Resources Portfolio: worksheet: Practising the infinitive with volo, nolo, and possum
George Macpherson
Introduction
The worksheet has been designed to help a one-year, WJEC Latin language GCSE class of mixed year
10s and 11s to practise a new grammar point. Pages 2-4 of Cambridge Latin Course (CLC) book 2 had
been read by the class in the previous lesson. This lesson introduced a formal grammar note written
by the teacher on the board, taken down by the students in their exercise books. It demonstrated
how to translate an infinitive in English, the –re endings of the infinitive and its dependence on one
of the verbs volo, nolo, or possum.
The class went through the first question of the worksheet as an example. The next questions were
to be practised for ten minutes. The teacher would then go through the correct answers of the first
four questions, the students peer-marking their work. Any questions left incomplete during the
lesson were to be finished for homework.
The worksheet
The aim of the worksheet is to practise the new grammar point actively by having the students work
through the sentences, translating from Latin into English, using iterative reinforcement. Knowledge
of volo, nolo and possum is not being tested as the verb tables at the top demonstrate. The main
focus of the worksheet is aimed at familiarity with recognising and translating infinitives.
Evaluation
After discussion in our portfolio group the thought bubble of Quintus in the illustration was thought
to be confusing and detract from the worksheet’s main purpose. In the end it was actually removed
as it was seen to be too obscure a reference to the storylines of CLC. The students worked through
the sheet successfully, and some high attainers completed it. The teacher ascertained the pupils’
genuine satisfaction in working through the sentences and putting the rules of the grammar note
into practice. In a brief assessment for learning exercise at the end of the lesson, the majority of
students felt very confident (as opposed to less confident and confident) about the infinitive. They
knew clearly what the infinitive was and how it operated. The worksheet also helped them to gauge
their own ability regarding the infinitive, effectively in a form of self-assessment. In a class where
half had EAL backgrounds, the improvement in knowledge of both Latin and English grammar was
appreciated.
The worksheet does run into conflict with the inductive philosophy of the CLC. The sentences are not
as heavily scaffolded as a truly Vygotskian approach would dictate (Bruner 1985), or as the exercises
and examples that exist in CLC itself. One of the reasons for the teacher going through the first
question together as a class was to counteract this absence of scaffolding. There is also no
progression in terms of a story, as is customary in CLC, in the unconnected practice sentences of the
worksheet. This could alienate the student’s attention and also abstractify the point of learning the
infinitive to merely an obscure grammatical quirk rather than a useful tool of language. A future
worksheet might try to stick more closely to the current story in CLC and build its sentences around
the drama of that context to maintain students’ emotional buy-in. This was attempted by the
illustration of Quintus but, as explained, too obscurely.
1
The worksheet wrestles against the framework of the inductive approach to language acquisition
that CLC promotes. As Gay (2003) explains, the grammar-lite philosophy of CLC was found to need
reinforcement with traditional grammar exercises. It is into this category that this worksheet falls. It
follows the traditional approach of deductive and rote learning espoused by the theories of Pavlov
(1927) and Skinner (1957), with the didactic grammar note written by the teacher on the board
followed by the semi-mechanical working through of the exercise. To combat this traditionalist
presentation, in future teachings of the infinitive it was thought better to have the students notice
the new word and its –re endings while reading pages 2-4 of CLC 2, and then have them create their
own grammar rule both to reduce teacher talk and teacher-led learning, as well as to encourage the
inductive approach of CLC and student-led learning. This would stimulate the Language Acquisition
Device (LAD) in the brain and contribute towards the intuitive grammar that the inductive approach
promotes (Chomsky 1957).
Although the worksheet could be seen in the light of the grammar-heavy approach, taught through a
more socially and cognitively constructivist approach as suggested, such as is reflected in Piaget
(1923) and Vygotsky (1934), it can be seen as useful practice of the new grammar. To some extent
this bridges the lacuna of intransigence between the two approaches (deductive/inductive) at the
opposite ends of the spectrum.
The benefits of this worksheet in a limited amount of teaching time at school were that it was a swift
and effective method of practising a new grammar point. The students found the structured and
clearly defined rules useful for their learning. They had certainty in what they needed to know; after
the practice they had a fair assessment of their own competence. By contrast, the inductive
approach could take significantly more time in an already crowded schedule, and leave students
uncertain of the exact rules acquired by their intuitive grammar.
The worksheet was criticised for providing too much support: it might be better not to have the
three verb tables at the top and encourage the learning and recognition of the modal verbs by
memory. In a class of higher attainment levels this might be an option. But time would have to be
spent by the students learning the verbs before the exercise could be practised.
Conclusion
Overall, the worksheet’s aim - to back up the new grammar point in CLC – was achieved. Although
not necessarily adhering to the purist approach of inductive language acquisition, it worked
effectively to reinforce the new grammar point and gave the students a sense of progress,
assessment of their own capabilities and confidence in the infinitive. Despite the theoretical conflict
behind the approach, in practice the worksheet was a success.
2
Bibliography
Bruner, J (1985) Vygotsky: a historical and conceptual perspective, in Wertsch, J. (ed) Culture,
Communication and Cognition: Vygotskian Perspectives, Cambridge: CUP
Bloom, B (1956) (ed.) The Taxonomy of Educational Objectives, The Classification of Educational
Goals, Handbook 1: Cognitive Domain, New York: Longman
Chomsky, N (1957) Syntactic Structures, The Hague: Mouton
CLC (2000) Cambridge Latin Course, Book 2, Cambridge: CUP
Gay, B (2003) The theoretical underpinning of the Main Latin Courses, in Morwood, J (ed.) The
Teaching of Classics, Cambridge: CUP
Pavlov (1927) Conditioned reflexes: an investigation of the physiological activity of the cerebral
cortex
Piaget, J. (1923) Le Langage et la Pensee chez l’enfant (Delacahux et Nestle)
Skinner, (1957) JB. Verbal Behaviour (Appleton-Century-Crofts)
Story, P (2003) The Development of the Cambridge Latin Course , in Morwood, J (ed.) The Teaching of
Classics, Cambridge: CUP
Vygotsky L. (1934) Thinking and Speech
3
Email chain discussing worksheet.
This is the worksheet I will be using for Resources portfolio.
Practising the infinitive with volo, nolo and possum
volo
vis
vult
volumus
vultis
volunt
nolo
non vis
non vult
nolumus
non vultis
nolunt
I want
you want
he wants
we want
you (pl) want
they want
possum
potes
potest
possumus
potestis
possunt
I do not want
you do not want
he does not want
we do not want
you (pl) do not want
they do not want
I am able
you are able
he is able
we are able
you (pl) are able
they are able
A
m I dead
or not …?
Using the tables above to help you, translate the following sentences:
1. Philus est callidus. Philus legere potest
………………………………………………………………………………………………………………………………………………………
2. ancillae sunt fessae. dormire volunt
………………………………………………………………………………………………………………………………………………………
3. Salvius non est benignus. Salvius servos necare vult
………………………………………………………………………………………………………………………………………………………
4. “numerare possum” dixit Philus
………………………………………………………………………………………………………………………………………………………
5. “suaviter cantare potestis,” dominus ancillis dixit
………………………………………………………………………………………………………………………………………………………
6. servus est laetus. servus exire vult
4
………………………………………………………………………………………………………………………………………………………
7. Cervix est aeger. Cervix laborare non potest
………………………………………………………………………………………………………………………………………………………
8. “vinum bibere volumus!” feminae in taberna clamaverunt
………………………………………………………………………………………………………………………………………………………
9. servi in fundo manere nolunt
………………………………………………………………………………………………………………………………………………………
10. “servos videre nolumus” dixerunt puellae
………………………………………………………………………………………………………………………………………………………
infinitives with volo, nolo and possum Exercise.docx
117 KB
Reply Reply to all Forward
He
nry Lee
1
1 Nov
to me, IRENE,
Camilla
Hi George,
A few thoughts:


Why is Quintus saying "Am I dead or not...?"? It's good to have an image to
brighten things up though.
There's no full-stops at the end of the sentences (don't throw things at me...)
5



Is there a way to suggest "can" as a possibility for translating possum et al? I
appreciate if you don't want (non vis) to introduce this alternative straightaway.
I think there's a sense of progression in difficulty in the question and i like that.
What is the LO of the sheet? I notice it says practising the infinitive with volo,
nolo and possum but there's no sense of the infinitive being introduced here,
just the verbs. So no mention of "-re" or picking out infinitives.
Sorry if I seem to be clutching at straws.
Henry
2013/11/11 George <gmsmacpherson@googlemail.com>
This is the worksheet I will be using for Resources portfolio.
-Henry Lee
T: 0791 235 3406
E: henryhanglee@gmail.com
Reply Reply to all Forward
George Macpherson
<gmsmacpherson@googlemail.com>
1
3 Nov
to Henry, IRENE,
Camilla
Thanks for your feedback. All very useful.
For a long time I wondered about the 'Am I dead?' line. It is in fact tied into the
transition between books 1 and 2 of the CLC. The picture is of Quintus, who at the
end of book 1 is missing, presumed dead, but turns out by stage 14 (in tablino) not
only to be a relative of Salvius' wife, but also to have survived the disaster at
Pompeii, and to be about to join the new characters in Britain. Whether the students
of year 10 will get this is moot.
Full stops - a clerical error. This will be changed. No self-respecting Classicist
would dream of such uncertainty at the end of a sentence.
6
In context this worksheet will be preceded by a grammar note at the start of
the lesson explaining infinitives in English and Latin and then pointing out that they
end in -re.
On 11 November 2013 13:50, Henry Lee <henryhanglee@gmail.com> wrote:
Hi George,
A few thoughts:





Why is Quintus saying "Am I dead or not...?"? It's good to have an image to
brighten things up though.
There's no full-stops at the end of the sentences (don't throw things at me...)
Is there a way to suggest "can" as a possibility for translating possum et al? I
appreciate if you don't want (non vis) to introduce this alternative straightaway.
I think there's a sense of progression in difficulty in the question and i like that.
What is the LO of the sheet? I notice it says practising the infinitive with volo,
nolo and possum but there's no sense of the infinitive being introduced here,
just the verbs. So no mention of "-re" or picking out infinitives.
Sorry if I seem to be clutching at straws.
Henry
2013/11/11 George <gmsmacpherson@googlemail.com>
This is the worksheet I will be using for Resources portfolio.
-Henry Lee
T: 0791 235 3406
E: henryhanglee@gmail.com
Reply Reply to all Forward
IRENE
1
INSKIP
3 Nov
7
to me,
Camilla, Henry
Hello everyone – sorry I haven’t contributed to this before.
1) My questions are all about context. Where would you aim to fit this into the CLC ( if
using?) and to what end? ( LO) Also, the age and attainment level of the class you might have in
mind. Would it work with lower attainers?
2) Bit stumped on the Am I dead? line – thought we were in for deponent verbs ( morior
etc) or passives. If your class can get the meaning then they must be high attaining!
3) As I am now becoming a bit more familiar with the CLC I expected the sentences to be
building a story but I don’t think they are, are they? So it feels a bit random. Again – all down to
context.
If this was a traditional grammar class I would use this as a test, having got them to learn the
verbs first.
Best wishes,
Irene
From: George Macpherson [mailto:gmsmacpherson@googlemail.com]
Sent: 13 November 2013 3:55 PM
To: Henry Lee
Cc: IRENE INSKIP; Camilla Smith
Subject: Re: Resources portfolio: infinitives with volo, nolo and possum Exercise.docx
Thanks for your feedback. All very useful.
For a long time I wondered about the 'Am I dead?' line. It is in fact tied into the
transition between books 1 and 2 of the CLC. The picture is of Quintus, who at the end of
book 1 is missing, presumed dead, but turns out by stage 14 (in tablino) not only to be a
relative of Salvius' wife, but also to have survived the disaster at Pompeii, and to be about
to join the new characters in Britain. Whether the students of year 10 will get this is moot.
8
Full stops - a clerical error. This will be changed. No self-respecting Classicist would
dream of such uncertainty at the end of a sentence.
In context this worksheet will be preceded by a grammar note at the start of the
lesson explaining infinitives in English and Latin and then pointing out that they end in -re.
On 11 November 2013 13:50, Henry Lee <henryhanglee@gmail.com> wrote:
Hi George,
A few thoughts:





Why is Quintus saying "Am I dead or not...?"? It's good to have an image to brighten
things up though.
There's no full-stops at the end of the sentences (don't throw things at me...)
Is there a way to suggest "can" as a possibility for translating possum et al? I
appreciate if you don't want (non vis) to introduce this alternative straightaway.
I think there's a sense of progression in difficulty in the question and i like that.
What is the LO of the sheet? I notice it says practising the infinitive with volo, nolo
and possum but there's no sense of the infinitive being introduced here, just the verbs.
So no mention of "-re" or picking out infinitives.
Sorry if I seem to be clutching at straws.
Henry
2013/11/11 George <gmsmacpherson@googlemail.com>
This is the worksheet I will be using for Resources portfolio.
9
-Henry Lee
T: 0791 235 3406
E: henryhanglee@gmail.com
Reply Reply to all Forward
Camill
a Smith
14
Nov
to IRENE, me,
henryhanglee
Sorry, that leaves me to comment. Please excuse any typos: I'm multitasking
with a hungry baby in one arm and my BB in the other!
I think the worksheet is obviously a teacher's attempt to "bulk up" the CLC with
formal grammar instruction. It will be interesting to see how the Ss respond to the
deductive approach.
In terms of how it is used in a lesson, I suppose the formula will be: the rule is
explained, the paradigm is given, then Ss apply their new knowledge to the practice
sentences. So you would be able to assess their level of understanding when you
correct the exercise.
I wonder whether it might be more inclusive of those with SpLDs, such as dyslexia,
for the grammar note to be included on the sheet as part of a gap fill rather than
getting them to copy it off the board. This would also help you ascertain whether they
had achieved the LO.
I think you might get lots of questions about infinitives so I would have a concise
explanation at the ready! Let us know how it goes down once you've taught the
lesson.
Finally, I agree that Quintus is a bit of a distraction, unless you want to use him as
your extension task: once you've finished the sentences, think about what you think
has happened to Quintus and be ready to explain your answer. (Does this qualify as
higher order thinking?)
10
C
Camilla Smith
07738 472812
-----Original Message----From: IRENE INSKIP <IMI@LITTLE-HINTON.COM>
Date: Wed, 13 Nov 2013 17:33:36
To: <gmsmacpherson@googlemail.com>
Cc: <camillarsmith@hotmail.com>; <henryhanglee@gmail.com>
Subject: RE: Resources portfolio: infinitives with volo, nolo and possum
Exercise.docx
Hello everyone - sorry I haven't contributed to this before.
1)
My questions are all about context. Where would you aim to fit this into the
CLC ( if using?) and to what end? ( LO) Also, the age and attainment level of the
class you might have in mind. Would it work with lower attainers?
2)
Bit stumped on the Am I dead? line - thought we were in for deponent verbs
( morior etc) or passives. If your class can get the meaning then they must be high
attaining!
3)
As I am now becoming a bit more familiar with the CLC I expected the
sentences to be building a story but I don't think they are, are they? So it feels a bit
random. Again - all down to context.
If this was a traditional grammar class I would use this as a test, having got
them to learn the verbs first.
Best wishes,
Irene
From: George Macpherson [mailto:gmsmacpherson@googlemail.com]
Sent: 13 November 2013 3:55 PM
To: Henry Lee
Cc: IRENE INSKIP; Camilla Smith
Subject: Re: Resources portfolio: infinitives with volo, nolo and possum
Exercise.docx
Thanks for your feedback. All very useful.
For a long time I wondered about the 'Am I dead?' line. It is in fact tied into the
transition between books 1 and 2 of the CLC. The picture is of Quintus, who at the
end of book 1 is missing, presumed dead, but turns out by stage 14 (in tablino) not
only to be a relative of Salvius' wife, but also to have survived the disaster at
11
Pompeii, and to be about to join the new characters in Britain. Whether the students
of year 10 will get this is moot.
Full stops - a clerical error. This will be changed. No self-respecting Classicist would
dream of such uncertainty at the end of a sentence.
In context this worksheet will be preceded by a grammar note at the start of the
lesson explaining infinitives in English and Latin and then pointing out that they end
in -re.
On 11 November 2013 13:50, Henry Lee <henryhanglee@gmail.com
<mailto:henryhanglee@gmail.com> > wrote:
Hi George,
A few thoughts:
* Why is Quintus saying "Am I dead or not...?"? It's good to have an image to
brighten things up though.
* There's no full-stops at the end of the sentences (don't throw things at me...)
* Is there a way to suggest "can" as a possibility for translating possum et al? I
appreciate if you don't want (non vis) to introduce this alternative straightaway.
* I think there's a sense of progression in difficulty in the question and i like that.
* What is the LO of the sheet? I notice it says practising the infinitive with volo, nolo
and possum but there's no sense of the infinitive being introduced here, just the
verbs. So no mention of "-re" or picking out infinitives.
Sorry if I seem to be clutching at straws.
12