Risposte aperte paniere lingua e traduzione inglese 3, Panieri di Lingua Inglese

Scarica Risposte aperte paniere lingua e traduzione inglese 3 e più Panieri in PDF di Lingua Inglese solo su Docsity! RISPOSTE APERTE 92. Gerunds and infinitives are very common in the English language. Sometimes you may use an infinitive and a gerund; sometimes you have to choose between the two because using one may be completely wrong. Explain when to use an infinitive and when to use a gerund and write some examples, a. We use to + infinitive: - After certain verbs (decided to leave) --- > offer, plan, aim, choose, ask, wish, refuse, pretend -After an object (We expected her to be late) -After many adjectives (it’s difficult to) -To show purpose (I came to London to study) b. We use the bare infinitive (infinitive without to) -After let, make and sometimes help (She let us leave early) -After modal verbs (I can meet you) -After some verbs of perception (I watched her walk away) -After expressions with why (Why go out the night before an exam?) c. We use gerunds (verb+ing) - After certain verbs (I enjoy singing)- After prepositions (I drank a cup of coffee before leaving) - As the subject or object of a sentence (Swimming is good exercise) 93. "More and more people are studying on line. In the future, this form of teaching /learning will replace the traditional classroom". To what extent do you agree or disagree ? Write your opinion in 150 words. That’s true, many people currently study online, and I'm sure this form of teaching will be used more and more in the future, but that doesn't mean I agree with it. We are living in an historical period in which we are forced to study through computers, and it is evident that this is damaging us all. Beyond the fact that it is not healthy to spend many hours in front of a screen, both for physical factors but also for psychological ones, I believe that the contact between student and teacher should be mandatory. Students need to interact with real people in order to improve learning; teaching done by means like the computer can never replace real teaching. I also believe that due to online platforms many have learned to cheat during checks and queries and certainly this is not good for anyone's culture. The value of teaching and education is being lost. 94. La traduzione poetica. Spiega quali sono gli approcci possibili rispetto alla traduzione di un testo poetico. Nei testi letterari e, ancor di più, nei testi poetici, non si può seguire il concetto di equivalenza formale poichè la traduzione di una poesia richiede la composizione di un'altra poesia, come sostiene Nida, ed è quindi inutile far ricorso a strategie traduttive orientate al testo di partenza. Si predilige quindi sempre un tipo di equivalenza dinamica. Rispetto al testo poetico si può optare per una traduzione d'autore, cioè affidare la traduzione di un'opera letteraria ad un altro scrittore, oppure per una forma traduttiva poetica che fornisce alla traduzione una ricca serie di note offrendo al lettore la possibilità di avere un accesso diretto all'originale. Altra scelta è la traduzione interlineare con testo a fronte oppure una traduzione filologica che cerca un equivalente culturale e temporale del testo. Rimane chiaro che tradurre poesia e prosa letteraria è un processo altamente creativo. 95. Descrivi alcune delle strategie che il traduttore deve mettere in pratica quando traduce dall'inglese all'italiano ( e viceversa ) al fine di superare quelle barriere date dalle differenze linguistiche che caratterizzano le due lingue. È anzitutto importante che il traduttore tenga conto di diversi fattori: 1) Nell'inglese tanti espedienti e artifizi grammaticali non trovano corrispettivo in italiano, ad es. le parole composte “compound-words” che fondono insieme 2 parole, in italiano sono rare. Oppure, in italiano si ripetono le preposizioni “di,delle,dei” mentre in inglese esistono i sintagmi nominali 2) Le “question tags”, domande in coda alla frase, e l'ausiliare “do” per formulare le domande → quando si presentano, il traduttore deve aggiungere parti grammaticali o cambiare l'ordine delle parole. 3) I “phrasal verbs” → combinazioni di verbi/avverbi e preposizioni → il loro significato quasi mai viene dal significato dei singoli verbi che li compongono, ad es. “come around” non vuol dire certo “venire intorno”, ma “far visita a qualcuno; riprendere conoscenza; cambiare idea”. Lingue “satellite-framing languages” sono quelle, come l'inglese, che aggiungono significato con l'aggiunta di preposizione; mentre le lingue “verb-framing languages” usano solo il verbo senza aggiunta di preposizione, come l'ita. 4) Differente uso di punteggiatura, acronimi, maiuscole 5) Nel vocabolario → spesso per tradurre 1 parola ne occorrono 2 6) i “false friends”, falsi amici, dove il collegamento forma-significato diverge (stesse forme hanno in realtà diversi significati). 96. "La traduzione non avviene mai in un vacuum ma in un continuum" scrive Susan Bassnett. Cosa intende con questa affermazione ? Contestualizza il concetto e spiegane il significato in modo esaustivo. Ciò significa che la traduzione non è un atto isolato ma parte di un processo dinamico di transfer interculturale e che mai comporta una relazione di eguaglianza tra testi o autori. Siamo negli anni Novanta del Novecento, periodo nel quale si abbandonano valori come l'equivalenza linguistica e testuale, la fedeltà all'originale e si pone l'accento sul legame tra lingua e cultura. Al traduttore non è più richiesto un lavoro meccanico ed imparziale, bensì un complesso lavoro di interpretazione e mediazione tra visioni del mondo, ideologie, tradizioni e culture. Ciò comporta che la scelta del traduttore diviene strategia poetica e politica poiché lo stesso traduttore è coinvolto dalle informazioni contenute nel testo che si mescolano inevitabilmente alla sua realtà socioculturale. 97. Negli anni Ottanta si assiste ad un ulteriore cambiamento. Si ribadisce e si afferma l'importanza della traduzione come strumento culturale ribadendo l'imprescindibile legame tra lingua e cultura. Spiega in cosa consiste e cosa comporta questa evoluzione. Con gli anni '80 dalla TEORIA della trad. si passa ai “Translation STUDIES” che includono un campo di ricerca più vasto e interdisciplinare. Proliferano i corsi universitari, i seminari e le opere, tra cui “Translation studies” di Susan Bassnett in cui si ribadisce la traduzione come strumento di intermediazione culturale, oltre che linguistica. L'accento è sull'inestricabile legame fra LINGUA e CULTURA. La scelta del traduttore, quindi non si basa solo sul piano linguistico, ma anche poetico, politico, ideologico...ecc. Il traduttore è attivamente coinvolto e opera nel binomio inestricabile tra “frame” (cornice linguistica testo) e “scene” (scenario soggettivo del traduttore). Moreover people should pay attention to what they drink. In particular they should give up drinking alcohol as it damages brain cells and liver, but not only alcohol, also sugary drinks are unhealthy and should be avoided. Really important is to encourage children to play sports as well as eating healthy foods, rich in vitamins for example, in order to become adults in good healthy conditions. 13. "Wh-words" : use , functions and examples Wh- words are usual introductory words in direct and indirect questions and they indicate the type of information the speaker is going to ask; the most common are who, what, which, when, whom, whose, where. Wh-words come at the beginning of direct questions followed by auxiliary, subject and verb. Examples: Where is Mike's book? When did you meet your boyfriend? Which is you favourite sport? When wh-word is the subject, the auxiliary is not used however the verb is conjugated. Examples: Who loves Susan? Who wrote Moby Dick? In case of indirect questions, wh-word is followed by subject and verb, therefore we use the normal positive sentence. Examples: Could you please tell me where the bank is? I am wondering why she wasn't at the meeting yesterday evening. 14. Question tags: functions, use and examples Question tags are not really questions but they are a way to ask people to make a comment or just a way to keep conversation going and they are used in informal and spoken English. Question tags are formed by the auxiliary and the subject; we use a positive tag with a negative sentence and viceversa. We have to pay attention about negative adverbs like never, rarely, scarcely, hardly which need a positive question tag even if the sentence is positive because of their negative value. Examples: Mary doesn't like mushrooms, does she? He is driving too fast, isn't he? She loved going to the theatre, didn't she? I am late, aren't I? There isn't enough marmalade for breakfast, is there? 06. Direct questions and Indirect questions: explain what they are in 100 words at least. Then write one example of a direct question and one example of an indirect question. Direct questions are usual phrases with which we ask for information to people we know well; they always end with a question mark. (Example: Where is the supermarket?) Indirect questions are a more formal way to ask for the same information. They are formed by an introductory phrase, question word, subject, verb, therefore indirect questions have the same word order of positive statements. (Example: Could you please tell me where is the supermarket?) 07. "Indirect questions" : use, definitions and examples. Indirect questions are formed using an introductory phrase, and may not end with a question mark. They are more polite and normally do not need a change in word order in the main question. We can have several kinds of indirect questions: a. Indirect questions with wh- words (Could you tell me where I can find Louvre Museum?) b. Indirect questions with is/are (Could you tell me where Market Street is) c. Indirect questions with yes/no questions (I wonder if/whether they like me) d. Indirect questions with do/does/did (Do you know what time the bank opens?) 08. "The Canterville Ghost" is a short story by Oscar Wilde. Do you know any ghost stories? Write it down in 150-200 words. One of the best ghost stories I have ever read is Henry James' "the turn of the screw". It is the story of a woman who is hired as a governess by a rich man for his grandchildren, Miles and Flora. The governess first meets Flora and then Miles who returns from the school from which he was expelled. Strange things happen, the governess sees around the house two people she doesn't know: a man with red hair and a woman with a very pale face and dressed in mourning. After confiding in the housekeeper, Mrs. Grose, the governess learns that the two figures correspond to those of Miss Jessel, the first governess of the children, and Peter Quint, the butler and her lover, both died under mysterious circumstances. Soon she realizes that the children are both aware of the presence of ghosts. Later Flora leaves the house. When the governess notices her absence, she starts looking for her along with Mrs. Grose. They find her by the lake: the governess is persuaded that Flora was talking to Miss Jessel's ghost, but she denies it. By order of the governess, Miss Grose takes Flora to her uncle, leaving her alone with Miles. That night it is revealed that Miles was behaving strangely because he was possessed by the ghost of Peter Quint and, once chased away, Miles dies in the arms of the governess. 24. Write the difference between transitive phrasal verbs and intransitive phrasal verbs ? Then, write 5 examples of intransitive phrasal verbs and 5 examples of transitive phrasal verbs. Phrasal verbs are composed by verb and adverb and can be transitive if they have a direct object and intransitive if they have no direct object. When a phrasal verb is transitive, we can choose to separate verb and adverb by putting the direct object between them; however, if the direct object is a pronoun we have to separate verb and adverbs and insert the pronoun. 5 EX. Please turn off the radio. She called the meeting off. Paul will call me back in the afternoon. I came across these old photos. I gave up smoking 10 years ago. When a phrasal verb is intransitive there is no direct object in the sentence. 5 EX. My cell phone broke down. Emily gets up early in the morning. I asked around but nobody answered. You should calm down before driving the car. At your arrival please check in at hotel's reception. 25. Phrasal Verbs and multi-word verbs: functions and examples. Phrasal verbs are part of a large group of verbs called "multi-word verbs". These verbs consist of a basic verb + another word or words which can be prepositions and/or adverbs. There are three types of multi- word verbs: Single-word verb --- > look (to direct your eyes in a certain direction) Multi-word verbs --- > PREPOSITIONAL : look after (take care of) PHRASAL VERBS : look up (search for informations in a book) PHRASAL-PREPOSITIONAL VERBS: look forward to (anticipate with pleasure) a. PREPOSITIONAL VERBS are made of verb + preposition (to believe in, to wait for) b. PHRASAL VERBS are made of verb + adverb and they can be intransitive (to get up, to break down) or transitive (to put off, to turn down) When phrasal verbs are transitive we can separate the two parts --- > They turned my offer down. If the direct object is a pronoun we must separate the phrasal verb --- > They turned it down c. PHRASAL PREPOSITIONAL VERB are made of verb + adverb + preposition (to get on with, to run out of) They are always transitive and we cannot separate them. 26. What is a prepositional verb ? Explain it in about 50 words and write 3 examples at least. Prepositional verbs are particular verbal forms composed by verb, adverb and preposition; they always carry a direct object and cannot be separated. EX. I am looking forward to hearing from you soon. We run out of milk. She doesn't get on with her sister. 02. Say vs Tell: use, functions and examples. Generally speaking we use TELL when we say who we are talking to, otherwise we use SAY. If we want to put a personal object after say, we use the word to. Tell is not used before objects like a word, a name, a sentence, a phrase (He said a dirty word). We use tell when we:- tell someone to do something - tell someone something - tell (someone) a story - tell (someone) a lie - tell (someone) the truth - tell the future (= to know what the future will bring) - tell the time (= to know how to read a clock) 03. What do you think about the social networking websites ? Write your opinion in 120-150 words I believe that social networks are a great innovation. They allow people to stay in touch with the outside world, to keep memories, to make new friends, to stay connected with the whole world. On the other hand, however, I am convinced that there are also many negative sides. Often we are convinced that what we see on social media is real life, and therefore we believe that if we do not look like photos of people who are actually photoshopped we are worth less than them; and we are more busy showing our image than showing who we really are. For the little ones, social networks are a very dangerous place, they increase enticements and create a really scary cyberbullying network. In conclusion, it can be said that, like any centuries-old innovation, there are many pros, but also many cons 05. Do vs Make: use, functions and examples - We use “make” when we create, build or produce something. We also use it to indicate the origin of a product or the materials that are used to make something. - We also use “make” to indicate a reaction - We usually use “make” when we talk about drink, meals and after certain nouns concerning plans or decisions (make the hotel reservation) - We use “do” for general activities. In these cases 'do' is often used with words like: 'something', 'nothing', 'anything' or 'everything‘. - We use “do” when we talk about work, chores, job or tasks in general (we do not produce any physical objects) - We also use “do” to replace a verb when the meaning is clear and obvious. (I need to do my nails) 01. Simple past vs. Past continuous: use, functions and examples. The Simple Past is used to express the idea that an action started and finished at a specific time in the past. We use the simple past when: the event is in the past, the event is completely finished, we say (or understand) the time and/or place of the even Not always a past tense has a past meaning. In some kind of phrases we can use a Simple Past to talk about the present or the future: -In conditional sentences of the second type (If I had the money now, I would buy that car) -After “it’s time”, “would rather” and “I wish” we use a Simple Past, but the meaning is present or future. (Ten o’clock. It’s time you went home) -If you’re talking about the past, you can generally use a past 03. Future in the Past: definition and examples The ‘Future in the past’ is a construction used to talk about an action, activity or event which was in the future in a particular point in the past. In other words it’s the future seen from the past. There are many ways to express the ‘future in the past’: A. With the conditional WOULD --- > It refers to the future from the perspective of some point in the past. It implies a possibility or expectation, but no plans (She thought that in a short time she would be taller than her sister) B. With a PAST CONTINUOUS --- > Just as the Present continuous tense is used for arrangements, the Past continuous can be used to express a future arrangement in the past (I didn’t call her because we were meeting the day after) C. With WAS/WERE GOING TO --- > If we want to express an action which was a future plan or intention in a certain moment in the past we can use this construction. We don’t know if the event has taken place or not. This structure is frequently used when the event didn’t occur or the expectation was cancelled (I was going to go to work by bus, but my friend gave me a lift) D. With WAS/WERE TO + INFINITIVE --- > It’s used to express actions which actually took place (The coach knew that boy was to become a great player) E. With WAS/WERE TO HAVE + PAST PARTICIPLE --- > It’s used to talk about events which didn’t happen (The meeting was to have taken place in the headquarters, but it was cancelled) F. With WAS/WERE ABOUT TO --- > It expresses the immediate future in the past, and it’s often used with JUST (They were just about to leave when she stopped them) 01. Modal verbs: use, functions and examples. Modal verbs are also called ‘defective’ verbs, because they have no past, infinitive, continuous or participle tenses. For this reason they must be replaced by other verbs in the missing tenses. They can be considered as auxiliaries. The modal verbs are: Can, could, may, might, must, shall, should, ought to, will and would. 02. Write some basic grammatical rules applying to modal verbs They have no final –s in the third person singular of the simple present • They are followed by a bare infinitive (without ‘to’), with the exception of ‘ought to’ (I can drive - You ought to come) • The negative is formed by adding NOT to the modal (You should not / shouldn’t be so nervous) • Since they obey to the same rules of the auxiliaries, they form the interrogative by inverting the subject and the verb 10. Summarize the Story of Helen Keller in 120-150 words Helen keller was a child who had no problems at birth, but after some time she fell ill and has since then she has been unable to see and hear anything. Her parents, worried about the life she would have, took her to the best doctors, but nothing could be done to heal her. At 7 she met a 20 years old girl named Ann Sullivan, who taught her to write, read and speak with sign language. Thanks to that teacher Helen managed to make her voice heard and to do everything that the others did. She attended university and wrote a book about her life, fighting for those like her who are unable to see and hear. 01. "Could Vs Was/Were able to". Explain the difference in meaning and write some examples If you want to express an ability or capability use CAN or BE ABLE TO in the present, COULD or WAS/WERE ABLE TO in the past. WAS/WERE ABLE TO expresses a possibility or capability demonstrated in a specific situation, but not a personal ability. 05. There is a global youth unemployment crisis. Write your opinion about it in 100-150 words Youth unemployment has sadly become a worldwide phenomenon for some years. Many teens complete their studies confident that they will find the job they want, but most of the time that doesn't happen. We are reduced to doing part-time jobs often without a contract in order to earn something, many other times we do not even find that. A few decades ago, the problem was solved by seeking fortune abroad, but now the whole world is experiencing the same precarious situation. Only one in 5 young people can find a stable job just after university, and this leads young people of other generations to consider looking for a job immediately after high school. It is necessary to understand that youth unemployment can lead to serious problems in terms of the effectiveness of education because children will lose confidence in institutions. 06. Which are the structures to talk about the future in English? A. SUBJECT + WILL(‘LL) + BARE INFINITVE. It is used: a. To make a prevision, to talk about what we think will happen in the future, on the strength of what we know, especially with ‘probably’, ‘maybe’, ‘I think’, ‘I expect’, ‘I hope’. b. To express a decision made at the same time as we speak: c. To talk about a future event that doesn’t depend on the intention or on the will of the speaker d. When you offer toursel spontaneously to do something --- > In formal English SHALL is used instead of WILL for the first person singular (I) and for the first person plural (we) B. SUBJECT + TO BE GOING TO + INFINITIVE. It is used: a. To talk about decisions, projects, plans, intentions made before the time of speaking b. To make a prevision based on what we can hear and see in the present. c. When you talk about future plans and intentions not established in every detail C. THE PRESENT CONTINUOUS can be used to express a future action if the action itself has already been planned. When it’s used with a future meaning, it usually goes with a time expression like: ‘this morning/afternoon/ evening’, ‘tomorrow’, ‘next Saturday/week/month’, ‘in April/March’ D. THE SIMPLE PRESENT can be used if we want to express a planned event in the future, like: a. Schedules (The plane takes off at 2.30) b. Times of beginning and ending of planned events c. Plans depending on other people --- > always with when, as soon as, until, before, after, if, unless (= never with will) E. TO BE ABOUT TO + INFINITIVE is used to indicate that an action is ready to happen, in a very close future. F. The future perfect simple SUBJECT + WILL + HAVE + PAST PARTICIPLE is used to express an action that will be finished in a specified time in the future (By the end of the month you’ll have read all the book) G. The future perfect continuous SUBJECT + WILL + HAVE BEEN + -ING is used to express how long an action will have been lasting until a specific time in the future (By the end of the year I will have been doing this job for forty years). 01. "Dare": use, definition and examples. The main Italian translations for ‘dare’ are: sfidare, affrontare, osare, ardire, arrischiare. In the affirmative ‘dare’ is conjugated like an ordinary verb. But in the negative and interrogative in can be conjugated either like an ordinary verb or like a modal. As an ordinary verb • it takes the full infinitive with ‘to’ (even if it can be omitted) • It takes an –s at the third person singular • It takes –ed in the past: • In the negative it’s used with don’t/doesn’t/didn’t • In the interrogative it’s used with do/does/did? When used as a modal • takes the bare infinitive (without ‘to’) • Is used only in negative and interrogative sentences • In the negative it becomes dare not (daren’t) in the present and dared not in the past • In the interrogative it uses the inversion subject-verb DARESAY --- > This expression may have two meanings: A. ‘I suppose’ (it’s probable) B. ‘I accept what you say, but it doesn’t make any difference’. HOW DARE(D) YOU? --- > Express indignation Meaning of challenge --- > Dare + object + full infinitive (He dared me to do it 02. What is violence ? Write your opinion about it. Today in the world there is violence everywhere. This phenomenon seems to characterize the history of man from the beginning. Primitive man himself had to practice violence in order to survive. Nature itself is violent, animals tear each other apart, or volcanoes erupt causing thousands of victims. History is full of wars, but if in the past there were no other means available to peoples to assert their reasons, today there is diplomacy: numerous international organizations make it possible to overcome conflicts without using weapons. Therefore, on the international level, today man can make use of institutions that once did not exist to prevent violence. But unfortunately we must also talk about types of violence that are much closer to our reality. It is the violence that characterizes our streets, our schools and what seems most worrying, our families. In these cases, violence seems gratuitous and therefore must be absolutely opposed by the institutions of our society such as the family, school and the media. Some examples are violence in the family, which is almost never reported; violence in schools, the so-called bullying, where unscrupulous young people find a way to express their poverty of ideas by bringing physical violence against weak people. And then there is psychological violence, carried into any type of environment, whether school, work or social, today defined with an English term: mobbing. This violence must be resisted more than the others, because it has no purpose. If today violence is gratuitous, it depends on the worrying absence of the fundamental values of social life. Therefore, to limit violence, those values must be recovered. To make a person grow, the family is fundamental, it is the place of education for the child. Therefore, it is the family that must be enabled to educate the person who is becoming an adult. The school, for its part, must recover the function of providing the adolescent with all the knowledge, above all historical but also scientific and humanistic ones to give the complete picture of how man has always evolved, with his strengths and weaknesses. Finally, all institutions, public and private, must dialogue with each other, rather than argue, precisely because they must offer positive models to the segment of society that needs them most: young people. 17. Explain the three constructions to express: possibilities, wishes, regrets, theories, desires and ambitions. These sentences express : possibilities, wishes, regrets, theories, desires, ambitions. ‘I wish’ and ‘If only’ have almost the same meaning, but ‘If only’ reveals a stronger emotion. A. I WISH/IF ONLY+SIMPLE PAST --- > the wish is referred to the present, and it’s almost impossible to achieve (I wish I was/were better-looking = Vorrei essere più bello If only I was/were better-looking! = Se solo fossi più bello!) B. I WISH/IF ONLY+PAST PERFECT --- > to express a regret, a wish referred to the past, unattainable. Similar to the third conditional. (I wish/if only I had gone to university = Se solo fossi andato all’università) C. I WISH/IF ONLY+WOULD --- > to express a wish referred to the present or to the future --- > The wish that someone could do something, or that someone could stop doing an annoying action (I wish/if only she would be quiet) --- > The wish that a thing come true (I wish/If only something interesting would happen) D. ALSO I HOPE + WILL --- > to express a wish which will probably come true (I hope we’ll go to the mountains) 02. When did RP take shape ? It took shape during the Middle Ages in southern England. During the nineteenth century it became the accent of eminent public schools and it was the main sign that a speaker had received a good education. It was adopted by the BBC in the 1920s, and it became the official language of radio and, later, of television. 03. What does received pronunciation (RP) mean ? It means the exact pronunciation of British English and it is the reference language for all the people in the world who want to learn English. Textbooks, exercises and CDs used in schools and universities are normally based on the purest form of British English. 04. Explain the differences between BE and GA in 80-100 words The differences between BE and GA can be classified as: differences in pronunciation, differences in spelling, differences in lexicon and differences in grammar. The main difference in pronunciation is rhoticity (BE is a non-rhotic language while GA rhotic), also in term of pronunciation there are a lot of sounds which are different in both languages. The majority of the differences between the orthographies it’s only an attempt to regularize and simplify the spelling. The lexicon is very similar, however there are many words that are different in the two languages although they define the same thing/object/person. 01. How do you translate the impersonal Italian "si"? In Italian we often use an impersonal ‘si’ to express an action or an activity which involves us as speakers, which many people do or which can be generalized as a common behaviour: • YOU is used in informal language, and it’s similar to the Italian ‘tu’ --- > If you thought of car accidents you’d never get into a car • WE when the speaker feels involved in the situation --- > What can we do to help her? • THEY it’s used with a generic sense, when the speaker is not involved --- > They didn’t mention the problem during the meeting • PEOPLE it’s used with a more indefinite sense compared with ‘they’ --- > People are not always aware of the damages of passive smoke • ONE is used in formal language, especially in categorical statements --- > One must always do one’s best It can also be translated with: • The passive form --- > English is spoken in this shop • Himself, herself, themselves: in some cases the impersonal Italian ‘si’ corresponds to a reflexive pronoun of the third person singular or plural --- > He cut himself with a knife • Nothing when the verb is reflexive in Italian, but not in English --- > He put on a coat • Each other, one another when there is reciprocity --- > Mary and Martha write to each other every week 02. Explain uses and functions of the impersonal construction in English. Then write: - some examples of those verbs that can have a double structure ( personal and impersonal) and - some examples of those verbs that change their meanings when used in personal or impersonal sentences. Some verbs can have a double structure: personal and impersonal. They are common verbs like: happen, seem, appear, take, occur, matter. Take is a very common verb with many meanings. With the meaning of ‘volerci, impiegarci’, it may have a personal or an impersonal structure: A. Personal structure: the person is the subject --- > She took one hour to find that place the action is the subject --- > Finding that place took her one hour B. Impersonal structure: IT is the subject --- > It took her one hour to find that place --- > The impersonal structure is the most common one especially in questions (How long did it take her to find that place?)Happen = The personal structure is used to emphasize the meaning of ‘per caso, darsi il caso che, capitare’. A. Personal structure (subject + verb + infinitive) --- > He happened to arrive on the wrong day = Gli capitò di arrivare il giorno sbagliato B. Impersonal structure (it + verb + that) --- > It happens that the boss is her father MATTER = means ‘importare, stare a cuore, essere importante’. A. Personal construction --- > You don’t matter much to her B. Impersonal construction --- > It doesn’t matter if he is late OCCUR = changes its meaning when used in personal or impersonal sentences. A. With a personal construction it means ‘accadere, avvenire, verificarsi’ --- > Something strange occured last night B. With the impersonal construction it means ‘venire in mente’. The structure is: IT OCCUR+TO+object+INFINITIVE/THAT --- > It occured to him to look for the key under the vase (=gli venne in mente) SEEM, APPEAR These two verbs translate the Italian ‘sembrare’ and are copulative (they are followed by an adjective and not by an adverb) A. The personal construction with these two verbs is used to express a personal opinion. The structure is: SUBJECT+SEEM/APPEAR+ infinitive --- > They seemed/ appeared to be enjoying themselves a lot (=this is my impression) B. The impersonal construction is used to express a common, known and shared opinion. The structure is: IT SEEM/APPEAR THAT + sentence --- > It seemed/appeared that they were enjoying themselves a lot --- > The impersonal construction can also be structured as: IT SEEM/APPEAR AS IF + sentence Write the fundamental rules to follow when you do a translation from Italian into English (in 80-100 words) 1) Read all the text and try to understand what is the tone, the context and the meaning. 2) The translation has to be accurate. Mistranslations, missing sentences and bad grammar should be avoided. 3) A translation has to be comprehensible and well written. It’s not incorrect to cut long sentences into shorter ones. Many tend to write too long and complicated sentences. 4) Most of the times it’s impossible to translate literally or word by word. Try to be elastic and understand when you have to change a word, without changing the entire meaning. 22. Idiomatic Expressions. Explain what they are in 50-70 words An idiomatic expression is a combination of words that has a figurative meaning which is separated from the literal meaning. There are thousands of idioms and they occur frequently in all languages. There are estimated to be at least twenty- five thousand idiomatic expressions in English. (Cry over spilt milk = piangere sul latte versato) 08. False friends. Explain what they are and write at least three examples In English there are many words that sound similar to some Italian words, but their meaning is quite different, if not opposite. 1. Bee = ape / ape = gorilla 2. Factory = fabbrica / fabric = tessuto 3. Soft = morbido / morbid = morboso 09. What are homographs? Give a definition of homographs and write same examples (at least three words with their equivalent meanings). We define as a homograph a pair of words that are spelled the same way, but have different meanings. 1. Bat = a piece of sporting equipment used in baseball / the animal (pipistrello) 2. Lead = to go first with followers behind / a type of metal (piombo) 3. Refuse = waste or garbage / to reject or decline 4. Second = 1/60 of a minute / after the first 10. What are homophones? Give a definition of homophone and write same examples (at least three words with their equivalent meanings). The words are pronounced the same, but their meaning is different 1. arc, ark (arco, arca) 2. right, rite, wright, write (giusto, rito, costruttore, scrivere) 3. knight, night (cavaliere, notte) 4. buy, by, bye (comprare, da, arrivederci) 01. Both, either and neither : use, functions and examples Both means entrambi and is used to include two things/people. When it follows a pronoun it has the same position in the sentence of an adverb. EX. They are both nice. They have both studied medicine. Either ...or means o...o and is used to give an alternative (between two). It means nè l'uno nè l'altro if the sentence is negative. EX. We can either meet on Thursday or on Friday. I've never met either of my parents- in-laws. Neither is used to give an alternative (between two) like either, but is used with negative meaning: nè l'uno nè l'altro. If the sentence is already negative, use either. EX. I've got two clocks but neither works. I tried two pairs of trousers but neither fit me. Neither ...nor means nè...nè used in positive sentence. EX. We had neither the time nor the wish to go to the theatre. 02. Linking words and their functions. Try to explain what they are in 50-70 words Linking words are used to create a link between sentences and to organise the parts of speech. They can be causal (because, as, since, because of), conclusive (so and therefore), final ( to, in order to, so that), cause and effect (so, such, enough, too) and others (but, although, both, when, until, while, as soon as, etc…) 01. Try to summarize the story of Robinson Crusoe in 100 words Robinson is a man who, against his father's will, wants to travel. He sails for some time, but he is captured and turned into a slave. He manages to escape and make it into Brazil, but he gets involved in the slave