LATIN II MIDTERM STUDY GUIDE – 2011-2012
What to expect on the midterm exam…………………
You will be given two hours to answer 105 multiple choice questions. 50 of these pertain
to vocabulary. Be sure to study the vocabulary checklists at the end of STAGES 13-16.
In addition, you will translate a passage from Latin to English. You can prepare for this by reading
over the stories in your text, especially STAGES 15 and l6. And you should be prepared to decline
any noun from declensions 1,2,3; the personal pronouns (ego, tū, is/ea/id, nōs, vōs); reflexive pronoun
(-----suī, sibi, sē, sē); demonstrative pronouns (hic and ille); relative pronoun (quī, quae, quod),
and intensive pronoun (ipse, ipsa, ipsum).
Be prepared to conjugate a verb in all four of the tenses you have learned. Make sure that you know
the principal parts of the irregular verbs and be prepared to conjugate these as well. You should be
able to translate all forms of any verb I ask you to conjugate. Study especially the irregular verbs in
present tense.
Study the adjectives and comparison of adjectives as presented pp. 192-196.
REVIEW all VOCABULARY, stages 13 - 16
be prepared to handle questions on derivatives.
********************************
If you complete your exam with time to spare, it is expected that you will work quietly on your own
and use your time productively to prepare for another exam without distracting any classmate who may
require more time for the exam.
The test includes a scantron sheet –
you must have pencils. Bring at least two
number 2 pencils (with erasers).
Latin II exam on Wednesday, Jan. 18.
1
LATIN ALPHABET
Latin had 23 letters, missing the letters ‘j’, ‘u’, and ‘w’. However, your textbook uses the letter ‘u’.
So for the purposes of your textbook, and thus also for your purposes, the Latin alphabet has
24 letters.
Before you begin your review, make sure that you know the rules for word accent! Be sure, too,
that you know the 6 diphthongs:
ae, au, ei, eu, oe, ui
There are 6 short and 6 long vowels in Latin (a,e,i,o,u,y). Including the 6 diphthongs, there are
18 basic vowel sounds in Latin.
WORD ACCENT
Vowel length is important for determining syllable length. And syllable length is important for
determining word accent.
Remember, word accent goes on the penult. In words of 3 or more syllables, accent goes on the
penult but only if it is long. Thus, you only need to figure out where accent goes in a word of
3 or more syllables.
e.g.
/
a / mī / cus
When the penult is short, the accent goes on the antepenult.
e.g.
/
ae / di / fi / ci / um
Any syllable containing a long vowel sound (vowel with macron or diphthong) is long. A syllable
may also be long by position if it is closed by a consonant. In the following example, even though
all the vowels are short, the penult concludes with a consonant and is therefore long by position.
e.g.
/
an / cil / la
I. NOUNS
By now, you should know the first three declensions inside and out. If not, take this opportunity to learn
them! Your effort now will pay off as we soon will add the 4th and 5th declensions (which are not,
BTW, on your midterm).
2
NOUNS
~ be prepared to decline nouns from each declension, all cases, singular and plural.
Study the following chart for case endings of 1st, 2nd, and 3rd declension nouns.
CASE
Nom.
Gen.
Dat.
Acc.
Abl.
1st Sing.
-a
-ae
-ae
-am
-ā
1st Pl.
-ae
-ārum
-īs
-ās
-īs
2nd Sing.
-us
-ī
-ō
-um
-ō
2nd Pl.
-ī
-ōrum
-īs
-ōs
-īs
3rd Sing.
--is
-ī
-em
-e
3rd Pl.
-ēs
-um/-ium
-ibus
-ēs
-ibus
→→→→→→Determine the declension to which a noun belongs by its genitive singular ending.
Choose words from each declension (1,2,3) and practice declining them, singular and plural,
in all cases. Do this multiple times on separate paper.
Procedure for declining nouns:
always write out nominative and genitive as illustrated below by declension:
1st
via, viae
2nd
amīcus, amīcī
3rd
mercātor, mercātōris
…..then, FIND THE NOUN STEM by removing genitive singular ending:
via, vi∕ae
amīcus, amīc∕ī
mercātor, mercātōr∕is
NOUN STEMS:
vi-
…….add other case endings
amīc-
mercātōr-
NOW PRACTICE!!!!!!
……….
Make sure you know the function(s) of each of the following cases in a Latin sentence.
Nominative (2 functions) –
1) subject
(completes action of verb)
2) predicate nominative with linking verb
~ predicate noun
~ predicate adjective
Genitive – possession
→ Steve Warden wrestles.
→ Steve Warden is a wrestler.
→ Steve Warden is invincible.
→ Emily hid Mary’s cell phone.
3
Dative – (3 functions)
1) indirect object
2) dative of advantage
3) object of special verbs
→
→
→
I gave the book to you.
I made this study guide for you.
…crēdō, faveō, pāreō, appropinquō, obstō,
persuādeō, respondeō….etc.
et
et cētera = and the rest
Accusative – (2 functions)
1) direct object
→
Tyler completed his applications for college.
2) object of certain prepositions
…… ad (to), per (through), trāns (across), prope (near), in (into, against), apud (at house of)
[a preposition governs accusative if it IS NOT sid space]
N.B. When ‘in’ governs accusative, it has a different meaning from SID SPACE ‘in’.
Ablative - object of certain prepositions
SID SPACE
–
…… the ABLATIVE astronaut
sine (without)
in (in)
dē (down from, about, concerning)
sub (under)
prō (before, in front of, on behalf of)
ā/ab (away from, from)
cum (cum)
ē/ex (out of)
Practice writing them:
S
I
D
S
P
A
C
E
[it helps to remember ………. ‘cum’ ≠ ‘sine’]
Also… ā/ab
and
ē/ex function in Latin the same way as ‘a’ and ‘an’ in English
Remember, ‘a’ and ‘an’ do not exist in Latin.
But they can be implied from context.
Vocative - direct address
→ “Hey Derulo. Wake up!”
Learn the vocative rule.
Vocative = nominative in singular and plural EXCEPT for the
2nd declension masculine (singular only) ending only in ‘-us’ or ‘-ius’
‘-us’ → ‘-e’
amīcus → amīce
‘-ius’ → ‘-ī’
fīlius
→ fīlī
4
Vocative
Hey Derulo! The vocative is used in direct address especially in commands.
(cont.)
BE GRATEFUL that vocative is generally the same as nominative singular or plural.
So if it’s not 2nd declension masculine ending in ‘-us’
or
‘-ius’ ……
……then the vocative is exactly the same as the nominative!
This means, too, that other 2nd declension masculines like ‘vir’ and ‘puer’
remain unchanged in the vocative.
“Derulo! Be grateful!”
APPOSITION
Two nouns placed next to each other (ad = to, near + position) where the 2nd noun gives more info about the 1st.
e.g.
Ms. Koslowski, our school principal, is an excellent role model for students.
VERBS
There are four conjugations of verbs that each follow their own same pattern. Think of
the ‘verb conjugation’ as a ‘verb family’. The four conjugations are said to be ‘regular verbs’.
Verbs that do not fall into a regular conjugation are called ……‘irregular’.
For this exam, you must be able to identify the conjugation to which a verb belongs.
Determine the conjugation by its infinitive (2nd principle part):
remember that the infinitive means
…… ‘to verb’
1st -āre
2nd -ēre
→→→→
3rd -ere
→
for 2nd conjugation verbs, the first person singular, present ALWAYS ends in ‘-eō’
note that the ‘-e’ is short here in the 3rd conjugation
4th -īre
N.B. [ = notā bene] Any verb that does not have these infinitive endings is………IRREGULAR.
In your own words, explain below the difference between 2nd and 3rd conjugations:
5
Besides being able to identify the conjugation of a verb, you also need to know the
Principal parts of the verb.
The principal parts are important because they enable us to determine the stem needed to form
the verb in the tenses we have learned.
So far, you have learned four (4) tenses:
Present
Imperfect
Perfect
Pluperfect
Before going any further, let’s review the PRINCIPAL PARTS!
Most Latin verbs have FOUR (4) principal parts:
C
O
N
J
U
G
A
T
I
O
N
S
1st
2nd
3rd
4th
Present tense
Infinitive
Perfect tense
……coming soon
1st
amō
amāre
amāvī
……coming soon
2nd
dēbeō
dēbēre
dēbuī
……coming soon
3rd
dīcō
dīcere
dīxī
……coming soon
3rd –iō
faciō
facere
fēcī
……coming soon
4th
veniō
venīre
vēnī
……coming soon
N.B.
NOTE that you can begin distinguishing conjugations from the 1st principal part. But it’s the
2nd principal part (infinitive) that is definitive for each conjugation.
6
To form present and imperfect tenses, use stem from 2nd principal part.
…….simply remove ‘-re’
….then add the appropriate endings.
B BASIC VERB ENDINGS
MOST MUST I’SNT
m/ō
I
s
t
mus
tis
nt
you
he,she,it
we
you
they
PRESENT TENSE
1st and 2nd conjugations are formed the same way. Find the ‘present’ verb stem by removing ‘-re’
from the infinitive (2nd pp.). Then add endings.
Just like you have a procedure for nouns, follow this one for verbs.
ALWAYS WRITE OUT PRINCIPAL PARTS FIRST.
This way you won’t make mistakes!
1st
amō, amā/re
2nd
→ present stem =
conjugate:
amō
amās
amat
amāmus
amātis
amant
amā
dēbeō, dēbē/re
→ present stem = dēbē
conjugate:
I love
you love
he,she,it loves
we love
you all love
they love
NOTE that the first principal part
dēbeō
dēbēs
dēbet
dēbēmus
dēbētis
dēbent
I owe; I ought
you owe; you ought
he,she,it owes; he,she,it ought
we owe; we ought
you all owe; you all ought
they owe; they ought
IS the first person singular present!!!!
7
4th conjugation verbs in present tense work pretty much the same way as 1st and 2nd
except that the letter ‘u’ is added in the 3rd person plural.
veniō, venī/re
veniō
venīs
venit
venīmus
venītis
veniunt
→ present stem =
I come
you come
he,she,it comes
we come
you all come
they come
venī
In the verb system, note that the stem
vowel -ā,ē,ī (1st, 2nd, 3rd conjugations)
is ALWAYS SHORT in 3rd person
before letters ‘t’ or ‘nt’.
veni
Unt
(note that the ‘i’ becomes short before the ‘u’)
3rd conjugation works differently in present tense.
The stem vowel changes from ‘-e’ to ‘-i’.
dīcō, dīce/re
→ present stem =
dīce
2 mnemonics may help.
o ….. 4 i’s… u
FISHOOK
o
i
i
i
i
u
dīcō
dīcō
dīcis
dīcit
dīcimus
dīcitis
dīcunt
I say
you say
he,she,it says
we say
you all say
they say
dīcis
dīcit
dīcimus
dīcitis
u
dīc nt
8
IMPERFECT TENSE
Simply add –ba to the present stem + personal verb endings (most,must,isn’t). Note, however,
that 1st person singular ending here is ‘–m’.
The ‘imperfect’ sheep goes -baaaaaaaaaaaaaaaaaaaa.
-bam
-bas
-bat
-bamus
-batis
-bant
Formed the same way in 1st, 2nd, and 3rd regular conjugations.
1st amō, amā/re
→ present stem =
amā →
amābam
2nd dēbeō, dēbē/re
→ present stem =
dēbē →
dēbēbam
3rd dīcō, dīce/re
→ present stem =
dīce →
dīcēbam
(‘-e’ becomes long…..)
……….difference for 4th conjugation and 3rd conj. ‘-iō verbs
4th
veniō, venī/re
→ present stem =
venī →
veniēbam
3rd -iō
faciō, face/re
→ present stem =
face →
faciēbam
While 4th conjugation imperfect adds the letter ‘-e’,
3rd conjugation adds the letter ‘-i’.
…..bottom line: 3rd and 4th conjugation imperfect look the same!
PERFECT AND PLUPERFECT TENSEs……
EASY. EASIER. EASIEST.
“Be grateful, Derulo!”
The 3rd principal part
IS the 1
st
person singular perfect.
Establish the perfect stem by removing the ‘-ī’ and you’re ready to add the other endings.
PERFECT AND PLUPERFECT TENSE ARE FORMED THE SAME WAY FOR ALL VERBS!
euge!
euge! means __________________
9
PERFECT TENSE ENDINGS
PLUPERFECT TENSE ENDINGS
ī
istī
it
imus
istis
ērunt
eram
erās
erat
erāmus
erātis
erant
Since the perfect and pluperfect are formed the same way for ALL verbs, you can practice with any verb you like.
However. it all boils down to knowing the principal parts. You MUST learn the principal parts of every verb you meet.
SUGGESTION: practice these tenses using verbs whose principal parts
you have trouble remembering. E.g. the irregular verbs.
Here is a 3rd –iō verb.
Remember, start with the principal parts!
1st
2nd
3rd
4th
Present tense
Infinitive
Perfect tense
……coming soon
faciō
facere
fēcī
……coming soon
fēc/ī → perfect stem = fēc
PERFECT TENSE
fēcī
fēcistī
fēcit
fēcimus
fēcistis
fēcērunt
PLUPERFECT TENSE
I have made
you have made
he,she,it has made
we have made
you all have made
they have made
fēceram
fēcerās
fēcerat
fēcerāmus
fēcerātis
fēcerant
ērunt
I had made
you had made
he,she,it had made
we had made
you all had made
they had made
Remember the mnemonic I gave you for recognizing the perfect tense stem.
Perfect tense indicator:
SUV x(tra) LONG reduplicated
(this is on my web page, see VERBS, left sidebar)
10
ON TRANSLATING PERFECT AND PLUPERFECT TENSES
NOTE THAT I have translated each tense with a helping verb: ‘have verbed’ = perfect; ‘had verbed’ =
pluperfect. The helping verb is called the auxiliary verb. Please learn this word! That’s right, Derulo!
(yup, gotta sneak in another vocative….). The Latin word for help is auxilium. The English word,
auxiliary is a derivative. And because this English derivative looks exactly like its Latin root, it is
called a cognate.
ALL perfect system tenses have auxiliary (helping) verbs.
PERFECT
I have ‘verbed’
PLUPERFECT
I had verbed
(and in the future perfect to learn next year) I will have verbed
W When you think that the perfect ‘have verbed’ sounds dopey, you’re right! But because the other
two perfect system tenses ALWAYS have the auxiliary verb, you may find it helpful to construe the
perfect tense this way too. Thus, always a ‘helping verb’ for the perfect system tenses.
Depending on context, you can modify your perfect tense translation for better English.
In bibliothēcā heri discipulōs meōs vīdī.
………..how’s this for a dopey translation:
Yesterday I have seen my students in the library.
modify to:
Yesterday I saw my students in the library.
IRREGULAR VERBS….
sum, esse, fuī, futūrus
possum, posse, potuī
volō, velle, voluī
nōlō, nōlle, nōluī
eō, īre, īi, itum
ferō, ferre, tulī, lātus
tollō, tollere, sustulī, sublātus
(tollō = regular, 3rd conjugation verb. Notice that it shares principal parts with ferō)
11
Fill in the principal parts of the verb volō, _____________, ______________ (to want).
In the space below, conjugate volō in the present tense.
Person
Singular
Plural
1st
2nd
3rd
Fill in the principal parts of the verb nōlō, _____________, ______________ (to not want).
In the space below, conjugate nōlō in the present tense.
Person
Singular
Plural
1st
2nd
3rd
Fill in the principal parts of the verb possum, _____________, ______________ (to be able).
In the space below, conjugate possum in the present tense.
Person
Singular
Plural
1st
2nd
3rd
These irregular verbs are usually followed by a complementary infinitive, i.e., [= id est or ‘that is’] the
‘complementary infinitive’ completes the meaning of the verb.
e.g. [exemplī grātiā]….. for example
Tyler is able to hit the ball out of the park. (‘to hit’ tells what Tyler ‘can verb’)
The present active infinitive is the ________________ principal part of a verb.
The _________________ principal part of a verb tells us its conjugation.
PRACTICE YOUR Verb Conjugations on another sheet of paper. For regular verbs, see p. 202.
Irregular verbs pp. 206-07. Don’t neglect: ‘sum’, ‘eō’, ‘ferō’
12
THE IMPERATIVE IS USED FOR MAKING COMMANDS
The imperative singular is the same as the ‘present stem’.
To form the imperative plural, add ‘-te’ to the present stem.
“Surge, Derulo.”
“Stand up, Derulo!”
N.B. The imperative (verb) is used with noun in direct address (vocative case).
Formation of the imperative as follows:
SINGULAR
PLURAL
1st
amō
amāre
→
amā
amāte
2nd
dēbeō
dēbēre
→
dēb ē
dēbēte
3rd
surgō
surgere
→
surge
surgite
3rd –iō
capiō
capere
→
cape
capite
4th
veniō
venīre
→
venī
venīte
Note the ‘fishhook’ vowel change to a short ‘i’ in 3rd conjugation imperative plural.
i.e. the stem ending changes fro ( -e ) to ( -i ).
e.g.
mitte → mittite
Irregular imperatives
Mnemonic:
dīc, dūc, fac, fer
HAD an -e but lost it somewhere...........
for the most part, the plural has no surprise:
dīcite, dūcite, facite........... ferte
(ferte is still....weird)
The plural of the first three are regular 3rd conjugation verbs.
Note that the imperative plural for these is formed the same
way as for all other 3rd conjugation verbs.
13
SINGULAR
PLURAL
dīcō, dīcere → present stem = dīce
BUT
dīc
dīcite
dūcō, dūcere → present stem = dūce
BUT
dūc
dūcite
faciō, facere → present stem = face
BUT
fac
facite
fer
ferte
ferō, ferre
= IRREGULAR VERB
The negative imperative is formed using nōlī + infinitive for singular, and nōlīte + infinitive for plural.
Clēmēns, nōlī vīsitāre Poppaeam! (Clēmēns, don’t visit Poppaea)
Clēmēns et Grumiō, nōlīte bibere aquam! ( Clēmēns and Grumiō, don’t drink the water)
VERBS THAT GOVERN THE DATIVE........... I repeat this because it’s important……
You must learn to recognize these. For example,
pāreō
appropinquō
faveō
credo
Many compound verbs such as
persuādeō
respondeō
appropinquō and obstō
When you can’t figure out the case of a word that looks “dablative”, and more especially when
you expect that word to be accusative, most of the time the word will be dative because of the verb
This useful guideline enables you to dispense memorizing all 150 + verbs that govern the dative case.
PERSONAL PRONOUNS
Correspond to verb endings
POSSESSIVE ADJECTIVES
m
=
ego (I)
meus, mea, meum = my
s
=
tū (you sing.)
tuus, tua, tuum
t
=
is, ea, id (he, she, it)
no possessive adjective for 3rd person singular; use
‘eius’ = genitive of ‘is,ea,id’
mus
=
nōs (we)
noster, nostra, nostrum
tis
=
vōs (you all)
vester, vestra, vestrum
nt
=
eī, eae, ea (they)
= your
no possessive adjective for 3rd person plural; use
‘eōrum’ = genitive of ‘eī, eae, ea’
14
Fill in the personal pronouns and adjectives below (copy from above).
Pronoun
Adjective
1st singular
2nd singular
1st plural
2nd plural
Make sure that you can decline ALL the personal pronouns in singular and plural.
See pages 197 section B and 201 section D in your textbook.
REFLEXIVE PRONOUN
see page 197, section C
The ‘reflexive pronoun’ is dedicated to the 3rd person. Thus the same form works both in the singular
and the plural because it simply ‘reflects’ (refers) to the subject.
e.g.
(Derulo! What does ‘e.g.’ mean?)
Tyler saw himself in the mirror.
Tyler left his book under his desk.
→
→
Tyler sē in speculō vīdit.
Tyler librum suum sub mēnsā suā relīquit.
Reflexives for 1st and 2nd persons.
These simply use the other cases of ‘ego’, ‘tū’, ‘nōs’, ‘vōs’ (or corresponding adjectives, see above).
I saw myself in the mirror.
→ ego in speculō mē vīdī.
I left my book under my desk.
→ ego librum meum sub mēnsā meā relīquī.
You saw yourself in the mirror.
→ tū in speculō tē vīdistī.
You left your book under your desk.
→ tū librum tuum sub mēnsā tuā relīquistī.
15
Demonstrative pronouns:
CASE
Nom.
Gen.
Dat.
Acc.
Abl.
CASE
Nom.
Gen.
Dat.
Acc.
Abl.
SINGULAR
Masculine Feminine Neuter Sing
Sing
.
hic
haec
illa
PLURAL
Feminine Neuter
Masculine
PLURAL
Feminine Neuter
hoc
SINGULAR
Masculine Feminine Neuter Sing
Sing
.
ille
Masculine
illud
INTENSIVE PRONOUN
ipse, ipsa, ipsum is the intensive pronoun and is translated ‘himself’, ‘herself’, ‘itself’.
CASE
Nom.
Gen.
Dat.
Acc.
Abl.
SINGULAR
Masculine Feminine Neuter Sing
Sing
.
ipse
ipsa
Masculine
PLURAL
Feminine Neuter
ipsum
16
Relative pronouns introduce relative clauses. Relative pronouns agree
with their antecedent in gender and number, but not case. The case of a relative pronoun is
determined by its use in its own clause. This does not, of course, mean that the relative pronoun cannot be in the same
case as the word to which it refers. But this happens due to its use in its own clause, and is therefore incidental!
In the chart below, decline quī, quae, quod
CASE
SINGULAR
Masculine Feminine Neuter Sing
Sing
.
Masculine
PLURAL
Feminine Neuter
Nom.
Gen.
Dat.
Acc.
Abl.
PREPOSITIONS
Here are a few prepositions that govern the ACCUSATIVE case.
per: across
apud: among, at the home of
prope: near
trāns: across
…….remember, compare with SID SPACE……
Preposition practice (choose correct preposition + put the object in correct case):
Translate into Latin –
About the lion: ____________________
Across the forum: ____________________
Around the palace: ____________________
In the city: ____________________
Into the sea: ____________________
Out of the house: ____________________
Through the house: ____________________
To the arena: ____________________
Without the soldiers: ____________________
At father’s house ________________________
17
ADJECTIVES
Adjectives must agree with their nouns in gender, number, and case. A 1st /2nd declension
adjective such as magnus,-a,-um and miser, misera, miserum will have 1st declension endings on the
feminine and 2nd declension on the masculine and neuter.
Decline “the happy friend” and “the outstanding sailor”. Careful! ‘nauta’ is masculine.
CASE
SINGULAR
Nom.
amīcus laetus
PLURAL
Gen.
Dat.
Acc.
Abl.
CASE
Nom.
SINGULAR
PLURAL
nauta optimus
Gen.
Dat.
Acc.
Abl.
Review adjectives, pp. 192 – 193 and fill in the charts as suggested. Select some noun~adjective
pairs of your own choosing from the word glossary in the back of your textbook.
CASE
SINGULAR
Nom.
leō miser
PLURAL
Gen.
Dat.
Acc.
Abl.
18
CASE
SINGULAR
Nom.
māter trīstis
PLURAL
Gen.
Dat.
Acc.
Abl.
CASE
SINGULAR
Nom.
PLURAL
puer fortis
Gen.
Dat.
Acc.
Abl.
Get the gender of an adjective from the declension:
first declension= feminine
second declension = masculine or neuter
Degrees of adjectives:
Positive
kind
benignus, -a, -um
Comparative
more kind, kinder, rather kind
benignior (m/f), benignius (n)
Superlative
most kind, kindest, very kind
benignissimus, -a, -um
The comparative adjective is used frequently (not only) when 2 things are being
compared. When 2 things are not being compared, translate “rather + adjective”. Similarly
for the superlative, if no comparison is being made, translate “very + adjective”.
“quam” meaning “than” is used with the comparative. If “quam” is used then both things compared are in the same
case. When “quam” is omitted, the 2nd thing compared is in the ablative case:
This apple is prettier than that.
Hoc mālum pulchrius quam illud est.
OR Hoc mālum pulchrius illō est.
19
Degrees of Comparison
See pages 194-195 in textbook
longus
(long)
longior
(longer)
longissimus
(very long, longest)
positive
comparative
superlative
Translations of quam
1.quam with a positive adjective = how
quam pulcher est ānulus tuus. (How beautiful your ring is!)
2. quam with a comparative adjective = than
Melissa est pulchrior quam Metella. (Melissa is more beautiful than Metella.)
3. quam with superlative adverb = as ___________as possible
Quīntus ad vīllam quam celerrimē contendit.
(Quīntus hurried as quickly as possible to the house.)
4. quam as the accusative singular feminine relative pronoun = whom / which
Metella, quam Caecilius nōn vīsitāverat, erat īrāta.
(Metella, whom Caecilium had not visited, was angry.
QUESTION WORDS
–ne [added to 1ST word of sentence ~ AKA, an enclitic]
simple question with no particular answer expected
(i.e. person might not know answer to his own question)
estne Caecilius in vīllā? Is Caecilius in the farm house?
nōnne [begins question expecting yes answer]
nōnne Caecilius est mortuus? Surely Caecilius is dead, isn’t he?
nōnne multī virī dōnum deō dedērunt? ___________________________________________
num
[begins question expecting no answer]
num Caecilius est laetus? Surely Caecilius is not happy, is he?
num Rūfilla ipsa pecūniam tibi dēbēs? ___________________________________________
OTHER INTERROGATIVES
quid:
quis:
ubi:
cūr:
quōmodo:
quot:
What… ?
Who… ?
Where.. ?
Why…. ?
How… ?
How many… ?
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ENCLITICS
An enclitic is a word segment which is added to the end of a word with specific meaning.
-que = et
......Maria et Tullia
or
Maria Tulliaque
( Tulliaque )
Note - from a visual perspective - how use of the (-que) pulls Maria and Tullia closer together!!!!!
note, too, that word accent changes with the addition of an enclitic
Túllia but
-ne
Tullíaque
also an enclitic. Added to the first word of sentence = Roman style question mark ( ? )
The Romans did not actively use punctuation with any consistency.
Use the enclitic ‘-que’ to rewrite the underlined section in the following sentence:
Daedalus et Icarus nōn vīxērunt laetē. __________________________
REVIEW the Latin #’s
1 - 20
50, 100, 500, 1000 ….. only 1,2,3 and 1000 are declinable
Study these short little words that are so hard to remember:
deinde
igitur
ita vērō
item
tandem
nam
enim
itaque
tamen
tum
Random warnings:
pōnō, pōnere, posuī, positus (to put, place) and possum, posse, potuī (to be able) have forms
that look similar. Know the principals parts for both these verbs and practice conjugating them in the
various tenses.
ALSO, DO NOT CONFUSE imperfect and pluperfect of ‘possum’.
‘poterat’ ≠ ‘potuerat’
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CULTURE TOPICS:
Roman Britain
People to know:
Icēnī
Rēgnēnsēs
Cantiacī
Atrebatēs
Durotrigēs
Brigantēs
It’s
Raining
Cats
and
Dogs
Bad
Agricola
Boudica
Cartimandua
Celts
Claudius
Cogidubnus
Icēnī
Julius Caesar (was never emperor but rather a dictator; father of the 1st emperor, Augustus)
Caesar was born in 100 B.C.E. and died on the IDES OF MARCH = March 15, 44 B.C.E.
Augustus was emperor from 27 B.C.E. to 14 C.E.
Regnensians (+ the other 5 Celtic tribes as noted in text)
Calēdoniī
Questions to consider: How did the Britons live before the Romans invaded Britain? What did the
Romans bring? How were the Romans received?
REVIEW all VOCABULARY, stages 13 - 16
be prepared to handle questions on derivatives.
Review Culture & Historical Background, Stages 13-16
this means study and make sure that you know all the material pertaining to Roman
Britain.
Islands and bodies of water
Mediterraneum Sea (mare nostrum), Mare Hadriāticum, Mare Tyrrhēnum
Calēdonia = Scotland
Lūsitānia = Portugal
Ireland = Hibernia
Islands off western coast of Italy: Corsica, Sardinia, Sicilia
Meals of the day
ientāculum, prandium, cēna
yesterday, today, tomorrow
heri, hodiē, crās
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Pay attention in class, and make sure you remember some of the Latin
expressions used commonly in English.
e.g. = exemplī grātiā; festīnā lentē; etc. = et cētera
Common Phrases, Quotes, and Abbreviations
use the online exercises for Latin abbreviations on left sidebar of my webpage
S.P.Q.R. (Senātus Populusque Rōmānus) = THE SENATE AND THE ROMAN PEOPLE.
“vēnī, vīdī, vīcī” = I came, I saw, I conquered. ‘vīcī’ means I CONQUERED.
dulce et decōrum est prō patriā morī = It is sweet and proper to die for one’s country.
prō bonō = “ for free”
e.g. = exemplī grātiā = for example
choose 1st, 2nd, 3rd declensions nouns from the glossary in back of your book and practice
declining in all cases, singular and plural
conjugate some verbs in
present
imperfect
perfect
pluperfect
……….make sure you know the irregulars!!!
Once you have finished the midyear exam, YOU WILL STILL BE RESPONSIBLE FOR THIS
MATERIAL. SO KEEP UP YOUR HARD WORK!
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