This document summarizes a workshop on translation held at the ILLC in November 2013. It provides examples of activities used in the workshop, including translating movie titles, describing actions through walking motions, identifying idioms, and roleplaying conversations requiring translation. Reflection points emphasize finding equivalents while maintaining meanings, contexts, and styles. The document stresses that translation activities in language teaching should be properly designed and implemented at the right time and level.
The document is a lesson plan for teaching prepositions to first year English students. It has the objectives of students being able to use correct prepositions in sentences and construct their own sentences with prepositions. It outlines using a video, presentation, examples, student practice, and assignment to teach common prepositions and have students use them correctly in their own sentences. It provides a list of prepositions for an assignment where students choose the right preposition to complete sample sentences.
This document provides an introduction to and overview of the first chapter of the textbook "Basic Arabic Grammar: Part A". The chapter focuses on forming basic nominal sentences in Arabic. It discusses definite and indefinite nouns and adjectives, and how they are used in nominal sentences of the form "subject is/are predicate". It also introduces the singular detached pronouns that can replace nouns as subjects, and the conjunction "and" which can join multiple predicates or nominal sentences. Several example sentences are provided to illustrate these concepts.
The document discusses the difficulties students face in identifying syntactical functions in Indonesian, particularly in complex sentences. It argues that the existence of non-verb predicates contributes to this issue. It provides examples of ungrammatical student sentences that demonstrate an inability to identify subjects and predicates. It then explains different types of predicates that can be non-verb including noun phrases, adjectival phrases, prepositional phrases, and numerals. It aims to help students better understand predicates and their role in sentence structure.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document provides an introduction and guidelines for learning Arabic verbs using the included textbook. It explains that Arabic conjugation is relatively simple, with only two tenses, but that weak letters can make verbs more complex. It recommends starting with strong verbs and gradually incorporating weaker forms. The common conjugation system is presented on a single page with prefixes and suffixes to memorize. Exercises are included to practice conjugating new verbs based on examples. Mastering the present tense and its variations is emphasized as key to understanding how verbs are used.
Amarigna & Tigrigna Qal Book Series Student WorkbookLegesse Allyn
Exercises, Games and Activities
ISBN-13: 978-1506183909
ISBN-10: 1506183905
Get it from Amazon: http://www.amazon.com/Amarigna-Tigrigna-Book-Student-Workbook/dp/1506183905
Amarigna & Tigrigna Qal Book Series Student SongbookLegesse Allyn
Exercises and lyrics In Amarigna, Tigrigna, English, and hieroglyphs for the classroom music video (http://music.ancientgebts.org).
ISBN-13: 978-1507688441
ISBN-10: 150768844X
Get it from Amazon: http://www.amazon.com/Amarigna-Tigrigna-Book-Student-Songbook/dp/150768844X
Amarigna & Tigrigna Qal Book Series Student Songbook Teachers GuideLegesse Allyn
Exercises and lyrics In Amarigna, Tigrigna, English, and hieroglyphs for the classroom music video (http://music.ancientgets.org)
ISBN-13: 978-1507743874
ISBN-10: 1507743874
Get it from Amazon: http://www.amazon.com/Amarigna-Tigrigna-Student-Songbook-Teachers/dp/1507743874
The document is a lesson plan for teaching prepositions to first year English students. It has the objectives of students being able to use correct prepositions in sentences and construct their own sentences with prepositions. It outlines using a video, presentation, examples, student practice, and assignment to teach common prepositions and have students use them correctly in their own sentences. It provides a list of prepositions for an assignment where students choose the right preposition to complete sample sentences.
This document provides an introduction to and overview of the first chapter of the textbook "Basic Arabic Grammar: Part A". The chapter focuses on forming basic nominal sentences in Arabic. It discusses definite and indefinite nouns and adjectives, and how they are used in nominal sentences of the form "subject is/are predicate". It also introduces the singular detached pronouns that can replace nouns as subjects, and the conjunction "and" which can join multiple predicates or nominal sentences. Several example sentences are provided to illustrate these concepts.
The document discusses the difficulties students face in identifying syntactical functions in Indonesian, particularly in complex sentences. It argues that the existence of non-verb predicates contributes to this issue. It provides examples of ungrammatical student sentences that demonstrate an inability to identify subjects and predicates. It then explains different types of predicates that can be non-verb including noun phrases, adjectival phrases, prepositional phrases, and numerals. It aims to help students better understand predicates and their role in sentence structure.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document provides an introduction and guidelines for learning Arabic verbs using the included textbook. It explains that Arabic conjugation is relatively simple, with only two tenses, but that weak letters can make verbs more complex. It recommends starting with strong verbs and gradually incorporating weaker forms. The common conjugation system is presented on a single page with prefixes and suffixes to memorize. Exercises are included to practice conjugating new verbs based on examples. Mastering the present tense and its variations is emphasized as key to understanding how verbs are used.
Amarigna & Tigrigna Qal Book Series Student WorkbookLegesse Allyn
Exercises, Games and Activities
ISBN-13: 978-1506183909
ISBN-10: 1506183905
Get it from Amazon: http://www.amazon.com/Amarigna-Tigrigna-Book-Student-Workbook/dp/1506183905
Amarigna & Tigrigna Qal Book Series Student SongbookLegesse Allyn
Exercises and lyrics In Amarigna, Tigrigna, English, and hieroglyphs for the classroom music video (http://music.ancientgebts.org).
ISBN-13: 978-1507688441
ISBN-10: 150768844X
Get it from Amazon: http://www.amazon.com/Amarigna-Tigrigna-Book-Student-Songbook/dp/150768844X
Amarigna & Tigrigna Qal Book Series Student Songbook Teachers GuideLegesse Allyn
Exercises and lyrics In Amarigna, Tigrigna, English, and hieroglyphs for the classroom music video (http://music.ancientgets.org)
ISBN-13: 978-1507743874
ISBN-10: 1507743874
Get it from Amazon: http://www.amazon.com/Amarigna-Tigrigna-Student-Songbook-Teachers/dp/1507743874
Arabic grammar 1: Basics on nouns that any Classical Arabic and/or Modern Standard Arabic learner should know to be prepared for future grammar studies.
This document provides an overview of the key sub-fields and concepts in linguistics. It discusses the main sub-fields of linguistics including phonetics, phonology, morphology, semantics, pragmatics, and discourse analysis. For each sub-field, it outlines some of the central concepts and provides examples. It also includes 20 multiple choice questions testing understanding of concepts from various sub-fields like phonetic transcription, semantic roles, syntactic structures, and more.
1) The document discusses Arabic grammar rules related to nouns, including the different types of nouns and their properties.
2) Nouns can be masculine or feminine, singular, dual or plural, rational or irrational, definite or indefinite. They can also take certain prefixes or suffixes to indicate these properties.
3) Other topics discussed include pronouns, verbs, particles that indicate gender and distance for nouns, and idafa possessive constructions.
Amarigna & Tigrigna Qal Book Series Teachers GuideLegesse Allyn
The document provides an overview and introduction to the Amarigna & Tigrigna Qal Book Series Teacher's Guide. It discusses how the AIOS National School Program curriculum was endorsed by the Black Education Commission of the Los Angeles Unified School District in 1994. It also discusses how the curriculum serves to expand students' views of ancient Gebts society and counteracts stereotypes of Africa. The introduction then provides an example mini-module that synthesizes the curriculum with Bloom's Taxonomy, outlining objectives and methods for different cognitive levels including knowledge, comprehension, and application.
This document discusses teaching speaking as a foreign language. It addresses what a speaker must do, know, and consider when teaching speaking. A speaker must introduce themselves and model natural interactions. They must understand processes of speech production like conceptualization, articulation, self-monitoring, and fluency. A speaker must manage turn-taking and interactions. Additionally, a speaker must have linguistic knowledge including genres, discourse conventions, pragmatics, grammar, vocabulary and phonology. They must also understand sociocultural contexts and speech conditions. The document provides examples and breakdowns of these various components involved in effectively teaching speaking as a foreign language.
The document provides an overview of conjugating regular "ar" verbs in Spanish. It begins with a review of conjugating English verbs, then explains how to conjugate regular Spanish verbs ending in "ar" by removing the infinitive ending and adding prefixes according to the subject. It provides examples of conjugating the verb "hablar" in different subjects and gives the English translation. It concludes with drills to conjugate other "ar" verbs in subjects and provide the English equivalent.
1. The document discusses various types of word modification and translation in English and Indonesian, including affixes, compound words, word class changes, and lexical equivalence.
2. It provides examples of prefixes, suffixes, and their meanings in English and Indonesian, as well as strategies for translating words with unknown concepts or culturally unique concepts.
3. The relationship between lexical parts, synonyms, antonyms, and reciprocal words are also examined, highlighting that word meanings may differ across languages and contexts.
This document appears to be practicing pronunciation of the English letter "P" for non-native English speakers. It notes that the letter "P" does not exist in Arabic and is difficult for Arab people to pronounce correctly. It then provides the tongue twister "Peter Piper picked a pick of pickled peppers" and encourages repeating it many times to help the tongue get used to pronouncing the "P" sound.
English 6 dlp 42 using the active and passive voice of verbsEDITHA HONRADEZ
This document discusses the active and passive voice of verbs. It provides examples of sentences in the active and passive voice and explains how the subject and verb change depending on whether the subject performs or receives the action. It also discusses irregular verb forms in the past and past participle. Examples are given of changing sentences from active to passive voice and vice versa. Learners are provided exercises to practice identifying and changing between the active and passive voice.
This presentation explains the connection between using Edited Standard Written English for academic writing assignments and being taken seriously by the audience. This presentation is intended for my Fall 2011 ENG 1113 class.
The document provides instructions for navigating a PowerPoint presentation. It includes buttons to go back, advance to the next slide, go to the beginning, and replay the current slide. It instructs the user to finish each slide before advancing to the next.
The document discusses language and punctuation. It begins by explaining how humans communicate through developed language, with sentences typically having a subject and predicate. It then discusses some key differences and similarities between English, Hindi, and Tamil regarding parts of speech, grammar rules, and punctuation. Specifically, it notes that while languages all convey information in sentences, they may differ in things like whether they have adjectives. It also explains how English uses punctuation more frequently than some other languages to show pauses and changes in meaning.
This document provides grammar notes on using the て-form of verbs in Japanese. It explains that the て-form allows you to make polite requests, list multiple verbs in a sentence, and indicate the present progressive. The table shows how to conjugate different types of verbs into their て-form. Examples are given of using the て-form to make polite requests and list verbs in a sentence.
The document provides information about a book that aims to help candidates prepare and do well on the TKT (Teaching Knowledge Test) exam. The book is divided into three chapters that correspond to the three modules on the TKT exam. It contains practice exercises and tasks similar to those on the real TKT exam to help candidates understand the structure and learn tips to achieve the highest band score of 4. An English teacher from New York is quoted saying this book was a powerful tool that helped him feel confident enough to get band 4 on the TKT exam.
1) The document discusses the politics of grammar and the importance of using edited standard written English in academic and professional writing. It defines key terms like grammar, inflection, and syntax.
2) The document examines Stokely Carmichael's speech advocating resistance to standard English yet being delivered almost entirely in standard English. This illustrates that using standard English gives one's message the most power and influence with broad audiences.
3) For credibility in academic, professional, and public life, presenting thoughts in edited standard written English is important as instructors, employers, coworkers, and customers expect it. While some argue grammar rules don't improve writing, editing skills remain essential for college students.
This document provides an introduction to common nouns and proper nouns. It defines common nouns as words for people, animals, places, or things, and provides examples of common nouns in each category. Proper nouns are not defined but the document indicates they will be discussed in the next section. Exercises are included for students to identify common nouns and categorize example words as people, animals, places, or things.
Yasser Arafat was born in 1929 in Cairo. His father was a Palestinian textile merchant with some Egyptian ancestry, and his mother came from an old Palestinian family in Jerusalem. Arafat was sent to live with his maternal uncle in Jerusalem after his mother died when he was five years old. One of Arafat's earliest memories was of British soldiers breaking into his uncle's house and beating family members.
Arabic 3: Basics on the nominal sentence Mohamed ZAIM
¨ Arabic 3: Basics on the nominal sentence ¨ is the first step to live a sentence in Arabic. You will find all necessary details that help understanding well the function of each part of it and so knowing deep the secret meaning and grammar that such lovely sentence carries. The slides are available also beside others on my blog:
www.alif-zaim.blogspot.com > ¨Grammar Slideshare¨ section cross column on right. Enjoy !
The document provides an analysis of grammar points and non-finite verbs (infinitives, -ing forms, and -ed participles) that will be covered in Module 2 on the Renaissance. It discusses the syntactic functions of non-finite verbs and provides examples of their use as attributes. It also analyzes typical exam questions related to non-finite verbs acting as attributes.
Mulk Raj Anand was one of the greatest Indian writers in English who brought political commitment to his realistic portrayals of India's poor. His novel Untouchable, published in the 1930s, was groundbreaking for having a latrine cleaner as its central character and depicting the lives and struggles of the untouchables. The novel experiments linguistically by including many transliterated Hindi words and phrases into English. It also contains literal translations of Hindi idioms, swear words, and even full sentences. These experiments allowed Anand to authentically capture the language and experiences of his characters but made the novel difficult for non-Indian readers. The linguistic variations in Untouchable were bold and helped Anand communicate the realities of
This document provides an overview of activities and materials used in a workshop on translation and vocabulary building. It includes:
1) Concentration card game to practice vocabulary matching words in two languages.
2) Role play activities where students practice translation and interpreting skills in simulated conversations between monolingual and bilingual speakers.
3) A group activity where students act out walking styles and translate sentences from Malay to English.
4) Examples of poems, stories and letters in Malay that could be used for translation practice. Guidelines are provided for designing effective translation activities that encourage communication and student creativity.
Dr Mark Hooper's presentation from our April Translation and Transcreation Workshop. How does the translation process work? How can you get the best for your translation project from your Language Service Provider? What does technology mean for translation? What are the differences between translation, transcreation and localisation? This informative presentation answers all of these questions and more.
Arabic grammar 1: Basics on nouns that any Classical Arabic and/or Modern Standard Arabic learner should know to be prepared for future grammar studies.
This document provides an overview of the key sub-fields and concepts in linguistics. It discusses the main sub-fields of linguistics including phonetics, phonology, morphology, semantics, pragmatics, and discourse analysis. For each sub-field, it outlines some of the central concepts and provides examples. It also includes 20 multiple choice questions testing understanding of concepts from various sub-fields like phonetic transcription, semantic roles, syntactic structures, and more.
1) The document discusses Arabic grammar rules related to nouns, including the different types of nouns and their properties.
2) Nouns can be masculine or feminine, singular, dual or plural, rational or irrational, definite or indefinite. They can also take certain prefixes or suffixes to indicate these properties.
3) Other topics discussed include pronouns, verbs, particles that indicate gender and distance for nouns, and idafa possessive constructions.
Amarigna & Tigrigna Qal Book Series Teachers GuideLegesse Allyn
The document provides an overview and introduction to the Amarigna & Tigrigna Qal Book Series Teacher's Guide. It discusses how the AIOS National School Program curriculum was endorsed by the Black Education Commission of the Los Angeles Unified School District in 1994. It also discusses how the curriculum serves to expand students' views of ancient Gebts society and counteracts stereotypes of Africa. The introduction then provides an example mini-module that synthesizes the curriculum with Bloom's Taxonomy, outlining objectives and methods for different cognitive levels including knowledge, comprehension, and application.
This document discusses teaching speaking as a foreign language. It addresses what a speaker must do, know, and consider when teaching speaking. A speaker must introduce themselves and model natural interactions. They must understand processes of speech production like conceptualization, articulation, self-monitoring, and fluency. A speaker must manage turn-taking and interactions. Additionally, a speaker must have linguistic knowledge including genres, discourse conventions, pragmatics, grammar, vocabulary and phonology. They must also understand sociocultural contexts and speech conditions. The document provides examples and breakdowns of these various components involved in effectively teaching speaking as a foreign language.
The document provides an overview of conjugating regular "ar" verbs in Spanish. It begins with a review of conjugating English verbs, then explains how to conjugate regular Spanish verbs ending in "ar" by removing the infinitive ending and adding prefixes according to the subject. It provides examples of conjugating the verb "hablar" in different subjects and gives the English translation. It concludes with drills to conjugate other "ar" verbs in subjects and provide the English equivalent.
1. The document discusses various types of word modification and translation in English and Indonesian, including affixes, compound words, word class changes, and lexical equivalence.
2. It provides examples of prefixes, suffixes, and their meanings in English and Indonesian, as well as strategies for translating words with unknown concepts or culturally unique concepts.
3. The relationship between lexical parts, synonyms, antonyms, and reciprocal words are also examined, highlighting that word meanings may differ across languages and contexts.
This document appears to be practicing pronunciation of the English letter "P" for non-native English speakers. It notes that the letter "P" does not exist in Arabic and is difficult for Arab people to pronounce correctly. It then provides the tongue twister "Peter Piper picked a pick of pickled peppers" and encourages repeating it many times to help the tongue get used to pronouncing the "P" sound.
English 6 dlp 42 using the active and passive voice of verbsEDITHA HONRADEZ
This document discusses the active and passive voice of verbs. It provides examples of sentences in the active and passive voice and explains how the subject and verb change depending on whether the subject performs or receives the action. It also discusses irregular verb forms in the past and past participle. Examples are given of changing sentences from active to passive voice and vice versa. Learners are provided exercises to practice identifying and changing between the active and passive voice.
This presentation explains the connection between using Edited Standard Written English for academic writing assignments and being taken seriously by the audience. This presentation is intended for my Fall 2011 ENG 1113 class.
The document provides instructions for navigating a PowerPoint presentation. It includes buttons to go back, advance to the next slide, go to the beginning, and replay the current slide. It instructs the user to finish each slide before advancing to the next.
The document discusses language and punctuation. It begins by explaining how humans communicate through developed language, with sentences typically having a subject and predicate. It then discusses some key differences and similarities between English, Hindi, and Tamil regarding parts of speech, grammar rules, and punctuation. Specifically, it notes that while languages all convey information in sentences, they may differ in things like whether they have adjectives. It also explains how English uses punctuation more frequently than some other languages to show pauses and changes in meaning.
This document provides grammar notes on using the て-form of verbs in Japanese. It explains that the て-form allows you to make polite requests, list multiple verbs in a sentence, and indicate the present progressive. The table shows how to conjugate different types of verbs into their て-form. Examples are given of using the て-form to make polite requests and list verbs in a sentence.
The document provides information about a book that aims to help candidates prepare and do well on the TKT (Teaching Knowledge Test) exam. The book is divided into three chapters that correspond to the three modules on the TKT exam. It contains practice exercises and tasks similar to those on the real TKT exam to help candidates understand the structure and learn tips to achieve the highest band score of 4. An English teacher from New York is quoted saying this book was a powerful tool that helped him feel confident enough to get band 4 on the TKT exam.
1) The document discusses the politics of grammar and the importance of using edited standard written English in academic and professional writing. It defines key terms like grammar, inflection, and syntax.
2) The document examines Stokely Carmichael's speech advocating resistance to standard English yet being delivered almost entirely in standard English. This illustrates that using standard English gives one's message the most power and influence with broad audiences.
3) For credibility in academic, professional, and public life, presenting thoughts in edited standard written English is important as instructors, employers, coworkers, and customers expect it. While some argue grammar rules don't improve writing, editing skills remain essential for college students.
This document provides an introduction to common nouns and proper nouns. It defines common nouns as words for people, animals, places, or things, and provides examples of common nouns in each category. Proper nouns are not defined but the document indicates they will be discussed in the next section. Exercises are included for students to identify common nouns and categorize example words as people, animals, places, or things.
Yasser Arafat was born in 1929 in Cairo. His father was a Palestinian textile merchant with some Egyptian ancestry, and his mother came from an old Palestinian family in Jerusalem. Arafat was sent to live with his maternal uncle in Jerusalem after his mother died when he was five years old. One of Arafat's earliest memories was of British soldiers breaking into his uncle's house and beating family members.
Arabic 3: Basics on the nominal sentence Mohamed ZAIM
¨ Arabic 3: Basics on the nominal sentence ¨ is the first step to live a sentence in Arabic. You will find all necessary details that help understanding well the function of each part of it and so knowing deep the secret meaning and grammar that such lovely sentence carries. The slides are available also beside others on my blog:
www.alif-zaim.blogspot.com > ¨Grammar Slideshare¨ section cross column on right. Enjoy !
The document provides an analysis of grammar points and non-finite verbs (infinitives, -ing forms, and -ed participles) that will be covered in Module 2 on the Renaissance. It discusses the syntactic functions of non-finite verbs and provides examples of their use as attributes. It also analyzes typical exam questions related to non-finite verbs acting as attributes.
Mulk Raj Anand was one of the greatest Indian writers in English who brought political commitment to his realistic portrayals of India's poor. His novel Untouchable, published in the 1930s, was groundbreaking for having a latrine cleaner as its central character and depicting the lives and struggles of the untouchables. The novel experiments linguistically by including many transliterated Hindi words and phrases into English. It also contains literal translations of Hindi idioms, swear words, and even full sentences. These experiments allowed Anand to authentically capture the language and experiences of his characters but made the novel difficult for non-Indian readers. The linguistic variations in Untouchable were bold and helped Anand communicate the realities of
This document provides an overview of activities and materials used in a workshop on translation and vocabulary building. It includes:
1) Concentration card game to practice vocabulary matching words in two languages.
2) Role play activities where students practice translation and interpreting skills in simulated conversations between monolingual and bilingual speakers.
3) A group activity where students act out walking styles and translate sentences from Malay to English.
4) Examples of poems, stories and letters in Malay that could be used for translation practice. Guidelines are provided for designing effective translation activities that encourage communication and student creativity.
Dr Mark Hooper's presentation from our April Translation and Transcreation Workshop. How does the translation process work? How can you get the best for your translation project from your Language Service Provider? What does technology mean for translation? What are the differences between translation, transcreation and localisation? This informative presentation answers all of these questions and more.
Methodology and class activities in translation workshopcbakoula
Proceedings of the Second International Conference of Foreign Language Teaching in Tertiary Education, Department of Applied Foreign Languages in Management and Commerce
This document advertises a workshop to train people to write translation notes that will help translate the Bible into languages that currently do not have any scripture. It seeks people with skills like Bible study, grammar, writing, translation experience, or knowledge of languages. After training, volunteers would develop a team in their church to complete the notes for one book of the Bible, which can be done online at any time with mentor support. It provides contact information for Jennifer Cunneen to sign up or get more details about the March 2-6 workshop.
The document discusses various topics related to developing and evaluating language learning materials. It defines key terms like authentic and artificial materials. It also outlines different types of syllabus approaches that can be used in materials like situational and topical. The document provides guidelines for evaluating existing materials using checklists of criteria and describes strategies for developing new materials to fill gaps, such as analyzing objectives, classifying them, finding supplemental content, and reorganizing into a coherent curriculum.
Techniques in translation, computer assisted, machine translation, subtitling...Moses Altovar
This document discusses various translation techniques including computer-assisted translation, machine translation, subtitling, and editing/post-editing. It provides details on each technique in 3-4 paragraphs. Computer-assisted translation involves human translators using computer programs, tools, and technology to assist them. Machine translation aims to translate without human intervention but often requires human pre-editing and post-editing. Subtitling has constraints related to synchronization with visual/audio elements and reading speed, requiring simplification and brevity in the subtitles.
Subject: English 18
Translation and Editing Text
Topic: Techniques in Translation
Techniques in Translation
1. Computer assisted
2. Machine translation
3. Subtitling
4. editing/Post editing
1. COMPUTER-ASSISTED
Computer-assisted translations also called 'computer-aided translation or machine-aided human translation. It is a form of translation wherein human translator creates a target text with the assistance of a computer program. The machine supports a human translator.
What is Computer Aided Translation?
Computer aided translation (also called computer assisted translation) is a system in which a human translator uses a computer in the translation process.
Humans and computers each have their strengths and weaknesses. The idea of computer aided translation (CAT) software is to make the most of the strengths of people and computers.
Translation performed solely by computers ("machine translation") has very poor quality. Meanwhile, no human can translate as fast as a computer can. By using a CAT tool, however, you can gain some of the speed, consistency, and memory benefits of the computer, without sacrificing the high quality of human translation.
Translation Skills: Theory and practice
The theoretical base should include general information regarding the translator's workshop and the issues one should be familiar with.
*Internet
It is worth discussing is the role of the internet as a source of information. It is important to use the translations which have been on the market for some time and are recognized by other people. This is where the internet becomes very useful for it allows us to search forgiven information (google.com, yahoo.com, altavista.com, etc.), use online dictionaries and corpora, or compare different language versions of the same site (Wikipedia the Free Encyclopedia and the ability to switch from different languages defining a given notion-www.wikipedia.org). Google itself is a powerful tool since it allows us not only to search for information on webpages but also it indexes*.doc and *pdf files stored on servers, allowing us to browse through their contents in search for a context.
*Software
A successful translator needs to know how to handle various computer applications in his/her work. That's why basic software used to compress and decompress files should be mentioned (WinZip, WinRAR). PDF and multimedia files readers (images, audio). Last, the use of different word processors, are usually the first application that leads people using a computer for their work. This comprises of spell checking, standard layouts, ability to have some characters appear in bold print, italics, or underlined. We can save documents, so it can be used again, and we can print the documents.
It is important to mention CAT tool, how the
The document discusses materials development in language learning. It defines materials as tools or resources used for teaching and learning a language. Materials development refers to the design, implementation, and evaluation of language teaching materials. The roles of materials include presenting language, providing practice activities, and serving as a reference. Authentic materials from real-world sources are discussed as well as textbooks. Factors to consider in evaluating and selecting textbooks include how they match learner and teacher needs and program goals.
Materials development in language teachingFadi Sukkari
For Tomlinson, language learning materials need to be improved in several ways:
1. They should cater to different learning styles and not just favor analytic learners.
2. Self-access materials specifically should encourage experiential learning and help learners make conscious decisions.
3. Both student and teacher materials need to provide more options and activities to accommodate different preferences.
This document summarizes Mary Risner's presentation on supporting Portuguese language study for specific purposes. It discusses collaborating with Portuguese professional associations, providing professional development for K-16 educators, and applying Portuguese in the workplace. It also lists resources like newsletters, listserves, publications and programs for studying Portuguese in the US.
This document discusses issues related to sustainable city development and the environment. It was written by Nur Faraeen Binti Zainudin and has the identification code LMCP1532. The document focuses on environmental issues pertaining to sustainable urban planning and management.
This document discusses connected speech and weak forms in English. It begins by explaining that connected speech refers to how words are pronounced together in fast, casual speech. It then focuses on schwa, explaining that unstressed vowels are often reduced to a schwa sound. Function words like pronouns, auxiliaries, and prepositions are more likely to take weak forms and be reduced to schwa. In contrast, content words like nouns, verbs, adjectives, and adverbs usually maintain their strong forms. The document provides examples of words in weak and strong forms. It suggests awareness raising activities and jazz chants as ways to help learners notice and produce weak forms in connected speech.
I don't know.
Student: I don'no.
Teacher: You're going to be late.
Student: You're gonna be late.
Friend: I want to go now.
Other: Wanna go now.
Liubovi Burla
Liubovi Burla
Liubovi Burla
Liubovi Burla
1. The document introduces a team of people including Rijal Ariza Rang M. ul Hali Rizky Ardia and Haris n.
2. It then discusses competence standards and materials including gerunds, adjective clauses, imperative sentences, and the use of for, during, and while in time expressions.
3. The document concludes with an 8 question competence test on these topics with answer keys.
This document provides instruction on techniques for paraphrasing text. It defines paraphrasing as restating relevant information in one's own words while acknowledging the source. Effective paraphrasing has a different structure and vocabulary than the original while retaining the same meaning. The document then outlines various techniques for paraphrasing, including substituting synonyms, changing word classes, rearranging word order and sentence structure, using negation, splitting sentences, and translating concepts rather than specific words. It provides examples for each technique and concludes with a practice exercise for students to paraphrase sentences using these methods.
The feature that does not belong to an email is using paralinguistic tools (B). Emails are written forms of communication and do not involve paralinguistic cues like facial expressions, gestures, etc. The other features - allowing repeated drafting, being loosely structured, and being static all apply to emails.
This document provides instructions for a lesson plan using the song "Waltzing Matilda" as the basis for teaching English literacy skills to ESL students. The lesson consists of 8 tasks that require students to listen to, read, analyze and summarize the song. Tasks include writing a biography of the song's author, explaining the verses, retelling the story, defining words, analyzing verbs and their tenses, and writing a letter. The document outlines the process for students to complete the tasks in pairs or individually and submit word-processed responses for evaluation based on criteria including level of detail, accuracy and effort. The goal is for students to improve reading, writing, listening and speaking abilities using a variety of text genres and literacy skills.
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9. Example: MCQ for Movie Titles
A. KELEBIHAN MENJADI
BUNGA DI TEMBOK
B. FAEDAH SEBAGAI BUNGA
DINDING
C. MANFAAT SESEORANG YANG
TIADA RAKAN MENARI
D. ?????
10. Original
THE RING –
Before you die, you see....
Russian translation –
THE CALL
Before you die, you hear....
Accessory - Cincin?
b. Shape - Bulatan?
c. Sound - Bunyi Loceng?
a.
11.
12.
13. OMBAK RINDU – English???
T.E.S.T. for
Good Translations:
a.True to the original
meaning?
b.Economical - not too
laborious or lengthy
c.Sound catchy?
d.Tone of the original?
14. Activity 1: Transformers
20 movie posters
Work in groups of 3 or 4 (
2:2 or 2:1 –either 2 or 1 to
record points raised) on
one poster
Write an MCQ of 3 or 4
alternative translations
into English
Put up poster & MCQ on
the wall.
Time: 5 minutes
15. Promenade to Discuss Other Movies
and Choose from MCQs – 5 minutes
OMBAK RINDU =
a. Wave of Longing?
a. Wave of Yearning?
a. Waves of Passion?
16. Post Activity Reflection?
Focus on points of contention during
discussion
Ask students to justify choices of best
translated title
Refer to T.E.S.T. Criteria
True meaning/ Economy / Sound/ Tone?
Besides movie titles, what else?
17.
18. Activity 2 : Jalan-Jalan
6 groups – please sit in circles;
enough space to walk around behind those seated
Take turns to mimic the walking style on your
card. Your group must guess the word in
Malay and English.
Collect from the centre the card in English
which is called out by your group.
Check if all your cards match.
Follow-up:
Translate the sentences from Malay to English.
19. Reflection After Jalan-Jalan
What‟s Lost ?
What‟s Found?
music of L1
What we do/ don‟t
Prob v little if at all;
have in common?
a richer vocabulary
an appreciation of the
range of words used
to describe actions
precision in meaning
straightforward
descriptive sentences;
fewer difficulties when
translating prose.
20. Reflection After Jalan-Jalan
What do you mean, “He moved”? How exactly did
he move?
Options to explore
a.She spoke ( whispered/ warned / advised /
promised/ insinuated/ etc)
b.They ate ( gobble / nibbled / gulped / picked at
their food/ wolfed down their meals)
c. It is big ( large, enormous, gigantic, sizeable,
huge)
d.I am ( angry, irritated, annoyed, in a rage, livid,
outraged, furious)
21.
22. Activity 3 – Be A Wet Blanket
Pair Work
a.Identify the parts which are
direct translations from Malay
idioms or proverbs.
b.Translate into English & use
wherever possible, English
idioms instead.
23. From Amir Muhammad’s “The Break-Up” in his collection of stories,
ROJAK. Reproduced with kind permission of the author
To the front of Wati who is now in Bukit Tunku,
whom I hope is well.
Wati,
I think our relationship should end here. My love
for you was so real but I have been clapping with
one hand. You were so mean to me at your
becoming-day party, just because you were with
your rich friends while I’m from a difficult
family. I never knew there was a prawn behind
the rock all this while: you were using me to
make your ex- jealous! How my liver hurt when
you showed your true self. I guess what they say
is true: hornbills with hornbills, sparrows with
sparrows. Let me now bring myself.
24. Reflecting After The Break-Up
1.Letter writing conventions – openings & closings
in English vs Malay
2.Idiomatic expressions - can we find English
equivalents for our peribahasa or simpulan
bahasa?
3.Follow-up Activity – Challenge students to
continue the letter in the same vein. Fun &
instructive to make mistakes deliberately for peers
to spot and correct.
28. Partner Up for Getaran Jiwa
Sheila Majid is having a concert
in London next year.
Translate the lyrics of
“Getaran Jiwa”
for her concert programme
into English
for the benefit of
the non-Malay speaking audience.
29. Getaran jiwa
Melanda hatiku
Tersusun nada
Irama dan lagu
Walau hanya sederhana
Tetapi tak mengapa
Moga dapat membangkitkan
Sedarlah kamu wahai insan
.
Tak mungkin hilang
Irama dan lagu
Bagaikan kembang
Sentiasa bermadu
Andai dipisah
Lagu dan irama
Lemah tiada berjiwa
Hampa
30. Specific Questions for GETARAN JIWA
a.What is the overall meaning of this
song?
b.What is the thing which stirs the soul?
c.Line 3 – arranged by the notes OR the
notes are arranged?
d.Which is better for line 5 – modest or
simple?
e.How best to translate „insan‟? Men,
human beings, mortals, people?
f. Line 8 – Realise what?
31. Note from Sheila:
Some lines in your translation don’t sound right.
Could you please revise them?
The stirring of my soul
Overcomes my heart
Arranged by the notes
Of rhythm and song
If it's only modest
Never mind
Perhaps it could stir
Realise all you
mortals
Never will they vanish
Rhythm and song
It will bloom
It will always linger
If they be separated
The song and rhythm
They'll be soulless
and weak
And empty
35. ThAnK YoU FoR
YoUr AtTeNtIoN & PaRtIcIPaTiOn
Translation activity has a
place in language
teaching –
ONLY if properly designed
and used at the right time
and with the right
students.
- Carmen T Koppe
Terima Kasih!
Thank You!
Xie-xie ni!
Gamsa-hamnida!
Merci!
Gracias!
36.
37. Careful How You Translate -1
Beijing, 1987,
“Finger-lickin' good”
became
“We'll Eat Your
Fingers Off!”
in Chinese.
38. Careful How You Translate - 2
Also, in China:
Pepsi's
“We bring you back
to life”
was read as:
“We bring your
ancestors back
from the grave.”
39. Concentration: Vocabulary-Building
1.Cards all face down.
2.Take turns to open 2
cards at a time.
3. If they match, you
keep the pair and
open 2 more cards.
4. If not, turn over the
cards and the next
person will take his /
her turn.
40. Example 1 - Concentration Game
Mountain range
Banjaran gunung
41. Examples 2 & 3
Matching Phrases
A pair of shoes
=
Sepasang kasut
May I borrow
your pen?
=
Bolehkah saya
pinjam pen
anda?
42. b. Jim
Scrivener - Role-Plays
In Groups of 3
1.Ambassador /
Tourist A monolingual
2. Ambassador /
Local B monolingual
3. Interpreter to
mediate - bilingual
43. Example of Situation for Roleplay
Tourist A
You want to buy a
return train ticket
from Butterworth to
KL for Sat night.
You prefer to book a
sleeping berth.
Find out the
departure and arrival
times.
Local B
Sleeping berths are
fully booked for Sat
night.
There are a few
available for Sun.
Upper RM 50 Lower
RM 35
Departure 10 pm
Arrival 720 am.
45. IN THE MIDST OF HARDSHIP
At dawn they returned home
their soaky clothes torn
and approached the stove
their limbs marked by scratches
their legs full of wounds
but on their brows
there was not a sign of despair
The whole day and night just passed
they had to brave the horrendous flood
in the water all the time
between bloated carcasses
and tiny chips of tree barks
desperately looking for their son's
albino buffalo that was never found
They were born amidst hardship
and grew up without a sigh or a complaint
now they are in the kitchen, making
jokes while rolling their cigarette leaves
-Latiff Mohidin
DALAM BENCANA
Mereka pulang ke rumah
waktu subuh hari
dengan pakaian robek basah
menghampiri api tungku
lengan mereka penuh calar
kaki mereka penuh luka
tapi di kening mereka
tidak kelihatan rasa kecewa
Sehari semalaman
mereka mengharungi banjir
berendam antara bangkai ternakan
dan serpihan kulit tumbuhan
kerbau balar si buyung
masih belum ditemui.
Mereka dilahirkan dalam bencana
tidak ada keluhan dan kutukan
kini mereka berjenaka di dapur
sambil menggulung rokok daun
46. Translation is
…natural and necessary
…..in offices, banks, factories,
shops and airports –
translation is going on
all the time.
Why not inside the classroom?
( DUFF,1989/1996, p.6)
47. Learners translate...
• in class for peers
• signs and notices...
• instructions & letters for friends etc.
From The Place Of Translation In Language Teaching
- Radmila Popovic
48. Duff‟s Translation (1989/1996):
When we translate, we should know:
• what we are writing or speaking about,
• where the language occurs and
• to whom it is addressed
if context is the what, where and to
whom, then register is the how.
49. Translation activities can train
the learner
to search (flexibility)
for the most appropriate words
( accuracy)
to convey what is meant ( clarity)
( Alan Duff 1989:7).
50. The place of translation in Language
Teaching - Radmila Popovic
Principles to follow:
a. The rightness or wrongness of the
source language influence
b. The style of the original text may
be changed, depending on the
purpose of the translation text
c. Idioms have to work in L2, even
though they are notoriously
untranslatable.
51. Criteria – for translation activities
- language is used for a purpose,
2. - they create a desire for communication,
3. - they encourage students to be creative and
contribute their ideas,
4. - students are focused on what they are saying,
rather than how they are saying it,
5. - students work independently of the teacher
6. - students determine what they want to say or
write.
(after Nolasco, Arthur 1995:59)
1.
Editor's Notes
Thank you, USM for the opportunity to present this workshop.Thank you to participants for cominghere today.This workshop is primarily for English language teachers in Malaysian schools. I’d like to suggest that we consider incorporating some translation activities regularly into the EL lessons and this workshop will take you through some suggested activities which you may adopt for different levels. Apologies.....to those who do not speak Malay, this workshop is primarily for Malaysians who teach English here so most of the activities here are based on Malay texts. Suggest you sit next to a Malaysian and ask for more explanations .... To Malaysians as my own command of Bahasa is pretty shaky so I will be depending on you as walking dictionaries from time to time. FYI - I’ve used Oxford Fajar Advanced Learner’s English-Malay dictionary ( published in 2000).
This was a gamemy classmates and I invented during our secondary school days. In between lessons, before our teacher showed up, we’d write movie titles on the blackboard and do literal translations into Malay. For instance....
That was how we amused ourselves in those days before smartphones, FB etc.
Here’s an example that may be more familiar to the younger generationDoes anyone want to suggest some translated titles?
You get a few laughs from deliberately translating literally word for word but then you begin to appreciate how difficult this job is if you were to take it seriously –Is there a Malay equivalent for the Eng idiomatic expression, “being a wallflower”?Does the word ‘perks’ have exactly the same meaning as advantages? Do the Malay words like “kelebihan, faedah, manfaat” sound as catchy?
Accurate translation also requires an understanding of the context as well as an awareness of the possible range of meanings. I have never seen this Jap movie but it’s interesting to note how ‘the ring’ from this Jap horror film was translated by some Russian for moviegoers in Moscow into “The Call”.
But what if we had to do the reverse? What if we wanted to promote our local film industry and reach out to a wider audience. Suppose we wanted to have a mini-Malaysian Film Festival in London. How would we translate these home-grown movies for English speakers? What English equivalent could a translator find for our home-grown Pontianak or orangminyak for instance? = hantuperempuanygsukamengambilanakkecil/ mengganguorangberanakbanshee = esp Irish , female spirit with a distinctive wail, thought by some to warn of death in a houseWe need to teach our students to be aware of cultural-specific terms which may create problems in translation.
Mata Sepet – slit-eyed OR Sepet = SLIT ? NB This movie poster gives us a clue – the tagline under the movie title reads, “One Chinese boy, One Malay girl, One Unforgettable love story” – perhaps the late, great Yasmin Ahmad decided it wassimply unnecessary to translate the title for the international audience because the different languages in the poster echoed aptly the ideal of a society equally at home with both languages and cultures.
Group Work – 20 Movie Posters of Malay Movies. ( Work in Small Groups of 3 /4 ) Translating Movie TitlesPick some titles of Malay TV programmes ( see below ) and offer three / four translations as in an MCQ ( group of 4; 2 to discuss, 2 to record). Those recording the discussion can then report to whole class the most interesting points of contention.Each group starts first in front of a different film poster. Discuss and write a possible translation for the movie title and put it up under the poster. Move around and do the same for the other posters. Then discuss as a class each poster title and decide which is the best title for each film.Translate extracts of dialogues from movie scripts. Criteria for Good Translations:It should be true to the original meaning.It should sound as catchy as the original.It should be as economical as possible ie not too laborious or lengthy
Role of the note-taker in the groupDuring the group discussion, the note-taker will record points of disagreement or controversy raised by others in the groupFor the post activity class discussion, the note-taker shouldreport on interesting points of contentionto share with the rest of the class.
What else? Notices
What else??? Notices - Manglish, ChinglishUsing Humour In Class to Make Language Lessons Memorable – Differences in Grammar - Adjectives & AdverbsXiao xin = be careful OR carefully hua2 luo4 = 1. go down 2. drop / fall. Moral of the story – Teach our students to be aware of inflections. Segue into Activity 1 = Jalan-jalan
Stride / strodeBerjalandenganlangkahpanjang Tip-toe/ tip-toedBerjalandengandiam-diamdanberhati-hatidiatashujungjari kaki; berjingat Stagger/ staggeredTerhuyung-hayang; berjalansecaratidaktetap Tramp / trampedMerayau – rayaumencarisesuatu Trudge / trudged Langkah yang memerlukanbanyaktenaga; Tertaktih-taktihberjalan March / marchedBerkawad Sashay / sashayed Berjalandenganbergaya/ dengancarabersahaja; menunjuk-nunjuk Stomp / stompedBergerakmenghentak-hentak kaki denganbising; denganlangkahberat Pace / pacedBerjalanmundar-mandir; denganlangkahnalar Glide / glidedBergerakdenganlicin and selanjar ; Meluncur Creep / creptMendekam ( menunjukkankerahsiaan) Slink off / slunk offMeredap; bilamaluatautakut; Biasamenundukkankepala Shuffle / shuffled Seret kaki; berseret-seretWaddle / waddled Terkedek-kedeksepertiitik Limp/ limpedTerhencot-hencot COME AND GET IT!Participants are given card with Malay word to hold and keep secret; Ps must demonstrate walking style according to word on card; group members to guess the word in Malay and English so that P can choose and collect the right card with English equivalent at the end of the path.When all the cards have been collected, groups will translate the sentences from Malay to English. REFLECTION AFTER ACTIVITYWhat’s Lost? =music of L1; Prob v little if at all; straightforward descriptive sentences; fewer difficulties when translating prose. What’s Found? = What we have in common? Purposes for walking; hopefully a richer vocabulary; an appreciation of the range of words used to describe actions; precision in meaning. What do you mean, “He moved”? How exactly did he move? Options to exploreShe spoke ( whispered/ warned / advised / promised/ insinuated/ etc)They ate ( gobble / nibbled / gulped / picked at their food/ wolfed down their meals)It is big ( large, enormous, gigantic, sizeable, huge)I am ( angry, irritated, annoyed, in a rage, livid, outraged, furious)
Jap anime has enjoyed a strong following in many parts of the world but it hasn’t been easy fornon-Japanese speaking fans to find good translations. Sometimes there are just so many culture-bound references that it is quite a challenge for translators to provide elegant subtitles.
Reproduced with kind permission of the author:From Amir Muhammad’s “The Break-Up” in his collection of short stories, ROJAK.Pair / Group work – Mini whiteboards and pens.Identify the parts of the letter which are direct translations from Malay idiomatic expressions or proverbial sayings.Translate this extract into English, using wherever possible, English idioms instead. Letter writing conventions – how to open a letter in English vs MalayIdiomatic expressions - can we find English equivalents for our peribahasa or simpulanbahasa?
When I taught Literature to junior college students in S’pore a long time ago, I liked to use the analogy of a juggler to describe the challenges writers face –whether you are composing a poem, writing an expository piece or fictional prose, you need to keep several balls in the air. You begin with a purpose for writing – to vent, to persuade, to provoke, to inspire, to questionAnd then you have to consider how you can convey what you want to say through various devices – through imagery : similes, analogies, metaphors, figurative language Through tone: tongue-in-cheek, sarcasm, ironyThen there’s the music of language whether in prose or verse – the rhythm through the tension between the long, complex clauses and the succint, abrupt phrasesThe writer needs to pay attention to the different aspects at the same time.
So whether you are interpreting or translating a foreign language into your mother tongue or vice versa, you have an even greater challenge.Interpreter – ahliinterpretasiataujurubahasaTranslator – orang yang menterjemahkanterutamasekalisesuatuygbertulis
Michael Lewis recommends translating chunk for chunk ( not word-for-word translation).Carmen TerezinhaKoppe “Translation in the EFL Classroom: How and What to Work” : Translation should become a form of a conscientiousthinking which is the lexicalapproach central technique.
Activities for GETARAN JIWATask A – Specific Questions –What is the overall meaning of this song?What is the thing which stirs the soul?Line 3 – arranged by the notes OR the notes are arranged?Which is better for line 5 – modest or simple?How best to translate ‘insan’? Men, human beings, mortals, people? Line 8 – Realise what?Task B - Editor to translator – Some things about the translation below don’t sound right. I’ve underlined the parts which sound awkward to me. Can you please revise them?The stirring of my soulOvercomes my heartArranged by the notesOf rhythm and songIf it's only modestNever mindPerhaps it could stirRealise all you mortals.Never will they vanishRhythm and songIt will bloomIt will always lingerIf they be separatedThe song and rhythm They'll be soulless and weakAnd emptyTask C – Editor to Translator Sheila Majid is having a concert in London next year. Please translate the lyrics for the concert programme into English for the benefit of the non-Malay speaking audience.
Translator unknown – Review of Penang Philharmonic Orchestra’s Evening of AriasFrom http://penangphilharmonic.org/main/index
That’s why I would compare a translator or interpreter to this kind of juggler who has to keep different balls up in the air while moving on a unicycle.So many things can go wrong and there are greater risks. So are we ready to hand over this arduous task to the likes of Google Translator?
Google Translator’s version of GetaranJiwa
Interesting exercise to compare two translations from a government ministry website ( on the required dress code)
Carmen TerezinhaKoppe “Translation in the EFL Classroom: How and What to Work” - Translation activity has a place in lg teaching –ONLY if properly designed and used at the right time and with the right students.
Deformed vs Disabled – why Chinese translate it that way?On sign = Can2 ji2 ren2 nan2 ce4 suo3 = Deformed men’s toiletCan2 = incomplete, deficient, deformed, maimed, disabledCan ji = deformityJi2 = disease, swiftWhy not use can2 fei4 =crippled / physically disabled ( fei4 = abandon, abolish, waste, scrap, useless) perhaps because the implication sounds worse???? I learnt a lot more when I stopped sniggering and actually trawled through my TIMES New Chinese –English dictionary to understand what could have caused this misinterpretation. The Inuit people in the Arctic are said to have specific names for different kinds of snow – language reflects the way we look at the world and it is a mirror to our culture.
Still, there are times when we do have to be carefulesp these days with a globalised world.
Vocabulary- building esp for beginners / lower levels / younger learnersConcentration / Memory Games – matching words pairs ( English – L1); before role playMatching cards with words in two languages and identical picturesExample of a Set with the theme: At The Station:Arrival =ketibaan departure - berlepas OR bertolak????a return ticket = tiketpergibalikaisle seat = ???? luggage = bagasi sold out = habisdijual sleeping berth = koctidur reservation = = tempahan
Concentration / Memory Games – matching words pairs ( English – L1)Vocabulary- building before role play esp for beginners / lower levels / younger learnersSet 1 At The Station – bus station / departure time – leave / platform / ticket counter / aisle seat / luggage / sold out / next available / sleeping berth/ reservationSet 2 At The Clinic – fever / pain / injury / medicine / operation / serious / pain-killers / medical leave / prescription / poor appetite
Bilingual concentration game for reinforcing new vocabulary or stock phrases for higher levels of proficiency.
Jim Scrivener’s Role-playPrepare a pack of cards with everyday situations on them - especially ones in which a foreign tourist needs to do something in an English-speaking country - e.g. 'buying a ticket at the train station', 'asking what time the film starts', 'booking into a hotel' etc.In groups of three, one student is a foreign tourist (who doesn’t understand Malay). The other people are (i) the person they are talking to (e.g. a ticket seller who only speaks Malay) and (ii) an intermediary who speaks both languages.
Some Reminders Get the overall picture ie understand the purposeAvoid thinking in the L1Explore alternatives before choosing the best translation
Form 4 English Lit componentMalay version of poem “In The Midst of Hardship”From Rodney Tan’s blog http://englishteachernet.blogspot.com/2010/09/poem-in-midst-of-hardship-original.html