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quickly as possible and at the same time to transmit the peculiarities of the individual style of the speaker. On
the average, a professional interpreter interprets quicker than the speaker talks. But if he/she achieves this quick
temp only due to the speech compression then first of all he/she does not interpret the secondary information
(because he/she does not have time to judge how important these details are); secondly he/she runs a risk of
distorting the speaker’s style, making simple sentences out of the compound. The high temp of the work first of
all should be achieved through the quick tempo of speech without additional unnecessary additional words (here
the speech self-discipline of the interpreter is meant) and the speech compression can serve as a helpful,
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emergent method. In simultaneous interpreting speech compression is used wider because of the specifics of
this kind of interpreting. Here the needs of transmitting of the speaker’s style and transmitting the information in
full are not so high. Although here appears another paradoxal for the first site problem whether the air is filled
with the message. Imagine the situation when the speaker talks slowly with pauses and the interpreter interprets
his speech quickly and in a compressed way. There appear pauses in the interpretation and the audience may
think the interpreter does not interpret everything that is why it is very important to fill in the pauses in the air
and that is why the simultaneous interpreter should always remember about the descriptive interpretation
because this method makes the text longer. Besides, a pause is a very convenient moment to fill in with the
missing information and making some corrections in the course of interpreting .
I think we should practice speech compression sometimes for the students to make it possible to use it in
their future work.
6. A good task for training memory is learning by heart not only verses but also prose. Learning by heart
activity may be performed in class on condition that the teacher chooses small passages. The students are asked
to learn by heart at home the passage, which is bigger than the one they learned during the classes. You ask
them to make the written translation of this passage at home and the next class you check this task.
7. The following activity can be done either in class or at home. You ask students to write the summary
of the program both in English and Ukrainian. I suppose training the native language is also necessary. This
activity is very important because sometimes after the big conferences translator/interpreter should write a
report, so writing should be also practiced. You may also ask the students to write a composition in English on
one of the suggested topics, basing him/herself on the programme.
The duration of each exercise depends upon a number of factors: the age of the students, the level of
their language knowledge, the fact whether they are beginners in interpreting or they already had some
experience in translating/interpreting. The suggestion is to use first exercises for training short-term and long
term memory, understanding and perception of a text, precision words and only after a certain level in these
exercises has been reached, go on with training actual translation/interpreting.
The conclusion is that listening is a very important activity in teaching interpreting that cannot be
omitted. Moreover, working with script includes: different activities – speaking and discussing the topic,
discussing issues, which may pose a difficulty, different kinds of interpreting, translation, and writing activity.

Practical task

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

1. Do exercises 3 from Lesson 17. 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.

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