Under 5 Feet Handicap

Triennium - Latin Program Pitcher

Biennium

LATINO LEARNING OBJECTIVES

1.comprendere and translate a Latin text, by identifying:
1.1. syntactic elements. morphological and lexical-semantic;
1.2. textual elements of the connection (eg intact, lexical and semantic);
1.3. language differences between different types of text (narrative, descriptive, and argumentative);
1.4. references and relevant aspects for a first-place historic cultural
1.5. how to reformulate the given text according to the rules of production in Italy;
1.6. the most appropriate choices between different possibilities of expression;

2. identify the relationships between the various linguistic elements
2.1. identifying and organizing the key elements of the language system and compare them with Italian Latin:
2.2. identifying some reports of mutilation and connecting existing between the Latin and the Romance languages \u200b\u200band Romance languages \u200b\u200b(grammar and transformation processes clelia Latin influences on modern jargons);
3. identify the elements in texts that express the culture and the Latin culture by connecting with other events, such as, for example, works of art and architecture, place names. institutions etc..:
4. indiciduare some literary aesthetic nuclei through the observation of the stylistic and expressive elements of each author:
5. analyze texts
5.1. finding in these lines of continuity and historical otherness - in the cultural dynamic relationship between past and present;
5.2. comparing some of the literary production in Latin, with examples from modern literature,
5.3. identifying the values \u200b\u200bof civilization and long-term



CONTENTS 1. LINGUISTIC COMPETENCE

1.1. Phonetics and prosody
Basics with reference to the various traditions of pronunciation.

1.2. Morphosyntax:
a) the verb,
b) the name,
c) the adjective,
d) the pronoun, and
) numerals,
f) the adverb,
g) conjunctions,
h) the functions of the cases,
i) prepositions,
1) propositions,
m) in the period.

1.3. Study vocabulary
essentially the formation of the Latin lexicon, such as the function of prefixes and suffixes and etymological derivations.

2. READING AND ANALYSIS OF TEXTS
Reading and translation of songs appropriate to the development of linguistic, have a sense of fulfillment in a group, at least in part, according to issues relating to the history of civilization (the myth, everyday life, religion, politics, etc..) properly contextualized with steps in translation.

2.1. Examples of readings in prose
- texts of Caesar, Cornelius Nepos. Sallustio. Suetonius;
- Historia Augusta;
- texts of Cicero (limited to descriptive passages and nxxìtivi):
- text of Apuleius;
- the Gospels, the Lives of the Saints.
2.2. Examples of poetry readings:
- texts of Catullus, Martial. Phaedrus, Tibullus, Ovid (mythology).
- Virgil (Eclogues).


General Notes 1. In the development of content description language leads to a simple vision and primary system of the classical Latin language and is designed according to the understanding of Latin texts. For this reason you put as much as possible in connection with the study of the morphology of the syntax.
2. The study of the morphology and the major syntactic structures, parallel to the textual work, to be completed during the biennium.
3. The choice of authors can be as varied, for authors, subjects, genres and eras, providing it meets the objectives and criteria identified.
4. It is appropriate that some authors are guaranteed a presence rather large, so that students can grasp the salient features of their personality.
5. Reading works in poetry provides an opportunity to present basic concepts of metric.
6. The reading of texts belonging to different types and genres is useful to understand the differences between languages \u200b\u200b

PURPOSE

The teaching of Latin strengthens and develops:

1. the acquisition of language skills in various fields of knowledge, particularly in the 'intellectual language';
2. historical awareness in the study of European cultural and linguistic as well as those arising from Europe
3. Objectivity is the formalization of linguistic structures, supporting abstract processes in an age that requires initiated a systematic knowledge;
4. direct access and concrete, through the lyrics, a heritage of civilization and thought that is a fundamental part of our culture;
5. possession of tools and concepts useful for understanding the transformation of literary forms, both in antiquity and in modern times;
6. the historical sense, in the recovery of continuity and change with the passage;
7. critical awareness of the relationship between Italian (and Romance languages) and Latin for vocabulary, syntax and morphology;
8. the ability of reflection-theoretical language, because language is historically 'closed' because language is 'not empty';
9. the exercise of skill exegetical and translation, which favors the production in Italian especially as regards the organization and structuring of discourse.