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ly and contact the speaker or event personnelto get as much information as possible.This will ensure that the interpreter does notlose control of the interpretation task when an unpredictable event occurs.Sitepreparation and equipment testing are also essential for the online interpretation taskin this report.

2.1.1 Collecting Background Information

Before the task,the author had already built excellent communication via emailwith the speaker,and the two-day cooperation enhanced familiarity for both thespeaker and the interpreter.Though the speaker did not send the teaching materialsand slides all at once,based on the syllabus he showed,the interpreter had thechance to make in-time preparation and managed to anticipate what would be taughtbefore the class started.In this way,the interpreter collected related information oncurriculum development models and design.The interpreter read extensively inlarge quantities,mainly in Chinese.Parallel texts are the most effective way forinterpreters to prepare for an evolving field while balancing time constraints.Theinterpreter decided to find as many accessible materials as possible to read.This wasto have heads-up on the next day’s interpreting task to ensure the interpreting was solid and reliable.Furthermore,most of the time,the interpreter only providesEnglish-Chinese interpretation.Therefore,collecting and reading backgroundinformation in Chinese is more effective than in English.

2.2 While-Interpreting

Unexpected situations happen all the time during the process of interpreting,and interpreters can only make forecasts based on their previous experience.However,unexpected scenarios vary.In most circumstances,interpreters can onlydepend on their preparation,previous experience,improvisation,and professionalism.

2.2.1 Lecture Description

TencentMeeting provided technical support for the interpreting task,whichlasted 101 minutes.During the Course Design and Development session,theinterpreter provided online consecutive interpretation for the speaker and theparticipants.The speaker started the lecture by introducing the teaching objectives.Later,he elaborated on three curriculum development models,curriculum design,and approaches to curriculum design.The interpreter provided online consecutiveinterpreting service once the speaker finished one-slide lecturing.Usually,thespeaker takes three to four minutes to refine and explain the content on the slide.The interpreter starts interpreting based on the notes when the speaker finishesspeaking.

Chapter 3 Interpretive Theory......................11

3.1 Introduction to Interpretive Theory........................11

3.2 Application of Interpretive Theory.....................11

Chapter Four Case Study..............................14

4.1 Common Problems in Interpreting...............................14

4.1.1 Literal Interpreting.............................14

4.1.2 Invalid Information Addition..................15

Chapter Five Conclusion..........................25

Chapter Four Case Study

4.1 Common Problems in Interpreting

4.1.1 Literal Interpreting

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