Hằng, Ngô Quang Vịnh, Phan Văn Quyết Phan Hiển Giang, Nguyễn Thư Hoạt Chú biên: TS Nguyễn Đức Ạ : For intermediate learners -+——— _ ogee eee & KY THUAT NHAXUAT BAN KHOA HOC -_ HÀ NỘI - 2004 - : + và ,. Acknowledgemenfts- This course book was prepared with substantive inputs from such renowned publications as, among many others, the Far Eastern Economic Review, the. Economist, World Economic Forum Report, Asia Times, Asia Money, Business Week, World Bank, IMF, ADB annual reports and working papers, and from the Internet. The compilation effort was painstaking, and we would not have survived the process without our Wonderful English facully members, who have provided us the valuable support, practical insights and helpful feedback, but who it is impossible to thank individually, We are particularly grateful, however, to our Dean - Dr.
Nguyen Duc Hoat, who, with charm, grace and tenaciousness, contributed immeasurably to the manuscript in many ways, including his priceless suggestions, coordination and proof-reading. , Special debts are also due to the Management Board of Foreign Trade University who showed whole-hearted support throughout the process, especially in getting this book published, Above all, our students have always been a vilal source of inspiration and encouragement, Without them - the target users, this study material would not have been compiled in the first place! : Last but no means least, we are fortunate to have our families whose patience and unfaltering love have carried us through many difficult times from conception to completion-of the course book. Despite all the help we had, many errors and deficiencies may remain in the following pages; for these we alone are responsible. Phan Hien Giang, Nguyen Thu Hang, Ngo Quang Vinh, Phan Van Quyet ¬ : :.
¬ NÓ cà ‘ ` ˆ Introduction Some things in life are never easy, Learning a language ts one of them. Translating from one language to another is yet another, No wonder translation is a highly- integrated skill.It builds on not only language competency but also sound background knowledge and sensitiveness, But a challenging task Is not necessarily a stressful one. In fact, this book tries to prove the exact opposite! Who is It for? There’s no such thing as a “one-sizé-fits-all” coursebook, but intermediate to advanced learners will find in this book what they have long been looking for. Throughout the compilation of this, we have called on varlous experience of students, teachers and translators, and tried to answer the vital questions: Is the level manageable? Not too hard to discourage students, but not foo easy to Keep their spirits high? Is the content retevant and useful? Are the tasks motivating? Is the lefigth of the units suitable? Is there room for students to practice? If the answer to all the questions is YES, then we have produced the book we wanted to.
~ Whatis tt for? This book is deliberately fortnutated to build and sharpen students’ translation skill up to a point where they can function effectively and confidently as a transtator in a working environment with speakers of English. The outside world is really large, and it's hard to know for sure what particular field or industry you will be specializing in. Bul With the underpinning knowledge, basic language structures and technical vocabulary, and the structured guide on the necessary translation skills provided in this book, you'll find the translation Job a truly enjoyable and rewarding one. , How Is it structured? This is the first of our three-level serles, which covers the following topic areas: anslation 1 (for intermediate learners): Part 1.
Social issues 1 , Part 2. Economics and international trade anslation 2 (for higher-intermediate learners): Part 1. Social issues 2 Part 2. Corporate concerns anstation 3 (for advanced learners): : "Part 4.
Politics and foreign affairs Part 2. Money, banking and finance ach part consists of § units, each with one text for E-V translation, one text for V~ translation, a consolidation exercise, a.skill-building exercise, and a handy list of - lated websites for students' reference. One individual unit requires roughly 3 iurs of class tuition and 2 hours of self-study which is essential if students are to aster the skill. : hy this coursebook? rere Is a whole host of translation coursebooks around, but the.
reason you ould choose this Is that it's DUMB - Demonstrable, Unique, Meaningful, and slievable. The texts: are carefully adapted, the exercises-and skills practically—~-— ssigned, the contents relevantly chosen, while the websifes usefully provided asa werful source of reference. And above all, the series is compiled by a team who ves and has a passion to add Value. We hope you enjoy using all the books in 8 Translation series! CONTENTS PART I.
en 7 Unit 1, EDUCATION Making college pay Off.- "_ se, 8 Nâng cao.chất lượng giáo duc trong hén kinh tế đang chuyển đổi. 41 Unit 2; THE DILEMMA THAT CONFRONTS THE WORLD __, What counts in environment Cc el UNDP góp phần loại bỏ các chất gây suy giảm tầng ôzôn ở Việt Nam. HISTORY AND GULTURE.eeccsovee GMOs - the pros and_cons. Khia canh dao đức trong khoa học di truyền.
37 CHECK YOUR PROGRESS 1L. nhe reeesenreo 40 ‘ART Il. ECONOMICS AND INTERNATIONAL TRADE. TRADE PACT OFFERS HOPE Trade pact offers hope.: Hiép dinh Thudng mal VIB-MY.
ce scceecsssecssesssnseseratesessnecsseeetssssnseosssesenesereneeese 47 init 7. RETHINKING ASIA AFTER THE CRISIS. The answer: deglobalize Kiếm tìm động năng tăng trưởng mới. CHINA - DEAL OF THE CENTURY.
csessstsiueecssaiastecitocesesensass _ - How Beijing can learn from its neighbours’ blunders. " 56 Trung Quốc -lợi và thiệt khi vào WTO. eiriirirde Nhé, „¡09 init 9. IS GLOBALISATION DESIRABILLE?.
_— "“ 1s TH HH1 1011166 62 - Xu hướng toàn cầu hoá trong thiên niên kỹ mới. Init 10, THE ASIAN CENTURY,. tu retrHimirrrrrire 68 Asia's economy suiviving the aftershock._ Tỉnh hình thương ràại các nước Đông Nam Á.Í ‘HECK YOUR PROGRESS 2 \NNEX1 - MARKING SCHEME. mm ¬ \NNEX2 ENGLISHPROVERBS.
nêu \NNEX 3 SUGGESTED ANSWERS TO CHECK YOUR PROGRESS PARTI. Translate the following into Vietnamese MAKING COLLEGE PAY OFF College is an experiment in hope. It’s also a risky investment for us all. Whether it isgraduate or undergraduate school, a two-year program or an eightsyear one, we entrust time in our lives to school for both a new identity and a ticket to the outside world.
We come to college with unspoken anticipation of all that will be done for us. We expect to be made acceptable, valuable, and finally employable in the eyes of the world. We also hope that magic answers will he revealed to us through academic study, leading us to guaranteed success in the outside world. By graduation or completion of our chosen program, we presume everything will be clear; we will be made brilliant, and all knowledge will be accessible to us.
T have been a consultant to countless people who all had faith in this magic - many of whom were disappointed when the expected alchemy never took place. They discovered, years later, that this powerful, magical process just doesn’t happen. We have been all conditioned to wait for things to happen to us, instead of making things happen. Most of us learned that we would excel, or at least pass, if we did the work assigned to us by our teachers.
"We leartiéd to find out what was expected to us, do it, and wait for a response, Aftér we took all the required courses, we were promoted, say, from first to second year. But what did we really learn? System who knew the greatest Dependency! We learned that the person, the first of-her class. number of right answers was rewarded by being too many of us never Nothing like this happens in real life. at ten or twenty five or recognize it.
We are the same passive students g the teacher-student forty four as we are at ‘fourteen, ‘continuin the employer-employee dlichotomy, which we automatically transfer to. ying history or -art or relationship. And we found that though stud lead to much else - like whatever might be interesting, it alone didn’t job. new experiences, contacts, or even a of college.
It’s time to Much disappointment resulted from this misuse positive, productive, retrain ourselves to approach school in the same : life. active way that successful people approach - a time for learning, for College can become all that you wished for you are and how you broadening horizons, a time to discover who things happen. work with others, for setting goals and making serve you far beyond college is a time for developing skills that will your degree, will, prepare your college years, which, even more than you for entrance into the real world. So instead of thinking of college as a more difficultof twelf th grade, learn out the suffocating box to use college like the real world.
Step up and on. your’ own possibilities. and stop ‘pulling the lid ‘tighter down the harder it is to move up. The Remember, the longer you sit and wait, le.
stifles any chance for peop passive “good student” attitude absolutely ected to’ new ideas and to become motivated, impassioned, or conn that extra effort. Doing only network of people. Don’t be afraid to make what! est misunderstanding of the minimum requirement is the gross : college is all about! ‘ Task 2. Consolidation Passives from task1: Look at the following passive sentences anticipation of all that will be done ¢ We come to college with unspoken for us.
We expect fo.be made acceptabl e, Vahiablée: and finally employ a ble. ° We Aave been alf condition ed to wait. o We learned tofind out what was expected tous. - Ẵ Now say if the following séntétices form is more appropriate ’ active or passive? Which ave for each? Why? Change ‘th necessary; e sentence if.
In 1968 someone murdered black civil rights leader, Ma. King, rtin Luther In the end, the brave, handso me, Chicag nm o-based multimillionaire, Tomes, rescued the eco nomy, John. Ong of the greatest technological develo pments Occurred Alexander Graham Bell inv when ented the telephone in 1876. ‘ People hope that the bo ard of directors will find a cure for the finari distress soon, cial : : People built the Berlin Wall in 1961 and it stood there as a symbol Cold War separatirig East and of the West until 1989, The South African President on Malan implemented the apa rtheid in 1948 and it remain ed in place until 1991, - pone thu It wasn’t until the 80s that our eyes wer e opened -to-great problems, ' - world : - TẾ people don’t reduce pol lution on‘a world scale, consequences for the env there will be terrible ironment, ¬ a 10.
Hundreds of outstanding students worldwide are scholarship every year. granted _the -H, You will surely getan appetite if you spend a morning str Harrods, ° olling around 10 - Task 3. Gearing up Find the English equivalents to the following: ° có trình độ học vấn Cao -- ® dân số trong độ tuổi lao động biết đọc biết viết xoá đói nghèo giờ học trên giảng đường loại hình đào tạo trường dân lập trường bán công Task 4. Translate the following into English “NANG CAO CHẤT LƯỢNG GIÁO DỤC TRONG NÊN KINH TẾ ĐANG CHUYỂN ĐỔI 1.
“Viet Nam có một trình độ học vấn khá cao với 91% số trẻ em từ 5 đến 10 tuổi được đi học và 88% dân số trong độ tuổi lao động biết đọc biết : viết. ‘Tuy nhiên, khi đất nước bước vào thiên niên kỷ mới, sư cạnh tranh từ các nước láng giểng Đông: Nam:Á sẽ đặt ra những thách thức mới đối với hệ thống giáo đục và đào tạo của Việt Nam.
