Latin II_Honors.Q1-4.Final Exam Study Guide
1. Vocabulary: these will not be asked as this exam will be open dictionary
a. For your long-term benefit and to help you read more fluently, accurately, and quickly, know
all assigned vocabulary from Chapters 1-45 including Word Study rules
b. Know such idioms such as quō mōdō, castra pōnere/movēre, rēs idioms, bellum gerere,
multā nocte, diē constitūtā, iter facere, mille passūs v. mīlia passuum, orbis terrārum,
ferro et igne, certiōrem facere, idioms with compounds of ferre, etc.
c.
KNOWING YOUR VOCAB WILL REDUCE THE
TIME YOU SPEND FLIPPING THROUGH THE
DICTIONARY IN A SWEATY PANIC
2. Grammar: this may not be asked per se as a dedicated section outside of reading comprehension
questions, but is necessary knowledge to read and translate “at level”
a. Conjugate verbs in all FOUR conjugations, including 3rd –IO:
i. Indicative & Subjunctive Forms, active and passive
ii. Imperative forms: present active, singular and plural
iii. Infinitive forms: all tenses, active and passive
iv. Participles; all tenses, active and passive
v. Conceptual understanding and ability to read/manipulate deponent verbs
b. Conjugate irregular verbs or normal verbs with some irregularities:
i. sum, esse and its compounds (adsum, absum, etc.) including possum, posse
ii. defective verb inquam
iii. (including irregular imperatives of dūcere, facere, dīcere, and ferre)
iv. ferō, ferre and eō, īre (and compounds)
v. volō (and ability to handle nōlō and mālō in a translation)
c. Decline:
i. 1st, 2nd, 3rd, 4th and 5th declension nouns, including 3rd I-stem nouns, M&F and N
ii. 2-1-2 and 3rd declension adjectives (of any of the three degrees) in agreement with
nouns of any declension
iii. “Nasty Nine” adjectives with and irregular genitive (–ius) and dative (–ī )singulars
iv. Demonstrative, Intensive, Personal, Relative, Interrogative, and Reflexive
Pronoun/Adjective (hic, haec, hoc and ille, illa, illud and iste, ista, istud; is, ea, id;
ipse, ipsa, ipsum and īdem, eadem, idem; ego; tū; nōs; vōs; is, ea, id; quī, quae,
quod; quis, quid; suī, sibi, sē, sē vs. suus, -a, -um)
d. Cases:
i. All new case constructions introduced this year in the textbook
1. Genitive: Objective, Partitive/Of the Whole
i
Latin II_Honors.Q1-4.Final Exam Study Guide
2. Dative: With Special Adjectives, Purpose, Reference (“Double Dative” =
Purpose and Reference), With Special Verbs/Object of Intransitive Verbs
(crēdō, noceō, pareō)
3. Accusative: Duration of Time/Extent of Space, Subject of Infinitive (in
Indirect Statement or of the Objective Infinitive)
4. Ablative of Time When, Time Within Which, Comparison, Degree of
Difference, Cause, Respect/Specification, Separation
ii. Case constructions taught outside of the textbook: Dative of Possession, Dative of
Agent (used with Passive Periphrastic), Ablative Absolute, Ablative of Description,
Locative Place Where (e.g. rūrī, hūmī, domī, Rōmae, Carthāginī, Athēnīs, etc.)
e. Other Topics
i. All cases and constructions covered through Chapter 44 (technically 43, but let’s be
real and acknowledge 44 too) + cases and constructions taught for the NLE and CAV
ii. Infinitives:
1. Complementary Infinitives (with possum, debeō, etc.)
2. Subjective Infinitives (infinitive as subject of another verb, which is often a
form of esse)
3. Objective Infinitives (after iubeō, vetō, cogō, prohibeō, etc.)
4. Most of the “applied” infinitives will show up in Indirect Statement
iii. Participles
1. Formation and agreement rules for all participles including future passive
2. Translation, including variations, of all participles
3. Applied use of the Future Passive Participle with forms of esse as “Passive
Periphrastic/Gerundive” (e.g. mihi ille discipulus ex fenestrā iaciendus est)
iv. Indirect Statement
1. Introduced by main verb, “Adam’s Apple” actions (i.e. seeing, hearing,
thinking, perceiving, believing, saying, etc.)
2. Accusative subject, predicate, and appositive of subject
3. “Relative time” of infinitives – translation depends on tense of infinitive and
how it relates to tense of main verb
v. Comparison of Adjectives and Adverbs
1. Regular comparisons; “Alternative” comparisons (ER adjectives, the “SIX”
ILIS, -IUS/EUS); Irregular comparisons – specific vocabulary; Defective
comparisons – lacking a positive degree
2. Statements of Comparison: Quam comparing two items in the same case,
Ablative of Comparison; Ablative degree of difference
3. Quam + the superlative adverb = “as __________(ly) as possible”
vi. Hortatory/Jussive Subjunctive
1. Translation into English
ii
Latin II_Honors.Q1-4.Final Exam Study Guide
2. Use of nē for negative
3. Distinguish the translation from Potential Subjunctive (depends on where the
“may” goes in English, i.e. “may you...” vs. “you may...”) and any other uses
of the Subjunctive in independent clauses (e.g. optative, deliberative)
vii. Basic Adverbial Purpose Clauses and other dependent clauses covered in class (cum
clauses, result, indirect question, etc.)
1. ut for positive, nē for negative purpose clauses
2. Limited range of subjunctive tenses (present, imperfect) for purpose clauses
3. idiomatic (“to...”; “in order to...”) and literal “may” (present tense) and
“might” (imperfect tense) translations
4. other grammar rules taught for other dependent clauses of the subjunctive
3. Reading Comprehension, Grammatical Analysis and Translation: written translation, multiple choice,
fill in the blank, true/false
a. All will be “sight” readings, BUT, you can prepare by reviewing:
i. Jenney’s First Year Latin stories from Chapters 37-49 and various other sources “at
sight”
ii. Fabulae Romanae Stories covered in the curriculum
iii. 38 Latin Stories selections (Watching the Orator at Work, The Virtues of the Orator
Cato, The Character of Catiline’s Followers, Lucretia: Paragon of Virtue, the adapted
versions of Catullus Carmina 5 and 109, etc.)
b. A print dictionary will be permitted during the exam.
4. Extra Credit:
a. Cultural and historical information from various readings in class and documentary videos
this year (as applicable)
b. Information from the active reading of excerpts from Chronicles of the Roman Republic
(Cicero)
c. Additional grammar concepts not formally taught but “played with” during the school year
iii