Challenge III moves from continued Caesar reading into Cicero's oratory. The mapped Third Year vocabulary begins later in the reference schedule and supports close attention to argument and style.
| Week | Vocabulary assigned | Words |
|---|---|---|
| Week 1 | No new mapped vocabulary — check your reading or review assignment | — |
| Week 2 | No new mapped vocabulary — check your reading or review assignment | — |
| Week 3 | No new mapped vocabulary — check your reading or review assignment | — |
| Week 4 | No new mapped vocabulary — check your reading or review assignment | — |
| Week 5 | No new mapped vocabulary — check your reading or review assignment | — |
| Week 6 | No new mapped vocabulary — check your reading or review assignment | — |
| Week 7 | No new mapped vocabulary — check your reading or review assignment | — |
| Week 8 | No new mapped vocabulary — check your reading or review assignment | — |
| Week 9 | No new mapped vocabulary — check your reading or review assignment | — |
| Week 10 | No new mapped vocabulary — check your reading or review assignment | — |
| Week 11 | No new mapped vocabulary — check your reading or review assignment | — |
| Week 12 | No new mapped vocabulary — check your reading or review assignment | — |
| Week 13 | No new mapped vocabulary — check your reading or review assignment | — |
| Week 14 | No new mapped vocabulary — check your reading or review assignment | — |
| Week 15 | No new mapped vocabulary — check your reading or review assignment | — |
| Week 16 | No new mapped vocabulary — check your reading or review assignment | — |
| Week 17 | Lesson 1, Lesson 2 | 44 |
| Week 18 | Lesson 3, Lesson 4 | 37 |
| Week 19 | Lesson 5, Lesson 6 | 24 |
| Week 20 | Lesson 7, Lesson 8 | 30 |
| Week 21 | Lesson 9, Lesson 10 | 31 |
| Week 22 | Lesson 11, Lesson 12 | 39 |
| Week 23 | Lesson 13 | 12 |
| Week 24 | Lesson 14 | 12 |
| Week 25 | Lesson 15 | 14 |
| Week 26 | Lesson 16 | 10 |
| Week 27 | Lesson 17 | 13 |
| Week 28 | Lesson 18 | 13 |
| Week 29 | Lesson 19 | 7 |
| Week 30 | No new mapped vocabulary — check your reading or review assignment | — |
The Classical Conversations guide assigns Henle Third Year vocabulary week by week. 13 of the 30 weeks have vocabulary lists mapped here; the other 17 have no new mapped list. Reading, grammar or assessment may still be assigned. Several lessons are often assigned in the same week; the heaviest week is week 17, with 44 words.
Across the 286 words the list is 109 verbs, 83 nouns, 38 adverbs, 38 adjectives, 9 conjunctions, 8 pronouns and 1 preposition. The forms a student meets most: 3rd-conjugation verbs (39), 3rd-declension nouns (35), 1st/2nd-declension adjectives (32), 1st-conjugation verbs (31), 2nd-declension nouns (25), 1st-declension nouns (15). Every word is on its lesson page with its English meaning, part of speech and form, and a few of the sentences Amplio uses to drill it.
A narrative asks what happened; an oration also asks what the speaker wants the audience to believe. Challenge III's reading gives students practice with both questions. The stored schedule continues work in Caesar before turning toward Cicero, while the lesson links on this page map the Third Year vocabulary used later in that sequence. Do not mistake the absence of early lesson links for an absence of Latin. Reading, oral translation and discussion occupy those weeks even without new mapped Third Year lists.
The change of author brings a change in the work a familiar word can do. A noun for boldness may praise courage or accuse someone of recklessness. A word for rumour does not establish the same certainty as a report based on direct observation. Ask whose judgement an adjective represents, what evidence a speaker claims, and how a connector links the next point to the previous one. First establish the grammar; then explain the force of the chosen wording.
Read the week table as an index to this particular vocabulary mapping. The Third Year lists begin at week 17 in this reference, after an introduction to the new reading. Some later lists are available only through the year index because no week is mapped to them. Rows without new mapped vocabulary can include substantial reading and assessment. The current guide remains the source of the full assignment, and a director may adjust the preparation required for an individual community.
At home, keep the attempted translation beside the Latin rather than replacing it with a polished version too soon. Mark the form or clause that caused uncertainty, then use the entry to test your reading. Deponents and verbs such as meminī reward special care because their appearance can suggest an English voice or tense that the meaning does not support. Proper names also decline, and first-declension endings do not make every person's name feminine. Familiar principles continue to matter inside more sophisticated prose.
For seminar, prepare a concrete observation about language and a reason for it. Point to the two halves of a contrast, explain a deliberately strong word, or show how the order of ideas builds a claim. Avoid attaching a rhetorical label before you can explain what the passage actually says. These vocabulary pages offer a reference for that work, with notes about tone and form as well as meaning. They support independent reading and discussion while leaving the full passages, assignments and extended practice in the course materials.
Amplio is paced to the Classical Conversations schedule: pick your Challenge level and it shows the words assigned for the current week, then drills them with spaced repetition until they stick.
Start freeBrowse the Henle Year 3 index for the complete set of available lists, including those without a mapped week. Print a lesson and mark words whose tone changes your translation. Henle Year 3 lesson index.
Henle Third Year centres on Cicero. The reference Challenge III schedule also continues earlier Caesar reading before its Third Year vocabulary mapping begins.
Those weeks contain reading and other work without new mapped Third Year lists. They should not be read as weeks without Latin.
Identify the grammar and the speaker's claim, then examine words that express judgement, doubt or emphasis. Bring one supported observation about style to seminar.
Their forms look perfect, but their usual meanings are present: remember and hate. Learn those special meanings with their entries.
Ask what the speaker is claiming and which words make the claim stronger or more limited. A precise observation can come before the formal name of a device.
Use the Henle Year 3 index. It includes every vocabulary-bearing lesson in this reference, including those not assigned a week in this table.