Page 98 - English for Advanced Secondary Schools Teachers Guide Form Five

English

Activity 8.7 Interpreting conversations in a variety of settings

Use the activities in the Student’s Book to guide the students through:

(a) Role-playing simultaneous interpreting of the provided one-sided
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conversation into Kiswahili as other students listen. This activity
should be done in pairs.
(b) Interpreting the text into Kiswahili simultaneously or consecutively
as you read in pauses.
(c) Comparing their interpretations with those done by others
by considering the following: Knowledge of the language,
concentration and memory, multitasking skills, accuracy
(correctness), clarity of information presentation, consistency,
grammar, punctuation, fluency (whether the ideas flowed naturally
and carried the sense and atmosphere of the original work), and
whether they elicited the same emotional response as the original
in the listeners. This activity can be done individually or in small
groups.
(d) Interpreting the text found in the Student’s Book into English
simultaneously or consecutively as one reads in pauses. You may
instruct the students to do this activity in pairs.
(e) Comparing their interpretations with those of others by
considering the knowledge of the language, concentration and
memory, multi-tasking skills, accuracy (correctness), clarity of
information presentation, consistency, grammar, punctuation,
fluency (whether the ideas flowed naturally and carried the sense
and atmosphere of the original work), and whether they elicited the
same emotional response in the listeners as the original. This activity
may be done individually and in small groups.
(f) Role-playing the provided scenario in the Student’s Book. Instruct
them to use the conversation found in the Student’s Book.
(g) Role-playing English/Kiswahili interpretation of the conversations
or sermons in the church or mosque. Ask them to use either
consecutive or simultaneous interpreting techniques.

Form Five 78 Tanzania Institute of Education (TIE)

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