Page 100 - English for Advanced Secondary Schools Teachers Guide Form Five

English

(e) Studying the quality of any translated document or text by using
the provided translation performance rubric. This activity may
be done individually or in small groups.

FOR ONLINE READING ONLY
Activity 9.2 Translating a variety of general texts using

Computer Assisted Translation (CAT) tools
Use the activities in the Student’s Book to guide the students through:

(a) Reading and acting out the dialogue about using CAT tools in
translation. Juma is an experienced translator of traditional
translation methods. Rehema is an experienced translator who
has recently started using CAT tools. This activity should be
done in pairs or small groups.
(b) Exploring different Computer Assisted Translation (CAT)
tools to understand their types, features advantages and
disadvantages.
(c) Downloading at least two trial versions (if available) or explore
free version CAT tools from your practical exploration in (b).
Then, instruct them to experiment with basic translation tasks
using sample texts or documents they have been provided. This
activity can be done individually, in pairs or in small groups.
(d) Translating samples of the provided documents in the Student’s
Book using CAT tools of your choice.
(e) Using any CAT tool of their choice to translate the following
excerpt of a legal document into Kiswahili. This activity should
be done individually.

Activity 9.3 Discussing the ethics of translation as

a career

Use the activities in the Student’s Book to guide the students through:
Studying the provided case study of misconduct by a translator found
in the Student’s Book and ask them to answer the questions after it.
This activity can be done individually or in pairs. Students’ responses
may vary, ensure that the responses are relevant and accurate.

Form Five 80 Tanzania Institute of Education (TIE)

23/06/2024 17:53
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Eglish F5.indd 80 23/06/2024 17:53