First of all, we must assume that students have sound linguistic knowledge, both theoretical and practical, and a wide cultural bilingual background, achieved during their first years in college. In other words, we have to teach students the theoretical aspects of translation as being a first step, in detail, in order for them to be qualified for translating in an acceptable way. In other words, in addition to teaching the theoretical principles in the first year, we have to teach students the preliminaries of translation starting from how to translate simple sentences to the dealing with paragraphs and texts in a graduate fashion.

1. The teacher makes a selection of the material to be translated. Texts must be chosen accurately taking into account the degree of difficulty of the texts (semantic, cultural, stylistic, etc.), the topic or the specific knowledge area (science and technology; social, institutional, economic and/or political topics; and literary or philosophical works), the translation problems to be solved, and so on.

2. After browsing through the text (scan reading), the students assisted by their teacher, should identify the source, the norm, the type of text, the register, the style and the readership of the text selected.

3. The students should read the whole text at least twice: The first reading should be comprehensive and general in order for the student to become acquainted with the topic and to understand the original, always bearing in mind that meaning is context-determined.

4. The second reading must be logically deeper as students place emphasis on items where translation problems may appear. We can call this process as ―reading with translation intention," i.e. doing pre-editing and assessing the quality of the writing

5. The teacher then divides the text into as many segments as there are students in the group.

6. If the topic is already quite familiar to the students, they do a preliminary translation.

7. If the topic is completely unknown to the students, they should consult complementary literature.

8. Once the "one-to-one" version is accomplished, the students do a second version of their own translation—this time a written draft

9. With the original text in front of her/him and being careful to follow the same correlative order of the SL text, each student reads out her/his own version of the translated text, making the necessary pauses between sentences.

10. students should then be encouraged to take notes and discuss the (in) convenience of the contributions and comments arising from this analytical reading of each one of the different versions proposed.

11. As a metacognitive activity, the students, assisted by the teacher, analyze the translation strategies and procedures used, and discuss the reasons taken into account

12. The students hand in the final version of their revised and post-edited segments, which have already been amended in the light of the whole text.

13. The teacher makes a final revision (second post-edit), gives formative evaluation and makes comments, emphasizes findings, "happy" solutions and creative acts, on the one hand, and analyzes failures and weaknesses in the process, on the other.

The one who posted above has a pretty good process. If I can add, for language learning, there is a translation method called functional translation where the learners translate a phrase that best focuses on the meaning rather than the structure.

Text based and genre based approaches to teaching translation work best, specially when one is using idiomatic translation method suggested by Mildred Larson.

Melese Beshah Sir, thanks in advance for your helpful answer to my question, I'd really appreciate your help if you could introduce a few references to your writings for further readings.