ABSTRACT
Now that we have discussed a range of teaching and learning activities for inside and outside the classroom, this chapter will deal with progression. Clearly not all activities are suitable for all levels of learning, and it is in general up to the teacher to decide which are most appropriate for each stage. We will start the chapter with some brief general considerations on long-standing issues relating to sequencing such as whether theory or practice should come first, or language skills and their acquisition prior to translator training or simultaneous with it; we will then move on to discuss the sequencing of types of activity or exercises. Finally the question of selecting texts for translation practice is addressed, and a series of possible criteria for selection is suggested. Last but not least, we will discuss how to involve trainees in the selection of materials. By the end of the chapter, readers should be able to identify criteria appropriate to their own context for the selection of activities and texts for class use.
