Translation WRITE A QUESTION PER EACH OF THE TOPICS AND SUBTOPICS FOUND FROM CHAPTER 5 TO 8

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LEARNING ACTIVITY 2.2

Complete a chart in which you show what you are leaning

WHAT DID I LEARN?

HOW AM I GOING TO USE THIS KNOWLEDGE IN MY CLASSROOM WITH MYSTUDENTS?

Halliday an Approach to information flow

Halliday has always insisted that, at least in English, the theme-rheme distinction is realized by the sequential ordering of clause elements. Theme is the element placed by the speaker in first position in the clause; rheme is whatever comes after the theme. A rheme-theme sequence therefore has no place in Halliday’s system. The information systems are those concerned with the organization of the text into units of information. This is expressed in English by the intonation patterns, and it is therefore a feature only of spoken English.

I can use this approach in my classroom first by putting a theme like the PAST PERFECT then rheme will be the way we use it in class in a real life conversation.

Functional sentenceperspective

The Prague School position on theme/rheme and given new is quite distinct from Halliday`s and results in a significantly different explanation of how these categories are realized in discourse. This approach is generally referred to as functional sentence perspective.

In classroom I will write down in the black board a sentence like “Peter has been taking the flu”, it has a certain syntactic structure which remains unchanged in different communicative settings.

LEARNING ACTIVITY 2.3

Make a classroom Project following a given model

PROJECT: How difficult could be to translate two languages completely different for example Italian and English.

NAME: Manuel Bassante

TEACHER: Marcela Rosero

SUBJECT: Theory and Practice of Translation

1. Project summary:

- What are your students going to do, and why are they doing it?

The students are going to make an essay first about the project, then; they have to find out how hard it could be to translate a language with different alphabet into English. They do this because they must realize how lucky they are to have the same alphabet of English language.

- Essential questions

How are we going to do the research?

The students are going to investigate how difficult could be to translate two languages completely different for example Chinese and English, and then they are going to write an essay translated to English language and Italian Language.

What advantages do we have as Spanish speakers comparing with speakers with different alphabets?

- The advantage would be that our students know how to use the appropriate technological tools to be able to carry out this work.

- The students are motivated to carry out the job because Italian language still ignored for us.

2. Products:

- What do you want students to do/write/create/build?

I want them to write an essay about the topic given; I want them to make a translation from our language to the language taught in order to realize how easy it is for us comparing with other languages. I want them to write down the Italian language.

3. Learning goals:

- What do you want students to learn?

I want that my students to learn the differences between cultures cause many more severe complications than do differences in language structure. Names of people and places are another translation challenge, especially if you’re translating between two very different languages such as Italian and English

It is difficult to translate both languages that have the same root and languages completely different because translators always have to search for the right words to make their translated text reliable and comprehensible. (Google traductor).

- Identify the curriculum content that students will learn in this project.

They will learn to cherish our language and to translate and to avoid doing it word by word literally. Making the following:

- Idioms and Fixed Expressions

- Markedness collocations

- Collocational meaning

- Strategies to translate an idiom.

- Identify key skills students will learn in this project. List only those skills you plan to assess.

- Ability to translate into English and Italian Language.

- Reading ability and understanding of key ideas.

- Writing in another language naturally.

4. Timeline:

First week

January 5 to January 9

- Students have to choose the topic.

- Review all the topics.

Second week

January 12 to January 16

- Start with the translation

- Find idiomatic phrases.

Third week

January 19 to January 25

Final Day

January 26

- Review some errors

- Display the work

5. Personalization:

I will help students as a tutor to any question they have and to research their investigation, with vocabulary, and expressions.

6. Exhibition venue: