LAT 1A

Latin, Level I,
First Semester
#6033 (v.2.1)

To the Student:

After your registration is complete and your proctor has been approved, you may take the Credit
by Examination for Latin 1A.

WHAT TO BRING
 You must bring a recording device for audio or digital sound media. Please contact your
proctor for the correct device needed. For digital recordings, your device must have
sound-recording software already installed and able to record in .wav or .mp3 format.
 You must also bring one blank audiocassette tape (full size only), CD-R or CD-RW (full
size only), or a small USB flash drive (depending on the proctor’s requirements) on
which to save your recording.

ABOUT THE EXAM

The written portion of your exam will consist of matching, fill-in-the-blank, case identification,
number identification (singular vs. plural), number change, reading comprehension, and
translation questions. You also will listen to a CD your proctor will have and write the sentences
in Latin. Also, you will be asked to record yourself speaking Latin sentences. You will have
three hours to complete the exam.

The examination is based on the Texas Essential Knowledge and Skills for this subject. Since
questions are not taken from any one source, you can prepare by reviewing any of the state-
adopted textbooks that are used at your school. The textbook used with our Latin 1A course is
Oxford Latin Course by Balme, Morwood, and Tafe (2nd edition, 1996, Oxford University
Press); Latin 1A covers Chapters 1-8.

The practice exam included in this document will give you a model of the types of questions that
will be asked on your examination. It is not a duplicate of the actual examination. It is provided
to illustrate the format of the exam, not to serve as a review sheet.

Good luck on your examination!

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Review for Latin 1A CBE
To help you prepare for the Latin 1A CBE exam, please review the essential concepts that you
are expected to know to be able to show proficiency in the first semester of a first-year Latin
course. Whether you have taken Latin in a classroom or have taught yourself, you need to study
the designated grammar and vocabulary for the exam that you are given in this review.
Additional help can be found in any Latin grammar book and online (type “Latin grammar” into
any search engine).

This exam assesses the Texas Essential Knowledge and Skills for Classical Languages, Level 1,
adopted 2014.

After you have studied this review, take the practice exam and then check your answers with the
key provided.

Nouns
Latin is an inflected language, which is to say that word forms (specifically endings) change to
indicate to the word’s function in a sentence. Nouns in Latin are inflected, indicating which case
the noun is. A group of related changes is known as a declension. To show mastery of first-
semester Latin, you are expected to know all singular and plural forms of the nominative,
accusative, and ablative cases in the first, second, and third declensions. Review the following
chart for the endings and uses that you will need to know.

The nominative case indicates the subject and the predicate nominative in a Latin sentence, with
the following endings:
1st 2nd 3rd
declension declension declension
singular -a -us,-r (varies)
plural -ae -i -es

The accusative case indicates the direct object in a Latin sentence:

1st 2nd 3rd
declension declension declension
singular -am -um -em
plural -as -os -es

continued 

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The ablative case has a variety of uses including: how, when, where, and with whom. The
ablative is generally used with a preposition.
1st 2nd 3rd
declension declension declension
singular -a -o -e
plural -is -is -ibus

Vocative
The vocative is the direct address in Latin (in English, we use nominative for direct address). The
vocative is in the same form as the nominative case, with two exceptions. In the 2nd declension,
if the ending is -us, it will become an -e; if the ending is -ius, it will become an -i.

Aurelia in the vocative is Aurelia.

Quintus in the vocative is Quinte.
Julius in the vocative is Juli.

Adjectives must agree with the nouns they modify in case, number, and gender. Feminine
adjectives follow the first declension and masculine adjectives follow the second declension.

Verbs
Verbs have four principle parts. To show mastery of the first semester of Latin, you should know
the first two. The first principle part is used for the first-person singular, present tense. The
second principle part is the infinitive of the verb (English infinitives are forms like “to run” or
“to drink”). When you remove the final -re of the infinitive, you get the present stem onto which
the personal endings other than the first singular are added.

amare, to love (infinitive).

amare – -re = ama- (present stem)

The following is the present active indicative conjugation of the verb amo, amare:

amo (I love) amamus (we love)

amas (you [sing.] love) amatis (you [pl.] love)
amat (he/she/it loves) amant (they love)

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For all conjugations, the following endings represent the listed person pronouns to which the
first-person singular are added:

Singular Plural

1st person: “I” = -o “we” = -mus

2nd person: “you” = -s “you” = -tis
3rd person: “he/she/it” = -t “they” = -nt

Imperative voice
You may already know that the imperative voice is the verb form you use to command someone
to do something. To form the singular imperative, you remove the -re ending from the infinitive,
which—as you’ll remember—leaves you with the present stem of a verb. This is also the
singular imperative:

Love! = Ama! (singular)

To form the plural imperative, you add -te to the singular imperative form:

Love! = Amate! (plural)

Irregular verbs
You must know the irregular verbs sum, esse, and possum, posse:

sum, esse (to be)

Singular Plural
1st person sum (I am) sumus (we are)
2nd person es (you are) estis (you [pl] are)
3rd person est (he/she/it is) sunt (they are)

possum, posse (to be able; can)

Singular Plural
1st person possum (I am able) possumus (we are able)
2nd person potes (you are able) potestis (you [pl] are able)
3rd person potes (he/she/it is able)t possunt (they are able)

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Prepositions
You are expected to know several prepositions and which cases they are used with.

These prepositions are followed by the accusative case:

ad (to, toward)
in (into, onto)
per (through)
circum (around)
prope (near)

And these prepositions are followed by the ablative case:

a, ab (from)
cum (with)
e, ex (out of; from)
in (in; on)

You’ll need to know when to use a versus ab, and e versus ex.

Vocabulary
The following is a list of vocabulary words you will need to know for the test. You will need to
know the meanings and the first two principle parts for verbs and the nominative and genitive
cases (the second word listed in dictionaries) for the nouns.

Verbs
ambulo exeo occido servo
ambulo expecto oppugno surgo
audio inguit porto timeo
capio iubeo possum venio
cinico iuvo pugno verto
defendo ludo relinquo vinco
dependo mitto scribo
dormio navigo sedeo

continued 

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Nouns
ager fibula magister porta
amicus filia magister princeps
canis filius mater pugna
casa hasta mater rex
colonus hortus mortuus tres
comes hortus murus unus
domus ianua navis urbs
duos ira pater

Culture
You will need to know the Greek and Roman names of the gods and goddesses and their
symbols. You also need to know the parts of a Roman house.

Speaking
You will need to be able to pronounce Latin words correctly, because you will be asked to speak
Latin sentences into a recording device and to leave the recording with the proctor. (See “What
to Bring” on the first page of this document for instructions about recording media.)

Listening
You will be asked to listen to spoken Latin on the CD that comes with the exam, and to write
down what you hear.

Interpersonal Communication
You will be asked to respond to questions in writing, such as yes/no questions, either/or
questions, or who/what/where/when questions.

Presentational Communication
You may be asked to express an opinion or personal view in writing. You will also be asked to
describe people, objects, or simple situations orally or in writing using a mixture of words,
phrases, or simple sentences.

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Latin 1A Practice Exam

Study all the grammar and vocabulary in the review and then take this practice exam. It follows
the same, but shorter, pattern as the real exam. If you want to get full benefit out of this practice,
do it first without using your book or any other aids; then check your answers, identify any
problem areas, study some more, and try it again.

Bona fortuna! (Good luck!)

Part I
Read the following passage and then answer the questions in English.

Quintus in Romā habitat. Roma in Italiā est. Quintus patrem, matrem et canem
amat. Pater et mater filium amant. Pater, mater, fulius, filia, et canis in casā
habitant. Quintus cum sorore ad ludum it. Magister, ‘Quinte et Julia, Salvete!’
vocat. ‘Salve, Magister,’ respondent. Quintus et Julia laeti sunt.

1. Where is Rome?

___________________________________________________________________

2. Whom does Quintus love?

___________________________________________________________________

3. Whom do the mother and father love?

___________________________________________________________________

4. Where does the family live?

___________________________________________________________________

5. Where do Julia and Quintus go?

___________________________________________________________________

6. What does the teacher say to the children?

___________________________________________________________________

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Part II
Match each of the following words with their correct English translations.

Nouns

_____ 7. murus A. king

_____ 8. domus B. wall

_____ 9. ager C. spear

_____ 10. filia D. field

_____ 11. hasta E. garden

_____ 12. rex F. daughter

_____ 13. hortus G. home

Verbs

_____ 14. surgit A. he plays

_____ 15. timet B. he carries

_____ 16. vertit C. she gets up

_____ 17. ludit D. he sails

_____ 18. portat E. she turns

_____ 19. iuvat F. he fears

_____ 20. navigat G. he helps

continued 

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Part III
Change from singular to plural.

Nouns Verbs

21. hastam _______________ 25. amo _______________

22. amicus _______________ 26. times _______________

23. nave _______________ 27. videt _______________

24. porta _______________

Part IV
Indicate whether the accusative (acc) or the ablative (abl) is used with each of the following
prepositions:

_____ 28. a, ab

_____ 29. in (“into”)

_____ 30. cum

_____ 31. circum

Part V
For each of the following Greek deities, give the Roman name and domain (that is, what each
god or goddess is known for; for instance, Diana is the goddess of the hunt).

32. Aphrodite

___________________________________________________________________

33. Zeus

___________________________________________________________________

34. Ares

___________________________________________________________________

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Latin 1A Practice Exam Answer Key

Part I
1. Rome is in Italy.
2. Quintus loves his mother, father, and dog.
3. The mother and father love Quintus.
4. The family lives in a house.
5. Julia and Quintus go to school.
6. The teacher says, “Hello.”

Part II
Nouns Verbs
7. B 14. C.
8. G 15. F
9. D 16. E
10. F 17. A
11. C 18. B
12. A 19. G
13. E 20. D

Part III

Nouns Verbs

21. hastas 25. amamus

22. amici 26. timetis

23. navibus 27. vident

24. portae

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Part IV

28. abl

29. acc

30. abl

31. acc

Part V

32. Venus; goddess of love

33. Jupiter; king of the gods

34. Ares; god of war

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 Texas Essential Knowledge and Skills
LAT 1 – Latin, Level II
Languages Other Than English (High School)

§114.47. Classical Languages, Level I, Novice Low to Intermediate Low Proficiency (One
Credit), Adopted 2014.

(a) General requirements.

(1) Level I can be offered in elementary, middle, or high school. At the high school level,
students shall be awarded one credit for successful completion of this course. There is no
prerequisite for this course.

(2) Students of classical languages such as Latin and Greek read and comprehend
proficiency-level appropriate texts. The communicative skills of listening, speaking, and
writing are used to enhance the interpretive communication mode of reading.

(3) Districts may offer a level of a language in a variety of scheduling arrangements that may
extend or reduce the traditional schedule when careful consideration is given to the
instructional time available on a campus and the language ability, access to programs, and
motivation of students.

(b) Introduction.

(1) The study of world languages is an essential part of education. In the 21st century
language classroom, students gain an understanding of two basic aspects of human existence:
the nature of communication and the complexity of culture. Students become aware of
multiple perspectives and means of expression, which lead to an appreciation of difference
and diversity. Further benefits of foreign language study include stronger cognitive
development, increased creativity, and divergent thinking. Students who effectively
communicate in more than one language, with an appropriate understanding of cultural
context, are globally literate and possess the attributes of successful participants in the world
community.

(2) The American Council on the Teaching of Foreign Languages (ACTFL) identifies three
modes of communication: interpersonal, interpretive, and presentational. Interpretative
communication is the overarching goal of classical language instruction. Students of classical
languages should be provided ample opportunities to interpret culturally appropriate
materials in the language of study, supported by opportunities for interpersonal and
presentational communication.

(A) In the interpersonal mode of communication, students engage in direct oral or written
communication with others such as conversing face to face, participating in digital
discussions and messaging, and exchanging personal letters.

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 (B) In the interpretive mode of communication, students demonstrate understanding of
spoken and written communication within appropriate cultural contexts such as
comprehension of digital texts as well as print, audio, and audiovisual materials.

(C) In the presentational mode of communication, students present orally or in writing

information, concepts, and ideas to an audience of listeners or readers with whom there is
no immediate interaction such as presenting to a group; creating and posting digital
content; or writing reports, compositions, or articles for a magazine or newspaper.

(3) The use of age-level appropriate and culturally authentic resources is imperative to
support the teaching of the essential knowledge and skills for languages other than English.
The use of culturally authentic resources in classical language study enables students to make
connections with other content areas, to compare the language and culture studied with their
own, and to participate in local and global communities.

(4) Students recognize the importance of acquiring accuracy of expression by knowing the
components of language, including grammar, syntax, and genre.

(5) At the end of Level I, students of classical languages should reach a Novice High to
Intermediate Low proficiency level in reading, a Novice Low to Novice Mid proficiency
level in listening, a Novice Low to Novice Mid proficiency level in speaking, and a Novice
Mid proficiency level in writing. Proficiency levels are aligned with the ACTFL Proficiency
Guidelines 2012 and the ACTFL Performance Descriptors for Language Learners.

(A) Students at the Novice Low proficiency level express meaning on some very familiar
topics, using single words and phrases that have been practiced and memorized. They are
best able to understand a few memorized words and phrases when heard. Novice Low
students may be difficult to understand by the most sympathetic listeners and are likely to
make frequent errors in pronunciation and syntax.

(B) Students at the Novice Mid proficiency level express meaning in highly predictable
contexts through the use of memorized and recalled words and phrases. They are best
able to understand aural cognates, borrowed words, and high-frequency, highly
contextualized words and phrases with repetition. Novice Mid students may be difficult
to understand by the most sympathetic listeners and readers accustomed to dealing with
language learners. Novice Mid students are inconsistently successful when performing
Novice-level tasks.

(C) Students at the Novice High proficiency level express meaning in simple, predictable
contexts through the use of learned and recombined phrases and short sentences. They are
best able to understand sentence-length information within highly contextualized
situations and sources. Novice High students may generally be understood by
sympathetic listeners and readers accustomed to dealing with language learners. Novice
High students are consistently successful when performing Novice-level tasks. Novice
High students show evidence of Intermediate Low proficiency but lack consistency.

(D) Students at the Intermediate Low proficiency level express meaning in

straightforward and personal contexts by combining and recombining what they know,

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 what they read, and what they hear in short statements and sentences. Intermediate Low
students are able to understand some information from simple connected statements in
oral or written sources. Intermediate Low students are generally understood by
sympathetic listeners and readers accustomed to dealing with language learners.
Intermediate Low students are inconsistently successful when performing Intermediate-
level tasks.

(6) Statements containing the word "including" reference content that must be mastered,
while those containing the phrase "such as" are intended as possible illustrative examples.

(c) Knowledge and skills.

(1) Interpersonal communication: speaking and writing. The student negotiates meaning
through the spoken and written exchange of information in a variety of contexts. The student
uses a mixture of words and phrases with appropriate and applicable grammar structures and
processes at the specified proficiency levels. The student is expected to:

(A) ask and respond to questions, such as yes/no questions, either/or questions, or
who/what/where/when questions, in spoken or written conversation in classroom
contexts; and

(B) articulate memorized requests, greetings, and introductions in spoken or written

conversation.

(2) Interpretive communication: reading and listening. The student comprehends sentence-
length information from culturally relevant print, digital, audio, and audiovisual materials as
appropriate within highly contextualized situations and sources. The student uses the
interpretive mode in communication with appropriate and applicable grammatical structures
and processes at the specified proficiency levels. The student is expected to:

(A) demonstrate an understanding of culturally relevant print, digital, audio, or

audiovisual materials in classroom contexts;

(B) identify key words and details from fiction or nonfiction texts or audio or audiovisual
materials;

(C) infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, or
audiovisual materials; and

(D) identify cultural practices from authentic print, digital, audio, or audiovisual
materials.

(3) Presentational communication: speaking and writing. The student presents information
orally or in writing using a mixture of words and phrases with appropriate and applicable
grammar structures and processes at the specified proficiency levels. The student is expected
to:

(A) express an opinion or preference orally or in writing; and

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 (B) describe people, objects, or simple situations orally or in writing using a mixture of
words, phrases, or simple sentences.

Source: The provisions of this §114.47 adopted to be effective November 3, 2014, 39 TexReg
8574.

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