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LATINAt Classical Academic Press we do not merely create instructional textbooks, we create complete sets of learning tools designed to make teaching and learning both accessible and delightful. For each subject we start with a core text: the student book. We then provide several support materials to give all the aid that a teacher or student could need to feel confident as they master the subject together. These products are all listed below so that you can see a complete view of the entire curriculum. In addition, we created an entire website, HeadventureLand.com, which offers free educational games, videos, and ebooks where students can practice the subject they are learning.
The Student Text: filled with the lessons and exercises that are the student’s primary contact with the material.
The Answer Key: includes actual full-size worksheets from the student text. Don’t reinvent the wheel, get the answers to quizzes, exercises and worksheets in large bold print.
The DVD & CD Set: we have bodies for a reason and we should take advantage of them in the learning process—the visual and audio component of our curricula is a tremendous application of this truth. Watch teachers and students interact, learn from the best tutors, and imprint the material with engaging visuals. Using the intelligence of your ear and eye will make learning vocabulary and other course content natural. Support your student’s understanding of the subject material and give yourself time in the week for other children, planning, and other daily responsibilities.
Activity Books: contain over 100 puzzles and games that follow chapter-by-chapter with the student text to help the students practice vocabulary and grammar.
History Readers: show students that they can use their newfound knowledge to read. Translation is an incredibly empowering experience for language learners. The readers are keyed to the grammar and vocabulary of the Latin for Children series and correspond to the Veritas Press History card series. They are also an excellent supplementary text for students using other Latin curricula.
Clashcards: these bright cards are not only straight flashcards, but also games that you can play! Who said that rigorous learning isn’t fun?
Test Packet: Often requested by customers, this set of comprehensive tests to supplement the student book is an excellent and helpful resource! The downloadable packet includes weekly chapter tests, unit tests, and even unit study guides. A complete answer key for the tests is included.
Latin Everywhere: Make Latin a consistent and fun part of your life! Have a visual learner for a Latin student? The Latin Word Quest Poster features a translation exercise of all the Latin for Children, Primer A vocabulary words to match with fun corresponding images. Have a wordsmith? Try the Latin Crosswords Book (which includes all the vocabulary in Latin for Children Primers A, B, and C!) and you will learn and practice over 1500 words! For the car and home, the Veni Emmanuel CD is a collection of hauntingly beautiful Latin carols, and includes a 16-page booklet of full Latin lyrics along with literal and poetic English translations. Hours of Latin fun!
Latin for Children
“Classical Latin Creatively Taught”
Latin for Children
Primer B
Dr. Aaron LarsenDr. Christopher Perrin
Latin for Children: Primer B© Classical Academic Press, 2003
Version 3.5
All rights reserved. This publication may not be reproduced, stored in a retrieval system or transmitted, in any form or by any means, without
the prior permission in writing of Classical Academic Press.
Classical Academic Press2151 Market Street
Camp Hill, PA 17011
www.ClassicalAcademicPress.com
ISBN: 1-60051-006-XEAN: 9781600510069
Book design by: Rob Baddorf
Acknowledgements Classical Academic Press would like to thank the talented and generous contributions of Karen Moore who has proofed this text and made several valuable recommendations for improving it. Thanks also to Marina Allen of Covenant Christian Academy for her helpful proofreading, edits and recommendations.
And special thanks to Gary Varney for his expertise and thorough editing of the Latin for Children series.
Table of Contents
Unit Chapter (& Week)
Page # Chant Grammar Topics
Unit 1Noun/Verb
Review
1 1Present/Imperfect/
Future Verb Endings
Verbs: Person, number and Tense Review
2 7 amö and videö Verbs: Principal Parts
3 14 1st & 2nd Declension Nouns Nouns: Gender and number
4 20 sum, esse Nouns: Case and noun jobs
5 29 Review
Unit 2 Pronouns
6 40 is, ea, id... Pronouns: (3rd Person Singular)
7 47 eï, eae, ea... Pronouns: (3rd Person Plural)New Case: The Genitive Case
8 55 ego, nös... Pronouns: (1st Person)Case: More on the Genitive Case
9 61 tü, vös... Pronouns: (2nd Person)Case: More on the Genitive Case
10 69 Review
Unit 3 Preposition
Review
11 79Accusative
Preposition-flow,eö, ïre
Preposition Review
12 87Ablative
Preposition-flow ferö, ferre
Ablative Case Review
13 94 Review
TABLE OF CONTENTS
Unit 4Numbers
14 99 Number Chant (Cardinal Numbers) Cardinal Numbers
15 105 ünus Ordinal NumbersUsing Numbers
16 113 duo Declension of duoRoman Numerals
17 121 trës Declension of trësThe Genitive Case w/ Numbers
18 129 Review
Unit 53rd Declension
Nouns
19 137 3rd Declension Nouns Nouns: 3rd Declension
20 144 3rd I-stem 3rd Declension I-stem
21 153 Unit Review
Unit 6 Demonstrative
Pronouns, Tense and Sentence
Patterns
22 157 hic, haec, hoc... Demonstrative Pronouns
23 164 ille, illa, illud... Translating Verb Tenses Present
24 173 iste, ista, istud... Translating Verb Tenses Imperfect/ Future
25 182 Sentence Pattern Chants
Sentence Pattern Review Patterns
A, B, C and D
26 190 Unit Review
TABLE OF CONTENTS
Unit 73rd Conjugation
Verbs/ 3rd Declension
Neuter Nouns
27 197 dücö... 3rd Conjugation Verbs
28 205 Conjugations 1-3 Imperatives
29 214 3rd Declension Neuter
3rd Declension Neuter/Infinitives of
Conjugations 1-3
30 222 3rd Declension Neuter, I-stem
3rd Declension Neuter I-stem
31 229 Unit Review
32 236 End-of-Book Review
246 Glossary by Chapter
259 Review Glossary by Chapter
265 Glossary by Alphabet
287 Reference Charts
ell, discipule or discipula, you are starting your second year of Latin. We think you are going to enjoy this year even more than the first. In Primer B you will do some new exercises and more
reading and translation. You should find this book quite familiar. It is set up very much like Primer A except that it has 6 pages per week rather than 4 per week, which is why it is a bit thicker! We have also included some stories in Latin and a glossary in the back that contains all the words from both Primer A and B—that’s almost 480 words!
You can see that this book has a medieval theme—there are pictures of knights and horses, lords and ladies, and famous medieval people on almost every page. Those of you studying medieval history this year should be able to recognize a lot of the pictures and know something about the stories you will read in Latin. Latin was spoken through the Middle Ages and was the chief language of learn-ing in Europe.
If you have already completed Primer A, you should know the tricks of learning Latin well. These tricks or tips are worth repeating, however, so here they are:
•Doyourexercisesfaithfullyandwell.Yourassignmentsshouldnotbetoo long, but you will have at least two every week.
•TrytospeakLatinassoonasyoucan,evenwhenyouonlyhave learned a little.
•Askquestionswheneveryouarenotsureofsomething.
•Nowforthemostimportantthingyoucando:themostimpor-tant thing you can do in this Latin class is to memorize your Latin words. You will only have to learn about 10 words a
week! Here are some tips to help you memorize your words so that you will never forget them:
•“Chant”orsingyourwords,justlikeyouwilllearnthem in class. It is much easier to remember what you sing or chant.
•IfyouhavethevideoorDVDthataccompaniesthisbook, sing and chant along with the students in the video.
Introduction to
Students
page IV
•IfyouhavetheLFC History Reader that accompanies this book, use it weekly for additional translation work and to learn some history.
•ReviewyourLatinwordseveryday(ornight)forabout5to15minutes.A little bit of review every day is very, very helpful. Keep reviewing words from earlier chapters to make sure you have really mastered them.
•MakeLatinvocabularycardsandputthemonaring.YoucanputtheLatin word on one side and the English word on the other. Take these cards with you wherever you go so you can review almost any time!
•Makeupsilly,funwaystoremembertheword.Forexample,sing“cometo my ïnsula, come to my Island,” complete with a little Hawaiian dance. ïnsula is the Latin word for island.
•Forafunwaytoreviewvocabularyandgrammar,makeuseoftheLFC Activity Book that accompanies this primer. You can preview
samples online at www.ClassicalAcademicPress.com.
•QuizyourclassmateoranyoneelsetakingLatin.Quizyourteacherorparentandhavethemquizyou.Have contests to see who can get the most right or who can give the answers fastest. Make your own written test and see how many you can get right.
•Tryandfindnewderivatives(EnglishwordsthatcomefromLatin)forthe Latin words you know.
•Visitourwebsite(www.ClassicalAcademicPress.com)fornewmateri-als that may help you with your mastery of Latin.
We hope that this year of study will be even better than the last. We hope that you will contact us with questions and ideas at our website (www.ClassicalAcademicPress.com).
Pax (Peace),
Christopher A. Perrin, M.Div, Ph.D.Aaron Larsen, D.A.
page V
page VIpage VI
ClaSSICal PRONUNCIaTION
There are 24 letters in the Latin alphabet—there is no j or w. The letters k, y and z were used very rarely. Letters in Latin are never silent. There are two systems of pronunciation in Latin—classical and ecclesiastical.
LATIN CONSONANTS: Consonants are pronounced the same as in English with these exceptions.
Letter Pronunciation Example Sound
b before s or t like English p urbs: city urps
c / ch always hard like English k cantö: I sing kahn-toh
g always hard like English goat gaudium: joy gow-diyum
gn in the middle of the word like English ngn in hangnail magnus: big mang-nus
i before a vowel it is a consonant like the English y iaceö: I lie down yah-keh-oh
r should be rolled as in Spanish or Italian rëgïna: queen ray-geen-ah
s always like the s in the English sing servus: servant ser-wus
v always as an English w vallum: wall wa-luhm
DIPHTHONGS: Diphthongs are two vowels with a single sound.
ae au ei oe ui
as in eye as in out as in stray as in coil not a diphthong; pronounced oo-ee
LATIN SHORT AND LONG VOWELSVowels can be short or long in Latin. When they are long, they have a little dash called a macron placed over them. Long vowels take about twice as long to say as short ones.
SHORT VOWELS LONG VOWELS
Letter exampLe Sound Letter exampLe Sound
a in Dinah casa: house ka-sa ä in father stäre: to stand stah-reh
e in pet deus: god deh-us ë in they vidëre: to see wi-dey-reh
i in pit silva: forest sil-wah ï in machine ïre: to go ee-reh
o in pot bonus: good bah-nus ö in hose errö: I wander e-roh
u in put cum: with kum ü in rude lüdus: school loo-duhs
page VIIpage VII
ECClESIaSTICal PRONUNCIaTION
Both “dialects’ are really quite similar, so ultimately the decision is not a significant one. The classical dialect attempts to follow the way the Romans spoke Latin (an older dialect) while the ecclesiastical dia-lect follows the way Latin pronunciation evolved within the Christian Church during the Middle Ages, particularly within the Roman Catholic Church.
The main difference between the two dialects is the way c/ch and v are pronounced. The classical dialect pronounces c/ch as an English k, whereas the ecclesiastical pronounces it (Italian style) as an English ch (as in check). The ecclesiastical pronounces v as the English v (as in victory) whereas the classical pronounces it as an English w. In the ecclesiastical dialect a j occasionally appears in place of an i and the t has a special pronunciation, like ts as in cats. See the chart below with the ecclesiastical pronunciation shaded.
So, take your pick and stick with it! Either choice is a good one. Our audio CDs and DVDs contain both pronunciations.
There is no w. The letters k, y and z were used very rarely. Letters in Latin are never silent.
LATIN CONSONANTS: Consonants are pronounced the same as in English with these exceptions.
Letter Pronunciation Example Sound
b before s or t like English p urbs: city urpsc before e, i, ae, oe and y always like English ch cëna: food chey-nahc before other letters, hard c like English cap cantö: I sing kahn-tohg soft before e, i, ae, oe like English germ magistra: teacher mah-jee-strag before other letters, hard like English goat gaudium: joy gow-diyum
gn in the middle of the word like English ngn in hangnail
magnus: big mang-nus
j like the English y in yes jaceö: I lie down yah-keh-ohr should be rolled as in Spanish or Italian rëgïna: queen ray-geen-ahs always like the s in the English sing servus: servant ser-vust when followed by i and a vowel, like tsee silentium: silence see-len-tsee-umv always as an English v vallum: wall va-luhm
DIPHTHONGS: Diphthongs are two vowels with a single sound.
ae au oe uias in stray as in out as in stray not a diphthong; pronounced oo-ee
LATIN SHORT AND LONG VOWELSVowels can be short or long in Latin. When they are long, they have a little dash called a macron placed over them. Long vowels take about twice as long to say as short ones. The ecclesiastical short and long vowels are pronounced in the same way as in the classical pronunciation. See the table on the preceding page.
MEMORY PAGE:
page 1
Chapter 1Unit i: noUn/Verb reView
REVIEW CHANT: Verb Tense Endings
Present Imperfect Future
Singular Plural Singular Plural Singular Plural
1st person -ö -mus -bam -bämus -bö -bimus
2nd person -s -tis -bäs -bätis -bis -bitis
3rd person -t -nt -bat -bant -bit -bunt
NEW VOCABULARYLATIN english
örö, öräre, örävï, örätumornö, ornäre, ornävï, ornätum
exspectö, exspectäre, exspectävï, exspectätum
putö, putäre, putävï, putätumprobö, probäre, probävï, probätum
vïvus, -a, -ummortuus, -a, -umposterus, -a, -um
postrëmus, -a, -umextrëmus, -a, -um
I pray, to pray, I prayed, prayedI equip, to equip, I equipped, equippedI expect, to expect, I expected, expected
I think, to think, I thought, thoughtI approve, to approve, I approved, approvedlivingdeadnextlastoutermost
REVIEW VOCABULARY
aqua, -aefäbula, -aeporta, -aesilva, -aeterra, -ae
waterstorygateforestearth
CHAPTER 1: GRAMMAR PAGE UNIT 1
page 2
VERB REVIEW
Let’s begin this year with a bit of review. Do you remember the three characteristics of a verb that we learned last year? They are person, number and tense. number is the characteristic that tells you how many. In Latin, as you recall, there are only two different options for number, singular and plural—singular meaning just one and plural meaning more than one.
The person of a verb has to do with the relationship between the speaker of the sentence and its subject. If a verb is in the 1st person, the speaker of the sentence is also the subject of the sentence. If a verb is in the 2nd person, the subject of the sentence is who the speaker is speaking to (the listener). Finally, if a verb is in the 3rd person, the subject is neither the speaker nor the listener, but a “3rd party.” That is to say that if the verb is in the 3rd person, the subject of the sentence is not participating in the conversation at all. Here is the diagram we used last year to help you understand person in verbs:
-ö -s -t
1st
I you he, she, it
2nd 3rd
SIN
GU
LA
R
-mus -tis -nt
1st
we you (all) they
2nd 3rd
PL
UR
AL
Finally, the tense of a verb tells us when the action (or state of being) expressed in a sentence takes place. As we learned last year, for the most part, tense is time. Latin has 6 tenses, but we’ve only learned 3 so far: the present tense for things that are happening now, the imperfect tense for some things that happened in the past and the future tense for things that haven’t happened yet.
page 3
CHAPTER 1: WORKSHEET UNIT 1
A. TRANSLATION:
1. örö _____________________________ 6. vïvus ____________________________
2. ornö ____________________________ 7. mortuus _________________________
3. exspectö _________________________ 8. posterus _________________________
4. putö ____________________________ 9. postrëmus _______________________
5. probö ___________________________ 10. extrëmus _______________________
B. CHANT: List the Present, Imperfect and Future tense verb endings and try to label the boxes correctly.
_______________________ _______________________ _______________________
___________ ___________ ___________ ___________ ___________ ___________
___________ __________ __________ __________ __________ __________ __________
___________ __________ __________ __________ __________ __________ __________
___________ __________ __________ __________ __________ __________ __________
C. GRAMMAR:
1. The Three Characteristics of a verb are ___________, ___________, and ___________.
2. The number of a verb answers the question “_______________ _______________?”.
3. Verbs can be either __________ person, __________ person or __________ person.
4. Tense is _______________.
page 4
CHAPTER 1: DECODING WORKSHEET UNIT 1
DECODING? WHAT’S DECODING?
Since Latin is a language of many endings, Latin words often have much more information packed into a single word than do our words in English. Think of it as being like a code that you need to crack, or a puzzle you need to solve to really understand the meaning. Last year we concentrated mainly on memorizing things, but this year we will gradually practice more and more at trying to crack this code! There are many different methods of “decoding” Latin words and sentences, but the first one we will practice is what we call parsing. When we parse a word, we figure out all of its characteristics. For verbs, this means deciding what person, number and tense it is. In fact, to avoid confusion, we will always do it in this order: person, number and tense!
Here’s an example:
amäs: 2nd person
singular present tense
Why don’t you give it a try a few times? (The first one is done for you)
öräbit probäbit ornäbunt exspectäbam
PERSOn? 3rd ______________ ______________ ______________nuMBER? singular ______________ ______________ ______________
TEnSE? future ______________ ______________ ______________
öräs probat ornäbam exspectö
PERSOn? ______________ ______________ ______________ ______________nuMBER? ______________ ______________ ______________ ______________
TEnSE? ______________ ______________ ______________ ______________
page 5
CHAPTER 1: ACTIVITY WORKSHEET UNIT 1
These “Activity” worksheets will contain many different fun and interesting activities; one of the main things we will do here is work with derivatives. We want you to learn to love playing with and learning about the origins of words!
DERIVATIVE EXERCISES:
1. If ornö also means “I decorate,” then it makes sense that an “ornament” is a _____________________.
2. Add an ending and add an “s” and you get the Latin word for “I expect,” which is _____________________.
3. “Vivid” means in ____________ color.
4. From which of this week’s words do we get the word “compute?” _____________
5. A mortal wound is one that will lead to __________.
6. Take the ending off of the end of extrëmus, replace it with an “e” and you get the English word ___________ which means:___________________________.
7. If something would only happen in a story, we might say it is ________________. (fäbula)
8. An _______________ sport is done in water. (aqua)
9. _______________ is a word for gate. (porta)
page 6
CHAPTER 1: QUIZ UNIT 1
A. NEW VOCABULARY:Latin English
örö, öräre, örävï, örätum ___________________________________
ornö, ornäre, ornävï, ornätum ___________________________________
exspectö, exspectäre, exspectävï, exspectätum ___________________________________
putö, putäre, putävï, putätum ___________________________________
probö, probäre, probävï, probätum ___________________________________
aqua, -ae ___________________________________
mortuus, -a, -um ___________________________________
posterus, -a, -um ___________________________________
postrëmus, -a, -um ___________________________________
terra, -ae ___________________________________
B. CHANT:
Present Imperfect Future
Singular Plural Singular Plural Singular Plural
1st person -ö __________ -bam __________ -bö __________2nd person __________ __________ __________ __________ __________ __________3rd person __________ __________ __________ __________ __________ __________
C. GRAMMER:
1. What three characteristics of a verb have you learned so far? _________________________________________
2. What question does the number of a verb answer?
3. What are the options for the person of a verb?
4. What does the tense of a verb tell you?
Chapter 1Unit i: noUn/Verb reView
Review Chant: 1st and 2nd Conjugations (Present Tense)
1st Conjugation(amö
2nd Conjugation(videö)
nuMBER: Singular Plural Singular Plural
1st person amö amämus videö vidëmus
2nd person amäs amätis vidës vidëtis
3rd person amat amant videt vident
new Vocabulary
LATIN english
aptus, -a, -umcertus, -a, -um
cëterus, -a, -umnullus,* -a, -um
pulcher, pulchra, pulchrumaliënus, -a, -umaequus, -a, -umbeätus, -a, -um
apt, fittingcertainthe other, the restnonebeautifulstrangeequalhappy, blessed
REVIEW VOCABULARY
iüstus, -a, -um jüstus, -a, -um**
rëctus, -a, -umvia, -ae
fossa, -aepägina, -aemënsa, -ae
cëna, -ae
just
straightroad, way, pathditchpagetabledinner
page 7
Chapter 2Unit i: noUn/Verb reView
MEMORY PAGE:
*This adjective has a special declension pattern which you will learn in chapter 15.
**Ecclesiastical Spelling.
More on Principal PartS
All last year you've been memorizing four forms for each verb. You may remember that these four forms are called the “principal parts” and they help to give you all the information you need to use these verbs in all of their forms. Let's review the four principal parts and use two familiar verbs as our examples:
1 2 3 4present tense infinitive perfect tense supine
amö amäre amävï amätum
videö vidëre vïdï vïsum
The first one is the present tense form (in 1st person singular) and it, together with the second form, called the “infinitive,” gives us the present stem. The stem is the part of a word that doesn't change, or the part that you get when you chop off the re ending. You should have already noticed that the three tenses we've l e a r n e d so far, present, future and imperfect, use this same stem. The third
principal part is the perfect tense (1st person singular) form. The perfect tense is another form of
past tense that we will be learning more about next year, but if you drop the ï from this form you get what is called the perfect stem which will be used for the other three tenses that you will learn next year. Have you noticed that sometimes it is very different from the present stem? That's why this form is very useful to
memorize right away. Otherwise, you might not recognize a perfect tense verb as one you already know! The last form is often called the “supine” or the “participle” and it is a form
that is often used when a verb is used as an “adjective.” Do you know what
this means? It means when you learn all your principal parts, you're also learning a bonus adjective!
page 8
CHAPTER 2: GRAMMAR PAGE UNIT 1
page 9
CHAPTER 2: GRAMMAR PAGE CONT. UNIT 1
Last year you memorized all four principal parts as well as an exact translation of each one for the verbs. That's why we listed four translations for each verb. Do you think you have that pattern down pat now? Good, because we're going to stop listing a translation for all four principal parts (unless there is something irregular about the English translation). That is, from now on, we will just be listing the translations as “to love” or “to see” and you can figure out the rest. That will make it easier for us to list alternate translations for words that can mean different things. Every now and then, though, go ahead and practice translating each principal part. It is good practice.
page 10
CHAPTER 2: MEMORY WORKSHEET UNIT 1
A. TRAnSLATIOn:
1. iüstus (jüstus*) ___________________ 6. certus ___________________________
2. aequus __________________________ 7. pulcher __________________________
3. via ______________________________ 8. aptus ____________________________
4. pägina___________________________ 9. aliënus __________________________
5. mënsa __________________________ 10. nullus __________________________
*Ecclesiastical Spelling
B. CHAnT: Fill in the boxes with the (present tense) conjugations of amö and videö; don't forget to label the boxes!
____________________________________________________
__________________________________________________
_______________ _______________ _______________ _______________
___________________ _______________ _______________ _______________ _______________
___________________ _______________ _______________ _______________ _______________
___________________ _______________ _______________ _______________ _______________
C. GRAMMAR:
1. The first principal part is the _____________ tense form (in first person singular).
2. The second principal part is called the ________________ form.
3. The present and infinitive forms give us the _________________ stem.
4. The ___________, _____________, and ____________ tenses use the present stem.
page 11
CHAPTER 2: TRANSLATION WORKSHEET UNIT 1
USING ABBREVIATIONS IN WORD PARSING
When we parse a verb we give its person, number and tense. We're going to practice giving the person, number and tense of verbs quite a bit this year, and we don't want you to have to write out the full words for these characteristics of a verb every time. Do you remember the abbreviations for person, number and tense? It'll only take a few minutes to learn them and it will save us much time in the future. Here they are for your review:
OPTIONS FOR PERSON: OPTIONS FOR NUMBER: OPTIONS FOR TENSE:
Full word Abbreviation Full word Abbreviation Full word Abbreviation
1st Person 1 Singular S Present Pr
2nd Person 2 Plural P Imperfect I
3rd Person 3 Future F
PRACTICE
now try using these abbreviations to parse the verbs below, following the example given:
3/S/Pr ____/____/____ ____/____/____ ____/____/____ ____/____/____
1. örat 2. ornäbunt 3. putäbam 4. exspectäbitis 5. probö
page 12
CHAPTER 2: ACTIVITY WORKSHEET UNIT 1
DERIVATIVES
(note: “fr.” stands for “from” and “def.” stands for “definition.”)
1. Replace the “i” in iüstus with a “j,” drop off the ending and you get the same word in English which is_____________.
2. Are you ____________ you are right? (fr. certus)
3. ______________ are strange creatures from another world. (fr. aliënus)
4. An egalitarian society is one in which most people are fairly _________ in wealth and power. (fr. aequus)
5. To “stand erect” is to stand up __________. (def. of rectus)
6. The “trivium” is the three __________________ of education. (def. of via)
ADDITIONAL DERIVATIVES:
LATIN english
ornöputö
mortuusextrëmus
aptuscertusbeätus
ornate, ornamentcompute, impute, putativemortal, mortality, mortuaryextreme, extremityapt, aptitudecertain, certitude, certaintybeatitudes, beatify, beauty
now use at least 5 of these derivatives in a sentence or two.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
page 13
CHAPTER 1: GRAMMAR PAGE UNIT 1CHAPTER 2: QUIZ UNIT 1
A. NEW & REVIEW VOCABULARY:Latin English
iüstus, -a, -um (jüstus, -a, -um) ___________________________________
fossa, -ae ___________________________________
certus, -a, -um ___________________________________
cëterus, -a, -um ___________________________________
nullus, -a, -um ___________________________________
pulcher, pulchra, pulchrum ___________________________________
aliënus, -a, -um ___________________________________
mënsa, -ae ___________________________________
beätus, -a, -um ___________________________________
rëctus, -a, -um ___________________________________B. REVIEW VOCABULARY:
Latin English
örö, öräre, örävï, örätum ___________________________________
ornö, ornäre, ornävï, ornätum ___________________________________
postrëmus, -a, -um ___________________________________
extrëmus, -a, -um ___________________________________
silva, -ae ___________________________________
C. CHANT: Fill in the boxes with the present tense conjugations of amö and videö.
____________________________________________________
__________________________________________________
_______________ _______________ _______________ _______________
___________________ _______________ _______________ _______________ _______________
___________________ _______________ _______________ _______________ _______________
___________________ _______________ _______________ _______________ _______________
D. GRAMMAR:
1. Give the names of the four principal parts. _____________________________________
2. What two principal parts help us find the present stem? ___________________________
Chapter 1Unit i: noUn/Verb reView
page 14
Chapter 3Unit i: noUn/Verb reView
MEMORY PAGE:REVIEW CHANT: Verb Tense Endings
1st Declension 2nd Declension (m) 2nd Declension (n)
Singular Plural Singular Plural Singular Plural
nominative: -a -ae -us - ï -um -aGenitive: -ae -ärum -ï -örum -ï -örumDative: -ae -ïs -ö -ïs -ö -ïs
Accusative: -am -äs -um -ös -um -aAblative: -ä -ïs -ö -ïs -ö -ïs
NEW VOCABULARY
1st declension nouns 2nd declension masculine nounsLATIN english LATIN english
causa, -aecüra, -ae
iniüria, -ae injüria, -ae*nätüra, -ae
stëlla, -ae
causecareinjury, injustice
nature, birthstar
modus, -ïnumerus, -ï
measure, modenumber, measure
REVIEW VOCABULARYLATIN english
errö, erräre, errävï, errätumspectö, spectäre, spectävï, spectätum
parö, paräre, parävï, parätumfëmina, -ae
unda, -ae
I wander, to wander, I wandered, wanderedI look at, to look at, I looked at, seenI prepare, to prepare, I prepared, preparedwomanwave
*Ecclesiastical Spelling
page 15
CHAPTER 3: GRAMMAR PAGE UNIT 1
NOUN REVIEW
now it's time to refresh your memory about nouns. Do you remember the three characteristics of a noun? That's right, they are case, number and gender.
Do you remember the options for gender? They are masculine, feminine and neuter. The options for number (which tells you how many), as you no doubt remember, are singular (one) and plural (more than one).
now, listing the different forms of a noun all together is called “declining” it, and there are several patterns which nouns follow in their declensions, which we remember by number. The ones that you learned last year are the 1st and 2nd declensions. The 1st declension tends to have the letter “a” in its forms and the second declension tends to have “o” or “u” in its endings.
There are a couple more things to remember. Sometimes there are minor variations on these declensions, and you've already experienced one of them, the 2nd declension neuter nouns. notice that their endings are pretty much the same as the 2nd declension masculine endings with just a couple of minor exceptions. notice, for example, that the nominative and accusative endings are the same, for both singular and plural forms. This is always true for neuter nouns and we call it the Neuter Rule. Secondly, the plural (nominative and accusative) endings are a short “a.” You'll notice as we learn more declensions, that most of them will have a short “a” ending the nominative and accusative plural forms and that all of them will always be the same in the nominative and accusative.
1st Declension/Feminine 2nd Declension/Masculine 2nd Declension/neuter
Singular Plural Singular Plural Singular Plural
nom. mënsa mënsae nom. lüdus lüdï nom. dönum dönaGen. mënsae mënsärum Gen. lüdï lüdörum Gen. dönï dönörumDat. mënsae mënsïs Dat. lüdö lüdïs Dat. dönö dönïsAcc. mënsam mënsäs Acc. lüdum lüdös Acc. dönum dönaAbl. mënsä mënsïs Abl. lüdö lüdïs Abl. dönö dönïs
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CHAPTER 3: MEMORY WORKSHEET UNIT 1
A. TRANSLATION:
1. causa ___________________________ 6. cüra _____________________________
2. nätüra __________________________ 7. errö _____________________________
3. fëmina __________________________ 8. modus___________________________
4. numerus _________________________ 9. spectö ___________________________
5. unda ___________________________
B. CHANT: Give the 1st Declension and 2nd Declension endings (both masculine and neuter). Remember to label the boxes.
_________________________ ________________________ ________________________
___________ ___________ ___________ ___________ ___________ ___________
_________ ___________ ___________ ___________ ___________ ___________ ___________
_________ ___________ ___________ ___________ ___________ ___________ ___________
_________ ___________ ___________ ___________ ___________ ___________ ___________
_________ ___________ ___________ ___________ ___________ ___________ ___________
_________ ___________ ___________ ___________ ___________ ___________ ___________
C. GRAMMAR:
1. The three characteristics of a noun are ____________, ____________ and ____________.
2. The three options for gender are ______________, _______________ and ____________.
3. The _____________ of a noun tells you how it is used in a sentence and the five options for it are: ____________, ___________, __________, ____________, and _____________.
4. The _____________________ of a noun tells you how many there are.
5. According to the _______________ rule, all neuter nouns have the same endings in the nominative and accusative cases.
page 17
CHAPTER 3: TRANSLATION WORKSHEET UNIT 1
PARSING NOUNS
now it's time to do the same thing with nouns that we've been doing with verbs. nouns can sometimes pose a problem because, in case you haven't noticed, there are many noun endings that are used more than once. For example, the ending “-a” is used for the 1st declension nominative singular and for the 2nd declension neuter nominative and accusative plural. (Remember that Neuter Rule?) As with verbs, we will abbreviate the parts of a noun which will consist of various options for case, number and gender.
Here are the abbreviations for parsing nouns:
OPTIONS FOR CASE: OPTIONS FOR GENDER: OPTIONS FOR NUMBER:
Full word Abbreviation Full word Abbreviation Full word Abbreviation
nominative N Masculine M Singular S
Genitive G Feminine F Plural P
Dative D neuter N
Accusative Acc
Ablative Abl
PRACTICE EXERCISES: After parsing each word in the sentence on the line above it, translate it on the line below it.
n/S/F n/S/F G/S/F 3/S/Pr 1. Unda causa iniüriae est. The wave is the cause of the injury.
___/___/ ___ ___/ ___/ ___ 3. Puer erräbat. ____________________________________
__/___/ __ __/___/ __ __/___/ __ 2. Fëminae cënam paräbunt. ___________________________________
__/___/ __ __/___/ __ __/___/ __ 4. Discipulï numerum spectant. ____________________________________
page 18
CHAPTER 3: ACTIVITY WORKSHEET UNIT 1
Here is a list of English derivatives from this week's vocabulary.
causa, -ae ...................................................... cause, causal, causative, causalitycüra, -ae ........................................................ cure, curative, incurableiniüria, -ae .................................................... injury, injure, injuriousnätüra, -ae .................................................... nature, natural, naturally, supernaturalstëlla, -ae ...................................................... stellar, constellation, interstellar
2nD DECLEnSIOn MASCuLInE nOunSmodus, -ï ...................................................... mode, mood, modalnumerus, -ï ................................................... numeral, numerical, innumerable,
enumerate
REVIEW VOCABULARY
LATIN english
errö, errärespectö, spectäre, spectävï, spectätum
parö, paräre, parävï, parätumfëmina, -ae
unda, -ae
err, errant, erratic, error, inerrantspectate, spectator, inspect, spectacleprepare, preparationfeminine, effeminate, femaleundulate, undulation
Now see how many you can use in 5 sentences:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
page 19
CHAPTER 1: GRAMMAR PAGE UNIT 1CHAPTER 3: QUIZ UNIT 1
A. NEW VOCABULARY:Latin English
causa, -ae ___________________________________
cüra, -ae ___________________________________
iniüria, -ae (injüria, -ae) ___________________________________
nätüra, -ae ___________________________________
stëlla, -ae ___________________________________
fëmina, -ae ___________________________________
modus, -ï ___________________________________
numerus, -ï ___________________________________B. REVIEW VOCABULARY:
Latin English
terra, -ae ___________________________________
aqua, -ae ___________________________________
vïvus, -a, -um ___________________________________
extrëmus, -a, -um ___________________________________
fossa, -ae ___________________________________C. CHANT:
1st Declension 2nd Declension 3rd Declension
S P S P S P
Nominative: -a ___________ -us ___________ -um ___________Genitive: ___________ ___________ ___________ ___________ ___________ ___________Dative: ___________ ___________ ___________ ___________ ___________ ___________
Accusative: ___________ ___________ ___________ ___________ ___________ ___________Ablative: ___________ ___________ ___________ ___________ ___________ ___________
D. GRAMMAR:
1. What are the three characteristics of a noun? ___________________________________
2. What are the different cases in Latin? __________________________________________
3. What is the neuter rule? _____________________________________________________
CHANT: Irregular Verb: sum, esse, fuï, futürum
Present Imperfect Future
Singular Plural Singular Plural Singular Plural
1st person sum sumus eram erämus erö erimus
2nd person es estis eräs erätis eris eritis
3rd person est sunt erat erant erit erunt
NEW VOCABULARYLATIN english
interrogö, interrogäre, interrogävï, interrogätum
agitö, agitäre, agitävï, agitätumimperö, imperäre, imperävï,
imperätum (+dat. of person)*administrö, administräre,
administrävï, administrätumnöminö, nöminäre, nöminävï,
nöminätum
to ask or question
to drive, stir up, agitateto order or command
to help or manage
to name, mention, call by name
2ND DECLENSION NEUTER NOUNS
iüdicium, -ï jüdicium, -ï**
officium, -ïstudium, -ï
vïnum, -ïvitium, -ï
armentum, -ïmedium, -ï
trial, legal investigation
duty, respectzeal, studywinefaultherdmiddle
page 20
Chapter 4Unit i: noUn/Verb reView
MEMORY PAGE:
* Imperö takes the dative for a direct object that is a person and the accusative for a direct object that is a thing.
** Ecclesiastical Spelling
REVIEW VOCABULARY: (1st Declension masculine exceptions)
LATIN english
poëta, -ae (m)agricola, -ae (m)
incola, -ae (m)nauta, -ae (m)
poetfarmersettlersailor
2ND DECLENSION
frümentum, -ï
ager, agrï
vir, virï
grain
field
man
GRAMMAR PAGE
CASE
Let’s review noun cases. The cases tell you what the noun’s job in the sentence is. So far, you’ve learned the main roles of three out of the five cases. The nominative case is used for the subject and the predicate nominative, the accusative case for direct objects and objects of some prepositions and the ablative case is used as the object of the rest of the prepositions. You may also have seen an example or two of the genitive case being used to show possession, but more on that in the next chapter.
THE WORD LIST FORMS AND THE GENDER
just like verbs, nouns have specific forms that we list in the word list each time to help you learn what you need to know to actually use the word. The first form listed is the nominative singular form. The second listed form is the genitive singular form. note that it is not the nominative plural form, as is sometimes mistakenly assumed. It just so happens that the genitive singular and the nominative plural are the same for first declension and second declension masculine nouns. However, in the second declension neuter they are different, and
page 21
CHAPTER 4: MEMORY PAGE CONT. UNIT 1
use the acronym PAIn to help
remember this unusual or
“painful” gender irregularity.
page 22
CHAPTER 4: GRAMMAR PAGE CONT. UNIT 1
note that what is listed is the genitive singular (officium, -ï), not the nominative plural form (officium, -a). note also that if the stem is unchanged through all of the forms, we, like many textbooks and dictionaries, simply replace the stem with a dash in the listed form. See the shaded forms in the boxes for a comparison.
2nd
Mas
culin
e (l
üdus
)
lüdus lüdï
2nd
neu
ter
(off
iciu
m)
officium officia
lüdï lüdörum officiï officiörum
lüdö lüdïs officiö officiïs
lüdum lüdös officium officia
lüdö lüdïs officiö officiïs
now, we’ve talked about gender quite a bit in the past, but one question that we need to answer right now is this: how can you tell what gender a Latin noun is? If you said “by its ending,” you’re being a little too vague. You should rather answer by saying that you can usually tell the gender of a Latin noun by what declension it is in, which you can in turn figure out by its ending. For example, 1st declension nouns are almost always feminine. That “a” in the ending should immediately make you think of it as being feminine, just as names for females in English (and in many other languages that have been influenced by Latin) are often similar to male names with an “a” added to them (Patrick, Patricia, Eric, Erica, etc.). In the same way, the 2nd declension nouns are either masculine or neuter, and that first listed form can help you to tell which they are. If the first listed form in the word list ends in “-us” or “-er” it is masculine and if it ends in “-um” it is neuter.
However, there are occasional exceptions to these rules. The four review words (incola, agricola, poëta, nauta), which are 1st declension words that are typically masculine, are examples of such exceptions. Whenever there is either an exception, or a word the gender of which is not made clear by the standard listed form, we put a little (f), (m) or (n) beside the word to indicate its gender. Please memorize the gender in addition to the listed forms for any word that has one of these abbreviations next to it. Doing so will save you some grief down the road whenever you use this word.
page 23
CHAPTER 4: GRAMMAR PAGE CONT. UNIT 1
NOTA BENE: Verbs that take the Dative
The most common use of the Dative case is for what is called an indirect object. If you don’t know what an indirect object is, don’t worry about it just yet; we’ll get to that later. The reason why we mention it now is that sometimes a verb takes an object in the dative case, and the verb imperö, from this week’s word list, is one of these words. Study the examples below and note how the dative case is used for the direct object with imperö.
DO-ACC.Magistra discipulum vocat.The teacher calls the student.
DO-ACC.Puer amïcös vocat.
The boy calls his friends.
OBJ.-DAT.Magistra discipulö imperat.
The teacher orders the student. orThe teacher gives an order to the student.
OBJ.-DAT. dPuer amïcïs imperat.
The boy orders his friends. orThe boy gives an order to his friends.
While imperö can have an object in the dative when the object is a person, it will have an object in the accusative when the object is a thing!
Imperat equum ambuläre. He commands the horse to walk.
We can say, therefore, that imperö takes the “dative of person” but the “accusative of thing.”
page 24
CHAPTER 4: MEMORY WORKSHEET UNIT 1
A. TRANSLATION:
1. agitö ___________________________ 7. nauta ___________________________
2. administrö _______________________ 8. incola ___________________________
3. iüdicium _________________________ 9. vitium___________________________
4. imperö __________________________ 10. interrogö _______________________
5. nöminö _________________________ 11. studium ________________________
6. armentum ______________________ 12. medium ________________________
B. CHANT: Give the forms of the verb sum, esse for the present, imperfect and future tenses. Don’t forget to label the boxes.
_______________________ _______________________ _______________________
___________ ___________ ___________ ___________ ___________ ___________
___________ __________ __________ __________ __________ __________ __________
___________ __________ __________ __________ __________ __________ __________
___________ __________ __________ __________ __________ __________ __________
C. GRAMMAR:
1. Give the main function of each case:
Nominative
Genitive
Dative
Accusative
Ablative
2. How can you tell what gender a word is?
______________________________________________________________________________________
3. Why do some words in the word list have a (m), (f), or (n) next to them?
______________________________________________________________________________________
______________________________________________________________________________________
page 25
CHAPTER 4: TRANSLATION WORKSHEET UNIT 1
ANALYZING AND LABELING SENTENCES:
You may recall last year that we sometimes labeled the parts of sentences. To make sure that our directions are clear, we’re going to call it “labeling a sentence” when you label all of the parts of the sentence (e.g., the subject, verb, direct object, etc.) When we ask you to give the person, number and tense of all the verbs and the case, number and gender of all nouns and adjectives (parsing each word), we will call this “analyzing” the sentence. When we say to “label and analyze,” that means do both.
just for the sake of review, here are the abbreviations for the different parts of a sentence that you’ve studied so far:
PART OF A SEnTEnCE ABBREVIATIOn
Subject Noun SN
Verb (intransitive action—no direct object) V
Verb (transitive action—takes a direct object) V-t
Linking Verb LV
Predicate Noun PrN
Predicate Adjective PrA
Direct Object DO
Adjective Adj
Preposition p
Object of the Preposition OP
Examples: now try labeling a couple of sentences. (Then go ahead and translate them.)
Sn DO V-t 1. Agricola armentum agitat. The farmer stirs up the herd.
3. Discipulus putat.
2. Servï humum in agrö aräbant.
4. Discipulï ad lüdum ambuläbunt.
page 26
CHAPTER 4: ACTIVITY WORKSHEET UNIT 1
GENDER IDENTIFICATION
Translate and identify the gender of each noun listed below.
noun Translation Gender noun Translation Gender
stella star feminine (f) iüdicium ______________ ____________causa ______________ __________ iniüria ______________ ____________aqua ______________ __________ vïnum ______________ ____________cüra ______________ __________ numerus ______________ ____________
medius ______________ __________ officium ______________ ____________modus ______________ __________ nätüra ______________ ____________
studium ______________ ____________These words are words you have not seen before, so they are translated for you. Can you identify their gender?
noun Translation Gender noun Translation Gender
nüntius messenger masc. (m) imperium rule ______________lüna moon ______________ negötium business ______________
littera letter ______________ lëgätus deputy ______________oculus eye ______________ vïta life ______________ünus one ______________ glöria glory ______________
populus people ______________ vestigium track, trace ______________
NOUN DECLENSION EXERCISEHere are two nouns you have never seen before. They are both 2nd declension nouns. The first noun, somnus (sleep), is masculine (can you tell why?). The second noun, rëgnum (reign), is neuter (can you tell why?). Since you know the declension pattern for both, decline these two nouns in the boxes below.
Singular Plural Singular Plural
somnus _________________ rëgnum _________________
_________________ _________________ _________________ _________________
_________________ _________________ _________________ _________________
_________________ _________________ _________________ _________________
_________________ _________________ _________________ _________________
page 27
CHAPTER 1: GRAMMAR PAGE UNIT 1CHAPTER 4: QUIZ UNIT 1
A. NEW VOCABULARY:Latin English
interrogö, interrogäre, interrogävï, interrogätum __________________________________
agitö, agitäre, agitävï, agitätum __________________________________
imperö, imperäre, imperävï, imperätum (+dat.) __________________________________
administrö, administräre, administrävï, administrätum __________________________________
nöminö, nöminäre, nöminävï, nöminätum __________________________________
iüdicium, -ï (jüdicium, -ï) __________________________________
officium, -ï __________________________________
studium, -ï __________________________________
vïnum, -ï __________________________________
vitium, -ï __________________________________
armentum, -ï __________________________________
medium, -ï __________________________________
B. REVIEW VOCABULARY:
(1st Declension masculine exceptions) (2nd Declension)
Latin English Latin English
incola, -ae (m) ____________________ frümentum, -ï ______________________agricola, -ae (m) ____________________ ager, agrï ______________________
poëta, -ae (m) ____________________ vir, virï ______________________nauta, -ae (m) ____________________
page 28
CHAPTER 1: GRAMMAR PAGE UNIT 1UNIT 1CHAPTER 4: QUIZ CONT.
C. CHANT: Irregular Verbs: sum, esse, fuï, futürum
Present Imperfect Future
Singular Plural Singular Plural Singular Plural
1st person sum __________ eram __________ erö __________2nd person __________ __________ __________ __________ __________ __________3rd person __________ __________ __________ __________ __________ __________
D. GRAMMAR:
1. How can you tell what gender a word is?
______________________________________________________________________________________
2. Why do some words in the word list have a (m), (f), or (n) next to them?
______________________________________________________________________________________
______________________________________________________________________________________
Chapter 1Unit i: noUn/Verb reView
page 29
Chapter 5REVIEW OF CHAPTERS 1, 2, 3 AND 4
After another four weeks of study you have learned another 40 words. Like we did during the last review week, let’s make sure you have these words mastered. Check the boxes of each word you don’t know. Then review
those words as much as you need to in order to master them. Remember to chant using your eyes, ears and voice.
CHAPTER 1 örö, öräre, örävï, örätum ___________________ ornö, ornäre, ornävï, ornätum _______________ exspectö, exspectäre, exspectävï, exspectätum __ __________________________________________ putö, putäre, putävï, putätum _______________ probö, probäre, probävï, probätum ___________ vïvus, -a, -um _____________________________ mortuus, -a, -um __________________________ posterus, -a, -um ___________________________ postrëmus, -a, -um _________________________ extrëmus, -a, -um __________________________ aqua, -ae __________________________________ fäbula, -ae _________________________________ porta, -ae _________________________________ silva, -ae __________________________________ terra, -ae __________________________________
CHAPTER 2 iüstus, -a, -um _____________________________ aptus, -a, -um _____________________________ certus, -a, -um _____________________________ cëterus, -a, -um ____________________________ nullus, -a, -um _____________________________ pulcher, pulchra, pulchrum _________________ aliënus, -a, -um ____________________________ aequus, -a, -um ____________________________ beätus, -a, -um ____________________________ rectus, -a, -um _____________________________ via, -ae ___________________________________ fossa, -ae __________________________________ pägina, -ae ________________________________ mënsa, -ae ________________________________ cëna, -ae __________________________________
CHAPTER 3 causa, -ae _________________________________ cüra, -ae __________________________________
iniüria, -ae ________________________________ nätüra, -ae ________________________________ stella, -ae __________________________________ modus, -ï _________________________________ numerus, -ï _______________________________ errö, erräre, errävï, errätum _________________ spectö, spectäre, spectävï, spectätum __________________________________________ parö, paräre, parävï, parätum _______________ fëmina, -ae ________________________________ unda, -ae __________________________________
CHAPTER 4 interrogö, interrogäre, interrogävï, interrogätum ___________________ agitö, agitäre, agitävï, agitätum ______________ __________________________________________ imperö, imperäre, imperävï, imperätum _______ __________________________________________ administrö, administräre, administrävï, administrätum ________________ nöminö, nöminäre, nöminävï, nöminätum _______________________________ iüdicium, -ï ________________________________ officium, -ï ________________________________ studium, -ï ________________________________ vïnum, -ï __________________________________ vitium, -ï __________________________________ incola, -ae (m) _____________________________ agricola, -ae (m)____________________________ poëta, -ae (m) ______________________________ nauta, -ae (m) _____________________________ armentum, -ï ______________________________ frümentum, -ï _____________________________ ager, agrï __________________________________ vir, virï ___________________________________
page 30
CHAPTER 5: REVIEW UNIT 1
Do you know who this is?
WORKING WITH DERIVATIVESLook up words you do not know in a dictionary.
CHAPTER 1orö..................orate, oration, oratory, peroration (conclusion of a speech)ornö ...............ornament, ornamentationexspectö .........expect, expectationputö................putative, compute, computerprobö .............approve, disapprove, approval, approbation, probation, probate, reprobatevïvus ...............vivify, revive, revival, vivacious, vividmortuus .........mortal, immortal, mortify, morgue, mortgage, mortuaryposterus .........posterior, posterity (descendants, all future generations)postrëmus ......no derivativesextrëmus ........extreme, extremityaqua ................aquatic, aquariumfäbula .............fable, fabulousporta .............. porch, portable, port, airport, import, export, transport, porter,
porthole, porticosilva ................sylvan, Pennsylvania (Penn’s woods)terra ................terrarium, extraterrestrial, terrain, terra firma
CHAPTER 2iüstus..............just, justice, justify, justification, injustice, unjust, judgeaptus ..............apt, aptitudecertus .............certain, ascertain, certainty, certify, certification, certificatecëterus ............et cetera nullus .............null, nullify, nullificationpulcher ...........pulchritudealiënus ............alien, alienate, alienation, inalienableaequus ............equal, equate, equality, equity, inequality, inequitybeätus .............beatitude, beatific, beauty, beautiful, beautify, beautificationrëctus .............erect, rectitude, rectify, correct, incorrectvia ...................viaductfossa ...............fossilpägina ............page, paginationmënsa .............mesa (Spanish for table)cëna ................cenacle (a formal dining room)
page 31
CHAPTER 5: REVIEW UNIT 1
WORKING WITH DERIVATIVESLook up words you do not know in a dictionary.
CHAPTER 3causa ..............cause, causation, because, causal, causalitycüra ................care, cure, curative, incurable, curatoriniüria ............injury, injure, injuriousnätüra .............nature, natural, naturalize, unnatural, supernaturalstëlla ...............stellar, interstellar, constellationmodus ............mode, model, modify, mood, modal, modificationnumerus .........numeral, number, numerate, innumerable, numerous, enumerateerrö ................error, erroneous, err, errantspectö .............spectacle, spectator, spectacular, inspect, respect parö ................preparefëmina ............female, feminine, feminize, effeminateunda ...............undulation, undulating, undulate
CHAPTER 4interrogö........interrogator, interrogation, interrogateagitö ...............agitation, agitator, agitateimperö ...........imperial, imperiousadministrö .....administration, administrator, administratenöminö ..........nomination, nominate, denominationiudicium ........judicial, judiciary, adjudicateofficium .........office, officialstudium..........study, studious, studentvïnum .............wine, vine, vineal (having to do with wine), vinegarvitium ............vitiate (contaminate, pollute)armentum ......armamentmedium ..........medium, median, media, mediate, immediateincola .............no derivativesagricola ..........agriculture, agriculturalpoëta ..............poet, poetry, poemnauta ..............nauticalfrümentum ....frumentaceous (made of grain)ager ................agriculture, agriculturalvir ...................virtue, virile, verility (manliness)
JEROMINUS (JEROME)
Jerominus erat monachus. In cavernä
prope Bethlemam habitäbat. Jerominus
erat vir litterätus. Hebraeam linguam
et Latïnum sciëbat. Jerominus est clärus
quod Biblia in Latïnum convertit. Haec
Biblia “Biblia Vulgäta” appellämus, quod
lingua populï vulgätï erat Latïnum.
THE LEGACY OF JEROMEjerome’s translation of the Bible into the everyday Latin that people spoke enabled many people to read the Bible in their own language (which for many was Latin!). The publication of the Latin Vulgate in 405 A.D. insured that Latin would become the chosen language of the church in the West and remain a common language throughout Europe for many centuries. The Vulgate is still read and enjoyed by many today! Below is a sample passage from the Vulgate from john 1. See how much of it you can read.
In prïncipiö erat Verbum et Verbum erat apud Deum, et Deus erat Verbum. Hoc erat in prïncipiö apud Deum. Omnia per ipsum facta sunt et sine ipsö factum est nihil quod factum est. In ipsö vïta erat et vïta erat lüx hominum, et lüx in tenëbrïs lücet et tenëbrae eam nön comprehendërunt.
prïncipium, ï: beginningverbum, -ï: worderat: wasapud: withDeus, deï: god, Godhoc: this, this one, this man
omnia: all, all things, everythingper: throughipsum: him, himselffacta sunt: were madesine: without
ipsö: him, himselfnihil: nothingquod: whichvïta, -ae: lifelüx, lücis: lighttenëbra, -ae: darkness
lücet: shineseam: itcomprehendërunt: comprehend
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CHAPTER 5: REVIEW UNIT 1
monachus, -ï (m): monkcaverna, -ae (f): caveBethlema, -ae (f): Bethlehemlitterätus, -a, -um (adj.): learned, scholarlyHebraeus, -a, -um (adj.): HebrewLatïnum, -ï (n): Latin (the language)Scio, scïre: to knowconvertit: he translated Biblia (neuter plural in form, but singular in meaning): BibleHaec (acc., pl., neuter pronoun describing Biblia): thisVulgatus, -a, -um (adj.): common, general
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Wor
d Cr
ossing
7
Latin For Children, Primer B • Activity Book!
3New Criss Cross
Complete the puzzle using the clues shown below.
1
2 3
4
5 6
7 8
9 10
11
12
13
14
Created with Discovery Channel School's PuzzleMaker.
Across2. middle4. number, measure7. number, measure9. nature, birth10. star11. middle12. care13. measure, mode14. nature, birth
Down1. cause3. injury, injustice5. injury, injustice6. care8. star11. measure, mode12. cause
New Maze
Find the correct path through the maze.
Created with Discovery Channel School's PuzzleMaker.
Finish
Start
Can you collect the letters that you find, in order, from begin-ning to end, and find out what the hidden review word is?
1st 2nd 3rd 4th 5th 6th
English Translation:____________________
e
rr
ä
v
ï
e
äö
ö
h
h
c
c
y
s
s
m
b
b
Allaboard!
WORD
CROSSING
Find more Latin games in our
Latin for Children, Primer B
ACTIVITY BOOK!
www.ClassicalAcademicPress.com
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CHAPTER 5: REVIEW UNIT 1
CONVERSATIONAL LATINLatin is a language that can be spoken like any other. Learning to speak some Latin will help you memorize words and become even better at reading and writing in Latin. Speaking in Latin is also a good bit of fun. Try learning the phrases on the page and start using them in class and with friends.
LATIN ENGLISHGREETInGS AnD FAREWELLS
Salvë magister/magistra! Hello, teacher! (male or female)Valë magister/magistra! Goodbye, teacher!
Salvë discipula! Hello, student! (female)Salvë discipulus! Hello, student! (male)Salvëte discipulï! Hello, students!
Salvëte omnës! Hello, everyone!Valëte discipulï! Goodbye, students!
ALL ABOuT YOu
Quid est praenömen tibi? What is your first name?Praenömen mihi est _______ My name is ________
Quid agis, hodië? How are you (singular) today?Quid agitis, hodië? How are you (plural) today?
Bene, grätiäs tibi, et tü? Fine, thank you, and you?Male, grätiäs tibi, et tü? Poorly, thank you, and you?
Nec bene, nec male, grätiäs tibi, et tü? Neither well nor bad, thank you, and you?Ubi habitäs? Where do you live?
In oppidö ___________ habitö. I live in ______________Intellegisne? Do you understand?
Ita, intellegö. Yes, I understand.Nön intellegö I do not understand.
DAYS OF THE WEEK
Quid est hodië? What day is today?Diës Sölis Sunday
Diës Lünae MondayDiës Martis Tuesday
Diës Mercurï WednesdayDiës Iovis Thursday
Diës Veneris FridayDiës Saturnï Saturday
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CHAPTER 5: REVIEW UNIT 1
GRAMMAR REVIEW (CHAPTER 1)
Person, number and tense You have learned that verbs have three characteristics—person, number and tense. Do you remember what these characteristics mean?
Person: This refers to who is doing the action of the verb. Let’s use the verb “to think” (putäre) as our example. If “I” am doing the thinking (putö), we call that the first person. If “you” are doing the thinking (putäs), we call that the second person. If “he,” “she,” or “it” is doing the thinking (putat), we call that the third person.
Number: This characteristic of verbs refers to how many people (what number of people) are doing the action. If “I” am doing the action (the thinking) then just one person is doing the action—we call that singular. A single person is doing the action. If “we” are doing the thinking (putämus) then two or more people are doing the action—we call that plural. Each person has both a singular and a plural form. The singular forms for putäre are putö, putäs, putat. The plural forms are putämus, putätis, putant.
Tense: This characteristic of verbs refers to when the action of the verb takes place, or what time the action of the verb takes place. This is why we have always said “tense is time!” Verbs or action that takes place in the past we describe as being in the past tense. In Latin there are two past tenses: the imperfect tense (continuous past action) and the perfect tense (simple, or completed past action). Verbs or action that take place in the present we call the present tense. Verbs or action that take place in the future we call the future tense.
So verbs have three characteristics: person, number and tense (P, n, T!). Whenever we want to describe the P, n, T of a verb we call this word parsing. Look at the box on the next page for putö. Do you see how the box label does some word
analysis for you? The numbers on the left of the box show you the person (first, second, or third) for the verb. The labels on top of the box (over the Latin words) show you the number. The label at the top left-hand corner shows you the tense (in this case the present tense). Every time you have studied a verb box, you have been doing word parsing!
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CHAPTER 5: REVIEW UNIT 1
PRESENT Singular Plural
1st Person putö (I think) putämus (we think)
2nd Person putäs (you think) putätis (you think)
3rd Person putat (he thinks) putant (they think)
Tense number
person
GRAMMAR REVIEW (CHAPTER 2)
The Four Principal Parts of Verbs
You have learned that verbs have three characteristics—person, number and tense. Do you remember that they also have four principal parts? These are called the principal parts because their stems are used to make every form of the verb. These four parts are what you see when you look up a Latin word in a dictionary. Look at the four principal parts for amö and videö.
1 2 3 4amö amäre amävï amätum
amä
note how there is an “am” in both amö and amäre. This is because both amö and amäre come from the same stem which is “amä.” “Amä” is called the present stem because it is used to form the present tense. note how “amäv” is the stem for amävï, which is a past tense called the perfect tense. The supine is the last principal part and is used to form the passive parti-ciple, which you will learn next year.
amäv amätum
Present Stem Perfect Stem
Supine
1 2 3 4videö vidëre vïdï vïsum
vidë
note how there is “vid” in both videö and vidëre. This is because both videö and vidëre come from the same stem which is “vidë.” “Vidë” is called the present stem because it is used to form the present tense. note how “vïd” is the stem for vïdï, which is a past tense called the perfect tense. The supine is the last principal part and is used to form the passive participle, which you will learn later.
vïd vïsum
Present Stem Perfect Stem
Supine
STEM-FINDING FORMULA
The formula for finding the present stem for any verb is simple:
Infinitive - re = stem vidëre - re = vidë amäre - re = amä
Can you figure out what the present and perfect stems are for
the following verbs?
Present Stem Perfect Stem
örö, öräre, örävï, örätum ____________________ ____________________ornö, ornäre, ornävï, ornätum ____________________ ____________________
exspectö, exspectäre, exspectävï ____________________ ____________________putö, putäre, putävï, putätum ____________________ ____________________
probö, probäre, probävï, probätum ____________________ ____________________
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CHAPTER 5: REVIEW UNIT 1
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CHAPTER 5: REVIEW UNIT 1
GRAMMAR REVIEW (CHAPTER 4)
Noun Jobs
Let’s review the noun jobs for each case and the definitions for each noun job.
Case noun job
Nominative Subject (SN), Predicate Nominative (PrN)
Genitive Possessive Noun Adjective (PNA)
Dative Indirect Object (IO)
Accusative Direct Object (DO), Object of the Preposition (OP)
Ablative Object of the Preposition (OP)
Noun Jobs Defined
SUBJECT NOUN (SN)
Case: nominativeDefinition: The subject noun is the person, place or thing that is doing the action of the sentence, or that is being re-named or described.
SnExample: Fëmina ambulat.
(The woman walks).
OBJECT OF THE PREPOSITION (OP)
Case: Accusative or AblativeDefinition: The object of a preposition is a noun that usually comes right after a preposition. OPExample: Fëmina ambulat ad forum. (The woman walks to the forum).Preposition Defined: A preposition is a little word that connects a noun or a pronoun to the rest of the sentence.
PREDICATE NOMINATIVE (PrN)
Case: nominativeDefinition: The predicate nominative renames the subject, or tells us what the subject is. PrnExample: Fëmina est magistra. (The woman is a teacher).
DIRECT OBJECT (DO)
Case: AccusativeDefinition: The direct object is a noun that receives the action of a verb.
Example: DOFëmina parat cënam.(The woman prepares dinner.)
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CHAPTER 5: REVIEW UNIT 1
SENTENCE LABELING (OR DIAGRAMMING)Do you remember the abbreviations for the various parts of a sentence? Here they are:
PART OF A SENTENCE ABBREVIATIONSubject Noun SN
Verb (intransitive action—no direct object) VVerb (transitive action—takes a direct object) V-t
Linking Verb LVPredicate Noun PrN
Predicate Adjective PrADirect Object DO
Adjective AdjPreposition P
Object of the Preposition OP
Sentence diagramming (or labeling) exercise: Study the first box, then translate the sentences in the second box. After translating, label each sentence with the correct abbreviation from the chart above.
Sn V P OP Magister örat in lüdö. The teacher prays in the school.
Sn V-t DO Fïlius expectat officium. The son expects duty.
Sn PrA LV Stellae pulchrae sunt. The stars are pretty.
Sn DO V-t Rëx iüdicium imperat. The king orders the trial.
Sn Adj DO V-t Vir aliënus agricoläs agitat. The strange man agitates the farmers.
Sn PrA LV PrA Lupus vïvus est, nön mortuus. The wolf is living, not dead.
Ornätis in casä.
Iülia Marcum administräbit.
numerï aequï erant.
Deus stelläs nöminat.
Via recta nön erat.
natüra pulchra est, nön iüsta.
Putat vitium esse certum.
Latin!Latin is a rich, ancient language, and is still very much alive in the modern languages
that we speak today. It plays a vital role training students in grammar, in categorical thinking about how a language works, in logical reasoning, and greatly expands a
student’s English vocabulary. Caveat emptor (let the buyer beware), these programs have made Latin the favorite subject of many students around the nation!
Spanish!After English, Spanish is arguably the most easily applied second language for North American students to learn and master. Classical Academic Press’s Spanish curricula are a blend of immersion and grammar-based study. We start with songs and vocabulary and go on to teach Spanish grammar for conversation—from its parts to its whole—so that students will know how to make sentences as well as recognize them by ear.
Greek!Greek is one of the mother tongues of the English language, with many English words having been derived from Greek. Greek is also a perfectly orderly language, ideal to help us understand the structure of any language. Koine Greek, which is the focus in our texts, is also the history-rich language of the New Testament.
Logic!There are several branches of logic, and our three levels of curriculum focus on teaching informal and formal logic, as well as supplying students with the tools to create their own logical arguments. Each logic text recognizes that students are living in the 21st century and applies logical concepts to real-life, and often humorous, examples. Mastery of logic is a requisite skill for critical thinking in any discipline and for the classical learning education.
Bible!If you would like to teach your students the narrative arc of the Bible and show them how God has been at work in His people since before creation, you will find God’s Great Covenant to be a unique and excellent Bible curriculum. Taught from a covenantal and reformed theological perspective, and rooted in Scripture, you will find this series to be a blessing to your classroom, Sunday School, or family.
Poetry!If you have ever felt mystified by poetry, this book will lead you step-by-step to an understanding and love of this branch of literature, guided by a gifted poet and teacher. This accessible curriculum demystifies the practice of reading a poem slowly and carefully, introduces students to the elements of poetry (such as imagery and metaphor), and highlights the historical forms that poems have taken (such as sonnet and open verse). Learn how absorbing the best words in the best order changes your relationship to ideas.
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Here at Classical Academic Press we understand the need for thorough explanations, enjoyable practice materials, independent student activities, encouraging collaborations, and the means to ask questions of other teachers! We also understand that these needs will vary among teachers and students, as well as their teaching and learning styles, and that learning happens in community. Our goal is to provide for you the resources you need, so that our curriculum is easy to use and so that your student’s studies are enjoyable, relevant, and complete. Here are just a sampling of the resources available to you:
HeadventureLand.comBe sure to check out this free practice for your student! HeadventureLand.com offers games, videos, stories, and other resources to support students studying Latin, Spanish, and Greek, particularly for students using curricula from Classical Academic Press. Headventure Land will always be a safe and family-friendly website for students to enjoy and is appropriate and appealing to students of all ages. As teachers and parents, you will find the For Teachers page particularly useful.
ClassicalAcademicPress.comThe Free Resources page at ClassicalAcademicPress.com offers suggested schedules, extra worksheets, audio pronunciation files, coloring pages, handy grammar charts, flash cards, articles, and mp3s. Also available is the “Ask the Magister (Teacher)” page, where you can submit questions to our magister (teacher) about any of our texts, subjects, or even specific questions of a text’s content.
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InsideClassicalEd.comOn the Inside Classical Education blog, Dr. Chris Perrin acquaints newcomers and veterans with the history of the Classical education movement. He reports on current developments, presents analysis and review, and interviews leaders in the movement through blog posts, articles, and podcasts.
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ClassicalParent.comMost of us have not received a classical education ourselves, making it a challenge to give it, or support teachers providing it to our children. Read about how other parents are fostering classical education in their homes. Find links to helpful articles, correspond with other classical parents, and hear how parents are learning classically alongside their students.
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