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I hope you enjoy this audio recording..

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list of adjectives

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Creative writers, this one's for you! One teacher's chart shows that emotion words all boil down to fear, anger, happiness, anger, and disgust. Improve your EQ by learning them all.

Start learning with an activity...

Answer a few questions on each word. Get one wrong? We'll ask some follow-up questions. Use it to prep for your next quiz!

Spelling Bee

Test your spelling acumen. See the definition, listen to the word, then try to spell it correctly. Beat your last streak, or best your overall time. Spellers of the world, untie!

Vocabulary Jam

Compete head-to-head in real-time to see which team can answer the most questions correctly. Start a Jam and invite your friends and classmates to join!

1. abandoned

forsaken by owner or inhabitants

Adopted children must face issues of abandonment as they grow older.

2. interested

showing curiosity or fascination or concern

She learned Braille "because I'm interested in tactile things. I'm interested in hair as a language. So why not go to a tactile language?" Washington Times

3. startled

excited by sudden surprise or alarm and making a quick involuntary movement

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In the Mood? 100 Ways to Describe How You Feel

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A vocabulary list featuring In the Mood? 100 Ways to Describe How You Feel. Creative writers, this one's for you! One teacher's chart shows that emotion words all boil down to fear, anger, happiness, anger, and disgust. Improve your EQ by learning them all.

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The second mock conference has just happened.

What do I know I do well?

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Nuances: may, must, have to..

Adjectives: shades of meaning

Opinions with verbs: I believe , I strongly believe, I doubt, I think

Adverbs: definitely,  often, sometimes, occasionally, from time to time

1.Think of an idea/event/piece of news you strongly feel about

2. Write down the key ideas

3. Express these ideas in a short speech that you will deliver spontaneously including nuances and opinions

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Les vœux d'Emmanuel Macron pour l'année 2021 en intégralité

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The Queen has used her Christmas Day message to reassure anyone struggling without friends and family this year that they "are not alone".

She said what many people want "for Christmas is a simple hug or a squeeze of the hand" - but "even on the darkest nights there is hope in the new dawn".

The 94-year-old praised acts of kindness, saying the pandemic "brought us closer" despite causing hardship.

The Queen, like so many, is spending the day apart from her family.

"Remarkably, a year that has necessarily kept people apart has, in many ways, brought us closer," the monarch said in the broadcast, adding that the Royal Family has been "inspired" by people volunteering in their communities.

"In the United Kingdom and around the world, people have risen magnificently to the challenges of the year, and I am so proud and moved by this quiet, indomitable spirit."

She lamented that "people of all faiths have been unable to gather as they would wish for their festivals", but said "we need life to go on".

The Queen highlighted Diwali celebrations last month in Windsor - where she is spending Christmas with the Duke of Edinburgh for the first time in decades - as an example of "joyous moments of hope and unity despite social distancing".

"Of course for many, this time of year will be tinged with sadness - some mourning the loss of those dear to them and others missing friends and family members distanced for safety, when all they really want for Christmas is a simple hug or a squeeze of the hand," she added.

"If you are among them, you are not alone, and let me assure you of my thoughts and prayers."

She gave particular thanks to young people, to frontline workers, and to "good Samaritans [who] have emerged across society, showing care and respect for all".

"We continue to be inspired by the kindness of strangers and draw comfort that even on the darkest nights there is hope in the new dawn," she said.

Referring to the centenary of the Unknown Warrior's burial in Westminster Abbey, she said: "The Unknown Warrior was not exceptional, that's the point. He represents millions like him who, throughout our history, have put the lives of others above their own and will be doing so today.

"For me, this is a source of enduring hope in difficult and unpredictable times."

This year's message was recorded in mid-December with a pared-back film crew and in accordance with government guidance.

She did not utter the words "pandemic", "coronavirus" or "Covid-19" but they were the dominant theme of this year's Christmas speech broadcast by the Queen.

Her words conveyed three particular messages. She spoke of the gratitude owed to all those who'd "risen magnificently to the challenges of the year", in particular to young people, frontline workers and the "amazing achievements of modern science."

She found hope in the actions of so many "Good Samaritans" who'd emerged across society to offer care.

There was hope too from the example of the "Unknown Warrior" buried at Westminster Abbey a century ago. He symbolised selfless duty: a source of "enduring hope" the Queen said.

And finally there was reassurance for all those who are mourning or missing friends or family. This was the most touching part of the broadcast. These were people who just wanted "a hug or a squeeze of the hand" the Queen said.

That is not language she often uses in public.

She added: "Let the light of Christmas, the spirit of selflessness, love and above all, hope, guide us in the times ahead."

The Queen and Prince Philip, 99, have been living at Windsor Castle during the pandemic with a small household staff.

It is thought to be the first year the couple have not spent Christmas at their Sandringham home since the mid-1980s.

The Royal Family usually spends Christmas Day together, but will not visit each other this year because of coronavirus restrictions.

The Queen also worshipped privately rather than attending a church service, as she usually does - in order, it is understood, to avoid crowds of well-wishers congregating.

On Christmas Day, the Royal Family tweeted a video of St George's Chapel choir singing.

The Duke and Duchess of Cambridge acknowledged those going through a particularly difficult time this year because of the pandemic, tweeting pictures of people working through the festive season.

This Christmas our thoughts are with those of you who are spending today alone, those of you who are mourning the loss of a loved one, and those of you on the frontline who are still mustering the energy to put your own lives on hold to look after the rest of us. pic.twitter.com/VvW3rV4fRz
- The Duke and Duchess of Cambridge (@KensingtonRoyal) December 25, 2020

The BBC is not responsible for the content of external sites. View original tweet on Twitter

Meanwhile, the Prince of Wales and the Duchess of Cornwall sent their Christmas wishes on social media, telling followers, "Here's to a better new year."

The royals have spent some time together during the pandemic.

The Christmas broadcast was the Queen's third televised address this year, which is unusual for the monarch.

In a rallying message, she lamented the "painful sense of separation from their loved ones" that social distancing was causing people - but said it was "the right thing to do".

She said the path is never "smooth" but "small steps" can heal divisions.

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Queen's Christmas speech: 'You are not alone'

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The Queen has used her Christmas Day message to reassure anyone struggling without friends and family this year that they "are not alone". She said what many people want "for Christmas is a simple hug or a squeeze of the hand" - but "even on the darkest nights there is hope in the new dawn".

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Resources in French for Laura and Alexandra

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Resources in French for Laura and Alexandra

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École et immigration : entre fantasmes et réalités - Quand l'immigration fait débat #8

Huitième rencontre du cycle de débats sur l'immigration avec Natacha Polony, Laurence de Cock et Benjamin Stora.

On accuse volontiers l'école de tous les maux : tantôt celui de ne pas, ou de ne plus, assumer son rôle de forger les consciences républicaines, tantôt celui de s'écarter de sa mission éducative de transmission des savoirs fondamentaux etc. Sitôt que le thème de l'école est associé à celui d'immigration, naissent les controverses : les questions s'entrechoquent et les polémiques se succèdent, trop souvent sans référence aux faits objectifs.

Les dispositifs d'accueil des enfants étrangers, la réussite scolaire des enfants d'immigrés, les missions de l'école, la place de l'histoire de l'immigration dans les programmes etc. ont pourtant fait l'objet de nombreuses recherches et dressent des constats souvent ignorés, rarement commentés.

Pour aborder ces questions et trouver des réponses, nous vous invitons à venir débattre avec nos invités qui apporteront leurs regards sur le sujet.

Le débat estanimé par Alexis Lacroix, essayiste, directeur adjoint de la rédaction de l'hebdomadaire Marianne.

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École et immigration : entre fantasmes et réalités - Quand l'immigration fait débat #8

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Huitième rencontre du cycle de débats sur l'immigration avec Natacha Polony, Laurence de Cock et Benjamin Stora. On accuse volontiers l'école de tous les maux : tantôt celui de ne pas, ou de ne plus, assumer son rôle de forger les consciences républicaines, tantôt celui de s'écarter de sa mission éducative de transmission des savoirs fondamentaux etc.

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Mariage pour tous : discours de Christiane Taubira à l'Assemblée nationale

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Emma Watson Speech Consecutive Interpreting Task

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6 times John Bercow left the House in stitches

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Order Order! John Bercow's best bellows as Speaker of the House of Commons

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WE SHALL NEVER SURRENDER speech by Winston Churchill (We Shall Fight on the Beaches)

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President Obama Delivers Remarks at the Stavros Niarchos Foundation Cultural Center

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Martin Luther King, Jr. I Have A Dream Speech

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This is in your usual Google drive folder

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Practice in French for Laura and Alexandra

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Practice in French for Laura and Alexandra

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Listen to the speech and split the speech in 2. This is quite good for consecutive interpreting.

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Notice

Institut de recherche pour le développement IRD (Production)

CC. Pour toute diffusion sur les réseaux sociaux merci de vous adresser à dcpi@ird.fr

IRD. (2020, 6 mai). Patients, systèmes de soins et santé publique à l'épreuve de l'épidémie , in Santé. [Vidéo]. Canal-U. https://doi.org/10.60527/dkjq-y311. (Consultée le 25 mars 2024)

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Patients, systèmes de soins et santé publique à l'épreuve de l'épidémie

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Notice Institut de recherche pour le développement IRD (Production) CC. Pour toute diffusion sur les réseaux sociaux merci de vous adresser à dcpi@ird.fr IRD. (2020, 6 mai). Patients, systèmes de soins et santé publique à l'épreuve de l'épidémie , in Santé. [Vidéo]. Canal-U. https://doi.org/10.60527/dkjq-y311. (Consultée le 25 mars 2024)

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1. You have just arrived to your hotel to see that many things are going wrong.  You want to speak to the manager.

2. As the headmaster of this school, you need to remind a student that access to the staff room is strictly forbidden.

3. Your friend needs to understand that he/she should stop smoking as it is a health hazard.

4. You have been working hard this year but your employer never gave you a pay rise; you have asked to see him to get some explanation.

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During the funeral of congressman John Lewis, former US president Barack Obama delivered a powerful eulogy in which he praised the late civil rights icon, saying Lewis 'will be a founding father of a fuller, fairer, better America'.

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Barack Obama's powerfully political eulogy for John Lewis

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What do you notice?
What would you do?

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Daniel Cohn-Bendit to Viktor Orban - This is damaging the image of Europe

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Daniel Cohn-Bendit: the perfect example to illustrate NVC.

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Daniel Cohn-Bendit: the perfect example to illustrate NVC.

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Dany Cohn-Bendit a Viktor Orban - C'est ça qui dégrade l'Europe

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Non verbal communication is key to sound credible

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What does Matthew Perret tell us? He is an actor and an interpreter.

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List of sessions - Streaming Service of the European Commission

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Working in teams for our portfolio of practice: how did we benefit?

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Working in teams for our portfolio of practice: how did we benefit?

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Conference interpreters work in teams. Often, they work with colleagues they don't know very well.
What kind of good practice did you experience when working with our colleague this week?
What will you apply when working with colleagues during an interpreting assignment?

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Working in teams for our portfolio of practice: how did we benefit?

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Introduction to Simultaneous Interpreting - Google Jamboard

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BEST OF: "España ha dejado de ser católica"

MAKING OF: "España ha dejado de ser católica"

PREPARATION: "España ha dejado de ser católica"
Don't start speaking until you know you can complete a grammatical sentence... but you don't have to complete the sentence you originally had in mind nor the same sentence the speaker finishes.
1. Don't start speaking until you know you can complete a grammatical sentence. Any sentence, no matter how short, but you must be able to finish a sentence.

(Any grammatical sentence....but if the speaker stops mid way and changes tack it's the interpreter who looks like a fool. One of the fundamental rules of learning to interpret is "finish you sentences!").

2. But you don't have to complete the sentence you originally had in mind.

(The interpreter can change his/her mind while speaking and come up with a better sentence than the original idea, no harm in that but because there was always a complete sentence in mind the interpreter has a safety net.)

3. nor the same sentence the speaker finishes.

(The speaker may well launch himself into long complex sentence structures which he may well get tangled up in...the interpreter can create shorter sentences from that long one to gain clarity. Jones calls this the salami technique.)

Jones' example goes something like this.....

Imagine the speaker begins as follows,

"Despite the ruling of the European Court of Justice last month, the UK government has decided not to change its much criticised and controversial policy on the disposal of waste products from hospitals."

By the time the intepreter has heard the words "last month" he can form a grammatical sentence, for example, "The ECJ made a ruling last month." This may seem simplistic but as we said above it is a safety net, and can be changed as we go along. What is crucial is that the interpreter start with a whole sentence in mind.

As the speaker continues the interpreter may for example aim to continue,

"The ECJ made a ruling last month, despite which the UK government has not decided to change policy."

The interpreter may also leave the original sentence and start a new one.

"The ECJ made a ruling last month. Despite this the UK government has not decided to change policy."

It his is a technique and as such it needs to be practised. Knowing this in theory will not help you. Making its application the goal of practice sessions over a number of days or weeks will. Initially it will seem to make interpreting more difficult because it is new to us and because it is a technique that is not natural - our natural reaction is to start too early, particularly when we are nervous - but once mastered you will find that this technique eliminates many of the common pitfalls that interpreters encounter. For example, correcting oneself, restarting sentences, forgetting the grammatical structure of the beginning of long sentences and therefore not matching the end to it correctly etc.

SOURCE: INTERPRETER TRAINING RESOURCES

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Don't start speaking until you know you can complete a grammatical sentence... but you don't have to complete the sentence you originally had in mind nor the same sentence the speaker finishes. 1. Don't start speaking until you know you can complete a grammatical sentence.

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RJ is an interpreter

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List of sessions - Streaming Service of the European Commission

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European Commission - European Commission

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Standard interpretation mode in multilingual meetings: specificities, problem-solving, and communicating with an audience.

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Speech: 25676

The challenge is to keep away from FR and render the information is simpler EN

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La loi Macron - Speech Repository - European Commission

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26701: l'alternance politique en Afrique. Listen to the speech first.

Discuss the speech together. Anticipate issues.

Then listen and take notes.

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L'alternance politique en Afrique - Speech Repository - European Commission

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speech: 29070 (FR)

What can you anticipate?

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Listen to the story... and interpret.

The secret recording is on Weblearn. Don't listen to it before we have our session tomorrow. It is a surprise.

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What can you anticipate in interpreting?

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speech: 25426 (EN)

What can you anticipate?

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Listen to the numbers and interpret straight away. Do you have a symbol for hundred, thousand, million and billion?

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recording of the session with the split attention exercises

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recording of the session with the split attention exercises

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TR7053 Week 6 Wednesday session (simultaneous interpreting session 1)

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speech in English

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DEMO CONSECUTIVE EN FR Original Speech

{{sessiondata.description}}

{{sessiondata.startDateTime.split(" ")[0]}}{{sessiondata.startTime}} to {{sessiondata.endTime}} {{sessiondata.status| capitalize}} Recorded {{sessiondata.status| capitalize}}

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DEMO CONSECUTIVE EN FR Original Speech - Streaming Service of the European Commission

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Interpretation from the speech repository

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Interpretation from the speech repository

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French: speech 27160
English: speech 26554

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GRADING GUIDANCE PRACTICAL INTERPRETING EXAMS 2019 2020

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let's look at the marking sheets and the marking criteria!

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TR7053 Conference Interpreting 1 markingsheet

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Mock conference: a milestone to move forward

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Mock conference: a milestone to move forward

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Let's meet in pairs to discuss:

1. What do I do well?

2. What do I know how to do but need further practice?

3. What is my next step?

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Experiential learning

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Headlines: what are the headlines that represent current affairs this week> 

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Headlines: what are the headlines that represent current affairs this week> 

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Using the chat, write down the headlines that represent what has happened in the world this week.

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Let's warm up! This is a speech on speech making 

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Let's warm up! This is a speech on speech making 

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We are going to listen to this speech and use our memory (with 5 words) only.

Then, we are going to take notes.

And then we are going to take notes and separate key ideas.

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Speechmaking

{{sessiondata.description}}

{{sessiondata.startDateTime.split(" ")[0]}}{{sessiondata.startTime}} to {{sessiondata.endTime}} {{sessiondata.status| capitalize}} Recorded {{sessiondata.status| capitalize}}

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Speechmaking - Streaming Service of the European Commission

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Jean Francois Rozan... and we go on. Let's talk diagonally!

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Jean Francois Rozan... and we go on. Let's talk diagonally!

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TR7053 Note taking Let's talk diagonally... - Google Jamboard

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Here are some ideas of how it should be done

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European Commission - European Commission

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A virtual video library with active listening, analysis/synthesis, note-taking methods, communication and expression.

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let's try to register!

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Did you manage to make a speech, record it and upload it in one hour?

How long did it take you?

Were you more efficient?

How?

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What is it going to be today?

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↓

1. Noting the idea, not the word

Writing down what you understood in your own words, not what you heard.

1)
INPUT: "There is a good chance that..."
WORD-BASED NOTE: "chance"
→ ambiguous, can be interpreted as "opportunity" or "by chance" if context allows such an interpretation.
CONCEPT-BASED NOTE: "probable (prob)" or "likely" or "おそらく"
→ properly interpreted rendition, less likely to produce inappropriate output even when the notes have to be read 20 minutes or an hour later.

2)""mtr
INPUT: "The matter is worth looking at closely."
WORD-BASED NOTE: "worth looking at closely"
CONCEPT-BASED NOTE: int g"
→ " int g" means "very interesting" (the underline adds emphasis)
CONCEPT-BASED NOTE: !"
→ mtr = matter; = look at with interest; ! = emphasis (= the matter is worth investigating closely)

3)
INPUT: " In order to arrive at some conclusion for this discussion, we'll have to make some compromise here, ladies and gentlemen."
CONCEPT-BASED NOTE:
"In order to arrive at some conclusion for this discussion... [(to) end talk]
we'll have to make some compromise here, ladies and gentlemen." [need comp!]

ノート上の表記

復元
(P1 For us (to end (this discussion
(P2 we ( need (to make (a compromise
)))))))

Concept-based deep processing の例
> 演習14の例から

2. The Rules of Abbreviation

※ See Someya (1986) for general rules of abbreviation.

The following are those recommended in Rozan (1956).

If you have time, write a word as completely as possible; however, if a word must be abbreviated, then write a) Abbreviation of words
some of the first and last letters rather than trying to write as many letters from the start onwards.

e.g. specialized
spec → Ambiguous. It could be "special, specification, specific, speculate, etc."
spc zd → Possible candidates for "spc---zd" (-zd indicates past tense) are very limited; therefore, easier to retreive the original word.

1) "Stat" is ambiguous; it could be "Statute, Statistic, or Stationery."
Try:
Statute → St ute or Sta te
Statistics → St ics or Sta cs
Stationery → St ry or Sta ry

2) "Prod" could be "Production, Producer, Product, or Productivity."
Try:
Production → Pr on or Prd on
Producer → Pr er or Prd er
Product → Pr ct or Prd ct
Productivity → Pr ty or Prd ty

3) "Com" could be "Commission, Committee, or Community."
Try:
Commission → C on or Com on
Committee → C tee or Com ee
Community → C ty or Com ty

英語の単語には -ize, -ion, -ive, -ment, -ity, -able などの定型的な接尾辞を伴うものがたくさん存在する。このような単語を略記する場合、語尾を１文字で表記する方法と２文字で表記する方法がある。いずれの場合も、前半部（語幹）の文字数は３～４が一般的（ただし、もとの単語の長さや文字の組み合わせにより、２文字や５文字になることもある）。 注2）これらの記号類の中で最も便利なのは矢印（および矢印付きの直線・曲線）で、主として次のような概念（およびその関連概念）を担う。それぞれの使用例については別途解説する。というノートは Rozan の "Noting the idea, not the word" という原則を適用したもの（ 定型的な接尾辞を伴う単語の略語法 (Abbreviation of words with common endings)

"One-letter Suffix" Method (aka, "3-4 plus 1") （注１）
1. "-z" for the suffix "-ize": e.g. apologize → apl z; specialize → spec z
2. "-n" for the suffix "-ion": e.g. institution → inst n; information → info n
3. "-v" for the suffix "-ive": e.g. executive → exec v; exclusive → excl v
4. "-t" for the suffix "-ment": e.g. government → gov t; investment → invm t
5. "-y" for the suffix "-ity": e.g. comminity → com y; necessity → nece y
6. "-b" for the suffix "-able": e.g. regretable → rgt b; understandable → undstd b

"Two-letter Suffix" Method (aka, "3-4 plus 2")
→このクラスでは、原則として「最初の3～4文字＋接尾辞2文字」を残す "Two-letter Suffix" 法を推奨。
e.g.
organize → org ze; organized → org zd; organizing → org zg
obligation → obl on; oblg on
excessive → exs ve; excs ve（注２）
necessity → nec ty; nece ty
development → dev mt（注３）
convenient → cnv nt; conv nt
returnable → rtn bl
not to the same extent as という "words" を < (= less than) という等価の "idea" に置き換えている）。
注１）Rozan (1956) で推奨されている方法。
注２）"exc ve" は excutive とも読めることから、ここでは "exs ve" (3+2) と "excs ve" (4+2) を候補として採用。
注３）"-ment" は "nt" も可。ただし -nt で終わる単語は absent, abundant, accident, account, adjacent, agent, amount, assistant, client, component, confident, consistent, constant, consultant, content, convenient, correspondent, count, current, different, disappoint, discount, excellent など、-ment 語尾をもつもの以外にたくさんあることから、"-ment" に対しては "mt" を、"-ment" 以外の "-nt" 語尾には "nt" をそれぞれ充てるのが適切と判断した。

b) Tense, Aspect※, and Modal Markers
Past: reported → rpt ed/d
Progressive: reporting → rpt ing/g
Perfect: has/have/had reported → rptd hs/hv/hd; has/have/had written → wrtn hs/hv/hd
Future: will go → go ll
Subjunctive: would/could/might go → go wd/cd/mt/??

※アスペクト（相）とは、その動作が進行中なのか、すでに完了しているのかなど、動作の様態（様子や状態）を表す概念で、英語では進行相 (Progressive) と完了相 (Perfect) がある。これに対してテンス（時制）は「いつ」その動作が起きたかを問題にし、英語では現在と過去の２つの時制がある（ただし、いわゆる学校文法では will + 動詞の原形を未来時制と認め、時制には現在・過去・未来の３つがあるとする立場をとっている）。

"The part of any speech that is both the most important and the most difficult to note is the sequence of ideas and the links between them." (Jean Herbert)

a) Use the same sets of simplified notations for recurrent linking words(注1) of similar meanings, such as:
As = this is because, this is why, since, given the fact that, etc.
Tho = although, despite the fact that, etc.
But = on the other hand, nevertheless, however, etc.
If = it is possible that, assuming that, provided that, on condition that, suppose, etc.
As to = as far as x is concerned, on the matter of, etc.
Tfr = therefore, in conclusion, in summary, etc.

b) Most of the relationships between "entities" and/or propositions can be expressed by the following eight symbols. Use them creatively.(注2, 3)

= (≈, ≠)
x
?
!
+

/
→

注1）Linking words はいわゆる連結詞（connectives）のことで、語句と語句、節と節、あるいは文と文を結ぶために使われる単語や語句。品詞としては、接続詞に属するもの、関係詞に属するもの、副詞に属するものがある。主なものを以下に挙げる。

Recall and/or Reference（前出要素または関連要素への言及）
Theme/Rheme（主題―題述関係）
Cause/Effect（因果関係）
Up/Down（上下動・増減）
Emphasis（強調）
[Two-way arrow] Contrast/Opposition（対比・対立）

注3）このほかの記号類については以下のハンドアウト参照。
> A List of Useful NT Symbols

4 & 5. Negation and Emphasis

Negation and Emphasis are two essential elements of any speech and as such should be noted unambiguously.

a) Negation
It was agreed. → OK or OK d
↓
It was not agreed. → OK
It was not agreed. → no OK
It was not agreed. → × OK

b) Emphasis
(The study is) interesting. → int g
↓
(The study is) very interesting. → int g
(The study is) very interesting. → int g!!
I would like to oppose in the strongest possible term... → I oppose (undelined)
I would like to oppose in the strongest possible term... → I OPPOSE (capitalized)

6 & 7. Verticality and Shift

It is the principles of Verticality and Shift which form the backbone of the note-taking system being proposed.

Verticality means taking notes from top to bottom rather than left to right. This method makes it possible to: (1) group ideas logically, allowing a complete and immediate synthesis when we come to read back our notes, and (2) to do away with many links which would otherwise be essential to the clarity of the text.

As part of Verticality, Rozan recommend two additional note-taking methods: Stacking and Bracketing.

a) Stacking consists of placing different elements of the text above or below one another. Thus, a sentence like "I bought a, b, c, and d." could be rendered into:

Likewise, a phrase like "a report on Western Europe" could be rendered into:

Rozan の挙げている Stacking の例のうち前者（並列要素を縦にならべる方法）は通訳者の間でごく一般的な慣行になっているが、後者（関連する要素〔主として "A of B" のようにひとつのユニットとしてまとまっているもの〕を分割線を挟んで上下に並べる方法）は、横線ではなくスラッシュ ( / ) で代用することが多い（通例、横線は通訳ユニットの区切れを示すために使う）。従って上記の例は以下のような書き方になる。

b) Bracketing is to mark the elements in the text that are used to clarify an idea or to highlight a particular point, but which are not the integral part of the speaker's train of thought. For example: 注1

1) "... which leads to new investments, particularly in the transport sector."

+ = more, additional; inv
ts = investments; tran = transport

2) "... exports will suffer as a result of increases in factor costs, which will make them less competitive."

sfr
ll = will suffer; as f-cst↑= as factor-costs increase; w c = which; mk = make

3) "Decision-making of Japanese companies is considered very slow and time-consuming involving many people in the process."

time++ = time consuming; inv = involv(ing); # ppl = a number of people

注1）以下の３つのノート例は本稿の筆者による。なお、Bracket は通常の丸括弧 ( ) のほか、しばしば { } (Curly brackets, Braces) も使われる。一般には、main statement に対する副次的・付加的、または挿入的な説明文をマークするときに使う。

Shift means writing notes in the place on a lower line where they would have appreared had the text on the line above been repeated.

※上記のシフトの定義は分かりにくいが注2、要するにシフトとはノートの各要素をずらずらと横に並べて書くかわりに、意味のまとまりごとに１行ごとに字下げをしながら縦方向に記入していくことで構造的・階層的にノートを取る方法である。これによって、ある命題の主題 (Theme) と題述 (Rheme) を分かりやすく示したり、同一命題内での情報の階層構造を視覚的に示すことができる利点がある。以下の (1a) (1b) は前者の例を、(2), (3) は後者の例を示す。
(1a)

(1b)

(2)

(3)

注2）"(The principles of verticality and shift) are fundamentally principles on the layout of the notes [...]. According to the principles, notes should be structured in a "vertical, indented and terraced way" (Kohn and Albl-Mikasa 2002: 262), so that the units of meaning ( and their hierarchical structure -- my addition) are easy to identify when reading back notes." ( Sijia Chen, 2026; JoSTrans Issue 26.)

Example:
"Over the course of 1954, prices rose, although not to the same extent as income; thus the population's net income increased."

Our notes will be as follows: (※)

※このノートは本稿の筆者によるもので、前述の "[notes that are] structered in a 'vertical, indented and terraced way'"（(２行目以降に) 階段式に字下げを加えながら縦方向に構造化されたノート）のサンプル。ノート２行目の "--" は１行目の prices の繰り返しを示す。なを、
"but -- < incm"
Possible rendition: (※)
Over [the course of] 1954, prices increased, but [the increase was] less than [that of] income. As a result [people's] net [income] that year increased.

Propositional analysis:
1. ( TIME_ADV Over the course of 1954 ( SUB_NP prices ( VP increased )))
2. ( LOGICAL_CON But ( SUB_NP the increase ( VP was less than that of income )))
3. ( LOGICAL_CON As a result ( SUB_NP people's net income that year ( VP increased )))

※青字部分がノートに対応。[ ] の部分は Good-enough Rendition を得るための最小拡張部分。

[補足] Comment Clause の処理について

（※この項目は Rozan (1956) に含まれていません）
英語には、主節の前に I think ..., I hope..., I believe..., I expect..., I'm sure..., I suppose..., I doubt..., I wonder if... などの認識・思考動詞を伴う節を置いた形の発話が多く見られます。このような節を「評言節」(comment clause) と呼び、後続の主節（命題）をコメント化する機能を持っています。

Comment (Proposition)
↑ ↑ 伝えたい情報の中身（命題）
命題に対する話者の態度・評価を表す評言

通訳の際、命題内容（情報内容）だけでなく、これに対する話者の態度も同時に伝えることが重要な場合がありますので、これらの情報もできるだけパターン化してノートに反映しておくことが望まれます。参考までに、以下にもっとも標準的な例を示しておきます。

Prototype:
Variations:
※ B=believe, H=hope, ex=expect, est=estimate, etc.

[例] I hope the rain will stop by 5:00 p.m.

: rain x 5pm

> Go to: Review Exercise

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通訳訓練法入門: The Seven Principles of Note-taking

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↓ 1. Noting the idea, not the word Writing down what you understood in your own words, not what you heard. 1) INPUT: "There is a good chance that..." WORD-BASED NOTE: "chance" → ambiguous, can be interpreted as "opportunity" or "by chance" if context allows such an interpretation.

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Can we draw some conclusions from our experience of drawing, sequencing and writing?

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Can we draw some conclusions from our experience of drawing, sequencing and writing?

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Time to reflect together.

In your groups, use the document to capture your convsersations

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Capturing ideas on paper to support our memory

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Note-taking - Interpreter Training Resources

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General Principles of note-taking Principles of Note-taking - Rozan How do notes help? Andres Wozu Notizen? (Andres) Consecutive note-taking - ATA Chronicle Tips for consecutive note-taking - Christopher Thiéry Consecutive notes, symbols and the use of the notepad Part 2 - EU Commission SCIC Is there a note-taking system I can learn?

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This is a long speech. But it is very well structured and ideal to pick up ideas and divide them.

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Why do we have to learn consecutive-

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{{sessiondata.startDateTime.split(" ")[0]}}{{sessiondata.startTime}} to {{sessiondata.endTime}} {{sessiondata.status| capitalize}} Recorded {{sessiondata.status| capitalize}}

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Why do we have to learn consecutive- - Streaming Service of the European Commission

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You can enter up to three times.

You cannot say good or bad. Try to think of synonyms

The digit code is: 68 28 68 0

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If I had to prepare a speech again:

-what would I keep that I did well?
- what would I change to improve?

If i had to interpret my speech again:

-what would I keep that I did well?
- what would I change to improve?

Take some time to write down what you think....

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Specific
Measurable
Achievable
Realistic
in a Timely manner

How do I integrate SMART objectives to my weekly practice?

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How do we reflect on our interpreting performance?

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How do we reflect on our interpreting performance?

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What did we include?
What could we have included?
What did we learn?
What could we have learnt?
How do we then move to the next step?
What is my next individual objective?

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How do I do that?
Why does it matter?

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This morning we will use the PPT from Weblearn

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This morning we will use the PPT from Weblearn

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A series of exercises will come together with some new information regarding the way our memory works.

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You will find the instructions for week 3 in your usual portfolio of practice. Add a folder for week 3 and insert your work there.

Remember your portfolio of practice is a location where you can upload anything that relates to your practice. It includes the homework but you can add anything else that relates to your practice.

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You can enter up to three times.

You cannot say good or bad.

The digit code 68 28 68 0

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What helped our memory? What was a hindrance?

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What helped our memory? What was a hindrance?

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In the short term?
In the longer term

https://docs.google.com/document/d/1udcvKoz9xumKBo9Ftfll-Tkkvx7Ppj1ei7Ve2eLY_1E/edit?usp=sharing

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Let's try to remember everything we learnt about China yesterday!

- Looking at the tiles on Zoom, let's try to build a speech on China based on the presentation yesterday.

- The speech needs to flow.
How will you connect ideas?
You need to listen to what the student before you said and anticipate how you are going to connect your idea to his/hers.

- Don't go too fast to give yourself a chance to think and speak at the same time.

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In small groups, I will give you some time to browse through Weblearn so you find your way through resources

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What is the difference between an interpreter working in the public service domain and in conference settings?

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What is the difference between an interpreter working in the public service domain and in conference settings?

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Let's see... what makes a good interpreter?

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Let's see... what makes a good interpreter?

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From the pre-master's course and your session with Ewa yesterday, what are the qualities an interpreter should have?
Let's see on mentimeter:
Access code: 30 36 47 1

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What about the homework then? Link to your portfolio of practice

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What about the homework then? Link to your portfolio of practice

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This is the link to your reflective portfolio of practice for the whole module.
- Click on it.
- Create a folder with your name. All your work will be located in this folder for the duration of the module.
- Inside your names folder, create a folder called week 2.
- Post your homework in the folder of the week to come.
- When you click on the shared folder, you will see a dedicated place to instructions for each week.  This is how you will remember what to do.
- Last year, students loved their portfolio! I hope you will too!

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You will find instructions on the Google drive in Week 4. Add a folder for week 4 and insert your work there.