Loqui Latine, Ed. 1 - Online-Only Version PDF

Edition 2020
Emily Swaine
LOQUI LATINE
A Practical Approach to Learning Latin
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INDEX
How to Use This Textbook to Its Full Potentional………………………………. 7
Lesson I – Terms, Pronouns & Pronunciation……………………………..………… 9
Latin Person & Pronouns………………………………………………………… 10
Latin Pronunciation………………………………………………………………. 11
Vocabulary, Lessons I-II………………………………………………………… 17
Lesson II – Understanding Vocabulary Lists (macrons, lexical forms, etc.) …………. 23
Vocabulary, Lessons I-II………………………………………………………… 25, 33
Translation……………………………………………………………………….. 29
Lesson I-II Reading & Respondē Latīnē………………………………………. 34
Latin Around Us: The Roman Numeral System………………………………… 35
Lesson III – Intro to the Nominative & Accusative Cases……………………………. 43
Vocabulary, Lessons III…………………………………………………………. 45, 53
Lesson III Reading & Respondē Latīnē……………………………………….. 54
Latin Around Us: Weather (Tempestās)………………………………………... 55
Lesson IV – Verbs: Intro to Conjugating Regular Verbs & Irregular Verbs ……….. 63
sum, esse, fuī, futūrus – to be & possum, posse, potuī – to be able……………… 66
Vocabulary, Lessons IV-V………………………………………………………. 67, 77
Verb Conjugating Reference Sheet: Present Tense ……………………………… 69
Lesson IV Reading & Respondē Latīnē………………………………………… 78
Latin Around Us: Harry Potter Spells……………………………………………. 79
Lesson V – More About “Case” // Intro to Prepositional Phrases.………………… 85
Declension Endings & Case Functions Reference Sheet ……………………….. 87
Vocabulary, Lessons IV-V………………………………………………………. 89, 103
Lesson V Reading & Respondē Latīnē…………………………………………. 104
Latin Around Us: Human Anatomy ……………………………………………. 107
Review of Lessons I-V………………………………………………………………….. 113
Lesson I Review………………………………………………………………… 113
Lesson II Review……………………………………………………………….. 114
Lesson III Review………………………………………………………………. 115
Lesson IV Review………………………………………………………………. 116
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INDEX …continued
Lesson V Review……………………………………………………………....... 118
Lesson VI – Understanding “Gender” Better / the Vocative Case………………..… 119
The Vocative Case, Direct Address……………………………………………… 121
Vocabulary, Lessons VI-VII……………………………………………………... 123, 129
Lesson VI Reading & Respondē Latīnē……………………………………….... 130
Latin Around Us: Common Latin Phrases………………………………………. 133
Lesson VII – 3rd, 3rd-iō, & 4th Conjugation Verbs.……………………………………. 139
The Imperatve, A Command……………………………………………………… 142
Verb Conjugating Reference Sheet: Present Tense ……………………………… 143
Vocabulary, Lessons VI-VII………………...………………………………….... 145, 153
Lesson VII Reading & Respondē Latīnē…….…………………………………. 154
Latin Around Us: Zodiac Signs……..……………………………………………. 159
Lesson VIII – The Use of Genitive Case & Remaining Endings……………………. 165
Declension Endings & Case Functions Reference Sheet ……………………….... 167
Vocabulary, Lesson VIII………………………………………………………… 169, 177
Lesson VIII Reading & Respondē Latīnē………………………………………. 178
Latin Around Us: ……………………………………………. 191
Lesson IX – Introduction to the 3rd Declension.………………………………………. 193
2 Neuter Rules……………………………………………………………………. 193, 217
3rd Declension “i-stem” Nouns…………………………………………………… 194
Declension Endings & Case Functions Reference Sheet ……………………….... 195
Vocabulary, Lesson IX, X, XI………………………………………………… 197, 205
Lesson IX Reading & Respondē Latīnē………………………………………… 206
Latin Around Us: ……………………………………………. 215
Lesson X – Introduction to Adjectives………………………………………………… 217
2 Neuter Rules……………………………………………………………………. 217
-a -um Adjective Reference Chart………………………………………………… 218
eō, īre, iī / īvī, ītūrus – to go………………………………………………………. 219
Vocabulary, Lesson IX, X, XI…………………………………………………… 221, 229
Lesson X Reading & Respondē Latīnē…………………………………………. 230
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Latin Around Us: …………………………………………… 233
Lesson XI – 3rd Declension “-is -e” Adjectives & Superlatives……………………… 239
3rd Declension (“-is, -e”/”-ns, -ntis”) Adjectives………………………………… 239
Superlatives……………………………………………………………………….. 240
Irregular Positive / Comparative / Superlative Adjectives……………………….. 240
Vocabulary, Lesson IX, X, XI…………………………………………………… 251
Lesson XI Reading & Respondē Latīnē………………………………………… 252
Latin Around Us: ……………………………………………. 261
Lesson XII – Perfect Tense…………………………………………………………….. 263
ferō, ferre, tulī, lātum – to carry, bear, bring……………………………………... 264
Vocabulary, Lesson XII-XIII…………………………………………………….. 265, 281
Verb Conjugating Reference Sheet: Perfect Tense………………………………. 267
Lesson XII Reading & Respondē Latīnē………………………………………... 282
Latin Around Us: ……………………………………………. 287
Lesson XIII – The Imperfect Tense…………………………………………………….. 293
Tense Timeline – Present, Perfect, and Imperfect Tenses………………………... 294
Verb Conjugating Reference Sheet: Imperfect Tense……………………………. 295
Vocabulary, Lesson XII-XIII…………………………………………………….. 297, 307
Lesson XIII Reading & Respondē Latīnē……………………………………….. 308
Reading: Cupid et Psychē………………………………………………………… 311
Latin Around Us: ……………………………………………. 315
Lesson XIV – From Latin to Spanish…………………………………………………. 317
“to be” – ser / estar……………………………………………………………….. 318
Spanish Verb Endings: Present Tense……………………………………………. 319
Irregular “Boot” Verbs…………………………………………………………… 319
Spanish – Latin – English Vocabulary…………………………………………… 321
Lesson XV – From Latin to French…………………………………………………… 323
“to be” – être…………………………………………………………………….. 324
French Articles……………………………………………………………….….. 324
Irregular Verbs……………………………………………………………….….. 324
French – Latin – English Vocabulary………………………………………….… 327
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Reference Sheets………………………………………………………………………… 329
What You Need to Know to Translate Latin to English Readings………………. 331
Noun Declension Endings & Case Functions…………………………………… 333
How to Number the Grammar in Sentences………………...……………………. 335
How to Study Latin Flashcards – the “Do”s and “Don’t”s………………………. 337
Present Tense Verbs……………………………………………………………… 339
Imperfect Tense Verbs…………………………………………………………… 341
Perfect Tense Verbs……………………………………………………………… 343
Future Tense Verbs………………………………………………………………. 345
Tense Timeline…………………………………………………………………… 347
Dictionary
Latin  English………………………………………………………………….. 349
English  Latin………………………………………………………………….. 353
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How To Use Your Latin Book To Its full Potential:
 If you take a page out of your Latin binder, make sure to put it back! It is important to
keep the book all together!
 Each chapter contains new grammar explanation. Even though we will be working
through the chapters and going over new grammar together in class, it is strongly
recommended that students re-read the chapter grammar explanations at home. Going
through your new chapters with a parent can be an execellent way to gain an even better
understanding of any new grammar!
 Every chapter has new vocabulary associated with it that you need to learn. Each new
vocabulary list has a unique url which corresponds to a study website/mobile app called
which is free to use! In adition to vocabulary, there are Quizlet sets for some
irregular verb paradigms, terms, and grammar rules. Quizlet is a fantastic resource that
allows you to study digital flashcards that have already been created for each chapter,
play memory games with vocab, generate self-tests, prep for quizzes, and more! It is
important to study regularly, and this site/app makes it easy!
 Never use Google Translate! Not only is Google terrible at Latin, using it does not aid in
your learning, and it is glaringly obvious when it has been used. Steer clear!
 There is a dictionary in the back of this book. Please use this dictionary frequently!
Learning a new language is difficult and there is no getting around the fact that you must
become comfortable with looking words up.
Some words are black and some words are a dark grey. All words contained in the
chapter readings and worksheets of the book are black-colored text; any words that
you will not see in stories or worksheets yet are useful words to know and may come
up in another context are colored dark grey.
You are given both an English to Latin and a Latin to English dictionary.
Did you read and understand this page?
Parent/Guardian Signature, please! Student Signature, please!
X_______________________________ X_______________________________
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Lesson I - Terms, Pronouns, and Pronunciation
You will hear many of the terms we use in Latin grammar also used in your English class!
Noun – a person, place, thing, or idea
In Latin, the ending of a noun changes depending on how it is functioning in the sentence.
Pronoun – a word that replaces a noun (i.e. he, him, his; she, her, hers; they, them, their)
Verb – an action (e.g. read, walk, hear, etc.) or a state of being (e.g. am, is, are, was, were, etc.)
In Latin, the ending of the verb changes, depending on who is doing the verb. (-ō, -s, -t || -mus, -tis, -nt)
( I, you, h/s/it || we, y’all, they)
Helping verbs – a helping verb is a “being verb” (am, is, are, was, were, have been) that comes
directly before an “-ing” action word. (am…. is… are… do… + action-ing)
e.g. “We are watching football.” …are watching work as a pair together, with “are” as the helping verb
and “watching” as the main action.
“They were asking questions.” …were asking work as a pair together, with “were” as the helping
verb and “asking” as the main action.
*In Latin, we do not use helping verbs with the action word!
Subject – the noun (or pronoun) performing the action

“Josh is reading a book.” “She was sad.” “They want to eat.”
In Latin, the subject is in the Nominative case. Terms Quizlet:
https://quizlet.com/_6wdms2
Direct Object – the noun receiving the action
“Jessica washed her truck.” The truck is what is receiving the action of being washed.
In Latin, the direct object is in the Accusative case.
Adjective – a word that describes a noun

“The tall man is carrying a green bag.” tall is describing “man”; green is describing “bag”
Adverb – A word that modifies a verb, an adjective, or another adverb.

How I remember it: word that “adds to the verb”. Usually ends in “-ly” (entirely, happily, lazily, etc.)
Prepositional Phrases – a small phrase, typically tells us where

“The books are on the shelf.” “The horses are running in the fields.” “We walked across the road.”
There are a few positions that don’t tell us where; a couple common prepositions like this are: with, about
A few Latin prepositions are: ad (to, towards, at) per (through) in (in, on, into, onto)
cum (with) trans (across) ā / ab (from, away from)
Latin has 3 “genders” – Masculine (masc.), Feminine (fem.), and Neuter (neut.).
In Latin, as well as many other languages, nouns and adjectives are separated into grammatical categories
called gender. The grammatical gender of people (king, queen, mother, father, uncle, etc.) usually
matches whatever their natural gender is (i.e. are they a male or a female), but just because the noun is an
inanimate object does not necessarily mean that it is grammatically neuter – it could be masculine,
feminine, or neuter; for example, “field” is masculine, “tree” is feminine, “time” is neuter. Think of the 3
grammatical genders just as 3 groups that words belong to. We shall learn about this more in Lesson VI!
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Latin “Person” & Pronouns:
Latin has 3 “Persons”.
Person refers to perspective of the doer. When speaking in 1st person, the doer(s) is speaking from their
own perspective/about themselves (I/we). In 2nd person, the doer is speaking to someone else (you/y’all).
3rd person is when the doer is speaking about someone else/other people.
“I,” “you,” “we,” & “y’all” are easy to identify person and number since the pronoun will actually appear in
the sentence: e.g. “You are singing.” – the subject is “you,” so our subject is 2nd person singular.
“We are leaving soon.” – the subject is “we,” so our subject is 1st person plural.
The tricky part is determining whether a subject is 3rd person singular or 3rd person plural. If you can replace the
subject with a “he,” “she,” or “it” then your subject is 3rd person singular; if you replace a subject with the
pronoun “they,” then your subject is third person plural.
e.g. “Derek is writing a poem” –
Derek can be replaced by the pronoun “he,” so the subject is 3rd person, singular.
“The boys are running across the road” –
The boys can be replaced by the pronoun “they,” so the subject is 3rd person plural
“Rachel and Stephanie are going to the movies.” –
Rachel and Stephanie together can be replaced by “they,” so again our subject is 3rd person pl.
Latin has “numbers” – Singular refers to only 1 (dog, tree, I, you, he, she, it, etc.)
Plural refers to anything 2 or more (dogs, trees, we, y’all, they, etc.)
1st person (I, we)
2nd person (you, y’all) Learn these!

3rd person (he/she/it, they)
Singular Plural
st
1 person I we
2nd person you y’all
3rd person he / she / it (h/s/it) they
Circle the correct person and number of the subject for the following sentences. The first sentence is an example.
Person Number
st nd rd
1. We are sitting under the tree. 1 2 3 sg. pl.
2. She went to the movies. 1st 2nd 3rd sg. pl.
3. Robert and Sara are clearning their rooms. 1st 2nd 3rd sg. pl.
4. Are y’all tired? 1st 2nd 3rd sg. pl.
5. They are standing there. 1st 2nd 3rd sg. pl.
st nd rd
6. It is big and scary! 1 2 3 sg. pl.
7. I ate it. 1st 2nd 3rd sg. pl.
1st 2nd 3rd
8. He was working hard. sg. pl.
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Latin Pronunciation
There are no silent letters in Latin. If it is written, it is pronounced!
Vowels: a, e, i, o, u Vowels are always pronounced the same way EVERY time.
a “ah,” as in “aha!” e “eh,” as in “met” i “ee,” like “feet” o “oh” u “oo” as in “boot”
Letter Combinations:
ae – “ai” as in “aisle” ch – “kh” ph – “p” (with extra breath) gn – “ ñ ” (-ny- / -ngy-)

Think about the word “lasagna”.
Consonants: All consonants are are pronounced like English, but note three differences:
c – always pronounced hard, like “cat”; never soft like an s

g – always pronounced hard, like “goat”; never soft like a j
v – classical Latin pronounces v like “w”; modern Latin pronounces it like in very
Fun Fact: “v” & “u” were actually the same letter until the late 1300’s. “V” was written at the beginning of a word and “u” was written in
the middle or the end. Both letters were pronounced like a “u” until the second century CE when the consonant began to evolve.
Macrons: You will sometimes see a horizontal line above vowels (ā, ē, ī, ō, ū). These are known as a
macrons, also sometimes called “long marks”. While originally this did slightly change vowel
pronunciation, at this introductory level, I will not be stressing a phonetic change when macrons
are present. Macrons, however, can often indicate which syllable receives the stress in a word.
Accent Marks: Sometimes you will see a small slanted mark above vowels that looks much like an
apostrophe. This mark is called an acute accent mark, sometimes referred to as a “stress
mark”, and is used to indicate which syllable receives the emphasis in pronunciation. It
will only be used when stress needs to be specifically illustrated or emphasized, such as
‘
the differene in pronunciation between the two verbs iacere ‘ [iacEre].
[iAcere] vs. iacēre
‘
The first verb iacere ‘
means “to throw,” while the second verb iacēre means “to lie
down”. While they are indeed spelled the same, they are not pronounced the same.
There are other words like this that we will encounter as you learn Latin.
Pronounce these words:

The first word is the Latin word; after the equals sign, I’ve given you an aid to help you visualize how the Latin word is supposed
to be pronounced. I have tried to illustrate the pronunciation of the word using commonly recognized English phonetic spelling.
Upper-case lettering indicates that the stress falls on that syllable.
amāre = “ah-MAH-reh” (The syllable with the macron receives the stress. No silent e at the end of the word.)
saepe = “SAE-peh” (“sae-” is pronounced like the word “sigh” in English)
celāmus = “keh-LAH-moose” (The syllable with the macron receives the stress.)
māgnum = “MAH-nyoom” (Don’t pronounce the g! Remember -gn- is pronounced like “-ny-“ or “-ngy-”.)
iam = “YAHm” (Not “yam” like the vegetable. Also, when i begins a Latin word, pronounce it like a y.)
valēte = “wahl-EH-teh” (pronounce v like a w; no silent e at the end of the word)
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Lesson I Worksheet I Nomen
Answer the following questions. If you need help, you can refer to the options in the box on the right hand side
of the paper in order to answer questions 1-9. Please do not draw lines. Fill out the answers fully.
1) What is a noun? Answer Bank:
__________________________________________________________ “to + an action,” e.g. “to eat”
a word that tells a location

2) What is a verb?
the noun that receives the action
__________________________________________________________
the noun following a preposition
3) What is the subject in a sentence?
a word that describes a noun
__________________________________________________________ an action or a state of being
4) What is a direct object in a sentence? the doer of the verb
__________________________________________________________ a word that “adds to the verb”

and often ends in -ly
5) **What is an infinitive?
a person, place, thing, or idea
__________________________________________________________
6) What is an adjective?
__________________________________________________________________________________
7) What is an adverb?
__________________________________________________________________________________
8) What is a preposition?
__________________________________________________________________________________
9) *What is the object of the preposition?
__________________________________________________________________________________
10) Give 2 examples of a preposition in English
______________________________________________________
11) *Give 2 examples of a Latin preposition
______________________________________________________
The soldiers want to move the heavy supplies into the other room quickly.
In the sentence above, 1) underline the subject, 2) circle the verb, 3) box the direct object, 4) bracket the
[prepositional phrase], 5) double underline the infinitive, 5) put parentheses around the two (adjectives),
adv
and 6) write “adv” above the adverb in the sentence
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[blank]
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Lesson I Worksheet II Nomen
A. Match the term to its correct definition.
_______ Adjective a. person, place, thing, or idea
_______ Verb b. is the direct object case
_______ Subject c. an action or a state of being
_______ Noun d. describes a noun
_______ Pronoun e. is the subject case
_______ Nominative f. the doer of the action in a sentence
_______ Accusative g. modifies a verb; usually ends in –ly
_______ Adverb h. a word that replaces a noun, e.g. he, she, we, they
B. Fill in the chart with English pronouns.

Singular Plural
1st person
2nd person
3rd person
C. Re-write the sentences, replacing the nouns given with its proper 3rd person pronoun – he, she, it, or they.
1. Daniel is eating dinner. He is eating dinner.

2. The girls are going to school. ________________________________________________
3. Alyssa likes to read. ________________________________________________
4. The clock is ticking loudly. ________________________________________________
5. Emma and Joe are playing. ________________________________________________

_____________________________________________________________________________
John and Sarah are sitting happily under a big tree.
Subject ___________________________________ Is it singular or plural ?

So, what person & number is the subject? ___________________________________
Main Action ____________________________ Is there a helping verb? ________________________
Direct Object ___________________________________ Is it singular or plural ?
Adverb ___________________________________
Adjective ___________________________________
Prepositional Phrase ___________________________________
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[blank]
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Lessons I-II Vocabulary
Keep your vocabulary lists! These will be used many times!
Nouns: https://quizlet.com/_6vtygt (Vocab I)
aqua, aquae, f., water
casa, casae, f., house
-a, -ae puella, puellae, f., girl
silva, silvae, f., woods, forest Pronouns:
via, viae, f., way, road ego – I tū – you
ille – he illa – she
lupus, lupī, m., wolf illum – him illam - her
-us, -ī
sonus, sonī, m., a sound
-er, -ī puer, puerī, m., boy
Conjunctions:
Interrogatives: et - and
quid? – what? sed – but
Quiz date: quis? – who? quod – because

cūr? – why? nōn – not
________________________________________________
https://quizlet.com/_6vtyjq (Vocab II)
Verbs: -ō, -re, -ī, -um
amō, amāre, amāvī, amātum – to love, to like Irregular Verbs:
-ō, -āre, -āvī, -ātum
ambulō, ambulāre, ambulāvī, ambulātum – to walk sum – I am
-eō, -ēre, -ī, -um videō, vidēre, vīdī, vīsum – to see es – you are
-iō, -īre, -īvī, -itum audiō, audīre, audīvī, audītum – to hear, listen to est – he / she / it is
sunt – they are, there are
Prepositions:
in + abl., in, on
+ acc., into, onto Adjectives
ad + acc., to, toward, at īrātus -a -um, angry, mad
laetus -a -um, happy
Quiz date:
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Latin Vocabulary I Practice Quiz 1 Nomen
identify the gender: M, F, N Diē
puella, genitive:_________________ ______ Grex

definition:
- ___________________________
casa, _____________________ ______ via, _______________ ______

- ___________________________ - _________________________ -
aqua, ____________________ ______

- ___________________________
silva, ____________________ ______

- ___________________________
lupus, ____________________ ______ /37

- ___________________________
sonus, ____________________ ______

-
puer, ____________________ ______

- tū _____________
ego ________________ illam ________________ nōn _____________
ille ________________ et _______________ illa _____________
illum ________________ quod _______________ sed _____________
cūr? ________________ quis? _______________ quid? ____________
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Latin Vocabulary I Practice Quiz 2 Nomen
identify the gender: M, F, N Diē
puella, genitive:_________________ ______ Grex

definition:
- ___________________________
casa, _____________________ ______ via, _______________ ______

- ___________________________ - _________________________ -
aqua, ____________________ ______

- ___________________________
silva, ____________________ ______

- ___________________________
lupus, ____________________ ______ /37

- ___________________________
sonus, ____________________ ______

-
puer, ____________________ ______

- tū _____________
ego ________________ illam ________________ nōn _____________
ille ________________ et _______________ illa _____________
illum ________________ quod _______________ sed _____________
cūr? ________________ quis? _______________ quid? ____________
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Latin Vocabulary I Answer Key Nomen
circle the gender Diē
puella, genitive: puellae or

-ae [ masc. fem. neut. ] Grex
definition:
- girl
casa, casae / -ae [ m. f. n. ] via, viae / -ae [ m. f. n. ]

- house - way, road
aqua, aquae / -ae [ m. f. n. ]

- water
silva, silvae / -ae [ m. f. n. ]

- woods, forest
lupus, lupī or just

-ī [ m. f. n. ]
/37
- wolf
sonus, sonī / -ī [ m. f. n. ]
- sound
puer, puerī [ m. f. n. ] tū - you

- boy
ego - I illam - her nōn - not
ille - he et - and illa - she
illum - him quod - because sed - but
cūr? - why? quis? - who? quid? - what?
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Lesson II - Understanding Vocab Lists & Roman Numerals
“Why do some vowels
have lines over them?”
Macrons (ā, ē, ī, ō, ū)
As we briefly discussed in the previous Lesson, atop vowels you will regularly see horizontal lines; these are
called “macrons,” or are sometimes referred to as “long marks”. You will see macrons frequently and you
should notice them, but not all macrons have to be memorized. There is, however, a select handful of macrons
that really do matter, since depending on whether or not a macron is present, the meaning or function of the
word can change drastically. Here are three instances where knowledge of macrons is important.
#1 [–ēre] / [–ere] verbs #2 Final a’s: [-a] / [-ā] #3 Final [–is] / [–īs]
“What are all these dashes and random letters in the vocabulary lists and the dictionary?”
You will hear me say “lexical form” very often. A lexicon is another word for a dictionary, so this term
“Lexical Form” simply refers to the form(s) that you see when you look up the word in the dictionary. The
lexical form of words looks different depending on which type of word we are looking at – nouns, verbs,
adjectives, prepositions, conjunctions, etc.
geni-what? Short answer: it’s a “case ending”.
Nouns are: a person, place, thing, or idea “…huh?” – you
How Nouns are listed: Don’t worry! For now, just memorize
The first lexical form of a noun is always the nominative form. this information.
We will talk about what all these new
words mean in the coming chapters.
The second lexical form is called the genitive form.
The genitive form usually will be written with a hyphen, but sometimes it will be spelled out.
The third item in a noun’s lexical form is the gender.
m. = masculine (masc.) f. = feminine (fem.) n. = neuter (neut.) c. = context
(c. means the noun can be either
masc. or fem., depending on
surrounding information we have.)
Finally, you are given at least one translation of the word. If you are given more than one definition, it is always a good idea
to learn all the translations.
Gender
servus, -ī, m., slave Lexical Forms of More Nouns:
Definition
lupus, -ī, m., wolf
Genitive ending
Nominative form hortus, -ī, m., garden
__________________________________ puer, -ī, m., boy
Gender
- - - - -
puella, -ae, f., girl aqua, -ae, f., water
Definition fābula, -ae, f., story
Genitive ending
īnsula, -ae, f., island
Nominative ending
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Verbs are: actions, or a state of being (e.g. is, am, are, was, were, have been)
How Verbs are listed:
Verbs have at least 3 forms, most have 4. These “forms” are called “principle parts” and we even have these in
English! For example: have, has, had; drink, drank, have drunk; blow, blew, have blown; go, went, have gone, etc.
Verb principle parts will (almost) always be in the following order: memorize this!
-ō -re -ī -um
Examples: amō, amāre, amāvī, amātus moneō, monēre, monuī, monitum audiō, audīre, audīvī, audītum
The first verb form, the -ō form, called the first principal part, is the “I…” form of the verb in the present tense. So,
“amō” = “(1) I love, (2) I am loving, (3) I do love”. All of those “I” translations are present tense because they are all
happening or true right now. All three are acceptable translations of the single verb “amō.”
The second verb form (2nd principal part), the “-re” form, is called the infinitive. This is a term that you may already be
familiar with from your English grammar class. The infinitive form is the “to…” form of the verb. “amāre” = “to love”.
The third and fourth forms of verbs are important and useful. For now, though, for the sake of simplicity, we are going to
leave them on the back-burner. They will be addressed later in this textbook.
How Adjectives are listed: Adjectives are: words that describe nouns (e.g. the blue book, a long journey, bright star, etc.)
Adjectives are the only type of word that can change genders. Adjectives have to match nouns they modify in 3
things: gender, case, and number. We will learn about two types of adjectives, but you will be able to recognize
many adjectives because they will have “-a, -um” in their lexical (dictionary) form.
Examples: laetus, -a, -um, happy altus, -a, -um, tall miser, misera, miserum, miserable, sad
24
-us, -ī
Conjunctions:

________________________________________________
Prepositions:
in + abl., in, on
Quiz date:
25
[blank]
26
Lesson II Worksheet I Nomen
A. Answer the following comprehension questions from Lesson II:
1. What is a “lexicon”?
a. a book
b. a law ANSWER: _________
c. dictionary
d. a word
2. What does “lexical form” mean?

_________________________________________
3. What are “principal parts”?

___________________________________________________________________
4. What letters will the first two principle parts of a Latin verb almost always end in?
1st 2nd 3rd 4th
____________ _____________ -ī -um _
5. What is the only type of word that can change genders?

a. Nouns
b. Verbs
e. Adverbs ANSWER: _________
c. Adjectives
6. Now, let’s see if you can name all the parts of the lexical form of a noun!
___________________________
_________________________________
fēmīna, fēmīnae, f. – woman
________________________________
________________________________
27
[blank]
28
Translation: Changing Latin into English or English to Latin
The word “translate” comes from two Latin words: trans meaning “across”, and latum which comes from the word
meaning “to carry”. So, literally this words “translate” essentially means “to carry something from one place [across] to
another”. To translate a sentence is to change it from one language into another. For instance, if I see the line, “Julia est
puella et in casā habitat,” I would read that text, look up the words I may not know, decide what the sentence means, and
rewrite it in good English, “Julia is a girl and she lives in a house”. I have just translated that Latin sentence.
Translation is a very difficult but essential skill that every language student must to acquire, no matter which language
is being studied. Reading and translating Latin is a chief component of learning the language, but in order to translate
Latin into good, coherent English, first there are very important rules you need to learn:
1) Latin word order is often very different than English word order.
Orginally when Latin was written, not only were there no spaces between the words, but there wasn’t even any
punctuation! So, if there is no punctuation, how do you know if a sentence or clause is over?
In addition to other word order changes, the Romans frequetly ended their sentences and clauses with verbs.
Ending clauses and sentences using verbs was the Latin way of saying, “this is the end of my thought”. Speaking
in Latin word order would sound so odd to us in English though! Imagine if I said to you, “This weekend I to
wash my car very dirty need,” or “Rosa all the books from you loved!” While this sounds very strange to our
English ears, this did not sound strange at all to the Romans. In fact, there are many modern languages such as
German, Dutch, Afrikaans, Swedish, Icelandic, and Yiddish that still frequently end their sentenes or clauses with
verbs! Always remember that just because it is how English expresses something does not mean that is the only
correct way to speak! Languages worldwide all have unique ways of wording things and none of them are wrong
– just different from each other!
2) There are no articles (“a,” “an,” “the”) in Latin.

Latin does not use articles, so you will need to add articles into the text when you translate to English in order
to make your translation sound like proper English. You may use your own common sense to choose where to add
in articles. It is up to the translator to make the sentene make good English sense.
3) Capitalization will look different that what we see in English.

Originally, Latin used only upper-case letters in writing. In other words, there was no distinction between
upper-case and lower-case – it was all one alphabet. In fact, it wasn’t even until 200-300 ce that Latin finally
developed and began to emlploy a lower case letter system. These smaller (lower case) letters were known as
“minuscules”, as opposed to upper case letters, which are known as “majuscules” pronounced “muh-YU-skyool”.
As literature continued to compile, both letter cases began to be used more frequently and interchangeably, but
when the Gutenburg’s printing press was invented in 1440, rules for capitalization were finally formed. In
studying Latin, you will often see Latin follow the same rules for capitalization as English. In this textbook,
however, you will see another approach used wherein only proper nouns are capitalized. When writing in Latin
for this course, you are welcome to either follow our modern rules for capitalizing, or you may to elect to only
capitalize proper nouns. Now that you know the history and understand the options, it is your choice as a student.
On the next page is a brief recap of the basics that you need to
remember from the information we learned on this page.
29
When translating from Latin to English, in order to make the sentence
make good, coherent sense, you may need to …
(1) …add “a”, “an” and “the” as necessary in English.
(2) … move words around (good Latin word order is not always good English word order)
dum māter in casā labōrat, liberī in agrō ludent.
“While mother in house works, children in field play.”  That awkward sentence should become this:
“While (the) mother works in (the) house, (the) children play in (the) field.”
30
Lesson II Worksheet II Nomen
1. A noun is… _____________________________________________________
2. A verb is… ______________________________________________________
3. A preposition… __________________________________________________
4. Give an example of a vowel with a macron over it. _____________________
5. The first two lexical forms of a noun are the N_____________ form and the G____________ form.
6. To translate a sentence is to…__________________________________________________________
7. True or False: Latin word order is different from English word order.
8. Latin does not have any articles. What are the 3 articles in English? _________________________
9. Where do verbs typically go in a Latin sentence? _________________________________________
Trnalsate the sentenes from English into Latin:
1. Julia is a girl. Correct Anser:
__________________________________
________________________________________________
2. I am angry. Correct Anser:
__________________________________
________________________________________________
3. You are happy. Correct Answer:
__________________________________
________________________________________________
4. It is a wolf. Correct Answer:
__________________________________
________________________________________________
5. Quintus is a boy. Correct Answer:
________________________________________________ __________________________________
31
[blank]
32
-us, -ī
Conjunctions:

________________________________________________
Prepositions:
in + abl., in, on
Quiz date:
33
Lesson I-II Reading
Before you begin translating, read page 29!
Julia est puella. Julia in Romā habitat. puella romāna est. Quīntus puer est.
_____________________________________________________________________________
Quīntus quoque in Romā habitat. (ille) romānus est. Julia et Quīntus in casā habitant.
_____________________________________________________________________________
Julia est laeta, sed Quīntus nōn laetus est.
_____________________________________________________________________________
Julia rogat, “cūr (tū) nōn laetus es, Quīnte?”
_____________________________________________________________________________
“(ego) nōn laetus sum, Julia, quod mē taedet,” rēspondet Quīntus.
____________________________________________________________________________
_ Julia “estō!” īnquit*,“eamus ad silvam!”
_____________________________________________________________________________
Words in the story with dotted underlines can be

found in the group of words glossed below every story.
eamus – let’s go…
estō - okay
habitō, habitāre, habitāvī, habitātum – to live -us, -er = masc. nominative (subject), sg.
īnquit – he/she says *this word is postpositive -a = fem. nominative (subject), sg.
mē taedet – I am bored
quoque – also -um = masc. accusative (object), sg.
rogat – he/she asks -am = fem. accusative (object), sg.
A “postpositive” word is always placed at laest second in its phrase/clause/sentence.
Respondē Latīnē sententiīs complētīs:

cūr – why? ubi – where? quis – who? quid – what? quod – because
1. quis est Julia? _____________________________________________________________________
2. quis est Quīntus? _____________________________________________________________________
3. ubi ille et illa habitant? _________________________________________________________________
4. quis laeta est? ________________________________________________________________________
5. quis nōn laetus est? _____________________________________________________________________
34
LATIN AROVND VS
LATINA CIRCVM NOS
The Roman Numeral System
Not only are all of our Lessons listed using Roman numerals, you will likely encounter Roman numerals
being used in common, every-day life, like on clocks,
chapters of many books,
as well as the NFL Super Bowl!
If you memorize 3 fundamental rules and know basic arithmetic, you can understand the
Roman Numeral System.
Here’s how it works:

Rule #1: you cannot have more than 3 of the same numeral in a row.
Rule #2: Smaller before Bigger, you SuBtract;

Bigger before Smaller, you add
Rule #3: First do thousands, then hundreds, then tens, then ones.
(So, move from the right column to the left)
I=1 X = 10 C = 100
II = 2 XX = 20 CC = 200
III = 3 XXX = 30 CCC = 300
IV = 4 subtracting 1 from 5 XL = 40 CD = 400 M = 1,000
V=5 L= 50 D = 500
VI = 6 LX = 60 DC = 600
VII = 7 LXX = 70 DCC = 700
VIII = 8 LXXX = 80 DCCC = 800
IX = 9 subtracting 1 from 10 XC = 90 CM = 900
Latin (“Cardinal”) Numbers

1 - ūnus
2 - duō 11 - ūndecim 20 - vigintī
3 - trēs 12 - duōdecim 30 - triginta 500 - quīngentī
4 - quattuor 13 - trēdecim 40 - quadraginta 1,000 - mille
5 - quīnque 14 - quattuordecim 50 - quīnquaginta
6 - sex 15 - quīndecim 60 - sexaginta
7 - septem 16 - sēdecim 70 - septuaginta
8 - octō 17 - septendecim 80 - octaginta
9 - novem 18 - duōdēvigintī 90 - nonaginta
10 - decem 19 - ūndēvigintī 100 - centum
35
Lesson II Worksheet II Nomen
Roman Numerals
A. Provide the English numeral for the Roman numeral given.
1. III __________ 11. LXXII __________

2. VI __________ 12. CXXXIV __________
3. XIV __________ 13. CDLXI __________
4. IX __________ 14. DCXLIX __________
5. XVII __________ 15. DCCLIII __________
6. XXIV __________ 16. CDLXXVII __________
7. XXI __________ 17. CMLIV __________
8. XXIX __________ 18. CCXIX __________
9. XLVII __________ 19. DXLVI __________
10. XLI __________ 20. MMDCCCLXXVIII __________________
B. Provide the English numeral for the Roman numeral given.
1. 8 __________ 14. 145 ____________________

2. 4 __________ 15. 281 ____________________
3. 9 __________ 16. 469 ____________________
4. 14 __________ 17. 598 ____________________
5. 18 __________ 18. 622 ____________________
6. 19 __________ 19. 874 ____________________
7. 27 __________ 20. 981 ____________________
8. 34 __________ 21. 1,328 ____________________
9. 45 __________ 22. 2,694 ____________________
10. 69 __________ 23. 2,818 ____________________
11. 76 __________ 24. 3,429 ____________________
12. 82 __________ 25. 3, 716 ____________________
13. 97 __________
36
Lesson II Worksheet III Nomen
A. Fully spell out the number in Latin. Make sure to be mindful of correct spelling.
Answers: Corrections?
1 __________________ __________________
2 __________________ __________________
3 __________________ __________________
4 __________________ __________________
5 __________________ __________________
6 __________________ __________________
7 __________________ __________________
8 __________________ __________________
9 __________________ __________________
10__________________ __________________
B. Let’s do some math!!! Answer the arithmetic problem by spelling out the numerical answer.
et = add (literally “and”) ex / ē = subtract (think about “extracted from”)
1. ūnus et quattuor sunt quinque (1 + 2 = 5) _
2. quīnque dē decem sunt ______________________________
3. trēs ē novem sunt __________________________________
4. duō et quīnque sunt _________________________________
5. trēs et ūnus et quattuor sunt __________________________
6. quīnque ex sex est __________________________________
7. quattuor ē decem sunt _____________________________
8. ōctō et duō sunt ____________________________________
37
38
Latin Vocab Lesson II Practice Quiz 1 Nomen
Diē
amō, ____________, _____________, ______________ Grex
- _______________________
ambulō, _______________, ________________, _________________

- _______________________
audiō, ______________, ______________, ______________

- _______________________
videō, ______________, ______________, ______________

- _______________________
in + ________ ad + ________
- ___________
in + ________
- _________
/34
- ___________
sum - _______________ est - _______________
es - _______________ sunt - _______________
laetus –a –um
- _____________________
īrātus –a –um
- ______________________
39
Latin Vocab Lesson II Practice Quiz 2 Nomen
Diē
amō, ____________, _____________, ______________ Grex
- _______________________
ambulō, _______________, ________________, _________________

- _______________________
audiō, ______________, ______________, ______________

- _______________________
videō, ______________, ______________, ______________

- _______________________
in + ________ ad + ________
- ___________
in + ________
- _________
/34
- ___________
sum - _______________ est - _______________
es - _______________ sunt - _______________
laetus –a –um
- _____________________
īrātus –a –um
- ______________________
40
Latin Vocab Lesson II ANSWER KEY Nomen
Diē
amō, amāre , amāvī , amātum Grex
- to love, like
ambulō, ambulāre , ambulāvī , ambulātum

- to walk
audiō, audīre , audīvī , audītum

- to hear, listen to
videō, vidēre , vīdī , vīsum

- to see
in + abl. ad + acc.
in +
- in, on
acc.
- to, towards, at
/34
- into, onto
sum est
I am he/she/it is
es sunt
you are they are, there are
laetus –a –um
- happy
īrātus –a –um
- angry, mad
41
[blank]
42
Lesson III - Intro to the Nominative & Accusative Case
In English, the order of the words tells us how a word is functioning in the sentence. Here is what I mean:
If you take the sentence, “The boy jumps on the trampoline,” compared with, “The trampoline jumps on the boy,”
we can see that these mean two very different things. We know which one is jumping on which depending on
which noun comes first in English and which comes second. In Latin, however, word order does not tell us the
grammatical function of a noun; instead, the ending of the word tells us how the word is functioning in the
sentence.
The term we use for what form a noun is in is called “case”. The question, “what form is this word?” can also
be asked, “what case is this word?”
We are going to start with the two most basic cases. These cases are called: the Nominative Case and
the Accusative Case.
As a review: The subject = doer of the verb. In the sentence, “the boy jumps on the trampoline,” the noun
“boy,” is the subject/doer because he is performing the action of jumping.
In Latin, the subject / doer is put into the Nominative Case by putting nominative endings
onto the noun stem.
The direct object = receiver of the verb. In the sentence, “the boy jumps on the trampoline,” the
noun, “trampoline” is what is being jumped on, so it is receiving the action of jumping; it is,
therefore, the direct object.
In Latin, the direct object / receiver is put into the Accusative Case by putting accusative
endings onto the noun stem.
Let’s look at some examples!
“cōlonus videt lupum.” significat “The farmer sees the wolf.”

This sentence can be written many ways and still mean the same thing!
“cōlonus videt lupum.”
“cōlonus lupum videt.”  most correct word order (subjects usually go at the beginning and verbs
almost always go at the end of the sentence)
“lupum videt cōlonus.”
“lupum cōlonus videt.” Even though “lupum” comes first, it still is NOT the subject because it does not have a subject ending – it has a direct
object ending; rusticus has a subject ending, so “the farmer” is still the subject even though it does not come first.
All these sentences all mean the same thing because the ending of the nouns is telling us which
noun is performing the action, and which noun is receiving the action.
-us / -er = masculine, nominative ending, sg. (subject)

-um = masculine, accusative ending, sg. (direct object)
Knowing the endings, we can change the meaning of the sentence without changing the word order!
“cōlonus lupum videt.” = The farmer sees the wolf. (change –us  -um & -um  -us)
“cōlonum lupus videt.” = The wolf sees the farmer.
By simply changing the endings on the nouns, even leaving the same word order, we have changed
the meaning of the sentence!
43
“puella audit ancillam.” significat “The girl hears the slavewoman.”
Just like before, this sentence can be written many ways and still mean the same thing!
“puella audit ancillam.”
“puella ancillam audit.”  most correct word order (subjects usually go at the beginning and verbs
almost always go at the end of the sentence)
“ancillam audit puella.”
“ancillam puella audit.” Even though “puellam” comes first, it still is NOT the subject because it does not have a subject ending – it has a direct
object ending; puella has a subject ending, so “the girl” is still the subject even though it does not come first.
All these sentences all mean the same thing because the ending of the nouns is telling us which
noun is performing the action, and which noun is receiving the action.
-a = feminine, nominative ending, sg. (subject)

-am = feminine, accusative ending, sg. (direct object)
Knowing the endings, we can change the meaning of the sentence without changing the word order!
“puella ancillam audit.” = The girl hears the slavewoman. (change –a  -am & -am  -a)
“puellam ancilla audit.” = The slavewoman hears the girl.
By simply changing the endings on the nouns, even leaving the same word order, we have changed
the meaning of the sentence!
Are you ready to study these

Nominative & Accusative endings on Quizlet?!
https://quizlet.com/_72w2xw
44
Lesson III Vocabulary
https://quizlet.com/_57eurs
Nouns: Pronouns:
fēmina, fēminae, f., woman ego – I (repeat)
mē – me
-a, -ae
fīlia, fīliae, f., daughter tū – you (repeat)
ille / illa – he / she (repeat) illum / illam – him / her (repeat)

fīlius, fīliī, m., son eum / eam – him / her
-us, -ī
equus, equī, m. – horse
Conjunctions:
Quiz date: deīnde – then, next

dum – while
mox – soon
quoque – also
sed – but (repeat)
Verbs: -ō -re -ī -um

cūrō, cūrāre, cūrāvī, cūrātum – to care for
-ō, -āre, -āvī, -ātum fēstīnō, fēstīnāre, fēstīnāvī, fēstīnātum – to hurry
intrō, intrāre, intrāvī, intrātum – to enter
sedeō, sedēre, sēdī, sessum – to sit
-eō, -ēre, -ī, -um
respondeō, respondēre, respondī, responsum – to respond
Prepositions:
(repeat)
in + abl., in, on
in + acc., into, onto (repeat)
Adjectives:
ab / ā + abl., (away) from māgn us, -a, -um, big
parv us, -a, -um, small
45
[blank]
46
Lesson III Worksheet I Nomen
nom. acc.
A. Identify the case of each of the following masculine nouns: -er / -us -um
1. puer Nominative / Accusative ____________________
2. cōlonum Nominative / Accusative ____________________
3. agrum Nominative / Accusative ____________________
4. hortus Nominative / Accusative ____________________
5. ager Nominative / Accusative ____________________
6. equus Nominative / Accusative ____________________
7. liber Nominative / Accusative ____________________
8. hortum Nominative / Accusative ____________________
9. fīlius Nominative / Accusative ____________________
10. puerum Nominative / Accusative ____________________
nom. acc.
B. Identify the case of each of the following feminine nouns: -a -am
1. ancillam Nominative / Accusative ____________________
2. puella Nominative / Accusative ____________________
3. via Nominative / Accusative ____________________
4. fēminam Nominative / Accusative ____________________
5. silva Nominative / Accusative ____________________
6. casam Nominative / Accusative ____________________
7. pīscinam Nominative / Accusative ____________________
8. fīlia Nominative / Accusative ____________________
9. viam Nominative / Accusative ____________________
10. silvam Nominative / Accusative ____________________
C. Make sure you translate the nominative noun as the subject and the accusative noun as the direct object.
1. a. fēmina puellam amat. b. fēminam puella amat.
The woman loves the girl. The girl loves the woman.
2. a. puerum lupus videt. b. puer lupum videt.
______________________________________ ____________________________________
3. a. cōlonum equus audit. b. cōlonus equum audit.
_________________________________________ _______________________________________
47
[blank]
48
Lesson III Worksheet II Nomen
A. Identify the case of each of the following masculine nouns:

1. liber Nominative / Accusative ____________________
2. puerum Nominative / Accusative ____________________
3. sonus Nominative / Accusative ____________________
4. mūrum Nominative / Accusative ____________________
5. cōlonus Nominative / Accusative ____________________
6. dīscipulus Nominative / Accusative ____________________
7. stylus Nominative / Accusative ____________________
8. virum Nominative / Accusative ____________________
9. digitum Nominative / Accusative ____________________
10. vir Nominative / Accusative
B. Identify the case of each of the following feminine nouns:

1. terram Nominative / Accusative ____________________
2. porta Nominative / Accusative ____________________
3. fīlia Nominative / Accusative ____________________
4. puellam Nominative / Accusative ____________________
5. tabula Nominative / Accusative ____________________
6. charta Nominative / Accusative ____________________
7. aquam Nominative / Accusative ____________________
8. stella Nominative / Accusative ____________________
9. horam Nominative / Accusative ____________________
10. via Nominative / Accusative ____________________
C. Make sure you translate the nominative noun as the subject and the accusative noun as the direct object.
1. a. fēminam fīlia amat. b. fēmina fīliam amat.
The daugher loves the woman. The woman loves the daughter.
2. a. lupus cōlonum audit. b. lupum cōlonus audit.
______________________________________ ____________________________________
3. a. ille illam videt. b. illum illa videt.
______________________________________ ____________________________________
49
[blank]
50
Lesson III Worksheet III Nomen
fem. masc.
subject = the doer -a / -us,-er NOM.
direct object = the receiver -am / -um ACC.
I’ve provided all but one of the verbs for you. They should always end the sentence/clause.
B. Translate the sentences from English into Latin, being careful to make you subjects nominative and
your direct objects accusative.
Your sentences should look like these example sentences.

Nom. Acc. Nom. Acc.
a. Quintus sees Julia. b. Julia sees Quintus.
Quīntus Juliam videt. Julia Quīntum videt.
1. a. The wolf hears the farmer. b. The farmer hears the wolf.
_________________________________…audit. __________________________________…audit.
2. a. He cares for the woman. b. The woman cares for him.
_________________________________…curat __________________________________…cūrat.
3. a. The daughter likes the son. b. The son likes the daughter.
_________________________________…amat ___________________________________…amat
4. a. I see him. b. He sees me.
_________________________________…videt _________________________________…videt
5. a. The boy hears her. b. She hears the boy.
_________________________________…audit. __________________________________…audit.
51
[blank]
52
Lesson III Vocabulary
https://quizlet.com/_57eurs
Nouns: Pronouns:
fēmina, fēminae, f., woman ego – I (repeat)
mē – me
-a, -ae
fīlia, fīliae, f., daughter tū – you (repeat)
ille / illa – he / she (repeat) illum / illam – him / her (repeat)

fīlius, fīliī, m., son eum / eam – him / her
-us, -ī
Conjunctions:
Quiz date: deīnde – then, next

dum – while
mox – soon
quoque – also
sed – but (repeat)
Verbs: -ō -re -ī -um

cūrō, cūrāre, cūrāvī, cūrātum – to care for
-ō, -āre, -āvī, -ātum fēstīnō, fēstīnāre, fēstīnāvī, fēstīnātum – to hurry
-eō, -ēre, -ī, -um
respondeō, respondēre, respondī, responsum – to respond
Prepositions:
(repeat)
in + abl., in, on
in + acc., into, onto (repeat)
Adjectives:
ab / ā + abl., (away) from māgn us, -a, -um, big
parv us, -a, -um, small
53
Lesson III Reading
māne fīlia, puella nōmīne Julia, ambulat ad silvam. fīlius, nōmine Quīntus, quoque
_____________________________________________________________________________
ad silvam ambulat. ūnā (illī) in silvam intrant. mox Julia parvum sonum audit. “(tū)
_____________________________________________________________________________
audīsne sonum, Quīnte?” (illa) rogat. “sīc, Julia! (ego) sonum audiō!” Quīntus rēspondet.
_____________________________________________________________________________
(ille) rogat “quid est?” deinde lupum māgnum Quīntus videt! “(ego) videō lupum māgnum,
_____________________________________________________________________________
Julia! (ille) in silvā est!”
audīsne – (do) you hear …? Any words that are dotted underlined are glossed in
audiō – I hear the vocab section right below the story.
illī – they
māne – early (in the day) Any words that are italicized, just flip this paper over!
-ne – a suffix that indicates a yes-or-no question The most recent chapter’s vocab can be found on the
nōmīne – named back of every story page.
quid est? – what is it?
rogat – he/she asks If a word is neither dotted underlined nor italicized,
sīc – yes we have already learned that vocabulary word in a
ūnā – together previous chapter. It can still be found in the dictionar
at the back of this book. It’s okay to look words up!

cūr – why? ubi – where? quis – who? quid – what? quandō – when? quod – because
1. quandō ad silvam ambulant? ____________________________________________________________
2. quis ad silvam ambulant? _______________________________________________________________
3. quid Julia audit? ___________________________________________________________________
4. quid Quīntus videt? ___________________________________________________________________
5. ubi lupus est? ________________________________________________________________________
54
LATIN AROVND VS
LATINA CIRCVM NOS
Tempestās – weather
tempestās, tempestātis, f. – weather, a storm, a season
nūbēs, nūbis, f. – cloud nimbus, -ī, m. – (rain) cloud
(cumulus, -ī – a pile, so a cumulonimbus cloud is really a “pile of clouds”)
pluvia, -ae, f. – rain pluit – it is raining

sōl, sōlis, m. – sun
imber, imbris, m. – a (heavy) rain storm (solar system, solitary, solid)
serēnus / aprīcus – sunny
caleō – I feel hot calidus - hot
ventus, -ī, m. – wind
“mihi placet!” 
“I like it!”
hiēms, hiēmis, f. – winter
nix, nivis, f. – snow nivalis – snowy
ningit – it is snowing
frīgidus – cold
“non mihi placet”  algeō – I feel cold
“I don’t like it.”
grandō, grandinis, f. – a hailstorm
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tornado turbō, turbōnis, m.
fire ignis, ignis, ignium, m.

clear, bright - clārus –a -um
sky, heaven caelum, -ī, n.

star stella, -ae, f.
moon luna, -ae, f.

earth, dirt, ground terra, -ae, f.
(lunar)
volcanō, vulcancōnis
Ad Colloquendum - Basic Conversation Phrases
valē / valēte –
salvē / salvēte or avē / avēte
quōmodō tē habēs ? - how are you? quid agis – what’s up?

mē habeō…
…bene / …male
…plūs minusve Question words:
What? – Quid? Why? – Cūr?
līcetne mihi īre ad latrīnam? Where? – Ubi? How? – Quōmodō?
May I go to the bathroom? When? – Quandō? Who? – Quis?
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Latina Circum Nos Worksheet I
Fill out as much of this worksheet as you can without looking at the answer page. After you
have filled in as much as you know, you may then look at the LATINA CIRCVM NOS pages
preceding this worksheet to help you fill in your remaining answers.
Let’s talk about tempestās. What does “tempestās” mean? _____________________
Can you give me a Latin word for a in the sky? _______________________________
What do we call this little happy, warm fella? ______________________________
The ______________________ is really blowing today!

“wind”
When water falls from the sky, the noun is called _________________________________________
…but to say “it’s raining,” Latin says: ______________________________.
When the sun is out, the temperature goes really high, and it becomes _______________ out.
Imagine you’re in that weather and you are telling someone how you feel:
“ ego _____________________ ”
“I feel hot”
What 2 words would you say if you are enjoying the weather? _____________________________.
“I like it”
The coldest season is ________________________.

“winter”
And the _______________ white stuff that falls from the sky is called _______________________.
“cold” “snow”
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When it is snowing, what would you say in Latin? ______________________________!
Sometimes instead of snow, we get something similar called _________________________.

“a hailstorm”
If you don’t like it, you would say ____________________________________.
Ad Colloquendum -
_______________________ ______________________
or _____________________
How are you? _______________________ What’s up? ________________________

mē habeō…
_____________
______________
______________________
How do you ask to go to the restroom in Latin?

Question words:
_________________________ What? _________ Why?_______
_________________________ Where? _______ How? __________
When? __________ Who? ________
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Latin Vocabulary III Practice Quiz 1 Nomen
Diē
cūrō, ____________, _____________, ______________ (4) Grex
- ____________________
fēstīnō, _______________, ________________, _________________ (4)
- ____________________
sedeō, ______________, ______________, ______________ (4)
- ____________________
respondeō, ____________, _____________, ______________ (4)
- ____________________
intrō, ____________, _____________, ______________ (4)
- ____________________
in + ________ (3) ab/ā + ________ (2)
- _____________
in + ________ (3)
- ____________________
__ /50
- _____________
laetus –a –um (1) fīlius/fīlia (both genitives)____________________ (4)
- _________________ (both definitions) - _______________/ _________________
māgnus –a –um (1) parvus –a –um (1)
- _________________ - _________________
mox - ___________ sed - ________ dum - _________ deīnde - _____________
you - ___________ I - _________ he - _________ him - __________
quoque - ____________ she - ____________ her - ____________
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Latin Vocabulary III Practice Quiz 2 Nomen
Diē
cūrō, ____________, _____________, ______________ (4) Grex
- ____________________
fēstīnō, _______________, ________________, _________________ (4)
- ____________________
sedeō, ______________, ______________, ______________ (4)
- ____________________
respondeō, ____________, _____________, ______________ (4)
- ____________________
intrō, ____________, _____________, ______________ (4)
- ____________________
in + ________ (3) ab/ā + ________ (2)
- _____________
in + ________ (3)
- ____________________
__ /50
- _____________
laetus –a –um (1) fīlius/fīlia (both genitives)____________________ (4)
- _________________ (both definitions) - _______________/ _________________
māgnus –a –um (1) parvus –a –um (1)
- _________________ - _________________
mox - ___________ sed - ________ dum - _________ deīnde - _____________
you - ___________ I - _________ he - _________ him - __________
quoque - ____________ she - ____________ her - ____________
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Latin Vocabulary III ANSWER KEY Nomen
Diē
cūrō, curāre , -āvī , -ātum (4) Grex
- to care for
fēstīnō, fēstināre , -āvī , -ātum (4)
- to hurry (important macrons!)
sedeō, sedēre , sēdī , sessum (4)

- to sit (important macron!)
respondeō, respondēre , respōndī , responsum (4)

- to respond
intrō, intrāre , -āvī , -ātum (4)
- to enter
in + abl (3) ab/ā + abl. (2)
in +
- in, on
acc. (3)
- (away) from
/50
- into, onto
laetus –a –um fīlius/fīlia (both genitives) fīliī / fīliae [ m. f. n. ] (6)
- happy (both definitions) - son / daughter
māgnus –a –um parvus –a –um
- big - small
mox - soon sed - but dum - while deīnde - then, next
you - tū I - ego he - ille him - eum
quoque – also she - illa her - eam
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Lesson IV - Verbs: Intro to Conjugating, Endings, & Irregular Verbs
There are two parts of a Latin verb: First, we have the stem which gives us the base root of the word, onto which
we put the second component of the verb – the ending.
Before we talk about verb endings, let’s take a look at what a verb stem is, where to find it, and what to do with it:
Look closely at the following words: jump, jumps, jumped, jumping, jumper. What is the unchanging root of all
of these words (the stem), and what are the endings? This answer should be easy! It seems pretty clear that the
stem of this word is always jump, and the various endings you see here are -s, -ed, -ing, -er. Try to think of Latin
stems as being this straightforward.
Don’t overcomplicate it! A lot of Latin is just using good common sense and some careful thought!
habitās, habitāmus, habitābitis, habitant, habitat, habitantēs, habitandō, habitātī
What is your stem? It’s easy! _________________________
Look: habitās, habitāmus, habitābitis, habitant, habitat, habitantēs, habitandō, habitātī
All of these words are from the same stem (habitā-) meaning “to live, dwell,” but they all are slightly
different because they all have different endings.
The stem will not always be this obvious, but finding the stem of a verb or other word should not ever be
a difficult guessing game. We will learn how to find the stems of all types of words (nouns, verbs,
adjectives, etc.), but for now, here is the very simple way to find all verb stems:
As a review : Verbs have at least 3 lexical forms, most have 4. These are called “principle parts” and
we even have these in English! For example: have, has, had; drink, drank, have drunk;
blow, blew, have blown; go, went, have gone, etc.
In their lexical forms, verb principle parts will (almost) always be in the following order: memorize this!
-ō -re -ī -um
The most important principal part of verbs for now is the 2nd form – the “-re” form – because this is where
we can find our verb stem. All you have to do is look at the 2nd form of the verb and cut off the “-re” and
voila! There you have your stem!
e.g. iubeō, iubēre, iussī, iussus
veniō, venīre, vēnī, ventum
Once we find the verb stem by going to the 2nd form and cutting off -re, we then add our verb endings onto the stem.
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This is called conjugating. To “conjugate” a verb means to put an ending onto a stem.
Now that we have covered the first element of verbs – the stem – let’s talk about the second –
verb endings.
Remember when we first addressed “Person & Number” in Lesson I – Terms? Let’s go back and look!
.
Latin has “Numbers” – Singular refers to only 1 (dog, tree, I, you, he, she, it, etc.)
Plural refers to anything 2 or more (dogs, trees, we, y’all, they, etc.)
Latin has 3 “Persons” – Person refers to the doer of the action. To determine the “person” of the subject,
we refer to the doer using whatever pronoun properly matches the subject (a.k.a. doer of the verb).
1st person (I, we)
2nd person (you, y’all)
3rd person (he/she/it, they)
Singular Plural
ego nōs
1st person I we
tū vōs
2nd person you y’all
ille, illa, illud illī
3rd person he / she / it (h/s/it) they
Each of these pronouns corresponds to its own Latin verb ending:
Singular Plural
st
1 person -ō (-m) -mus
2nd person -s -tis
3rd person -t -nt
So, when you put these charts together, you get a magic chart!
Singular Plural
st
1 person ego nōs
-ō (-m) I
-mus we
2nd person tū vōs

-s you
-tis y’all
3rd person ille illī

illa
illud
-t he / she / it
-nt they
So, how do we use all of this?!

(I)
If we want to say, “I hear,” we say “audiō,” using the -ō (I) ending onto the stem (audī-).
(you)
If we want to say “you hear,” we say “audīs” using the -s (you) ending instead.
Both Latin words mean “hear,” but changing the ending changes who is doing the action.
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We have already learned a few pronouns in Latin (Vocab L. I-III) but it is actually not all that common
to use a pronoun with a verb. For the sake of learning our endings, we will very frequently use subject
pronouns along with putting the matching ending on our verb, but because this is not actually proper
Latin (to use subject pronouns as commonly as English uses them), once we have learned pronouns and
verb endings thoroughly, we will reduce and almost eliminate our use of subject pronouns.
What do you mean

by “subject pronoun”? Good Question! “She sees them.”  In this sentence we have two pronouns:
“She” & “them”. Because “She” is the subject of the sentence AND is a pronoun,
this makes the pronoun “She” the “subject pronoun”… “them” is the object pronoun.
There are specific steps we will learn that you can follow in order to form verbs using their lexical stems:
1: go to the 2nd form 2: Cut off “-re”
3: add endings, -ō, -s, -t, -mus, -tis, or -nt (depending on who our subject is)
For the exercise below, first provide the correct translation of the English pronoun given.
Then, find the stem of the verb by going to the 2nd form and cutting off the –re.
Finally, add the correct verb ending which corresponds to the subject pronoun.
Singular Plural
st
1
person
ego -ō (-m) I
nōs -mus we
2nd
person
tū -s you
vōs -tis y’all
3rd ille
person
illa -t he / she / it
illī -nt they
illud
First Second
Remember the steps to form your verbs: go to the 2nd form, cut off re, add those endings
portō, portā re, portāvī, portātum – to carry
Last
y’all carry __________________________________________
they carry __________________________________________
you (sg.) carry _______________________________________
moneō, monē re, monuī, monitum – to warn
we warn ___________________________________________
I warn______________________________________________
you warn ___________________________________________
veniō, venī re, vēnī, ventum – to come
she comes ___________________________________________

I come ______________________________________________
y’all come____________________________________________
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Irregular Verbs – sum, esse, fuī, futūrum & possum, posse, potuī
sum, esse, fuī, futūrum – to be

This is our being verb (am, is, are) and is known as irregular because it does not have a normal “-re”
infinitive (2nd) form, as regular verbs do (-āre, -ēre, -ere, -īre). Its infinitive form is “esse” and we translate all
infinitive forms using the English word “to…” plus the action word. The forms and translation of this verb need
to be memorized firmly.
Singular Plural
1st person sum sumus
“I am” “we are”
2nd person es estis
“you are” “y’all are”
3rd person est sunt
“he / she / it is” “they are”
___________________________________________________________________
possum, posse, potuī, X – to be able (to…) + infinitive (the “-re” form)

The other irregular verb that we need to memorize is the verb meaning “to be able”. If you know how to
conjugate sum, esse, fuī then conjugating possum, posse, potuī should be easy peasy! Here’s why:
 We take the verb sum, es, est, sumus, estis, sunt and add the prefix “pot-” (meaning “power) onto the
beginning of the verb.
 One more thing! When “t” is followed by “s,” combination of the letters, “-t + s-” becomes “-ss-”.
Singular Plural
st
1 person (pot-sum) (pot-sumus)
possum possumus
“I am able” “we are able”
2nd person (pot-es) (pot-estis)
potes potestis
“you are able” “y’all are able”
3rd person (pot-est) (pot-sunt)
potest possunt
“he / she / it is able” “they are able”
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Lessons IV-V Vocabulary
https://quizlet.com/_57f8rk (Vocab IV)
Nouns: Adverbs:
-a, -ae via, viae, f., road, way etiam, still, yet
quoque, also (repeat)
equus, equī, m., horse (repeat) statim, immediately
-us, -ī
cōlonus, cōlonī, m., farmer subitō, suddenly
-er, -ī ager, agrī, m., field celeriter, quickly
Quiz Date: Conjunction:

ubi, where, when
cum, when
Prepositions:
in + acc., into, onto (repeat) ad + acc., to, towards, at (repeat) trāns + acc., across ex/ē + abl., out of
in + abl., in, on (repeat)
ab/ā + abl., from, away from (repeat)
prope + acc., near per + acc., through
Verbs clump into groups called “conjugations”. We have 4 conjugations in Latin. Each conjugation can be identified by its signature infinitive
ending. If you look at the second form (the -re form), you will see 4 infinitive -re forms.
We have: -āre verbs (1st conjugation), -ēre verbs (2nd conj.), -ere verbs (3rd conj.), and -īre verbs (4th conj.)
Verbs: https://quizlet.com/_57fd8u (Vocab V)

[ex]clāmō, clāmāre, -āvī, -ātum – to shout [exclaim]
labōrō, labōrāre, labōrāvī, labōrātum – to work 1st conjugation
-ō, -āre ō, -āre, -āvī, -ātum
rogō, rogāre, rogāvī, rogātum – to ask
stō, stāre, *stētī*, stātum – to stand
habeō, habēre, habuī, habitum – to have 2nd conjugation

-eō, -ēre moveō, movēre, mōvī, mōtum – to move -eō, -ēre, -ī, -um
debeō, debēre, debuī¸ debitum – ought to… (should)
-ō, -ere currō, currere, cucurrī, cursum – to run 3rd conjugation

-ō, -ere, -ī, -um
-iō, -īre veniō, venīre, vēnī¸ ventum – to come 4th conjugation

-iō, -īre, -īvī, -ītum
Conjugations (“verb families”)
1st conjugation : -ō, -āre

Quiz Date:
2nd conjugation : -eō, -ēre
3rd conjugation : -(i)ō, -ere
4th conjugation : -iō, -īre
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Verb Conjugating Reference Sheet Present Tense
Singular Plural Irregular Verbs https://quizlet.com/_675o2b
1st person ego I nōs we
I || we
-ō / -m -mus sum, esse, fuī, futūrum - to be
tū you vōs y’all
2nd person Singular Plural
you || y’all
-s -tis
ille/illa/illud he/she/it illī they 1st sum sumus
3rd person
he/she/it || they person “I am” “we are”
-t -nt
2nd es estis
 Go to the 2 form nd person “you are” “y’all are”
 Cut off -re 3rd est

“he / she / it is”
sunt
“they are”
person
 Add endings -ō, -s, -t || -mus, -tis, -nt
 1st conjugation verbs (-ō, -āre, -āvī, -ātum) possum, posse, potuī + infinitive – to be able to…
amō, amā re, amāvī, amātum ( pot- + sum | t + s = ss )
am|ō amā|mus Singular Plural
I (am) love(ing) we (are) loving
1st possum possumus
amā|s amā|tis person “I am able” “we are able”
you (are) love(ing) y’all (are) love(ing)
2nd potes potestis
ama|t ama|nt “you are able” “y’all are able”
h/s/it loves / is loving they (are) love(ing) person
 2 conjugation verbs (-eō, -ēre, -ī, -um)
nd 3rd potest possunt
person “he / she / it is able” “they are able”
habeō, habē re, habuī, habitum
habe|ō habē|mus
I (am) have(ing) we (are) have(ing)
https://quizlet.com/_675li4
habē|s habē|tis Match verb endings to pronouns
you (are) have(ing) y’all (are) have(ing)
and 4 verb conjugations (families).
habe|t habe|nt
h/s/it has / is having they (are) have(ing)
 3rd conjugation verbs (-ō, -ere, -ī, -um) 3rd -iō conjugation verbs (-iō, -ere, -ī, -um)
*the short -ere changes to -ō, -i- -i- -i- -i- -u- *the short -ere changes to -iō, -i- -i- -i- -i- -iu-
dūcō, dūce re, dūxī, ductum iaciō, iace re, iēcī, iactum
3rd -iō conj. verbs
dūc|ō dūci|mus iaci|ō iaci|mus

I (am) lead(ing) we (are) lead(ing) I (am) throw(ing) we (are) throw(ing)
dūci|s dūci|tis iaci|s iaci|tis

you (are) lead(ing) y’all (are) lead(ing) you (are) throw(ing) y’all (are) throw(ing)
dūci|t dūcu|nt iaci|t iaciu|nt -i- never goes before -nt “-int” “-iunt”
h/s/it leads / is leading they (are) lead(ing) h/s/it throws/ is throwing they (are) throw(ing)
 4th conjugation verbs (-iō, -īre, -īvī, -itum)

audiō, audī re, audīvī, audītum Macron praedōnēs:
-ō, -m, -t, -nt
audi|ō audī|mus
I (am) hear(ing) we (are) hear(ing)
When these letters end a word,
audī|s audī|tis they steal the macron from the
you (are) hear(ing) y’all (are) hear(ing)
vowel directly preceding them
audi|t audiu|nt (the vowel preceding these 4
h/s/it hears / is hearing they (are) hear(ing)
-i- never goes before -nt; insert a “-u-” letters will not always have a
“-int”  “-iunt”
macron, but if it does…)
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Verb Conjugating by Verb Family (Conjugation)
Verbs are separated into 4 groups or families that we call “conjugations”. You can determine which conjugation
a verb belongs to by looking at its 2nd form – its “-re” form. The vowel that precedes the –re is the indicator.
The –re form of all verbs will be either –āre (1st conjugation), -ēre with a macron (2nd conjugation), -ere without
a macron (3rd conjugation) and –īre (4th conjugation). While the stem of verbs always changes, the endings of
each verb family looks the same. Notice the pattern of the endings on these verbs.
1st conjugation portō, portāre, -āvī, -ātum cūrō, cūrāre, -āvī, -ātum dō, dare, dēdī, datum
-āre verbs
-ō -āmus portō portāmus cūrō cūrāmus dō dāmus
-ās -ātis portās portātis cūrās cūrātis dās dātis
-at -ant portat portant cūrat cūrant dat dant
2nd conjugation iaceō, iacēre, iacuī maneō, manēre, mānsī sedeō, sedēre, sēdī
-ēre verbs
-eō -ēmus iaceō iacēmus maneō manēmus sedeō sedēmus
-ēs -ētis iacēs iacētis manēs manētis sedēs sedētis
-et -ent iacet iacent manet manent sedet sedent
The “i” in -iō tells us this verb is an i-stem
3rd conjugation legō, legere, lēgī, lectum scrībō, scrībere, scrīpsī cupiō, cupere, cupīvī
-ere verbs
-(i)ō -imus lego legimus scrībō scrībimus cupiō cupimus
-is -itis legis legitis scrībis scrībitis cupis cupitis
-it -(i)unt legit legunt scrībit scrībunt cupit cupiunt
4th conjugation puniō, punīre, punīvī veniō, venīre, vēnī aperiō, aperīre, aperuī
-īre verbs
-iō -īmus puniō punīmus veniō venīmus aperiō aperīmus
-īs -ītis punīs punītis venīs venītis aperīs aperītis
-it -iunt punit puniunt venit veniunt aperit aperiunt
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Lesson IV Worksheet I Nomen
Using your Verb Conjugating Reference Sheet, follow the three conjugating steps
Conjugate & translate each and every verb in 3 different ways (see below).
Translation note: Verbs in the present tense can be translated 3 different ways: “am/is/are _____ing,” “_____s,” or “do/does _____.”
e.g. “amās” = “you are loving” or “you love” or “you do love.”

Singular Plural
ego intrō nōs intrāmus
I enter, I am entering, I do enter we enter, are entering, do enter
tū intrās vōs intrātis
you enter, are entering, you do enter y’all enter, are entering, do enter
ille/illa/id intrat illī intrant
he/she/it enters, is entering, does enter they enter, are entering, do enter
sedeō, sedēre, sēdī – to sit
Singular Plural
veniō, venīre, vēnī – to come
Singular Plural
fēstīnō, fēstīnāre, fēstīnāvī, fēstīnātum – to hurry

Singular Plural
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When you’re finished conjugating the verbs, check your answers & correct your mistakes in
colored pen, please.
Your translations could be in different orders (I am entering, I do enter, I enter OR I enter, I am entering, I do
enter), but all 3 of the translations should be written.

Singular Plural
ego intrō nōs intrāmus
I enter, I am entering, I do enter we enter, are entering, do enter
tū intrās vōs intrātis

you enter, are entering, you do enter y’all enter, are entering, do enter
ille/illa/id intrat illī intrant

he/she/it enters, is entering, does enter they enter, are entering, do enter
sedeō, sedēre, sēdī – to sit
Singular Plural
ego sedeō nōs sedēmus
I sit, I am sitting, I do sit we sit, are sitting, do sit
tū sedēs vōs sedētis
you sit, are sitting, you do sit y’all sit, are sitting, do sit
ille/illa/id sedet illī sedent
he/she/it sits, is sitting, does sit they sit, are sitting, do sit
veniō, venīre, vēnī – to come
Singular Plural
ego veniō nōs venīmus
I come, I am coming, I do come we come, are coming, do come
tū venīs vōs venītis
you come, you are coming, you do come y’all come, are coming, do come
ille/illa/id venit illī veniunt
he/she/it comes, is coming, does come they come, are coming, do come
fēstīnō, fēstīnāre, fēstīnāvī, fēstīnātum – to hurry

Singular Plural
ego festinō nōs festināmus
I hurry, am hurrying, do hurry we hurry, are hurrying, do hurry
tū festinās vōs festinātis
you hurry, are hurrying, you do hurry y’all hurry, are hurrying, do hurry
ille/illa/id festinat illī festinant
he/she/it hurry, is hurrying, does hurry they hurry, are hurrying, do hurry
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Lesson IV Worksheet II Nomen
Use your Verb Endings Chart from pg. 14 to provide answers.
Fill out these charts: write in the English pronouns, then the Latin pronouns, then the verb endings
Singular Plural
English Pronoun | Latin Pronoun | Verb Ending English Pronoun | Latin Pronoun | Verb Ending
st
1 person I ego -ō
2nd person
3rd person
Add the correct pronoun to the conjugated verb.

I you he she it we y’all they
ego | tū | ille / illa / id | nōs | vōs | illī
nōs cenāmus ________________ iubētis ________________ manent
________________ rēspondet ________________ amō ________________ finīs
________________ estis ________________ sunt ________________ sumus
How would I say… (translate the English pronoun into a Latin pronoun & then form the verb from these steps)
1. go to the 2nd form of the verb 2. cut off the –re 3. add endings -ō, -s, -t; -mus, -tis, -nt
I see videō we see ____________________________
you see ____________________________ y’all see ____________________________
he / she / it sees ____________________________ they see ____________________________
I hear ____________________________ we hear ____________________________
you hear ____________________________ y’all hear ____________________________

Later on we will talk more
he / she / it hears ____________________________ they hear audiunt about whythere is an

added -u- here.
Do these pronouns match the verb ending in person and number? V / F (verum / falsum)
_______ ego amat _______ illī tenēmus _______ vōs venītis _______ nōs fers
_______ illa vides _______ ille dūcit _______ id cantat _______ illa currit
_______ nōs ambulāmus _______ tū tenēs _______ ego legō _______ illī dormiunt
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Lesson IV Worksheet III Nomen
 First, write “1” above subjects (Nominatives), “2” above verbs, “3” above direct objects (Accusatives),
“5” above prepositional phrases, and an “X” above articles and helpful verbs.
 You may use your dictionary.
 Finally, translate the sentences into good Latin.
feminine masculine
1 2 x 3 5 x 5 Remember: -a -er, -us Nominative (1)
1. I see the horse near the field. (Nouns) -am -um Accusative (3)
(Verbs) Verbs (2’s) should end in:

ego videō equum prope agrum -ō I -mus we
(1) (2) (3) (5) -s you -tis y’all
-t h/s/it -nt they
_________________________
2. We hear the boy and girl.
______________________________________________________________________
__________________________________
3. The good farmer is caring for Hispidus.
______________________________________________________________________
_________________________________
4. You are helping the son and daughter.
______________________________________________________________________
_________________________
5. We are not sitting near the road.
______________________________________________________________________
________________________
6. They are walking to the house.
______________________________________________________________________
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Nouns: Adverbs:
-us, -ī

ubi, where, when
cum, when
Prepositions:



-ō, -ere, -ī, -um


Quiz Date:
77
Lesson IV Reading
statim cum Julia ad silvam spectat, (illa) lupum māgnum videt! Quīntus nōn movet
_____________________________________________________________________________
quod (ille) territus est. Julia, territa quoque, immobilis stat. eam et eum lupus diū spectat.
_____________________________________________________________________________
“quid facere (nōs) debēmus, Julia?” Quīntus rogat. subitō Julia ad lupum clāmat. Lupī
_____________________________________________________________________________
nōn laetī sunt cum puellae clāmant. quod (illa) clāmat, lupus sē vertit et (ille) lentē in
_____________________________________________________________________________
silvam ambulat. “nōs bene habēmus, Quīnte!” Julia exclāmat. sed etiam territus, Quīntus
_____________________________________________________________________________
ad viam currit ubi cōlonus senex in agrō labōrat.
_____________________________________________________________________________
diū – for a long time
facere – to do Remember, if a word is dotted underlined, it can be found in the
immobilis, -is, -e – immobile, still vocabulary list directly beneath the story. If a word is italicized,
lentē – slowly just flip this paper over – it is on the most recent vocab list which
nōs bene habēmus – we are ok is on the other side of the story page. If a word is neither dotted
senex – old underlined nor italicized, we have already learned the word in a
sē vertit – h/s/it turns around previous vocab list. If you don’t remember the definition, you can
spectat – h/s/it looks (at) find the word in a dictionary. It’s ok if you have to look up a word!
territus, -a, -um – terrified, frightened

cūr – why? ubi – where? quis – who? quid – what? finem - end quod – because
1. cūr Quīntus nōn movet? _______________________________________________________________
2. quid facit Julia? __________________________________________________________________
3. ubi lupus ambulat? ___________________________________________________________________
4. ad fīnem quid Quīntus facit?____________________________________________________________
5. quis in agrō labōrat? __________________________________________________________________
78
LATIN AROVND VS
LATINA CIRCVM NOS
The Origins of the Spells in

Many of the spells you encounter in the Harry Potter series are either Latin or based on Latin.
“Accio” acciō, accīre, accīvī, accītum – to summon, call, send for

This is a summoning spell.
“Confundo” cōnfundō, cōnfundere, cōnfūndī, cōnfūsus – I stir up, confuse, mix up

This spell, used to confuse an opponent. That translation can even mean something like ‘I bring an end
to by upsetting’. The range of translations reflects the scope of the spell, which can be used either to
effect mild or fatal confusion
“Crucio” cruciō, cruciāre, cruciāvī, cruciātus – I torture, torment

This spell is used to cast the Cruciatus curse, a torturing spell that is one of the three unforgivable curses
in Harry Potter.
“Wingardium Leviosa” “wing,” + arduus -a -um – steep + levō, levāre, levāvī, levātum – to lift
A basic levitation charm
“Diffindo” diffindō, diffindere, diffidī, diffissum – to split, divide, render useless

A severing charm
“Expecto Patronum” exspectō, -āre, -āvī, -ātum – to wait for patrōnus, -ī, m. – a protector, defender
One of the most important spells in the series, it is used to summon a corporeal animal (called
a patronus) as a sort of spirit-guardian against soul-sucking Dementors. Patron is the closest single-
word English translation of the Latin patronus, which more generally means ‘an influential person who
has undertaken the protection of another’.
Expelliarmus expellō, expellere, expulī, expulsum – to drive out arma, amōrum, n., pl. - weapons
A disarming charm. The word is a combination of the Latin expellere, meaning ‘to drive or force out’,
and arma, meaning weapon.
Finite Incantatum finite – finish! (command form of finiō, finīre)| incantō, -āre – to betwitch (having been betwitched)
The main counter-spell, used to negate other spells.
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Imperio imperō, imperāre – to order / deman imperatum, -ī, n. – a command
There is no Latin verb imperio, although the root imper-, can be seen in Latin words such as imperator
(ruler), imperatum (command or instruction), and impero (`I demand’). This word casts the Imperius
curse, another of the three unforgivable curses, which when used effectively allows the caster to control
the target.
Lumos lūmen, luminis, n. – light -os = the Greek Nominative ending

Used as a wand-lighting charm, this is a mock-Greek adaptation of the Latin lumen, meaning ‘light’.
Petrificus Totalus petra – rock (Greek) -ficus – a suffix mean making / becoming totalis -is -e – total
A full body-binding curse. This is another of Rowling’s blends.
Sectumsempra secō, secāre, secuī, sectum – to sever, cut (sectum – having been severed) semper – always
Another blend. Sempra is an alteration of the Latin semper, which means ‘always’ or ‘continuously’.
This curse, invented by Severus Snape in his youth, allows the wand to be used as a sort of long distance
sword, following the movements of its holder to slash its target.
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Latin Vocabulary IV Practice Quiz 1 Nomen
Identify the gender (M / F / N ) Diē
equus, _______ Grex
- ____________________
via, _______
- ___________________
/40
cōlonus, _______
- ___________________
ager, _______ statim - _______________________

- ___________________
celeriter - ____________________
etiam (2)
- ________________ / _______________ ubi (2) __________________
__________________
quoque
- _________________ prope + ________
- __________________
subitō ex/ē + ________
- ___________________ - _________________
ad + ________ trāns + ________ in + ________

- _______________ - _______________ - _________________
per + ________ ā/ab + ________ in + ________
- __________________ - ___________________ - _________________
81
Latin Vocabulary IV Practice Quiz 2 Nomen
Identify the gender (M / F / N ) Diē
equus, _______ Grex
- ____________________
via, _______
- ___________________
/40
cōlonus, _______
- ___________________
ager, _______ statim - _______________________

- ___________________
celeriter - ____________________
etiam (2)
- ________________ / _______________ ubi (2) __________________
__________________
quoque
- _________________ prope + ________
- __________________
subitō ex/ē + ________
- ___________________ - _________________
ad + ________ trāns + ________ in + ________

- _______________ - _______________ - _________________
per + ________ ā/ab + ________ in + ________
- __________________ - ___________________ - _________________
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Latin Vocab IV Quiz ANSWER KEY Nomen
Diē
Grex
equus, equī [ m. f. n. ].
via,
horse
viae [ m. f. n. ]
/40
road, way
cōlonus, cōlonī [ m. f. n. ].
farmer
statim
ager, agrī [ m. f. n. ] immediately
field
celeriter
etiam (2) quickly
yet, still
ubi (2)
quoque when, where
also
prope + acc.
subitō near
suddenly ex/ē + abl.
out of
ad + acc. trāns + acc. in + acc. .
- to, towards, at - across - into, onto
per + acc. ā/ab + abl. in + abl. .
- through - (away) from - in, on
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Lesson V - More about “Case” // Intro to Prepositional Phrases
First, let’s talk a little more about CASES in Latin.
As we have seen with both verbs and nouns, words consist of a stem and an ending. The different endings that we
put onto nouns all have different names – we call these endings that go on the end of nouns “case endings”. The
question, “what form is this noun?” can also be asked, “what case is this noun?”
Latin has 7 different cases, all with different grammatical functions, and each case can have more than one
grammatical function. So far, we have seen two cases – the Nominative (subject) Case, and the Accusative (direct
object) Case.
Now, push “pause” on case for a minute while we review prepositional phrases. We are going to put these
two things together in a few moments.
Prepositional Phrase – a small phrase, typically telling is where; they generally, but not always, give us a location.
“The books are on the shelf.” “The horses are running in the fields.” “We walked across the road.”
There are a few prepositions that don’t tell us where; a couple common ones are: with, about
A few Latin prepositions are: ad (to, towards, at) per (through)

in (in, on, into, onto) cum (with)
trāns (across) ā / ab (from, away from)
All of this should sound pretty straightforward and simple. It is! Until now… let’s see how these two things
work together! Here is where it gets a bit tricksy:
Prepositions are always followed by a noun; we call this noun, “the object of the preposition”.
Using the three sentence examples we used above, let’s identify the object of the preposition in each sentence:
This should be simple! Just identify the NOUN which follows our little preposition!
“The books are on the shelf.” – shelf is the object of the preposition “on”
“The horses are running in the fields.” – fields is the object of the preposition “in”
“We walked across the road.” – road is the object of the preposition “across”
In Latin, the noun that follows a preposition (the object of the prep.) will always be in one of the two “A” cases:
either the Accusative Case
or a new case called the Ablative Case.
How do I know whether the noun following the preposition should be in the Accusative or the Ablative?
MEMORIZE IT! Every time you learn a new preposition, it looks like this:
this means that the noun following ad will always be in the accusative case
ad + acc. = to, towards, at
this means that the noun following cum will always be in the ablative case
cum + abl. = (together) with
Some prepositions can take both cases, but the preposition means something slightly different
depending on what case it is followed by. Here is a great rule to learn:
The Accusative Case used with prepositions generally communicates motion (towards).
in + acc. – into, onto per + acc. – through trāns + acc. – across
The Ablative Case used with prepositions often communicates stationary location or motion away from.
in + abl. – in, on ab/ā + abl. – from, away from ex/ē + abl. – out of
85
Which cases do we have now? The cases we have seen so far are in bold.
Fem: Sg. || Pl. Masc: Sg. || Pl.
Nominative Case: -a || -ae -us/-er || -ī  used when a noun is the subject
used when the noun is the direct object

Accusative Case: -am || -as -um || -ōs  or the object of certain prepositions
NEW!
Ablative Case: -ā || -īs -ō || -īs  when the noun is the object of certain prepositions
Cases endings will henceforth be written in “declension charts” like this:

1st declension usually feminine
2nd declension masculine or neuter 3rd declension masc / fem / neu
singular plural plural
-us / -(e)r
Nominative -a -ae Nom -um neuter -ī Nom
Genitive Gen Gen
Dative Dat Dat
Accusative -am -ās Acc -um -ōs Acc
Ablative -ā -īs Abl -ō -īs Abl
Voc Voc
Vocative
So, is it “-us” Great question! Answer:

or is it “-(e)r”? There are only five 2 declension “-(e)r” nouns. You must memorize them!
nd
If the 2nd dec. noun isn’t one of those 5, it is “-us”. (“-um” only if the noun is neuter.)
Memorize these 5 common 2nd declension (masc.) -(e)r nouns:

(1) ager, agrī, m., field (2) puer, puerī, m., boy (3) liber, librī, m., book
(4) magister, magistrī, m., teacher (5) vir, virī, m., man  yeah, this one is different.
NEXT: Accusatives!
Accusative Endings The Accusative case is one of the most

1st dec. 2nd dec. 3rd dec. commonly-occurring cases in Latin.
sg. -am -um -em You should memorize these.
pl. -ās -ōs -ēs

__________________________________________________________________________________________________
PRACTICE: Now, identify the case of the noun following each of these prepositions:
(a.k.a identify the case of the object of the preposition):
1. ad terram 4. ā casā
ad + ________ ā + ________
2. in culīnā 5. ex agrō
in + ________ ex + ________
3. in agrum 6. trāns viam
in + ________ trāns + ________
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Noun Cases Reference Sheet & Declension Endings
1st Declension usually feminine 2nd Declension masculine or neuter 3rd Declension masc / fem / neut
singular plural
-us / -er -ī 1st form -ēs
Nominative -a -ae Nom -um neuter -a neuter Nom
-r, -s, -x, -l, -n, vowel
-a neuter
-um /
Genitive -ae -ārum Gen -ī -ōrum Gen -is -ium
Dative -ae -īs Dat -ō -īs Dat -ī -ibus

-ōs -ēs
Accusative -am -ās Acc -um -a neuter Acc -em -a neuter
Abl -e -ibus
Ablative -ā -īs Abl -ō -īs st
1 form -ēs
-a -ae -us  -e -ī Voc (nom) (nom)
Vocative (nom) (nom) Voc -er, -um (nom)
Think of the “case” of a word meaning the “form” of a word.
Changing the form of the word changes the function of that word in the Latin sentence.
Nominative
 Subject (the noun performing the action)
“The man is walking.”
 Complement (i.e. predicate nominative/predicate adjective [a complement describes or renames the subject] – the sentence will always
contain a being verb, i.e. is, are, were, will be, etc.)
“The girls are happy.” “My mother is a doctor.
Genitive
 the “of” case / “…’s ” (apostrophe ‘s’ for possession)
“The emperor of Rome” “The boy’s dog”
Dative
 “to” or “for” case (used most often as the indirect object – the noun that receives the noun that receives the action)
“I give the book to the student.”
Accusative 1st dec 2nd dec 3rd dec
 most often used as the direct object (the noun receiving the action) Sg.
“I give the book to the student.” -am -um -em
Pl.
 can be used with prepositions to communicate motion (often towards). -ās -ōs -ēs
“ambulō in hortum.” - “I am walking into the garden.” “currit ad agrum” – “He is running towards the field.”
Ablative
Think of this as the “with” / “by” / “as” case
 often used as the object of certain prepositions – usually communicates a stationary position or motion away from.
“sedēbam in hortō” - “I was sitting in the garden.” “ambulō ē casā” – I am walking “out of the house.”
 means – what is being used to accomplish a task – usually a tangible noun (something you can touch)
“I painted the house with a paintbrush.” “I defended myself with a sword.”
Vocative always the same as the nominative form, EXCEPT –us  -e & -ius/-eus  -iī
 only used when someone is directly addressing a person, using their name or title.
“Quinte, quid videt?” Quintus, what do you see?”
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88
Nouns: Adverbs:
-us, -ī

ubi, where, when
cum, when
Prepositions:



-ō, -ere, -ī, -um


Quiz Date:
89
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90
One of the best ways to study declensions is by writing them out. Practice the 1st declension on this page.
Nominative Nominative
Genitive Genitive
Dative Dative
Accusative Accusative
Ablative Ablative
Vocative Vocative
Genitive Genitive
Dative Dative
Ablative Ablative
Vocative Vocative
Genitive Genitive
Dative Dative
Ablative Ablative
Vocative Vocative
91
One of the best ways to study declensions is by writing them out. Practice the 2nd declension on this page.
Genitive Genitive
Dative Dative
Ablative Ablative
Vocative Vocative
Genitive Genitive
Dative Dative
Ablative Ablative
Vocative Vocative
Genitive Genitive
Dative Dative
Ablative Ablative
Vocative Vocative
92
Lesson V Worksheet I Nomen
A. Identify the case of each of the following masculine (singular) nouns:

1. calvō Nominative / Accusative / Ablative _________________
2. ventus Nominative / Accusative / Ablative _________________
3. poculō Nominative / Accusative / Ablative _________________
4. liber Nominative / Accusative / Ablative _________________
5. dīscipulum Nominative / Accusative / Ablative _________________
6. mūrō Nominative / Accusative / Ablative _________________
7. ager Nominative / Accusative / Ablative _________________
8. virum Nominative / Accusative / Ablative _________________
9. digitum Nominative / Accusative / Ablative _________________
10. vir Nominative / Accusative / Ablative _________________
B. Identify the case of each of the following feminine (singular) nouns:

1. terrā Nominative / Accusative / Ablative _________________
2. viam Nominative / Accusative / Ablative _________________
3. tabulā Nominative / Accusative / Ablative _________________
4. fēminam Nominative / Accusative / Ablative _________________
5. tabula Nominative / Accusative / Ablative _________________
6. filiā Nominative / Accusative / Ablative _________________
7. aquam Nominative / Accusative / Ablative _________________
8. stella Nominative / Accusative / Ablative _________________
9. horam Nominative / Accusative / Ablative _________________
10. via Nominative / Accusative / Ablative _________________
C. Translate the sentences. Make sure you translate the nominative (-a, -us, -er, ille) noun as the subject
and the accusative noun (-am, -um) as the direct object. Case is important!
1. a. fēminam fīlia audit. b. fēmina fīliam audit.

The daughter hears the woman. __________________________________
2. a. lupus cōlonum amat. b. lupum cōlonus amat.

__________________________________ __________________________________
3. a. ille illam videt. b. illum illa videt.

__________________________________ __________________________________
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Lesson V Worksheet II Nomen
A. By circiling the correct answer, identify the case of each of the following masculine (plural) nouns:
1. librī Nominative / Accusative / Ablative _________________
2. puerōs Nominative / Accusative / Ablative _________________
3. sonī Nominative / Accusative / Ablative _________________
4. mūrōs Nominative / Accusative / Ablative _________________
5. cōlonīs Nominative / Accusative / Ablative _________________
6. dīscipulī Nominative / Accusative / Ablative _________________
7. stylōs Nominative / Accusative / Ablative _________________
8. virīs Nominative / Accusative / Ablative _________________
9. digitī Nominative / Accusative / Ablative _________________
10. virōs Nominative / Accusative / Ablative _________________
B. By circling the correct answer, identify the case of each of the following feminine (plural) nouns:
1. viās Nominative / Accusative / Ablative _________________
2. portae Nominative / Accusative / Ablative _________________
3. fīliās Nominative / Accusative / Ablative _________________
4. puellīs Nominative / Accusative / Ablative _________________
5. tabulae Nominative / Accusative / Ablative _________________
6. chartās Nominative / Accusative / Ablative _________________
7. aquae Nominative / Accusative / Ablative _________________
8. stellīs Nominative / Accusative / Ablative _________________
9. horīs Nominative / Accusative / Ablative _________________
10. viae Nominative / Accusative / Ablative _________________
D. Translate the sentences. Make sure you translate the nominative noun as the subject and the accusative
noun as the direct object. Case is important!
4. a. fēminās fīliae audiunt. b. fēminae fīliās audiunt.

The daughter hears the woman. __________________________________
5. a. lupī cōlonōs amant. b. lupōs cōlonī amant.

__________________________________ __________________________________
6. a. illī illās vident. b. illōs illae vident.

__________________________________ __________________________________
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Lesson V Worksheet III Nomen
A. Select the noun with the correct case ending, depending on whether the preposition takes abl. or acc.
Then, translate the sentence, paying close attention to the changing verb ending (ō, s, t | mus, tis, nt).
For prepositions that take acc., circle “agrum,” and for abl., circle “agrō”. Translate the sentence:
1. ambulō per ( agrum / agrō ) || agrum (per + acc.) I walk / am walking/ do walk through the field.
2. ambulās trāns ( agrum / agrō ) ||_________________________________________________________
3. ambulat ad ( agrum / agrō ) ||___________________________________________________________
4. ambulāmus ex ( agrum / agrō ) ||_________________________________________________________
5. ambulātis ab ( agrum / agrō ) ||__________________________________________________________
6. ambulant in ( agrum / agrō ) ||___________________________________________________________
7. ambulant in ( agrum / agrō ) ||___________________________________________________________
B. Sort out the nouns given into nominative words, accusative words, and ablative words, based upon
their ending.
servus agrum liber casa cubiculō terrās puerīs viam caelum hortōs silvā hastae libellus
ager fenestrās occulum verbō sententiīs aream hortō amīcā aqua territī magistrīs uvam
lupī viā terra picturae magistrī cūlinam caligā ursōs miser miserum numerō iūcūndus
Nominatives: Accusatives:
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
Ablatives:
______________________________________________________
______________________________________________________
______________________________________________________
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Lesson V Worksheet IV Nomen
A. Change every Nominative Case into the Accusative Case, and every Accusative to the Nominative.
nom. acc. nom. acc.
-a  -am | -us / -(e)r*  -um
puer*  _____________________ via  _____________________
casam  _____________________ māgnum  _____________________
equus  _____________________ silva  _____________________
portam  _____________________ casa  _____________________
cōlonus  _____________________ agrum* _____________________
servus  _____________________ equum  _____________________
laetam  _____________________ pilam  _____________________
ancilla  _____________________ stellam _____________________
librum* _____________________ hortus  _____________________
cūlina  _____________________ viam  _____________________
cōlonum  _____________________ vir  _____________________
puella  _____________________ lupum  _____________________
B. Match the correct Latin preposition to the sentence to which it belongs:

____ 1. I am running towards the field. a. prope + acc.
____ 2. We are walking into the atrium. b. ab / ā + abl.
____ 3. She is sitting near the wall. c. in + acc.
____ 4. They are hurrying out of the forum. d. in + abl.
____ 5. Y’all are standing in the street. e. ad + acc.
____
6. He is walking away from the city. f. ex / ē + abl.
____
C. Review! All answers to this section can be found in Lesson V.
1. The Nominative Case is the case identifying the ____________________________ in the sentence.
2. The Accusative Case is used as the ________________________________________________
or the ________________________________________________
3. The Ablative Case is used as the ______________________________________________
4. In prepositional phrases, the ______________ case generally communicates motion towards; the
________________ case, generally stationary or motion away from.
5. All verb conjugations, in order, are: 1st: _________ 2nd: _________ 3rd: _________ 4th: _________
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100
Lesson V Worksheet V Nomen
A. Identify each prepositional phrase .
Then, identify whether the object of the preposition is in the accusative case or the ablative case.
acc. acc. You are not being asked to translate the sentences.
1. in viam ambulō sed illa prope casam sedet.
NOTE: You will not recognize all these words,
in viam (acc), prope casam (acc) but you do not need to know all the vocab
in order to follow the directions properly.
2. tū ad lūdum fēstīnās quod tū prōcul ab urbe es.
_______________________________________________________________
3. tōta famīlia ā casā ad forum iter facit.

_______________________________________________________________
4. quod īre ad forum volumus, debēmus ē domō celeriter discedere.

_______________________________________________________________
5. cum per silvam errāmus, saepe in periculum cadimus.

_______________________________________________________________
B. Change every Nominative Case  the Accusative and every Accusative Case  the Nominative.
magistra  magistram hortum  _____________________

ager  _____________________ fumus  _____________________
aquam  _____________________ occulus  _____________________
vir  _____________________ cauda  _____________________
cōlonus  _____________________ puerum  _____________________
puella  _____________________ cūlinam  _____________________
C. Match the correct Latin preposition to the sentence to which it belongs and fill in the correct case
the preposition takes, acc. or abl.
____ 1. We fell into danger. a. prope + acc.

____ 2. The bird is sitting on the roof. b. ab / ā + abl.
____ 3. They immediately went away from the crowd. c. in + abl.
____ 4. You can go out of the city. d. in + abl.
____ 5. I saw the dog near the food. e. ad + acc.
____ 6. She and her mother are going to the festival. f. ex / ē + abl.
____
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Nouns: Adverbs:
-us, -ī

ubi, where, when
cum, when
Prepositions:



-ō, -ere, -ī, -um


Quiz Date:
103
Lesson V Reading
quod Quīntus lupum māgnum in silvā videt, (ille) territus est et (ille) celeriter ad vīcīnum
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agrum currit. est* cōlonus senex ibi in agrō. (ille) prope equum labōrat. cum cōlonus Quīntum
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prope silvam videt, (ille) stat et eum exspectat.
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“cōlone, cōlone! (ego) territus sum!” Quīntus clāmat. cum Julia et Quīntus ad eum
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adveniunt, cōlonus senex exclāmat, “salvēte!” et rogat, “vōsne habētis bene? quid est?” [5]
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What does a dentist work on? Think of the word “binoculars”.
“est lupus māgnus in silvā, cōlone! (ille) habet dentēs acrēs et oculōs horrificōs!”
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sed subitō cōlonus rīdet. “lupus,” īnquit “nōn malus est! ille est lupus meus, nōmine
___________________________________________________________________________________
Hīspidus, et ille benīgnus lupulus est!”
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*when est comes first in a sentence, it is usually translated “there is”
ācer, ācris, ācre – sharp nōmine – named
adveniunt – (they) come to oculus, -ī, m. - eye
benīngus –a, -um – kind, nice rīdet – h/s/it laughs
exspectat – h/s/it waits for salvēte – greetings / hello
Hīspidus, this is the name of the wolf; literally means “shaggy,” or “bristly” senex - old
ibi – (over) there [a location] territus -a –um – terrified, frightened
lupus = wolf | lupulus = little wolf vīcīnus -a -um – nearby / neighboring
malus -a, -um – bad, wrong vōsne habētis bene? – Are y’all ok?
Respondē Latīnē sententiīs complētīs: Literally: “Do y’all have yourselves well?”
cūr – why? ubi – where? quis – who? quid – what? quod – because
1. quis in agrō est? _____________________________________________________________________
2. quid ille facit in agrō? ________________________________________________________________
3. quis est Hīspidus? ___________________________________________________________________
104
Lesson V Translation
Indicate your line #s in the left margin as you go so that you know where you are!
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Lesson V Translation Continued
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LATIN AROVND VS
LATINA CIRCVM NOS
corpus, corporis, n. – the body

(“corporate,” “corporal,” “corpse”)
caput, capitis, n. – head

manus, manūs, f. – hand (“capitol,” “recap” = “recapitulate”)
(“manual”) cephalis (Grk.)
(“encephalitis” = a headache)
“biceps” = “double heads”

[bi – double] umerus, umerī, m. –
shoulder (“humerus”)
antebrachium, -iī, n. – omos (Grk)
(be)forearm
brachium, brachiī, n. – (upper) arm digitus, -ī, m. – finger, toe

(“brachial artery”) (“digit”)
cor, cordis, n. – heart

pectus, pectoris, n. – chest, heart (“cordial,” “in accordance”)
(“pectoral fin”) kardia / cardia (Grk.)
(“cardiac”)
femur, femoris, n. – upper leg, thigh venter, ventris, n. – stomach, belly

gaster, gastris, n (“ventricle”)
(“gastric”)
genū, genūs, n. – knee

(“genuflect”)
crūs, crūris, n. – leg (lower) / shin
pēs, pedis, m. – foot

(“pedals,” “pedestrian,” “impede”)
pōs, podis, m. (Grk.)
(“bi-/tripod,” “octopus” “podium”)
107
faciēs, facieī, f., - the face / caput, capitis, n. - the head
dēns, dentis, m. – tooth

(“dentist,” “dental,” “trident”)
auris, auris, m. – ear
(“ear” “aural”)
audiō, audīre – to hear
oculus, oculī, m. – eye (“binoculars”)

video, vidēre, vīdī, vīsum – to see
(“visual,” “vision,” “video,” “visor”)
ophthalmos (Grk) (“optometry”

nasum, nasī, n. – nose “optical”)
(“nasal”)
olfaciō, olfacere – to smell
(“olfactory” – having to do with smell)
ōs, oris, n. – mouth (“oral,” “orator”)
lingua, -ae, f. – tongue

(“bilingual,” “language”)
glossa (Grk.) – tongue (“glossy”)

animus, -ī, m. – mind, soul
(“animate,” “animal”)
capillum, ī, n – hair
(“capillary”)
Magister / Magistra Dīcit!

command form (plural)
aperiō, aperīre aperīte open
clausō, clausāre clausāte close
tangō, tangere tangite touch
sedeō, sedēre sedēte sit
stō, stāre stāte stand
levō, levāre levāte lift
demittō, demittere demittite lower
plaudō, plaudere plaudite clap
semel – once, bis – twice, ter – thrice
108
Latin Vocab IV – V Practice Quiz 1 Nomen
Diē
[ex]clāmō, ____________, _____________, ______________ Grex
- _____________________
rogō, _____________, ______________, ______________
- _____________________
veniō, ______________, ______________
- _____________________ ubi (2) ______________
stō, ______________, ______________, ______________ _____________
- _____________________ etiam (2) ___________
habeō, ______________, ______________, ______________ ________________
- _____________________ subitō
currō, ______________, ______________ - __________________
- _____________________ quoque
debeō, ______________, ______________ - __________________
- _____________________ celeriter
laborō, ______________, ______________, ______________ - ___________________
- _____________________
ab/ā + ________ trāns + ________
- ___________________
prope + ________
- _______________
ad + ________
/45
- _____________ - _______________________
109
Latin Vocab IV – V Practice Quiz 2 Nomen
Diē
[ex]clāmō, ____________, _____________, ______________ Grex
- _____________________
rogō, _____________, ______________, ______________
- _____________________
veniō, ______________, ______________
- _____________________ ubi (2) ______________
stō, ______________, ______________, ______________ _____________
- _____________________ etiam (2) ___________
habeō, ______________, ______________, ______________ ________________
- _____________________ subitō
currō, ______________, ______________ - __________________
- _____________________ quoque
debeō, ______________, ______________ - __________________
- _____________________ celeriter
laborō, ______________, ______________, ______________ - ___________________
- _____________________
ab/ā + ________ trāns + ________
- ___________________
prope + ________
- _______________
ad + ________
/45
- _____________ - _______________________
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Latin Vocab IV – V Quiz ANSWER KEY Nomen
Diē
[ex]clāmō, [ex]clamāre , -āvī , -ātum Grex
- to shout [exclaim]
rogō, rogāre , -āvī , -ātum
- to ask
veniō, venīre , vēnī , ventum
- to come ubi (2) when, where
stō, stāre , stētī , stātum
- to stand (important macron!) etiam (2) yet, still
habeō, habēre , habuī , habitum
- to have (no macron!) subitō suddenly
currō, , currere , cucurrī , cursum
- to run (important macron!) quoque also
debeō, debēre , debuī , debitum
- ought to / should celeriter quickly
laborō, laborāre , -āvī , -ātum
- to work
ab/ā + abl. trāns + acc.
prope +
- (away) from
acc
- across
ad + acc
/45
- near - to, towards, at
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Latin 5 Review Packet Lessons I-V
Diē
Lesson I Review – Terms, Pronouns, and Pronunciation Grex
Answer the following questions. If you need help, you can refer to the options in the box on the right hand side
of the paper in order to answer questions 1-9. Please do not draw lines. Fill out the answers fully.
12) What is a noun? Answer Bank:
__________________________________________________________________ “to + an action,” e.g. “to eat”
a word that tells a location

13) What is a verb?
the noun that receives the action
__________________________________________________________________
the noun following a preposition
14) What is the subject in a sentence?
a word that describes a noun
__________________________________________________________________ an action or a state of being
15) What is a direct object in a sentence? the doer of the verb
__________________________________________________________________ a word that “adds to the verb”

and often ends in -ly
16) **What is an infinitive?
a person, place, thing, or idea
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17) What is an adjective?
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18) What is an adverb?
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19) What is a preposition?
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20) *What is the object of the preposition?
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21) Give 2 examples of a preposition in English
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22) *Give 2 examples of a Latin preposition
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The soldiers want to move the heavy supplies into the other room quickly.
In the sentence above, 1) underline the subject, 2) circle the verb, 3) box the direct object, 4) bracket the
[prepositional phrase], 5) double underline the infinitive, 5) put parentheses around the two (adjectives),
adv
and 6) write “adv” above the adverb in the sentence
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Lesson II Review – Understanding Vocabulary Lists & Roman Numerals
23) Define the English word “lexicon”.

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24) What does lexical form mean?
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porta, portae, f.
25) Is the above word a noun or an adjective?
_________________________________
26) How can you tell?
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agō, agere, ēgī, actum

27) Is the above word a verb or an adverb?
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laetus -a -um
29) Is the above word an adjective or a preposition?
_________________________________
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31) a. What are these Roman Numerals in English? 20) b. Write these numbers in Roman Numeral.
a. XVI ______________ a. 84 ______________
b. XLIX ______________ b. 126 ______________
c. LXXIV ______________ c. 562 ______________
d. CXXXIII ______________ d. 48 ______________
e. XCIV ______________ e. 69 ______________
f. LXXXVIII _____________ f. 277 ______________
g. CDXXXI ______________ g. 491 ______________
h. DCCLXXVI ________________ h. 1,550 __________________
i. MMCCXLIX ________________ i. 3,788 __________________
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Lesson III – Introduction to the Nominative and Accusative Cases
Answer the following questions:

32) In English, for the most part, how do we know what the basic grammatical functions of the words are?
Like, how do we know what word is the subject, what is the direct object, what word an adjective
modifies, etc.
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33) In Latin, how do we know the grammatical functions of words?

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34) The subject is the _________________ of the verb.
35) The direct object is the __________________ of the verb.
36) In Latin, the subject is in the ___________________ case.
37) In the Latin, the direct object is the __________________ case.
Match the correct ending to its gender, case, and number
38) Feminine, Nominative, Singular ______________

-am
39) Feminine, Accusative, Singular ______________ -er

-a
40) Masculine, Nominative, Singular (2) ____________ -um
-us
41) Masculine, Accusative, Singular ______________
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Lesson IV – Introduction to Conjugations
42) The two parts of a Latin verb are a _______________ and an _________________.
43) The 4 principal parts of all regular verbs end in...
44) The three steps to conjugate a verb are:

1. Go to the 2nd form ,
2. ___________________________
3. ___________________________
Regular Verbs:
45) Fill out as much of the “Boom Chart” as you can
Singular Plural
1st person I ego -ō

2nd person
3rd person
Conjugate and translate the following verbs

46) moveō, movēre, mōvī, motum – to move
Singular Plural
moveo - I move, I am moving, I do move
47) stō, stāre, stētī, statum – to stand
Singular Plural
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Irregular Verbs:
Conjugate and Translate the two irregular verbs
48) sum, esse, fuī, futūrus – to be

Singular Plural
Sum – I am
49) possum, posse, potuī – to be able
Singular Plural
possum – I am able
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Lesson V – More about “Case” // Intro to Prepositional Phrases
50) Words consist of two parts: _____________ + ______________
51) We have learned 3 cases so far. List all 3 cases and their functions.
1. Nominative – Subject or Complement
2. _______________________________
3. _______________________________
52) A prepositional phrase is…
________________________________________________________________
53) Nouns following prepositional phrases must be in one of which two cases?
________________________________________________________________
54) How do we know which case a preposition takes?

________________________________________________________________
55) Fill out the white boxes in these declension charts:

1st declension (feminine) 2nd declension (masculine)
Genitive -ae -ārum Genitive -ī -ōrum

Dative -ae -īs Dative -ō -īs
Vocative -a -ae Vocative -us  -e -ī

-er
56) These endings go onto the end of… _____________________

a. Nouns b. Verbs c. Adverbs d. Prepositions
57) How many 2nd declension “-(e)r” nouns have we seen?

________________________________
58) List as many 2nd declension “-(e)r” nouns as you can

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Lesson VI - Understanding “Gender” Better + The Vocative Case
Nouns have Case (Nominative, Genitive, Dative, Accusative, Ablative, Vocative)
three classifications: Gender (Masculine, Feminine, Neuter)
Number (Singular, Plural)
We talked a bit more about Case in the last Lesson, and Number is very simple and straightforward (singular = 1,
plural = 2 or more). Of these three noun classifications, the most difficult concept to try to understand is Gender, in part,
perhaps, because of its confusing name – gender – which seems to imply that it has something to do with having “male”
or “female” qualities. This is not actually true. In fact, while most languages with grammatical gender have from two to
four different genders, some languages are said to have up to 20! Since the English term “gender,” then, seems to be
talking about two completely different ideas, let’s try to unpack what we mean when we say “gender”.
There are two different concepts we can refer to when we talk about “gender” in English:
First, there is Natural Gender, which refers to having “male” or “female” qualities or characteristics, i.e.
when the noun mentioned is generally thought of as either a male or a female (e.g. a “father” is a male [masc.], a
“mother” is a female [fem.], “king” is male [masc.], “queen” is a female [fem.], etc.).
Next there is Grammatical Gender. It is this type of gender we are really aiming to understand better here.
This type of gender refers, in the most general sense, to simply a category to which a noun is assigned.
In languages with grammatical gender, which is about one quarter of the world’s languages (including:
Spanish, French, Italian, German, Russian, and many, many more), each noun belongs to a particular group that
we, in English, refer to as “gender,” but in Latin, this word gender simply means “type” or “kind”. If we want to
understand this better, then, instead of saying “There are three genders of Latin nouns,” it may be more clear to
say, “There are three kinds of Latin nouns.”
This grammatical gender has very little to do with natural gender. That being said, when we are speaking
about individuals, the grammatical gender usually matches the natural gender. For instance, a king is generally
assumed to be a male, so the natural gender of a king is masculine; because a king is masculine in natural gender,
the Latin noun meaning “king” (rēx) is masculine also in grammatical gender – so, here, the grammatical gender
matches the natural gender. This, however, is where the relationship between natural and grammatical gender ends.
How did Grammatical Gender become a thing? masc. fem. neut.
Since before it was a written language, Latin has always had 3 types of adjectives, represented: bonus, -a, -um
adj. meaning “good”
-us adjectives -a adjectives -um adjectives

-us adjectives always described males, -a adjectives described females, and -um adjectives described nouns that
were neither masculine nor feminine, so these three categories were called, “masculine,” “feminine,” and
“neuter,” which literally means “neither” (as in, neither masculine nor feminine). A chart showing how nouns
were categorized early on in this way might look something like this:
-us adjectives words - -a adjectives words - -um adjectives words -

- males: female: neither male nor female:
masculine feminine neuter
(bonus) pater – father (bona) māter – mother (bonum) baculum – a stick

(bonus) frāter – brother (bona) soror – sister (bonum) bellum – war
(bonus) rēx – king (bona) rēgīna – queen (bonum) aedificium – a building
(bonus) cōlonus – farmer (bona) uxor – wife (bonum) brāchium – an arm
(bonus) mīles – soldier (bona) ancilla – slave woman (bonum) tempus – time
*Adjectives often are placed after the noun being modified; the frequent exceptions to this rule are size, quantity, and quality.
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In this type of classification system, while it seems simple and neat, there are so many nouns in the “neither”
category that, by necessity, nouns in the “neither” (neuter) category are redistributed between the other two
categories, leaving us with things seemingly somewhat randomly assigned to either the masculine or feminine
category. So, if we expand our categories to represent the redisbursement of nouns from the Neuter category into
the other two categories, we start to see many “things” now have a masculine or feminine grammatical gender,
even though they have nothing to do with being a male or a female.
-us adjectives words - -a adjectives words - -um adjectives words -

males: females: neither male nor female:
masculine feminine neuter
(bonus) pater – father (bona) māter – mother (bonum) baculum – a stick

(bonus) frāter – brother (bona) soror – sister (bonum) bellum – war
(bonus) rēx – king (bona) rēgīna – queen (bonum) aedificium – a building
(bonus) cōlonus – farmer (bona) uxor – wife (bonum) brāchium – arm
(bonus) mīles – soldier (bona) ancilla – slave woman (bonum) tempus – time
: : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : :
(bonus) ager – field ager – field
(bona) casa – house casa – house
(bonus) hortus – garden hortus – garden
(bona) arbor – tree arbor – tree
As shown here, while the nouns “field” and “sound” do not have any male qualities naturally, these nouns
belong now to the grammatical category called masculine. Similarly, “house” and “tree” have nothing to
do with being a female, but they do belong to the grammatical category we call feminine.
*Henceforth, whenever we say “gender,” we are referring to grammatical gender as opposed to natural gender.
(unless otherwise specified)
How do I tell what the (grammatical) gender of a noun is?

As we said earlier, generally speaking, if a noun is referring to an individual who can be either male or female, the
noun’s grammatical gender will match its natural gender; so, anything male will be masculine, anything female
will be feminine.
For all other nouns, there are some tricks and clues that we can learn that can help to know the gender of a noun:
If you look up a noun and its lexical (dictionary) form is: -us, -ī then your noun is masculine.
How to OR -er, -ī
determine
the gender If you look up a noun and its lexical (dictionary) form is: -a, -ae, then your noun is feminine.
of a noun!
If you look up a noun and its lexical (dictionary) form is: -um, -ī, then your noun is neuter.
These clues can help us, but for the most part, gender needs to be memorized. There’s no getting around it!
Using these three gender clues above, let’s see if you can correctly identify the gender of the following nouns:
puella, -ae (girl) _____

hortus, -ī (garden) _____
dōnum, -ī (gift) _____
caelum, -ī (sky) _____

via, viae (road, way) _____
vir, virī (man) _____
liber, librī (book) _____

perīculum, -ī (danger) _____
stella, -ae (star) _____
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The Vocative Case – Direct Address
The Vocative case is used when the subject is speaking to someone and using their name or a title.
“Hello, John! How are you?” “When are we leaving, Mom?” “Good-bye, Emma!” “Let’s go, everyone!”
All of the nouns/pronouns that are bold above would be in the Vocative case in Latin.
Formation
Forming the Vocative case is very easy when you learn this simple rule:
The Vocative case looks like the Nominative, except: 2nd dec. -us changes to -e
and 2nd dec. –ius/-eus changes to -ī/-iī
Here is a simpler way to write and remember that rule:
Voc = Nom, except: -us  -e

-eus /-ius  -ī / -iī
We have already seen the Vocative case; it was used several times Lesson V Reading.
“colone! colone! (ego) territus sum!” = “Farmer! Farmer! I am terrified!
Colonus, -ī, m. is a 2nd declension “-us” noun, so when we change it to vocative
Give the Vocative form of the following nouns (the Nominative, singular forms are provided below):
Answers: Corrections?
1. Davus _____________________ _____________________
2. Julia _____________________ _____________________
3. puer _____________________ _____________________
4. Quīntus _____________________ _____________________
5. Cornēlia _____________________ _____________________
6. māter _____________________ _____________________
7. Cornēlius _____________________ _____________________
8. servus _____________________ _____________________
9. Gaius _____________________ _____________________
10. canis _____________________ _____________________
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Lessons VI-VII Vocabulary
https://quizlet.com/_57gdf1 (L.VI)
Nouns
-a, -ae fābula, -ae, f., story (“fable,” “fabulous”) Adjectives:
benīgnus -a -um – kind
rīvus, rīvī, m., river / brook / stream bonus -a -um – good
-us/-er, -ī
magister, magistrī, m., master, teacher cārus -a -um – dear
-us -a -um malus -a -um – bad
māter, mātris, f., mother meus -a -um – my / tuus –a –um – your
-r, -is
pater, patris, m., father multus -a -um – much, (plural) many
tōtus -a -um – total / whole
Quiz Date:
Adverbs: quoque – also nunc – now saepe – often
celeriter – quickly deīnde – then, next dum - while
Prepositions: dē + abl. - about in + abl. – in, on in + acc. – into, onto
ex/ē + abl. – out of cum + abl. – (together) with ad + acc. – to, towards, at
inter + acc. – among ab/ā + abl. – (away) from per + acc. – through(out)
-āre verbs (1st conjugation) || -ēre verbs (2nd conj.) || -ere verbs (3rd conj.) || -iō, -ere (3rd –iō conj.) || -īre verbs (4th conj.)
Verbs: https://quizlet.com/_58lkxr (L.VII)
dō, dare, *dēdī*, dātum – to give
-ō, -āre errō, -āre, -āvī, -ātum – to wander, make an error 1st conjugation
fēstīnō, -āre, -āvī, -ātum – to hurry -ō, -āre, -āvī, -ātum
rīdeō, rīdēre, rīsī, rīsum – to laugh, smile 2nd conjugation

-eō, -ēre habeō, habēre, habuī, habitum – to have -eō, -ēre, -ī, -um
petō, petere, petīvī, petitum – to seek, look for 3rd conjugation

-ō, -ere lūdō, lūdere, lūdī/lūsī, lūsum – to play -ō, -ere, -ī, -um
dīcō, dīcere, dīxī, dictum – to speak
cupiō, cupere, cupīvī, cupitum – to want (Cupid) 3rd –iō conjugation

-iō, -ere faciō, facere, fēcī, factum – to do, make (“factory”) -iō, -ere, -ī, -um
audiō, audīre, audīvī, audītum – to hear 4th conjugation

-iō, -īre
dormiō, dormīre, dormīvī – to sleep (“dormitory,” “dormant”) -iō, -īre, -īvī, -ītum
sum, esse, fuī, futūrus – to be

-
Singular Plural
1st person  https://quizlet.com/_5qrmq9
sum sumus
We learned sum, esse in Lesson IV, page 66.
2nd person es estis
“you are” “y’all are” Quiz Date:
3rd person est sunt
“he / she / it is” “they are” [blank]
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[blank]
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Lesson VI Worksheet I Nomen
Circle the gender of the following nouns.
1. barba, -ae, beard _____ 6. ager, agrī, field _____
2. calculus, -ī, pebble _____ 7. iocus, -ī, joke _____
3. rex, regis, king _____ 8. soror, sororis, sister _____
4. bellum, -ī, war _____ 9. pater, patris, father _____
5. gloria, -ae, glory _____ 10. exitium, -iī, exile _____
Put a 1 above the subject(s); 2 above verb(s); 3 above direct objects; 5 above prep. phrases.
Put an “x” above articles and helping verbs, as Latin does not have them.
Then, translate the sentences into Latin, being conscientious about your numbers:
1 = Nominative 2 = verbs (should end in: -m/-ō, -s, -t, -mus, -tis, or –nt) 3 = Accusative
Remember, in order to form your verbs correctly, you must:
(1) Look up the word in the dictionary/vocab list
(2) Write down the second form without –re
(3) Add your correct endings, (I, you, he/she/it, we, y’all, they).
-ō -s -t -mus -tis -nt
1 2 x 3 5 x 5
1. I see the horses in the field.
ager, agri is in the ablative because it is following “in”
ego videō equōs in agrō .

vidēre, no –re = vidē- add –ō because subject is “I”
______________________
2. We see the boy on the road.
______________________________________________________________________________________
_____________________________
3. I hear the sounds near the house.
______________________________________________________________________________________
___________________________
4. Are y’all hurrying to the river? Add the suffix -ne onto the end of the verb to
indicate that the sentences is a yes-or-no question.
______________________________________________________________________________________
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Lesson VI Worksheet I I Nomen
A. Identify the gender of the following nouns.
1. liber, librī, book _____ 6. vir, virī, man _____
2. sonus, sonī, sound _____ 7. saxum, saxī, rock _____
3. māter, mātris, mother _____ 8. porcus, porcī, pig _____
4. baculum, baculī, stick _____ 9. īnsula, -ae, island _____
5. cauda, caudae, tail _____ 10. dīgitus, -ī, finger _____
B. Put a 1 above the subject(s); 2 above verb(s); 3 above direct objects; 5 above prep. phrases.
Put an “x” above articles and helping verbs, as Latin does not have them.
Finally, translate the sentences into Latin, being conscientious about your numbers:
1 = Nominative 2 = verbs (should end in: -m/-ō, -s, -t, -mus, -tis, or –nt) 3 = Accusative
Remember, in order to form your verbs correctly, you must:
(1) Look up the word in the dictionary/vocab list
(2) Write down the second form without –re
(3) Add your correct endings, (I, you, he/she/it, we, y’all, they).
-ō -s -t -mus -tis -nt
______________________________
1. The horses are sleeping in the field.
______________________________________________________________________________________
___________________________
2. What are you asking, Julia?
______________________________________________________________________________________
_________________________
3. Is the father in the house? (The suffix -ne onto the verb indicates the sentence is a yes-or-no question.)
______________________________________________________________________________________
_____________________________________
4. The mother is calling the boy towards her.
_______________________________________________________________________________________
127
[blank]
128
Nouns
-a, -ae fābula, -ae, f., story (“fable,” “fabulous”) Adjectives:
-us/-er, -ī
magister, magistrī, m., master, teacher cārus -a -um – dear
-r, -is
Quiz Date:




-iō, -īre
sum, esse, fuī, futūrus – to be

-
Singular Plural
sum sumus
2nd person es estis
3rd person est sunt
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Lesson VI Reading
postrēmō, cum bonus cōlonus dē benīgnō lūpō nārrat, Julia et Quīntus celeriter ad casam
___________________________________________________________________________________
fēstīnant. ibi (illī) tōtam fabulam mātrī nārrant. -bā- infix makes a word change tense to “was/were …ing”
_______________________________________________________
Quīntus, “ō cāra māter!” īnquit, “et Julia et ego ad silvam ambūlābāmus. dum per silvam
___________________________________________________________________________________
errābāmus, lupum vīdimus!”
_____________________________________________________________________
Julia quoque, “ita!” īnquit, “lupus māgnus est et dentēs horrificōs habet!”
___________________________________________________________________________________
māter bona, nomīne Aurēlia, “quid accīdit deīnde?”rogat “eratne lupus ferox et īrātus?”
______________________________________________________________________________________
“minimē!” dīcit Quīntus, “lupus nōn est ferox! cucurrimus celeriter ad agrum vīcīnum ubi
___________________________________________________________________________________
cōlonus senex lābōrabat. ille rīdet et dīcit, ‘est meus lupus et ille est lupulus benīgnus.’”
___________________________________________________________________________________
“estisne laetī nunc quod (ille) est lupulus bonus?” rogat mater.
___________________________________________________________________________________
“ita vērō!” Julia exclāmat! “cum eō lūdere cupimus!”
___________________________________________________________________________________
“sīc, quod ille nōn malus, sed benīgnus est!” (illa) respondet. [10]
___________________________________________________________________________________
cucurrimus – we ran matrī – to (their) mother vīcīnus -a -um – neighboring, nearby
exclāmō, exclāmāre – to exclaim minimē – not at all vīdimus – we saw (past perfect tense)
eō – ablative form of eum, means “him” narrō, narrāre – to tell (a story) senex - old
eratne – was the… ō – oh sīc – yes
ferox, ferōcis – ferocious postrēmō – later, afterwards -ul- = a “diminutive particle”
ita (vērō) – yes (indeed) quid accidit – what happened e.g. lupus = wolf; lupulus = little wolf
Respondē Latīnē sententiīs complētīs: quid facit - what does he/she do? quid faciunt – what do they do?
cum – when cūr – why? quis – who? quid – what? quod – because facere – to do
1. cum bonus cōlonus dē benīgnō lūpō nārrat, quid Julia et Quīntus faciunt?
__________________________________________________________________________________
2. quid mātrī illī narrant? ________________________________________________________________
3. quid māter rogat (2) ? _________________________________________________________________
___________________________________________________________________________________
4. quid cupiunt facere Julia et Quīntus ______________________________________________________
130
Lesson VI Translation
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Lesson VI Translation Continued
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132
LATIN AROVND VS
LATINA CIRCVM NOS
Common Latin phrases and abbreviations you should know:
“carpe diem” – seize the day etc. = “et cetera” – and other things
n.b. = “nota bene” – note well
a.m. = antē meridiem – before midday

p.m. = post meridiem – after midday
“ad infinitum” – into infinity, a.k.a. forever
“prō bonō” – for the sake of the good
percent = “per centum” – per 100
stat = “statim” – immediately
“visa versa” – (with) the things having been seen (now) turned
a.k.a., “in reverse” / “the other way around”
“magnā / summā cum laude” – with great / highest praise

This phrase is used to when a student graduate with honors.
“ante bellum” – before (the) war
133
pecūnia, -ae, f. – money
“annuit coeptis” – it [providence] favors our undertakings

“ē plūribus ūnum” – out of many one
“novus ōrdō sēclōrum” – a new order of the ages
-------------------------------------------------------------------------------------------------------------------
e.g. vs. i.e. What are they? How do I use them correctly?
The abbreviations “e.g.” and “i.e.” are often confused with each other but they do not mean the
same thing.
e.g. = exemplī gratiā – “for the sake of an example” vs. i.e. = id est – “that is”/ “it is”
e.g. exemplī gratiā - for the sake of an example i.e. id est - that is / it is
(“that is to say…”/ “in other words…”)
 used to give a one or more examples  restates what is beings said in other, often
(not a complete list) more specific, words
“Please get fruit at the store, e.g. orange, apple, “It will arrive shortly, i.e. 1-2 business days.”
banana (etc.).”
“I like to card games, e.g. Poker, Go Fish, and “I like to card games, i.e. Poker, Go Fish, and
Rummy.” (meaning these are 3 examples of many Rummy.” (meaning these are the only 3 card games
card games that I like to play) like like to play)
134
Latin Vocabulary VI Practice Quiz 1 Nomen
Identify Gender (M/F/N) Diē
fabula, _______ 2 Grex
- _______________________
rīvus, __ __ _______ 3
- _______________________
/48
magister, ___________________ _______ 4
- ___________________, __________________
3
mater, ____________________ _______ pater, _____________ ______ 3
- ____________________ - _________________________
benīgnus –a –um 1
2 2
my your - __________________________
- ________________ - ___________________
2 2
good bad
- ______________________ - _______________________
dē + ________ 3
out of 3
per + _______ 2
- ________________ - ___________ + ______ - _______________________
subitō 1 inter + _______ 2

cum + ________ 2
- __________________ - ____________________ - ___________________

1 1 1
now also often then, next 1
- _____________ - ________________ - _______________ - ______________
total, whole 2 much, many 2 dear 2 while 1

- ________________ - ________________ - ________________ - _____________
135
Latin Vocabulary VI Practice Quiz 2 Nomen
Identify Gender (M/F/N) Diē
fabula, _______ 2 Grex
- _______________________
rīvus, __ __ _______ 3
- _______________________
/48
magister, ___________________ _______ 4
- ___________________, __________________
3
mater, ____________________ _______ pater, _____________ ______ 3
- ____________________ - _________________________
benīgnus –a –um 1
2 2
my your - __________________________
- ________________ - ___________________
2 2
good bad
- ______________________ - _______________________
dē + ________ 3
out of 3
per + _______ 2
- ________________ - ___________ + ______ - _______________________
subitō 1 inter + _______ 2

cum + ________ 2
- __________________ - ____________________ - ___________________

1 1 1
now also often then, next 1
- _____________ - ________________ - _______________ - ______________
total, whole 2 much, many 2 dear 2 while 1

- ________________ - ________________ - ________________ - _____________
136
Latin Vocabulary VI Answer Key Nomen
Diē
fabula, fabulae [ f. ] Grex
- story
rīvus, rīvī [ m. ]
- river
/47
magister, magistrī [ m. ]
- master, teacher
mater, matris [ f. ] pater, patris [ m. ]

- mother - father
benīgnus –a –um
my your - kind
- meus -a -um - tuus -a -um
good bad
- bonus -a -um - malus -a -um
dē + abl. out of per + acc.
- down from, about - ex/ē + abl. - through(out)
subitō inter + acc. cum + abl.
- suddenly - among - (together) with
now also often then, next
- nunc - quoque - saepe - deīnde
total, whole much, many dear while
- tōtus -a -um - multus -a -um - cārus -a -um - dum
137
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138
Lesson VII - 3rd, 3rd -iō, & 4th Conjugation Verbs + Imperatives
As we have seen, forming (conjugating) verbs in the present tense can be very simple,
as long as you follow the three easy conjugating steps:
1. go to the second form of the verb
2. cut off the –re
3. add endings (-ō, -s, -t || -mus, -tis, -nt)
Knowing these steps will help you form all verbs from here on out; however, even if you follow these steps exactly,
there are a handful of verb forms that behave slightly differently. Let’s take a closer look at conjugating verbs in all
conjugations.
First, lets remember that verbs are split up into 4 (and-a-half) conjugations (groups/families/types):
-ō, -āre = 1st conjugation verbs
-eō, -ēre = 2nd conjugation verbs
-ō, -ere = 3rd conjugation verbs || -iō, -ere = 3rd -iō conj. verbs
-iō, -īre = 4th conjugation verbs
It may help to remember that the -re forms here progress in alphabetical order, with the long -ē- coming before short -e- (ā, ē, e, ī).
When conjugating a 1st conjugation verb, all is normal except: the “-ō” eats the “ā” in 1st person sg.
What that means is this:

Let’s say we are conjugating “portō, portāre, portāvī, portātum” – to carry.
-ō, -āre = 1st conjugation
First, we go to the 2 form: “portāre”
nd
Then, we cut off the -re: “portā re” stem = “portā-”
Finally, we add our endings to that stem.

The first person sg. (portāō  portō) is where we see the -ō eat the preceding -ā-
1st conjugation
portā|ō  portō portā|mus -ō -āmus
portā|s portā|tis -ās -ātis
portā|t porta|nt -at -ant
Conjugating 2nd conjugation verbs is definitely the easiest of the present tense verbs.
There is nothing required for 2nd conjugation verbs beyond just following the three steps.
It looks just like this: -eō, -ēre = 2nd conjugation
Let’s say we are conjugating “habeō, habēre, habuī, habitum” – to have.
First, go to the 2nd form: “habēre” long -ē-, with a macron!
Then, cut off the -re: “habē re” stem = “habē-”

Lastly, add endings. 2nd conjugation
habe|ō habē|mus -eō -ēmus

habē|s habē|tis -ēs -ētis
habe|t habe|nt -et -ent
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Now, let’s look at the trickiest conjugation for the present tense – 3rd conjugation verbs.
In short -ere verbs [-ere with no macron] (as opposed to 2nd conj. long -ēre verbs that have a macron on
the ē), the connector (stem) vowel, a short -e-, changes to a different vowel when the verb is conjugated.
Memorize this: -ō, -ere = 3rd conjugation
-ō -i- -i- / -i- -i- -u-

Now, here’s how we use that:
Let’s say we are going to conjugate “scrībō, scrībere, scrīpsī, scriptum” – to write.
Go to the 2nd form: “scrībere” short -e-, no macron!
Cut off the -re: “scribe re” stem: “scrībe-”
But NOW, before you add the endings, the -e- goes away and turns into -ō -i-
-i- -i-
scrīb|ō scrīb|i-mus -i- -u-
scrīb|i-s scrīb|i-tis
scrīb|i-t scrīb|u-nt
Let’s look at one more 3rd conjugation verb example: “currō, currere, cucurrī” – to run.
curr|ō curr|i-mus 3rd conjugation
curr|i-s curr|i-tis -ō -imus
curr|i-t curr|u-nt -is -itis
-it -unt
The next conjugation we are going to look at is still 3rd conjugation, but it is – 3rd conjugation -iō verbs.
3rd -iō verbs still have a short -ere in the 2nd form, and that short -e- goes away and is replaced by the same
vowels of the 3rd conjugation verbs, but there is now going to be a short -i- in every verb form in the
present tense.
-iō, -ere = 3rd –iō conjugation
Just like 3rd conjugation, we can memorize the connector vowels: 3rd -iō conjugation
-iō -imus
-iō -i- -i- | -i- -i- -iu- -is -itis
-it -iunt
So, let’s conjugate a 3rd -iō verb now – “iaciō, iacere, iēcī, iactum” – to throw.
Go to the 2nd form: “iacere”
Cut off the -re: “iace re” stem: “iace-” but the short -e- drops out & stem vowels come in:
-iō -i-
iac|iō iac|i-mus -i- -i-
iac|i-s iac|i-tis -i- -iu-
iac|i-t iac|iu-nt
IMPORTANT: There are only a few 3rd -iō conjugation verbs, but they are occur commonly and can be
easily recognized by looking at the first two forms. Be careful! 3rd -iō verbs can be easily mistaken for 4th
conjugation verbs. Notice the important difference in the 2nd form: -iō, -ere = 3rd conj.
-iō, -īre = 4th conj.
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The last conjugation is the long -ī- conjugation – the 4th conjugation verbs.
These long -ī- verbs can be conjugated almost perfectly by just following the three steps, but make sure
of one thing: that there is always an -ī- in the stem. The only difference in appearance between a 3rd-iō
verb and a 4th conj. verb when you form them are just that there are a few macrons – that’s it. So, the
connector vowels for 4th conjugation verbs will look like this:
-iō, -īre = 4th conjugation
-iō -ī- -i- | -ī- -ī- -iu-
Using this, let’s conjugate a 4th conjugation verb – “audiō, audīre, audīvī, audītum” – to hear.
Go to the 2nd form: “audīre”
Cut off the -re: “audī re” stem: “audī-” there will always be a long “-ī-” in the stem!
…unless the macron is stolen by ō, t, & nt
audi-ō audī-mus -iō -ī-

audī-s audī-tis -ī- -ī-
audi-t audi-u-nt  add a -u- || -i- should not come before –nt -i- -iu-
What did we learn about 3rd, 3rd -iō, and 4th conjugation verbs in this lesson?
There are 4-and-a-half groups that verbs belong to, called “conjugations”.
–āre = 1st conj. || –ēre = 2nd conj. || -ō, –ere = 3rd conj. / -iō, -ere = 3rd -iō conj. || –īre = 4th conj.
We use three basic steps to conjugate present tense verbs (1. Go to the 2nd form of the verb; 2. Find your stem by
cutting off -re; 3. Add endings). 1st conjugation, 2nd conjugation, and 4th conjugation verbs all can be conjugated
easily in the present tense (the only tense we have learned so far) by simply following these steps (and, remember,
-int  -iunt in 4th conj.). By following these steps, we will arrive at the correct form of the verb most of the time.
However, there are some verb forms that have connector vowels that behave a little bit strangely. The best
example of this is: any verb that is in the 3rd conjuation. In 3rd conjugation verbs, our connector vowel looks like it
should be a short -e-, but the short -e- changes to: -ō, -i-, -i-, -i-, -i-, -u-, and -iō, -i-, -i-, -i-, -i-, -iu for 3rd -iō verbs.
Verbs are conjugated in predictable patterns based on each verb family / conjugation.
1st conjugation
-ō -āmus 2nd conjugation
-ās -ātis -eō -ēmus 3rd/3rd-iō conjugation
-at -ant -ēs -ētis -ō/-iō -imus 4th conjugation
-et -ent -is -itis -iō -īmus
-it -unt/-iunt -īs -ītis
-it -iunt
141
Imperative – A Command
Let’s learn how to tell someone to do something in Latin. The command form of a verb is called an Imperative verb and
it is quite simple to form.
We only have two imperative forms in Latin – a singular form which we use when we are speaking to only one person,
and a plural form which is used to address a group of two or more individuals.
Singular Plural
 Go to the 2nd form (the infinitive [-re])  Go the 2nd form

 Cut off the –re  Replace the –re with –te
That’s it! You’re done! *3rd conj. “-ete” becomes “-ite” NO macron
e.g. infinitive
e.g. infinitive
portō, portā re = portā “carry!” (sg.) portō, portāre = portāte “carry!” (pl.)
valeō, valē re = valē “be well!” (sg.) valeō, valēre = valēte “be well!” (pl.)
currō, curre re = curre “run!” (sg.) currō, currere = curr ete  currite
audiō, audī re = audī “listen!” (sg.) audiō, audīre = audīte “listen!” (pl.)
From the verbs given, form the imperative singular and plural; then translate the command form of the verb.
Verbum Singulāris Plurālis Imperatum
“The Command”
stō, stāre, stētī, statum

stā stāte “stand”
veniō, venīre, vēnī, ventum
rideō, ridēre, rīsī, risum
petō, petere, petīvī, petitum
dormiō, -īre, -īvī, -ītum
festinō, festināre, -āvī, -ātum
142
I || we
you || y’all
-s -tis
3rd person
-t -nt
2nd es estis

sunt
“they are”
person
1st possum possumus
2nd potes potestis
habe|ō habē|mus
habe|t habe|nt
 3rd conjugation verbs (-ō, -ere, -ī, -um) 3rd -iō conjugation verbs (-iō, -ere, -ī, -um)


 4th conjugation verbs (-iō, -īre, -īvī, -itum)

-ō, -m, -t, -nt
audi|ō audī|mus
143
-āre verbs
-ēre verbs
-ere verbs
-īre verbs
144
Nouns
(“fable,” “fabulous”)
-a, -ae fābula, -ae, f., story Adjectives:
-us/-er, -ī
magister, magistrī, m., master cārus -a -um – dear
-r, -is
Quiz Date:




-iō, -īre

-
Singular Plural
sum sumus
2nd person es estis
3rd person est sunt
145
[blank]
146
Lesson VII Worksheet I Nomen
A. Identify the conjugation of each of the verbs given:
1. repellō, repellere 1st conj. 2nd conj. 3rd conj. 3rd-iō conj. 4th conj.
2. finiō, finīre 1st conj. 2nd conj. 3rd conj. 3rd-iō conj. 4th conj.
3. rapiō, rapere 1st conj. 2nd conj. 3rd conj. 3rd-iō conj. 4th conj.
4. cantō, cantāre 1st conj. 2nd conj. 3rd conj. 3rd-iō conj. 4th conj.
5. moneō, monēre 1st conj. 2nd conj. 3rd conj. 3rd-iō conj. 4th conj.
6. trahō, trahere 1st conj. 2nd conj. 3rd conj. 3rd-iō conj. 4th conj.
7. sedeō, sedēre 1st conj. 2nd conj. 3rd conj. 3rd-iō conj. 4th conj.
8. faciō, facere 1st conj. 2nd conj. 3rd conj. 3rd-iō conj. 4th conj.
9. puniō, punīre 1st conj. 2nd conj. 3rd conj. 3rd-iō conj. 4th conj.
10. volō, volāre 1st conj. 2nd conj. 3rd conj. 3rd-iō conj. 4th conj.
B. Conjugate the following verbs, making sure to use pronouns and translate 3 possible ways:
tradō, tradere, tradidī, traditum – to hand over Which conjugation is this verb? 3rd conj. .
Singular Plural
ego tradō I hand over nōs tradimus we hand over
… am handing over … are handing over
… do hand over … do hand over
tū tradis you hand over vōs traditis y’all hand over
… are handing over … are handing over
… do hand over … do hand over
ille/illa/illud he/she/it hands over illī tradunt they hand over
tradit … is handing over … are handing over
… does hand over … do hand over
faciō, facere, fēcī, factum – to do, make Which conjugation is this verb? _______________
Singular Plural
finiō, -īre, -īvī, -itum – to finish Which conjugation is this verb? _______________
Singular Plural
147
moneō, monēre, monuī, monitum – to warn Which conjugation is this verb? _____________
Singular Plural
dūcō, dūcere, dūxī, ductum – to lead Which conjugation is this verb? _______________
Singular Plural
dormiō, dormīre, dormīvī, dormītum – to sleep Which conjugation is this verb? ____________
Singular Plural
stō, stāre, stetī, statum – to stand Which conjugation is this verb? _______________
Singular Plural
cupiō, cupere, cupīvī, cupitum – to want Which conjugation is this verb? _______________
Singular Plural
148
Lesson VII Worksheet II Nomen
A. Identify the conjugation of each of the verbs given:
1. cernō, cernere 3rd conj. 1st conj. 2nd conj. 3rd conj. 3rd-iō conj. 4th conj.
2. capiō, capere _________ 1st conj. 2nd conj. 3rd conj. 3rd-iō conj. 4th conj.
3. placeō, placēre _________ 1st conj. 2nd conj. 3rd conj. 3rd-iō conj. 4th conj.
4. nuptō, nuptāre _________ 1st conj. 2nd conj. 3rd conj. 3rd-iō conj. 4th conj.
5. mittō, mittere _________ 1st conj. 2nd conj. 3rd conj. 3rd-iō conj. 4th conj.
6. sciō, scīre _________ 1st conj. 2nd conj. 3rd conj. 3rd-iō conj. 4th conj.
7. agō, agere _________ 1st conj. 2nd conj. 3rd conj. 3rd-iō conj. 4th conj.
8. tradō, tradere _________ 1st conj. 2nd conj. 3rd conj. 3rd-iō conj. 4th conj.
9. curō, curāre _________ 1st conj. 2nd conj. 3rd conj. 3rd-iō conj. 4th conj.
10. rapiō, rapere _________ 1st conj. 2nd conj. 3rd conj. 3rd-iō conj. 4th conj.
B. First, number the grammar in the sentences by doing the following:

(e.g. in + acc)
1 = Subject (Nominative) 2 = Verb (ō, s, t, mus, tis, nt) 3 = Direct Object (Accusative) 5 = Prep. Phrases
or Infinitive (-re form)
“to + verb”… to run, to eat, to be
Then, translate the sentence into Latin.
infinitive = entire 2nd form
“cum” 1 2 3 1 2 .
1. When we see a wolf, we do (not) move.
_________________________________________________________________________________
______________________________infinitive__________________
2. The mother, named Aurelia, wants to hear a long story. (longus –a –um, long)
audīre
_________________________________________________________________________________
_____________________________
3. What are they doing in the big field?
_________________________________________________________________________________
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4. Julia is happy in the woods, but Quintus is not happy; he is scared.
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portō, portāre, portāvī, -ātum – to carry Which conjugation is this verb? _1st conj. _
Singular Plural
ego portō I carry nōs portāmus we carry
… am carrying … are carrying
… do carry … do carry
tū portās you carry vōs portātis y’all carry
… are carrying … are carrying
… do carry … do carry
ille/illa/illud portat he/she/it carries illī portant they carry
… is carrying … are; carrying
… does carry … do carry
veniō, venīre, vēnī, ventum – to come Which conjugation is this verb? ___________
Singular Plural
capiō, capere, cēpī, captum – to take, capture Which conjugation is this verb? ____________
Singular Plural
placeō, placēre, placuī – to please Which conjugation is this verb? _______________

Singular Plural
petō, petere, petīvī, petitum – to seek Which conjugation is this verb? _______________
Singular Plural
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Lesson VII Worksheet III Nomen
FIRST: Read Lesson VII again!!! Grex
SECOND: Conjugate the following verbs (use pronouns and translate 3 possible ways) HW due:
LAST: Check / Correct your work in a colored pen.
trahō, trahere, traxī, tractum – to drag Which conjugation is this verb? 3rd conj. _
Singular Plural
ego trahō I drag
… am dragging
… do drag
tū trahis you drag
… are dragging
… do drag
faciō, facere, fēcī, factum – to do, make Which conjugation is this verb? _______________
Singular Plural
sciō, scīre, scīvī, scītum – to know Which conjugation is this verb? _______________
Singular Plural
agō, agere, ēgī, actum – to act, do Which conjugation is this verb? _____________
Singular Plural
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ANSWER KEY
Please do not look at the answers until you are finished conjugating the verbs on the other side.
Correct your answers in a colored pen.
ego trahō I drag nōs trahimus we drag

… am dragging … are dragging
… do drag … do drag
tū trahis you drag vōs trahitis y’all drag

… are dragging … are dragging
… do drag … do drag
ille/illa/illud he/she/it drags illī trahunt they drag

trahit … is dragging … are dragging
… does drag … do drag
ego faciō I do / make nōs facimus we do

… am doing … are doing
… do do (lol) … do do
tū facis you do vōs facitis y’all do

… are doing … are doing
… do do … do do
ille/illa/illud he/she/it does illī faciunt they do

facit … is doing … are doing
… does do … do do
ego sciō I know nōs scīmus we know

… am knowing … are knowing
… do know … do know
tū scīs you know vōs scītis y’all know

… are knowing … are knowing
… do know … do know
ille/illa/illud he/she/it knows illī sciunt they know

… is knowing … are knowing
scit … does know … do know
ego agō I act nōs agimus we act

… am acting … are acting
… do act … do act
tū agis you act vōs agitis y’all act

… are acting … are acting
… do act … do act
ille/illa/illud he/she/it acts illī agunt they act

agit … is acting … are acting
… does act … do act
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Nouns
(“fable,” “fabulous”)
-a, -ae fābula, -ae, f., story Adjectives:
-us/-er, -ī
magister, magistrī, m., master cārus -a -um – dear
-r, -is
Quiz Date:




-iō, -īre

-
Singular Plural
sum sumus
2nd person es estis
3rd person est sunt
153
Lesson VII Reading
tandem, Julia et Quīntus ē casā currunt et ad silvam fēstīnant ubi sunt multae arborēs.
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lupum Hīspidum petunt quod cum illō lūdere et errāre ūnā per silvam cupiunt.
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“Hīspide! Hīpide! ubi es, Hīspide?” Julia clāmat.
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diū errant. tandem illī eum vident! prope parvum rīvum sedet.
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subitō Hīspidus eōs quoque videt et rīdet et “salvēte, liberī!” īnquit.
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“ehem! tū potes dīcere!” exclamat Julia. “sed tū es lupus!”
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“sīc! lupus sum, sed extraōrdinārius lupus! possum dīcere!” Hīspidus respondet. “dentēs māgnōs
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habeō, sed sum lupulus benīgnus et bonus! quid nunc vōs facere ūnā cupitis, amīculī?” rogat. “vōsne
____________________________________________________________________________________________________________
cupitis mēcum lūdere?”
_________________________________________________________________
“ita verō, Hīspide! cupimus ludere!” liberī respondent. ergo diū ūnā ludunt et mox illī fessī sunt.
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“saepe Quīntus et ego bonum cōlonum, nōmīne Gaium, in agrō vīcīnō vīsitāmus quod ille nōbīs
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cārus est! eō ambulāre nunc possumus,” dīcit Julia.
____________________________________________________________________________________________________________
“ille cōlonus est magister meus! eum amō et mē amat. ego eum iuvō et curō et ille mē quoque cūrat.”
____________________________________________________________________________________________________________
“deīnde iāmus!” Quīntus tandem exclāmat.
_______________________________________________________________________________
arborēs – trees līberī – children (literally: “free ones”)
diū – for a long time mēcum – with me
eō – to there / to that place -ne – makes a sentence into a Yes-or-No question (an “interrogative particle”)
ehem – “Oh wow!”a response to a pleasant surprise nōbīs – to us
ergo – therefore, so quid – what?
extraōrdinārius -a -um – special, extraordinary, unique tandem – at last, finally
fessus -a -um – tired -ul- = a “diminutive particle” e.g. ursus = bear; ursulus = little bear
iāmus – let’s go ūnā – together
illō: ille = he, illō = him vīcīnus -a -um – nearby, neighboring
ita verō – yes indeed, absolutely visitō -āre -āvī -ātum – to visit
Respondē Latīnē sententiīs complētīs: quid facit - what does he/she do? quid faciunt – what do they do?
cūr – why? ubi – where? quem – whom? (who?) quis – who? quid – what? quod – because
1. ubi tandem Hīspidum illī vident? _______________________________________________________________
2. cur est Hīspidus extraōrdinārius? ________________________________________________________
3. quem vīsitant? _______________________________________________________________________
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Lesson VII Translation
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Lesson VII Translation Continued
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LATIN AROVND VS
LATINA CIRCVM NOS
The Zodiac Signs
AQUARIUS - aquārius –a –um – a water-carrier
ARIES - ariēs, ariētis, m. – a ram
CANCER - cancer, cancrī, m. – a crab
CAPRICORN - caper, caprī, m. – a male goat, cornū, cornūs, n. – a horn
GEMINI - geminus –a –um – twin
LEO - leō, leōnis, m. – a lion
LIBRA - lībra, -ae, f. – a balance scale
PISCES - piscis, piscis, m. – a fish
SCORPIO - scorpiō, scorpiōnis, m. – a scorpion
SAGITTARIUS - sagitarius, sagitariī, m. – an archer
TAURUS - Taurus, -ī, m. – a bull
VIRGO - virgō, virginis, f. – young woman
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160
Lesson VI-VII Vocabulary PRACTICE Quiz I Nomen
The quiz itself willbe a selection from Vocab VI and all from Vocab VII – 47pts Diē
dē + _______ (3) Grex
________________________________
river, brook, stream (3)
___________________________________ /75
benīgnus –a –um (1) to play (5)
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dear (2) to seek, look for (4)
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good (2) to say, speak (4)
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malus – a – um (1) to give (4)
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quickly (1) to wander (4)
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much, many (2) to have (4)
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(together) with (2) to smile, laugh (3)
Vocab VII
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total, whole (2) to want (4)
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mother (2) to do (4)
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father (2) to sleep (3)
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ab/ā + _____ (2) to hear (4)
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per + _____ (2) to hurry (2)
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Lesson VI-VII Vocabulary PRACTICE Quiz I Nomen
dē + _______ (3) Grex
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___________________________________ /75
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good (2) to say, speak (4)
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much, many (2) to have (4)
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(together) with (2) to smile, laugh (3)
Vocab VII
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ab/ā + _____ (2) to hear (4)
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per + _____ (2) to hurry (2)
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Lesson VI-VII Vocabulary PRACTICE Quiz Nomen
dē + abl (3) Grex
down from, about

rivus, rivī
[ m. f. n. ]
/75
kind ludō, ludere, ludī/lusī, lusus
carus –a –um petō, petere, petīvī, petitum
good (2) to speak / say (4)
bonus –a –um dīcō, dīcere, dīxī, dictum
bad dō, dare, dēdī, datum
celeriter errō, -āre (1st)
(macron!)
then (1) to have (4)
deīnde habeō, habēre, habuī, habitum
(together) with (2) to smile, laugh (3) (macron!)
cum + abl rideō, ridēre, rīsī
Vocab VII
(no macron!)
totus –a –um cupiō, cupere, cupīvī, cupitum
(no macron!) (no macron!)
mater, matris faciō, facere, fēcī, factum
pater, patris dormiō, dormīre, dormīvī
ab/ā + __abl__ (2) to hear (4)
(away) from audiō, audīre, audīvī, auditum
per + __acc__ (2) to hurry (2)
through(out) festinō, -āre (1)
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164
Lesson VIII - Use of the Genitive Case & Remaining Declension Endings
As a review, the Nominative Case is used for the subject of the sentence, the Accusative Case is used for the
direct object and/or the object of the preposition, and the Ablative is used as the object of some prepositions. Now,
let’s look at another case – the Genitive Case.
The second lexical form of nouns will always give you the genitive singular form.
e.g. (stands for “exemplar gratia” meaning basically, “an example as a courtesy”)
genitive singular genitive singular genitive singular genitive singular
nom. nom.
fēmina, fēminae, f., woman || equus, equī, m., horse || liber, librī, m., book || pax, pacis, f., peace
How to translate the genitive case: “of” / “…’s”

Think of the genitive case as our “of” case. This means that whenever you see a noun in the genitive, you are going to
translate it using the word “of” directly before it. Sometimes you will be able to use an apostrophe ‘s’ (“…’s”), but not
always! If you always use “of” then you will be right every time.
Here are some examples of the use of the Genitive Case:

genitive
pater (Juliae) optimus est. The father of Julia is great. / Julia’s father is great.
genitive
māter (Quīntī) laeta est. The mother of Quintus is happy. / Quintus’s mother is happy.
genitive
cōlonus partem (fabūlae) narrat. The farmer is telling part of the story.  Do you see here how we could not use an
apostrophe s (“…’s”)? We only use ’s if it is possessive.
singular plural
-us / -er -ī 1st form -ēs
can be -r, -s, -x, -l, -n, vowel
Nominative -a -ae Nom -um neuter -a neuter Nom -a neuter
-um /
matching
-ōs -ēs
matching
matching
Accusative -am -ās Acc -um -a neuter Acc -em -a neuter
Ablative -ā -īs Abl -ō -īs Abl -e -ibus

1st form -ēs
-a -ae -us  -e -ī
Vocative (nom) (nom) Voc (nom) (nom)
Voc -er, -um (nom)
While the Genitive Case does give us a very important case function in the sentence, just as importantly, it plays a key
role in telling us two things about a noun: 1) which declension the noun is in, and 2) what the noun stem is.
How does the genitive form of a noun tell us which declension a noun belongs to?
As a reminder, in the dictionary, lexical forms of nouns look like this: puella, puellae, f., girl or
puella, -ae, f., girl
The first two forms given in the dictionary are the Nominative singular form and the Genitive singular form.
If we look at our Nom. & Gen. sg forms of all declensions, we see:
So…
st
1 dec. nd
2 dec. rd
3 dec. …if the genitive is “-ae” then the noun is a 1st declension noun.
Nom: -a N: -us/-er/-um N: -r, -s, -x, -ō …if the genitive is “-ī” then the noun is a 2nd declension noun.
Gen: -ae G: -ī G: -is | …if the genitive is “-is” then the noun is a 3rd declension noun.
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With that knowledge, now identify which declension the following nouns belong to by looking at the genitive form.
Remember: -ae = 1st dec., -ī = 2nd dec., -is = 3rd dec.
tempus, temporis, n., time 1st dec 2nd dec 3rd dec
caelum, caelī, n., sky 1st dec 2nd dec 3rd dec
calīga, calīgae, f., sandal 1st dec 2nd dec 3rd dec
ōs, ōris, f., mouth 1st dec 2nd dec 3rd dec
liber, librī, m., book 1st dec 2nd dec 3rd dec
1) In addition to the genitive form telling us which declension a noun belongs to, the genitive also can show us what
the stem of a noun (or an adjective) is.
Just like verbs, nouns are made up of parts: a stem, [sometimes an “infix”], and an ending (often called a “case
ending”). Knowing the stem, or how to find it, is required in order to decline a noun correctly. Imagine if I saw
the word “jumping” and assumed the stem was “jumpi-” instead of the correct stem “jump-”. If I tried to put that
verb into a different form using the incorrect stem, all of a sudden the word “jumpied” looks much different than
the correct word form “jumped”.
In the same way, you absolutely MUST use the correct stem when adding endings onto the Latin word, or you
could end up with Latin words that don’t exist and, therefore, the sentence does not make any sense.
Here is how we make sure we get the correct stem using the genitive form:
Here is how we make sure we get the correct stem using the genitive form:
2 STEPS! This is the genitive form.
1. Go to the genitive sg. form. In the lexical form, it is always the 2nd form. ager, agrī, m., field
1st dec. | 2nd dec. | 3rd dec.
2. Cut off the genitive ending ( -ae -ī -is ) ager, agr ī, m., field
You are left with the stem! the stem of ager, agrī = agr-
Often with 1st and 2nd dec nouns, since the noun stem is usually same in the nominative form as it is in the genitive form,
the genitive will simply be written with a hyphen plus the ending, like this: puella, -ae, f., girl, servus, -ī, m., slave
caelum, -ī, n., sky
Let’s put these two things together!
Let’s look at the noun: tempus, temporis, n., time
Most likely, the first thing that you will see when you look at this noun is the -us ending. If we aren’t careful, as
soon as we look at that –us, we might just immediately assume here that because of the -us ending, this is a 2nd
declension noun. That is an error!
To be sure about what declension a noun belongs to, we must look at the SECOND form, not the first!
genitive
1. Go to the genitive sg. form (2nd form) tempus, temporis, n., time
The genitive form here ends in -is, which tells us that is has to be a 3rd dec. noun.
stem
2. Then we cut off the genitive ending to find the stem: tempus, tempor is, n., time
 So, while it looks initially like a 2nd dec -us noun, we see from the genitive form that tempus is actually a 3rd dec. noun!
 Also, we might assumed, if were looking only at the 1st form, that the stem is “temp-”; but, in fact, if we look at the 2nd form and
cut off the genitive ending -is, we can see that our stem, when found correctly, is actually “tempor-”.
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Declension Endings & Noun Cases Reference Sheet
singular plural
-us / -(e)r -ī 1st form -ēs
(-r, -s, -x, -l, -n, vowel)
-(i)a neut
-um /

-ōs -ēs
Accusative -am -ās Acc -um -a neuter Acc -em -(i)a neut

-a -ae -us  -e -ī 1stform -ēs
Vocative (nom) (nom) Voc -er, -um (nom) Voc (nom) (nom)
Think of the “case” of a word meaning the “form” of a word. Changing the form of the word changes the
function of that word in the Latin sentence.
Nominative
 Complement (i.e. predicate nominative/predicate adjective [a complement describes or renames the noun] – the sentence will always
Genitive
 the “of” case / “…’s ” (apostrophe ‘s’ for possession, usually used with proper nouns/people)
Dative
Accusative
1st dec 2nd dec 3rd dec

Pl.
can be used with prepositions to communicate motion (often towards). -ās -ōs -ēs
Ablative
A BUNCH of uses!
 often used with prepositions – usually a stationary position or motion away from.
 manner – what is someone like when they do an action – usually an intangible noun (can’t touch or hold it)
“I greeted them with a smile.” “I explained the story with sadness.”
Vocative always the same as the nominative form, EXCEPT –us  -e & -ius  -iī
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Lessons VIII Vocabulary
https://quizlet.com/_5fnvzy
Nouns:
regīna, -ae, f., queen Adjectives:
-a, -ae lingua, -ae, f., tongue, language nōvus -a -um, new
pugna, -ae, f., a fight longus -a -um, long
-us -a -um
multus -a -um, much, many
-er, -ī magister, magistrī, m., master plēnus -a -um + genitive, full (of)…
bellum, bellī, n., war multa, many things (neut. pl.)
-um, -ī
basium, basiī, n., a kiss omnis -is -e, every, all, everyone, everything
satis + genitive, enough (of)…
-x, -is rēx, regis, m., king
Adverbs: hūc illūc, this-way-and-that / here-and-there

Quiz Date: prōcul, far off, in the distance
iam, now, just (now), already
Correlative Conjunction: et… et…, both… and…
Conjunction: cum, when, cum + abl. – (together) with
Preposition: dē + abl., about, down from
Verbs:
pugnō, -āre, -āvī, -ātum – to fight
-ō, -āre nāvīgō, -āre, -āvī, -ātum – to sail 1st conjugation
salūtō, -āre, -āvī, -ātum – to greet -ō, -āre, -āvī, -ātum
maneō, manēre, mansī, mansum – to stay, wait 2nd conjugation

-eō, -ēre
moneō, monēre, monuī, monitum – to warn -eō, -ēre, -ī, -tum/-sum
cadō, cadere, cēcidī, casum – to fall 3rd conjugation

-ō, -ere ludō, ludere, lūdī/lūsī, lusum – to play -ō, -ere, -ī, -tum/-sum
scrībō, scrībere, scrīpsī, scriptum - to write
-iō, -ere rapiō, rapere, rapuī, raptum – to snatch ----------------- 3rd –iō conjugation
-iō, -ere, -ī, -tum
-iō, -īre dormiō, -īre, -īvī, -tum – to sleep -------------------------- 4th conjugation
-iō, -īre, -īvī, -tum
bellum gerere – to wage war
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Lesson VIII Worksheet I Nomen
A. By looking at the gentive determine the declension to which each of the following nouns belong.
Then, identify the stem of the word:
1. nox, noctis, n., night 1st dec, 2nd dec, or 3rd dec? __________ word stem:_________________
2. cūlina, cūlinae f., kitchen 1st dec, 2nd dec, or 3rd dec? __________ word stem:_________________
3. fumus, fumī, m., smoke 1st dec, 2nd dec, or 3rd dec? __________ word stem:_________________
4. puer, puerī, m., boy 1st dec, 2nd dec, or 3rd dec? __________ word stem:_________________
5. porcus, porcī, m., pig 1st dec, 2nd dec, or 3rd dec? __________ word stem:_________________
6. soror, sororis, f., sister 1st dec, 2nd dec, or 3rd dec? __________ word stem:_________________
7. corpus, corporis, n., body 1st dec, 2nd dec, or 3rd dec? __________ word stem:_________________
8. amīcus, amīcī, m., friend 1st dec, 2nd dec, or 3rd dec? __________ word stem:_________________
9. rēx, regis, m., king 1st dec, 2nd dec, or 3rd dec? __________ word stem:_________________
10. regīna, regīnae, f., queen 1st dec, 2nd dec, or 3rd dec? __________ word stem:_________________
B. Put “1” above Nom (Subj), “2” above verbs, “3” above Acc (DO), “5” above prep phrases.
Then, translate the sentences from Latin to English, putting the words in good order.
Above every Genitive we are going to put the number it modifies and then “_.5”.
1 1.5 5 5.5 2___
1. amīcus Juliae ad casam familiae venit.
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______________________________
2. lupus cōlonī benīgnus est, sed māgnus.
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3. cum liberī dentēs lūpī vident, territī sunt.
________________________________________________________________________
C. Number the words in the sentence correctly, then translate the sentene from English to Latin.
You may also use your declension sheet, if you need to.
dīligenter – diligently
servus, -ī, m. / serva, -ae, f. – servant
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1. The servant of Aurēlia is working diligently in family’s the house.
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Use this page to practice writing out 1st declension endings.
Genitive Genitive
Dative Dative
Ablative Ablative
Vocative Vocative
Genitive Genitive
Dative Dative
Ablative Ablative
Vocative Vocative
Genitive Genitive
Dative Dative
Ablative Ablative
Vocative Vocative
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Lesson VIII Worksheet II Nomen
A. By looking at the gentive determine the declension to which each of the following nouns belong.
Then, identify the stem of the word:
1. frāter, frātris, m., brother 1st dec, 2nd dec, or 3rd dec? __________ word stem:_________________
2. pāgina, -ae, f., page 1st dec, 2nd dec, or 3rd dec? __________ word stem:_________________
3. liber, librī, m., book 1st dec, 2nd dec, or 3rd dec? __________ word stem:_________________
4. pugna, -ae, f., a fight 1st dec, 2nd dec, or 3rd dec? __________ word stem:_________________
5. nāvis, nāvis, f., ship 1st dec, 2nd dec, or 3rd dec? __________ word stem:_________________
6. forum, -ī, n., the forum 1st dec, 2nd dec, or 3rd dec? __________ word stem:_________________
7. ōs, ōris, m., mouth 1st dec, 2nd dec, or 3rd dec? __________ word stem:_________________
8. hasta, -ae, f., spear 1st dec, 2nd dec, or 3rd dec? __________ word stem:_________________
9. baculum, -ī, n., stick 1st dec, 2nd dec, or 3rd dec? __________ word stem:_________________
10. canis, canis, m./f. dog 1st dec, 2nd dec, or 3rd dec? __________ word stem:_________________
B. Translate the following sentences from Latin to English.
______________________________
1. fīliae Aurēliae et Iuliae in silvā errant.
_____________________________________________________________________
___________________
2. Julia librum Quīntī legit. (legit – he/she is reading; liber, librī, m., book)
_________________________________________________________________________________
C. Number the words (1 = subj, 2 = veb, 3= direct object, 5=prep phrases, #.5= genitives)
Then translate them from English to Latin. You may also use your declension sheet, if you need to.
Notice that we are using plurals here!
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1. We hear the many sounds of the forests and the fields.
_____________________________________________________________________
______________________________________________
2. The boy’s father does not have enough [of] water.
_____________________________________________________________________
_____________________________________
3. The children are listening to the farmer’s story. (audīre can mean “to listen to”)
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Use this page to practice writing out declension endings.
Genitive Genitive
Dative Dative
Ablative Ablative
Vocative Vocative
Genitive Genitive
Dative Dative
Ablative Ablative
Vocative Vocative
Genitive Genitive
Dative Dative
Ablative Ablative
Vocative Vocative
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Use this page to practice writing out declension endings / declining a noun.
Genitive Genitive
Dative Dative
Ablative Ablative
Vocative Vocative
Genitive Genitive
Dative Dative
Ablative Ablative
Vocative Vocative
Genitive Genitive
Dative Dative
Ablative Ablative
Vocative Vocative
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Genitive Genitive
Dative Dative
Ablative Ablative
Vocative Vocative
Genitive Genitive
Dative Dative
Ablative Ablative
Vocative Vocative
Genitive Genitive
Dative Dative
Ablative Ablative
Vocative Vocative
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Lessons VIII Vocabulary
https://quizlet.com/_5fnvzy
Nouns:
regīna, -ae, f., queen Adjectives:
-a, -ae lingua, -ae, f., tongue, language nōvus -a -um, new
pugna, -ae, f., a fight longus -a -um, long
-us -a -um
multus -a -um, much, many
-er, -ī magister, magistrī, m., master plēnus -a -um + genitive, full (of)…
bellum, bellī, n., war multa, many things (neut. pl.)
-um, -ī
basium, basiī, n., a kiss omnis -is -e, every, all, everyone, everything
satis + genitive, enough (of)…
-x, -is rēx, regis, m., king
Adverbs: hūc illūc, this-way-and-that / here-and-there

Quiz Date: prōcul, far off, in the distance
iam, now, just (now), already
Correlative Conjunction: et… et…, both… and…
Conjunction: cum, when, cum + abl. – (together) with
Preposition: dē + abl., about, down from
Verbs:
-ō, -āre nāvīgō, -āre, -āvī, -ātum – to sail 1st conjugation
salūtō, -āre, -āvī, -ātum – to greet -ō, -āre, -āvī, -ātum
maneō, manēre, mansī, mansum – to stay, wait 2nd conjugation

-eō, -ēre
moneō, monēre, monuī, monitum – to warn -eō, -ēre, -ī, -tum/-sum
cadō, cadere, cēcidī, casum – to fall 3rd conjugation

-ō, -ere ludō, ludere, lūdī/lūsī, lusum – to play -ō, -ere, -ī, -tum/-sum
scrībō, scrībere, scrīpsī, scriptum - to write
-iō, -ere rapiō, rapere, rapuī, raptum – to snatch ----------------- 3rd –iō conjugation
-iō, -ere, -ī, -tum
-iō, -īre dormiō, -īre, -īvī, -tum – to sleep -------------------------- 4th conjugation
-iō, -īre, -īvī, -tum
bellum gerere – to wage war
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Lesson VIII Reading
Hīspidus et liberī, iam omnēs amīcī nōvī, celeriter ambulant ad agrum cōlonī Gāiī quī magister
_________________________________________________________________________________________
Hīsipdī est. Gāius in agrō labōrat cum et Hīspidum et liberōs prōcul videt. ille stat et eōs exspectat.
__________________________________________________________________________________________
“salvēte!” clāmat Gāius, deīnde Hīspidum cārum vocat. statim Hīspidus accurrit et patrem basiō
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māgnō līngae eius lōngae salūtat. Julia et Quīntus mox appropīnquant et Julia “salvē!” īnquit, ”quid agis, Gāiī?”
__________________________________________________________________________________________
“Līberī! videō vōs occurisse Hīspidō lupulō meō!” exclāmat Gāius.
____________________________________________________________________________
“ita vērō, Gāiī! tōtam diem lūsimus et hūc illūc discurrimus. quam fessī nōs omnēs iam sumus, sed
_________________________________________________________________________________________
nōn dormīre cupimus! audīre bonam fabulam cupimus!”
____________________________________________________________________________
“cupitisne audīre dē bellō Trōiānō? Homerus multa nōbīs dē bellō Trōiānō scrīpsit! est bona fabula!
__________________________________________________________________________________________
sed prīmum debeō narrāre vōbīs quae prae magnum bellum Trōiānum praecessērunt.”
__________________________________________________________________________________________
accurrō = ad + currō, currere prae + acc. – before, in front,
approprinquō (1) – to approach praecēdō, -ere, praecēssī - to precede / come before
basium, -iī, n., a kiss; …basiō magnō… with a big kiss (“abl. of manner”) quae – the things which… praecessērunt – came before
discurrimus – we have run around quī – who
eius – his/hers/its quid agis – how are you? / whats up?
Homerus, -ī – Homer (the Greek author) tōtam diēm – (for) the whole day “total day”
ita vērō – yes indeed scrīpsit – h/s/it wrote
lūsimus – we have played vōbīs – to / for y’all
nōbīs – to / for us vōs occurrisse – you have met (+ dative)
quam – how ….! An exclamatory particle, e.g, quam pulchra es! – “how beautiful you are!”
Respondē Latīnē sententiīs complētīs: quid facit? – what does he/she do?
eō – to where quis – who? quid – what? quod – because quōmodō – how? dē + abl. – about
1. eō ambulant et liberī et Hīspidus? ____________________________________________________

2. cum cōlonus Hīspidum videt, quid facit? _______________________________________________
3. cum Hīspidus ad magistrum accurrit, quōmodō eum salutat?___________________________________
___________________________________________________________________________________
4. dē quō magister Hīspidī nārrat?_______________________________________________________
___________________________________________________________________________________
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Lesson VIII Translation
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Lesson VIII Translation Continued
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Lesson VIIIa Vocabulary Practice Quiz 1 Nomen
Diē
queen (3) gender: ________ Grex
/42
______________________________________
lingua, gender:______ (4)
______________________________________
master, teacher (3) gender: ________
new (2)
______________________________________
______________________________________
hūc illūc (1) a fight (3) gender: ________
______________________________________ ______________________________________
much, many (2)
______________________________________ bellum, (3) gender: ________
every, all (2) ______________________________________
______________________________________
enough (2) many things (1)
______________________________________ ______________________________________
king (3) gender: ________ with (2)
______________________________________ ______________________________________
et… et… (1) prōcul (1)
______________________________________ ______________________________________
a kiss (3) gender: ________ dē + ______ (3)
______________________________________ ______________________________________
when (1) __________________________ iam (2) ______________________
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Lesson VIIIa Vocabulary Practice Quiz 2 Nomen
Diē
queen gender: ______ (3) Grex
/42
______________________________________
lingua, gender:_______ (4)
______________________________________
master, teacher (3) gender: ________
new (2)
______________________________________
______________________________________
hūc illūc (1) a fight (3) gender: ________
______________________________________ ______________________________________
much, many (2)
______________________________________ bellum, gender:_______ (3)
every, all (2) ______________________________________
______________________________________
enough (2) many things (1)
______________________________________ ______________________________________
king (3) gender: _______ with (2)
______________________________________ ______________________________________
et… et… (1) prōcul (1)
______________________________________ ______________________________________
a kiss (3) gender: ______ dē + ______ (3)
______________________________________ ______________________________________
when (1) __________________________ iam (2) ______________________
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Lesson VIIIa Vocabulary ANSWER KEY Nomen
Diē
queen (3) [ m. f. n. ] Grex
lingua,
regina, -ae
-ae (4) [ m. f. n. ]
/42
tongue, language master (3) [ m. f. n. ]
new (2) magister, magistrī
nōvus –a –um
hūc illūc (1) a fight (3) [ m. f. n. ]
this-way-and-that pugna, -ae
much, many (2)
multus –a –um bellum, -ī (3) [ m. f. n. ]
every, all (2) war
omnis –is –e many things (1)
enough (2) multa
satis + gen. with (2)
king (3) [ m. f. n. ] cum + abl.
rex, regis prōcul (1)
et… et… (1) far off / in the distance
both… and… dē + abl. (3)
a kiss (3) [ m. f. n. ] down from, about
basium, -iī iam (2)
when (1) (just) now, already
cum
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Lesson VIIIb Vocabulary Practice Quiz 1 Nomen
Diē _____________
A kiss (3) ______ Grex ______________
/49
______________________________________
War (3) ______
______________________________________ to wage war (2)
new (2) __________________________________________
______________________________________ to play (5)
hūc illūc (1) __________________________________________
______________________________________ cum (1)
much, many (2) __________________________________________
______________________________________ to warn (4)
every, all (2) __________________________________________
______________________________________
enough (2) to hand over (4)
______________________________________ ______________________________________
de + _______ (3)
______________________________________ to fall (3)
et… et… (1) ______________________________________
______________________________________
to snatch (4) to fight (2)
______________________________________ ______________________________________
to stay, wait (3) to sail (2)
______________________________________ ______________________________________
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Lesson VIIIb Vocabulary Practice Quiz 2 Nomen
Diē _____________
A kiss (3) ______ Grex ______________
/49
______________________________________
War (3) ______
______________________________________ to wage war (2)
new (2) __________________________________________
______________________________________ to play (5)
hūc illūc (1) __________________________________________
______________________________________ cum (1)
much, many (2) __________________________________________
______________________________________ to warn (4)
every, all (2) __________________________________________
______________________________________
enough (2) to hand over (4)
______________________________________ ______________________________________
de + _______ (3)
______________________________________ to fall (3)
et… et… (1) ______________________________________
______________________________________
to snatch (4) to fight (2)
______________________________________ ______________________________________
to stay, wait (3) to sail (2)
______________________________________ ______________________________________
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Lesson VIII Vocab Quiz ANSWER KEY Nomen
Diē
a kiss (3) [ m. f. n. ]
/49
Grex
basium, basiī (-iī)
war (3) [ m. f. n. ] to wage war (2) ( no macron! )
bellum, bellī (-ī) bellum gerere
new (2) to play (5) ( no macron! )
nōvus –a –um ludō, ludere, lusī/lūdī, lūsus
hūc illūc (1) cum (1)
this-way-and-that / here-and-there when
much, many (2) to warn (4) ( macron! )
multus –a –um moneō, monēre, monuī, monitum
every, all (1)
omnis –is –e to hand over (4) ( no macron! )
enough (of) (3) tradō, tradere, tradidī, traditum
satis + genitive
de + abl. (3) to fall (3) ( no macron! )
down from, about cadō, cadere, cēcidī, casum
et… et… (1) to fight (2)
both… and… pugnō, pugnāre, -āvī, -ātum
to snatch (4) ( no macron! ) to sail (2)
rapiō, rapere, rapuī, raptum ( macron! ) nāvigō, -āre, -āvī, -ātum
to stay, wait (3) maneō, manēre, mānsī
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LATIN AROVND VS
LATINA CIRCVM NOS
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Lesson IX - Introduction to the 3rd Declension
Think of “declensions” as a fancy word that refers to groups of endings. We use these endings on nouns and certain
adjectives in order to designate what case the noun is; what case a noun is in dictates its grammatical function in the
sentence. There are 5 declension in Latin, of which the 3rd declension is the most commonly occurring.
Unlike the 1st and 2nd declensions, the Nominative form of 3rd declension nouns will vary greatly, so we refer to the
Nominative simply as “1st form” because whatever the 1st form is in the dictionary, that is the nominative form of the
noun. As with all nouns, we do not get to choose what the 1st form is, so you must memorize the first and second forms of
3rd declension nouns!
Here are the 3rd declension endings that you need to learn: Remember the 2 Neuter Rules:
(1) Nom = Acc = Voc (Neut. Nom, Acc, and Voc. match)
(2) Nom / Acc / Voc Pl. = -a (Neut. Nom, Acc, and Voc plural end in -a)
1st form -ēs

(can be: -r, -s, -x, -l, -n, vowel)
Nominative -(i)a neuter
noun stem
Genitive -is -um / -iumi-stems Nominative & Accusative
plural in the 3rd dec. match
Dative -ī -ibus
Dative & Ablative
-ēs plural always match
Accusative -em -(i)a neuter
Ablative -e / -ī i-stems -ibus

1st form -ēs / -(i)a (neuter)
(same as nom.) (same as nom.)
Vocative
It is very important in the third declension to find your stem by going to the genitive (2nd form) and cutting off the -is
(refer to Lesson VIII). This is the only way to ensure you get the correct stem. The nominative will very rarely contain the
correct stem. Here are some examples of how to find the correct noun stems:
nox, noct is, f., night stem = noct- corpus, corpor is, n., body stem = corpor-
ōs, ōr is, f., mouth stem = ōr- frāter, frātr is, m., brother stem = frātr-
How do I know the gender of any 3rd declension noun?

Gender of 3rd declension nouns varies. The only ways to really ensure that you are correct about the gender of a 3rd dec.
noun is either to (1) memorize the gender of nouns when you learn vocabulary, and/or to (2) look it up in the dictionary.
There are, however, a few rather dependable rules you can memorize which can help you determine the gender of
many 3rd declension nouns.
1. Masculine Words:
-or, -ōris (most) amor, amōris, m., love || valor, valōris, m., valor || labor, labōris, m., work
2. Feminine Words:
-x/-s, -is ars, artis, f., art || vox, vocis, f., voice || pax, pacis, f., peace || pars, partis, f., part
-ās, -ātis lībertās, lībertātis, f., freedom || veritās, veritātis, f., truth || celeritās, celeritātis, f., speed
-iō, -iōnis ratiō, ratiōnis, f., reason || natiō, natiōnis, f., nation || occassiō, occassiōnis, f., an opportunity
-ūs, -ūtis servitūs, servitūtis, f., servitude || virtūs, virtūtis, f., virtue || salūs, salūtis, f., safety, health
-ēs/-is, -is nubēs, nubis, nubium, f., cloud || mōlēs, mōlis, mōlium, f., a mass || fēlēs, fēlis, fēlium, f., cat
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3. Neuter Words:
-us, -ōris/-eris corpus, corporis, n., body || tempus, temporis, n., time || onus, oneris, n., work, load
-men, -minis līmen, līminins, n., threshold, boundary || carmēn, caminis, n., song
-ar / -e / -al nom. exemplar, exemplāris, n., example || mare, maris, n., sea || animal, animālis, n., animal
___________________________________________________________________
“i-stem” nouns
3rd declension i-stem nouns are declined slightly differently from regular 3rd declension. It uses many of the same
endings, with a few exceptions. 2 Neuter Rules: (1) Neuter Nom = Acc = Voc
(2) Neuter Nom / Acc / Voc Pl. = -a
1st form -ēs

(can be: -r, -s, -x, -l, -n, vowel)
Nominative -ia neuter
Changes to -ium
Genitive -is -ium
Neuter changes to -ia
Dative -ī -ibus
-ēs Dative & Ablative
Accusative -em -ia neuter plural still always match
Ablative sg. is -ī in 3rd dec.

adjectives & neuter i-stems Ablative -e / -ī -ibus
1st form -ēs / -ia (neuter)
(same as nom.) (same as nom.)
Vocative
How can I tell if a 3rd dec. noun is an “i-stem” noun?

The best way to know if a noun is an i-stem is to memorize it or look it up. Most dictionaries will list i-stem nouns
with the addition of the genitive plural as a third entry in the lexical form (-ium) to indicate to the reader that it is
an i-stem noun.
e.g. urbs, urbis, urbium, f., city
genitive. plural
There are 4 reliable rules that you can learn which will help you determine whether or not a noun is an i-stem.
The following 4 rules indicate that a 3rd declension word is an “i-stem”:

1. Any masculine or feminine noun that ends in -ēs or -is in the nominative and has equal syllables in the nominative
and the genitive (also known as the nominative and genitive being “parisyllabic”) -is/-es in Nom.
e.g. cīvēs, cīvis, m./f., citizen || nāvis, nāvis, f., ship || hostis, hostis, m./f., enemy = σ’s Nom & Gen
2. Any noun with a single syllable in the nominative singular and contains a consonant cluster in the genitive
e.g. ars, artis, f., art || nox, noctis, f., night || urbs, urbis, f., city 1σ in Nom
cons. cluster in gen
3. Any noun with a nominative singular ending in -ar, -e, or -al; also, nouns of this type are neuter
e.g. exemplar, exemplāris, n., model, example || mare, maris, n., sea || animal, animālis, n., animal
-ar / -e / -al in Nom
4. All 3rd declension adjectives (“-is, -e” and “-ns, -ntis” adjs.) are i-stems.
We will address this in more detail in the next Lesson (L. X).
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singular plural
(-r, -s, -x, -l, -n, vowel)
-(i)a neut
-um /

-ōs -ēs

Nominative
Genitive
Dative
 “to” or “for” case (used most often as the indirect adjective – the noun that receives the noun that receives the action)
Accusative

Pl.
Ablative
A BUNCH of uses!
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Lesson IX, X, XI Vocabulary
Nouns: https://quizlet.com/_5leq7g (IX)
causa, causae, f., cause[of] + genitive
dea, deae, f., goddess 
Proper nouns will NOT be on a vocab quiz.
-a, -ae hasta, -ae, f., spear Proper Nouns:
porta, -ae, f. door, gate Achillēs, Achillis, Achilles, a Greek hero
rixa, -ae, f., strife, quarrel Discordia, -ae, f., The goddess of discord/strife
Minerva, -ae, f., Minerva / Athena
-us, -ī deus, deī, m., god Iūnō, Iūnōnis, f., Juno / Hera
ferrum, -ī, n., sword, iron Iūpiter, Iōvis, m., Jupiter / Zeus
-um, -ī
dōnum, -ī, n., gift Paris, Paridis, m., Paris
Priamus, Priamī, m., Priam, the king of Troy
arma, armōrum, n. pl., weapons Venus, Venēris, f., Venus / Aphrodite
corpus, corpōris, n., body
homō, hominis, m., man Preposition: inter + acc. among, between
iter, itineris, n., journey
litus, litoris, n., shore Adverbs:
-__, -is mare, māris, mārium, n., sea diū, for a long time
mīles, mīlitis, m., soldier fortiter, bravely
nāvis, nāvis, nāvium, f., ship Quiz Date: numquam, never
urbs, urbis, urbium, f., city post, after(wards)
uxor, uxōris, f., wife simul, at the same time
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Verbs:
necō, -āre, -āvī, -ātum – to kill
1st conjugation
1st conj.
oppugnō, -āre, -āvī, -ātum – to attack (pugnāre – to fight (repeat)
) -ō, -āre, -āvī, -ātum
appellō, -āre, -āvī, -ātum – to name
agō, agere, ēgī, actum – to do, act, drive 3rd conjugation

cadō, cadere, cecidī, casum – to fall (repeat)
-ō, -ere, -ī, -um
3rd conj.
dūco, dūcere, dūxī, ductum – to lead
gerō, gerere, gessī, gestum – to wear, bear; *bellum gerere, to wage war
incendō, incendere, incendī, incensum – to set on fire
prōmittō, prōmittere, prōmīsī, prōmissum – to promise, put forth
Quiz Date: iaciō, iacere, iēcī, iactum – to throw 3rd -iō conjugation
3rd –iō conj. incipiō,incipere, incēpī, inceptum – to begin -iō, -ere, -ī, -um
rapiō, rapere, rapuī, raptum – to snatch, seize (repeat)
4th conjugation
4th conj.
adveniō, advenīre, advēnī, adventum – to arrive -iō, -īre, -ī, -um
Adjectives:
-issim-  this infix makes an adjective mean “most” or “very” (bella = beautiful, bellissima = “most/very beautiful”)
apertus –a –um, open
bellus –a –um, beautiful (as opposed to “bellum, -ī, war”)
-a -um malus –a –um, bad, evil (as opposed to “malum, malī, n., apple”)
maximus –a –um, greatest, very great, biggest, very big
mortuus –a –um, dead
novus –a –um, new
stultus –a –um, foolish, stupid
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Lesson IX Worksheet I Nomen
A. Using the rules to predict gender of 3rd dec. nouns, identify the correct gender of the following 3rd dec.
nouns.
Gender Clue: Gender:
1. acerbitās, acerbitātis, harshness -as, -atis fem
2. lūmēn, lūminis, light ____________________ ____________________
3. honor, honōris, honor ____________________ ____________________
4. hostis, hostis, enemy ____________________ ____________________
5. vēritās, vēritātis, truth ____________________ ____________________
6. clāmor, clāmōris, a shout ____________________ ____________________
7. arx, arcis, arch ____________________ ____________________
8. rēx, regis, king ____________________ ____________________
9. opus, operis, work, task ____________________ ____________________
10. nōmen, nōminis, name ____________________ ____________________
11. urbs, urbis, city ____________________ ____________________
12. ōmen, ōminis, an omen, sign ____________________ ____________________
13. pāx, pācis, peace ____________________ ____________________
14. vapor, vapōris, vapor ____________________ ____________________
15. corpus, corporis, body ____________________ ____________________
B. Go back through the previous nouns and write “i-stem” next to all the nouns that follow an i-stem noun rule
and identify which of the three i-stem rules it follows by writing #1, #2, or #3 next to “i-stem”.
In the 15 nouns above, there are 3 i-stem nouns.
C. Number the words in the sentene, then translate them into Latin. (1 = Nom, 2 = Verb, 3 = Acc, 5 = PP)
____________________________________________________________
1. The master of Hispidus is telling the story about the great Trojan war.
_________________________________________________________________________________________
________________________________________________________
2. Tomorrow (crās) we want to make a journey to the fields near the shore.
_________________________________________________________________________________________
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Use this page to practice writing out 3rd declension endings.
Genitive Genitive
Dative Dative
Ablative Ablative
Vocative Vocative
Genitive Genitive
Dative Dative
Ablative Ablative
Vocative Vocative
Genitive Genitive
Dative Dative
Ablative Ablative
Vocative Vocative
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Lesson IX Worksheet II Nomen
A. Using the gender rules, predict the correct gender of the following 3rd dec. nouns:
Gender Clue: Gender:
1. genus generis, knee -us, -eris Neut.
2. ars, artis, art ____________________ ____________________
3. savor, savōris, flavor ____________________ ____________________
4. terror, terrōris, fear ____________________ ____________________
5. animal, animālis, animal ____________________ ____________________
6. mors, mortis death ____________________ ____________________
7. pater, pātris, father ____________________ ____________________
8. molis, molis, a hill ____________________ ____________________
9. cīvitās, cīvitātis, state ____________________ ____________________
10. flūmen, flūminis, river ____________________ ____________________
11. sedus, sederis, star ____________________ ____________________
12. instar, instaris, cacoon ____________________ ____________________
B. Go back through the previous nouns and write “i-stem” next to all the nouns that follow an i-stem
noun rule and identify which of the three i-stem rules it follows by writing 1, 2, or 3 next to “i-stem”.
In the 10 nouns above, there are 4 i-stem nouns.
C. Number the words in the sentenes first, then translate them into Latin.
_____________________________________________________________________________
1. Many (out) of the women but few (paucī) (out) of the men are making a journey to the sea.
_________________________________________________________________________________________
______________________________________________________________________
2. Large ships are sailing quickly from the land of the Greeks to the Trojan shores.
__________________________________________________________________________________________________
_____________________________________________________________
3. Menalaus, the great king of the Greeks, is seeking [his] wife, Helen(a).
__________________________________________________________________________________________
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Use this page to practice writing out declension endings.
Nominative
-a -ae Nominative
-us -i
Genitive
-ae -arum Genitive
-i -orum
Dative
-ae -īs Dative
-o -īs
Accusative
-am -as Accusative
-um -os
Ablative
-ā -īs Ablative
-o -īs
Vocative
-a -ae Vocative
-er/-um -i
us e
Genitive Genitive
Dative Dative
Ablative Ablative
Vocative Vocative
Genitive Genitive
Dative Dative
Ablative Ablative
Vocative Vocative
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Nominative
? -es / -a Nominative
Genitive
-is -(i)um Genitive
Dative
-i -ibus Dative
Accusative
-em -es / -a Accusative
Ablative
-e, -i -ibus Ablative
Vocative
? -es Vocative
Genitive Genitive
Dative Dative
Ablative Ablative
Vocative Vocative
Genitive Genitive
Dative Dative
Ablative Ablative
Vocative Vocative
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Genitive Genitive
Dative Dative
Ablative Ablative
Vocative Vocative
Genitive Genitive
Dative Dative
Ablative Ablative
Vocative Vocative
Genitive Genitive
Dative Dative
Ablative Ablative
Vocative Vocative
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-um, -ī
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Verbs:
1st conjugation
1st conj.

-ō, -ere, -ī, -um
3rd conj.
4th conjugation
4th conj.
Adjectives:
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Lesson IX Reading
cōlonus senex incipit narrāre fabulam quae erat causa māgnī bellī Trōiānī:
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“ōlim est nuptia inter hominem et deam, sed Iūpiter Discordiam, deam rixae, ad nuptiam nōn vocat. illa
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tamen īrātissima ad nuptiam advenit. ibi malum aureum malum ad convīvās iacit et exclāmat, line [ 3]
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“malum aureum bellissimae est.” cum malum malum iacit, trēs deae – Minvera, Iūnō, et Venus - id
__________________________________________________________________________________________
simul rapiunt. quod nēmō ē deīs appellāre victōrem nunc cupit nē quaequam alia dea fiat īrātissima,
_____________________________________________________… lest any other goddess become very angry…
Iūpiter exclāmat, “Paris, quī est fīlius Priamī, regis Trōiae, appellāre victōrem debet. itaque dī Paridem vocant.
___________________________________________________________________________________________________________
cum ille advenit, “quis ē nōbīs est bellissima dea, Paris?” deae rogant. Paris stultus est et rogat, “quis
__________________________________________________________________________________________
dare dōnum optimum mihi potest?” deae dōna dōnant, sed Venus optimum dōnum prōmittit. line [ 8]
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“Paris,” īnquit, “tū bellissimam uxorem in omnibus terrīs habēbis, Helenam dē Spartā!” eī placet,
____________________________________________________________________________________________________________
itaque Paris Venerem bellissimam deam appellat. line [ 10]

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Venus victor est et Paris, fīlius regis Trōiae, uxorem bellissimam, Helenam, accipit.”
__________________________________________________________________________________________
accipiō, accipere, accēpī, acceptum – to accept habēbis – you will have (future tense of habēre) ōlim – once (upon a time)
aureus –a –um – golden itaque – and so omnis, -is, -e – all, every
bellissimae – dative; translate using “for” inter + acc. – between optimum – the best
conviva, -ae, m. – dinner guest malum, malī, n. – apple quae – which
donō, donāre – to give a gift mihi – to me (dative) tamen – nevertheless
eī placet – it [this] is pleasing to him nēmō – no one (ever seen “Finding No One”?) terra, -ae, f. – land, earth
erat – he/she/it was (past tense of est) nuptia, -ae, f. – wedding vocō, -āre – to call, invite
Respōndē Latīnē sententiīs complētīs:

1. cūr Paris uxorem belissimam habet?____________________________________________________
____________________________________________________________________________________
2. quis optimum dōnum dat? ___________________________________________________________
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Lesson IX Translation
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Lesson IX Translation Continued
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209
210
Lesson IX Vocabulary Practice Quiz 1 Nomen
Diē
Spear Gender: _______ (3) Grex
Nom:__________________, Gen:__________________
sword, _______________ Gender: ________ (4)

Nom:____________________, Gen: __________________
/50
door, gate Gender: ______ cause Gender: ______ (4)
Nom: ______________, Gen: ________________ _____________, ___________ +_______
quarrel Gender: ______ (3) masc. pl. “gods” (1)
Nom: ______________, Gen: ________________ __________________
corpus Gender: ______ (3) sea Gender: ______ (3)

Genitive: __________________ Nom: ______________, Gen: ________________
Definition: ____________________
journey Gender: ______ (3)
weapons Gender: ______ (4) Nom: ______________, Gen: ________________

Nom: ______________, Gen: ________________
shore Gender: ______ (3)
man Gender: ______ (3) Nom: ______________, Gen: ________________

Nom: ______________, Gen: ________________
city Gender: ______ (3)
donum, _____ Gender: ______ (3) Nom: ______________, Gen: ________________

Genitive: __________________
Definition: ____________________ ship Gender: ______ (3)

Nom: ______________, Gen: ________________
wife Gender: ______ (3)
Nom: ______________, Gen: ________________ many (things) (1) ____________________
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Lesson IX Vocabulary Practice Quiz 2 Nomen
Diē
Spear Gender: _______ (3) Grex
Nom:__________________, Gen:__________________
sword, _______________ Gender: ________ (4)

Nom:____________________, Gen: __________________
/50
door, gate Gender: ______ cause Gender: ______ (4)
Nom: ______________, Gen: ________________ _____________, ___________ +_______
quarrel Gender: ______ (3) masc. pl. “gods” (1)
Nom: ______________, Gen: ________________ __________________
corpus Gender: ______ (3) sea Gender: ______ (3)

Genitive: __________________ Nom: ______________, Gen: ________________
Definition: ____________________
journey Gender: ______ (3)
weapons Gender: ______ (4) Nom: ______________, Gen: ________________

Nom: ______________, Gen: ________________
shore Gender: ______ (3)
man Gender: ______ (3) Nom: ______________, Gen: ________________

Nom: ______________, Gen: ________________
city Gender: ______ (3)
donum, _____ Gender: ______ (3) Nom: ______________, Gen: ________________

Genitive: __________________
Definition: ____________________ ship Gender: ______ (3)

Nom: ______________, Gen: ________________
wife Gender: ______ (3)
Nom: ______________, Gen: ________________ many (things) (1) ____________________
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Lesson IX Vocabulary Quiz Nomen
Diē
Spear [ m. f. n. ] 3 Grex
hasta, -ae
sword, ____________ [ m. f. n. ] 4
/51
ferrum, -ī
cause [ m. f. n. ] 3
door, gate [ m. f. n. ] 3 causa, -ae

porta, -ae
masc. pl. “gods” 1
quarrel [ m. f. n. ] 3 dī
rixa, -ae
sea [ m. f. n. ] 4
corpus , genitive corporis [ m. f. n. ] 3 māre, māris, mārium
body
journey [ m. f. n. ] 3
weapons [ m. f. n. ] 4 iter, itineris

arma, -ōrum ( pl.)
shore [ m. f. n. ] 3
man [ m. f. n. ] 3 litus, litoris
homō, hominis
city [ m. f. n. ] 3
donum, -ī [ m. f. n. ] 3 urbs, urbis
gift
ship [ m. f. n. ] 4
wife [ m. f. n. ] 3 nāvis, nāvis, nāvium
uxor, uxoris
many (things) (1)
multa
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[blank]
214
LATIN AROVND VS
LATINA CIRCVM NOS
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216
Lesson X - Introduction to Adjectives & eō, īre, iī/īvī – to go
 Adjectives are words that modify or describe nouns, e.g. “blue car,” “big dog,” “happy child,” etc.
Sometimes adjectives can be split up from the nouns they modify, usually with a being verb. For
example, “the car is blue,” as opposed to, “the blue car.” In this example, “blue” is an adjective both
times, but first it acts as a direct modifier: “The blue car,” second, it acts as a predicate adjective: “The
car is blue.”
 In the lexical form, adjectives can be recognized by either the letters “-a -um” for 1st/2nd dec. adjs.,
or for 3rd dec. adjs. the letters “-is -e,” (sometimes “-ns, -ntis” )
 Adjectives must match the nouns they are modifying in 3 categories: G.C.N. – Gender, Case, Number.
Even though adjectives will always match their nouns in gender, case, and number, this does not
necessarily mean that the endings will be identical in appearance.
___________________________________________
1st/2nd declension “-a -um” Adjectives:

-a -um adjectives are called this because of the ever-present “-a, -um” endings you will see in their lexical
entries, e.g. “laetus -a –um,” happy; “apertus -a –um,” open; “miser, misera, miserum,” sad, miserable, etc.
Also known as “1st/2nd dec. adjectives,” -a -um adjectives use 1st declension endings when the adjective is
modifying a feminine noun, 2nd declension endings when modifying a masculine noun, and 2nd declension
neuter endings when modifying a neuter noun.
When modifying a Feminine Noun: When modifying a Masculine or Neuter Noun:
-us/-er masc. -ī masc.

Nominative -a -ae Nominative -um neuter -a neuter
Genitive -ae -ārum Genitive -ī -ōrum
Dative -ae -īs Dative -ō -īs

-ōs masc
Accusative -am -ās Accusative -um -a neuter
Ablative -ā -īs Ablative -ō -īs
1st declension endings are always feminine.
Remember the 2 Neuter Rules!

1. Nom = Acc = Voc (Neuter Nom., Acc., Voc. always match).
2. Nom / Acc / Voc Pl. - a (Nom., Acc., Voc., plural end in -a.)
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Even though -a -um adjectives use only 1st/2nd dec. endings, they can still modify nouns in any declension. For
example, let’s modify the 3rd declension noun, māter, mātris, f., mother, with the adjective “bellus -a -um,
beautiful.”
By changing the declension of an “-a -um” adjective, we change its gender. Because the noun being modified
(māter, mātris) is feminine, we are going to use 1st declension endings on our adjective in order to make it
feminine, but māter, mātris, is a 3rd dec. noun so it uses 3rd dec. endings. Remember, we cannot change the
declension of a noun – only adjectives!
As an example, let’s modify the third declension noun, “māter, mātris, f., mother” with the 1st/2nd dec.
adjective “bellus -a -um, beautiful”. Because māter is feminine, bellus -a -um will use 1st declension endings.
bellus -a -um (1st dec. fem.) “beautiful mother” māter, mātris, 3rd dec.
singular plural
1st form
Nominative -a -ae bella māter bellae mātrēs Nom
-r, -s, -x, -l, -n, vowel
-ēs
Genitive -ae -ārum bellae mātris bellārum mātrum Gen -is -um
Dative -ae -īs bellae mātrī bellīs mātribus Dat -ī -ibus
Accusative -am -ās bellam mātrem bellās mātrēs Acc -em -ēs
Ablative -ā -īs bellā matre bellīs mātribus Abl -e -ibus

-a -ae 1st form -ēs
Vocative (nom) (nom) bella māter bellae mātrēs Voc (nom) (nom)
Even though the endings of the noun-adjective pair here do not match in appearance,
they still match in the three qualities: gender (both feminine), case, & number (sg./pl.).
1. First, identify the gender, case & number of the noun. You may use a Declension Endings & Case
2. Then, above the adjective, identify whether you are using Functions Reference Sheet (p. 157 or 179)
1st declension or 2nd declension endings.
If the noun you’re modifying is feminine, use 1st declension endings on your adj.
If the noun you’re modifying is masculine or neuter, use 2nd declension endings.
3. Finally, provide the correct form of the adjective given, matching in GCN.
(fem) 1st dec. dat./abl. pl
e.g. urbibus (g: fem c: Dat. n: pl. ) magnīs māgnus –a –um, big, great
or Abl.
1. puerōs (g: ___ c:_____ n: ____) _________________________ stultus –a –um, foolish
2. casīs (g: ___ c:_____ n: ____) _________________________ vīcinus –a –um, neighboring
3. corpus (g: ___ c:_____ n: ____) _________________________ mortuus –a –um, dead
4. nāvium (g: ___ c:_____ n: ____) _________________________ lōngus –a –um, long

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eō, īre, iī/īvī, ītūrus – to go
https://quizlet.com/_856zaq?x=1qqt&i=plsxj
This is an introduction to the 3rd irregular verb we are going to learn in Latin. Irregular verbs are verbs that do
not conjugate simply by using our 3 steps to conjugate a verb. The two other irregular verbs you have learned
up until now are sum, esse, fuī, futūrus – to be and possum, posse, potuī – to be able. You should notice that this
verb has two possible 3rd principal parts. You should learn both.
eō, īre, iī / īvī, ītūrum – to go
eō – I go, I am going, īmus – we go, we are going,

I do go we do go
īs – you go, you are going, ītis – y’all go, y’all are going,
you do go y’all do go
it – he/she/it goes, h/s/it eunt – they go, they are going,

is going, h/s/it does go they do go
Something that is neat about this verb is that we can change the meaning by just adding a preposition onto the
beginning of a verb as a prefix. Here are several examples:
eō = I go exeō = I go out trānseō = I go across

īs = you go exīs = you go out trānsīs = you go across
it = h/s/it goes exit = h/s/it goes out trānsit = he/she/it goes across
īmus = we go exīmus = we go out trānsīmus = we go across
ītis = y’all go exītis = y’all go out trānsītis = y’all go across
eunt = they go exeunt = they go out trānseunt = they go across
Imperative – the command form
Singular: ī (go to 2nd form, cut off –re)
Pural: īte (go to 2nd form, replace –re with –te)
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-um, -ī
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Verbs:
1st conjugation
1st conj.

-ō, -ere, -ī, -um
3rd conj.
4th conjugation
4th conj.
Adjectives:
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[blank]
222
Lesson X Worksheet I Nomen
A. 1. First, identify the gender, case & number of the noun. You may use a Declension Endings & Case
READ If the noun you’re modifying is feminine, use 1st declension endings on your adj. If you need to, please refer back to the example given
ALL! If the noun you’re modifying is masculine or neuter, use 2nd declension endings. on page 202 of how to do this. Simply follow directions.
1. hominī (g: ___ c:_____ n: ____ ) _________________________ īrātus –a –um, angry
2. patrum (g: ___ c:_____ n: ____ ) _________________________ laetus –a –um, happy
3. fēminīs (g: ___ c:_____ n: ____ ) _________________________ bellus –a –um, beautiful
4. lupōs (g: ___ c:_____ n: ____ ) _________________________ parvulus –a –um, little tiny
5. arborem (g: ___ c:_____ n: ____ ) _________________________ altus –a –um, tall
B. There are 6 3rd dec. nouns and 6 –a –um adjectives. Match the Noun-Adjective pairs.
Suggested method: first, find all 6 nouns, then find each noun’s matching adjective.
_________________________________________________________________________________________
homine uxorem apertī bellam laetīs māris īrātō canibus māgnārum pater urbium benīgnus
1. ___________________________________________
2. ___________________________________________
3. ___________________________________________
4. ___________________________________________
5. ___________________________________________
6. ___________________________________________
C. After eliminating at least 2 incorrect answers, circle the adjective which matches the noun in GCN.
-ēs = nom./acc. pl -īs is dat./abl. -a –um adjectives won’t
e.g. vocēs māgn____ a. māgnās b. māgnīs c. māgnae d. māgnēs ever use 3rd dc. endings
1. litoris proxim____ a. proximis b. proximō c. proximī d. proximae ______

2. nāvēs parv____ a. parvae b. parvīs c. parvēs d. parvam ______
3. uxorem bell____ a. bellem b. bellās c. bellae d. bellam ______
4. fratrī stult____ a. stultus b. stultī c. stultō d. stultae ______
5. urbem māgn___ a. magnium b. magnem c. magnam d. magnārum ______
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[blank]
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Lesson X Worksheet II Nomen
1. corporibus (g: ___ c:_____ n: ____ ) _________________________ mortuus –a –um, dead
2. hominis (g: ___ c:_____ n: ____ ) _________________________ bonus –a –um, good
3. portās (g: ___ c:_____ n: ____ ) _________________________ altus –a –um, tall, high
4. urbium (g: ___ c:_____ n: ____ ) _________________________ pavus –a –um, small
5. servō (g: ___ c:_____ n: ____ ) _________________________ stultus –a –um, foolish
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īrātā patrum benīgna bellās laetōrum longam matre ōbēsō uxor urbēs fratre navem
1. ___________________________________________
2. ___________________________________________
3. ___________________________________________
4. ___________________________________________
5. ___________________________________________
6. ___________________________________________
C. After eliminating at least 2 incorrect answers, circle the djective which matches the noun in GCN.
1. hominibus parv____ a. parvōs b. parvus c. parvibus d. parvīs _______

2. hastā long____ a. longe b. longā c. longī d. longae _______
3. patrem īrāt____ a. īrātus b. īrātōs c. īrātum d. īrātem _______
4. militī alt____ a. altī b. altō c. altae d. altā _______
5. mare maxim____ a. maxima b. maximum c. maxime d. maximī _______
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[blank]
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Lesson X Worksheet III Nomen
1. litus (g: ___ c:_____ n: ____ ) _________________________ proximus –a –um, next, nearest
2
2. navis (g: ___ c:_________ n: ____ ) _____________/_____________ noster –tra –trum, our
3. puer (g: ___ c:_____ n: ____ ) _________________________ fessus –a –um, tired
4. itinerum (g: ___ c:_____ n: ____ ) _________________________ tardus –a –um, slow
5. servus (g: ___ c:_____ n: ____ ) _________________________ miser, misera, miserum,

miserable
Suggested method: first, find all 6 noun; then identify the gender, case, and number of the nouns; finally, find each noun’s matching adjective.
________________________________________________________________________________________
homō civibus sōlicitīs regis celātārum tempus miser longum bonae fessī matris navium
1. ___________________________________________
2. ___________________________________________
3. ___________________________________________
4. ___________________________________________
5. ___________________________________________
6. ___________________________________________
C. After eliminating at least 2 incorrect answers, circle the djective which matches the noun in GCN.
1. nox frigid____ a. frigidus b. frigidam c. frigidox d. frigida _____

2. magister mal____ a. malus b. malister c. malum d. malō _____
3. patre laet____ a. laete b. laetus c. laetō d. laetum _____
4. litorum harēnōs____ a. harēnōsum b. harēnōsō c. harēnōsus d. harēnōsōrum _____
5. militis īrāt____ a. īrātī b. īrātis c. īrātōrum d. īrātus _____
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[blank]
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-um, -ī
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Verbs:
1st conjugation
1st conj.

-ō, -ere, -ī, -um
3rd conj.
4th conjugation
4th conj.
Adjectives:
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Lesson X Reading
fabula nostra dē Trōiānō bellō continuit:
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“post Venus Helenam bellissimam Paridī prōmittit, Paris novam uxorem sēcum ad Trōiam
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redūcit. sed est mala rēs: Helena est uxor alterīus hominis, nōmine Menalaus! hic est frāter
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regis Mycēnārum cuius nōmen est Agamemnōn. cum Paris Helēnam rapit, Menalaus īrātissimus fit.
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“quod petere praedōnem bellae uxoris cupit, Menalaus et frāter eius, Agamemnōn rex,
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multōs Graecōrum militēs convocant et multās navēs in apertum mare ad litora Trōiae navigant
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(numerō nāvium: mille, centum et octaginta sex - MCLXXXVI).

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“Graecī decem annōs Trōiam oppugnant, sed Trōiānī fortiter urbem dēfendunt. tandem
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Trōiānī Graecōs ad navēs agunt et multās incendunt. deīnde pugnāre Graecōs in litore incipiunt.
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omnēs Graecī fortiter sē dēfendunt. sed heu! Achillēs, maximus Graecōrum mīlēs, ā pugnā abest.
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sed Hector, māximus mīlēs Trōiānus, ad pugnam adest et ibi multōs hominēs Graecōs necat.”
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abest (ab + est) – he/she/it is away, absent eius – his Paridī – to/for Paris (dative)
adest (ad + est) – he/she/it is present (at) fit – he/she/it becomes praedō, praedōnis, m. – thief
alterīus – of another heu - alas rēs – thing, matter, problem (fem.)
cuius – whose hic – this man sē - themselves
decem annōs – for ten year nostra – our sēcum – with him
Respōndē Latīnē sententiīs complētīs: quot? – how many?
1. cuius (whose) uxor est Helena?__________________________________________________________

____________________________________________________________________________________
2. quis ad pugnām adest? ______________________________________________________________
3. quot navēs ad litora Trōiae nāvigant? (No full sentence needed, English # only)____________________
4. quot annōs Graecī Trōiām oppugnant?_________________________________________________
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Lesson X Translation
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Lesson X Translation Continued
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LATIN AROVND VS
LATINA CIRCVM NOS
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Lesson X Vocabulary Practice Quiz 1 Nomen
Diē
Grex
to do, act, drive (4)
__________________________________________
to throw (4)
/45
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to fall (4) to promise (4)
__________________________________________ __________________________________________
to kill (2) to wear (4)
__________________________________________ __________________________________________
to begin (4) to attack (2)
__________________________________________ __________________________________________
to arrive (3) To set on fire (4)
__________________________________________ __________________________________________
to snatch, seize (4) To name (2)
__________________________________________ __________________________________________
to lead (4)
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Lesson X Vocabulary Practice Quiz 2 Nomen
Diē
Grex
to do, act, drive (4)
__________________________________________
to throw (4)
/45
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__________________________________________ __________________________________________
__________________________________________ __________________________________________
__________________________________________ __________________________________________
__________________________________________ __________________________________________
__________________________________________ __________________________________________
to lead (4)
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Lesson X Vocabulary ANSWER KEY Nomen Ms. S
Diē
(no macron)
to do, act, drive (4) Grex
agō, agere, ēgī, actum (3rd conj.)
to throw (4) (no macron)
iaciō, iacere, iēcī, iactum (3rd –iō conj.)

/45
(no macron) (no macron)
cadō, cadere, cecidī, casum (3rd conj.) prōmittō, prōmittere, prōmīsī, prōmissum
(no macron)
necō, necāre (1) gerō, gerere, gessī, gestum (3rd conj)
(no macron)
incipiō, incipere, incēpī, inceptum (3rd conj.) oppugnō, oppugnāre (1)
(no macron)
adveniō, advenīre, advēnī, adventum (4th conj.) incendō, incendere, incendī, incensum (3rd conj.)
(no macron)
rapiō, rapere, rapuī, raptum appellō, appellāre (1)
(no macron)
to lead ( 4)
dūcō, dūcere, dūxī, ductum
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238
Lesson XI - 3rd dec “-is, -e” / “-ns, -ntis” Adjectives & Superlatives
There are only two types of adjectives in Latin: “-a -um” (1st/2nd dec.) adjectives & “-is, -e” / “-ns, -ntis”
(3rd dec.) adjectives. You are already familiar with “-a -um” adjs which use 1st / 2nd dec endings. Now let’s look
at the other type of Latin adjective: “-is, -e” / “-ns, -ntis” adjs.
Almost all 3rd declension “-is, -e” / “-ns, -ntis” adjectives

are declined using 3rd dec i-stem endings.
-is, -ns, -er, -x m/f -ēs m/f
Nominative -e , -ns neut -ia neut
Genitive -is -ium
Dative -ī -ibus
-em m/f -ēs m/f
Accusative -e , -ns neut -ia neut
Ablative -ī -ibus
Vocative (same as nom.) (same as nom.)
Here is a list of some very common 3rd declension adjectives. Become familiar with
how 3rd declension adjectives can appear in dictionaries and vocabulary lists.
ācer, ācris, ācre, harsh, sharp *ācer, ācris, ācre, harsh, sharp
celer, celeris, celere, quick *celer, celeris, celere, quick
If the masculine and
brevis, -is, -e, brief, short feminine nominative singular brevis, -e, brief
difficilis, -is, -e, difficult are identical (-is, -is), then the difficilis, -e, difficult
3rd declension adjective can be
facilis, -is, -e, easy written by using only two facilis, -e, easy
lexical forms, listing the
fidelis, -is, -e, faithful masculine and feminine fidelis, -e, faithful
fortis, -is, -e, brave, strong together, with both genders fortis, -e, brave
being represented by the first
gravis, -is, -e, heavy, serious lexical form. So, we can rewrite gravis, -e, heavy
all the adjectives from the box
omnis, -is, -e, all on the left (except for two) more omnis, -e, all, every
mollis, -is, -e, soft simply, as shown in this box on mollis, -e, soft
the right:
mortalis, -is, -e, mortal mortalis, -e, mortal
ingēns, ingentis, huge

intelligēns, -entis, intelligent Some adjectives are listed just like a 3rd declension noun
(“-ns, -ntis” adjectives), using the nominative & genitive
potēns, -entis, able, powerful singular (masc., fem., & neut. are the same).
senex, senis, old
239
Superlative Adjectives “-issimus -a -um”
All adjectives (and adverbs) have three degrees of intensity, called positive (“happy”), comparative (“more
happy”/ “happier” / “rather happy”), and superlative (“happiest” / “very happy”). Up until now we have always
been using the positive degree of adjective – a simple stated description. The comparative is perhaps the most
complicated to form and translate, so it will be saved for a future chapter.
Let’s take a look at how to form and translate superlative adjectives.
Most superlative adjectives are formed by taking the stem of an adjective,

adding the infix -issim-, and using -us -a -um (1st/2nd dec) adjective endings.
laetus (-a -um) “happy”  laetissimus (-a -um) “happiest / very happy”
clārus (-a -um) “clear”  clārissimus (-a -um) “clearest / very clear”
Even 3rd dec. “-is -e” / “-ns, -ntis” adjectives will become “-a -um” adjectives in the superlative!
tristis (-is -e) “sad”  tristissimus (-a -um) “saddest / very sad”
potēns, potentis “powerful”  potentissimus (-a -um) “most / very powerful”
senex, senis “old”  senissimus (-a -um) “oldest / very old”
 “ -errimus” superlative adjectives

Any adjective ending in -er in the nominative, masculine, singular form will use –errimus (-a -um) in the
superlative form instead of –issimus (-a -um).
pulcher, pulchra, pulchrum  pulcherrimus -a -um ācer, ācris, ācre  acerrimus -a -um
 the 6 “-illimus” superlative adjectives https://quizlet.com/_6fvudw

There are 6 adjectives in Latin that use –illimus (-a -um) in the superlative instead of –issimus (-a -um):
facilis -is -e, “easy”  facillimus -a -um difficilis -is -e, “difficult”  difficillimus -a -um
similis -is -e, “similar”  simillimus -a –um dissimilis -is -e, “dissimilar” dissimillimus -a -um
gracilis -is -e, “slender”  gracillimus -a -um humilis -is -e, “humble”  humillimus -a -um
Irregular Adjectives: Positive / Comparative / Superlative

There are 5 very commonly-used irregular positive / comparative / superlative adjectives.
bonus -a -um melior, melius optimus -a -um

good better best / very good
malus -a -um peior, peius pessimus -a -um
bad worse worst / very bad
māgnus -a -um maior, maius maximus -a -um
big, great bigger biggest / very big, greatest / very great
parvus -a -um minor, minus minimus-a -um

small smaller smallest / very small
multus -a –um plūs plurrimus -a -um
much, many more very much, very many
These superlatives (and comparatives) are not formed regularly – you need to memorize them.
240
Lesson XI Worksheet I, pg. 1 Nomen
Follow these steps carefully:
1) Identify the gender, case and number of the following positive “-a -um” (1st/2nd dec.) adjectives.
2) Translate the positive adjective. All adjectives on this worksheet have been in previous vocab lessons, so you should know them.
3) Convert the positive adjectives into superlative adjectives, keeping same gender, case, and number.
4) Translate the superlative using all possible translations (“most” / “very” / “-est”).
POSITIVE [“-a -um”] (1st/2nd dec. endings) SUPERLATIVE [“-a -um”] (1st/2nd dec. endings)
īrātīs “angry” īrātissimīs “very angry”

sg. / pl. “most angry”
Gender: M / F Case: Dat / Abl pl “angriest”
Translate:
parātā ____________________
sg / pl. ___________________
Gender: _____ Case: ___________ _____ ___________________
Translate:
laetum ____________________ ___________________
sg / pl.
___________________
Gender: _____ Case: ___________ _____ ___________________
Translate:
bellās ____________________
sg / pl. ___________________
Gender: _____ Case: ___________ _____ ___________________
Translate:
stultī ____________________
sg / pl. ___________________
Gender: _____ Case: ___________ _____ ___________________
Translate:
nōvārum ____________________ ___________________
sg / pl.
___________________
Gender: _____ Case: ___________ _____ ___________________
Translate:
longōs ____________________ ___________________
sg / pl.
___________________
Gender: _____ Case: ___________ _____ ___________________
Translate:
cārae ____________________ ___________________
sg / pl. ___________________
Gender: _____ Case: ___________ _____ ___________________
241
Lesson XI Worksheet I, pg. 2 Nomen
Fill in the superlative forms of the 5 commonly-used irregular pos. / comp. / sup. adjectives.
Then, translate all forms of each adjective.
Positive Comparative Superlative
bonus -a -um melior, melius _________________

_________________ _________________ _________________
malus -a -um peior, peius _________________

_________________ _________________ _________________
māgnus -a -um maior, maius _________________

_________________ _________________ _________________
parvus -a -um minor, minus _________________

_________________ _________________ _________________
multus -a –um plūs _________________

_________________ _________________ _________________
242
Lesson XI Worksheet II Nomen
First, identify the gender, case and number of the following positive (3rd dec.) adjectives.
Because we have not yet seen all vocabulary on this worksheet, the positive adjective has been translated for you.
Then, convert the positive adjectives into superlative adjectives, keeping same gender, case, and number;
remember, however, because the positive adj. is an “-is -e” / “-ns, -ntis” adjective, it will use 3rd dec. endings,
but the superlative adj. always uses “-a -um” endings. Because the gender of the 3rd dec. adj is ambiguous,
provide both masculine and feminine possibilities.
This may be more difficult than Lesson XI, Worksheet I because the positive and superlative endings will not
look they same in appearance, but they should match in gender, case, and number.
POSITIVE [“-is, -e”] / [“-ns, ntis”] (3rd dec. endings) SUPERLATIVE [“-a -um”] (1st/2nd dec. endings)
Translation: (2 forms) Translation
levis “light” masc./neut levissimī (m./n.) “very light”

sg. / pl. fem. levissimae (f.) “most light”
Gender: M / F / N Case(s): Gen. sg “lightest”
(2 forms) Translation
fortī “brave” / “strong” ____________________ ____________________

2 sg / pl. ____________________ ____________________
____________________
Gender: M / F / N Case(s): _________ _____
prudentem “wise” ____________________ ____________________

sg / pl. ____________________ ____________________
____________________
Gender: M / F Case: ___________ _____
gravibus “heavy” ____________________ ____________________

sg / pl. ____________________ ____________________
____________________
Gender: M / F / N Case: ___________ _____
tristium “sad” ____________________ ____________________

sg / pl. ____________________ ____________________
____________________
Gender: M / F / N Case: ___________ _____
gracilem “skinny” ____________________ ____________________

sg / pl. ____________________ ____________________
____________________
Gender: M / F Case: ___________ _____
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Lesson XI Worksheet II, pg. 2 Nomen
Fill in the missing forms of the 5 commonly-used irregular pos. / comp. / sup. adjectives.
Then, translate all forms of each adjective. You may use
Positive Comparative Superlative
māgnus -a -um maior, maius _________________

_________________ _________________
_________________ plūs _________________

_________________ _________________
mālus -a -um peior, peius _________________

_________________ _________________ _________________
_________________ minor, minus _________________

_________________ _________________ _________________
bonus -a –um melior, melius _________________

_________________ _________________ _________________
244
Lesson X I Worksheet III Nomen
A. 1. First, identify the declension of the noun. You may use a Declension Endings & Case
2. Then, write the gender, case & number of the noun. Functions Reference Sheet (p. 155 or 177)
3. Finally, provide the correct form of the 3rd dec. adjective given, matching in GCN.
1. puerōs (g: ___ c:_____ n: ____ ) _________________________ fortis -is -e, brave, strong
2. tempus (g: ___ c:_____ n: ____ ) _________________________ brevis -is -e, short, brief
3. pater (g: ___ c:_____ n: ____ ) _________________________ intelligens, -ntis, intelligent
4. verbīs (g: ___ c:_____ n: ____ ) _________________________ acer, acris, acre, harsh, sharp
5. puellā (g: ___ c:_____ n: ____ ) _________________________ fidelis -is -e, faithful
B. Match up the adjective (on the right) to the noun it modifies (on the left).
equīs ________________ facilium
Basium _________________ dulcem
rex _________________ celeribus
puerō _________________ difficilēs
puellam _________________ omne
regis _________________ brevia
factōrum _________________ acer
tempora _________________ potentis
puerōs _________________ fortī
245
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246
Lesson X Worksheet IV Nomen
A. 1. First, identify the declension of the noun. You may use a Declension Endings & Case
2. Then, write the gender, case & number of the noun. Functions Reference Sheet (p. 155 or 177)
3. Finally, provide the correct form of the 3rd dec. adjective given, matching in GCN.
1. puerōs (g: ___ c:_____ n: ____ ) _________________________ fortis –is –e, brave, strong
2. tempus (g: ___ c:_____ n: ____ ) _________________________ brevis –is –e, short, brief
3. pater (g: ___ c:_____ n: ____ ) _________________________ intelligens, -ntis, intelligent
4. verbīs (g g: ___ c:_____ n: ____ ) _________________________ acer, acris, acre, harsh, sharp
5. puellā (g: ___ c:_____ n: ____ ) _________________________ fidelis –is –e, faithful
B. There are 5 1st or 2nd dec. nouns and 5 3rd dec. adjectives. Match the Noun-Adjective pairs.
____________________________________________________________________________________
fēminā puerōrum pulchriōrēs potens fabulīs dīligentium brevibus acrī reginās liber
1. ___________________________________________
2. ___________________________________________
3. ___________________________________________
4. ___________________________________________
5. ___________________________________________
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248
Lesson XI Worksheet V Nomen
In order to practice the irregular positive, comparative, and superlative adjectives, fill in the missing boxes
with the correct form and translation. Every irregular adjective is repeated 3 times at different points in the
chart.
maior, maius
bigger
pessimus -a -um
worst / very bad
malus -a -um
bad
bonus -a -um
good
minimus-a -um
smallest / very small
melior, melius
better
parvus -a -um
small
minor, minus
smaller
peior, peius
worse
maximus -a -um
biggest / very big, greatest / very great
minor, minus
smaller
optimus -a -um
best / very good
plūs
more
māgnus -a -um
big, great
multus -a –um
much, many
plurrimus -a -um
very much, very many
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250
-um, -ī
__________________________________________________________________________________________
Verbs:
1st conjugation
1st conj.

-ō, -ere, -ī, -um
3rd conj.
4th conjugation
4th conj.
Adjectives:
251
Lesson XI Reading
dum māgnus Achillēs abest, amīcus cārus Achillis, nōmine Pātrōclus, arma Achillis induit ut Trōiānī
_____________________________________________________________________________________________
credant eum Achillem esse et territissimī fierent. sed fortis Hector numquam territus est. Hector Pātrōclum
_____________________________________________________________________________________________
oppugnat, crēdēns nōn rectē eum Achillem esse, et vitam ē corpore celeriter rapit. deīnde Hector mortuum
_____________________________________________________________________________________________
corpus Pātrōclī post bigam ante portās urbis Troiae trahit.
_________________________________________________________________________________
post Hector Trōiae necat Pātrōclum, nova ad aurēs magnī Achillis adveniunt. Achilles lacrimat et necāre
_____________________________________________________________________________________________
Hectorem cupit ut cārissimum amīcum vindicet. itaque Achillēs Hectorem ex urbe vocat. “cupiō tē pugnāre,
_____________________________________________________________________________________________
Hector!” exclāmat māgnus Achillēs. Hector per portās Trōiae ex urbe venit et pugnāre Achillem parat.
_____________________________________________________________________________________________
deīnde, māximus (Graecōrum) mīlēs, in proelium cadit cum Herctore, māximō (Trōiānōrum) mīlite.
_____________________________________________________________________________________________
est inter duōs māgna pūgna fortissimōs, sed tandem Achillēs hastam ad Hectorem iacit et eum interficit.
_____________________________________________________________________________________________
Achillēs deīnde in victoriā corpus mortuī Hectōris circum urbem Troiae diū trahit ut amīcum Patrōclum
_____________________________________________________________________________________________
cārissimum vindicet.
__________________
ante + acc. – before, in front of fortis, -is, -e – brave, strong proelium, -iī, n. – battle
auris, auris, f. – ear induō, induere, induī - to put on rectē - correctly
biga, -ae, f. – (war) chariot interficiō, -ficere, -fēcī – to slay, murder trahō, trahere, traxī, tractum – to drag
credō, credere, credidī – to believe lacrimō, -āre – to cry ut – so that
fierent – “they might become” pārō, parāre, -āvī, -ātum – to prepare vindicō, vindicāre – to avenge / vindicate
Respōndē Latīnē sententiīs complētīs: vita, -ae, f. – life
1. quid facit Pātrōclus dum Achillēs abest? ________________________________________________

____________________________________________________________________________________
2. cūr Hector Pātrōclum oppugnant?_____________________________________________________
____________________________________________________________________________________
3. quis in māgnam pūgnam cadunt?______________________________________________________
4. in victoriā quid facit Achillēs__________________________________________________________
____________________________________________________________________________________
252
Lesson XI Translation
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253
Lesson XI Translation Continued
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254
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256
Lesson IX-XI Vocabulary Practice Quiz 1 Nomen
Diē
to promise (4) Grex

_____________________________________________
shore (3) ______ (gender)

_____________________________________________ /50
to throw (4)
_____________________________________________ to wage war (2)
body (3) ______ (gender) _________________________________________
_____________________________________________ post (1)
to do, drive (4) _________________________________________
_____________________________________________ for a long time (1)
to arrive (3) _________________________________________
_____________________________________________ bravely (1)
to snatch, seize (4) _________________________________________
_____________________________________________ man (3) ______ (gender)
beautiful (2) _________________________________________
_____________________________________________ sea (4) ______ (gender)
to new (2) _________________________________________
_____________________________________________ bad (2)
greatest (2) __________________________________________
_____________________________________________ sword, iron (3) ______ (gender)
dead (2) _________________________________________
_____________________________________________
257
Lesson IX-XI Vocabulary Practice Quiz 2 Nomen
Diē
to promise (4) Grex

_____________________________________________
shore (3) ______ (gender)

_____________________________________________ /50
to throw (4)
_____________________________________________ to wage war (2)
body (3) ______ (gender) _________________________________________
_____________________________________________ post (1)
to do, drive (4) _________________________________________
_____________________________________________ for a long time (1)
to arrive (3) _________________________________________
_____________________________________________ bravely (1)
to snatch, seize (4) _________________________________________
_____________________________________________ man (3) ______ (gender)
beautiful (2) _________________________________________
_____________________________________________ sea (4) ______ (gender)
to new (2) _________________________________________
_____________________________________________ bad (2)
greatest (2) __________________________________________
_____________________________________________ sword, iron (3) ______ (gender)
dead (2) _________________________________________
_____________________________________________
258
Lesson IX-XI Vocabulary Quiz ANSWER KEY Nomen Ms. S
Diē
to promise (4) Grex
prōmittō, prōmittere, prōmīsī, prōmissus
shore (3) [ m. f. n. ]
litus, litoris, /50
to throw (4)
iaciō, iacere, iēcī, iactum to wage war (2) bellum gerrere
body (3) [ m. f. n. ] post (1)

corpus, corporis, n. after(wards)
to do, drive (4) for a long time (1)

agō, agere, ēgī, actum diū
bravely (1)
to arrive (3) fortiter
adveniō, advenīre, advēnī
man (3) [ m. f. n. ]
homō, hominis
to snatch, seize (4)
rapiō, rapere, rapuī, raptum sea (4) [ m. f. n. ]
mare, maris, marium
beautiful (2)
bellus –a –um bad (2)
malus –a –um
to new (2) dead (2)
nōvus –a –um mortuus –a –um
greatest (2) sword, iron (3) [ m. f. n. ]

maximus –a –um ferrum –ī
259
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260
LATIN AROVND VS
LATINA CIRCVM NOS
261
262
Lesson XII – The Perfect Tense & ferō, ferre, tūlī, latum
Up until now we have been forming and translating only one tense of
verbs – the present tense. Remember, this is the tense used for any action or
state of being happening in the current time (“I am eating pizza.”), but it can also
communicate a simple fact or repeated action (“I eat pizza.”). We are now introducing a
new tense that occurs in the past – the Perfect Tense.
The word “perfectum” in Latin is translated literally as “completed”. So then how do we get the word
“perfect”? If you are perfect, can anything else be done to you to make you any better? Of course not! If you’re
perfect, you’re finished getting any better. You are completed.
Similarly, verbs in the perfect tense communicate a simple past completed action.
There are 3 ways to translate the perfect tense:
“___________ed ” “did __________” “have/has ________ed/-en”
How to Form the Perfect Tense:

Hopefully you have been working hard to memorize all the principal parts of verbs, but up until now we
have only been using the 2nd form of the verb to form the present tense. Well, GUESS WHAT! Now we get to
start using a new verb form - the 3rd principal part!!! Yay!!!
The perfect tense is very easy to form – you just have to: 1) memorize the 6 perfect tense verb endings and
2) always get the stem from the 3rd lexical form.
Here are the steps to form the perfect tense:

1) Go to the 3rd principal part Macrons matter!
2) Cut off the the -ī Macrons in the perfect tense
3) Add perfect tense endings: can change the verb stem & are
-ī -imus good indicators of perf. tense endings
-istī -istis
-it -ērunt
(1st conj) rogō, rogāre, rogāv ī, -ātum (2nd conj) sedeō, sedēre, sēd ī, sessum (3rd conj) mittō, mittere, mīs ī, missum
rogāvī sēdī mīsī
rogāvistī sēdistī mīsistī
rogāvit sēdit mīsit
rogāvimus sēdimus mīsimus
rogāvistis sēdistis mīsistis
rogāvērunt sēdērunt mīsērunt
(3rd -iō conj.) iaciō, iacere, iēc ī, iactum (4th conj.) audiō, audīre, audīv ī, auditum
iēcī audīvī
iēcistī audīvistī
iēcit audīvit
iēcimus audīvimus
iēcistis audīvistis
iēcērunt audīvērunt
263
ferō, ferre, tūlī, latum – to carry, bear, bring + prefixes: ad-, ab-/ā-, con-, dē-, ex- [ec-], re-, sub-
The verb ferō, ferre is a very commonly-occurring verb, and is irregular in the present tense. Conjugating this verb
in every other tense, however, is easy to do by simply following verb formation steps. The present tense of ferō, ferre
must be memorized.
IRREGULAR!!!
Present Tense
ferō ferimus You must memorize the
fers fertis present tense of this verb!
fert ferunt
What is cool about this verb is it that we can change the meaning slightly by adding a long list of (preposition) prefixes;
however, when we add a prefix onto a verb that already begins with a consonant, a neat lingquistic phonological
phenomenon happens called assimiliation, which is the process of one sound becoming like another. The term comes
from the Latin “ad + similis,” which literally means “towards (being) similar,” and, in fact, there is an assimilation in the
word “assimilation”! When the final “d” of the preposition “ad” is followed by another consonant, it frequently changes
its final sound to assimilate with the following consonant – in this case, an “s”. In other words, the final -d mutates to be
similar or often identical to the following consonant. Very frequently, just like we see in the word “assimilation” (ad +
similis), when we are working with prepositional prefixes, the final consontant (consonant sound) of the preposition alters
to assimilate to (become like) the sound directly after it so that it becomes easier for the human mouth to say.
The following is a list of compound words created by adding a prepositional

prefix onto the verb ferō, ferre, tūlī, latum. Notice the assimilations!
( ad-ferō || ad – to(wards) afferō, afferre, attulī, allātum – to bring to(wards)
( ab/ā-ferō || ab/ā – (away) from auferō, auferre, abstulī, ablātum – to take away
( con-ferō || con – together) conferō, conferre, contulī, collātum – to bring together, collect
( dē-ferō || dē – down from) dēferō, dēferre, dētulī, dēlātum – to put away, delay
( ex-ferō || ex [ec-] – out of) efferō, effere, extulī, ēlātum – to cary out / bring out
( ob-ferō || ob – in front of, to) offerō, offerre, obtulī, oblātum – to bring before, present, offer
( re-ferō || re – back, again) referō, referre, retulī, relātum – to give back, return, report
( sub-ferō || sub – under[neath]) sufferō, sufferre, sustulī, sublātum – to sustain, take up, lift up
(trans-ferō || trāns – across) trānsferō, trānsferre, trānstulī, trānslatum – to carry across
Assimilations! What are the component parts of the following compound verbs? Write the prepositional
prefix and the first two lexical forms of the verb. Then, try to guess the meaning.
āfuī _________ ______________________ opprimō _________ __________________________
accipiō _________ ______________________ efficiō _________ __________________________
assum _________ ______________________ impediō _________ __________________________
264
Lesson XII-XIII Vocabulary
https://quizlet.com/_6aozwb (XII)
Nouns:
-a, -ae victoria, -ae, f., victory Adverbs / Conjunctions / Adverbial Conjunctions:
populus, -ī, m., people enim, for
-us, -ī
annus, annī, m., year etiam, yet, still, even
-um, -ī cōnsilium, -iī, n., a plan et, and, even, also, indeed, moreover, etc
fūrtim, stealthily (a word that adds to a fact)
comes, comitis, m./f., comrade haud, not at all, scarcely

-__, -is
nox, noctis, f., night iam, now, just (now), already
igitur, therefore
itaque, and so
Prepositions: nam, for
ob + acc., on account of / because of / for the sake of neque, and not, nor; neque… neque… neither… nor
[w/ verbs of motion] to(wards) prōcul, far off / in the distance
[w/ verbs of rest] before, in front of simulac, as soon as
pro + abl., in front of, for (the sake of)
sine + abl., without Assimilation: The process of one sound
super + abl. motion acc. – above, over becoming like another
-a -um adjective (1st/2nd dec.) -is -e adjective (3rd dec.) -ns, -ntis adjective (3rd dec.)
Adjectives:
tacitus –a –um, silent fortis –is –e, brave, strong innocēns, innocentis, harmless
sapiēns, sapientis, wise
Verbs: https://quizlet.com/_6j77d8 (XIII)

aedificō, aedificāre, -āvī, -ātum – to build Perfect Tense of: sum, esse, fuī
-ō, -āre celō, celāre, -āvī, -ātum – to hide ( + reflexive pronoun) fuī fuimus
creō, creāre, -āvī, -ātum – to create fuistī fuistis
fuit fuērunt
(re)maneō, (re)manēre, -mānsī, -mansum – to stay, wait, remain
moneō, monēre, monuī, monitum – to warn
-eō, -ēre timeō, timēre, timuī – to fear Perfect Tense of: possum, posse, potuī
teneō, tenēre, tenuī, tentum – to hold potuī potuimus
potuistī potuistis
credō, credere, credidī, creditum + dat. – to believe (in), to trust (in) potuit potuērunt
-ō, -ere accipio, accipere, accēpī, acceptum – to accept, take
relinquō, relinquere, relīquī, relictum – to leave behind
-iō, -ere (ef)fugiō, (ef)fugere, (ef)fūgī (ex + fugiō; ecf-  eff-) – to flee, escape
-iō, -īre inveniō, invenīre, invēnī, inventum – to find Present Tense of: ferō, ferre, tūlī, latum
irreg:
volō, velle, voluī – to want | nōlō, nōlle, nōluī – to not want ferō ferimus
irregular!!!
fers fertis
ferō, ferre, tūlī, latum – to bear, carry, bring, take fert ferunt
(ad-ferō || ad – to(wards)) afferō, afferre, attūlī, allatum – to bring to(wards)
(ab/ā-ferō || ab/ā – away from) auferō, auferre, abstūlī, ablatum – to take away
(con-ferō || con – together) conferō, conferre, contūlī, collatum – to bring together, collect
(dē-ferō || dē – down from) deferō, deferre, detūlī, delatum – to put away, delay
(ex-ferō || ex [ec-] – out of) efferō, effere, extūlī, ēlatum – to cary out / bring out
(in-ferō || in – in, into) inferō, inferre, intulī, inlatum – to bring/carry in(to), to introduce, to bury
(ob-ferō|| ob – in front of) offerō, offerre, obtulī, oblātum – to bring before, offer, present
(re-ferō || re – back, again) referō, referre, retūlī, relatum – to give back, return, report
(sub-ferō || sub – under[neath]) sufferō, sufferre, sustūlī, sublatum – to sustain, take up, lift up
(trāns-ferō || trāns – across) trānsferō, trānsferre, trānstulī, trānslatum – to carry across, transfer, copy, translate
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Verb Conjugating Reference Sheet PERFECT Tense
Singular Plural Irregular Verbs

I || we
-ī -imus sum, esse, fuī, futūrus - to be
you || y’all
-istī -istis
ille/illa/id he/she/it illī they 1st
fuī fuimus
3rd person person “I was” / “have been” “we were”/ “have been”
he/she/it || they
-it -ērunt
2nd fuistī fuistis
 Go to the 3 form rd person “you were”/ “have been” “y’all were” “have been”
 Cut off –ī (to find your perfect tense stem) 3rd fuit fuērunt
person “h /s/it was”/ “has been” “they were”/ “have been”
 Add endings -ī, -istī, -it || -imus, -istis, -erunt
Translation: “-ed ,” “did ______,” “have/has _______ed /-en”
amō, amāre, amāv ī, amātum ( potu- + -ī, -istī, -it, -imus, -istis, -ērunt… )
amāv|ī amāv|imus
I loved, did love, have loved we loved, did love, have loved Singular Plural
amāv|istī amāv|istis 1st potuī potuimus
you loved, did love, have loved loved, did love, have loved person “I was able” “we were able”
amāv|it amāv|ērunt 2nd potuistī potuistis
he/she/it loved, did love, has loved they loved, did love, have loved
person “you were able” “y’all were able”
 2nd conjugation verbs (-eō, -ēre, -ī, -us) 3rd potuit potuērunt
habeō, habēre, habu ī, habitum person “he / she / it was able” “they were able”
habu|ī habu|imus
I had, did have, have had we had, did have, have had
habu|istī habu|istis
You had, did have, have had y’all had, did have, have had
habu|it habu|ērunt
h/s/it had, did have, have had they had, did have, have had
 3 conjugation verbs
rd
(-ō, -ere, -ī, -um) 3rd conjugation verbs (-iō, -ere, -ī, -um)
ducō, ducere, dūx ī, ductum iaciō, iacere, iēc ī, iactum 
dūx|ī dūx|imus iēc|ī iēc|imus

I led, did lead, have led we led, did lead, have led I threw, did throw, have thrown we threw, did throw, have thrown
dūx|istī dūx|istis iēc|istī iēc|istis

you led, did lead, have led y’all led, did lead, have led you threw, did throw, have thrown y’all threw, did throw, have thrown
dūx|it dūx|ērunt iēc|it iēc|ērunt

h/s/it led, did lead, has led they led, did lead, have led h/s/it threw, did throw, has thrown They threw, did throw, have thrown
th
(-iō, -īre, -īvī, -ītum)
audiō, audīre, audīv ī, audītum
audīv|ī audīv|imus
I heard, did hear, have heard we heard, did hear, have heard
audīv|istī audīv|istis
you heard, did hear, have heard y’all heard, did hear, have heard
audīv|it audīv|ērunt
h/s/it heard, did hear, have heard they heard, did hear, have heard
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Lesson XII Worksheet I Nomen
Conjugate the following verbs in the perfect tense. Make sure to use pronouns and translate 3 possible ways.
Then, check/correct your answers using the answer key.
iaciō, iacere, iēcī, iactum – to throw
Singular Plural
ego iēcī I threw nōs iēcimus we threw
… have thrown … have thrown
… did throw … did throw
tū iēcistī you threw vōs iēcistis y’all threw
ille/illa/id he/she/it threw illī iēcērunt they threw
iēcit … has thrown … have thrown
fugiō, fugere, fūgī – to flee
Singular Plural
Singular Plural

Singular Plural
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Lesson XII Worksheet I Continued
credō, credere, credidī, creditum + dat. – to believe / trust (in)
Singular Plural
inveniō, invenīre, invēnī, inventum – to find

Singular Plural
celō, celāre, -āvī, -atum – to hide

Singular Plural
recipiō, recipere, recēpī, receptum – to receive, take back

Singular Plural
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Lesson XII Worksheet I ANSWER KEY
Conjugate the following verbs in the perfect tense. Make sure to use pronouns and translate 3 possible ways:
iaciō, iacere, iēcī, iactum – to throw
Singular Plural
ego iēcī I threw nōs iēcimus we threw
tū iēcistī you threw vōs iēcistis y’all threw
ille/illa/id he/she/it threw illī iēcērunt they threw
iēcit … has thrown … have thrown

Singular Plural
ego fūgī I fled nōs fūimus we fled
… have fled … have fled
… did flee … did flee
tū fūgistī you fled vōs fūgistis y’all fled
… have fled … have fled
ille/illa/id he/she/it fled illī fūgērunt they fled
fūgit … has fled … have fled
Singular Plural
ego fuī - I was / have been nōs fuimus - we were / have been
tū fuistī - You were / have been vōs fuistis - y’all were / have been
ille/illa/id fuit – h/s/it was / has been illī fuērunt - they were / have been

Singular Plural
ego monuī I warned nōs monuimus we warned
… have warned … have warned
… did warn … did warn
tū monuistī you warned vōs monuistis y’all warned
… have warned … have warned
ille/illa/id monuit he/she/it warned illī monuērunt they warned
… has warned … have warned
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Lesson XII Worksheet I Continued ANSWER KEY
credō, credere, credidī, creditum + dat. – to believe / trust (in)
Singular Plural
ego credidī I believed nōs credidimus we believed
… have believed … have believed
… did believe … did believe
tū credidistī you believed vōs credidistis y’all believed
… have believed … have believed
ille/illa/id credidit h/s/it believed illī credidērunt they believed
… has believed … have believed

Singular Plural
ego invēnī I found we found
… have found nōs invēnimus … have found
… did find … did find
tū invēnstī you found y’all found
… have found vōs invēnistis … have found
ille/illa/id invēnit he/she/it found they found
… has found illī invēnērunt … have found

Singular Plural
I hid we hid
ego celāvī … have hidden nōs celāvimus … have hidden
… did hide … did hide
you hid y’all hid
tū celāvistī … have hidden vōs celāvistis … have hidden
he/she/it hid they hid
ille/illa/id celāvī … has hidden illī celāvērunt … have hidden

Singular Plural
I received we received
ego recēpī … have received nōs recēpimus … have received
… did receive … did receive
you received y’all received
tū recēpistī … have received vōs recēpistis … have received
he/she/it received they received
ille/illa/id recēpit … has received illī recēpimus … have received
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Lesson X II Worksheet II Nomen
A. Follow these steps carefully:
1) First, translate the present tense verb 2 different ways in each tense.
2) Next, write down at least the first 3 principle parts of the verb it comes from. Look it up, if you need to!
3) Change the verb from the present tense to the perfect tense
4) Finally, translate it 2 ways.
Present Tense Perfect Tense:

1. nōs labōrāmus (step 2) labōrō, -āre, -āvī (step 3) nōs labōrāvimus
(step 1) “we work”/ “we do work” (step 4) “we worked” / “we did work”
2. tū curris ____________________________ _____________________________

_____________________________________ ___________________________________
3. ego audiō ____________________________ _____________________________

_____________________________________ ___________________________________
4. illī vident ____________________________ _____________________________

_____________________________________ ___________________________________
5. labōrāmus ____________________________ _____________________________

_____________________________________ ___________________________________
B. By circling the correct answer, identify whether the verb is present tense (pres) or perfect tense (perf).
1. monuit pres. perf. ______ 11. dēdistī pres. perf. ______
2. fēcistī pres. perf. ______ 12. rapuit pres. perf. ______
3. portātis pres. perf. ______ 13. exclamāvī pres. perf. ______
4. fuī pres. perf. ______ 14. dormītis pres. perf. ______
5. amāvērunt pres. perf. ______ 15. gessit pres. perf. ______
6. sedent pres. perf. ______ 16. fēcit pres. perf. ______
7. mīsistis pres. perf. ______ 17. rapimus pres. perf. ______
8. sēdit pres. perf. ______ 18. iēcērunt pres. perf. ______
9. faciunt pres. perf. ______ 19. manētis pres. perf. ______
10. scribitis pres. perf. ______ 20. rapuimus pres. perf. ______
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C. Conjugate and translate (any two ways) the following verbs:
petō, petere, petīvī, petitum – to seek
Singular Plural

Singular Plural
capiō, capere, cēpī, captum – to take

Singular Plural
moveō, movēre, mōvī, mōtum – to move

Singular Plural
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Lesson X II Worksheet III Nomen
A. Provide the principal parts of the verb given (You should know all these verbs! If you don’t look it up)
B. Change the Present Tense  Perfect Tense, keep the same person / #
Answer Principal parts of given verb
1. intrās intrāvistī intrō, intrāre, -āvī, -ātum
2. debeō ____________________ ____________________________________
3. rogāmus ____________________ ____________________________________
4. venītis ____________________ ____________________________________
5. currit ____________________ ____________________________________
6. sumus ____________________ ____________________________________
7. labōrant ____________________ ____________________________________
8. habēmus ____________________ ____________________________________
9. ridētis ____________________ ____________________________________
10. cupiunt ____________________ ____________________________________
C. Change the Perfect Tense  Present Tense.
1. fēcit facit faciō, facere, fēcī, factum
2. petīvistī ____________________ ____________________________________
3. lūsī ____________________ ____________________________________
4. dīxērunt ____________________ ____________________________________
5. dormīvimus ____________________ ____________________________________
6. errāvistis ____________________ ____________________________________
7. cēpī ____________________ ____________________________________
8. audīvērunt ____________________ ____________________________________
9. fuit ____________________ ____________________________________
10. dēdimus ____________________ ____________________________________

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Lesson X II Worksheet IV Nomen
Change the tense of the verbs: present tense  perfect tense & perfect tense present tense.
(1) Underline the verb ending. (2) Identify the tense of the given verb.
(3) Write down the first 3 principal parts. (4) Change the verb tense (keep the same person & number).
Answer Principal parts of given verb
1. amāmus ____________________ ____________________________________
2. dīcunt ____________________ ____________________________________
3. mōvērunt ____________________ ____________________________________
4. tradidistī ____________________ ____________________________________
5. festināvimus ____________________ ____________________________________
6. est ____________________ ____________________________________
7. dō ____________________ ____________________________________
8. audīvistis ____________________ ____________________________________
9. vīdit ____________________ ____________________________________
10. cucurrī ____________________ ____________________________________
11. habuimus ____________________ ____________________________________
12. rapiunt ____________________ ____________________________________
13. gessit ____________________ ____________________________________
14. fuistis ____________________ ____________________________________
15. dormīs ____________________ ____________________________________
16. dūxistis ____________________ ____________________________________
17. sedent ____________________ ____________________________________
18. stās ____________________ ____________________________________
19. fēcērunt ____________________ ____________________________________
20. ambulō ____________________ ____________________________________
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Lesson X II Worksheet V Nomen
A. Provide the remaining principle parts of ferō and then conjugate the verb in the irregular present
tense and then the perfect tense (conjugates regularly in the perfect tense) and translate 3 ways each.
ferō, ________________, ________________, ________________ - to carry, bear
Singular Plural
I carry
ego ferō I am carrying
I do carry
Singular Plural
I carried
ego tulī I have carried
I did carry
B. Translate the following sentences from English into Latin.

_________________________________________________________________________________________
1. Many men and women wanted to bring the huge wooden horse into the city of Troy
__________________________________________________
because they believed it to be a harmless gift from the Greeks.
__________________________________________________________________________________________
_________________________________________________________
2. Although the Trojans heard the words of the great priest,
_____________________________________________________
they nevertheless did not want listen and trust (in) the wise (man)
__________________________________________________________________________________________
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Nouns:
-a, -ae victoria, -ae, f., victory Adverbs / Conjunctions / Adverbial Conjunctions:
-us, -ī
-um, -ī cōnsilium, -iī, n., a plan et, and, even, also, indeed, moreover, etc

-__, -is
igitur, therefore
itaque, and so
Adjectives:

-ō, -āre celō, celāre, -āvī, -ātum – to hide ( + reflexive pronoun) fuī fuimus
fuit fuērunt
-eō, -ēre timeō, timēre, timuī – to fear Perfect Tense of: possum, posse, potuī
potuistī potuistis
-ō, -ere accipio, accipere, accēpī, acceptum – to accept, take
-iō, -ere (ef)fugiō, (ef)fugere, (ef)fūgī (ex + fugiō; ecf-  eff-) – to flee, escape
-iō, -īre inveniō, invenīre, invēnī, inventum – to find Present Tense of: ferō, ferre, tūlī, latum
irreg:
irregular!!!
fers fertis
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Lesson XII Reading
post decem annōs Graecī etiam in litoribus Trōiae remansērunt sine victoriā super Trōiānīs neque
_____________________________________________________________________________________________
Menalaus Helenam ā Paride recēpit. igitur optimī hominēs Graecōrum cēpērunt cōnsilium māgnum.
_____________________________________________________________”...made a great plan” an idiom, lit. “captured a plan”
aedificāvērunt maximum ligneum equum et obtūlērunt dōnō Trōiānīs. sed haud fuit equus dōnum innocēns!
_____________________________________________________________________________________________
nam in ventre maximī equī trigintīduo mīlitēs fortēs fūrtim sē celāvērunt. deīnde Graecī relīquērunt equum
_____________________________________________________________________________________________
dōnō ad portās Trōiae et statim effūgērunt in nāvēs et navigāvērunt ā litoribus Trōiae, sed mansērunt in
__________________________________________________________________________________________________
nāvibus nōn prōcul in celātō locō ubi Trōiānī eōs vidēre nōn potuērunt, noctem exspectantēs.
_____________________________________________________________________________________________
simulac Trōiānī invēnērunt equum ā Graecīs ad portās Trōiae relictum, Trōiānī eum in urbem ferre
_____________________________________________________________________________________________
voluērunt, nam multī credidērunt eum esse dōnum benīgnum ā victīs Graecīs. sed ūnus sacerdōs sapiēns,
_____________________________________________________________________________________________
nōmine Laocoön, comitēs Trōiānōs contulit et eōs monuit, “equō nē credite! quidquid id est, timeō Danaōs,
_____________________________________________________________________________________________
et dōna ferentēs!” sed populī Trōiae neque audīvērunt neque timuērunt, at equum accepērunt et eum in
_____________________________________________________________________________________________
urbem tulērunt. hominēs in ventre equī ligneī tacitissimī remānsērunt et tenebram exspectāvērunt.
_____________________________________________________________________________________________
aperiō, aperīre, aperuī – to open recipiō, -ere, -cēpī, -ceptum – to take back
at – and, but redeō, redīre, redīvī – to return, go back
dēscendō, dēscendere, dēscendī – to come down relictum, from relinquō, -quere, -quī, relictum – to leave
exscpectō, -āre (1) – to await, wait for relictum – “(having been) left behind” behind
ferentēs – carrying sacerdōs, sacerdōtis, m. – priest
ligneus –a –um – wooden sē – themselves
…nē credite! – do not trust (in) + dat. tenebra, -ae, f., shadow, darkness
optimus -a -um – greatest, best trigintīduō – thirty-two
quidquid – whatever venter, ventris, f., stomach, belly
victīs, from vincō, vincere, vīcī, victum – to conquor
Respōndē Latīnē sententiīs complētīs: victīs – “(having been) conquered”
1. quid Graecī relīquērunt?_____________________________________________________________

___________________________________________________________________________________
2. cūr Hector Pātrōclum oppugnant?_____________________________________________________
___________________________________________________________________________________
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Lesson XII Translation
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Lesson XII Translation Continued
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LATIN AROVND VS
LATINA CIRCVM NOS
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288
Lesson XII Vocabulary Practice Quiz 1 Nomen
Diē
for (conj.) (2) Grex
____________________________________________
et (4) haud (2)
____________________________________________ ____________________________________________
simulac (1) etiam (3)
___________________________________________ ____________________________________________
a year gender:________ (3) sine + _______ (2)
____________________________________________ ____________________________________________
ob + _______ (6) night gender:________ (4)
____________________________________________ ____________________________________________
____________________________________________ harmless (2)
brave, strong (2) ____________________________________________
___________________________________________ above, over (3)
comes gender:________ (4) ____________________________________________
____________________________________________ wise (2)
pro + _______ (3) ____________________________________________
___________________________________________ far off / in the distance (1)
a plan gender:________ (3) ____________________________________________
____________________________________________ stealthily (1)
iam (3) ____________________________________________
____________________________________________ victory (2)
and so (1) ____________________________________________
____________________________________________ neither… nor… (1)
silent (2) ____________________________________________
____________________________________________
igitur (1)
____________________________________________ /58
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Lesson XII Vocabulary Practice Quiz 2 Nomen
Diē
____________________________________________
et (4) haud (2)
____________________________________________ ____________________________________________
___________________________________________ ____________________________________________
a year gender: ______ (3) sine + _______ (2)
____________________________________________ ____________________________________________
ob + _______ (6) night gender: _______ (4)
____________________________________________ ____________________________________________
____________________________________________ harmless (2)
brave, strong (2) ____________________________________________
___________________________________________ above, over (3)
comes gender: ______ (4) ____________________________________________
____________________________________________ wise (2)
pro + _______ (3) ____________________________________________
___________________________________________ far off / in the distance (1)
a plan gender: ______ (3) ____________________________________________
____________________________________________ stealthily (1)
iam (3) ____________________________________________
____________________________________________ victory (2)
and so (1) ____________________________________________
____________________________________________ neither… nor… (1)
silent (2) ____________________________________________
____________________________________________
igitur (1)
____________________________________________ /58
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Lesson XII Vocabulary Quiz ANSWER KEY
Diē
nam, enim
et (4) haud (2)
(and), even, also, indeed, moreover scarcely, not at all
a year
as soon as
[ m. f. n. ] (3)
yet, still, even
/58
annus, -ī sine + abl. (2)
ob + acc. (6) on account of / because of / for the sake of without
[w/ verbs of rest] before, in front of night [ m. f. n. ] (4)
[w/ verbs of motion] to(wards) nox, noctis, noctium
brave, strong (2) harmless (2)

fortis, -is, -e innōcēns, innocentis
comes [ m. f. n. ] (4) above, over (3)
genitive comitis – comrade super + acc. (motion) abl. (stationary)

pro + abl (3) wise (2)
in front of, for (the sake of) sapiens, sapientis
a plan [ m. f. n. ] (3) far off / in the distance (1)
cōnsilium, -iī prōcul
stealthily (1)
iam (3) fūrtim
(just) now, already victory (2)
victoria, -ae, f.
and so (1) neither… nor… (1)
itaque neque… neque…
silent (2)
tacitus –a –um
igitur (1)
therefore
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Lesson XIII – The Imperfect Tense & volō, velle / nōlō, nōlle
Latin has 3 tenses that occur in the past tense – the perfect, the imperfect, and the pluperfect tense; so, when
you are asked “what tense is this verb?” it is great to know that it is “past tense.” However, beause there are 3
types of past tenses, that answer is much too general – you need to make sure you identify which of the three
past tenses you are looking at. Now that we have learned perfect tense, let’s look at another type of past tense –
the imperfect past tense.
The imperfect tense communicates a past ongoing or repeated action.

We are going to call this “the sheep tense” because of the infix that is used to form the verbs: “-bā-”
There are 3 ways to translate the imperfect tense:

“was / were _______ing,” “kept ________ing,” “began _______ing”
We use the surrounding context to determine which of these translations we want to use, but the first translation,
“was/were ________ing” should be your default, as it is often the most fitting translation of the imperfect tense.
How to Form the Imperfect Tense:
The formation of the imperfect tense in Latin very simple to form.
Here are the steps to form the imperfect tense:

1) Go to the 2nd principal part
2) Cut off the -re
3) Add infix -bā- plus endings
-ba-m -bā-mus
-bā-s -bā-tis
-ba-t -ba-nt
(1st conj.) rogō,
rogāre, -āvī, -ātus (2nd conj.)sedeō, sedēre, sēdī mittō, mittere, mīsī, missus
(3rd conj.)
rogābam sedēbam mittēbam
rogābās sedēbās mittēbās
rogābat … sedēbat … mittēbat …
The only thing two things need to watch out for are:
1) All -iō verbs become:
-iēbā-
So, in 3rd and 4th conjugation -iō verbs, the syllable preceding -bā- is always -iē-bā-
(3rd -iō conj.)iaciō, iacere, iēcī, iactus audiō, audīre, -īvī, -ītus
(4th conj.)
iaciēbam audiēbam
iaciēbās audiēbās
iaciēbat… audiēbat…
293
2) ( sum, esse, fuī, futūrus – to be ) eram, erās, erat | erāmus, erātis, erant
As in the present tense, sum, esse (“to be”) is irregular in the imperfect tense and needs to be memorized
separately. Here, instead of seeing the infix -bā-, you will see a stem of a short (no macron) e-, an infix of -rā-
and our present tense edings, -m, -s, -t | -mus, -tis, -nt.
eram I was (being) / kept (being) erāmus we were (being) / kept (being)
erās you were (being) / kept (being) erātis y’all were (being) / kept (being)
erat he/she/it was (being) / kept (being) erant they were (being) / kept (being)
volō, velle, voluī – to want nōlō, nōlle, nōluī – to not want

Let’s take a much closer look at two more irregular Latin verbs that were introduced to you in Lesson XII.
Just like ferō, ferre, the verbs “to want” and “to not want” are highly irregular in the present tense, but are
formed regularly in the other tenses we have learned so far.
Both of these verbs are very frequently paired with an infinitive. “ to want to do something”
volō, velle, voluī – to want

Present Tense Perfect Tense Imperfect Tense
vōlō volumus voluī voluimus volēbam volēbāmus

vīs vultis voluistī voluistis volēbās volēbātis
vult volunt voluit voluērunt volēbat volēbant
wants | am / is / are wanting | does / do want wanted | have / has wanted | did want was / were wanting | kept wanting | began wanting
nōlō, nōlle, nōluī - to not want (nōn + volō, velle, voluī)

Present Tense Perfect Tense Imperfect Tense
nōlō nōlumus nōluī nōluimus nōlēbam nōlēbāmus

nōn vīs nōn vultis nōluistī nōluistis nōlēbās nōlēbātis
nōn vult nōlunt nōluit nōluērunt nōlēbat nōlēbant
do not / does not want did not want / have not wanted was / were not wanting
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Verb Conjugating Reference Sheet Imperfect Tense

I || we
-ba-m -bā-mus sum, esse, fuī, futūrus - to be
you || y’all
-bā-s -bā-tis
eram erāmus
3rd person person “I was” “we were”
he/she/it || they
-ba-t -ba-nt
2nd erās erātis
 Go to the 2 form nd person “you were” “y’all were”
 Cut off -re 3rd erat

“he / she / it was”
erant
“they were”
person
 Add endings -bam, -bās, -bat, -bāmus, -bātis, -bant
*Translate using: “was/were…, kept…, began …______ing”
 1st conjugation verbs (-ō, -āre, -āvī, -ātus) possum, posse, potuī + infinitive – to be able to…
amō, amā re, amāvī, amātum ( pot- + -eram, -erās, -erat, -erāmus… )
amā|bam amā|bāmus Singular Plural

I was loving we were loving
amā|bās amā|bātis
1st poteram poterāmus
you were loving y’all were loving person “I was able” “we were able”
amā|bat amā|bant 2nd poterās poterātis

he/she/it was loving they were loving person “you were able” “y’all were able”
 2nd conjugation verbs (-eō, -ēre, -ī, -us) 3rd poterat poterant
habeō, habē re, habuī, habitum person “he / she / it was able” “they were able”
habā|bam habē|bāmus
I was having we were having
habē|bās habē|bātis
you were having y’all were having
habē|bat habē|bant
he / she / it was having they were having
 3rd conjugation verbs (-ō, -ere, -ī, -um) 3rd conjugation verbs (-iō, -ere, -ī, -um)
ducō, duce re, dūxī, ductum iaciō, iace re, iēcī, iactum
ducē|bam ducē|bāmus iaciē|bam iaciē|bāmus All -iō verbs become

I was leading we were leading I was throwing we were throwing
-iēbā-
ducē|bās ducē|bātis iaciē|bās iaciē|bātis
you were leading y’all were leading you were throwing y’all were throwing
ducē|bat ducē|bant iaciē|bat iaciē|bant

he / she / it was leading they were leading he / she / it was throwing they were throwing
 4th conjugation verbs (-iō, -īre, -īvī, -ītum)

audiō, audī re, audīvī, audītus Macron praedōnēs:
Macron praedōnēs:
-ō, -m,
-ō, -m, -t,
-t, -nt
-nt
audiē|bam audiē|bāmus All -iō verbs become
I hear we hear
-iēbā- When these
When theseletters
lettersend a word,
end a word,
audiē|bās audiē|bātis they steal the macron from the
you hear y’all hear they steal the macron from the
vowel directly preceding them.
audiē|bat audiē|bant vowel directly preceding them
he / she / it hears they hear (the vowelbefore
The vowel preceding these 4
–bā– always
letters will
has a macron.not always have a
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Nouns:
victoria, -ae, f., victory Adverbs / Conjunctions / Adverbial Conjunctions:
cōnsilium, -iī, n., a plan et, and, even, also, indeed, moreover, etc

igitur, therefore
itaque, and so
Adjectives:

celō, celāre, -āvī, -ātum – to hide ( + reflexive pronoun) fuī fuimus
fuit fuērunt
timeō, timēre, timuī – to fear Perfect Tense of: possum, posse, potuī
potuistī potuistis
accipio, accipere, accēpī, acceptum – to accept, take
(ef)fugiō, (ef)fugere, (ef)fūgī (ex + fugiō; ecf-  eff-) – to flee, escape
inveniō, invenīre, invēnī, inventum – to find Present Tense of: ferō, ferre, tūlī, latum
irreg:
irregular!!!
fers fertis
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[blank]
298
Lesson XIII Worksheet I Nomen
Conjugate the following verbs in the imperfect tense. Make sure to use pronouns and translate 3 possible ways.
audiō, audīre, audīvī, auditum – to hear
Singular Plural
ego audiēbam nōs audiēbāmus
I was / kept / began hearing we were / kept / began hearing
tū audiēbās vōs audiēbātis

you were / kept / began hearing y’all were / kept / began hearing
ille/illa/id audiēbat illī audiēbant

he/she/it was / kept / they were / kept / began hearing
began hearing
Singular Plural
sciō, scīre, scīvī, scītum – to know
Singular Plural

Singular Plural
299
Lesson XIII Worksheet I Continued
credō, credere, credidī, creditum + dat. – to lead
Singular Plural

Singular Plural

Singular Plural

Singular Plural
300
Lesson XIII Worksheet I ANSWER KEY
Conjugate the following verbs in the imperfect tense. Make sure to use pronouns and translate 3 possible ways.
Singular Plural
ego audiēbam nōs audiēbāmus
I was / kept / began hearing we were / kept / began hearing
tū audiēbās vōs audiēbātis

you were / kept / began hearing y’all were / kept / began hearing
ille/illa/id audiēbat Illī audiēbant

he/she/it was / kept / they were / kept / began hearing
began hearing

Singular Plural
ego fugiēbam nōs fugiēbāmus
I was / kept / began fleeing we were / kept / began fleeing
tū fugiēbās vōs fugiēbātis

you were / kept / began fleeing y’all were / kept / began fleeing
ille/illa/id fugiēbat illī fugiēbant

he/she/it was / kept / they were / kept / began fleeing
began fleeing
sciō, scīre, scīvī, scītum – to know
Singular Plural
ego sciēbam nōs sciēbāmus
I was / kept / began knowing we were / kept / began knowing
tū sciēbās vōs sciēbātis

you were / kept / began knowing y’all were / kept / began knowing
ille/illa/id sciēbat illī sciēbant

he/she/it was / kept / they were / kept / began knowing
began knowing
Singular Plural
ego monēbam nōs monēbāmus
I was / kept / began warning we were / kept / began warning
tū monēbās vōs monēbātis

you were / kept / began warning y’all were / kept / began warning
ille/illa/id monēbat illī monēbant

he/she/it was / kept / they were / kept / began warning
began warning
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Lesson XIII Worksheet I Continued ANSWER KEY
credō, credere, credidī, creditum + dat. – to believe
Singular Plural
ego credēbam nōs credēbāmus
I was / kept / began believing we were / kept / began believing
tū credēbās vōs credēbātis

you were / kept / began believing y’all were / kept / began believing
ille/illa/id credēbat illī credēbant

he/she/it was / kept / they were / kept / began believing
began believing

Singular Plural
ego inveniēbam nōs inveniēbāmus
I was / kept / began finding we were / kept / began finding
tū inveniēbās vōs inveniēbātis

you were / kept / began finding y’all were / kept / began finding
ille/illa/id inveniēbat illī inveniēbant

he/she/it was / kept / they were / kept / began finding
began finding

Singular Plural
ego celābam nōs celābāmus
I was / kept / began hiding we were / kept / began hiding
tū celābās vōs celābātis

you were / kept / began hiding y’all were / kept / began hiding
ille/illa/id celābat illī celābant

he/she/it was / kept / they were / kept / began hiding
began hiding

Singular Plural
ego recipiēbam nōs recipiēbāmus
I was / kept / began receiving we were / kept / began receiving
tū recipiēbās vōs recipiēbātis

you were / kept / began receiving y’all were / kept / began receiving
ille/illa/id recipiēbat illī recipiēbant

he/she/it was / kept / they were / kept / began receiving
began receiving
302
Lesson XIII Worksheet II Nomen
LAST: Check / Correct your work.
veniō, venīre, vēnī, ventum – to come
Singular Plural
ego veniēbam nōs veniēbāmus
I was / kept / began coming We were / kept / began coming
tū veniēbās vōs veniēbātis

you were / kept / began coming y’all were / kept / began coming
ille/illa/illud veniēbat illī veniēbant

he/she/it was / kept / they were / kept / began coming
began coming
ago, agere, ēgī, actum – to do, drive, act
Singular Plural
finiō, -īre, -ivī, -itum – to finish

Singular Plural

Singular Plural
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Lesson XIII Worksheet II Continued
Singular Plural
possum, posse, potuī – to be able

Singular Plural
cūrō, curare, cūrāvī, cūrātum – to care for

Singular Plural
percutiō, percutere, percūssī, percussus – to hit, strike

Singular Plural
304
Lesson XIII Worksheet II Nomen
LAST: Check / Correct your work in a colored pen.
Singular Plural
ego veniēbam nōs audiēbāmus
I was / kept / began coming We were / kept / began coming
tū veniēbās vōs audiēbātis

you were / kept / began coming y’all were / kept / began coming
ille/illa/illud veniēbat illī audiēbant

he/she/it was / kept / they were / kept / began coming
began coming
ago, agere, ēgī, actum – to do, drive, act
Singular Plural
ego agēbam nōs agēbāmus
I was / kept / began doing We were / kept / began doing
tū agēbās vōs agēbātis

you were / kept / began doing y’all were / kept / began doing
ille/illa/illud agēbat he/she/it illī agēbant

was / kept / began doing they were / kept / began doing
finiō, -īre, -ivī, -itum – to finish

Singular Plural
ego finiēbam nōs finiēbāmus
I was / kept / began fnishing We were / kept / began fnishing
tū finiēbās vōs finiēbātis

you were / kept / began fnishing y’all were / kept / began fnishing
ille/illa/illud finiēbat he/she/it illī finiēbant

was / kept / began fnishing they were / kept / began fnishing
sedeō, sedēre, sēdī, sessūrus – to sit

Singular Plural
ego sedēbam nōs sedēbāmus
I was / kept / began sitting We were / kept / began sitting
tū sedēbās vōs sedēbātis

you were / kept / began sitting y’all were / kept / began sitting
ille/illa/illud sedēbat he/she/it illī sedēbant

was / kept / began sitting they were / kept / began sitting
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Lesson XIII Worksheet II Continued
Singular Plural
(ego) eram – I was (being) (nōs) erāmus – we were (being)
(tū) erās – you were (being) (vōs) erātis – y’all were (being)
(ille / illa / illud) erat – h/s/it was (being) (illī) erant – they were (being)
possum, posse, potuī – to be able

Singular Plural
(ego) poteram – I was (being) able (nōs) poterāmus – we were (being) able
(tū) poterās – you were (being) able (vōs) poterātis – y’all were (being) able
(ille / illa / illud) poterat –

h/s/it was (being) able (illī) poterant – they were (being) able
cūrō, curare, cūrāvī, cūrātum – to care for

Singular Plural
(nōs) cūrābāmus –
(ego) cūrābam – I was / kept caring for we were / kept caring for
(vōs) cūrābātis –
(tū) cūrābās – you were / kept caring for y’all were / kept caring for
(ille / illa / illud) cūrābat – (illī) cūrābant –
h/s/it was / kept caring for they were / kept caring for
percutiō, percutere, percūssī, percussum – to hit, strike

Singular Plural
(ego) percutiēbam – I was / kept hitting (nōs) percutiēbāmus – we were / kept hitting
(tū) percutiēbās – you were / kept hitting (vōs) percutiēbātis – y’all were / kept hitting
(ille / illa / illud) percutiēbat –

h/s/it was / kept hitting (illī) percutiēbant – they were / kept hitting
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Nouns:
victoria, -ae, f., victory Adverbs / Conjunctions / Adverbial Conjunctions:
cōnsilium, -iī, n., a plan et, and, even, also, indeed, moreover, etc

igitur, therefore
itaque, and so
Adjectives:

celō, celāre, -āvī, -ātum – to hide ( + reflexive pronoun) fuī fuimus
fuit fuērunt
timeō, timēre, timuī – to fear Perfect Tense of: possum, posse, potuī
potuistī potuistis
accipio, accipere, accēpī, acceptum – to accept, take
(ef)fugiō, (ef)fugere, (ef)fūgī (ex + fugiō; ecf-  eff-) – to flee, escape
inveniō, invenīre, invēnī, inventum – to find Present Tense of: ferō, ferre, tūlī, latum
irreg:
irregular!!!
fers fertis
307
Lesson XIII Reading
fabula nostra dē bellō Trōiānō continuit:
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fortēs Graecī, quī sē in equō celābant, quam tacitissimē remanēbant et noctem exspectābant. Trōiānī
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credēbant equum esse relictum ā Graecīs dōnum, itaque epulās fēcērunt quod vidēbātur Graecōs ā
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litoribus Trōiae tandem effūgisse. sed simulac nox advēnerat, Graecī ē ventre equī descendērunt. ad
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portās curcurrērunt et eās prō comitibus Graecīs aperuērunt. tōtus exercitus Graecōrum deīnde in urbem
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intrābant. tandem in urbe, multōs Trōiānōs necābant et mox Graecī totam urbem Trōiāe cēpērunt.
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paucī tamen Trōiānōrum effugere poterant. inter nōs erat optimus Trōiānus, nōmine Aenēās,
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prīnceps Trōiānōrum quī, patrem eius in umerīs ferēns et manum filiī tenēns, multōs Trōiānōs comitēs ex
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urbe ducēbat. ūnā cum Aenēā parva manus Trōiānōrum ex urbe exīvit et ad salūtem litorum fūgit.
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cum in litore advēnērunt, et Aenēās et familia eius et ceterī Trōiānī in nāvēs conscendēbant ut ab urbe
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fugerent et novam Trōiam conderent. per multās ignōtās terrās navigābant et tandem ad Italiam advēnērunt.
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advēnerat – he/she/it had arrived prīnceps, prīncipis, m. – first man, notable man, prince
certerī, -ae, -a – other(s) (always plural) quam tacitissimē – as silently as possible
cōnscendō, cōnscendere, cōnscēndī – to board (a ship) quī – who
descendō, descendere, descēndī – to descend, come down relictum – (having been) left behind
epulās facere – to make a feast salūs, salūtis, f. – safety
exercitus, -ūs, m. – army tenēns – holding
ferēns – carrying umerus, -ī, m. – shoulder
ignōtus -a -um – unknown ut fugerent et… conderent… – in order to fleed and… to found…
manus, -ūs, f. – hand, band (of people) venter, ventris, m. – stomach
vidēbātur Graecōs…effugisse - “it seemed (that) the Greeks had fled”
Respōndē Latīnē sententiīs complētīs:
1. ubi Graecī sē celāvērunt?_____________________________________________________________
2. quis manum Trōiānōrum ex urbe ducēbat?______________________________________________
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3. quem in umerīs Aenēās fert?__________________________________________________________
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Lesson XIII Translation
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Lesson XIII Translation Continued
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310
Cupid et Psychē (“Love and the Soul”)
ōlim erat rex quī habuit trēs fīliās. omnēs filiae sunt pulchrae, sed Psychē inter trēs pulcherrima est.
pulchritūdō puellae mortālis Psychae superāvit pulchritūdinem etiam Veneris, deae pulchritūdinis ipsīus. īra
I igitur in Venere crēvit et mox cupīvit Psycham ob eius pulchritūdinem poenās dāre, itaque suum fīlium vocat.
aliī hunc “Cupidinem” appellant, aliī Amorem, et nēmō, neque in caelō neque in mundō, potest sē ab sagittīs cavēre.
aliī… aliī… - some… others… hunc – this (one) Psychē, -ae, f. – Psyche (Grk: “soul”)
amor, amoris, m. – love igitur – therefore pulcher, -chra, -chrum – beautiful
caveō, -ēre (+ ab/ā) – to guard (from…) “ipsīus” – “itself” pulchritūdō, pulchritūdinis, f. – beauty
crescō, crescere, crēvī – to grow īra, -ae, f. – anger sagitta, -ae, f. – arrow
Cupid, Cupidinis, m. – Cupid, son of Venus itaque – and so sē – themselves
cupiō, cupere, cupīvī – to want mortālis -is -e – mortal superō, -āre, -āvī – to overcome
erat – at the beginning of a clause, often “there was” mundus, -ī, m. – world “suum” – “her (own)” modying fīlium
etiam – even neque… neque… - neither… nor… Venus, Veneris, f. – Venus (3rd dec.)
habeō, -ēre, habuī, habitum – to have poenās dāre – to pay a penalty
Venus eī dē suā īrā propter pulchritūdinem puellae māgnam nārrat et īmperat sīc: “ūtere potentibus sagittīs et
II effice puallam adamāre pessimum scelestissimumque in tōtō mundō.” Cupid pārabat mātrem iuvāre, sed Venus
errāvit puellam eī ostendēns.
effice – cause (sg. imperative - a command) īra, -ae, f. – anger propter + acc. – on account of
eī – (to) him / her mundus, -ī – world sīc – thus
errō, -āre, -āvī – to make an error “ostendēns” – “showing” “suā” – “her (own)”
īmperō, -āre – to order pārō, -āre – to prepare “ūtere … sagittīs” – “use your (potentibus) arrows”
Venus nōn credidit fīlium puellam Psycham pulcherrimam adamātūrum esse. sed cum Cupid puellam spectāvit,
III erat quasī sagittam in suum cordem mīsisset. nihil dē hāc matrī suae nārrat, et mox discedit.
“adamātūrum esse” – “would fall in love with” hāc – this quasī – as if

cor, cordis, m. – heart “mīsisset” – “he had sent” sagitta, -ae, f. – arrow
credō, credere, credidī – to believe (that) mox – soon spectō, -āre – to look at
discedō, -ere, discessī – to depart, leave nihil – nothing “suae” – “his (own)”modying matrī
“erat” – “it was” pulcher, -chra, -chum – beautiful “suum” – “his own” modifying cordem
Cupid nocte eam vīsit, sed modo ut vox mollis dulcisque, nam Psychē eum vidēre in tenebrā noctis nōn potest.
IV Cupid puellae dīcit, “nōn licet tibi mē spectāre. sī mē spectās, mē āmittēs in aeternum.” nam Cupid nōn vult
Psycham cognōscere statim quī sit quod īram mātris timet.
aeternum, -ī, n. – eternity mollis, -e – soft sī – if

āmittō, -ere, āmīsī – to lose “nōn līcet tibi” – “it is not allowed for you” spectō, -āre – to look at; “spectābis” - “will…”
cognōscō, -ere – to (get to) know nox, noctis, f. – night timeō, -ēre, -uī – to fear
dulcis, -e – sweet “quī sit” – “who he is” ut – as
īra, -ae, f. – anger -que – a suffix meaning “and”; nōn vult – (he) does not wants
modo – only only place before the word onto which is it is a suffix;
e.g., mater paterque = mother and fatherque
311
omnī nocte Cupid ad eam venit et amor crescit sed verbīs nōn paret. quādam nocte Psychē cupiditāte amatōrem
V suum videndī tam mōta est *ut flammam incendat et formōsum pulchrumque Cupidinem spectet*. simulac hoc
facit, Cupid expergīscitur, statim surgit, et quam celerrimē ācurrit. sōla nunc Psychē lacrimat et tristissima fit.
ācurrō, -ere, ācucurrī = ā + currō, -ere hoc – this surgō, -ere, surrexī – to get up
amor, amoris, m. – love lacrimō, -āre – to cry “suum” – “her” modifying amatōrem
crescō, crescere, crēvī – to grow nox, noctis, f. – night tristissima = tristis -e – sad + -issim-
“cupiditāte” – “by the desire (for/of)” omnis -e – every (sg.), all (pl.) “*ut flammam incendat……spectet*.”
eī – (to) him / her pareō, -ēre, paruī + dat. – to obey “…that she lights a flame and looks
“expergīscitur” – “he awakens” quādam – a certain ut – that at shapely and handsome Cupid.”
“fit” – “(she) becomes” quam celerrimē – as quickly as possible verbum, -ī, n. – word
sōlus -a –um – alone “videndī” – “of seeing”
sciēns nunc quī est, Psychē Cupidinem ubīque petit, sed frustrā. recipere eum cupiēns et spem tenēns, deam
VI Venerem ōrat. Venus īrāta ōccasiōnem capit ut Psychē puniātur et puellae miserae multōs lābōrēs crūdēlēs dat,
quisque difficilior quam prior.
crūdēlis, -e – cruel ōrō, -āre – to beg “sciēns” – “knowing”

“cupiēns” – “wanting” “puniātur” – “she might be punished” spēs, speī, f. – hope (5th dec. noun)
frustrā – (adv.) in vain quī – who “tenēns” – “holding”
lābor, lābōris, m. – labor, task “…quaeque difficilior quam prior.” – ubīque – (adv.) everywhere
miser, misera, miserum – miserable “…each (one) more difficult than the previous. ” ut – so that
occāsiō, -āsiōnis, f. – opportunity recipiō, -cipere, -cēpī – to take back Venus, Veneris, f. – Venus (3rd dec.)
prīmum Venus eī pateram triticīs grānīsque minimīs avēnīsque plēnam dat et eam dīvidere omnia iubet. post
VII prīmus lābor complētus est, Venus eī pānem minimum dat et eam dormīre in terrā dūrā frīgidāque iubet.
avēnum, -ī, n. – seed iubeō, iubēre, iussī – to order pānis, pānis, m. – bread
dīvidō, dīvidere – to sort out, separate lābor, lābōris, f. – labor, task patera, -ae – bowl, basin
dūrus -a -um – hard minimus -a -um – smallest, very small, tiny plēnus -a -um – full (with) (+ abl.)
eī – to her / him prīmum – first(ly)
frīgidus -a -um – cold -que – a suffix meaning “and”; triticum, -ī, n. – wheat
grānum, -ī, n. – grain place before the word onto which is it is a suffix;
e.g., mater paterque = mother and fatherque
sēcūndus lābor est perīculōsus: Psychē debet lānam ab aureīs ovibus in declivī scopulō splendidam capere.
VIII cum Psychē salva revenit, Venus admīrat sed tertium lābōrem dat, terribilissimum nunc omnium:
debet Psychē pōculum explēre atrā aquā ē cataractā ad Stygem fluentī quam avēs solae tangere possunt.
admirō, -āre – to be amazed at, to admire (at) lābor, lābōris, m. – labor, task scopulus, -ī, m. cliff side / ledge
ater, atra, atrum – black lāna, -ae, f. – wool sēcūndus -a -um – second
aureus -a -um – golden ovis, ovis, m. – sheep (Latin for “land eggs”) sōlus -a -um – alone
avis, avis, m. – bird perīculōsus -a -um – dangerous splendidus -a -um – shining, sparkling
cataracta, -ae, f. – waterfall pōculum, -ī, n. – cup Styx, Stygis, m. – (The River) Styx (in the underworld)
declivis -e – steep “quam” – “which” tangō, tangere, tetigī, tactum – to touch
expleō, -ēre – to fill reveniō, -īre – to return tertius -a -um – third
“fluentī” – “flowing” salvus -a -um – safe terribilissimum = terribilis -e + -issimus -a -um
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cum iterum Psychē revenit victōriōsa, Venus īratissima fit et eī alium lābōrem dat, et deīnde aliud, ūsque
IX tandem Cupid, quī omnia vīderat, miseram puellam servat lābōrīs matris suae inclementis terribilibus. ad Iōvem
venit et dē amore suō nārrat.
alium – another iterum – again “suae” – “his” modifying matrī

amor, amoris, m. – love Iūpiter (Iōs), Iōvis, m. – Jupiter / Zeus “suō” – “their” modifying amore
eī – to her / him lābor, lābōris, m. – labor, task tandem – at last
“fit” – “(she) becomes” quī – who ūsque – until
inclemēns, inclementis – unmerciful reveniō, -īre – to return victōriōsus -a -um – victorious
īratissima = īrāta + -issimus -a -um servō, -āre – to save vīderat – (he) had seen
Iūpiter, rex deōrum et pater Veneris, nepōtem suum Cupidinem audit et mōtus verbīs puerī et amore Psychae est.
X Iūpiter cōnstituit filiam suam Venerem vetāre, immortalitātem puellae Psychae dare, et declarāre Psycham esse
uxorem Cupidinis. tandem, Cupid et Psychē erant ūnā, laetī in aeternum.
aeternum, -ī, n. – eternity “erant” – “(they) were” “suam” – “his own” modifying fīliam
amor, amoris, m. – love immortālitās, -tātis, f. - immortality ūnā – (adv.) together
cōnstituō, cōnstituere, -uī – to decide (to) mōtus -a -um – moved Venus, Veneris, f., Venus (3rd dec.)
Cupid, Cupidinis, m. – Cupid, son of Venus nepōs, nepōtis, m. – grandson vetō, -āre – to turn away
dēclārō, dēclārāre – to declare Psychē, -ae, f. – Psyche (Grk: “soul”) “verbīs” – “by the words”
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LATIN AROVND VS
LATINA CIRCVM NOS
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Lesson XIV – From Latin to Spanish
When the Roman empire fell, the Latin spoken in the various regions began to evolve independent within each
region. As the language morphed, there emergred changes in letters and sounds that began to be relatively
predictable and within each region were certain consistencies of the language evolution; for instance, in the central
Iberian peninsula (Spain), for whatever reason, they derived their nouns from the accusative form of the Latin word,
whereas in the region of Italy, nouns are derived from the ablative form of Latin nouns. What this means is that,
really, Latin began to evolve into different dialects. While what consititutes a language, as distinct from a dialect, is
a difficult question, and opinion really varies on just how many “Romance” languages are spoken today, many can
agree that there are at least five major languages that are derived directly from Latin; we call these five languages
“the Romance languages”. “Romance” has nothing to do with lovey-dovey romantic, but rather with “Roman,” that
is, it is from Rome. These five main Romance languages are: Spanish, Italian, French, Romanian, and Portugese.
One of the reasons that Latin is still studied is because that by studying Latin, you study the essence of these five
languages as well. Once you have a good grasp on Latin, learning any of the five Romance languages is a piece of
cake. In order to really see how Spanish mutates from Latin, we first must understand some terminology, rules, and
consistencies.
1) Intervocalic aspirations become vocalized (& any following -e- disappears, see syncope below)
It is common for consonants to change between aspirations and vocalizations from one language to another.
Intervocalic: means that it occurs between two vowels (or other voiced letters)
Aspirations: any letter(s) that uses only breath to make its sound (c, f, h, k, p, t, th, s, q, x)
Vocalizations: any letter(s) that uses vocal cords to make its sound (vowels, b, d, g, j, l, m, n, r, v, w, y, z),
*also called voiced
Aspirated Vocalized / Voiced
q/c/k g Liquids: letters that don’t make any stop
f v or friction in your mouth (l, r)
p b
t d Nasal: letters you can’t say if you plug
s z your nose (m, n)
Latin Spanish Latin Spanish
to open aperire abrir side latum _____________
wolf lupum lobo to change mutāre _____________
work operam obra lake lacus _____________
to know sapere saber leaves folia _____________
state statum estado to do facere ____________
2) Syncope: Often an unstressed vowel (frequently an e) directly preceding or following the stressed
syllable disappears.
3) There are some consistent common letter changes from Latin to Spanish:
f  h final -um / -us becomes final -o
i  e final -m / -t disappears
li  j final -r changes to -l Spanish has no macrons, so -ēre/-ere verbs both become -er verbs.
mpt  nt infinitives: -āre, -ēre, -ere, -īre final -e drops off (-ar, -er, -ir)
sometimes o  u / ue initial h- often disappears
sometimes u  o often an e- is added to the beginning of words beginning with an s-
4) Elision  voiced intervocalic (between two vowels) stops d and g often disappear, and occasionally b
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Following the rules listed, predict what the Spanish word is from the Latin given:
Latin Spanish Latin Spanish
mulier  ___________________ litteram  ___________________
promptum  ___________________ fabulam  ___________________
viridem  ___________________ sōlitārium  ___________________
currere  ___________________ secūrum  ___________________
legale  ___________________ ligāre  ___________________
legere  ___________________ credere  ___________________
vidēre  ___________________ comedere  ___________________
quō modō  ___________________ cadere  ___________________
“to be”: ser / estar

There are two words for “to be” in Spanish, a permanent and a temporary form. The permanent ser derives its
form from sum, esse, and is used to talk about permanent or lasting attributes. To memorize the more specific
uses of ser, learn the aconym DOCTOR: Descriptions, Occupations, Characteristics, Time, Origin,
Relationships. The temporary estar is formed from the Latin word, stō, stāre, and is used to indicate temporary
states, conditions, and locations. The acronym you should memorize to remember how to use estar is PLACE:
Position, Locations, Action, Condition, and Emotion. The forms is derived from sum, and the temporary form
comes from the word to stand (stō, stāre) in Latin.
Permanent (ser) Temporary (estar)
Singular Plural Singular Plural
1st
yo soy sum nosotros somos sumus 1 st
yo estoy stō nosotros estamos stāmus
person “I am” “we are” person “I am” “we are”
stās
2nd
tu eres es vosotros sois estis 2nd tu estás vosotros estáis stātis
person “you are” “y’all are” person “you are” “y’all are”
stat
3rd él es est ellos son sunt 3rd él está ellos están stant
person ella “he / she / it is” ellas “they are” person ella “he / she / it is” ellas “they are”
Spanish Articles – a, an, & the N.B. Spanish does not have a neuter gender!
While Latin does not have words for a, an, or the, Spanish does. Here is how they are formed:
un = masc. sg. Spanish creates its words, “a” / “an” from the Latin word ūnus -a -um – “one”
una = fem. sg (in the masc., the final -us of ūnus is lost)
Spanish takes the Latin demonstrative pronoun, ille, illa, illud – “that,” and creates its definite article from that.
el = masc. sg. illum = masc. acc. sg. “this”; Spanish takes the first half of the word, il-, and, as Spanish
commonly does, changes the i to an e, creating el.
los = masc. pl. illōs = masc. acc. pl. “those”; Spanish takes the second half of the word, -los.
la = fem. sg. illam = fem. acc. sg. “this”; Spanish takes this word and, as commonly happens, the final
nsal -m disappears.
las = fem. pl illās = fem. acc. pl. “those”; Spanish takes the second half of the word, -las
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Regular Verbs & Present Tense Endings
Singular Plural hablar – to seak
st
1 person yo
-ō / -oy nosotros -amos hablo hablamos
-ar verbs 2nd person tū -as vosotros -ais hablas hablais
rd él
3 person ella -a ellos
-an habla hablan
ellas
comprender – to understand
st
1 person yo -ō / -oy nosotros -emos comprendo comprendemos
nd
2 person tu -es -éis comprendes comprendéis
-er verbs rd
vosotros
ellos
3 person él
ella -e ellas -en comprende comprenden
escribir – to write
1st person yo -ō / -oy nosotros -imos escribo escribimos
nd
2 person tū -es vosotros -ís escribes escribís
-ir verbs rd
3 person él
-e ellos
-en
ella ellas escribe escriben
Irregular Verbs
There are many irregular verbs in Spanish. Although conjugation rules are relatively straightforward, there are
verbs that deviate from the regular forms. While some irregular verbs follow a basic irregular verb pattern,
some are entirely uniquely irregular (like ser). Many irregularities in Spanish can be retraced to Latin verb forms.
“Boot” Verbs: Stem-changing verbs belong in this category, which is so-called because of the predictable
way the stem undergoes a lengthening change, called diphthongization (great word, right?!), in places that
appear in its chart to be in the shape of a boot. This change affects the e or the o in the final (or only) syllable of
the verb.
In diphthongization, vowel sounds are lengthened by being converted into a diphthong (two vowels working
together to make one sound). In diphthongization, the following changes occur:
-e-  -ie- | -o-  -ue- | -u-  -ue-
(technically, -ie- is not a diphthong, so the change -e-  -ie- is actually known as vowel raising)
Take, for instance, the following 2 Spanish “boot” verbs:

querer – to want recordar – to remember
(from quaerō, quaerere – to seek, look for) (from Latin recordō, recordāre – to remember, recall)
st st
1 yo nosotros 1 yo nosotros
person quiero queremos recuerdo recordemos
nd
2 tu vosotros 2nd tu vosotros
person quieres queréis recuerdes recordéis
rd rd
3 él ellos 3 él ellos
person ella quiere ellas quieren ella recuerde ellas requerden
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Orthographic Changes: Some verbs are considered irregular only because they undergo orthographic
(spelling) changes. This is done in order to keep the same consonant sound. For instance, the letters c and g are
both pronounced as hard when followed by a, o, and u, but soft when when followed by e and i. So, when you
conjugate verbs whose stems end in a c or a g, the spelling must sometimes be altered in order to maintain the
same stem pronunciation.
(e.g. tocamos  toqueremos, [c  qu to keep sound hard preceding the -e-, which makes the c sound soft])
Spanish Adjectives masc fem could be either masc or fem

sg pl sg pl sg pl
Adjectives end in: -o / -os -a / -as -e / -es
They are placed after the noun they are modifying: “el lobo negro” – the black wolf
There are, however, exceptions to this rule, which are as follows:
1) Possessive (my, your, his, hers) and Demonstrative (this, that, these, those) adjectives
2) Limiting adjectives (numbers, “a few,” “less,” “enough,” etc.)
3) Essential Qualities (“The green leaves are blowing in the wind.”)
4) Meaning-Changing adjectives (“He is a long-time friend.”)
Spanish Adverbs end in -mente

Adverbs in Spanish often, although not alweays, end in -mente, which is the ablative singular form of mens,
mentis – “mind,” literally “in the mind”. Why?
Adjectives describe nouns – tangible things – blue pen, tall tree, big balloon. Adverbs, however, describe verbs
or other adjectives/adverbs, which are intangible things (you cannot touch or hold them; they have no size,
shape, color, etc.). Verbs and adverbs are things that only occur in the mind. If I told you to draw “run,” you
might draw a person who is running, you might even draw an animal running, but you cannot just draw “run”.
This is proof that this, and other verbs, occur only in the mind, hence -mente.
Adverbs of this type are formed by adding -mente onto the feminine singular forms of the adjective.
e.g, nueva “new”  nuevamente “newly”
rápida “quick”  rápidamente “quickly”
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Lesson XIV Vocabulary
Spanish (Latin) - English
Nouns: Adjectives (Adjectivos):

amigo/a (amīcus / amīca) - friend abierto/a (apertus -a -um) – open
año (annus, annī) – year benigno/a (benīgnus -a -um) – kind
agua (aqua, aquae) – water bonito/a (bonus -a -um) – beautiful
arbol (arbor, arboris), f. – tree bueno/a (bonus -a -um) – good
beso (basium, basiī), m. – a kiss cierto/a (certus -a -um) – certain
casa (casa, casae) – house delicioso/a (dēliciōsus -a -um) – delicious
cena (cēna, cēnae) – dinner difícil (difficilis -e) – difficult
cuerpo (corpus, corporis), m. – body fácil (facilis -e) – easy
hijo/a (filius / filia) – son / daughter feliz (felix -e) – happy
hora (hora, horae) – hour, time fuerte (fortis -e) – strong, powerful
lobo (lupus, lupī) – wolf malo/a (mālus -a -um) – bad
madre (mater, matris) – mother nuevo/a (nōvus -a -um) – new
padre (pater, patris) – father triste (tristis -e) – sad
pie (pēs, pēdis), m. – foot
puerta (porta, portae) – door
tiempo (tempus, temporis) – time Adverbs:
bien (bene) – well
mal (male) – poorly, badly
nunca (numquam) – never
siempre (semper) – always
Prepositions:
a (ad) – to/towards ante (ante) – before/in front of de (dē) – of, about, from
con (cum) – with por (prō) – for en (in) – in / into
Verbs:
amar (amō, amāre) – to love, like
Singular Plural
ayudar (adiuvō, adiuvāre) – to help
dar (dō, dāre) – to give
1st
yo soy sum nosotros somos sumus
person “I am” “we are”
esperar (sperō, sperāre) – to hope
nd es vosotros sois estis
estar (stō, stāre) – to stand, to be 2 tu eres
person “you are” “y’all are”
caer (cadō, cadere) – to fall 3rd
él es est
ellos son sunt
correr (currō, currere) – to run person ella “he / she / it is” ellas “they are”
creer (credō, credere) – to believe
leer (legō, legere) – to read
mover (moveō, movēre) – to move
poner (ponō, ponere) – to put, place Singular Plural
querer [quier-] (quaerō, quaerere) – to want, desire 1st yo estoy stō nosotros estamos stāmus
tener (teneō, tenēre) – to have, hold person “I am” “we are”
temer (timeō, timēre) – to fear
veer (videō, vidēre) – to see
2nd tu estás stās vosotros estáis stātis
person “you are” “y’all are”
abrir (aperiō, aperīre) – to open 3rd él está stat ellos están stant
dicir (dicō, dicere) – to say person ella “he / she / it is” ellas “they are”
dormir [duer-] (dormiō, dormīre) – to sleep
escribir (scribō, scribere) – to write
finir (finiō, finīre) – to finish
venir (veniō, venīre) – to come
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Lesson XIV – From Latin to French
French of the official spoken language of 29 countries. The region of Gaul (modern-day France, Belguim,
Luxembourg, most of Switzerland, Northern Italy, and even parts of the Netherlands and German!) was
occupied by Celtic people before the Romanization of the Gaul under Julius Caesar, which began in the last
century BCE (before common era). The word France actually is derived from a word, “franke,” meaning “free
(people)” or “fierce (people)” in Gaulish. Under the influence of Gaulish, this region’s language, Latin started
to become heavily vocalized and nasalized in pronunciation, and because of the tremendous volume of Medievil
French literature, the written form of the language was given a great deal of opportunity to evolve during the
Middle Ages. Because of these things, the transition from Latin to Spanish is a great deal less messy than the
transition from Latin to French.
My favorite Latin teacher I had once called French “the disapearing language,” and as soon as I learned a
little bit of French, I understood what he meant. Here is a rule you can rely relatively securely on: during the
evolvotion of its vocabulary from Latin, French frequently just completely dropped unstressed syllables.
In fact, you can be pretty confident that from Latin to French, the word will lose at least one full syllable,
sometimes more. And then, from written form to pronunciation, you may lose even one more! Keep this in
mind when you look at this chapter’s French-Latin-English vocabulary list.
Regular Verbs & Present Tense Endings

Like Spanish, there are three verb categories. They are as follows:
The largest verb group is the -er verbs. Their endings are:
Singular Plural parler – to speak

st
1 person je
-e nous
-ons parle parlons
-er verbs nd
2 person tu
-es vouz -ez parles parlez
il
3rd person elle -e ils
-ent parle parlent
elles
on
The second largest group is the -ir verbs. Their endings are:
Singular Plural finir – to finish

st
1 person je
-is nous
-issons finis finissons
-ir verbs nd
2 person tu
-is vouz -issez finis finissez
rd il
3 person elle -it ils
-issent finit finissent
elles
on
The third group consists of the -re ending verbs. Their endings are:
Singular Plural
vendre – to sell
1st person je
-s nous -ons vendres vendrons
-re verbs 2nd person tu
-s vouz -ez vendres vendrez
rd il
3 person -it ils
-ent
elle
on
elles vendrit vendrent
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French Articles – a, an, & the N.B. French does not have a neuter gender!
While Latin does not have words for a, an, or the, French does. Here is how they are formed:
un = masc. sg. French creates its words, “a” / “an” from the Latin word ūnus -a -um – “one”
une = fem. sg (in the masc., the final -us of ūnus is lost; in the fem., the a becomes a final -e)
French takes the Latin demonstrative pronoun, ille, illa, illud – “that,” and creates its definite article from that.
le = masc. sg. ille = masc. acc. sg. “this”; French takes the first half of the word, il- and uses that as the
masculine singular adjective.
les = masc. pl. French simply adds an -s onto the end of the masc. sg. adjective in order to pluralize it.
la = fem. sg. illam = fem. acc. sg. “this”; Spanish takes this word and, as commonly happens, the final
nsal -m disappears.
les = fem. pl The masculine plural and the feminine plural article take the same form.
French Adjectives masc fem could be either masc or fem
sg pl sg pl sg pl
Adjectives end in: - /- - / - - /-
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French Adverbs often end in “–ment”
Similar to Spanish, most French adverbs are derived directly from French adjectives, using the suffix –ment.
Adverbs are created from adjectives in the following ways:
 If the French adjective ends in an “-i,” or “-e,” then the suffix -ment is added to the adjective’s feminine
singular form:
vrai  vraiment “really”
poli  poliment “politely”
facile  facilement “easily”
étrange  étrangement “strangely”
 If the adjective ends in “-ant” or “-ent,” then the “-nt” is removed and “-mment” is added onto the end
of the word:
constant  constamment “constantly”
content  contemment “happily”
intelligent  intelligemment “intelligently”
récent  récemment “recently”
 Some adjectives make other unspecified changes that must be learned as you go:
précis  précisément “precisely”
gentil  gentiment “nicely”
 Finally, there are many commonly-occuring French adverbs derived from adjectives in a completely
irregular fashion, without using the suffix -ment. These must simply be memorized. A few examples
are as follows:
Adjective Adverb Adjective Adverb
bon “good” bien “well” meilleur “better” mieux “better”
mauvais “bad” mal “badly” pire “worse” pis “worse”
Adverbs are usually are placed after the conjugated verb they modify.
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Lesson XV Vocabulary
French (Latin) - English
Nouns: Adjectives:
ami/amie (amīcus / amīca) - friend beau / belle (bellus -a -um) – beautiful
an/anée (annus, annī) m./f. – year bon(ne) (bonus -a -um) – good
eau (aqua, aquae), f. – water certain(e) (certus -a -um) – certain
arbre (arbor, arboris), m. – tree délicieux/-euse (dēliciōsus -a -um) – delicious
bisou (basium, basiī), m. – a kiss diffícile (difficilis -e) – difficult
corps (corpus, corporis), m. – body facile (facilis -e) – easy
femme (femina, -ae), f. - woman fort(e) (fortis -e) – strong, powerful
fils/fille (filius / filia) – son / daughter mal/maux (mālus -a -um) – bad
heure (hora, horae), f. – hour, time nouveau, nouvelle (nōvus -a -um) – new
homme (homo, hominis), m. – man ouvert(e) (apertus -a -um) – open
loup (lupus, lupī), m. – wolf triste (tristis -e) – sad
mère (mater, matris), f. – mother
père (pater, patris) – father
pied (pēs, pēdis), m. – foot Adverbs:
porte (porta, portae), f. – door bien (bene) – well
son (sonus, sonī), m. – sound mal (male) – poorly, badl
temps (tempus, temporis) – time pis/pire (peius/peior) – worse
siempre (semper) – always
Prepositions:
a (ad) – to/towards ante (ante) – before/in front of de (dē) – of, about, from
con (cum) – with por (prō) – for en (in) – in / into
Verbs:
aimer (amō, amāre) – to love, like
Singular Plural
aider (adiuvō, adiuvāre) – to help
chanter (cantō, cantāre) – to sing
1st je suis sum nous sommes sumus
person “I am” “we are”
donner (donō, donāre) – to give
espérer (sperō, sperāre) – to hope 2nd tu es es vouz êtes estis
habiter (habitō, habitāre) – to live, dwell person “you are” “y’all are”
porter (portō, portāre) – to carry, wear
temer (timeō, timēre) – to fear 3rd il est est ils sont sunt
person elle “he / she / it is” elles “they are”
saluer (salutō, salutāre) – to greet
visiter (visitō, visitāre) – to visit
agir (agō, agere) – to act

avoir (habeō, habēre) – to have Conjunctions
dicir (dicō, dicere) – to say donc (nunc) – so, then
finir (finiō, finīre) – to finish
ouvrir (aperiō, aperīre) – to open quand (quando) – when
punir (puniō, punīre) – to punish
voir (videō, vidēre) – to see
croire (credō, credere) – to believe

défendre (defendō, defendere) – to defend
lire (legō, legere) – to read
mettre (mittō, mittere) – to put, send
répondre (respondeō, -ēre) – to respond, answer
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Reference Sheets
What You Need to Know to Translate
Word Order & Articles
Noun Declining Reference Sheet:

Declension Endings, Case Functions
How To Number Grammar in Sentenes
How to Study Flashcards – Do’s & Don’t’s
Verb Conjugating Reference Sheets:

Present, Imperfect, Perfect, Future
Tense Timeline
Dictionary: Latin  English

Englilsh  Latin
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What You Need to Know to Translate Latin to English Readings:
3) Latin word order is different!

Orginally when Latin was written, not only were there no spaces between the words, but there wasn’t even any
punctuation! So, if there is no punctuation, how do you know if a sentence or clause is over?
The Romans typically ended their sentences and clauses with verbs. Ending clauses and sentences using
verbs was the Latin way of saying, “this is the end of my thought.”
4) There are no articles (“a,” “an,” “the”) in Latin!

Latin does not use articles, so you will need to add articles into the text when you translate to English in order
to make your translation sound like proper English.
In order to make the sentence make good sense in English, when translating
from Latin to English, you will need add “a”, “an”, and “the” as necessary,
and you will most likely have to move words around.
dum māter in casā labōrat, liberī in agrō ludunt.
“While mother in house works, children in field play.”  That awkward sentence should become this:
“While (the) mother works in (the) house, (the) children play in (the) field.”
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singular plural
(-r, -s, -x, -l, -n, vowel)
-(i)a neut
Genitive -ae -ārum Gen -ī -ōrum Gen -is -(i)um

-ōs -ēs
Ablative -ā -īs Abl -ō -īs Abl -e / -ī -ibus

Nominative
Genitive
Dative
Accusative

Pl.
Ablative
A BUNCH of uses!
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How to Number the Grammar:
1 = Nominatives (Subjects / Predicates) or Verb Ending (when no Nominative is present)

2 = Verbs (Verbs should end in -ō/-m, -s, -t, -mus, -tis, or -nt)
3 = Accusatives (Direct Objects) (-am, -um, -em | -ās, -ōs, -ēs) or Infinitives (-re forms or esse/posse)
4 = Datives (“to” / “for” case)
5 = Prepositional Phrases (e.g. in, trāns, per, dē, cum, ad, ex/ē, ab/ā, prope, etc… + Ablative / + Accusative)
__.5 = Adjectives & Genitives (“of” / ___’s)
Clause 1 | Clause 2
5--------------5 1 adv 5------5 5.5 2 5--------5 conj 1 3 5----5 2
post decem annōs Graecī etiam in litoribus Trōiae remansērunt sine victoriā …neque Menalaus Helenam ā Paride recēpit.
After you have numbered the Grammar and looked up everything you need to, the numbers will
help you translate the sentence into good, well-ordered English. Just follow your numbering!
remansērunt (2) Troiae (5.5) sine victoriā (5) neque (conj) receipt (2) ā Paride (5)
“The Greeks remained on the shores of Troy after ten years without victory… and Menelaus did not take back Helen from Paris.”
Graecī (1) in litoribus (5) post decem annōs (5) Menelaus (1) neque Helenam (3)
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How to Study Latin Flashcards – the “Do”s & “Don’t”s
 Select between 5-12 flashcards to learn at one time.

o Work in chunks.
o DON’T try to study all the flashcards all at once.
 When you’re first starting, look at the Latin side for a cue, and then you provide the English meaning of
the word.
o Don’t forget to shuffle your cards after every 1-3 times you go through your small stack!
You say:
Flashcard Prompt: amo, amare, amavi, amatum “to love, like”
 You should have 3 piles into which you sort your flashcards:
1) the “I-don’t-know-it-at-all” pile
2) the “I-kinda-know-it” pile
3) the “I’ve-totally-got-this” pile
As you go through your flashcards that you are learning, the cards should progress through these piles.
When one card goes into the I’ve-totally-got-these pile, add a new card to the stack you are learning. Do
this until all of your flashcards have made it to the I’ve-totally-got-this pile. As soon as all of your cards
have made their way to the last pile and you feel confident that you know them from Latin to English,
then flip your cards over and start from the very beginning again.
 Once you have learned to provide the English definition for the Latin that you see, it’s time to flip your
cards over – now give yourself the English cue and provide all the Latin parts of the word.
o It’s much more difficult to answer this way, but will help you learn the words very thoroughly.
You say:
Flashcard Prompt: to love, like “amō, amāre, amāvī, amātum”
 Now it’s time to take a Practice Quiz and really see how well you have mastered your vocabulary!
o Always remember to check your answers with the answer key that you have in your textbook.
o Correct your mistakes in colored pen. It is important for you to easily see which words you still
need to study.
 Go back to your flashcards now and pull out the words that you did not fully know on your Practice
Quiz – those are the words you still need to work on! You’ve got this!
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I || we
you || y’all
-s -tis
3rd person
-t -nt
2nd es estis

sunt
“they are”
person
1st possum possumus
2nd potes potestis
habe|ō habē|mus
habe|t habe|nt
 3rd conjugation verbs (-ō, -ere, -ī, -itum) 3rd -iō conjugation verbs (-iō, -ere, -ī, -itum)



-ō, -m, -t, -nt
audi|ō audī|mus
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-āre verbs
-ēre verbs
-ere verbs
-īre verbs
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Verb Conjugating Reference Sheet Imperfect Tense

I || we
-ba-m -bā-mus sum, esse, fuī, futūrum - to be
you || y’all
-bā-s -bā-tis
eram erāmus
3rd person person “I was” “we were”
he/she/it || they
-ba-t -ba-nt
2nd erās erātis
 Go to the 2 form nd person “you were” “y’all were”
 Cut off -re 3rd erat

“he / she / it was”
erant
“they were”
person
 Add endings -bam, -bās, -bat, -bāmus, -bātis, -bant
*Translate using: “was/were…, kept…, began …______ing”
amō, amā re, amāvī, amātum ( pot- + -eram, -erās, -erat, -erāmus… )
amā|bam amā|bāmus Singular Plural

I was loving we were loving
amā|bās amā|bātis
1st poteram poterāmus
you were loving y’all were loving person “I was able” “we were able”
amā|bat amā|bant 2nd poterās poterātis

he/she/it was loving they were loving person “you were able” “y’all were able”
 2nd conjugation verbs (-eō, -ēre, -ī, -us) 3rd poterat poterant
habeō, habē re, habuī, habitum person “he / she / it was able” “they were able”
habā|bam habē|bāmus
I was having we were having
habē|bās habē|bātis
you were having y’all were having
habē|bat habē|bant
he / she / it was having they were having
 3rd conjugation verbs (-ō, -ere, -ī, -um) 3rd conjugation verbs (-iō, -ere, -ī, -um)
ducō, duce re, dūxī, ductum iaciō, iace re, iēcī, iactum
ducē|bam ducē|bāmus iaciē|bam iaciē|bāmus All -iō verbs become

I was leading we were leading I was throwing we were throwing
-iēbā-
ducē|bās ducē|bātis iaciē|bās iaciē|bātis
you were leading y’all were leading you were throwing y’all were throwing
ducē|bat ducē|bant iaciē|bat iaciē|bant

he / she / it was leading they were leading he / she / it was throwing they were throwing

Macron praedōnēs:
-ō, -m,
-ō, -m, -t,
-t, -nt
-nt
audiē|bam audiē|bāmus All -iō verbs become
I hear we hear
-iēbā- When these
When theseletters
lettersend a word,
end a word,
audiē|bās audiē|bātis they steal the macron from the
you hear y’all hear they steal the macron from the
vowel directly preceding them.
audiē|bat audiē|bant vowel directly preceding them
he / she / it hears they hear (the vowelbefore
The vowel preceding these 4
–bā– always
letters will
has a macron.not always have a
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Verb Conjugating Reference Sheet PERFECT Tense

I || we
-ī -imus sum, esse, fuī, futūrum - to be
you || y’all
-istī -istis
fuī fuimus
3rd person person “I was” / “have been” “we were”/ “have been”
he/she/it || they
-it -ērunt
2nd fuistī fuistis
 Go to the 3 form rd person “you were”/ “have been” “y’all were” “have been”
 Cut off –ī (to find your perfect tense stem) 3rd fuit fuērunt
person “h /s/it was”/ “has been” “they were”/ “have been”
 Add endings -ī, -istī, -it || -imus, -istis, -erunt
Translation: “-ed ,” “did ______,” “have/has _______ed /-en”
amō, amāre, amāv ī, amātum ( potu- + -ī, -istī, -it, -imus, -istis, -ērunt… )
amāv|ī amāv|imus
I loved, did love, have loved we loved, did love, have loved Singular Plural
amāv|istī amāv|istis 1st potuī potuimus
you loved, did love, have loved loved, did love, have loved person “I was able” “we were able”
amāv|it amāv|ērunt 2nd potuistī potuistis
he/she/it loved, did love, has loved they loved, did love, have loved
person “you were able” “y’all were able”
 2nd conjugation verbs (-eō, -ēre, -ī, -us) 3rd potuit potuērunt
habeō, habēre, habu ī, habitum person “he / she / it was able” “they were able”
habu|ī habu|imus
I had, did have, have had we had, did have, have had
habu|istī habu|istis
You had, did have, have had y’all had, did have, have had
habu|it habu|ērunt
h/s/it had, did have, have had they had, did have, have had
rd
(-ō, -ere, -ī, -um) 3rd conjugation verbs (-iō, -ere, -ī, -um)
ducō, ducere, dūx ī, ductum iaciō, iacere, iēc ī, iactum 
dūx|ī dūx|imus iēc|ī iēc|imus

I led, did lead, have led we led, did lead, have led I threw, did throw, have thrown we threw, did throw, have thrown
dūx|istī dūx|istis iēc|istī iēc|istis

you led, did lead, have led y’all led, did lead, have led you threw, did throw, have thrown y’all threw, did throw, have thrown
dūx|it dūx|ērunt iēc|it iēc|ērunt

h/s/it led, did lead, has led they led, did lead, have led h/s/it threw, did throw, has thrown They threw, did throw, have thrown
th
(-iō, -īre, -īvī, -itum)
audiō, audīre, audīv ī, audītum
audīv|ī audīv|imus
I heard, did hear, have heard we heard, did hear, have heard
audīv|istī audīv|istis
you heard, did hear, have heard y’all heard, did hear, have heard
audīv|it audīv|ērunt
h/s/it heard, did hear, have heard they heard, did hear, have heard
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Verb Conjugating Reference Sheet Future Tense
 Go to the 2nd form
 Cut off –re and add the future tense endings (different depending on whether it is a 1st/2nd conj or a 3rd/4th conj. verb)
 Add endings 1st / 2nd conj: -bō, -bis, -bit || -bimus, -bitis, -bunt OR 3rd/4th conj: -(i)am, -(i)ēs, -(i)et || -(i)ēmus, -(i)ētis, -(i)ent
1st (-āre) / 2nd (-ēre) conjugation 3rd (-ere) / 4th (-īre) conjugation
st
1 person ego I nōs we st
1 person ego I nōs we
I || we -bō -bimus I || we -(i)am -(i)ēmus
nd tū you vōs y’all nd tū you vōs y’all
2 person 2 person
you || y’all you || y’all
-bis -bitis -(i)ēs -(i)ētis
rd ille/illa/id he/she/it illī they rd ille/illa/id he/she/it illī they
3 person 3 person
he/she/it || they he/she/it || they
-bit -bunt -(i)et -(i)ent
Irregular Verbs
 1st conjugation verbs (-ō, -āre, -āvī, -ātum)
amō, amā re, amāvī, amātum Singular Plural
1st erō erimus
amā|bō amā|bimus person “I will be” “we will be”
I will love we will love
amā|bis amā|bitis 2nd eris eritis

you will love y’all will love person “you will be” “y’all will be”
amā|bit amā|bunt 3rd erit erunt
he/she/it will love they will love person “he / she / it will be” “they will be”
 2nd conjugation verbs (-eō, -ēre, -ī, -um) possum, posse, potuī – pot- + erō, eris, erit…
habā|bō habē|bimus Singular Plural
I will have we will have
1st poterō poterimus
habē|bis habē|bitis person “I will be able” “we wil be able”
you will have y’all will have
2nd poteris poteritis
habē|bit habē|bunt
he / she / it will have they will have person “you will be able” “y’all will be able”
3rd poterit poterunt
person “h / s / it will be able” “they will be able”
rd
(-ō, -ere, -ī, -um)
ducō,duce re, dūxī, ductum
duc|am duc|ēmus iaciō, iace re, iēcī, iactum  stem: “iaciē–”

I will lead we will lead
iaci|am iaci|ēmus
I will throw we will throw
duc|ēs duc|ētis Always -ia-/-iē- (ex. -iam, -iēs) in
3rd & 4th conj future tense endings
you wil lead y’all will lead
iaci|ēs iaci|ētis
you will throw y’all will throw
duc|et duc|ent
he / she / it will lead they will lead
iaci|et iaci|ent
he / she / it will throw they will throw
th
(-iō, -īre, -īvī, -itum)
Macron praedōnēs:
-ō, -m,
-ō, -m, -t,
-t, -nt
-nt
audi|am audi|ēmus
I will hear we will hear
the macron moves from the When theseletters
When these lettersend
end a word,
a word,
audi|ēs audi|ētis the -ī- to the -iē- they
they steal the macron from thethe
steal the macron from
you will hear y’all will hear
vowel directlypreceding
them.
audi|et audi|ent (the vowel preceding these 4
he / she / it will hear they will hear The vowel
letters willbefore –bā– always
not always have a
has a macron.
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Tense Timeline
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Tense Timeline
DICTIONARY / LEXICON Latin  English
A breviter – briefly
ab / ā + abl. – from, away from ab + vowel || ā + consonant C
absum, abesse, āfuī – to be away, be absent
cadō, cadere, cecidī, casum – to fall
accipiō, accipere, accēpī, acceptum – to take, accept
Caesar, -saris, m. – Caesar
accurrō, accurrere, accurrī, -cursum – to run up to (ad + currō)
carmen, carminis, n. – song
ācer, ācris, ācre – sharp, harsh
cānis, cānis, m./f. – dog
Achillēs, -is, m. – Achilles, a Greek Hero
capiō, capere, cēpī, captum – to capture
ad + acc. – to, towards, at
caput, capitis, n. – head
adiuvō, adiuvāre, adiūvī, adiūtum – to help (see also: iuvō, iuvāre)
carpō, carpere, carpsī, carptum – harvest, pluck, sieze
adsum, adesse, affuī/adfuī – to be present, to be at (+ ad)
cārus -a -um – dear
adveniō, advenīre, advēnī, adventum – to arrive
casa, casae, f. – house
aedificō, aedificāre, -āvī, -ātum – to build
causa, -ae, f. – a cause, reason
aequus -a -um – level, equal, calm
causā + gen. – for the sake of
afferō, afferre, attulī, allātum (ad+ferō) – to bring to(wards)
celer, celeris, celere – swift, quick, rapid
ager, agrī, m. – field
celeriter – quickly
agō, agere, ēgī, actum – to do, act, drive
celō, celāre, -āvī, -ātum – to hide (+ reflexive pronoun)
altus -a -um – tall, high
cēna, -ae, f. – dinner
ambulō, ambulāre, ambulāvī, ambulātum – to walk
certē – certainly
amīca, -ae, f. – friend
certus -a -um – certain, sure, definite, reliable
amīcus, -ī, m. – friend
cēterī -ae -a – other(s) (always plural)
amō, amāre, amāvī, amātum – to love, to like
cīvitās, cīvitātis, f. – state
annus, annī, m. – year
circum + acc. - around
ante + acc. – before, in front of clāmō, clāmāre, -āvī, -ātum – to shout
aperiō, aperīre, aperuī, apertum – to open claudō, claudere, clausī, clausum – to close
apertus -a -um – open
cōgitō, cōgitāre, -āvī, -ātum – to think, ponder, consider
appellō, appellāre, -āvī, -ātum – to name cognōscō, cognōscere, cognōvī, cognitum – to know
appropinquō, appropinquāre, -āvī, -ātum – to approach cōlonus, cōlonī, m. – farmer
aqua, aquae, f. – water
comes, comitis, m./f. – comrade
arbor, arboris, f. – tree
conferō, conferre, contūlī, collātum – to bring together, collect
arma, armōrum, n. pl. – weapons
cōnsilium, -iī, n. – a plan
ars, artis, artium f. – art
cōnspiciō, cōnspicere, -spexī, -spectum – to catch sight of
at – but
convīva, -ae, f. – dinner guest
atque (or ac) – and also, and even, and in fact
convocō, convocāre, convocāvī, convocātum – to call together
audeō, audēre, ausus sum – to dare (to) (+ infinitive)
corpus, corpōris, n. – body
audiō, audīre, audīvī, audītum – to hear, listen to
crās – tomorrow
auferō, auferre, abstulī, ablātum (ab-ferō) – to take away
credō, credere, credidī, creditum + dat. – to believe / to trust (in)
aureus -a -um – golden
creō, creāre, creāvī, crātum – to create
auris, auris, aurium, f. – ear
cum (adv.) – when
aut – or; aut… aut… – either… or…
cum + abl. – (together) with
auxilium, -iī, n. – help
cupiō, cupere, cupīvī, cupitum – to want
B cūr? – why?
bāsium, bāsiī, n. – a kiss cūrō, curāre, -āvī, -ātum– to care for
bellum, -ī, n. – war currō, currere, cucurrī, cursum – to run
bellus -a -um – beautiful (as opposed to “bellum, -ī, n. – war”) D
bene – well
dē + abl. – about, down from
dea, deae, f. – goddess
bibō, bibere, bibī – to drink
debeō, debēre, debuī, debitum – ought to (+ infinitive)
bonus -a -um – good
dēferō, dēferre, dētulī, dēlātum – to put away, delay
brachium, -iī, n – arm
deīnde – then, next
brevī tempore – in a short time
dēns, dentis, m. – tooth
brevis, -e – short, brief
deus, deī, m. – god dī – gods (nom. pl.)
349
dī, m., pl. – gods fessus -a -um – tired
dīcō, dīcere, dīxī, dictum – to speak , to say fēstīnō, fēstīnāre, -āvī, -ātum – to hurry
difficilis -is -e (“-illimus adj.”) – difficult fīlia, fīliae, f. – daughter
diēs, diēī, m. – day fīlius, fīliī, m. – son
dīligēns, dīligentis (adj.) – diligent, hard-working finis, finis, finium, f. – end, boarder
dīligenter – diligently fiō, fiērī, factus sum – to become
discō, discere, didicī – to learn flūmen, flūminis, n. – river
discurrō, -currere, -cucurrī, -cūrsum – to run about (here-and-there) forīs - outdoors
dissimilis –is -e (“-illimus adj.”) – unlike, different from (+gen) fortis -is -e – brave, strong
diū – for a long time fortiter – bravely
dō, dare, dēdī, dātum – to give frater, fratris, m. - brother
doceō, docēre, docuī, doctum – to teach fugiō, fugere, fūgī, fugitum – to flee, escape
dōnum, -ī, n. – gift fūrtim (adv.) – stealthily
dormiō, -īre, -īvī, -itum – to sleep
G
dum – while gaster, gasteris, f. – stomach, belly
dux, ducis, m. - leader gaudeō, gaudēre, gāvīsus sum – to rejoice
gaudium, -iī, n. – joy
E genū, genūs, n. – knee
eam – her (fem. acc. sg.) gerō, gerere, gessī, gestum – to wear, bear
efferō, effere, extulī, ēlatum (ex-ferō) – to carry out / bring out gladius, -iī, m. – a specific type of short sword
effugiō, effugere, effūgī, effugitum (ex-fugiō) – to flee, escape gracilis -is -e (“-illimus adj.”) – slender, thin
ego – I H
eius – of him (his), of her (her/s), of it (its)
habeō, habēre, habuī, habitum – to have
enim (conj)– for
habitō, habitāre, -āvī, -ātum – to live (in), to dwell
eō – him (masc. abl. sg.)
hasta, -ae, f. – spear
eō (adv.) – there, to that place
haud – not at all, scarcely
eō tempore – at that time
hōdiē – today
eō, īre, iī/īvī, ītūrum – to go (p. 219)
homō, hominis, m. – man
hōra, -ae, f. – hour, time
eram, erās, erat, erāmus, erātis, erant – imperfect of sum, esse
hortus, -ī, m. – garden
errō, errāre, -āvī, -ātum – to wander, make an error
horrendus -a -um – horrible, dreadful, horrendous
es – you are (sum, esse, fuī, futūrus – p. 66)
hūc illūc – this-way-and-that / here-and-there
est – (he / she / it) is (sum, esse, fuī, futūrus – p. 66)
humilis -is -e (“-illimus adj.”) – humble
estō – okay
humus, -ī, m. – ground
et – and, even, also, indeed, moreover (adds to a fact)
et… et… – both… and… (correlative conjunction) I
etiam – yet, still, even iaceō, iacēre, iacuī, - – to lie down
eōs / eās – them (masc. / fem. acc. pl) iaciō, iacere, iēcī, iactum – to throw
eum – him (masc. acc. sg.) iam – now, just (now), already
Europa, -ae, f. – Europe iāmus – let’s go
ex / ē + abl. – out of ex + vowel || ē + consonant ianua, -ae, f. – door
exclāmō, exclāmāre, -āvī, -ātum – to exclaim ibi – there “u b where?” (ubi) “i b there!” (ibi)
exspectō, exspectāre, -āvī, -ātum – to wait for, expect id – it
F igitur – therefore
illa – she
fābula, -ae, f. – story
ille – he
facilis -is -e (“-illimus adj.”) – easy
immobilis -is -e – motionless, still, immobile
faciō, facere, fēcī, factum – to do, make
imperō, imperāre, -āvī, -ātum – to order
familia, -ae, f. – family
in + abl. – in, on
fēmina, fēminae, f. – woman
in + acc. – into, onto
ferō, ferre, tulī, lātum – to carry, bear, bring, endure
ferox, ferōcis (adj.) – ferocious, fierce
incertus -a -um – uncertain, unsure
ferrum, -ī, n. – sword, iron incipiō, incipere, incēpī, inceptum – to begin
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induō, induere, induī, indūtum – to put on meus -a -um – my / mine
initium, -iī, n. – the beginning mihi – to / for me (dative sg.)
innocēns, innocentis – harmless mīles, mīlitis, m. – soldier
īnquit – he / she / it says *postpositive Minerva, -ae, f. – goddess Minerva / Athena
īnsānus, -a, -um – crazy minimē – not at all, no, no way
intelligō, intellegere, intellēxī, intellectum – to understand mitto, mittere, mīsī, missum – to send
inter + acc. – among, between moneō, monēre, monuī, monitum – to warn
interficiō, -ficere, -fēcī, -fectum – to kill, slay, murder, destroy mortuus -a -um – dead
intrō, intrāre, intrāvī, intrātum – to enter moveō, movēre, mōvī, mōtum – to move
inveniō, invenīre, invēnī, inventum – to find mox – soon
īra, -ae, f. – anger multa – many things (neut. pl.)
īrātus, -a, -um – angry, mad multus -a -um – much, (plural) many
ita – yes
multus -a -um – much, many
Italia, -ae, f. – Italy
itaque – and so N
iter, itineris, n. – journey nam – for
iterum – again nārrō, nārrāre, nārrāvī, nārrātum – to tell (a story)
Iupiter (Iōs), Iōvis, m. – Jupiter / Zeus nāvīgō, nāvigāre, -āvī, -ātum – to sail
iuvō, iuvāre, iūvī, iūtum – to help nāvis, nāvis, nāvium, f. – ship
J =I -ne – a suffix which indicates a yes or no question
nē – (+ inf.) don’t
Iupiter, Iōvis, m. – Jupiter / Zeus
nē – in order that…not, so that… not…
Iulius Caesar, Iuliī, Caesaris, m.,
necō, necāre, -āvī, -ātum – to kill
L nēmō – no one
labōrō, labōrāre, -āvī, -ātum – to work neque, and not, nor
laudō, laudāre, -āvī, ātum – to praise neque… neque… – neither… nor (correlative conjunction)
laetus, -a, -um – happy nēsciō, nēscīre, nēscīvī, nēscitum – to not know
legō, legere, lēgī, lectum – to read nōbīs – to/for us
lentē – slowly nōlō, nōlle, nōluī – to not want
līber, lībera, līberum – free nōmen, nōminis, n. – name
liber, librī, m. – book nōmine – “named” (ablative of nōmen, nominis)
līberī, līberōrum, m. pl. – children (literally, “free ones”) nōn – not
lineus -a -um – wooden novus -a -um – new
lingua, -ae, f. – tongue, language nox, noctis, f. – night
litus, litoris, n. – shore numquam – never
lūdō, lūdere, lūdī/lūsī, lūsum – to play nunc – now
lūdus, -ī, m. – game, school O
lupus, lupī, m. – wolf
ob + acc. – against, on account of, because of, for the sake of
lux, lucis, f. – light
[w/ verbs of motion] to(wards)
M [w/ verbs of rest] before, in front of
māgnus, -a -um – big obēsus, -a, -um – fat
male – badly, poorly offerō, offerre, obtulī, oblātum – to bring before, offer, present
malum, malī, n. – apple olfaciō, olfacere, olfēcī, olfactum – to smell (something)
malus -a -um – bad, evil omnis -is -e – every, all, everyone, everything
māne – early (in the day) opprimō, -rimere, -ressī, -ressum – to press against, to oppress
maneō, manēre, mānsī, mansūrum – to stay, wait oppugnō, oppugnāre, -āvī, -ātum – to attack
māre, māris, mārium, n. – sea opus, operis, n. – work, load, burden
māter, mātris, f. – mother ōs, ōris, n. – mouth
maximus -a -um – greatest P
mē – me
pāgina, -ae, f. – page
melior – better (comparative of bonus -a –um)
parātus -a -um, prepared, ready
mensa, -ae, f. – table
parvus -a, -um – small
351
pars, partis, f. – part rēx, regis, m. – king
pater, patris, m. – father rīdeō, rīdēre, rīsī – to laugh, smile
paucī -ae -a – a few (in the plural) rīvus, -ī, m. river, brook, stream
per + acc. – through(out) rixa, -ae, f. – strife, quarrel
pēs, pedis, m. – foot rogō, rogāre, -āvī, -ātum – to ask
petō, petere, petīvī, petitum – to seek, look for Roma, -ae, f. – Rome
placeō, placēre, placuī, placitum (+ dative) – to be pleasing to rūsticus, -ī, m. – farmer
ponō, ponere, posuī, positum – to put, place
potens, potentis – powerful
S
porta, -ae, f. – door, gate sacerdōs, sacerdōtis, m. – priest
portō, -āre, -āvī, -ātum – to carry saepe – often
possum, posse, potuī – to be able (to) (+ infinitive) (p. 66) salūtō, salūtāre, -āvī, -ātum – to greet
post (adv.) – after(wards) salve (sg.) / salvēte (pl) - hello
post + acc. – after sapiēns, sapientis – wise
postrēmō – later, afterwards satis + genitive – enough (of)
praecēdō, praecēdere, praecēssī - to precede, to come before scindō, scindere, scidī, scissum – to cut
premō, premere, pressī, pressum – to press, push sciō, scīre, scīvī, scītum – to know
prīmus –a –um / prīmum (adverb form) – first scrībō, scrībere, scrīpsī, scriptum – to write (“reflexive pronoun”)
pro + abl. – in front of, for (the sake of) sē – sg. himself / herself / itself, or pl. themselves (acc. or abl.)
prōcul – far off, in the distance sed – but

proelium, -iī, n. – battle sedeō, sedēre, sēdī, sessūrum – to sit
prōmittō, prōmittere, prōmīsī, prōmissum – to promise, put forth sedus, sederis, n. – star, constellation
prope + acc. – near semper – always
puella, -ae, f. – girl senex, -is -e – old
puer, puerī, m. – boy servus, -ī, m. – slave
pugna, -ae, f. – a fight sī – if
pugnō, pugnāre, -āvī, -ātum – to fight sīc – yes
pulcher, pulchra, pulchrum – beautiful silva, -ae, f. – woods, forest
putō, putāre, -āvī, -ātum – to think, suppose, reckon simul – at the same
simulac – as soon as
Q sine + abl. – without
quandō? – when? sol, solis, m. – sun
quī, quae, quod – who, which, what sonus, sonī, m. – a sound
quid agis? – how are you? / what’s up? spectō, spectāre, -āvī, -ātum – to watch, look at
quid? – what? sperō, sperāre, -āvī, -ātum – to hope
quidquid – whatever spirō, spirāre, -āvī, -ātum – to breathe
quis? – who? statim – immediately
quisquis – whoever stilus, -ī, m. – pen
quod – because stō, stāre, stētī, statum – to stand
quōmodō? – how? stultus -a -um – foolish, stupid
quoque – also subitō – suddenly
R subrideō, subridēre, -rīsī, -rīsum – to grin, smirk, giggle
rapiō, rapere, rapuī, raptum – to snatch, to seize sufferō, sufferre, sustulī, sublātum – to sustain, take up, lift up
recipiō, recipere, recēpī, receptum – to take (back), receive sum – I am (sum, esse, fuī, futūrus – p. 66)
rectus -a -um – right, correct, straight sum, esse, fuī, futūrum – to be

rectē – correctly, rightly sunt – (they) are, there are (sum, esse, fuī, futūrus – p. 66)
redeō, redīre, rediī/redīvī, reditum – to go back, return super + abl. or acc. – above, over
redūcō, reducere, redūxī, reductum – to lead back superō, superāre, -āvī, -ātum – to overcome
referō, referre, retulī, relātum – to give back, return, report T
regīna, -ae, f. – queen tacitus -a -um – silent
relinquō, relinquere, relīquī, relictum – to leave behind tandem – at last, finally
remaneō, remanēre, remānsī, -sūrum – to stay, wait, remain tē – you , yourself (acc. or abl.)
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tempus, temporis, n. – time
tenebra, -ae, f. – shadow, darkness
terra, -ae, f. – land, earth, dirt, ground
terreō, terrēre, terruī, territum – to frighten
territus -a -um – frightened, scared
timeō, timēre, timuī – to fear
tōtus –a –um – total, whole
tradō, tradere, tradidī, traditum – to hand over
trahō, trahere, trāxī, tractum – to drag
trāns + acc. – across
tristis -is -e (tristis -e) – sad
Trōia, -ae, f. – Troy
Trōiānī, -ōrum, m. – Trojans
tū – you (nom.)
tuus -a -um – your(s)
U
ūnā – together
urbs, urbis, urbium, f. – city
ut – that, so that, (just) as, when
utilis –is –e (utilis -e) – useful
uxor, uxōris, f. – wife
V
valeō, valēre, valuī, valitūrum – to be well, fare well
vehō, vehere, vexī, vectum – to carry, convey
veniō, venīre, vēnī, ventum – to come
Venus, Veneris, f. – goddess Venus / Aphrodite
verbum, -ī, n. – word
vertō, vertere, versī, versum – to turn Cardinal Numbers
via, viae, f. – road, way 1- ūnus –a –um 30 - trīgintī
vīcīnus -a -um – nearby, neighboring 2- duō, duae, duō 40 - quadraginta
victoria, -ae, f. – victory 3- trēs, trēs, tria 50 - quīnquaginta
videō, vidēre, vīdī, visum – to see 4- quattuor 60 - sexaginta
vincō, vincere, vīcī, victum – to conquer 5- quīnque 70 - septuaginta
vindicō, vindicāre, -āvī, -ātum – to avenge, vindicate 6- sex 80 - octaginta
vīsitō, vīsitāre, -āvī, -ātum – to visit 7- septem 90 - nonaginta
vita, -ae, f. – life 8- octō 100 - centem
vōbīs – to / for y’all 9- novem 1,000 - mille
vocō, -āre, -āvī, -ātum – to call 10 - decem
volō, velle, voluī – to want (irregular) 11 - ūndecim Ordinal Numbers
vox, vocis, f. – voice 12 - duōdecim 1st – prīmus -a -um
13 - trēdecim 2nd – sēcūndus -a -um
14 - quattuordecim 3rd – tertius -a -um
15 - quīndecim 4th – quartus -a -um
16 - sēdecim 5th – quīntus -a -um
17 - septendecim 6th – sextus -a -um
18 - duōdēvīgintī 7th – septimus -a -um
19 - ūndēvīgintī 8th – ōctāvus -a -um
20 - vīgintī 9th – nōnus -a -um
21 - vīgintī ūnus 10th – decimus -a -um
22 - vīgintī duō
… etc
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DICTIONARY / LEXICON English  Latin
A beginning – initium, -iī, n.
to believe / to trust (in) – credō, credere, credidī, creditum + dat.
to be able – possum, posse, potuī (irregular) (p. 66) better – melior (comparative of bonus -a –um)
about – dē + abl. between – inter + acc.
above – super + abl. or acc. big – māgnus -a –um
Achilles, a Greek Hero – Achillēs, -is, m. biggest (adj.) – maximus -a -um
across – trāns + acc. body – corpus, corpōris, n.
after – post + acc. book – liber, librī, m.
after(wards) (adv.) – post both… and… – et… et… (correlative conjunction)
again – iterum boy – puer, puerī, m.
against – ob + acc. brave, strong (adj.) – fortis -is -e
all (adj.) – omnis -is -e bravely (adv.) – fortiter
already – iam to breathe – spirō, spirāre, -āvī, -ātum
also – quoque briefly (adv.) – breviter
always – semper to bring before – offerō, offerre, obtulī, oblātum
(I) am - sum (sum, esse, fuī, futūrus – p. 66)
to bring to(wards) – afferō, afferre, attulī, allātum (ad + ferō)
among – inter + acc.
to bring together – conferō, conferre, contūlī, collātum
and also, and even, and in fact – atque (or ac) to bring – ferō, ferre, tulī, lātum
and not – neque brother – frater, fratris, m.
and so – itaque to build – aedificō, aedificāre, -āvī, -ātum
and, even, also, indeed, moreover (adds to a fact) – et but – sed, at
anger – īra, -ae, f.
angry, mad (adj.) – īrātus -a -um C
apple – malum, malī, n. Caesar (Julius) – Caesar, -saris, m.
to approach – appropinquō, appropinquāre, -āvī, -ātum to call – vocō, -āre, -āvī, -ātum
(you) are … – es (sum, esse, fuī, futūrus – p. 66) to capture – capiō, capere, cēpī, captum
(they) are … – sunt (sum, esse, fuī, futūrus – p. 66) to care for – cūrō, curāre, -āvī, -ātum
(we) are … – sumus (sum, esse, fuī, futūrus – p. 66) to carry out / bring out – efferō, effere, extulī, ēlatum (ex-ferō)
arm, forearm, lower arm – brachium, -iī, n. to carry – portō, portāre, -āvi, -ātum
to arrive – adveniō, advenīre, advēnī ferō, ferre, tulī, lātum, vehō, vehere, vexī, vectum
as soon as – simulac catch sight of – cōnspiciō, cōnspicere, -spexī, -spectum
as, just as – ut cause, reason – causa, -ae, f.
to ask – rogō, rogāre, -āvī, -ātum certain, sure, definite, reliable (adj.) – certus -a -um
at last – tandem certainly (adv.) – certē
at that time – eō tempore children – līberī, līberōrum, m. pl. (literally, “free ones”)
at the same time – simul city – urbs, urbis, urbium, f.
to attack – oppugnō, oppugnāre, -āvī, -ātum to close – claudō, claudere, clausī, clausum
to avenge – vindicō, vindicāre, -āvī, -ātum to collect – conferō, conferre, contūlī, collātum
to be away from, absent – absum, abesse, āfuī to come before – praecēdō, praecēdere, praecēssī
to come – veniō, venīre, vēnī, ventum
B
comrade – comes, comitis, m./f.
bad (adj.) – malus -a -um to conquer – vincō, vincere, vīcī, victum
badly, poorly (adv.) – male correct (adj.) – rectus -a -um
battle – proelium, -iī, n. correctly, rightly – rectē
to be able (to) – possum, posse, potuī (+ infinitive) crazy (adj.) – īnsānus -a -um
to be well – valeō, valēre, valuī, valitūrum
to create – creō, creāre, -āvī, -ātum
to be – sum, esse, fuī, futūrum to cut – scindō, scindere, scidī, scissum
to bear – ferō, ferre, tulī, lātum
beautiful (adj.) – bellus -a -um (as opposed to “bellum, -ī, n. – war”) D
because – quod to dare (to) (+ infinitive), to… – audeō, audēre, ausus sum
because of – ob + acc. darkness – tenebra, -ae, f.
to become – fiō, fiērī, factus sum daughter – fīlia, fīliae, f.
before, in front of – ante + acc. day – diēs, diēī, m.
to begin – incipiō, incipere, incēpī, inceptum dead (adj.) – mortuus -a –um
354
dear (adj.) – cārus -a –um foot – pēs, pedis, m.
difficult (adj.) – difficilis -is -e (“-illimus adj.”) for – nam
diligent, hard-working (adj.) – dīligēns, dīligentis for (conj.) – enim
diligently (adv.) – dīligenter for a long time - diū
dinner – cēna, -ae, f. for (the sake of) – pro + abl.
dinner guest – convīva, -ae, f. for a long time – diū
to do, act, drive – agō, agere, ēgī, actum for me – mihi (dative sg.)
to do – faciō, facere, fēcī, factum for the sake of – causā + gen.
dog – cānis, cānis, m./f. for the sake of – ob + acc.
don’t… – nē (+ inf.) for us - nōbīs
door – ianua, -ae, f. for y’all – vōbīs
door (gate) – porta, -ae, f. forīs - outdoors
down from – dē + abl. free (adj.) – līber, lībera, līberum
to drag – trahō, trahere, trāxī, tractum friend – amīca, -ae, f., amīcus, -ī, m.
to drink – bibō, bibere, bibī to frighten – terreō, terrēre, terruī, territum
E frightened – territus -a -um
from, away from – ab / ā + abl. ab + vowel || ā + consonant
ear – auris, auris, aurium, f.
early (in the day) – māne G
easy (adj.) – facilis -is -e (“-illimus adj.”) game – lūdus, -ī, m.
end – finis, finis, finium, f. garden – hortus, -ī, m.
to endure – ferō, ferre, tulī, lātum gift – dōnum, -ī, n.
enough (of) – satis + genitive to giggle – subrideō, subridēre, -rīsī, -rīsum
to enter – intrō, intrāre, intrāvī, intrātum girl – puella, -ae, f.
equus, equī, m. – horse to give back – referō, referre, retulī, relātum
etiam – even, yet, still to give – dō, dare, dēdī, dātum
Europe – Europa, -ae, f. gladius, -iī, m. – a specific type of short sword
even – etiam to go back, return – redeō, redīre, rediī/redīvī, reditum
every (adj.) – omnis -is -e to go – eō, īre, iī/īvī, ītūrum
everyone – omnēs god – deus, deī, m.
everything – omnia goddess – dea, deae, f.
evil (adj.) – malus -a -um gods – dī, m., pl.
to exclaim – exclāmō, exclāmāre, -āvī, -ātum golden – aureus -a -um
F good (adj.) - bonus -a -um
great – māgnus -a -um
to fall – cadō, cadere, cecidī, casūrum
greatest – maximus -a -um
family – familia, -ae, f.
to greet – salūtō, salūtāre, -āvī, -ātum
far off, in the distance (adv.) – prōcul
to grin, smirk – subrideō, subridēre, -rīsī, -rīsum
to fare well – valeō, valēre, valuī, valitūrum
ground – humus, -ī, m.
farmer – cōlonus, -ī, m., / rūsticus, -ī, m.
fat (adj.) – obēsus -a -um H
father – pater, patris, m. to hand over – tradō, tradere, tradidī, traditum
to fear – timeō, timēre, timuī happy (adj.) – laetus -a -um
ferocious, fierce (adj.) – ferox, ferōcis harmless – innocēns, innocentis
field – ager, agrī, m. to have – habeō, habēre, habuī, habitum
fight – pugna, -ae, f. he – ille, is
to fight – pugnō, pugnāre, -āvī, -ātum to hear, listen to – audiō, audīre, audīvī, audītum
finally – tandem hello – salve (sg.) / salvēte (pl)
to find – inveniō, invenīre, invēnī, inventum help – auxilium, -iī, n.
first (adj.) – prīmus –a –um to help – iuvō, iuvāre, iūvī, iūtum
first (adv.) prīmum – adiuvō, adiuvāre, adiūvī, adiūtum (see also: iuvō, -āre)
to flee, escape – fugiō, fugere, fūgī, fugitum her – eam (fem. acc. sg.)
– effugiō, -ere, effūgī, effugitum (ex-fugiō) herself – sē (acc. or abl.)
foolish (adj.) – stultus -a -um
355
to hide – celō, celāre, -āvī, -ātum – (+ reflexive pronoun) light – lux, lucis, f.
him – eō (masc. abl. sg.) to like – amō, amāre, amāvī, amātum
him – eum (masc. acc. sg.) to live (in), to dwell – habitō, habitāre, -āvī, -ātum
himself – sē (acc. or abl.) to look at – spectō, spectāre, -āvī, -ātum
to hope – sperō, sperāre, -āvī, -ātum to love, like – amō, amāre, amāvī, amātum
horrible, dreadful, horrendous (adj.) – horrendus -a -um M
horse – equus, equī, m.
mad, angry (adj.) – īrātus -a -um
hour, time – hōra, -ae, f.
to make – faciō, facere, fēcī, factum
house – casa, casae, f.
man – homō, hominis, m.
how? – quōmodō?
many (adj.) – multī -ae -a
humble (adj.) – humilis -is -e (“-illimus adj.”)
many things – multa (neut. pl.)
to hurry – fēstīnō, fēstīnāre, -āvī, -ātum
me – mē
I Minerva / Athena – Minerva, -ae, f.
I – ego (nom.) mother – māter, mātris, f.
if – sī motionless, still, immobile (adj.) – immobilis -is -e
immediately (adv.) – statim mouth – ōs, ōris, n.
in – in + abl. to move – moveō, movēre, mōvī, mōtum
in a short time – brevī tempore much (adj.) – multus -a -um
in front of – pro + abl. to murder, kill, slay – interficiō, -ficere, -fēcī, -fectum
in order that… not – nē my / mine – meus -a -um
into – in + acc. N
(he/she/it) is – est (sum, esse, fuī, futūrus)
name – nōmen, nōminis, n.
it – id (nom. & acc.)
to name – appellō, appellāre, -āvī, -ātum
Italy – Italia, -ae, f.
named – nōmine (ablative of nōmen, nominis)
itself – sē (acc. or abl.)
near – prope + acc.
J nearby (adj.) – vīcīnus -a -um
journey – iter, itineris, n. neighboring (adj.) – vīcīnus -a -um
joy – gaudium, -iī, n. neither… nor – neque… neque… (correlative conjunction)
Jupiter / Zeus – Iupiter, Iōvis, m. never (adv.) – numquam
K new (adj.) – novus -a -um
no (as opposed to ‘yes’) – minimē
to kill, slay, murder, destroy – interficiō, -ficere, -fēcī, -fectum
no / none (adj.) – nullus -a -um
to kill – necō, necāre, -āvī, -ātum
no one – nēmō
kind (adj.) – benīgnus -a -um
no way – minimē
king – rēx, regis, m.
nor – neque, neither… nor… – neque… neque…
kiss – bāsium, bāsiī, n.
not – nōn
knee – genū, genūs, n.
not at all – minimē
to know – cognōscō, cognōscere, cognōvī, cognitum
not at all, scarcely – haud
– sciō, scīre, scīvī, scītum
to not know – nēsciō, nēscīre, nēscīvī, nēscitum
L to not want – nōlō, nōlle, nōluī
land, earth, dirty – terra, -ae, f. now – nunc
later, afterwards – postrēmō now, just (now) – iam
leader – dux, ducis, m. O
to laugh, smile – rīdeō, rīdēre, rīsī
of him (his), of her (her/s), of it (its) – eius (gen.)
to lead back – redūcō, reducere, redūxī, reductum
to offer – offerō, offerre, obtulī, oblātum
to lead – dūco, dūcere, dūxī, ductum
often – saepe
to leave behind – relinquō, relinquere, relīquī, relictum
okay – estō
let’s go – iāmus
old (adj.) – senex, -is -e
level, equal, calm – aequus -a -um
on – in + abl.
to lie down – iaceō, iacēre, iacuī
on account of – ob + acc.
life – vita, -ae, f.
onto – in + acc.
to lift up – sufferō, sufferre, sustulī, sublātum
356
open (adj.) – apertus -a -um to send – mittō, mittere, mīsī, missum
to open – aperiō, aperīre, aperuī, apertum to seek, look for – petō, petere, petīvī, petitum
oppress – opprimō, -rimere, -ressī, -ressum to set on fire – incendō, incendere, incendī, incensum
to order – imperō, imperāre, -āvī, -ātum shadow – tenebra, -ae, f.
other(s) – cēterī -ae -a (always plural) sharp, harsh (adj.) – ācer, ācris, ācre
ought to – debeō, debēre, debuī, debitum (+ infinitive) she – illa
out of – ex / ē + abl. ex + vowel || ē + consonant ship – nāvis, nāvis, nāvium, f.
over – super + abl. or acc. shore – litus, litoris, n.
to overcome – superō, superāre, -āvī, -ātum short, brief – brevis, -e
P to shout – clāmō, clāmāre, -āvī, -ātum
sieze – carpō, carpere, carpsī, carptum
page – pāgina, -ae, f.
silent (adj.) – tacitus -a -um
pen – stilus, -ī, m. / stylus, -ī, m.
to sit – sedeō, sedēre, sēdī, sessūrum
plan – cōnsilium, -iī, n.
slave – servus, -ī, m.
to play – lūdō, lūdere, lūdī/lūsī, lūsum
to sleep – dormiō, -īre, -īvī
to be pleasing (to) – placeō, -ēre, placuī, placitum (+ dative)
slender, thin (adj.) – gracilis -is -e (“-illimus adj.”)
powerful – potens, potentis
slowly (adv.) – lentē
to precede – praecēdō, praecēdere, praecēssī
small (adj.) – parvus -a, -um
to be present, at – adsum, adesse, affuī/adfuī
to smell (something) – olfaciō, olfacere, olfēcī, olfactum
to present – offerō, offerre, obtulī, oblātum
to snatch, seize – rapiō, rapere, rapuī, raptum
press, push – premō, premere, pressī, pressum
so that – ut
priest – sacerdōs, sacerdōtis, m.
so that… not… – nē
to promise – prōmittō, prōmittere, prōmīsī, prōmissum
soldier – mīles, mīlitis, m.
to put away, delay – dēferō, dēferre, dētulī, dēlātum
son – fīlius, fīliī, m.
to put on – induō, induere, induī, indūtum
song – camen, carminis, n.
to put, place – ponō, ponere, posuī, positum
sound – sonus, sonī, m.
Q to speak, say – dīcō, dīcere, dīxī, dictum
queen – regīna, -ae, f. spear – hasta, -ae, f.
quī, quae, quod – who, which, what to stand – stō, stāre, stētī, statum
quick, swift, rapid (adj.) – celer, celeris, celere star – stella, -ae, f.
quickly (adv.) – celeriter state – cīvitās, cīvitātis, f.
to stay, wait, remain – maneō, manēre, mānsī, mansūrum
R
– remaneō, remanēre, remānsī, -sūrum
to read – legō, legere, lēgī, lectum stealthily (adv.) – fūrtim
ready, prepared (adj.) – parātus -a -um still – etiam
to receive – recipiō, recipere, recēpī, receptum stomach, belly – gaster, gasteris, f.
to rejoice – gaudeō, gaudēre, gāvīsus sum story – fābula, -ae, f.
right (adj.) – rectus -a -um
straight, right (adj.) – rectus -a -um
river, brook, stream – rīvus, -ī, m. / flūmen, flūminis, n.
strife, quarrel – rixa, -ae, f.
road – via, viae, f.
stupid (adj.) – stultus -a -um
Rome – Roma, -ae, f.
suddenly (adv.) – subitō
to run about (here-and-there) – discurrō, -currere, -cucurrī, -cūrsum
sword, iron – ferrum, -ī, n.
to run up – accurrō, accurrere, accurrī, -cursum
to run – currō, currere, cucurrī, cursūrum T
S table – mensa, -ae, f.
to take (back) – recipiō, recipere, recēpī, receptum
sad (adj.) – tristis -is -e (tristis -e)
to take away – auferō, auferre, abstulī, ablātum (ab-ferō)
saepe – often
to take up – sufferō, sufferre, sustulī, sublātum
to sail – nāvīgō, nāvigāre, -āvī, -ātum
to take, accept – accipiō, accipere, accēpī, acceptum
to say / speak – dīcō, dīcere, dīxī, dictum
to tell (a story) – narrō, narrāre, narrāvī, narratum
says (h/s/it) – īnquit *postpositive
that – ut
school – lūdus, -ī, m.
them – eōs / eās (masc. / fem. acc. pl)
sea – māre, māris, mārium, n.
themselves – sē (acc. or abl.)
to see – videō, vidēre, vīdī, visum
then, next – deīnde
357
there – ibi “u b where?” (ubi) “i b there!” (ibi) whatever – quidquid
there are – sunt (sum, esse, fuī, futūrus) when (adverbial conjunction) – cum
there, to that place (adv.) – eō when? – quandō?
therefore – igitur while – dum
to think, ponder, consider – cōgitō, cōgitāre, -āvī, -ātum who? – quis?
to think, suppose, reckon – putō, putāre, -āvī, -ātum whoever – quisquis
this-way-and-that / here-and-there – hūc illūc whole (adj.) – tōtus -a -um
through(out) – per + acc. why? – cūr?
to throw – iaciō, iacere, iēcī, iactum wife – uxor, uxōris, f.
time – tempus, temporis, n. to win – vincō, vincere, vīcī, victum
tired (adj.) – fessus -a -um wise (adj.) – sapiēns, sapientis
to me – mihi (dative sg.) without – sine + abl.
to us – nōbīs wolf – lupus, lupī, m.
to y’all – vōbīs woman – fēmina, fēminae, f.
to, towards, at – ad + acc. wooden (adj.) – lineus -a -um
today – hōdiē woods, forest – silva, -ae, f.
together – ūnā word – verbum, -ī, n.
tongue, language – lingua, -ae, f. work, burden – opus, operis, n.
tooth – dēns, dentis, m. to work – labōrō, labōrāre, -āvī, -ātum
total (adj.) – tōtus -a -um to write – scrībō, scrībere, scrīpsī, scriptum
tree – arbor, arboris, f. Y
Trojans – Trōiānī, -ōrum, m.
year – annus, annī, m.
Troy – Trōia, -ae, f.
yes – ita
to turn – vertō, vertere, versī, versum
yes - sīc
U yet – etiam
uncertain, unsure – incertus -a -um you – tū (nom.)
to understand – intelligō, intellegere, intellēxī, intellectum you – tē (acc. or abl.)
unlike, different from (+ gen.) – dissimilis –is –e (“-illimus adj.”) you (nom. - subject)
useful – utilis -is -e (utilis -e) your(s) – tuus -a -um
V yourself – tē (acc. or abl.)
Venus / Aphrodite – Venus, Veneris, f.
victory – victoria, -ae, f.
to vindicate – vindicō, vindicāre, -āvī, -ātum
to visit – vīsitō, vīsitāre, -āvī, -ātum
voice – vox, vocis, f.
W
to wait for, expect – exspectō, exspectāre, -āvī, -ātum
to walk – ambulō, ambulāre, ambulāvī, ambulātum
to wander, make an error – errō, errāre, -āvī, -ātum
to want – cupiō, cupere, cupīvī, cupitum
to want – volō, velle, voluī (irregular)
war – bellum, -ī, n.
to warn – moneō, monēre, monuī, monitum
was / were (being…) – eram, erās, erat, erāmus, erātis, erant
to watch – spectō, spectāre, -āvī, -ātum
water – aqua, aquae, f.
way – via, viae, f.
weapons – arma, armōrum, n. pl.
to wear, bear – gerō, gerere, gessī, gestum
well (adv.) – bene
what? – quid?
358
Cardinal Numbers
1- ūnus –a –um 30 - trīgintī
2- duō, duae, duō 40 - quadraginta
3- trēs, trēs, tria 50 - quīnquaginta
4- quattuor 60 - sexaginta
5- quīnque 70 - septuaginta
6- sex 80 - octaginta
7- septem 90 - nonaginta
8- octō 100 - centem
9- novem 1,000 - mille
10 - decem
11 - ūndecim Ordinal Numbers
12 - duōdecim 1st – prīmus -a -um
13 - trēdecim 2nd – sēcūndus -a -um
14 - quattuordecim 3rd – tertius -a -um
15 - quīndecim 4th – quartus -a -um
16 - sēdecim 5th – quīntus -a -um
17 - septendecim 6th – sextus -a -um
18 - duōdēvīgintī 7th – septimus -a -um
19 - ūndēvīgintī 8th – ōctāvus -a -um
20 - vīgintī 9th – nōnus -a -um
21 - vīgintī ūnus 10th – decimus -a -um
22 - vīgintī duō
… etc
359

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Parent/Guardian Signature, please! Student Signature, please!

Subject – the noun (or pronoun) performing the action

Adjective – a word that describes a noun

Adverb – A word that modifies a verb, an adjective, or another adverb.

Prepositional Phrases – a small phrase, typically tells us where

1st person (I, we)

2nd person (you, y’all) Learn these!

ae – “ai” as in “aisle” ch – “kh” ph – “p” (with extra breath) gn – “ ñ ” (-ny- / -ngy-)

c – always pronounced hard, like “cat”; never soft like an s

Pronounce these words:

saepe = “SAE-peh” (“sae-” is pronounced like the word “sigh” in English)

valēte = “wahl-EH-teh” (pronounce v like a w; no silent e at the end of the word)

1) What is a noun? Answer Bank:

__________________________________________________________ “to + an action,” e.g. “to eat”

a word that tells a location

__________________________________________________________ a word that “adds to the verb”

B. Fill in the chart with English pronouns.

1. Daniel is eating dinner. He is eating dinner.

3. Alyssa likes to read. ________________________________________________

4. The clock is ticking loudly. ________________________________________________

5. Emma and Joe are playing. ________________________________________________

Subject ___________________________________ Is it singular or plural ?

Quiz date: quis? – who? quod – because

puella, genitive:_________________ ______ Grex

casa, _____________________ ______ via, _______________ ______

aqua, ____________________ ______

silva, ____________________ ______

lupus, ____________________ ______ /37

sonus, ____________________ ______

puer, ____________________ ______

ego ________________ illam ________________ nōn _____________

ille ________________ et _______________ illa _____________

illum ________________ quod _______________ sed _____________

cūr? ________________ quis? _______________ quid? ____________

puella, genitive:_________________ ______ Grex

casa, _____________________ ______ via, _______________ ______

aqua, ____________________ ______

silva, ____________________ ______

lupus, ____________________ ______ /37

sonus, ____________________ ______

puer, ____________________ ______

ego ________________ illam ________________ nōn _____________

ille ________________ et _______________ illa _____________

illum ________________ quod _______________ sed _____________

cūr? ________________ quis? _______________ quid? ____________

puella, genitive: puellae or

casa, casae / -ae [ m. f. n. ] via, viae / -ae [ m. f. n. ]

aqua, aquae / -ae [ m. f. n. ]

silva, silvae / -ae [ m. f. n. ]

lupus, lupī or just

puer, puerī [ m. f. n. ] tū - you

ille - he et - and illa - she

illum - him quod - because sed - but

cūr? - why? quis? - who? quid? - what?

have lines over them?”

Quiz date: quis? – who? quod – because

A. Answer the following comprehension questions from Lesson II:

2. What does “lexical form” mean?

3. What are “principal parts”?

____________ _____________ -ī -um _

5. What is the only type of word that can change genders?

fēmīna, fēmīnae, f. – woman

puella, genitive:___________ Grex

casa, ___________ via, _

aqua, ______________

silva, ______________

lupus, ______________ /37

sonus, ______________

puer, ______________

ego ____ illam nōn _

ille ________ et _ illa _______

illum ________ quod _ sed _______

cūr? ________ quis? _ quid? ______

puella, genitive:___________ Grex

casa, ___________ via, _

aqua, ______________

silva, ______________

lupus, ______________ /37

sonus, ______________

puer, ______________

ego ____ illam nōn _

ille ________ et _ illa _______

illum ________ quod _ sed _______

cūr? ________ quis? _ quid? ______

_ -ī -um _

1. III 11. LXXII

1. 8 14. 145 __________

amō, ______, _, ________ Grex

ambulō, _, , ___

audiō, , , __

videō, , , __

sum - _ est - _

es - _ sunt - _

amō, ______, _, ________ Grex

ambulō, _, , ___

audiō, , , __

videō, , , __

sum - _ est - _

es - _ sunt - _