Register, Level of formality, Intended audience of the text, Reflecting on translation decisions and strategies, Reading to anticipate translation problems, Readership, Intended audience of the text, Reflecting on translation decisions and strategies, Level of formality, Reading to anticipate translation problems, Reading with translation intention, Reflecting on translation decisions and strategies, Reading to anticipate translation problems, Level of formality, Intended audience of the text, Metacognitive activity, Reading to anticipate translation problems, Intended audience of the text, Reflecting on translation decisions and strategies, Level of formality, Which stage becomes most important before translating?, Stage 1: Text selection & preparation, Stage 2: Reading with translation intention, Stage 5: Evaluation, Stage 3: Drafting & resource consultation, What should students do before producing the second draft?, Translate word for word, Consult parallel texts and background materials, Submit the first draft, Skip difficult terms, Which stage of the process helps address this problem?, Stage 1 – Text Selection & Preparation, Stage 5 – Evaluation & Reflection, Stage 3 – Drafting & Resource Consultation, Stage 2 – Reading with Translation Intention, Which concept was not fully considered?, Register and readership, Parallel texts, Text segmentation, Translation strategy, Which stage helps resolve this situation, and what key skill is developed?, Stage 3 – Drafting; linguistic accuracy, Stage 4 – Classroom discussion; metacognitive and critical thinking skills, Stage 2 – Reading; vocabulary recognition, Stage 5 – Evaluation; score comparison, Which stage emphasises learning rather than grading, and what is the purpose of evaluation in this method?, Stage 3 – to improve speed, Stage 4 – to defend choices, Stage 5 – to support learning and improvement, Stage 1 – to select texts.

Checking Translation Teaching

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