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There are three variants of the exercise: to consolidate lexical, lexico-phraseological, and terminological
equivalents; to consolidate the syntactic equivalence; to combine the consolidation of both lexical and syntactical
equivalence.

Students find the equivalents to the given active vocabulary and learn the items at home. At the second
class the teacher pronounces the active items and students interpret them. Then students try to find the syntactic

equivalents to phrases and sentences which need restructuring in the TL, learn them and the exercise is repeated.
5. Speech compression
The teacher reads the phrases and sentences and students have to compress them without distortion of the

general sense. This exercise is fully described by the scholar I. S Alekseeva.
6. Simultaneous reading of the translated text
This exercise is already one of the types of the simultaneous interpreting. The home-task of students is to
translate the text. In the following class the teacher plays the text and students read their translations
simultaneously. The aim of the exercise is to synchronise reading of the translation and listening to the text. The

exercise is done in both combinations: from Ukrainian into English and vice versa.
7. Simultaneous sight interpreting
This exercise can be done with and without preparation. Students are or are not given the script of the
text for the preparation (it depends on the complexity of the text and the level of students’ knowledge). They
should not translate the text, just to work on it. In the next class the teacher plays the text and students interpret it
simultaneously at sight.

8. Simultaneous interpreting without any preparation
This is the toughest training exercise. Initially the teacher plays or reads short simple texts with already
learned lexical and syntactical equivalents. Then come more and more complicated texts. The conditions are

similar to those the simultaneous interpreter works in.
The author characterises simultaneous interpreting according to three factors:
1. The variety of the simultaneous interpreting:
a) simultaneous interpreting;
b) sight simultaneous interpreting;
c) simultaneous reading of the translated text.
2. Types of simultaneous interpreting with technical equipment:
a) simultaneous interpreting in a special booth;
b) simultaneous interpreting with the portable equipment in a hall;
c) simultaneous interpreting without any technical means.
3. Types of simultaneous interpreting according to the organisational scheme:
a) direct simultaneous interpreting (a speech is in English, interpreters render it into the working
languages of the conference);
b) two-level simultaneous interpreting (a speech is transmitted only into one booth, an interpreter renders
it into the language mediator which is transmitted into the other booths and only from this language other
interpreters interpret into the working languages).

Scholar H. V. Chernov also writes about the training of the simultaneous interpreter. He suggests the
model of the interpreter’s work. Through this model he communicates certain ideas (see the table below).

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