Practice Activities – TETT

SUBJECT PRACTICE ACTIVITIES:

TEACHING ENGLISH THROUGH TRANSLATION

GENERAL INFORMATION:

The subject practice activities consist of doing in pairs four short exercises. The
document must fulfil the following conditions:

- Length: 3 pages (without including cover, activities’ statements, index or

appendices –if there are any-).
- Type of font: Arial or Times New Roman.
- Size: 11.
- Line height: 1.5.
- Alignment: Justified.

Besides, the activities have to be done in this Word document: leave the activities’
statements where they are and just answer below them. In order to make the correction
process easier, please, do not write the answers in bold, and it will then be easier to
distinguish between them and the activities’ statements. On the other hand, the
document must still fulfil the rules of presentation and edition, and follow the rubric for
quoting and making bibliographical references as detailed in the Study Guide.

Also, it has to be submitted following the procedure specified in the “Subject

Evaluation” document. Sending it to the teacher’s e-mail is not permitted.

In addition to this, it is very important to read the assessment criteria, which can be
found in the “Subject Evaluation” document.

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 Practice Activities – TETT

Name and surname(s):

Group:
Date:

Practice Activities

Do the following exercises and justify your answers.

Task 1
After watching Philipp Kerr’s video on Translation in the English classroom - available
in the library and also at Kerr’s webpage here:
https://translationhandout.wordpress.com/2011/11/14/welcome/ (second video) –
can you propose counterarguments to his reasons for using L1 and translation in the
classroom (epistemological, scaffolding, intercultural, technical, etc.)? Provide at least
three counterarguments.

Task 2
In the video, Kerr asks the audience to do a first small translation task in a piece of
paper. Do you think such an activity could work with your students? Why? Please
explain the difficulties and strengths of the task thinking of your students.

Task 3
Kerr mentions how students will be using tools like Google Translate and supports the
idea of training them in their use. In his webpage offers some possible activities to
learn English using machine translation (Google Translate for example). Have a look at
the proposals and design your own activity to teach English using Google Translate (or
similar) as a tool. Make sure to include all the necessary requirements for a good
activity: target group, aims, timing, materials, etc.

Task 4
On the first days of class you were requested to fill in a survey on the vision of
translation for English teaching. What was the most common opinion of prospective
teachers? Can you see any correlation between answers? Would you change your
answers after doing the readings? If so, which ones and why?