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@ -1895,9 +1895,11 @@ ACT 13 11 xul9 figs-metonymy χεὶρ Κυρίου ἐπὶ σέ 1 the hand of
ACT 13 11 w3gh figs-hendiadys τυφλὸς, μὴ βλέπων τὸν ἥλιον 1 not seeing the sun Paul is using a word and a phrase together to express a single idea. The phrase **not seeing the sun** tells to what degree Elymas will be **blind**. If it would be more natural in your language, you could express this meaning with an equivalent phrase. Alternate translation: “so blind that you will not be able to tell whether it is day or night” (See: [[rc://en/ta/man/translate/figs-hendiadys]])
ACT 13 11 t7j1 figs-metaphor ἔπεσεν ἐπ’ αὐτὸν ἀχλὺς καὶ σκότος 1 a mist and darkness fell on Elymas Paul is speaking figuratively of this **mist** and **darkness** as if they were going to **fall** on Elymas. Alternate translation: “what Elymas could see became blurry and then dark” or see the next note for another possibility. (See: [[rc://en/ta/man/translate/figs-metaphor]])
ACT 13 11 x7rt figs-hendiadys ἔπεσεν ἐπ’ αὐτὸν ἀχλὺς καὶ σκότος 1 Luke may be using the two words **mist** and **darkness** together to express a single idea. The word **mist** may tell what kind of **darkness** was all that Elymas could see. If it would be more natural in your language, you could express this meaning with an equivalent phrase that does not use **and**. Alternate translation: “a misty darkness was all that Elymas could see” (See: [[rc://en/ta/man/translate/figs-hendiadys]])
ACT 13 12 x9fl ἀνθύπατος 1 proconsul A **proconsul** was a governor in charge of a Roman province. Alternate translation: “governor”
ACT 13 12 pyh7 ἐπίστευσεν 1 believed Alternate translation: “believed in Jesus”
ACT 13 12 twa8 figs-activepassive ἐκπλησσόμενος ἐπὶ τῇ διδαχῇ τοῦ Κυρίου 1 being astonished at the teaching of the Lord If your language does not use this passive form, you can state this in active form. Alternate translation: “the teaching about the Lord amazing him” (See: [[rc://en/ta/man/translate/figs-activepassive]])
ACT 13 12 x9fl ὁ ἀνθύπατος 1 proconsul A **proconsul** was a governor in charge of a Roman province. Alternate translation: “the governor”
ACT 13 12 twa8 figs-activepassive ἐκπλησσόμενος ἐπὶ τῇ διδαχῇ τοῦ Κυρίου 1 being astonished at the teaching of the Lord If your language does not use this passive form, you could express the idea in active form or in another way that is natural in your language. It may be helpful to begin a new sentence here. Alternate translation: “The teaching of the Lord astonished him” (See: [[rc://en/ta/man/translate/figs-activepassive]])
ACT 13 12 ob5x figs-metonymy τῇ διδαχῇ τοῦ Κυρίου 1 Luke is using the word **teaching** figuratively to mean the truth and power associated with the teaching about Jesus. Alternate translation: “the truth and power that accompanied the teaching of the Lord” (See: [[rc://en/ta/man/translate/figs-metonymy]])
ACT 13 12 efle figs-possession τῇ διδαχῇ τοῦ Κυρίου 1 In this possessive form, **the Lord** is the object rather than the subject of **teaching**. That is, this does not mean “what the Lord taught,” it means “what Barnabas and Paul taught about the Lord.” You could say that as an alternate translation. (See: [[rc://en/ta/man/translate/figs-possession]])
ACT 13 12 glyq writing-politeness τῇ διδαχῇ τοῦ Κυρίου 1 Luke is referring to Jesus by a respectful title. Alternate translation: “the teaching about the Lord Jesus” (See: [[rc://en/ta/man/translate/writing-politeness]])
ACT 13 13 r9hi δὲ 1 Now The word **Now** marks the beginning of a new part of the story about Paul in Antioch in Pisidia.
ACT 13 13 i65t writing-background οἱ περὶ, Παῦλον 1 Verses 13 and 14 give background information about this part of the story. Here, **those around Paul** refers to Barnabas and John Mark (also called John). From this point on, Saul is called Paul in Acts. Pauls name is listed first which indicates that he had become the leader of the group. It is important to keep this order in the translation. (See: [[rc://en/ta/man/translate/writing-background]])
ACT 13 13 abcl οἱ περὶ, Παῦλον 1 those around Paul This refers to Paul and his companions.

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