Usages of sententia
Haec sententia brevis est, sed exemplum clarum dat.
This sentence is short, but it gives a clear example.
Discipula unam sententiam facile legit, sed aliam sententiam intellegere nondum potest.
The female student reads one sentence easily, but she cannot yet understand another sentence.
Magistra rogat utrum sententia discipulae exemplum bonum ostendat an culpam.
The teacher asks whether the female student’s sentence shows a good example or a fault.
Haec sententia omnium difficillima est.
This sentence is the most difficult of all.
Haec sententia difficilior est quam illa.
This sentence is more difficult than that one.
Puer stilum e mensa capit et in charta unam sententiam scribit.
The boy takes the stylus from the table and writes one sentence on the paper.
Sed amica mea audet etiam sententias difficiliores statim scribere.
But my friend dares to write even more difficult sentences at once.
Magister sensum huius sententiae clare explicat.
The teacher clearly explains the meaning of this sentence.
Magistra dicit hanc sententiam alio modo explicandam esse.
The teacher says that this sentence must be explained in a different way.
Haec sententia iterum explicanda est.
This sentence must be explained again.
Discipula sententiam iterum describere cogitur, quia duo menda in charta sunt.
The female student is forced to copy the sentence again, because there are two mistakes on the paper.
Magistra existimat hanc sententiam illa difficiliorem esse, sed discipula dicit sensum paulatim clariorem fieri.
The teacher thinks this sentence is more difficult than that one, but the female student says that the meaning gradually becomes clearer.
Haec sententia peior est quam illa.
This sentence is worse than that one.
Discipula sententiam iterum describere cogitur, quia sententia nondum integra est.
The female student is forced to copy the sentence again, because the sentence is not yet complete.
Magister dicit sententiam integram esse, quia nulla verba desunt.
The teacher says that the sentence is complete, because no words are missing.
Magistra quaerit discipulam quae hanc sententiam in linguam Latinam recte transferat.
The teacher looks for a female student who may translate this sentence correctly into Latin.
Magistra discipulos monet ut ex verbis simplicibus sententiam brevem componant.
The teacher warns the students to compose a short sentence from simple words.
Magistra dicit Luciam hanc sententiam perfecte interpretari.
The teacher says that Lucia interprets this sentence perfectly.
Magistra illi sententiam iterum explicat.
The teacher explains the sentence to her again.
Magistra rogat quae discipula sententiam in linguam Latinam recte transferat.
The teacher asks which student may translate the sentence correctly into Latin.
Frater rogatus sententiam transferre conatur, sed verbum unum non bene transfert et deinde tacet.
When asked, the brother tries to translate the sentence, but he does not translate one word well and then is silent.
Magistra responsum Luciae approbat, quia sententiam clare scripsit.
The teacher approves Lucia’s answer, because she wrote the sentence clearly.
In verbis “mater filiae librum dat” “filiae” dativus est, et in sententia “cum amica ambulo” nomen “amica” in ablativo est.
In the words “mother gives a book to the daughter,” “to the daughter” is dative, and in the sentence “I walk with a friend,” the word “friend” is in the ablative.
Magistra quaerit quod adverbium in sententia “puella lente scribit” sit, et Lucia recte respondet “lente.”
The teacher asks which adverb is in the sentence “the girl writes slowly,” and Lucia correctly answers “slowly.”
In sententia “mox venio” “mox” quoque adverbium est, non nomen nec verbum.
In the sentence “I am coming soon,” “soon” is also an adverb, not a noun nor a verb.
Sic discipuli paulatim discunt non solum verba memoria tenere, sed etiam intellegere cur unus casus potius quam alius, cur singularis potius quam pluralis, et cur indicativus potius quam imperativus in unaquaque sententia ponatur.
Thus the students gradually learn not only to keep words in memory, but also to understand why one case rather than another, why singular rather than plural, and why the indicative rather than the imperative is used in each sentence.
Magistra dicit nominativum saepe in initio sententiae poni.
The teacher says that the nominative is often placed at the beginning of the sentence.
In sententia “puella laeta est” adiectivum cum nomine convenit.
In the sentence “the girl is happy,” the adjective agrees with the noun.
Magistra rogat uter discipulus sententiam recte transferre possit.
The teacher asks which student can translate the sentence correctly.
Discipula magistrae gratias agit, quod hanc sententiam alio modo explicavit.
The student thanks the teacher because she explained this sentence in another way.
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