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Found 3 results

  1. We have been using the following progression to learn Latin: Prima Latina, Latina Christiana I, Latina Christiana II, Henle's First Year Latin. I have two questions about learning verb principle parts and noun genders. Or rather, more about memorizing them. LC II introduces the idea of principle parts of verbs, and tells you that you must learn all the parts (usually four, but sometimes just three). LC II mostly just gives you the parts that fit a regular pattern, just to make it easy for the beginning student. So, sometimes you only get two parts. I think somewhere in the book (or maybe the TM) it says that you will learn the other parts later, as they are irregular. Well, I'm on my second go-round with LC II, and those other parts never got learned. When my son was first into the Henle book, I decided to look up, in the back of the Henle book, the missing parts and add them to his flashcards from his previous books. I thought I had missed something from LC II. Also, I figured he could handle memorizing the irregular parts, and I was correct. Also, I am sure that somewhere in LC II it says to have the student also start reciting the gender of each noun (when going through flashcards), even though the noun flashcards are now separated into piles such as "Third Declension Masculine" and so forth. I can't remember where in LC II I read it, and I couldn't find it today upon doing a quick skim, but I was pretty sure I was instructed to do so, because I started having my son do it. Not just the rare masculine nouns in first declension, but every single noun's gender in every single pile. So. The fruits of all this memory work have been fine for my son. I have a feeling my daughter is going to have a more difficult time. But maybe not. We will see when we start up again in January, because that is when I will gently introduce reciting all the principle parts of verbs, then introduce reciting the noun genders of each card. This week I looked through the rest of LC II (dd is on week 12), and it never did get around to telling us what the rest of those principle parts were on those verbs that had irregular 3rd and 4th parts. So, I went through all their cards, with dictionary in hand, and wrote them all in. Fun, fun!!! NOT. (I won't require my daughter to recite the irregular 3rd and 4th parts yet, but I still put them on the cards because I was on a roll I didn't want to have to get back into at a later point, lol) Fast forward to Henle. Henle does put in all the missing verb principle parts, so I don't have to look them up. (I've been quite irritated with LC for many reasons, and this is yet another - that it promises to do something, and then doesn't do it - it's as if Memoria Press was planning to come up with a LC III, and never did - maybe that's what First to Fourth Forms became, but that doesn't help those of us who used LC I and II and then went on to Henle) Also, with Henle I automatically write the noun gender on each card as we come to nouns. So here are my questions: - If you are learning Latin (or really, any other language), how important is it to memorize every single principle part of every verb you encounter? I get why it's important to memorize principle parts, for the sake of translation work - you need to know which part to use for particular functions. But in general, if one goes on learning a language even beyond standard Latin translation work, does one go on to keep memorizing principle parts of verbs? - And how important is it to recite the noun gender when reciting noun flashcards? I have found it has been helpful to ds, I suppose especially in third declension nouns because there are so many exceptions.....maybe that's my answer? I guess I'm just wondering because I see so many flashcards in each child's flashcard basket. I know one benefit, that people always talk about here, of Henle is that Henle doesn't introduce much vocabulary. It concentrates more on grammar forms, and I understand why. Hmm....on that note, I am now also wondering why PL/LC I/LC II introduced so much vocabulary - much of it isn't even being used now in Henle! But I guess it's helpful to their English vocabulary, right? Anyway, just wondering if we might be overdoing it in those couple of areas. But then again, ds has learned this stuff over the past six years, so slow accumulation is a good thing, right? Dd is just in her third year of learning Latin, so the same idea could apply, right?
  2. Dd and I are moving slowly through Henle. In her defense, we did not do Latina Christina (we did Our Roman Roots) and so we did not go into it with the same amount of preparation. We are nearing the lesson on the 3rd declension but still struggle with 2nd declension. I have Angelina's drill sheets from her blog (Thank you Angelina,we have already used these a lot) and I have the declensions written out on a white board that we keep up and we do practice saying them but haven't been as daily diligent about this as we should be. Also, we need to know it well enough to recite mixed up. I know we should be able to call out 2nd declension, masculine, plural and genitive and know the correct ending, right? And then call out something else and know the ending or call out a declined noun and be able to say this noun is in 1st declension, singular, ablative. I mean, we should know them that well, right? We are just stuggling a bit here.:lol: Any tips or ideas for drill or recitation that allows us to cement this and move on? Is there a better method for this? Also, I may move dd to First Form when it comes out because of this. I'm hoping this curriculum will help me more in this area.
  3. I'm using Latin Prep with my 12yo and Lively Latin with my 10yo. I like both programs, and it seems like they have lots of practice, but neither of my boys can do the exercises without looking back at charts of noun and verb endings. I've used flashcards and matching cards with them. They memorized the chants, but they can't quickly remember which ending to use without going through the whole chant. I feel like these endings are almost like multiplication tables. If they can't have them memorized well enough to quickly recall the ending they need, they get totally bogged down when trying to do an exercise and it takes them FOREVER and my 12yo usually has lots of endings wrong. I'm willing to put LP and LL on hold for a few weeks until they have these endings memorized, but I'm not really sure how to do it other than what we've been doing, which obviously isn't working. Any suggestions?
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