Grammar: modus indicatívus, modus subjunctívus, modus imperatívus, modus infinitívus.
Latin Phrases (scholarship): passim, NB, viz., scil., in re, magna cum laude, non sequitur, erratum.
This document contains a table of contents for a Spanish grammar book that covers topics such as ser and estar verbs, verbs like gustar, hacer expressions, the preterite tense, irregular verbs, direct object pronouns, indirect object pronouns, and the impersonal se construction. The table of contents lists chapter titles and subsections that will be covered in each chapter.
Grammar: oratio recta, oratio obliqua, adverbium.
Latin phrases (law and medicine): alibi, modus operandi, in loco parentis, pro bono (publico), de facto, post mortem , rigor mortis, statim, locum tenens.
Grand review of all the Latin phrases.
The document is a grammar exercise that presents 12 sentences with grammatical errors and asks the user to identify the correctly written sentence. For each question, the user selects an answer and is told if it is right or wrong, with the correct answer then displayed. The exercise covers common grammar issues like subject-verb agreement, misused homophones, comparative structures, and other conceptual errors.
The document discusses adverbs of frequency and provides examples of their use in sentences. It includes a table with common adverbs of frequency and their percentages. Students are asked to complete sentences with the correct adverb of frequency based on the context. Additionally, there are exercises where students unscramble words to form sentences using adverbs of frequency.
This document provides information about adventurers and includes examples of famous adventurers such as Charles Lindbergh, George Mallory, and John Muir. It also contains exercises that ask the reader to match terms with their definitions, people with their accomplishments, idioms with their meanings, and decide if characters in a conversation will win an internet quiz based on their answers. The document covers topics like relative clauses, matching activities, people in history, idioms, and comprehending a conversation.
The document discusses the subjunctive mood in English grammar. It notes there are two forms of subjunctive: the BE-subjunctive and WERE-subjunctive. The subjunctive mood is used to express commands, desires, hypotheses, purposes, doubts or suppositions. Common uses include expressing hypothetical situations with "if" clauses, expressing wishes with "I wish" and expressing volition with "were" in phrases like "If I were...". The document provides examples of different tenses and uses of the subjunctive mood in English.
The document discusses adverbs of frequency and verbs followed by -ing forms. It provides a chart for students to complete with adverbs like always, sometimes, usually, and never. It then lists verbs and has students choose the correct expression like love, enjoy, like, don't mind, don't like, or hate to complete sentences describing frequency of actions.
This document provides information on how to form the passive voice in English. It discusses when the passive voice is used, the structure of passive sentences, conjugations for different tenses including the present simple, past simple, present perfect, past perfect simple, future, and future with "going to". It also provides examples of changing active sentences to the passive voice and vice versa. Modal verbs can be used in the passive voice using the structure of modal + be + past participle.
This document contains a table of contents for a Spanish grammar book that covers topics such as ser and estar verbs, verbs like gustar, hacer expressions, the preterite tense, irregular verbs, direct object pronouns, indirect object pronouns, and the impersonal se construction. The table of contents lists chapter titles and subsections that will be covered in each chapter.
Grammar: oratio recta, oratio obliqua, adverbium.
Latin phrases (law and medicine): alibi, modus operandi, in loco parentis, pro bono (publico), de facto, post mortem , rigor mortis, statim, locum tenens.
Grand review of all the Latin phrases.
The document is a grammar exercise that presents 12 sentences with grammatical errors and asks the user to identify the correctly written sentence. For each question, the user selects an answer and is told if it is right or wrong, with the correct answer then displayed. The exercise covers common grammar issues like subject-verb agreement, misused homophones, comparative structures, and other conceptual errors.
The document discusses adverbs of frequency and provides examples of their use in sentences. It includes a table with common adverbs of frequency and their percentages. Students are asked to complete sentences with the correct adverb of frequency based on the context. Additionally, there are exercises where students unscramble words to form sentences using adverbs of frequency.
This document provides information about adventurers and includes examples of famous adventurers such as Charles Lindbergh, George Mallory, and John Muir. It also contains exercises that ask the reader to match terms with their definitions, people with their accomplishments, idioms with their meanings, and decide if characters in a conversation will win an internet quiz based on their answers. The document covers topics like relative clauses, matching activities, people in history, idioms, and comprehending a conversation.
The document discusses the subjunctive mood in English grammar. It notes there are two forms of subjunctive: the BE-subjunctive and WERE-subjunctive. The subjunctive mood is used to express commands, desires, hypotheses, purposes, doubts or suppositions. Common uses include expressing hypothetical situations with "if" clauses, expressing wishes with "I wish" and expressing volition with "were" in phrases like "If I were...". The document provides examples of different tenses and uses of the subjunctive mood in English.
The document discusses adverbs of frequency and verbs followed by -ing forms. It provides a chart for students to complete with adverbs like always, sometimes, usually, and never. It then lists verbs and has students choose the correct expression like love, enjoy, like, don't mind, don't like, or hate to complete sentences describing frequency of actions.
This document provides information on how to form the passive voice in English. It discusses when the passive voice is used, the structure of passive sentences, conjugations for different tenses including the present simple, past simple, present perfect, past perfect simple, future, and future with "going to". It also provides examples of changing active sentences to the passive voice and vice versa. Modal verbs can be used in the passive voice using the structure of modal + be + past participle.
New microsoft office power point presentationweblogbalqees
The document discusses different aspects of verbs in the simple past tense in English including: 1) using the simple past to describe completed actions in the past, 2) how the past progressive can describe interrupted actions, and 3) how to form questions and negations in the simple past using auxiliary verbs like "did". It provides examples of regular and irregular past tense verbs and links to additional online resources.
This document provides a grammar reference book in Spanish. It includes sections on preterite verbs, demonstrative adjectives and pronouns, ordinal numbers, prepositions, future tense, imperfect tense, possessive adjectives and pronouns, and reflexive verbs. Each section defines the grammar concept and provides examples of its use in Spanish. The book serves as a reference for different aspects of Spanish grammar.
Who wants to be millionaire past tenseVíctor Elías
This document contains a series of questions about verb conjugation and part of speech identification in the past tense. It asks about the auxiliary verb used to form the past tense, the past tense forms of example verbs like "learn" and "burst", and the correct past tense forms of various sentences. It also asks about pronunciation of past tense verb endings.
This document explains the third conditional and how to use it. The third conditional is used to talk about hypothetical situations in the past. It is formed using the past perfect tense (had + past participle) in the if-clause and would have + past participle in the main clause. Examples are provided to show how to transform sentences into the third conditional by using if + past perfect in the if-clause to talk about something that didn't happen in the past.
The document discusses frequency adverbs in English and their usage. It provides examples of common frequency adverbs on a scale from 100% (always) to 0% (never). It explains that adverbs of frequency are placed before the main verb, except with the verb "to be" when they follow it. Examples are given of sentences using frequency adverbs like "always", "never", "sometimes". Further expressions of frequency are discussed that occur at the end of sentences, such as "once a week/month/year", "twice a week", etc.
The document discusses the subjunctive mood in English grammar. It defines the subjunctive mood and covers its uses including:
- Synthetic verb forms of the present, past and perfect subjunctive
- Analytical forms using "should", "would", "may" and "might" plus infinitives
- Uses in simple sentences, conditional clauses, subject/predicate clauses and more
- Differences between British and American usage of the subjunctive forms
The document discusses the Second Conditional and its use for describing unreal or imaginary situations in the future. It provides the structure of the Second Conditional, which uses the past simple in the if-clause and "would" plus the base verb in the main clause. An example is given: "If I won the lottery, I would travel around the world." The Second Conditional is used to talk about situations that are unlikely or impossible.
This document provides a list and definitions of English indefinite pronouns. It includes tables categorizing indefinite pronouns by type (negative, universal, assertive existential, elective existential, other), thing or person, number (singular, plural, singular or plural), and quantifier pronouns (uncountable, countable singular, countable plural). It also notes that indefinite pronouns can function as other parts of speech and that some can be singular or plural depending on context.
The document discusses different ways that the word "like" is used in English, including expressing preferences, describing characteristics of people, comparing similarities between family members, and providing examples using "such as". It provides examples of how to use "like" to say you enjoy watching TV, what food someone wants to eat, describing personality traits of a roommate or family member, talking about physical appearance, and listing hobbies and activities done in free time.
The document discusses frequency adverbs and how they are used to describe how often actions occur. It provides examples of common frequency adverbs like always, usually, often, sometimes, almost never, hardly ever, and never. It explains that frequency adverbs are placed before the main verb in the present simple and after verbs like "to be". The document also discusses using expressions like "how often" to ask about the frequency of actions.
The document provides examples of conditional sentences for practice. It includes exercises using second and third conditionals to complete sentences. It also has examples to choose whether the first or second conditional is being used correctly. The goal is to practice using conditionals in sentences.
The document summarizes the structure and use of the second conditional in English grammar. The second conditional uses past tense in the "if" clause to talk about unreal or hypothetical future conditions, and "would" in the main clause to talk about the possible result. Example sentences are provided to illustrate this structure, including reversing the order of the clauses. Practice sentences are then provided for the reader to practice forming second conditional sentences.
The document discusses the present simple tense and its two main uses. The first use is for repeated or habitual actions, with examples of the forms for "I" and third person singular subjects. The second use is for facts and opinions. Several links are also provided for an English grammar YouTube channel and social media profiles.
The document discusses the different functions of gerunds in English grammar. Gerunds can serve as subjects, objects, and complements of verbs. They can also serve as objects of prepositions. Gerunds can modify nouns and be used after verbs like "go" and "come". They can be used with possessive adjectives and in prohibitions. Overall, gerunds function much like nouns but take a verb form, allowing them to serve various grammatical roles.
The document provides information about conditional sentences in English, including zero, first, second, and third conditionals. It explains the structure and usage of each type of conditional. For second conditionals, it notes they are used to describe "unreal" or imaginary situations in the future, and employ the past simple in the if-clause and "would" in the main clause. Examples are provided such as "If I won the lottery, I would travel around the world." The document also compares the uses of "was" and "were" in conditionals.
The document provides instructions for a learning activity that involves finding words in a word search puzzle and identifying correct and incorrect use of time words and phrases in example sentences. Students are asked to find 10 words in the word search, write R if a sentence using time words is correct or W if it is incorrect and provide the correction. When finished, students are to submit their work through the online platform and leave an optional comment for the instructor. The work will be evaluated on the student's ability to exchange personal information about relevant life events using proper grammar, vocabulary and context.
The document discusses different types of bilingual presentation found in early printed school texts, including:
1) Interlinear translation with Latin above English.
2) Alternating sections of vernacular and Latin text.
3) Source text and translation printed side-by-side in two columns.
It also provides examples of early English translations of works by Terence, the Roman playwright, from the 15th through 17th centuries.
This document provides an introduction to translating Latin verbs from their stem form into English conjugations. It explains that Latin verbs are composed of a stem, tense sign, and personal ending. The tense sign indicates the verb tense (present, imperfect, or future), while the personal ending specifies the person and number. Several examples of full Latin verb conjugations are given with their English translations.
Stage 21 Vocabulary Final With Latin And English Voicebaonyce
This document provides Latin vocabulary words along with their English definitions and derivative English words. Some of the Latin words covered include annus (year), ascendō (rise), barbarus (barbarian), cēlō (hide), circum (around), dēicō (throw down), dūrus (harsh), efficiō (accomplish), extrahō (pull out), fōns (fountain), gravis (heavy), haruspex (diviner), hōra (hour), iubeō (order), morbus (illness), nōnnūllī (some), occupātus (busy), oppidum (town), perīt
Latin has influenced the English language in three main ways:
1. Ancient Anglo-Saxon tribes borrowed Latin words related to trade and new concepts from their interactions with the Roman Empire, such as "vine", "pound", and "mile".
2. When Christianity arrived through Roman missionaries, many Latin religious terms were adopted, like "bishop", "priest", and "monastery".
3. During the Renaissance, Latin scientific and legal terms entered English through literature, including "formula", "maximum", and "jurisprudence". Overall, borrowing words from other languages has enriched the English lexicon rather than harmed it.
Latin I / Intro to Latin: Identifying case (English sentences)polaramy
11 sentences for practice identifying the cases of nouns. If you download the presentation, then you can play as slideshow and the animation will let you see the sentence before giving the answers.
New microsoft office power point presentationweblogbalqees
The document discusses different aspects of verbs in the simple past tense in English including: 1) using the simple past to describe completed actions in the past, 2) how the past progressive can describe interrupted actions, and 3) how to form questions and negations in the simple past using auxiliary verbs like "did". It provides examples of regular and irregular past tense verbs and links to additional online resources.
This document provides a grammar reference book in Spanish. It includes sections on preterite verbs, demonstrative adjectives and pronouns, ordinal numbers, prepositions, future tense, imperfect tense, possessive adjectives and pronouns, and reflexive verbs. Each section defines the grammar concept and provides examples of its use in Spanish. The book serves as a reference for different aspects of Spanish grammar.
Who wants to be millionaire past tenseVíctor Elías
This document contains a series of questions about verb conjugation and part of speech identification in the past tense. It asks about the auxiliary verb used to form the past tense, the past tense forms of example verbs like "learn" and "burst", and the correct past tense forms of various sentences. It also asks about pronunciation of past tense verb endings.
This document explains the third conditional and how to use it. The third conditional is used to talk about hypothetical situations in the past. It is formed using the past perfect tense (had + past participle) in the if-clause and would have + past participle in the main clause. Examples are provided to show how to transform sentences into the third conditional by using if + past perfect in the if-clause to talk about something that didn't happen in the past.
The document discusses frequency adverbs in English and their usage. It provides examples of common frequency adverbs on a scale from 100% (always) to 0% (never). It explains that adverbs of frequency are placed before the main verb, except with the verb "to be" when they follow it. Examples are given of sentences using frequency adverbs like "always", "never", "sometimes". Further expressions of frequency are discussed that occur at the end of sentences, such as "once a week/month/year", "twice a week", etc.
The document discusses the subjunctive mood in English grammar. It defines the subjunctive mood and covers its uses including:
- Synthetic verb forms of the present, past and perfect subjunctive
- Analytical forms using "should", "would", "may" and "might" plus infinitives
- Uses in simple sentences, conditional clauses, subject/predicate clauses and more
- Differences between British and American usage of the subjunctive forms
The document discusses the Second Conditional and its use for describing unreal or imaginary situations in the future. It provides the structure of the Second Conditional, which uses the past simple in the if-clause and "would" plus the base verb in the main clause. An example is given: "If I won the lottery, I would travel around the world." The Second Conditional is used to talk about situations that are unlikely or impossible.
This document provides a list and definitions of English indefinite pronouns. It includes tables categorizing indefinite pronouns by type (negative, universal, assertive existential, elective existential, other), thing or person, number (singular, plural, singular or plural), and quantifier pronouns (uncountable, countable singular, countable plural). It also notes that indefinite pronouns can function as other parts of speech and that some can be singular or plural depending on context.
The document discusses different ways that the word "like" is used in English, including expressing preferences, describing characteristics of people, comparing similarities between family members, and providing examples using "such as". It provides examples of how to use "like" to say you enjoy watching TV, what food someone wants to eat, describing personality traits of a roommate or family member, talking about physical appearance, and listing hobbies and activities done in free time.
The document discusses frequency adverbs and how they are used to describe how often actions occur. It provides examples of common frequency adverbs like always, usually, often, sometimes, almost never, hardly ever, and never. It explains that frequency adverbs are placed before the main verb in the present simple and after verbs like "to be". The document also discusses using expressions like "how often" to ask about the frequency of actions.
The document provides examples of conditional sentences for practice. It includes exercises using second and third conditionals to complete sentences. It also has examples to choose whether the first or second conditional is being used correctly. The goal is to practice using conditionals in sentences.
The document summarizes the structure and use of the second conditional in English grammar. The second conditional uses past tense in the "if" clause to talk about unreal or hypothetical future conditions, and "would" in the main clause to talk about the possible result. Example sentences are provided to illustrate this structure, including reversing the order of the clauses. Practice sentences are then provided for the reader to practice forming second conditional sentences.
The document discusses the present simple tense and its two main uses. The first use is for repeated or habitual actions, with examples of the forms for "I" and third person singular subjects. The second use is for facts and opinions. Several links are also provided for an English grammar YouTube channel and social media profiles.
The document discusses the different functions of gerunds in English grammar. Gerunds can serve as subjects, objects, and complements of verbs. They can also serve as objects of prepositions. Gerunds can modify nouns and be used after verbs like "go" and "come". They can be used with possessive adjectives and in prohibitions. Overall, gerunds function much like nouns but take a verb form, allowing them to serve various grammatical roles.
The document provides information about conditional sentences in English, including zero, first, second, and third conditionals. It explains the structure and usage of each type of conditional. For second conditionals, it notes they are used to describe "unreal" or imaginary situations in the future, and employ the past simple in the if-clause and "would" in the main clause. Examples are provided such as "If I won the lottery, I would travel around the world." The document also compares the uses of "was" and "were" in conditionals.
The document provides instructions for a learning activity that involves finding words in a word search puzzle and identifying correct and incorrect use of time words and phrases in example sentences. Students are asked to find 10 words in the word search, write R if a sentence using time words is correct or W if it is incorrect and provide the correction. When finished, students are to submit their work through the online platform and leave an optional comment for the instructor. The work will be evaluated on the student's ability to exchange personal information about relevant life events using proper grammar, vocabulary and context.
The document discusses different types of bilingual presentation found in early printed school texts, including:
1) Interlinear translation with Latin above English.
2) Alternating sections of vernacular and Latin text.
3) Source text and translation printed side-by-side in two columns.
It also provides examples of early English translations of works by Terence, the Roman playwright, from the 15th through 17th centuries.
This document provides an introduction to translating Latin verbs from their stem form into English conjugations. It explains that Latin verbs are composed of a stem, tense sign, and personal ending. The tense sign indicates the verb tense (present, imperfect, or future), while the personal ending specifies the person and number. Several examples of full Latin verb conjugations are given with their English translations.
Stage 21 Vocabulary Final With Latin And English Voicebaonyce
This document provides Latin vocabulary words along with their English definitions and derivative English words. Some of the Latin words covered include annus (year), ascendō (rise), barbarus (barbarian), cēlō (hide), circum (around), dēicō (throw down), dūrus (harsh), efficiō (accomplish), extrahō (pull out), fōns (fountain), gravis (heavy), haruspex (diviner), hōra (hour), iubeō (order), morbus (illness), nōnnūllī (some), occupātus (busy), oppidum (town), perīt
Latin has influenced the English language in three main ways:
1. Ancient Anglo-Saxon tribes borrowed Latin words related to trade and new concepts from their interactions with the Roman Empire, such as "vine", "pound", and "mile".
2. When Christianity arrived through Roman missionaries, many Latin religious terms were adopted, like "bishop", "priest", and "monastery".
3. During the Renaissance, Latin scientific and legal terms entered English through literature, including "formula", "maximum", and "jurisprudence". Overall, borrowing words from other languages has enriched the English lexicon rather than harmed it.
Latin I / Intro to Latin: Identifying case (English sentences)polaramy
11 sentences for practice identifying the cases of nouns. If you download the presentation, then you can play as slideshow and the animation will let you see the sentence before giving the answers.
The document provides a list of Greek and Latin roots and affixes along with examples of English words that contain each root or affix. It is organized into three lists that group roots and affixes based on their meaning or function. The roots and affixes relate to concepts like earth, measurement, humanity, water, spheres, movement, light, size, heat, and vision. Examples are given to illustrate how each root or affix is used to form English words across various domains like science, technology, and language.
English originated from Germanic tribes invading Britain in the 5th century AD and bringing their Anglo-Saxon language. Over centuries, English absorbed words from Latin during the Roman occupation, Old Norse from Viking invaders, and French following the Norman conquest in 1066. English became the dominant language of Britain and spread worldwide through the British Empire in the 18th-19th centuries, incorporating words from other languages. Today, English has over 1 billion speakers globally and continues to serve as a prominent international language despite having many regional varieties.
English originated from Germanic tribes invading Britain in the 5th century CE and bringing their Anglo-Saxon language, which was influenced later by Vikings, French following the Norman conquest, and other languages through colonization and globalization. It has evolved from Old English to Middle English to Modern English, gaining vocabulary from Latin, Greek, French, and other languages it encountered. Modern English is now spoken by over 750 million people globally and is an official language in multiple countries due to the expansion of the British Empire and influence of the United States.
The document discusses identifying different types of words and phrases, correcting grammatical errors, identifying sentence fragments, and correcting run-on sentences and faulty parallelism. It provides examples of slang words, colloquialisms, Filipino terms, gender bias terms, and cliches. Examples of fragments, run-on sentences, and faulty parallelism constructions are given along with the corrections.
LLPSI Cap. 3, De Pronominibus Interrogativis RelativisqueMagister Saxonides
Lingua Latina Per Se Illustrata
Capitulum Tertium: Pronomina Interrogativa et Relativa
(sermone anglico tractata exemplisque latinis illustrata).
- - - -
Discussion in English of Latin Interrogative and Relative Pronouns.
The document discusses speech act theory, which proposes that language is used not just to inform or describe, but also to perform actions. There are three types of speech acts: locutionary acts (the literal meaning of an utterance), illocutionary acts (the intended meaning), and perlocutionary acts (the effect on the listener). Searle identified five categories of illocutionary acts. Indirect speech acts occur when the sentence structure does not match the intended function, like using a declarative to make a request. Felicity conditions specify when it is appropriate to interpret an utterance as a particular speech act.
Macro pragmatics Austen's speech act and Searle's five majore speech actsSuaad Zahawi
The document discusses speech act theory, which proposes that language is used not just to inform or describe, but also to perform actions. There are three types of speech acts: locutionary acts (the literal meaning of an utterance), illocutionary acts (the intended meaning), and perlocutionary acts (the effect on the listener). Searle identified five categories of illocutionary acts. Indirect speech acts occur when the structure of an utterance does not directly match its intended function, like using a declarative to make a request. Felicity conditions specify when it is appropriate to interpret an utterance as a particular speech act.
This document provides information on adjective clauses and phrases, including:
1) Adjective clauses, also called relative clauses, add information about nouns using relative pronouns like who, whom, which, that, whose, when, and where.
2) Restrictive clauses are essential to identifying the noun, while nonrestrictive clauses provide extra information and use commas.
3) Adjective phrases do not have subjects or verbs and are formed from clauses with subject relative pronouns by deleting the pronoun and verb.
The document discusses active and passive voice in English grammar. It provides examples of sentences written in active voice versus passive voice, and explains how to change an active sentence to passive voice. The key aspects are:
- Active voice has the subject performing the action, while passive voice has the subject receiving the action.
- To change to passive voice, move the active sentence's object to be the subject, place the original subject in a "by" phrase, and use a form of "be" plus the past participle of the main verb.
The document discusses the concepts of presupposition and entailment in language. Presuppositions are assumptions that speakers convey through their use of language, such as assuming information is already known by listeners. Entailments are logical implications that follow from what is directly stated. The key differences are that presuppositions do not change under negation, while sentences rather than speakers have entailments. Examples are provided to illustrate presuppositions conveyed through lexical items, structures, and types of verbs.
The document provides examples of common grammatical errors and how to avoid them, including sentence fragments, sentence sprawl, misplaced modifiers, dangling modifiers, faulty parallelism, unclear pronoun reference, pronoun agreement errors, incorrect pronoun case, omitted commas, superfluous commas, comma splices, apostrophe errors. Each error is explained and an incorrect example is provided along with a revised correct version.
Grammar: modus indicatívus, modus subjunctívus, modus imperatívus, modus infinitívus.
Latin phrases (theater and religion): drámatis personae, alter ego, exit / exeunt, in medias res, ex nihilo, anno domini, bona fide, in memoriam.
The document discusses different types of verbs including action verbs, being verbs, and linking verbs. It provides examples of each type and explains how to identify verbs as action or being. Action verbs express a physical or mental action while being verbs express a state of being. Linking verbs link the subject of a sentence to a describing word. The document provides exercises to identify verbs as action or being in sample sentences and lists of verbs.
The document discusses different types of verbs including action verbs, being verbs, and linking verbs. It provides examples of each type and explains how to identify verbs as action or being. Action verbs express a physical or mental action while being verbs express a state of being. Linking verbs link the subject of a sentence to a describing word. The document provides exercises to identify verbs as action or being in different sentences and determine which sentences contain linking verbs.
This document provides an overview of pronoun agreement. It discusses how pronouns must agree in number (singular or plural) with their antecedents. Some key points covered include: pronouns like "they" are plural while pronouns like "it" are singular; compound subjects joined by "and" are usually plural; indefinite pronouns like "everyone" are always singular; and exceptions involving phrases, conjunctions, and collective nouns. The document concludes with a quick quiz to test the reader's understanding of pronoun agreement rules.
The document discusses presuppositions and entailments. Presuppositions are assumptions that a speaker expects the listener to know, such as implicit meanings conveyed through language. Entailments are logical consequences that follow from what is said. Speakers have presuppositions while sentences have entailments. There are different types of presuppositions including existential, factive, and structural presuppositions. Entailments refer to an implicational relationship between sentences where the truth of one guarantees the truth of the other. Presuppositions remain even when a statement is negated, unlike entailments.
Active voice: A verb is in the Active Voice when its form shows that the person or thing denoted by the subject does something; or, in other words, is the doer of the action.
Passive Voice: A verb is in the Passive Voice when its form shows that something is done to the person or thing denoted by the subject.
Rules (Active to Passive)
Object will be subject
‘be’ verb
Verb (p.p)
Appropriate Preposition
Subject will be object
Object will be subject
‘be’ verb
Verb (p.p)
Appropriate Preposition
Subject will be object
Object will be subject
‘be’ verb
Verb (p.p)
Appropriate Preposition
Subject will be object
Object will be subject
‘be’ verb
Verb (p.p)
Appropriate Preposition
Subject will be object
Object will be subject
‘be’ verb
Verb (p.p)
Appropriate Preposition
Subject will be object
Object will be subject
‘be’ verb
Verb (p.p)
Appropriate Preposition
Subject will be object
Object will be subject
‘be’ verb
Verb (p.p)
Appropriate Preposition
Subject will be objec
This document provides examples and explanations of subject-verb agreement in English grammar. It discusses how to determine if a subject is singular or plural and how this affects verb conjugation. Key points include plural subjects formed from multiple nouns joined by "and", the singular nature of indefinite pronouns, and avoiding agreement errors with interrupting phrases or inverted word orders. Several practice questions with answers are provided to help readers identify errors in subject-verb agreement.
This document provides examples and explanations of subject-verb agreement in English. It discusses how to determine if a subject is singular or plural and how this affects verb form. Key points include plural verbs not ending in "s", conjunctions like "and" making subjects plural, and exceptions with indefinite pronouns which can be singular even if referring to multiple people or things. The document uses examples and a quick quiz to help teach the rules of subject-verb agreement.
This document discusses different types of verbs. It explains that every sentence contains a subject and a predicate, with the verb being the key word in the predicate. Verbs can express either action or being. Action verbs refer to physical or mental actions, while being verbs express a state of being and do not involve action. Some verbs can function as either linking verbs or action verbs depending on how they are used in a sentence. The document provides examples of sentences containing different verb types and asks the reader to identify the verbs.
Similar to Grammar Boot Camp 7 : Grammar and Latin Phrases (20)
Not much new here except the masculine singular personal pronouns _is_ (nom.) and _ejus_ (gen.).
But make sure you've got not only those, down, but everything else!
If you haven't got these forms at your fingertips, you'll be crippled, while if you do have them, you'll know what's going on, will be able to understand and also to express yourself, and you'll get pleasure, enjoyment and satisfaction from the undertaking.
LLPSI, Lectio 3.2: Casus Accusativus (Singulariter) una cum Pronominibus Pers...Magister Saxonides
The addition here in Scæna Secunda is the personal pronouns (pronómina personália). We'll get more of these and have already seen some interrogative pronouns.
Note that everything is in the active voice! Later we'll get to "they are hit by him", but for now it's "he hits them."
Note also that we haven't had anything to indicate any past tense. Think of all of this as taking place "live" and in the present.
And keep repeating, because «Repetíta juvant!»
Capituli Tertii Scæna Prima : Objecta Directa.
Now the endings are getting really, really important!
What's the difference between "Marcus pulsat Quintum" and "Marcum pulsat Quintus"?
With all of the hitting, it seemed like a good time to add some loving. _Amámus_ means "we love." (Sometimes in class we use _vidémus_ "we see".)
For practice on the accusative ad nauseam, see here: http://www.slideshare.net/Saxonides/llpsi-cap-3-de-casu-accusativo-quis-quem-pulsat
Who made who? Who made you?
More genitive forms, now in the plural.
We often talk about the genitive as expressing "possession" or "ownership", and that's okay as a matter of convenience, but "belonging" would be better.
Consider the famous lines, "I am my beloved's, and my beloved is mine: he feedeth among the lilies." The singer is not saying "my lover owns me and I own him," or that either is the other's property, but "each of us belongs to the other."
Likewise, David can be the father *of* Solomon at the same time that Solomon is the son *of* David.
And even when there _is_ a question of property: Sosia is the master *of* Amphitryo at the same time that Amphitryo is the master *of* Sosia.
(Please note that a big number of slaves is many slaves, and vice versa!)
The same three words as before, but with their forms now indicating a different function.
Before, using the nominative case, we just said "this IS an island/river/town." Now with the genitive we're saying "so-and-so is this master OF the island/river/town."
* Note that there's no Latin word here for "of". That idea of "belonging" is all in the ending!
Note also that our book doesn't introduce genitive forms for words of the "oppidum" type, but this is a convenient place for us to do so.
The three men we've picked here to be "domini" are the poets Ovid, Horace and Virgil (of which the greatest is Ovid).
For more on the genitive, see here:
http://www.slideshare.net/Saxonides/plural-nominative-and-genitive-singular-latin-english
and here:
http://www.slideshare.net/Saxonides/llpsi-cap-2-exercitium-de-casu-genetivo-aliud
LLPSI, Lectio 1.2: Casus Nominativus (Singulariter & Pluraliter)Magister Saxonides
A review of Lectio 1.1, plus the new forms.
So far, easy-peasy. These all work the same as vertebra/vertebrae, nucleus/nuclei, bacterium/bacteria.
Please note again that these are still all subjects. When we get these same words, and many others like them, playing different *roles* in their sentences (direct object, indirect object, object of a preposition, et cetera) the *forms* of these words will be different!
We did the Nominative ("he/she/they"), Genitive ("his/hers/theirs") and Objective ("him/her/them") cases in English. Latin is arranged just a little bit differently, but here Latin _Casus Nominativus_ and English Nominative Case are the same!
The three kinds of nouns we'll be dealing with for the first several chapters. Each represents a "type" of noun. And many other nouns will follow the same patterns as these three.
You'll see all three here "in the singular" (singuláriter) and one of them "in the plural" (pluráliter).
You'll notice that each of them is the SUBJECT of its sentence. This is very important, and the *form* that you see each word in also conveys its *function* in the sentence.
The word _pulchra/pulcher/pulchri/pulchrum_ means "beautiful".
Going through this, why do you think I had you learn English words like _stimulus_ and _nucleus_?
Exercitatio de præpositionibus in capitulis quinto et sexto.
Præpositiones nonnullæ atque casus quibus junguntur.
(Erratum typographicum jam correctum'st.)
Lingua Latina Per Se Illustrata. Capitulum Tertium.
Tractatus Brevis et Exercitationes de Objectis Directis et de Casu Accusativo.
Discussion in English and exercises in Latin.
(Word order isn't the most natural Latin one in every slide; on the contrary, I've purposely mixed it up a bit, in order to emphasize the morphology (the forms/endings). Note also that "quis est?" means (as you know) "who is?" There's a slightly different way to say "which one is it?", but we haven't had that, so "quis est?" is fine for now.)
At the end of Latin II in 2013-14's Spring Semester, I had my students answer a questionnaire about what they found most (and least) useful in the class, what we should do more (and what less) of in future courses, and what advice they had both for me and for you.
They spent quite a bit of time with it and gave some thoughtful answers. We looked at this at the beginning of this semester, but I'm posting it here so you can see it again. (Repetita juvant!)
De Casu Nominativo Pluraliter et de Genetivo Singulariter (Latine atque Anglice)Magister Saxonides
Lingua Latina Per Se Illustrata : Capitulum Secundum.
De Casibus Nominativo (pluraliter) et Genetivo (singulariter), exemplis illustrata e sermonibus ambobus (latino anglicoque).
- - -
Discussion in English, with English & Latin examples, of the singular genitive and plural nominative.
This document discusses how the English word "dog" can have different meanings based on context even though it is pronounced the same. It notes that while "dogs" is plural and "dog's" is possessive, they are pronounced the same as "dog". Latin also uses cases like the genitive case to distinguish meanings based on context rather than pronunciation alone. The examples to follow will show how Latin uses the same pattern as English to distinguish meanings of words with the same sounds but different contexts.
This document provides definitions and explanations of linguistic terminology related to phonetics, parts of speech, and grammar. It defines phonetics as the study of speech sounds, and distinguishes between vowels, which are made with vocal chords, and consonants. It also defines other key terms like syllable, noun, number, person, pronoun, preposition, and adjective. The purpose is to introduce basic concepts in linguistics.
Map & Grammar, 1st Day of Grammar Boot Camp.
Four Types of English Nouns: vertebra, nucleus, bacterium, hypothesis.
Three Linguistic Terms: phonética, vocális, consonans.
Five Major Countries: Britannia, Gallia, Germania, Hispania, Italia.
12. Can you think of any English words
that we get from these three roots?
13. Can you think of any English words
that we get from these three roots?
Vide–
14. Can you think of any English words
that we get from these three roots?
Vide–
video (thing you see)
15. Can you think of any English words
that we get from these three roots?
Vide–
Sci–
video (thing you see)
16. Can you think of any English words
that we get from these three roots?
Vide–
Sci–
video (thing you see)
science (how you know)
17. Can you think of any English words
that we get from these three roots?
Vide–
Sci–
–lice
video (thing you see)
science (how you know)
18. Can you think of any English words
that we get from these three roots?
Vide–
Sci–
–lice
video (thing you see)
science (how you know)
license (permission)
47. Objective Case
Set of forms for making an object.
(Direct Object, Indirect Object, or Object of a Preposition)
48. Objective Case
Set of forms for making an object.
(Direct Object, Indirect Object, or Object of a Preposition)
1: me us
2: thee you
3: him/her them
57. Passive:
The Decline and Fall
of the Roman Empire
was written
by Edward Gibbon.
Active:
58. Passive:
The Decline and Fall
of the Roman Empire
was written
by Edward Gibbon.
Active:
Edward Gibbon
wrote
The Decline and Fall
of the Roman Empire.