选择这本书作为我的源文本很大程度上是由于我个人的兴趣。我曾经是一名英语老师，我一直想知道英语国家的英语是如何教的。在中国教英语通常是以考试为导向的。教师在口语和阅读理解方面投入了更多的精力，而不是口语、写作和听力等交流。这种教学模式最终导致许多英语学习者长期以来无法进行英语交流。相反，西方英语教学注重交际功能，形成了一套科学、有趣、有效的教学策略体系。通过翻译和介绍这些策略，我希望促进我的教学，并为中国英语教学的发展提供些许帮助。作为忠实性、客观性和可读性的翻译要求，传递原文信息对读者来说是一个巨大的挑战。因此，我认为有必要检查和掌握这类文本的所有相关策略。此外，FM比E-C翻译更难懂，因为我总是很难理解英文文本，找到最合适的单词和短语来传达ORI。真诚、富于表现力和流畅性。通过翻译和探索这本英文导游手册，我希望进一步提高我的翻译水平，从而有利于我将来的事业。
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，Fm 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".
