Fundamentals 1 Student Manual - Mother of Divine Grace School

Fundamentals 1 Student Manual d Cover Art by Claire Yanoschick c
Mother of Divine Grace School Ojai, CA © 2014
Item #040 Introduction How to Use This Course There are six components to this course: Student Text – This includes the weekly lessons as well as a guide for translation and glossary. Use the translation guide (included in the appendix) if the student has not done the Beginning Latin Series. If he has completed Beginning Latin II then this is not essential unless the student struggles with translations. When students do lessons, they should spread out the work over three days to achieve maximum effectiveness. Student Text Key – Answer key for lessons as well as for the translation guide. Grammar – All key grammar concepts are included in one reference for both this course and Fundamentals II. Student Quizzes and Drills – This includes drill sheets for forms, vocabulary, pretests and test forms. Use these as needed. (See directions in syllabus.) Answer Key for Student Quizzes and Drills – Answer keys for forms drills, pretests and test forms. Supplemental Grammar Worksheets – For students who need more English grammar drills. Highlights Our Latin Program is built with three long term goals in mind: 1) reading Latin; 2) improving critical thinking; and 3) developing precision in language. Some of the unique elements of this program are: Ø It is designed by a teacher with 20 years teaching experience in Latin in many different settings. Each lesson is the length of effective attention a student can give to Latin on a daily basis. Ø It is gentle and teaches by regular repetition so it allows the student time to solidify new concepts. No major new concepts or vocabulary are presented after Week 16 in each of the first three years (Beginning Latin series). Key new material and vocabulary ends between 24 and 26 weeks in the last two years (Fundamentals series). Ø Vocabulary will just naturally be picked up through constant repetition over time; it’s efficient. Ø Forms that are studied are those that are more common and more important, such as the third declension and third conjugation. The majority of important Ø
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Latin words needed in advanced Latin come from the third declension or conjugation. Memorization is gained through practice as well as drill. Further, memorization is not the total method; rather observation and decoding assume equal importance to memorization. The approach to Latin throughout our grade school books has students learn forms first formally , then in paradigm form. ( Example: First Form, Second Form, Stem + I, Stem + em, Stem + e. Then paradigm: rex, regis, regi, regem, rege) In the Fundamentals series, students are expected to analyze at an increasingly complex level. Analysis assumes the major importance in all exercises. Translation habits are built through a step by step process in this program . Throughout the program, students see the connections between English and Latin grammar as they are taught side by side. Students also focus on the meanings of words and the full use of cases in the last year. Students translate complex sentences, especially noun-­‐adjective combinations in the last three years (Beginning Latin III, Fundamentals I and Fundamentals II) Concepts are taught by providing reasons behind rules: short “e” changes to “i” except before r or n. (This explains many seemingly random things such as some forms with “e” when all others in a paradigm have “i”. ) Verbs are taught using language that will help the student understand complex ideas later and help them see connections now: future possible = subjunctive, copycat I lovers, complete and incomplete systems with past, present, future. Traditional terms are introduced once concepts are mastered. Synopsis, which is the tool (file folders) that organizes Latin verb forms, is practiced regularly. Why I Developed this Series In the early 1900’s a elementary grammar text came out which was really a precursor to Henle’s Latin. In this text on elementary Latin, the author Franklin Potter stated an important truth about the study of language. Form and function are inseparable in language. For a student to truly master a language such as Latin it is imperative that the student grasp both the form and function simultaneously. In fact, as I have delved deeper and deeper into Latin, I have realized this is an absolute truth. Latin forms do not make sense, they are random lists of meaningless terms, unless one understands how the endings function in the sentence. Once one can associate a form with a particular usage or type of usage, the form has meaning. Thus in this series, form and function are taught side by side. The challenge in developing these materials was to make sure the function or syntax of Latin was taught at a level appropriate to the beginner. I have striven to be true to the reality of function while keeping the distinctions basic. I have found that young students in the analytic stage are perfectly capable of understanding some more complex ideas, such as a division of ablative, and the many uses of the datives. They can identify the more complex uses of datives and ablatives in sentences, both Latin to English and English to Latin with great success. Understanding that these cases are broader in function than the narrow uses they learn in many beginning courses is helpful in understanding the true nature of the case. A young student needs to do regular drills with vocabulary and forms to help develop good habits, but this is not the entirety of a course. When one is beginning Latin with a young student the goal is to set the student up for success both by teaching forms and by learning how language functions. I remember so clearly as a young student myself doing the text Basic Language Principles through Latin Background and being thrilled to understand the connections between Latin and English. It was the first course I personally experienced that did not neglect function and it was, for that very reason, the most foundational material I ever did in Latin. Our Fundamentals program takes the same principles but adds the “how to learn” directions. That one needs to keep form and function together in Latin makes sense . In fact, the whole modern push towards conversational Latin is an attempt to reintroduce function, though often at the expense of form. Perhaps a good parallel to what we are trying to achieve in this area is the Wordly Wise Vocabulary series. It is successful because it teaches words in context. Out of context the meaning of words would be misunderstood quite regularly. A good example is the words “childish” and “childlike”. They convey different ideas, yet it meaning, they are similar. Further it is clear that function in Latin is intimately tied to the study of philosophy. The Romans made their words function according to principles. The nature of the object was taken into consideration. Thus a consideration of what is done grammatically leads to a reflection on the nature of the world around us. Latin, done rightly, truly leads to good thinking skills, precision, as well as wonder and understanding. In line with the principles already noted, there are several unique features in this course. The first is the forms serve the function. That is, what is most common in Latin is introduced first. The third declension and third conjugation are the most useful to know and thus are the forms first taught. Second, terms are used and divisions are made at first that may not be familiar because they use a non-­‐traditional language. All division and order, however, is based upon the idea that the principles that rule the language must be taught formally. (Some examples of this are the names 'complete' and 'incomplete' systems instead of 'perfect' and 'present' systems, and the term 'future possible' for ‘present subjunctive’.) The traditional terms are introduced when the concepts are clear to the students. Third, memorization is incorporated into the course. Students who are diligent in daily work will memorize their forms and vocabulary. There is more review in this course than in most currently available. The fact is that memorization will occur, in most cases, with little extra effort and time. Finally, observation, sequencing and analysis are not overlooked. Students learn through translation to observe, to analyze and to order or sequence. Patterns are not taught; a method is. Parents and teachers who already have some Latin background may find this course a bit daunting. The terms will be unfamiliar. Those with no Latin background or those who have used our Beginning Latin series usually have no trouble. My advice to those with a background in Latin is to look ahead to Fundamentals II to see how the unusual terms are associated with the familiar terms. (For example, incomplete past becomes imperfect and complete past becomes pluperfect.) It is my hope that this course will lead students to eventually excel in advanced Latin studies. When I began it, it was my hope to achieve this ultimate end. Over my many years teaching, I had observed quite regularly that my advanced Latin students struggled with certain common issues. Thus I decided to teach them, early on, the concepts that later on seemed to be troublesome, so that I could circumvent their difficulties. Simply making the third declension and third conjugation the most familiar was a huge breakthrough for many students. Also, making the rules for the changes in form clear to the students prevent many misapplications of rules. Knowing that in Latin " short “e” changes to “i” except before r or n" is like learning in English that ""i" comes before "e" except after "c", or when sounded like "a" as in neighbor or weigh". It makes the language complex but systematic instead of chaotic. That's much better. I wish to thank the many people who helped me in putting together this course. Jessica Pipes, Martin Beers and Elizabeth Yanoschik were very helpful with developing parts of these materials and with critique of concepts. Also, a special thanks to all my wonderful little guinea pigs who worked through this course with me in its beta testing. c
Table of Contents d
Lesson I ~ Nouns, Kinds of Nouns; Singular & Plural in English pg 1
Lesson II ~ Verbs; Subject & Predicate pg 6
Lesson III ~ Inflected Language; The Four Conjugations pg 10
Lesson IV ~ Stems & Verb Endings; Helping Verbs pg 15
rd
Lesson V ~ Present Tense of Present System in English; 3 Conjugation Present Tense in Latin pg 20
Lesson VI ~ Translations of Subject-­‐Verb Sentences; The Five Noun Declensions pg 25
Lesson VII ~ Infinitives; Articles pg 29
rd
Lesson VIII ~ Past Tense of Present System for 3 Conjugation; Present Tense of “to be” pg 33
Review Lesson I & Culture Study ~ Roman Months, Special Days, Calendar pg 39
Lesson IX ~ Direct Objects; Predicate Nominatives pg 45
Lesson X ~ Predicate Nominatives; Direct Objects; Gender of Latin Nouns; Accusative Case pg 50
th
Lesson XI ~ Genitive/Possessive Case in English & Latin; Present & Past Tense of 4 Conjugation “i-­‐lovers”
pg 57
Lesson XII ~ Indirect Objects; Dative Case; Dative of Purpose pg 63
Lesson XIII ~ Prepositions; Ablative Case pg 69
rd
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Lesson XIV ~ Plural Nouns in Latin; Future Tense of Present System of 3 & 4 Conjugation Verbs pg 76
Lesson XV ~ Appositives pg 83
Lesson XVI ~ I-­‐stem Nouns pg 90
Review Lesson II & Culture Study ~ Roman Houses, Roman Numbers pg 96
Lesson XVII ~ Conjunctions in English & Latin; Distinguishing Clauses & Phrases pg 104
Lesson XVIII ~ Interjections; Past & Future Tenses of “to be”; Distinguishing “to be” & Helping Verbs pg 110
Lesson XIX ~ Adverbs; Present, Past, & Future Tenses of “possum” pg 116
Lesson XX ~ First Declension pg 122
Lesson XXI ~ Indicative, Subjunctive, & Imperative Moods; Future Possible Tense in Latin; Commands in Latin pg 128
Lesson XXII ~ Pronouns, Latin Reflexive Pronouns pg 134
Lesson XXIII ~ Second Declension pg 140
Lesson XXIV ~ Adjectives in English pg 147
Review Lesson III & Culture Study ~ Roman Money pg 152
Lesson XXV ~ Adjectives in Latin pg 157
Lesson XXVI ~ Sentence Order in Latin pg 166
Final Review of English Grammar pg 172
Final Review of Latin Grammar pg 176
Final Test of English Grammar pg 183
Final Test of Latin Grammar pg 184
Appendix A: Glossary Appendix B: Translation Exercises Lesson I cd
New Concepts: The noun, kinds of nouns, singular and plural in English Grammar Workbook: Worksheet 1 There are 8 parts of speech: noun, verb, adjective, conjunction, preposition, interjection, adverb, and pronoun. It is good to memorize them, and so we will do that this year. Sometimes mnemonic devices can help you memorize something Nancy vacuums all cars parked in all parks. I. The Noun. Today we are going to learn about nouns. A noun names a person, place, or thing. There are four important kinds of nouns: 1) Proper nouns name a particular person, place, or thing. For example, Mary, Santa Barbara
Dock (a particular wharf), Shamu (a particular whale). 2) Common nouns are general names given to persons, places, or things. For example, person,
place, thing. Under common nouns, there are three kinds: A) Regular nouns (no different than what was given above for common nouns)
B) Abstract nouns name a quality or condition of something. For example, happiness, joy, or
peace. Nouns can name one thing or more than one thing. Usually a noun that names one thing is called singular. (Example: man, dog) A noun that refers to a group of things is usually plural. (Example: men, dogs) However, some nouns give a single name to express a group considered as a one. C) Collective nouns are singular (single) names for a group considered as a singular one. For
example, tribe, team, crowd. 1 Practice Exercises A. Underline all nouns in the following passage: Alexander studied the behavior of the horse. Alexander saw fear in the horse. Alexander realized the horse was terrified of shadows. Alexander turned the horse so the terrified animal couldn't see the shadow and the horse became a peaceful giant. B. Match each noun to the correct type: truth Taj Majal food girl army Mary Wells love lizard abstract regular proper collective regular abstract proper regular II. Forming the Singular and Plural. The regular way to form the plural of a noun in
English is to add s to the end. If the word ends in x, s, z, ch, or sh form the plural by added es. If the noun ends in a y, which is preceded by a consonant, then change the y to i and add es. The plural of nouns that end in o, which are preceded by a consonant, is es. Otherwise it is just an s ending. There are a few exceptions and unusual words such as: ox (sing) foot (sing) man (sing) child (sing) oxen (plural) feet (plural) men (plural) children (plural) 2 Practice Exercises C. Give the plurals of the following nouns: a. cow
b. ox
c. fox
d. itch
e. sky
f. child
g. pie
h. radio
i. tomato
__________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ D. Come up with your own list of the following: 3 Common Nouns: _____________________________________________________________ 3 Proper Nouns: _____________________________________________________________ 3 Collective Nouns: _____________________________________________________________ 3 Abstract Nouns: _____________________________________________________________ 3 Additional Exercises A. Form the plural of the following nouns: a. woman
b. cat
c. box
d. sandwich
e. wish
f. inch
g. try
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ B. Say whether the underlined nouns are common or proper. a. Samantha and her cat named Halley won the show.
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___________________________________________________________________ ___________________________________________________________________ b. I wanted to watch the television, but Mark wanted to play baseball.
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___________________________________________________________________ c. The Smiths are friends of the family who lives down the gated road.
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___________________________________________________________________ 4 C. Say whether the nouns below are regular, abstract or collective. Of course, they are all common. a. joy
b. team
c. society
d. apple
e. ocean
f. angel
g. army
h. ice cream
________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ D. Underline all nouns in the following exercise. Say whether each is common or proper. If it is common, specify also whether it is regular, abstract or collective. a. The whistle of the parrot confirmed the existence of the pirates.
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___________________________________________________________________ b. The army had to be called out to defeat the enemy.
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___________________________________________________________________ c. The men worked as a team.
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___________________________________________________________________ d. The crew of the ship was driven back to the sea.
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___________________________________________________________________ e. The brigade won under the leadership of the brilliant generals, especially
General Jones. ___________________________________________________________________
___________________________________________________________________ 5 Lesson II cd
New Concepts: The verb, the subject and predicate Review Concepts: The noun, singular and plural words in English Grammar Workbook: Worksheet 2 I. The Verb. The verb is a very important part of speech. You can't have a sentence without a verb. A verb is a word that is capable of asserting something. Verbs, as predicates, express either action of a noun or the being of a noun. For example: John runs fast. (action) John is a boy. (being) The most common “state of being" verbs are the following: am be have been would have been appear smell is being had been would be grow feel are shall be shall have been could be seem sound was were will be has been will have been should be should have been can be become taste remain To have a sentence one needs a verb and a noun. Nouns have different uses in a sentence. One of the most important is the subject of the sentence. To have a sentence you must have a verb and a noun used as a subject. (Sometimes the noun is implied if it is an imperative sentence.) II. The Subject & Simple and Complete Subject and Predicate
The subject is the who or what is talked about in the sentence. Sometimes we consider the subject to be the one main word or the main words talked about. For example, Mary and her sisters came to the park. 6 The underlined words are the simple subjects. However, one could say that the subject would include all the words that modify or connect these two subject words. We call the noun used as a subject and all the words that refer to it, the complete subject: Mary and her sisters came to the park. Sometimes we consider the verb to be the one main action or being word. We call this the simple predicate. Sometimes we consider the complete predicate, that is, the verb and all the words that go with the verb. For example, Mary and her sisters came to the park. Here "came" is the simple verb or predicate. The complete predicate would include more: Mary and her sisters came to the park. The complete predicate includes all the words that are added to the verb to give more precise detail. Practice Exercises A. Find the complete predicate in the following sentences. Underline the complete predicate once. Then find the simple predicate (the verb) in the following sentences. Underline them twice. a. Both sides wanted the prize.
b. The pitcher ran to home base.
c. The catcher sent him back to the mound.
d. The poor pitcher is confused.
e. The pitcher did not want the batter on his home base.
f. He threw a fastball.
g. The batter swung.
h. Swing the bat!
7 B. Find the simple subject in the following sentences. Circle the simple subjects. The key is to first find the simple predicate and then ask yourself "who" or "what" about the simple predicate. a. The boy kicked the ball. Who or what "kicked"? _________________________
(The answer is the subject). b. The boy seems happy. Who or what "seems" happy? ___________________
c. The child calls to the dog. Who or what "calls" the dog? ___________________
d. Arthur rode the horse. Who or what "rode" the horse? __________________
e. The cat growled at the dog. Who or what "growled" at the dog? ___________
C. Underline the complete subjects once and the simple subjects twice. a. Sasha and Timothy ran to the store.
b. My Aunt Jemima makes great pancakes.
c. Lunchtime in our house is exciting.
d. A great storyteller demands perfect silence.
e. Down the road in a small house lives a happy family.
D. Underline all verbs in the following: Many people enjoy our fourth of July holiday. But how many of them remember what it is really about? Why have we chosen the fourth of July? We celebrate independence from England on that day. We celebrate the men and women whose determination made our country great. We celebrate the men and women whose loyalty kept it strong and safe. Additional Exercises A. Underline all nouns in the following: In the year that is now famous, Columbus and his men set out for the Indies. Several months later they landed in a place they thought was the Indies. It turns out it was in the Caribbean and was quite far away from the Indies. 8 B. Underline the simple subjects in the following: a. A big parade was held.
b. The men of the town were blocking the road.
c. The soldiers got to their vehicles in time.
d. The boys and girls of the town enjoyed the show.
e. The weather is really hot.
f. Thomas Jefferson sent Louis and Clark on an expedition.
C. Underline the simple subject once and the simple verb twice. a. Large and gaily painted gondolas drifted on the river's waters.
b. Trumpets heralded the arrival of the king.
c. The music, growing soft and slow, came to a halt.
d. From behind the door, Mary could see the workman.
e. My heroes are not athletes, but saints.
D. Notice the subject is always the “who” or “what” of the verb, but not always the one doing the action. Active verbs have subjects doing action. Passive verbs have subjects receiving action. Active and Passive are voices. a. The cake is baked by Mary. (Passive voice: Cake is receiving the baking.)
Who or what is baked? ______________ (answer to this is the subject.) Who or what did the baking? ____________________ (answer isn't the subject.) (Active voice: Mary is doing the baking.) b. Mary bakes the cake.
Who or what bakes? ______________ (answer to this is the subject.) Who or what did the baking? ____________________ (answer is the subject.) 9 Lesson III cd
New Concepts: Inflected language, the four conjugations Review Concepts: The subject and predicate, simple and complete subject and predicate Grammar Workbook: Worksheet 3 Latin is a special language because it is inflected. Inflection means there are changes to the word to show grammatical relationships. In English, we show these by the placement of the word in a sentence and the words used. I. Inflection of Verbs and Nouns. The inflection of a Latin verb to denote voice, mood, tense, number and person is called conjugation.1 We will learn what these are a little later. Most verbs are grouped into one of four different "conjugations" based upon the end vowel on the stem and the endings that are added. The inflection of a Latin noun to show gender, number, and case is called declension.2 Again, we will learn what these are a little later. Most nouns are grouped into one of five different declensions, based upon the stem and the endings that are added. 1
Voice means "active" and "passive". The girl baked a cake (active); the cake was baked by the girl (passive). Number is singular or plural. Person refers to 1st person (I, we), 2nd person (you), and 3rd person (he,she,it, there, they), mood means whether or not the sentence is declarative/indicative (a question or statement) , imperative (a command) or a wish or condition (subjunctive). Tense refers to present, past or future. 2
Genders are masculine, feminine or neuter. The cases are related to uses of the noun, so subject (called nominative in Latin) is one of them. 10 Practice Exercises A. Answer these questions: a. What are the five things that a verb conjugation expresses?
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___________________________________________________________________ b. What are the three things that a noun declension expresses?
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___________________________________________________________________ c. How many conjugations are there in Latin?
___________________________________________ d. How many declensions are there in Latin?
___________________________________________ e. You decline Latin verbs. True or False?
___________________________________________________________________ II. Four Conjugations. Latin Verbs are divided into conjugations. There are four principle
conjugations which differ due to the certain vowels [a, e, i, o, u are vowels] on their stems. Conjugations affect the form (and spelling). The differences in the conjugations are perhaps the result of the different origins of the words. Here are the four standard conjugations and their signs: 1st Conjugation 2nd Conjugation 3rd Conjugation 4th Conjugation laudāre monēre regere audīre ["ā" before -­‐re] ["ē" before -­‐re] ["e" before -­‐re] ["ī" before -­‐ re] 11 Practice Exercises B. Identify the conjugation of the following words: a. orāre ______________________
c. laudāre______________________
e. tenēre_______________________
g. audīre_______________________
i. munīre_______________________
b. agere ____________________
d. ponere___________________
f. petere____________________
h. contendere________________
j. occupāre __________________
III. Verbs have a stem. When you learn about Latin verbs, you will learn two important
things. They have a stem and a personal ending. The personal ending gives you the person and number. The stem is key to identifying and building the conjugation. The stem is the word minus the -­‐re. The stem is identified by the vowel sign before the -­‐re. The stem is what the conjugation will be built on. 1st Conjugation 2nd Conjugation 3rd Conjugation 4th Conjugation laudāre -­‐re laudā (stem) monēre -­‐re monē (stem) regere -­‐re rege (stem) audīre -­‐re audī (stem) 12 Practice Exercises C. Identify the stem of the following words: a. orāre ______________________
c. laudāre______________________
e. tenēre_______________________
g. audīre_______________________
i. munīre_______________________
b. agere ____________________
d. ponere___________________
f. petere____________________
h. contendere________________
j. occupāre __________________
Additional Exercises A. Underline all simple nouns in the following passage. Circle all that are used as subjects. Double underline all simple predicates. Out of all boys, Albert most observed the world around him. Albert studied the birds of the air, the plants, and the insects. Science excited him. Albert saw God's hand and direction in all things. Thomas Aquinas was wise in choosing* him as a teacher. *Choosing should be ignored.
B. Begin to memorize the new vocabulary. Look up the meaning in your glossary: a. orāre ____________________
c. laudāre_____________________
e. tenēre_______________________
g. audīre_______________________
i. munīre_______________________
b. agere _______________________
d. ponere______________________
f. petere______________________
h. contendere__________________
j. occupāre ____________________
13 C. Identify the tense of each of the following: (The tenses are past, present and future) a. I am calling the number.
b. The guest will arrive in an hour.
c. Be calm, please.
d. I ran to the store yesterday.
______________________ ______________________ ______________________ ______________________ D. Identify the mood of each of the following: The moods are: indicative/declarative (a statement/question), imperative (a command), subjunctive (a wish or something contrary to fact). a. Jump.
b. Stop that at once!
c. If I were going, I would help.
d. I asked for the green cup.
e. The blueberries are ripe.
______________________________ ______________________________ ______________________________ ______________________________ ______________________________ 14 Lesson IV cd
New Concepts: stems and endings of verbs, helping verbs Review Concepts: The four conjugations, subject and predicate Grammar Workbook: Worksheet 4 VOCABULARY: agere — to do, act audire — to hear laudare — to praise munire — to fortify tenere — to hold petere — to seek ponere — to put, place contendere — to hasten I. Verbs have a stem and an ending. When you learn about Latin verbs, you will learn two important things. They have a stem and a personal ending. The personal ending gives you the person and number. There are 3 persons possible and 2 numbers, so there are six possible forms. This is true for Latin and English. These person/number combinations are 1st Person, Singular Number = I 1st Person, Plural Number = we 2nd Person, Singular Number = you (singular) 2nd Person, Plural Number = you (plural) 3rd Person, Singular Number = he, she, it 3rd Person, Plural Number = they Think about this for a little bit. It should make sense. When you speak using "I" or "we" you are speaking in first person, that is, in the person of yourself. When you say "you", you are speaking to a second person, just like I am speaking to you. When you say "he" or "they" you are speaking of another person. Not yourself and not the person you are speaking too, but about what we call a "third" party. In Latin these words — I, we, you, he, she, it, they — are signified by the personal endings that we add on to the verb stem. Here are those endings in Latin: 15 Person/Number 1st Person, Singular Number 1st Person, Plural Number 2nd Person, Singular Number 2nd Person, Plural Number 3rd Person, Singular Number 3rd Person, Plural Number English Word I we you Latin Ending -­‐m or -­‐o -­‐mus -­‐s you he, she, it -­‐tis -­‐t they -­‐nt Practice Exercises A. Suppose the following verbs are going to be put into Latin. What person and number do each one show? (1st Person, 2nd Person, 3rd Person? Singular Number, Plural Number?) a. They are.
b. She is running.
c. I act.
d. Boys, you must come now. e. You are nice, Jane.
f. It is red.
g. We will eat.
_______ Person _______ Person _______ Person _______ Person _______ Person _______ Person _______ Person _____________ Number _____________ Number _____________ Number _____________ Number
_____________ Number _____________ Number _____________ Number B. Give the Latin ending you would use for each of the following: a. we _______ b. I _______ c. you (sing) ________ d. he ________
e. it ________ f. she ________ g. you (plural) _______ h. they ________
16 II. Helping Verbs. Sometimes we use the simple form of a verb.
Mary calls her sister. Mary called her sister. Sometimes, though, we use helping verbs to assist us in expressing a meaning. You know you have a helping verb when another verb comes directly after the first. Helping verbs can express the time and type of action precisely. Actions are divided into two groups: complete and incomplete (or ongoing).1 Helping verbs — which are followed by the main verb — assist in expressing the time of these actions. Past Present Future Incomplete I was calling. I call/I am calling/I do call. I will call/I will be calling Complete I had called. I called/I have called/I did call. I will have called. In the first sentence, I was calling, “was” is the helping verb. It is immediately followed by the main verb “calling.” In the present incomplete section, there are two sentences with helping verbs, and one with no helping verb. I call has no helping verb, but I am calling has the helping verb “am.” I do call has the helping verb “do.” 1
Please note that in English we make a further distinction. In English we divide verbs into simple, incomplete and complete. The simple in English has no sense of progression. Note that the simple present and simple future below are simply some of the forms that are incomplete in Latin. They are the non-­‐progressive forms. So English just makes a further subdivision. Similarly, in English, the simple past would be a further subdivision of the forms for the present complete. We never use the present complete form “have called” when we put something at a precise time in the past. You don’t say, “Yesterday, I have called the store.” You use “did call” or “called” when expressing a particular point in time. For that reason, in English these forms are considered simple. In this course, we will learn the verbs following the Latin distinction, as it is fundamental and will be very helpful later on. Past Present Future Simple in English I called/I did call I call/I do call. I will call Incomplete in English I was calling. I am calling. I will be calling. 17 Complete in English I had called. I have called. I will have called. Practice Exercises C. Choose whether the following actions are complete or incomplete: a. I will call.
b. You did hold.
c. We are eating.
d. He does sing.
e. The rose is growing.
f. The dog has eaten dinner.
Complete Complete Complete Complete Complete Complete Incomplete Incomplete Incomplete Incomplete Incomplete Incomplete D. Mark with a R any sentence that contains the verb to be used alone, that is, not as without a helping verb. __ We are writing letters. __ You were there. __ Monica is happiest. __ Thomas is eating a cake. Additional Exercises A. Underline the simple predicate: a. John is calling for his sister.
b. A friend is with us.
c. She is running to the dock.
d. We are so happy for the family.
18 B. Begin to memorize this new vocabulary. Circle the stems. Look up the meaning in your glossary: a. mittere _____________________
c. dicere _____________________
e. credere _____________________
g. venire _____________________
i. cedere _____________________
b. bibere _________________
d. ducere _________________
f. currere _________________
h. discere _________________
C. Underline every subject in the following sentences: John ate cake at the party. He has a good time at parties. His friends enjoy the party too. They love parties. They wish for more cake. Chocolate cake is a favorite. Many cakes are favorites. D. What personal ending (person and number) would each verb take? Underline the verb and then give its person and number: a. We trust the state.
b. It haunts the sport.
c. You, teammates, prevent injuries. d. I enjoy a good game.
Person: ______ Number: _______ Person: ______ Number: _______ Person: ______ Number: _______
Person: ______ Number: _______ 19 Lesson V
cd
New Concepts: Present tense of the present system in English, third conjugation present tense in Latin Review Concepts: Latin personal endings, complete and incomplete actions Grammar Workbook: Worksheet 5 VOCABULARY: bibere — to drink cedere — to yield credere — to believe currere — to run dicere — to speak, say discere — to learn ducere — to lead mittere — to send venire — to come I. Present Tense of the Present System. Remember every Latin verb has a stem and an ending. We know how to find the stem of a verb and we know what the endings are. Now let's put them together to make statements. We will start using verbs in the third conjugation: Verb: ducere -­‐ re = duce ("Duce" is the stem.) Endings: o,m = I s = you (sing) t = he, she , it mus= we tis = you (pl) nt = they But before we can build our Latin sentences, remember our discussion of incomplete and complete actions? Look up words in your glossary and you will see that the verbs have two forms. For example: ducere, duxisse. This is because the first ending is the stem of words express incomplete action and the second stem is for actions that are complete. We call the first form, "ducere," the present infinitive and we build the present system off it. We call the second form, "duxisse," the perfect (complete) infinitive and we will build the perfect (completed actions) off it. Today we will learn the present tense of the present system. Tense is the time of the action or state of being, so present tense is about things happening now, or in the present. The present system contains incomplete action. As you have already seen there are three ways to express the present tense of the present system (incomplete actions): Simple: he leads Progressive: he is leading Emphatic: he does lead 20 Here is the present tense of the present system in English: I lead/am leading/do lead You lead/are leading/do lead He leads/is leading/does lead We lead/are leading/do lead You (pl) lead/are leading/do lead They lead/are leading/do lead Here it is in Latin: duco ducis ducit ducimus ducitis ducunt Consider what you have to do to get this Latin form. 1) You have to take the stem: duce
2) You change the "e" to "i"
3) You add the personal endings: o, s, t, mus, tis, nt.
This works for all the forms except the first person singular (duco) and the third person plural (ducunt). They are irregular. Practice Exercises A. Translate the following Latin words into English. Remember they are present: a. credo
b. credis
c. credit
d. credimus
e. creditis
f. credunt
______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ 21 B. Translate the following English phrases into Latin. Example: a. I seek b. you seek
c. he seeks
d. we seek
e. you (pl) seek f. they seek3
Stem: pete +o peto1 Stem:__________ +s ______________________________2 Stem:__________ +t ______________________________ Stem:__________ +mus ______________________________ Stem:__________ +tis ______________________________
Stem:__________ +nt ______________________________ C. Say whether each of the following is emphatic present, progressive present, or simple present: a. They do call us every week.
b. I wonder.
c. He does say that often.
d. You are calling, right?
e. What do you like best?
____________________________ ____________________________ ____________________________ ____________________________ ____________________________ D. Identify the person (1, 2, 3) and number (Sing, Plur) of the underlined words: a. We ran the race.
b. You should all come.
c. She said what?
d. Mary said what?
e. They came to tea.
________________________ ________________________ ________________________ ________________________ ________________________ 1
Remember, the first person singular is irregular. The “e” is dropped from the stem, and the first person singular ending, “o,” is added. 2
Remember to change the "e" of the stem to "i" 3
Remember, the third person plural is irregular. 22 Additional Exercises A. Replace all underlined nouns with pronouns in the following sentences. Use these pronouns only: he, she, it, they, we, you: a. John is happy. ___________________________________________________
b. My friends and I ran to town. ________________________________________
c. Child, come here. __________________________________________________
d. The dog wagged its tail. _____________________________________________
e. The dog ate food. __________________________________________________
B. Mark with a R any sentence which contains the verb “to be” used alone, that is, not as a helping verb: __ We are asking for help. __ You are happy. __ They have called. __ God is. 23 C. Identify the verbs as expressing complete or incomplete action and as past, present or future: a. Michael is seeking assistance.
Tense:________________ o complete o incomplete b. I have called the agent.
Tense:________________ o complete o incomplete c. I had called the park office.
Tense:________________ o complete o incomplete d. I will ask the ranger.
Tense:________________ o complete o incomplete e. I teach math.
Tense:________________ o complete o incomplete f. I taught math.
Tense:________________ o complete o incomplete D. In the above exercise, every place you checked the word "complete", please cross out "complete" and write "perfect system" above it. Every place you checked the word "incomplete," please cross out "incomplete" and put "present” system above it. 24 Lesson VI cd
New Concepts: Translation of subject-­‐verb sentences, the five noun declensions Review Concepts: The four verb conjugations, subject and predicate Oral Drill: Conjugate in the present tense of the present system: ducere, credere Grammar Workbook: Worksheet 6 I. Translating the Verb in Subject-­‐Verb Sentences. Sometimes your third person verbs do not have a subject that is a pronoun. When this happens substitute the correct pronoun and translate the verb accordingly. So, if the subject is singular, use one of the pronouns, “he, she, it,” and if the subject is plural, use the pronoun “they.” Then translate the word into Latin, using the correct personal ending. For example, the dog drinks. In Latin, this would be translated: Canis bibit. "It drinks." is translated as "Bibit.” Practice Exercises A. Replace the subject with a pronoun. The first one is done for you: a. Mary exercised the dog. She exercised the dog. 3rd person, singular
b. The children were laughing. ____________ were laughing,
_______________ ___ c. The boy ran a lap.
____________ ran a lap. _______________ ___ d. The happy dog barked.
____________ barked. _______________ ___ "t" II. The case of the subject in Latin is called the nominative case. The first form of a
Latin noun is the nominative case. Nouns can be identified easily. Here are some nouns of the third declension: pater, patris gens, gentis pars, partis rex, regis dux, ducis pastor, pastoris 25 Look at what all these nouns have in common. They all have an "is" in the second form. It is this "is" that will help you identify these nouns as belonging to a single declension. The declension these belong to is called the 3rd declension. The first form can be very different for words even within a declension. The first form is the nominative; it is used for subjects. The first forms of the above words are: pater pars dux gens rex pastor Remember we said that there were five declensions. Well, here are their signs: 1st Declension poeta, poetae -­‐ 2nd form ends in -­‐ae 2nd Declension servus, servi -­‐ 2nd form ends in -­‐i 3rd Declension rex, regis -­‐2nd form ends in -­‐is. 4th Declension portus, portus -­‐ 2nd forms ends in -­‐us. 5th Declension res, rei -­‐ 2nd form ends in -­‐ei. We will focus on the third declension in this class, but it is good to know the signs of the declensions. You also need to know that you find the stem by removed the ending from the second form. So, for example, the stem of rex is "reg.” (I removed "is" from the second form.) Practice Exercises B. You now have ways to identify nouns and verbs. Circle the ending that would be identified with verbs: -­‐ei -­‐re -­‐us -­‐i -­‐ae -­‐is C. Identify the declension of the following words: a. victoria, victoriae
b. donum, doni
c. virtus, virtutis
d. dies, diei
e. pastor, pastoris
f. mare, maris
g. portus, portus
1st 1st 1st 1st 1st 1st 1st 2nd 2nd 2nd 2nd 2nd 2nd 2nd 26 3rd 3rd 3rd 3rd 3rd 3rd 3rd 4th 4th 4th 4th 4th 4th 4th 5th 5th 5th 5th 5th 5th 5th D. Identify the stem of the following words: a. victoria, victoriae
b. donum, doni
c. virtus, virtutis
d. dies, diei
e. pastor, pastoris
f. mare, maris
g. portus, portus
_________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ Additional Exercises A. Give the meaning for each of the following verbs: a. orāre ______________________
c. laudāre_____________________
e. tenēre______________________
g. audīre______________________
i. munīre______________________
k. mittere _____________________
m. dicere______________________
o. credere ____________________
q. venīre_____________________
b. agere ____________________
d. ponere___________________
f. petere____________________
h. contendere________________
j. occupāre __________________
l. bibere ____________________
n. ducere____________________
p. currere___________________
r. discere ___________________
B. Translate the following Latin words into English. Remember they are present: a. dico
b. dicis
c. mittit
d. mittimus
e. ponitis
f. ponunt
______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ _______________________________________ 27 C. Translate the following English phrases into Latin: a. I seek
b. You believe
c. He sends
d. We do
e. You (pl) drink f. They learn
Stem: pete + o Stem:__________ +s Stem:__________ +t Stem:__________ +mus Stem:__________ +tis
Stem:__________ +nt peto1 _________________________2 _________________________ _________________________ _________________________ _________________________ D. The word for king is "rex, regis" in Latin. The first form is the nominative form. Please underline it. Nominatives equal subjects. Now, translate the sentences: a. The king rules.
Stem:__________ + t NOUN + VERB _______________ + _________________ b. The king does.
Stem:__________ + t NOUN + VERB _______________ + _________________ c. The king sends.
Stem:__________ + t NOUN + VERB _______________ + __________________ 1
2
Remember the first form is irregular. The "e" of the stem is dropped and just "o" is added. Remember to change the "e" of the stem" to "i" 28