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Cambridge Latin Course Unit 4 Student's Book North American Edition

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Keep the excitement of learning going. . . . Unit 3 and Unit 4 of the Third Edition of the Cambridge Latin Course continue the stimulating, historically accurate story line of Units 1 and 2. They are wholly compatible with the new Fourth Edition Units 1 and 2 and include: full color illustrations of Roman ruins and artifacts that bring the ancient world to life Word Search Keep the excitement of learning going. . . . Unit 3 and Unit 4 of the Third Edition of the Cambridge Latin Course continue the stimulating, historically accurate story line of Units 1 and 2. They are wholly compatible with the new Fourth Edition Units 1 and 2 and include: full color illustrations of Roman ruins and artifacts that bring the ancient world to life Word Search study sections that help prepare students for standardized language tests Teacher's Manuals, Workbooks, Cassettes, Tests and Examinations


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Keep the excitement of learning going. . . . Unit 3 and Unit 4 of the Third Edition of the Cambridge Latin Course continue the stimulating, historically accurate story line of Units 1 and 2. They are wholly compatible with the new Fourth Edition Units 1 and 2 and include: full color illustrations of Roman ruins and artifacts that bring the ancient world to life Word Search Keep the excitement of learning going. . . . Unit 3 and Unit 4 of the Third Edition of the Cambridge Latin Course continue the stimulating, historically accurate story line of Units 1 and 2. They are wholly compatible with the new Fourth Edition Units 1 and 2 and include: full color illustrations of Roman ruins and artifacts that bring the ancient world to life Word Search study sections that help prepare students for standardized language tests Teacher's Manuals, Workbooks, Cassettes, Tests and Examinations

35 review for Cambridge Latin Course Unit 4 Student's Book North American Edition

  1. 5 out of 5

    Baelor

    The conclusion of the CLC curriculum, and certainly the strangest. The first part of the book continues the loose narrative of the previous three Units; the second is essentially a completely disorganized anthology of Latin literature. The original passages are, I have determined through classroom experiments, far too easy for 4th and 5th year Latin students (after all, the book is designed for the 3rd year). They introduce the last few major grammatical concepts, e.g. gerunds/gerundives, just as The conclusion of the CLC curriculum, and certainly the strangest. The first part of the book continues the loose narrative of the previous three Units; the second is essentially a completely disorganized anthology of Latin literature. The original passages are, I have determined through classroom experiments, far too easy for 4th and 5th year Latin students (after all, the book is designed for the 3rd year). They introduce the last few major grammatical concepts, e.g. gerunds/gerundives, just as these topics are introduced at the end of Wheelock's. However, once the narrative ends, the book abruptly moves into poetry and prose ranging from Dido and Aeneas to Romulus and Remus, from Icarus to Lesbia. There is no organization whatsoever. At least the second volume of Lingua Latina had the city of Rome as the urbs aeterna as its organizing principle. Furthermore, this anthology is not presented in the proper order of difficulty. Catullus should precede Ovid; Livy should probably precede Vergil, etc. A couple of other minor complaints about the book: 1) Very little grammatical support is provided for the unadapted poetry and prose, which makes the reading difficult when idioms, ellipses, and other oddities appear. High school students would normally be reading these texts with commentaries; there are none here. 2) The historical/cultural writeups become much, much shorter in the unadapted chapters. 3) The grammatical instruction seems to lose focus completely. The latter chapters include little more than mentions of the poetic plural and alternative perfect and passive forms rather than introducing more of the common case usages (double dative, subject/objective genitive, genitive of characteristic, etc.). It is much easier to say that "-─ôre" and "-─ôrunt" are equivalent when one encounters it in the wild for the first time than to go into detail about all the types of genitives when the students are reading real Latin with only half of them learned. To point to an analogous vocabulary example, the numbers from eleven to nineteen are irrelevantly and inexplicable tacked onto the very last lesson of the course. What the heck? Let me remind the reader that these are actually relatively minor. The curriculum as a whole is still excellent, including this fourth unit. And the CLC is not the only Latin textbook series that seems to peter out at the end, like this review.

  2. 5 out of 5

    Patrick

    The end of this series winds up the story from the preceding 3 volumes (in the first six chapters) and then continues with readings quoted or closely based on Roman Literature (at least several of which were clear sources of inspiration for the stories of the first 40 units), including Catullus, Vergil, Ovid, Petronius, Martial, and Pliny the Younger. The student who completes the series will be able to move right into the Aeneid or the Gallic Wars (or comparable lit.) without much difficulty (re The end of this series winds up the story from the preceding 3 volumes (in the first six chapters) and then continues with readings quoted or closely based on Roman Literature (at least several of which were clear sources of inspiration for the stories of the first 40 units), including Catullus, Vergil, Ovid, Petronius, Martial, and Pliny the Younger. The student who completes the series will be able to move right into the Aeneid or the Gallic Wars (or comparable lit.) without much difficulty (ref. dictionary and grammar) Grammar continues to be on the light side, an accompanying grammar will help a lot.

  3. 4 out of 5

    William Herbst

    I spend a good deal of my day as a high school Latin teacher using this text. The first half concludes the series and introduces some grammar including indirect statements. The second half provides annotated excerpts from classical authors. Some excerpts are well chosen - those by Petronius (heavily adapted) and Catullus (unadapted) but others are odd choices.

  4. 5 out of 5

    Kristen Fort

    Finally, exposing students to authentic Latin literature. Found it kind of weird there was a Salvius story in there, too. It took me so long to get through this book only because I don't teach out of it when my students reach Latin IV. Finally, exposing students to authentic Latin literature. Found it kind of weird there was a Salvius story in there, too. It took me so long to get through this book only because I don't teach out of it when my students reach Latin IV.

  5. 5 out of 5

    Sam Corey

  6. 5 out of 5

    Randy

  7. 5 out of 5

    Linus

  8. 5 out of 5

    William P. Warford

  9. 5 out of 5

    K

  10. 5 out of 5

    Zac Flowerman

  11. 5 out of 5

    SALLY HAVERLY

  12. 5 out of 5

    Matthew Barron

  13. 5 out of 5

    Janae Williams

  14. 4 out of 5

    Jenn

  15. 5 out of 5

    Brian

  16. 5 out of 5

    Stephen Murrish

  17. 5 out of 5

    Jessica Harwood

  18. 4 out of 5

    Zim Mac

  19. 4 out of 5

    Tom

  20. 4 out of 5

    Margaret

  21. 5 out of 5

    Lia

  22. 4 out of 5

    Drianne

  23. 5 out of 5

    Matt Herron

  24. 4 out of 5

    Kamal

  25. 4 out of 5

    BookDB

  26. 4 out of 5

    Matt H

  27. 5 out of 5

    Mary

  28. 4 out of 5

    J

  29. 5 out of 5

    Julian Kral

  30. 5 out of 5

    Megan

  31. 5 out of 5

    Markus Petz

  32. 5 out of 5

    Bob

  33. 5 out of 5

    Margaret

  34. 5 out of 5

    Beanca

  35. 4 out of 5

    Mackie

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