Recent Tutoring Session Reviews
"This week, we worked on incorporating the personal pronouns into our picture of Latin pronouns. After working on the third person pronoun (is ea id) last week, this week we added the first and second persons. Once the student recognized what the different forms were representing, she did well with coming to terms with the paradigms, as there are a good number of similarities between the forms of I/we and the forms of you throughout their respective paradigms. Again, we worked on not only learning these Latin forms, but making sure we know what they correspond to in English, so she should be able to keep those straight, as she did well on her quiz last week on the 3rd person pronoun after we went over it in detail in our session."
"Both students and I began our session with a review of nouns, adjectives, and verbs. The first student drew a great example of a verb, a Venus flytrap eating a fly. We also briefly reviewed Latin color words. Next both students and I read the chapter in Minimus: Starting out in Latin on food. We read the cartoon in which Minimus' family prepares for dinner guests. Both students enjoyed learning "eheu!" the Latin equivalent of "Oh dear!" The cartoon also provided an opportunity to review the Latin verb, sum. I was impressed that the first student remembered how to translate, sumus, without any help from me. The second student also did well reciting the six present tense verb forms of sum: sum, es, est, sumus, estis, sunt! After learning the Latin word for dinner (cena) and some of the Romans favorite dishes, they made flashcards for Latin food words. For each flashcard, they drew a picture of the food and wrote out the Latin word for that food. The second student remembered the Spanish word for water and it helped her learn the Latin word for water, aqua."
"Continued to practice verb forms via verb synopses; reviewed the formation and translation of present active participles."
"We worked through Lesson 3 (Chapter 2 in Millionaire's Dinner Party). We reviewed the grammar concepts tested in the chapter (purpose clauses, indirect commands, indirect questions) and discussed the Latin indicators to look for when determining what kind of construction is being used in any particular sentence. He did a great job staying focused and didn't give up hope when we ran into difficult clauses. The more we continue to practice the translation motion (subject-verb-direct object base), the more comfortable he seems to be getting with word endings and Latin word order. We translated his Lesson 3 translation quite literally, in tune with the presented grammar."
"We worked on verbs in the present, imperfect, and future tenses for all four conjugations, and then reviewed a little bit of part of speech/cases for translation. The student did well with the patterns and was able to work around the rule exceptions as well."
"The student and I continued to translate passages from his Latin book in addition to reviewing the 55 essential verbs. He needs to continue reviewing all his notes from the past, pay attention to the forms of the words in the sentences (seeking the verb first), and memorize all 55 of those verbs."