦小
的叫化子,
面黄肌
....
...
瘦,衣衫褴褛,胡子拉渣的,还瘸着腿
.................
4) a
candidate with little chance of success
一个当选希望极微
的候选人
......
2.
Adverbial modifiers
Examples:
1) to develop
rapidly
迅速发展;
extremely
fast
快极了
极快
2) With a bag
of books we walked across the garden in the gray
light of the dawn.
我们提着一袋书
,在
晨曦中
穿过了花园。
.....
....
3) He
was quick to use self-deprecating
in Rome on May 27, 1980.
p>
他是
1980
年
月
日在罗马
出生的。
< br>他于
1980
年
月
日
出生于罗马
。
.
.
.
.
.
5
.
.
< br>27
.
.
....
.
.
.
.
< br>.
5
.
.
27
.
.
.
..
II.
Syntactic
Differences
A.
Transformation of sentence
structure
1.
Simple Sentence
→
Complex Sentence
e.g. His superior grades at
-free College of the City of New York.
由于在中学成绩优异,他进入了免费的纽约市立大学。
2.
Complex
Sentence
→
Simple Sentence
e.g. That
is
certain.
他肯定会来参加讨论的。
e.g. He doesn
’
t
know what life means to
know the meaning of war and what it
was in reality.
当时我确实还不太懂得战争的意义以及战争实际上是怎么回事。
3.
Passive
V
oice
→
Active
Voice
e.g. He is respected by
everybody.
人人都尊敬他。
e.g. I was told not to trust what I
read in the newspaper.
有人告诉我不要相信报
纸上读到的消息。
B.
Sentence order
1.
Time
order
e.g. He
in just the day before from Georgia
where
basking in the
Caucasian sun
after the completion of
the construction job
engaged in in the South.
译:<
/p>
他本来在南部从事一项建筑工程;
任务完成之后,
他就上格鲁吉亚去度假,
享受高加索的阳光,昨天才坐飞机回来。
2.
Logic
order
a.
Cause-result order
b.
e.g. He
–
result
order
e.g. She will play the
piano
only if she is paid
.
只有付给她报酬,她才愿意演
奏钢琴。
III.
Homework
A.
Presentation
task:
PK
台
–
Please find the
full word of PK and its original meaning. Any
related information would
also be
appreciated.
–
Make a PPT document to present what you
5 minutes.
–
At
the end of
the PPT,
put in
the
source
of
your
knowledge
and
the
names
of
all
your
group members also.
B.
Translate the
following paragraph:
It
seemed a point scored for
Joanne, panicked that
-law
would bungle the turnoff for the
Pulaski Skyway, shattered the tip of
the
baby
’
s belly. It went
unnoticed for a second until
Corinne
screamed; then they all saw it, a little flea of
fire glowing beside the perfect navel.
Joanne jumped, and squealed with guilt,
and flapped
dot of char on
the globe of immaculate
skin. Corinne
continued
urgent. Mother
a department
store; Joanne dabbed some of this
on,
and
in
time
Corinne,
shaken
by
more
and
more
widely
spaced
spasms
of
sobbing,
mercifully dragged
:
琼恩正以为自己领先了一分呢,
忽然间她的公公在拐弯驶向普拉
斯基公路时差一点
要出车祸;她一惊之下,手里的烟头碰上车座靠背,发烫的烟灰(燃着
的烟灰)落在了
婴儿的肚子上。
起初的一瞬间谁也没有注意,<
/p>
等到科琳大声哭了起来,
大家这才看见有
跳蚤那么大的一颗火星儿在那十全十美的肚脐边上闪着亮。琼恩弹(蹦)了起来,满怀
罪
恶感地尖叫着,
又是拍手又是跺脚,
把孩子紧紧搂在怀里。
p>
然而罪证是无法销毁的了,
在白璧无瑕的滚圆的肚皮上,
烫出了一粒棕色的圆点。
科琳哭得死去活来,
不时
凄厉地
倒抽一口气。这时大家翻钱包,摸衣兜,找凡士林,黄油,牙膏——总之,能当药
膏用
的就行。
母亲拿出一小瓶花露水,
是一家百货公司的赠品;
琼恩把它轻轻地抹在孩子的
伤处上。渐
渐地,科琳抽噎的间歇拉长了,又过了一阵,她总算饶了他们,带着伤进入
了梦乡。
p>
◇
Title
of Lesson: Transfer of Word Meaning
Week
4
◇
Time
Needed
:
Two
periods
(
40 minutes per
period
)
◇
Teaching
Objectives
:
1
.
Acquaint the students with a general
idea about
of word meaning
◇
Difficult Teaching Points:
1
.
Commendatory sense and derogatory sense
2
.
Amplification of word meaning
◇
Teaching Contents:
I.
Representation
Comment on the
only be decided in certain context. For
example:
1.
cover:
a.
They laid
a
stretcher and
covered
blood.
b.
We
covered
400km in three
election for BBC
television.
c.
I’
m going to the
doctor
’
s tomorrow so do you
think you could
cover
my
shift
for me?
d.
Will ?
50
cover
your expense?
e.
Does your
travel insurance
cover
you
against the loss or theft of cash?
f.
I think more
singers
any other song.
g.
We
’
ve got all the
exits
covered
, so
they
’
ve got no chance of
escape.
Reference Version:
a.
他们把他放上担架,给他盖上
毯子。
..
b.
绷带上浸透
了血。
..
c.
三
个小时我们赶
了
400
公里路
。
.
.
d.
<
/p>
这些停车限制对本地住户和外来人员同样适用
吗?
..
e.
f.
新的办事处业务遍及
全苏格兰。
....
她在为英国广播公司的电视
台报道
美国大选。
..
g.
明天我要去看医生,你能替我代班
吗?
..
h.
5
0
英镑够
你花了吗?
.
i.
j.
你的旅行保险金能补偿
你的现金丢失或失窃吗?
..
我想和其他他歌相比,
“
Yesterday
”被更多的歌手翻唱
过。
..
k.
我
们封锁
了所有的出口,使他们插翅难逃。
..
2.
back:
a.
She put the saddle on the
is
backed
by the
U.N.
Our cat
one
of
you :
a.
她把马鞍放在马背
上。
.
b.
她把车子倒
出窄路。
.
c.
你会支持
我反对其他人吗?
..
d.
该组织由联合国资助
。
..
e.
f.
我们的猫断了一条后
腿。
.
你读完杂志后记得放回原处
。
< br>
...
B.
Collocation:
Sometimes
different
Chinese
Words
should
be
employed
to
transfer
the
same
English word in order to form proper
collocation.
e.g. exercise:
exercise
options
(
行使
选择权)
;
..
exercise
judgment
(作出
判断)
;
..
exercise
responsibility
(履行
责任)
;
..
exercise
monopo
ly
(实施
垄断)
;
< br>
..
exercise
de
mocracy
(实行
民主)
;
..
exercise
influence
(施加
影响)
..
C.
Word Form:
In many cases,
different word forms (such as tense, plural form,
etc.) lead to great
difference in word
meaning. For example:
1) The roofs of this pagoda
are constructed of colored glazed tiles of
yellows and greens
.
< br>这座宝塔的塔顶是用深浅不同的黄色和绿色
的琉璃瓦盖成的。
..........
1.
2)
She rejected
of .
他是位有名望
的人。
..
D.
His
notoriety
as
a rake did not come until
certain context.
For
example:
1.
Those
who do not remember the past are condemned to
relive it
.
凡是忘掉过去的人注定要重蹈覆辙
。
....
2.
He was a man
of integrity, but unfortunately
reputation
. I believe the
reputation
was
not deserved.
他是个诚实正直的人,
但却不幸有某种坏名声
。
我相信他不该有这个
坏名声
。
...
...
1.
The word
itself
aggressive
salesman.
他是个很有进取心干劲
的销售员。
......
II.
Aggressive
photographers
followed
the
princess
everywhere
and
flooded
the
media
with
photos of
aggressive
policy after
of Word
Meaning
(词义的引申)
A.
虚实引申
1.
具体化引申
英语中也用代表抽象概念或属性的
词表示具体事物,译成汉语时一般作具
体化引申(
concre
tion)
。
e.g.
During
the
meeting,
the
Chinese
Premier
met
respectively
with
,
British
and
Japanese
counterparts
.
会议期间,中国总理
分别会晤了德国总理
、英国首相
和日本国内阁总理大
..
..
..
.....
臣
。
.
2.
抽象化引申
英语中,
特别是现代英语中,
常用一个表示具体形象的词来表示一种属性、
一个事物或一种概念。
翻译这类词时,
一般将词义加以抽象化
引申
(
abstraction)
,<
/p>
使译文流畅、自然。
e.g.
There is a mixture of the
tiger
and the
ape
in
.”
尤利西斯格兰特将军曾对自己的军事成就作了如下评价:
“
事实上,我认为自
己是个动词
(独立而富于行动
)
;而不是个人称代词
p>
(从属而被动
)
。
”
..
.......
....
.....
e.g. U.S. influence and
prestige
nosedived
in Africa
美国在非洲的影响和声望急剧下降
。
....
B.
逻辑引申
e.g. Really,
though, the books were about money
–
who
keep the butcher waiting
.
实际上,
这些书与金钱息息相关
——
谁得到了它,
把它藏到哪儿,
一身衣服要多
......
< br>
少钱,你能在肉贩那儿赊多久的帐
。
...............
III.
Homework
Find the
different meaning of the single form and plural
form of the following words:
art
arts
chain
chains
美术,艺术;技术
人文科学,文科
链条;连锁店
枷锁,镣铐
charity
救济金;施舍物;宽大
charities
慈善机构
cord
cords
(细)绳
灯心绒裤
damage
损害
damages
损害赔偿费
expectation
期待,预期
expectations
前程,成功的前景
地平线
批准,认可
国际制裁
sanctions
◇
Title of
Lesson: Converting
Week
5
◇
Time
Needed
:
Two
periods
(
40 minutes per
period
)
◇
Teaching
Objectives
:
Introduce to the students one of the
translating methods: converting.
◇
Key Teaching
Points
:
1
.
Converting into verbs
2
.
Converting into nouns
3
.
Converting into adjectives
4
.
Converting into adverbs
◇
Difficult Teaching Points:
1
.
Converting into verbs
2
.
Converting into nouns
◇
Teaching Contents:
Owing
to
the
different
thinking
styles
and
language
the
Israeli
withdrawal
from
West Bank and Gaza Strip.
1967
年联合国文件要求以色列从
约旦河西岸和加沙地带撤军
以解决
中东冲
..
..
突。
1.
Nouns
containing verbal
sense
(含有动作意思的名词)
e.g. A
look
at
sometimes they embody a verbal sense instead.
These nouns are often
converted
into
verbs
during
translating,
especially
when
they
do
not
your
class
are
good
singers
.
你们班上有些人歌唱
得很好。
.
Nouns as the principle part
of a fixed
expression
(作为习语主体的名词)
e.g.
Shall
we
of .
他没提到他辞职
的事。
..
A.
Prepositions Converted into Verbs
e.g. Did you see the boy
in
blue?
你看到那个穿
蓝衣服的男孩了吗?
.
e.g. Drug
taking is
against
the law.
吸毒是违
法的。
.
B.
Adjectives Converted into
V
erbs
英语中表示知觉、情感、欲望等心理状态的形容词
,在联系动词后做表语时,
往往转译成动词。
例如:
able, afraid, angry , anxious, ashamed, aware, careful, cautious,
certain,
concerned,
confident,
delighted,
doubtful
,
ignorant,
glad,
grateful,
sorry,
sure ,thankful, etc.
e.g.
The
doctors
said
that
they
are
not
sure
whether
they
can
save
a
week,
working
people
barely
aims
at
automatic
operation,
easy
regulation,
simple
maintenance and
of another independent country must be
stopped
.
侵犯另一个独立国家的行为必须予
以制止
。
....
C.
Adjectives Converted into Nouns
e.g. Crying is considered to be
characteristic
of woman.
人们认为爱哭是女人的特点
。
..
e.g. In this fission
fragments are very
radioactive
.
在裂变过程中,裂变碎片具有强烈的放射性
。
...
**
此外,
the + adj.
往往表示一类人,通常也汉译为名词。
e.g. Do not look down upon
the poor
.
不要看不起穷人
。
..
D.
Adverbs Converted into Nouns
e.g. Nowadays many people in the
society are
materially
rich
but
spiritually
poor.
当今
社会中,有许多人物质
富有却精神
空虚。
..
..
E.
Pronouns Converted into Nouns
e.g. Radio waves are similar to light
waves except that
their
wavelength is much greater.
无线电波与光波相似,但
无线电波
的波长要长得多。
....
II.
Converting into Adjectives
A.
Nouns
Converted into Adjectives (aan + n.)
e.g. Independent thinking is an
absolute
necessity
in study.
独立思考对学习是绝对必需
必不可少的
。
..
.....
B.
Adverbs Converted into Adjectives
e.g.
This
film
impressed
we
study
their
properties
can
we
make
better
use
of
these
materials.
只有研究这些材料的特点才能更好地<
/p>
利用它们。
...
1.
e.g. A
ill,
Crane continued to write.
The language of the poem is colloquial,
yet it's deep in its understanding of
emotions.
Independent
observers
the achievements
you
this direction.
Traditionally, there
good relations between them.
No wonder the sight of it should send
the memories of quite a number of people of the
old generation back 36 years ago.
6.
It is
impossible to live in society and be independent
of society.
7.
The
lecture
was
called
Thieves,
and
was
a
demonstration
that
the
proprietor
of
an
unearned income inflicted
on the community exactly the same injury as a
burglar does.
8.
The young scholar worked long
meager food, in cold , up
the path, up the steps, across
the
veranda and into the porch.
9.
Most
U.S.
spy
satellites
are
designed
to
burn
u
p
in
the
earth’s
atmosphere
after
completing their missions.
Reference Version:
1.
在此期间,克兰处于半饥饿状态
,而且常常生病,但他仍坚持写作。
(
a.
→
n.;
a.
→
v.
)
2.
诗的语言虽很通俗,但对人的感
情的揭示理解却有深度。
(
a.
→
p>
n.
)
3.
有独立见解的观察家们对你们在
这方面取得的成就给予了积极的评价。
(v.+adv.
→
v.+a.+n.)
4.
他们之间一直保持着传统的友好
关系。
(
adv.
→
< br>a.
)
5.
难怪老一辈的人见了这个就会想
起
36
年前的往事。
(
n.
→
v.
)
6.
生于社会,就不可能
脱离社会。
(
a.
→
< br>v.
)
7.
演讲的题目是“贼”
,
表明了一个攥取不义之财的人对公众造成的危害和盗贼是完全一
样的。
(
n.
→
v.
)
8.
年轻的学者吃着简单的饭食,<
/p>
住在寒冷的茅屋,
靠着昏暗的灯光,长时间地工作着。
(prep.
→
v.)
9.
她轻盈地越过草地,跑上小道,
跨上台阶,穿过凉台,走进了门廊。
(prep.
→
v.)
10.
大多数
美国卫星完成使命后,按其设计在大气层中焚毁。
(
v.
→
n.
)
III.
Homework
Versatile Man
It is,
perhaps, no accident that many of the outstanding
figures of the past were exceptionally
versatile men. Right up until
comparatively recent times, it was possible for an
intelligent person
to acquaint
of genius like Leonardo da
Vinci or Sir Philip Sidney engaged in many careers
at
once as a matter of course. Da Vinci
was so busy with
battle
when
came very near to
fulfilling
2.
3.
4.
5.
the Renaissance ideal of the “universal
man”, the man who was proficient at everything.
Today, we rarely, if ever,
, far from being admired,
is more often regarded with suspicion.
The modern world is a world of
order to compete with their
fellows.
With this , the
frontiers of knowledge are steadily being pushed
back more rapidly than ever
before.
But
this
achieved
without
considerable
cost.
The
scientist,
who
outside
particular
subject is little
more than a moron, is a modern phenomenon, as is
the man of letters who is barely
aware
of the tremendous strides that
made in technology. Similarly,
specialization
every walk
of life. Many activities which were
once pursued for their own sakes, are often given
up in despair:
they require techniques,
the experts tell us, which take a life-time to
master. Why learn to play the
piano,
when you can listen to the world’s greatest
pianists in your own drawing
-room?
Little by little, we are becoming more
and more isolated from each other. It is almost
impossible to
talk to your neighbor
about
if
roughly the same work as you are. The
Royal Society in Britain
includes
among
its
members
only
the
most
eminent
scientists
in
the
country.
Yet
it
is
understand 50%
of what is being said!
Reference
version:
多才多艺的人
过
去有许多杰出人物都异乎寻常地多才多艺,
这也许并不是偶然的。
就在距今不远的时
代,一个聪明人仍有可能熟悉几乎每一个门类的知识。因此,对于列
奥纳多·达·芬奇和菲利
普·西德尼爵士这样的天才来说,同时致力于好几种事业也是顺
理成章的事。达·芬奇忙于众
多的发明,
几乎抽不出时间来完成
他的画作;
三十二岁就战死在沙场的西德尼不仅是一名勇
敢的战
士,
也是才华横溢的学者和诗人。
他们很接近文艺复兴时期对理
想人物的要求——“全
才”
,
即精通一
切的人。
今天,
我们很难得会听说哪
位音乐家刚刚发明了一种新型的潜水艇。
知识领域被一分再
分,
分成无数个范围狭窄而且互不通气的部门。
人们敬仰的是专家;
多面手非但不受人钦佩,
反而常常遭到怀疑。当今的世界是精通
专业的“专家”的世界,这些专家不得不用自己一生的
大部分时间研究一个十分狭小的领
域,这样才能与同行竞争。
随着专业化程度的提高,
知识的疆界正以前所未有的速度不断拓展。
然而我们也为此付
出了相当大的代价。
现在一个科学家离开了他自己的专业就不会比一个傻子
强多少,
正象一
个文学家对科技方面的重大进展几乎一无所知一
样,
这都是现代才有的现象。
同样的,
专业
化也间接影响到了各行各业的普通人。
以前仅仅是由于对它
们本身感到兴趣而去从事的许多
活动,
后来却往往被无可奈何地放弃了,
因为专家们说,
从事这些活
动所需要的技巧得付出
毕生的精力才能掌握。
当你能在自家客厅
里欣赏到世界上最杰出的钢琴家的演奏时,
你干吗
还要学钢琴呢
?
渐渐地,
人们相互间的隔阂变得越
来越深了。
你简直不可能跟你的邻居交谈工作上的事,
哪怕他的
工作跟你的相差不多。
英国皇家学会的会员都是全国最优秀的科学家。
< br>然而,
令人
深感不安的是,
正如
它的一位会员所指出的那样,
即便是在这里举办一次讲座,
也只
有
10
%
的会员能够听懂其中
50
%的内容!
◇
Title of Lesson: Adding
Week
6
◇
Time
Needed
:
Two
periods
(
40 minutes per
period
)
◇
Teaching
Objectives
:
Introduce to the students one of the
translating methods: adding words.
◇
Key Teaching
Points
:
1
.
Adding verbs
2
.
Adding nouns
3
.
Adding words which indicate the plural
form or tense
4
.
Adding words which are syntactically
omitted in the source text
5
.
Adding words which suggest the textual
social context
◇
Difficult Teaching Points:
1
.
Adding nouns
2
.
Adding words which indicate the tense
3
.
Adding words which suggest the textual
social context
◇
Teaching Contents:
I.
Comment on the
of adding
英汉两种语言
,由于表达方式不尽相同,翻译时既可能将词类转换,有时候也可能
将词量增减。
增词法就是在翻译时按意义上或修辞上或句法上的需要增加一些词来
更忠实、
通顺
地表达原文思想内容。这当然不是无中生有地随意
乱加,而是增加原文中虽无其词却有
其义的一些词。
II.
Adding verbs
e.g. There
were
no
speeches,
no
foreign diplomats,
no
“
ordinary
Chinese
”
with
paper
flags
and flowers.
—
p>
没有发表
讲话,
没有各国外交官到场
,
也没有“中国群众”挥舞
纸旗和花束的场面
。
..
..
..
e.g. After the banquets, the
concerts, and the table tennis exhibitions,
the drafting of the final
communiqu
é
.
—
参加
完宴
会,出席
过音乐会,观看
了乒乓球表演赛之后,他还得起草最后
公报。
..
..
..
e.g. I
’
m really
busy this morning: 2 classes, a meeting, and an
interview.
—
我今天上
午的确很忙,要上
两节课,开
一个会,还要接受
一个采访。
.
.
..
III.
Adding adjectives
e.g. With
what enthusiasm the Beijingers are studying
foreign languages!
—
北京的人们正以多么高
的热情学习外语啊!
.
e.g. What a daylife!
—
多么(
热冷难熬幸福悲惨
)的一天生活啊!
........
IV.
Adding adverbs
e.g. How the
little girl looked after
talking, words poured out.
—
他一开讲,就滔滔不绝地
讲个没完。
.....
V.
Adding nouns
A.
After the intransitive verb
e.g. Be sure to wash before meal.
—
饭前一定要洗手
。
.
e.g.
Doesn
’
t she wash after
getting up?
—
起床后她难道不洗漱(洗脸
刷牙
)吗?
.
.
e.g. He
sometimes forgets to wash before going to bed.
—
他有时忘记洗脚
就上床睡觉。
.
e.g. Day after day she does
the same: washing, sweeping, and cooking.
—
她日复一日地做着同样的家务:洗
衣服
,拖地板
,做饭
。
..
..
.
B.
Before the adjective
e.g. The radio is indeed cheap and
fine.
—
这台收音机真是物
美价
廉。
.
.
e.g. She is a
complicated girl
–
moody,
sensitive and skeptical.
—
她是个
性格
复杂的人:喜怒无常,多愁善感,疑神疑鬼。
..
C.
After the abstract noun
e.g.
After all preparations were made, the sports meet
began.
—
一切准备工作
就绪后,运动会开始了。
..
e.g. In the summer of
1969, the government publicly urged an easing of
tensions with
China.
—
p>
一九六九年夏天,政府公开主张缓和与中国的紧张关系
。
..
D.
After the concrete noun
e.g.
He felt the patriot rise within
son guilty.
—
法官的
职责
战胜了父子之情
,他最终判决自己的儿子有罪。
..
.
VI.
Adding words which indicate the plural
form
汉语中名词的复数没有词型变化,很多情况下不必表达出来,但要表达
指多数人
的名词时,可用“们”
,
如“老师们,同学们”
,
或在名词前加“各位诸位”
或独立使用“大家”
;
表达事物的复数时可用“若干”等。此外,英语名词复数汉译时还可根据
情况,增加重叠
词、数词或其他一些词来表达,以提高修辞效果。
A.
增加重叠词表示复数
e.g.
Flowers bloom in the fields.
—
朵朵
鲜花开满原野。
..
e.g. Every summer,
tourists go to the coastal cities.
—
一到夏季,旅游者纷纷
涌到海滨城市。
..
e.g. Rows of
new
set up.
—
一排排
的新房建成了。
...
B.
增加数词或其它词表示复数
汉语中有
些数字词汇在文中并不表示具体的数字,
只是表示“多,
众多”
的意思,
如百(百花齐放,百家争鸣,百鸟朝凤,百感交集)
、
千(千篇一律,千人一面,
千方百计)
、万(万众一心,万紫千
红,万水千山,千难万险)等;还有些词,如、
群、众、历、丛等也表示数量的多:
e.g. The lion is the king of animals.
—
狮子是百
兽之王。
.
e.g. The mountains were
covered with snow.
—
群
山白雪皑皑。
.
e.g. The crowd made a way
for
rose slowly from the
calm sea.
—
一轮
红日在平静的海面上冉冉升起。
.
C.
英语
中有些动词或动作名词,译成汉语时常需增加一些表示行为、动作的动量词。
e.g. Shall we . He used to be as poor
as we are.
—
听人说,从前
他爸爸是个打鱼的。他过去也跟我们现在
一样穷。
..
..
VII.
Adding auxiliary words which indicate
the tone
汉语中有许多语气助词,如:的、吧、呢、啊、呀、吗、嘛、啦、了
、罢了、而
已等。
在英译汉时,
要细心
体味原文,
使用汉语语气助词,
更好地表达原文的修辞色彩。<
/p>
e.g. Don
’
t take
it so seriously. I just make fun of you.
—
不要当真嘛
!我不过是跟你开玩笑罢了
。
.<
/p>
..
VIII.
e.g. As for me,
I
the source text
A.
问答句
e.g.
—
Is this your book?
—
Yes, it is.
—
这是你的书吗?
—
是我的
。
..
e.g.
—
what?
Don
’
t you love conference
a ready man; and writing an exact
man
…
”
—
“读书使人充实,讨论使人
机智,笔记使人
准确。
(
”
培根
:
《论读书》王佐
..
..
良译)
B.
比较句
e.g. Better be wise by the defeat of
others than by your own.
—
p>
从别人的失败中吸取教训比从自己的失败
中吸取教训
更好。
..
....
e.g. The
villagers are as ready to look after
daughter.
—
p>
村民们愿意照顾她,正如他们愿意照顾
他们自己的女儿一样。
....
C.
隐含条件句
e.g. At the
time of Kennedy
’
s
assassination, people thought that a second term
would
a Third
Reich.
—
然而如
果
没有希特勒,那就几乎可以肯定没有第三帝国。
..
IX.
Adding words which indicate the textual
social context
e.g. In April, there was the
“
ping
”
July, the ping
“
ponged
”
.
< br>如只照原文译出“四月份,全世界听到乒的一声;七月里,这乒声乓了一下。
”<
/p>
读者肯定不知所云。根据中美建交的背景知识,把这段外交史话译为:
—
四月里,全世界听到中国<
/p>
乒的一声把球打了出去
;到了七月,美国
乓的一声把
..
......
..
p>
.
球打了回来
。
.....
e.g. Mao and Zhou
learned that Nixon
ministers of China, Russia, Japan and
the U.S. met in Tokyo.
—
中、俄、日、美四国
外长在东京会晤。
..
e.g.
China
is
willing
to
exchange
views
with
any
countries,
politically,
culturally
and
economically.
p>
—中国愿意同任何国家在政治、文化、经济等各个方面
进行交流。<
/p>
.....
X.
Adding linking words
e.g.
Yes, , maybe.
—不错,他喜欢足球。现今很多人喜欢足球。这
似乎是种时髦。
.
A.
e.g. You
Task:
translate the following sentences.
1.
Matter can be
changed into energy, and energy into matter.
2.
Air pressure
decreases with altitude.
3.
Avoid using the computer in extreme
cold,
inch of topsoil.
4.
Emperors
unexceptionally regarded the common people as
weed.
5.
Courage in excess becomes
foolhardiness, affection weakness, thrift avarice.
6.
He
becomes
extremely
excited
whenever
–
mountains,
waters,
flowers,
plants,
fishes and birds.
B.
Translate the
following passages:
I will tell you
what literature is! No
–
I
only wish I could. But I
can
’
t. No one can.
Gleams can be thrown on the secret,
inklings given, but no more. I will try to give
you
an inkling. And, to do so, I will
take you back into your own
you went for a walk with
your
faithful
friend,
the
friend
from
whom
you
truth,
somewhat
inclined
to
by
an
overpowering fascination.
And as your faithful friend was sympathetic and
discreet, and
flattered
you
by a respectful curiosity,
you
proceeded further and further into the said
matter,
growing
more
and
more
confidential,
until
at
last
you
cried
out,
in
a
terrific
whisper:
“
My boy,
she is simply miraculous!
”
At that moment you were in the domain
of literature.
Reference
version:
A.
句子翻译:
1.
物质可以转化为能,能也可以转化为物质。
2.
气压随海拔高度的增加而下降。
3.
不要在过冷、过热、灰尘过多、湿度过大的情况下使用此电脑。
4.
根据科学家们的看法,自然界要
用
500
年的时间才能形成一英寸的表层土壤。
5.
历代帝王都把老百姓视为草芥。
6.
过勇则蛮,过仁则懦,过俭则贪。
7.
他一说起家乡来就很兴奋,什么
山啦,水啦,花啦,草啦,鱼啦,鸟啦等等。
B.
段落翻译:
我来告诉你们什么是文学
!不——但愿我可以,可我说不上来。也没人能说明白。
关于文学的奥秘,我们只能窥见
一线微光,感受到一点模糊的印象(提示)
,仅此而已
(再多就
办不到了)
。我就试着给大家提供这么一个印象(提示)吧。要做到这一点,
我得带你重返你亲身经历过的一幕场景,也可能你将来才会有这样的经历:某天傍晚,
你和你的挚友一起散步,
对他你是无话不谈——或者几乎是无话不谈!
那晚有件不同寻
常的事一直占据着你的心思,
说实话,
你原本是想对他保守秘密的。
然而这事却有一股
无法抗拒的吸引力,
不知怎么你就有意无意地谈到了它
(不知怎的你还是拐弯抹角地谈
到了它)
。你的那位挚
友慎重而富有同情心(善解人意,说话又小心)
,再说他那副急于
洗耳恭听的模样也让你颇有点得意,
于是你对这个话题越谈越深,
越谈越推心置腹,
最
后你竟激动地低声喊了出来:
“兄弟,她真的是不可思议!
”那一刻你便已置身于文学的殿
堂(境界)了。
◇
Title of Lesson: Cutting
Week
7
◇
Time
Needed
:
Two
periods
(
40 minutes per
period
)
◇
Teaching
Objectives
:
Introduce to the students one of the
translating methods: cutting words.
◇
Key Teaching
Points
:
1
.
Cutting pronouns
2
.
Cutting conjunctions
3
.
Cutting articles
4
.
Cutting prepositions
5
.
Cutting repeated phrases
◇
Difficult Teaching Points:
1
.
Cutting pronouns
2
.
Cutting conjunctions
3
.
Cutting repeated phrases
◇
Teaching Contents:
?
Presentation &
Comment on the Homework
?
Cutting words
From the
Grammatical Aspect
I.
Cutting pronouns
A.
Cutting the
pronoun as subject
1.
根据汉语习惯,后句主语若与前句相同,不必重复出现。
e.g. But it
’
s the
way I am, and try as
I
might,
I
’
t been
able to change it.
就是这个脾气,虽然竭力想改,终究还是改不了。
2.
泛指人称代词作主语时,即便是第一个主语,也往往省略掉。
e.g.
You
can never tell.
—
很难说。
e.g.
We
eat to
live, but not live to eat.
—
不过我
—
吃饭是为了活着,可活着不是为了吃饭。
e.g.
Anyone
who does not
recognize this fact is not a materialist.
—
不承认这个事实,就不是唯物主义者。
B.
Cutting the
pronoun as object
e.g. This formula
makes
it
easy to determine
the wavelength of sounds.
—
这一公式使得测定声音的波长十分简单。
e.g. Before
your
translation, you
and see if
there is anything in
it
to
be corrected or
improved.
—
交出翻译之前必须多读几遍,看看里面有没有要修改的地方。
C.
Cutting the
possessive pronoun
e.g. For two weeks,
studying the .
—
p>
连着两星期他都在观察房子的情况,检查各个房间,查看线路、通道和花
园的布局。
e.g. The train came.
He pinched
was away.
—
火车来了。他疼爱地捏了捏小妹妹
,粗壮的胳膊搂了一下母亲的脖子,然
后就走了。
D.
Cutting the
pronoun in comparative sentence
e.g.
The climate in Switzerland is absolutely different
from
that
in Somalia.
—
瑞士的气候与索马里截然不同。
E.
Cutting
“
it
”
A
)
Cutting
“
it
”
as impersonal pronoun
e.g. Outside
it
was raining cats and dogs
as she shut the door.
—
她关门时外面正下着滂沱大雨。
B
)
Cutting
“
it
”
as emphatic pronoun
1.1
e.g.
It
was only
then that I began to
e.g.
He
considered
the
National
Security
Council
too
large
and
bulky
and
thus
too
leaky, too many people
who talked too much.
—
他认为
国家安全委员会机构过于庞大臃肿,人多嘴杂,容易泄密。
1.2
e.g. Your
parents
or
your wife
or
your son
or
your best friends might
be expecting you
back
A)
省略表示原因的连接词
e.g. We knew that summer was coming,
as
we could see a swallow.
—
我们看见一只燕子,知道夏天就要来临了。
e.g.
Because
the
departure was not easy, we
’
d
better make it brief.
—
离别不
是件容易的事(离别真叫人难受)
,我们还是简短些吧。
B)
省略表示条件的连接词
e.g.
If
winter comes, can spring
be far behind?
—
冬天来了,春天还会远吗?(雪莱
《西风颂》
)
e.g. I
would not
it.
—
早知如此我就不说了。
C)
省略表示时间的连接词
e.g.
When
at last
the bluff,
June 6, 1944,
after
the European war was
basically
decided and Hitler licked,
the allies launched their long-delayed western
front.
—
1944
年
6
月
6
日,
欧洲战局基本已见分晓,希特勒败局已定,盟军终于
在这一天开辟了延迟了很久的西线战
场。
II.
Cutting articles
e.g. Any
substance is made of atoms whether it is
a
solid,
a
liquid, or
a
gas.
—
p>
任何物质,不论是固体、液体或气体,都由原子构成。
(类别)
p>
e.g.
The
moon was slowly rising above
the
sea.
—
p>
月亮从海上冉冉升起。
(独一无二的事物)
e.g. When I got to
the
cinema,
the
film .
—
我到电
影院时,电影已经开始了。
(特指)
但在下列情况中冠词不能省略:
A)
不定冠词
“
a(n)
”
强调数目“一”或“每一”
、
“同一”
时:
e.g. twice
a
week; birds of
a
feather
同一种类的鸟
e.g. He left without saying
a
word.
—
他一句话不说就走了。
B)
定冠词
“
the
”
强调“这”
、
“那”时:
e.g. This is
the
boy who broke our window
five minutes ago, sir!
III.
Cutting prepositions
e.g. The difference
between
the two machines
consists in power.
—
这两台机器的差别在于功率不同。
e.g. Hydrogen is the lightest element
with
an atomic weight of
1.0008.
—
氢是最轻的元素,原子量为
1.0008
。
*
*
一般说来,表示时间和地点的介词短语放在译文句首时大都可省。
e.g. The battle began
at
11:00 p.m.
—
p>
夜晚
11
点,战役打响了。
(比较:战役在夜晚
11
点打响。
)
e.g. An ancient castle
stood
on
the edge of the
cliff.
—
悬崖边矗立着一座古堡。
(比较:一座古堡矗立在悬崖边。
)
IV.
Cutting verbs
e.g. When the pressure
gets
low, the boiling point
becomes
low.
—
气压低,沸点就低。
e.g.
Solids expand and contract as liquids and gases
do
.
—
如同液体和气体一样,固体也会膨胀和收缩。
From the Rhetorical Aspect
1
Cutting the
repeated phrase
e.g.
Instead
of
one
old
woman
knocking
me
about
and
starving
me,
everybody
of
all
ages
knocked me about and
starved me
.
—
那时打我、让我挨饿的不只是一个老太婆,而是老老少少各式各样的人。
2
Cutting words
which are not necessary
e.g. His
younger sister is an
actress
.
—
他妹妹是个(女)演员。
e.g.
As
scheduled,
Chinese
and
American
diplomats
met
on
January
20,
at
the
Chinese
Embassy in Poland.
It was their first
get-
together
in more than two years.
—
中美两国外交官按照预定计划于一
月二十日在波兰的中国大使馆会晤。
这是两
年多来的第一次。<
/p>
I.
e.g. University applicants who
1.
But Humboldt never took to them. He
disliked their affluent way of life, with plenty
of
food and drink and all the work done
for them by the Indians. As far as Humboldt was
concerned, they only did
Europe.
2.
They went in to dinner. It was
excellent, and the wine was good. Its influence
presently
them. They talked
not only without acrimony, but even with
friendliness.
3.
Despite the privation, and the mounting
toll of dead and wounded, morale remained intact,
and people still smile in the street.
4.
She curtseyed again, and would
she
the new continent, the immigrants from
Europe
and abound in
natural resources.
II.
The minister wished now that
given the white elephant,
for :
Whoever
must remember the kaatskill Mountains.
They are a dismembered branch of the
Appalachian
family,
and
are
seen
away
to
the
west
of
the
river,
swelling
up
to
a
noble
,
every
change of weather, indeed, every
the magical
the weather is fair and settled, they
are clothed in
blue and purple, and
print their bold outlines on the clear evening
sky; but sometimes when the
rest of the
landscape is cloudless, they will gather a
the last rays of the
setting sun, will glow and
light up
like a crown of glory.
At the foot of
these fairy mountains, the voyager may
of the nearer landscape. It is a little
village
of great antiquity,
founded by some of the Dutch colonists
in the early times of the province, just
about
the
beginning
of
the
government
of
the
good
Peter
Stuyvesant
(may
peace!),
and
there
were some of the
a few years, built of small
yellow bricks brought from Holland, :
I.
句子翻译
1.
然而洪保德决不喜欢他们——他
们生活奢华,大吃大喝,而且事无巨细全都扔给印
第安人做。就洪保德而言,他们只给他
办过一件好事,就是收下了他的信,并让人
稳妥地送到他在欧洲的朋友手中。
2.
他们进屋用餐。
美酒佳肴不久就发生了作用,他们的交谈不仅没有恶言恶语,甚至
还颇为友好。
3.
尽管物资匮乏
,伤亡增加,但士气并未受到影响,街上的人照常会面带笑容。
4.
她又行了一个屈膝礼,要不是她
的脸一直都红得那么厉害,这会儿说不定还会涨得
更红些呢。
5.
在新大陆生活了十年之后,欧洲
移民已经适应了这里的水土、气候和季节变化。
6.
这些发展中国家地大物博,人口众多。
7.
此时这位大臣宁愿那头白象没赐
给自己,养又养不起,又不敢送人。
II.
段落翻译:
曾经沿哈得逊河溯流而上
的人,
必定不会忘记卡茨基尔山脉。
那是阿巴拉契亚山系的一<
/p>
条旁支,从河的西岸远远望去,群山拔地而起,高耸入云,君临一方。季节的每一次更替,
天气的每一次变化,乃至一天中每个时辰的流逝,都会使它们奇妙的色泽和形状有所变幻
,
故而被远近的主妇们视为最佳晴雨表。
天气持续晴朗时,
千山万壑身披蓝紫相间的衣衫,
雄
峻的轮廓映衬着傍晚澄澈的天空,
显得格外清晰;
有时周围地区万里无云,
山顶却笼着一层
灰蒙蒙的薄雾,在
落日的余晖中,似一顶灿烂的皇冠熠熠生辉。
在这缥缈如仙境
的群山脚下,
船上的旅客也许会看到,
就在淡蓝的山色与较近处
那片青
翠葱茏的景致交融的地方,
袅袅炊烟正从一座村落的上空
升起,
几簇屋顶在绿树掩映中若隐
若现。这是个非常古老的小村
庄,是荷兰殖民者在该州(该郡)成立初期所建,当时仁慈的
彼得·斯图佛逊
1
(愿他在地下安息!
)刚开始执政不久。前两年
这里还遗留着几所最早的移
民的房屋,都是用荷兰运来的小黄砖造的,格子窗,人字门墙
(正面是山形墙)
,屋顶装着
风向标(风信鸡)
。
凡是在哈得孙河上游航行过的人,
必定记得卡兹吉尔从山,
那是阿帕拉契亚山脉的一支
断
脉,
在河的西岸,
巍巍然高耸云端,
威
凌四周的乡村。
四季的每一转换,
气候的每一变化,
乃至一天中每一小时,
都能使这些山峦的奇幻的色彩和形状变换。
远近的好主妇会把它们看
作精确的晴雨表。
天气
晴朗平稳的时候,
它们披上蓝紫相间的衣衫,
把它们雄浑的轮廓
印在
傍晚清澄的天空上,但有时,虽然四处万里无云,山顶上却聚着一团灰雾,在落日的
余晖照
耀下,象一顶灿烂的皇冠似的放射着异彩。
在这些神奇的从山脚下,
航行的旅客有时会看见轻烟从一座村落里袅袅而上
,
树丛中隐
约地闪露出农家的木屋顶,
那正好是山上的青葱转变为近处一片新绿的地方。
这是一座非常
古老的小村庄,是荷兰殖民者在这个州成立初期建造起来的,正当好心的彼得·斯太弗山特
2
(愿他在地下安眠!
)
开始执政的
时候;
不久以前,
这里还有几所最初来此定居的人的房屋,
p>
它们都是用荷兰运来的小黄砖造的,格子窗,人字门墙,屋顶上装着风信鸡。
(万紫、雨宁
1
彼得·斯图佛逊(
1592?-1672
)
,荷兰殖民统治者,他是新尼
德兰的最后一任荷兰总督
(1646-1664
年)
,
彼得·斯太弗山特(
1062
< br>-
1682
)
,荷兰人,曾任荷
兰统治下的新尼德兰(纽约旧名)最后一任总督。
因其苛政而
不受人们欢迎,终于
1664
年被迫将该殖民地拱手让给英国。
2
p>
译,
《欧文短篇小说选:瑞普·凡·温克尔》
)
◇
Title of Lesson: Repeating
Week
9
◇
Time
Needed
:
Two
periods
(
40 minutes per
period
)
◇
Teaching
Objectives
:
Introduce to the students one of the
translating methods: repeating.
◇
Key Teaching
Points
:
Repeating for the sake of
explicitness
◇
Difficult
Teaching Points:
The translation of
“
n. +
substitute
”
◇
Teaching Contents:
?
Comment on the
Homework
?
Repeating
重复在汉语语篇中十分常见,是语篇衔接的一种主要手段。
<
/p>
英语语篇的衔接主要依赖代词、
助动词或同义词替换,
一般情况下避免重复的出现,
这
是英语表示衔接的
特点;
重复原词,
不用代词替代原词则是汉语表示衔接的特点。
这是说的
“用”和“不用”都是相对的,不应该理解成英语不用
原词复现和汉语不用代词。
重复法实际上也是一种增词法,<
/p>
只不过增加的是上文刚刚出现过的词。
翻译与写作一样,
本应精练;但为明确、强调和生动,往往需要将一些关键词加以重复。
I.
For the sake
of explicitness
有些词在英语中无需重复,
可是译成汉语就必须重复,
否则会造成文理不通或逻辑混乱。
A.
e.g. Gas, oil
and electric
furnaces
are
most commonly used for
of
Noun
1.
n.+substitute
英语第二次提到讲过的事物时习
惯用代替词表示替代,
汉语则重复原词。
这里
< br>的代替词包括物主代词,不定代词,指示代词,同义词,
the same,
so, do(as), etc.
e.g. Jack kicked the
ball to Henry and Henry kicked it back to Jack.
—
杰克把球踢给亨利,亨利又(把球)踢回给杰克。
e.g. Striking through the thought of
Building Four and theirs is
in the Main Building.
—
我们的实验室在四号楼,他们的实验室在主楼。
e.g. My room is lighter than the one
next door.
—
我的屋子比隔壁的屋子亮。
e.g. If you need any more money, you
must get some out of the bank; there is
the
Switzerland.
—
最好的表是瑞士表。
e.g.
Happy families also
troubles.
—
幸福的家庭也有幸福家庭的苦恼。
e.g. Respect for the views of others is
easy when these vi
ews are like one’s
own.
—
当别人的观点和自己的观点一样时,尊重别人的观点是容易的。
e.g. Discount
one week.
—
他们要求得到承诺,而这些承诺要在一周内兑现。
2.
n. (+n.)
英语第二次提到讲过的事物时也可能直接省略,
这在口语中尤为常见,
汉语有
时则需重复该名词。这
在增译法中已有述及。
e.g.
Doctors will get more practice out of me than out
of 100 ordinary patients.
—
医生们从我一个人身上得到的临床
经验会比从一百个普通病人身上得到
的临床经验还多。
3.
v.+v.+n.
英语中两个并列的谓语动词后跟同一个宾语时,
往往只保留最后一个宾语,
汉
语有时习惯重复该名词。
4.
e.g. Students
must be cultivated to .+adj.
adj.+n.+n.
当两个并列的形容词修饰同一个名词时
,
英语常把第二个名词省略,
汉语则重
复该名词;
当同一个形容词形容两个或更多的并列的名词时,
英
语只用一个形容词,
汉语则重复形容词。
e.g. W
hat’s the
difference between a direct question and an
indirect?
—
直接疑问句和间接疑问句有什么不同?
e.g. New records and
inventions are being made continually.
—
新记录和新发明不断产生。
B.
Repetition of
Verb
英语中一个动词常跟几个宾语或表
语,汉译时往往重复这个动词。
e.g. Is
enemy?
—
他是朋友还是敌人呢?
C.
e.g. They talked about about
of Pronoun
e.g.
Whoever breaks the law should be punished.
—
谁犯法,谁就该受到惩罚。
e.g.
Whenever you are free, please come and
Sundays, some review their lessons and
others go
window-shopping.
—
星期天,有的复习功课,有的去逛
街。
(星期天,复习功课的复习功课,
逛街的逛街。
)
e.g.
In
1974,
we
graduated
from
the
middle
school.
Some
entered
college,
others
joined the army and I
became a teacher in my village.
—
1974
年,我们高中毕业。有的上大学去了,有的参军了,我则回村做了
教师。
II.
For the
sake of emphasis
为了强调,英语中往往重复关键词,以使读者加深
印象。汉译时可以采用同样手段。
A.
英文中有重复的词,译文也重复同样的词
e.g. Gentlemen may cry peace, peace,
–
but there is no peace.
—
先生们尽管高喊和平,和平,但是依然没有和平。
e.g.
“
Day by day
we are moving closer to Bagdad. Day byday we are
moving closer to
victory.
”
—
“我们一天天逼近巴格达,我们一
天天接近胜利。
”