Choose ONE of these topicsThe Effects of the Chernobyl Nuclear

Choose ONE of these topics:
The Effects of the Chernobyl Nuclear Power Plant Accident
or
The Effects of the Fukushima Nuclear Power Plant Accident
{NPPA}
2207
This Writing Assignment will focus on explaining effects.
⸙
Directions: Write a 1000-word research essay about the effects
of either:
· The Chernobyl Nuclear Power Plant Accident (of 26 April
1986) or
· The Fukushima Nuclear Power Plant accident (of 11 March
2011)
Your essay should focus on those effects you consider to be the
most significant. Your essay should adhere to the Modern
Language Association (MLA) essay format and use the 12 point
Times New Roman font throughout. See The Bedford
Researcher for information on MLA essay format and
requirements. Use the MLA practice template (see MLA
Resources in Blackboard) to help you format your sources on
your essay’s Works Cited page. MLA’s own website (see
Blackboard link) also has guidance on working with the MLA
practice template and on adhering to MLA style. So does the
OWL at Perdue (again, see the Blackboard link). Incorporate
into your essay at least three items borrowed from two
secondary sources and then document your sources according to
MLA requirements. This means that your paper will have at
least two parenthetical in‑ text citations as well as a concluding
page titled “Works Cited” where the required bibliographic

information about your sources is presented in the format MLA
requires. Examples of appropriate secondary sources to borrow
from include magazines, journals, newspapers, databases (the
MDC Library offers you free online access to lots of databases),
books, films, government publications, and encyclopedias.
Again, avoid open sources like Wikipedia.
Submit your essay to the appropriate drop box in Blackboard.
As always, follow the conventions
of standard edited American English. Please be your own editor
and proofreader!
Conference Interpreting
‘Andrew Gillies’ book offers a fount of useful, practical and fun
exercises which students can do, individually or collectively, to
develop
speci� c skills. A great book for teachers and students alike to
dip into.’
Roderick Jones, author of Conference Interpreting Explained
Conference Interpreting: A Student’s Practice Book brings
together a
comprehensive compilation of tried and tested practical
exercises which hone the
sub-skills that make up conference interpreting.
Unique in its exclusively practical focus, Conference
Interpreting: A Student’s
Practice Book is a reference for students and teachers seeking to
solve speci� c

interpreting-related dif� culties. By breaking down the
necessary skills and linking
these to the most relevant and effective exercises, students can
target their areas
of weakness and work more ef� ciently towards greater
interpreting competence.
Split into four parts, this Practice Book includes a detailed
introduction offering
general principles for effective practice drawn from the author’s
own extensive
experience as an interpreter and interpreter-trainer. The second,
‘language’,
section covers language enhancement at this very high level, an
area that standard
language courses and textbooks are unable to deal with. The last
two sections
cover the key sub-skills needed to effectively handle the two
components of
conference interpreting: simultaneous and consecutive
interpreting.
Conference Interpreting: A Student’s Practice Book is not
language-speci� c
and as such is an essential resource for all interpreting students,
regardless of their
language combination.
Andrew Gillies is a freelance interpreter working primarily, but
not exclusively,
for EU and European Institutions in Brussels, Paris and Munich.
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Conference Interpreting
A student’s practice book
Andrew Gillies
First published 2013
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Simultaneously published in the USA and Canada
by Routledge
711 Third Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an
informa business
© 2013 Andrew Gillies
The right of Andrew Gillies to be identi� ed as author of this
work has been
asserted by him in accordance with sections 77 and 78 of the
Copyright,
Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or
reproduced or
utilised in any form or by any electronic, mechanical, or other
means, now
known or hereafter invented, including photocopying and
recording, or in any
information storage or retrieval system, without permission in
writing from the

publishers.
Trademark notice: Product or corporate names may be
trademarks or
registered trademarks, and are used only for identi� cation and
explanation
without intent to infringe.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British
Library
Library of Congress Cataloging in Publication Data
Gillies, Andrew, 1971–
Conference Interpreting: a Student’s Practice Book / Andrew
Gillies.
pages cm
Includes bibliographical references.
1. Translating and interpreting–Study and teaching. 2.
Translators–Training of.
I. Title.
P306.5.G56 2013
418�.02–dc23
2012044243
ISBN: 978-0-415-53234-1 (hbk)
ISBN: 978-0-415-53236-5 (pbk)
ISBN: 978-0-203-11492-6 (ebk)
Typeset in Times New Roman
by Saxon Graphics Ltd, Derby
Contents

Acknowledgements vii
Introduction
About this book 3
How to use this book 6
Part A: Practice
How to practise A.1–A.15 11
Practice material A.16–A.24 15
Preparation A.25–A.37 26
Feedback A.38–A.50 34
Part B: Language
General knowledge B.1–B.17 43
Improving your passive languages B.18–B.33 56
Improving your active languages B.34–B.85 63
Part C: Consecutive interpreting
Delivery C.1–C.25 99
Active listening and analysis C.26–C.69 111
Memory and recall C.70–C.99 148
Note-taking C.100–C.124 168
Reformulation C.125–C.128 186
Self-monitoring C.129–C.130 188
Split attention C.131–C.140 189
vi Contents
Part D: Simultaneous interpreting
Delivery D.1–D.6 197
Split attention D.7–D.22 200
Time lag/Décalage D.23–D.30 207
Anticipation D.31–D.42 213
Reformulation D.43–D.82 220

Self-monitoring D.83–D.90 250
Stress management D.91–D.108 254
Glossary 265
Bibliography 267
Index 273
Acknowledgements
I wouldn’t have managed to complete this book without
Tatiana’s help and
patience. Thank you also to all the interpreters quoted in this
book for their
wonderful ideas and to all the interpreter trainers with whom I
have discussed,
tested and tweaked these exercises. And to Cathy Pearson, who
gave me a shove
just when it was needed.
The publishers would like to thank St Jerome Publishing, Le
Monde, The
Guardian News and Media Limited, The Independent Print
Limited, R.J.C Watt
and Hasbro for permission to use their material. Every effort
has been made to
contact copyright holders. If any have been overlooked, the
publishers will be
pleased to make the necessary arrangements at the � rst
opportunity.

Introduction
About this book
Assuming Conference Interpreting is mainly a skill, very much
like one
of the more diffi cult sports, performed mainly by the
interpreter’s brain,
it becomes important to realize that the most diffi cult exercises
can only
be performed by the interpreter if he can draw upon a solid
reserve of
automatic refl exes which allow him to free his mind for those
parts of the
interpretative process which need his fullest attention.
Weber 1989: 162
Interpreting, despite the fact that it is often taught at
universities, is not an academic
subject; it is far more akin to a craft or a sport. One cannot
learn to interpret by
going to a lecture (or reading a book) and understanding an
explanation of how
interpreting works. Interpreting is a skill or, to be more exact, a
combination of
skills that one can explain and understand quite quickly, but
which take far longer

to master in practice. In practice, and through practice!
This book offers some guidelines for effective practice and a
compilation of
practice exercises drawn from conference interpreting literature
and teachers. As
such it is meant as a resource for students and trainers looking
for practice ideas.
Though the book is directed primarily at students and teachers
of conference
interpreting, it should also have much to offer those training for
other types of
interpreting – court, community, sign language etc.
There are a number of simple ideas underpinning this book.
First is that
mentioned above, that to learn to carry out a skill we must
practise, repeatedly.
Repeated practice of a skill allows us to internalize it, that is to
say, arrive at
a place where some part of what we are doing becomes
automatic and we can
complete the skill without giving it our full attention. This is
particularly important
in interpreting, because the mental capacity freed up in this way
will not go to
waste. It will be put towards the other skills that go to make up
interpreting.
Second, complex skills can be broken down into their
component parts, which
can then be practised in isolation. Interpreting is a complex
skill. It involves doing
a number of different things at the same time, some of them
relatively simple,
some less so. In this book the skills that go to make up

conference interpreting
4 Introduction
have been split up and exercises offered for each one. Each of
these skills may
well be new to the would-be interpreter and it is useful to learn,
and practise, new
skills one at a time, adding another only when the previous one
has been mastered.
By practising each skill in isolation you can concentrate on
achieving the
necessary degree of internalization for it without the distraction
of trying to
complete the other tasks at the same time.1
Let me draw an analogy with swimming. A competitive
swimmer under the
instruction of a quali� ed coach will regularly swim with a �
oat between their legs
(thus immobilizing them) in order to concentrate on the arm
movements alone.
Similarly, they will hold the � oat in outstretched arms to focus
on the correct
leg movements. The techniques for turning around at the end of
each length and
breathing correctly are also practised in isolation. Only when
adjustments to these
elements have been made, and practised, in isolation will those
same adjustments
be introduced to the full stroke.
Isolating skills like this makes it possible to practise each one

in a more focused
way, allowing you to arrive at a stage where you have
internalized the skill, that
is to say, you can complete it automatically (without too much
thinking about it).
You can now direct the mental capacity thus freed up to one of
the other tasks,
until that too becomes automatic, and so on. Of course in
practice the progression
is never quite so deliberate and the isolation of skills never so
exact and total,
particularly for simultaneous interpreting. Nevertheless the
approach is still sound
enough to be used as a complement to your other work.
Third, you don’t have to interpret to get better at interpreting.
You will interpret,
of course. But you don’t have to, indeed you should not, only
interpret. This is
particularly true in the early stages, when interpreting will be
far too dif� cult for
you and therefore potentially discouraging. But it is also true
while interpreting,
when you come across particular problems that are dif� cult to
address.
Fourth, a change is as good as a rest. We can practise the same
skills in many
different ways, or always in the same way. Using different
exercises to practise
the same skill can help bring a new angle to an old problem and
therefore help us
� nd solutions where perhaps we had become stuck in a rut.
Last, variety is the spice of life. Having a variety of exercises at
our disposal

will help us avoid boredom, keep us on our toes and as a result
keep us motivated
in our quest to master the complex skill that is conference
interpreting. A quest
that is likely to take several years.
The practice exercises included in this book have been
suggested by interpreter
trainers, interpreters and student interpreters; adapted from
ELTA2 classes; taken
from conference interpreting literature; or, to a much lesser
extent, invented by
the author. Where an exercise has been taken directly from a
published text, I
refer to the author, year of publication and page number, for
example (Kalina
2000: 179), and further information about that publication can
then be found in
the bibliography. In the case of exercises that are widely
known, or have been
‘invented’ independently by various people and appear in a
published text of which
I am aware, the reference appears as follows: ‘also Sainz 1993:
139’. Where the
works of several authors are cited in the same place, they
appear in chronological
About this book 5
order according to the publication date. Unpublished exercises
that I can attribute
to individual teachers are annotated with the name of the
teacher in question, for
example, ‘Poger’. There are no doubt also exercises that appear

in conference
interpreting literature that I have not read and are therefore not
credited to any one
author. My apologies to any author whose exercises are not
properly credited to
them here.
Where the original mention of an exercise was overly concise, I
have elaborated,
sometimes considerably, on the aims and instructions for that
exercise. Where
essentially the same exercise is described slightly differently by
different sources,
I have approximated the versions of that same exercise. And in
some cases I have
also suggested a number of variations on, or examples of, an
exercise that the
original source did not.
Not all exercises in works cited in this book have been included
here. For
example, where exercises were described unclearly in the
original, or appear
to relate to types of interpreting other than conference
interpreting, they have
not been included here. Also, where exercises in other works
are self-contained
examples (eg. ‘translate the following idioms’) that cannot
obviously be repeated
with other material, they have also not been included here.
In most cases I make no judgement on the effectiveness of any
of the exercises,
on some of which interpreter trainers have strong and differing
views. Empirical
evidence on the subject is, however, almost non-existent.3 I

simply suggest that
you try the exercises out, and if they work for you then that is
good enough. The
exercises can be done by students alone or with the help of a
teacher.
Some of the exercises involve more than one skill, so by
changing their focus
they can be used to practise different things. As such there is
some repetition
in the list of exercises. Each exercise is also described so as to
be applicable
immediately without reference to other exercises. There is
therefore also some
repetition between similar exercises or variations on a single
exercise in any given
part of the book.
The book does not address the principles of good interpreting
(which are
described elsewhere: Jones 1998; Seleskovich 1968 and 2002)
but rather how to
practise some of those principles that are generally held to be
valid.
This book is loosely based on an earlier publication, Conference
Interpreting
– A Students’ Companion, published in 2001 in Cracow, Poland.
The fact that this
work is unavailable outside Poland, and the need to thoroughly
update and revise
it, are behind this new publication.
How to use this book

This book is not intended to be read from cover to cover but
used as a reference
work to be dipped into as and when necessary. And the
exercises are meant as
a complement to your normal interpreting practice, not a
substitute. Similar
exercises are grouped together where possible, but that doesn’t
mean that you
should do the exercises in the order they are presented here –
this is not a course
book. Nor should you try to do all of the exercises in the book –
that’s probably
not even possible! Instead, you should work out, perhaps in
consultation with
a teacher, what skills you need to work on and then you can
look up practice
exercises for those skills here. Interpreter trainers looking for
ideas to help
students with a given skill can turn to the appropriate section of
the book or check
the index to � nd a suitable exercise. Where possible, similar
exercises within each
chapter have been grouped together, so do browse back and
forth either side of the
exercise you’re looking at.
The exercises are not ranked by effectiveness. They are
organised thematically
and if you want an opinion on the effectiveness of any exercise
you should speak
to your teachers. Neither are they organized as being suitable
for beginners,
intermediate or advanced students, because these labels are dif�
cult to ascribe
reliably to interpreting students who will experience different

problems at
different stages of their courses. You might be relatively
advanced in one skill
while struggling with another, while your colleague who started
at the same time
as you has the opposite skill-set.
The four main sections of the book, A, B, C and D, are divided
into a number of
sub-skills. For example, Delivery, Analysis, Note-taking etc., so
if you’re looking
for exercises to practise analysis in consecutive you should turn
to section C,
exercises C.26–C.69, where you’ll � nd exercises designed to
practise that speci� c
skill.
Acknowledgements vii
Introduction
About this book 3
Part A: Practice
How to practise A.1–A.15 11
Practice material A.16–A.24 15
Preparation A.25–A.37 26
Feedback A.38–A.50 34
Part B: Language
General knowledge B.1–B.17 43
Improving your passive languages B.18–B.33 56

Improving your active languages B.34–B.85 63
Part C: Consecutive interpreting
Delivery C.1–C.25 99
Active listening and analysis C.26–C.69 111
Memory and recall C.70–C.99 148
Note-taking C.100–C.124 168
Reformulation C.125–C.128 186
Self-monitoring C.129–C.130 188
Split attention C.131–C.140 189
Part D: Simultaneous interpreting
Delivery D.1–D.6 197
Split attention D.7–D.22 200
Time lag/Décalage D.23–D.30 207
Anticipation D.31–D.42 213
Reformulation D.43–D.82 220
Self-monitoring D.83–D.90 250
Stress management D.91–D.108 254
Glossary 265
Bibliography 267
Interpreter trainers 271
Index 273
8 How to use this book
Similarly, you’ll � nd an index at the back of the book which
lists all the exercises
by skill targeted and which also tells you the type of exercise –
spoken, text-based
etc – and the number of people needed to do it.
Technical terms relating to conference interpreting are marked

with an asterisk
and explained in the Glossary at the back of the book.
Notes numbered in the text will be found at the end of each
Part.
Notes
1 The isolation of component skills during practice and training
is also advocated in
Weber 1989: 162; Van Dam 1989: 168; Seleskovitch and
Lederer 1989: 133; Moser-
Mercer 1994: 66.
2 ELTA: English Language Teaching to Adults.
3 For a detailed description of the limited experimental data
available see Pöchhacker
2004: 184.
Part A
Practice
How to practise
One cannot achieve a high level of competence in interpreti ng
only by

attending time-tabled interpreting classes. That’s why students
have to
practise outside class time.1
Heine 2000: 214
A.1 Practise often
Practise often. Five days per week is a reasonable timetable.
That’s often enough to
mean you never get out of practice, and you continue getting
better. But practising
a lot doesn’t mean you’re not entitled to some rest time.
A.2 Practise in short sessions
Be aware that practising twice for thirty minutes in one day,
morning and then
afternoon, may be better than one session of one hour. And that
one hour per day
for a week is de� nitely better than seven hours practice on one
day and nothing
for the rest of the week.
A.3 Don’t only interpret
If you are a student interpreter, you probably love inter preting.
And if you have
the choice between doing any type of course work or practice
and actually
interpreting, you will choose interpreting every time. But
practice does not have to
be interpreting to be useful. So treat yourself to non-
interpreting practice activities
on a regular basis. You’ll � nd plenty of them in this book.
A.4 Practise skills in isolation
It is possible to break interpreting down into its component
skills and practise

them in isolation, or practise some but not all of them at the
same time. This is the
concept underlying much of this book. So read on!
Source: Van Dam 1989: 170; Weber 1989: 164;
Seleskovitch and Lederer 1989: 133; Moser-Mercer 1994: 66;
Gillies 2001: 66
12 Part A – Practice
A.5 Practise with an aim
Set yourself an aim for each practice session. For example,
‘Today (or this week)
I’m going to concentrate on good delivery.’ Early in the course
the skills you
practise should probably re� ect the content of your lessons.
Many courses, for
example, teach delivery and memory skills � rst and, say, note-
taking later. You can
practise a new skill in each practice session or for a few days or
weeks at a time.
This also has the advantage of giving you interim goals to aim
at and achieve. This
allows you to see progress being made, which is likely to
increase your motivation
levels, not least of all because progress in interpreting as a
whole is very dif� cult
to see over short periods. You might notice an improvement
between January
and April, but it is unlikely that you’ll see a tangible
improvement in your work
from one week to the next. However, if you practise delivery
skills in isolation,
for example, you can make signi� cant and visible progress in a

matter of days or
weeks.
Source: Gillies 2001: 66
A.6 Think about your work
Take time out to think about your interpreting performance, and
discuss it with
others. Learning comes not only from doing, but from thinking
about what you’ve
done. Only you can actually learn, no-one else can learn for
you.
A.7 Take a break
Stop practising if you are getting tired. If you recognise that
you are tiring, then
your interpreting has probably already been less than your best
for 10–15 minutes.
So stop!
This doesn’t apply to class and exam situations, of course,
where you will just
have to battle through. That’s also part of interpreting. But if
you’re practising, it’s
best to stop and come back to it when you’ve had a break.
A.8 Don’t force yourself
Interpreting requires all your effort and motivation. Anything
less than 100 per
cent and you will not produce your best performance. So don’t
practise if you
don’t want to. And if you � nd that you don’t want to practise
all that often, then
you know that interpreting isn’t for you.
A.9 Start interpreting into your best language

Begin by learning to interpret into your best active language�.
Later, when you are
comfortable with that, and if you have a second active language,
start practising
interpreting into that language. Practise all of your language
combinations.
Source: Déjean Le Féal; EMCI 2002: 28
How to practise 13
A.10 Practise in groups
For most people, working in groups is more fun than working
alone or in class.
Groups should be of 2–4 people for consecutive�: you’ll need
at least one speaker
and one interpreter; in consecutive the speaker can double as
the audience.
For simultaneous, groups should be of 3–6 people. You need
more people for
simultaneous because the speaker cannot listen to the
interpreting as they can in
consecutive. That means you’ll need one speaker, one
interpreter and one listener
to make a group.
There are a number of advantages to practising in groups rather
than alone
or only in class time. Working with other students and preparing
speeches for
one another means that you will have plenty of practice material
(speeches) to
interpret and that they will be pitched at the right level of dif�
culty. Speeches

that student interpreters give tend to be simpler in structure,
logic and vocabulary
than authentic speeches and this is as it should be for the � rst
part of your course.
Start simple and work up. Preparing and giving the speeches is
also useful for
you and shouldn’t be considered simply an exercise in altruism.
As you’ll see
in the exercises below, creating speeches is an exercise in
understanding speech
structure and note-taking, while giving a speech trains note-
reading and public-
speaking skills in isolation.
A.11 Shake it up
Don’t always work with the same people when practising. Work
with a variety of
other students, not only your best friend on the course. That
way you are also less
likely to develop bad habits or get too used to the same speaker
and speech type.
A.12 Listen to each other
One of the simplest ways to train your ability to listen to, and
monitor, your own
interpreting performance is to listen to and assess those of your
fellow students.
It’s easier because when you are interpreting and trying to listen
to yourself you’re
doing several things at once, including monitoring your
performance. Here you
are only listening and assessing, not interpreting as well.
Always listen with particular criteria in mind; for example, is
the delivery
good, do the main points make sense, is the language register

appropriate? And try
to listen for only one or two of these criteria, and not always all
of them at once.
Listening to others is also useful because most students make
similar mistakes
and a limited number of types of mistakes. So the person you’re
listening to
probably has some of the same interpreting problems as you.
Obviously, simultaneous interpreting can and should also be
practised alone
from recorded material (and with a dictaphone to record
yourself); consecutive
can also be practised in this way if needs must. But the
reactions of others, and the
opportunity to listen to their work yourself, are invaluable.
Source: Heine 2000: 223
A.13 Be a listener
The temptation with simultaneous is for lots of people to
interpret the same
speech, and no-one to listen to the interpreting. Resist it! Don’t
all go into the
booths and interpret just because booths are free. Listeners can
listen to only the
interpreter, or to the interpreter and original speech
simultaneously; both are valid
and useful exercises.
A.14 Work with listeners who need interpretation

Very often we practise with people who have the same language
combination
as we do. And that means that their assessment of your
interpreted version of
a speech is in� uenced by their knowledge of the source
language and/or their
understanding of the original speech. That’s often very useful of
course, but you
need not always work with a listener who understands the
source language.
It is very useful to have a ‘real’ listener who ‘needs’ the
interpreter to understand
the speech. Afterwards ask them simply whether they
understood what was being
said. Their questions about what was not clear are often
extremely helpful in
highlighting the major problem areas, as opposed to the minor
errors that listeners
who understand both the source and the target languages tend to
highlight.
A.15 Get non-interpreters involved
You needn’t work only with your classmates. Other people –
family, friends,
anyone who can be roped in to listen – will do. These listeners
will often be more
demanding and perhaps more perceptive in their analysis of
your work than you
are. At the very least they will offer a different point of view on
it. Whether it’s
fellow students or other people who are listening, the fact of
having someone
listen to you is important. Interpreting is about communicating
between people,
something one can forget when practising alone from recorded

speech after
recorded speech.
Practice material
The type of speech you use to practise interpreting can make, or
break, your
interpreting practice. Interpreters don’t (barring rare
exceptions) interpret
newspaper articles or PhD theses, nor music lyrics or poetry;
they interpret spoken
discourse in certain very speci� c contexts. You should seek to
use the same types
of speeches and recreate the same types of situations.
Similarly, a speech that is too dif� cult is not useful. It will
demoralize you
and not give you the opportunity to work on the skills you are
learning. A speech
that is too easy, on the other hand, will not push you to
improve. Don’t just try to
interpret the � rst thing that you lay your hands on. Think about
the material you
practise with – for your own sake and that of your fellow
students!
A.16 Use appropriate types of speeches
Be aware that the type of speech that we are asked to interpret
consecutively
is different to that which we are asked to do simultaneously.
Take this into
account when looking for speeches and the texts of speeches.
Debates in national
parliaments, for example, are never interpreted consecutively,

whereas ceremonial
openings of new buildings often are. If possible choose the type
of speech that
might have been interpreted in consecutive; for example…
After-dinner speeches at banquets or to open receptions are a
classic
example . . . the opening of a cultural event held at a centre like
the British
Council or Goethe Institute. . . . the opening of a French
supermarket in
Poland, or the launch of a German boat in Korea. It could be a
foreign
winner of an award making an acceptance speech in their own
language,
or a composer’s 70th birthday at the Philharmonic.
Gillies 2005: 3
The texts of these speeches can often be found on the websites
of government
ministries, companies or associations. Speeches by ambassadors
or embassy staff
are particularly well suited since they are very often given by a
person of one
nationality to those of another, and some type of communication
between cultures
is being attempted. Try to avoid speeches of more than two
pages of A4, which is
already quite a long speech.

If you’re looking for speeches on national ministry websites
you’ll � nd that
it is often not the minister themselves, but the lower ranking
ministers, under-
secretaries etc., who give these sort of speeches.
When preparing speeches yourself, try to mimic these situations
and types of
speeches.
Example
Members of AustCham, ladies and gentlemen,
It is a great pleasure to be here this evening, almost 25 years to
the
day since I arrived in Hong Kong as a young diplomat for
language
training before I started my fi rst posting at the Australian
Consulate-
General in Hong Kong...
F. Adamson, Australian Ambassador to China
Speech to China-Australia Chamber of Commerce
27th October 2011
http://www.china.embassy.gov.au/bjng/01112011speech.html
A.17 Use speeches of the right level of dif� culty
Material used for practice should be appropriate for the stage of
the course and
for interpretation purposes. By this I mean that debates in
national parliaments
are not suitable for the � rst week of a course, indeed the � rst

half of the course,
because they are too dif� cult and too fast. News broadcasts,
which many student
interpreters seem to fall back on, are not suitable for
interpretation at all. They
bear little relation to what is interpreted by working interpreters
in that the content
varies wildly every 60 seconds; it is written language being read
out; it’s extremely
dense, much denser than the spoken word, because news
programmes are trying to
pack as much as possible into a limited time slot. Be aware also
that most of the
authentic recorded speeches available on the internet are far too
dif� cult for all but
the later stages of your course. Don’t hesitate to ask your
teacher for their opinion
about the degree of dif� culty of the material you’re using for
practice. And in all
things start with the simple and work upwards.
http://www.china.embassy.gov.au/bjng/01112011speech.html
Practice material 17
Graduation of speech diffi culty according to
Seleskovitch and Lederer
The following classifi cation of diffi culty might serve as a
general guide:
• narrative speech on a familiar topic
• argumentative speech on a familiar topic
• narrative speech on a new topic
• argumentative speech on a new topic

• stylistically sophisticated speech on a familiar topic
• stylistically sophisticated speech on a new topic
• topic requiring preparation
• descriptive speech requiring terminological preparation
• rhetorical speech
Seleskovitch and Lederer 1995: 53
Graduation of speech diffi culty according to Lederer
Subject progression:
• practical
• abstract
• expressive
Speech type progression:
• narrative
• argumentative
• descriptive
• expressive
Lederer 2001: 177
Examples
One of the best places to � nd a ‘narrative on a familiar
subject’ is in a fairytale.
Get someone to tell a fairytale that the listener does not already
know. (This
works best if you are lucky enough to be in a very multi-
national group with
different traditional fairytales.) The ‘interpreter’ listens and
then retells the story.
Of course, you will quickly run out of material and you’ll need

to move on to more
conventional ‘narratives’, like events in the news.
The following speech, on the Deepwater Horizon oil-platform
disaster in
2012, might be considered a ‘narrative on a familiar subject’
according to the
Seleskovitch and Lederer scale above, or as ‘practical’ and
‘narrative’ according
to the Lederer scale. ‘Narrative’ because it tells the story of
events and the
President’s movements; ‘familiar’ because anyone reading the
newspapers in
2010 would have seen countless articles on this subject; and
‘practical’ because it
describes events in straightforward, non-abstract terms. So this
speech could be
considered as relatively easy practice material.
Good evening. As we speak, our nation faces a multitude of
challenges.
At home, our top priority is to recover and rebuild from a
recession that
has touched the lives of nearly every American. Abroad, our
brave men
and women in uniform are taking the fi ght to al Qaeda
wherever it exists.
And tonight, I’ve returned from a trip to the Gulf Coast to speak
with you
about the battle we’re waging against an oil spill that is
assaulting our
shores and our citizens.

On April 20th, an explosion ripped through BP Deepwater
Horizon
drilling rig, about 40 miles off the coast of Louisiana. Eleven
workers
lost their lives. Seventeen others were injured. And soon, nearly
a mile
beneath the surface of the ocean, oil began spewing into the
water.
Barack Obama, US President
15 June 2010
http://www.whitehouse.gov/the-press-offi ce/remarks-president-
nation-bp-oil-spill
The following speech, on the other hand, could be considered
dif� cult because,
according to the Seleskovitch and Lederer scale above, it is
‘high register’ and/
or ‘expressive rhetoric’. According to the Lederer scale it would
also be dif� cult
because it is ‘abstract’ and ‘expressive’.
We gather every year in Heerstraße, and in Commonwealth
Cemeteries
across the world, to remember those who fought and fell in
combat.
We gather today in solemnity and with dignity to contemplate
the
sacrifi ce of those who went before, a sacrifi ce which ensured
that we
meet today in freedom and with hope. In this cemetery are
interred
the remains of soldiers, sailors and airmen from the United

Kingdom,
Canada, Australia, New Zealand, South Africa, undivided India
and
Poland. We honour their memory.
Simon McDonald, British Ambassador to Germany
13 November 2011
http://ukingermany.fco.gov.uk/en/news/?view=Speech&id=6915
22882
http://www.whitehouse.gov/the-press-offi ce/remarks-president-
nation-bp-oil-spill
http://www.ukingermany.fco.gov.uk/en/news/?view=Speech&id
=691522882
If you � nd yourself getting into dif� culties with a certain
type of speech,
for whatever reason, go back to a simpler type and start again
from there. Be
considerate also of your fellow students. When preparing
speeches for each other
for practice sessions, think about whether the speech is
reasonable or not, because
unreasonable is also unhelpful.
Likewise if your colleague has asked to concentrate on one skill
in isolation,
for example good intonation during delivery, then a slower
speech will be more
useful than a very fast one. If you want to experiment with a
longer time-lag� or
new ideas for reformulation, a simpler speech will be more

helpful.
A.18 Use speech transcripts
Many of the exercises described in the following chapters can
be done with the
spoken word or with the text of a speech. So I consider the
transcripts of speeches
as much a part of practice material as spoken speeches
themselves. You will
probably do more exercises from texts in the early part of your
course than later.
Try to use the texts of speeches that were actually spoken rather
than
newspaper or magazine articles, which have a different structure
and purpose. But
be aware that written speeches are often written down before
they are spoken, not
afterwards! As such they can sometimes be dense and dif� cult.
The texts of these speeches can often be found on the websites
of government
ministries, embassies, companies or associations.
~ t opOat8dat 13:41 (UKtmol6J,,2012
(Mr em Oas'y
, Ou r AmOass ador
S~OOS ar.d illlerviews
Locat ion & acees .
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Worl< ir.glor L>S
EmOassy History
Other locat ions
Speeches, articles and interviews
Creating growth in mature
economies : A British perspective , 3
July 20 12 (PDF , opens in new
w indow)
Initiative HauptstadtfnJhstiick: Is the
euro threaten ing to break up
Speeches, articles andSpeeches, articles andSpeeches, articles
and
A.19 Use appropriate texts for sight translation
If you’re doing any of the exercises in this book that involve
sight translation, be
aware that in the course of an interpreter’s work not all texts are
equally likely to
be translated on sight. Newspaper articles, literature and
dialogue, for example,
are very rarely translated in this way. Formal statements,
resolutions and press
releases, on the other hand, are. Use these types of text when
practising. You can
also ask your teachers what other types of text they sight
translate when working.

That is not to say that you won’t be asked by your teachers to
sight translate
other types – with good pedagogical reasons – but in your own
practice stick to
those types of text most often translated on sight in the real
world.
A.20 Prepare and give speeches yourself
The best way to guarantee suitable speeches in the early part of
the course is to
prepare them yourselves or have your teacher do it. Your
teacher is unlikely to
have time to prepare speeches for all your practice sessions, so
the sooner you get
into preparing them yourself the better.
Use a speech transcript as a starting point, noting down the
main arguments and
points. Add some of your own information, from your
preparation, and then put
the transcript away and give the speech from your notes. You
will most likely have
a much simpli� ed version of the original that will make ideal
practice material for
your colleagues.
A.21 Prepare two-column structure maps
Aim: to create speaking notes for practice.
You will need: a piece of paper, a speech transcript.
Take the transcript of a short speech, or part of a speech (not
longer than one page
of A4), and lay it out next to a blank page of A4 on which there
is only a vertical
line about a quarter of the way across, dividing the page from

the left.
In the left-hand column created on the blank page note what you
think is the
function of that part of the speech. (For a more detailed
description of structure
maps see C.44 and C.45). In the right hand column note a
minimum of information
that will help you to recreate the speech. When you’ve done
that, put away the
original speech and try to recreate the speech from the structure
map.
Example
I want to make one very simple point in this speech. To the
police, housing
offi cers, local authorities – we’ve listened, we’ve given you the
powers,
and it’s time to use them.
You’ve got new powers to deal with nuisance neighbours – use
them.
You’ve got new powers to deal with abandoned cars – use
them.
You’ve got new powers to give fi xed penalty fi nes for anti -
social
behaviour – without going through a long court process, use
them.
The new legislation, the ASB Unit in the Home Offi ce, this
Action Plan

we launched today has been two years in the making. In this
time, I have
visited many estates and talked to local people about their
concerns.
Two things emerged. First, ASB is for many the number one
item of
concern right on their doorstep – the graffi ti, vandalism,
dumped cars,
drug dealers in the street, abuse from truanting school-age
children.
Secondly, though many of these things are in law a criminal
offence, it
is next to impossible for the police to prosecute without
protracted court
process, bureaucracy and hassle, when conviction will only
result in a
minor sentence.
Hence these new powers to take swift, summary action. The
FPNs
were piloted in four local areas. Over 6000 fi nes were issued.
The only
complaint of the police was that the powers weren’t wide
enough. So
we have listened, we have extended the powers, extended who
can use
them, and made them from early next year when the Bill
becomes law,
nation-wide.
Tony Blair, PM of UK
October 2003

What is he going to
say?
List of new
powers, 1
new power 2
new power 3
background
2 points, 1
2
Therefore...
...conclusions
Police, etc
Use new powers!
noise
cars
anti-social
2 years preparing

law, new ASB unit, Action plan
ASB big concern
police helpless cos red tape
light sentences
new FPNs = swift action
4 pilots
6000 fines
extended powers!
A.22 Prepare speaking-notes on a single page
Aim: to create speaking notes for practice.
You will need: a piece of paper.
In preparing speeches that you will give for interpreting
practice, set yourself the
task of preparing your speaking-notes on a single piece of paper
(not bigger than
A4!). This limitation will force you to think more about what
you are going to say
and to speak more freely when you deliver the speech.
Source: Walker, D.; Nolan 2005: 298
A.23 Prepare speeches in consecutive note form

Aim: to make preparation time more ef� cient.
You will need: speech transcripts, a note-pad.
Prepare speeches for lessons and practice sessions in
consecutive note-taking style
and use those notes to give your speeches. These notes will not
correspond exactly
to what might have been noted from a spoken speech (the role
of memory will be
different if we prepare hours/days in advance, for example);
however, it can still
be a very useful exercise. You can use either speech transcripts
as a starting point,
or prepare a speech of your own from material you’ve
researched.
By preparing speeches in this way you will be practising note-
taking techniques
(i.e. brevity and clarity of our notes, familiarizing ourselves
with the use of
diagonal notes or margins, for example) but without the time
pressure associated
with note-taking from live speeches. When giving the speech to
colleagues you
are practising note-reading and delivery, while hopefully those
interpreting the
speech have a well delivered, � uent speech to practise from. In
this way you are
using your practice time more ef� ciently.
Example
Ladies and Gentlemen. Let me warmly welcome our
distinguished
Chinese guests to Austrade’s Business Club Australia, a hub for
business meetings throughout the Olympics. Let me also

congratulate
China on the terrifi c start to the Beijing Olympics – the events
have been
sensational, the facilities are fantastic, and China’s friendliness
and
warm hospitality will ensure that these will be a great Olympic
Games…
Australian Minister for Trade, Simon Crean
11 August 2008
Beijing
+
I
I
events
facilities
ZH friend ns
Hosp
hi
__________
congrat

__________
✓
__________
�
__________
ZH o
(to Austrade Bus. Club)
(Olympic hub)
ZH/
(Olymp start)
✓ games
A.24 Prepare technical speeches
Aim: to acquire the semi-technical terminology that educated
native speakers
have in a broad range of subjects.
You will need: at least one other person.
Prepare speeches in which you explain technical issues. To do
this you will have
to research the subject and understand it, and all the other

students will bene� t
from the speech you give. If several students do this, then
you’ll have practice
material to interpret from and you’ll all save a lot of time
researching. Below is an
example of (part of) a speech you could easily prepare on a
fairly technical subject
without too much dif� culty.
Example
Good morning, today I’d like to spend a few moments talking
about
how crude oil is refi ned and the multitude of products that the
resulting
products go to make up. You might think oil is used only to
make fuels,
like kerosene, petrol and fuel oil, but you’d be very wrong, as I
will explain
later.
I don’t want to talk about extracting the oil from the ground,
that’s the
subject for a different debate, but only about refi ning and the fi
rst major
step in the refi ning process is fractioning.
Crude oil is not a uniform substance, it’s actually made up of
many
different hydrocarbons (molecules made up exclusively of
hydrogen and
carbon atoms) with a variety of properties. Before we can make
useful
products out of them they have to be separated from one
another. One
of the different properties these different hydrocarbons have is a

different
boiling point, and this means that they can be separated from
one another
by fractional distillation, ‘fractioning’. The crude oil is pumped
over a
heating installation and then into the bottom of a fractioning
column...
Sources: Howitworks.com, Wikipedia, OSHA Technical manual,
BP.com
Source: Martin and Padilla 1989: 245
http://www.Howitworks.com
http://www.BP.com
Preparation
Pedagogically, it’s important that the students themselves do the
research
and the preparation, not the teacher.
The techniques of interpreting and understanding the words you
hear in a given
speech are two distinct elements of what you are trying to learn
to do: be a
conference interpreter. The best way to concentrate on
practising the techniques
is to eliminate, as far as possible, the problems of understanding
the vocabulary
and understanding the concepts that will come up. In other
words, prepare the
topic so that you know what is being talked about and you

aren’t surprised when
interpreting by the technical terms relating to that � eld. How
to deal with terms
you have never heard before is of course a technique in itself,
but you should try
to limit the number of unpleasant surprises you get in any
speech.
Preparation will also serve to widen your general knowledge
and exposure
to the language, two elements discussed elsewhere in this text
that are useful for
student interpreters.
A.25 Read around your subject
Aim: to prepare class-speci� c terminology and knowledge.
You will need: some preparation time.
Read articles on the same topic in both languages. The Internet
is full of how-it-
works websites, encyclopedias, newspapers and magazines to
help you. Thus you
will avoid literal translations and see how similar ideas � are
expressed in two (or
more) languages without language interference�.
In interpreting, forewarned is forearmed. If you’ve seen
something before,
because of your preparation, then it will be much easier to
interpret.
Preparation 27
A.26 News round-up

Aim: to become familiar with current affairs.
You will need: at least two other people.
Each week one or more students prepare newspaper cuttings of
the week’s main or
interesting news. Each topic should be covered in an article in
each of the relevant
languages. Photocopies of the compilation are distributed to all
students. Sharing
the workload means more ef� cient use of time.
Reading about the same events in different languages will
increase familiarity
with the political and economic terminology whilst avoiding the
pitfalls of literal
translation. This exercise is not so much a preparation exercise
for a speci� c topic,
but for all topics.
A.27 News round-up presentation
Aim: to make preparation time (and knowledge gathering) more
ef� cient by
pooling resources.
Once or twice a week one person presents a summary of the
main news of the
past few days. Tasks can be divided up within the group. For
example, one person
could present the news from each country, or alternatively one
person could
present national news, one Asian news, another European news
etc.
Reading the newspapers won’t immediately appear to be
improving your

general knowledge, but it’s a habit worth getting into. The
bene� ts will come after
a year or two of regular reading, when you � nd that you can
name the ministers or
describe political issues from other countries, which you
wouldn’t have been able
to do before. By sharing the workload in the way described in
this exercise you
take some of the hard work out of that reading.
A.28 Pool your resources
Aim: to make preparation time more ef� cient by pooling
resources.
Topic preparation takes up a lot of time: reading around a
subject, identifying the
main issues, making a useful but brief list of important terms. It
all takes time and
it seems as if you just don’t have enough free time to do
everything your teachers
are asking of you. Get together and pool your resources, so that
one or two people
take responsibility for preparing the ground on a given subject
and present their
results to the group. One idea is to create a cyclical topic
preparation system for
classes or practice sessions like the one below.
Example
Week 1

• students (and teacher) agree on subject areas for interpreting
classes and practice in 2 week’s time.
• 2 students read around the subject and prepare articles /
vocabulary
before the next practice session.
Week 2
• the same students hand out prepared texts and vocabulary to
the
others who read it before week 3.
Week 3
• all students are prepared for the subject of the week’s lessons/
practice sessions.
By repeating the three stages each subsequent week with
different students and
subject areas, we arrive at a well-prepared subject area for each
week’s practice
and/or lessons. You will also � nd yourself cooperating with
and checking each
other’s preparation; these are useful habits to learn. Also, your
reaction to how
your colleagues prepare will help hone your own preparation
strategies. What did
you � nd useful and less useful in their presentations, for
example? (The timing
mentioned above can be changed to suit your needs.)
A.29 Brainstorm
Aim: to anticipate language that will come up in practice.
You will need: two other people.

If you have chosen a topic for the speeches for your practice
session, start the
session with a quick round-up of vocabulary and expressions
you would expect to
encounter. Try to come up with collocations and whole phrases
rather than only
individual words.
Preparation 29
A.30 Brainstorm without a pen
Aim: to recall and speak terms and expressions in advance of
needing to do so
while interpreting.
You will need: a subject, at least two other people.
If brainstorming with colleagues, try not to write anything down
during the
session. At the end of the brainstorming session, try to write
down as many of the
terms, expressions and information items as possible.
In this exercise the aim of the brainstorming session is not to
create a list of
words or phrases on a piece of paper, but to activate them in the
interpreter’s mind
so that they can be recalled and used more quickly when
interpreting. Trying
to recall them at the end of the brainstorming session mimics
the recall powers
you will have to apply in the booth, and repeats, in a shorter
time period, the
brainstorming session itself. This repetition, and even the

mechanical mouthing
of the words to yourself, will help activate them.
A.31 Improvise from prepared information
Aim: to activate the terminology and concepts and actively
speculate on what the
speaker might say.
You will need: a subject you’ve prepared, at least two other
people.
Take a topic that has been prepared and on which you have read
a good deal of
material. Before the speaker starts giving the speech (or you
start looking at a
text for sight-translation), get the interpreter(s) to pretend to be
the speaker and
improvise for a few minutes on the topic.
Source: Béziat
A.32 Read around both sides of the argument
Aim: to identify the language elements that are characteristic of
a given view
point.
You will need: at least two articles or speeches representing
opposite views on
the same subject.
If you’re preparing for a class or a meeting in which two sides
of an argument are
likely to be aired, it’s useful to know not only the factual case
that representatives
of each side put forward, but also the type of language they use
to express those
arguments. As the interpreter you’ll have to speak for both
sides. What you will

sometimes � nd is not that the two sides simply disagree on a
given point, but that
they address entirely different subjects in their arguments.
Example
Until now, the growth of the UK’s
offshore wind energy capacity
has been slower1 than anticipated
because it is more costly than
experts originally predicted …
Offshore wind power is a much less
developed technology than onshore
wind. A total of 1371 offshore turbines
are now installed and grid connected
in European waters, spread across
53 wind farms in 10 countries. This
installed capacity produces enough
electricity to cover just 0.4%2 of the
EU’s total annual consumption. The
UK is by far the largest market with
568 installed offshore turbines and
a further 665 under construction.
But in terms of actual energy output2
for offshore, we are still building
the equivalent of the UK’s fi rst
conventional power station …
The 15 new potential offshore
sites will destroy4 forever the beauty
of the Berwickshire and East Lothian

coastline, the Firth of Forth, the Moray
Firth, the Northern Isles, the rugged4
coast of Sutherland, the Western
Isles, the Firth of Clyde and the
Solway Firth. A monstrous4 array of
turbines stretches from Lochboisdale
in South Uist to Tobermory in Mull,
completely engulfi ng4 Tiree and Coll,
stretching for more than 60 miles and
appearing on the Marine Scotland
plans as almost double the size of
the Outer Hebrides.4
Struan Stevenson
9 August 2012
http://www.struanstevenson.com/
media/speech/offshore_
windfarms_in_scotland
Offshore wind – a crucial tool
in the race to cut our carbon
emissions
Wind power is the fastest growing1,3
energy technology in the world. It
has proved that renewable energy is
ready and able to match conventional
energy technologies euro for euro,
kilowatt for kilowatt. The industry
has now developed technology
of suffi cient size, reliability and
effi ciency that it is ready to unlock

the vast offshore wind resources3
that exist around the world. In
Europe alone, the North and Baltic
seas boast massive wind resources
that have so far remained largely
unexploited.2
The ‘repowering debate’ in Europe
has already begun. Roughly two-
thirds (100GW) of the overall installed
coal-fi red generating capacity within
the 25-member EU is provided by
power plants that are over 20 years
old.3 This means that between 75
and 100 coal-fi red plants will retire3
within the next two decades. Europe’s
power sector must seriously consider
offshore wind farms, as offshore wind
is ideally positioned to replace this
retiring3 capacity. The wind industry
itself is ready, but only if supported by
European energy policy. Greenpeace
is therefore calling for a drastic policy
shift.
Greenpeace brochure
http://www.greenpeace.org/
international/Global/international/
planet-2/report/2006/3/
offshore-wind-
implementing-a.pdf
http://www.struanstevenson.com/media/speech/offshore_windfa
rms_in_scotland

rms_in_scotland
rms_in_scotland
http://www.greenpeace.org/international/Global/international/pl
anet-2/report/2006/3/offshore-windimplementing-a.pdf
Preparation 31
The numbering in the text above refers to the following points:
1. The two sides may simply say the opposite to one another.
2. Both sides use � gures to promote their case – absolute �
gures suit the anti
camp on the left, relative � gures suit the pro camp on the
right. Similarly, the
anti camp compares wind energy to other capacity (it’s a small
part), whereas
the pro camp highlights the potential!
3. The pro camp, on the right, portray young and modern being
better than old,
ageing and unchanged.
4. The anti camp, on the left, is very emotive about the impact
on the environment.

A.33 Create a debating society
Aim: to practise speaking in a formal register in your active
languages; practise
expressing views you do not hold personally.
Meet up with fellow students and debate issues that might be
debated at the sort
of international meetings at which interpreters work. Pick a
subject in advance
and assign speaking roles to each other; for example, for and
against the death
penalty, or environmentalist and climate change sceptic.
Debating from a point of
view that differs from your own is particularly useful.
Interpreters, like lawyers,
are called upon to advocate views that may be diametrically
opposed to their own,
but they still have to do their job to the best of their abilities!
This exercise is a great warm-up for interpreting on the same
subject later the
same day.
Source: De Clarens 1973: 123
A.34 Know thy speaker 1
Aim: to anticipate opinions and issues that will come up in a
speech.
You will need: a recording of a speech by a well-known
speaker, or one person
playing their role; information about when and where the speech
was originally
given.

A lot of your practice will involve giving speeches for one
another, but you may
also be practising from recorded speeches from the internet,
invited speakers, or
mock conferences. Whenever you are interpreting a named
speaker, ask yourself
(and answer) the following questions before the speech starts.
In order to make
this a habit, ask yourself the same questions whenever you are
listening to anyone
speak, be it radio interviews, TV discussions or a special
announcement made at
your school.
• Has the speaker written anything on the topic before?
• Does the location have anything to do with promoting
literature on
the topic?
• Is the speaker linked to any special causes, events, etc.?
• Where does the speaker generally voice his/her opinion?
• Is the speaker in any way related to the place housing the
event?
• Will the location infl uence the speaker’s words in any way?
• Why has this person been chosen for this occasion?
• Is the occasion incidental or of relevance to the location?
Source: Monacelli 1999: 17
A.35 Know thy speaker 2
Aim: to anticipate opinions and issues that will come up in a
speech.

You will need: a recording of a speech by a well-known
speaker, or one person
playing their role; information about when and where the speech
was originally
given.
Before you start interpreting any speech, ask yourself the
following questions:
• Who is the speaker?
• What is his nationality?
• What is his cultural background?
• What is his ‘thought-world’?
• What is he hoping to get out of the conference?
• What is the position of his government on this issue?
Source: Namy 1978: 28; Nolan 2005: 19
A.36 Work with real documents
Aim: to extract important information from large quantities of
documents.
You will need: real meeting documents.
Ask your teacher to supply copies of a set of meeting documents
(which they have
permission to distribute in this way). Some groups in some
institutions, like the
EU and UN, and many national parliaments, publish meeting
documents online
and you’ll be able to access them directly, but it’s often helpful
to have documents
from a teacher who can give you the background information to
a given meeting.

Preparation 33
You may also � nd annotating paper documents easier than
annotating digital ones,
but of course annotating .pdf documents will save you a lot of
printer-ink and
paper!
What you’ll notice is that the documents, reports etc., on a
given subject may
stretch to tens or hundreds of pages. So you won’t be able to
read it all. Ask your
teacher for tips on how to skim-read documents like this. For
example, you might
read the contents page � rst to get an overview of each
document. Or you might
� ick through looking at only the titles on each page.
Give yourselves a � xed time-limit to go through a large
document or pile of
several documents, for example 15 minutes only. You won’t just
be reading for
terminology, but also to get an idea of what the document is
trying to say, and to
whom. Highlight the most important messages, illustrations and
terms. Compare
with colleagues. Why did you highlight what you did?
Source: Makarova 1994: 201
A.37 Sight translation�
Aim: to activate� topic-speci� c terminology and idiom;
practise doing two things
at once in preparation for interpreting.
You will need: a speech transcript on the same subject as the

speeches you will
later interpret.
If you can � nd the text of a speech on a subject similar to the
one you are going to
interpret, then doing a sight translation of that text is an
excellent way to prepare.
It will give you an opportunity to practise actually using the
expressions and
terminology that you have collected while preparing. It may
sound trivial, but it is
much harder to work out, or recall, and then use a translation or
expression a � rst
time, than at any subsequent time. Consequently it is better to
make sure that the
‘� rst time’ is not in the booth, but part of your preparation.
Feedback
Feedback from classmates helps not only in identifying and
tackling
problems. It can and should encourage [students] and even help
to
reduce excess stress and frustration where necessary.
Heine 2000: 2232
Most of your interpreting practice will be in groups with other
students, not in a
classroom with an interpreter/teacher. It’s worth, then, taking a
moment to think
about the way in which you comment on each other’s
interpreting performances.

A.38 Focus on technique issues
Feedback has at least two distinct functions: to assess the
performance; and to
help the interpreter improve that performance for next time. The
latter is far more
useful; and as students who are not yet quali� ed and
experienced interpreters, the
former is almost impossible. If you want to improve for next
time you’ll need,
together with your teachers and training partners, to identify
why you are having
problems – that is to say, address technique issues.
In practice this means that you shouldn’t simply list lots of
minor errors. Try
instead to prioritize and comment on areas of the interpreted
speech where there
were more serious communication problems. This is particularly
important in the
early part of the course. Try to identify not only that there were
problems with
the interpreting, but why there were problems. Knowing which
mechanisms are
causing errors is far more useful than knowing what the errors
themselves were.
In other words, being told that you have made a mistake will
not, per se, make you
do it better next time. Being told why you made a mistake
might.
When you know why you’ve made a mistake, interpret the
relevant sections of
the speech again and try to correct the problem. If you can’t
work out why you’re
having problems yourself, or with other students, ask your
teachers. When you’ve

identi� ed the problem area, � nd an exercise in the index to
this book that will help
you practise the skill you’re having trouble with.
Feedback 35
A.39 Structure your feedback
Going through a list of points in chronological order may be the
most obvious
way to conduct feedback, but it’s not necessarily the most
useful. Before you start
giving feedback to another student, spend a few moments
looking at your notes
and ranking the points in order of importance. When you give
feedback, address
the most important points � rst. For example: three main points
� rst, hopefully
related to technique; then some minor points; at the end, return
to the main points
and repeat them. Make sure that the interpreter tries to improve
on them when
they next interpret.
When you make that last set of comments at the end of practice
sessions, don’t
introduce new comments that will be forgotten between now and
the next practice
session; recap on the most common or important problems.
A.40 Be positive
Don’t only comment on or correct mistakes when giving
feedback. Make a point
of highlighting things that went right as well!

Source: Harmer 1990: 239
A.41 Be disciplined about time management
Don’t get into never-ending discussions about an interpreting
performance or the
meaning of a given phrase. Time is of the essence. If you’re
working in groups,
set yourselves a time limit. For example, for a 10-minute
interpreting performance
the feedback should last no longer than 10 minutes. This means
that you waste
less time and do more practice. It also has the bene� cial side-
effect of focusing the
assessor’s mind on the main points that need to be made.
A.42 Use a feedback template
One way of making sure that feedback is consistent and useful
is to use a template
for your assessments. The table below is based on one suggested
by Anne
Schjoldager for the evaluation of simultaneous, but you should
add, amend and
customize this as you and your teachers see � t, or take another
template entirely.
You could either create one table per practice session, with
room for more
detailed comments, or you could create something like the table
below and assess
several performances on a single sheet. This makes it possible
to pick up on
recurring traits in your work. For example, the interpreter below
seems to have a
habit of adding � llers.

Example
Assessment criteria 1 2
1. Coherence and plausibility
Does it make sense as a whole? yes yes
Were there any non-sequiturs? no yes
Are there unfi nished sentences? no yes
2. Faithfulness
Are there serious omissions? no no
Are there unjustifi ed changes? no yes
Are there unjustifi ed additions? no yes
3. Delivery
Can everything be acoustically understood? yes yes
Are there fi llers? yes yes
Is the intonation unnatural? no no
Are there too many corrections? no yes
Is the interpreter convincing? yes yes
4. Language

Are there mispronunciations? no yes
Are there grammatical mistakes? yes yes
Is there source language interference�? yes yes
Is the language un-idiomatic? no no
Source: adapted from Schjoldager 1996: 190
Feedback 37
A.43 Write feedback down
If you’re the interpreter, write down what is said to you about
your interpreting
performance. Memory is a � ckle friend and we tend to
remember what we want to
remember. And that may not be the same as what we need to
remember!
A.44 Keep a logbook
One way of getting the most out of feedback is to record the
comments made
about your interpreting performances by your teachers and
fellow students. The
� rst step to solving problems is to be aware of them. Keeping a
record is the only
sure way of remembering and comparing your performances
over the year or two
of your course.
Make a distinction between issues of vocabulary and
interpreting technique.

Items of vocabulary tend to come up very rarely, and are
therefore less useful per
item. Technique issues will recur with greater regularity and are
thus much more
useful to you. One suggestion would be to note technique-
related comments at the
front and vocabulary at the back of the same book. Alternatively
you could keep a
book for each. As time goes by you can � ick through the pad
seeing how the same
problems recur, or what progress is being made (as comments
note change over
time). It can also be used in the booth to remind you of certain
do’s and don’ts.
Source: also Sainz 1993: 139; Gillies 2001: 68
A.45 Record your work
Record all your interpreting work! And listen to at least some of
it each week. And
then correct it!
Memory is not always reliable. After the event we may ‘forget’
the things we
less like to hear and remember only the things we like to hear.
In this way your
subconscious could stop you dealing with a technique problem
for quite some
time. Recording yourself whenever you work will add a little
more pressure and
motivation to succeed. Practising with no apparent pressure on,
you can let down
your guard and relax, something interpreters should never do
while working.
A.46 Analyse problems encountered

Knowing you are doing something less than well is a good start.
But you also have
to do something about the problem. So stop and think about the
mistakes you make
and the problems you have when interpreting. What caused your
dif� culties? Be
aware of why something is dif� cult or easy. Isolate problem
constructions, record
examples and practise interpreting them (for example, the
‘involved sentences’3
for which German is notorious). This applies both to
consecutive and simultaneous
interpretation.
A.47 Use Post-it notes
Feedback and comments from teachers or other students are all
very well. But can
you actually remember them, and more importantly put them
into practice, in the
booth or as you are about to start a consecutive?
Write down on a Post-it note or a piece of paper, in one or two
words, a
reminder to yourself of the element of technique that you want
to work on. Attach
it somewhere prominent (to you) in the booth. For example,
you might write
‘ERR’ to remind you not to say ‘er’ or ‘um’, or perhaps ‘WAIT’
to stop yourself
jumping in too early in simultaneous.
In consecutive, fold across the last page of your notepad, as i n

the illustration
below, and then return to the front of the note-pad. You can use
the protruding
bit of page to note these reminders without interfering with your
note-taking and
page-turning.
A.48 Rehearse
Don’t be afraid to interpret the same speech twice, once before
and once
immediately after feedback. In that way you can apply the
suggestions made
during the feedback session. This is why feedback at the end of
a session is less
useful (see above), because you won’t be able to act on it for
hours or days, until
you next interpret.
Immediate repetition makes it easier to correct errors of
technique mentioned
in feedback, because everything is fresh in your mind and
speci� c examples of a
problem can still be recalled.
NB If you interpret the same text several times, remember – the
aim of this is
not to get a word-perfect interpretation but rather to highlight
dif� culties and think
carefully about how to avoid falling into the same traps next
time round.
Source: also Lederer 2001: 174
Feedback 39

A.49 Collect solutions
In any language there are lots of common expressions and ideas
that do not lend
themselves readily to translation into other languages. Try to �
nd good versions
of these sort of expressions in your active languages and make a
note of them.
For example, all Polish parliamentary speeches begin ‘Wysoka
Izbo!’ (literally
‘Exalted Chamber’). Since we don’t address buildings in
English and you don’t
want to have to think about what a better version might be every
time you hear it,
you could note a version in your logbook – for example,
‘Honourable Members of
the House’, which is how British MPs begin their speeches.
Regular consultation
of your logbook and re-reading of these solutions will soon see
them committed
to memory.
A.50 Look for learning strategies
Your interpreting school will be the central point of your
studies, practice and
learning, but that doesn’t mean that it should be the exclusive
source of inspiration
for you. Different people learn in different ways, and learning is
not always linear.
Learning how you learn best can help you get the most out of
your studies.
Search for study strategies in libraries and online. Good
learning abides by
certain principles that are independent of the subject bei ng
learnt, so check out

what is out there.
Notes
1 ‘Die Regulären Dolmetsch-Lehrveranstaltungen … reichen
nicht aus, um eine hohe
Dolmetscherkompetenz zu erreichen. Aus diesem Grunde
müssen die Student
selbstständig weitertrainieren.’ Translation from the German by
Andrew Gillies.
2 ‘Die Rückkopplung seitens der Kommilitonen kann nicht nur
helfen, Mängel zu
erkennen und Probleme zu überwinden, die kann und sollte auch
Mut machen und ggf.
auch beim Abbau von übermässigem Stress und Frustration
helfen.’ Translation from
the German by Andrew Gillies.
3 ‘Schactelsätze’.
Part B
Language
In this part the activities will help you to improve your
knowledge of your
languages and your language skills, focusing on:
General knowledge

Improving your passive languages
Improving your active languages
The vocabulary of a language is boundless and one must
continually
work to expand one’s knowledge of it.
Seleskovitch 1968: 1331
In practice it is essential to radically separate exercises aiming
at
perfecting language skills and exercises calling on translation
skills.
Pergnier and Lavault 1995: 7
At advanced levels, where grammar has been more or less
mastered, the main
difference between foreign students and native speakers is that
the latter have
been exposed to their language for many years, over thousands
and thousands
of hours. As a result they have a wider cultural and contextual
understanding of
the language, a wider vocabulary and a command of a wider
range of registers.
Constant contact with the language and the subjects that are
discussed in that
language means that native speakers have a huge head start on
foreign learners.
Students of foreign languages therefore have considerable
ground to make up,
and this can only be done by maximizing language exposure.
For students of
interpreting this will often include at least one year living in the

country concerned,
but even this pales into insigni� cance next to the twenty-� ve
or more years an
adult native speaker has spent immersed in their language. We
must, therefore,
continue maximizing language exposure wherever we are.
All of the exercises listed in this part of the book are meant as a
complement
to long stays abroad in the country or countries where your
languages are spoken,
not a substitute for them.
General knowledge
You may be surprised to see ’general knowledge’ in a section
on language
enhancement. But at the advanced levels of language knowledge
at which you are
now operating, the two overlap and intertwine. Think about the
following for a
moment: when you don’t know a word in a foreign language
there is a tendency
to consider it a vocabulary issue; but when you don’t know a
word in your own
language, you are more likely to talk about a shortfall in your
general knowledge.
And what happens if you have worked in, say, a hospital in your
foreign language,
but not in your own language? You know technical terminology

in the foreign
language that you don’t know in your own. General knowledge
and language
knowledge are very much part of the same process.
Translating terms from one language to another is one thing, but
the ideal for
the interpreter is to thoroughly understand a given subject s o
that they can speak
� uently and idiomatically about it in their active language(s) �.
No-one can be an
expert in every domain but that doesn’t excuse us from not
trying.
Having a broad and thorough grounding in general knowledge
also has other
advantages that are useful for student (and practising)
interpreters. Knowing what
we are talking about when we are interpreting (because of broad
general knowledge)
also makes the interpreting easier. Instead of using up mental
capacity working out
conceptually what the speaker is talking about, you can devote
it to analysing the
linguistic elements and transforming the message into the other
language.
General knowledge is also a large part of the answer to a
commonly asked
question, ‘How do you interpret jokes?’’ Knowing why a joke is
funny, or why a
speaker would tell that sort of joke, or simply knowing the
actual joke already, is
all part of the thorough knowledge of language and culture that
student interpreters
should aspire to.

This whole section on language, covering passive and active
languages and
general knowledge, should be considered part of learning to
interpret in both
consecutive and simultaneous modes.
You will never stop playing catch-up with native speakers when
it comes to
cultural background knowledge. The ideas below will all help to
make up the
shortfall. Making tangible progress in catching up will take
years, but if you can
get into good habits now, you will see progress over the years.
That’s what this
section is about.
44 Part B – Language
B.1 News round-up
Aim: become familiar with current affairs.
Each week one or more students prepare newspaper cuttings of
the week’s main or
interesting news. Each topic should be covered in an article in
each of the relevant
languages. Photocopies of the compilation are distributed to all
students.
Reading about the same events in different languages will
increase familiarity
with the appropriate terminology whilst avoiding the pitfalls of
literal translation.

You will also be improving your general knowledge in the
process.
Sharing the workload means more ef� cient use of time.
B.2 News round-up presentation
Aim: to make current affairs preparation more ef� cient by
pooling resources.
Once or twice a week one person presents a summary of the
main news of the
past few days. Tasks can be divided up within the group. For
example, one person
could present the news from each country, or alternatively one
person could
present national news, one Asian news, another European news
etc.
Reading the newspapers won’t immediately appear to be
improving your
general knowledge, but it’s a habit that is worth getting into.
The bene� ts will
come after a year or two of regular reading, when you � nd that
you can name the
ministers or describe political issues from other countries that
you wouldn’t have
been able to before.
General knowledge 45
B.3 Question the implicit knowledge in newspaper articles
Aim: to demonstrate that we know less than we think.
You will need: a topical newspaper article, a couple of other

people.
Read a newspaper article. Now try to ask apparently
straightforward questions
about what the author of the article assumes his reader knows.
Example
Syrian crisis needs Arab solution, says Russia
Russia has put itself at the centre of efforts to resolve the
deepening Syrian crisis,
calling for an ‘Arab solution’ to the uprising against Bashar al -
Assad’s regime as
more civilians were killed in a government assault on the city of
Homs.
Three days after Moscow infuriated western and Arab countries
by vetoing
a UN resolution on Syria, Russia’s foreign minister, Sergei
Lavrov, fl ew to
Damascus to hear Assad pledge a referendum on a new
constitution and request
that Arab League monitors – withdrawn last month – return to
Syria . . .
On Tuesday, six Arab Gulf states and Tunisia followed the US
and several
European countries in recalling their ambassadors, a deliberate
signal of mounting
international alarm at a crisis which many are already
describing as a civil war.
Assad promised to ‘stop violence regardless of where it may
come from’. But the
regime’s actions belied this statement. Syrian state media

reported a determination
to continue fi ghting ‘armed terrorist gangs’, amidst mounting
evidence that most
casualties in Homs are civilians. Hundreds are said to have died
since shelling
began on Friday. At least 95 people were killed there on
Monday and nine more on
Tuesday, the Syrian revolution general commission reported.
The Guardian, 7 February 2012
Copyright Guardian News & Media Ltd 2012
Now ask yourself these questions, none of which are answered
in the text but
form the background to it.
• Why might an ‘Arab solution’ be more desirable than any
other?
• Why did Russia and China veto a UN Security Council
resolution calling on
Assad to give up power?
• Are there actual reasons that are different to their stated
reasons?
• Why did Arab League observers leave Syria?
• How did President Assad come to power in Syria?
• Does Syria have a parliament? Is it a democracy?
• What ethnic groups are there in Syria? Which one does Assad
belong to?
• What countries is Syria traditionally allied to? And to which is
it hostile?
• Is Homs historically signifi cant in the context of anti-
government protest in
Syria?

Source: Lederer 2001: 233
B.4 Swot up from school books
Aim: to acquire the general knowledge that educated native
speakers have in a
broad range of subjects (from the viewpoint of that country).
You will need: school textbooks (for 14–16 year olds) in the
language in question.
Read up about subjects that you are familiar with in your own
language but not
in your foreign language – be it geography, industrial processes,
chemistry, sport
etc. Start with school textbooks for 14–16 year olds. These are
semi-technical, but
clearly written and you should be able to get the technical
vocabulary very quickly
as you recall the same things from your own time at school.
Source: Guichot de Fortis 2009: 6
B.5 Read specialist magazines
speakers have in a
You will need: a specialist newsagent, a specialist magazine,
internet connection
to look up terms, a notepad.
Buy specialist magazines (Aeroplanes Today!; Potholing
Weekly; Market

Gardeners’ Monthly; Trainspotter etc.). They will all have
explanations of how
things work, as well as a good selection of semi-technical
terminology. The most
useful terms will be those that come up several times in one
edition; look up and
note these. Don’t worry about terms that appear only once.
If you buy several specialist magazines on the same subject
over a period
of 3–6 months, the terminology and subjects that are repeated
will give you a
sound grounding in that subject area. This exercise will not only
give you a broad
range of vocabulary in semi-technical subjects but may also
help to cultivate the
curiosity that is important for interpreters. Read a few of this
type of magazine
and you may well � nd yourself developing a real interest in
areas you thought you
would � nd boring!
Example
Source: Walker 2005
B.6 Prepare technical speeches
Aim: to acquire the semi-technical terminology that educated
native speakers
have in a broad range of subjects.

Prepare speeches in which you explain technical issues. To do
this you will have
to research the subject and understand it, and all the other
students will bene� t
from the speech you give. If several students do this, you’ll
have practice material
to interpret from and all save a lot of time researching. Below is
an example of
(part of) a speech you could easily prepare on a fairly technical
subject without
too much dif� culty.
Example
Good morning, today I’d like to spend a few moments talking
about
how crude oil is refi ned and the multitude of products that the
resulting
products go to make up. You might think oil is used only to
make fuels,
like kerosene, petrol and fuel oil, but you’d be very wrong, as I
will explain
later.
I don’t want to talk about extracting the oil from the ground,
that’s the
subject for a different debate, but only about refi ning, and the
fi rst major
step in the refi ning process is fractioning.
Crude oil is not a uniform substance, it’s actually made up of
many
different hydrocarbons with a variety of properties and before
we can
make useful products out of them they have to be separated
from one

another. One of the different properties these different
hydrocarbons
have is a different boiling point, and this means that they can be
separated from one another by fractional distillation,
‘fractioning’. The
crude oil is pumped over a heating installation and then into the
bottom
of a fractioning column …
Sources: Howitworks.com; Wikipedia; OSHA Technical manual;
BP.com
Source: Martin and Padilla 1989: 245
http://www.Howitworks.com
http://www.BP.com
B.7 Understand rather than translate
Aim: to facilitate concentration on meaning rather than
terminology.
You will need: reference works in two languages.
When preparing a technical subject, don’t simply read through
the foreign language
text noting down all the words you don’t know and looking for
translations of them
in bilingual dictionaries. Instead, look them up in mono-lingual
dictionaries and
reference works (encyclopedias) and read the
description/explanation. Now you
understand what the word refers to, you will be able to
paraphrase it intelligently
even if you never � nd an exact translation.

You probably want a translation all the same. If you � nd a
possible translation,
look it up in a mono-lingual reference work and see if the de�
nition matches the
foreign-language term you looked up a moment ago.
B.8 Wiki-parallels
Aim: to avoid dictionary translations and get into the habit of
understanding
words in context.
You will need: internet access.
Wikipedia now exists in many languages. If you look up an
expression in one
language you’ll most likely be offered links in the left-hand
menu to many other
language versions. The advantage of this is that there will be a
full explanation of
the term in question in both languages, which you can compare
to be sure that one
is really a good translation of the other.
If the term you are looking for is medical or botanical you can
check that the
Latin term is the same in both entries; this can often be a useful
check that the two
entries really are talking about the same thing.
B.9 Research your speaker’s people

Aim: to give you a broader understanding of how the speakers
you’ll be
interpreting might see the world.
You will need: someone to recommend an interesting book to
you.
There are many books about any nation’s people – the English,
the Germans,
the French and so on. Some are written by ‘foreigners’ looking
in, some by their
own compatriots. They can offer you some useful insights. For
example, The
English by Jeremy Paxman; Was ist Deutsch by H-D. Gelfert;
Polsk� da si� lubi�
by Stefan Moeller.
Thank you for :r:
(We're
In t he United States , Con Edi son di st ributes 66 billion
kilogram s of 350 °F/l80 "C st,
plant s to l 00,txXI buildings in Manhattan - t he biggest stoom
distric t in t he United St
hour (corresponding to appro>< . 2. 5 GW) 14:1S] (This steam
di st ribution sy stem is the "
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Cogeneration
0I he<maj ot cogenerat ion companies in the United States incl
L.deRecyc led Er>e<gy I
Tom Casten and A mory Lovins.

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B.10 Trivial Pursuit
Aim: to become familiar with those facts and � gures known to
native speakers of
the language you are working with.
You will need: Trivial Pursuit or similar quiz game, at least one
other person,
preferably someone from the country in question.
Play Trivial Pursuit and similar quiz games using versions of
the games purchased
in the countries where your B and C languages� are spoken.
You’ll notice that the
questions are not the same in each country and you will be
amazed at how much
worse you are than native speakers. That difference is equal to
the amount of
general knowledge that you have to try to catch up with and that
you’re missing
because you didn’t grow up in that country.
However, try not to be disheartened by this. Remember, no-one
gets that many
questions right in their own language version of Trivial Pursuit
either.
Example

The questions D, H, and SL below are very much directed at
French players
and will be much more dif� cult for anyone who hasn’t grown
up in France or
surrounded by French culture.
(D) Which business funded Les Chaussettes Noires (a French
rock group
whose name translates as The Black Socks and who were
sponsored by sock-
maker Stemm)?
(H) The battle of Agincourt was part of which war? (Agincourt
was a battle
between the English and the French in 1415; it features
prominently in the history
books of both those nations, but not elsewhere.)
(SL) In which sport would you use a chistera? (A chistera is the
scoop-like
racket used for launching the ball in the Basque sport of pelota.
France, like Spain,
has a Basque region and as such this sort of thing is much more
likely to be
familiar to French speakers than, say, American, English or
Russian speakers.)
TRIVIAL PURSUIT © 2012 Hasbro. Used with permission
B.11 Read books
Aim: to catch up with native-speakers’ life experience in a
language.

You will need: some free time and some books.
General knowledge is closely tied to our own life experience. If
you’ve worked in
a print shop you will know more about printing than most
people. If you’ve had a
baby you’ll know a lot of baby-related stuff you didn’t know
before, both medical
and non-medical. But we can’t all have experienced all of these
things in our own
lives, certainly not before we start studying to become an
interpreter. Reading
books is a good substitute (though not a perfect one) for life
experience. It doesn’t
have to be great literature, trashy spy novels are just as valid. If
you read a couple
of books on a subject in a year, you will have encountered the
important terms
and concepts in the subject area so often that you won’t forget
them for a while.
Source: Poger
B.12 The picture you can’t see
Aim: to demonstrate the usefulness of general knowledge to the
interpreter.
You will need: at least one other person, a speech based on a
picture / image.
Ask a speaker to choose a picture of a scene, object or machine
with which you’re
not familiar and to give a speech describing the contents of the
picture in some
detail. The picture should be visible to the speaker and the
audience, but not to the
interpreter. Interpret the speech simultaneously.

Afterwards, look at the picture and discuss your version with
your listeners.
Now interpret the same speech again, this time with the picture
visible. Or,
alternatively, interpret a new speech, again based on a picture,
but this time with
the picture visible to the interpreter.
You can do the same exercise with a speech on a subject the
interpreter knows
about, and one that they don’t.
These exercises underline the importance of knowing what you
are talking
about. You can get all the words right when interpreting, but
when you see the
picture you’ll realize that much of what you said was not quite
right (or even very
wrong), simply because you couldn’t see the picture.
B.13 Word association
Aim: to improve knowledge of basic facts.
In a group of two or more try to recall groups of associated
words. For example,
between � ve and seven rivers, capital cities, world leaders.
You can either go
round the group in turn or each person could try to come up
with a series of

associated words in one go. Doing this exercise at speed will
also provide practice
in the rapid reaction times that interpreters need.
B.14 Acronym testing
Aim: to improve knowledge of basic facts.
In groups of two or more, one student gives an acronym or
initialization (for
example, UNESCO or OSCE), the next must immediately give
the full title in the
same language (or, to make it a bit more dif� cult, in a different
language). This
can be done into or out of your native language. What you don’t
know, you will
learn from your partners.
Source: Zalka 1989: 186
B.15 General knowledge collocation
Aim: to practise using general knowledge to reconstruct missing
parts of the
original.
You will need: a speaker, a list of collocations of proper names.
Have the speaker of speeches used in practice mumble a few
words incomprehensibly,
or cough over one half of a collocation. Using your general
knowledge, � ll in the
gaps. This can be done with both consecutive and simultaneous
speeches. Do this
exercise � rst as a monolingual exercise, for instance from
English to English, and

then later from one language to another.
For example, ‘cheddar cheese’ would be halved to ‘cheddar
cough’ and the
interpreters would be required to complete the gap. Other
examples of the type
of collocation with which speeches could be liberally sprinkled
are: Amnesty
International, Buckingham Palace, Hereditary Peers, London
Eye, Scotland Yard.
Source: Szabó 2003: 87
B.16 Re-introducing context
Aim: to activate general knowledge, practise analysing what is
implicit in what is
explicitly mentioned.
You will need: at least one other person, and a series of
newspaper headlines
(preferably current).
One person presents a newspaper headline. The others must then
expand on the
headline by adding in as much historical and contextual
information as they can
and by making explicit anything that is implicit. At � rst this
can take the form
of a group brainstorming session, but later each person should
be able to do this
immediately in the form of a presentation or speech. Prompt
each other with
questions if necessary.

Example 1
Having turned a blind eye over many years the US is now
pursuing
doping in sport seriously.
Despite the use of performance enhancing drugs in athletics
particularly,
but also in other sports like cycling, being an open secret, in the
past the
US authorities have not dealt with the issue as a criminal
matter. This has
now changed with a number of high profi le police raids and a
statement
from the police outlining their current (new) approach. The IOC
has long
been accused of ignoring the issue, but the establishment of
WADA,
the Anti-doping agency, with American support seems to herald
a new
approach.
Example 2
You can also ask yourself, or each other, questions to prompt
more information.
Bhopal victims will be paid compensation
Q: What happened in Bhopal? (Where is Bhopal?)
A: In 1984, in Bhopal in India, there was a chemical disaster,

the Union
Carbide chemical plant explosion, which killed thousands
immediately
and tens of thousands in the years that followed.
Q: Why is compensation an issue so long afterwards?
Because the owners refused to accept responsibility for the
accident.
Victims will now receive compensation for their injuries and the
loss of
loved ones. It is a major step forward for campaigners who see
this not
only as a victory against Union Carbide, which has long refused
to pay
compensation, but also as a precedent in similar campaigns
against large
multi-nationals who are rarely held to account for acts of
environmental
pollution.
Source: Kremer 2005: 787
B.17 What’s in a name?
Aim: to cultivate active curiosity and general knowledge.
You will need: to open your eyes, a notebook.
As you walk around the town you live in, look up at the street
names and the names
given to public buildings and spaces. They are very often named
for historical
� gures and events. Do you know who that person is or was, or
what that event is?

Don’t just be content with knowing the name of the street,
building or square; � nd
out what that name signi� es. In this way you will � nd out a
lot about local historical
� gures and events – which is obviously most useful if you are
living in a city where
one of your working languages is spoken – but also about world
events, because
some � gures and events feature in towns all over the world.
Doing this regularly
may also help cultivate the intellectual curiosity that is
important for interpreters.
Example
Boulevard de Sébastopol in Paris
Sebastopol, now Sevastopol, is a Ukrainian Black Sea port
founded in
1783 and besieged for 11 months during the Crimean War by
French
and British forces.
Rue Jarry in Paris
Alfred Jarry was a playwright living at the turn of the twentieth
century,
known for his absurdist writings, most particularly the play Ubu
Roi.
Improving your passive languages
While speaking your language actively in conversation clearly
has a role to play
for anyone learning a language, and particularly for student
interpreters with

‘B�’ languages, it is not a substitute for expansive language
exposure. ‘Language
exposure’ means reading in, and listening to, the foreign
language. It ful� ls
different learning needs from, say, conversations with native
speakers. Given the
possibilities afforded by the internet, a lack of contact with
native speakers is no
longer an excuse for inadequate language exposure.
Language exposure is contact not only with the vocabulary,
grammar and idiom
of a language but also, by default, with the subject matter that is
most talked about
in that country. In this way you will be quietly improving your
general knowledge
as you go.
It is always dif� cult to � nd time for the amount of language
exposure required,
which may require hundreds of hours just to maintain your
standard. But it is
worth � nding time. Get into good habits, like listening to the
news over breakfast,
or taking a newspaper to read or podcasts to listen to on public
transport.
The exercises in this section are meant as a complement or
follow-up to an
extended stay (9 months or more) in a country where your
languages are spoken,
not as a substitute. You should probably be spending a couple
of hours a day
on the reading and listening exercises provided here as language
exposure, not
including classroom or practice time.

B.18 Get the news in multiple formats
Aim: to become as familiar as native speakers with the content
and style of news.
You will need: the newspapers, perseverance, some free time.
Read quality newspapers (online or in hard-copy) on a daily
basis. Listen to the
radio and watch TV news broadcasts.
The educated native speakers that we would like to emulate will
often hear
or see the same news in several different formats each day. It’s
an area where
they get a lot of repeated language exposure. Repetition will
pay off in terms of
comprehension and remembering what you’ve heard.
Improving your passive languages 57
B.19 Read different papers
Aim: to become as familiar as native speakers with the different
styles of different
media in different countries.
You will need: the newspapers, perseverance, some free time.
Don’t always stick to the best-known papers, as each paper
tends to have its own
limited style and lexicon. Every now and again read something
that you might
never have thought of reading, such as a local newspaper from
New Zealand, or
The Times of India etc. Shake things up a bit. Notice how a
perspective on world

events changes when you’re reading a newspaper from the other
side of the globe.
Similarly, don’t always read only the headlines. Try reading the
middle pages and
the editorials as well. This particularly applies to those reading
online, where the
less important news is much harder to � nd.
B.20 Reading for register
Aim: to become as familiar as native-speakers with the different
registers
encountered by the native-speaker in daily life.
You will need: the newspapers, some free time.
Don’t read only the major newspapers. Vary what you read. For
example, try
periodically to read any, or all, of the following: tabloid
newspapers, quality
literature, junk � ction, popular culture magazines, medical
magazines, political
party brochures. What are the stylistic and lexical devices that
mark out each of
these registers?
B.21 Read specialist magazines
speakers have in a
You will need: a specialist newsagent, a specialist magazine,
internet connection
to look up terms, a notepad.

Buy specialist magazines (Aeroplanes Today!, Potholing
Weekly, Market
Gardeners Monthly, Trainspotter etc.). They will all have
explanations of how
things work, as well as a good selection of semi-technical
terminology. The most
useful terms will be the ones that come up several times in one
edition; look up
and note these. Don’t worry about terms that appear only once.
Buy several specialist magazines on the same subject over a
period of 3–6
months and look back at previous notes to see which of those
concepts and terms
occur in several different issues/magazines. This repetition of
core terminology
and concepts will soon give you a sound grounding in the
terminology and issues
in that subject area.
Example
Source: Walker 2005
B.22 Copy out what you’ve read
Aim: to anchor passive language in your memory.
You will need: books, newspapers, something to write with.
Don’t content yourself with just reading to improve your
passive language
knowledge. Copy out for yourself some of the more interesting
parts of what you

read (or hear). This active reproduction of the language heard
will anchor it more
effectively in your memory.
Source: Seleskovitch and Lederer 2000: 318
B.23 Read about your language(s)
Aim: to learn more about your language and how it works.
You will need: books like the ones mentioned below.
Read books not just ‘in’ your languages but also ‘about’ your
languages. For
example, The English Verb by Michael Lewis; Metaphors We
Live By by Lakoff
and Johnson; or Mother Tongue by Bill Bryson, to name just a
few about the
English language (see Bibliography).
B.24 Make friends with dictionaries
Aim: to increase your vocabulary,
You will need: two dictionaries, a monolingual and a bilingual
one,
Look up any word or expression that you see twice and don’t
know. Even better,
look it up in a couple of dictionaries, one bilingual, one
monolingual.
B.25 Use Wikipedia as a multi-lingual dictionary
understanding
words in context.

expression in one
menu to many other
full explanation of
the term in question in both languages, which you can compare
to be sure that one
check that the
check that the two
B.26 Listen to talk radio
Aim: to increase exposure time to a language and the issues its
speakers discuss.
You will need: radio or internet radio, headphones or speakers.
Listening to foreign language radio, by radio or online, will
allow you to listen for
hours a day while doing other things (cooking, travelling,
ironing etc). Listen to
news or talk radio, not music channels. You’ll soon become
very familiar with the
recurring themes that interest or occupy the minds of the
media’s listeners, as well
as the vocabulary and idiom in which they are described.
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Podcasts of the same programmes are equally useful, although
you should
beware of one thing: we tend to choose which podcasts we
download and listen
to. Live radio has the advantage of making us listen to things
we might not have
chosen to listen to.
Don’t just listen to news shows. Hour-long discussion shows on
a single subject
are a great way to get a thorough introduction to a subject area
and its terminology.
B.27 Watch popular TV
speakers discuss.
You will need: internet TV or a satellite dish and TV.
If you can buy a small satellite dish to receive TV in your
working languages, or if

you can � nd channels that broadcast on the internet, then
watch them. Don’t just
watch news programmes. Watch the programmes that the locals
are watching!
That includes day-time TV, chat-shows and soap operas (though
it’s probably a
good idea to give preference to locally produced programmes
rather than those
that have been imported and dubbed). The bene� ts of watching
what some people
consider low-brow TV are sorely underestimated, but it’s just as
useful as reading
the classics of literature. Popular culture is still culture.
B.28 Use the internet in other languages
speakers discuss.
You will need: internet TV or a satellite dish and TV.
Keeping up with the news has never been so easy, but often we
gravitate towards
our own language online. Make a point of searching in other
languages online, as
well as reading and listening to them.
B.29 Change your settings to ‘other language’
Aim: to increase exposure time to a language.
You will need: a computer and its software.
Most of us have our operating system and software set to
communicate with us in
our A language. But we spend so much time in front of a
computer each day that
it’s a wasted opportunity for language exposure. Change the
settings so that all the
menus, messages etc. are in your foreign language. That

constant contact with the
language, without any great effort but over months and years,
will pay off.
B.30 Listen to pop music and read the lyrics
Aim: to familiarize yourself with contemporary culture and
lyricism.
You will need: an internet connection, possibly a native-
speaker.
The internet makes it possible to listen to contemporary (and
less contemporary)
pop music and � nd the texts of the lyrics. This gives you the
chance to understand
and enjoy songs that are acoustically often dif� cult to
decipher. It’s also an
enjoyable way of tackling language in verse.
It’s quite possible that you’ll still need a native-speaker to help
you understand
some of the texts, but verse, poetry and songs are like that.
They often need a bit
of explaining.
Source: Walker 2005
B.31 Use your school’s facilities
Aim: increase language exposure and make the most of what’s
around you.
You will need: to know what facilities your school has.
Use your school’s facilities to the full. If the school has a

satellite dish, record
radio and TV programmes in your working languages at the
school and listen
to them in the train, car or at home etc. Copy recorded materials
or ask native
speakers on the staff to make speeches for you.
B.32 What’s on!
Aim: to take in some local culture and make the most of what’s
around you.
You will need: a ‘What’s On’ guide or the local newspapers, an
open mind.
Scour the ‘What’s On’ pages in the press for visiting speakers at
universities
or colleges, book readings, � lms in their original version etc.
Anything that is
happening in your working languages, or relates to the countries
in which they are
spoken, can be useful.
Source: Gillies 2001: 62, Lomb 2008: 158
B.33 A change is as good as a rest
Aim: to avoid boredom and maximize exposure time to the
language.
You will need: a book with lots of different exercise ideas!
When you start getting bored or tired of your work on your
passive language�,
don’t force yourself to continue. But don’t stop altogether
either. Try something
different: instead of listening to the radio or podcasts, pick up a
book. Or instead
of reading current affairs magazines, watch some TV. A change
is as good as a rest.

Source: Lomb 2008: 159
Improving your active languages
Don’t forget, your native language is one of your active
languages� and can
always be improved! So these exercises are not just for
improving an active
foreign language, but for all your active languages. This is
particularly important
for students living abroad who risk losing touch with their � rst
language.
One thing you will notice consistently through this section is
that the exercises
rarely focus on grammar or vocabulary alone. Language
learning enhancement
at this level is often addressed by learning to use chunks of
ready-to-use bits
of language – not words alone, but words in their grammatical,
syntactical and
lexical contexts. This approach has been advocated in both the
world of English
teaching (Lewis 1997) and in some parts of the interpreting
world (EMCI 2002;
Lomb 2008) for some time.
The exercises below will also help improve your passive
language� knowledge.
B.34 Write in your language(s)
Aim: to achieve a level of automatism, through repeated
practice, in the

formulation of good quality language, and activation� of high
register language.
You will need: perseverance.
Write in all your languages! E-mails, a diary, letters, short
stories – make a
point of writing and crafting language. Writing allows you to
reassess your own
competence and gauge what you need to do to improve.
Checking and thinking
about what you write will help you to improve your spoken
language, and some of
what you have written will be recalled and used when
interpreting.
Source: Pergnier and Lavault 1995: 7; Gethin and Gunnemark
1996: 198
B.35 Become a watchful reader
Aim: to identify quality language use with the aim of later
imitating it.
You will need: time and perseverance.
In order to write well you should � rst study the writings of
others. Become a
‘watchful reader’, a reader who is able to read a variety of
material and discern
how form is at the service of content; a reader who can identify
which style best
suits which message and who can identify the way different
stylistic devices are
used in different types of text.

Source: Pergnier and Lavault 1995: 23; Lederer 2001: 148
B.36 Create topic � les
Aim: to create a reference collection for important subject
areas.
You will need: an organized � ling system (digital or paper).
Make up � les of newspaper articles/information on topical
issues. These should
contain complete texts rather than vocabulary lists (vocabulary
out of context is
not helpful and can be misleading).
You can refer back to these articles whenever you need to
reactivate the
terminology for a given subject area. The example here shows a
paper version of
this idea, but you can, of course, also do this on a computer.
Improving your active languages 65
B.37 Parallel texts
Aim: to see how the same information is expressed and
addressed differently in
different languages.
You will need: texts about the same events in two different
languages – major
news events are the easiest examples.
Read and compare articles on the same topic but written
independently in both
languages. Find examples of the same thing being described in
both texts. Make

a note of the two versions. In this way you avoid literal, or
dictionary, translations
because you can see how similar ideas are expressed
independently in two
languages without interference� from the source language,
something that the
interpreter must always seek to avoid.
When doing this exercise you should choose two texts from
people or
organizations with comparable political points of view, bias, or
lack of bias. If
you compare a left-wing text with a right-wing text the
corresponding terms and
expressions are likely to be politically different and therefore
dangerous for an
interpreter.
Example
The two articles overleaf appeared on the same day in July
2012. The expressions
which correspond to one another, as independently drafted
descriptions of the
same phenomena, are numbered and in bold and underlined.
French automaker Peugeot to
shed 8,000 jobs1
French automaker PSA Peugeot
Citroen has announced to slash
8,000 jobs1 and close a major plant2

outside Paris as it struggles with
mounting losses, in a move that
could spark more restructuring3 and
political tension in austerity-strapped
Europe.
The Aulnay plant near Paris, which
employs more than 3,000 workers,
will stop making cars4 in 2014 as
Peugeot reorganises its under-used
domestic production capacity, the
company said on Thursday.
Aulnay, which builds the Citroen
C3 subcompact, will become the
fi rst French car plant to close in
more than two decades, challenging
new Socialist President Francois
Hollande’s pledge to revive industrial
production.
“I know how serious these meas-
ures are for the people concerned,
and for our entire company,” Chief
Executive Philippe Varin told report-
ers. “But a company can’t preserve
jobs when it is burning 200 million
euros ($245m) a month in cash.”
…Jean-Marc Ayrault, the French
prime minister, said the government
was studying the closure plan,
which he called a “great shock”,
but stopped short of condemning it,
which incurred the wrath of the CGT,
France’s biggest industrial union.

Peugeot said another plant in
the western city of Rennes will shed
1,400 workers as it shrinks in step
with demand for larger cars such as
the Peugeot 508 and Citroen C5.
Some 3,600 non-assembly
jobs5 will also be scrapped1 across
the country.
La suppression de 8.000 emplois1
chez PSA crée un choc sans
précédent
Le groupe Peugeot-Citroën a
annoncé hier l’arrêt de la production
à Aulnay-sous-Bois, première
fermeture d’usine2 en France depuis
vingt ans. Les politiques et les
syndicats montent au créneau6.
Comme pour tenter de préparer
les esprits, Arnaud Montebourg avait
déclaré mercredi qu’il redoutait « un
choc pour la nation ». La formule
n’était pas excessive. L’annonce,
hier, par PSA de la suppression de
8.000 postes en France a provoqué
un véritable séisme, suscitant la
colère des syndicats et de la classe
politique. Le groupe Peugeot-Citroën
ne s’est pas contenté de dévoiler un
énième plan de départs volontaires.
Il a fait part de sa décision d’arrêter

la production automobile4 dans
l’usine d’Aulnay-sous-Bois et
de réduire la voilure à Rennes.
Corollaire de la baisse des effectifs
dans la production, les fonctions
administratives seront également
touchées, à hauteur de 3.600
postes5. Ces départs pourront se
faire sur la base du volontariat, mais
jusqu’à mi-2013 seulement…
…Les précautions verbales du
président de PSA, Philippe Varin,
n’ont pas suffi à éteindre l’incendie.
« Personne ne sera laissé au bord
du chemin », a-t-il garanti, tout en
précisant que la moitié des 3.000
salariés d’Aulnay pourraient être
reclassés à Poissy. Ce dernier a
également promis de « revitaliser »
Aulnay. Pour apaiser les inquiétudes
grandissantes sur l’usine de Rennes,
le dirigeant s’est engagé à lui affecter
un nouveau véhicule.
Unions decry6 decision
Combined with France’s share of
6,000 European job cuts announced
last year, the latest measures will
reduce Peugeot’s 100,000-strong
domestic workforce1 by close to 10

per cent, excluding subcontractors
and service providers.
Workers at Aulnay downed tools
after the announcement, halting
production. Hundreds gathered
under protest banners at the main
entrance to the plant, the biggest
industrial employer in the depressed,
multiethnic Seine-Saint Denis district
northeast of Paris.
…Peugeot’s global sales fell7 13
per cent to 1.62 million light vehicles
in the fi rst six months – contrasting
with a more modest 3.3 per cent
decline reported by Renault and a
10 per cent gain for the Volkswagen
brand…
Still, the French automaker’s
plans could prompt restructuring3
moves by rivals, analysts say, as
the European industry battles
overcapacity estimated at 20 per
cent.
Renault and Fiat are also
reducing headcount1, while GM’s
Opel division plans to close its
Bochum plant in Germany by 2017.
Al Jazeera
http://www.aljazeera.com/news/
europe/2012/07/20127121546
390440.html

PSA justifi e ces décisions par la
dépression du marché automobile
européen, où les volumes ont chuté7
de près de 25 % depuis 2007. Dans
ce contexte, la situation fi nancière
du groupe s’est brutalement
dégradée depuis un an. Philippe
Varin a évoqué un « rythme de
pertes intenable », écartant toutefois
le risque de faillite grâce à une «
sécurité fi nancière de 9,5 milliards
d’euros ». « Mais cette réserve n’est
pas infi nie », a-t-il prévenu. Malgré
ces diffi cultés, une aide fi nancière de
l’Etat semble écartée. « Ce n’est pas
à l’ordre du jour, a-t-il déclaré. Notre
préoccupation est de remplir les
usines du groupe. Injecter de l’argent
n’est pas ce qui permettrait de les
faire tourner. »
…Le ministre a été chargé de
présenter le 25 juillet un « plan de
soutien » à l’industrie automobile.
C’est à cette date que PSA doit
annoncer les deux autres volets
de son projet de redressement3 –
investissements et baisse des prix
des véhicules -ainsi que ses résultats
fi nanciers pour le premier semestre
2012…
Les Echos 13th July 2012
http://www.lesechos.fr/entreprises-
secteurs/auto-transport/dossier/

0202171808246/0202171808457-
la-suppression-de-8-000-emplois-
chez-psa-cree-un-choc-sans-
precedent-343994.php
http://www.aljazeera.com/news/europe/2012/07/2012712154639
0440.html
0440.html
0440.html
http://www.lesechos.fr/entreprisessecteurs/auto-
transport/dossier/0202171808246/0202171808457-la-
suppression-de-8-000-emploischez-psa-cree-un-choc-
sansprecedent-343994.php

B.38 Sight translation� to activate� new language
Aim: to activate expressions in your active languages�.
You will need: speech texts that you have studied for good
useable language.
Once you’ve identi� ed and noted expressions in your B
language�, using exercises
like ‘Parallel texts’ above, try doing a sight translation of the
same or similar texts
from your A into your B language�. In this way you will
practise quickly recalling
and using the expressions you’ve just identi� ed.
B.39 The language of death
Aim: to identify the language elements that are characteristic of
a given register.
You will need: several short texts exhibiting a speci � c
language register.
Some registers in the language are very speci� c and relatively
limited in scope.
As such they can be analysed and copied very easily in order to
improve your
active language skills. For example, interpreters are regularly
called upon to
interpret announcements of death or disaster. In these
announcements, or formal
statements, speakers re-use a number of standard expressions
and stylistic devices.
The same goes for crime reporting, medical procedures, cinema
and theatre
reviews, horoscopes, biblical references and more. So although
the example in

this exercise deals only with the language of death, you can do
this exercise, with
the appropriate texts, for any register.
Collect 10–20 short examples of a type of register. Below are
just a few examples
of English-speaking politicians talking about deaths. Even in
this limited selection
some of the similarities are striking. Look for collocation,
stylistic devices and
any other recurring elements.
Example
Mr Roche, EU Council, 30th March 2004
The KFOR international peacekeeping force has been
strengthened signifi cantly
in response to the violence. I pay tribute to the efforts of all
who worked hard to
stabilise the situation and to restore calm in Kosovo. I would
also like to offer my
condolences and those of the Council to all who have once
again suffered loss of
life, injury and loss of loved ones.
Neena Gilla, MEP, 3rd December 2008
Mr President, on behalf of the Delegation for relations with
India, may I fi rstly give
my sincere condolences to the families and friends of all those
who were killed in
last week’s horrifi c terrorist atrocities in Mumbai and wish all
those injured a speedy
recovery. My sympathy also to colleagues and offi cials of the
European Parliament
caught up in these horrifi c and outrageous attacks. I have
written to the Indian

Prime Minister and the Chief Minister of Maharashtra to
express our sympathy.
Pat Cox, President EP, 8th March 2004
It is my sad duty today to express, on behalf of this House, our
condemnation and
our grief at the terrorist attacks in Baghdad and Karbala last
Tuesday, 2 March
2004, aimed at the Shiite community as they celebrated the
festival of Ashoura.
At least 170 innocent people were killed and almost 400 injured
in those attacks.
As the European Parliament, we offer our sympathy and sincere
condolences
to the families of the victims and to the Iraqi authorities. We
condemn those
behind indiscriminate and criminal terrorist attacks, which
struck at a time of
traditional, peaceful and religious celebration. I ask you,
colleagues, to join with
me now in a minute of silence.
David Martin, Vice President of EP, 4th December 2003
Colleagues, we have waited until the Chamber is full as I am
sure you will all wish
to join with me in paying tribute to the Spanish citizens who
were killed in Iraq last
Saturday, 29 November 2003.
Given the gravity of the situation, and given that we all wish to
pay our respects

– both to the individuals involved and to their families – I
would ask you to join me
now in a minute’s silence in honour of the Spanish citizens who
were killed in Iraq.
William Hague MP, 29th February 2009
I join the Prime Minister in paying tribute to Lance Corporal
Stephen Kingscott
and Marine Darren Smith, who were killed in Afghanistan, and
to Private Ryan
Wrathall, who died in Iraq. Whenever we read out such names,
it is a reminder
that whenever death comes, or however it comes, it is a
devastating loss to the
families involved.
Tony Blair, Prime Minister, 8th June 2005
Before I list my engagements I know that the whole House will
want to join me
in conveying the condolences of the House on the death of the
hon. Member for
Cheadle, Patsy Calton. Our thoughts and prayers are with her
and her family at
this time.
Source: also Alexieva 1992: 227; Visson: 1999: 138
B.40 Parallel texts for political standpoint
addressed differently
depending on the author’s political/ geographical standpoint.
You will need: texts about the same events in two publications
of opposing
political leanings – major news events are the easiest examples.
Read and compare articles on the same subject matter in left-

wing and right-of-
centre newspapers. Find examples of the same thing being
described in both texts
and make a note of the two versions. How does the language
they use to describe
the same events differ? Certain groups have very particular
ways of talking about
some things, for example, right-wingers about immigration, or
communists about
the rich. As an interpreter you will have to speak on behalf of
people of all political
hues. This is a good way of arming yourself with the necessary
registers to do so.
If you’re preparing for a class, or a meeting, in which two sides
of an argument
are likely to be aired, and which you will have to interpret, it’s
useful to have a
look at publications that represent both sides of that argument,
or different ends of
the political spectrum, to get an idea of how some of the same
things are expressed
differently by people representing the two sides. This is useful
for all your active
languages.
In the example below, two newspapers, one with a
predominantly left-of-centre
readership and another with a predominantly right-of-centre
readership, report on
the same welfare reforms. In bold, and numbered 1–6, are

expressions describing
the same thing slightly differently.
In addition to corresponding expressions you’ll also � nd
expressions that set
the tone for the article in one or other, or both, texts. These can
also be useful as
you prepare. To illustrate this in the texts below, the negative
expressions related
to claiming social security bene� ts in the Mail on Sunday are
underlined.
Example
Housing benefi t for under-
25s could be1 scrapped, PM to
announce
…The government wants to cut as
much as £10bn from the welfare
budget2 by 2016, and is looking at
setting regional benefi t levels and
cutting benefi ts from striking workers.
Cameron and the Treasury set the
£10bn target for new welfare cuts3 in
last year’s autumn statement and the
PM will go into detail in a speech on
Monday … he will propose that 380,000
people under 25 are stripped of
housing benefi t4 and forced to join
the growing number of young adults
who still live with their parents. He will
make exemptions for those that have
been victims of domestic violence. The
savings – which will mean an average

loss per person of around £90 per
week5 – are likely to be in the order
of £1.8bn.
Cameron to axe1 housing
benefi ts for feckless under 25s
as he declares war on welfare
culture
Radical new welfare cuts targeting
feckless couples who have children
and expect to live on state
handouts2 will be proposed by
David Cameron tomorrow.
His bold reforms3 could also
lead to 380,000 people under 25
being stripped of housing benefi ts
and forced to join the growing
number of young adults who still live
with their parents.
In a keynote speech likely to
infl ame tensions with his deputy
Nick Clegg, the Prime Minister will
call for a debate on the welfare state,
focusing on reforms to ‘working-age
benefi ts’.
Among the ideas being
considered by Mr Cameron are:

Labour accepts that the housing
benefi t budget is out of control and last
week the party welcomed proposals of
cuts from the left-of-centre thinktank
the IPPR, but in the context of a
massive housebuilding programme.
…Cameron also wants more done
to cut jobseeker’s allowance for those
refusing to seek work actively. The
government has already tightened
up requirements in this area, but the
PM wants to go further. ‘We aren’t
even asking them, “Have you got a CV
ready to go?”’ Cameron said.
He is also looking at restricting
child benefi t to those who have more
than three children and forcing a small
minority of unemployed people6 –
an estimated 5,000 to 10,000 – to take
part in community work if they fail or
refuse to fi nd work or training after two
years.
The Guardian, 24th June 2012
http://www.guardian.co.uk/society/
2012/jun/24/housing-benefi t-under-
25s-welfare
Copyright Guardian News & Media Ltd
2012
– Scrapping most of the £1.8
billion in housing benefi ts4 paid

to 380,000 under-25s, worth an
average £90 a week5, forcing them
to support themselves or live with
their parents.
– Stopping the £70-a-week dole
money for the unemployed who
refuse to try hard to fi nd work or
produce a CV.
– Forcing a hardcore of workshy
claimants to do community work
after two years on the dole – or lose
all their benefi ts.
…
He also favours new curbs on the
Jobseeker’s Allowance, demanding
the unemployed do more to fi nd
work. He said: “We aren’t even
asking them, ‘Have you got a CV
ready to go?’” A small minority of
hardcore workshy6, an estimated
5,000 to 10,000, could be forced to
take part in community work if they
fail or refuse to fi nd work or training
after two years.
Mail on Sunday, 23rd June 2012
http://www.dailymail.co.uk/news/
article-2163773/David-Cameron-
axe-housing-benefi ts-feckless-25s-
declares-war-welfare-culture.html
© Associated Newspapers Ltd 2012

1. In the Mail on Sunday’s text this is de� nite, thus reinforcing
a positive
impression.
4. The Guardian relates this to people, ‘people … stripped of’,
whereas the Mail
on Sunday dehumanizes the process by relating it to the
payments ‘scrapping
… bene� ts’.
5. As in 4. The Guardian seeks to talk about the ‘loss to…’
people, and the Mail
on Sunday about the money involved (abstract), ‘bene� ts
…worth’.
http://www.guardian.co.uk/society/2012/jun/24/housing-benefi
t-under-25s-welfare
t-under-25s-welfare
t-under-25s-welfare
http://www.dailymail.co.uk/news/article-2163773/David-
Cameronaxe-housing-benefi ts-feckless-25sdeclares-war-
welfare-culture.html

B.41 Magic Bag
Aim: to practise using different registers.
This exercise is best suited to your A language.
Create two piles of cards, one with a list of subjects to be
discussed and the
other with a list of potential audiences (for example,
international business people,
students, press, TV talk-show etc.). Put the cards in two
separate bags. One person
picks one card from each pile, or bag, so that they have a
subject and an audience.
They then give that speech to that audience. The others in the
room have to guess,
from the language register used by the speaker, what type of
audience the speaker
was trying to address.
B.42 Use concordance software
Aim: to identify stylistic and lexical devices speci� c to certain
registers of
language.
You will need: concordance software.
Concordance software is a statistical tool that, amongst other
things, can
show you how many times a word or expression comes up in a
text and the
context in which it comes up. For an interpreter this means that

you can use
concordance software to analyse the terminology of documents
and subject
areas – useful terms will come up more often than they do in
normal speech.
This is particularly useful for some of the huge documents
created by of� cial
bodies. No-one expects you to read and analyse several 200-
page documents
before each class!
You can also use concordance software to analyse and imitate
language register
– registers are often identi� able by certain (types of) recurring
expressions.
In the example below, a European Commission Green Paper on
online gambling
has been put through the concordance software. In the left-hand
column you can
see the number of times each word comes up in the text.
Obviously, many of these
will be of no interest; short words like ‘the’ and ‘and’ come up
dozens or hundreds
of times. Some words will only come up once, and they
probably aren’t of much
interest to us either. The most interesting for us are those in-
between and you can
quickly scroll through the whole alphabetical list, pausing to
note anything of
interest.
In the example on the next page we can see a selection taken
from this
document, and the terms ‘bene� t’, ‘benevolent’, ‘betting’,
‘blacklisting’ stand out.

By clicking on any of these terms the software will then show
us the context in the
right-hand columns in the following order: what comes before
the word; the word;
and then what comes after it. This will help you understand the
term better and use
it correctly if this is one of your active languages. In the
example below you can
see that we have an interesting range of collocations for the
term ‘betting’.
© R.J.C. Watt; http://www.concordancesoftware.co.uk/
Find out more about concordance software at
http://www.concordancesoftware.
co.uk/
European Commission Green Paper on Online Gambling
http://eur-
lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2011:0128:
FIN:EN:PDF
Source: Lewis 2000: 40
B.43 Activating grammatical structures
Aim: to consciously examine target language usage in order to
understand and
internalize grammar structures.
You will need: texts containing certain speci� c elements of
language.

If you are having trouble using a particular grammatical
structure in a foreign
language, for example, the present perfect tense or the de� nite
article in English,
try identifying examples of where it is used in, say, newspaper
articles or books,
and ask yourself at each instance why the native speaker uses
one form rather than
another. Native speakers are not born with intuition for those
bits of their language
that defy clear rules, they have just seen so many examples that
they get it right.
All you need to do is see as many examples as a native speaker
has.
Source: Walker 2005
http://www.concordancesoftware.co.uk/
http://www.eur-
FIN:EN:PDF
http://www.eur-
FIN:EN:PDF
B.44 Vocabulary ball
Aim: to activate� terminology in a broad range of subjects in a
given language.
You will need: at least two other people, and a ball.
Pick a subject, perhaps the subject of the day’s lesson. Throw

the ball to someone.
That person must improvise for 1 minute, spitting out as much
vocab and idiom
related to the subject as possible (and catch the ball).
Source: Llewellyn-Smith
B.45 Talk to native speakers
Aim: to activate� or maintain active language skills.
You will need: at least one native speaker of the language in
question, possibly
some money.
For those of you who aren’t living in a country where your
foreign languages are
spoken: as far as is affordable, take conversation lessons or seek
out contact with
native speakers. Two lessons per week with two different people
would be a good
start. If money is short, look for people who are happy to speak
your language
with you half the time in exchange for speaking theirs the other
half of the time.
Having or making native-speaker friends is obviously a very
good idea. Don’t be
shy! Spending time with people only because they are native
speakers may sound
mercenary but you may make new friends. If not, at least your
foreign language
skills will improve.
Source: also Gillies 2001: 62; Lomb 2008: 158
B.46 Talk to yourself – the internal monologue
Aim: to maximize time spent producing the active language�,
rehearse good

language that you might later use when interpreting.
You will need: nothing at all.
Switch your internal monologue (how we talk to ourselves in
our minds) to the
foreign language. This will maximize time spent producing your
B language� and
is almost as effective as actually talking to native speakers.
Most people instinctively think they must talk to native
speakers and be
corrected by them. However, native speakers (particularly of
English) will not
correct all or even a majority of mistakes and will very rarely
correct stylistic
errors. There is also plenty of literature to be found on the
ineffectiveness of any
such correction: see, for example, Correction – a positive
approach to language
mistakes by Bartram and Walton; and The Lexical Approach by
Michael Lewis.
Source: Déjean le Féal 1976: 51; Gillies 2001: 63; Lomb 2008:
77
B.47 Listen to yourself live
Aim: to improve pronunciation.
You will need: a speech to interpret or to give.
Listen, not to recordings of yourself, but to yourself as you are
actually speaking,
be it your own speech, or shadowing� speeches or interviews.

It’s important to be
able to hear, as you speak, whether what you’re saying is
correct or not. Correct
any mispronunciation immediately. This immediate correction is
likely to be
more effective than a later correction from a recording,
detached as it is from the
original mistake.
Source: Gethin and Gunnemark 1996: 68
B.48 Record yourself 1
Aim: to identify, and later eliminate, those mistakes that you
recognize when
listening but still make when speaking.
You will need: digital voice recorder.
Record yourself speaking your B language�. Listen and analyse
your language
use. Alternatively, ask a colleague to listen and analyze for you.
You will notice some of your own mistakes while speaking but
you will � nd
more when listening to a recording of yourself.
B.49 Record and transcribe
Aim: to identify, and later eliminate, those mistakes that you
recognize when
listening but still make when speaking.
You will need: digital voice recorder.
Record yourself speaking, or interpreting into, your ‘B’

language. Write a
transcript of what you have said. Check it for mistakes and
write a corrected
version alongside. Repeat at regular intervals.
Example
Your fi rst version
However, the Rhine valley is the
location for US military bases, military
camps ever since the second World
War and all you can see around
these camps are concrete walls and
wire fences, which is the reason why
the people living in the area are so
mad about this.
Your own correction
However, since the second World
War, we see US military bases there.
The bases are surrounded with
concrete walls and barbed-wire
fences. And all this infuriates local
residents.
You will be much more critical of your ‘B’ language
performance when reading
a written version than you would be if (indeed, when) you were
speaking.
Consequently you will notice more errors or stylistic � aws. By
doing this regularly
you will eliminate those that recur.

This exercise will weed out those mistakes that you recognize
as mistakes in
the written version of your speech. However, as a non-native
speaker there are
probably mistakes you don’t recognize. Add a third column to
your table above
and get a native speaker to � rst underline mistakes so you can
try to correct them
yourself, and if that doesn’t work, ask them to actually correct
your version.
Example
Your fi rst version
However, the Rhine
valley is the location
for US military bases,
military camps ever
since the second
World War and all you
can see around these
camps are concrete
walls and wire fences,
which is the reason
why the people living
in the area are so mad
about this.
Your own correction
However, since the

second World War, we
see US military bases
there.
The bases are sur-
rounded with concrete
walls and barbed-wire
fhences. And all this
infuriates local resi-
dents.
Native-speaker
correction
However, since the
second World War,
there have been US
military bases there.
The bases are sur-
rounded by concrete
walls and barbed-wire
fences. And all this
infuriates local resi-
dents.
B.50 Record yourself 2
Aim: to avoid making the same mistake repeatedly by having
pre-prepared
solutions.
You will need: a small notebook.
In the heat of interpreting battle, some of the language we
produce is not nearly
as good as we’d like. Record your interpreting performance.
Afterwards, ask

yourself how you would have said the same thing better, or
differently, if you
hadn’t been under the pressure of interpreting. Make a note of
the new solution.
This way you’ll have it ready for next time.
B.51 Your favourite mistakes
Aim: to eliminate recurring mistakes in your active languages.
Make a note of the stylistic or grammatical mistakes that you
make most frequently.
Refer to this list from time to time. Repeated, conscious
attempts to eliminate
these errors will help, and keeping a record is one way of doing
this. You won’t
stop making these mistakes immediately, but as you are
repeatedly reminded of
the problem you will slowly learn to avoid them.
Source: Gethin and Gunnemark 1996: 150
B.52 Reading aloud
Aim: to force yourself to enunciate grammatical structures and
lexis that you
would not normally use.
You will need: good quality written material.
Practise reading aloud a variety of texts, including narrative �
ction, dialogue,
news reports and technical manuals. Record yourself and listen
critically to your

enunciation and intonation.
This exercise is one that re� ects professional reality for
interpreters, who are
occasionally called upon to read out pre-prepared translations.
Language teachers
will tell you that the written word can interfere with otherwise
good pronunciation,
and that is a dif� culty to be overcome here.
Source: Van Hoof 1962: 107; Pergnier and Lavault 1995
B.53 Total reading
Aim: to force yourself to recall and enunciate grammatical
structures and lexis
that you would not normally use.
You will need: a good book.
Read a text. At the end of each sentence repeat the same
sentence verbatim without
looking at the text again.
Source: Déjean le Féal 1976: 44
B.54 Total listening
Aim: to force yourself to recall and enunciate grammatical
structures and lexis
that you would not normally use.
You will need: a recorded speech.
Listen to a speech. Pause the recording after each sentence and
repeat that sentence
without listening again.

B.55 Inversion of form
Aim: to shift one’s attention while listening.
When listening to a speech, deliberately concentrate on the
‘little words’ (for
example, the prepositions), instead of on the major word types
(nouns, verbs and
adjectives) that transmit most of the information of a speech.
B.56 Shadowing�
lexis that you
would not normally use.
Shadow interviews or speeches in your active languages.
Shadowing is an
excellent way to improve an active language� because it draws
attention to every
single word of what is said, in particular structure words that
the listener usually
doesn’t even register when listening, and which are therefore
particularly dif� cult
to get right. Copy the speaker’s sentence intonation as w ell as
pronunciation.
While shadowing is now generally discredited as an exercise for
training to

interpret, its usefulness as a way of improving pronunciation
and intonation in a
foreign language is not disputed.
Source: Guichot de Fortis 2009: 4; Déjean le Féal 1997: 621
B.57 Paraphrasing
Aim: to develop language � exibility in a B language�.
You will need: recorded spoken material.
Listen to interviews or speeches in your B language� and then
paraphrase them,
again in your B language. It’s often easy to say something in
one way in your B
language�, but more challenging if you are obliged to � nd
another way of saying
the same thing.
B.58 Paraphrase a single sentence
Aim: to develop language � exibility in a B language�.
You will need: a sentence taken from a speech.
Take any sentence in your active language(s), preferably from a
speech that might
be interpreted, and paraphrase it into as many versions as you
can. Your target in a
B language� should be 10 different versions, 12 would be
excellent. In your own
language more than 15 versions is a minimum.
If you like a bit of pressure or competition you could do this as
a group, with

each person taking turns to give the next version.
Example
The strength of our institutions has maintained Britain’s
reputation as a
world leader in science, engineering and design.
Giles Paxman
British Ambassador to Spain,
5th June 2012
1. The robustness of our institutions has kept Britain’s
reputation as a
global leader in science, engineering and design.
2. It’s thanks to the strength of our universities that Britain has
kept its
reputation as a world leader in science, engineering and design.
3. Britain continues to be known as a pioneer in science,
engineering
and design because it has such sound universities.
4. Britain’s continuing reputation as a world leader in science,
engineering and design is based on the excellence of our
institutions.
5. etc.
Source: Van Hoof 1962: 114; Guichot de Fortis 2009: 4

B.59 Semantic dictation
Aim: to produce high quality B language� without the time
pressure associated
with speaking.
You will need: at least one other person, a two-minute speech.
One person reads out a two-minute passage or, preferably,
speaks for a couple
of minutes in the listeners’ B language�. Ideally the speaker is
using their A
language�. The passage might be a short description of an
individual or, later,
a longer chronological narrative. The others listen, and when
the speaker has
� nished they write down a version of what they have heard in
the same language.
The end result should be somewhere between a half and a full
page of A4.
Writing in your B language� will give you the time to craft a
correct version with
fewer mistakes than you would make under the time pressure of
interpreting. This
exercise can also be used as an introductory exercise for
consecutive interpreting.
Source: Tryuk 2002: 56
B.60 Blind drawing
Aim: to demonstrate the need for precision of expression, and
practise it.
You will need: a map, diagram or the like, one other person.
This exercise will work with pretty much any picture, but start
with a map, a

diagram of a machine or a geographical feature. One person can
see the diagram,
the other cannot. The person who can see the diagram describes
it in their B
language� to the other person, who must try to recreate the
diagram by drawing
what they hear.
You’ll initially get something very different to the original
diagram, but you’ll
soon learn to express with considerable accuracy all of the
‘information’ contained
in the picture. This is useful for interpreters, who should not
assume that just
because they have said the same thing as the speaker, their
listeners will have
understood what the speaker meant.
B.61 Learn by heart 1
Aim: to transfer new high-quality language straight into your
active language
store.
You will need: a little time each day, some high-quality source
texts.
Learn by heart, and practise reciting, 2–6 lines of well-written
text in one of your
active languages every day. Each day check that you still know
all the texts from
previous days. This may sound ambitious but it won’t actually
take more than 10
minutes per day, and after a week you will � nd yourself using

the new structures
and expressions when you speak your B language�.
This exercise will contribute very quickly and effectively to
improving your
active language in at least three ways: by immediately moving
� rst, entire phrases
(highlighted in the example below) and second, collocation
pairs (underlined in
the example below) from your passive to your active knowledge
of a language.2
Because you’ve learned the passage below by heart, it will be
no problem to use
only the highlighted/underlined parts in your own speech when
appropriate.
Example
During the last few days concern has been expressed in the
media
and in this House about possible exposure of United Kingdom
forces to
Depleted Uranium in the Balkans. It is suggested that some UK
service
personnel may have become ill as a result. This afternoon I will
set out
our position on depleted uranium, and list the steps we intend to
take.
Third, as demonstrated in the following example, you can use
the same syntactic
constructions, which should be more stylish and interesting than
those you can
produce yourself, but substitute different content words
(highlighted).

Example
During the last few days surprise has been expressed by
journalists and
doctors about possible exposure of NHS radiologists and nurses
to X-ray
radiation in hospitals. It is suggested that some NHS medical
staff may
have become ill as a result. This afternoon I will set out our
position on
X-ray exposure, and list the steps we intend to take.
In a short time you will have a large body of good quality
language that can be
recalled instantaneously.
Source: Gillies 2001: 63; Lomb 2008: 163; Guichot de Fortis
2009: 7
B.62 Learn by heart 2
Aim: to transfer new, high-quality language straight into your
active language
store.
You will need: a little time each day, some high-quality source
texts.
Choose an outstanding speech in the target language and
memorize a sentence
a day, writing it down and repeating it aloud as many times as
necessary until it
can be reproduced without conscious intellectual effort. Stop
only when the entire

speech has been internalized. In this way, it is again possible to
appropriate some
small part of the cadence and genius of the new active language.
Source: Guichot de Fortis 2009: 6
B.63 Write and learn speeches
Aim: to transfer new high-quality language into your active
language store.
You will need: a little time.
Write model speeches for yourself and memorize the structures
in them so that
they come to mind instantly when required.
Source: Déjean le Féal 1981: 89; Nolan 2005: 9
B.64 Create a debating society
languages; to practise
debated at the sort of
international meetings at which interpreters work. Pick a subject
in advance and
assign speaking roles to each other, for example, for and against
the death penalty,
or environmentalist against climate change sceptic. Debating
from a point of view
that differs from your own is particularly useful. Interpreters,
like lawyers, are
called upon to advocate views that may be diametrically
opposed to their own, but
they still have to do their job to the best of their abilities!

Source: de Clarens 1973: 123
B.65 Impersonate
Aim: to practise using native-speaker intonation patterns; to
transfer new high-
quality language straight into your active language store.
You will need: audio or video recordings of comedians,
politicians etc.
Learn off by heart and mimic 1–2 minute extracts from
interviews, speeches and
stand-up comedians in your active languages. Repeat not only
the same words
but copy the speaker’s sentence intonation and pronunciation.
Learn one or two
per week and each week check that you still know all the
extracts from previous
weeks.
Learning by heart and imitating will help you to develop the
correct sentence
intonation and rhythm when speaking your active languages.
Both are very
dif� cult to learn and often give away foreign speakers who
otherwise have a very
good command of the language.
In addition, learning extracts by heart will help, as in ‘Learning
by heart 1’
above (B.61), in moving words, structures, and here also
intonation patterns,

directly from your passive to active language knowledge.
Comedians are mentioned here because they often use a more
marked intonation
for comic effect and this will be easier to copy. Also, to sound
really authentic you
will probably have to feel as if you are exaggerating the accent
when you speak.
– but in fact it will not be as over the top as you think.
Source: Gillies 2001: 63; Heine, 2000: 217
B.66 Poems and songs
Aim: to practise using native-speaker intonation patterns; to
transfer new, high-
quality language straight into your active language store.
You will need: a collection of poetry.
Do not be shy of learning by heart poems or songs in the
language you’re working
to improve. Good diction plays a more signi� cant role in
speech performance than
the mere articulation of individual sounds. Verses and melodies
impose certain
constraints. They set which sounds must be long and which
must be short. The
rhythm inherent in them guides speakers and helps them avoid
the intonation traps
of their native language.
Source: Lomb, 2008: 163

B.67 Re-enact comedy sketches
Aim: to improve intonation and delivery timing in active
languages,
You will need: a � lm recording of a great comedy sketch,
Find a � lmed recording of a comedy sketch, the better-known
and funnier the
better, and its transcript. The sketch should involve 2–4 people
and not be longer
than 3–4 minutes. You can use part of a longer sketch instead,
of course. Assign
one role to each member of your group. Together, watch the
sketch several times,
making sure you know why it’s funny. Now rehearse the sketch
together, repeating
the script and imitating the intonation and body language of the
actors/comedians
in the original. Give yourselves 30 minutes to rehearse and then
perform the
sketch for other colleagues. Intonation and timing are always
fundamental to good
comedy, so if your colleagues don’t laugh, you probably haven’t
got them right. If
you can imitate the experts in this way you may also be able to
apply some of this
good intonation to your own active language production.
Some British examples of the type of sketch that is well-suited
to this exercise
are: Monty Python’s ‘The Four Yorkshiremen’; Not the Nine
O’clock News,
‘Python Worshippers’; and John Bird and John Fortune,
‘Subprime’.
B.68 Recording vocabulary
Aim: to collect vocabulary in context and in a format that is

readily useable.
You will need: a system.
How to record vocabulary: don’t make lists!
Record vocab in topic-based groupings, using images. Record
words in context,
not alone. The meaning of words is clearer if they are recorded
in context and the
words will be easier to recall.
For those with a visual memory the very fact of noting related
terms and
expressions side by side on the page will mean that recalling
one of them helps to
recall those that were around it on the page, or noted at the
same time.
Source: Lewis 1993: 126
B.69 Collect vocabulary in collocation
readily useable.
You will need: a notebook.
Don’t collect new vocabulary in lists, but collect it in context
with other words
that it can be used with. In this way you have ready phrases to
use, rather than
single words.
Example

(re-)draft
table
withdraw
vote on
sign
controversial
compromise
far-reaching
amendments
Be aware of the methods for vocabulary recording that are out
there and which ones
work for you. For example, you might have a look at Lewis &
Wilberg’s seminal
students’ book Business English, in which they offer a whole
range of ways to
record vocabulary more effectively. Have a look also at
Teaching Collocation by
the same author. Details in the bibliography at the back of this
book.
Source: Lewis 1993: 126; Lomb 2008: 140; EMCI 2002: 60;
Walker 2005
B.70 Create a collocation dictionary
readily useable.
You will need: a separate notebook.
Create a collocation dictionary for your active language. That is
a collection of
pairs of words that are often found together. For example, in
English the phrases

‘a heated debate’ or ‘untold suffering’ are used in preference to
the many other
pairs that would be technically correct, for example, ‘an angry
debate’ or ‘grave
suffering’. If you are to be convincing in your active languages
you too must use
them.
B.71 Become a label spotter
Aim: to demonstrate, and familiarize yourself with, the breadth
of a language’s
everyday vocabulary.
You will need: a big store.
Go to a large local DIY store, major department store, home-�
ttings store, or
similar. You’ll notice that every product has a little sign in
front of it on the
shelf telling you exactly what it is. Do you know how to say
that in your active
languages? And if so, do you know what verb goes with that
object in the most
common collocations? (For example, ‘to operate an orbital
sander’, ‘to fold away
a sofa-bed’.)
In practice this is easier if you are in a country where your A
language� is not
spoken, because you’ll see the product, know what it is in your
own language and
won’t have to look anything up.

If you’re in the country where your A language� is spoken and
need to � nd out
what a product is called in your other active language�, you
can look it up online.
This is best done by taking a smart-phone with you to the store
and comparing
the product with pictures of similar products in a similar store
in a country where
the other language is spoken. Don’t use any translations you �
nd online. Trust the
pictures and the descriptions of the products!
Source: Woodman
B.72 Look up only what crops up (several times)
Aim: to make dictionary use more time-ef� cient.
You will need: reference works.
Some people might suggest looking up everything you’re not
sure of in a dictionary
or, even better, in a couple of dictionaries – one bilingual, one
monolingual. You
could also look in a collocation dictionary. It might be a bit
more time-ef� cient,
however, only to look up words that you come across two or
more times in quick
succession, because if a word is coming up frequently then it’s
probably important,
and the fact that it is recurring means it’s more likely to be �
xed, by repetition, in
your memory. How many words do we look up and then forget?
A lot.

B.73 Use Google images as a picture dictionary
Aim: to avoid dictionary translations and interference� between
languages.
You will need: an internet connection.
Try looking up non-abstract technical terms in your foreign
languages, not in a
dictionary but in Google images. A picture will appear. Now
you know what the
thing is, but can you name it in your own language? If you can,
this exercise
will help you to avoid using or � nding overly literal dictionary
translations. If
you can’t, it’s not a gap in your terminology that you have, but
in your general
knowledge!
orbita l sander
About 692,000 results (0.11 seconds)
Related searches: rando m Q[Ma! sander ~!t orMa! sander
orbital floor sander
B.74 Wiki-parallels
understanding
words in context.

expression in one
menu to many other
full explanation of
the term in question, in both languages, which you can compare
to be sure that one
check that the
check that the two
B.75 Read and record interesting terms
Aim: to increase the lexical and stylistic range of your active
language.
Spend about 15 minutes each day reading one article carefully
and making a note
of all the words and expressions that you wouldn’t have used
yourself. Try to use
these words and expressions when writing or speaking your
foreign language.
Source: Pergnier and Lavault 1995; Walker 2005; Guichot de
Fortis 2009: 6
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B.76 Stock expressions
Aim: to avoid overusing certain common expressions.
You will need: a notebook
Make lists of stock phrases� and of synonyms for frequently
recurring words.
Making the list will itself help you to recall these expressions
when interpreting.
And having them in a list to recall will help you to avoid
overusing certain
simple but common expressions, for example ‘I think’ or ‘I
agree’. You can then
concentrate your efforts on translating the more original parts of
the speaker’s
message, rather than spending time and effort on the mundane.
Example
Thank you very much
I’m very grateful for

Let me express my gratitude to
I agree
I share that view
I concur
I see it the same way
I think
To my mind
If you ask me
In my opinion
We all know that
It will come as no surprise that
I’m sure you’re aware that
It’s common knowledge that
B.77 The rise and fall of the synonym
Aim: to avoid overusing certain common expressions.
You will need: a notebook, a � nancial newspaper.
Take a stock market report in a � nancial newspaper and mark
all the synonyms
for ‘rise’ and ‘fall’ when referring to price. Because � nancial
newspapers do
a lot of reporting about the rise and fall of the stock markets,
you’ll � nd they
are particularly rich in synonyms for certain frequently
occurring expressions,
including ‘rise’ and ‘fall’, as you can see in bold in the example
below.

Note the expressions and try to use them where appropriate in
your interpreting.
Example
Market Report: FlyBe falls to earth with profi t warning
With London this weekend bidding farewell to thousands of
athletes, one
company happy to see them go will be FlyBe. Punters were
pushing over each
other to reach the emergency exit yesterday after the regional
airline said the
Olympics were partly to blame for its latest woeful update.
Since fl oating in 2010 at 295p-a-pop, the group has shed more
than three
quarters of its value following a number of profi t warnings.
Yesterday it was
nose-dived again, plummeting 10.75p to 64.5p on the small-cap
index after
admitting its revenues for the year would be worse than
previously thought.
…
Meanwhile, Liberum Capital’s Peter Hyde – saying the update
highlighted
‘weakening UK demand’ – said he ‘would be taking profi t’ in
FlyBe’s rival easyJet,
which slipped back 1.5 points to 555.5p.
The FTSE 100 narrowly failed to stretch its winning run to a
sixth session,
creeping down 4.4 points to 5,847.11, as Chinese trade fi gures
proved worse
than expected. Nonetheless, the top-tier index has still added
220 points over

the past fortnight.
The appointment late on Thursday of Sir David Walker as
Barclays’ new
chairman was well received, as the bank closed in the gold
medal position after
advancing 4.45p to 183.4p. Shore Capital’s Gary Greenwood
was certainly
impressed – the analyst said the City grandee ‘ticks all the right
boxes’, adding
that he struggled ‘to see how the board could have found a
better candidate for
the role’.
At the other end, Bunzl was knocked back 54p to 1,112.5p after
UBS’s
Shang Liew recommended selling the plastic bag supplier,
noting the stock had
jumped by more than two-thirds over the past year.
…
A 20 per cent increase in the value of Hugo Boss over the fi rst-
half of the year
prompted SVG Capital – whose biggest investment is the
German fashion house
– to tick up 4.3p to 264.8p, with the private equity fi rm’s asset
values up 12.3
per cent in total.
Meanwhile, the news it had paid €10m for a 22 per cent stake in
PIXmania,
giving it full control of the electricals website, saw high street

chain Dixons Retail
move 0.27p higher to 16.27p.
Down on Aim, Mercury Recycling was pegged back 0.25p to
5.5p after
saying it had received a letter ‘from lawyers…’
Toby Green, The Independent, 11th August 2012
© The Independent
http://www.independent.co.uk/news/business/sharewatch/market
-report-fl ybe-
falls-to-earth-with-profi t-warning-8031766.html
B.78 Crosswords
Aim: to practice rapid synonym activation�.
You will need: quick crosswords.
Do quick crosswords† in your active language(s). Buy a
thesaurus and use it. The
ability to � nd synonyms quickly is essential for the interpreter
and this is a useful
way to get regular, enjoyable practice.
† In British English, crosswords are divided between ‘cryptic’
and ‘quick’. The
latter require only that you come up with a synonym for the clue
given. That’s all
you need. The former are considerably more complicated.
Source: Walker 2005
Across
3. talent that needs training
4. interpreting but not from
in the meeting room
6. writing memory prompts

7. etc…
Down
1. following
2. substitute
3. father of consecutive
note-taking
5. interpreters’ workplace
8. etc…
1
4
6
7 8
9
10 11
5
2 3
-report-fl ybefalls-to-earth-with-profi t-warning-8031766.html
-report-fl ybefalls-to-earth-with-profi t-warning-8031766.html
B.79 Link memory
Aim: to add technical terminology to your active vocabulary.

You will need: an illustrated technical dictionary.
Learn and practise the ‘link’ method of memorizing things (see
exercise C.82).
Now open a technical picture dictionary in your foreign
language at � ve chosen
sections and alternately ‘link’ items from the different sections.
With 15 minutes
work you can get 20 or more words a day into your active
vocabulary like this. It is
particularly effective for technical vocabulary (ie. machine
parts) that is otherwise
dif� cult to learn and that you may need to learn in a hurry.
The link method involves imagining a visual image of an object,
larger than
life and surreal if possible. Then ‘link’ it to a similarly unusual
visual image of
another object, and another, and another. It is extremely dif�
cult to forget lists of
words learned in this way. For more details on memory
techniques like these, see
Daniels, Lorayne and Lucas in the Bibliography.
B.80 Inter-language memory association
Aim: to add technical terminology to your active vocabulary.
You will need: a list of related terms you wish to learn.
Regardless of how obscure or entirely unlike any other word a
technical term
may be, you can remember it by associating it in your own mind
with something
that sounds similar, or looks similar in another language you
know. Anything
goes, because it is your memory that you have to inspire to
remember things.

For example, picture a man standing in the freezing cold and
snow in front of a
painter’s easel dabbing the canvas with a lemon. Ridiculous
enough to stick in
your mind? Now note that ‘dab’ is the English name for a � sh
that in French is
called ‘limande’ (which is close to the English ‘lemon’), and
that in Polish this
� sh is ‘zimnica’ (‘zimne’ is Polish for cold). For someone who
knows these three
languages those prompts are enough to recall the correct term.
You can do the
same for dozens of other � sh, birds, animals, crop types, or
indeed any group of
terms that you need to learn in a hurry.
The British illusionist and memory expert Paul Daniels, best
known for his TV
magic shows in the 1980s, actually brought out a language
course called the Magic
Language Memory Method that was heavily reliant on this
method of recalling
vocabulary, and other memory specialists have described the
same technique.
Source: Daniels, Lorayne and Lucas 1974: 45; Walker 2005
B.81 Cloze� exercise
Aim: to develop linguistic � exibility.
One person reads aloud, or speaks, and then pauses mid-

sentence. The others try
to arrive at the largest number of grammatically sound
alternative versions of
the rest of the sentence. This will test the � exibility of your
use of your active
languages. It will also be useful later in the booth, where
making it to the end of a
sentence, whatever is going on around you, will be an
imperative.
Example
[The relationship between China and Australia] is broad-based,
strong
and valued by both countries. Both countries see tremendous
potential
for…
27th October 2011
strong
potential
for…
... further exchanges.
... further cooperation on environmental issues.
... an acceleration of trade cooperation over the next few years.
... further engagement, particularly in the services sector.
Source: Visson 1999: 126; Kalina 2000: 180; Nolan 2005: 24

B.82 Synonym association
Aim: to increase � exibility in language use.
Play word association games with your fellow students in your
active languages.
One person says a word, a second must offer a synonym or
associated word as
quickly as possible. A third person then does the same on the
basis of the second
person’s offering.
B.83 Taboo
Aim: to practise language � exibility.
You will need: a set of the game Taboo, or make your own.
In this game, one person has a card with a word on it. They
have to describe that
word and the others have to guess what it is, or you have to get
them to say it. But
also on the card is a list of terms that are ‘taboo’, that is to say,
which you cannot
use in your explanation. Those terms are the ones that are most
commonly used
to describe the word.
CLIMATE CHANGE
temperature
CO

emissions
warmer
atmosphere
2
This exercise is great practice for paraphrasing, either in your A
language�, or
your other active languages.
Source: Interpreter’s Launchpad
B.84 De� nition matching
Aim: to highlight subtle differences between similar terms.
You will need: some preparation time, at least two other people.
Take three words of similar meaning and one de� nition. Match
the correct
de� nition to the appropriate word, for example, country,
nation, state. This could
take the form of multiple choice, or a group exercise prepared
by students for each
other or by the trainer for the students. If students are doing the
preparing, this
exercise is an excellent way of highlighting such subtle
differences in the meaning
of important concepts.
The interpreter must be able to rapidly access a very exact
linguistic version of
the ideas he or she wishes to communicate. Done at speed, this
exercise can help.

B.85 Terminology Bingo
Aim: to train for rapid translation of terms with no obvious
counterpart in the
target language�.
You will need: at least 3 other people, a list of 36 terms that
have no obvious
counterpart in the target language.
Create a grid of 6 by 6 boxes. In each box write a technical term
or proper name
that is dif� cult to translate into your B language� and
distribute the grid to the
whole group. The terms are called out in turn and participants
must offer a B
language� version (refereed by the others). If your version is
acceptable then
circle the box on your grid; the others must cross out that box
on their grids. The
aim is to get a row of four circled boxes.
Example
have a
quorum
standing
committee
immunity roll-call vote
committee of
inquiry

equal
opportunities
bill point of order
subsidies transparency budget
discharge
waiver
table a
proposal
eligibility postpone the
vote
Court of
Auditors
Notes
1 ‘Le vocabulaire d’une langue est illimité et sa connaissance
doit constamment être
complétée.’ Translated from the French by Andrew Gillies.
2 See the Gravitational Model of linguistic availability in Gile
1995: 212–23; and see also
Lewis, The Lexical Approach.
Part C

Consecutive interpreting
This section suggests practice activities for some of the main
elements of
consecutive interpretation technique:
• Delivery
• Active listening and analysis
• Memory
• Note-taking
• Reformulation
• Self-monitoring
• Split attention
Delivery
However ambitious it may seem, your goal as a student
interpreter is to speak,
when interpreting, like a competent public speaker giving their
own speech. The
details of what exactly that means and how it is to be achieved
will be part of
your interpreting course, though you will also � nd pointers
online. Here are a few
exercises to help you achieve that goal.
Most of the exercises in this section are aimed at improving
your speaking
technique, rather than physiologically training up the parts of
the body involved in

speaking. The latter are the preserve of professional voice
coaches and here I have
neither the space nor the expertise to go into all the possible
exercises they might
recommend. If exercises C.1 and C.2 appeal to you, you will �
nd references in the
bibliography to guide you towards more voice training
exercises. Alternatively,
� nd a voice coach, or suggest to your interpreting school that
they hire one to
come and give your class some training.
C.1 Breathe
Aim: to slow down your breathing to promote better voice
quality, and relax.
You will need: space to stretch your arms.
Stand with your feet about 50cm apart, leaving enough space
around you to extend
your arms, with shoulders relaxed, but not hanging down! Your
chest is open, the
ribcage in a natural position. Your hands are touching each
other in front of your
belly, palms facing upwards. Breathe in, lifting your arms
gradually out to the
sides until they are level with your shoulders. This movement
should make you
breathe in. When breathing out, let your arms gradually go back
to the original
position. Repeat ten times.
Take a deep breath, lifting your arms to the side again, and
think you are
breathing into your belly and your lower back. Your lungs need
space to expand,
that is why they push out your belly. Now bring your arms to

the front but keep
them at the height of your shoulders and form a circle with your
thumb and index
� nger, as if you are holding a thin rubber band. Now exhale
slowly, pulling this
imaginary rubber band with your index � nger and thumb until
your arms are
back out at 180o, level with your shoulders, and you run out of
breath. This will
100 Part C – Consecutive interpreting
help you control the amount of breath you exhale. Exhale very
slowly as you are
pulling the ‘ ‘rubber band’ and try to resist as long as possible.
Exhale on a long
‘sssss’ or ‘fffff’ sound. Notice that ‘fff’ will make you exhale
faster then ‘sss’. Try
to control the amount of air you exhale.
Voice coaches will ask you do this same exercise exhaling while
you make a
series of different sounds – p, t, k or h-h-h, or prrrr and brrrr. If
you’re interested
in more of the same, check the bibliography or consult a voice
coach.
Source: Mühle
C.2 Face massage
Aim: to improve diction and relax the face and parts of the body
involved in
speaking.

Massage your face, the underside of your jaw and the jaw
muscles. Pull on your
lips. Scrunch the face together and then stretch it apart. Pull
funny faces (gurn)!
Pull your hands down the front of your face, pulling your mouth
open, relaxing
the lower jaw and making a ‘ha’ sound as you do.
A lot of tension resides in the face, which can affect the quality
of your voice
and your stress levels.
Source: Mühle
C.3 Just a Minute 1
Aim: to practise public speaking under time pressure.
‘Just a Minute’ is a UK radio game show in which one person
must speak on
a given subject, without hesitation or repetition, for 60 seconds
or more. The
speaker doesn’t know in advance what the subject is. For this
exercise, the
subject is suggested by the others in the group and they then
assess the speaker’s
performance according to a set of public-speaking guidelines
you have been
working with as part of your course.
Can you speak � uently and con� dently on any subject at a
few seconds’ notice?
This exercise will help you to sound con� dent even when you
are not.

Delivery 101
C.4 Just a Minute 2
Aim: to practise public speaking under time pressure.
When you are comfortable with the Just a Minute exercise
above (C.3), extend the
time in which the speaker has to improvise towards 2 minutes
and then add the
following element to the exercise.
One of the people listening shows a card with a word or concept
written in
large letters on it. The person speaking must coherently
incorporate the word/
concept on the card into the improvised speech.
A further stage is to show the card only to the speaker and not
to the other
listeners. The listeners must try to guess what was on the card
from the speaker’s
intonation. If the speaker has mastered the art of controlled
public speaking, they
will not give away which word was on the card by, for example,
sounding hesitant
or smiling when they include that word in their improvised
speech.
C.5 Talking to a mirror
Aim: to raise awareness about how you appear to others when
speaking.
You will need: a mirror.

Practise speaking in front of a mirror. Check for twitches,
gestures and the like.
What impression do you make on the listener? If you or your
school have a video
camera, try using that too. If your mobile phone has a video
camera, then use that.
C.6 Tell it to grandma
Aim: to rediscover your natural speaking ability.
You will need: a speech.
Pick a topic or listen to a speech and then imagine you are
explaining it to your
grandmother or a relative from abroad who might not be
familiar with the subject
matter. You’ll have to explain and communicate the subject
more naturally, paying
less attention to the detail of the information and more attention
to making sure
the listener understands what you’re saying. This is
communication!
C.7 Observe and copy
Aim: to improve your speaking skills by imitating the experts.
You will need: access to professional speakers’ speeches or
performances.
Observe professional speakers in, for example, national
parliaments; note and try
to emulate how and when they pause for breath, their rhythm

and other oratorial
techniques.
Source: Heine, 2000: 217
C.8 Write and deliver speeches
Aim: to practise debating skills and defending opinions that are
not your own.
Write and deliver speeches commenting on articles reported in
newspaper articles,
or imagine that you are trying to persuade a government of�
cial to change a certain
rule. Record yourself or ask a colleague to listen. Are you
convincing?
Source: Nolan 2005: 9
C.9 Defend controversial viewpoints
Aim: to practise debating skills and defending opinions that are
not your own.
Think up a controversial statement designed to spark a lively
debate (if not within
your group, then in society as a whole). Speak defending � rst
one side of the
argument and then the other. You can also do this exercise in
groups for more
realism.
Example
Bull-fi ghting is a perfectly valid form of sport that involves
minimal

suffering for the animal, who also has a fair chance to win the
bout.
Complete disarmament is a utopian ideal that will never be
achieved and
we shouldn’t even aspire to.
Students should pay for their tuition, rather than be subsidized
by the
government.
Delivery 103
C.10 Create a debating society/role play
languages; to practise
debated at the sort
of international meetings at which interpreters work. Choose a
controversial
topic and then assign a speaking role (and point of view) to
each person in the
group. For example, ‘nuclear power’, with speakers in the
following roles: an
environmentalist opposed to nuclear power; a representative of
the nuclear
industry; a government of� cial arguing nuclear energy is the
best environmentally
sustainable energy source. Each speaker then goes away and

prepares their
speaking part and you all meet together again for the ‘debate’.
If you want to make this exercise more realistic, you can base
the roles on real
people who represent the different points of view and research
online for what
they might say. So in the example above, a debate on nuclear
power, you might
assign the following roles: Executive Director of Greenpeace
(Kumi Naidoo) and
the CEO of Areva (Luc Oursel).
Interpreters, like lawyers, are called upon to advocate views
that may be
diametrically opposed to their own, without betraying those
differences in their
speech.
This exercise is a great warm up for interpreting on the same
subject later the
same day.
Source: also de Clarens 1973: 123
C.11 Impersonate
Aim: to practise using native-speaker intonation patterns.
You will need: audio or video recordings of comedians,
politicians etc.
Learn off by heart and mimic 1–2 minute extracts from
interviews, speeches and
stand-up comedians in your active languages. Repeat not only
the same words but
copy the speaker’s sentence intonation and pronunciation.

If you are not a natural speaker, or if you have very little
experience of speaking
in public, then this exercise will help to develop the correct
sentence intonation
and rhythm when speaking your active language(s).
Source: also Heine, 2000: 217; Gillies 2001: 63
C.12 Turn up the volume
Aim: to explore the boundaries of the acceptable in public
speaking.
You will need: a small audience.
When practising public speaking, try varying the speed and
volume of your speech.
Learn through your own experience what your voice and brain
are comfortable
with and at the same time what your audience is comfortable
with.
Source: Heine, 2000: 217
C.13 Reading aloud
lexis that you
would not normally encounter.
You will need: good quality written material.
Practise reading aloud a variety of texts, including narrative �
ction, dialogue,
news reports, and technical manuals. Record yourself and listen
critically to your

enunciation and intonation.
Apart from forcing you to use grammatical structures and
vocabulary that
you might not otherwise use, this exercise also re� ects
professional reality for
interpreters, who are very occasionally called upon to read out
pre-prepared
translations. Language teachers will tell you that the written
word can interfere
with otherwise good pronunciation, and that is a dif� culty to
be overcome here.
Source: Van Hoof 1962: 107; Pergnier and Lavault 1995
C.14 Giving speeches for each other
Aim: to practise public speaking to an audience.
Giving speeches to one another in practice groups is a great way
to practise your
public speaking skills and make sure everyone has plenty of
practice material to
interpret from. Apply the principles of good delivery that you
have learnt as part of
your course, other reading, or experience elsewhere. See also
exercises A.20–24.
C.15 Napkin speeches
Aim: to get used to, and practise, speaking freely and at length
on any subject.
You will need: a paper napkin, or a small piece of paper (5cm x
7cm).
One person prepares a speech of 20 minutes, to be delivered in
three parts. The

speaker is allowed only a paper napkin or one small piece of
paper for any notes
they may require. Learning by heart is not allowed.
C.16 Record and transcribe
Aim: to make yourself aware of the unnatural intonation that
interpreting causes,
and correct it.
You will need: a voice recorder, a speech to interpret from.
Record your interpretation and, for at least part of it, make a
transcript in which
you space out the words on the page proportional to the time
between them as you
spoke them. For example,
Delivery 105
Example
‘Thank ……… you Mr Chairman I’d ……… just ……… like
……… to come in on
this ……… point if I may. We in Sweden ……… are
particularly concerned by
……… the ……… issues raised in ……… this ………
document.’
This exercise will show you whether or not your intonation
within sentences is
natural. Putting the pauses in the wrong places in a sentence, or
using the wrong
intonation, is not only unpleasant for the listener but can, as

you see in the example
below, change the meaning of a given sentence or pair of
sentences. (This is
particularly true in non-in� ected languages like English, but
also in others.)
Imagine a listener hears the following from the interpreter.
Example
‘This document has ……… been adopted by the Secretariat the
Executive
Committee and the Congress ………’
The meaning seems entirely clear. But what the listener only
discovers later is the
next part of the sentence...
‘This document has ……… been adopted by the Secretariat the
Executive
Committee and the Congress ……… will vote on it when they
next convene.’
Listeners can’t see the actual punctuation. They hear it, from
the interpreter. What
the speaker really wanted to say was:
‘This document has been adopted by the Secretariat. The
Executive Committee
and the Congress will vote on it when they next convene.’
Listeners will initially be unaware of the full stop and
understand the remark
to mean that the Executive Committee and Congress have also
approved the
document. This is very wrong, as we see from what follows. By

the time the
interpreter and/or the listener work this out and try to correct it,
the damage has
already been done.
C.17 Intonation is meaning
Aim: to demonstrate that in some languages intonation can
make a huge difference
to the meaning of the same words when spoken; to practise
doing this yourself.
You will need: copies of the sheet below, a group of people.
Hand out a copy of the sheet below to everyone in the group.
Divide up into pairs,
with one person going into the booth, or playing the role of the
interpreter. That
person then has to read out the words in the left-hand column in
such a way that
they are understood to mean one of the three or four options in
the right-hand
column. Don’t do them in order! The person listening must
guess which of the
options in the right-hand column the interpreter is trying to say.
Thank you Italy 1. Thank you to Italy
2. Thank you. Italy has the fl oor next.
3. Thank you. Italy do you wish to take the fl oor?
This is a great
report

1. For our opponents
2. But we need a plan, not a report
3. But this other report is complete rubbish
4. Well done, rapporteur.
Thank you 1. It’s you, not me, who deserves the thanks
2. You’re annoyed, not grateful to receive this
3. I’m grateful for this
4. Thank you? I ought to hit you.
Is he all right? 1. She’s OK, but what about him
2. Surprised by bad news
3. Deeply concerned to know what might have happened
4. Querying whether he really is OK
These are just four examples. There are many more that you can
create for
yourselves.
Delivery 107
C.18 Film or record yourself
Aim: to make yourself aware of how you appear to other people
when you’re

speaking.
You will need: a video camera.
There is nothing like seeing yourself on � lm or hearing your
own voice played
back to you. It may not be pleasant, but if you are preparing to
in� ict yourself on
paying customers you should be prepared to watch yourself
working. Do you look
and sound like a professional speaker? Why not?
It’s a good idea to keep some of the very � rst � lms you make
so that you can
look at them a few months later, compare them with newer �
lms, and see that you
really have made some progress.
Source: Schweda-Nicholson 1985: 149
C.19 Create a real client
Aim: to recreate a situation in which the interpreter is genuinely
communicating
with an audience that hasn’t understood the original.
Often when you’re practising you will � nd yourself in a
situation where everyone
in the room speaks both the target and the source language. This
means that they
listen differently to the interpretation from a real client who is
dependent on the
interpreter.
So when you’re practising consecutive in groups of 3 or more
with other
students, nominate a speaker, an interpreter and then a ‘client’.

Send the ‘client’
out of the room so that they cannot hear the original speech, but
call them back
to listen to the interpreter’s version. (They can either just listen
to it, or interpret
it consecutively using the � rst interpreted version as their
original. It’s best,
though, to start off just listening.) Afterwards the ‘client’
should ask the interpreter
questions wherever they are unsure about what they have just
heard. Often, the
interpreter will be able to answer the ‘client’s’ questions, or
clear up their queries.
If they can’t, ask the speaker to repeat that part of the original.
This exercise reminds us that consecutive is a communicative
exercise, not a
purely intellectual one like a crossword.
C.20 Stand in a corner
Aim: to practise projecting your voice.
You will need: a largish room, at least one other person.
If you have a problem making yourself heard, or you are softly
spoken, try moving
as far away in the room from your practice partners as you can
and interpreting
from there. In this way you are forced to project your voice
further than you
normally would. Classrooms tend to be much smaller, and often
quieter, than the
rooms and spaces in which interpreters really do consecutive, so

it’s a good idea
to learn to project your voice.
C.21 Speak outdoors
Aim: to practise projecting your voice over background noise.
You will need: a park and good weather, or a station, and at
least one other person.
Try doing some speaking practice or consecutive outdoors in a
park, or perhaps a
quiet station. Can you make yourself heard over the background
noise?
Classrooms tend to be much quieter than the rooms and spaces
in which
interpreters really do consecutive, so it’s a good idea to learn to
project your voice
over background noise.
C.22 Sight translation� with a time limit
Aim: to practise � uent delivery and voice projection under
pressure.
You will need: a stop watch and timer, a text to sight translate.
Start by sight translating a text as per usual. Time how long it
took. Now sight
translate the same text again but set the timer for 2/3 of the time
you took for your
� rst effort.
Source: Van Hoof 1962: 115
C.23 Note-reading practice
Aim: to practise reading back notes.
You will need: a speech transcript.

Take notes from the transcript of a speech. Do it relatively
quickly, without going
back over the speech time and time again, but more slowly than
if you were
listening to the speech. When you’ve � nished, read back the
speech from your
notes. Make sure that you are maintaining eye contact with your
audience, as
well as sticking to all the other principles of good delivery that
you’ve learnt. In
this way you can practise your note-reading and delivery
without quite so much
pressure.
Delivery 109
C.24 Note-reading according to Jones
Aim: to practise simultaneously reading ahead in your notes
without interrupting
your interpreting.
You will need: speech transcript, notepad.
back over the speech time and time again. When you’ve �
nished, read back the
speech from your notes. Try to apply the technique described by
Roderick Jones
below and you’ll immediately see how your attention is divided
between the tasks
of talking, reading ahead and recalling what you’ve read.
There is a specifi c technique that interpreters can try to
develop, and

which can be compared to a pianist reading music while playing
but
not sight-reading. The pianist who has practised a piece is in a
similar
situation to the consecutive interpreter: essentially they know
what they
want to play but the sheet-music is there to remind them. The
pianist
looks at the opening bars and then starts playing, and continues
reading
ahead of the notes they are playing, their eyes on the music
always being
a little ahead of their fi ngers on the keyboard. Similarly the
interpreter
should look at the fi rst page of their notes then start speaking
while
looking up at their audience. As the interpreter moves towards
the end
of the passage they have looked at, they glance down at their
notes
again to read the next passage. In other words they do not wait
until they
fi nished one passage to look again at their notes, which would
mean that
the interpretation would become jerky, reading then speaking,
reading
then speaking. Rather the interpreter, while still talking, is
already
reading ahead, preparing the next passage, thus providing for a
smooth,
uninterrupted and effi cient interpretation.
Source: Jones 1998: 64

C.25 Try different equipment
Aim: to � nd out what works for you.
You will need: a variety of pens and pads.
Try taking notes on a variety of different size notepads – A4,
reporter’s pad,
passport-sized pad, tall thin pad etc. – with a variety of
different types of writing
implement: thin felt tip, fat felt tip, rollerball, biro, pencil etc.
Find out which you
are most comfortable writing with, on what size pad, and which
combination is
easiest to use when reading back your notes. Although most
teachers recommend
a reporter’s notepad and a biro – and this works best for most
people – it may not
be the case for you.
Active listening and analysis
Active listening and analysis mean listening to how a speech is
built up, what it
is really about, what are the main points and what the speaker is
trying to say.
It is also about listening to all of a speech, not drifting off in
the middle and not
missing a single word of what the speaker says. In this part of
the book we again
isolate a skill and practise it on its own. Practising the analysis
of texts without the
time pressure of interpreting can help automize the analysis task
before you try

doing the same thing in the heat of the interpreting action.
Many of the analysis exercises below can be done � rst as
reading exercises
from the transcripts of speeches, then from the spoken word.
For what sort of texts
to use, see exercises A.16–24 in ‘Practice Material’ above.
C.26 Concentrate!
Aim: to develop focus and stamina in your concentrated
listening.
You will need: a speech recording or news broadcast.
When listening to a speech or news broadcast in the foreign
language, concentrate
on ‘hearing out’ every single word/syllable without allowing
your attention to
wander to, say, your plans for the weekend.
It is dif� cult to concentrate as intensely as the interpreter does
and requires
some practice. It is all too easy to listen inattentively to a
language when we
understand it well and/or to allow our attention to drift to other
subjects. This
exercise should help you balance that out, which is useful at an
early stage in your
course.
C.27 Train your concentration
Aim: to listen without distraction.
You will need: a TV, or some kids.

Increase your concentration levels by listening to and/or
shadowing a speech
recording while there’s a lot of background noise. For example,
while your kids
are watching cartoons in the background, or outdoors in a park.
Can you listen
properly despite the background noise?
Classrooms tend to be much quieter than the rooms and spaces
in which
interpreters really do consecutive, so it’s a good idea to learn to
listen despite
background noise. This exercise will increase your ability to
concentrate
deliberately on what you need to concentrate on without being
distracted by what
you don’t need to listen to.
Source: Sherwood-Gabrielson et al. 2008: 224
C.28 News summaries
Aim: to practise summary skills and information ranking.
You will need: newspapers.
Increase your analytical skills by reading a newspaper or
magazine. After � nishing
each article, try to summarize what you read in a single
sentence. Start in your A
language�, then try it in all your active languages. When you’re
comfortable with
that, move on to listening to radio and TV news broadcasts and
do the same after
each item of news.
Interpreters need to understand the underlying, basic message a

speaker is
trying to get across. After all, can you really say you’ve
understood something if
you are not able to summarize it?
C.29 Text summaries
Aim: to prioritize main points from subordinate information.
You will need: a speech transcript (around one page of A4).
Read all or part of the transcript of a short speech in a limited
time (for example,
two minutes for half a page of A4). Even better, get someone to
read it out for
you. Summarize the content orally without looking again at the
text. This exercise
can be done source language into source language and then later
into a target
language.
Like consecutive proper, this exercise lets the interpreter
see/hear the whole
speech � rst, before anything is interpreted. This reinforces the
task of analysis
because the interpreter must understand the whole, rather than
just its component
parts.
Source: Visson 1999: 125
Active listening and analysis 113
C.30 Speech summaries 1
Aim: to break down a speech into manageable sections.

Listen to a speech. How many points did the speech contain?
Summarize it orally
immediately afterwards in your own words, � rst in the same
language then in a
target language. Start off summarizing very brie� y and in later
sessions include
more detail.
Speeches are never uninterrupted streams of information. They
are always
made up of sections, either those the speaker put in place when
writing, or those
the listener and the interpreter de� ne for themselves to make
comprehension
easier. Looking for, and � nding, these sections can be very
reassuring as they
break down a speech into much more manageable parts.
Source: also Gile 1995: 212; Alexieva 1992: 222
C.31 Counting on your � ngers
Aim: to identify links and the points they join.
One person gives a relatively straightforward speech. The others
count the logical
links� in the speech on their � ngers. Then one person gives a
brief summary of the
speech, counting off each link on their � ngers as they go.
Speeches are never uninterrupted streams of information. They
are always
made up of sections. It is often logical links that create the
bridge between these
sections. Looking for, and � nding, these sections can be very

reassuring as they
break down a speech into much more manageable parts.
You will need: a short (3–4 minutes) practical presentation.
Get a short video or audio presentation on a semi-technical
subject such as repairing
an appliance or an explanation of a scienti� c process. Listen
without taking notes
and try to recall and repeat the main points. (You’ll � nd good
examples at http://
www.khanacademy.org/ or on similar sites.) Repeat this
exercise, but this time
allow yourself to jot down a few key words. Again reproduce as
much as possible.
Notice how easy this is for a technical area you are already
familiar with, and
how much more dif� cult for one that is unfamiliar.
Source: Mikkelson 2000: 91
http://www.khanacademy.org/ or on similar sites
http://www.khanacademy.org/ or on similar sites

Listen to a speech. After the speech, but before the interpreter
gives their
consecutive interpretation, ask the interpreter to give a summary
of the speech
in one or two sentences, answering these four questions: who,
when, why, what?
Then interpret the speech consecutively as per usual.
After all, can you really say you’ve understood something if
you are not able
to summarize it?
Source: Brehm
Aim: to identify the main points of a speech independently of
the register used
by the speaker and/or their ability to present points in a clearly
organized manner.
You will need: a speaker able to make simple points in
complicated language and/
or in a deliberately disorganized way.
One person prepares a speech that contains several simple
points of content but
which is delivered in a high language register and/or in a poorly
organized way.
The interpreter must listen and give back a summary of only the
main points of
the speech.
C.35 Structured speeches 1
Aim: to get into the habit of analyzing speeches on more than
just a linguistic

level.
You will need: pre-prepared speeches.
Write short speeches with simple structures: for example,
for/against/conclusion;
past/present/future; etc. The listeners have to guess the
structure of the speech as
they listen. Listeners, notice how knowing the structure also
helps to remember
the speech.
Start with simple structures and move on to more complicated
speeches and/
or analyses thereof. For example, a more complicated structure
might be: three
points in favour, the last divided into two sub-points; two points
against, both
divided into two examples; three points in conclusion, and so
on.
C.36 Five-point speeches
Aim: to identify the main points of a speech.
You will need: a speaker.
One person prepares a short speech containing, say, � ve clear
points. The listener
agrees to note only � ve words while listening to the speech
and interpret on the
basis of those notes.
The other person must listen and analyze in order to decide
which � ve words

best represent the core points of the speech (which they then
note). If you can’t
recreate most of the speech from your � ve-word notes, then
you probably didn’t
choose the right words for you.
C.37 Interpret � lm plots
Aim: to demonstrate that understanding is the key to
remembering and
reproducing.
One person relates the story of a � lm or book which the
‘interpreter’ at least has
not seen. It should take about 10 minutes and be in the
speaker’s A language�. The
interpreter interprets into their A language.
C.38 Monolingual interpreting
Aim: to practise analysis in isolation from language
comprehension.
You will need: a speaker with the same A language� as you.
Interpret not from one language into another but into the same
language (for
example English into English). In practice this means
paraphrasing the original,
not parroting it. In doing this you have removed the element of
linguistic
comprehension of the original speech. Any failure to get across
the message of
the original will most likely be due to a failure to understand
and analyse the
structure, or note it effectively.

C.39 Chop up into sections
Aim: to identify the major sections of a speech.
You will need: two speech transcripts, at least one other person.
Using word-processing software, remove the paragraph
divisions from the text of
a speech. Even better, get another student to do it for you, and
you for them, so
that neither of you has seen the original layout of the speeches
that both of you
will be working with. Read through the unbroken text and hit
the Return key twice
every time you think the speaker has moved on to a new section
(chunk) of his
speech. This exercise is also called ‘chunking’.
At � rst, speeches may sound like uninterrupted streams of
words, but you
will see that actually they are always made up of smaller,
deliberately separate
sections. These sometimes equate to paragraphs in a written
text, but not always.
Example: before chunking…
Ladies and Gentlemen, Many thanks for inviting me here this
evening.
I have been asked to talk about ‘Germany and Britain: Meeting
the
Economic Challenge Together’. I think the ‘together’ important.
There is

a great deal that we could do together and that we can learn
from each
other. As you would expect, I shall paint a positive picture. But
there
is one aspect which causes some concern. To be provocative – I
fear
that Britain and Germany have somehow drifted apart. Not so
much at
government level, where quite the contrary has happened, as I’ll
explain
in a minute. But at a personal level. Twenty years ago, German
was a
major language in British schools and many school children
would visit
Germany on regular exchanges. Spanish has now overtaken
German,
and young people in Britain have less exposure to Germany as a
result.
The British Army on the Rhine was in those days some 65,000
strong.
If you include families, relatives etc., that gave many more
thousand
British people reason to visit Germany. The army is now around
20,000:
so again a fall off.
British Ambassador, Sir Peter Torry
British Chamber of Commerce in Germany
January 2004
Example: after chunking

Ladies and Gentlemen, Many thanks for inviting me here this
evening.
I have been asked to talk about ‘Germany and Britain: Meeting
the
Economic Challenge Together’. I think the ‘together’ important.
There is
a great deal that we could do together and that we can learn
from each
other. As you would expect, I shall paint a positive picture. But
there is
one aspect which causes some concern.
To be provocative – I fear that Britain and Germany have
somehow
drifted apart. Not so much at government level, where quite the
contrary
has happened, as I’ll explain in a minute. But at a personal
level.
Twenty years ago, German was a major language in British
schools
and many school children would visit Germany on regular
exchanges.
Spanish has now overtaken German, and young people in
Britain have
less exposure to Germany as a result. The British Army on the
Rhine was
in those days some 65,000 strong. If you include families,
relatives etc.,
that gave many more thousand British people reason to visit
Germany.
The army is now around 20,000: so again a fall off.
When you compare your work on this exercise with others, you

may well � nd
that you mostly agree but that you’ve divided the text a
sentence earlier or later in
some places. That’s because there is often a sentence that serves
to lead into the
next part of the speech. For example, ‘But there is one aspect
which causes some
concern’ in the example above. Whether we consider this
sentence as the � rst
sentence of one section or the last of the preceding section is
not important; this
sentence’s purpose is to create a transition between two sections
(and therefore
belongs to both sections).
C.40 Jigsaw puzzle
Aim: to get you thinking about how and why different parts of a
speech follow
one another.
You will need: the printed transcript of part of a speech,
scissors, at least one
other person.
Take part of a simple speech that has a clear logic. Print out
between � ve and
seven paragraphs and then cut them up so that each paragraph is
on a separate
piece of paper. Shuf� e the pieces of paper and spread them out
on the table. Now
ask someone who hasn’t seen the original speech to arrange
them in the correct
order.

This exercise will force you to think about how the different
parts of a speech
� t together and why.
The example above shows the � rst six paragraphs of a speech
given by a British
Minister, Lord Henley, at the Green Alliance conference in
November 2010.
http://ww2.defra.gov.uk/news/2010/11/11/henley-keynote-eco-
design/
design/
C.41 Spoken jigsaw puzzle
Aim: to to get you thinking about how and why different parts
of a speech follow
one another.
You will need: the transcript of part of a speech, scissors, at
least four other people.
Take part of a simple speech that has a clear logic. Print out
between � ve and
seven paragraphs and then cut them up so that each paragraph is
on a separate
piece of paper. Shuf� e the pieces of paper and give one to each
person.
Each person reads and memorizes (more or less) what is on their
piece of paper.
Now put the pieces of paper away and in turn each person
speaks the text they’ve

just memorized. When everyone has recited their text, try to put
the pieces of the
speech, and the people, in the right order. You can each recite
your texts as many
times as is necessary. At the end the group should be lined up
so as to be able to
recite the speech in the correct order.
This exercise will force you to think about how the different
parts of a speech
� t together and why.
C.42 Identify the skeleton of meaning
Aim: to identify what is more, and what less, important in a
speech.
You will need: a speech transcript, a highlighter pen.
Read the transcript of a speech. For each paragraph (or section)
of the speech,
highlight elements to make a sentence that sums up the whole
paragraph or gives
the essential of what is being said. The elements you underline
don’t have to
follow one another directly in the text.
Example
It is also true today, and will be for the foreseeable future, that
Britain pays its way in
the world by exporting manufactured goods. Around 60 per cent
of our exports are
manufactures. And whilst it is true that the balance of payments
doesn’t constrain
economic policy in the immediate way it did 30 or 40 years ago,
nonetheless
ultimately a country must pay its way or face severe fi nancial

consequences. For
Britain that means our manufacturi ng industry must be
competitive.
Patricia Hewitt, Secretary of State for Trade & Industry, UK
at Merrill Lynch, London, January 2002
Even if you read only the highlighted text above, you get the
most important part
of the message.
In a variation on this exercise (Kalina 2000: 178) you can cover
up the text and
try to recreate the speech from memory. Or try to translate the
hidden text into an
active language.
C.43 Redaction
Aim: to prioritise information in a speech.
Take the transcript of a speech. Go through it as quickly as you
can and with a
marker pen black out what immediately appears to you to be
redundant. Look at
the text that is still visible afterwards. Does it still get the main
message across? If
not, you have mistakenly blacked out something important. Now
go through the
speech again and try to black out yet more redundancies. Leave
only the essential

parts of the message. Does it still get the main message across?
Compare with
another student’s version. Can you do the same a third time
with the same speech?
This exercise will help you to practise distinguishing the
essentials from the
decoration in a speech. This is important not only for
understanding the speech
as a whole and giving the right weight to the right parts of the
speech when you
interpret, but this skill will also come in handy when you have
very fast speakers
and it becomes necessary to compress the original in order to
keep up.
Example
Original:
It is also true today, and will be for the foreseeable future, that
Britain pays its way in
the world by exporting manufactured goods. Around 60 per cent
of our exports are
manufactures. And whilst it is true that the balance of payments
doesn’t constrain
economic policy in the immediate way it did 30 or 40 years ago,
nonetheless
ultimately a country must pay its way or face severe fi nancial
consequences. For
Britain that means our manufacturing industry must be
competitive.
1. It is also true today, and will be for the foreseeable future,
that Britain pays
its way in the world by exporting manufactured goods. Around
60 per cent

of our exports are manufactures. And whilst it is true that the
balance of
payments doesn’t constrain economic policy in the immediate
way it did 30
or 40 years ago, nonetheless ultimately a country must pay its
way or face
severe fi nancial consequences. For Britain that means our
manufacturing
industry must be competitive.
2. It is also true today, and will be for the foreseeable future,
that Britain pays
its way in the world by exporting manufactured goods. Around
60 per cent
of our exports are manufactures. And whilst it is true that the
balance of
payments doesn’t constrain economic policy in the immediate
way it did 30
or 40 years ago, nonetheless ultimately a country must pay its
way or face
severe fi nancial consequences. For Britain that means our
manufacturing
industry must be competitive.
Patricia Hewitt, Secretary of State for Trade & Industry, UK
at Merrill Lynch, London, January 2002
Even if you read only the highlighted text above, you get the
most important part
of the message.

C.44 Introduction to structure maps
Aim: to identify the function of each part of a speech, and
recognize how parts of
speech � t together.
You will need: a speech transcript, word-processing software, a
pair of scissors.
Initially this exercise is probably best organized by a teacher.
As you get better at it,
students can create their own. In word-processing software the
person organising
the exercise creates a table of two columns and pastes the text
of speech into the
left-hand column. In the right-hand column they make a note of
what they think is
going on in each section of the speech.
Cut out each of the sections from the right-hand column and
shuf� e them
up. Then give each pair of students doing the exercise one copy
of the speech
transcript (the left-hand column only) and one set of cut-out
sections, in random
order. Each pair of students has to arrange the cut-out sections
next to the part of
the speech they relate to. For instance, they might arrive at the
example below.
Example
C.45 Create structure maps
Aim: to identify the function of each part of a speech.

You will need: a speech transcript, word-processing software.
Create a table of two columns and paste the text of the speech
into the left-hand
column. In the right-hand column make a note of what you think
is going on
in each section of the speech. Don’t worry about the details of
the content, this
exercise is all about the structure. You should end up with
something like the
following.
Example
I want to make one very simple point
in this speech. To the police, housing
offi cers, local authorities – we’ve listened,
we’ve given you the powers, and it’s time
to use them.
You’ve got new powers to deal with
nuisance neighbours – use them.
You’ve got new powers to deal with
abandoned cars – use them.
You’ve got new powers to give fi xed
penalty fi nes for anti-social behaviour
– without going through a long court
process, use them.
What is he going to say?
(Use new powers!)
List of new powers, 1

new power 2
new power 3
The new legislation, the ASB Unit in
the Home Offi ce, this Action Plan we
launched today has been two years in the
making. In this time, I have visited many
estates and talked to local people about
their concerns. Two things emerged.
First, ASB is for many the number one
item of concern right on their doorstep –
the graffi ti, vandalism, dumped cars, drug
dealers in the street, abuse from truanting
school-age children. Secondly, though
many of these things are in law a criminal
offence, it is next to impossible for the
police to prosecute without protracted
court process, bureaucracy and hassle,
when conviction will only result in a minor
sentence.
Hence these new powers to take swift,
summary action. The FPNs were piloted
in four local areas. Over 6000 fi nes were
issued. The only complaint of the police
was that the powers weren’t wide enough.
So we have listened, we have extended
the powers, extended who can use them,
and made them from early next year when
the Bill becomes law, nation-wide.

Tony Blair, PM of UK
October 2003
background
2 points, 1
2
Therefore...
…conclusions from the above.
You can also do this exercise with spoken speeches, in which
case the spoken
word replaces what’s in the left-hand column, which remains
blank, and you note
the structure map in the right-hand column again. You can also
note the structure
map directly onto a blank piece of paper.
C.46 Mind Maps
Aim: to practise organizing points in your mind by organizing
them on paper � rst.
You will need: a piece of paper, a mind.
Create a mind map of a speech. Try this � rst from transcripts
of speeches and later

from the spoken word. Can you recreate the speech from a mind
map? Does mind
mapping improve the way you analyze a speech? What is mind
mapping? Time
to � nd out!
Write the title of the subject in the centre of the page, and draw
a circle around
it. For each major part of the speech draw lines out from this
circle. Label these
lines with any additional information or subheadings. Can you
recreate the speech
in the same language? Or interpret it into another using this
mind map? Compare
your mind map with the other students in the group.
For more information see
http://www.mindtools.com/pages/article/newISS_01.
htm
Example
elections
charges
military women
camp
100 days
000’s people
resignation

Tunisia
Internet blockade
arrests
bloggers
Twitter
Security
forces
Arab
Spring
Libya
Tahrir Square
Cairo
This example is just one type of mind map. There are many
more you can � nd out
about for yourselves online.
Source: Szabó 2003: 134; Nolan 2005: 298
http://www.mindtools.com/pages/article/newISS_01.htm
http://www.mindtools.com/pages/article/newISS_01.htm
C.47 Notes on a single page
Aim: to practise organizing points in your mind and on the

page.
You will need: a piece of paper.
When listening to a speech that you are going to interpret
consecutively, set
yourself the task of taking all your notes on a single piece of
paper (no bigger than
A4!). This limitation will force you to think more about what
you are hearing,
what you are noting and how the relationships between parts of
the speech can be
expressed on the page. You should see the structure of the
speech start to appear
more clearly on the page.
Source: Walker, D.
C.48 Le � l rouge
Aim: to identify the main message of a speech.
This is the favoured technique of, among others, the Parisian
interpreting schools.
It is based upon the fact that if you understand the whole speech
and its message,
you can then use logic to remember what you have to say. The
technique is an
extended exercise in analysis.
As you are listening, ask yourself the following questions about
not only the
speeches with which you are practising interpreting, but also the
interviews, radio
and internet programs that you listen to. Take no notes, but use
the answers to
these questions to try to recreate the speech/interview etc

afterwards.
Practise several times with the � rst lot of questions below, and
when you feel
comfortable with that, for subsequent speeches ask yourself the
next batch of
questions as well. And so on.
Whenever you haven’t been given the information needed to
answer one of the
questions below, make a mental note of this. That gap, in itself,
may help you to
recreate the speech.
• ask yourself who, what, to whom, whenever you listen to
something.
• what are the causes and consequences being described?
• why is this information given? (What is the speaker getting
at?)
• what is the speaker not saying and why?
• what is the speaker likely to say next?
Source: also Borg, Interpreters and Conference Interpreting
Forum
C.49 Identify ideas�
Aim: to identify the smallest meaningful units of a speech.
Using word-processing software remove the line divisions from
the text of a

speech. (Even better, get another student to do it for you, and
you for them, so
that neither of you have seen the original layout of the speeches
you’ll be working
with.) Read through the unbroken text and hit the Return key
twice every time
you can identify a subject, its verb, and, often but not always,
its object. Do this
in such a way that each separate part of the text created in this
way makes sense
on its own. These small bits of speech are ‘ideas�’ (and will
each become a unit
on your notepad page.)
Speeches may sound like uninterrupted streams of words at �
rst, but you will
see that actually they are always made up of smaller,
deliberately separate sections.
And those sections are split again into smaller units – ideas.
Ideas, in this sense of
the word, are the smallest meaningful parts of the speech. These
sometimes equate
to sentences in a written text, but not always.
Example
This is the original text without the original paragraph breaks in
it. Below is the
version where I have hit ‘return’ each time I saw the end of a
Subject Verb Object
group.
In the areas for which I have some responsibility, there were
also, as
the Prime Minister has mentioned, some important
developments at

Feira. We took stock of the European Union’s relations with
Russia and
the situation there, including in Chechnya, in the light of the
recent EU-
Russia Summit, which I think was regarded as fairly successful.
It is
too early to judge President Putin’s economic programme;
however,
our basic message is that a sound programme will be vital to
boost
investor confi dence. On Chechnya, there have, it is true, been
some
recent moderately positive developments in response to
international
and European Union pressure: for example the recent ECHO
mission
was able to take place and western humanitarian agencies have
greater
access to the area. The confl ict nevertheless continues and we
still have
considerable concerns. In particular, we want to see much
greater access
for humanitarian aid agencies. We want to see genuinely
independent
investigation into reports of human rights abuses, and we want
to see a
real dialogue between the Russian government and the
Chechens.
EU Commissioner Chris Patten
European Parliament on July 3rd 2000

also, as the
Prime Minister has mentioned, some important developments at
Feira.
We took stock of the European Union’s relations with Russia
and the
situation there, including in Chechnya, in the light of the recent
EU-
It is too early to judge President Putin’s economic programme;
however, our basic message is that a sound programme will be
vital to
boost investor confi dence.
On Chechnya, there have, it is true, been some recent
moderately
positive developments in response to international and European
Union
pressure:
for example the recent ECHO mission was able to take place
and western
humanitarian agencies have greater access to the area.
The confl ict nevertheless continues
and we still have considerable concerns.
In particular, we want to see much greater access for
humanitarian aid
agencies.
We want to see genuinely independent investigation into reports

of
human rights abuses,
and we want to see a real dialogue between the Russian
government
and the Chechens.
Notice how short some of the ideas are and how long others are.
But the long ones
couldn’t be made any shorter without some part of them no
longer making sense
on its own.
C.50 Highlight the links�
Aim: to identify and show links on the page.
Practise � nding links in the transcripts of speeches by
highlighting them in the
text as you read. This exercise can be done on paper or digital
versions of the
transcript as long as you have a way of highlighting.
Example
also, as the
Feira.

and
recent EU-
It is
however, our
basic message is that a sound programme will be vital to boost
investor
confi dence.
moderately
Union
pressure: for example the recent ECHO mission was able to take
place
and western humanitarian agencies have greater access to the
area. The
confl ict nevertheless continues and we still have considerable
concerns.
humanitarian
aid agencies. We want to see genuinely independent
investigation into
reports of human rights abuses, and we want to see a real
dialogue
between the Russian government and the Chechens.
C.51 Ideas� and Links� – introduction to note structure
Aim: to identify, and show on the page, ideas and links.

This exercise shows how ideas and links between them can
become notes on the
consecutive notepad. It’s also an exercise in breaking down and
analyzing the
speech.
Using word-processing software remove the line divisions from
the text of a
speech. (Even better, get another student to do it for you, and
you for them, so
neither of you have seen the original layout of the speeches
you’ll be working
with.) Read through the unbroken text and hit the Return key
twice every time
you can identify a subject, its verb and, often but not always, its
object. Do this in
such a way that each separate part of the text created in this way
makes sense on
its own. These small parts of the speech are ‘ideas�’ (and will
each become a unit
on your notepad page).
rst, but you
sections. Ideas, in this sense of the word, are the smallest
meaningful parts of the
speech. These sometimes, but not always, equate to sentences in

a written text.
When you’ve done that, � nd and highlight the links in the text!
Example
it. Below is the
version where I have hit ‘return’ each time I saw the end of a
Subject Verb Object
group, and links have been highlighted and underlined.
also, as
developments at
Russia and
recent EU-
It is
however,
boost
some
international
mission
greater
still have

greater access
independent
to see a
Chechens.
European Parliament, July 3rd 2000
After:
also, as the
Feira.
and the
EU-
vital to

moderately
Union
pressure:
and western
humanitarian aid
agencies.
In doing this exercise you are creating a representation of the
division between
ideas and the links that join those same ideas together. This
exercise is also a good
introduction to note-taking.
C.52 Note only the links�
Aim: to identify links and see if they work as memory prompts
for you.
Practise note-taking from the texts of speeches, noting only the
link words in the
margin (or only link words plus one word per paragraph). Try to

reproduce the
speech from your notes.
It is worth consulting with other students and teachers to see
whether they
agree with your choice of link words. Not all words that can be
used as links are
necessarily being used as links. This will help to develop your
analytical skills as
you are forced to justify your choices to others and they offer
you their viewpoint.
(The breaks between sections are noted with the symbol II, the
lack of a link
being as important as the presence of one.)
Example
In the areas for which I have
some responsibility, there were
also, as the Prime Minister has
mentioned, some important
developments at Feira.
We took stock of the European
Union’s relations with Russia and
the situation there, including in
Chechnya, in the light of the
recent EU-Russia Summit, which
I think was regarded as fairly
successful. It is too early to judge
President Putin’s economic
programme; however, our
basic message is that a sound
programme will be vital to boost
investor confi dence.

also
II
but
On Chechnya, there
have, it is true, been some
recent moderately positive
developments in response to
international and European
Union pressure: for example
the recent ECHO mission was
able to take place and western
humanitarian agencies have
greater access to the area. The
confl ict nevertheless continues
and we still have considerable
concerns. In particular, we want
to see much greater access
for humanitarian aid agencies.
We want to see genuinely
independent investigation into
reports of human rights abuses,
and we want to see a real
dialogue between the Russian
government and the Chechens.
II
eg.

but
and
eg.
European Parliament on July 3rd
2000
C.53 Hands up if your hear a link
Aim: to identify links.
One person gives a speech and raises their hand (or stamps their
foot) whenever
they speak a logical link during their speech. To make the
exercise more
challenging, make it the listeners, and not the speaker, who
have to raise their
hands when they hear a link.
Initially those listening will only be listening. Later you can do
the same
exercise while the listeners are also taking notes (and later
expected to give the
speech back).
C.54 Give note-taking structure to a text
Aim: to depict the structure of the speech on the page, and

practise breaking
speeches down.
You have probably been introduced to note-taking techniques
aimed at creating a
certain structure on the page, a structure that makes it easier to
read the notes back.
These might include separating ideas� from one another on the
page; starting on
the left and noting diagonally across the page (perhaps Subject,
Verb, Object);
noting links� on the left; noting lists vertically on the page;
and noting qualifying
information directly underneath that which it quali� es.
In the example below, all of these techniques have been applied
to a speech
transcript using only the Return and Tab keys.
There is no one right or wrong way to do this exercise, but
regular practice will
get you into the habit of recognizing the structures within a
speech.
Example: before
Environmental damage used to conjure up pictures of car fumes
and
billowing smoke from heavy industry. We now understand that
everything
we buy and use has an impact on the environment. And that this
impact
happens all the way through a product’s existence, from its
design,
production and use, through to what happens to it when it stops

being
useful to its owner.
The government’s pledge to be the greenest ever is not a choice
– it’s
an imperative. There is no point in rebuilding the economy
unless it’s a
green economy: one that actively prevents waste and accurately
refl ects
the value of our natural resources.
Lord Henley, at Green Alliance conference
November 2010
design/
Example: after
Environmental damage
used to conjure up pictures of
car fumes and
billowing smoke from heavy industry.
design/
We now
understand
that

everything we buy and
use
has an impact
on the environment.
And
that
this impact
happens
all the way through a product’s existence,
(from its design,
production and use,
through to what happens to it when it
stops being useful to its owner)
The government’s pledge to be the greenest ever
is not
a choice –
it’s an imperative.
There is no point in rebuilding the economy
unless it’s
a green economy:
one that
actively prevents waste and
accurately refl ects the value
of our natural resources.

C.55 Create information hierarchies
Aim: to rank information by order of importance.
You will need: one other person, news articles.
One person compiles several pieces of information, in no
particular order, and
presents them to the others in the group. Rather than interpret or
memorize the
information, they have to organize it in order of importance.
This exercise helps
not only to develop your ability to discriminate between more
and less important
information, but it also offers you an opportunity to work with
information relating
to topical events and thus improve your general knowledge.
Example
Great Britain. The discovery, on Monday, of secret plans to
prevent
terrorist attacks at Heathrow has reignited fears of a terrorist
attack in the
UK. Scotland Yard has begun an investigation into the loss of
the plans,
found on the roadside by a motorist. The plans included a
schedule of
security patrols, the position of marksmen on roofs, road
closures and
escape routes that terrorists might use.
(Taken from a news item 2004)
Let’s look at what you might do with the elements above. First,
you establish the

subject area (the � ght against terrorism) and then describe the
broader context
(September 11, the Iraq war, US-UK coalition). Then establish
the speci� c subject
of the text (the threat of terrorist attacks in the UK). Next,
establish a ranking
of the pieces of information in descending order of importance:
the existence of
plans relating to terror attacks (with sub-list of schedules,
marksmen, road closure,
escape routes); the loss/theft of these plans; the immediacy of
the threat.
• the fi ght against terrorism (September 11, the Iraq war, US-
UK
coalition)
• the threat of terrorist attacks in the UK
• the existence of plans relating to terror attacks (schedules,
marksmen, road closure, escape routes)
• the loss/theft of these plans
• the immediacy of the threat
• documents found on the roadside, Heathrow airport, Monday,
Scotland Yard investigation, motorist.
C.56 Connective exercises
Aim: to anticipate the relationships between pieces of
information.

You will need: two other people.
One person creates and reads out, or notes on a whiteboard, a
series of unlinked
phrases. Someone else then has to give a short speech joining
the same phrases
back together, using links�, to arrive at a plausible end result.
It might be an idea
to work in pairs the � rst few times you do this exercise, to get
the hang of it, and
then later to try it alone.
In the example below the links are underlined.
Example 1
Cold War over
Japan claims control over Kuriles
Gorbachev’s visit to Japan unsuccessful.
The Cold war is long since over but tensions still exist between
Japan
and Russia as a result of Japan’s territorial claim to the Kuriles
islands.
It was this issue that led to Gorbachev’s visit to Japan ending in
failure.
Example 2
Abortion in Britain may be performed up to the 28th week
The termination of pregnancy after the 20th week involves
considerable
risk
Long waiting lists at the NHS leave women no choice.
Abortion in Britain may be performed up to the 28th week even

though
the termination of pregnancy after the 20th week involves
considerable
risk for the pregnant woman. Unfortunately, because waiting
lists are
so long in the NHS women are often left with no choice but to
have
abortions after week 20.
This type of exercise is very useful because it trains you to give
shape to points to
be made, convey them more clearly and, � nally, learn to build
a text.
Source: Ballester and Jimenez 1992: 241
C.57 Re-introducing context
Aim: to practise analyzing what is implicit in what is explicitly
mentioned.
You will need: at least one other person, a series of newspaper
headlines
(preferably current).
One person presents a newspaper headline. The others must then
expand on the
headline by adding in as much historical and contextual
information as they can
think of and by making explicit anything that is implicit. At �
rst this can take the
form of a group brainstorming session. But later each person
should be able to do
this immediately in the form of a presentation or speech. Prompt

each other with
questions if necessary.
Example 1
Having turned a blind eye over many years the US is now
pursuing
doping in sport seriously
Despite the use of performance enhancing drugs in athletics
particularly,
but also in other sports like cycling, being an open secret, in the
past the
US authorities have not dealt with the issue as a criminal
matter. This has
now changed with a number of high profi le police raids and a
statement
from the police outlining their current (new) approach. The IOC
has long
been accused of ignoring the issue, but the establishment of
WADA,
the Anti-Doping Agency, with American support seems to
herald a new
approach.
Example 2
You can also ask yourself, or each other, questions to prompt
more information.
Bhopal victims will be paid compensation

Q: What happened in Bhopal? (Where is Bhopal?)
A: In 1984, in Bhopal in India, there was a chemical disaster,
the Union
Carbide chemical plant explosion, which killed thousands
immediately
and tens of thousands in the years that followed.
Q: Why is compensation an issue so long afterwards?
A: Because the owners refused to accept responsibility for the
accident.
Victims will now receive compensation for their injuries and the
loss of
loved ones. It is a major step forward for campaigners who see
this not
only as a victory against Union Carbide, which has long refused
to pay
compensation, but also as a precedent in similar campaigns
against large
multi-nationals who are rarely held to account for acts of
environmental
pollution.
C.58 Uncover the implicit
Aim: to learn from a professional commentator how to read
what is left implicit
in political speeches.
You will need: access to the internet.
Sometimes set-piece political speeches are printed in full in
newspapers or online
and then analyzed by expert commentators. Don’t miss the
opportunity to read and
learn from these. Speeches are always made in a political and
historical context

and well-informed journalists are excellent at explaining that
context to us. When
you’ve seen a few examples like the one below – in which the
actual speech is
reprinted centre page and the journalist’s analysis either side –
see if you can do
the same with contemporary speeches. It’s best to take
contemporary speeches
because it is very dif� cult to recreate the context of a speech
given in the past.
Copyright Guardian News & Media Ltd 2012
C.59 Semantic Network Activation� 1
Aim: to improve the process of choosing what to note.
You will need: at least one other person, a notepad, some ideas.
One person describes a context and a word or phrase that
describes a signi� cant
participant in that context. The other person has to build as
many semantic
networks (that is, describe as many relations as possible)
between the two.
Example
Context : the environment
Participant: CO
2
Possible semantic networks

• One of the major problems our environment faces is the build
up of
CO
2
in the atmosphere.
• CO
2
is one of a series of gases that causes global warming, a major
environmental issue at present.
• etc. etc.
Source: Alexieva 1994: 203
C.60 Semantic Network Activation� 2
One person creates a short set of notes (see below) and shows
them to the other
person. They also then describe the context in which the notes
function. The other
person has to build as many semantic networks (that is, describe
as many relations
as possible) between the notes and the context.
Example
Context: pollution prevention can be profi table in German steel
industry

Notes:
recycle
90% water
solid wastes
Possible semantic network:
• ‘The German Steel Industry has developed no-waste
technologies.
It recycles 90% of its industrial water and converts 90% of the
solid
wastes into useful materials.’
C.61 Note-taking from lectures
Aim: to learn listening and analysis techniques from the non-
interpreting world.
You will need: an open mind.
It is a fact that is sometimes overlooked in the interpreting
world, but note-taking
was not invented by, or for, conference interpreters. Nor are
they the only people
who take notes from spoken presentations and speeches. For
centuries people have
taken, and they continue to take, notes in lecture halls and at
conferences all over
the world. It’s worth having a look at the strategies that are
employed in this type
of note-taking, as they are heavily reliant on analysis of the
structure and function
of the incoming speech to create clear and useful notes. The
strategies will not all
be directly applicable to consecutive note-taking, but many of

them are.
Source: Kesselman-Turkel and Peterson 1982
C.62 Note-taking with time lag
Aim: to listen to longer parts of a speech before noting and so
promote analysis.
You will need: a spoken speech, a notepad.
When note-taking, try to maximize the time-lag between hearing
the original and
noting anything. What are the one or two words that you could
note that will
sum up a whole section of the speech for you? Can you note less
because you’ve
listened to more (before noting anything down)?
This exercise will require a more thorough analysis and
understanding of the
incoming speech. If we simply write what we hear when we hear
it, we are not
analyzing what we hear. Remember though, a big time-lag is not
a goal in itself, it
merely facilitates analysis of the original speech, by stealth if
you like.
C.63 Semantic dictation
Aim: to listen to, and understand, a whole speech.
One person reads out, or preferably speaks, a passage of text a
couple of minutes

long in the B language� of the listeners. Ideally the speaker is
using their A
language�. The passage might be a short description of an
individual or, later, a
longer chronological narrative. The others listen, and when the
speaker has � nished
they write down a version of what they have heard in the same
B language�. The
end result should be somewhere between a half and a full page
of A4.
This exercise can be used as an introductory exercise for
consecutive
interpreting because you will have much more time to think
about what you’ve
heard and how to reproduce it in writing than you would if you
were interpreting
consecutively.
Source: Tryuk 2002: 56
C.64 Take notes after the speech
Aim: to analyze the speech as a whole before deciding how to
note it.
Listen to a speech without taking notes. When the speech has
been completed,
make some notes that will help you to reproduce the speech.
Give a consecutive
rendering of the speech.
By hearing the whole speech � rst and only then making notes
we have a picture
of the entire speech that we must analyze in order to make the
most useful notes

possible. Our notes are therefore much more likely to re� ect
the structure and the
underlying meaning of the speech rather than getting hung up on
the individual
words.
Source: Weber 1989: 166
C.65 Take notes but don’t use them
Aim: to demonstrate (in order to later avoid) that note-taking
detracts from listening.
You will need: a speaker, a notepad.
While listening to a speech, take consecutive notes as per usual.
At the end of the
speech put your notes to one side and try to reproduce the
speech from memory.
The fact that this is dif� cult will demonstrate very clearly how
much attention
we devote to our notes when in fact we should be listening to
the speaker more
carefully. Repeat the exercise, this time listening more carefully
to the speaker.
C.66 Analyze how speeches are written
Aim: to learn how speeches are written in order to facilitate
analysis of other
speeches.
You will need: speech-writing guides.

You’ll � nd lots of guides on how to write speeches on-line or
in your university
library. It’s worth reading them and concentrating on those
types of speeches that
you are most likely to be asked to interpret (see A.16). From
these guides make
a list of the main recommendations for someone wishing to
write a given type of
speech, for example, a speech when making an award to
someone.
Example
In his book Writing Great Speeches, Alan Perlman (1998: 69–
80) suggests the
following guidelines for public speakers introducing other
speakers.
Speeches of introduction should…
1 give a sense of what is to come
2 familiarize the audience with the speaker’s achievements
3 create a sense of anticipation
4 add fi nesse to the obvious.
5 be maximum 7 minutes in length
6 be positive always
7 build suspense
8 include quotes
9 link to theme of today’s conference
10 be characteristic of speaker to follow plus illustration of
same

11 give applause markers e.g. ‘please join me in welcoming...’
(These are numbers assigned for the purposes of this exercise,
not by
Perlman.)
Then � nd examples of that type of speech on-line and compare
them with the list
of recommendations. Have the recommendations been put into
practice? Most
likely you’ll see that some or most of them have, even though
the speaker may not
have read the same guidelines as you. That’s because they, or
their speech-writer,
will have learnt to write speeches somewhere, and because the
conventions of
how to write speeches are limited in number.
Start with the texts of the speeches and later do the same with
recordings of
the spoken word. The numbers in superscript in the text below
correspond to
recommendations in the list above.
It’s my great pleasure to welcome you to our 39th annual
conference
on bank structure and competition. This year’s focus on
corporate
governance1 9 is especially relevant.
We’ve seen too many once-revered companies end up severely
damaged, in some cases beyond repair, by failures in corporate
governance, Arthur Andersen, Enron…9.

Those of you in fi nancial fi rms are affected through your
credit
exposure to fi rms that followed questionable accounting
practices,
and through your own corporate governance practices. This has
led to
greater investor skepticism and increased uncertainty in the
equity and
credit markets…3.
During the conference you’ll be discussing these issues in
greater
detail1.
The role of boards of directors. Changes in fi nancial
regulation,
accounting standards and disclosure rules. The impact on fi
nancial fi rms
and fi nancial markets1.
In this effort, we have enlisted some of the most prominent
members
of the fi nancial industry to speak with you this week9. They
include
banking executives, regulatory authorities, administration offi
cials and
fi nancial and legal scholars1.
Perhaps the most eagerly awaited speaker in this stellar line-
up7,
however, is the person I’m about to introduce7 – a man, really,
who
needs no introduction3 4. We have the privilege of hearing from
someone

whose accomplishments and stature have made him a respected
name
throughout the world3. Someone7 whose words are analyzed by
everyone
from Wall Street to Main Street2. And someone whose
unquestioned
integrity4 stands out even more brightly today, at a time when
negative
behavior seems to be darkening the news3 4 9.
He is Alan Greenspan, chairman of the board of governors of
the
Federal Reserve System2. Alan, we wish you could be here in
person,
as you have been every year since the conference began. But we
know
you’ve been advised, after minor surgery, to stay put for a
while6. Alan
Greenspan is serving his fourth four-year term as chairman2,
having
been designated to this position by Presidents Reagan, Bush
Senior and
Clinton. It was in August 1987 when he originally took offi ce
as chairman
and to fi ll an unexpired term on the Board2. He also serves as
chairman of
the Federal Open Market Committee2, the System’s principal
monetary
policymaking body.
Most important, as I’m sure you’re all aware9, the current
President
Bush thinks ‘Alan Greenspan should get another term,’ and the
chairman
has said he’ll serve if nominated. I think we’d all agree this is
great news

for our country and for the economy.
The details of Alan’s background and his tremendous
achievements
are well documented4. His bachelors, masters and doctorate
degrees
in economics from New York University2. His 30-year career as
head of
Townsend-Greenspan, an economic consulting fi rm in New
York City2. And
his service as chairman of the President’s Council of Economic
Advisers
under President Ford2, as well as on many other public and
private boards2.
He’s received numerous awards and honors for his work, and
his
outstanding reputation and extraordinary talents are widely
known2. Over
the course of more than a decade, his adept handling of his
complex
responsibilities at the Fed have made him a hero – not only to
people
in business and government, but to millions of average citizens
from all
walks of life. It’s truly a great honor to have the chairman as
our keynote
speaker7.
Please join me in welcoming Alan Greenspan11.5
Michael H. Moskow

Conference on Bank Structure
May 2003
Be aware that recommendations may differ from one language
and culture to
another, so be sure to compare, for example, English speeches
with English
recommendations and Japanese speeches with Japanese
recommendations.
C.67 Learn to write speeches
Aim: to internalize speech-writing techniques.
You will need: an audience to assess your speeches, speech-
writing guides.
From speech-writing guides that you � nd on-line or in your
university library,
make a list of the main recommendations for someone wishing
to write a given
type of speech, for example, a speech when making an award to
someone. Now
use the recommendations to write speeches that other students
can interpret during
practice sessions. Being able to build up (create) a speech will
be helpful when
you need to break other speeches back down again (analysis).
You’ll also � nd it
easier to anticipate what a speaker is going to say next if you’ve
done this exercise
regularly.

C.68 Recreate real meetings
Aim: to use context to help analyze a speech.
You will need: an agenda or programme from a real meeting.
Initially you should do this exercise with a teacher/interpreter
who can use their
experience to help make things realistic. Once you’ve got the
basics you can do
it in practice groups.
You will be able to � nd agendas and programmes on the
internet for events
that took place in real life. Choose one on a subject that is not
too esoteric and
assign one of the named speakers from the agenda to each
person in the group.
Each person should then prepare a speech as though they were
the named speaker
assigned to them. The speeches will be interpreted as part of the
simulation of a
meeting (mock conference).
Each speaker should � nd out the following in relation to the
speaker whose
role they are playing. It’s fairly easy to � nd out all this
information online.
• Has the speaker written anything on the topic before?
• Does the location have anything to do with promoting
literature on
the topic?

• Is the speaker linked to any special causes, events, etc.?
• Where does the speaker generally voice his/her opinion?
• Is the speaker in any way related to the place housing the
event?
• Will the location infl uence the speaker’s words in any way?
• Why has this person been chosen for this occasion?
• Is the occasion incidental or of relevance to the location?
Before the speaker speaks, allow the ‘interpreter’ to ask the
speaker these same
questions. When you are comfortable with this exercise the
interpreter will have
to � nd out the answers for themselves as part of their meeting
preparation and
without help from the speaker.
Much of what a speaker may say can be anticipated if we know
enough about
their background. And if you want to analyse why a speaker is
saying something,
and which parts of what they say are most important for them,
then you must be
familiar with that background.
Source: Monacelli 1999: 17
C.69 Work with real documents
Aim: to make a rapid analysis of important points in a text.
You will need: real meeting documents.
Ask your teacher to supply copies of a set of meeting documents
(which they have

permission to distribute in this way). Some groups in some
institutions, like the
EU and UN, and many national parliaments, publish meeting
documents online
and you’ll be able to access them directly, but it’s often helpful
to have documents
from a teacher who can give you the background information to
a given meeting.
You may also � nd annotating paper documents easier than
annotating digital ones,
but of course annotating .pdf documents will save you a lot of
printer-ink and
paper!
What you’ll notice is that the document, report etc. on a given
subject may
stretch to tens or hundreds of pages. So you won’t be able to
read it all. Ask your
teacher for tips on how to skim-read documents like this. For
example, you might
read the contents page � rst to get an overview of each
document. Or you might
� ick through looking at only the titles on each page.
Give yourselves a � xed time-limit (for example, no more than
15 minutes)
to go through a large document or pile of several documents.
You won’t just be
reading for terminology, but also to get an idea of what the
document is trying to
say, and to whom. Highlight the phrases that sum up whole
sections of the text,
illustrations and terms. Compare with colleagues. Why did you
highlight what
you did?

Memory and recall
You will often hear people say, ‘I have a terrible memory’ or ‘I
wish I had as good
a memory as he does’. But it’s wrong to believe that your
memory is good or bad
and that nothing can be done about it. It’s more likely that you
aren’t using your
memory effectively. If you think to yourself, ‘Oh dear, what a
lot of information
to remember!’, you will most likely have trouble remembering
much of it later.
Indeed, if you are just trying to ‘memorize’ what you hear, you
probably won’t be
able to. But if you can identify the type of information that you
are hearing and
the format in which it’s being presented to you, then the
interpreter has a number
of tools at their disposal to back up their memory. Try, for
example, to listen to
a speech and break it down into one of the following types of
memory prompts:
• Narrative: the speech tells a story in which one part follows
another
chronologically or by cause and effect.
• Structural: the speech is made up of clearly distinct parts, for
example,
beginning/middle/end or Point 1/Point 2/Point 3.
• Visual: the speech lends itself to visualization in the mind’s

eye.
• Logical: each part of the speech leads logically to the next, for
example by
cause and effect.
• Notes: in this part of the book we’ll be working without notes,
but notes
are, of course, one of the important memory prompts an
interpreter can use.
Deciding what to note is an important part of the memorization
process.
There are also countless ‘Improve your memory!’ books and
courses that prove
that what’s important is how you use your memory. With just a
few weeks of work
anyone can achieve extraordinary feats of memory. (See
Lorayne (1958), Lorayne
and Lucas (1974), and Daniels in the Bibliography). Not all
these techniques may
be suited to interpreter training but the principles on which they
are based can be
used by interpreters in certain situations. For example, most
people remember
better the concepts they understand, the things they can
visualize, things they
are genuinely interested in, or things that are very unusual. All
of these can be
exploited by the interpreter. There is not space here to describe
memory techniques
in any detail, but you should � nd out something about how
memory works, what
techniques exist to harness its potential and what speci � cally
works for you.

Memory and recall 149
This section on Memory and Recall comes after Active
Listening/Analysis
because the � rst step to remembering for the interpreter is
always listening and
understanding. If you weren’t listening and understanding
(cognitively and
linguistically), then it is almost impossible to remember
anything. The � rst
step towards improving how much you can remember, then, is to
listen and
understand. It is perhaps misleading that so many interpreting
curricula include
weeks of ‘memory’ work, or interpreting from ‘memory’. If we
called this part
of our courses ‘understanding a speech as a whole’ or
‘consecutive without notes’
instead, it would be a little less daunting and closer to the
reality of the exercise.
In this part of the book you’ll � nd a few ideas to demonstrate
how powerful
your memory already is and to help you use it more effectively.
This section is
split into two parts: � rst memorizing things you hear or see;
and second, recalling
from memory knowledge you already have (activation�). The
exercises aimed
at memorizing don’t deal with memorizi ng vocabulary, which
we’ve already
looked at above in Part B on Language, but rather with
memorizing the narrative
information of a speech.

Be careful not to stop using your memorization and recall skills
once you start
taking notes in consecutive interpreting. Regular practice of
memorization skills,
their integration into your consecutive technique, and exercises
like those in this
section can help avoid over-reliance on notes and compensate
for the simple fact
that the consecutive interpreter never has time to note
everything. It is perhaps
useful not to see memorization, recall and notes as competing
skills, but part of
the same skill. Note-taking is a tool to help you recall the
original speech; it is a
memory technique. But we often overlook this because of the
intricacy of note-
taking techniques, sometimes getting led astray by the search
for symbols for
everything under the sun, rather than trying to develop a
technique that requires
fewer symbols, but ones that help our memory work more
effectively.
Practise memory skills alone to start with, then try to combine
interpreting
speeches, or parts of speeches, from memory with delivery
skills, by trying not
only to recall the content correctly but also to observe the
principles of good
delivery.
Everybody can learn to use memory techniques and their own
memory more
effectively, though it does require regular practice.

C.70 Remembering sentences
Aim: to practise memorization, and be introduced to
consecutive.
You will need: someone (probably a teacher) who can prepare
simple sentences.
This is an exercise that’s useful at an early stage in the study of
consecutive.
One person reads out a single simple sentence. Another repeats,
or paraphrases,
the sentence in the same language without having taken any
notes (see no. 1 in the
example below). This should be relatively simple. So the next
step is take a longer
sentence, with more information, but one which still expresses a
single idea� (see
no. 2 in the example below and the glossary for the de� nition
of ‘idea’ used in this
book). Again, the other person repeats or paraphrases the
sentence in the same
language without having taken any notes.
Next, one person reads out two simple sentences (two ideas�)
joined by a
logical link (no. 3 in the example below). The other person
interprets. Initially it
will probably be easier for your teacher to prepare the sentences
rather than you,
but as you get the hang of it you can also do this exercise on
your own.

Example
1. The Prime Ministers of France and Spain met last week at a
summit
meeting.
2. The Prime Ministers of France and Spain met in private last
week in
the margins of a summit meeting of EU leaders to discuss the
Euro
crisis.
3. The Prime Ministers of France and Spain met in private last
week
in the margins of a summit meeting of EU leaders to discuss the
Euro crisis. However, they were unable to reach agreement on
how
Spanish and French banks could be best protected from the
crisis.
Once you’re happy doing that, move on to the next stage – try
rendering the
sentences in another language.
C.71 Rucksack packing exercise 1
Aim: to practise basic memorization.
You will need: a simple speech text, at least two other people.
One person takes the role of ‘reader’ and reads out a sentence
taken from a
speech transcript (initially in the source language). One of the
others repeats, or
paraphrases, the sentence in the same language. The reader then

reads out the
same sentence plus a second sentence. The next person in the
group repeats,
or paraphrases, both sentences in the same language. Next the
reader reads out
the same two sentences plus a third. The next person in the
group repeats, or
paraphrases, all three sentences in the same language etc., etc.
The repetition of the sentences already read out eases the
burden on memory
and makes the � nal part of the task, the memorization of up to
10 sentences,
considerably less daunting that it might otherwise have been.
Source: Heine 2000: 218 and Szabó 2003: 76
C.72 Rucksack packing exercise 2
Aim: to practise basic memorization.
You will need: a simple speech text, at least two other people.
This is a more dif� cult version of the previous exercise.
One person takes the role of ‘reader’ and reads out a sentence
taken from a
speech transcript (initially in the source language). One of the
others repeats, or
paraphrases, the sentence in the same language. The reader then
reads out only a
second sentence (without repeating the � rst sentence as in the
previous exercise).
The next person in the group repeats, or paraphrases, both

sentences in the same
language. Next the reader reads out a third sentence and the
next person in the
group repeats, or paraphrases, all three sentences in the same
language etc., etc.
The repetition of the sentences already read out eases the
burden on memory
and makes the � nal part of the task, the memorization of up to
10 sentences,
considerably less daunting that it might otherwise have been.
C.73 Info-Chain
Aim: to practise memorizing short spoken narratives.
You will need: at least four other people, a room with a door.
Divide up into two groups. At least two people stay in the room,
at least two go
out. One of the people in the room tells a story to one of the
others in the room. (If
you have enough people it’s not a bad idea to have a couple of
people just listening
so that they can follow how the story changes.) Now call in one
person from
outside and have the person who’s just heard the story retell it.
And so on until all
the people outside have come in, heard the story and retold it.
Where and why did changes in the story’s message occur?
C.74 Liaison interpreting
Aim: to practice memorizing short spoken exchanges in a real
interpreting

situation.
You will need: at least two other people, an outline script for a
conversation
between two people.
Create the outline of a conversation between two people on
some practical issue.
For example, a business person asking his opposite number how
something works
and getting an explanation in reply. A third person then
interprets between the two
without taking notes.
C.75 Recreate the news
Aim: to memorize short chunks of related information.
You will need: a video or audio recording of several news
items.
Watch, or listen to, a short news item. Stop the recording.
Reproduce it from
memory (paraphrasing rather than trying to repeat word for
word).
Alternatively, listen to several news items, noting just one word
per news item,
and try to recall them all at the end. News items are usually
such that if you
can recall the subject at all, much of the other information will
come back to
you. That’s because either there is a causal relationship between

the things in
each news item (‘widespread � ooding’ – ‘thousands of people
left homeless’); or
because news items describe singular but signi� cant changes to
something we are
familiar with already; or because they recount unusual and
therefore memorable
events.
C.76 Interpret from a picture
Aim: to practise using visual memory prompts.
You will need: a speech based on a picture, means of making
that picture visible
to a group, at least two other people.
Each student prepares a speech based on an image, in any
format that can later
be seen by everyone in the group (large poster, an OHP sli de or
a large computer
screen). For example, you could use a picture of some type of
building or machinery
and then describe how it works or why it was built as it was;
alternatively, use
a picture of a landscape, city or painting that the speaker will be
comfortable
talking about. Each part of the speech given by the person
speaking should relate
speci� cally to something in the picture, though the speaker can
expand far beyond
what is visible in the picture.
Without taking notes, the others listen and then reproduce the
speech using
only the picture, which is still visible, as a memory prompt.

You will notice that
the visual back-up offered by the image makes remembering the
speech very
easy. This exercise is closely linked to the deverbalization�
technique mentioned
elsewhere.
Example
Describe the church in the picture below in your own words, but
include the
information in the inlay. Another student then tries to recreate
your speech from
memory, using only the picture to help.
• built in 14th century.
• left spire 80m, right 60m.
• legend has it that two different town authorities were paying
for the
building of the spires and one ran out of money before the
other.
• its gothic style, as can be seen from the long thin shape of the
windows.
• unusual because Gothic buildings are usually stone, and this is
built
in brick. No stone in Poland, so they used brick.
• gold crown added to right-hand spire in 1666.
• porch, bottom right, added in 19th century so that bourgeois
ladies

didn’t get wet waiting in the rain outside the church.
• every day at 12 from the windows atop the left-hand spire a
trumpeter
plays and interrupts a trumpet signal.
• this celebrates the trumpeter who warned the city of the
approach
of the Mongol hordes in the 13th century and who died, shot by
an arrow, in the middle of his warning. This is why the signal is
interrupted each day.
A variation on this exercise is as follows. Do the same as above,
but when the
interpreter comes to interpret, have them sit or stand in such a
way that they can no
longer see the picture. The others in the group, who can see the
image, can prompt
the interpreter if they have dif� culties.
C.77 Interpret from a picture you can’t see
Aim: to practise using visual memory prompts to aid
memorization.
Each student prepares a speech based on a picture. For example,
you could use a
picture of a building or machinery and then describe how it
works or why it was

built as it was. Alternatively, use a picture of a landscape, city
or painting that the
speaker will be comfortable talking about. Each part of the
speech given by the
person speaking should relate speci� cally to something in the
picture.
Without taking notes the others listen and try to visualize in
their mind’s eye
what they are hearing. One person must then reproduce the
speech using only the
mental image they have created as a memory prompt.
Try doing this � rst in the same language and then from one
language into
another.
C.78 Interpret � lm plots
Aim: to demonstrate that understanding is the key to
remembering.
You will need: at least one other person who has relatively
detailed knowledge
of a � lm plot.
One person relates the story of a � lm or book which the
interpreter at least has not
seen. It should take about 10 minutes and be in the speaker ’s A
language�. The
interpreter interprets into their A language�.

C.79 Tell a story
Aim: to use your understanding of a whole speech as a memory
prompt.
This is one of the exercises that is mentioned in the introduction
to this section as
being less daunting if you consider it not as a ‘memory’
exercise but as an exercise
in listening in order to understand a whole speech.
Prepare speeches for one another. One person gives a speech.
Someone else
gives the speech back from memory. Do this � rst in the same
language as the
original and later in a different target language.
For this exercise speeches should be simple but interesting
narratives. The more
unusual or interesting these speeches are, the easier they will be
to understand
and recall from memory. You can use progressively more dif�
cult speeches over
a period of four to eight weeks. To see how you might gradually
increase the
dif� culty of the speeches you use, see A.17. If you give each
other speeches that
are too dif� cult to recall from memory you quickly lose
motivation and wrongly
convince yourself that you can’t interpret from memory. Stick
to simple speeches
and make them more dif� cult slowly and gradually!
Once you can manage to recall a speech three minutes long, you

don’t need
to extend the length of the speeches. Recalling a two-minute
narrative is within
everybody’s grasp and more than three minutes is arguably not
useful.
C.80 Interpret fairy tales
Aim: to use understanding of a whole speech as a memory
prompt.
You will need: a speaker, preferably from a different culture.
One person retells a fairy tale that the listener does not already
know. (This works
best if you are lucky enough to be in a very multinational group
with different
traditional fairy tales.) The ‘interpreter’ listens and then retells
the story.
Fairy tales are a great way of boosting con� dence in your
memory because
they generally only have one main point, the conclusion to
which everything else
inevitably leads. Understanding the ending is usually enough to
reconstruct the
rest of the story.
C.81 Visualization
Aim: to practice visualization and using visual memory
prompts.
You will need: a few short speeches or extracts on practical,

non-abstract subjects.
Try to visualize a given sentence such as ‘At the start of the
century Italian families
saw many of their children emigrate to all sorts of countries in
search of a better
future.’ Create a very clear mental image of the sentence and its
meaning, for
example, picture a map of Italy and then families climbing
aboard boats to leave.
Start with speeches containing simple, tangible items, like ‘a
blue shirt’ and
then move on to more abstract notions such as ‘business’. Try to
� nd an image
even for these abstract notions ; it could be a glass-fronted
skyscraper representing
a company’s HQ, for instance. You could even go further in
trying to visualize
very abstract concepts like ‘generosity’ (imagine a person
handing out food to the
needy), or ‘illness’ (imagine a patient in their hospital bed). The
bigger and more
absurd the image you visualize, the easier it will be to recall it
later.
Source: Kremer 2005: 787; Sherwood-Gabrielson et al 2008: 60
C.82 Memory linking
Aim: to demonstrate and practise the visual linking technique.
You will need: a list of objects.
Look at the following list of 20 words for one minute. Then
close the book and try
to recall them all, in order.

carpet, paper, bottle, bed, fi sh, chair, window, telephone,
cigarette,
nail, typewriter, shoe, microphone, pen, television, plate,
doughnut, car,
coffee pot, brick.
Most of you will have got between 12–18 items right, but not
necessarily in the
right order. Now read the following and try again.
The fi rst thing you have to do is get a picture of the fi rst item,
‘carpet’, in your
mind.
To remember the second item, ‘paper’, you must associate or
link it with
carpet. The association must be as ridiculous as possible. For
example you could
picture yourself writing on a piece of carpet. A piece of paper
lying on a carpet,
though, is not ridiculous enough and you will not remember it.
See the one you
think is most ridiculous.
The next step then is to link paper to the next item, ‘bottle’.
You can stop
thinking about carpet entirely now. Make an entirely new
ridiculous link between
bottle and paper. See yourself reading an enormous bottle.
We have linked carpet to paper, and then paper to bottle. We
now come to the

next item, which is ‘bed’. Picture yourself sleeping in a large
bottle instead of a
bed, or perhaps taking a drink from a bed instead of a bottle.
Next see a giant fi sh sleeping in your bed, or a bed made out of
a giant fi sh.
Now link ‘fi sh’ and ‘chair’. See a gigantic fi sh sitting on a
chair. Next see yourself
throwing chairs through a closed window.
See your window as a large telephone dial.
See yourself picking up the phone and cigarettes fl ying out of
the ear-piece.
You’re hammering a lit cigarette into the wall instead of a nail.
Your typewriter keys are all nails, pricking your fi ngers as you
type.
See yourself wearing typewriters instead of shoes or see a large
shoe with
keys on that you’re typing on.
You’re broadcasting into a large shoe.
You’re writing with a microphone or you’re talking into a giant
pen.
See a million pens gushing out of the TV.
You’re watching a TV show on your plate as you eat.
See yourself biting into a doughnut, but it cracks in your mouth
because it’s
a plate.
See a large doughnut driving a car or you are driving a
doughnut instead of
a car.
Picture a car on your sideboard with coffee percolating in it.
See bricks pouring out of the spout of the coffee pot.
That’s it. If you have actually ‘seen’ these mental pictures in

your mind’s eye
then you will have no trouble remembering the twenty items in
sequence, from
‘carpet’ to ‘brick’.
edited quote from Lorayne, 1958
Now try to recall the list of twenty objects. Many people will
now � nd it almost
impossible to forget the list in its entirety and in the right order.
Although in theory this technique could be used to remember
entire speeches,
it is probably best used as a complementary tool with other
memory tools, like
your notes. Some parts of some speeches will lend themselves
to this sort of visual
linking better than others.
Source: Lorayne 1958: 32–36
C.83 Visual memory linking
Aim: to demonstrate the power of visual linking.
You will need: a bit of imagination, an open mind.
This exercise is based on a memory technique called visual
linking. Each element
of the speech will be associated with a visual image in the
mind’s eye. And each
image will be linked to the next, creating an unbroken chain of
images through the

speech. For more about memorization techniques see Lorayne
(1958), Lorayne
and Lucas (1974), and Daniels in the bibliography.
In the example below, � rst follow the instructions for creating
a series of visual
links. Then ask somebody to read out, or paraphrase aloud, the
speech that follows.
Can you recall the speech on the basis of the visual images? Try
to give back
the speech, initially in the same language as the original. To do
this effectively,
and quickly enough to make use of it in consecutive
interpreting, you’ll need to
practise it a fair bit. If it works well for you, move on to doing
the same from one
language into another.
Example
One person visualizes the following in their mind’s eye.
Imagine a map of France and the UK, and on that map a person
is
bouncing around like on a trampoline between France and the
UK.
(Cultural differences)
As they are bouncing up and down on the UK you see the
picture turn
to a side-view and that the UK is actually the fl at top of a huge
number 5,
part of a larger number, 1995.
You look at the person bouncing on top of the number 5 and you
see

that it is in fact Tony Blair, who then takes a huge leap
forwards and fl ies
through the nought of a huge representation of the fi gures
2005.
When he lands he is outside a very English house, looking in
through the
windows. As he peers in through the window inside he can see
someone
sitting in an armchair in their own private living room. (Private
information)
At that moment a series of artillery shells crash through the
windows.
(National security)
The person gets up from their armchair and wanders over to the
shattered windows. He looks out into the distance and has an
expansive
view of the horizon. (All govt bodies)
In the middle of the view is a fi eld of huge potato plants that
you can
see growing as you watch. (Potato Council)
One of the plants is a little different, however, and you see a
huge red
and white lighthouse push out of the soil and up into the sky.
(Lighthouse
Commission)
Next imagine a huge hand sweeping down to grasp the

lighthouse
and whisk it up and away. Your view pans backwards and you
see that
the hand belongs to a journalist. See a stereotypical journalist in
your
mind’s eye.
They are busily taking notes with a pen that looks a lot like a
red and
white lighthouse and watching intently as a person is strapped
into a
chair and tortured by men in army uniforms. (PoW camps and
torture
programme)
See the journalist then take their pen and stick it into the arm of
the person in the chair, as though it were a syringe. See the
syringe.
(Sterilization programme)
Now see the journalist turn around and watch a clichéd
Frenchman
walk across the scene. Perhaps wearing a beret, perhaps with a
sweater on his shoulders, the sleeves tied in front – whatever
your most
exaggerated image of a Frenchman might be. (Guy Mollet)
See this Frenchman walk across a huge map of Europe from
France
to the UK, then turn around and try to pull France towards the
UK, closing
the Channel. (Union)
Then see him give up, turn to one side and shrug to Churchill
who has
appeared next to him.

The Frenchman then wanders back across the map. The centre of
France becomes a huge hole into which he empties all the
money from
his pockets. (Economic crisis)
He then continues his walk across the map; his fi rst step lands
in
Algeria, the second in Egypt.
He looks back across the map to see an Englishman, imagine a
parody of an Englishman, sitting gently sipping wine on top of
the UK on
the map. (Drinking in moderation)
Around his table are lots of road signs in French, and he is
nodding
knowingly as he reads them.
Then a train races by, just a few metres away from him. The
train is
decorated in the Union Jack. (Arriving on time)
Now ask the person to go through the list of images and check
they have them all.
Now tell the interpreter that the speech to follow will be about
freedom of access
to government information for citizens in the UK and then read,
or paraphrase
aloud, the speech below. Tell the interpreter to go through their
list of images as
they listen to the speech. They should be able to relate what is
said to the images
they have in their mind’s eye.

Freedom of information
It won’t be a surprise if I tell you that there are differences in
the culture of
government between the UK and France. Today I’d like to talk
you about
one of those differences: public access to government
documentation,
as enshrined in the Freedom of Information Act (FoI).
The FoI was one of Tony Blair’s manifesto promises in the
election
campaign of 1997 and came into force in 2005. The aim, as the
name
suggests, was to allow the public access to government
documentation
and thus improve transparency in government. The Act entitled
citizens
to request information and documentation from public
authorities.
The authorities were entitled to withhold only two types of
information:
private individual information and matters of national security.
The Act
covers all government documentation and bodies, including
some
you may not even have known about. For example, you can
request
the minutes of the British Potato Council, or correspondence
from the
Commissioners of the Northern Lighthouses.

The people who make use of the FoI most frequently are not
ordinary
citizens, but journalists who regularly turn up unusual stories.
For example
that the UK ran a torture program in its prisoner of war camps
after the
second World War or that in the 1960s the NHS sterilized
certain 13 and
14 year old girls against their will. But my personal favourite is
one that
appeared in the UK press in 2011.
UK government documents dating from September 1956 and
released last year following a FoI request show that in 1956
Guy Mollet,
French Prime Minister and former resistance fi ghter, came to
London to
propose a union between France and the UK. The British Prime
Minister
rejected the idea, but suggested France join the Commonwealth
instead.
But nothing came of it.
You might be surprised to hear this, but it’s worth remembering
the political context of the time. Churchill had actually made
the same
suggestion in 1940. France had just been through 2 World Wars
and was
in the depths of an economic crisis. It was also fi ghting a war
in Algeria
and the Suez crisis was raging.
It never happened of course. But I can’t help wondering what
might
have been! We might have had the best of both worlds. The
British might

drink in moderation and French road signs might be a little
easier to
follow. British trains might arrive on time and French people
might arrive
on time!
(training speech)
Now you’ve seen that the technique works, you can do the same
with other
speeches. Listen, and as you listen create the visual images and
the links between
them. To do this effectively, and quickly enough to make use of
it in consecutive
interpreting, you’ll need to practise.
This technique shouldn’t necessarily be used for whole speeches
as it has been
here, although there is no reason why it can’t be. However, it is
very useful to
be able to apply this technique as a complement to other
techniques, like note-
taking, when the need arises or when part of a speech lends
itself to the use of this
technique.
C.84 Location linking technique
Aim: to practise visualization and using visual memory
prompts.
You will need: a few short speeches, or extracts, on practical,
non-abstract
subjects.

Pick a room or a building you know very well, for example your
home. In your
mind’s eye walk into the building or look around the room and
remind yourself of
the order of the main objects there. Always follow the same
order. Now visualize
each of the items you want to recall in turn – they could be from
a vocabulary list
or the successive points of a speech to be interpreted – and link
each of them in
your mind’s eye to an object in your room or building. Link
them by creating a
hybrid object that is the combination of what’s in your real
room and the thing you
want to remember. For example, if the speaker talks about the
economic crisis,
you could see your lampshade as a large Euro sign slowly
melting away.
Going back round the room in your mind, you can recreate the
chain of points
because you know, and will never forget, what order the objects
are in in your
room.
C.85 Structured speeches 2
Aim: to practise using structure as a memory prompt.
You will need: a speech based on a simple structure, at least
two other people.
Each member of the group writes a short speech with a simple
structure. For
example, for/against/conclusion or past/present/future. One
person announces the
structure of their speech in advance and then gives the speech.

Another person
interprets from memory afterwards. Notice how knowing the
structure in advance
helps you to remember the speech.
Start by doing this exercise in a single language, your A
language� (for
example, English into English).
Variations on this exercise include interpreting between two
languages rather
than one as above, and giving the speech without announcing
the structure in
advance.
C.86 Counting on your � ngers
Aim: to memorize a speech using the number of logical links�
as a prompt.
One person gives a relatively straightforward speech. The others
count the logical
links in the speech on their � ngers. Then one person gives a
brief summary of the
speech, counting off each part on their � ngers as they go.
The fact of having identi� ed sections of the speech and
associated them with
one � nger each should help to anchor the information in your
memory.

C.87 Deliberately don’t note something
Aim: to use the decision not to note as a memory prompt.
You will need: a speech, a notepad.
While you are listening to a speech to be interpreted
consecutively (and taking
notes as usual), take a deliberate decision not to note a certain
item, idea* or
section. Note instead something that indicates that there is a
‘gap’ in your notes,
for example, an empty pair of brackets if it was a bit of
secondary information or
an exclamation mark for a funny remark. You will � nd that the
fact of deliberately
deciding not to note something anchors it in your memory very
effectively. The
opposite of course is also true: if you haven’t noted something
because you didn’t
have time, then you will have far more trouble recalling it.
C.88 Note left-handed
(Unless of course you are left-handed, in which case, note right-
handed!)
Aim: to practise choosing what to note.
You will need: speech transcripts and/or spoken speeches.
Once in a while take notes writing with your ‘other’ hand.
Because you write
so much more slowly with your ‘other’ hand, you will have to
think much more
carefully about what you note down. That careful ‘choosing’
should also anchor

the information associated with each thing you note in your
memory and mean
that you are less likely to forget it, regardless of whether or not
you look again at
your notes later.
C.89 Highlight and hide
Aim: to use analysis as a memory prompt.
You will need: a speech transcript, a highlighter pen.
Read the transcript of a short speech once through. Highlight
the most important
ideas� (and only these) with a marker pen. Now cover the
entire text and try to
recreate it from memory.
This exercise offers a very interesting combination of analysis
and memory
skills. Identifying and highlighting the main ideas should
anchor them in your
memory and make recalling them much easier.
Source: Kalina 2000: 179
C.90 Brainstorm without a pen
Aim: to recall and speak terms and expressions in advance of
the need to do so
while interpreting.
You will need: a subject, at least two other people.
While brainstorming with colleagues, try not writing anything
down. At the end

of the brainstorming session try to write down as many of the
terms, expressions
and information items that came up as possible.
In this exercise the aim of the brainstorming session is not to
create a list of
words or phrases on a piece of paper, but to activate� them in
the interpreter’s
mind so that they can be recalled and used more quickly when
interpreting.
Trying to recall them at the end of the brainstorming session
mimics the recall
powers you will have to apply in the booth, and repeats, in a
shorter time period,
the brainstorming session itself. Recalling and writing them
down, and even the
mechanical mouthing of the words to yourself, will help
activate� them.
C.91 News round-up presentation without notes
Aim: to practise recalling previously prepared terms and
expressions without
using your notes.
You will need: to have read, and prepared a presentation on the
week’s news, at
least two other people.
Once or twice a week one person prepares and presents a
summary of the main
news of the past few days. Tasks can be divided up within the
group. For example,
one person could present the news from each country, or
alternatively one person
could present national news, one Asian news, another European
news etc.

In this exercise the presenters may take all the time they need to
prepare, but when
they come to present they may not look at the notes they have
prepared at all. It’s very
easy to become over-reliant on written notes, but if you’ve read
the news in question,
understood it and taken notes on it, you should be able to
remember most of it without
notes. Learning your presentation by heart is not allowed, and
not useful here!
C.92 Improvize from prepared information
Aim: to activate� the terminology and concepts and actively
speculate on what
the speaker might say.
You will need: a well-prepared subject.
Take a topic that has been prepared by everyone and on which
you have read a
good deal of material. Before the speaker starts giving the
speech (or you start
looking at a text for sight-translation), ask the interpreter(s) to
pretend to be the
speaker and improvize for a few minutes on the topic.
Source: Béziat
Aim: to promote recall, isolate skills.
Listen to a speech without taking notes. When the speech has

been completed,
make some notes that will help you to reproduce the speech.
Then give a
consecutive rendering of the speech.
This exercise isolates the two skills of note-taking and listening
from one
another, and also the two skills of recalling and speaking. So
when you’re listening,
you’re only listening; when you’re creating your notes, you’re
only recalling, but
not listening as well. When you come to speak you have been
through recalling
the whole speech once already (in creating the notes), so the
recall effort will be
considerably less as you deliver your version of the speech.
C.94 Take notes but don’t use them
Aim: to demonstrate that notes detract from listening; promote
better listening
and memorization and thus better recall.
You will need: a speech, a notepad, a healthy dose of courage.
While listening to a speech take notes as per usual. At the end
of the speech put
your notes to one side and try to reproduce the speech from
memory.
Some teachers use this exercise, which is very dif� cult, to
demonstrate how
much attention students devote to note-taking when in fact they
should be listening
to the speaker more carefully. A more positive angle on the
same exercise would

be to see how the choice of what we note anchors those
elements noted more
clearly in our memories. If you choose the right thing to note,
the act of noting it
means, paradoxically, that you are less likely to forget it and
actually less likely to
need to see it in your notepad in order to remember it.
C.95 Word association
Aim: to recall and activate� known facts.
In a group of two or more, try to recall groups of associated
words. For example,
rivers, capital cities, world leaders. You can either go round the
group in turn or
each person might have to come up with a series of associated
words in one go.
Source: Heine 2000: 218; Szabó 2003: 126
C.96 Acronym testing
Aim: to activate� recall of known facts.
In groups of two or more, one student gives an acronym, or
initialization (for
example, UNESCO or OSCE) and the next must immediately
give the full title
in the same language (or, to make it a bit more dif� cult, in a

different language).
This can be done into, or out of, your native language. What
you don’t know, you
will learn from your partners.
C.97 Numbers and names speeches
Aim: to vary the memory prompts that promote better recall.
You will need: a speech with lots of numbers.
One person prepares and delivers a speech with lots of numbers
in it. The others
note only the numbers and proper names. Can you recreate the
speech from these?
C.98 Mnemonic activation 1
Aim: to activate� recall of generic terms.
You will need: at least one other person, several lists of similar
items.
One person offers a list of items, and the others must offer a
generic term for the
end of the list.
Example 1
Lecturer: eagles, hawks, falcons, kites, ospreys, buzzards…
Students: eagles, hawks and other birds of prey.

Example 2
Lecturer: prescriptions, dental treatment, sight tests, vouchers
for glasses…
Students: dental treatment and other free Social Security
benefits.
Source: Ballester and Jimenez 1992: 240; Gran 1995:157
C.99 Mnemonic activation 2
Aim: to activate� recall of synonymous terms.
items.
One person says a word, the others must offer synonyms.
Example 1
Trainer: environment
Students: ecology, atmosphere, the air we breathe, our natural
surroundings, our medium...
Example 2
Trainer: Mrs. Thatcher
Students: the former British Prime Minister, the former British
Premier,

The Iron Lady, Mr. Major’s predecessor, Mr. Gonzalez’ former
counterpart,
Britain’s longest-governing Prime Minister.
This exercise aims to activate linguistic re� exes (synonyms,
antonyms, lexical
structures) and basic strategies for interpreting – de� ning or
describing when the
exact word escapes us.
Source: Ballester and Jimenez 1992: 240; Ilg 1978: 79
Note-taking
What, and how, to note will be part of any interpreting course
and what you’re
told will differ somewhat from one place to the next. However,
the majority of
techniques are widely used, including those for which practice
exercises are
suggested below. The basics can be found in books by Rozan
(1956), Jones
(1998), and Gillies (2005).
By taking notes from speech transcripts note-taking can be
practised in isolation
from the other skills that go to make up consecutive
interpreting. In this way we
remove the time pressure associated with note-taking from a
speaker, as well as
the simultaneity of taking notes and listening at the same time.
We all know that in the heat of a real consecutive our notes are
a bit messier

than we’d like. By practising techniques regularly, and in
isolation, you will create
automatisms so that even under pressure your notes don’t turn
into an unstructured
mess.
Listening and understanding the original speech are more
important than note-
taking. But if you have a sound note-taking system, ingrained
through a lot of
practice, then you won’t need to put so much mental effort into
taking the notes,
they’ll be better notes and you’ll have more mental capacity
free for listening and
understanding the speech. You also won’t have to put so much
effort into reading
your notes in the second phase of consecutive, so your
presentation will be better.
Note-taking 169
C.100 Ideas� and links� – introduction to note structure
Aim: to identify ideas and links, and show them on the page.
Using word-processing software, remove the line divisions from
the text of a speech.
(Even better, get another student to do it for you, and you for
them, so that neither
of you have seen the original layout of the speeches you’ll be
working with). Read
through the unbroken text and hit the Return key twice every
time you can identify
a subject, its verb and, often but not always, its object. Do this

in such a way that
each separate part of the resulting text makes sense on its own.
These small bits of
speech are ‘ideas�’ (and will each become a unit on your
notepad page).
rst, but you
sections. Ideas, in this sense of the word, are the smallest
meaningful parts of the
speech. These sometimes equate to sentences in a written text,
but not always.
When you’ve done that, � nd and highlight the links in the text!
Example: before
it. Below is the
version where I have hit ‘Return’ each time I see the end of a
Subject Verb Object
group, and links have been highlighted and underlined.
also, as
developments at
Russia and
recent EU-
It is

however,
boost
some
international
mission
greater
still have
greater access
independent
to see a
Chechens.
Example: after
also, as the
Feira.

and the
EU-
vital to
moderately
Union
pressure:
and western
humanitarian aid
agencies.
In doing this exercise you are creating a representation of the
divisions and links
between ideas that is very similar to consecutive notes.
Consequently this exercise
is a good introduction to note-taking.

Note-taking 171
C.101 Give note-taking structure to a text
Aim: to depict the structure of the speech on the page; practise
breaking speeches
down.
You have probably been introduced to note-taking techniques
aimed at creating a
certain structure on the page, a structure that makes reading the
notes back easier.
These might include separating ideas� from one another on the
page; starting on
the left and noting diagonally across the page (perhaps Subject,
Verb, Object);
noting links� on the left; noting lists vertically on the page;
and noting qualifying
information directly underneath that which it quali� es.
In the example below all of these techniques have been applied
to a speech
transcript using only the Return and Tab keys.
There is no one right or wrong way to do this exercise, but
regular practice will
get you into the habit of recognizing the structures within a
speech.
Example: before
and
billowing smoke from heavy industry. We now understand that

everything
we buy and use has an impact on the environment. And that this
impact
happens all the way through a product’s existence, from its
design,
production and use, through to what happens to it when it stops
being
useful to its owner.
– it’s
an imperative. There is no point in rebuilding the economy
unless it’s a
green economy: one that actively prevents waste and accurately
refl ects
the value of our natural resources.
Lord Henley
at Green Alliance conference
November 2010
Example: after
Environmental damage
used to conjure up pictures of
car fumes and
billowing smoke from heavy industry.
We now

understand
that
everything we buy and
use
has an impact
on the environment.
And
that
this impact
happens
all the way through a product’s existence,
(from its design,
production and use,
through to what happens to it when it
stops being useful to its owner)
The government’s pledge to be the greenest ever
is not
a choice –
it’s an imperative.
There is no point in rebuilding the economy
unless it’s
a green economy:
one that
actively prevents waste and
accurately refl ects the value
of our natural resources.

Note-taking 173
C.102 Monolingual interpreting
Aim: to practise the note-taking techniques in isolation from the
comprehension
skill.
You will need: a speech transcript and/or a speaker able to give
a relatively slow
speech.
Interpret not from one language into another but from and into
the same language
(for example English into English). In doing this you have
removed the element
of linguistic comprehension of the original speech and thus left
more mental
capacity available for deciding what should be noted and how to
usefully note it.
Doing this exercise repeatedly should allow you to internalize�
the note-taking
techniques you have learned. When you’ve done that, go back to
interpreting
between languages.
C.103 One word per paragraph
Read speech transcripts and note only one word per section of
the speech. Then
try to recreate the speech orally from these notes afterwards.
Why did you choose
the word you did? Did it help you remember?

Choosing the right things to note, and differentiating between
those and the
things you will remember without notes, are fundamental parts
of your note-
taking technique. The ‘right’ things to note are the ones that
bring back most
information from your memory (and also things that are dif�
cult to remember at
all, like � gures and dates).
C.104 Note left-handed
(Unless of course you are left-handed, in which case, note right-
handed!)
Take notes writing with your ‘other’ hand. Because you write so
much more
slowly with your ‘other’ hand you will have to think much more
carefully about
what you note down. You will have to make everything you note
count.
Choosing what to note is a fundamental part of your note-taking
technique and
this exercise will force you to choose very carefully. The
‘choosing’ itself should
also anchor information in your memory.
C.105 Five-point speeches

You will need: at least one other person, prepared � ve-point
speeches.
One person prepares a short speech containing, say, � ve clear
points – the listeners
agree to note only � ve words while listening to the speech and
interpret on the
basis of those notes.
Those listening must listen and analyze the speech in order to
decide which
� ve words best represent the core points of the speech and will
therefore help
recall the whole speech afterwards.
C.106 Semantic network activation 1
One person describes a context and a word or phrase that
describes a signi� cant
participant in that context. The other person has to build as
many semantic
networks (that is, describe as many relations) as possible
between the two. This
exercise will show you which pairs of expressions work to
prompt information
recall about given subjects, and what information they prompt.
Later, when taking
notes on the same subjects, you will be better able to choose
which minimal
elements to note in order to recall as much information as
possible.
Example

Context : the environment
Participant: CO
2
Possible semantic networks
• One of the major problems our environment faces is the build
up of
CO
2
in the atmosphere.
• CO
2
is one of a series of gases that causes global warming, a major
environmental issue at present.
• etc. etc.
Note-taking 175
C.107 Semantic network activation 2
One person creates a short set of notes (see below) and shows
them to the other
person. They also then describe the context in which the notes
function. The other

person has to build as many semantic networks (that is to say,
describe as many
relations as possible) between the notes and the context.
Example
Context : pollution prevention can be profi table in Germany
steel industry
Notes:
recycle
90% water
solid wastes
Possible semantic network:
• ‘The German Steel Industry has developed no-waste
technologies.
It recycles 90% of its industrial water and converts 90% of the
solid
wastes into useful materials.’
Aim: to note the broad outline of a whole speech, rather than
detail.
You will need: speech recordings and /or one other person.
Listen to a short speech (3–4 minutes) without taking notes.
When the speech
has been completed, make some notes that will help you to
reproduce the speech.
Give a consecutive rendering of the speech from your notes.
By hearing the whole speech � rst and only then making notes

we have a picture
of the entire speech which we must analyze in order to make the
most useful notes
possible. Our notes are therefore much more likely to re� ect
structure and ideas
than the individual words, on which we often get hung up.
C.109 Keep on keeping on
Aim: to reduce your dependence on notes in order to arrive at
better notes.
You will need: Exercises C.54–C.88.
It may seem strange to mention them here, but all of the active
listening and
memory exercises above will have an indirect in� uence on
your notes. The better
your analysis, and the better you know what your memory can
and can’t do, the
fewer notes you’ll need to take, and the less often you’ll need to
refer to your notes
to recall the original.
C.110 Take notes from transcripts and slow speeches
Aim: to practise the mechanics of note-taking techniques with
reduced time-
pressure.
a relatively slow
speech.

Take notes from speech transcripts and then from slow
speeches. Make a deliberate
effort to apply the note-taking techniques that you have learnt.
When you start learning note-taking techniques, you will
understand the
techniques, but you won’t automatically be able to apply them
under time
pressure. Practising from transcripts or slow speeches will help
you to internalize�
(make automatic) the note-taking mechanisms that you have
learnt. In that way,
when you are working for real and under greater time pressure,
they can be used
instantly without your having to think to yourself, ‘How should
I note that?’
C.111 Prepare speeches in consecutive note form
Aim: to make preparation time more ef� cient.
You will need: speech transcripts, a notepad.
Prepare speeches for lessons and practice sessions in
consecutive note-taking style
and use those notes to give your speeches. These notes will not
correspond exactly
to what might have been noted from a spoken speech (the role
of memory will be
different if we prepare hours/days in advance, for example),
however, it can still
be a very useful exercise. You can use either speech transcripts
as a starting point,
or prepare a speech of your own from material you’ve
researched.

In preparing speeches this way you will be practising note-
taking techniques
(i.e. the brevity and clarity of your notes, the use of diagonal
notes or margins) but
without the time pressure associated with note-taking from live
speeches.
Note-taking 177
Example
Ladies and Gentlemen. Let me warmly welcome our
distinguished Chinese guests
to Austrade’s Business Club Australia, a hub for business
meetings throughout
the Olympics. Let me also congratulate China on the terrifi c
start to the Beijing
Olympics – the events have been sensational, the facilities are
fantastic, and
China’s friendliness and warm hospitality will ensure that these
will be a great
Olympic Games…
Australian Minister for Trade, Simon Crean
11th August 2008 Beijing
+
I
I
events

facilities
ZH friend ns
Hosp
hi
__________
congrat
__________
✓
__________
�
__________
ZH o
(to Austrade Bus. Club)
(Olympic hub)
ZH/
(Olymp start)
✓ games

C.112 Practise diagonal notes
Aim: to make note-taking automatic (and reduce the mental
effort it requires).
You will need: a speech transcript, a notepad.
Take notes from speech transcripts and try to apply the diagonal
and vertical note-
taking techniques you have learnt about in class or from your
reading. Then try
to read back the speech from your notes. Without the time
pressure associated
with noting from a live speech you’ll have the chance to
deliberately apply the
techniques you’ve learnt and in this way gradually make them
more automatic.
Example: before
Climate change is one of the greatest economic, social, and
environmental
challenges of our time. Expert scientifi c evidence confi rms
that human activity is
altering the climate. This is changing rainfall patterns, reducing
water availability
in Australia and increasing the frequency of severe weather
events such as
bushfi res and storms.
The Australian Government takes the challenge of climate
change seriously. The
fi rst action of the new Australian Government in December last
year was to ratify
the Kyoto Protocol.

Australian Minister for Trade
Simon Crean
11th August 2008 Beijing
Note-taking 179
Example: after
CC
sci evidence
that
human
CC
=
__________
shows
changing
__________
�
__________

E challenge
C
Δ rain
� water access
��storms & fires
C.113 Divide the page in two
Aim: to practice noting vertically rather than horizontally.
You will need: a notepad, a speech and/or transcript.
To force yourself to use the technique of ‘verticality’, use a
large but narrow pad,
or divide the page of your notepad in two, down the middle.
You now no longer
have the space to note horizontally.
Remember, though, that this is a means to an end and once you
are comfortable
with verticality in your notes you can dispense with the line
down the middle
of your page and go back to using a full page. You’ll be left
with notes that are
vertically aligned, but with plenty of space on the page.
Source: Rozan 1956: 21
C.114 Highlight margin items
Aim: to get into the habit of identifying links�, structural
pointers etc.

Many interpreters swear by the use of margins at the left-hand
side of the page
– to highlight important elements of the speech like links,
structural pointers
(numbering and paragraph markers) and whose point of view is
being expressed.
And even those interpreters who don’t use a margin still tend to
note these things
on the left-hand side of the page.
Read speech transcripts and circle, or highlight, links that you
would note in
the margin if it were a speech you had to interpret
consecutively. Discuss what
you noted with your colleagues; did you note the same things?
Now do the same
for the other elements you might have noted in the margin.
C.115 Note link and one word only
Aim: to practise choosing what to note; noting links�.
You will need: speech transcripts.
Practise note-taking from speech transcripts, noting only one
word per paragraph
plus the link, or lack thereof, between the paragraphs (note the
latter in the margin).
Try to reproduce as speech.
When you’re comfortable with this, move on to do the same
with spoken
speeches.

Note-taking 181
Example: before
and billowing
smoke from heavy industry. We now understand that everything
we buy and use
has an impact on the environment. And that this impact happens
all the way
through a product’s existence, from its design, production and
use, through to
what happens to it when it stops being useful to its owner.
– it’s an
imperative. There is no point in rebuilding the economy unless
it’s a green
economy: one that actively prevents waste and accurately refl
ects the value of
our natural resources.
Lord Henley
at Green Alliance conference November 2010
Example: after
but now
And
II
but

cars
everything
throughout
Pledge
green
II denotes ‘no link’
C.116 Noting less
Aim: to practice clear but very concise notes.
You will need: a speech transcript and/or a speech.
Deliberately note as little as possible from a speech transcript,
or later, a spoken
speech. See how far you can go in noting less and less without
losing the main
points of the speech in your interpreted version. Discover your
own limits in
practice time so that you don’t go beyond them when you are
working for real!
C.117 Try different equipment
Aim: to � nd out what works for you.
You will need: a variety of pens and pads.
Try taking notes on a variety of different size notepads – A4,
reporter’s pad,
passport-sized pad, tall thin pad etc – with a variety of different

types of writing
implement: thin felt tip, fat felt tip, rollerball, biro, pencil etc.
Find out which you
are most comfortable writing with, on what size pad, and which
combination is
easiest to use when reading back your notes. Although most
teachers recommend
a reporter’s notepad and a biro – and this works best for most
people – it may not
be the case for you.
C.118 Rewrite your notes
Aim: to automatize note-taking techniques.
You will need: a set of your own notes.
After taking consecutive notes from a speech, rewrite your
notes, correcting them
into an ideal set of notes that re� ects the note-taking
techniques you are learning.
Under time pressure when interpreting, you will probably not
have used all the
techniques you would have liked. ‘Correcting’ your notes like
this will help to
ingrain these techniques so that next time, even under pressure,
you will use the
techniques you want to use.
Note-taking 183
C.119 Telescoping
Aim: to identify surplus notes taken in order to reduce notes
taken next time.

You will need: a set of your own notes.
Take a set of consecutive notes you have just produced while
listening to a speech.
Go through them and try to create a shorter set of notes from
which you would still
be able to reproduce the original speech.
Under pressure we often note things that afterwards we realize
were of no help
to us at all. Revising your notes after the speech, without that
time pressure, you
will � nd there are many ‘improvements’ and shortcuts that you
can make in your
notes. Doing this exercise regularly will help you to note more
succinctly while
listening in the future.
C.120 Compare notes
Aim: to justify your note-taking choices in order to � ne tune
them, picking up
tips from others.
Compare your notes with those of other students, and if possible
with your teacher’s
notes. Can you explain to yourself, and the others, why you
noted something as
you did? After the discussion ask yourself if you would now
change anything in
your notes. You can compare your notes in your notepad; or, for
variety, try taking
notes on a whiteboard to show everyone.

Letting other people see your work, and/or having to explain it
to them, will help
you to step back from what you have done and assess it with
greater objectivity. If
you � nd yourself saying, ‘I don’t know why I noted it like
that’ or worse, ‘I don’t
know what that is supposed to be’, then it’s a chance to correct
your note-taking
technique before it makes you make a serious mistake.
C.121 Practise your structure and symbols
Aim: to create automatisms in your note-taking and note-
reading.
You will need: short extracts from speech transcripts.
Take notes from very short extracts of a speech text and
separate these notes
clearly on the page into distinct units. Use speeches that address
typical issues
for which you regularly use symbols. Go back and see if you
can read your notes.
This exercise may be considered controversial by some as it
removes note-
reading entirely from any logical understanding of a whole
speech or point made.
However, Van Hoof’s own example (overleaf), and several
others in his book, are
almost all clear to us now because of the obvious structure and
symbols used. If Van
Hoof’s notes are legible 50 years later, then why shouldn’t
yours be 5 minutes later?

C.122 Reading your notes days later
Aim: to assess and improve the clarity of structure, handwriting
and symbols in
notes taken in consecutive.
Take notes from a fairly straightforward speech. Put the notes to
one side and
come back to them a day or a week later. Can you still use those
notes to produce
a useable consecutive?
In the real world you are unlikely to ever need to do this. But
the exercise is
still a useful way of making yourself aware of any lack of
clarity in your notes. If
Van Hoof’s notes above are legible 50 years later, then why
shouldn’t yours be a
couple of days later?
C.123 Practise noting names
Aim: to demonstrate that there is not only one way to do
something, and that notes
must be unambiguous.
You will need: a list of names, or a series of photos, of famous
people from a
variety of countries, and at least one other person.
Read out a list or show a series of photos of famous people from
different countries.
Make sure that at least two of the people on the list have the

same initials (e.g.
2. Fai. e "G d.. i~ oTolemMI. ~n i". i, 'a " t ' o " t "I,':dal em.n' .
u. la
va l. .. , 10 dono e r a .." .y m b"l,.,
if no S"
early d' +
!L2..:: 0. 0
I '" "o t ,,,.,-,j
GO ,,1!Y<'t" '.""1'"
,~, ["']
GO " O K [- C(
a o.~
e"nd ~ '
aga in G,k ) 1• ' " f.0 p, d i", '"I't p-t(
'" I,,,-Iim t'l' t ' a~ . i 1"0,1" I' ill 5 7i~ ~I ' m a t' -
. k illed olat '" tj. faito d.i, ~ u lu
I" i" " "hil d m o 'G ~ ""n:)p""~ . hip· h l,lg : ral
'IcE nt "l . h. y m.;
, ~: ,W E n", d. 'oo . o,n "d
(ho ped A I) ""pt oj
e hon'_'no ig' def E" dt~ .. +- cl ima t 51
..I. prl" - 0.vlS'
~ h
0 r. p' . 10"' " /' i"d ' p,od " TI. up ply ,I...,, "!

y [p'o<l" eap>! . 1,0 ao" ,nfl al "
p-t(
(ho ped(ho ped
(ho ped
(ho ped
(ho ped
(ho ped
(ho ped
(ho ped
(ho ped
(ho ped(ho ped
(ho ped(ho ped
(ho ped
(ho ped
(ho ped
(ho ped
Note-taking 185
Tony Benn, Tony Blair). The listener must note down their
names in as short a

form as possible while ensuring that they will be able to
reproduce the full list,
with both � rst and surnames for each person mentioned.
How short the notes are will depend on how well the listener
knows the people
listed. For some, the initials will suf� ce; for others a � rst
name or a last name will
be enough; others may choose to note the person’s function, e.g.
PM for Prime
Minister. In the example below you’ll see how the names might
have been noted
by American, Japanese and Polish interpreters.
The rule to remember is that whatever you note must be �
awlessly unambiguous
to you!
Example
US JP PL
Barack Obama Pres Obama Obama
Donald Tusk Donald Tusk Donald Tusk DT
Yoshihiko Noda Yoshihiko Noda PM Yoshihiko Noda
Julia Gillard Julia Gillard Gillard Julia Gillard
Manuel Barroso Barroso Barroso MB
Newt Gingrich NG Gingrich Newt
C.124 Take notes standing
Aim: to test note-taking techniques in different postures.

Practise taking notes in different positions; for example, while
sitting at a desk or
table with the pad on your lap; while sitting without a table; and
while standing.
Depending on the market where you end up working, or the
meetings you
attend, you may have to be pro� cient at note-taking in all three
positions. However,
it is quite likely that you take notes more quickly and clearly in
your ‘favourite’
position. So practising all three is important.
Reformulation
Most of the exercises you might use to practise reformulation
skills apply to
both consecutive and simultaneous interpreting and you will �
nd them in the
‘Simultaneous Interpreting’ section of the book. There are a few
exercises that
apply only to consecutive, and they are listed here.
C.125 Note only in target language
Aim: to eliminate source language interference� from notes.
From time to time force yourself to take notes only in the target
language.
In doing this you will avoid source language interference� in
the second phase

of consecutive, your interpreting, and make yourself think a bit
more about what
you are listening to. This is, however, only an exercise and
should be used as such
occasionally, and not as a rule for how to take notes. When
interpreting for real
you should take notes in whatever language, or combination of
languages, works
best for you.
C.126 Do the same speech twice
Aim: to identify technique problems.
You will need: a speaker, or a recorded speech, a voice
recorder.
Listen to, and interpret, the same speech twice. Record your
interpreted versions.
Compare the difference in the two interpreted versions. Why is
the second speech
an improvement? The answer to this question should show you
which elements of
technique you need to work on.
For example, if a complicated grammatical structure threw you
in the � rst
round but not in the second (because you then knew it was
coming), you might
need to work on anticipating and coping with these sorts of
structures.
Source: Van Dam 1989: 169

Reformulation 187
C.127 Record your interpreting
Aim: to objectively assess your own language production, and
gauge progress
over time.
You will need: video camera or voice recorder.
Make a video, or audio, recording of yourself interpreting in
consecutive. Is the
language you are producing as good as you would like? As good
as your teacher
would like? Why not? Keep the recordings and have another
look at them a few
months later. Are you improving?
C.128 Consec from consec
Aim: to practise communicating when interpreting.
You will need: at least two other people, one speech.
One person leaves the room while the source speech is given,
but returns to listen
to, and then interpret consecutively, the consecutive
interpretation of that speech.
This is an excellent, if sometimes rather harsh, way of seeing
just how clear and
meaningful the � rst bit of interpreting was. It works because
the second interpreter,
unlike everyone else, hasn’t heard the source speech and needs
the � rst interpreter
to say something that makes real sense all on its own. It’s
particularly effective
if the second interpreter doesn’t understand the language of the
original speech.
They won’t then naturally correct language interference� in the

� rst interpreted
version, as they might if they understood the language of the �
rst speech.
Self-monitoring
Self-monitoring exercises are equally valid for consecutive and
simultaneous
interpreting, and are covered below in the section on
simultaneous. There are a
few exercises that apply only to consecutive, and they are listed
here.
C.129 Film or record yourself
Aim: to isolate the self-monitoring skill.
You will need: a video camera.
There is nothing like seeing yourself on � lm. The camera never
lies! Memory,
on the other hand, is not always reliable. After class or practice
we might ‘forget’
things we don’t so much like to hear about our interpreting and
remember only
things we like to hear. In this way your subconscious might stop
you dealing with
a technique problem for quite some time. If you are to self-
monitor effectively,
this is a useful exercise to make yourself aware of what you’re
really doing when
you’re interpreting, and therefore what to look out for when
self-monitoring.

It’s a good idea to keep some of the very � rst � lms you make
so that you can
look at them a few months later, compare them with newer �
lms, and see that you
really have made some progress.
Source: Schweda-Nicholson 1985: 149
C.130 Referee each other’s work
Aim: to remind yourself of the elements you wish to self-
monitor.
You will need: at least one other student interpreter.
Before you interpret a speech tell the other students which
technique issues you
want to work on and that they should look out for. For example,
‘I want to � nish
all my sentences’ or ‘I want to give sentences a natural
intonation pattern’.
Every time you do one of the things you are not supposed to,
the others hold
up their hands or call out ‘Stop!’ and you have to go back and
start that part of the
speech again, this time without the technique � aw.
Split attention
It’s easy to think that simultaneous is the only mode of
interpreting that requires
us to do several things at the same time. The very name
‘simultaneous’ is a big
clue. But you would be wrong to think that. Consecutive
interpreting involves

just as much ‘simultaneity’, it’s just that the interpreter will not
be speaking and
listening at the same time, as in simultaneous, but rather writing
their notes and
listening at the same time.
In both modes of interpreting the interpreter is doing several
things at the same
time. For example, when listening to a speech to be interpreted
consecutively we
are listening, analyzing and taking notes at the same time, and
at the moment when
we note something down we are already listening to the next
part of the speech.
One of the skills that an interpreter working in consecutive has
to master, along
with the others listed in this section, is that of managing their
mental capacity.
We all have a � nite mental capacity and we divide that
capacity up between
the various tasks that we carry out when interpreting. However,
the amount of
capacity required for each task varies continually and the
interpreter must focus
more or less attention on each of the tasks without diverting too
much effort from
any of the tasks. If we manage things badly, we simply don’t
have any capacity
left for one of the tasks. You will have experienced this when
interpreting. If you
have to think too hard about something there will be part of the
speech that you
just don’t hear. Your brain has no spare capacity to process
sounds heard and you
become functionally deaf for a second or two.

Any of the exercises in this book that require actual interpreting
involve,
of course, a degree of multi-tasking. But in this section I’ve
listed only those
exercises in which the split of attention between two or more
tasks is clearest
to the person doing the exercise. Being aware of, ‘seeing’,
yourself doing two
different tasks at the same time is a useful way of understanding
and practising
this capacity management.
C.131 Improvisation exercise 1
Aim: to learn to think about one thing while saying another.
You will need: an audience of at least one other person.
Improvise a speech of two minutes on a subject volunteered by
a colleague. As
you improvise you should be thinking ahead to your next
sentence/paragraph or
the rest of the speech so that the speech remains � uent. This
mirrors the split
attention that the interpreter needs when reading back their
notes in consecutive.
You can make this exercise easier by de� ning the structure of
your speech
in advance. For example, say that you are going to argue ‘For,
against, and then
conclude’ or that you will talk about the ‘Past situation, the
present, and how you

see the future’ of this particular issue.
The other members of the group referee and stop you if you
hesitate, repeat
yourself or stop making sense.
a colleague. As
sentence, paragraph or
the rest of the speech so that the speech remains � uent.
As you speak, every 30–60 seconds the other person shows a
card with a
keyword on it. The person speaking must think ahead in order to
incorporate the
word/idea coherently into the improvised speech. This mirrors
the split attention
that the interpreter achieves when reading back their notes in
consecutive.
hesitate, repeat
You will need: an audience of at least one other person, a
speech transcript, cards
prepared as below.
Skim read the transcript of a speech and jot down the speaker’s

name or function,
the subject matter and a few key words (in the order they appear
in the speech).
Note these vertically on a card or piece of paper about a quarter
the size of a
page of A4. Give the card to your practice partner and ask them
to improvise a
speech, speaking as though they were the person named and
using all the key
words described.
Split attention 191
Example
Environment Minister New Zealand
Climate Change
severe weather events
agriculture
sheep
economic importance of
farmers
a good thing
warmer winters
increased rainfall

detrimental effects
C.134 Interpret from a picture you can’t see
Aim: to recall and speak at the same time.
you could use a
picture of a building or machinery and then describe how it
works or why it was
built as it was. Alternatively use a picture of a landscape, city
or painting that
the speaker will be comfortable talking about. Each part of the
speech given by
the person speaking should relate speci� cally to something in
the picture. The
listeners can’t see the picture.
Without taking notes the others listen and try to visualize in
their mind’s eye
what they are hearing. One person must then reproduce the
speech using only the
mental image they have created as a memory prompt. As they
recreate the speech
they will be visualizing the image in their mind’s eye, recalling
the information
linked to it and speaking at the same time.

language into
another.
C.135 Shadow and write
Aim: to listen and do something else without missing any of
what you’re listening
to.
Shadow or paraphrase a speech (in the same language) while at
the same time
writing something completely unrelated on a piece of paper –
for example,
multiplication tables. Gradually increase the speed and
complexity of the speeches
you are using.
C.136 One word per paragraph
Aim: to practise choosing what to note without stopping
listening.
You will need: spoken speeches.
Listen to a speech and note only one word per section of the
speech. As you try
to decide what to note for each section, pay particular attention
to the listening
task. Don’t forget to keep listening! Then try to recreate the
speech orally from
these notes afterwards. Why did you choose the word you did?
Did it help you
remember? Did you not hear any of the original speech because
you were thinking
too hard about what to note?

C.137 Take notes from slow speeches
Aim: to practise note-taking and listening at the same time.
a relatively slow
speech.
Whenever you take consecutive notes from a speech, you are
doing several things
at once: at least listening, analyzing and taking notes. Start by
taking notes of slow
speeches. Make a deliberate effort to listen to and hear all of
the speech whilst
also thinking about what it means and how to note it down.
You’ll see that as you
think about how to note something, your attention on the
listening task wanders.
Don’t let it!
Split attention 193
C.138 Note-taking with time lag
Aim: to highlight and practise the simultaneity of note-taking
and listening.
You will need: a spoken speech, a notepad.
When note-taking, try to maximize the time-lag between hearing
the original and
noting anything. You will be forced to think more about
analyzing the original
and what you note down while still listening to the speech. The
simultaneity of
note-taking and listening will become very clear during this

exercise, as will your
own capacity limits. Learning where those limits are will help
you manage your
capacity better.
C.139 Note-reading according to Jones
Aim: to practise reading ahead in your notes without
interrupting your interpreting.
You will need: a speech transcript, a notepad.
back over the speech time and time again. When you’ve �
nished, read back the
speech from your notes. Try to apply the technique described by
Roderick Jones
below and you’ll immediately see how your attention is divided
between the tasks
of talking, reading ahead and recalling what you’ve read.
There is a specifi c technique that interpreters can try to
develop, and
which can be compared to a pianist reading music while playing
but
not sight-reading. The pianist who has practised a piece is in a
similar
situation to the consecutive interpreter: essentially they know
what they
want to play but the sheet-music is there to remind them. The
pianist
looks at the opening bars and then starts playing, and continues
reading
ahead of the notes they are playing, their eyes on the music
always being
a little ahead of their fi ngers on the keyboard. Similarly the
interpreter

should look at the fi rst page of their notes then start speaking
while
looking up at their audience. As the interpreter moves towards
the end
of the passage they have looked at, they glance down at their
notes
again to read the next passage. In other words they do not wait
until they
fi nish one passage to look again at their notes, which would
mean that
the interpretation would become jerky, reading then speaking,
reading
then speaking. Rather, the interpreter, while still talking, is
already
reading ahead, preparing the next passage, thus providing for a
smooth,
uninterrupted and effi cient interpretation.
Source: Jones 1998: 64
Source: Jones 1998: 64 © St. Jerome Publishing
C.140 Double note-taking
Aim: to listen to and understand two source texts.
You will need: two recordings and two devices to play both at
the same time, a
notepad.
Take a piece of paper and divide it into two columns. Listen to
two tapes at the
same time (in your two languages) and take notes on both at the
same time,

dividing your notes into the appropriate column. This helps you
to cultivate split
attention.
Source: Sherwood-Gabrielson et al. 2008: 224
Part D
Simultaneous interpreting
Simultaneous interpreting is quite a shock to the system, mostly
because we are
doing so many dif� cult things at once, and we need to
concentrate on all of them.
Many of the exercises in this section serve to ease you into full
simultaneous by
slowing down or breaking up the process of listening,
analyzing, reformulating
and speaking at the same time. As such they are well suited to
the early stages of
the course if you are learning consecutive and simultaneous at
the same time, and
they are an ideal transition from consecutive to simultaneous
interpreting if your
interpreting school has taught consecutive interpreting
exclusively for a period
before moving on to simultaneous.
It is less easy to isolate the component skills in simultaneous
than in consecutive,
not least because there is only one phase to simultaneous, where
there are two
distinct phases for consecutive. However, there are skills that
can be practised in

isolation. Just going into a booth and interpreting
simultaneously is not always
the best, and never the only, way of practising the skills
required for simultaneous
interpreting.
The goal of these exercises is to practise and activate those
component skills
that, when performed together, go to make up simultaneous
interpreting. It is
possible, therefore, to practise successfully without interpreting
particularly
accurately, as will be the case in some of the exercises below.
The exercises below cover the following skills:
• Delivery
• Split attention
• Time lag/Décalage
• Anticipation
• Reformulation
• Self-monitoring
• Stress management
Delivery
The delivery skills required in simultaneous interpreting and the
exercises that
might usefully be undertaken to improve them are in large
measure the same

as for consecutive interpreting and are outlined above in Part C
on consecutive
interpreting. Others, speci� c to simultaneous, are noted below.
D.1 Do consecutive from simultaneous
Aim: to demonstrate that simultaneous is also a communicative
act.
You will need: at least three people, prepared speeches.
When practising simultaneous, ask a colleague not only to listen
to your work but
to use your simultaneous interpreting as the source for a
consecutive interpretation.
D.2 Inverted conference
act.
You will need: at least four people, prepared speeches.
A group of at least four people prepares a number of speeches
on the same subject
in such a way that each person will be able not only to give a
speech but also to
react to the others’ speeches and have a debate. (A little like a
mock-conference.)
For each part of the exercise, half of the group will be
‘speakers’ and half will be
‘interpreters’ and you will swap roles later. Ideally the language
the interpreters
work into should be understood by everyone.
Now, instead of the interpreters going off to the booths and the
speakers staying
in the room, have the ‘speakers’ go into the booths to give their

speeches and
engage in debate with one another. The ‘interpreters’, still in
the room, will listen
to the speeches via headphones and interpret directly to one
another in the room
(and to the speakers in the booths via the microphone). The
speakers should be
able to hear the interpreting if the microphones are switched on.
The fact that the
‘interpreters’ are sitting normally at a table in a room, perhaps
even with a few
normal listeners around them, rather than behind a glass screen
in a booth, will
198 Part D – Simultaneous interpreting
demonstrate very quickly if you have forgotten that
simultaneous interpreting is
also an exercise in communication. Scrunching up your face,
hunching over the
microphone, inappropriately varying the volume of your speech,
and staccato or
mumbled delivery are not acceptable in a normal conversation,
nor should they
be in the booth. The interpreters’ job is to try to talk to one
another as normally as
possible while interpreting.
InterpreterInterpreter
Interpreter
Interpreter

SpeakerSpeaker
Speaker Speaker
D.3 Whispering
act.
You will need: at least 3 people, prepared speeches.
Instead of interpreting from a booth for the person who will be
listening to you,
stay in the room and do whispered interpreting for them. The
effect is much the
same as above, in the ‘Inverted conference’. Being face-to-face
with your listener
makes you really talk to them, really communicate. This works
well enough with
one listener, but if you can do it for three or four huddled
around the interpreter
the effect is even better.
Source: Getan-Bornn
Delivery 199
D.4 Do it again
Aim: to isolate presentation skills for simultaneous interpreting.
You will need: a speech recording.
Repeatedly interpret the same speech until you arrive at a
satisfactory version.
The arti� cial nature of the task is outweighed by the value of
the exercise.

By hearing the speech a second or third time you reduce the
intellectual effort of
interpreting, thus allowing yourself to concentrate on
presentation skills. Also, the
improved solutions arrived at in the second and third attempts
can be reused later
in other speeches.
D.5 Shadow a bad speaker�
Aim: to familiarize yourself with possible delivery problems
and practise
correcting them.
You will need: a speech recording of a poor speaker.
Shadow a speech which has a large number of delivery problems
(i.e. frequent
restarts, umming and erring, self-correction etc.). Eliminate
these shortcomings
in your version.
D.6 Turn the volume down
Aim: to practise managing your speaking volume.
Speaking too loudly can annoy listeners and your colleagues. It
can also be bad
for your hearing and voice. It’s also unnecessary and usually the
result of turning
the headphone volume up as we get worried about not
understanding the speaker.

Practise interpreting with the headphone volume turned down
low, and speak
more quietly as well.
Source: Taylor-Bouladon 2001: 115
Split attention
Speaking and listening at the same time is not all that dif� cult,
as the � rst exercise
here, used as an introduction to simultaneous, shows; but
thinking and listening at the
same time is. And because we are not used to doing it we stop
doing one of the two
very well – we stop listening or we start talking rubbish, for
example.1 It is therefore
worth practising dividing our attention before we get to try full -
blown simultaneous.
As such, many of these exercises will be a useful introduction
to simultaneous.
Many of the exercises below can be done either in or outside the
booths,
depending on the facilities available.
Any of the exercises in this book that involve actual
interpreting also involve, of
course, a degree of split attention. But in this section I’ve listed
only those exercises
in which the split of attention between two or more tasks is
clearest to the person
doing the exercise. Being aware of, ‘seeing’, yourself doing two
different tasks at
the same time is a useful way of understanding and practising

split attention.
Some of the exercises below involve shadowing�. This is quite
a controversial
issue amongst interpreter trainers. Many feel that it is not
useful, since parroting
words rather than thinking about their meaning goes against one
of the fundamental
principles of interpreting. If in doubt, consult with your
teachers about the
usefulness of an exercise.
D.7 Improvisation exercise 1
a colleague. As
sentence, paragraph,
or the rest of the speech so that the speech remains � uent. This
mirrors the split
attention that the interpreter achieves when working.
You can make this exercise easier by de� ning the structure of
your speech
in advance. For example, say that you are going to argue ‘For,
against, and then
conclude’ or that you will talk about the ‘Past situation, the
present, and how you
see the future’ of this particular issue.
hesitate, repeat

Split attention 201
a colleague. As
sentence, paragraph, or
the rest of the speech so that the speech remains � uent.
As you speak, every 30–60 seconds the other person shows a
card with a
keyword on it. The person speaking must think ahead in order to
incorporate the
word/idea coherently into the improvised speech. This mirrors
the split attention
that the interpreter achieves when working. Also this activity
accurately recreates
the lack of control we have on content when in the booth, and
trains you to think
on your feet.
hesitate, repeat
D.9 Two words at a time
what you’re listening to.
You will need: a list of simple questions.
One person prepares a list of terms or expressions on a single

subject. They then
read out one of the items in the list in the source language. One
person must give
a target language version at the same time as a second word is
read out. The target
language version of that is given as a third word is read out, etc.
To increase the
level of dif� culty, use whole phrases rather than single words.
Example
Student 1 Powerstation† Powercut Power
supply
National
grid
Generating
capacity
Student 2 Powerstation Powercut Power
supply
National
grid
† Students 1 and 2 would be speaking in two different
languages, but for the
purposes of this demonstration both are in English.
The next step in this exercise is to do the same thing with entire
sentences.

D.10 Two questions at a time 1
what you’re
listening to.
Designate two people, one to ask and one to answer questions.
The Asker prepares
a list of 5–10 questions. These can be general or personal to
start with; later you
can create a list of questions on a single technical area, for
example one that
you’re preparing for class.
Once the questions have been prepared the Asker asks a
question. The Answerer
must answer it. While they are answering the � rst question a
second question is
asked, to which the Answerer will answer while a third is asked
etc. Initially the
question and answer can be in the same language, later in a
different language.
D.11 Two questions at a time 2
what you’re listening
to.
A question is asked and the person answering must answer
‘Yes’ or ‘No’ and
repeat the question while listening to the next question.
Example

Student 1 Is consecutive
interpreting
fun?
Are links an
important part
of a speech?
Is listening
more
important than
taking notes?
Does
visualising the
speech help
remember it?
Student 2 No,
consecutive
interpreting is
not fun.
Yes, links are
an important
part of a
speech.
Yes, listening
is more
important than
taking notes
This can be made more dif� cult by moving up from Yes/No
questions to Why?

questions requiring a longer, more considered response – this
most resembles real
simultaneous interpreting.
The exercises above are arguably more useful than shadowing
exercises because
not only do you have to speak and listen at the same time but
also understand and
think. This is therefore more like the tasks interpreters complete
in the booth.
Source: Kurz 1992: 249; Kalina 1992: 254; Szabó 2003: 76
Split attention 203
D.12 Listen and count
what you’re
listening to.
You will need: to be able to count.
Listen to a colleague making a simple narrative speech while
you count backwards
aloud. Start counting from a different number for each speech
i.e. 357, 173 etc.
Afterwards summarize to the others what you heard and
remember from the
original speech.
Source: Visson 1999: 126; Lederer 2001: 172;
D.13 Listen and do sums

what you’re
listening to.
You will need: a list of mathematical exercises.
One person reads out a simple mathematical task. A second
person must solve the
task and answer while listening to the next task. This can be
done monolingually
or from a source language into a target language.
Source: Szabó 2003: 76; Lederer 2001: 172; Kalina 1992: 254
D.14 Sight translation� – one sentence at a time
Aim: to learn to (read and) think about one thing while saying
another.
Take a text that is suitable for sight translation (see A.19). All
sight translation is in
effect a division of your attention as you read ahead in the text
while still speaking
your translation. As such this is a useful preparatory exercise
for simultaneous.
Read one sentence of the text. Stop. Think about how you would
say that in
the target language�. Speak your version as you read the next
sentence of the text.
Stop. Think about how you would say that second sentence in
the target language.
Speak your version as you read the next sentence of the text
etc...
D.15 Sight translation�
Aim: to learn to (read and) think about one thing while saying

another.
All sight translation is in effect a division of your attention as
you read ahead in
the text while still speaking your translation. As such this is a
useful preparatory
exercise for simultaneous.
Give yourself a minute or two to quickly look over the text
before you start, as
would normally happen in a professional situation.
The technique for this is very similar to the technique w e use
for note-reading,
which was described by Roderick Jones elsewhere (C.24). The
interpreter should
look at the � rst part of the text and then start speaking while
looking up at their
audience. As you get towards the end of the sentence you have
looked at (or clause
in the case of longer sentences), look again at the text and read
the next sentence
(or clause). In other words, don’t wait until you have � nished
speaking one
sentence (or clause) before looking at the text again. It will feel
a little unnatural
and you’ll have to experiment and practise, but it does work!
D.16 Interpret in slow motion
Aim: to gradually familiarize yourself with the simultaneity of
speaking, listening

and thinking (translating) at the same time.
You will need: a voice recorder.
This is a good exercise for the very early stages of
simultaneous.
Play a sentence from a recording, listen, stop the recording,
think about how to
interpret it, speak the interpretation. Repeat.
To increase the level of dif� culty: listen to a sentence, stop the
recording,
think about how to interpret it, speak the interpretation while
listening to the next
sentence, stop the recording, think about how to interpret it etc.
Little by little the
thinking pause can be reduced.
Source: Van Hoof 1962: 134; Van Dam 1989: 170;
Nadstoga 1989: 112; Szabó 2003: 154
D.17 Interpret silently
Aim: to accustom yourself to thinking (translating) and
listening at the same time,
but without the additional interference from your own audible
voice.
Interpret a speech silently in your head. Then interpret the same
speech aloud.
Speaking can interfere with our hearing, or listening to, the
original speech. In
this exercise that problem is eliminated.
Begin by doing this from your A language� into your A
language, them move

on to C into A and � nally, if applicable, A into B.
Split attention 205
D.18 Listen � rst, interpret second time
Aim: to reduce the dif� culty of the split attention element of
interpreting.
You will need: a speaker, or a speech recording.
One person gives a speech and the interpreter listens. The
speaker then gives the
speech a second time, but this time the interpreter interprets.
Knowing where the
speaker is going and what the speech is about takes some of the
dif� culty out
of simultaneous. But not all of it! Initially this will still be a
dif� cult enough
exercise to be challenging, but not so dif� cult as to be
discouraging, as full-on
simultaneous can often be early in the course.
The speech should not be read out, but spoken from notes. In
that way the two
versions spoken will be slightly different, but the main
messages will be the same.
D.19 Consecutive � rst
Aim: to reduce the dif� culty of the split attention element of
interpreting.
You will need: a speaker, or a speech recording.
Interpret a speech � rst in consecutive mode. Analyze and

discuss your performance.
Now go into the booth and interpret the same speech
simultaneously. A second
step might be for the speaker to add a little bit to the end of the
speech that wasn’t
heard in the version done consecutively.
The speech should not be read out, but spoken from notes. In
that way the two
versions spoken will be slightly different, but the main
messages will be the same.
D.20 Reported interpreting
Aim: to introduce you to simultaneity.
You will need: a speech to interpret, preferably a listener.
A person in the booth listens to a speech given in the room and
speaks at the same
time as the speaker, but rather than interpreting they give a
report in their own
words of what the speaker is saying, much like a sports
commentator would do
when commentating on a match. The interpreter may not use
cognates� or direct
translations in their version. After the speech the interpreter
leaves the booth and
recounts to the others what was said in the booth.

D.21 Number plates
Aim: to mentally multi-task.
You will need: a street with some cars on it.
Go along any street, trying to repeat all the numbers and letters
of the car number
plates (going either in the same or the opposite direction). To
make things more
challenging, do the same and simultane ously translate or
convert the number
plates from one language into another. As a further level of
dif� culty, repeat the
above and also count the number of cars in each colour in one
of your active
languages (e.g. 5 reds, 7 whites, 4 cherry, etc.)
Final level of dif� culty: do the same, simultaneously
translating the plates
into a target language and counting the number of cars in each
colour in both
languages.
Source: Kornakov 2000: 242; Sherwood-Gabrielson et al 2008:
224
D.22 Read and listen
Aim: to split attention.
You will need: a speech recording and an unrelated text.
Read a text while listening to a recording of a speech on an
unrelated subject.
Afterwards try to recall the main points of both the text and the
speech.

Time lag/Décalage
The interpreter’s time lag, also known as décalage� or Ear
Voice Span� is the time
differential between the speaker’s saying something and the
interpreter’s speaking
that same part of the message.
There have been a number of attempts to establish when an
interpreter should
best begin speaking once the speaker has started. Well -known
strategies include:
‘when you have a unit of meaning�’ (Lederer); ‘when you can
� nish a sentence,
any sentence’ (Jones, this technique is also known as the salami
technique); ‘as
soon as you can’; ‘as late as you can’; and ‘it depends’ – to
name but a few. In
reality interpreters do not work with a single standard time lag,
but rather their
time lag to the original speech – whether measured in seconds
or semantic units
– varies depending on a number of factors, including the speed
and density of
the speech. It is worth familiarizing yourself with, and
practising the different
methods since it can offer new ideas or help understand
problems. At the same
time, remember that a time lag is not a goal in itself. It is a tool
that makes
simultaneous interpreting possible. Anticipation, another of the
interpreter’s tools,
is just as useful in winning time for the interpreter to think in.

Like most interpreters you will end up varying your time lag
depending on
what’s going on at any given moment of a speech. The exercises
below will help
you to vary your time lag when you want to, and so help your
interpreting.
D.23 Spotting meaningful chunks
Aim: to identify meaningful chunks and avoid word-for-word
interpreting.
Play a recording of a speech. Listen. Stop the recording when
you think you
have heard either (a) a unit of meaning or (b) enough
information to complete a
sentence. At this moment speak your interpretation, then start
the recording again.
Repeat this process to the end of the speech.
Learning to identify these chunks more and more quickly will
leave you more
time for other processing during simultaneous.
Source: Moser-Mercer
D.24 Maximise your time lag� 1
Aim: to vary your approach and thus create � exibility; to make
you aware of your
limits.

When interpreting a speech, practise staying as far behind the
speaker as possible
(‘behind’ meaning you give your version of what the speaker
says as long after
they have said it as possible, not ‘behind’ in its geo-spatial
sense of the word!).
By stretching your time lag limits, you will also extend the
range of what you
consider your ‘normal’ time lag. This in turn gives you more �
exibility to analyze
and think about what you’re interpreting, if necessary.
Example
‘The closeness of the UK’s relationship with the US is no
secret.’
If a speaker begins part of their speech by saying the above and
the
interpreter tries to start interpreting immediately after the word
‘closeness’
then the interpreter is potentially creating problems for
themselves
later. Firstly, until you here the word ‘relationship’ you don’t
know what
‘closeness’ refers to and it’s a word that may be translated
differently
into other languages depending on context. Also your options as
to how
to construct the rest of your sentence are severely limited if you
begin
immediately with a translation of ‘The closeness…’.
According to the unit of meaning approach the interpreter would
begin

interpreting after, ‘The closeness of the UK’s relationship’ and
according
to the salami technique after ‘The closeness of the UK’s
relationship with
the US’.
Practise waiting longer and see what new reformulation options
it
allows you, but also where the limits of your short-term memory
are.
‘The closeness of the UK’s relationship with the US is no
secret. But
Britain’s relationship with our European neighbours…’.
Try waiting until the speaker has begun their next sentence, for
example, and you’ll see that many more options open up to you.
For
example, if you start interpreting when you hear ‘But Britain…’
you might
interpret something like…
‘It’s no secret that the UK has a very close relationship with the
US.
But…’.
British Ambassador to Spain, Giles Paxman
British-Hispanic Foundation’s XV Annual Forum 18th
November 2011
Source: Van Hoof 1962: 134; Visson 1999: 125
Time lag/Décalage 209

D.25 Minimize your time lag� 2
you aware of your
limits.
Try to stay as close to the speaker as possible when interpreting
(‘close’ meaning
you say what the speaker says as soon after they have said it as
possible, not
‘close’ in its geo-spatial meaning!). Notice how the burden on
your short-term
memory is eased, but also how your reformulation and analysis
capacities are
limited by doing this.
By stretching your time lag limits, you will also extend the
range of what
you consider your ‘normal’ time lag. There will be times when
you need to stick
closely to a speaker, for example if they are going very quickly.
Practising this in
advance, and � nding out your limitations, will be useful when
you have to do it
for real.
D.26 Vary your time lag�
you aware of your
limits.
Once you have more or less mastered at least one time lag

technique (unit of
meaning, salami, etc.), try this exercise. Agree with your
speaker that they will
start a speech speaking slowly and then gradually speed up.
When you start
interpreting, try to lag behind as much as possible. The speaker
will then gradually
speed up their delivery of the speech, during which time the
interpreter must
gradually reduce the lag in order to continue to work
comfortably.
A variation on this same exercise is to have the speaker vary the
speed of their
delivery: quick, slow, quick, normal, slow etc. In reality
interpreters constantly
vary their time lag throughout every speech, so this exercise is a
good simulation
of the real world.
D.27 Make salami
Aim: to discover the shortest time lag that ensures you can
always create a
meaningful sentence.
When interpreting, practise creating the shortest possible
(meaningful) sentences,
for example by chopping up one long sentence with two clauses
into two separate

sentences (hence the name ‘salami’).
When interpreting, you should only begin speaking when you
are sure that,
with the information you’ve heard, you can complete a sentence
(the shortest one
possible). However, you don’t have to complete the sentence
you started (you
can change as you go along and complete a different one) and
you don’t have
to complete the same sentences as the speaker (you can break
long sentences
into shorter ones). You do, of course, have to get the same
message across as the
speaker!
If you use this technique correctly you should never � nd
yourself leaving a
sentence un� nished, for example if the speaker stops mid-
sentence.
A speaker says, ‘The closeness of the UK’s relationship with
the US is
no secret.’
The interpreter can start the sentence, ‘The UK has a close
relationship
with the US.’ as soon as the speaker says the word ‘US ’. At
this stage
the interpreter doesn’t know where the speaker will take that
sentence,
so creating a shorter sentence avoids trouble.
Example: before
The closeness of the UK’s relationship with the US is no secret.

But
Britain’s relationship with our European neighbours is now so
interlinked,
be it in trade, in security, or in foreign policy, that the reality,
unsurprisingly,
is that the British government and our civil servants spend much
more
time thinking about European issues than about transatlantic
ones –
and that was before the Euro crisis! Moreover, I am convinced
that our
closeness to Europe and infl uence in decision taking bodies in
Europe,
is one of the key reasons why the US regards the UK as more
than just
another middling power.
British-Hispanic Foundation’s XV Annual Forum
18 November 2011
Time lag/Décalage 211
Example: after
The UK has a close relationship with the US. That is no secret.
But
Britain’s relationship with our European neighbours is now very
interlinked. This goes for trade, security, and foreign policy. As
a result
the British government and our civil servants spend much more
time
thinking about European issues than about transatlantic ones.

They did
so even before the Euro crisis! What is my opinion? The UK is
close to
Europe. And it infl uences decision taking bodies in Europe.
This is one of
the key reasons why the US regards the UK as more than just
another
middling power.
Source: Jones 1998: 91; Szabó 2003: 150
D.28 Shuf� e the sentence
Aim: to practise extending time lag only with certain parts of
the speech.
Practise changing the order of elements in the clause or
sentence, i.e. practise
holding individual words or parts of the clause/sentence and
working them back in
much later (e.g. a date can very easily be switched from � rst to
last in a sentence).
Example
In the past few days the UK has been portrayed in the German
press as
a diffi cult partner in Europe. But there is much which binds the
UK and its
European neighbours, especially Germany.
The UK has been portrayed in the German press as a diffi cult
partner in
Europe in the past few days. But there is much which binds the
UK and
its European neighbours, especially Germany.

Simon McDonald, British Ambassador to Germany
December 2011
D.29 Shuf� e the clauses
Aim: to practise extending time lag only with certain parts of
the speech.
Practise changing the order of the clauses in a sentence wi thout
changing its
meaning.
Example
Owing to the growing importance of the Internet in young
people’s
lives, governments and society more widely need to strike a
balance
between safety and freedoms on the web.
Governments and society more widely need to strike a balance
between
safety and freedoms on the web given the growing importance
of the
Internet in young people’s lives.
Simon McDonald, British Ambassador to Germany,
10th December 2010
D.30 Time lag� with numbers only
Aim: to stretch the limits of your time lag.

You will need: a list of numbers, a speaker.
Have someone make a recording of a long series of random
numbers. Interpret
from that recording. Start by interpreting just one number
behind the original and
then progressively try to stay further behind until you are three,
four or even � ve
numbers behind the original.
Start by doing this exercise from your A language into your A
language and
then later work from other languages into your A language.
Anticipation
Words follow each other not at random but with highly
differentiated
probabilities.
Gile 1995: 176
Student interpreter: Do you fi nd that with experience your time
lag behind
the speaker is longer and longer?
Experienced interpreter: Actually no, I fi nd though that I can
anticipate
what’s coming next much better.
Anticipation can relieve some of the intellectual strain involved
in interpreting.
By anticipating what is coming next the interpreter is
eliminating the element of

surprise in the speech they are listening to. Doing this not only
frees up mental
capacity for other tasks but also reduces stress levels. Not
knowing what’s coming
next can be a source of anxiety, particularly for young
interpreters. Of course the
interpreter has to check their anticipated version with what is
actually said before
producing their version, but this is quicker than processing the
information from
scratch. If we anticipate wrongly, then that too is helpful, and is
a signal to devote
more attention to source speech.
D.31 Analyze how speeches are written
Aim: to familiarize yourself with speech types in order to better
anticipate content.
You will need: speech-writing guides in each of your languages.
You’ll � nd lots of guides on how to write speeches on-line or
in your university
library. It’s worth reading them and concentrating on those
types of speeches that
you are most likely to be asked to interpret (see A.16). From
those guides make
a list of the main recommendations for someone wishing to
write a given type of
speech, for example a speech when making an award to
someone.
Example

In his book Writing Great Speeches, Alan Perlman (1998: 69–
80) suggests the
following guidelines for public speakers introducing other
speakers.
Speeches of introduction should:
1 give a sense of what is to come
2 familiarize the audience with the speaker’s achievements
3 create a sense of anticipation
4 add fi nesse to the obvious
5 be maximum 7 minutes in length
6 be positive always
7 build suspense
8 include quotes
9 link to theme of today’s conference
10 be characteristic of speaker to follow plus illustration of
same
11 give applause markers e.g. ‘please join me in welcoming...’
(The numbers assigned for the purposes of this exercise are not
by
Perlman.)
Find examples of that type of speech on-line and compare them
with the list of
recommendations. Have the recommendations been put into
practice? Most likely
you’ll see that some or most of them have, even though that
speaker may not have
read the same guidelines as you. That’s because they, or their
speech-writer, will
have learnt to write speeches somewhere, and because the
conventions of how to
write speeches are limited in number.

Start with the texts of the speeches and later do the same with
recordings of
the spoken word. The numbers in superscript in the text below
correspond to
recommendations in the list above.
It’s my great pleasure to welcome you to our 39th annual
conference on bank
structure and competition. This year’s focus on corporate
governance1,9 is
especially relevant.
We’ve seen too many once-revered companies end up severely
damaged, in
some cases beyond repair, by failures in corporate governance,
Arthur Andersen,
Enron….9.
Those of you in fi nancial fi rms are affected through your
credit exposure to
fi rms that followed questionable accounting practices, and
through your own
corporate governance practices. This has led to greater investor
skepticism and
increased uncertainty in the equity and credit markets…3.
Anticipation 215
During the conference you’ll be discussing these issues in
greater detail1.
The role of boards of directors. Changes in fi nancial
regulation, accounting
standards and disclosure rules. The impact on fi nancial fi rms

and fi nancial
markets1.
In this effort, we have enlisted some of the most prominent
members of the
fi nancial industry to speak with you this week9. They include
banking executives,
regulatory authorities, administration offi cials and fi nancial
and legal scholars1.
Perhaps the most eagerly awaited speaker in this stellar line-
up7, however, is
the person I’m about to introduce7 – a man, really, who needs
no introduction3,4.
We have the privilege of hearing from someone whose
accomplishments and
stature have made him a respected name throughout the world3.
Someone7
whose words are analyzed by everyone from Wall Street to
Main Street2. And
someone whose unquestioned integrity4 stands out even more
brightly today, at
a time when negative behavior seems to be darkening the
news3,4,9.
He is Alan Greenspan, chairman of the board of governors of
the Federal
Reserve System2. Alan, we wish you could be here in person, as
you have been
every year since the conference began. But we know you’ve
been advised, after
minor surgery, to stay put for a while6...
Alan Greenspan is serving his fourth four-year term as
chairman2, having
been designated to this position by Presidents Reagan, Bush

Senior and Clinton.
It was in August 1987 when he originally took offi ce as
chairman and to fi ll an
unexpired term on the Board2. He also serves as chairman of the
Federal Open
Market Committee2, the System’s principal monetary
policymaking body.
Most important, as I’m sure you’re all aware9, the current
President Bush
thinks ‘Alan Greenspan should get another term,’ and the
chairman has said he’ll
serve if nominated. I think we’d all agree this is great news for
our country and
for the economy.
The details of Alan’s background and his tremendous
achievements are well
documented4. His bachelors, masters and doctorate degrees in
economics from
New York University2. His 30-year career as head of
Townsend-Greenspan, an
economic consulting fi rm in New York City2. And his service
as chairman of the
President’s Council of Economic Advisers under President
Ford2, as well as on
many other public and private boards2.
He’s received numerous awards and honors for his work, and
his outstanding
reputation and extraordinary talents are widely known2. Over
the course of more
than a decade, his adept handling of his complex
responsibilities at the Fed
have made him a hero – not only to people in business and
government, but to

millions of average citizens from all walks of life. It’s truly a
great honor to have the
chairman as our keynote speaker7.
Please join me in welcoming Alan Greenspan11,5
Michael H. Moskow
Conference on Bank Structure
May 2003
D.32 Learn to write speeches
Aim: to familiarize yourself with speech types in order to better
anticipate content.
You will need: speech-writing guides in each of your active
languages, a small
audience.
Once you’re comfortable with the exercise above, ‘D.31
Analyze how speeches
are written’, go on to the next step and use the same
recommendations to write
speeches for one another to interpret during practice sessions.
Knowing how to
build up (create) a speech yourself will mean you’ll � nd it
easier to anticipate
what a speaker is going to say.
D.33 Give structured speeches 1

Aim: to recognize structure in speeches.
You will need: at least one other person, several speeches.
Each member of the group writes a short speech with a simple
structure. For
example, for/against/conclusion or past/present/future. One
person gives the speech
and the listeners have to guess the structure of the speech as
they listen. Start with
simple structures and move on to more complicated speeches.
For example, a more
complicated structure might be: 3 points in favour, the last
divided into 2 sub-points/2
points against, both divided into 2 examples/3 points in
conclusion and so on.
D.34 What comes next 1
Aim: to anticipate plausibly.
You will need: a speech transcript, over-head projector or large
screen.
Take a speech transcript, either on a sheet of paper or projected
onto a screen, and
cover all but the � rst sentence. Try to guess what comes next.
Uncover further sections
of the text (initially whole sentences, then ever smaller
segments). The others in the
group must anticipate what follows. In this exercise you don’t
necessarily need to
get it right; it is useful to be able to anticipate a range of
plausible possibilities.
Source: Kalina, 2000: 180; Mikkelson 2000: 82

Play a recorded speech and press pause every few seconds. Try
to anticipate
what comes next, focussing both on what is grammatically
possible and what is
semantically possible (does what follows make logical sense?).
In this exercise you don’t necessarily need to get it right; it is
useful to be able
to anticipate a range of plausible possibilities.
Anticipation 217
Aim: to anticipate plausibly
You will need: a speech transcript
Read a few sentences from the middle of a speech transcript.
Reproduce and
anticipate as much information as possible. Not only what
comes next, but what
might have preceded the text and what might have also been
said but wasn’t. You
can do this with or without topic related preparation.
Source: Walker, K.
D.37 Cloze� exercise

One person reads aloud and then pauses mid-sentence. The
others try to arrive
at the largest number of plausible alternative versions of the
rest of the sentence.
This will test your ability to anticipate speakers. It will also be
useful later in the
booth, where making it to the end of a sentence, whatever is
going on around you,
will be an imperative.
strong
potential
for…
27th October 2011
strong and
valued by both countries. Both countries see tremendous
potential for…
… further exchanges.
… further cooperation on environmental issues.
… an acceleration of trade cooperation over the next few years .
… further engagement, particularly in the services sector.
Source: also Kalina 2000: 180; Nolan 2005: 24
D.38 Highlight and anticipate

Read a text through once. Highlight the most important ideas
(and only these) with
a marker pen. Reread the highlighted ideas and now try to
anticipate a further, as
yet unread, part of the text.
Source: Kalina, 2000: 180
D.39 Torn newspapers
Aim: to practise using logic and/or lexical probability to
reconstruct missing parts
of the original.
You will need: a newspaper, a pair of scissors, perhaps a felt-tip
pen.
Cut or tear up newspaper articles. Alternatively, black out parts
of the text with
a felt tip. Try to guess what the missing content might be. In
your own language
you’ll quickly see that there’s a high degree of linguistic
probability as to what
comes next.
D.40 Fill in the blanks
Aim: to practise using logic to reconstruct missing parts of the
original.
Using speeches you have used in practice, have the speaker
mumble a few
words incomprehensibly at certain stages in the speech. On the

basis of logical
analysis the listeners must � ll in the gaps and offer plausible
versions. This can
be done with both consecutive and simultaneous speeches. Do
this exercise � rst
as a monolingual exercise, so from English to English, and then
later from one
language to another.
In one version of this exercise the speaker deliberately mumbles
or coughs
instead of saying one half of a collocation relating to general
cultural knowledge
from the language being spoken. For example, ‘cheddar cheese’
would be halved
to ‘cheddar cough’ and the interpreters would be required to
complete the gap.
Other British examples of the type of collocation with which
English speeches
could be liberally sprinkled are: Amnesty International,
Buckingham Palace,
Hereditary Peers, London Eye, Scotland Yard.
Source: Visson 1999: 127; Szabó 2003: 87
Anticipation 219
D.41 Shadow and eliminate interference
Aim: to practise avoiding typical examples of interference
between language
pairs.
You will need: at least one other person, a prepared speech.
Practise shadowing speeches in your own language which have

been deliberately
sprinkled with constructions taken from another language that
you interpret from,
but which are inappropriate in the language you are using.
Correct the structural
and syntactic errors while shadowing.
This is an excellent way of tackling the reformulation
challenges that all
languages offer, without the added dif� culty of the
comprehension task. Later,
when faced with a source language, you will already be familiar
with the
techniques and strategies that will allow a sound rendering in
Finding someone to give this sort of speech may be dif� cult.
You need someone
who can emulate language spoken with heavy language
interference. Alternatively
it could be a fellow student who has a passive language that
isn’t good enough to
be active (because of the language interference) but which they
don’t mind giving
speeches in for this exercise.
D.42 Do it again
Aim: to demonstrate how good anticipation relieves strain on
mental capacity.
Interpret the same speech twice, record both versions and
compare the difference.
Having heard the speech once already, your ‘anticipation’ of

what’s coming next
the second time you hear it should be almost perfect.
Also, ask yourself why the second speech is an improvement on
the � rst. Are
there any particular grammatical constructions, or logical
points, that you failed to
anticipate? And what are the signals that you missed this time
but want to notice
next time?
Reformulation
Reformulation, in its various forms, is one of the most useful
tools the
simultaneous interpreter has.
Jones 1998: 100
Reformulation can mean changing the words (or not using
words that are similar in
both of your languages, cognates�) but it also means changing
whole expressions,
the word order, clause order and sentence structure. The goal is
to arrive at a
version that is grammatically and syntactically correct, sounds
natural in the target
language and communicates the same message as the original.
D.43 Written translation
Aim: to arrive at translation solutions without the time pressure
associated with

interpreting.
You will need: transcript of a speech.
Translating texts in writing, including the transcripts of
speeches, can be a useful
tool for students of simultaneous interpreting. When translating
we have more
time to consider different language versions of given
expressions and ideas and
we have more time to take in the structure and conventions of
political speeches.
When translating in writing you can solve the translation
problems without any
time pressure, so the solutions should be good ones. Make a
note of those solutions
somewhere close to hand and review them from time to time.
That way they will
come to mind later when you are interpreting on the same
subject.
Source: Visson 1999: 127
Reformulation 221
D.44 Read translations
Aim: to borrow solutions from experienced professionals.
You will need: the video (or audio) version of a speech and its
of� cial translation.
Ask the speaker to give an oral version (not a reading) of a
speech. After interpreting
it, consult the of� cial translation of the speech and see how the
translator, who had
more time and experience to work with, dealt with the problem

passages.
Multilingual international institutions like the UN and the EU,
and bilingual
national parliaments (Canada, Belgium etc.), are good places to
� nd speeches that
have been recorded and then also translated.
D.45 Group translation
Aim: to arrive at, and explain, translation solutions without the
time pressure
associated with interpreting.
You will need: transcript of a speech, at least one other person.
Two or more students translate (in writing) a speech transcript
and then compare
their versions before agreeing on a � nal ‘best’ combined
version. Defending and
explaining your version to another student is an excellent way
of exploring the
meaning and nuances of words and expressions. What you
thought you knew
may be challenged and your knowledge � ne-tuned as a result.
Also, pooling your
intellectual resources like this will mean everyone bene� ts
from each other’s best
suggestions.
Source: Zanier Visintin 2008: 464
D.46 Keep a logbook 1
Aim: to collect ready-made solutions for recurring expressions.
While reading and listening to your foreign languages you will
notice that some

expressions come up very frequently but are quite dif� cult to
put into your active
language. Record these expressions and try to come up with
usable versions in
your active language(s).
Make a distinction between new terminology and recurring
expressions. Items
of terminology tend to come up very rarely and are therefore
less useful per item.
One suggestion would be to note recurring expressions from the
front and vocab
from the back of the same book. Alternatively you could keep a
book for each.
You don’t have to come up with a new interpreting solution for
everything you
hear. Having some frequently occurring expressions translated
in advance is a
perfectly legitimate strategy and will save you time and effort.
Examples of such
phrases might be ‘Standort Deutschland’, ‘la démocratization du
haut debit’ etc.
It is probably a good idea to come up with different translations
depending on
the context in which an expression appears. You’ll be unlikely
to � nd a version in
your language of the expressions above that works every time.
Share and borrow
these expressions with your co-students. Plagiarism is the
highest form of � attery!

Source: also Sainz 1993: 139; Gillies 2001: 68; Nolan 2005: 61
D.47 Parallel texts
addressed differently in
different languages.
You will need: texts about the same events in two different
languages – major
news events are the easiest examples.
Read and compare articles on the same topic but written
independently in both
languages. Find examples of the same thing being described in
both texts.
Make a note of the two versions. In this way you avoid literal,
or dictionary,
translations because you can see how similar ideas are
expressed independently in
two languages without interference from the source language,
something that the
interpreter must always seek to avoid.
When doing this exercise you should choose two texts from
people or
organizations with comparable political point of views, bias, or
lack of bias. If
you compare a left-wing text with a right-wing text the
corresponding terms and
expressions are likely to be politically different and therefore
dangerous for an
interpreter.
Example
These two articles appeared on the same day in July 2012. In

the text below
the expressions which correspond to one another, as
independently drafted
descriptions of the same phenomena, are numbered and
underlined.
French automaker Peugeot to
shed 8,000 jobs1
French automaker PSA Peugeot
Citroen has announced to
slash 8,000 jobs1 and close a
major plant2 outside Paris as it
struggles with mounting losses,
in a move that could spark more
restructuring3 and political
tension in austerity-strapped
Europe.
La suppression de
8.000 emplois1 chez PSA crée
un choc san précédent
Le groupe Peugeot-Citroën
a annoncé hier l’arrêt de la
production à Aulnay-sous-Bois,
première fermeture d’usine2
en France depuis vingt ans.
Les politiques et les syndicats
montent au créneau6.
Reformulation 223

The Aulnay plant near Paris,
which employs more than 3,000
workers, will stop making cars4
in 2014 as Peugeot reorganises
its under-used domestic
production capacity, the company
said on Thursday.
Aulnay, which builds the
Citroen C3 subcompact, will
become the fi rst French car
plant to close in more than
two decades, challenging new
Socialist President Francois
Hollande’s pledge to revive
industrial production.
“I know how serious these
measures are for the people
concerned, and for our entire
company,” Chief Executive
Philippe Varin told reporters. “But
a company can’t preserve jobs
when it is burning 200 million
euros ($245m) a month in cash.”
…Jean-Marc Ayrault, the
French prime minister, said the
government was studying the
closure plan, which he called a
“great shock”, but stopped short
of condemning it, which incurred
the wrath of the CGT, France’s
biggest industrial union.
Peugeot said another plant in

the western city of Rennes will
shed 1,400 workers as it shrinks
in step with demand for larger
cars such as the Peugeot 508
and Citroen C5.
Some 3,600 non-assembly
jobs5 will also be scrapped1
across the country.
Unions decry6 decision
Comme pour tenter de
préparer les esprits, Arnaud
Montebourg avait déclaré
mercredi qu’il redoutait « un
choc pour la nation ». La formule
n’était pas excessive. L’annonce,
hier, par PSA de la suppression
de 8.000 postes en France a
provoqué un véritable séisme,
suscitant la colère des syndicats
et de la classe politique. Le groupe
Peugeot-Citroën ne s’est pas
contenté de dévoiler un énième
plan de départs volontaires. Il a
fait part de sa décision d’arrêter
la production automobile4
dans l’usine d’Aulnay-sous-
Bois et de réduire la voilure à
Rennes. Corollaire de la baisse
des effectifs dans la production,
les fonctions administratives
seront également touchées, à
hauteur de 3.600 postes5. Ces
départs pourront se faire sur la

base du volontariat, mais jusqu’à
mi-2013 seulement…
…Les précautions verbales
du président de PSA, Philippe
Varin, n’ont pas suffi à éteindre
l’incendie. « Personne ne sera
laissé au bord du chemin», a-t-il
garanti, tout en précisant que la
moitié des 3.000 salariés d’Aulnay
pourraient être reclassés à
Poissy. Ce dernier a également
promis de « revitaliser » Aulnay.
Pour apaiser les inquiétudes
grandissantes sur l’usine de
Rennes, le dirigeant s’est
engagé à lui affecter un nouveau
véhicule.
Combined with France’s share
of 6,000 European job cuts
announced last year, the latest
measures will reduce Peugeot’s
100,000-strong domestic work-
force1 by close to 10 per cent,
excluding subcontractors and
service providers.
Workers at Aulnay downed
tools after the announcement,
halting production. Hundreds
gathered under protest banners

at the main entrance to the plant,
the biggest industrial employer in
the depressed, multiethnic Seine-
Saint Denis district northeast of
Paris.
...Peugeot’s global sales fell7
13 per cent to 1.62 million light
vehicles in the fi rst six months -
contrasting with a more modest
3.3 per cent decline reported by
Renault and a 10 per cent gain
for the Volkswagen brand...
Renault and Fiat are also
reducing headcount1, while
GM’s Opel division plans to close
its Bochum plant in Germany by
2017.
Al Jazeera
http://www.aljazeera.com/
news/europe/2012/07/
20127121546390440.html
PSA justifi e ces décisions
par la dépression du marché
automobile européen, où les
volumes ont chuté7 de près
de 25 % depuis 2007. Dans ce
contexte, la situation fi nancière
du groupe s’est brutalement
dégradée depuis un an. Philippe
Varin a évoqué un « rythme
de pertes intenable », écartant
toutefois le risque de faillite grâce

à une « sécurité fi nancière de
9,5 milliards d’euros ». « Mais
cette réserve n’est pas infi nie »,
a-t-il prévenu. Malgré ces
diffi cultés, une aide fi nancière
de l’Etat semble écartée. « Ce
n’est pas à l’ordre du jour, a-t-il
déclaré. Notre préoccupation est
de remplir les usines du groupe.
Injecter de l’argent n’est pas ce qui
permettrait de les faire tourner. »
…Le ministre a été chargé de
présenter le 25 juillet un « plan de
soutien » à l’industrie automobile.
C’est à cette date que PSA doit
annoncer les deux autres volets
de son projet de redressement3
– investissements et baisse des
prix des véhicules -ainsi que
ses résultats fi nanciers pour le
premier semestre 2012…
Les Echos 13th July 2012
http://www.lesechos.fr/
entreprises-secteurs/
auto-transport/
dossier/0202171808246/
0202171808457-la-suppression-
de-8-000-emplois-chez-psa-
cree-un-choc-sans-precedent-
343994.php
0440.html

0440.html
0440.html
http://www.lesechos.fr/entreprises-secteurs/auto-
suppressionde-8-000-emplois-chez-psacree-un-choc-sans-

Reformulation 225
D.48 Parallel texts for political standpoint
Aim: to identify the language elements that are characteri stic of
a given political
viewpoint.
You will need: at least two articles or speeches representing
opposite views on
the same subject.
If you’re preparing for a class or a meeting in which two sides
of an argument
are likely to be aired, and which you will have to interpret, it’s
useful to have a
look at publications that represent both sides of that argument,
or different ends
of the political spectrum, in order to get an idea of how some of
the same things
are expressed differently by people representing the two sides.
Read and compare
the articles. Find examples of the same thing being described in
both texts. Make
a note of the two versions. How does the language they use to
describe the same
events differ?
In the example below two newspapers, one with a
predominantly left-of-centre
readership and another with a predominantly right-of-centre
readership, report on
the same welfare reforms. In bold, and numbered 1–6, are
expressions describing
the same thing slightly differently.
In addition to corresponding expressions you’ll also � nd

expressions that set
the tone for the article in one or other, or both, texts. These can
also be useful as
you prepare. Below, the negative expressions related to
claiming social security
bene� ts in the Mail on Sunday text (on the right) are
underlined.
Housing benefi t for under-25s
could be1 scrapped, PM to
announce
...
The government wants to
cut as much as £10bn from the
welfare budget2 by 2016, and is
looking at setting regional benefi t
levels and cutting benefi ts from
striking workers. Cameron and
the Treasury set the £10bn target
for new welfare cuts3 in last
year’s autumn statement and the
PM will go into detail in a speech
on Monday.
… he will propose that
380,000 people under 25 are
stripped of housing benefi t4
and forced to join the growing
number of young adults who still
Cameron to axe1 housing
benefi ts for feckless under
25s as he declares war on

welfare culture
Radical new welfare cuts
targeting feckless couples who
have children and expect to
live on state handouts2 will be
proposed by David Cameron
tomorrow.
His bold reforms3 could also
lead to 380,000 people under
25 being stripped of housing
benefi ts and forced to join the
growing number of young adults
who still live with their parents.
In a keynote speech likely
to infl ame tensions with his
deputy Nick Clegg, the Prime
live with their parents. He will
make exemptions for those that
have been victims of domestic
violence. The savings – which
will mean an average loss per
person of around £90 per
week5 – are likely to be in the
order of £1.8bn.
Labour accepts that the
housing benefi t budget is out of

control and last week the party
welcomed proposals of cuts
from the left-of-centre thinktank
the IPPR, but in the contest
of a massive housebuilding
programme.
...Cameron also wants more
done to cut jobseeker’s allowance
for those refusing to seek
work actively. The government
has already tightened up
requirements in this area, but
the PM wants to go further. ‘We
aren’t even asking them, ”Have
you got a CV ready to go?”,’
Cameron said.
He is also looking at restricting
child benefi t to those who have
more than three children and
forcing a small minority of
unemployed people6 – an
estimated 5,000 to 10,000 – to
take part in community work if
they fail or refuse to fi nd work or
training after two years.
The Guardian, 24th June 2012
Copyright Guardian News &
Media Ltd 2012.
http://www.guardian.co.uk/
society/2012/jun/24/
housing-benefi t-under-
25s-welfare

Minister will call for a debate
on the welfare state, focusing on
reforms to ‘working-age benefi ts’.
Among the ideas being
considered by Mr Cameron are:
– Scrapping most of the £1.8
billion in housing benefi ts4 paid
to 380,000 under-25s, worth an
average £90 a week5, forcing
them to support themselves or
live with their parents.
– Stopping the £70-a-week
dole money for the unemployed
who refuse to try hard to fi nd
work or produce a CV.
– Forcing a hardcore of
workshy claimants to do
community work after two years
on the dole – or lose all their
benefi ts.
...
He also favours new curbs
on the Jobseeker’s Allowance,
demanding the unemployed do
more to fi nd work. He said: ‘We
aren’t even asking them, “Have
you got a CV ready to go?”.’ A
small minority of hardcore
workshy6, an estimated 5,000 to
10,000, could be forced to take
part in community work if they fail

or refuse to fi nd work or training
after two years.
Mail on Sunday, 23rd June 2012
© Associated Newspapers Ltd
http://www.dailymail.co.uk/news/
article-2163773/David-Cameron-
axe-housing-benefi ts-feckless-
25s-declares-war-welfare-
culture.html
t-under-25s-welfare
t-under-25s-welfare
t-under-25s-welfare
t-under-25s-welfare
Cameronaxe-housing-benefi ts-feckless-declares-war-
welfareculture.html
welfareculture.html
welfareculture.html
welfareculture.html
welfareculture.html

Reformulation 227
1. In the Mail on Sunday’s text this is de� nite, thus reinforcing
a positive
impression
4. The Guardian relates this to people – ‘people … stripped of’,
whereas the
Mail on Sunday dehumanizes the process by relating it to the
payments
‘scrapping … bene� ts’.
5. As in 4. The Guardian seeks to talk about the people’s ‘loss
to…’ and the
Mail on Sunday about the money involved (abstract) ‘bene�
ts...worth’.
D.49 Multiple paraphrasing
Aim: to train � exibility of expression.
You will need: a few sentences taken from speeches, possibly
three other people.
Take any sentence in your active language(s), preferably from a
speech that might
be interpreted, and paraphrase it into as many versions as you
can. Ten different
versions should be your target in a B language, twelve would be
excellent. In your
own language more than � fteen versions is a minimum.
If you like a bit of pressure or competition you could do this as
a group, with
each person taking turns to give the next version.
Example

The strength of our institutions has maintained Britain’s
reputation as a
world leader in science, engineering and design.
Giles Paxman, British Ambassador to Spain,
5th June 2012
1. The robustness of our institutions has kept Britain’s
reputation as a
global leader in science, engineering and design.
2. It’s thanks to the strength of our universities that Britain has
kept its
reputation as a world leader in science, engineering and design.
3. Britain continues to be known as a pioneer in science,
engineering
and design because it has such sound universities.
4. Britain’s continuing reputation as a world leader in science,
engineering and design is based on the excellence of our
institutions.
5. etc.
Source: Van Hoof 1962: 114; Guichot de Fortis 2009: 4
D.50 Paraphrase (in same language)
Aim: to practise reformulating.
You will need: speech extracts, possibly one other person.
Take short extracts of authentic speeches and try to reformulate

them. That is, to
say the same thing in the same language, but in your own words.
Being able to
say the same thing in a number of different ways will be an
essential part of your
interpreting repertoire.
There are three variations of this exercise, in order of dif�
culty: you can do
this using a transcript and write your own version; or using a
transcript and ‘sight-
translating’ to arrive at your version; or get someone to read (or
better, give a
spoken version of) the speech and paraphrase that. Each time
reformulate in the
same language as the original, which should be one of your
active languages.
Example
Ladies and Gentlemen, a very warm welcome to the British
Embassy
this evening. Many thanks to you all for coming. And many
thanks to the
Deutsch-Britische Gesellschaft for organising this evening.
The Gesellschaft hardly needs an introduction. Only four years
after
the war, in 1949, a group of Düsseldorf citizens decided that
they needed
to help reconstruct the relationship between Germany and
Britain. They
started a series of conferences in Königswinter to bring together
German
and British parliamentarians, academics and opinion-formers...

British Ambassador’s speech for Deutsch-Britische Gesellschaft
9th September 2003
Dear Friends, I am very pleased to see you here at the UK
consulate
tonight. Well done for coming. And well done as well to the
Deutsch-
Britische Gesellschaft for arranging the festivities.
I don’t need to tell you about the Gesellschaft. Not half a
decade after
the hostilities of 39–45 ended a small band of Rheinlanders
determined
that they should do their bit to rebuild the UK’s ties with
Germany. They
began with a set of colloquia near Bonn aimed at uniting infl
uential
German and British MPs, intellectuals and media players.
Source: also Gran 1995: 157; Kalina 2000: 180
Reformulation 229
D.51 Deverbalization 1
Aim: to avoid language interference from the source language.
You will need: speech extracts, possibly one other person.
This technique has been the foundation of interpreting teaching,
particularly in
Paris, for over 30 years. The interpreter tries, while listening to
(initially a short
extract of) a speech, to visualize what they are hearing rather
than translate it.
They then describe the picture they see in their mind’s eye in

This is best done with practical, slow speeches in simultaneous,
rather than
abstract speeches.
Source: Seleskovitch and Lederer 1989: 257; Nolan 2005: 39
D.52 Deverbalization 2
Aim: to avoid language interference from the source language.
You will need: a newspaper article.
Choose an interesting newspaper article and read it carefully.
Try to create a
mental picture of the events, people and chronology described
in the article. Put
the original article text away and try to recreate, in spoken
form, the content of the
article, using only the mental picture you created.
D.53 Reverbalization
Aim: to interpret meaning not words.
One person � nds a relatively straightforward, short speech and
makes copies for
everyone in the group. Everyone reads through the text qui ckly
to get an overall
idea of the speech. One person (and this may be easier for a
teacher to do than a
student) then gives the speech, without reading it, and
deliberately uses synonyms
for as many of the major words in the speech as possible,
without changing the

meaning of the speech. The other(s) interpret.
This exercise can be done for consecutive or simultaneous
practice.
D.54 Dubbing 1
Aim: to deverbalize; avoid language interference from the
source language; � nish
sentences.
You will need: a video recording of part of a soap opera that all
students are
familiar with, or where the plot-line is obvious.
This is an excellent exercise early on in an interpreting course.
Play a short extract of the recording to the group. Everyone
listens. Now assign
a character to each member of the group and play the recording
again, this time
with the sound muted. Each member of the group must now
recreate and speak
their part of the dialogue as faithfully as possible.
In a variation of this exercise, skip the � rst stage and don’t
watch the extract
with the sound audible.
D.55 Improvization exercise
Aim: to avoid un� nished sentences, always having something

to say.
a colleague. As you
improvise you should be thinking ahead to your next sentence,
paragraph or the rest
of the speech so that the speech remains � uent. But whatever
you do, don’t stop!
hesitate, repeat
yourself or stop making sense. By doing this exercise you will
be practising � nding
grammatical and idiomatic solutions under pressure – essential
for an interpreter.
D.56 Interpret from a picture
Aim: to deverbalize, avoiding language interference from the
source language.
you could use
a picture of some type of building or machinery and then
describe how it works
or why it was built as it was. Alternatively, use a picture of a
landscape, city
or painting that the speaker will be comfortable talking about.
Each part of the
speech given by the person speaking should relate speci � cally
to something in
the picture.

The others listen, with or without taking notes, looking at the
picture as the
speech is given. One person must then reproduce the speech,
basing their version
primarily on the picture rather than the words they have heard
or noted down.
language into
another.
Reformulation 231
Example
Describe the Cracow church in the picture below in your own
words, but include
the information below. Another student then tries to recreate
your speech, using
only the picture to help.
• built in 14th century
• left spire 80m, right 60m
• legend has it that two different town authorities were paying
for the
building of the spires and one ran out of money before the other
• its Gothic style, as can be seen from the long thin shape of the
windows
• unusual because Gothic buildings are usually stone, and this is
built
in brick. No stone in Poland, so they used brick

• gold crown added to right-hand spire in 1666
• porch, bottom right, added in 19th century so that bourgeois
ladies
didn’t get wet waiting in the rain outside the church
• every day at 12 from the windows atop the left-hand spire a
trumpeter
plays an interrupted trumpet signal
• this celebrates the trumpeter who warned the city of the
approach
of the Mongol hordes in the 13th century and who died, shot by
an arrow, in the middle of his warning. This is why the signal is
interrupted each day
D.57 Interpret from a picture you can’t see
Aim: to deverbalize.
You will need: a speech based on a picture, at least two other
people.
you could use
a picture of some type of building or machinery and then
describe how it works
or why it was built as it was. Alternatively, use a picture of a
landscape, city
or painting that the speaker will be comfortable talking about.
Each part of the
speech given by the person speaking should relate speci � cally
to something in
the picture.

The others listen, with or without taking notes, and try to
visualize in their
mind’s eye what they are hearing. One person must then
reproduce the speech.
language into
another.
D.58 Describe a photo
Aim: to deverbalize, avoiding language interference from the
source language.
You will need: several photographs of people talking.
Choose a photograph of yours that depicts people talking
together. Try to
remember what they actually did say on that occasion. Write out
a brief narrative,
with dialogue, for each photo. A variation of this exercise is to
do the same in
another active language.
Reformulation 233
D.59 Sight paraphrasing
Aim: to practise reformulation, create simple speeches for early
simultaneous.
You will need: a speech transcript, at least one other person.
One student is asked to sight paraphrase (as opposed to sight
translate) the text of

a speech from their A language into their A language. A second
student interprets
the paraphrased version simultaneously into another language.
The student paraphrasing is practising reformulation, while this
exercise also
offers a very good way of making the transition from easy to
dif� cult texts in
simultaneous – the paraphrased version will be simpler than the
text but more
complex than you might have produced as a speech yourselves.
Source: Carsten
D.60 Monolingual interpreting
Aim: to practise reformulating in isolation from language
comprehension.
You will need: a speaker with the same A language as you.
Interpret not from one language into another, but from and into
the same language
(for example English into English). In practice this means
paraphrasing the
original, not parroting it. In doing this you have removed the
element of language
comprehension of the original speech. This frees up mental
capacity for better
reformulation.
D.61 Say the opposite
You will need: speech extracts.
Invert the meaning of a text, in the same language. There are
several variations
of this exercise, in order of dif� culty: you can do this using a

transcript and
write your own version; or use a transcript and ‘sight-translate’
to arrive at your
version; or get someone to read (or better, give a spoken version
of) the speech
and paraphrase that. Each time reformulate in the same language
as the original,
which should be one of your active languages.
A further variation might be to interpret between languages and
invert the
meaning, but since this would be more dif� cult than actually
interpreting itself,
it’s not very useful for students learning to interpret.
Example: before
Embassy
thanks to the
after
they needed
Britain. They
German
and British parliamentarians, academics and opinion-formers…

British Ambassador
British Embassy Berlin
9th September 2003
Example: after
Ladies and Germs, please don’t make yourself at home in the
British
Embassy tonight, you are not welcome. Shame you came.
Likewise
it’s a pity the Deutsch-Britische Gesellschaft had to go and
organize
this event.
I doubt many of you will have heard of the Gesellschaft. Quite
some
time after the war, 4 years in fact, a group of citizens from
Düsseldorf
decided there was no need for their interference in
reconstructing the
relationship between Germany and Britain. They failed to
organize a
single conference anywhere which might have brought together
German
Clearly you will also invert the speaker’s message. Don’t worry
about that when
doing this exercise – the aim here is to practise reformulation
alone. The fact that
these exercises do not faithfully re� ect what you’ll actually do
when working as
an interpreter, or that they might actually be fun to do, will in
no way detract from

their usefulness.
Source: also Gile 1995: 212
Reformulation 235
D.62 Change the grammar, leave the meaning
Aim: to practise grammatical (as opposed to lexical)
reformulation.
You will need: a speech transcript, later a speech.
Rework the grammatical structure of sentences without
changing their meaning.
There is almost no limit to what parts of speech can be changed,
but a few
examples are in the box below.
Examples of grammatical reformulation
All of these examples work in both directions
Noun to verb there was no
agreement
failed to agree
Adjective to verb they’re eligible they can be, they may be
Double inversion fi nite
we’re keeping an
open mind
not boundless

nothing has been ruled
out
Compound nouns a way of collecting
data
a data collection method
Indicative to passive they drafted a report a report was drafted
There are several variations of this exercise, in order of dif�
culty: you can work
from a speech transcript and write your new version; you can
use a speech transcript
and ‘sight-translate’ it to arrive at your version; alternatively,
get someone to read
(or better, give a spoken version of) the speech and paraphrase
that. Each time
reformulate in the same language as the original, which should
be one of your
active languages.
To start with you should try to paraphrase only one part of
speech, for example
make indicative verbs passive as in the example overleaf. Then
do the same with
another. Slowly you’ll � nd yourself able to make whichever of
these changes is
necessary to get yourself out of tricky situations while
interpreting.

Example: before
But I’d like to argue today that despite, or indeed because of,
those doubts,
Europe needs to work as hard as ever to strengthen its
relationship with
the US. Of course we all need to come to terms with the risks,
and the
much greater opportunities, of rapid growth in emerging
markets in Asia
and Latin America. But to do so at the cost of our relationship
with the
US would be a huge mistake.
Speech by British Ambassador to Spain, Giles Paxman
18th November 2011
Example: after
But the argument to be made today is that these doubts require
Europe
to work as hard as ever to make sure its relationship with the
US is
strengthened. The risks, opportunities, of emerging markets in
Asia and
Latin America will have to be accepted. But we’d be making a
mistake
if that was at the expense of our relationship with the US.
Source: Van Dam 1989: 174; Gile 1995: 212; Visson 1999: 18;
Heine 2000: 215
D.63 Try extremes of register
Aim: to practise reformulating, saying the same thing in very

different ways.
Interpret not into the same register as the speaker, but into a
different, extreme
register instead. Interpret the same speech, for example, in very
colloquial slang.
Then interpret the same speech again in an over-the-top
aristocratic drawl. You
can also try to imitate different regional accents or certain types
of people. Police
of� cers or doctors also use a distinctive register in some
languages.
There are several variations of this exercise, in order of dif�
culty: you can do
this using a transcript and write your own version; or use a
transcript and ‘sight-
translate’ to arrive at your version; or get someone to read (or
better, give a spoken
version of) the speech and paraphrase that. Each time
reformulate in the same
language as the original, which should be one of your active
languages.
Reformulation 237
Example: before
Embassy
thanks to the

after
they needed
Britain. They
German
British Ambassador, British Embassy, Berlin
9th September 2003
Example: lower register
Hi folks, welcome to the British Embassy tonight. Thanks to
everyone
for coming along. And a big ‘thank you’ to the Deutsch-
Britische
Gesellschaft for putting on this bash.
The Gesellschaft you all know. In ’49, just 4 years after the
war, some
guys from Düsseldorf sat down and came up with the idea of
rebuilding
the ties between Blighty and Germany. They kicked off with a
set of
talks in Königswinter, the idea being to get German and British
MPs,
intellectuals and media folk to sit down together at one table...
Example: higher register
Good evening Ladies and Gentlemen. Let me express my great
pleasure at being able to welcome you here tonight. Let me also

express my gratitude to the Deutsch-Britische Gesellschaft for
hosting
us this evening.
The Gesellschaft hardly requires introduction. A mere four
years
after World War II, in 1949, a league of gentlemen hailing from
Düsseldorf determined to reforge the relationship between
Germany
and the United Kingdom.
They convened a series of symposia in Königswinter which
would
reunite German and British parliamentarians, men of letters and
opinion-formers.
Source: Gillies 2001: 83; Mikkelson 2000: 82
D.64 Summarize drastically
Aim: to practise summarizing.
You will need: a speech extract.
Example: before
Embassy
thanks to the
after

they needed
Britain. They
German
9th September 2003
Example: after
Welcome. Thank you for coming and thank you to the
organizers, the
Deutsch-Britische Gesellschaft, who you’ll all know.
Just after the war they began rebuilding relations between our
two countries by organizing conferences to be attended by infl
uential
Germans and Britons…
Each time reformulate in the same language as the original,
which should be one
of your active languages. When you’re comfortable doing that,
try summarizing
from one language into another.
Source: also Gile 1995: 212; Visson 1999: 126; Mikkelson
2000: 82
D.65 Add redundancies
Aim: to practise � lling gaps without changing the message.
You will need: a speech, a list of redundant phrases.
When interpreting, add as many redundancies as possible. That

is to say, � ll out
your version of the speech with expressions that add nothing to
the text.
This exercise will help you recognize what is and isn’t
redundant in a speech
by focusing your attention on the redundancies. It will also give
you a useful
Reformulation 239
coping strategy, because these same redundant expressions can
also be inserted
into your interpreting performance when you need a bit of time
to think, or when
you’re not sure where the speaker is going with his point.
Example: before
Embassy
thanks to the
after
they needed
Britain. They
German

9th September 2003
Example: after
Ladies and Gentlemen, it is my pleasure to wish you all a very
warm
welcome to the British Embassy on this most special of
evenings.
For my part let me thank you all for coming. Let me also take
the
opportunity to thank our friends at the Deutsch-Britische
Gesellschaft
for going to the trouble of organising this evening’s festivities.
The Gesellschaft hardly needs an introduction, as I’m sure you
are
all familiar with it. But allow me to briefl y jog your memories.
As I
recall it was only four years after the end of WWII, in 1949,
when a group
of Düsseldorf citizens decided that they needed to help
reconstruct the
relationship between Germany and Britain, which was of course
not at
its best at that time. They started a series of conferences, if
memory
serves, in Königswinter, a place I have been fortunate enough to
visit on several occasions, to bring together German and British
parliamentarians, academics and opinion-formers…
Source: also Gile 1995: 212; Mikkelson 2000: 82

D.66 Stock phrases
Aim: to familiarize yourself with frequently recurring
expressions.
You will need: a speech to interpret, perhaps a list of prepared
stock phrases.
Practise creating speeches made up almost entirely of ‘stock
phrases�’ rather than
any actual content. By doing this you will � nd that you
develop an ability to � nd,
and vary your use of, such phrases more easily.
Most of these phrases are repeated day in day out at
international meetings
and could be replaced with countless other synonymous phrases.
The interpreter
should not expend their energy on the translation of these
phrases. Practising
producing them, so that they come to mind very quickly when
working, will leave
more time for thinking about the really dif� cult stuff. They can
also be inserted
into your interpreting performance when you need a bit of time
to think, or when
you’re not sure where the speaker is going with his or her point.
Example: before
Embassy
thanks to the

9th September 2003
Example: after
Chairman, I am much obliged to you for giving me the
opportunity
to take the fl oor to open proceedings. I shall be brief. For my
part
there are a couple of points that I would like to draw to
colleagues’
attention. Firstly and most importantly, welcome to the British
Embassy
this evening. And many thanks to the Deutsch-Britische
Gesellschaft for
organising this evening.
Reformulation 241
D.67 Overuse a metaphor
Aim: to practise linguistic � exibility, practising interpreting
the meaning, not only
the words.
Decide with colleagues on a type of metaphor and try to overuse
it throughout
a single speech. For example, sporting and nautical metaphors
are two good
choices: calm the waters, shots across bows, in the doldrums,
shipshape, a loose
cannon, embark, etc. The version of the speech you reproduce
should, of course,
still correspond to the sense of the original even though the

original speaker has
not indulged in the same way. The more common in everyday
language the type
of metaphor you choose, the easier this exercise will be.
This is best done only in your A language�, as you risk serious
mistakes or a
very odd sort of language version if you try it in a B language�.
Practising working
at your linguistic extremes in this way will make normal
interpreting seem easier.
Example: before
Embassy
thanks to the
after
they needed
Britain. They
German
9th September 2003
Example: after
Good evening crew and welcome aboard. Thank you all for

pushing
the boat out with us this evening. A hearty thanks also to the
Deutsch-
Britische Gesellschaft for this evening’s shindig.
The Gesellschaft is a familiar craft. Launched four years after
the war, in 1949, when a group of Düsseldorfers set out to refi t
the
relationship between Germany and Britain. They fl oated the
idea of a
raft of conferences in Königswinter to bring together the
captains of
German and British academia, media and the political world...
D.68 Make salami 2
Aim: to practise grammatical (as opposed to lexical)
reformulation, avoid
un� nished sentences.
You will need: a speech to interpret.
The name of this exercise encourages us to slice up our
sentences as salami is
sliced – into lots of smaller bits. It’s also sometimes called
‘chunking’.
Systematically transform all long sentences, and sentences with
clauses into
two, or more, separate sentences. This is a very useful tool for
the interpreter for
at least two reasons. Firstly, speakers sometimes get lost in
their own complex
syntax, but the interpreter cannot allow themselves to get lost

with them. Keeping
sentences short like this will help you to keep an overview of
what you’re saying
and where your version is going. Secondly, this technique can
help you eliminate
the scourge that is the un� nished sentence. If your sentences
are shorter, then you
have a better chance of � nishing them, and � nishing them
correctly.
Example: before
But
interlinked,
unsurprisingly,
more
ones –
that our
Europe,
than just
British Ambassador to Spain
Giles Paxman
18th November 2011

Reformulation 243
Example: after
But
Britain’s relationship with our European neighbours is now very
interlinked.
This goes for trade, security, and foreign policy. As a result the
British
government and our civil servants spend much more time
thinking about
European issues than about transatlantic ones. They did so even
before
the Euro crisis! What is my opinion? The UK is close to Europe.
And it
infl uences decision-taking bodies in Europe. This is one of the
key reasons
why the US regards the UK as more than just another middling
power.
Source: also Van Dam 1989: 174; Gile 1995: 212;
Jones 1998: 91; Heine 2000: 215; Szabó 2003: 150; Nolan 2005:
55
D.69 Shuf� e information items
Aim: to practise syntactic reformulation.
Just because the speaker puts things in a certain order does not
mean that the
interpreter must always follow the same order. Indeed, in some
cases the interpreter
should, or must, change the order to make sense or be

stylistically correct. (For
example, in German sentences tend to follow the order Time,
Manner, Place.
English does not.)
While interpreting, practise changing the order of elements in
the clause: i.e.
practise holding individual words or pieces of information
(remembering them)
and working them back into your version (saying them) much
later. For example,
a date can very easily be switched from � rst to last in a
sentence.
Example
before
It was in August 1987 when he originally took offi ce as
chairman and to
fi ll an unexpired term on the Board.
after
He originally took offi ce as chairman and to fi ll an unexpired
term on the
Board in August 1987.
Michael H. Moskow
Fairmont, Illinois
May 2003
D.70 Shuf� e chunks of the sentence

Aim: to practise syntactic reformulation.
Just because the speaker puts things in a certain order does not
mean that the
interpreter must always follow the same order. Indeed, in some
cases the interpreter
should, or must, change the order to make sense or be
stylistically correct.
It may seem a little daunting at � rst, but changing the order of
the clauses or
phrases in a sentence without changing its meaning is not so
much more dif� cult
than moving a single piece of information, like a date, around in
the sentence. If
you understand a clause as a single item it will not be any more
dif� cult to hold
in your short-term memory than a date or a name etc. So look
out for clauses and
phrases that you can treat as single items and then try moving
them around in your
version of the speech.
Example: before
But
interlinked,
unsurprisingly,
more
ones –

that our
Europe,
than just
18th November 2011
Example: after
It’s no secret that UK’s relationship with the US is a close one.
Be it in
trade, in security, or in foreign policy, Britain’s relationship
with our
European neighbours is now so interlinked, that the reality,
unsurprisingly,
is that, even before the crisis, the British government and our
civil
servants spent much more time thinking about European issues
than
about transatlantic ones. Moreover, I am convinced that the US
regards
the UK as more than just another middling power because of our
Europe.
Reformulation 245
D.71 Correct with a thesaurus

Aim: to practise working through reformulation problems.
Interpret the same speech twice. After the � rst attempt and
before the second,
spend a moment trying to solve any reformulation problems you
had � rst time
round and/or think about the words and expressions you used
the � rst time that
weren’t ideal. Use a thesaurus and see if you can come up with
anything better.
The arti� cial nature of the task is outweighed by the value of
the exercise.
By redoing the same speech you reduce the intellectual burden
of doing it the
second time, thus allowing you to concentrate on reformulation.
Also you’ll
� nd that the solutions you � nd in the thesaurus and
successfully use second
time around will stick in your mind and come back to you when
interpreting in
the future.
D.72 Do it again
Aim: to practise working through reformulation problems.
Interpret the same speech twice. Try the second attempt
immediately after the
� rst. Because you’ve already heard the speech once you should
have a little more
mental capacity to solve reformulation problems second time
around.

D.73 Give it a thorough going over
Aim: to monitor and correct your reformulation without time
pressure.
You will need: a voice recorder, a speech.
Record yourself interpreting and listen to it sentence by
sentence, paragraph by
paragraph. As you go through your version, reword it (in the
same language as the
recorded interpretation) into a version you might have expected
to hear from an
articulate native speaker giving their own speech. What are the
differences? Could
you have applied what you now know to your interpretation?
Try it.
You’ll � nd that the solutions you arrive at here will stick in
your mind and
come back to you when interpreting in the future.
D.74 Make a transcript of your work
pressure.
Record your interpreting work and then write out, word for
word, what you said.
How would you improve it if you had to do it again?
Our assessment of written language is often more rigorous than
that of the

spoken language. As such, any expressions or formulations that
are less than ideal
will stand out here. Correct them yourself. You’ll � nd that the
solutions you arrive
at here will stick in your mind and come back to you when
interpreting in the
future. You can also ask a native speaker to check your
corrections.
Example
Your interpreted
version
Your own
correction
Native-speaker
correction
However, the Rhine
valley is the location
for US military bases,
military camps ever
since the second
World War and all
you can see around
these camps are
concrete walls and
wire fences, which
is the reason why
the people living in
the area are so mad
about this.
However, since the

second World War,
we see US military
bases there.
The bases are
surrounded with
concrete walls and
barbed-wire fences.
And all this infuriates
local residents.
However, since the
second World War,
there have been US
military bases there.
The bases are
surrounded by
concrete walls and
barbed-wire fences.
And all this infuriates
local residents.
D.75 Teacher demonstration
Aim: to see a professional performance as a point of reference.
You will need: a professional interpreter, a speech.
Get a professional interpreter, most likely your teacher, to give
you a demonstration
of their simultaneous interpreting. It will be a good example of
how to reformulate
a speech relatively freely, relative that is to most student
interpreters, without losing
the original meaning. In this way you’ll get an idea of how
much reformulation is
the right amount of reformulation.

Source: Altman 1989: 237
Reformulation 247
D.76 Paraphrase when reading aloud
Aim: to practise reformulation.
Read aloud the text of a speech and as you go along, replace
some of the words
and expressions without changing the meaning of the text.
D.77 Replace cognates�
Aim: to practise reformulation, avoiding language
interference�.
You will need: a similar language pair.
Sight-translate, or interpret, a speech from one language into a
fairly closely
related one – for example, EN-FR, DE-NL, IT-ES, IT-FR.
Replace all the cognates
(words that share the same root) with alternatives. For example,
when interpreting
the French ‘commencer’, ‘véhicule’, ‘considérer’ into English
don’t use the
English words ‘commence’, ‘vehicle’, ‘consider’ but instead
deliberately avoid
them and use words like ‘start’, ‘means of transport’ and
‘think’.

Source: Lomb 2008: 82
D.78 Use cognates�
Aim: to practise reformulation, avoiding language
interference�.
You will need: a language pair including one romance language.
When interpreting between two closely related languages – for
example, EN-
FR, DE-NL, IT-ES, IT-FR – use as many cognates (words that
share the same
root) as you can. Record your interpreting and then listen to the
result. How does
your language sound with too many cognates? (If you’re
working into your A
language� you’ll be able to answer this question yourself. If
you’re working into a
B language, ask a native speaker for their opinion). Cognates
are often the ‘easy’
answer when we are interpreting, but that doesn’t mean they are
the best answer!
This exercise will make you aware of your tendency to literal
translation and of
the effects of language interference�.
D.79 Improvizing synonyms
Aim: to eliminate overuse of certain expressions, � nd
synonyms for them.
You will need: a list of expressions that you overuse when
interpreting.

Agree with your group in advance which expressions or words
you overuse when
you are interpreting. For example, ‘think’, ‘problem’, ‘say’,
‘suggest’.
Improvize a speech of two minutes on a subject volunteered by
a colleague.
As you improvize you avoid saying any of these words. The
other members of the
group referee and stop you if you say one. Then the next person
tries the same.
This exercise trains you to paraphrase and � nd synonyms under
time pressure.
Source: also Szabó 2003: 162
D.80 Use Plan B
Aim: to force yourself to � nd alternative ways of expressing
ideas.
You will need: a speech to interpret, a cool head.
While interpreting, deliberately don’t use a word or expression
that you’ve
already thought of – instead, � nd a synonym. Repeat this
process throughout a
speech you’re interpreting. This exercise will mirror those
situations when it’s the
wrong word or expression that initially comes to mind in the
booth and you really
do need to � nd something else. It’s also good practice for
stretching your ability
to � nd solutions quickly.
Source: Gillies 2001:84

D.81 Mnemonic activation� 3
Aim: to activate� recall of generic terms.
items.
One person offers a list of items, the others must offer a generic
term for the end
of the list.
Example 1
Lecturer: eagles, hawks, falcons, kites, ospreys, buzzards…
Students: eagles, hawks and other birds of prey.
Reformulation 249
Example 2
Lecturer: prescriptions, dental treatment, sight tests, vouchers
for
glasses…
Students: dental treatment and other free Social Security
benefits.
Source: Ballester and Jimenez 1991: 240; Gran 1995: 157
D.82 Mnemonic activation� 4
Aim: to activate� recall of synonymous terms.
items.
One person offers a list of items, the others must offer

synonyms.
Example 1
Trainer: environment
Students: ecology, atmosphere, the air we breathe, our natural
surroundings, our medium…
Example 2
Trainer: Mrs. Thatcher
Students: the former British Prime Minister, the former British
Premier,
The Iron Lady, Mr. Major’s predecessor, Mr. Gonzalez’ former
counterpart,
Britain’s longest-governing Prime Minister.
This exercise can be played as a game in a group of three or
more, with each person
taking it in turn to produce a synonym. The exercise activates
linguistic re� exes
(synonyms, antonyms, lexical structures) and basic strategies
for interpreting –
de� ning or describing when the exact word escapes us.
Source: Ballester and Jimenez 1991: 240; Ilg 1978: 79; Lomb
2008: 125
Self-monitoring
Whether working in consecutive mode or simultaneous, an
interpreter has to

check or monitor their own output while they are interpreting.
This is another
task to add to the long list of things the interpreter must do
while interpreting. The
exercises below seek to isolate the monitoring task or focus it
on speci� c elements
of your work.
D.83 Listen to other students’ work
Aim: to practise assessing interpreting performances.
You will need: another student interpreter.
One of the simplest ways to train your ability to listen to, and
monitor, your own
interpreting performance is to listen to, and assess, those of
your fellow students.
Always listen with particular criteria in mind – for example, is
the delivery good,
do the main points make sense, is the language register
appropriate? And try to
listen only for one or two of these criteria, and not always all of
them at once.
D.84 Post-it notes
Aim: to remind yourself of issues for which you need to monitor
your performance.
You will need: a post-it note or a big felt-tip pen, a list of
interpreting technique
issues you wish to address.
Before you start interpreting (in consecutive or simultaneous
modes), take a
moment to think about which parts of your interpreting you
need to work on (and
therefore monitor most closely). Alternatively, ask a teacher or
fellow student to

suggest something. Pick one thing and write a single word that
represents that
issue on a post-it note, or with a big felt-tip on a piece of paper,
and place it
somewhere unavoidably visible to you while you’re interpreting
(for example on
the console or the booth window). If you say ‘umm’ and ‘err’ a
lot, you might just
write ‘ERR’ on the post-it. If you suffer from language
interference� you might
write ‘Reformulate!’.
Self-monitoring 251
When you’re interpreting your mind is far too busy to think, for
more than the
� rst few seconds of the speech you’re interpreting, about the
technique issues that
you valiantly swore to tackle today. This note will remind you
every few seconds,
without any additional strain on your mental capacity. Now you
try to correct the
problem throughout the speech you’re interpreting.
D.85 Keep a logbook 3
Aim: to track progress over time and draw attention to recurring
technique issues.
Record the comments made about your interpreting
performances by teachers
and your fellow students. The � rst step to solving problems is
to be aware of
them. Keeping a record is the only sure way of remembering

and comparing your
performances over the year or two of your course.
Make a distinction between vocabulary and interpreting
technique issues. Items
of vocabulary tend to come up very rarely, and are therefore
less useful per item.
Technique issues will recur with greater regularity and are thus
much more useful
to you. One suggestion would be to note technique related
comments from the
front and vocab from the back of the same book. Alternatively
you could keep a
book for each. As time goes by you can � ick through the pad
seeing how the same
problems recur, or what progress is being made (as comments
noted change over
time). It can also be used in the booth to remind you of certain
‘dos’ and ‘don’ts’.
Source: also Sainz 1993: 139; Gillies 2001: 68; Sherwood-
Gabrielson et al 2008: 224
D.86 Record your work
Aim: to keep a record of performances and problems and track
progress.
You will need: a voice recorder, a notebook.
Record all your interpreting work! And listen to at least some of
it each week. And
then correct it!
Memory is not always reliable. After class or practice we might
‘forget’ things
we like to hear less about our interpreting and remember only
things we like

to hear. In this way your subconscious might stop you dealing
with a technique
problem for quite some time. Recording yourself whenever you
work will add
a little more pressure and motivation to succeed. Practising with
no apparent
pressure on, you can let down your guard and relax. Interpreters
should never do
this while working.
D.87 Give it a thorough going over
pressure.
Record yourself interpreting and listen to it sentence by
sentence, paragraph by
paragraph. As you go, reword it (in the same language as the
taped interpretation)
into a version you might have expected to hear from an
articulate native speaker
giving their own speech. What are the grammatical, idiomatical,
intonational
and structural differences? Could you have applied what you
now know to your
interpretation? Try to.
You’ll � nd that the solutions you arrive at here will stick in
your mind and
come back to you when interpreting in the future.
D.88 Record and transcribe

Aim: to isolate the self-monitoring skill, create awareness of
what you’ve said
while interpreting.
You will need: voice recorder, a native speaker.
You will be much more critical of your performance when
reading a written version
of it than you would be if (indeed when) you were speaking.
Consequently you
will notice more linguistic errors if interpreting into a B
language�, and technique
problems when working into your own language, for example
un� nished sentences,
excessive self-correction, umm-ing and err-ing, unconvincing
intonation etc. In
the example below you can see that the interpreter has spotted
and made a self-
correction, an unnecessary joining of two sentences with ‘and’,
as well as some
overly colloquial idiom.
Example
Your fi rst version Your own correction
However, the Rhine valley is the
location for US military bases,
military camps ever since the
second World War and all you
can see around these camps are
concrete walls and wire fences,
which is the reason why the
people living in the area are so
mad about this.
However, since the second World

War, we see US military bases
there.
The bases are surrounded with
concrete walls and barbed-wire
fences. All this infuriates local
residents.
Self-monitoring 253
D.89 Confer with colleagues
Aim: to re� ect on your own performance.
You will need: a few minutes with colleagues after each
interpreted speech.
When you leave the booth after doing a simultaneous, take a
couple of minutes to
discuss with the other students who were interpreting what was
dif� cult about the
speech and where and why you had dif� culties. Sharing
experience in this way
can be a learning experience.
Source: Moser-Mercer
D.90 Shadow� a bad speaker
Aim: to familiarize yourself with possible delivery problems
and practise
correcting them.
You will need: a speech recording of a poor speaker.
Shadow a speech that has a large number of delivery problems
(ie. frequent restarts,
umm-ing and err-ing, self-correction etc.). Eliminate the same

shortcomings in
your version. Once you’ve corrected another speaker’s � aws
you’ll be less likely
to make the same mistakes yourself later.
Source: Kalina, 2000: 180
Stress management
Tensing your body, grimacing and clenching your fi sts will not
help you
concentrate.2
There are countless ways to deal with, and prevent, stress that
have nothing
particularly to do with interpreting: sport, yoga, breathing
techniques, meditation,
going on holiday etc. They will work, or not work, on
interpreters in the same way
that they do on any non-interpreters. So if stress is a real
problem for you, please
also research these techniques elsewhere, or even consult a
medical specialist. It’s
not my intention to list them all here (which would take up
several books) or to
suggest medical expertise that I don’t have.
What I have listed here are (1) exercises that practise
interpreting skills but are
also suf� ciently light-hearted to take a bit of the pressure off;
and (2) exercises
that I have seen used with success on interpreters or interpreting

students. This is
in no way an exhaustive list of stress-relieving exercises.
Having a bit of fun while interpreting may show you that, as
Seleskovitch
says above, being stressed doesn’t actually help. And the fact
that exercises are
fun should not mean that they are unsuitable for the classroom.
Fun can be a very
positive factor when you are practising. We don’t have to be
unhappy to interpret
well! And if you can recreate the feeling you had while
interpreting and having
fun when you are interpreting for real, you may well learn
something important
about managing your stress.
D.91 Dubbing 2
Aim: to deverbalize, have fun.
You will need: a video recording of part of a soap opera all
students are familiar
with, or where the plot-line is obvious.
This exercise can be a great ice-breaker, or a bit of fun to wind
down after a
stressful day.
Play a short extract of the recording to the group. Everyone
listens. Now assign
a character to each member of the group and play the recording
again, this time
Stress management 255

with the sound muted. Each member of the group must now
recreate and speak
their part of the dialogue as faithfully as possible.
In a variation of this exercise, skip the � rst stage – don’t watch
the extract with
the sound audible – and go straight into an improvisation of the
dialogue.
D.92 Re-enact a comedy sketch
Aim: to practise intonation patterns in a relaxed environment.
You will need: a � lm recording of a great comedy sketch.
Find a � lmed recording of a comedy sketch and a transcript of
it – the better-
known and funnier the better. The sketch should involve 2–4
people and not
be longer than 3–4 minutes. You can use part of a longer sketch
as well, of
course. Assign one role to each member of your group.
Together, watch the
sketch several times, making sure you know why it’s funny.
Now rehearse
the sketch together, repeating the script and imitating the
intonation and body
language of the actors/comedians in the original. Give
yourselves 30–60
minutes to rehearse and then perform the sketch for other
colleagues. If they
laugh, you’ve done a good job. You’ll probably laugh either
way, and that’s
good stress prevention.
Some British examples of the type of sketch that is well -suited

to this are:
Monty Python’s ‘The Four Yorkshiremen’; Not the Nine
O’clock News, ‘Python
Worshippers’; and John Bird and John Fortune, ‘Subprime’.
D.93 Put your feet up
Aim: to practise interpreting in a relaxed environment/posture.
You will need: a speech, possibly a comfortable chair.
Instead of recreating a stressful environment, try interpreting in
the most relaxed
position you can come up with, both in consecutive and
simultaneous interpreting.
Exaggerate! This should counterbalance the unnaturally tense
posture that most
(student) interpreters have when working. It will also
demonstrate that the working
of the brain is not enhanced by being huddled over the
microphone, eyes closed,
grasping the desk so tightly that your � ngers go white.
Put your feet up, lean back, chill out. It’s only an exercise!
D.94 Stand on a chair
Aim: to practise working when you’re the centre of attention.
You will need: a largish room, several other people.
This exercise is most obviously suited to consecutive, but it can
be done in
simultaneous ‘chuchotage’ as well.
Try giving your interpretation from atop a chair. This position

will make you
feel a little more exposed, a little more the centre of attention.
Classrooms tend to
be much smaller, and often quieter, cosier and less intimidating,
than the rooms
and spaces in which interpreters really do consecutive. This
exercise creates a
little more stress so that normal interpreting later feels less
stressful.
Source: Fox
D.95 Stand in a corner
Aim: to recreate a professional type of environment to work in.
You will need: a largish room, at least one other person.
This exercise is most obviously suited to consecutive, but it can
be done in
simultaneous ‘chuchotage’ as well.
Try moving as far away in the room from your practice partners
as you can and
interpreting from there. In this way you are forced to project
your voice further
than you normally would.
Classrooms tend to be much smaller, and often quieter, cosier
and less
intimidating than the rooms and spaces in which interpreters
really do consecutive.
This exercise mimics the atmosphere of real-life consecutive
and creates a little
more stress so that normal interpreting later feels less stressful.
D.96 Dress-up Friday
Aim: to recreate the professional environment (and stress) of

real-life interpreting.
You will need: at least � ve other people, a set of smart clothes.
In some countries companies allow their staff to come to work
dressed more
casually than normal on Fridays, or once a month, in a tradition
that’s called
‘dress-down Friday’. As students you won’t be dressed that
smartly for class, so
every month recreate a professional atmosphere by arranging to
all come into
practice in your work (smart) clothes. Perhaps you could also
arrange for a larger
number of people to practise together in a larger room, to make
the atmosphere
a little different from your normal classes, more like the
professional reality of
interpreting. If your school organises mock-conferences for
interpreting students,
these are an ideal opportunity to ‘dress up’.
This exercise mimics the atmosphere of real-life consecutive
and creates a little
more stress so that normal interpreting later feels less stressful.
D.97 Blind drawing
Aim: to demonstrate the need for, and practise, precision of
expression.
You will need: a map, diagram or the like, one other person.
This exercise will work with pretty much any picture, but start
with a map, a

diagram of a machine or a geographical feature. One person can
see the diagram,
the other cannot. The person who can see the diagram describes
it in their B
language� to the other person, who must try to recreate the
diagram by drawing
what they hear.
You might initially get something very different to the original
diagram, but
you’ll soon learn to express with considerable accuracy all of
the ‘information’
contained in the picture. In the meantime you might � nd it
quite funny! This is also
useful because interpreters should not assume that their
listeners have understood
what the speaker meant, just because they have said the same
thing as the speaker.
D.98 Face massage
Aim: to improve diction and relax the face and parts of the body
involved in
speaking.
Massage your face, the underside of your jaw and the jaw
muscles. Pull on your
lips. Scrunch the face together and then stretch it apart. Pull
funny faces (gurn)!
Pull the hands down the front of your face, pulling your mouth
open, relaxing the
lower jaw and making a ‘ha’ sound as you do it.
A lot of tension resides in the face that can affect the quality of

your voice and
your stress levels.
Source: Mühle
D.99 Aahhh!
Aim: to relax.
Breathe deeply, raising your arms above your head, then let the
arms, shoulders,
head and chest fall, exhaling to the sound ‘aahh’. Repeat � ve
times.
Source: Mühle
D.100 Virtual travel
Aim: to relax.
You will need: a comfy chair or bit of � oor clean enough to lie
on.
Sit down, sit back and close your eyes. Imagine something
particularly pleasant
and calming for you. For example, that you are lying in a
hammock by a beach
somewhere warm and quiet. Look around the imaginary scene,
take in all the
detail, enjoy the calm. Listen to the quiet, perhaps the sound of
the waves. Feel
how comfy you are in your hammock.
You may not even realize that you are tense or stressed until

you try an exercise
like this that takes you back to a more relaxed state. Studying
interpreting can be
a full-on experience and it’s important to take some time out
(virtual or otherwise)
to relax.
Source: Mühle
D.101 Shoulder release
Aim: to relax the shoulders and neck.
You will need: a quiet darkened room.
Arm weight release: standing on one spot, feet the width of your
hips apart,
let your arms hang heavily from relaxed shoulders. By just
moving your body,
get your arms swinging like a bored child. You should feel the
arms slapping
against your body. Feel how heavy your arms are.
Shoulder release swing: swing one arm backwards and forwards
while bobbing
the knees to help the momentum of the swing. Then, still with
knees bobbing, let
the arm wheel round in a full circle (the knees bob down with
every downward
movement of the arm). Keep the joints relaxed. See if you can
let the elbow skim
past your ear. This should feel effortless. (Any discomfort or
pain, stop and move
on to the next stage.)
Weight release exercise: lean your weight onto one leg with
your head tilted to
the same side, ear suspended over the tip of the shoulder as if

you were listening
to the � oor. Let the arm on that side hang free of the body,
setting it to swing like
a pendulum. Once the movement has come to a � nish, close
your eyes and feel the
weight of the arm hanging. Then follow the stages below.
Imagine…
the � ngers getting heavier and dropping heavily away from the
hand
the hand getting heavier and dropping heavily away from the
lower arm
the lower arm getting heavier and dropping heavily away from
the upper arm
the upper arm getting heavier and dropping heavily away from
the shoulder
the shoulder getting heavier and dropping heavily away from
the head and neck.
You may feel tingling as the blood supply is increased – this is
natural. Now
straighten the spine slowly without lifting the shoulder. Feel the
weight of the
shoulder hanging from the spine and the arm hanging from your
shoulder. Check
in a mirror to compare one side to the other, to see how much
your shoulder has
released.
Repeat the exercise on the other side.

Source: Gudgeon
D.102 Auto-suggestion
Aim: to relax a tense body.
You will need: enough space to lie down.
If you are lucky enough to have a quiet corner available to you,
with enough space
to lie down � at on the � oor, this relaxation technique can be
very effective. And it
only takes around � ve to ten minutes.
Lie down on your back and close your eyes. Take a couple of
deep breaths. You
are going to repeat mentally the following expressions and
visualize the parts of
the body described.
I relax the feet, I relax the feet. The feet are relaxed. I relax the
ankles and
calves, I relax the ankles and calves. The ankles and calves are
relaxed. I relax the
knees and thighs, I relax the knees and thighs. The knees and
thighs are relaxed.
Continue with the same pattern through the rest of the body,
including the hips
and buttocks, the abdomen, the chest, the lower back, the upper
back, the hands
and arms, the shoulders, the neck and throat, the jaw and
tongue, the lips and
cheeks, the eyes and eyelids, the temples and forehead, the

scalp and head.
You may fall asleep at some stage during this process. That’s
already a good
thing, because it means you relaxed enough to fall asleep. If you
practise regularly
you will remain awake while your body sleeps. The relaxation
in this case is even
more thorough.
You can buy audio recordings of someone else speaking these
instructions,
which makes for an even more effective relaxation. This
technique is closely
related to a type of yogic meditation called yoga nidra for which
recordings are
also widely available.
D.103 Sight translation� with a time limit
Aim: to practise � uent delivery and voice project under
pressure.
You will need: a stop watch and timer, a text to sight translate.
Start by sight translating a text as per usual, timing how long it
takes. Now sight
translate the same text again but set the timer for two-thirds of
the time you took
for your � rst effort. Try to � nish sight translating the text
within that time limit.
Compete with other students to see who can do the quickest
version. But if
you’re doing this as a stress management exercise, don’t take it
too seriously!

Aim: to think and speak clearly under time pressure.
a colleague. As
sentence/paragraph or
the rest of the speech so that the speech remains � uent. This
mirrors the split
attention that the interpreter achieves when working.
hesitate, repeat
yourself or stop making sense. The game-like and competitive
nature of this
exercise makes it good fun, and therefore makes being under
pressure fun.
Aim: to think and speak clearly under time pressure.
Improvise a speech of 2 minutes on a subject volunteered by a
colleague. As you
improvise you should be thinking ahead to your next
sentence/paragraph or the
rest of the speech so that the speech remains � uent.
As you speak the other person periodically shows cards with
keywords on

them. The person speaking must think ahead in order to
incorporate the word/idea
coherently into the improvised speech. This mirrors the split
attention that the
interpreter achieves when working.
hesitate, repeat
yourself or stop making sense. The game-like and competitive
nature of this
exercise makes it good fun, and therefore makes being under
pressure fun.
D.106 Say the opposite
You will need: speech extracts.
Invert the meaning of a text, in the same language. There are
several variations
of this exercise; in order of dif� culty: you can do this using a
transcript and
write your own version; or use a transcript and ‘sight translate’
to arrive at your
version; or get someone to read (or better, give a spoken version
of) the speech
and paraphrase that. Each time, reformulate in the same
language as the original,
which should be one of your active languages.
All of this is likely to be quite funny, so don’t take it too
seriously. Enjoy, have
a laugh. Interpreting doesn’t have to be only about stressing
out.
Example: before

Embassy
thanks to the
after
they needed
Britain. They
German
British Ambassador
British Embassy, Berlin
9th September 2003
Example: after
Ladies and Germs, please don’t make yourself at home in the
British
Embassy tonight, you are not welcome. Shame you came.
Likewise
it’s a pity the Deutsch-Britische Gesellschaft had to go and
organise
this event.
I doubt many of you will have heard of the Gesellschaft. Quite

some
time after the war, 4 years in fact, a group of citizens from
Düsseldorf
decided there was no need for their interference in
reconstructing the
relationship between Germany and Britain. They failed to
organise a
single conference anywhere which might have brought together
German
The fact that these exercises do not faithfully re� ect what
you’ll actually do when
working as an interpreter, or that they might actually be fun to
do, will in no way
detract from their usefulness.
Source: also Gile 1995: 212
D.107 Try extremes of register
Aim: to practise reformulating, saying the same thing in very
different ways.
Interpret, not into the same register as the speaker, but into a
different, extreme
register instead. Interpret the same speech, for example, in very
colloquial slang.
Then interpret the same speech again in an over-the-top
aristocratic drawl. You
can also try to imitate different regional accents or certain types
of people. With a
bit of imagination this exercise can be very entertaining. Have a
bit of fun with it!
Example: original

Embassy
thanks to the
after
they needed
Britain. They
German
September 2003
Example: lower register
Hi folks, welcome to the British Embassy tonight. Thanks to
everyone
for coming along. And a big ‘thank you’ to the Deutsch-
Britische
Gesellschaft for putting on this bash.
The Gesellschaft you all know. In ’49, just 4 years after the
war, some
guys from Düsseldorf sat down and came up with the idea of
rebuilding

the ties between Blighty and Germany. They kicked off with a
set of
talks in Königswinter, the idea being to get German and British
MP’s,
intellectuals and media folk to sit down together at one table…
Example: higher register
Good evening Ladies and Gentlemen. Let me express my great
pleasure at being able to welcome you here tonight. Let me also
express
my gratitude to the Deutsch-Britische Gesellschaft for hosting
us this
evening.
The Gesellschaft hardly requires introduction. A mere four
years after
World War II, in 1949, a league of gentlemen hailing from
Düsseldorf
determined that they should reforge the relationship between
Germany
and the United Kingdom. They convened a series of symposia in
Königswinter which would reunite German and British
parliamentarians,
men of letters and opinion-formers.
Source: Mikkelson 2000: 82, Gillies 2001: 83
D.108 Overuse a metaphor
Aim: to make interpreting fun and funny, practising interpreting
the meaning, not
only the words.
Decide with colleagues on a type of metaphor and try to overuse
it throughout

a single speech. For example, sporting and nautical metaphors
are two good
choices: calm the waters, shots across bows, in the doldrums,
shipshape, a loose
cannon, embark, etc. The version of the speech you reproduce
should, of course,
still correspond to the sense of the original, even though the
original speaker has
not indulged in the same way. The more common the type of
metaphor you choose
is in everyday language, the easier this exercise will be.
You don’t need to be too strict about the meaning of the
original if you are
using this exercise as part of your stress management work.
Allow yourself to
have a laugh doing it.
Example: before
Embassy
thanks to the
after
they needed
Britain. They

German
British Ambassador
British Embassy, Berlin
9th September 2003
Example: after
Good evening crew and welcome aboard. Thank you all for
pushing
the boat out with us this evening. A hearty thanks also to the
Deutsch-
Britische Gesellschaft for this evening’s shindig.
The Gesellschaft is a familiar craft. Launched four years after
the war, in 1949, when a group of Düsseldorfers set out to refi t
the
relationship between Germany and Britain. They fl oated the
idea of a
raft of conferences in Königswinter to bring together the
captains of
German and British academia, media and the political world...
Notes
1 Gerver 1974; Gile 1987.
2 ‘Ce n’est pas en adoptant une attitude physique, traits crispés
et poings serrés, que l’on
obtient un effet de concentration.’ Translation from the French
by Andrew Gillies.

Glossary
A language According to AIIC an A language is the
interpreter’s native
language (or another language strictly equivalent to a native
language), into
which the interpreter works from all her or his other languages
in both modes
of interpretation, simultaneous and consecutive. (www.aiic.net)
Activate You may have seen a word, expression or phrase
several times but
never actually used it yourself. The � rst time you try to use it
will require
considerably more intellectual effort than subsequent times. By
deliberately
using it a few times you will move that word, expression or
phrase from your
passive knowledge to your active knowledge and from then on it
will be more
rapidly available to you for active use (until, or unless, it drifts
back into your
passive knowledge through disuse).
Active language A language into which an interpreter interprets.
All interpreters
have one active language, many have two. Only very few have
more than two.
An active language should be at least comparable in standard to
a university-
educated native-speaker’s level.
B Language According to AIIC a B language is a language other
than the
interpreter’s native language, of which they have a perfect
command and into

which they work from one or more of their other languages.
Some interpreters
work into a B language in only one of the two modes of
interpretation. (www.
aiic.net)
C Language According to AIIC a C language is a language of
which the
interpreter has a complete understanding and from which they
work.
(www.aiic.net)
Cloze (test) A cloze test is an exercise consisting of a portion of
text from which
certain words have been removed. The object of the exercise is
then to replace
the missing words.
Cognates Words in different languages derived from a single
language or
language form, e.g. Konstellation (DE), constellation (FR),
constellation
(EN).
http://www.aiic.net
266 Glossary
Décalage Also called ‘time lag’ or Ear-Voice Span. It is the
time difference
between when the speaker says a thing and the moment the
interpreter

reproduces that thing in the target language.
Delivery How you speak, rather than what you say. Your public
speaking skills.
Deverbalization A technique that has been fundamental to the
teaching of
interpreting, particularly in the Parisian schools, over the last
40 years.
Initially described and taught by Seleskovitch, it consists in
understanding
and/or visualizing the content of what one is hearing and
producing a target-
language version based on that understanding or visual image,
rather than
based on the words used in the source-language version.
Ear-Voice span See Décalage.
Idea When referring to part of a speech, in this book ‘idea’ will
mean the
smallest ‘parts of the message’ (Thiéry 1981: 110), that is to
say, Subject,
Verb (and often Object) groups (Gillies 2005: 35). In other
words, a unit of
the speech that tells you ‘who does what’.
In other books you will � nd the term ‘idea’ used to mean the
major points
of a speech (corresponding almost to paragraphs or groups of
paragraphs),
and in yet others to mean the underlying meaning of an
expression, rather
than the words that go to make it up (so ‘bored’ for ‘twiddling
his thumbs’).

Interference Sometimes called calque, from the French,
interference is the
inappropriate use in the target language of structures and words
from the
source language.
Internalize Carry out an activity with a degree of automation,
that is to say
without giving it our full attention. This level of competence in
a skill is
usually achieved through repeated practise of the skill in
question over
several months.
Links Links signal the way the speaker wants the listener to
relate what is
about to be said to what has been said before (Baker 1992: 190).
They are
sometimes also called logical links, conjunctions, link words or
connectors.
Passive language A language from which an interpreter
interprets. Also known
as a C language, see above.
Sight translation To give an oral rendition in one language of a
text written in
another as you read that text for the � rst time, simultaneously
so to speak.
Shadowing Listening to a speaker and repeating word for word
what they say.
Source language The language from which you are
translating/interpreting.
Stock phrases Also known as pat phrases. Standard expressions
that come up

repeatedly in political discourse and which are no more than
synonyms for
other, more common expressions; e.g. I’m much obliged (thank
you); to my
mind (I think) etc.
Target language The language into which you are
translating/interpreting.
Time lag See Décalage
Unit of meaning Small sections of discourse that have a
meaning in context
for someone wishing to understand. The suggestion being that
it’s not worth
starting to interpret until you have heard at least a unit of
meaning. ‘Units
of meaning are the synthesis of a number of words present in
short-term
memory associating with previous cognitive experiences or
recollections’
(Lederer 1978: 330).
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l’interprétation, 2nd edn,
Paris: Didier Erudition.
Seleskovitch, D. and Lederer M. (1995) A Systematic Approach
to Teaching Interpretation
(English translation by J. Harmer of Seleskovitch, D. and
Lederer M. (1989), Pedagogie
raisonnée de l’interprétation), 1st edn, The Registry of
Interpreters for the Deaf.
Setton R. (2008) ‘Progression in SI training’, in Forum 6:2, pp.
173–93, Seoul.
Sherwood-Gabrielson, P., Newington, V. and Swabey, L. (2008)
Consecutive Interpreting:
An Instructor’s Manual, University of Minnesota.
Szabó, C. (2003) Interpreting: From Preparation to
Performance. Recipes for Practitioners
and Teachers, Budapest: British Council.
Taylor-Bouladon, V. (2001) Conference Interpreting –
Principles and Practice, Adelaide:
Crawford.
Thiéry, C. (1981) ‘L’enseignement de la prise de notes en
interprétation consecutive:
un faux problème?’, in Delisle, J. (ed.) L’enseignement de
l’interprétation et de la

traduction – de la theorie a la pedagogie. Cahiers de
traductologie 4, Ottawa: 99–112.
Bibliography 271
Tryuk, M. (2002) ‘Le perfectionnement linguistique pour les
interprètes vers la langue B’,
in Teaching Simultaneous Interpretation into a ‘B’ Language,
Paris: EMCI.
Van Dam, I. (1989) ‘Strategies of Simultaneous Interpretation’
in Gran, L. and Dodds,
J. (eds), The Theoretical and Practical Aspects of Teaching
Conference Interpreting,
Udine: Campanotto Editore, pp. 167–76.
Van Hoof, H. (1962) Théorie et pratique de l’interprétation,
Munich: Hueber.
Visson, L. (1999) From Russian into English – An Introduction
to Simultaneous
Interpretation, 2nd edn, Newburyport: Focus Publishing.
Walker, David, 2005, Dekalog, at Interpreter Training
Resources. Online. Available: http://
interpreters.free.fr/language/dekalog.htm (accessed 1 June
2012).
Weber, W. (1989) ‘Improved ways of teaching consecutive
interpretation’, in Gran, L.
and Dodds, J. (eds), The Theoretical and Practical Aspects of
Teaching Conference

Zalka, I. (1989) ‘The teaching of lexical items in Consecutive
Interpretation’, in Gran, L.
and Dodds, J. (eds), The Theoretical and Practical Aspects of
Teaching Conference
Zanier Visintin, A. (2008) ‘Pedagogic translation as a skill-
enhancing tool’, in Memorias
del IV foro Nacional de Estudios en Lenguas, Universidad de
Quintana Roo, pp. 460–8.
Interpreter trainers
(quoted as the unpublished source of exercises)
Béziat, Catherine, ISIT
Borg, Astrid, ISIT
Brehm, Beate, European Parliament
Carsten, Svetlana, Leeds
Fox, Brian, European Commission
Getan Bornn, Jesus, ESIT and ISIT
Gudgeon, Ailsa, Voice coach, London
Llewellyn-Smith, Sophie, Leeds
Moser-Mercer, Barbara, ETI
Mühle, Hans-Werner, Heidelberg
Poger, Julia
Walker, Karin, Cologne FHK
Walker, David, European Parliament
Woodman, Nick, European Parliament
http://www.interpreters.free.fr/language/dekalog.htm
http://www.interpreters.free.fr/language/dekalog.htm

Index
Key:
media = print media one = one or more pairs = at least 2 group
= at least 3
Exercise
type/
material
Number of
participants
A.1 Practise often Practice How to Practise any one
A.2 Practise in short sessions Practice How to Practise any one
A.3 Don’t only interpret Practice How to Practise any one
A.4 Practise skills in isolation Practice How to Practise any one
A.5 Practise with an aim Practice How to Practise any one
A.6 Think about your work Practice How to Practise any one
A.7 Take a break Practice How to Practise – one
A.8 Don’t force yourself Practice How to Practise – one
A.9 Start interpreting into
your best language
Practice How to Practise any one or
more
A.10 Practise in groups Practice How to Practise any group
A.11 Shake it up Practice How to Practise any group
A.12 Listen to each other Practice How to Practise spoken
group
A.13 Be a listener Practice How to Practise spoken pairs
A.14 Work with listeners who
need interpretation

Practice How to Practise spoken group
A.15 Get non-interpreters
involved
Practice How to Practise spoken group
A.16 Use appropriate types of
speeches
Practice Practice material spoken pairs
A.17 Use speeches of the right
level of dif� culty
Practice Practice material spoken pairs
A.18 Use speech transcripts Practice Practice material transcript
one
A.19 Use appropriate texts for
sight translation
Practice Practice material texts one
A.20 Prepare and give
speeches yourself
Practice Practice material transcript one
A.21 2 column structure maps Practice Practice material
transcript one
A.22 Prepare speaking-notes
on a single page
Practice Practice material – one

274 Index
A.23 Prepare speeches in
consecutive note form
Practice Practice material transcript one
A.24 Prepare technical
speeches
Practice Practice material texts,
transcript
one
A.25 Read around your subject Practice Preparation texts one
A.26 News round-up Practice Preparation media group
A.27 News round-up
presentation
Practice Preparation media group
A.28 Pool your resources Practice Preparation media group
A.29 Brainstorm Practice Preparation – group
A.30 Brainstorm without a pen Practice Preparation – group
A.31 Improvise from prepared
information
Practice Preparation media group
A.32 Read around both sides
of the argument
Practice Preparation media one

A.33 Create a debating society Practice Preparation spoken
group
A.34 Know thy speaker 1 Practice Preparation media one
A.35 Know thy speaker 2 Practice Preparation media,
spoken
one
A.36 Work with real
documents
Practice Preparation texts one
A.37 Sight translation Practice Preparation texts one
A.38 Focus on technique
issues
Practice Feedback any one
A.39 Structure your feedback Practice Feedback any pairs
A.40 Be positive Practice Feedback any pairs
A.41 Be disciplined about time
management
Practice Feedback spoken group
A.42 Use a feedback template Practice Feedback spoken pair
A.43 Write feedback down Practice Feedback spoken one
A.44 Keep a logbook 1 Practice Feedback any one
A.45 Record your work Practice Feedback spoken one
A.46 Analyze problems
encountered
Practice Feedback any one

A.47 Use Post-it notes Practice Feedback spoken one
A.48 Rehearse Practice Feedback spoken one
A.49 Collect solutions Practice Feedback any one
A.50 Look for learning
strategies
Practice Feedback internet one
B.1 News round-up Language General
Knowledge
media group
B.2 News round-up
presentation
Language General
Knowledge
media group
B.3 Question the implicit
knowledge in newspaper
articles
Language General
Knowledge
media one
B.4 Swot up from school
books
Language General
Knowledge

books one
Index 275
B.5 Read specialist
magazines
Language General
Knowledge
media one
B.6 Prepare technical
speeches
Language General
Knowledge
media one
B.7 Understand rather than
translate
Language General
Knowledge
internet one
B.8 Wiki-parallels Language General
Knowledge
internet one
B.9 Research your speaker’s

people
Language General
Knowledge
books one
B.10 Trivial Pursuit Language General
Knowledge
– group
B.11 Read books Language General
Knowledge
books one
B.12 The picture you can’t see Language General
Knowledge
media pairs
B.13 Word association Language General
Knowledge
– group
B.14 Acronym testing Language General
Knowledge
– group
B.15 General knowledge
collocation
Language General

Knowledge
– group
B.16 Re-introducing context Language General
Knowledge
media pairs
B.17 What’s in a name? Language General
Knowledge
– one
B.18 Get the news in multiple
formats
Language Passive language
skills
media one
B.19 Read different papers Language Passive language
skills
media one
B.20 Reading for register Language Passive language
skills
media one
B.21 Read specialist
magazines

skills
media one
B.22 Copy out what you’ve
read
skills
media one
B.23 Read about your
language(s)
skills
books one
B.24 Make friends with
dictionaries
skills
books one
B.25 Use Wikipedia as a
multi-lingual dictionary
skills
internet one

B.26 Listen to talk radio Language Passive language
skills
radio one
B.27 Watch popular TV Language Passive language
skills
TV,
internet
one
B.28 Use the internet in other
languages
skills
internet one
B.29 Change your settings to
‘other language’
skills
internet one
276 Index
B.30 Listen to pop music and
read the lyrics

skills
internet one
B.31 Use your school’s
facilities
skills
any one
B.32 What’s on! Language Passive language
skills
media one
B.33 A change is as good as
a rest
skills
any one
B.34 Write in your language(s) Language Active language
skills
– one
B.35 Become an watchful
reader
Language Active language
skills

media one
B.36 Create topic � les Language Active language
skills
media one
B.37 Parallel texts Language Active language
skills
media one
B.38 Sight translation* to
activate* new language
skills
texts one
B.39 The language of death Language Active language
skills
transcript one
B.40 Parallel texts for political
standpoint
skills
media one
B.41 Magic Bag Language Active language
skills

– group
B.42 Use concordance
software
skills
internet one
Bb.43 Activating grammatical
structures
skills
transcript one
B.44 Vocabulary ball Language Active language
skills
– group
B.45 Talk to native speakers Language Active language
skills
– pairs
B.46 Talk to yourself –
internal monologue
skills
spoken one

B.47 Listen to yourself live Language Active language
skills
spoken one
B.48 Record yourself 1 Language Active language
skills
spoken one
B.49 Record and transcribe Language Active language
skills
spoken one
B.50 Record yourself 2 Language Active language
skills
spoken one
B.51 Your favourite mistakes Language Active language
skills
spoken one
B.52 Reading aloud Language Active language
skills
transcript one
B.53 Total reading Language Active language
skills
media,
transcript

one
B.54 Total listening Language Active language
skills
transcript one
Index 277
B.55 Inversion of form Language Active language
skills
spoken one
B.56 Shadowing Language Active language
skills
spoken one
B.57 Paraphrasing Language Active language
skills
spoken one
B.58 Paraphrase a single
sentence
skills
text one
B.59 Semantic dictation Language Active language

skills
spoken pairs
B.60 Blind drawing Language Active language
skills
spoken pairs
B.61 Learn by heart 1 Language Active language
skills
transcript,
media
one
B.62 Learn by heart 2 Language Active language
skills
transcript one
B.63 Write and learn speeches Language Active language
skills
– one
B.64 Create a debating society Language Active language
skills
–
B.65 Impersonate Language Active language
skills
internet one

B.66 Poems and songs Language Active language
skills
internet one
B.67 Re-enact comedy
sketches
skills
internet
B.68 Recording vocabulary Language Active language
skills
any one
B.69 Collect vocab in
collocation
skills
any one
B.70 Create a collocation
dictionary
skills
any one
B.71 Become a label spotter Language Active language

skills
– one
B.72 Look up only what crops
up (several times)
skills
books one
B.73 Use Google images as a
picture dictionary
skills
internet one
B.74 Wiki-parallels Language Active language
skills
internet one
B.75 Read and record
interesting terms
skills
any One
B.76 Stock expressions Language Active language
skills

transcript One
B.77 The rise and fall of the
synonym
skills
media One
B.78 Crosswords Language Active language
skills
– One
B.79 Link memory Language Active language
skills
– One
278 Index
B.80 Inter-language memory
association
skills
– one
B.81 Cloze exercise Language Active language
skills
transcript pairs

B.82 Synonym association Language Active language
skills
– group
B.83 Taboo Language Active language
skills
– group
B.84 De� nition matching Language Active language
skills
– group
B.85 Terminology Bingo Language Active language
skills
– group
C.1 Breathe Consecutive Delivery – one
C.2 Face massage Consecutive Delivery – one
C.3 Just a Minute 1 Consecutive Delivery spoken group
C.4 Just a Minute 2 Consecutive Delivery spoken group
C.5 Talking to a mirror Consecutive Delivery spoken one
C.6 Tell it to grandma Consecutive Delivery spoken pairs
C.7 Observe and copy Consecutive Delivery spoken one
C.8 Write and deliver
speeches
Consecutive Delivery spoken one
C.9 Defend controversial
viewpoints

Consecutive Delivery spoken group
C.10 Create a debating society
/ role play
C.11 Impersonate Consecutive Delivery spoken one
C.12 Turn up the volume Consecutive Delivery spoken group
C.13 Reading aloud Consecutive Delivery transcript one
C.14 Giving speeches for each
other
Consecutive Delivery spoken pairs
C.15 Napkin speeches Consecutive Delivery spoken pairs
C.16 Record and transcribe Consecutive Delivery spoken one
C.17 Intonation is meaning Consecutive Delivery spoken one
C.18 Film or record yourself Consecutive Delivery spoken one
C.19 Create a real client Consecutive Delivery spoken group
C.20 Stand in a corner Consecutive Delivery spoken group
C.21 Speak outdoors Consecutive Delivery spoken group
C.22 Sight translation* with a
time limit
C.23 Note-reading practice Consecutive Delivery spoken one
C.24 Note-reading according
to Jones
Consecutive Delivery spoken one
C.25 Try different equipment Consecutive Delivery – one
C.26 Concentrate! Consecutive Analysis spoken one
C.27 Train your concentration Consecutive Analysis spoken one

C.28 News summaries Consecutive Analysis media,
spoken
group
C.29 Text summaries Consecutive Analysis spoken pairs
Index 279
C.30 Speech summaries 1 Consecutive Analysis spoken pairs
C.31 Counting on your � ngers Consecutive Analysis spoken
pairs
C.35 Structured speeches 1 Consecutive Analysis spoken pairs
C.36 Five point speeches Consecutive Analysis spoken pairs
C.37 Interpret � lm plots Consecutive Analysis spoken pairs
C.38 Monolingual interpreting Consecutive Analysis spoken
pairs
C.39 Chop up into sections Consecutive Analysis transcript
pairs
C.40 Jigsaw puzzle Consecutive Analysis transcript pairs
C.41 Spoken jigsaw puzzle Consecutive Analysis transcript
group
C.42 Identify the skeleton of
meaning
Consecutive Analysis transcript one
C.43 Redaction Consecutive Analysis transcript one
C.44 Introduction to structure
maps

C.45 Create structure maps Consecutive Analysis transcript one
C.46 Mind Maps Consecutive Analysis spoken one
C.47 Notes on a single page Consecutive Analysis – one
C.48 Le � l rouge Consecutive Analysis spoken pairs
C.49 Identify ideas* Consecutive Analysis transcript one
C.50 Highlight the links* Consecutive Analysis transcript one
C.51 Ideas* and Links* –
introduction to note
structure
C.52 Note only the links* Consecutive Analysis transcript one
C.53 Hands up if you hear
a link
Consecutive Analysis spoken group
C.54 Give note-taking
structure to a text
C.55 Create information
hierarchies
Consecutive Analysis media one
C.56 Connective exercises Consecutive Analysis – group
C.57 Re-introducing context Consecutive Analysis media pairs
C.58 Uncover the implicit Consecutive Analysis media one
C.59 Semantic Network

Activation* 1
Consecutive Analysis transcript pairs
Activation* 2
Consecutive Analysis transcript pairs
C.61 Note-taking from lectures Consecutive Analysis spoken
one
C.62 Note-taking with time lag Consecutive Analysis spoken
pairs
C.63 Semantic dictation Consecutive Analysis spoken pairs
C.64 Take notes after the
speech
Consecutive Analysis spoken pairs
C.65 Take notes but don’t use
them
Consecutive Analysis spoken pairs
280 Index
C.66 Analyze how speeches
are written
Consecutive Analysis transcripts one
C.67 Learn to write speeches Consecutive Analysis – one
C.68 Recreate real meetings Consecutive Analysis – group
C.69 Work with real

documents
Consecutive Analysis texts group
C.70 Remembering sentences Consecutive Memory and
recall
spoken group
C.71 Rucksack packing
exercise 1
Consecutive Memory and
recall
spoken group
C.72 Rucksack packing
exercise 2
recall
spoken group
C.73 Info-Chain Consecutive Memory and
recall
spoken group
C.74 Liaison interpreting Consecutive Memory and
recall
spoken group
C.75 Recreate the news Consecutive Memory and
recall

TV one
C.76 Interpret from a picture Consecutive Memory and
recall
spoken group
you can’t see
recall
spoken group
C.78 Interpret � lm plots Consecutive Memory and
recall
spoken pairs
C.79 Tell a story Consecutive Memory and
recall
spoken pairs
C.80 Interpret fairytales Consecutive Memory and
recall
spoken pairs
C.81 Visualization Consecutive Memory and
recall
spoken pairs

C.82 Memory Linking Consecutive Memory and
recall
– one
C.83 Visual memory linking Consecutive Memory and
recall
spoken pairs
C.84 Location linking
technique
recall
– one
C.85 Structured speeches 2 Consecutive Memory and
recall
spoken group
C.86 Counting on your � ngers Consecutive Memory and
recall
spoken pairs
C.87 Deliberately don’t note
something
recall
spoken pairs

C.88 Note left-handed Consecutive Memory and
recall
spoken one
C.89 Highlight and hide Consecutive Memory and
recall
transcript one
C.90 Brainstorm without a pen Consecutive Memory and
recall
– group
Index 281
C.91 News round-up
presentation without
notes
recall
media group
C.92 Improvize from prepared
information
recall
media group

speech
recall
spoken pairs
C.94 Take notes but don’t use
them
recall
spoken pairs
C.95 Word association Consecutive Memory and
recall
– group
C.96 Acronym testing Consecutive Memory and
recall
– group
C.97 Numbers and names
speeches
recall
spoken pairs
C.98 Mnemonic activation* 1 Consecutive Memory and
recall

– pairs
C.99 Mnemonic activation* 2 Consecutive Memory and
recall
– pairs
C.100 Ideas* and Links* –
introduction to note
structure
Consecutive Note-taking transcript one
C.101 Give note-taking
structure to a text
C.102 Monolingual interpreting Consecutive Note-taking
transcript,
spoken
pairs
C.103 One word per paragraph Consecutive Note-taking
transcript,
spoken
one
C.104 Note left-handed Consecutive Note-taking spoken one
C.105 Five point speeches Consecutive Note-taking spoken
pairs

Activation* 1
Consecutive Note-taking – pairs
Activation* 2
Consecutive Note-taking – pairs
speech
Consecutive Note-taking spoken one
C.109 Keep on keeping on Consecutive Note-taking – one
C.110 Take notes from
transcript and slow
speeches
Consecutive Note-taking transcript,
spoken
one
C.111 Prepare speeches in
consecutive note form
C.112 Practise diagonal notes Consecutive Note-taking
transcript one
C.113 Divide the page in two Consecutive Note-taking – one
C.114 Highlight margin items Consecutive Note-taking
transcript one
C.115 Note link and one word

only
C.116 Noting less Consecutive Note-taking transcript,
spoken
one
282 Index
C.117 Try different equipment Consecutive Note-taking – one
C.118 Rewrite your notes Consecutive Note-taking – one
C.119 Telescoping Consecutive Note-taking – one
C.120 Compare notes Consecutive Note-taking – pairs
C.121 Practise your structure
and symbols
C.122 Reading your notes days
later
Consecutive Note-taking – one
C.123 Practise noting names Consecutive Note-taking spoken
pairs
C.124 Take notes standing Consecutive Note-taking – one
C.125 Note only in target
language
Consecutive Reformulation spoken one
C.126 Do the same speech
twice

Consecutive Reformulation spoken one
C.127 Record your interpreting Consecutive Reformulation
spoken one
C.128 Consec from consec Consecutive Reformulation spoken
group
C.129 Film or record yourself Consecutive Self-monitoring
spoken one
C.130 Referee each others’
work
Consecutive Self-monitoring spoken group
C.131 Improvization exercise 1 Consecutive Split attention
spoken group
spoken group
spoken group
you can’t see
Consecutive Split attention spoken group
C.135 Shadow and write Consecutive Split attention spoken one
C.136 One word per paragraph Consecutive Split attention
spoken one
C.137 Take notes from slow
speeches
Consecutive Split attention spoken pairs
C.138 Note-taking with time lag Consecutive Split attention
spoken one
C.139 Note-reading according

to Jones
Consecutive Split attention transcript one
C.140 Double note-taking Consecutive Split attention spoken
one
D.1 Do consecutive from
simultaneous
Simultaneous Delivery spoken group
D.2 Inverted conference Simultaneous Delivery spoken group
D.3 Whispering Simultaneous Delivery spoken group
D.4 Do it again Simultaneous Delivery spoken pairs
D.5 Shadow* a bad speaker Simultaneous Delivery spoken one
D.6 Turn the volume down Simultaneous Delivery spoken one
D.7 Improvization exercise 1 Simultaneous Split attention
spoken group
D.8 Improvization exercise 2 Simultaneous Split attention
spoken group
D.9 Two words at a time Simultaneous Split attention spoken
pairs
D.10 Two questions at a time 1 Simultaneous Split attention
spoken pairs
D.11 Two questions at a time 2 Simultaneous Split attention
spoken pairs
D.12 Listen and count Simultaneous Split attention spoken one
D.13 Listen and do sums Simultaneous Split attention spoken
one
D.14 Sight translation* – one
sentence at a time
Simultaneous Split attention texts pairs

Index 283
D.15 Sight translation* Simultaneous Split attention texts pairs
D.16 Interpret in slow motion Simultaneous Split attention
spoken one
D.17 Interpret silently Simultaneous Split attention spoken one
D.18 Listen � rst, interpret
second time
Simultaneous Split attention spoken one
D.19 Consecutive � rst Simultaneous Split attention spoken
pairs
D.20 Reported interpreting Simultaneous Split attention spoken
pairs
D.21 Number plates Simultaneous Split attention – one
D.22 Read and listen Simultaneous Split attention transcript,
spoken
one
D.23 Spotting meaningful
chunks
Simultaneous Time lag spoken one
D.24 Maximise your time lag* Simultaneous Time lag spoken
one
D.25 Minimize your time lag* Simultaneous Time lag spoken
one
D.26 Vary your time lag* Simultaneous Time lag spoken pairs
D.27 Make salami Simultaneous Time lag spoken one
D.28 Shuf� e the sentence Simultaneous Time lag spoken one
D.29 Shuf� e the clauses Simultaneous Time lag spoken one
D.30 Time lag* with numbers

only
Simultaneous Time lag spoken pairs
D.31 Analyze how speeches
are written
Simultaneous Anticipation books,
transcript
one
D.32 Learn to write speeches Simultaneous Anticipation books
one
D.33 Give structured speeches
1
Simultaneous Anticipation spoken pairs
D.34 What comes next Simultaneous Anticipation transcript
pairs
D.35 What comes next 2 Simultaneous Anticipation transcript
one
D.36 What comes next 3 Simultaneous Anticipation transcript
one
D.37 Cloze exercise Simultaneous Anticipation transcript one
D.38 Highlight and anticipate Simultaneous Anticipation
transcript one
D.39 Torn newspapers Simultaneous Anticipation media one
D.40 Fill in the blanks Simultaneous Anticipation spoken pairs
D.41 Shadow and eliminate
interference
Simultaneous Anticipation spoken pairs
D.42 Do it again Simultaneous Anticipation spoken pairs
D.43 Written translation Simultaneous Reformulation texts one

D.44 Read translations Simultaneous Reformulation texts one
D.45 Group translation Simultaneous Reformulation texts group
D.46 Keep a logbook 2 Simultaneous Reformulation – one
D.47 Parallel texts Simultaneous Reformulation media one
D.48 Parallel texts for political
standpoint
Simultaneous Reformulation media one
D.49 Multiple paraphrasing Simultaneous Reformulation texts
group
D.50 Paraphrase (in same
language)
Simultaneous Reformulation transcript one
D.51 Deverbalization 1 Simultaneous Reformulation transcript
one
D.52 Deverbalization 2 Simultaneous Reformulation media one
284 Index
D.53 Reverbalization Simultaneous Reformulation spoken one
D.54 Dubbing Simultaneous Reformulation TV group
D.55 Improvization exercise Simultaneous Reformulation
spoken group
D.56 Interpret from a picture Simultaneous Reformulation
spoken group
D.57 Interpret from a picture
you can’t see
Simultaneous Reformulation spoken group
D.58 Describe a photo Simultaneous Reformulation spoken

pairs
D.59 Sight paraphrasing Simultaneous Reformulation transcript
pairs
D.60 Monolingual interpreting Simultaneous Reformulation
spoken pairs
D.61 Say the opposite Simultaneous Reformulation transcript,
spoken
one
D.62 Change the grammar,
leave the meaning
Simultaneous Reformulation transcript,
spoken
one
D.63 Try extremes of register Simultaneous Reformulation
spoken one
D.64 Summarize drastically Simultaneous Reformulation spoken
one
D.65 Add redundancies Simultaneous Reformulation spoken one
D.66 Stock phrases Simultaneous Reformulation spoken one
D.67 Overuse a metaphor Simultaneous Reformulation spoken
group
D.68 Make salami Simultaneous Reformulation spoken one
D.69 Shuf� e information items Simultaneous Reformulation
spoken one
D.70 Shuf� e chunks of the
sentence
Simultaneous Reformulation spoken one
D.71 Correct with a thesaurus Simultaneous Reformulation
spoken one

D.72 Do it again Simultaneous Reformulation spoken one
D.73 Give it a thorough going
over
D.74 Make a transcript of your
work
D.75 Teacher Demonstration Simultaneous Reformulation
spoken group
D.76 Paraphrase when reading
aloud
Simultaneous Reformulation transcript one
D.77 Replace cognates* Simultaneous Reformulation transcript,
spoken
one
D.78 Use cognates* Simultaneous Reformulation transcript,
spoken
one
D.79 Improvizing synonyms Simultaneous Reformulation
spoken one
D.80 Use Plan ‘B’ Simultaneous Reformulation spoken one
D.81 Mnemonic activation* 1 Simultaneous Reformulation –
pairs
D.82 Mnemonic activation* 2 Simultaneous Reformulation –
pairs
D.83 Listen to other students’

work
Simultaneous Self-monitoring spoken group
D.84 Post-it notes Simultaneous Self-monitoring – one
D.85 Keep a logbook Simultaneous Self-monitoring – one
D.86 Record your work Simultaneous Self-monitoring – one
D.87 Give it a thorough going
over
Simultaneous Self-monitoring – one
D.88 Record and transcribe Simultaneous Self-monitoring
spoken one
D.89 Confer with colleagues Simultaneous Self-monitoring
spoken group
Index 285
D.90 Shadow* a bad speaker Simultaneous Self-monitoring
spoken
D.91 Dubbing Simultaneous Stress
management
spoken group
D.92 Re-enact a comedy
sketch
Simultaneous Stress
management
spoken group

D.93 Put your feet up Simultaneous Stress
management
spoken
D.94 Stand on a chair Simultaneous Stress
management
spoken
D.95 Stand in a corner Simultaneous Stress
management
spoken group
D.96 Dress-up Friday Simultaneous Stress
management
– group
D.97 Blind drawing Simultaneous Stress
management
– pairs
D.98 Face massage Simultaneous Stress
management
– one
D.99 Aahh Simultaneous Stress
management
– one
D.100 Virtual travel Simultaneous Stress

management
– one
D.101 Shoulder melting Simultaneous Stress
management
– one
D.102 Auto-suggestion Simultaneous Stress
management
– one
D.103 Sight Translation* with a
time limit
Simultaneous Stress
management
texts pairs
D.104 Improvization exercise 1 Simultaneous Stress
management
spoken group
D.105 Improvization exercise 2 Simultaneous Stress
management
spoken group
D.106 Say the opposite Simultaneous Stress
management
spoken group

D.107 Try extremes of register Simultaneous Stress
management
spoken group
D.108 Overuse a metaphor Simultaneous Stress
management
spoken group
Cover Conference InterpretingTitle Page Copyright Page Table
of Contents AcknowledgementsIntroductionAbout this bookHow
to use this bookPart A: PracticeHow to practise A.1–
A.15Practice material A.16–A.24Preparation A.25–
A.37Feedback A.38–A.50Part B: LanguageGeneral knowledge
B.1–B.17Improving your passive languages B.18–
B.33Improving your active languages B.34–B.85Part C:
Consecutive interpretingDelivery C.1–C.25Active listening and
analysis C.26–C.69Memory and recall C.70–C.99Note-taking
C.100–C.124Reformulation C.125–C.128Self-monitoring
C.129–C.130Split attention C.131–C.140Part D: Simultaneous
interpretingDelivery D.1–D.6Split attention D.7–D.22Time
lag/Décalage D.23–D.30Anticipation D.31–D.42Reformulation
D.43–D.82Self-monitoring D.83–D.90Stress management D.91–
D.108GlossaryBibliographyIndex
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>>
>> setdistillerparams
<<
/HWResolution [2400 2400]
/PageSize [595.276 841.890]
>> setpagedevice

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