He knows more English than I.
这里，汉语“水平”一词虽未译出，但其意已暗含在句子之中，因此就不言而喻了。 2）各级领导干部必须提高领导水平。
Cadres at all levels should improve their art of leadership. 这里的“领导水平”，实际上指领导能力，领导艺术，故译作art of leadership。
第十四章 英汉语言的对比与翻译
Teaching Objectives (教学目的):
1. To make students understand the importance of translation 2. To help students translate the clauses correctly.
3. To require the students to know the contrast between English and Chinese in its language and its translation.
Teaching Requirements(教学要求):
1. Students are able to get a clear picture of the text .
2. Students are required to master the new words and phrases in this part. 3. Students should read some reading materials and do exercises after class .
Teaching methodology(教学方法):
1. Communicative method (交际法) 2. Cognitive method(认知法):
3. Functional and notional method(功能意念法) 4. The grammar-translation method
Time Distributive(时间分配)
1. Preparation and analyses of the text (2 hours) 2. Analyses of the text A and exercises (1 hours)
Focuses in teaching (教学难点)
1.The cohesion of the two language
Teaching Procedures (教学过程)
英汉两种语言之间异多于同，本章主要就英汉两种语言各自的衔接手段以及英语的形合同汉语的意合进行对比。谈到衔接（conhesion）手段，我们马上就会将它同语篇联系在一起。商务英语的语篇也主要是依靠语法衔接和词汇衔接这两种手段组成的。（阅读课文P.123-125）
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衔接（conhesion）词语可划分下面几种类型： 1．照应（阅读课文P.123-125）（分析课后练习） 2．词汇衔接（阅读课文P.123-125）
1）Jesse opened his eyes. They were filled with tears.(指代) 杰西睁开眼睛，眼里充满了泪水，
2）Come to my office and have a talk with me whenever you are free.（关系副词） 你什么时候有空，就什么时候到我办公室来谈一谈。
3）On Sunday afternoon, some reviewed their lessons, and others helped the cooks in their work.（用some … and others，some…others连用的句子）
星期日下午，复习功课的复习功课，帮厨的帮厨。 3．连接（阅读课文P.123-125）
Nowadays, under the new tuition system, an increasing number of students, especially those poverty-stricken students, now seem to be defeated by the crushing tuition burden. Therefore , many people complain that the new tuition system keeps poverty-stricken students away from college. However , in my opinion, the new tuition system does add much difficulties to the poor students but it will never keeps them away from college. First, in carrying out the new tuition system, the governmental should provide some special policy for poor student. Besides, they are entitled to take a loan from banks or do some part-time jobs during their spare time, such as weekends and holidays. Finally, they can try to win scholarship by additional efforts. In short , man proposes, and God disposes. No one will be kept out of college due to financial burden unless he is defeated by himself.上面的一段话使用的是过度衔接词
4．替代 例如：
1）Ours will no longer be a nation subject to insult and humiliation. We have stood up. (ours名词性替代)
我们的民族将再也不是被人侮辱的民族了，我们已经站起来了。 2）You should help him since you have promised to do so.（do动词性替代）
你答应了帮助他就应当帮助他。
3）The Chinese people are brave, so is the Communist Party of China, and they are determined to liberate all China.（so替代表语）
中国人是勇敢的，中国共产党也是勇敢的，他们一定要解放全中国。 5.省略（本书第四章讲过增词和减词）
1）Reading makes a full man; conference (…) a ready man, writing (…) an exact man.
读书使人充实，讨论使人机智，写作使人准确。(汉译时增补原文句子中所省略的
动词。)
2）We don‘t retreat, we never have (…) and never will (…) .
我们不后退，我们从没有后退过，将来也决不后退。(汉译时增补原文句子中所省
略的动词。)
3）Better be wise by the defeat of others than by your own.
从别人的失败中吸取教训比从时自己的失败中吸取教训更好。 （汉译时增补原文比较句中所省略部分。 原文全句应是：It is better to be wise by the
defeat of others tan to be wise by the defeat of your own.）
4) He shrugged his shoulders, shook his head, cast up his eyes, but said nothing.
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他耸耸（……）肩，摇摇（……）头， （……）两眼看天，一句话不说。 （英语中的物主代词，汉译时往往可以省略。）
5) There was no snow, the leaves were gone from the trees, the grass was dead.
天未下雪，但叶落草枯。（如果不省略而译成“……树叶从树上落下来，草也枯死了”，就远不如“……叶落草枯” 简明洗炼。）
第十五章 英语重形合与汉语重意合对比
Teaching Objectives (教学目的):
1.To make students understand the importance of translation 2.To help students translate the clauses correctly.
3.To require the students to know the character of hypotaxis (形合)and parataxis(意合) in translation.
Teaching Requirements(教学要求):
1. Students are able to get a clear picture of the text .
2. Students are required to master the new words and phrases in this part. 3. Students should read some reading materials and do exercises after class.
Teaching methodology(教学方法):
1. Communicative method (交际法) 2. Cognitive method(认知法):
3. Functional and notional method(功能意念法) 4. The grammar-translation method
Time Distributive(时间分配)
1. Preparation and analyses of the text (2 hours) 2.Analyses of the text A and exercises (1 hours)
Focuses in teaching (教学难点)
1. The character of hypotaxis(形合) and parataxis(意合) in translation.
Teaching Procedures (教学过程)
一、以形合为特点的英语同以意合为特点的汉语对比
在所有的语言中,句子的内部连接或外部连接几乎都不外乎使用三种手段: 句法手段、词汇手段和语义手段。使用前两种手段进行句子连接的语言被称为以形合（hypotaxis）为特点
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的语言，使用后一种手段进行句子连接的语言被称为以意合（parataxis）为特点的语言。
例如： 1．It was a keen disappointment that I had to postpone the visit which I had intended to pay to China in January.
我原打算一月份访问中国，后来不得不推迟，这使我非常失望。
原文充分展示了英语综合性语言的特征，即句法、词汇和语义手段?开门见山（It was a keen disappointment）；?借助从句（that 和which从句）进行解释说明；?利用词的曲折变化实现语法关系（had to postpone ，had intended）。
译文按时间顺序展开，借助副词“原，后来”表示语法关系，发挥动词优势，将整件事情交待得清清楚楚。
2．The isolation of the rural area because of the distance and paucity of transport facilities was compounded by the lack of information media.
由于距离[城镇]远，缺乏交通工具，使得广大农村地区与外界隔绝。这种状况又由于缺乏信息媒介，而变得更加糟糕。
原文是一个典型的英语句子。它的特点是：?主干突出：The isolation was compounded；?借助介词和连词层层搭架：句中共用了四个of ，一个and ，一个by ；?名词见长：句中共用了九个名词。
译文由两个典型的汉语句子组成，层次分明严密紧凑。整个句子按照逻辑顺序展开，先因后果，借助动词（全句共用六个动词），一项一项地交待（由于……使得……隔绝。又由于……而……更加糟糕）。
二、以意合为特点的汉语在翻译过程中可以利用形合法的优势
（阅读本章P.135-136）
（1）采用形合句可以明确地再现原句内部所含的清晰的逻辑推理关系和逻辑非推理关系。
例如： During the World Cup the streets were filled with football fans. 世界杯比赛期间，街上挤满了球迷。
（2）采用形合句有利于再现原文所含的强调意味，因为形合透明，意合含蓄，透明的强调意味始终比含蓄的强调意味要显著
（3）采用形合句可以使译文有利于承上启下，前呼后应 三、从形合、意合的角度看英汉互译的方法
（阅读本章P.136-138） 例如：
1. He had flown in just the day before from Georgia where he had spend his vacation 1 2
basking in the Caucasian sun after the completion of the construction job he had been 3 engaged in the South. 3
他本来在南方从事一项建筑工程；任务完成之后，他就上格鲁吉亚去度假，享受高加 3 2 索的阳光，昨天才坐飞机回来。
1 2
原文里“在南方从事一项建筑工程”放在句子的最后部分。但是事情发生的时间却在最先；在格鲁吉亚度假也是回来以前的事情，但是叙述中却放在回来这一件事之后。而在汉语
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译文中则几项事情都是按发生时间的先后安排，首先叙述在南方完成一项建筑工程，其次叙述在格鲁吉亚度假，最后才叙述坐飞机回来。
2. Now we have solved the problem and have arrived at the same conclusion as they arrived at.
现在我们已经解决了这个问题，并且得出了和他们相同的结论。 汉译时，根据汉语的表达习惯可以作些省略（意合）
3.It serves little purpose to have continued public discussion of this issue. 继续公开讨论这个问题是不会有什么益处的。（正面表达的句字从反面来表达） 英语句子汉译时，根据汉语的表达习惯以及上下文联系，可以把正面表达的句字从反面来表达，或把反面表达的句子从正面来表达。 四、练习（Exercises）
第十六章 商务英语语篇的特点及其翻译要点
Teaching Objectives (教学目的):
1.To make students understand the importance of translation 2.To help students translate the clauses correctly.
3.To require the students to know the character of the passages in translation.
Teaching Requirements(教学要求):
1.Students are able to get a clear picture of the text .
2.Students are required to master the new words and phrases in this part. 3.Students should read some reading materials and do exercises after class .
Teaching methodology(教学方法):
1.Communicative method (交际法) 2.Cognitive method(认知法):
3.Functional and notional method(功能意念法) 4.The grammar-translation method
Time Distributive(时间分配)
1.Preparation and analyses of the text (2 hours) 2.Analyses of the text A and exercises (1 hours)
Focuses in teaching (教学难点)
1. The character of the passages in translation.
Teaching Procedures (教学过程)
一、商务英语语篇的类型及语篇模式 (1) 问题-----解决型
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