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2. Learn active vocabulary for the dictation.
3. Learn the suggested abstract by heart.

I have been trying to tell this story for a long time. I was reminded of that recently, by a woman who
walked past the table I was sitting at, just staring at me as she walked past. She was in her 70s, looked like she
had a kind face. I thought nothing of it until I saw from the corner of my eye she was walking from the opposite
direction, also just staring at me. And so I said, "How do you do?" And she said, "You know, if you dyed your
hair black, you would look just like Al Gore." (Laughter)

ТЕМА 34. Lesson 17. Al Gore's new thinking on the climate crisis. Part 3

Theoretical task

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

Scholar A. F.Shyryaev also suggests three principles the system of the exercises is built on:

1. The increase in the complexity of the training material in two directions: presenting more difficult
interpreting operations and activities, presenting more difficult language material (vocabulary, syntax, new
topics).
2. The division of the exercises into three large groups: a) exercises to form the skill of the simultaneous
interpreting; b) exercises to atomize these skills; c) exercises to consolidate and control the skills.
3. The principle of combining the exercises directed to achieve different goals.
The exercises the author suggests represent the system of training the simultaneous interpreter and would
be very useful for the complete beginners in the simultaneous interpreting:

1. Speaking a microphone
This exercise teaches the students to use the microphone and headphones correctly. It also trains their
voice. Students read different Ukrainian and English texts. The teacher listens to the reading corrects mistakes

and explains them to students.
2. Listening to a text
Through this exercise students get used to the conditions of a ST perception being in the booth. It
develops the perception abilities of the students. The task is to listen to a text and try to remember it in details.
The teacher asks questions to see whether students have understood the text. Every other text should be different

in terms of speed of the speech, its length, pronunciation of speakers, and in term of vocabulary.
3. Listening to the one text, pronouncing the other one
This exercise is directed to develop perceptive and other abilities necessary to gain skills of the
simultaneous interpreting; the second aim of the exercise is to form the skills of listening and speaking at once
that is to form the synchronization mechanism. In the first class students listen to a Ukrainian text and at the
same time count up in Ukrainian. After that they are asked to retell the text they have heard. In the second class
students listen to an English text and cite a poem they learned before. In the third class students can listen to an
English text and read a Ukrainian one.
4. Consolidating interpreting equivalence

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