TOPIC ONE

Introduction. The writing systems of Greek and Latin. Verbs: concord of person
and number. A working vocabulary of Greek and Latin verbs
1.1

Practise the letter shapes below (particularly the lower case forms) and
their sounds.

1.2

Do you recognize these words? Pronounce them first, then write the
English equivalent:

1.3

Here is a list of proper names: the names of Greek gods and goddesses.
Say them aloud (the smooth and rough breathing marks are important)
and practise writing them in Greek.

1.4

Pronounce these Latin phrases:

et ctera; ad nauseam; uice uers; Ilius Caesar; tempus fugit

1.5

Identify the person and the number of the pronoun subject in each case
below. Note any cases in which the verb is inflected. If the subject is
singular, make it plural (retaining the same person), or vice versa.
I do all the work.
He has all the fun.
She washes the dishes.
He reads a book.
They leave it all to me.
They make a mess.
You ignore my pleas. (singular or plural?)

Remember! A subject need not be a pronoun. The following subjects are nouns
(we discuss nouns in Topic 2):
The children watch TV.
Bruno watches the tennis.
Note that two nouns (or two pronouns) may stand as the subject of the one
verb.
Bruno and Marieke watch the news every evening.
He and I help each other with the exercises.
1.6

1.7

Sometimes we use person and number to serve special purposes. Contrast

the following:
i)

You are unwell today.

Your Majesty is unwell today.

ii)

I am unable to agree with what the reviewer says.

The present writer is unable to agree with what the reviewer says.

Read aloud. To identify person and number, separate the stem from the
ending. Give the English equivalent:
a)
b)

1.8

Read aloud and give the English equivalent:

1.9

(a) Give the appropriate form for all persons, singular and plural (i.e.
conjugate):

(b) Give the Greek equivalent: I go; he pursues; we flee; they hear.

1.10

1.11

Read aloud. Separate stem from ending. Identify person and number.
Give the English equivalent:
a) amant

ammus

amtis (now give the singular forms)

b) clmus
uocmus

clmat
habmus

specttis
sumus

spects
timet

port
est

(a) Give the appropriate form of the verb in Latin for all persons,
singular and plural (i.e. conjugate the verb in the present tense):
carry

fear

shout

hide

(b) Give the Latin equivalent:

we love
I hide

they call
he shouts

we fear
they have
you (s) watch you (pl.) fear.

WEEKLY ASSIGNMENT 1
A.

Use what you know about the morphology of the verb in the present tense
in Greek and Latin to identify the verb (or verbs) in each of the following
sentences. Answer the following questions:
What person and number are indicated by the ending of each
verb?
What is the dictionary form of the verb?
What is its stem?
Do not attempt to translate. Note that there may be more than one verb in
a sentence.

coquum et seruum uident.

serua cibum magn diligenti parat.

ad Larem appropinquat senex et supplicat.

dant mihi multum unguentum.
dominum hodi multum uex.
B.

Conjugate (in the present tense), underlining the ending in each case:
cl

C.

Change these verb forms from singular to plural:

spects
D.

habe

clmat

Give the Greek for:

We flee; she pursues.
We run; he goes.
You (singular) hear; they look.
I have.

E.

time

Give the Latin for:

We carry and she watches.
You (plural) love.
He shouts; I am afraid.
You (singular) conceal and they fear.
I have.

uoc

TOPIC TWO
The analysis of a sentence: subject, verb, direct object, indirect object,
complement, and adjunct. The nominative, accusative, and dative cases of nouns
in Greek and Latin
2.1

Find the subject in the following sentences. Is it a noun or a pronoun?

Rosa hurries to class.
On windy days children become restless.
We leave the cheesecake on the table.
He and I will set it up.
The man devouring the grapes hasn't paid for them.
The tickets you will find on the dresser.
The woman in the foyer asks for our passes.

2. 2

Complete the following sentences, using either a noun or a pronoun (and

identify the part of speech (in this case, noun or pronoun) which you have
chosen):
I encourage
Nina meets
The electorate prefers
Marieke finds
He wraps

2.3

Identify subject and direct object in the following:

Fire destroyed the building.
The old man and his dog attacked the intruder.
Charles bought the tickets yesterday.
We saw nobody.
I hit him. He hit me.

2.4

Now try these sentences. Find the subject and the direct object (if there is
one) of the verbs underlined. Identify the transitive and the intransitive
verbs:
(a) The Treasurer urges a new policy.
(b) But his proposal lacks an essential ingredient.
(c) His argument misses the point.
(d) We greet the announcement cautiously.
(e) The strategy fails.

2.5

Identify subject and complement in the following:

Rosa is a microbiologist.
Bruno remains her closest adviser.
She seems a good student.
They become friends.

2.6

Consider the nouns/pronouns underlined. What role does each play in its
sentence? Is it a direct object, an indirect object, or a complement?
She tells us a fascinating story.
Bruno lends Rosa his binoculars.
Marieke sends her mother flowers.
He brings us some posters.
Bernard is telling you the truth.
Charles becomes chairman of the board.
Marieke makes Bruno a cake.

2.7

Comment on the grammar of the pronouns in the sentences below:

Stephen took Rosa and I to a dance.
Bruno gave Marieke and I a sharp look, then he left.
The whole event caused my friend and me a great deal of anxiety.

2.8

Read the following partial sentences aloud. How do the underlined word
groups relate to each other as subject, object, or complement?
Remember, the endings are important!

2.9

Identify case and number of the nouns in the sentences below; then
translate. Note the use of the movable on the verbs in some sentences
below.

2.10

The dative case in Greek. The verb

means 'I give'. It appears in
each of the following sentences. Translate them!

2.11

How do the following nouns relate to each other as subject and object?
Translate these partial sentences.
seru cibum . . .
flium seru . . .
flius equum . . .
dominus flium . . .
equum amc . . .
amc dominum . . .

2.12

Translate the following sentences, identifying the case of each noun as you
go. Note whether each form is singular or plural.
seru parant cibum.
Lucius et Sextus amcos uocant. (Lucius and Sextus are Roman names for boys and men.)
seru timent flium.
flius uocat amcum.
flios uocmus.
amcus flium clat.
equum amci spectant.
seru sunt amc.
cibum flis dat seruus.
seru dant filis equs.
dominus flis equum dat.
cibum serus dtis.

WEEKLY ASSIGNMENT 2
A.

Give case (subject, direct object, indirect object, complement) and

number (singular or plural) of the words underlined:
1.
2.
3.
4.
5.
6.
7.

B.

The excavators find human remains.

They call the police station.
The sergeant conducts an investigation.
The process lasts over six weeks.
They give our office a report.
The document is a summary of their findings.
The report gives us proof of foul play.

Write the nominative, accusative and dative forms, singular and plural, of
the following nouns (on stem and ending see 2.8):

10

C.

Complete the following sentences by choosing the correct word from the
selection in brackets. Then translate each sentence:

D.

Write the nominative, accusative and dative forms, singular and plural, of
the following words (on stem and ending see 2.10):
amcus

E.

flius

equus

cibus

Translate the sentences below into English and, separately, indicate the
case and number of each of the underlined words:
dat equs serus.
time domins.
flium et seruum uoc.
cibum parat seruus.
specttis amcs.
Marcus et Sextus equum clant. (Marcus and Sextus are Roman names for boys and men.)

11

TOPIC THREE
More on nouns: possession; gender; modifiers and determiners
3.1

In the following examples note how in English we indicate plurality and

how we indicate possession. (These are translations or paraphrases from
translations of Homer's Iliad.)
Aurora had put out the night's starry fires, and the sun's rays had dried the
frosty grass.
With the gods' grace I ask you to be my escort until I reach Achilles' shelter.
I put my lips to the hands of the man who has killed my sons.

3.2

Use the word in brackets to supply a possessive (that is, you will write the
word in brackets in the genitive case), then translate:

amcum ....... cl. (Marcus)

seru equs ....... spectant. (Sextus)
amcum ...... am. (flius)
cibum ...... par. (dominus)
amcs ...... time. (seruus, but plural number)
3. 3

Look at the new nouns in the vocabulary list for this topic, then identify
the case and number of the following noun forms:

un
3.4

fminae

cnsilia

ancillrum

uiam

Complete the following sentences, using an adjective (it will be in the

predicative position):
Rosa is . . . .
Nina feels . . . .
Bruno becomes . . . .

12

Now complete these sentences using an adjective in the attributive

position:
Marieke feeds her . . . dog.
Bruno goes into the . . . room.
These . . . events exhaust me.
3.5

In the first three sentences of the passage below a number of modifiers

and determiners have been underlined. Identify each word-type and the
noun or pronoun to which it refers. In the case of modifying adjectives,
note whether each one is attributive or predicative. Then complete
reading the passage and locate all the words functioning as modifiers or
determiners and identify them as above.
His life was eventful, say the bones of this skeleton. He was about thirty-seven
years of age when he died. Three missing front teeth suggest a fight. An
abnormal lump in the femur of his left leg tells of a wound, possibly by a
stabbing, that penetrated to the bone and caused a blood clot that ossified. The
femur has a rounded shaft, which indicates much exercise and good nutrition.
(adapted from National Geographic 165 no. 5 [May 1984] 573)

3.6

Identify the case and number of each noun below (top line), locate the
adjective (lower line) which refers to it, then build a phrase which
includes article, noun and adjective, on the model of:

Translate the following, noting the agreement of noun and adjective (and
paying special attention to the use of the definitie article in combination
with
and
in sentences 3 and 4):

13

3.7

If you were to attach the adjective bonus bona bonum to each of the
following nouns, what information (about case, number, gender) should
its ending convey? What would be the form of the adjective in each case?
uiam
serus

cnsilia
un

domins
fminam

equs
ancills

cibum
cnsilis

Translate the following sentences:

unum est bonum.
uia longissima est.
seruus parat cibum optimum.
Marcus et Sextus paucs equs habent.
optimum cnsilium meum clmus.
equs mes timet ancilla.
uide equum meum.

WEEKLY ASSIGNMENT 3
A.

Use the passage below as your source of examples for this exercise, in
which you are asked to find:
a) two instances of an indefinite article
b) an example of the possessive case
c) six examples of an attributive adjective
d) one example of a demonstrative
e) one instance of a noun being used adjectivally
f) a quantifier.
In each case give the noun phrase in which each example occurs, and
underline the form required.
By the time the Ulu Burun ship sank in the 14th century BC, a vast trade network was well
established among racial and linguistic groups centred on the Mediterranean, from subtropical
Africa and the Near East to northern Europe. The loss represented by this wreck is revealed in
the great distances the cargo was transported by land and sea before being loaded aboard for
the voyage.
Ore for the ship's copper ingots almost certainly was mined on the island of Cyprus, believed
to be ancient Alashiya. Yet the distinctive shape of the ingots, with four 'legs' or handles, may
represent Near Eastern influence. The only known casting mould for such shapes was
excavated at a ruined palace near the ancient city of Ugarit on the Syrian coast.
(adapted from National Geographic 172 no. 6 [December 1987] 699)

14

B.

Complete each sentence, using the adjective in brackets. Remember that

it must agree with the noun it modifies in number, gender and case.

seruus est .......

uia est .......
uia est .......
ancillae sunt .........
cnsilium meum est .........
amc ...... clmant.
C.

Complete each sentence using the noun supplied, in the genitive case; then
translate into English (using apostrophes in the appropriate places):

equs .... specttis.

ancills .... uocmus.
seruus .... parat cibum optimum.
unum ...... est optimum.
D.

(bonus)
(longus)
(longissimus)
(optimus)
(bonus)
(meus)

(seruus, singular)
(femina, plural)
(dominus, singular)
(dominus, plural)

Translate into Greek only the phrases underlined (taking care with the
word order!):
The slaves' horse runs away.
The messenger's task is to address the citizens.
The man's horses are fine animals.
The men's slaves stay in the houses.

E.

Translate into Latin only the phrases underlined:

The handmaiden's food is excellent.
The slave's horse is not strong.
The friends' plans are a secret.
The master's excellent wine is not for you.

15

TOPIC FOUR
The adjunct: adverbial and prepositional phrases. The ablative case in Latin
4.1

(a) Locate the adverbs in the following sentences. Note whether each one
modifies an adjective, a verb, or another adverb.
He participates actively.
They soon learn new skills here.
Today it is markedly different.
I rely on him more now.
If you can do this, you can do that easily.
Put it here, if you can find the space.
Bruno waits impatiently in the crowded terminal.
(b) Supply an adverb to modify
(a) the following adverbs:
well, diligently, easily
(b) the following verbs:
swims, administers, volunteers
(c) the following adjectives: great, cool, awesome

4.2

Locate the adverb in the following sentences. What word does it modify?
Translate.

cibum bene parant seru.

clmus cnsilium. nunc timmus.
bene labrant fli domin. (optime)
hc labr. hc cibum par.

16

4.3

Locate the prepositions in the passage below, noting the noun(s) which
each one governs, and the relationship which the prepositional phrase
bears to the rest of the sentence.
In the first years in the second half of the eighth century, Eretria participated as actively as any
city in Greece in the newly expanding contact with the wider world. Close links were built
with the trading post at Al Mina in Syria, and a colony established on Ischia in the Bay of
Naples. The Eretrians soon learned new skills from their foreign contacts . . . .
(adapted from B.Rubens and O.Taplin, An Odyssey round Odysseus, 1989, 35)

4. 4

Distinguish between the prepositional meanings underlined:

He dives into the water. He is in the water.
He fell onto the floor. He is on the floor.
The plane leaves from Sydney.
The sword is made from bronze.
Bruno waits by the bicycle rack.
It was written by a distinguished poet.

4.5

(a) Find the preposition. What is the case of the noun it governs?
Translate the prepositional phrase.

(b) Complete the pattern established below with the adjective

and complete corresponding noun phrases with
appropriate part of
:

Now make these forms plural!

and the

17

4.6

Consider the phrases below in terms of case usage:

in camer; in absenti; in loc parentis; in uitr; ex librs; deus ex mchin; ex
cathedr

4.7

(a) Find the preposition. What is the case of the noun it governs?
Translate the prepositional phrase.
cibum in culn parmus.
in culnam cibum portat ancilla.
culn festnant seru.
seru sunt in camp.
ancills in ui uidmus.
(b) Complete the pattern established below with the adjective
longissimus-a-um and complete a similar set of noun phrases with each of
the nouns provided below:
in longissim ui

in . . . uiam

. . . ui

culna
campus

WEEKLY ASSIGNMENT 4
A.

Identify in the passage below all the prepositional phrases and all the
adverbs.
Write out each prepositional phrase in full.
Which noun phrase does each of the prepositions govern (see 4.3.1)?
What word does each adverb modify (see 4.1.2)?
Think carefully about what you are doing (the tasks are different!)
In a bowl melt the chocolate and the butter over barely simmering water, stirring
occasionally. Beat the eggs thoroughly with an electric mixer. Add the sugar gradually. Beat
the mixture for five minutes. Add the chocolate mixture and the almonds chopped finely. Into
the bowl sift the flour, the baking powder, and the salt; beat the mixture and fold the
raspberries gently into it. Spread the mixture evenly in a springform pan and bake in a
moderate oven for 40 minutes.

18

B.

Break each sentence below into its component parts, and label subject,
direct object, indirect object, complement, possessive, prepositional
phrase, adverb, verb. Not all sentences will contain all these grammatical
entities.
Remember that a word in the accusative case may be either the direct
object of a verb or it may be part of a prepositional phrase - that is, an
adjunct. A word in the genitive case may be possessive or be part of a
prepositional phrase.
FINALLY, TRANSLATE!

in camps sunt equ bon.

in campum festnant fminae.
unum seru et ancillae in culn clant.
cibum flis in culn nunc par.
flis domin unum dtis.
C.

Translate into Greek:

We run into the village.
They are in the village.
They go out of the village.
She is in the village.
You (pl) hear.
The horses run well.

D.

Translate into Latin:

You (s) are in the field.
We hurry out of the field.
She hurries into the kitchen.
They hurry out of the kitchen.
The slave calls the women.
You (pl) have friends here.

NB: (s) = singular; (pl) = plural.

19

TOPIC FIVE
The passive transformation. Impersonal verbs
5.1

Active or passive voice?

This delightful little wine impresses our friends.
The doctor examines the injured bystanders.
Bruno is impressed by the soprano's performance.
This music drives us mad.
The management looks into the matter.
The matter is investigated by the fraud squad.
Some of them resent his behaviour.
You are advised to wait.
I am persuaded to stay.

5.2

Express the following sentences in the passive voice, using first the direct
object and then the indirect object as the new subject.
The manager shows us a room.
The staff sends the manager a letter of protest.
The waiter offers me a drink.
He offers me a drink.
My mother sends me flowers.
Bruno gives Marieke something useful.

5.3

Relate subject to verb ending in the following.

cibus seru ......tur.

fli fmins ........ntur.
cnsilium bonum serus .......tur.
dominus ab ancills .......tur.
fli equs ........ntur.

20

5.4

The first sentence in each pair is active. The second sentence, a sentence
in the passive voice, offers the same facts as the active sentence above it.
Translate each pair of sentences.

cibum fminae parant.

cibus fmins partur.
seru flis seruant.
fli serus seruantur.
fmina cibum fli dat.
cibus fli fmin dtur.
amc fmins optims amant.
fminae optimae ab amcis amantur.
seru flis et amcs spectant.
fli et amc serus spectantur.

5.5

Translate the first sentence of each pair into English and the second
(which is not a translation of the first) into Greek.
.
The horses are being set free.

The horses are being set free by the slaves.

The messenger is being sent into the village by the men.

The cloak is now seized by the schoolteacher.

The horse is provided for the teacher by the maiden.

21

5.6

A narrative (but hardly a story). Translate it into English!

dominus m uocat. dominus serus et ancills uocat. uocantur seru et ancillae.
festntur in culnam. hc cibus partur. spectmus. cibum optimum in culn
uidmus. cibum et unum domin portmus. optim seru sumus.

WEEKLY ASSIGNMENT 5
A.

Change the following sentences from the active into the passive voice.
Underline the agent in your new sentence.
Rosa sends Bernard a final plea.
Bernard resists her proposal.
He sends her a formal letter.
He chooses a new business partner.

B.

Identify (by underlining) the passive verbs in the following sentences.

Then express each sentence in the active voice.
Schliemann's work at Troy is continued by a German archaeologist.
A large building is uncovered by the excavators.
Ground plans are drawn by the surveyors.
The finds are recorded by his assistants.
They are given a great deal of responsibility by their supervisors.

C.

Identify the subject and the agent (if there is one) of these sentences, and
give the person, number, and voice of the verb. Then translate each
sentence.

unum fli domin in culn partur.

fmin uocmini.
fli ab ancills clantur.

22

cibus serus porttur.

ancillae seru spectantur.
D.

Write these sentences in Greek:

The teachers are now sent into the village.
It is raining. The slaves offer the men the beautiful cloaks.
The messengers' horses are set free by slaves.

E.

Write these sentences in Latin:

There is thunder. The slaves are called by the handmaiden.
The handmaidens are hidden in the kitchen.
The master's sons are carried by the slaves.

F.

Write a sentence in Latin, and provide a translation for it in English.

G.

Write a sentence in Greek, and provide a translation for it in English.

These composition exercises will appear in the weekly assignments from this
point onwards. Your sentence must be complete (i.e. it must have a finite verb)
and it must be accurately expressed and accurately translated. Beyond this, you
may use any points of grammar and vocabulary that you like. You may restrict
yourself to the grammar and vocabulary that we have already covered in this
course, or you may consult dictionaries and grammar books to produce a more
complex sentence. If you opt for the latter, you must be confident that you know
how to use this new grammar and vocabulary.

23

TOPIC SIX
Types of sentences 1 (statements, questions, commands); negation. Aspect in
Greek
6.1

Statement, question, or command?

We wake every morning at 6.00.
Switch on the lights.
I can't come now.
Don't go!
Can I help you?
Bruno has brought Marieke a gift?
This is malicious gossip.
Where do you keep the tissues?

6.2

Make the following sentences negative. Translate the Greek and Latin
sentences into English:
Marieke meets some old friends.
We fly out before 6.00 in the evening.
The graduate students work in this room.

ancillae in culn labrant.

equ sunt in camp.
cibus serus partur.
6.3a

Translate into Greek:

The horses do not run.
The messengers are not clever.
No one goes out of the village.
They hear nothing/They don't hear anything.
The shouts are never heard.

6.3b

Translate into Latin:

The slaves are not very good.
They do not like the handmaiden.
The slave never gives food to the handmaiden.
The horses are not in the field.
I never see the handmaiden.

24

6.4

Contrast the sentences within the clusters below. Some are simple
enquiries; others reveal positive orientation.
Are you going?
labrsne?
;
You like your job, don't you?
;
nnne seru dominum timent?
You feed the birds, don't you?
nnne est in culn seruus meus?
;
;
;
nnne optimae sunt ancillae?

6.5

Translate into English:

;
;
;
;
;
;
;
quis est in culn?
quid uids in camp?
cr festns? cr tims amcum?
quand cibum domin ds?
quot sunt equ? quot sunt ancillae?

6.6

Translate into English (noting the number of addressees):

man! festin! d! not bene!
in culn mante!
in culnam festinte!
dte cibum amc me.

25

WEEKLY ASSSIGNMENT 6
A.

Restructure the statement below to express four WH- questions in which

you seek information
a) about the subject
b) about the direct object
c) about the two adjuncts
That is, your first question will contain a question word to replace the subject of the sentence;
your second will contain a question word to replace the direct object; and your third and
fourth will replace each of the adjuncts.

On Tuesday Bruno finds a spacious apartment by the lake.

B.

All the sentences below are interrrogative. Some of them expect a positive
answer, others are simple enquiries. Translate each sentence into English.
Where the question has a positive orientation, supply the answer which
the speaker expects to hear (in English).
;
labratne ancilla?
;
;
nnne cibum in culinam portat ancilla?
;
nnne tims?

C.

Translate into Greek:

Why do you (s) run?
When does she go?
What do they look at now?
Flee! (pl)
Pursue (pl) the slaves!

D.

Translate into Latin:

When do you (pl) work in the kitchen?
How many horses do we see in the field?
Hurry! (pl)
Work (s) well!

E.

Make each of the sentences below negative. For each of the Greek and
Latin sentences, provide a translation of the new sentence.
Marieke hesitates.
Stop!
Bruno watches.

26

in perculum fminae festnant.

uocant amcos fli.
flius meus ancillam amat.

F.

Write a sentence in Latin, and provide a translation for it in English.

G.

Write a sentence in Greek, and provide a translation for it in English.

Before you submit your assignment, check over all your work carefully:
Do your verbs correspond with the English/Latin/Greek original in person and
number?
Have you been accurate in translating singular and plural nouns?
Have you used breathing marks where appropriate? And iota-subscripts?
Check prepositional phrases: have you used the appropriate case after each
preposition?

27

TOPIC SEVEN
Types of sentences 2 (wishes); the optative in Greek; the subjunctive in Latin
7.1

Compose wishes (varying your forms of expression) to address the

following circumstances:
wanting the rain to stop
waiting for a bus
a sneeze

7.2

Look at the optative sentences below. Identify whether each is a simple

wish (with future reference) or an unfulfilled wish (with present or past
reference)?
I wish we had gone.
I wish you were here.
I hope you will stay.
Would that he were alive now.
We hope that you will be happy.
Hopefully the car will be ready at 4 o'clock.
I wish I had brought an umbrella.
I wish the weather were warmer.
If only they hadn't done it.

7.3

Note the introductory word, and the verb form (in the optative mood).
Now translate into English:

7.4

Translate into Greek:

Hopefully they will hear the voice.
I wish I could have the horse.
I hope I will go.
I hope the girl will listen.
May she not run away.

7.5

Note the introductory word and the form of the verb (subjunctive mood).
Now translate:

28

utinam seru labrent.

utinam seru cibum parent.
utinam fbulam narrs.
utinam amics uidemus.
utinam n equs timeam.
7.6

Supply the verb in the subjunctive mood:

Hopefully my son will have a good horse.
Utinam flius meus equum bonum ...... .
I hope the women will avoid the danger.
utinam fminae perculum ...... .
Would that our sons would hurry.
utinam fli ...... .
I wish you (pl) would tell some stories.
utinam fbuls ...... .
I wish they would give the woman food.
utinam cibum fminae ...... .

WEEKLY ASSIGNMENT 7
A.

Identify the wishes below as

(1) simple with future reference or
(2) unfulfilled with (a) present reference or
(b) past reference:
I wish they were here.
May he rest in peace.
I wish that they had helped me.
I hope that you will help me.
I wish you had told me this before.
If only you had remembered!

B.

Translate into English these wishes for the future:

29

utinam cibum optimum parent ancillae.

utinam amcs bons habeat flius meus.
utinam percula uitmus.
utinam n timeam equs.
C.

Translate into Greek:

I hope he will go.
I wish that they would send the ships.
I hope that they won't seize the gifts.

D.

Translate into Latin:

If only the friends would stay here.
I hope they will hurry.
I hope that the handmaidens will have food.

E.

Revision (see 6.5.1-3)

Command another person, in Greek, to:
provide a cloak
set free the horse
send the friends
go
look
Command another person, in Latin, to:
tell a story
look at the women
call the slave
hurry into the kitchen
work well

F.

Write a sentence in Latin, and provide a translation for it in English.

G.

Write a sentence in Greek, and provide a translation for it in English.

Check your work!

Check in particular the agreement of subject and verb, singulars and plurals,
breathing marks!

30

TOPIC EIGHT
The verb and its modifications 1: prepositional extensions and prefixes. The
notion of tense; the aorist in Greek; the perfect tense in Latin
8.1

Examine the following sentences. Identify the base verb in each sentence.
How has its meaning been extended?
He reappears.
Turn off the light!
We put up with him for a whole week.
We import all our essentials.
The solicitor draws up a contract.
Look out for the truck!
He undoes his tie.
Now fold in the raspberries.
Marieke foresees problems.

8.2

Deduce the meaning of the following verbs with prepositional prefixes,

using the vocabulary given:

cum
pr
ad

inuoc
exspect
8.3

on, against, over

around
away from
together with, completely
in front of, forth
towards

uoc
add

cnseru
pruoc

Put into the simple past tense:

He works hard.
She prefers the new Honda.
He spends all my money.
She travels to Rome.
He knows you.
They refer to you often.
She bites into the focaccia.
Make these new past tense sentences negative.
Now make them interrogative.

conclm

31

8.4

Which augmented aorist stem belongs with which dictionary form?

8.5

Write in the aorist (all persons, singular and plural):

8.6

Give the English equivalent of the following:

8.7

In the sentences below substitute

the verbs from present to aorist:

(then) for

(now) and change

Now make the sentences (a) negative and (b) interrogative.

8.8

Give the perfect stem of :

labr
pugn

festn
seru

cl
time

exspect
uide

uoc
clm

32

8.9

Write in the perfect tense (all persons, singular and plural):

cl

8.10

time

Give the English equivalents of:

labruit
uocuit
seruu

8.11

sum

clurunt
pugnuimus
conuocuimus

clmuistis
seruuistis
festinauisti

Substitute tunc (then) for nunc (now) and convert the verbs in the
sentences below into the perfect tense:
ancills in culn nunc uidmus.
fli domin in forum nunc festnant.
fbuls flis mes nunc nrrat ancilla.
serus et ancills in culnam nunc conuoc.
Now make these new sentences (a) negative and (b) interrogative.

WEEKLY ASSIGNMENT 8
A.

For this exercise you will need to use a dictionary which gives information
about the derivation of English words, such as The Concise Oxford
Dictionary.
Separate each of the words below into prefix and base verb (in each case
the base word is derived from a Latin verb) and identify the essential
meaning of each component. Then give the meaning of the word as a
whole as it is used in English:
remit

B.

inscribe

prescribe

Form a phrasal verb which extends the meaning of each of the following
base verbs. Put the phrasal verb into a sentence which will illustrate its
use.
stand

C.

produce

branch

make

take

What are the past tense forms of:

bend
slide

kneel
shoot

bring

teach

go

33

D.

(i) Change each of the following verbs to the Greek aorist/Latin perfect,
retaining person and number:

labrs

clmat

dant

nrrtis

exspect

(ii) Change each of the following past tense forms to the present, retaining
person and number:

festnuit

E.

furunt

mnsisti

uitui

labruistis

(i) Translate into Greek:

I fled out of the village.
The slave seized the messenger.
They did not pursue the men and the girls.
Did you (pl) hear the girls' shouts?
Who dismissed the messenger?
The messenger is dismissed by the schoolteachers.

(ii) Translate into Latin:

We worked well in the kitchen.
I got (some) food.
We waited for the master's son.
I didn't avoid the dangers.
When did you see the slaves on the road?
The wines are carried into the kitchen by the slaves.

F.

Write a sentence in Latin, and provide a translation for it in English.

G.

Write a sentence in Greek, and provide a translation for it in English.

Don't forget to check your work!

34

TOPIC NINE
The verb and its modifications 2: verb groups; periphrastic auxiliaries. The
imperfect and future tenses in Greek and Latin
9.1

The sentences below are in the simple past tense. Use the appropriate part
of the auxiliary have and the past participle of the simple verb to produce
a sentence in the present perfect. Note the change in the meaning of the
resulting sentence.
He forgot my name.
They tore their jeans.
They chose a new pair.
She worked for three hours.
We wrote a letter of appreciation.
She showed them to me.
I spoke to the supervisor.
Can these sentences be expressed in the present perfect? Why not?
He took me to lunch last week.
He forgot his lunch yesterday.
He came five minutes ago.

9.2

Underline each verb or verb phrase which refers to past time in the
passage below. Identify each of the underlined verb phrases as either past
simple, present perfect, or past progressive.
Swift-footed Achilleus answered him: 'Glorious son of Atreus, most acquisitive of all men,
how shall we give you a prize? We do not know of any stores of common treasure anywhere.
We have divided up what we took at the sacking of cities . . . .'
So he spoke, and anger came over the son of Peleus. He was in two minds, whether to draw
his sharp sword and kill Agamemnon, or to restrain his heart. While he was pondering this in
his heart and his mind, and was pulling his great sword from the scabbard, Athene came down
from heaven. She came up behind him and caught Achilleus by his yellow hair. Achilleus
started and looked around, and immediately recognized Pallas Athene - there was a fearful
gleam in her eye . . . .

(Adapted from Homer, Iliad 1.121ff. [tr. Hammond])

9.3

Write in the imperfect indicative active, all persons, singular and plural;
give the meanings for the 1st and 2nd persons singular:

35

9.4

Parse the following verbs. Give person, number, tense, voice, mood,
dictionary form:

9.5

Translate each sentence, then write it in the imperfect tense. Now

translate again.

9.6

Write in the imperfect indicative active, all persons, singular and plural:
porto

9.7

mane

Parse the following verbs. Give person, number, tense, voice, mood,
dictionary form:
uocbant
udit

9.8

cl

clmbmus
portbtis

cluit
nrru

Translate the following sentences. Write them in the imperfect tense. Now
translate again.
aquam et unum in culnam port.
in uill manmus. percula uitmus.
Marcus amcs in uillam conuocat.
nntis in for exspectmus.

9.9

uidet
festns

Write the future indicative active of:

Give the meanings of the 1st and 2nd persons singular.

36

9.10

Add the word

(tomorrow) to the following sentences, and adjust
the tense of the verb:

9.11

Parse the following verbs. Give person, number, tense, voice, mood, and
dictionary form:

9.12

Write the future indicative active, all persons, singular and plural, of:
labr

9.13

clm

uide

Add the word cras (tomorrow) to the sentences below. Adjust the verb,
and translate.
ancillae aquam portant.
festnant in forum.
fbulam flis fmina nrrat.
serus dominus in culnam conuocat.

9.14

Parse the following. Give person, number, tense, voice, mood, and
dictionary form:
clbunt

clbant

clurunt

clant

spects

spectuist

spectbis

spectbs

37

WEEKLY ASSIGNMENT 9
A.

Give the progressive counterpart of each of the following verbs,

maintaining the same tense:
Bruno reads The Canberra Times.
Bruno read The Canberra Times.
She always drinks tea.
I will mark assignments this weekend.

B.

Give the past simple (Topic 8) and present perfect (Topic 9) counterpart
of the following verbs:
Marieke works for IBM.
Bruno goes to bed early.
Who makes breakfast?
She writes to her father.

C.

Identify the tense of the verb in each of the following sentences, and its
aspect (simple, progressive, or perfect).
She was crying.
He leapt back quickly.
The Union is pressing for child-care facilities.
Our representative will visit your company this week.
She will be applying for the scholarship next year.
A molecule of water has two atoms of hydrogen and one atom of oxygen.
Our regular window cleaner has gone to Bali.
Marieke always speaks like that.

D.

Parse the following verbs, giving person, number, tense, voice, mood, and
dictionary form:

labrbis
uidbmus
E.

clmurunt
uocant

Translate into English:

dominus flis ambat.

uocmur
timbam

portte
amtur

38

flius meus serus in culnam conuocbit.

fminae manbant in uill.
nntis exspectbam.
nntios in ui ud.
F.

Revision (passive voice; possessive word order in Greek; prepositions;

agreement of adjectives)
Translate into Greek:
The horses are seized by the girls.
The girls' horses are set free by the clever slave.
Translate into Latin:
Excellent stories are told by the women.
Is the wine being carried into the kitchen by the handmaidens?

G.

Write a sentence in Latin, and provide a translation for it in English.

H.

Write a sentence in Greek, and provide a translation for it in English.

39

TOPIC TEN
The verb and its modifications 3: modal auxiliaries. The infinitive. Verbal
adjectives: the present participle in Greek and Latin; the gerundive in Latin
10.1

In the following sentences underline the verb phrase (or group),

identifying the modal auxiliary and the infinitive:
You may not see her again.
I can hardly wait.
We will be there.
I can even on a morning like this go without breakfast.
He should be here now.
She must have finished by now.

10.2

Translate into English:

;
manre nn possunt.
spectre potestis.
festnre possum.
potestne nntius percula uitre? potest.
10.3

Identify the participle:

Driving to the coast we saw three accidents.
She is the girl wearing the red shoes.
There he is, sitting by the window.
Tasting the soup, she decides to add some salt.
The teacher, not knowing who was to blame, kept all the students back.

10.4

Reshape these sentences, which contain either infinitives or participles, so

as to:
(a) render them stylistically more acceptable or
(b) disambiguate them:
It's impossible to completely understand his explanations.
Upon landing at the quay, the little town presented a strong contrast in styles.
Walking down Bentham Street, the IGA supermarket is one of the most
impressive in town.
'A rare yellow-browed warbler made a fatal navigational error when it flew
thousands of kilometres from Siberia to England recently. Stopping to feed in
a garden in South Tyneside, a sparrow-hawk swooped, caught and ate it.'
(The Canberra Times 10.10.91, 3)

40

10.5

a) Note the construction of these partial sentences and translate (the noun
is in every case nominative singular; the participle agrees with that noun):

b) Now analyse the sentences below in grammatical terms before

translating (the participal phrase is in bold):

10.6

a) Translate the following partial sentences:

Marcus bene labrns . . .
ancilla in culna labrns . . .
fmina cibum parns . . .
flius domin in uillam festnns . . .
b) Now analyse the sentences below in grammatical terms before
translating:
flius domin in uillam festnns perculum nn uituit.
fmina cibum fli parns in culn labrat.
Marcus amcs exspectns festnat in forum.
cnsilium clns nntius in uill dominum exspectuit.
ancilla dominum timns bene labruit.

10.7

Translate literally first, then express these sentences in natural English:

fbulae sunt nrrandae.
aqua in uillam portanda est.

41

seru domin timend sunt.

cnsilia flirum sunt clanda.
nntius est exspectandus.
domin timend cibum bonum par.
percula uitanda uide.

WEEKLY ASSIGNMENT 10
A.

(i) Compose four sentences in which you combine the following four
modal auxiliaries with the infinitive of the verb shown in brackets:
For example: can (buy): You can buy all the chocolate you want here.
must
can
may
will

(restore)
(succeed)
(complete)
(venture)

(ii) The sentences below each contain a finite verb (NB: modal verbs may
be finite verbs) and an infinitive (infinitives depend on finite verbs).
Identify the finite verbs in the following sentences and note which of these
is followed by an infinitive (and identify the infinitive as well):
She tried to pay for her ticket.
You ought to tell someone about that.
That course happens to be very interesting.
I can't believe it.
The next few weeks might be quite enjoyable.
B.

Translate into Greek:

They can run.
Are you (pl) able to flee?
Don't run away (s)!

C.

We cannot go.
Flee (s)!

Surely you (pl) can stay?

He can work, can't he?
You (pl) can watch

Can she work?

They can't stay.

Translate into Latin:

Can you (s) watch?
Surely they can work?
Hurry (s)!

D.

She can't watch.

You (s) can go, can't you?

Translate the following sentences into English:

42

E.

Translate the following sentences into Latin:

Fearing the master the slave works well.
Hastening into the forum the master sees his friend.
The woman preparing the food in the kitchen looks after my son.
The slaves are being called by the handmaidens. (Voice!!)

F.

Translate the following sentences into English:

in culn mane cibum parns.
nnne in forum festinns dominus perculum uitbit?
ancillae seru unum portandum dant.
dominus Marc equum curandum dat.
equus Marc et fli me est dandus.

G.

Write a sentence in Latin, and provide a translation for it in English.

H.

Write a sentence in Greek, and provide a translation for it in English.

43

TOPIC ELEVEN
Complex sentences 1: clauses as adjectives and adverbs
11.1

All these sentences are complex sentences. Underline the verb (or verb
group) and its subject in each clause.
When I hear Bruno's name I always think of Traditional Grammar.
Things were rather dull after Bruno left.
I know him but I can't remember his name.
I'll have champagne, since we're celebrating.
I will be surprised if he knows me.
After the cleaning lady slipped away, we noticed the broken windowpane.
If you need any help, tell me.
He became quite angry and demanded an explanation.
We must hurry if we want to get there before the start of the film.
Even if we do more than 80, we shall be late.

11.2

Return to the sentences above and identify (i) the conjunction and (ii) the
type of clause.

11.3

Complete the sentences below, using the cues provided:

She will go . . .
(temporal clause).
She is worn out . . .
(causal clause).
He has done it . . .
(concessive clause).
She will not do it . . .
(conditional clause).
He fights . . .
(comparison).
Will you help me . . .
(temporal clause)?
Go now . . .
(causal clause).
Hopefully they will come . . . (temporal clause).

11.4

Translate the following sentences, in which the subordinate clause is in

bold.
fminae in uill manent quod flis exspectant.
ubi in forum festnbam Marcum ud.
seruus ubi dominum exspectbat fbulam flis nrruit.
in uill manbam quod tonbat.
in uill manb quod equs magns time.

44

11.5

(a) Using the relative pronoun, combine the pairs of sentences below to
produce a single, complex, sentence:
She recommended a book. The book was unobtainable.
He took two photographs. He gave the photographs to me.
The relative pronoun refers back to an antecedent. You will generally find the
antecedent in the previous clause.
She was wearing an elegant silk dress. I had never seen the dress before.
(b) Choose the correct form:
The woman (whose, who's) at the desk is Marieke's mother.
I want five volunteers (whose, who's) name begins with 'J'.
The man (who, whom) you see over there is an old friend.
He (who, whom) works hard is always rewarded.
Bruno, with (who, whom) I travelled in Europe two years ago, is fluent in
Italian and German.
There are twenty people in our office, of (which, whom) two are males.
(c) Underline the relative clause. Circle the relative pronoun and connect
it with its antecedent. What is the function of the relative pronoun in its
own clause? Insert commas where necessary.
Jupiter and Mercury who were travelling on earth amongst mortals looked for
somewhere to stay.
The gods who were in disguise found all houses closed to them.
Baucis and Philemon whose resources were meagre took them in.
They offered a meal to the gods who appeared to be strangers from
another
land.
The gods were delighted with the hospitality that they received from these two
simple peasants.
The peasants whom the gods rewarded generously were amazed.

11.6

(a) Analyse the antecedent of the relative pronoun; then translate the
partial sentences below:

45

(b) Translate the following sentences, in which the relative clause is in

bold:

11.7

Supply the form of the relative pronoun that (which) is needed. Explain
the reasons for your choice. Then translate:
ancilla (who) cibum parat est optima.
equ (which) sunt in camp sunt equ Marc.
amcus (whom) in for uide est flius Marc.
fminae (whom) in culin uidmus sunt ancillae.
amci (whom) clbmus percula timbant.
nntius (who) in uill nunc manet in forum festnbit.

11.8

Translate the relative clauses into Latin:

dominus flis (who work well) amat.
fmina flis (whom she loves) fbulam nrrat.
fminae (who remain in the villa) nntium exspectbant.
nntis (whom I saw on the road) aquam ded.

46

templum (which we see in the forum) est magnum.

WEEKLY ASSIGNMENT 11
A.

Analyse each sentence below, identifying principal and subordinate

clauses. In both clauses label the subject and verb (verb group) and,
where applicable, the direct or indirect object, complement, and adjunct.
I am going, because I don't like arguments.
You can do that if you try.
Because the soloist was ill, they cancelled the concert.
If you don't believe me, what can I do?
Although they have searched everywhere, they have found nothing.

B.

Rewrite the sentence, underlining the subordinate clause, before you

translate it into English:

in uill manbunt fli quod amcs exspectant.

clmuit fmina quod percula uitre nn potest.
ubi tonat for festnnt.
utinam serus uideam qu unum et aquam portant.
fmina quam in for uidmus percula magna uituit.
serus qu bene labrbant dominus pecniam dedit.
C.

Translate into Greek:

When the messenger's friends were running away, they seized the messenger's
horses.
The girls are pursuing the slaves who have their (use definite article) cloaks.
They heard the voices of the men whom we were pursuing.

47

D.

Translate into Latin:

When I saw my sons I hurried.
I shall give money to my sons because they have worked well.
The woman whom you were looking at in the kitchen is Flauia.
The wines which you saw in the forum are now being carried into the country
house.

E.

Write a sentence in Latin, and provide a translation for it in English.

F.

Write a sentence in Greek, and provide a translation for it in English.

48

TOPIC TWELVE
Complex sentences 2: clauses as nouns. Indirect speech
12.1

Using the verb of speaking as an introductory verb, convert the following

direct statements into indirect statements. That is, the direct statement
will become a subordinate noun clause, dependent on the verb of
speaking.
'Marieke is fainting,' I observe.
'Bruno is taking guitar lessons,' Marieke says.
'They are eating all the pizza,' he protests.
Note now the effect of a change in person:
'I live here,' he explains.
'I am tired,' she complains.
'You're crazy,' she says (to me; to him).
Now restore the indirect statements below to direct speech:
He tells me that I am spending too much money.
Marieke says that Bruno is about to buy a dog.
Bruno points out that buying a dog is Marieke's idea.
Socrates says that he is a citizen of Athens.

12.2

What would be the equivalent in direct speech? Are you dealing with an
indirect statement, command, or question?
I tell him that he is the best man for the job.
I tell him to go at once.
I ask him whether he is ill.
I say that we have guests staying with us.
We ask them whether they are vegetarians.
I tell Bruno to buy plenty of fruit.
I ask whether raspberries are available at the moment.

12.3

Translate each of the statements below. Then, using the verb in

parentheses, turn the direct statement into an indirect statement.

49

12.4

Compose indirect statements using dic and the direct statements below:
fmina labrat.
dic fmina.. labr.. .
ancilla optima est.
dic ancill.. optima. .... .
ancillae optimae sunt.
dic ancill.. optim.. .... .
seruus bene labrat.
dic seru.. bene labr.. .
Marcus in forum festnat.
equus est in camp.
nntius in uillam festnat.
seru in culn manent.
nntius perculum uitat.

12.5

Underline the indirect statement in the sentences below; then translate

into English:

dic Marcum in for nunc esse.

ancills in culn esse put.
dic dominum in culn manre.
equs in camp esse putmus.
dominus putat serus unum in culnam portre.
12.6

Translate into Greek:

12.7

I think that the messenger is here.

I say that the slaves are fleeing.
I think that the teacher is in the village.
I say that the teachers are in the village.
We think that the messengers are going onto the boat.
I say that the girl is providing cloaks for the messengers.
Translate into Latin:

50

I say that the horses are in the field.

I think that the slaves are in the kitchen.
We think that the handmaidens are excellent.
We think that the slaves are excellent.
I think that Marcus is remaining in the forum.
I say that the slaves are shouting.
He thinks that the handmaidens are working. They are not working; they are
watching the slaves.
She thinks that her son loves the handmaiden.

WEEKLY ASSIGNMENT 12
A.

Turn the sentences below into indirect speech, using the verb in
parentheses:
'They will provide excellent horses.' (We think)
'Will you send cloaks to the ships?' (I inquire)
'Have you summoned the handmaidens?' (We ask [him])
'The messengers are not here.' (They report)
'These are extraordinary sentences.' (Bruno remarks)

B.

Using the sentences below, produce an indirect statement, introduced by

the word in parentheses. Translate the complex sentence which you
produce.

Marcus in for est. (put)

ancillae dominum timent. (dic)
templum magnum est. (putant)
amcus Marc in uill manet. (dic)
seru aquam et unum comparant. (putmus)

C.

Translate into Greek:

51

He thinks that the girls are pursuing the slaves' friends.

I say that the friends of the slaves are in the village.
I think that the girls are providing excellent cloaks for the men.
I say that the messengers' cloaks are in the village.
We think that the teachers are setting free the men's horses.
D.

Translate into Latin:

I think that the woman is excellent.
She thinks that the slaves are calling the handmaidens together.
She thinks that a slave is in the kitchen.
I say that the handmaidens are avoiding the danger.
The woman thinks that her son is watching the horses.

E.

Translate the following sentences into English (for participles, see 10.1214):

serus conuocns fmina uill festnat.

fmina e uill festnans serus conuocat.
putns serus in camps labrre dominus uill festnre potest.

F.

Write a sentence in Latin, and provide a translation for it in English.

G.

Write a sentence in Greek, and provide a translation for it in English.

Now check your work!

Check case, number, agreement, tense, possessives, use of prepositions, and
breathing marks.

52

TOPIC THIRTEEN
The structure of discourse: sentential adverbs. The particles in Greek
13.1

Identify the sentential adverb. What sort of sentence(s) might precede the
sentence given below?
My car, therefore, is off the road.
Bruno, however, will stay in Athens.
Moreover, he insulted her.
Furthermore, you have not submitted this week's assignment.
I wish, in conclusion, to thank the President.

13.2

Identify the sentential adverb (in Greek known as the particle), then
translate:

13.3

Supply a particle to link these sentences:

13.4

Identify the sentential adverb and translate:

Marcus amcs exspectat. amc enim pecniam comparurunt.
ancillae domin sunt optimae. bene enim laborurunt. seru tamen nn sunt
bon.
Marcus in forum festnat. amc enim Marcum hc exspectant.
templum quod est in for nunc spect. templum tamen quod est in camp cras
spectb.
dominus timet. putat enim percula magna esse.

53

13.5

Below are pairs of sentences. Use a sentential adverb to show the

relationship between each of the sentences within each pair:
ancills conuocuist. serus nn conuocuist.
labrurunt bene. dominum timbant.
cibum et unum nntis dab. cibum nn habent.
flium domin in for Marcus exspectat. flius domin in uill manet.
dic nntium in uill esse. nntius nn est in uill. est in for.

54

OPTIONAL REVISION EXERCISES

REVISION ONE (Topics 1-4)
1.

Verbs, present time

a) Review
Now conjugate

b) Review am (-a- stem), habe (-e- stem)

Now conjugate cl, port, time
2.

Nouns
a) Review
Now decline

,
,

Identify case and number:

,
,
,

,
,

b) Review seruus, unum and fmina

Now decline flius, ancilla, cnsilium
Give case and number: dominum, cib, fminam, fli, serus, fminrum,
ancillae, un, ui
3.

Possession
Revise the word order for possessive phrases in Greek (Topic 3)
a) On the model of

b) Give the Greek for:

the messenger's tasks
the men's tasks
the slaves' tasks
the messengers' tasks

(the slave's tasks), translate:

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c) On the model of cnsilia serurum try:

the slave's food
the handmaiden's food
the son's food
the women's food
4.

Add the adjective to each noun in the sentences below:

a)

b) bonus

5.

equus est ...

equum uide.
equs spect.
cibum serus d.
cibum fmins dmus.

Prepositions
Review the prepositions set out in Topic 4 and complete the phrases below,
using the noun provided (in the appropriate case):

uia
campus
6.

in the village into the villageout of the village

on the boat
onto the boat
out of the boat
on the road
onto the road
out of the road
in the field
into the field
out of the field

Translate into Greek:

The slaves pursue the horse into the village.
The slave is in the village.
The slave hears the noise in the village.
The slave's horses are on the ship. They are on the ship.
The slaves' tasks are few.

7.

Translate into Latin:

The women are in the kitchen.
The master's slaves hurry into the kitchen.
My slaves hurry out of the kitchen.
We hurry into the field.
She hurries into the kitchen. Good food is here.

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REVISION TWO (Topics 5-7)

1.

Statements
Make these statements negative (using

2.

or

), then translate:

Questions
Translate the following questions:
;
;
;
;
Translate into Greek:
Who hears the noises?
When does he go into the village?
Why does the messenger look at the girl?
What do you have? I have gifts for my girl.

3.

Commands
Translate and then make plural:

Translate:

Make the above sentences negative.

4.

Wishes
Express the sentences of 3 (above) as wishes for the future. (They will all be
second person wishes: "Go!" becomes "I wish you would go.").

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5.

Statements
Make these sentences negative using the words provided, then translate:
flis domin spect. (nn)
dominus serus in culn spectat. (numquam)
cibus flis ab ancills partur. (nn)
labrant bene seru me. (nn)

6.

Questions
Translate into Latin:
What do I see in the kitchen? Who prepares good food?
How many horses do you see? I am afraid of horses.
When do we see the master? I am not afraid of the master.
Why do they shout? I don't see the danger.
Who is telling the story? It is an excellent story.
Translate:
dsne unum fli domin?
habsne equs optims?
uoctisne m?
fminsne in ui uidtis?
festnantne seru in culnam? Cr festnant?
uidentne dominum?

7.

Commands
Give the imperative forms (s) and (pl) of:
cl

par

port

uit

Command another person, in Latin, to:

prepare the food
look at the horse
hurry
work

8.

Wishes
Express the ideas given above as wishes for the future. ('Prepare the food!'
will become 'I wish you would prepare the food.').

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9.

Passive voice
Review passive voice forms (Topic 5).
(a) Conjugate in the present tense, passive voice

(b) Translate into Greek:

The girls are sent by the man.
The cloaks are offered to the men by the girls. The horses are seen in the
village.
(c) Conjugate in the present tense, passive voice:
uide

time

cl

(d) Translate into Latin:

Women are loved by their sons.
Good stories are told by good slaves.

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REVISION THREE (after Topic 10)

1.

Analysis of sentences
a) Analyse the following sentences into (where appropriate) subject, object,
indirect object, complement, adjunct, verb.
b) Parse each verb (give person, number, mood, tense, voice, and dictionary
form).

timbmus dominum et amcs.

equs optims in camp uidmus.
festnbant seru in culnam.
cras labrbunt ancillae in culn.
exspectbat dominus amcs in for.
2.

Active and passive voice

(a) Make these sentences active:

cnsilia nntis bene clantur.

percula flis domin uitantur.
aqua et unum in culnam ab ancills portantur.
dominus serus et ancills timtur.
(b) Make these sentences passive:

ancillae cibum hc parant.

fmina nunc nrrat fbulam optimam.
dominus serus in culn spectat.
Marcus amcs in for exspectat.

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3.

Tense forms and sentence types (Topics 6-9)

(a) Revise the aorist tense, future tense, interrogative, imperative, and optative
forms, and the form of the negative in statements, questions, commands and
wishes. Then translate these sentences into Greek:
Don't go! Don't run! Don't flee!
Don't dismiss my friend! Don't pursue the slave!
Surely you have dismissed the messengers?
Did you hear the girl's voice?
You pursued the girls into the village, didn't you?
Will you send the cloaks to the ships tomorrow?
Who is going on board the ship?
I wish he would not go!
I hope they will provide horses.
(b) Revise the perfect tense, future tense, interrogative, imperative and
subjunctive forms, and the use of negatives in statements, questions,
commands and wishes. Then translate these sentences into Latin:
No one hurried.
I'm not afraid of the master.
Who remains in the forum?
Will you remain here?
Did you summon the handmaidens?
You're remaining here, aren't you?
Wait for the messengers! Carry the water!
Work well! Hurry! Look! See!
I hope they won't see me.
I wish they would hurry.
Now check your translations!

4.

The modal auxiliary

Review

and possum.

Translate into Greek:

he can go

we can send

they can dismiss

you (pl) can be

you (pl) can hurry

can you work?

Translate into Latin:

they can see

I can remain

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5.

Participles
Review the participle in Greek and Latin.
(a) Give the Greek participle (present, active, feminine, singular) of:

(b) Give the Latin participle (present, active, masculine singular) of:
labr

exspect

uide

uit

(c) Translate into Greek:

Going on board the ship, the messenger looked at the girl.
(While) watching the girls, I did not hear the teacher's voice.
Seizing the beautiful cloak, she heard a terrible noise.
(d) Translate into Latin
Hurrying into the forum, he did not see the messengers.
(While) waiting for my friends in the forum, I give food to the slave.
Fearing the master, he works well.

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REVISION FOUR (Topics 10-13)

1.

The relative pronoun

Review the use of the relative pronoun, then complete the sentences below
using the correct part of the relative pronoun:
The man . . . you see on the corner is a friend of Bruno.
The girl . . . is with him is Marieke's sister.
The bridge . . . crosses the lake was completed 20 years ago.
The woman to . . . you give the letter will pass it on.

dominus pecniam dedit serus . . . bene labrbant.

fminam am . . . fbulas flis mes nrrat.
templum . . . in for uide est magnum.
ancilla . . . in culn uids est optima.
2.

Indirect speech
Review notes on direct and indirect speech (Topic 12), then turn the following
sentences in direct speech into indirect speech, using the word given in
brackets as the introductory verb:
'I don't approve of your being out so late.' (Mother says)
'Why don't you pick up your clothes off the floor?' (Mother asks)
'Are you coming with us?' (Marieke asks)

dominus culn festnat. (dic)

seru in culn sunt. (putat)
nntius equum habet. (dic)
ancillae dominum timent. (putmus)

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3.

Participles
Review the form and use of the participle, then translate the following partial
sentences:

seruus cibum in culn parns . . .

ancilla unum portns . . .
dominus serus uocns . . .
equs in camps spectns dominus . . .
(b) Translate into Greek:
The messenger, hearing the noise, . . .
The girl, fleeing the slave, . . .
The teacher, pursuing the girls, . . .
Seizing the gifts the girl .. . .
(c) Translate into Latin:
The messenger, watching the slaves, . . .
The slave, watching the food, . . .
Carrying the wine and the water, the handmaiden . . .
Marcus, giving some money to the slaves, . . .
4.

Translate into English:

nnne fbulam optimam amcs Marc narruist?

nntius quod equum non habet in uill manbit.
ubi ancills udimus clmuimus.
si bene labrbunt serus pecniam dbimus.
utinam seru festnent. unum nn uide.

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5.

Translate into Greek:

The messenger offers beautiful gifts to the girls.
When will the girl set free the horses?
I think that the slaves are seizing the horses.
Hopefully the girls will run into the village.
They can provide cloaks for the slaves.
Hearing the slave's voice, the girl runs away.

6.

Translate into Latin:

I say that Marcus is hurrying out of the forum.
Who is the slave who is in the kitchen?
I have never seen Marcus' friend. Is he here?
The slaves cannot prepare the food. The handmaidens do not have the water.
Hurrying into the kitchen, the woman saw her son.