Chapter OneINTRODUCTION

Choosing this book as my source text is largely due to my personal interest. I used tobe an English teacher，and I have always wondered how English is taught inEnglish-speaking countries. Teaching English in China is usually exam-oriented. Teachershave poured more effort to improve vocabulary and reading comprehension instead ofcommunication such as speaking, writing and listening. The teaching pattern finally leadsto inability in English communication of numerous students who have actually learnedEnglish for a long time. On the contrary, the western English teaching focuses more oncommunication functioning and has developed an organized system of scientific, intriguingand effective teaching strategies. By translating and introducing these strategies，I wish topromote my teaching and offer a little help to fiiture development of China's Englishteaching.Another reason I selected the text is attributed to its informative and vocativelanguage style. As its demanding translation requirement of fidelity，objectivity andreadability, it's a huge challenge to deliver the original information while maintaining thetranslation accessible and enjoyable for Chinese readers. Therefore，I'm convinced that it'snecessary to examine and master all the relevant strategies of this type of text.Additionally，F(xiàn)m more awkward in E-C than C-E translation since I always strugglein understanding the English text and finding the most appropriate words and phrases toconvey the original text with faithfulness, expressiveness and fluentness. By translatingand exploring this English guidebook, I wish to further improve my translation and thusbenefit my future career.
In this report，I translated the fourth chapter of the English as a Second Language-Guide to Implementation for Kindergarten to Grade 9, namely the Section 1 "Identifyingthe Literacy/Language Levels of Individual Students，，and Section 4 "Lesson and ActivityIdeas". In general，chapter one serves as an introduction to the whole report. Chapter twointroduces the source text and analyzes its own features and sentence structures. Chapterthree defines the translation difficulties and guiding translation theories. Chapter fourstudies the E-C translation strategies and posts case analysis regarding specific translatingskills. The last chapter concludes all the translation practice and points out the difficultiesto be overcome in the future.
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Chapter TwoTASK DESCRIPTION

2.1Source Text Background
The English as a Second Language Guide to Implementation for Kindergarten toGrade 9 (hereinafter referred to as ESL Guide) was compiled and published in 2007 byEducation Ministry of Alberta, a northwest province of Canada. Its main readers are set tobe teachers and school administrators. It serves as a government official guidebook toprovide: “ a) an understanding of who ESL students are and basic information aboutsecond language acquisition; b) suggestions for the reception，placement and orientation ofelementary and junior high school ESL students; c) information and sample strategies forestablishing ESL programming and creating a successfiil ESL learning environment; d)effective instructional strategies，lessons and activities specific to ESL students withvarying levels of language proficiency; e) suggestions for the assessment and evaluation ofstudent learning and progress，，(Chapter 1，p.2 ). The whole book consists of 6 chapters andthis report mainly studies two sections of Chapter 4. They are Section 1: "Identifying theLiteracy/Language Levels of Individual Students" and Section 4; "Lesson and ActivityIdeas". Among them，Section 1 aims to illustrate four developmental levels of studentsspanning "Pre-beginner", “Beginner”，"Intermediate" and "Advanced" in order thatteachers can structure instructional programs at those levels. Section 4 suggests specificlesson and activity programs in correspondence to those four language levels.
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2.2 Text Type and Features
The ESL Guide is a publicity-oriented official guidebook. As Peter Newmarkconcludes in^ Textbook of Translation, there are six functions of language, i.e. three mainfunctions of the expressive，the informative and the vocative together with three other onesof the aesthetic，the phatic and the metalingual (1987，pp. 39-45). The subject materialstudied in this report is the combination of informative and vocative types. It boasts aninstruction guidebook of being formal and accurate，dedicated to offering objective,authentic and comprehensive information on ESL teaching. Moreover, it owns the appealing function of calling upon targeted teachers and school administrators to followthe given principles and strategies. On top of this，the material features teaching-relatedterms such as knowledge framework, graphic organizers，letter sorts，sight-wordvocabulary and so on. They are coupled with unfamiliar industrial background and simplesentences without context, making the comprehension and translation harder.
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Chapter Three PROCESS DESCRIPTION.........10 
3.1 Translation Difficulties.........10 
3.1.1 Comprehension of the Source Text.........13 
3.1.2 Language Style.........13
3.2 Guiding Translation Theories.........15
3.2.1 Text Typology.........20
3.2.2 Communicative Translation.........22 
Chapter Four CASE ANALYSIS.........24
4.1 Strategies for Coping with Comprehension Difficulties.........26
4.2 Strategies for Coping with the Language Style.........29

Chapter FourCASE ANALYSIS

4.1 Strategies for Coping with Comprehension Difficulties
Translation is no more than comprehension and expression, yet comprehension isalways the first and foremost step. When I translatethis guidebook, comprehensionconstitutes the biggest barrier and toughest job for me，since Fm struggled in identifyingthe exact meaning of the original text Actually, there are many reasons that result in mycomprehension trouble. First of all，the comprehension in translating process has specifictarget that requires the translator to faithfully convey the meaning of the original text whilemaintaining its genre and language type. It means that I’m obliged to digest the original asmeticulously as possible，not only in light of its social, historic and cultural background butalso in terms of the lowest unit such as color, voice, order of word, extended meaning，complicated grammar and so on. Furthermore, comprehension in translation demands abilingual thinking pattern, which means the translator needs to ponder upon both sourceand targeted language. From these perspectives，，repetitive reading and carefiil analysis arefundamental for comprehending the text.
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CONCLUSION

This report is based on the translation practice of the English as a Second Language—一Guide to Implementation for Kindergarten to Grade 9，an educational publicity material.The report is not meant to display new translation theories or strategies but to describe thewhole process from choosing material to accomplishing translation. It aims to showcasethe westem-styled English teaching and offer feasible suggestions for translatingeducational guidebook.In the report, I have demonstrated the task background，text type and features andanalyzed the translation difficulties that have hampered my work. Among them, languagestyle together with differences between English and Chinese makes it difficult tocomprehend the English text. To conquer these difficulties，I have followed the guidelineof the Text Typology and Communicative Translation theory.However，I have found that overcoming translationese is far more challenging in thispractice and even the wider English-Chinese translation. Translationese refers to theinferior expression and wording in translation which is not in accordance with the Chineselinguistic habits or professional habits, though there is no much trouble with the contentconveyance. In order to achieve a faithful translation，I am inevitably inclined to use thetranslation of words in dictionary, directly interpret the ftinction words and follow or copythe textual word order and expression. All of them constitute a source for the translationeseand English-featured Chinese in my translation. As communicative translation requires thatboth content and language should be acceptable and comprehensible to the readership, Ihad to do several revisions to make sure that: a) there is no omission or mistake intranslation; b) the TL (Targeted Language) text is natural and coherent. By doing so，Iadopted a number of translation strategies involving addition, specification and conversionof parts of speech and so forth. Furthermore, I try every effort to overcome one-to-oneequivalence and break the structure of the English sentence，changing the TL text fromcohesion to coherence.
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References (omitted)