The teaching of translating and interpreting into a foreign (B or C) language becomes a must. The author’s reflection is based on the following main concepts: a) Gile's effort model for interpreting; b) the distinction between phases and tasks in the translation production process; c) the systematic application of self-revision and the need to promote peer cross-revision among students; and d) the acquisition of translator competence. Based on these four axes, the paper offers an adaptation of Gile's effort model to translation which, together with the trainer's diagnostic and formative assessment, serves to orientate students when revising the result of their work. The aim of this proposal is to make the most of variations in directionalily existing within student groups, through the use of a set of exercises specifically designed for the purpose.