Sight translation, being halfway between translation and interpreting, entails the mastering of a number of faculties typical of both activities. This paper suggests some didactic recommendations for the teaching of sight translation. Many of the problems posed by the practice of this kind of interpreting are analysed: those related to the prosody, the ignorance of some words, elimination or reduction, addition (making explicit what is implicit) and syntactical problems. The article concludes that sight translation constitutes a highly useful exercise for the training of new translators and interpreters.