Traccia svolta di inglese | Seconda prova maturità 2023 linguistico: domande e soluzioni sul testo di Julian Barnes

Traduzione di inglese 2023. Traccia svolta del Linguistico

La traccia di inglese per il Liceo linguistico presentava un brano dal romanzo Elizabeth Finch di Julian Barnes. Su questo, al maturando  è stato chiesto di svolgere un lavoro di comprehension e interpretation.

Question A

1. T - I hope you will
2. F - I am no Socrates
3. T - I may well not
4. F - It might be antique
5. T - I imagined a regular
6. Ms. Finch’s approach to teaching is aimed towards an adult classroom. She is not interested to stuff her students with facts and numbers “as a goose is stuffed with corn” as she says, meaning that memorizing lots of notions is less important than fully understanding the broader concept. She is also not interested in dispensing bland approval since she’s not engaging with children. She intends to collaborate and have an open dialogue with her students, and even if she recognizes that her method may not be for everyone, she hopes to make the course interesting and fun, while still being rigorous.
7. Ms. Finch wears unusual and vintage looking clothes (“Indeed she appeared to have settled on her look some time ago. It could still be called stylish; another decade, and it might be antique or, perhaps vintage.” Lines 25-26). Her clothes remain quite modest, she’s mostly covered up even in the warmer months. All of her clothes are made out of all different, high quality materials, (“tweed” “tartan” “silk or fine cotton” lines 27-29). She wears few accessories, like a small broach, an old-looking silver ring, and a work handbag. She is said to have gray hair that are never out of place. This image lets on a woman that is perhaps on the older side, with a classic look that might age her and make her seem stern, but also classy and elegant. Still, there are little quirks to her look that imply that there’s more to her personality, making her seem like an interesting, mysterious person, perhaps not as serious or closed-off as she may seem at first.
8. The narrator in this passage is a first person narrator. We understand that it is one of Ms. Finch’s students talking, since he or she is describing their first lesson with her. We are seeing her through their eyes, as a person who doesn’t know her yet. However, the passage is told in the past tense, so the narrator has actually spent time with Ms. Finch by the time that they’re telling the story, and you can tell that they got to know her better after that first encounter.

Question B

1. B
2. D
3. D
4. A
5. B
6. A new paper in the journal Neuron argues that the purpose of memory is not to remember facts, but instead to help develop an intelligent decision-making process, based on valuable information. A brain overloaded with memories is of no use when it comes to making a decision, it would only cause confusion and overwhelming. Therefore, in forgetting some memories, the brain actually makes it easier for the important things to come to the surface, and paint a clearer picture to understand.
   
   
7. The Neuron says that recent studies are focusing more on the neurobiology of forgetting, called transience, rather than persistence of memories. They argue that transience actually enhances flexibility, because by reducing marginal or outdated information, it actually promotes generalization, with the result of creating a pattern that can be applied in future decision-making, when different circumstances may occur.

Task A

Barack Obama, Former President of the United States, once stated, "I learned that change only happens when ordinary people get involved and they get engaged, and they come together to demand it.

" This quote encapsulates the power of collective action in driving social and political transformations. Throughout history, numerous examples can be found that exemplify the truth behind Obama's words.

A memorable one is the civil rights movement in the United States during the 1950s and 1960s. African Americans, facing systemic racial discrimination and segregation, took to the streets in nonviolent protests and demonstrations, demanding equal rights and an end to segregation.

Through the leadership of figures like Martin Luther King Jr. and the participation of countless individuals the collective voice of ordinary people eventually led to the Civil Rights Act of 1964 that advanced racial equality.

In more recent times, the #MeToo movement serves as a powerful testament to the impact of ordinary people mobilizing for change. The movement, initiated by activist Tarana Burke and popularized by a wave of testimonies on social media, shed light on the pervasiveness of sexual harassment and assault. Survivors of abuse, both women and men, found strength in solidarity and collectively demanded accountability for perpetrators. The movement started a global conversation, resulting in high-profile individuals being held accountable and policy changes in workplaces to address sexual misconduct.

Another example that may resonate with teenagers is the global youth-led movement for climate action. Ordinary young people, like Greta Thunberg, have taken it upon themselves to raise awareness about the urgent need to address climate change. Through strikes, protests, and social media campaigns, they have mobilized millions of young individuals around the world to demand action from governments and corporations. This collective effort has brought the climate crisis to the forefront of the global agenda and influenced policy decisions and corporate practices.

In conclusion, Barack Obama's quote reminds us of the vital role ordinary people play in driving change. History has shown us that when individuals engage, get involved, and unite to demand change, remarkable progress can be achieved.

Task B

As an 18-year-old navigating the journey of language learning, I have come to realize the profound impact it has had on my personal development. Learning languages has not only expanded my linguistic abilities but has also brought about transformative changes in various aspects of my life.

The first evident perk of learning a new language that I noticed is that it gives you access to a much larger world of knowledge: music, film, tv shows, but also interviews, documentaries, books. Anything you may be interested in is much more available to you, also thanks to the internet, and you can now learn things from many points of view, different cultures and parts of the world.

It also comes in handy if or when you want to find a job, as I have experienced myself. Most jobs we teenagers are able to get tend to need interaction with the public, a public that can include foreign people that you need to comunicate with, and by learning different languages there is a good chance that you can understand one another.

Beyond the cognitive advantages, language learning has fostered a deeper understanding and appreciation for diverse cultures.

Each language serves as a gateway to a unique world, representing the history, traditions, and perspectives of its speakers. By immersing myself in different languages, I have gained a greater sense of empathy and cultural understanding. This, in turn, has enriched my relationships with people from different backgrounds, allowing me to connect with them on a more profound level.

In conclusion, as an 18-year-old, I have witnessed firsthand the transformative power of language learning on my personal development. From cognitive benefits to improved communication skills, empathy, resilience, and the opportunity for cultural exploration, the advantages are vast.

Language learning has not only expanded my horizons but has also shaped me into a more open-minded and adaptable individual. I encourage every young person to embark on their language-learning journey, as it holds the potential to unlock a world of personal growth and lifelong learning.