Lecturer(s)
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Bačuvčíková Petra, Mgr. Ph.D.
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Course content
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Characteristics of consecutive and accompanying interpreting Basic interpreting techniques Presentation skills Guided tours in a company or in a town Consecutive interpreting - notation Accompanying interpreting (restaurant, hotel) Sight Translation Consecutive Interpretation I. (from GER to CZ) Consecutive interpreting II. (CZ to GER)
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Learning activities and teaching methods
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Dialogic (Discussion, conversation, brainstorming), Practice exercises, Analysis of a presentation
- Participation in classes
- 28 hours per semester
- Preparation for course credit
- 36 hours per semester
- Home preparation for classes
- 56 hours per semester
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prerequisite |
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Knowledge |
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Student can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure. |
Student can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure. |
He/she can understand texts that consist mainly of high frequency everyday or job-related language. |
He/she can understand texts that consist mainly of high frequency everyday or job-related language. |
He/she can deal with most situations likely to arise whilst travelling in an area where the language is spoken. |
He/she can deal with most situations likely to arise whilst travelling in an area where the language is spoken. |
He/she can narrate a story or relate the plot of a book or film and describe his/her reactions. |
He/she can narrate a story or relate the plot of a book or film and describe his/her reactions. |
Also, good knowledge of Czech language (B2) is requiered. |
Also, good knowledge of Czech language (B2) is requiered. |
Skills |
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Student can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure. He/she can understand texts that consist mainly of high frequency everyday or job-related language. He/she can deal with most situations likely to arise whilst travelling in an area where the language is spoken. He/she can narrate a story or relate the plot of a book or film and describe his/her reactions. Also, good knowledge of Czech language is requiered. |
Student can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure. He/she can understand texts that consist mainly of high frequency everyday or job-related language. He/she can deal with most situations likely to arise whilst travelling in an area where the language is spoken. He/she can narrate a story or relate the plot of a book or film and describe his/her reactions. Also, good knowledge of Czech language is requiered. |
learning outcomes |
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Knowledge |
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Characterize the basic modes of interpreting and their pecularities |
Characterize the basic modes of interpreting and their pecularities |
explain the concept of notation and its use |
explain the concept of notation and its use |
Discuss the role of the interpreter in the communication process |
Discuss the role of the interpreter in the communication process |
Characterize at least 4 interpreting strategies |
Characterize at least 4 interpreting strategies |
Skills |
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Prepare adequately for the interpreting task |
Prepare adequately for the interpreting task |
Fluently transfer the content of a spoken text from German into Czech |
Fluently transfer the content of a spoken text from German into Czech |
Speak to the audience in a polished manner and be proficient with the microphone |
Speak to the audience in a polished manner and be proficient with the microphone |
Make a simple interpreting notation of a shorter (3-5 minutes) general text |
Make a simple interpreting notation of a shorter (3-5 minutes) general text |
Briefly analyse the own or someone else's interpreting performance |
Briefly analyse the own or someone else's interpreting performance |
teaching methods |
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Knowledge |
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Dialogic (Discussion, conversation, brainstorming) |
Analysis of a presentation |
Analysis of a presentation |
Dialogic (Discussion, conversation, brainstorming) |
Observation |
Observation |
Skills |
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Practice exercises |
Practice exercises |
Analysis of a presentation |
Analysis of a presentation |
Dealing with situational issues - learning in situations |
Dealing with situational issues - learning in situations |
Self-reflection |
Self-reflection |
Teamwork |
Teamwork |
assessment methods |
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Knowledge |
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Oral examination |
Oral examination |
Analysis of the student's performance |
Analysis of the student's language performance |
Analysis of the student's language performance |
Analysis of the student's performance |
Recommended literature
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Čeňková, Ivana. Úvod do teorie tlumočení.. Praha, 2008. ISBN 978-80-87153-74.
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Dingová, Naďa. Paměťová a jazyková cvičení pro tlumočníky.. Praha, 2008. ISBN 978-80-87218-07-5.
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GILE, D. Basic Concepts and Models for Interpreter and Translator Training. Amsterdam/Philadelphia: J. Benjamins Publishing, 1995.
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Gile, Daniel. Basic Concepts and Models for Interpreter and Translator Training. Amsterdam/Philadelphia, 2009. ISBN 978-7544620352.
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