LLPSI, Lectio 1.2: Casus Nominativus (Singulariter &amp; Pluraliter)

De Aurelii Augustini De beata vita dialogo

Óscar Ramos

Fabulae Syrae

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.

Non...sed conspectus gramaticae et vocabulorum capituli i

Belén Trobajo

LLPSI Cap. 3, De Pronominibus Interrogativis Relativisque

De Schola Loquamur

Familia romana

Clásicas Alagón

La familia romana giraba en torno al paterfamilias, quien tenía autoridad sobre su esposa, hijos, esclavos y clientes. Las mujeres se ocupaban de las tareas domésticas y la educación inicial de los hijos. Los niños recibían su nombre a los 8 días si eran niñas o a los 9 si eran niños, y alcanzaban la mayoría de edad a los 18 años. Los esclavos formaban parte de la sociedad pero sin derechos, y los clientes estaban bajo la protección de otros ciudadanos romanos

Centum vocabula scholaria

Verbum arcanum

Amica PulchriorAntonio G. Amador

Jornada

Este documento describe la vida cotidiana de los griegos y los romanos. Describe las actividades diarias como el desayuno, comidas y cenas típicas, así como banquetes. Los griegos se levantaban al amanecer, desayunaban pan, higos y aceitunas. Pasaban la mañana en el ágora y se dedicaban a diversas ocupaciones. Cenaban pescado, verduras y fruta. Los romanos también se levantaban temprano y desayunaban pan, queso y fruta antes de ir a trabajar.

El mundo clásico: Grecia

Óscar Ramos

Colloquium Tertium. Lingua Latina per se Illustrata

LLPSI Cap 10 gramm

Vocabula cap. xvi

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LLPSI, Lectio 3.2: Casus Accusativus (Singulariter) una cum Pronominibus Pers...

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!»

LLPSI, Lectio 3.1: Casus Accusativus (Singulariter)

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?

LLPSI, Lectio 2.2: Casus Genetivus (Pluraliter)

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!)

LLPSI, Lectio 2.1: Casus Genetivus (Singulariter)

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 Cap. 6, De Præpositionibus Casibusque

LLPSI Cap. 3, De Casu Accusativo (Quis Quem Pulsat?)

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.)

LLPSI : Lectio 2.2.25-52 (Dominus, Domina, Ancillae Servique)

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Advice from Latin II to Latin I

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!)

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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.

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