For [A], [B] and [C]: In which order were these instructions given?
[A]
scrībe trānslātiōnem in tabulā ātrā
posteā accēde ad tabulam ātram
lege sententiam
converte hanc sententiam ex Latīnō in Anglicum
aperī librum
[B]
audīte dīligenter verba nova
convertite oculōs in mē
dēsinite loquī et …
eīsdem verbīs mihi reddite
[C]
claudite iānuam
cōnsīdite
intrāte
[D] Match the commands with the images
accēde ad tabulam ātram
recitā versum flexā vōce
scrībe versum in tabulā ātrā
surge
verte tē
3rd conjugation verbs: -e / -ite
cōnsīdō, -ere [3]: sit down > cōnside! cōnsidite!
surgō, -ere [3]: rise; stand up
ostendō, -ere [3]: show > ostende! ostendite!
trādō, -ere [3]: hand over) > trāde! trādite!
distribuō, -ere [3]: hand out > distribue! distribuite!
scrībō, -ere [3]: write > scrībe! scrībite!
The prefix per- can be used to intensify a verb:
perscrībō, -ere [3]: write out (in full) >
perscrībe! perscrībite!
legō, -ere [3]: read > lege! legite!
perlegō, -ere [3]: read (through); read thoroughly
> perlege! perlegite!
inquīrō, -ere [3]: search for; look up (e.g. in a
dictionary) > inquīre! inquīrite!
attendō, -ere [3]: pay attention to > attende! attendite!;
in Modern English the derived verb ‘attend’
means ‘to care for’, ‘be present at’ or ‘deal with’ but, in older English including
the Victorian period, it had the sense of ‘pay attention to’ or ‘listen to’: “Attend
to me and shed a tear or two” (W.S. Gilbert)
vertō, -ere [3]: turn > verte! vertite!; it can be used
with a reflexive pronoun: verte tē: turn (yourself) i.e. turn round or turn
e.g. in a particular direction; vertite vōs!
convertō, -ere [3] > converte! convertite!; the verb can
refer to turning something upside down or inverting something but it also can mean
‘translate’ i.e. ‘convert’ a word in one language into another
accēdō, -ere [3]: approach > accēde! accēdite!
attollō, -ere [3]: raise; lift up > attolle manum! │
raise (your) hand; attollite manūs! │ raise (your) hands
claudō, -ere [3]: close > claude! claudite!
repetō, -ere [3]: repeat > repete! repetite!
reddō, -ere [3]: [i] give back and, by extension [ii] repeat
i.e. give back words (that have been said)
dēsinō, -ere [3]: stop > dēsine! dēsinite! (and what you
need to stop doing is expressed by the infinitive):
Note:
The only verb that behaves differently from all the verbs
covered in this and the previous post is:
loquī (to speak) which, of course, is an important verb in a
classroom context
loquī is a deponent verb, a group of verbs that conjugate
differently from all other verbs and will be discussed in a later post
What is the Latin for each of these instructions?
When giving instructions, you use the imperative (command) form of the verb; the use of the exclamation mark – which did not exist in Classical Latin – is simply a marker for a command; it does not imply a raised voice
first conjugation verbs: -ā / -āte
auscultō, auscultāre [1]: listen > auscultā!
(talking to one person) auscultāte! (talking to more than one
person)
indicō, indicāre [1]: point out > indicā! indicāte!
intrō, intrāre [1]: enter > intrā! intrāte!
recitō, recitāre [1]: recite > recitā! recitāte!
second conjugation verbs: -ē / -ēte
respondeō, respondēre [2]: answer > respondē!
respondēte!
sedeō, sedēre [2]: sit > sedē! sedēte!
taceō, tacēre [2]: be quiet > tacē! tacēte!
fourth conjugation verbs: -ī / -īte (we’ll do the third conjugation in the next
post because there are a lot of 3rd conjugation verbs that apply to
classroom instructions)
aperiō, aperīre [4]: open > aperī! aperīte!
audiō, audīre [4]: listen > audī! audīte!
veniō, venīre [4]: come > venī! venīte!
____________________
Nōlī (to one person) / nōlīte (to more than one person) + the
infintive: don’t (do something)
rogō, rogāre [1]: ask > rogā! rogāte! (ask!) >
nōlī(te) (mē) rogāre! │ don’t ask (me)
aperīte librōs vestrōs │ open your books
nōlīte aperīre librōs vestrōs │ don’t open
your books
