{"id":18062,"date":"2022-11-10T11:04:02","date_gmt":"2022-11-10T10:04:02","guid":{"rendered":"https:\/\/oneworlditaliano.com\/non-categorizzato\/intermedio-lezione-14\/"},"modified":"2025-04-29T14:16:45","modified_gmt":"2025-04-29T12:16:45","slug":"intermedio-lezione-14","status":"publish","type":"post","link":"https:\/\/oneworlditaliano.com\/en\/italian-courses\/course-traveling-sardinia\/intermedio-lezione-14\/","title":{"rendered":"Lesson 14 – Leggende"},"content":{"rendered":"

1) Listen to the following dialogue:<\/h3>\n
\n
LEGGENDE<\/h5>\n

Alice:<\/strong>\u00a0Ciao Laura, che cosa stai leggendo?
\nLaura:<\/strong> Sto leggendo un articolo sull’argia, trovo che sia un argomento interessante per una ricerca perch\u00e9 questa figura mitica ha collegamenti con altre figure mitiche del Mediterraneo\u2026 e dire che pensavo che fosse solo un ragno velenoso!
\nAlice:<\/strong> S\u00ec, ha dei collegamenti con la Taranta del Salento\u2026 penso che, come per il morso della tarantola, anche per il morso dell’argia si facesse una danza “terapeutica”.
\nLaura:\u00a0<\/strong>S\u00ec, \u00e8 proprio cos\u00ec, quando la comunit\u00e0 pensava che l’argia avesse morso un suo membro organizzava una danza rituale per guarirlo.<\/p><\/blockquote>\n

2) In the dialog you have found different times of the subjunctive. Read the following sentences:<\/h3>\n

Sto leggendo<\/span> un articolo sull’argia, trovo che sia<\/span> un argomento interessante.<\/span><\/p><\/blockquote>\n

Main sentence: indicative present (presente indicativo)<\/span>
\nSecondary sentence: present subjunctive ( congiuntivo presente)<\/span><\/p>\n

[…] pensavo che fosse<\/span> solo un ragno velenoso!<\/span><\/p><\/blockquote>\n

Main sentence: indicative imperfect (indicativo imperfetto)<\/span>
\nSecondary sentence: imperfect subjunctive (congiuntivo imperfetto)\u00a0<\/span><\/p>\n

\u00a0The subjunctive time is determined by the verb time of the main sentence and the temporal relationship between the action of the main sentence and the action of the secondary sentence. <\/span><\/p>\n

Note:<\/span><\/p>\n\n\n\n\n\n\n
\n
\n
CONCORDANCE OF SUBJUNCTIVE TENSES<\/h5>\n<\/div>\n<\/td>\n<\/tr>\n
\n
\n
WITH MAIN PHRASE AT PRESENT<\/span><\/h5>\n<\/div>\n<\/td>\n<\/tr>\n
\n
CONTEMPORANEITY
\nIf the secondary action is simultaneous to the main action we can have:<\/h6>\n<\/td>\n<\/tr>\n
\n\n\n\n\n\n\n
\n
Penso che<\/span>
\nPenser\u00f2 che<\/span>
\nPensa che<\/span><\/div>\n<\/td>\n
\n
Luigi parta oggi\/Luigi<\/span> stia partendo oggi<\/span><\/div>\n<\/td>\n<\/tr>\n
\n
TENSE OF THE MAIN PHRASE\u00a0<\/strong><\/div>\n
\u00a0<\/b>(Presente indicativo; futuro semplice indicativo; imperativo)<\/div>\n<\/td>\n
\n
TENSE OF THE SECONDARY PHRASE<\/strong>
\n(Congiuntivo presente; forma progressiva al congiuntivo presente)<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n
\n
ANTERIORITY
\nIf the secondary action is prior to the main action we can have:<\/h6>\n<\/td>\n<\/tr>\n
\n\n\n\n\n\n\n
\n
Penso che<\/span>
\nPenser\u00f2 che<\/span>
\nPensa che<\/span><\/div>\n<\/td>\n
\n
Luigi sia partito ieri<\/span><\/div>\n<\/td>\n<\/tr>\n
\n
TENSE OF THE MAIN PHRASE\u00a0<\/strong>
\n(Presente indicativo; futuro semplice indicativo; imperativo)<\/div>\n<\/td>\n
\n
TENSE OF THE SECONDARY PHRASE<\/strong>
\n(Congiuntivo passato)<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n
\n
POSTERIORITY
\nIf the secondary action is subsequent to the main action we can have:<\/h6>\n<\/td>\n<\/tr>\n
\n\n\n\n\n
\n
Penso che<\/span>
\nPenser\u00f2 che<\/span>
\nPensa che<\/span><\/div>\n<\/td>\n
\n
Luigi parta domani<\/span><\/div>\n<\/td>\n<\/tr>\n
\n
TENSE OF THE MAIN PHRASE\u00a0<\/strong>
\n(Presente indicativo; futuro semplice indicativo; imperativo)<\/div>\n<\/td>\n
\n
TENSE OF THE SECONDARY PHRASE<\/strong>
\n(Congiuntivo presente; futuro semplice indicativo)<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n
\n
\n
CONCORDANCE OF SUBJUNCTIVE TENSES<\/h5>\n<\/div>\n<\/td>\n<\/tr>\n
\n
\n
WITH THE MAIN PHRASE AT <\/span>PAST<\/span><\/h5>\n<\/div>\n<\/td>\n<\/tr>\n
\n
CONTEMPORANEITY
\nIf the secondary action is simultaneous to the main action we can have:<\/h6>\n<\/td>\n<\/tr>\n
\n\n\n\n\n\n\n
\n
Ho pensato che<\/span>
\nPensavo che<\/span>
\nAvevo pensato che<\/span>
\nPensai che<\/span>
\nPenserei che<\/span>
\nAvrei pensato che<\/span><\/div>\n<\/td>\n
\n
Luigi partisse oggi<\/span><\/div>\n<\/td>\n<\/tr>\n
\n
TENSE OF THE MAIN PHRASE\u00a0<\/strong>
\n(Passato prossimo indicativo; imperfetto indicativo; passato remoto indicativo; trapassato prossimo indicativo; passato remoto indicativo; condizionale semplice e composto)<\/div>\n<\/td>\n
\n
TENSE OF THE SECONDARY PHRASE<\/strong>
\n(Congiuntivo imperfetto)<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n
\n
ANTERIORITY
\nIf the secondary action is prior to the main action we can have:<\/h6>\n<\/td>\n<\/tr>\n
\n\n\n\n\n\n\n
\n
Ho pensato che<\/span>
\nPensavo che<\/span>
\nAvevo pensato che<\/span>
\nPensai che<\/span>
\nPenserei che<\/span>
\nAvrei pensato che<\/span><\/div>\n<\/td>\n
\n
Luigi fosse partito ieri<\/span><\/div>\n<\/td>\n<\/tr>\n
\n
TENSE OF THE MAIN PHRASE\u00a0<\/strong>
\n(Passato prossimo indicativo; imperfetto indicativo; passato remoto indicativo; trapassato prossimo indicativo; passato remoto indicativo; condizionale semplice e composto)<\/div>\n<\/td>\n
\n
TENSE OF THE SECONDARY PHRASE<\/strong>
\n(Congiuntivo trapassato)<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n
\n
POSTERIORITY
\nIf the secondary action is subsequent to the main action we can have:<\/h6>\n<\/td>\n<\/tr>\n
\n\n\n\n\n
\n
Ho pensato che<\/span>
\nPensavo che<\/span>
\nAvevo pensato che<\/span>
\nPensai che<\/span>
\nPenserei che<\/span>
\nAvrei pensato che<\/span><\/div>\n<\/td>\n
\n
Luigi partisse domani<\/span><\/div>\n<\/td>\n<\/tr>\n
\n
TENSE OF THE MAIN PHRASE\u00a0<\/strong>
\n(Passato prossimo indicativo; imperfetto indicativo; passato remoto indicativo; trapassato prossimo indicativo; passato remoto indicativo; condizionale semplice e composto)<\/div>\n<\/td>\n
\n
TENSE OF THE SECONDARY PHRASE<\/strong>
\n(Congiuntivo imperfetto)<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\"\"<\/a> The Italian Subjunctive (Congiuntivo)<\/a><\/p>\n

3)\u00a0In the dialog you also found an exception to these rules. Read the sentence:<\/h3>\n

Penso che<\/span>, come per il morso della tarantola, anche per il morso dell’argia si facesse<\/span> una danza “terapeutica”.<\/span><\/p><\/blockquote>\n

Main sentence: indicative present (Presente indicativo)\u00a0<\/span>
\nSecondary sentence: imperfect subjunctive (congiuntivo imperfetto)\u00a0<\/span><\/p>\n

Sometimes, in the secondary sentence the subjunctive imperfect can be used even if the principal is a present sentence to express a typical use of the imperfect (physical or psychological descriptions, situations, habits in the past, etc.).<\/span><\/p>\n

4) Now test what you\u2019ve learned.<\/h3>\n

\"\"<\/a> Esercizio N\u00b014<\/a><\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

1) Listen to the following dialogue: LEGGENDE Alice:\u00a0Ciao Laura, che cosa stai leggendo? Laura: Sto leggendo un articolo sull’argia, trovo che sia un argomento interessante per una ricerca perch\u00e9 questa figura mitica ha collegamenti con altre figure mitiche del Mediterraneo\u2026 e dire che pensavo che fosse solo un ragno velenoso! Alice: S\u00ec, ha dei collegamenti con la Taranta del Salento\u2026 […]<\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[443],"tags":[],"class_list":["post-18062","post","type-post","status-publish","format-standard","hentry","category-course-traveling-sardinia"],"yoast_head":"\nCorso di Italiano Intermedio - Lesson 14 - Leggende<\/title>\n<meta name=\"description\" content=\"Intermediate Italian Course - Lesson 14: Concordances of the times of the subjunctive. 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