Untitled document
SPEAKING - The students will:
1. Be able to sustain a logical dialogue with one another or with a
native speaker for 2-5 minutes or more on general subjects, and be
able to narrate or describe thought in present, past and future
time.
2. Be clearly understood by a native speaker or be able to convey in
general terms critical thinking skills, such as: use simple
argument and persuasion; give instructions and informal reports;
use language for warning, refusing, complaining, complimenting,
agreeing disagreeing, advising and requesting assistance; express
feelings such as humor, happiness, sadness, anger, gratitude and
affection; use discussion strategies: getting and holding the floor,
changing and returning to the topic, and reaching consensus;
pronunciation: produce most common reduced forms and inflectional
endings, correctly use most intonation patterns and word stress,
self-monitor for pronunciation and oral grammar, and demonstrate
an understanding of register.
LISTENING - The students will:
This skill should be further developed at this level so that the student
can understand topics of general interest.
1. Have had sufficient experience with interrogative expressions to
be able to ask for clarifications of statements with ease.
2. Be able to understand most of the materials read aloud at normal
speed from such things as newspaper articles, magazine articles
and letters.
3. Understand majority of conversational speech including many idioms
and phrasal verbs.
4. Distinguish between the main ideas and supporting details relating
to everyday topics.
5. Understand some abstract topics when presented in a familiar context.
6. Understand descriptions and narrations of factual material and
non-technical prose.
7. Discuss cultural and contemporary issues.
8. Understand the use of register.
9. Infer meaning from context, acquire new vocabulary from context.
10. Pronunciation, understand most common reduced forms, inflectional
endings, and stress and intonation patterns in statements and
questions.
READING - The students will:
1. Be able to interpret, summarize and appraise with some ease;
newspapers, general articles of non-technical nature, and short
pieces of annotated imaginative prose, verse and dialogue with
only occasional reference to a dictionary.
2. Demonstrate prereading skills such as prediction, previewing,
questions and anticipation.
3. Use thought units rather than individual lexical units.
4. Recognize common organizational patterns and signal words in
exposition.
5. Begin to read critically, distinguishing fact from opinion, and
reading skills of summarizing, paraphrasing and evaluating.
6. Write outlines that reflect author's main idea and supporting
arguments.
7. Use a Latin learner's dictionary efficiently, be able to choose the
appropriate definition, use context to guess the meaning of unfamiliar
words and reduce dependence on dictionary.
8. Demonstrate knowledge of word families, prefixes, suffixes, stems.
9. Begin to recognize rhetorical forms for essays and papers.
WRITING - The students will:
1. Be able to produce short imaginative pieces to controlled term
paper, and write accurately such things as letters, biographical
sketches, descriptive paragraphs and the like.
2. A native speaker should have little difficulty in discerning the
meaning of the written piece.
3. Produce written communication appropriate to audience and purpose.
4. Write a focused thesis with a controlling idea.
5. Support with details and specifics, organize logically into
introduction, body and conclusion.
6. Recognize and avoid sentence fragments and run-ons, use basic
coordination and subordination in sentences.
7. Build cohesion with links between sentences such as synonyms,
pronouns, transitions and paragraph transitions such as repetition
of ideas, introductory adverbs and key words.
8. Recognize and eliminate irrelevant ideas, paraphrase.
9. Show awareness of the verb aspect system.
10. Begin to use sentence and word variety, view writing as a process
that involves thinking, revising, editing and evaluation.
11. Begin independent and peer revision, edit spelling and punctuation
errors, edit word choice, sentence structure.
12. Write social and formal letters, write accurate, cohesive summaries.
13. Use library resources in written assignments.
14. Incorporte dialogue in composition.
15. Begin to use stylistic devices such as simile, imagery and metaphor.
MINIMUM MATERIAL TO BE STUDIED: Since the three level is the last third
of the presentation of all the major components of Latin grammar,
particular attention is given to assuring that the student is thoroughly
grounded in all aspects of the grammatical structures and major
idiomatic expressions. Students are also introduced to all genres in
their original form: prose, verse and dialogue.
GRAMMAR - Specific points to be covered thoroughly in Latin 3:
1. Past/imperfect.
2. Future tense.
3. Conditional tense (relate to imperfect conditional clauses.
4. Perfect tenses.
5. Subjunctive/indicative in clauses.
6. Use of past and imperfect subjunctive in reading texts.
Untitled document
SCOPE: Scope of what is covered in Latin 3 is at a significantly
accelerated pace to a course teaching the same materials in a high
school. This third semester course covers in a semester what is
covered in the third year at the high school level. The range of this
class can benefit and challenge students who have completed as much as
three years of high school Latin.
1. Nominative and genitive cases: first and second declension nouns,
third declension nouns, fourth and fifth declension nouns.
2. Accusative case: prepositions with accusative, first and second
declension adjectives, adjectives of special declension, third
declension adjectives, numerals, comparison, of adjectives, summary
of all adjective patterns.
3. Ablative case: expressions of place without a preposition, adverbs,
adverbs of irregular formation, comparison of adverbs, conjunctions.
4. Dative case: horizontal comparison of case indicators, personal
pronouns, reflexive pronouns, summary of personal pronouns and
possessive adjectives, demonstrative pronouns and adjectives, the
intensive pronoun ipse.
5. Relative pronouns: interrogative pronouns and adjectives, indefinite
pronouns and adjectives, review of all pronoun patterns, questions.
6. Regular verbs of all conjunctions: regular verbs, indicative
active, regular verbs, indicative passive, deponent and semideponent
verbs, irregular verbs.
7. Imperative mood: negative commands, vocative case, formation of
infinitives, uses of the infinitive.
8. Participles: use of the present participle, use of the future active
participle, use of the perfect passive participle, ablative absolute.
9. Subjunctive mood: formation of the present subjunctive, subjunctive
used in the main verb.
10. Formation of the imperfect subjunctive: clauses expressing purpose,
clauses expressing result, sequence of tenses.
11. Formation of the perfect subjunctive active: formation of the
pluperfect subjunctive active, indirect questions, optative
subjunctive.
12. Causal clauses: special datives; purpose, reference; double dative.
13. Concessive clauses: dative of possession, summary of uses of cum
with the indicative and the subjunctive.
14. Formation of gerund: uses of the gerund, formation of the gerundive,
uses of the gerundive.
15. Gerundive with sum; dative of agent: supine.
16. Volo, nolo, malo: substantive clauses of purpose, ablative with
certain deponent verbs, summary of purpose constructions.
17. Substantive clauses of result: the ablative with adjectives.
18. Temporal clauses: dum meaning while, temporal clauses: dum meaning
until, temporal clauses: antequam and priusquam.
19. Substantive clauses as objects of verbs of fearing: substantive
clauses as objects of verbs of hindering, perventing, etc, substantive
clauses with expressions of doubt.
20. Conditional sentences: impersonal passive.
21. Relative characteristic clauses: subordinate clauses in indirect
discourse, defective verbs.
22. Julius Caesar.
23. The gallic war.
24. The civil war.