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.
You will need: a speaker.
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.
You will need: a speech, a notepad.
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.
Source: Seleskovitch and Lederer 2002: 54
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.
Source: Seleskovitch and Lederer 2002: 107

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.

190 Part C – Consecutive interpreting
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.
C.132 Improvisation exercise 2
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.
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.
The other members of the group referee and stop you if you hesitate, repeat
yourself or stop making sense.
C.133 Improvisation exercise 3
Aim: to learn to think about one thing while saying another.
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 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 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. The
listeners can’t see the picture.

192 Part C – Consecutive interpreting
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.
Try doing this � rst in the same language and then from one language into
another.
C.135 Shadow and write
Aim: to listen and do something else without missing any of what you’re listening
to.
You will need: a speech, a notepad.
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.
Source: Mikkelson 2000: 82
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.
You will need: a speech transcript and/or a speaker able to give 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!
Source: Van Hoof 1962: 117

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.
Take notes from the transcript of a speech. Do it relatively quickly, without going
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

194 Part C – Consecutive interpreting
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

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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.
Source: Seleskovitch and Lederer 1989: 175
D.2 Inverted conference
Aim: to demonstrate that simultaneous is also a communicative 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
Aim: to demonstrate that simultaneous is also a communicative 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.
Source: Van Dam 1989: 169
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.
Source: Kalina 2000: 180
D.6 Turn the volume down
Aim: to practise managing your speaking volume.
You will need: a recorded speech.
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
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 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.
The other members of the group referee and stop you if you hesitate, repeat
yourself or stop making sense.

Split attention 201
D.8 Improvisation exercise 2
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.
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.
The other members of the group referee and stop you if you hesitate, repeat
yourself or stop making sense.
D.9 Two words at a time
Aim: to listen and do something else without missing any of 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.
Source: Szabó 2003: 76

202 Part D – Simultaneous interpreting
D.10 Two questions at a time 1
Aim: to listen and do something else without missing any of what you’re
listening to.
You will need: a list of simple questions.
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
Aim: to listen and do something else without missing any of what you’re listening
to.
You will need: a list of simple questions.
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
Aim: to listen and do something else without missing any of 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;
Seleskovitch and Lederer 1989: 170
D.13 Listen and do sums
Aim: to listen and do something else without missing any of 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.
You will need: an audience of at least one other person.
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.
You will need: an audience of at least one other person.
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.

204 Part D – Simultaneous interpreting
The technique for this is very similar to the technique we 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.
You will need: a speech recording.
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.
Source: Van Hoof 1962: 134

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.
Source: Déjean le Féal 1997: 619
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.
Source: Lederer 2001: 173

206 Part D – Simultaneous interpreting
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 simultaneously 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.
Source: Mikkelson 2000: 82

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.
You will need: a recorded speech.
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

208 Part D – Simultaneous interpreting
D.24 Maximise your time lag� 1
Aim: to vary your approach and thus create � exibility; to make you aware of your
limits.
You will need: a speech.
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
Aim: to vary your approach and thus create � exibility; to make you aware of your
limits.
You will need: a speech.
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.
Source: Van Hoof 1962: 144
D.26 Vary your time lag�
Aim: to vary your approach and thus create � exibility; to make you aware of your
limits.
You will need: a speaker.
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.
Source: Van Hoof 1962: 134

210 Part D – Simultaneous interpreting
D.27 Make salami
Aim: to discover the shortest time lag that ensures you can always create a
meaningful sentence.
You will need: a speech.
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 Ambassador to Spain, Giles Paxman
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.
You will need: a 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

212 Part D – Simultaneous interpreting
D.29 Shuf� e the clauses
Aim: to practise extending time lag only with certain parts of the speech.
You will need: a speech.
Practise changing the order of the clauses in a sentence without 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.

214 Part D – Simultaneous interpreting
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

216 Part D – Simultaneous interpreting
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.
Source: Gillies 2005: 18
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
D.35 What comes next 2
Aim: to anticipate plausibly.
You will need: a recorded speech.
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.
Source: Mikkelson 2000: 82

Anticipation 217
D.36 What comes next 3
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
Aim: to anticipate plausibly.
You will need: a speech transcript.
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.
[The relationship between China and Australia] is broad-based, strong
and valued by both countries. Both countries see tremendous potential
for…
F. Adamson, Australian Ambassador to China
27th October 2011
[The relationship between China and Australia] is broad-based, 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

218 Part D – Simultaneous interpreting
D.38 Highlight and anticipate
Aim: to anticipate plausibly.
You will need: a speech transcript.
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.
Source: Makarova 1994: 209
D.40 Fill in the blanks
Aim: to practise using logic to reconstruct missing parts of the original.
You will need: a speaker.
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 the target language.
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.
Source: Kalina 2000: 181
D.42 Do it again
Aim: to demonstrate how good anticipation relieves strain on mental capacity.
You will need: a speech recording.
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?
Source: Van Dam 1989: 169

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.
You will need: a small notebook.
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.

222 Part D – Simultaneous interpreting
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
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 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.

224 Part D – Simultaneous interpreting
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

http://www.aljazeera.com/news/europe/2012/07/20127121546390440.html

http://www.aljazeera.com/news/europe/2012/07/20127121546390440.html

http://www.aljazeera.com/news/europe/2012/07/20127121546390440.html

http://www.lesechos.fr/entreprises-secteurs/auto-transport/dossier/0202171808246/0202171808457-la-suppressionde-8-000-emplois-chez-psacree-un-choc-sans-precedent-343994.php

http://www.lesechos.fr/entreprises-secteurs/auto-transport/dossier/0202171808246/0202171808457-la-suppressionde-8-000-emplois-chez-psacree-un-choc-sans-precedent-343994.php

http://www.lesechos.fr/entreprises-secteurs/auto-transport/dossier/0202171808246/0202171808457-la-suppressionde-8-000-emplois-chez-psacree-un-choc-sans-precedent-343994.php

http://www.lesechos.fr/entreprises-secteurs/auto-transport/dossier/0202171808246/0202171808457-la-suppressionde-8-000-emplois-chez-psacree-un-choc-sans-precedent-343994.php

http://www.lesechos.fr/entreprises-secteurs/auto-transport/dossier/0202171808246/0202171808457-la-suppressionde-8-000-emplois-chez-psacree-un-choc-sans-precedent-343994.php

http://www.lesechos.fr/entreprises-secteurs/auto-transport/dossier/0202171808246/0202171808457-la-suppressionde-8-000-emplois-chez-psacree-un-choc-sans-precedent-343994.php

http://www.lesechos.fr/entreprises-secteurs/auto-transport/dossier/0202171808246/0202171808457-la-suppressionde-8-000-emplois-chez-psacree-un-choc-sans-precedent-343994.php

http://www.lesechos.fr/entreprises-secteurs/auto-transport/dossier/0202171808246/0202171808457-la-suppressionde-8-000-emplois-chez-psacree-un-choc-sans-precedent-343994.php

Reformulation 225
D.48 Parallel texts for political standpoint
Aim: to identify the language elements that are characteristic 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

226 Part D – Simultaneous interpreting
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

http://www.guardian.co.uk/society/2012/jun/24/housing-benefi t-under-25s-welfare

http://www.guardian.co.uk/society/2012/jun/24/housing-benefi t-under-25s-welfare

http://www.guardian.co.uk/society/2012/jun/24/housing-benefi t-under-25s-welfare

http://www.guardian.co.uk/society/2012/jun/24/housing-benefi t-under-25s-welfare

http://www.dailymail.co.uk/news/article-2163773/David-Cameronaxe-housing-benefi ts-feckless-declares-war-welfareculture.html

http://www.dailymail.co.uk/news/article-2163773/David-Cameronaxe-housing-benefi ts-feckless-declares-war-welfareculture.html

http://www.dailymail.co.uk/news/article-2163773/David-Cameronaxe-housing-benefi ts-feckless-declares-war-welfareculture.html

http://www.dailymail.co.uk/news/article-2163773/David-Cameronaxe-housing-benefi ts-feckless-declares-war-welfareculture.html

http://www.dailymail.co.uk/news/article-2163773/David-Cameronaxe-housing-benefi ts-feckless-declares-war-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

228 Part D – Simultaneous interpreting
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 the target language.
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.
Source: Nolan 2005: 39
D.53 Reverbalization
Aim: to interpret meaning not words.
You will need: a speech.
One person � nds a relatively straightforward, short speech and makes copies for
everyone in the group. Everyone reads through the text quickly 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.
Source: Szabó 2003: 138

230 Part D – Simultaneous interpreting
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.
Source: Szabó 2003: 90; Nolan 2005: 39
D.55 Improvization exercise
Aim: to avoid un� nished sentences, always having something to say.
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. But whatever you do, don’t stop!
The other members of the group referee and stop you if you 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 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 a picture. 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.
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.
Try doing this � rst in the same language and then from one 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

232 Part D – Simultaneous interpreting
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.
Each student prepares a speech based on a picture. 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.
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.
Try doing this � rst in the same language and then from one 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.
Source: Nolan 2005: 39

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
Aim: to practise reformulating.
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.

234 Part D – Simultaneous interpreting
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
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
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
and British parliamentarians, academics and opinion-formers…
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.

236 Part D – Simultaneous 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
British-Hispanic Foundation’s XV Annual Forum
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.
You will need: a speech.
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
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, 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

238 Part D – Simultaneous interpreting
D.64 Summarize drastically
Aim: to practise summarizing.
You will need: a speech extract.
Example: before
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, British Embassy, Berlin
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
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, British Embassy, Berlin
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

240 Part D – Simultaneous interpreting
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
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.
British Ambassador, British Embassy, Berlin
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.
You will need: a speech.
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
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, 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…

242 Part D – Simultaneous interpreting
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
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 Ambassador to Spain
Giles Paxman
British-Hispanic Foundation’s XV Annual Forum
18th November 2011

Reformulation 243
Example: after
The closeness of the UK’s relationship with the US 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: 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.
You will need: a speech.
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

244 Part D – Simultaneous interpreting
D.70 Shuf� e chunks of the sentence
Aim: to practise syntactic reformulation.
You will need: a speech.
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
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 Ambassador to Spain, Giles Paxman
British-Hispanic Foundation’s XV Annual Forum
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
closeness to Europe and infl uence in decision taking bodies in Europe.

Reformulation 245
D.71 Correct with a thesaurus
Aim: to practise working through reformulation problems.
You will need: a speech recording.
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.
You will need: a speech recording.
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.
Source: Van Dam 1989: 169
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.

246 Part D – Simultaneous interpreting
D.74 Make a transcript of your work
Aim: to monitor and correct your reformulation without time pressure.
You will need: a voice recorder, a speech.
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.
You will need: a speech transcript.
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.
Source: Mikkelson 2000: 82
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�.

248 Part D – Simultaneous interpreting
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.
You will need: at least one other person, several lists of similar 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.
You will need: at least one other person, several lists of similar 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.
You will need: a small notebook.
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.

252 Part D – Simultaneous interpreting
D.87 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, 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
Seleskovitch and Lederer 1989: 20
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.
Source: Szabó 2003: 90; Nolan 2005: 39
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!

256 Part D – Simultaneous interpreting
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.

Stress management 257
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.
Source: Nolan 2005: 298
D.98 Face massage
Aim: to improve diction and relax the face and parts of the body involved in
speaking.
You will need: space to stretch your arms.
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.
You will need: space to stretch your arms.
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

258 Part D – Simultaneous interpreting
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

Stress management 259
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.

260 Part D – Simultaneous interpreting
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!
Source: Van Hoof 1962: 115
D.104 Improvisation exercise 1
Aim: to think and speak clearly under time pressure.
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 achieves when working.
The other members of the group referee and stop you if you 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.105 Improvisation exercise 2
Aim: to think and speak clearly under time pressure.
You will need: an audience of at least one other person.
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.

Stress management 261
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.
The other members of the group referee and stop you if you 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
Aim: to practise reformulating.
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
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
British Embassy, Berlin
9th September 2003

262 Part D – Simultaneous interpreting
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
and British parliamentarians, academics and opinion-formers…
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.
You will need: a speech.
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
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, British Embassy, Berlin
September 2003

Stress management 263
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.
You will need: a speech.
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.

264 Part D – Simultaneous interpreting
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
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
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

http://www.aiic.net

http://www.aiic.net

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).

Bibliography
Marked in bold are those texts that will be of most interest and use to students of
conference interpreting.
Alexieva, B. (1992) ‘The optimum text in simultaneous interpreting: a cognitive approach
to interpreter training’, in Dollerup, C. and Loddegaard, A. (eds) (1992), Teaching
Translation and Interpreting – Training, Talent and Experience, Amsterdam: Benjamins,
pp. 221–31.
Alexieva, B. (1994) ‘On teaching note-taking in consecutive interpreting’, in Dollerup,
C. and Lindegaard, A. (eds) (1994), Teaching Translation and Interpreting 2. Insights,
Aims, Visions, Amsterdam: Benjamins, pp. 199–210.
Altman, J. (1989) ‘The role of tutor demonstration in teaching interpreting’, in Gran, L. and
Dodds, J. (eds) (1989), The Theoretical and Practical Aspects of Teaching Conference
Interpreting, Udine: Campanotto Editore, pp. 237–40.
Baker, M. (1992) In Other Words, London: Routledge.
Ballester, A. and Jimenez, C. (1992) ‘Approaches to the teaching of interpreting:
mnemonic and analytic strategies’, in Dollerup, C. and Loddegaard, A. (eds) (1992),
Teaching Translation and Interpreting – Training, Talent and Experience, Amsterdam:
Benjamins, pp. 237–44.
Bartram, M. and Walton, R. (1991) Correction – a positive approach to language mistakes,
Brighton: Language Teaching Publications.
Bryson, B. (1990) Mother Tongue, London: Penguin.
Collins-Robert (1995) Collins-Robert French Dictionary, 4th edn, London: HarperCollins.
Daniels, P., Magic Memory Language Method, website, www.200words-a-day.com/learn-
spanish.html (accessed 1 June 2012).
De Clarens, J. (1973) ‘L’expression’, in ELA 12, Oct–Dec, 124–6.
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42–51.
Déjean Le Féal, K. (1981) ‘L’enseignement des méthodes d’interprétation et de la
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simultanée, Ottawa: University of Ottawa Press, pp. 79–90.
Déjean Le Féal, K. (1997) ‘Simultaneous interpretation with “training wheels”’, Meta
42(4), 616–62.
Delisle, J. (ed.) (1981) L’enseignement de l’interprétation et la traduction simultanée,
Ottawa: University of Ottawa Press.
Dollerup, C. and Appel, V. (eds) (1996) Teaching Translation and Interpreting 3,
Amsterdam: Benjamins.

http://www.200words-a-day.com/learnspanish.html

http://www.200words-a-day.com/learnspanish.html

268 Bibliography
Dollerup, C. and Lindegaard, A. (eds) (1994) Teaching Translation and Interpreting 2.
Insights, Aims, Visions, Amsterdam: Benjamins.
Dollerup, C. and Loddegaard, A. (eds) (1992) Teaching Translation and Interpreting –
Training, Talent and Experience, Amsterdam: Benjamins.
EMCI (2002) Teaching Simultaneous Interpretation into a ‘B’ language, Paris: EMCI. Online.
Available: www.emcinterpreting.org/repository/pdf/EMCI-TeachingSimultaneousInto
B-vol1 (accessed 1 August 2012).
Falbo, C. (1995) ‘Interprétation consécutive et exercices préparatoires.’ The Interpreters’
Newsletter 6, 87–91.
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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
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Walker, David, European Parliament
Woodman, Nick, European Parliament

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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
Language Passive language
skills
media one
B.22 Copy out what you’ve
read
Language Passive language
skills
media one
B.23 Read about your
language(s)
Language Passive language
skills
books one
B.24 Make friends with
dictionaries
Language Passive language
skills
books one
B.25 Use Wikipedia as a
multi-lingual dictionary
Language Passive language
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
Language Passive language
skills
internet one
B.29 Change your settings to
‘other language’
Language Passive language
skills
internet one

276 Index
B.30 Listen to pop music and
read the lyrics
Language Passive language
skills
internet one
B.31 Use your school’s
facilities
Language Passive language
skills
any one
B.32 What’s on! Language Passive language
skills
media one
B.33 A change is as good as
a rest
Language Passive language
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
Language Active language
skills
texts one
B.39 The language of death Language Active language
skills
transcript one
B.40 Parallel texts for political
standpoint
Language Active language
skills
media one
B.41 Magic Bag Language Active language
skills
– group
B.42 Use concordance
software
Language Active language
skills
internet one
Bb.43 Activating grammatical
structures
Language Active language
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
Language Active language
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
Language Active language
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
Language Active language
skills
internet
B.68 Recording vocabulary Language Active language
skills
any one
B.69 Collect vocab in
collocation
Language Active language
skills
any one
B.70 Create a collocation
dictionary
Language Active language
skills
any one
B.71 Become a label spotter Language Active language
skills
– one
B.72 Look up only what crops
up (several times)
Language Active language
skills
books one
B.73 Use Google images as a
picture dictionary
Language Active language
skills
internet one
B.74 Wiki-parallels Language Active language
skills
internet one
B.75 Read and record
interesting terms
Language Active language
skills
any One
B.76 Stock expressions Language Active language
skills
transcript One
B.77 The rise and fall of the
synonym
Language Active language
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
Language Active language
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
Consecutive Delivery spoken group
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
Consecutive Delivery spoken group
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.32 Speech summaries 2 Consecutive Analysis spoken pairs
C.33 Speech summaries 3 Consecutive Analysis spoken pairs
C.34 Speech summaries 4 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
Consecutive Analysis transcript one
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
Consecutive Analysis transcript one
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
Consecutive Analysis transcript one
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
C.60 Semantic Network
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
Consecutive Memory and
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
C.77 Interpret from a picture
you can’t see
Consecutive Memory and
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
Consecutive Memory and
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
Consecutive Memory and
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
Consecutive Memory and
recall
media group
C.92 Improvize from prepared
information
Consecutive Memory and
recall
media group
C.93 Take notes after the
speech
Consecutive Memory and
recall
spoken pairs
C.94 Take notes but don’t use
them
Consecutive Memory and
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
Consecutive Memory and
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
Consecutive Note-taking transcript one
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
C.106 Semantic Network
Activation* 1
Consecutive Note-taking – pairs
C.107 Semantic Network
Activation* 2
Consecutive Note-taking – pairs
C.108 Take notes after the
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
Consecutive Note-taking transcript one
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
Consecutive Note-taking transcript one
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
Consecutive Note-taking transcript one
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
C.132 Improvization exercise 2 Consecutive Split attention spoken group
C.133 Improvization exercise 3 Consecutive Split attention spoken group
C.134 Interpret from a picture
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
Simultaneous Reformulation spoken one
D.74 Make a transcript of your
work
Simultaneous Reformulation spoken one
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 Interpreting
Title Page
Copyright Page
Table of Contents
Acknowledgements
Introduction
About this book
How to use this book
Part A: Practice
How to practise A.1–A.15
Practice material A.16–A.24
Preparation A.25–A.37
Feedback A.38–A.50
Part B: Language
General knowledge B.1–B.17
Improving your passive languages B.18–B.33
Improving your active languages B.34–B.85
Part C: Consecutive interpreting
Delivery C.1–C.25
Active listening and analysis C.26–C.69
Memory and recall C.70–C.99
Note-taking C.100–C.124
Reformulation C.125–C.128
Self-monitoring C.129–C.130
Split attention C.131–C.140
Part D: Simultaneous interpreting
Delivery D.1–D.6
Split attention D.7–D.22
Time lag/Décalage D.23–D.30
Anticipation D.31–D.42
Reformulation D.43–D.82
Self-monitoring D.83–D.90
Stress management D.91–D.108
Glossary
Bibliography
Index
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