Revista simpozionului Eficiență și calitate în educație - 19 mai 2017 Eficiență și calitate în educație | Page 75

ROMANIAN-ENGLISH TRANSLATION IN TEACHING PASSIVE VOICE
Oana Trînbițaș, Liceul Teoretic „Constantin Noica” Sibiu
Abstract:
11
Translation is many times “frowned upon in certain language teaching circles,” but sometimes it can be the
clearest and most direct way of explaining a grammar point. The main purpose of the present article is to
prove that we can include excerpts from important names for us, the Romanians, into the process of
teaching and learning English as a foreign language. In too many cases, we have given in the tendency of
adopting what is new, forgetting what is traditional and representative for us as a nation. Constantin Noica is
such a name. Unfortunately, he remains obscure and unknown for the vast majority of the young generation,
a generation of the Inte rnet and text messaging. Here is a didactic project in the form of a lesson plan on
passive voice, which includes an exercise of translation of a short text from one of his books, “Jurnalul de
idei.”
Key words: passive voice, lesson plan, practice, translation.
LESSON PLAN
Grade: 10 th
Level: B1+
Textbook: Upstream Intermediate, Express Publishing
Unit: 6, “Better Safe than Sorry”
……………………………………………………………………………………………
Lesson aims:
1.1. to identify the global meaning in authentic oral/written texts with passive voice
1.2. to anticipate elements of content from a visual/oral stimulus
1.4. to select various information to do a task (writing sentences in the passive)
4.2. to translate various texts (a text by Constantin Noica) using the bilingual dictionary.
………………………………………………………………………………………………
Aids/Materials:
 Textbook
 Blackboard
 Handouts for the translation
…………………………………………………………………………………………..
Anticipated problems:
Students may not be familiar with some of the forms of passive voice, i.e. the present
continuous, and they may not be able to think of many reasons why the passive is used.
Most students, however, can draw on the previous knowledge especially when they are
offered the grammar reference ground.
………………………………………………………………………………………………
Evaluation techniques:
 Matching ex.
 Writing passive sentences using prompts
 Transformation drills
 Translation
11
Lindsay Clandfield, Philip Kerr et al. Straightforward, Guide to Presenting Grammar. Macmillan,
2007, p.16.
75