Chapter 7 Datives
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This document discusses the dative case in Latin grammar. It provides the endings for words in the dative case and explains that the dative case is used for indirect objects. Indirect objects receive the action of the verb and are typically used with verbs of giving, showing, telling, or doing. Examples in both Latin and English are given to illustrate sentences containing indirect objects.
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A complement is a word or group of words that completes the predicate of a sentence. There are four main types of complements: predicate nominative, predicate adjective, direct object, and indirect object. A predicate nominative renames or identifies the subject and follows a linking verb. A predicate adjective modifies the subject and also follows a linking verb. A direct object receives or shows the result of an action verb. An indirect object indicates "to whom" or "for whom" and precedes the direct object after an action verb.
Spanish grammer book
The document is a table of contents for a Spanish 3 grammar book. It lists and briefly describes various grammar topics that will be covered in the book, including conditional verbs, perfect tenses (present, past, irregulars), subjunctive, impersonal "se", commands (formal, informal, irregulars), pronoun placement, nosotros commands, mono verbs, subjunctive triggers and irregulars.
Verbs verbsverbs
There are two main types of verbs: action verbs and linking verbs. Action verbs express physical or mental actions while linking verbs express a state of being and link the subject to a describing word. Some verbs can function as either main verbs or auxiliary/helping verbs. Whether a verb is transitive or intransitive depends on if the action passes from the subject to a direct object.
Kinds of verb final demo
This document provides information about different types of verbs in English grammar. It defines and gives examples of dynamic verbs (showing continued or progressive action), stative verbs (describing a state rather than an action), transitive verbs (having a direct object), intransitive verbs (not passing action to an object), and linking verbs (connecting a subject to a predicate without expressing action). It also discusses the differences between dynamic/stative verbs and presents progressive/simple verbs. Several exercises are included to identify verb types in sentences.
Indirect Objects Embed
Indirect objects identify who or what receives the direct object of a sentence. They usually appear with verbs of giving or communicating, such as give, bring, tell, show, take, or offer. To identify the indirect object, find the direct object and then ask "to whom/for whom" is the direct object being verb-ed. In the example sentence "The boy gave Suzy apple baby food", the direct object is "apple baby food" and the indirect object is "Suzy", as she is the one receiving the food.
Basic grammar
This document provides a short guide to English grammar, defining key terms like parts of speech, clauses, phrases, and verb tenses and aspects. It explains that a word can be divided into a stem and inflections, and a sentence contains a subject, predicate, object, and possibly complement. There are two types of clauses - principal and subordinate. Parts of speech include nouns, articles, verbs, adverbs, prepositions. Verbs are classified by tense, aspect, voice, and mood.
Basic grammar gr8 ambitionz
This document provides a short guide to English grammar, defining key terms like parts of speech, clauses, phrases, and parts of a sentence. It explains nouns, verbs, adjectives, adverbs, pronouns, prepositions, conjunctions and their functions. For example, it states a noun is a "name" and denotes things or ideas. A verb expresses an action, with tense, aspect, voice and mood. Overall, the document serves as a basic introduction to grammatical concepts and terminology.
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Chapter 5 Roman Housing
Roman housing varied depending on wealth and social class. The wealthiest had villas, which could be modest homes or sprawling estates. Domus were single-family townhouses with rooms centered around an atrium and garden. Most Romans lived in insulae, crowded multi-story apartment buildings prone to fires and collapse. Common rooms included the atrium for receiving guests, tablinum for work, peristylium courtyard, and triclinium dining room. Interiors featured frescoes and mosaic floors while exteriors were plain for security.
Chapter 5 Roman Housing
Roman housing varied depending on wealth and social class. The wealthiest had villas, which could be modest homes or sprawling estates. Domus were single-family townhouses with rooms centered around an atrium and garden. Most Romans lived in insulae, crowded multi-story apartment buildings prone to fires and collapse. Common rooms included the atrium for receiving guests, the tablinum home office, peristylium courtyard, and triclinium dining room where three people reclined on couches. Interior walls featured frescoes and mosaic floors depicted nature scenes or mythology.
Chapter 5 Roman Housing
Roman housing varied depending on wealth and social class. The wealthiest owned villas, which could be modest homes or sprawling estates. Domus were single-family townhouses with rooms centered around an atrium and garden. Most Romans lived in insulae, crowded multi-story apartment buildings prone to fires and collapse. Common rooms included the atrium for receiving guests, the tablinum home office, peristylium courtyard, and triclinium dining room where three people reclined on couches. Interior walls featured frescoes and mosaic floors depicted nature scenes or mythology.
Chapter 4 The Roman Family
The Roman family consisted of more than just parents and children. It included slaves, freedmen, and other clients under the control of the paterfamilias, or father of the family. The paterfamilias owned all property and made legal and religious decisions for the family. Children could be denied or sold by their father. Slaves could be freed or buy their freedom, becoming freedmen who still relied on their former master. Education differed by gender and class, with wealthy boys receiving schooling while girls learned domestic skills.
Chapter 8 Roman Clothing
The basic Roman garments were tunics for both men and women. Tunics were long wool shirts that fell below the knee. Senators' tunics had purple stripes while equestrians' (knights) had narrow purple stripes. The toga was the sign of Roman citizenship and was worn draped over the left shoulder. Women wore stolas over their longer tunics and also wore palla shawls. Children wore simple belted tunics and boys had tunics with garnet stripes. Romans wore similar footwear like calcei sandal-shoes outdoors and solea or socci slippers indoors. Most Roman men had short hair and were clean shaven while women had elaborate ha
Chapter 6 Roman Foods and Dining
Wealthy Roman men would recline on couches to eat dinner parties consisting of 3 courses - an appetizer, main dish, and dessert. The appetizer may have included eggs, lettuce, or shellfish served with mulsum wine. The main dish featured meat like chicken, duck or fish as beef was reserved for work. Popular vegetables included artichokes, carrots and beans. Dessert was typically fruit and cakes. Food was cut bite-sized since forks weren't used, and dining was followed by drinking and entertainment. Certain foods modernly associated with Italy like tomatoes and pasta were not consumed.
Chapter 7 Roman Baths
Roman public baths were an important social institution where people would go to bathe, exercise, and socialize. There were separate facilities for men and women. Small baths were called balnea while larger more luxurious ones were known as thermae. The Romans improved upon Greek baths by adding underfloor heating systems called hypocausts to warm the rooms. Bathers would progress through different temperature rooms, starting with warm tepidarium, then hot caldarium, and finishing with a cold plunge in the frigidarium. Seneca complained the nearby baths were very noisy with people exercising and getting massages.
Chapter 6 Roman Foods and Dining
Wealthy Roman men would recline on couches to eat dinner, called a cena. A cena was a 3 course meal consisting of an appetizer called a gustus, often including eggs, lettuce or seafood. The main course featured meat like chicken or fish but little beef. Popular vegetables included artichokes and peas. Dessert, called secunda mensa, usually involved fruit. Food was cut bite-sized since forks weren't used. Romans also ate quick, light breakfasts and lunches but could get hot fast food from thermopolium restaurants. They did not eat foods like tomatoes, pasta, potatoes or many fruits we enjoy today.
Chapter 6 Roman Foods and Dining
Wealthy Roman men would recline on couches to eat dinner, called a cena. A cena was a 3 course meal consisting of an appetizer called a gustus, often including eggs, lettuce or seafood. The main course featured meat like chicken or fish but little beef. Popular vegetables included artichokes and peas. Dessert, called secunda mensa, usually involved fruit. Food was cut bite-sized since forks weren't used. Romans also ate quick, light breakfasts and lunches but could get hot fast food from thermopolium restaurants.
Chapter 17 Future Perfect Tense
The document discusses how to form the future perfect tense in Latin. It is formed in three steps: 1) find the perfect stem by removing the -i from the third principal part, 2) add "eri" to the perfect stem, and 3) add the personal endings. It provides examples of conjugating regular verbs like amo and duco in the future perfect. It also notes that the future perfect is always translated to English using "will have" and gives examples of translating conjugated verbs into English. Finally, it states that while sum and possum are irregular, their future perfect forms are still regular.
Chapter 17 future perfect tense
The document discusses how to form the future perfect tense in Latin. It is formed in three steps: 1) find the perfect stem by removing the -i from the third principal part, 2) add "eri" to the perfect stem, and 3) add the personal endings. It provides examples of conjugating regular verbs like amo and duco in the future perfect. It also notes that the future perfect is always translated to English using "will have" and gives examples of translating sample conjugations. Finally, it states that while sum and possum are irregular, their future perfect forms follow the typical pattern.
Chapter 17 Future Perfect Tense
The document discusses how to form the future perfect tense in Latin. It is formed in three steps: 1) find the perfect stem by removing the -i from the third principal part, 2) add "eri" to the perfect stem, and 3) add the personal endings. It provides examples of conjugating regular verbs like amo and irregular verbs like sum and possum in the future perfect. The future perfect is always translated to English using "will have".
Chapter 17 pluperfect tense
The document discusses how to form the pluperfect tense in Latin. It is a 3 step process: 1) find the perfect stem by removing the -i from the third principal verb part, 2) add "era" to the perfect stem, 3) add the personal endings used in the imperfect tense. It provides examples of forming the pluperfect of amo, duco, moneo, capio, sum and possum and notes that the pluperfect is always translated to English using the word "had".
Chapter 17 Pluperfect Tense
The pluperfect tense in Latin is formed in 3 steps: 1) Find the perfect stem by removing the "-i" from the 3rd principal verb part. 2) Add "era" to the perfect stem. 3) Add the personal endings used in the imperfect tense. The pluperfect is always translated to English using the word "had", such as "amaveram" meaning "I had loved". Even irregular verbs like "sum" and "possum" follow these steps to form the pluperfect.
Forming the pluperfect
The pluperfect tense in Latin is formed by taking the perfect stem of the verb, adding "era" to the stem, and then adding the personal endings. The perfect stem is formed by taking the third principal part of the verb and removing the "-i". The pluperfect is always translated to English using "had". It is formed regularly even for the irregular verbs "sum" and "possum".
Chapter 17 pluperfect tense
The pluperfect tense in Latin is formed in 3 steps: 1) Find the perfect stem by removing the "-i" from the 3rd principal verb part. 2) Add "era" to the perfect stem. 3) Add the personal endings used in the imperfect tense. The pluperfect is always translated to English using the word "had", such as "amaveram" meaning "I had loved". Even irregular verbs like "sum" and "possum" follow this formation pattern to create their pluperfect forms.
Chapter 12 3rd Person Pronouns
This document reviews the use of third person pronouns in both Latin and English. It provides charts showing the third person singular and plural pronouns and their case forms. It explains that the case of a pronoun is determined by its use in the sentence and that pronouns must agree with their antecedents in gender and number. Examples are given to illustrate how the pronouns are used as subjects, direct objects, indirect objects, and with prepositions.
Chapter 14 Demonstrative Pronouns
Demonstrative pronouns must agree with the noun they modify in gender, number, and case. To choose the correct demonstrative, determine the gender, number, and case of the noun and find the matching demonstrative on reference charts. The charts show the singular and plural forms of hic, haec, hoc and ille, illa, illud and their translations, with endings that follow typical declension patterns. Examples demonstrate using the right demonstrative based on agreement with the modified noun.
Chapter 12 1st and 2nd Person Pronouns
This document discusses the use of pronouns in Latin and English. It notes that pronouns replace nouns and must agree with their antecedents in gender and number. The case of a Latin pronoun is determined by its use in the sentence. Charts are provided for 1st and 2nd person Latin pronouns showing their forms in the nominative, genitive, dative, accusative, and ablative cases. Examples are given to illustrate how the Latin pronouns translate the cases in a similar way to English, with the nominative as subject, genitive for possession, dative for indirect object, and accusative for direct object.
Chapter 8 Neuter Nouns
This document discusses neuter nouns in Latin. It notes that there are three genders including masculine, feminine, and neuter. For neuter nouns, the nominative and accusative cases are always the same, and the plural ending is -a. It then provides examples of second and third declension neuter nouns, showing their case endings. Key neuter nouns discussed include donum, arma, bellum, corpus, carmen, iter, mare, and opus.
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Chapter 7 Datives
- 2. Formation of the dative The endings for words of the Dative Case are in the table below: Remember, just add these endings onto the base of the noun.
- 3. The dative case is used for Indirect Objects Indirect objects are words that tell TO WHOM or FOR WHOM something is given, shown, told, or done. You will ONLY have an indirect object when you have an action verb and a direct object. Not all sentences with direct objects have indirect objects, but all sentences with indirect objects must have a direct object.
- 4. examples You should look for indirect objects in sentences with verbs of: givingshowing telling doing I gave the boy the book. I showed the boy the game. I told the boy the story. I poured the boy a drink.
- 5. Indirect objects in latin When you see a word in the Dative Case in Latin in a sentence with a verb of giving, showing, telling, or doing, it is most likely an indirect object. Homo pueripecuniamdedit.
- 6. Translation of the dative The easiest way to translate the dative case is to use the English words “to” or “for.” In English this will look like a prepositional phrase, but that’s ok. It clearly shows a dative in Latin.
- 7. Translation of the dative Take a look at the sentence from before: Homo pueripecuniamdedit. The man gave money to the boy. This sentence could also be translated as: The man gave the boy the money.
- 8. recap When the main verb in a sentence is a verb of giving, showing, telling, or doing AND you have a direct object in a sentence, LOOK for an indirect object!