Page 34 - 4922

Practical task

Lesson 16. Governor Huntsman Energy Speech. Part 2

1. Do exercise 3 from Lesson 16. Practise interpreting the speech by paragraphs from English into
Ukrainian and vice versa consecutively.
2. Learn active vocabulary for the dictation.
3. Learn the suggested abstract by heart.

The IEA predicts that by 2035, the global energy economy will be a $38 trillion economy. Which nation
will lead that energy economy? Which nation’s innovators will develop the technologies that transform our
energy future, and then sell those technologies to the world? That nation must be America. My administration
will remove regulatory barriers that are slowing development of the next generation of nuclear technology,
including small modular reactors – thus making America competitive in a sector we once pioneered. We will
also reaffirm our support for non-commercial research at ARPA-E – the DOE’s version of DARPA – and invest
more funding in pure research at our universities, like this one.

ТЕМА 32. Lesson 17. Al Gore's new thinking on the climate crisis. Part 1

Theoretical task

Read the theoretical abstract and be able to discuss it during the exam.

Consecutive Interpreting

While teaching the future interpreters the teacher should attach one of the highest priority to the training
consecutive interpreting. Professor R. K. Min’yar-Beloruchev draws the primary attention to the helpful notes
during the consecutive interpreting. The Source Message (SM) and the Target Message (TM) are not
simultaneous in time as it is in the consecutive interpreting. Furthermore these messages can be separated from
on e another by the great period of time, the size of which as a rule depends on the speaker. In a number of cases
at the international conferences the so called “uninterrupted” consecutive interpreting is used, when the speaker
delivers his/her speech without a break for the interpreting and only after that the interpreter takes the floor. Of
course no human memory can keep the full message. In consecutive interpreting we speak about logical memory
and sense memorizing. The interpreter should look for the sense markers. Professor A. A. Smirnov defines the
sense marker as a kind of point, something short and pressed that can substitute something bigger in size
preserving the same meaning. The significance of these markers is in the fact that while pointing them out one
understands better the sense of the paragraph.

The sense marker can substitute for the paragraphs of different length. Sense markers can be pointed out
within both the sentence and paragraph and then through these markers reproduce the better part of the speech.
The interpreter may also point out markers within the whole text. In this case the losses in the lexical material of
the SM will be the greatest.

32