October 2006


Next Latin Lesson, we have a vocab test for Stage 2. Below is the vocab we have to learn.

amicus – friend           

ancilla – slave girl, Maid                   

cena – dinner              

cibus – food                           

dominus – master      

dormit – sleeps, is sleeping

intrat – enters              

laetus – happy                                   

laudat – praises, is praising          

mercator – merchant            

quoque – also                

salutat – greets, is greeting

So far, we have learnt that all Latin words are written in the nominative or accusative case. Nominative words are the ‘subject’ of the sentence, and accusative words are the ‘direct object’ of the sentence. Click here for a revision sheet to help you learn the words.

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I know what we are doing in music at the moment starts a bit pointless, but it will be useful in the long run – trust me! I thought I would put some notes on this page, to help with revision etc.

MELODY is the technical word for tune. That’s literally all it means.

HARMONY is the technical word for the other parts that go with the tune. So if you were on the piano, and were using the right hand and left hand, (assuming that the right hand was playing the tune), the left hand would be playing harmony.

So, one of our homework’s was to write a chord pattern, using chords 1,6/2,4,5

This is the scale of C major, and then you can work out what chords to use, so:

C   D   E   F   G   A   B   C

And then you can write the chords underneath.

C   D   E   F   G   A   B   C

1    2   3   4    5   6    7   8

So, we can work out that chord 1 is C, chord 6 is A/chord 2 is D chord 4 is F and chord 5 is G.

Every chord is made up of notes 1,3 and 5 of it’s scale.  So, we can also work out that chord 1 (C) is made up of the notes C, E, and G.

# = sharp sign          b = flat sign

Chord 6, we know is A, so we write the scale of A to work it out.

A    B   #C    D    E   #F   #G    A  

1    2      3     4    5      6      7     8

So we know a chord of A, is A, #C, and E

OR, Chord 2, which we know is D, so we need to write the scale of D to work it out.

D    E   #F    G    A    B   #C    D

1    2      3     4    5     6     7     8

So the chord of D, is D, #F, and A.

Now we come to chord 4, which is F, so we write the scale of F:

F    G    A    bB    C    D    E    F

1     2    3     4      5     6    7    8  

So, our F chord is F, A and C.

Finally we come to chord 5, which is G, so:

G    A    B    C    D    E   #F    G

1     2     3    4    5     6     7     8

So we know our G chord is G, B, and D.

I hope this helps you understand how chords work.

Today, Mrs Bower’s group were looking at ‘number machines’ and shorthand for them. 

We can think of any rule e.g.  +3, -1.

We can then think of any number, and use those rules on it, so take 10 for example.

10 + 3 = 13

13 – 1 = 12

Then you can sequence it, so: 10 —+3–>13–-1–>12

The shorthand for this, is 10 –> 13 –> 12.

You can also use letters to represent any number, and they give you a good idea of how to do the sum. Take ‘a’ for example. Let’s say that ‘a’ can represent any number, but for now, just take 5 and 6. So,  first we do the same just using ‘a’.

a —+3–>(a+3)–-1–>(a+3)-1

Then we can do it with 5 and 10, and the letters show us what to do. So in shorthand, 5 will be:

5–>8–>7

and 10 will be:

6–>9–>8

This is not the only way of doing the sum, because as you can see, 10 –>12, 5–>7, 6–>8. So, as well as the +3, -1 rule, another rule that would work in exactly the same way, is +2.

You can do this with any letter or number. Using the same rule, and therefore shorthand, take the letter ‘r’ (for 8R!!) The pattern will be:

r–>(r+3)–>(r+3)-1

 I hope this helps with the upcoming test!

I think it is a good idea to have timetables stuck up on your desk or notice board. Scuth1 has made a really good school timetable, with spaces to fill in for the W,X,Y,Z groups. Click here to view it. I have also made a homework timetable. Click here to view this.

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In French at the moment we are learning all about clothing,  how to say whether it suits us or not, colours, and the three different words for this and that depending on whether the word was feminine, masculine and plural.  It was quite good on Friday 6th October, because we had Jeans for Genes day, so we could all say we were wearing different things, not just everyone wearing school uniform.

First of all, here are the words which we learnt for clothes and shoes. The un, une and des in front of the words are really important, because you wouldn’t say ‘some tie’. You’d say ‘a tie’.

Un Pull Jumper

Un Pantalon Trousers

Une Jupe Skirt

Un Sweat Sweatshirt

Des Chaussettes Socks

Des Chaussures Shoes

Un Short Shorts

Un Tee-shirtT-Shirt

Des Sandales Sandals

Un Jean Jeans

Une Robe Dress

Une Cravate Tie

Une Chemise Shirt

Un Veste Jacket (formal)

Un Blouson Jacket (informal)

Des Baskets Trainers

Des Bottes Boots

I find it quite helpful to have a revision sheet for every topic. So click here to see one I made for clothes.

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