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According to this exercise the teacher gives the students not the separate word-combinations but the short
messages containing 25 to 40 words, each of which has one main idea. The task is to read the message and to
express the main idea in several words. At the first classes the duration for this exercises should not be limited
but further the teacher demands the students find the main idea of the message quickly. The teacher asks a
student to read his/her variant, the other students also suggest their variants. When the best variant is found the
teacher may ask the students to learn the original message by heart to show them how much easier to learn the
message by heart if you have understood its main idea. To make the exercise tougher the teacher can just read
the message and ask students immediately express the main idea orally. The exercise can be practiced in both
languages.

5. Translation-retelling
The goal of this exercise is to work out the skills to use different lexical means in speech which is very
important for the consecutive and simultaneous interpreter. This exercise is practiced only in one language. At
first the teacher gives the texts that should be retelled to the students but in further training these texts can be
read by the teacher or played. The task is to retell the text, using both the synonymic expressions and the
expressions and syntactic constructions as they are used in the text. The exercise should practiced until there is
no difficulty in performing the task.

6. Paragraph-phrase interpreting
The teacher plays short text in English and the students interpret it consecutively into Ukrainian. As this
is the exercise for training memory the number of syllables is very important. Thus primarily the text should
contain from 30 to 40 syllables; then the number can be increased to 60-70 and later to 80-100 syllables.
Mobilizing the attention of the students develops more successfully their memory. Thus the choice of the texts is
really important. At the first classes the teacher should use interesting texts that are easy to remember. The
tougher texts can be used later when the memory is trained enough. The teacher should provide the students with
the new vocabulary which occurs in the text. If there occur words that are new to the students but can be easily
understood from the context the students are not provided with them. This exercise is the class activity done by
all the students simultaneously. After the students have completed the exercise the difficulties are discussed.
8. Exercise with numerals

This one of the key exercises while training both consecutive and simultaneous interpreting. To show
how this exercise works several classes for training numbers can be provided:

Class 1. In natural temp the teacher reads two-, tree-, and even four-digit figures of the most difficult
variations, for example 71, 80, 94. After the two rows of numerals students will feel their bad preparation. When
they are convinced in the necessity of training the teacher can start their systemic preparation from the simplest
numerals 1-20. This task will be successfully fulfilled by all the learners. Then the teacher can read next four
lines with the numerals from 20 to 60. the temp of reading should vary. Here is the example of the numerals for
the first class:
924 57 369 45 4185 5247 19 2270 2309 91 155 220
1918 6182 9017 93 576 3680 9893 489

7 17 13 11 6 18 12 5 0 19

4 16 14 10 3 15 10 2 9 18

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