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Minimus
Minimus Secundus
Cambridge LatinCourse
CambridgeTranslations fromGreek Drama
classics
2004 classics highlights
MINIMUSSECUNDUS
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E L I G I B L E
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NEW!
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Contents
Primary Latin 2–5
Minimus 2–3
Minimus Secundus 4–5
Cambridge Latin Course 6–14
E-Learning Resource 11–13
Cambridge Latin Grammar 14
Cambridge Latin Anthology 14
The Teaching of Classics 15
Texts in Translations, Anthologies
and Commentaries 16–17
Cambridge Translations
from Greek Drama 16
Translations from Greek
and Roman Authors 17
Reading Latin and Greek 18
Background Books 19–20
Order Form Centre Pages
new
new
AuthorBarbara Bell
The Joint Association of Classical Teachers
Develops language, literacy and cross-curricular skillsMinimus is ideal for developing language awareness and helps pupils with the basics ofEnglish as well as foreign languages. It can also be used for cross-curricular activitiesincluding geography, history, RE and art.
Brings Roman culture to lifeFollowing the antics of Flavius, Minimus and Vibrissa the cat through soap-stylestorylines, children can relate their own lives and experiences to those of the Romansand gain a meaningful insight into a different culture and time.
Provides support for the non-specialist teacherTeaching Minimus requires no previous knowledge of Latin. The Teacher's ResourceBook contains English translations of the Latin passages and full teaching notes. Thecassette features readings and extracts to help with pronunciation.
Ideal for lunch or after-school clubsOver 1000 schools have now introduced Latin to their pupils using Minimus, many through the setting up of lunch or after-school clubs. For advice on setting up a Latin club contact Barbara Bell, address above.
Primary Latin7+
2 Minimus
MinimusStarting out in LatinA lively introduction to Latin for ages 7–10Join in the fun with Minimus, the mouse that made Latin cool! Through its mix of myths, stories, grammar support and historical background,Minimus provides an enjoyable introduction to Latin, and to the culture of Roman Britain.
‘I have just read a Latin
textbook which charmed
me with its unlikely mix
of whimsy, grammar,
archaeology and
story telling’
Ian Hislop, Sunday Telegraph
‘Latin is brilliant. I don't
mind missing my Friday
lunchtime for Latin’
Jade aged 9
Titles available
Minimus
Pupil’s Book 0 521 65960 480 pp.full colourPaperback £9.75
0 521 65961 280 pp.Wiro bound£43.50Firm order only
Audio Cassette 0 521 00511 6£10.50 + VAT
Teacher’sResource Book
www.cambridge.org/education/primary/minimusFor more testimonials about Minimus and sample pages see our dedicated website.
F U L LC O L O U R
For advice on establishing a Latin club, grants andINSET days, contact:
Barbara Bell 82 Swiss Drive, Ashton Bristol BS3 2RW
Email: [email protected]
Minimus Teacher’sResource Book
35 worksheets on variousaspects of Roman life.Suggested practicalactivities.Full support for non-specialist teachers.
3Minimus
01223 325588 01223 325152 [email protected]
Minimus Pupil’sBook
A fun way to teach Englishgrammar.Ideal for cross-curricularactivities.An entertaining mix ofstories, myths, grammarexplanations, exercises andculture information.
Spread from Minimus Pupil’s Book
Work, work, work� subject matter: slaves
1
10 Minimus Teacher’s Resource Book 2 Food, glorious food!
� grammar content: verbs � materials: activity sheets 00–00
Picture story The Governor is coming! (p. 8)
1 Lepidina: Oh dear! The house is dirty.
2 Flavius: Oh dear! The garden is messy.
3 Flavia: Oh dear! The (or My) dress is not beautiful.
4 —
5 Corinthus & Candidus: Oh dear! We are tired
slaves.
6 Iulius: Hooray! Marcellus is an excellent soldier!
7 Minimus: Hooray! The food will be excellent!
8 Vibrissa: Hooray! Minimus will be fat!
� The two Latin words ™heu (oh dear, alas) andeuge (hooray) are tricky to pronounce. As ageneral rule, try to make each of them athree-syllable word. They are onomatopoeic –eheu should sound like a sigh, whereas eugeshould express excitement, and the voiceshould lift. Try something like ehayoo andayoogay.
� On page 9 there are some questions whichaim to stimulate discussion. The adults areconcerned to impress the Governor, whereasIulius is excited to meet a military hero. The slaves are unhappy about the extra work, and Minimus and Vibrissa have theirown agenda!
Food, glorious food!� subject matter: food, entertaining
2� grammar content: adjectives
� materials: activity sheets VI–IX
Grasp the grammar (p. 9)
The main point of this chapter is to introduceadjectives (‘words used to describe nouns’) andthe concept of gender and adjectival agreement.The rules are deliberately kept simple (first andsecond declension nouns only, no mention ofneuter nouns, etc.) to help children with theseunfamiliar grammatical ideas.
Other new grammatical features (such as thefuture tense of the verb ‘to be’, erit) are glossedin the vocabulary and should not need furtheremphasis.
Grasp the grammar: answers1 tunica; pulchra; feminine
2 a The wasp is small. b The whale is very big.c The rabbit is naughty. d The dolphin isfriendly. e The horse is big. f The pig isdirty. est = is.
Here is an additional list of animals. Ask pupilsto choose two or three of their favourites and tomatch them with a relevant adjective from page10 of the pupil’s book. Remind them that theymust choose the right ending for each adjectivedepending on whether the noun is masculine orfeminine.
masculine nouns feminine nouns
elephantus elephant vacca cowcycnus swan gall#na henm–s mouse vulp™s foxpåvø peacock f™l™s catpsittacus parrot råna frogpiscis fish m™les badgertaurus bull avis birdcanis dog
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N.B. Some more able pupils may pick up on thefact that not all these nouns end in -us(masculine) or -a (feminine). Simply explain tothem that these nouns (e.g. f™l™s, påvº, canis)are irregular, that is that they do not follow thenormal pattern. More able pupils may well beaware of irregular patterns in English (e.g. ‘Iwent’ instead of ‘I goed’, ‘I saw’ instead of ‘Iseed’).
Here are some further suggestions forreinforcing the concept of adjectival agreement.
� A memory game, for two or more players.Lay out the animal cards (activity sheet VII)and the adjective cards (activity sheet VIII)face down. Each player picks up one cardfrom each set. If the adjective matches thenoun (if the ending is correct and if it is anappropriate adjective) the pupils will enjoyshouting euge! The pair is theirs. If not, theyhave to put them back in the same place –•heu! The winner is the one with most pairs.
You’ll need to remind pupils that it’s -us formasculine nouns and -a for feminine nouns.
� On activity sheet IX, write the Latin versionof pupils’ names in the first column. Write est(he/she is) in the third column. Give eachchild copies of the partially completed sheetand activity sheet VIII and ask them tocomplete the sentences with a suitableadjective. Remind them to check the adjectiveendings.
� Cut up the sentences children made onactivity sheet IX. Use these cards togetherwith the animal and adjective cards to makefurther simple sentences, for example:
vacca benigna est. The cow is kind.Michaelus parvus est. Michael is small.
� The animal cards can also be used for roleplay (quis es? elephantus sum!).
Latin roots: answers (p. 11)
1 pork from porcus, pig.
2 equestrian from equus, horse. A statue of ahorse.
3 maximum from maximus, very large. Yes,you would be pleased.
4 minimal from minimus, very small. No, yourteacher would not be pleased.
Background information� Pupils will enjoy discussing in what ways a
Roman c™na was similar to a modern dinnerparty and in what ways it was different.
Some similarities: Poultry, fish, fruit andcheese would have been served on the bestcrockery and the meal would have beenaccompanied by fine wine. Rubbish tips atVindolanda have yielded fish bones, chickenbones and oyster shells. Samian pottery wasthe best-quality glazed tableware, featuringraised decoration (see photo on page 13 ofthe pupil’s book). Broken pieces of dishes,bowls and cups have also been found onrubbish tips at the site. Many collections ofRoman artefacts in local museums containSamian pottery.
Some differences: Guests reclined on a couch,leaning on their left elbows. Different usewas made of cutlery: knives and spoons havebeen found, but the Romans did not useforks. Food was served by slaves. The normalseating plan was like this:
In one Vindolanda letter, we learn that aspecial silver dinner service was orderedfrom London, for the prefects’ table. Detailsof foodstuffs shipped into Vindolanda aregiven in many of the writing tablets.
� For more details of the extravagant foodserved at Roman banquets, the best source isthe cookery book of Apicius.
� The Romans didn’t have sugar for cookingbut we know that they liked sweet food. Askthe children what they might have usedinstead. The Romans used honey in place ofsugar. There are a number of other familiarfoods which would not have been availableto a Roman cook. This would make aninteresting topic for discussion. Potatoes,tomatoes, sweetcorn and chocolate are allnative to the Americas, and did not reach
11Minimus Teacher’s Resource Book 2 Food, glorious food!
Spread from Minimus Teacher’s Resource Book
7+Minimus
AuthorBarbara Bell
The Joint Association of Classical Teachers
Progression from MinimusIntroduces new verb forms – imperfect tense, impersonal infinitives, verbs andparticiples. Review of material covered in Minimus means you can use MinimusSecundus without first using Minimus.
Unique and appealing Latin course complementing languagework/supporting EnglishEnglish is given fresh perspective through the identification of Latin roots to uncoverword derivations.
Follow the real Roman family from Minimus five years onMinimus the mouse accompanies characters based on a real family living in York, wholived in AD 105, and featured in Minimus but five years on. It invites students to witnesstheir day-to-day lives, customs and events, whilst building skills in Latin language.
Latin vocabulary and grammar work interspersed with projects onRoman and Greek myths and cultureRoman and Greek myths also intertwine in the family’s story, with opportunities toexpand on class work and further practice of grammatical structures provided onphotocopiable worksheets.
Minimus7+
Minimus SecundusMoving on in Latin
4 Minimus Secundus
Titles available
Minimus Secundus
Pupil’s Book 0 521 75545 X96 pp.full colour£9.95
0 521 75546 888 pp.Wire bound£42.95
Audio Cassette 0 521 75547 6£12.95 + VAT
Teacher’sResource Book
www.cambridge.org/education/primary/minimusFor more testimonials about Minimus, Minimus Secondus and sample pages
see our dedicated website.
An exciting progression from MinimusMinimus Secundus is the sequel to the unique and successful course,Minimus. Continuing the precedent set by Minimus, Minimus Secunduscombines the teaching of Latin vocabulary and grammar with afascinating insight into the culture of Roman Britain.
MINIMUSSECUNDUS
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MINIMUSSECUNDUS
Moving on in Latin
Barbara Bell
TEACHER’SRESOURCE BOOK
For advice on establishing a Latin club, grants andINSET days, contact:
Barbara Bell 82 Swiss Drive, Ashton Bristol BS3 2RW
Email: [email protected]
F U L LC O L O U RNew
5Minimus Secundus
01223 325588 01223 325152 [email protected]
Eboracum (York)
About one hundred years after Flavius and his family
came to live there, Eboracum became one of the most
important Roman towns in Britain. It began as a
wooden fortress for soldiers towards the end of the
first century AD. Then a small settlement grew up
outside the fortress; this provided accommodation for
the merchants, traders and families who followed the
troops. This is how many Roman towns began.
Flavius and the family are seeing Eboracum in the
very early stages of its development. The buildings
outside the fortress are made of wood, or wattle and
daub. There are craftsmen selling their products and
many more goods come up the river Ouse from
various parts of the Roman Empire. On the far side of
the river there is a series of warehouses. Each one
stores different items, for example there is one for
wool and one for grain (a granary).
Flavius and his family have a big house near the
military fortress. There are plans to build a new
fortress out of stone. Flavius’s new job is to supervise
the planning and design of this new military
headquarters. When the local people realise that the
old wooden fortress is going to be replaced by a stone
one, they know that the Roman army is here to stay.
30
LATIN ROOTSUse your knowledge of Latin to work out the meaning of the underlined word in each sentence.
1 We parked in the multi-storey car park.2 If we go to the multiplex cinema we can choose which film we
want to watch.3 Now that I am studying Latin, French and Italian I am becoming
multi-lingual.4 Most of our big cities are multi-racial.5 To make 100, we multiply 25 by 4. 6 Why did the film producer call the famous gladiator “Maximus”?
ROMAN REPORT
31
The granary is destroyedThe next day, Rufus notices that workmen are pulling down the granary.
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2pater! måter! ecce! fabr# horreum d•lent.
familia fabrºs spectat.fabrª ligna d•trahunt.
euge! facile est nøb#shorreum d•l•re.
sed c–r fabr# horreumd•lent?
fabr#! sistite!necesse est vøb#s ligna d#ligenter
tollere.ligna cåra sunt.
ecce, R–fe! nunc fabr#d#ligenter labørant.
quod fr–mentum malum est.
Spread from Minimus Secundus Pupil’s Book
Picture storySad news (pp. 34–35)
Lepidina: Dearest, why are you so sad?Flavius: Because Duccius is dead.
Rufus: Who is Duccius? Flavius: Lucius Duccius Rufinus was an
excellent soldier. He was a standard-bearer.
Rufus: What is a standard-bearer? Flavius: A standard-bearer carries the
standard into battle.
Flavius: The standard-bearer also looks after the pay. The standard-bearer keeps the pay safe underneath the shrine
Flavius: I want to find an excellent sculptor.
Flavius goes out quickly.
Flavius enters the workshop. Flavius: Hello! Sculptor: Hello! What do you want?
Flavius: A standard-bearer called Lucius Duccius Rufinus is dead. I want you to make a splendid inscription.
Sculptor: Yes. It is easy for me to carve an inscription.
—
After a few days Flavius and Lepidina and Rufus return to the sculptor. Rufus: I want to watch the sculptor. Lepidina: You are allowed to watch
the sculptor.
Rufus: Look! The standard! Look! The medals!
Lepidina: Oh dear! Duccius was a young man.
November News from near and far
■ subject matter: life in the Roman army
5
20 Minimus Teacher’s Resource Book 5 November: News from near and far
■ grammar content: more impersonal verbs■ materials: activity sheets XVII–XXI
Grasp the grammarThe five infinitives, in order, are: inven#re (tofind), facere (to make), sculpere (to carve),spectåre (to watch), spectåre (to watch).
Latin roots1 custody from custød#re, to keep safe.2 voluntary from volø, I want. Sixth-formers can
choose whether they want to do these games.3 licensed from tibi licet, you are allowed.
Allowed to kill.4 juvenile from iuvenis, a young man.
Behaving like a young person or child.5 post-mortem and mortuary from mortuus,
dead, mors, death and post, after.Examination of a body to discover the causeof death. A place where bodies are stored.
6 invention from inven#re, to discover/find.
Roman report: military standardsAt the beginning of the second century AD, theRoman standard consisted of a long pole towhich were attached several metal discs calledphalerae. These discs were medals andcommemorated previous victories won by thatunit of soldiers. Above the discs there wassometimes a metal plaque, on which the nameof the section (cohort) of the army was written.Above that, there might be a hand, oftensurrounded by a wreath. The standard wasrather like a lucky mascot. It was carried intobattle and it was a sign of encouragement forthe soldiers.
THE TOMBSTONEThis tombstone, originally brightly coloured, isin the Yorkshire Museum and has been dated tothe late first or early second century AD. It was
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Page from Minimus Secundus Teacher’s Resource Book
Minimus 7+
Minimus SecundusPupil’s Book
Enables pupils to build ontheir Latin language skillsand knowledge of RomanBritain.Pupils join Minimus themouse five years on as thefamily from Vindolandamove to Roman York.Introduction to Roman andGreek myths.
Minimus Secundus Teacher’s ResourceBook
Photocopiable worksheets.Provides support, teachingtips, English translations ofLatin passages.Full support for non-specialist teachers.
found in 1688 in the churchyard wall of HolyTrinity Church, making it one of the firstdiscoveries of Roman York. It stood in a nichebeside the great Roman road, which approachedYork from the south-west.
Lucius Duccius Rufinus is one of only two men of the ninth legion from York whose name we know. The ninth legion is shown in theinscription; the Roman numerals may needsome clarification, since they are written in theearlier form (VIIII and not IX). Lucius Ducciusdied at the age of 28. He came from Vienne inGaul, in the Rhone valley and he is shownwearing a twisted necklace, called a torc. It ishard to see whether he is wearing greavesand/or boots. The writing tablets may representhis will. Certainly he could read and write. Histombstone illustrates that young men whojoined the Roman army at this time came fromvarious locations: men from Gaul entered theRoman army in large numbers.
Although there is no known historicalconnection between Lucius Duccius and Flavius,the story envisages that Flavius mourns Luciusbecause he knew him well. Flavius takes care ofhis funeral and tombstone because Lucius is farfrom home with no family. No one knows thecause of Lucius Rufinus’s death.
HSE stands for h#c situs est (here he lies). Thereis no mention of any heir. Sometimes, if thetombstone was commissioned by the heir, hewould be named in the inscription, with theformula HFC, h•r•s faciendum c–råvit (his heirorganised the making of it).
Picture storyA letter from Dacia (pp. 38–39)
Lepidina is happy. Lepidina is holding a letter. Lepidina reads the letter.
Iulius writes:Dacia is cold. It is often raining.
Now it is snowing!
Some soldiers are building a bridge.
The bridge goes across the Danube. The bridge is wonderful. There are many stones.
The soldiers have to work hard and carry the stones.
Other soldiers are fighting bravely. However I am not fighting because I am a secretary/clerk.
Trajan is an excellent leader. Trajan eats with his soldiers.
Everyone: Hooray! Iulius is safe!
Flavius and Rufus and the slaves are happy.
But Lepidina is anxious because she is a mother.
Lepidina: Dacia is cold. War is dangerous . . .
Background information: the bridge over the DanubeThis account of Trajan’s achievement comesfrom the historian Cassius Dio:
‘Trajan constructed over the Danube a stonebridge for which I cannot sufficiently admirehim. Brilliant, indeed, as are his otherachievements, this surpasses them. For it hastwenty piers of squared stone 150 feet in heightabove the foundations and 60 in width, andthese, standing at a distance of 170 feet from oneanother, are connected by arches. How, then,could one fail to be astonished at theexpenditure made upon them, or at the way inwhich each of them was placed in a river sodeep, in water so full of eddies, and on a bottomso muddy?’ (Roman History, LXVIII vi I)
Trajan’s bridge over the Danube was the longestpermanent bridge in the ancient world. Hadrianlater dismantled it to prevent easy access to theempire by hostile intruders but the piles wereleft in place to show that there was nothingwhich could not be achieved by humaningenuity. The bridge was designed byApollodorus of Damascus, who was alsoresponsible for Trajan’s column. Pupils may beamused to know that nowadays the national carin Romania is called a Dacia!
Words to remember
21Minimus Teacher’s Resource Book 5 November: News from near and far
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Nouniuvenis (m) young
man
Verbserat he wasintrat he entersreveniunt they return
Infinitivesfacere to make/
to doinven#re to find
Adverbstamen however
Cambridge School Classics Project
Easy to use for students and teachersEach Stage contains model sentences, language information, cultural and historicalbackground, practical exercises and vocabulary checklists, to support and enhancestudents' understanding of the reading passages. Full teacher's guides provide practicalteaching ideas and commentary.
Develops a fascination for Latin and Roman cultureThrough its lively storylines, wide range of photographs and cultural informationincorporating the latest research, the course stimulates and maintains students'enthusiasm for Latin. Stories are set first in Pompeii, and then in Britain, Egypt andRome.
Gradually builds students' knowledge of languageGrammar is introduced systematically, with attention paid to common phrase andsentence patterns as well as accidence and syntax. The stories are written with agradual increase in difficulty before adaptations of Roman authors and original textsare introduced.
Supports learning across the curriculumThe course provides for a variety of classroom activities, which will not only reinforceunderstanding of Latin but will also contribute to other National Curriculum subjectsand objectives.
Cambridge Latin Course11–16
6 Cambridge Latin Course
Cambridge Latin Course Fourth EditionThe leading Latin course worldwideThe Cambridge Latin Course is an attractive story-based course whichdevelops students’ ability to read Latin and gives them an understandingand appreciation of Roman civilisation.
F U L LC O L O U R
Cambridge School Classics Project3 Bene’t PlaceLensfield RoadCambridge CB2 1EL
Starting Latin and Online Support: Mon–Thurs 9am–5.30pm.Phone: 01223 330579Email:[email protected]
PublicationsMon, Wed, Fri 9am–1pm.Phone: 01223 361458Email:[email protected]
Cambridge Latin Course 11–16
7Cambridge Latin Course
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Student’s Book pages 44–5 (Book IV Fourth Edition)
Student’s Book page 31 (Book IV Fourth Edition) Student’s Book page 21 (Book IV Fourth Edition)
Clear layout of stories and languagenotes make the books easy to use
Glossaries placed alongsidestories for quick reference
Revised and expanded comprehensionquestions accompany stories
Language and culture integrated withwide range of full-colour photographs
Student’s Books
Cambridge Latin Course11–16
8 Cambridge Latin Course
photocopiable
photocopiable
photocopiable
www.cambridge.org/education/secondary/clcVisit the Cambridge Latin Course online to review sample pages,request inspection copies or contact your local representative.
www.cambridgelatincourse.comVisit the excellent online Latin vocabulary tester, Book I dictionary, quick-click
stories, free resources and fast reference to relevant websites.
Supplementary ComponentsTeacher’s GuidesBooks I–VProvide a commentary and teaching suggestions and include attainment tests,a list of relevant books and audio-visual resources for students and teachers.
brief summary of story, main language features and cultural background for each Stageadvice on teaching language and culturenotes on the illustrationsmark schemes for comprehension passagesspiral-bound format for ease of use
Teacher’s Guides for Books III and IV are available from The CambridgeSchool Classics Project. Teacher’s Guide for Book V in preparation fromthe Cambridge School Classics Project.
Worksheet MastersBooks I, II and III onlyThese provide exercises for each Stage to consolidate Latin vocabulary,accidence and syntax; develop language awareness with work on Latinderivations; test aural comprehension; and extend knowledge of the Romanworld.
Graded TestsBooks I, II and III onlyThe following tests are available:
Book I (Stages 1–12)Book II (Stages 13–16 and 17–20)
Certificates are awarded to candidates who pass the tests.
Available from The Cambridge School Classics Project.
Independent Learning Manuals and Answer BooksBooks I and II onlyFor students studying the Cambridge Latin Course on their own, and forteachers interested in independent learning. The Manuals contain many furtherexercises and a revision test is supplied for each Stage.Available from The Cambridge School Classics Project.The following Books are available:
Book I (Stages 1–12)Book II (Stages 13–20) Book II (Stages 21–28) is in preparation
Cambridge SchoolClassics Project
3 Bene’t PlaceLensfield Road
Cambridge CB2 1EL
Phone 01223 361458Email
Office hours Mon, Wed, Fri 9am–1pm.
Sample Worksheet Master, Book II
Sample Teacher’s Page, Book II
photocopiable
Cambridge Latin Course 11–16
9Cambridge Latin Course
About the Fourth EditionThe Fourth Edition replaces the earlier Integrated Edition. It retainsthe fundamental elements of the Integrated Edition, including thestorylines, but with some exciting new features.
The Integrated Edition is still available and will stay in print whilethere is sufficient demand. Details page 10.
01223 325588 01223 325152 [email protected]
Fourth Edition titles
Book I0 521 63543 8208 pp.full colourPaperback £9.50
Teacher’s Guide 0 521 64859 9104 pp.Paperback £22.00
Worksheet Masters0 521 45849 880 pp.Pack£27.75Firm order only
Book II0 521 64468 2184 pp.full colourPaperback £10.75
Teacher’s Guide 0 521 64467 4c. 96 pp.Paperback £22.00
Worksheet Masters 0 521 49754 X70 pp.Pack£30.25Firm order only
Book III0 521 79794 2192 pp.full colourPaperback£11.75
Teacher’s Guide0-9542794-0-9104 pp.Paperback £18.00Available now from The Cambridge SchoolClassics Project
Book IV0 521 79793 4168 pp.full colourPaperback£12.75
Teacher’s GuideAvailable now from TheCambridge School ClassicsProject £18.00
Book V0 521 79792 6176 pp.full colourPaperback£12.95
Teacher’s GuideAvailable on publicationfrom The Cambridge SchoolClassics Project – inpreparation
Books I and II
Graded TestsAvailable only from TheCambridge School ClassicsProject£10.00
Independent LearningManuals and Answer BooksAvailable only from TheCambridge School ClassicsProject£8.75
Student’s BooksFourth Edition Integrated EditionBook I (Stages 1–12) Unit IBook II (Stages 13–20) Units IIA and IIBBook III (Stages 21–28) Unit IIIABook IV (Stages 29–34) Unit IIIBBook V (Stages 35–40) Unit IVANot revised Unit IVB
Teacher’s GuidesFourth Edition Integrated EditionBook I Unit IBook II Units IIA and IIB Book III Unit IIIABook IV Unit IIIBBook V Unit IVANot revised Unit IVB
Please note: Integrated Edition cassettes are notsuitable for use with the Fourth Edition.
Fourth Edition/ Integrated Edition cross-reference charts
Visit
www.cambridgelatincourse.comfor free resources, information and support.
Cambridge Latin Course11–16
10 Cambridge Latin Course
Unit IStages 1–120 521 38945 3224 pp.Paperback£9.25
Teacher’s Handbook0 521 28742 1104 pp.Paperback£11.50
Unit IIAStages 13–160 521 38946 1112 pp.Paperback£7.75
Unit IIBStages 17–200 521 38947 X144 pp.Paperback£8.00
Unit IIA & IIBTeacher’s Handbook 0 521 28745 675 pp.Paperback£12.00
Unit IIIAStages 21–280 521 38948 8216 pp.Paperback£9.25
Unit IIIBStages 29–340 521 38949 6192 pp.Paperback£9.25
Units IIIA & IIIBTeacher’s Handbook 0 521 28752 9128 pp.Paperback£12.50
Cassettes Each cassette containsrecordings of dramaticreadings from selectedstories and plays in theappropriate Units.Appropriate for use with theIntegrated Edition only.
Units I, IIA & IIB0 521 24913 9Cassette£15.50 + VATFirm order only
Units IIIA & IIIB 0 521 24914 7Cassette£15.50 + VATFirm order only
Unit IVA Stages 35–400 521 27438 9196 pp.Paperback£9.00
Teacher’s Handbook 0 521 31066 076 pp.Paperback£11.75
Unit IVBStages 41–480 521 31279 5260 pp.Paperback£9.50
Teacher’s Handbook0 521 31068 7160 pp.Paperback£12.75
Integrated Edition Student’sBooksThe Integrated Edition of the Cambridge LatinCourse is still available and will stay in printwhile there is sufficient demand.
Cambridge Classical FilmstripsFilmstrips to accompany Units I–IV of theCambridge Latin Course. Many of thephotographs were specially commissioned toillustrate the themes of the course. Call 01223326114 for more information and see orderform for prices.
Titles available
PompeiiStages 1–12Visual background for thestudy of Pompeii.
Filmstrip 10 521 24909 0£12.50 + VAT
Roman BritainStages 13–28Useful for pupils studyingRoman Britain as part of aClassical Studies course.
Filmstrip 20 521 24910 4£12.50 + VAT
RomeStages 29–48Illustrates life in Rome in thefirst century A.D.
Filmstrip 30 521 24911 2£12.50 + VAT
Additional MaterialA special filmstrip containingadditional material on manyof the places andbackground topics coveredin the course but notincluded in the original slidesets or on the filmstrips.
All of the filmstrips areavailable on firm order only
Filmstrip 40 521 24912 0£12.50 + VAT
Titles available
Overseas editionsDetails of the Dutch edition
of the Cambridge Latin Courseare available from:
Malmberg B.V.,Leeghwaterlaan 16,
5201 AE,’S-Hertogenbosch.
For details of the NorthAmerican edition, contact:
Cambridge University Press,40 West 20th Street,
New York NY 10011-4211.
Cambridge Latin Course 11–16
11Cambridge Latin Course
01223 325588 01223 325152 [email protected]
CAMBRIDGE LATIN COURSE
Book I
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0 521 54852 7DVD-ROM
£39.95 + VATAvailable May 2004
Cambridge Latin Course E-Learning ResourceBrings the Roman world to life!The Cambridge Latin Course E-Learning Resource offers an exciting rangeof multimedia activities designed to support teaching and learning withBooks I and II of the popular Cambridge Latin Course.
1,000 interactive activities on each DVDThe vast range of multimedia activities includes:
short video introductions to the stories presented by characters in the Coursedramatisations, with and without subtitlesdocumentaries to extend the cultural themes of the textbookaudio sequences of the stories and model sentencesinteractive exercises to aid reading and comprehensionexplanations of the language presented by an on-screen teacherprintable worksheets and web-links
Support for non-specialist teachersDesigned for specialist and non-specialist teachers alike, you can choose from fiveready-made courses, or construct your own ‘playlists’ of activities around particularlanguage points or themes. Detailed lesson plans are available and Teacher’s Notesprovide invaluable extra help.
Whole-class or independent learningActivities may be delivered to a whole class; alternatively, students may use the materialsindividually or in small groups. Comprehensive feedback is given to students and noteswithin the activities provide further information on language and cultural topics.
Full integration with the textbooksThe Resource fully supports Books I and II of the Cambridge Latin Course. Activities arereferenced to individual pages of the Student’s Books as well as to particular languageand cultural topics.
Granada Learning
Cambridge SchoolClassics Project
Network Site LicenceFor network use, schools willrequire an annual site licence.
See page 13 for details.
CAMBRIDGE LATIN COURSE
Book II
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0 521 54853 5DVD-ROM
£39.95 + VATAvailable late 2004
PC● CPU: Pentium 233 MHz● RAM: 32 Mbytes
(recommended 128)● HD with 100 Mbytes of free
space● DVD drive● Sound card (16 bit)● Speakers or Headphones● SVGA Graphics card, 16 bit
colour● Operating system:
Windows® 98 or later
Mac/iMAC● CPU: Mac 604e processor
200 MHz: iMac G3processor 233 Mhz
● RAM: 32 Mbytes(recommended 128)
● HD with 100 Mbytes of freespace
● DVD drive● Speakers or Headphones● SVGA Graphics card, 16 bit
colour● Operating system: Mac OS X
Minimum system requirements
● Macromedia Flash Playerversion 7
● Quicktime 6● Adobe Acrobat 5
For further support, visitwww.CambridgeSCP.com
Recommended Webplug-ins (all Mac/PC)
E L I G I B L E
eLC New
12 Cambridge Latin Course
Cambridge Latin Course11–16
State of the art technology bringing Latinto life … ABC coin generates Book I digital
dictionary, with full terminationsfor all nouns and verbs.
Students can accesssupport for the activity byclicking the NOTE coin.
Dolphins indicate howmany attempts remain.
Activities linked to relevantStage of the Course.
Immediate and detailedfeedback based onstudent responses.
Activities are designed to consolidateunderstanding gained from thetextbook.
‘Drag and drop’ interactive materialsabound.
About the language sections areenhanced by an on-screen teacher.Students may revisit linguisticexplanations at any time.
Students who have missed classes maystudy material independently.
Digital freeze-frame allowsteachers to pause anddiscuss explanations easily.
13Cambridge Latin Course
01223 325588 01223 325152 [email protected]
Cambridge Latin Course 11–16
How to Order
www.cambridgelatincourse.com
Great value resources on DVDThese comprehensive DVD resources are available at suchexceptional value thanks to sponsorship from the DfES.
Book I0 521 54852 7£39.95 + VATAvailable from May 2004
Book II0 521 54853 5£39.95 + VATAvailable from late 2004
Over 40,000 visitors every month.All resources are FREE!Hundreds of carefully selected web-links,with brief descriptions of their content andsuitability, all arranged by Stage.Every story in Books I to III now online with’quick-click’ vocabulary. Stories in later Stagesto follow.Vocabulary testers by Stage.Online dictionaries with audio for guidancewith pronunciation.Interactive comprehensions and ’Practisingthe Language’ activities.Teachers’ area including guidance on courseteaching and planning.Information on all Cambridge School ClassicsProject publications and downloads,including the latest War With Troy initiative.
Contact customer services on 01223 325588 or email [email protected] to order your copy.
Site Licences (only available from Cambridge School Classics Project)In order to use these DVDs on a network, schools will need to purchase a £30-per-yearnetwork site licence. Contact CSCP at 01223 330579, [email protected] or visit thewebsite – www.cambridgelatincourse.com for more information.
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0 521 57877 9224 pp.
Paperback£8.25
Teacher’s Handbook 0 521 57854 X
144 pp.Paperback
£13.00
0 521 38588 1128 pp.
Paperback£10.00
Cambridge Latin Course11–16
14 Cambridge Latin Course
Cambridge Latin Grammar A clear and compact guide designed for students who haveprogressed to reading unadapted texts of original Romanauthors (GCSE, Standard Grade and Advanced level). It is ideal for reference and revision.
The approach reflects the traditions of the Cambridge LatinCourse, but the book will be helpful to all students of Latin. Concentrates on basic and commonly encountered languagepoints.Contains a comprehensive index to help students findexplanations of Latin inflections and constructions.Includes exercises and practice examples of grammaticalpoints.Useful both to students learning to read Latin and to thoselearning to compose.This volume represents a straightforward and practicalapproach to the study of Latin grammar for the contemporarystudent.
Cambridge Latin AnthologyAn anthology for GCSE containing a wide-ranging selection ofpoetry and prose from the Roman world for GCSE examinationsand for general reading in the first year of an Advanced orHigher level course.
16 sections, eight verse and eight prose, arrangedthematically. Four of the verse sections and four of the prose are composedof longer passages. The remaining sections are selections of shorter poems andpassages.The text is on the left-hand page, with glossaries and otherassistance on the right.A complete vocabulary is provided. Selections from the Cambridge Latin Anthology areprescribed for the OCR specification 1942 and AQAspecification 3027 examinations.
The Teaching of Classics 13+
Edited byJames Morwood The Teaching of Classics
new
0 521 52763 5208 pp.
Paperback£17.95
A comprehensive overview of the teaching of classicsThis collection of essays offers a series of snapshots of where the teachingof classics stands at the start of the twenty-first century.
List of contentsThe historical content and classics in the curriculum
1. Classics in the curriculum up to the 1960s, Christopher Stray2. Classics in the curriculum from the 1960s to the 1990s, David Tristram3. Classics teaching and the National Curriculum, Brenda Gay4. The place of classics in the curriculum of the future, Marion Gibbs5. Effective teaching and good practice in classics, Richard Shannon6. Special needs in classics, Tony Hubbard
From primary to higher educationClassics at primary level
7. Minimus, Barbara Bell8. Classics in prep schools, Bob Bass
Classics at secondary level9. The theoretical underpinning of the main Latin courses, Brenda Gay
10. The development of the Cambridge Latin Course, Pat Story11. The Oxford Latin Course, Maurice Balme and James Morwood12. Learning Greek, John Taylor13. Working at the chalk face, Julie Wilkinson14. Ancient history, Robin Osborne and John Claughton15. The teaching of classical civilisation, Catherine Hobey16. Using ICT in classics, David Goodhew
Classics at tertiary level17. Classics in the universities, James Morwood18. For ‘Anyone who wishes’ – classical studies in the Open University, 1971–2002,
Lorna Hardwick
Classics outside the curriculum19. Twilight classics, Judith Affleck20. Classics and museums, Richard WoffEpilogue, David Hargreaves
15The Teaching of Classics
First book of its kind to be published for more than twenty-fiveyearsThe Teaching of Classics outlines how teaching of the subject has developed and arrivedat its present situation, and suggests strategies for the future.
Addresses the teaching of the subject at primary, secondary andtertiary levelsIt communicates the sense of innovatory excitement that surrounds current initiatives,celebrates the successes in the two major growth areas – primary and adult education –and confronts the dangers that face the subject with clear-eyed realism.
01223 325588 01223 325152 [email protected]
Series EditorsJohn HarrisonJudith Affleck
Close and accurate translations, suitable for performanceThe new series of Classical drama has been translated from the original Greek. The editors combine wide experience of Classics teaching at A-level with work in the theatre. This ensures that the translations are both accurate and suitable forperformance.
Treats ancient plays as living dramaStudents are encouraged to discover the plays for themselves by exploring theirdramatic qualities through practical exercises and experimenting with the expressiveuse of voice, movement, mime and musical accompaniment.
Supports students’ understanding and appreciation of the playsThe books contain helpful editorial material, including references to Greek religion,mythology, politics and morals. Other features include: full commentary runningalongside the translations; notes on pronunciation of names; plot synopses andbackground information; helpful illustrations, and a clear, easy-to-use layout.
Texts in Translation16–19
16 Cambridge Translations from Greek Drama
Cambridge Translationsfrom Greek Drama
Titles available
Euripides
Medea Editor:John Harrison 0 521 64479 8128 pp.Paperback £5.00
Bacchae Editor:David Franklin 0 521 65372 X128 pp.Paperback£5.00
Sophocles
Ajax Editor:Shomit Dutta 0 521 65564 1128 pp.Paperback£5.00
Philoctetes Editor:Judith Affleck 0 521 64480 1128 pp.Paperback£5.00
Editors:Ian McAuslan and Judith Affleck 0 521 01072 1128 pp.Paperback£4.95
Antigone Editors:David Franklin and John Harrison 0 521 01073 X128 pp.Paperback£5.00
Aeschylus
Agamemnon Editor:Philip de May 0 521 01075 6128 pp.Paperback£4.95
Oedipus Tyrannus
Treats ancient plays as living dramaThis series of Classical Greek drama is specially designed for A-levelstudents following Classical Civilisation and Drama courses. Translatedfrom the original Greek, the series aims to bring students as close aspossible to the playwrights’ original words and intentions.
Translations and Commentaries 13–19
17Translations from Greek and Roman Authors
Translations from Greekand Roman Authors
01223 325588 01223 325152 [email protected]
Designed for use across the whole range of GCSE Classical Civilisation and Classical Languagescourses, these translations are true to the original Greek or Latin, yet accessible in language andformat to the average 13–16 year-old. The translated extracts are linked by commentaries whichcontinue the narrative and discuss points in the text needing explanation.
Titles available
Alexander the Great:Selections from ArrianJ. G. Lloyd0 521 28195 4112 pp. Paperback £8.50
Virgil: Selections from the AeneidGraham Tingay0 521 28806 1160 pp. 2 maps Paperback £8.25
Livy: Stories of Rome Roger Nichols 0 521 22816 696 pp. 4 mapsPaperback £8.50
Pliny: A Selection of His LettersClarence GreigAvailable from The Cambridge SchoolClassics Project (see page 6).Paperback £8.50
Titles available
Vesuvius and Other Latin PlaysDick Burnell0 521 40959 484 pp. Paperback £8.00This short book of Latin playletsprovides a useful extension to theCambridge Latin Course.
Amor et AmicitiaPatricia E. Bell 0 521 37736 680 pp. Paperback £8.00
Short Latin Stories Philip Dunlop 0 521 31592 172 pp. Paperback £6.95
Anthologies Commentaries Titles available
Cambridge Latin TextsPliny:Selections from Pliny’s Letters Editors: M. B. Fisher, M. R. Griffin 0 521 20298 180 pp. 2 maps Paperback £6.95*Handbook £13.20
Virgil:Selections from Aeneid II Editor: C. H. Craddock 0 521 20827 032 pp. Paperback £5.95*Handbook £8.75
Selections from Aeneid VIEditor: Anne Haward 0 521 28694 864 pp. 1 map Paperback £6.75*Handbook £8.00
Landmarks of WorldLiteratureGeneral Editor: J. P. SternHomer:The Iliad Michael Silk 0 521 31302 3122 pp. Paperback £10.95
The OdysseyJasper Griffin 0 521 31043 1128 pp. Paperback £10.95
Virgil:The AeneidK. W. Gransden0 521 31157 8128 pp. Paperback £9.95
Aeschylus:The OresteiaSimon Goldhill0 521 40853 9144 pp. Paperback £9.95
*Cambridge Latin Texts Handbooks are available from the Cambridge School Classics Project.Tacitus and other Virgil titles also available on the order form.
Reading Latin and Greek13+
18 Reading Latin and Greek
The World of AthensEssential for all users of Reading Greek.
0 521 27389 7432 pp.
illustrated Paperback
£18.95
Reading Latin Text0 521 28623 9176 pp.72 half-tones5 mapsPaperback£13.95
Reading LatinGrammar, Vocabularyand Exercises
0 521 28622 0640 pp.Paperback£19.95
An Independent StudyGuide to Reading LatinPeter Jones0 521 65373 8290 pp.Paperback£16.95
Reading LatinPeter Jones, Keith SidwellIdeal for older school students, under-graduates and adults wishing to renew theiracquaintance with Latin.
The World of Rome An Introduction to Roman CulturePeter Jones andKeith Sidwell (Ed.)
0 521 38600 4423 pp.
illustratedPaperback
£18.95
Reading Greek Text0 521 21976 0200 pp.illustrated Paperback£13.95
Reading Greek Teacher’s Notes 0 521 31872 6240 pp.Paperback£18.95
Independent StudyGuide0 521 47863 4360 pp.Paperback£17.95
Grammar, Vocabularyand Exercises0 521 21977 9374 pp.Paperback£17.95
A Greek AnthologyAn ideal first reader inAncient Greek.0 521 00026 2202 pp.illustratedPaperback£15.95
New Testament Greek0 521 65447 5228 pp.Paperback£15.95
Morphology Charts Grammar reference packs0 521 22052 1Pack£9.95Firm order only
Speaking Greek CassetteA talk on the Ancient Greekalphabet, followed bydramatic extracts fromReading Greek. 0 521 23913 3£16.50 + VATFirm order only
The IntellectualRevolution Selections from Euripides,Thucydides and Plato.0 521 22461 6160 pp.illustrated Paperback£15.95
A World of Heroes Selections from Homer,Herodotus and Sophocles.0 521 22462 4152 pp.illustrated Paperback£15.95
The Triumph of OdysseusHomer’s Odyssey Books 21 and 22The complete Greek text ofBooks 21 and 22 with arunning vocabulary, notes,and a learning vocabulary.0 521 46587 7104 pp.illustratedPaperback£14.95
Greek Vocabulary 0 521 23277 556 pp.Paperback£9.50
Reading GreekJoint Association of Classical Teachers’ Greek Course Drawing on carefully graded original sourcematerial, Reading Greek is for beginners inthe final years of secondary school, in collegesand universities, and in adult education.
Background Books 13+
19Background Books
Our Greek and Latin Roots James Morwood, Mark Warman A simple introduction to theimportant part Latin and Greekhave played in the shaping ofWestern thought and culture,and in the pattern of the wordsand structures of the Englishlanguage.
Learning Latin ThroughMythology Jayne I. Hanlin,Beverly E. Lichtenstein This book uses mythology tocapture the interest andimagination of primary orpreparatory school pupils sothat they will want to knowmore about Latin and theclassical world.
Learning Latin ThroughMythology retells well-knownmyths, first in English, then insimpler Latin with guidingillustrations, followed byexercises and activities suitedto this age group.
The Roman Engineers L. A. Hamey, J. A. Hamey
Available while stocks last.
The Roman Army John Wilkes An analysis of the imperialarmy of about A.D. 100.
Pompeii Ian Andrews
The Parthenon Susan Woodford An account of how the Parthenon was built.
0 521 37841 964 pp.
Paperback£6.50
0 521 22511 648 pp.
illustrated Paperback
£8.25
0 521 07243 348 pp.
illustrated Paperback
£8.25
0 521 20973 048 pp.
illustrated Paperback
£8.25
0 521 22629 548 pp.
illustrated Paperback
£8.25
0 521 39779 064 pp.
Paperback£7.50
The Roman World From Republic to Empire Peter Mantin, Richard Pulley This book gives pupils aninsight into how the RomanEmpire expanded, how it wasthreatened by the rise ofChristianity and how itcollapsed in the fifth centuryA.D. There is particularemphasis on the influence ofthe Romans in Britain.
0 521 40608 080 pp. illustrated
Paperback£9.50
The CambridgeCompanion to GreekTragedy Editor: P. E. Easterling
Presents Greek tragedy inthe context of modernreading, criticism andperformance.
As a resource forteachers, it isinvaluable …Where else cansuch a wealth befound in onevolume ontragedy?’
J A C T Review
0 521 42351 1410 pp.illustratedPaperback£16.95Firm order only
The CambridgeCompanion to OvidEdited by Philip HardieIn this companion to one ofthe greatest writers ofclassical antiquity – andarguably the single mostinfluential ancient poet forpost-classical literature andculture – leading authoritiesprovide essential informationabout Ovid, his individualworks and his influence onlater literature and art,together with exciting newcritical approaches.0 521 77281 8424 pp.Hardback£47.50
0 521 77528 0Paperback£17.95
The CambridgeCompanion to VirgilEditor: Charles Martindale
An indispensable guide foranyone seeking a fullerunderstanding of an authorcritical to so manydisciplines.
‘… highly successfulfor both a specialistand non-specialistaudience. Classicalscholars will findmuch to thinkabout … and theirstudents will find[this] invaluable.’
The Times Literary
Supplement
0 521 49885 6388 pp.25 half-tones Paperback£16.95Firm order only
The Cambridge Companions
Background Books13+
Greek Theatre PerformanceAn IntroductionDavid WilesDavid Wiles introduces ancientGreek theatre and Atheniancultural life in a book speciallywritten for students andenthusiasts. It assumes noprior knowledge of the ancientworld and illustrates how theplays were performed andwhat can be learned from andachieved by performances ofthe plays today.
Mosaics of the Greek and Roman WorldKatherine M. D. DunbabinThis is the first major study ofthe art of mosaic in antiquity.Covering over a thousandyears through an area fromBritain to Syria and beautifullyillustrated with over 350photographs, it studies thetechnical aspects and socialimplications of mosaics asdomestic and public decoration.
Who Needs Greek?Contests in the Cultural Historyof HellenismSimon GoldhillDoes Greek matter? To whomand why? This lively, illustrated,interdisciplinary study focuseson moments when passionateconflicts about Greek andGreek-ness have erupted inthe modern and ancientworlds, ranging from ancientGreece through theRenaissance to modernistopera. It takes receptionstudies in an exciting newdirection.
0 521 81228 3334 pp.
Hardback£45.00
0 521 01176 0Paperback
£16.95
New in paperback0 521 00230 3
380 pp.Paperback
£29.95
0 521 64027 X 256 pp.
Hardback £45.00
0 521 64857 2 Paperback
£17.95
The Cambridge IllustratedHistory of Ancient GreeceEditor: Paul Cartledge
‘As an introduction for thesophisticated adult readerand a powerful stimulus forthe classicist, it is hard to seehow this book could bebettered. At the price, it is a terrific bargain.’
Peter Jones, The Sunday Telegraph
Women in Ancient Greeceand Rome Michael Massey This thorough and provocativeaccount is an ideal resourcebook for students followingcourses in classical studies andclassical civilisation.
A Shorter History of Greek Art Martin RobertsonThe shorter work of the twovolume set A History of GreekArt, intended for a generalreadership.
0 521 28084 2256 pp.
299 photographs,1 plan, 1 map
Paperback£25.95
0 521 31807 648 pp.
Paperback£6.25
0 521 52100 9400 pp.
243 figures,9 maps, 4 plans
Paperback £19.95
Firm order only
Your next step
OrderingOrder today using the form atthe centre of this catalogue.
Evaluating Order inspection copies using the card at the centre of this catalogue.
Demonstration Please see the information on page 21.
20 Background Books
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Jonathan WoodsCambridge University PressThe Edinburgh BuildingCambridge, CB2 2RU, UKphone +44 1223 325014fax +44 1223 325573email [email protected]
Contact Your Cambridge RepresentativeOur professional team of Sales Representatives will be happy to talkyou through our resources, provide up-to-date information or samplematerial, and prepare an individual quotation. This service is free ofcharge, entirely without obligation and our Sales Representatives donot receive commission. Our Representatives will be happy to visityour school at a time convenient to you and your colleagues.
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