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LATIN
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At Classical Academic Press we do not merely create instructional textbooks, we create complete sets
of learning tools designed to make teaching and learning both accessible and delightful. For each
subject we start with a core text: the student book. We then provide several support materials to give
all the aid that a teacher or student could need to feel confident as they master the subject together.
These products are all listed below so that you can see a complete view of the entire curriculum. In
addition, we created an entire website, HeadventureLand.com, which offers free educational games,
videos, and ebooks where students can practice the subject they are learning.
The Student Text: filled with the lessons and exercises that are the students primary
contact with the material.
The Answer Key: includes actual full-size worksheets from the student text. Dont
reinvent the wheel, get the answers to quizzes, exercises and worksheets in large bold print.
The DVD & CD Set: we have bodies for a reason and we should take advantage of
them in the learning processthe visual and audio component of our curricula is a tremendous
application of this truth. Watch teachers and students interact, learn from the best tutors, and
imprint the material with engaging visuals. Using the intelligence of your ear and eye will make
learning vocabulary and other course content natural. Support your students understanding of
the subject material and give yourself time in the week for other children, planning, and
other daily responsibilities.
Activity Books: contain over 100 puzzles and games that follow chapter-by-chapter with
the student text to help the students practice vocabulary and grammar.
History Readers: show students that they can use their newfound knowledge to read.
Translation is an incredibly empowering experience for language learners. The readers are keyed to the
grammar and vocabulary of the Latin for Children series and correspond to the Veritas Press History
card series. They are also an excellent supplementary text for students using other Latin curricula.
Clashcards: these bright cards are not only straight flashcards, but also games that you can
play! Who said that rigorous learning isnt fun?
Test Packet: Often requested by customers, this set of comprehensive tests to supplement
the student book is an excellent and helpful resource! The downloadable packet includes weekly
chapter tests, unit tests, and even unit study guides. A complete answer key for the tests is included.
Latin Everywhere: Make Latin a consistent and fun part of your life! Have a
visual learner for a Latin student? The Latin Word Quest Poster features a translation
exercise of all the Latin for Children, Primer A vocabulary words to match with fun
corresponding images. Have a wordsmith? Try the Latin Crosswords Book (which
includes all the vocabulary in Latin for Children Primers A, B, and C!) and you will
learn and practice over 1500 words! For the car and home, the Veni Emmanuel CD is
a collection of hauntingly beautiful Latin carols, and includes a 16-page booklet of full
Latin lyrics along with literal and poetic English translations. Hours of Latin fun!
Table of Contents
Unit
Unit I:
1st
Conjugation
Verbs/1st
Declension
Nouns
Unit II:
2nd
Declension
Nouns
Unit III:
Adjectives
(1st and 2nd
Declension)
Unit IV:
2nd
Conjugation
Verbs/
Imperfect
Tense
Introduction to Students
IX
Classical Pronunciation
Ecclesiastical Pronunciation
Chapter
Page
17
23
29
REVIEW
REVIEW
33
39
45
51
10
57
Chant
Grammar Topics
REVIEW
REVIEW
Adjective Endings
Masculine, Feminine,
and Neuter (1st and 2nd
Declensions)
1st and 2nd Declension
Adjective: magnus
11
65
12
71
13
77
REVIEW
REVIEW
14
85
15
91
16
97
Table of Contents
Unit
Unit IV
(continued)
Unit V:
Future Tense/
Imperfect
Tense of sum
Unit VI:
Future Tense
of sum/
Accusative
Prepositions
Unit VII: e,
re/Ablative
Prepositions
and Review
Chapter
Page
Chant
17
105
18
111
REVIEW
REVIEW
19
117
20
123
21
129
22
135
23
141
REVIEW
24
147
25
153
26
159
REVIEW
REVIEW
27
163
Irregular Verb: e, re
Verbs: o, re
28
169
29
175
30
181
31
32
Grammar Topics
REVIEW
Future Tense of sum
Accusative Case: Objects of the
Preposition Continued
187
REVIEW
REVIEW
193
END-OF-BOOK REVIEW
REVIEW
203
207
Reference Charts
211
Glossary by Chapter
223
Glossary by Alphabet
231
232
Helpful Resources
INTRODUCTION
TO STUDENTS
page V
page VI
Chant or sing your words, just like you will learn them in class. It
is much easier to remember what you sing or chant.
If you have the video or DVD that accompanies this book, sing and
chant along with the students in the video.
Review your Latin words every day (or night) for about five to
fifteen minutes. A little bit of review every day is very, very helpful. Keep reviewing words from earlier chapters to make sure you
have really mastered them.
Make Latin vocabulary cards and put them on a ring. You can put
the Latin word on one side and the English word on the other. You
can also purchase fabulous, colored Clash Cards from our website
at www.ClassicalAcademicPress.com. Clash Cards are designed
to be helpful, easy-to-use flash cards, but they are are also a card
game that makes practicing vocabulary words fun and exciting!
page VII
If you have the LFC History Reader that accompanies this book, use
it weekly for additional translation work and to learn some Greek and
Roman history.
For a fun way to review vocabulary and grammar, make use of the LFC
Activity Book! that accompanies this primer. You can preview samples online
at our website.
Quiz your classmate or anyone else taking Latin. Quiz your teacher or parent, and have them quiz you. Have contests to see who can get the most right
or who can give the answers fastest. Make your own written test and see how
many you can get right.
Try and find new derivatives (English words that come from Latin) for the
Latin words you know.
Visit www.HeadventureLand.com for free games, videos, and readers that will
help you practice Latin in a fun and creative way! Review your vocabulary
online by playing Latin FlashDashthe game that tests your vocabulary
chapter by chapter. The site also has additional worksheets, exercises, and
tests.
Questions? Feel free to ask questions on our online forum, and check out
other supplemental material at www.ClassicalAcademicPress.com.
We hope that you will find your study of Latin this year rewarding and a
lot of fun. Please contact us with questions and ideas at our website (www.
ClassicalAcademicPress.com) or contact us on Facebook! We would love to hear
from you.
Pax (Peace),
Dr. Christopher A. Perrin and Dr. Aaron Larsen
page VIII
Classical
PRONUNCIATION
There are twenty-four letters in the Latin alphabetthere is no j or w. The letters k, y, and z were used
very rarely. Letters in Latin are never silent. There are two systems of pronunciation in Latinclassical
and ecclesiastical.
Latin Consonants: Consonants are pronounced the same as in English with these exceptions.
Letter
Pronunciation
Example
Sound
urbs: city
urps
c / ch
cant: I sing
kahn-toh
gaudium: joy
gow-diyum
gn
magnus: big
mang-nus
yah-keh-oh
rgina: queen
ray-geen-ah
servus: servant
ser-wus
always as an English w
vallum: wall
wa-luhm
au
ei
oe
as in eye
as in out
as in stray
as in coil
ui
not a diphthong;
pronounced oo-ee
Long Vowels
Letter
Example
Sound
Letter
Example
Sound
a in Dinah
casa: house
ka-sa
in father
stre: to stand
stah-reh
e in pet
deus: god
deh-us
in they
vidre: to see
wi-dey-reh
i in pit
silva: forest
sil-wah
in machine
re: to go
ee-reh
o in pot
bonus: good
bah-nus
in hose
err: I wander
e-roh
u in put
cum: with
kum
in rude
ldus: school
loo-duhs
page IX
ecclesiastical
PRONUNCIATION
Classical or Ecclesiastical Pronunciation?
Both dialects are really quite similar, so ultimately the decision is not a significant one. The classical dialect attempts to follow the way the Romans spoke Latin (an older dialect), while the ecclesiastical dialect
follows the way Latin pronunciation evolved within the Christian Church during the Middle Ages, particularly within the Roman Catholic Church.
The main difference between the two dialects is the way c/ch and v are pronounced. The classical dialect
pronounces c/ch as an English k, whereas the ecclesiastical pronounces it (Italian style) as an English ch (as
in check). The ecclesiastical pronounces v as the English v (as in victory), whereas the classical pronounces
it as an English w. In the ecclesiastical dialect a j occasionally appears in place of an i, and the t has a special
pronunciation, like ts as in cats. See the chart below in which the ecclesiastical pronunciation is shaded.
So, take your pick and stick with it! Either choice is a good one. Our audio CDs and DVDs contain
both pronunciations.
There is no w. The letters k, y, and z were used very rarely. Letters in Latin are never silent.
Latin Consonants: Consonants are pronounced the same as in English with these exceptions.
Letter
Pronunciation
Example
Sound
b
c
c
g
g
gn
urbs: city
cna: food
cant: I sing
magistra: teacher
gaudium: joy
magnus: big
urps
chey-nah
kahn-toh
mah-jee-stra
gow-diyum
mang-nus
j
r
s
t
v
yah-keh-oh
ray-geen-ah
ser-vus
see-len-tsee-um
va-luhm
au
as in out
oe
as in stray
ui
not a diphthong; pronounced oo-ee
Chapter
1
C
hapter 1
Week
Unit I1
MEMORY PAGE:
Chapter Maxim: In prncipi erat Verbum
(In the beginning was the WordLatin Vulgate)
New Chant: 1st Conjugation Verb: am
Singular
Plural
1st person
am
ammus
2nd person
ams
amtis
3rd person
amat
amant
Vocabulary:
NOUNS =
a person, place, or thing
english
I love, to love, I loved, loved
I give, to give, I gave, given
I enter, to enter, I entered, entered
I work, to work, I worked, worked
I tell, to tell, I told, told
aqua, aquae
water
fbula, fbulae
story
porta, portae
gate
silva, silvae
forest
terra, terrae
earth
page 1
LATIN
Unit I
PAGE 2
page
Unit I
Look at the chart on the preceding page. It shows you one of the most common
words in Latin (the verb love) with all of its endingssix endings in all. When we
list a verb with all of its endings, that is called conjugating a verb.
You can also see that a Latin verb such as am actually contains two words in
English! The word am means I love, so it contains not only the word love,
but also the word I. The ending of the verb (-o in this case) tells you that it is I
who is doing the loving. Words such as I, you, he, she, it, we, and
they are all little words called pronouns that tell you who is doing the action of
the verb. The ending of a Latin verb tells you which pronoun to use! We will study
these endings next week, so dont fret too much about them now. The chart below,
however, shows you how the verb endings change:
Singular
Plural
1st person
am: I love
ammus: we love
2nd person
3rd person
Unit I
amre
Infinitive
amv
amtum
Perfect
Passive
Participle
or Supine
Nouns
You will learn five nouns in this chapter, too (aqua, fbula, porta, silva, terra).
Nouns are used to name a person, place, or thing (or sometimes an idea). You can
see that nouns, like verbs, also have endings. For example, aqua, aquae
are both forms for the word waterone form ends with -a (aqua)
and the other form ends with -ae (aquae). Dont worry now about the
endings for nounsyou will learn these in chapters 3 and 4.
PAGE 4
CHAPTER 1: Worksheet
Unit I
A. TRANSLATION:
1. am _____________________________
7. aqua____________________________
2. intr_____________________________
8. porta____________________________
3. d_______________________________
9. nrr___________________________
4. labr____________________________
10. silva____________________________
5. fbula____________________________
11. terra____________________________
am
C. GRAMMAR:
1. In Latin, both _____________________ and ______________________ have endings.
2. Latin is a language of fewer ___________________ but many ____________________.
3. What kind of word names the action or state of being in a sentence? _______________
4. To __________________ a verb is to __________________ all of its ________________.
D. DERIVATIVES:
1. Aesop is famous for his _________________________. (fbula)
2. Reward will follow hard ________________________. (labr)
PAGE 5
page
Unit I
Thousands of English words come from Latin. We call these English words
derivatives because they are derivedtakenfrom an original Latin word called
the Latin root. For instance, from the Latin root am we get the English derivative
amity, which means friendship and peaceful harmony.
The word derivative is itself a derivative, which comes from the Latin words de
(down from) and rivus (river, stream). This means that a derivative is a word that
flows down or off a river of . . . words!
A. Study
Study the following English derivatives that come from the Latin words you have
learned this week:
Latin
English
amity, amorous, enamor, amateur
am
donate, donation
d
entrance, introduce, introduction
intr
labor, laboratory
labr
narrate, narration, narrative
narr
aquatic
aqua
fable, fabulous
fbula
portable, port
porta
Pennsylvania
silva
extraterrestrial, terrain, terrarium
terra
B. Define
In a dictionary, look up one of the English derivatives from the list above and write
its definition in the space below:
_______________________________________________________________________
C. Apply
1. The Latin phrase terra firma is still used by English speakers today. Here is an
example of its use: After being on a plane for six hours, it sure felt good to walk
on terra firma. What do you think the phrase terra firma might mean? Write your
answer below:
_______________________________________________________________________
2. The word Pennsylvania is another Latin derivative. Pennsylvania was one of the
original thirteen colonies that formed the United States. It was founded by William Penn.
What do you think the word Pennsylvania might mean? Circle your answer below:
a. The land of big pencils
c. Penns Woods
CHAPTER 1: Quiz
A. Vocabulary:
Unit I
Latin
English
am
PAGE 7
page
Chapter One
There are three Latin words stuck in the maze. You need to go in there (if you dare) and find exactly which three
words are on the pathway to the exit. Find those words and only those words, then enter them in the space provided at the bottom. You might want to use a pencil until you find the correct path...
intr
terra
ENTER
silvae
portae
amv
intrtum
nrr
aqua
am
fbulae
ded
labr
amv
nrrre
fbulae
EXIT
Chapter 2
Unit I
MEMORY PAGE:
Chapter Maxim: In prncipi erat Verbum
(In the beginning was the WordLatin Vulgate)
New Chant: Present Tense Verb Endings: -, -s, -t, -mus, -tis, -nt
Singular
Plural
1st person
-mus
2nd person
-s
-tis
3rd person
-t
-nt
VOCABULARY:
LATIN
via, viae
english
road, way
fossa, fossae
ditch
mnsa, mnsae
table
mta, mtae
pgina, pginae
cna, cnae
patria, patriae
aura, aurae
breeze
rgna, rgnae
queen
nsula, nsulae
island
page 9
Unit I
Plural
1st person
-mus
2nd person
-s
-tis
3rd person
-t
-nt
NUMBER
Take a good look at the chart above. You will see a column
that is labeled singular and another labeled plural. This
means that all the verb endings in the singular column tell us that
just one person (a single person) is doing the action of the verb. If I workwell
I am just one person doing work. If you work, you are just one person, too. If our
friend John works, he is just one person doing work. I, you, and he are singular.
However, if you and I together do work, then we are doing work, and we arent
singular anymorewere plural! If two of you (you all) are doing work, then you
are plural. If our friends John and Susan are doing work, then they are working,
and they, too, are plural! When we speak of a Latin verbs number, we are asking
how many people are doing the verbs action, and the answer is always either one
person or several people, singular or plural!
Tense
We are going to be learning how to form Latin verbs in the present tense. This
means that we will be learning how to use verbs that show action in the present
time. The word tense simply refers to the time when a verb is taking place. I
love takes place in the present time (or tense). I loved takes place in past time so
it is a kind of past tense. Can you guess what tense I will love is? Rightit is the
future tense since I will love is love that takes place in the future! You will learn
more about tense later on in this book.
PERSON
So now we know what it means for a verb to have number. Latin verbs also have
another trait, called person. Whereas a verbs number asks, How many are doing
the action? a verbs person asks, Who is doing the action of the verb? We
divide the kind of people who can do the action of a verb into three categories:
1st person, 2nd person, and 3rd person. The 1st person can be either I or we
PAGE 10
Unit I
you
he, she, it
-o
-s
-t
1st
2nd
3rd
plural
singular
(singular and plural versions). The 2nd person can be either you or you all
(singular and plural). The 3rd person can be either he/she/it or they
(singular and plural). The drawing below may help you understand a verbs person.
we
you (all)
they
-mus
-tis
-nt
2nd
3rd
1st
Now by studying the chart at the top of the previous page, try to answer these
questions: What is the 1st person, singular verb ending? If you answered -o, you
are correct. What is the 2nd person, plural ending? Your answer should be -tis.
What is the 3rd person, singular verb ending? The answer is -t. In the next section
below, we will learn how to attach these endings to verbsand conjugate them!
CONJUGATING A VERB
When we put together all the different forms of a verb, we call it conjugating a
verb. You have already seen one verb conjugated when you learned am, ams,
amat, ammus, amtis, amant in chapter 1.
Singular
Plural
1st person
am: I love
ammus: we love
2nd person
3rd person
page 11
Unit I
Notice that the verb endings (-, -s, -t, -mus, -tis, -nt) are all underlined in the table. These
endings are simply added to am, which is the verb stem. How do we find the verb stem?
Its easy. We go to the 2nd principal part, which is amre, and drop the -re, leaving us am.
Study the diagram below:
am
amre
amv
amtum
amre = am
Lets try conjugating another verbintr, intrre, intrv, intrtum. The stem will
be intr after we take the -re off of intrre. So our conjugation should look like this:
Singular
Plural
1st person
intr: I enter
intrmus: we enter
2nd person
3rd person
You will note that the full stem (intr) does not appear in the first person singular
where we have intr. This is because the - replaces the - in intr. The same is true
for am. The - replaces the - in am.
PAGE 12
CHAPTER 2: Worksheet
Unit I
7. amtis___________________________
2. rgna____________________________
8. intrant__________________________
3. via_______________________________
you tell
9. nrrs*__________________________
4. patria____________________________
we work
10. labrmus*______________________
5. fbula ___________________________
11. dat*_____________________________
he/she gives
C. GRAMMAR:
1. The number of a verb answers the question _______________________?
2. Latin is a language of many___________________ and fewer ______________________.
3. Write the ending that fits the description below:
Description........................................... Ending
1st person singular................................ __________
3rd person plural................................... __________
2nd person singular.............................. __________
4. T
o conjugate a verb is to list all of its ______________________.
D. DERIVATIVES:
1. To find out about dinosaurs you must dig up a ______________. (fossa)
2. To find out what happens next in the story, turn the _____________. (pgina)
PAGE 13
Unit I
A. Study
Study the English derivatives that come from the Latin words you have learned this week.
Latin
via
fossa
mnsa
pgina
cna
patria
aura
rgna
nsula
English
way, viaduct
fossil, fossilize
mesa
page
cenacle
patriot, patriotic
aroma
reign, regal
insular, insulate
B. Define
In a dictionary, look up two of the English derivatives from the list above and write
their definitions in the spaces below:
1. _____________________________________________________________________
2. _____________________________________________________________________
C. Apply
1. The Latin word via is still used by English speakers today. Here are some examples:
He traveled here via airplane.
Come via the freeway. Dont drive through the city streets.
In these sentences, via probably means:
a. very
b. by way of
c. quickly
2. The Latin word patria means fatherland. In the patriotic song My Country,
Tis of Thee what clue can you find that helps you understand why people often
call their country their fatherland?
My country, tis of thee,
________________________________
Sweet land of liberty,
Of thee I sing;
________________________________
Land where my fathers died,
Land of the pilgrims pride,
From every mountainside
________________________________
1
Let freedom ring!
Samuel Francis Smith, My Country, Tis of Thee. Available at: <http://www.hymnsite.com/lyrics/umh697.sht>.
PAGE 14
CHAPTER 2: Quiz
A. NEW VOCABULARY:
Unit I
Latin
English
via, viae
fossa, fossae
mnsa, mnsae
mta, mtae
pgina, pginae
cna, cnae
patria, patriae
aura, aurae
rgna, rgnae
nsula, nsulae
B. REVIEW VOCABULRY:
Latin
English
L at i n F or C h i l d r e n , P r i m e r A A c t i v i t y B o ok
r in our
plement every LFC chapte
Use games & puzzles to sup
Book!
er A Activity
Latin for Childrereatn:wwPrw.Cim
m
s.co
res
lassicalAcademicP
Find out mo
w
o
T
r
e
t
p
New Criss Cross
It
3 Person
Plural
rd
Down
1. dinner
2. ditch
4. breeze
6. queen
7. road, way
8. turning point,
goal
We
You
He
You (all)
2nd Person
Plural
1st Person
Plural
2nd Person
Singular
She
They
3rd Person
Singular
Across
3. ae
5. ae
8. ae
9. ae
I
1st Person
Singular
Word Crossing
a
h
Across
3. page
5. fatherland
8. table
9. island
Down
page
1. ae dinner
fatherland
2. ae ditch
table
4. ae breeze
island
6. ae queen
7. ae road, way
Henrietta the hamster got out of her cage again.
8. ae turning point, goal
Holes
She loves to chew on paper and, well... you get the picture.
Help fill in the holes.
SINGULAR
PLURAL
1st Person
-mus
2nd Person
-s
-tis
3rd Person
-t
-nt
PAGE
PAGE16
8
Chapter 3
Unit I
MEMORY PAGE:
Chapter Maxim: Arma virumque can*
(Of arms and the man I singVergils Aeneid)
New Chant: 1st Declension Noun: mnsa
Case
Noun Job
Nominative
Singular
Genitive
PNA
Dative
IO
Accusative
DO, OP
Ablative
OP
VOCABULARY:
LATIN
mnsae: tables
* Can is a synonym of
cant. Both verbs mean
I sing.
Plural
english
I wander, to wander, I wandered, wandered
I stand, to stand, I stood, stood
I prepare, to prepare, I prepared, prepared
I look at, to look at, I looked at, seen
I am, to be, I was, about to be
maidservant
glory
anger
wave
window
page 17
Unit I
Noun Declensions
Do you remember what a noun is from your English grammar class? Just in case
you forgot, a noun is a word that names a person, place, thing or sometimes
an idea. Do you remember how in the last chapter we found that verbs have all
sorts of different endings? Well, nouns have a whole set of endings all their own.
As we have learned, when we put together all of the different forms of a verb, we
call it conjugating a verb. When we do the same thing for a noun, we call it
declining a noun.
Take a look at the declension of mnsa on the preceding page. Notice
how, just as with the verbs, the chart has two columns going up
and down. Just as with the verbs, the column on the left is for the
singular forms of the noun (which means just one, remember?) and
on the right are all the plural forms. No problem so far, right? We call
the difference between singular and plural in nouns their number, just
like we do for verbs.
Number is the only thing that both verbs and nouns have in Latin,
though. Another thing that Latin nouns have common in is gender,
and verbs dont have that. English nouns have gender, too. In English, boy is a
masculine noun, girl is a feminine noun, and table is a neuter noun, meaning
that its not really either a boy-table or a girl-table because tables arent boys
or girls... theyre just tables. Well, this may surprise you, but in Latin, all tables are
girls! At least they are in Latin grammar. In fact, all of the nouns from this week
and last week are feminine, which means that theyre girl-nouns (Dont worry,
boys; well give you lots of masculine nouns next chapter.). Make sure to note that
nouns ending in -a, -ae (we call them 1st declension nouns) will almost always be
feminine.
Note that the -a, -ae endings are the nominative and genitive singular, not the
nominative singular and nominative plural.
Case
Nom.
Gen.
Dat.
Acc.
Abl.
Singular
mnsa
mnsae
PAGE 18
Plural
CHAPTER 3: Worksheet
Unit I
7. fossa____________________________
2. spect____________________________
8. cnae (Nom)*____________________
3. st_______________________________
9. patria___________________________
4. ra_______________________________
11. via______________________________
B. CHANT: Fill in the endings and translate the forms of mnsa given below. The first
one has been done for you.
Case
Singular
Plural
Nominative
a: table
mns_________
mns_________
Genitive
mns_________
mns_________
Dative
mns_________
mns_________
Accusative
mns_________
mns_________
Ablative
mns_________
mns_________
C. GRAMMAR:
1. A _________ names a __________, __________, ___________ or ___________.
2. Singular and _____________ are the two options for ________________.
3. Number answers the question ____________________________?
4. Masculine, ______________, and neuter are the three options for ___________.
5. G
iving all of the endings for a verb is called conjugating it, whereas listing all the forms
of a noun is called _____________ it.
D. DERIVATIVES:
1. Watching football on the couch can be called a __________________ sport. (spect)
2. T
o __________________ something is to throw it out the window.
(fenestra, preceded by d for out)
PAGE 19
Unit I
A. Study
Study the English derivatives that come from the Latin words you have learned this week:
Latin
err
st
par
spect
ancilla
glria
ra
unda
fenestra
English
error, erroneous
station, stationary, static
prepare, parry, pare
spectator, spectacle, spectacular, speculate
ancillary
glorious
irritate, irate, irritable
undulate, inundate
defenestrate
B. Define
In a dictionary, look up three of the English derivatives from the list above and
write their definitions in the spaces below:
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
C. Apply
1. Errre hmnum est. This is a famous saying from the Roman philosopher
Seneca. Can you figure out what it means? (Hint: hmnum means human.)
Give your translation here: ________________________________________________
2. Inundate, a derivative of the Latin word unda means to flood with waves
of water. The following sentence uses inundate and several other derivatives.
Underline all the derivatives in this sentence:
The secretary was inundated with so much paperwork that she made error after
error and became extremely irritated.
3. Now write your own sentence using at least two derivatives from this weeks
vocabulary list above.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
PAGE 20
CHAPTER 3: Quiz
A. NEW Vocabulary:
Unit I
Latin
English
L at i n F or C h i l d r e n P r i m e r A A c t i v i t y B o ok
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plement every LFC chapte
Use games & puzzles to sup
Book!
er A Activity
Latin for Childrereatn:wwPrw.Cim
lassicalAcademicPress.com
Find out mo
e
r
e
h
T
r
e
t
girly nouns
p
a
Sister Susie wants to have a tea party, but shes not sure
which teabags go with which cups. Can you help by
drawing a line from the teabags to the correct teacups?
Make sure to match both words on each item.
ra
via
nsula
fenestra
cna
aura
cna
unda
pgina
aura
nsula
esse
Su
gar
sum
via
rgna
sum
dinner island
breeze window
unda
glria
queen
I am
I am
road
anger
road
dinner
wave
page
breeze
wave
glory
island
to be
Chapter 4
Unit I
MEMORY PAGE:
Chapter Maxim: Arma virumque can*
(Of arms and the man I singVergils Aeneid)
New Chant: 1st Declension Noun Endings: -a, -ae, -ae, -am, -
Case
Singular
Plural
Nominative
-a
-ae
-ae
-am
-
-ae
-rum
-s
-s
-s
Genitive
Dative
Accusative
Ablative
VOCABULARY:
LATIN
puella, puellae (f)
fmina, fminae (f)
flia, fliae (f)
english
girl
woman
daughter
sister
female teacher
female student
female master
female servant*
female slave*
female friend
page 23
*Certainly slaves
served their masters,
but they did not serve
freelythey had to.
A famulus could be a
slave, too, who served in
a household.
Unit I
CASE:
Last week our topic was gender and number, two characteristics of a noun that
are very important to remember. This week were going to learn about the last
characteristic of a noun, case. Case helps us to figure out how the noun is used in a
sentence. In Latin, case tells us how the noun relates to the other words around it.
Nouns in English dont have case.
Looking at the chart on the previous page, we see the cases in bold. The names
of the cases need to be remembered along with the endings of the nouns. To help
us remember the names of the cases, we will use a mnemonic tool. The word
mnemonic simply means made to aid memory. The tool we will use to help us
with this memory job is called an acrostic. An acrostic is made by taking the first
letter of each listed word and creating a saying or sentence from them. You could
come up with your own, but we find this one easy to remember:
Nominative
Genitive
Dative
Accusative
Ablative
Once this is memorized, we will be able to recall just what is asked for with 1st
declension nouns. For instance, what is the 1st declension, nominative plural ending?
If we go to the chart, we can follow the nominative row over to the plural column
and find the ending -ae. Now find the 1st declension, accusative singular ending. You
should see that the ending is -am. Practice this. It will come in very handy!
NO WORD FOR THE OR A IN LATIN
In your vocabulary list, notice that puella is translated as girl, which is correct.
Because there is no word in Latin for the or a (called article adjectives), you
can also translate puella as the girl or a girl. How will you know whether to
translate puella as girl, the girl, or a girl? You can choose the translation that
makes the best sense in English! Once you start translating Latin sentences, the
other Latin words in a sentence will help you choose whether or not to use the
or a (or an) in your translation.
PAGE 24
CHAPTER 4: Worksheet
Unit I
7. puella___________________________
2. ancilla ___________________________
8. spect___________________________
3. domina __________________________
9. germna ________________________
4. ra_______________________________
5. fenestra __________________________
11. fmina__________________________
Genitive
-ae
Accusative
C. GRAMMAR:
1. What does the case of a noun tell us?_______________________________________
2. What are the options for case?____________________________________________
3. Give the present tense verb endings.________________________________________
D. DERIVATIVES:
1. W
e have learned that first declension nouns are almost always ________________
in gender. (fmina)
2. If someone is friendly he or she can be called ___________. (amca)
PAGE 25
Unit I
A. Study
Study the English derivatives that come from the Latin words you have learned this week:
Latin
fmina
flia
germna
magistra
discipula
domina
famula
serva
amca
English
feminine
filial
germane
magistrate, magisterial
disciple, discipline
dominate, dominion, domain
family, familiar, familiarize
servant, servitude
amity, amicable
B. Define
In a dictionary, look up two of the English derivatives from the list above, as well as
the word family, and write their definitions in the spaces below:
1. _____________________________________________________________________
2. _____________________________________________________________________
3. Family: ______________________________________________________________
C. Apply
A famula was a female servant or slave in a Roman household. A male servant was
called a famulus. A household of servants or slaves was called a familia. We get our
English word family from the Latin words famula, famulus, and familia.
When you looked up the word family, you saw that it is used in several different
ways. We can even speak of a family of Romance languages that all came from Latin
(the language of the Romans). Do you know what some of the Romance languages
are? Circle the languages below that you think might have come from Latin.
(Hint: It will be hard for you to be wrong.)
Italian
Spanish
Romanian
Portuguese
French
PAGE 26
CHAPTER 4: Quiz
A. NEW Vocabulary:
Unit I
Latin
English
puella, puellae
fmina, fminae
flia, fliae
germna, germnae
magistra, magistrae
discipula, discipulae
domina, dominae
famula, famulae
serva, servae
amca, amcae
B. REVIEW Vocabulary:
Latin
English
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Use games & puzzles to sup
tivity Book!
Ac
A
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Pr
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re
ild
Ch
r
fo
Latin
m
w.ClassicalAcademicPress.co
Find out more at ww
PAGE 28
Chapter 5
Unit I
REVIEW CHAPTER:
Verbs:
Nouns:
Nouns:
am________________________________
d _________________________________
intr________________________________
labr______________________________
nrr_______________________________
aqua________________________________
fbula_______________________________
porta_______________________________
silva________________________________
terra________________________________
via_________________________________
fossa________________________________
mnsa_______________________________
mta________________________________
pgina______________________________
cna________________________________
patria_______________________________
aura________________________________
rgna_______________________________
nsula_______________________________
err________________________________
st_________________________________
par________________________________
spect_______________________________
sum________________________________
puella_______________________________
fmina______________________________
germna____________________________
flia_________________________________
magistra____________________________
discipula____________________________
domina_____________________________
famula______________________________
serva________________________________
amca_______________________________
ancilla______________________________
glria_______________________________
ra__________________________________
unda________________________________
fenestra_____________________________
page 29
Unit I
Derivative Study
Derivatives are English words that come from Latin words. For example, aquatic
is an English derivative word that comes from the Latin word aqua (which means
water). Then there is the strange English derivative word defenestration, which
means the act of throwing something out the window! This word comes from
the Latin root word fenestra (which means window). The English derivative
amicable comes from the Latin word amcus (friend). During this review week,
we will learn many more derivatives that help you learn the Latin words better and
learn some more about English, too! Review the lists below that contain your Latin
vocabulary for the last two chapters along with some English derivatives.
Verbs
Verbs
Nouns
Nouns
PAGE 30
Unit I
Unit I
Portuguese
Amigo: friend
Filia: daughter
English!
About 50 percent (half)
of our English words come from
Latin, sometimes directly from Latin,
but often through French. Many
professions get lots of important words
from Latinespecially law, science,
medicine, music, philosophy, and
theology. Also, English literature
is filled with Latin quotations!
Spanish
Amigo: friend
Hija: daughter
All of these five languages
are called Romance
languages because they
came from the language of
the Romanswhich was
Latin! They are all similar.
If you learn Latin well,
you can easily learn any
one (or several) of these
Romance languages. You
can see how closely these
languages are related to
Latin (they are germane to
Latin!) and to each other
by looking at the words
for friend and daughter
in each language. Latin
is a father, and the five
Romance languages are
like sonsthey are brother
languages!
French
Ami: friend
Fille: daughter
Italian
Amico: friend
Figlia:
daughter
Latin!
Spoken in the region
of Latium on the west
coast of central Italy
where Rome is!
Amcus: friend
Flia: daughter
Latin-Faliscan: an
early language that
gave birth to Latin.
Italic: an early language
spoken in the region of Italy.
Proto-Indo-European Language:
spoken through most of Europe as
far back as 5,000 years before Christ
(5000 BC)
PAGE 32
Romanian
Amic: friend
Fiic: daughter
s
e
l
p
m
a
S
Latin!
Latin is a rich, ancient language, and is still very much alive in the modern languages
that we speak today. It plays a vital role training students in grammar, in categorical
thinking about how a language works, in logical reasoning, and greatly expands a
students English vocabulary. Caveat emptor (let the buyer beware), these programs have
made Latin the favorite subject of many students around the nation!
Spanish!
After English, Spanish is arguably the most easily applied second language for
North American students to learn and master. Classical Academic Presss Spanish
curricula are a blend of immersion and grammar-based study. We start with songs
and vocabulary and go on to teach Spanish grammar for conversationfrom
its parts to its wholeso that students will know how to make sentences as well as
recognize them by ear.
Greek!
Greek is one of the mother tongues of the English language, with many English words
having been derived from Greek. Greek is also a perfectly orderly language, ideal to
help us understand the structure of any language. Koine Greek, which is the focus in
our texts, is also the history-rich language of the New Testament.
Logic!
There are several branches of logic, and our three levels of curriculum focus on
teaching informal and formal logic, as well as supplying students with the tools to
create their own logical arguments. Each logic text recognizes that students are living
in the 21st century and applies logical concepts to real-life, and often humorous,
examples. Mastery of logic is a requisite skill for critical thinking in any discipline and
for the classical learning education.
Bible!
If you would like to teach your students the narrative arc of the Bible and show
them how God has been at work in His people since before creation, you will find
Gods Great Covenant to be a unique and excellent Bible curriculum. Taught from a
covenantal and reformed theological perspective, and rooted in Scripture, you will find
this series to be a blessing to your classroom, Sunday School, or family.
Poetry!
If you have ever felt mystified by poetry, this book will lead you step-by-step to an
understanding and love of this branch of literature, guided by a gifted poet and teacher.
This accessible curriculum demystifies the practice of reading a poem slowly and carefully,
introduces students to the elements of poetry (such as imagery and metaphor), and
highlights the historical forms that poems have taken (such as sonnet and open verse).
Learn how absorbing the best words in the best order changes your relationship to ideas.
s
e
c
r
u
o
s
e
R
Here at Classical Academic Press we understand the need for thorough explanations, enjoyable practice
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