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1、AnalysisofvocationalteachingbusinessEnglishtranslationofthepracticeSummaryofsecondaryvocationalschoolsteachingBusinessEnglishtranslations,therearemanydisadvantagesofthearticleforthetranslationofbusinessEnglishteachingjobproblems,proposedfocusofthestudyandteachingpracticeoftranslationteachingrat
2、ionalplanning,soastodevelopskillsinthevocationalschoolcompoundtalents,meettheneedsofthecommunitytoprovidesomereference.Keywords:intheEnglishtranslationofbusinessandvocationaleducationteachingEconomicactivitiesinforeigntrade,enterprisesandinstitutionsatalllevelsofprofessionaltranslatorsforthenee
3、dsofmoreandmorewidelyforthedevelopmentofstudents’knowledgeandenhancetheirabilitytoapplylearningEnglish,BusinessEnglishinsecondaryvocationalschools,professionalsportstoopenallkindsofapplicationsThepracticaltranslationcourseshasbecomenecessarytothisend,wemustchangethetraditional10teachingmethodsf
4、orvocationalstudentstobuildandopenawholelearningenvironment,promotetheformationofpositivemotivationtolearnthemandgetagoodlanguagetranslationcapabilities.First,fromthesubjectrequirements,OnthetranslationofEnglishteachinginvocationalbusinessproblemsThecurrentlevelofBusinessEnglishintheschoolcurri
5、culum,teachingobjectives,arrangementsandmaterialsusedinclassandotheraspectsneedsimprovement,itsproblemsaremainlythefollowingaspects:1.Curriculalackofscientificandsystematic.InvocationalschoolsBusinessEnglishCoursesintranslationlateinordertofacilitatestudentstoparticipateintherelevantlevelofBusi
6、nessEnglishCertificateexams,generallylocatedinthesecondgradecurriculumnextsemester,fewerhoursofclassroominstruction(generally60hoursor80hours,thestudentsofbusinessEnglishtranslationtheoryandtranslationskillisonlysuperficial,theother,beforethetranslationcourseinthestudy,althoughthelevelBusinessE
7、nglishstudentswhohavestudiedbusinessEnglishlisteningandspeaking,business10EnglishBusinessEnglishreadingandwritingcourses,butbecausethebasisofpoorstudents,lesstimeinschool,theschoolhasnotbeensetuptogetherwithEnglishcontrast,rhetori
