Iterum
3/31
Warm-up
·
Conjugate in the
imperfect tense:
o compleō, complēre, complēvī, complētus
|
Imperfect
|
Singular
|
Plural
|
|
1st
Person
|
complēbam
|
complēbāmus
|
|
2nd
Person
|
complēbās
|
complēbātis
|
|
3rd
Person
|
complēbat
|
complēbant
|
o mittō, mittere, mīsī, missus
|
Imperfect
|
Singular
|
Plural
|
|
1st
Person
|
mittēbam
|
mittēbāmus
|
|
2nd
Person
|
mittēbās
|
mittēbātis
|
|
3rd
Person
|
mittēbat
|
mittēbant
|
§ 3rd conjugation verbs follow the same rules for
conjugating the imperfect tense: get the present stem by taking the –re off the
2nd principal part, add ba & endings
o The vowel before the ba is always long. This is not
affected by the fact that the e in mittere is short.
Jargon
- Perfect Stem: the
3rd principal part minus the –ī
- E.g. Amō, amāre, amāvī, amātus
- perfect stem = amāv-
- Remember, Star Wars is a Trilogy!
Notes
·
Steps for conjugating the perfect tense:
o Step 1: find the perfect stem
§ (take the -i off the 3rd principal part)
o Step 2: put the stem in EVERY box
o Step 3: add perfect endings
§ (star wars)
o Step 4: bask in your GLORY
· amō, amāre, amāvī, amātus
|
Perfect
|
Singular
|
Plural
|
|
1st
Person
|
amāvī
|
amāvimus
|
|
2nd
Person
|
amāvistī
|
amāvistis
|
|
3rd
Person
|
amāvit
|
amāvērunt
|
· NB: The perfect tense follows the same rules for ALL conjugations!
- Conjugate in the perfect tense:
- fugiō, fugere, fūgī, fugitus
|
Perfect
|
Singular
|
Plural
|
|
1st
Person
|
fūgī
|
fūgimus
|
|
2nd
Person
|
fūgistī
|
fūgistis
|
|
3rd
Person
|
fūgit
|
fūgērunt
|
- āmittō, āmittere, āmīsī,
āmissus
|
Perfect
|
Singular
|
Plural
|
|
1st
Person
|
āmīsī
|
āmīsimus
|
|
2nd
Person
|
āmīsistī
|
āmīsistis
|
|
3rd
Person
|
āmīsit
|
āmīsērunt
|
Timed Warm-up
- On
Thursday the warm-up will be a conjugation warm-up and it will be timed.
- 2 minutes without book/notes
- 45 seconds with book/notes
- You
will conjugate 1 word in the imperfect tense and 1 word in the perfect
tense.
- You will also be asked to
translate some forms (i.e. audiēbāmus = we were hearing)
- Nota Bene:
definition ≠ translation.
- Translation
includes:
- the pronoun
to express the subject: I, you, he, etc.
- any helping verb to
express tense: is, was, did, etc.
- the definition of the
word
- + possibly a verb suffix: -ing,
-ed
Symbolum Apostolorum
·
Apostle’s Creed
o We’re going to do the Creed a little bit at a time and
build up to the whole thing.
Credo in Deum Patrem omnipotentem, Creatorem caeli et terrae. Et
in Iesum
Christum, Filium eius unicum, Dominum nostrum, qui conceptus est
de Spiritu
Sancto, natus ex Maria Virgine, passus
sub Pontio Pilato, crucifixus, mortuus, et
sepultus, descendit ad infernos, tertia die
resurrexit a mortuis, ascendit ad caelos,
sedet ad dexteram Dei Patris omnipotentis, inde venturus est
iudicare vivos et
mortuos. Credo in Spiritum Sanctum, sanctam Ecclesiam catholicam,
sanctorum
communionem, remissionem peccatorum, carnis resurrectionem, vitam
aeternam.
Amen.
Examen V: Stages 10 & 11
- Let’s
review your last test.
- Avg. = 91
- Make sure that you’re using your
review properly!
- Don’t use any notes or your
book the first time through.
- Check your answers against the
KEY.
- Make sure that you understand
anything you got wrong/didn’t remember the first time.
- Come see me before or after school to go over unclear
concepts.
·
Culture
o This was the weakest section on the last 2 tests.
(Historically, this has been a very strong section for Latin students.)
§ Read the culture info in the book & review the
culture workbook pages.
§ Make sure you know the phrases of the day.
§ Many of the culture questions also come from the stories
themselves.
- #2 - Teachers were slaves from
Greece.
- This is in the model
sentences & “controversia” story in Stage 10 in addition to the
culture info section.
- #3 - Science was
not taught in ancient schools
- #8 - Aediles
were the elected officials who supervised the markets, police force,
baths, etc.
- #12 - Fautores
are the political supporters.
- Reading
Comprehension
- Always focus on what you do
know, not what you don’t know. After that, just make educated
guesses.
- #2 & 7 - translate thermas
- #5 What possible gifts did
Metella suggest?
- vos quaeritis libros?
tunicas? tubam? (line 9)
- Don’t
leave this blank just because you don’t know the definition of “tubam.”
I gave partial credit for the word ‘tuba.’
- #9 & 10 - let’s look at
the last paragraph together
·
Sentence Analysis:
o #9. magnos fustos habemus. What degree of comparison is
magnos?
o There were 2 questions about personal pronouns on the
review and 2 (#8 & 10) on the test. (p. 149 & 187)
o #4. “Quartus et frater Holconio favent.” What case is
Holconio?
§ This is the same as #4 on the review: “nos Lucio favemus”
What case is Lucio?
Notes
- Translate
these sentences:
- Metella Grumiōnem laudat.
- Clēmēns vīnum portat.
- mercātōrēs agricolīs
respondent.
- Quārtus Holcōniō favet.
- Write
down a description of the differences between the two sentence groups:
- Metella Grumiōnem laudat. -
Group A
- Clēmēns vīnum portat. - Group
A
- mercātōrēs agricolīs
respondent. - Group B
- Quārtus Holcōniō favet. -
Group B
·
In a sense, the
sentences in Group B have dative words receiving the action (dative direct
objects)
o Quārtus Holcōniō favet.
o Quartus supports Holconius.
· this is known as a verb “taking the dative”
· verbs that take the dative will have this information in their principal parts:
o faveō, favēre, fāvī, fautus + DAT (see p. 200)
Homework
·
Prepare for timed warm-up
·
Work on Portfolio Choices
