- •Contents
- •Acknowledgments
- •Abbreviations
- •Introduction
- •Aims
- •Structure and organization
- •Levels
- •Selection criteria
- •Features
- •Exercises
- •Text work
- •Role-playing or game-playing
- •Discussion/Composition/Activities
- •Answers
- •Unit 1
- •Towns, cities, and buildings
- •Level 1
- •Level 2
- •Level 3
- •The household
- •Level 1
- •Level 2
- •Level 3
- •Gardens
- •Level 1
- •Level 2
- •Level 3
- •Exercises
- •Level 1
- •Level 2
- •Level 3
- •Synthesis
- •Text work
- •Text A
- •Text B
- •Role-playing
- •Discussion/Composition/Activities
- •Unit 2
- •The physical world
- •Level 1
- •Level 2
- •Level 3
- •The animal world
- •Level 1
- •Level 2
- •The weather
- •Level 1
- •Level 2
- •Level 3
- •Exercises
- •Level 1
- •Level 2
- •Level 3
- •Text work
- •Text A
- •Text B
- •Role-playing
- •Discussion/Composition/Activities
- •Unit 3
- •The body
- •Level 1
- •Level 2
- •Level 3
- •Health services
- •Level 1
- •Level 2
- •Level 3
- •Exercises
- •Level 1
- •Level 2
- •Level 3
- •Synthesis
- •Text work
- •Text A
- •Text B
- •Role-playing
- •Discussion/Composition/Activities
- •Unit 4
- •Physical appearance
- •Level 1
- •Level 2
- •Level 3
- •Body language
- •Level 1
- •Level 2
- •Level 3
- •Exercises
- •Level 1
- •Level 2
- •Level 3
- •Synthesis
- •Text work
- •Text A
- •Text B
- •Game-playing
- •Discussion/Composition/Activities
- •Unit 5
- •Personality
- •Level 1
- •Level 2
- •Level 3
- •Behavior
- •Level 1
- •Level 2
- •Level 3
- •Exercises
- •Level 1
- •Level 2
- •Level 3
- •Synthesis
- •Text work
- •Text B
- •Text C
- •Role-playing and game-playing
- •Discussion/Composition/Activities
- •Unit 6
- •Clothing, footwear, and accessories
- •Level 1
- •Level 2
- •Level 3
- •Food and drink
- •Level 1
- •Level 2
- •Level 3
- •Exercises
- •Level 1
- •Level 2
- •Level 3
- •Text work
- •Text A
- •Text B
- •Role-playing
- •Discussion/Composition/Activities
- •Unit 7
- •Perception, moods, and the mind
- •Level 1
- •Level 2
- •Level 3
- •Materials and textures
- •Level 1
- •Level 2
- •Level 3
- •Exercises
- •Level 1
- •Level 2
- •Level 3
- •Synthesis
- •Text work
- •Text A
- •Text B
- •Discussion/Composition/Activities
- •Unit 8
- •Quantity, shape, measurement, and size
- •Level 1
- •Level 2
- •Level 3
- •Containers
- •Level 1
- •Level 2
- •Level 3
- •Exercises
- •Level 1
- •Level 2
- •Level 3
- •Synthesis
- •Text work
- •Text A
- •Text B
- •Game-playing
- •Discussion/Composition/Activities
- •Unit 9
- •The arts
- •Level 1
- •Level 2
- •Level 3
- •The media
- •Level 1
- •Level 2
- •Level 3
- •Exercises
- •Level 1
- •Level 2
- •Level 3
- •Synthesis
- •Text work
- •Text A
- •Text B
- •Role-playing
- •Discussion/Composition/Activities
- •Unit 10
- •Literature and writing
- •Level 1
- •Level 2
- •Level 3
- •Expression, interacting, speaking, reading, writing, and phoning
- •Level 1
- •Level 2
- •Level 3
- •Exercises
- •Level 2
- •Level 3
- •Synthesis
- •Text work
- •Text A
- •Text B
- •Role-playing
- •Discussion/Composition/Activities
- •Unit 11
- •Leisure
- •Level 1
- •Level 2
- •Level 3
- •Sport
- •Level 1
- •Level 2
- •Level 3
- •Exercises
- •Level 1
- •Level 2
- •Level 3
- •Synthesis
- •Text work
- •Text A
- •Text B
- •Game-playing
- •Discussion/Composition/Activities
- •Unit 12
- •Travel
- •Level 1
- •Level 2
- •Level 3
- •Transportation
- •Level 1
- •Level 2
- •Level 3
- •Exercises
- •Level 1
- •Level 2
- •Level 3
- •Synthesis
- •Text work
- •Text A
- •Text B
- •Role-playing
- •Discussion/Composition/Activities
- •Unit 13
- •The life cycle
- •Level 1
- •Level 2
- •Level 3
- •Religion
- •Level 1
- •Level 2
- •Level 3
- •Exercises
- •Level 1
- •Level 2
- •Level 3
- •Synthesis
- •Text work
- •Text A
- •Text B
- •Role-playing
- •Discussion/Composition/Activities
- •Unit 14
- •Education
- •Level 1
- •Level 2
- •Level 3
- •Science
- •Level 1
- •Level 2
- •Level 3
- •Exercises
- •Level 1
- •Level 2
- •Level 3
- •Synthesis
- •Text work
- •Text A
- •Text B
- •Game-playing
- •Discussion/Composition/Activities
- •Unit 15
- •Agriculture
- •Level 1
- •Level 2
- •Level 3
- •Industry
- •Level 1
- •Level 2
- •Level 3
- •Exercises
- •Level 1
- •Level 2
- •Level 3
- •Synthesis
- •Text work
- •Text A
- •Text B
- •Role-playing
- •Discussion/Composition/Activities
- •Unit 16
- •The business world
- •Level 1
- •Level 2
- •Level 3
- •Employment
- •Level 1
- •Level 2
- •Level 3
- •Exercises
- •Level 1
- •Level 2
- •Level 3
- •Synthesis
- •Text work
- •Text A
- •Text B
- •Role-playing
- •Discussion/Composition/Activities
- •Unit 17
- •Level 1
- •Level 2
- •Level 3
- •Communications
- •Level 1
- •Level 2
- •Level 3
- •Exercises
- •Level 1
- •Level 2
- •Level 3
- •Synthesis
- •Text work
- •Text A
- •Text B
- •Discussion/Composition/Activities
- •Unit 18
- •Level 1
- •Level 2
- •Level 3
- •Finance
- •Level 1
- •Level 2
- •Level 3
- •Exercises
- •Level 1
- •Level 2
- •Level 3
- •Synthesis
- •Text work
- •Text A
- •Text B
- •Role-playing
- •Discussion/Composition/Activities
- •Unit 19
- •Geography
- •Level 1
- •Level 2
- •Level 3
- •History and war
- •Level 1
- •Level 2
- •Level 3
- •Exercises
- •Level 1
- •Level 2
- •Level 3
- •Synthesis
- •Text work
- •Text A
- •Text B
- •Game-playing
- •Discussion/Composition/Activities
- •Unit 20
- •Politics
- •Level 1
- •Level 2
- •Level 3
- •Social services and social issues
- •Level 1
- •Level 2
- •Level 3
- •Exercises
- •Level 1
- •Level 2
- •Level 3
- •Synthesis
- •Text work
- •Text A
- •Text B
- •Role-playing
- •Discussion/Composition/Activities
- •Answers to exercises
- •Unit 1
- •Unit 2
- •Unit 3
- •Unit 4
- •Unit 5
- •Unit 6
- •Unit 7
- •Unit 8
- •Unit 9
- •Unit 10
- •Unit 11
- •Unit 12
- •Unit 13
- •Unit 14
- •Unit 15
- •Unit 16
- •Unit 17
- •Unit 18
- •Unit 19
- •Unit 20
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Using Italian Vocabulary
Using Italian Vocabulary provides the student of Italian with an in-depth, structured approach to the learning of vocabulary. It can be used for intermediate and advanced undergraduate courses, or as a supplementary manual at all levels – including elementary level – to supplement the study of vocabulary. The book is made up of twenty units covering topics that range from clothing and jewelry to politics and environmental issues, with each unit consisting of words and phrases that have been organized thematically and according to levels so as to facilitate their acquisition. The book will enable students to acquire a comprehensive control of both concrete and abstract vocabulary, allowing them to carry out essential communicative and interactional tasks.
a practical topic-based textbook that can be inserted into all types of course syllabi
provides exercises and activities for classroom and self-study
answers are provided for a number of exercises
is Professor of semiotics, Italian, and anthropology and Director of the Program in Semiotics at the University of Toronto. He has also taught at various other universities in North America, Switzerland, and Italy. Professor Danesi has published extensively on aspects of Italian language and culture.
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Further titles in preparation
Using Italian
Vocabulary
M A R C E L D A N E S I
cambridge university press
Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo
Cambridge University Press
The Edinburgh Building, Cambridge cb2 2ru, United Kingdom
Published in the United States of America by Cambridge University Press, New York www.cambridge.org
Information on this title: www.cambridge.org/9780521524254
© Cambridge University Press 2003
This book is in copyright. Subject to statutory exception and to the provision of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press.
First published in print format 2003
isbn-13 |
978-0-511-07579-7 |
eBook (EBL) |
|
isbn-10 |
0-511-07579-0 |
eBook (EBL) |
|
isbn-13 |
978-0-521-52425-4 |
paperback |
|
isbn-10 |
0-521-52425-3 |
paperback |
Cambridge University Press has no responsibility for the persistence or accuracy of urls for external or third-party internet websites referred to in this book, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
Contents
Acknowledgments |
page ix |
|
Abbreviations |
|
x |
Introduction |
Aims |
1 |
|
Structure and organization |
|
Unit 1 |
Towns, cities, and buildings |
5 |
|
The household |
|
|
Gardens |
|
Unit 2 |
The physical world |
30 |
|
The animal world |
|
|
The weather |
|
Unit 3 |
The body |
55 |
|
Health services |
|
Unit 4 |
Physical appearance |
82 |
|
Body language |
|
Unit 5 |
Personality |
102 |
|
Behavior |
|
Unit 6 |
Clothing, footwear, and accessories |
126 |
|
Food and drink |
|
Unit 7 |
Perception, moods, and the mind |
152 |
|
Materials and textures |
|
Unit 8 |
Quantity, shape, measurement, and size |
174 |
|
Containers |
|
Unit 9 |
The arts |
193 |
|
The media |
|
Unit 10 |
Literature and writing |
216 |
|
Expression, interacting, speaking, reading, writing, and phoning |
|
Unit 11 |
Leisure |
239 |
|
Sport |
|
Unit 12 |
Travel |
255 |
|
Transportation |
|
vii
viii |
Contents |
|
Unit 13 The life cycle |
277 |
|
|
Religion |
|
Unit 14 |
Education |
300 |
|
Science |
|
Unit 15 |
Agriculture |
326 |
|
Industry |
|
Unit 16 The business world |
345 |
|
|
Employment |
|
Unit 17 The office and computing |
363 |
|
|
Communications |
|
Unit 18 |
Law |
385 |
|
Finance |
|
Unit 19 |
Geography |
407 |
|
History and war |
|
Unit 20 |
Politics |
434 |
|
Social services and social issues |
|
Answers to exercises |
452 |
Acknowledgments
I would like to thank all copyright holders for permission to reproduce the extracts used in this textbook (wherever necessary). Every possible effort has been made to trace and acknowledge ownership of copyright. I apologize for any omissions and would welcome these being brought to my attention.
I must thank Dr. Kate Brett for inviting me to contribute to the learning of Italian with this textbook. It has been a duty, a privilege, and a pleasure to do so. I thank Dr. Rosemary Williams for her thorough copy-editing of the typescript. Any infelicities which remain are mine alone. I am also extremely grateful to a host of colleagues for giving me crucial input on aspects related to the teaching of Italian. I am particularly thankful to Dr. Gianrenzo P. Clivio of the University of Toronto, Dr. Gianfranco Porcelli of the Catholic University of Milan, Dr. Eddo Rigotti of the University of Lugano, Dr. Annamaria Caimi of the University of Pavia, and Dr. Francesca Trusso of the University of Rome “La Sapienza.” Finally, I am deeply indebted to the thousands of students I have taught over three decades. They have always been, and continue to be, a source of inspiration and enthusiasm.
ix
Abbreviations
mmasculine
ffeminine
sing |
singular |
pl |
plural |
inf |
informal |
inv |
invariable |
pol |
polite |
x