These types of activities can be adapted for use at all levels, although they require some knowledge of the technical requirements involved. In the case of subtitles, information such as the number of characters allowed per line or the average reading time for subtitles, will be important in producing 'acceptable' subtitles. You will also need to provide a script for the dialogue and to teach your students how to 'spot' a dialogue (see Díaz-Cintas, 2001). Dubbing and voiceover can be easier to use, as you can use video-recorded material, work with the scripts and then simply omit the original sound. You can also record students' output so that they can listen to their final product.

After seeing all these different types of activities, it is clear that translation activities can be an ideal complement to communicative teaching methods. They introduce variety to the classroom and enrich students' learning experience. Additionally, students acquire useful transferable skills (summarizing, editing, proofreading, etc).

Reflective Task 7