TABLE OF CONTENTS

ANCIENT GREEK ALIVE

WORKBOOK

VOLUME I

Catherine Freis

A NOTE ABOUT THE FORMAT OF THE WORKBOOK

This Workbook is designed to help students learn Greek efficiently and pleasureably using Ancient Greek Alive. It was originally written because the publisher of the Textbook asked me to devise a Workbook to accompany the Textbook. I started writing a series of additional drills, a text resembling most language Workbooks, but my own students asked me to change the format. What they wanted was fuller explanations than they found in the Textbook as well as additional exercises. The Workbook then developed into an explanatory text accompanied by numerous drills and exercises. My students found the Workbook extremely helpful, with one student saying that with the Workbook, even an elementary student can learn Greek. Many others, wishing to learn Greek on their own, or to renew their grasp of the language, have also used the Workbook. This edition of the Workbook includes answers to all the exercises at the bottom of the page so that self learners are able to check their understanding.

Unit One consists of the spoken dialogues. The scripts serve as an easy introduction to the sound of Greek and its alphabet as well as to important grammatical concepts and Greek forms. The language tapes are available on the website (https://catherinefreis.wordpress.com/} so that even those without a teacher may use this Textbook. The scripts, because they contain important vocabulary and verb forms, should not be omitted. I caution my students never to write English translations in their Textbooks for the Scripts or the Readings in the Lessons – one’s eye inevitably drifts towards the English rather than reading and thinking in the language. And if the Textbook is marked, it is impossible to reread the scripts or the stories as a review.

After Unit One, when the book turns to formal grammar, my students usually first read the Textbook Lesson for a quick overview and then turn to the Workbook. After completing the Workbook materials, they reread the Textbook, checking themselves with the exercises in the Textbook, before reading the stories: their dessert for learning the grammar and the vocabulary. Those who are learning Greek on their own have access to the answers for all the Textbook exercises and readings on the website above.

After every two or three lessons, there are practice quizzes. The answers for these quizzes are found on separate pages, so that students can replicate exam conditions without the temptation of too easily checking the answers at the bottom of the page. In addition, there are four reviews and practice exams: these too have answers on separate pages.

At the end of this volume of the Workbook, students will have learned almost every Greek noun and adjective paradigm, including participles. Volume 2 turns to the verb.

I offer all these copyrighted materials to you for free in the hope that they may help you have a joyful experience in learning Greek. If they have helped, I would love to hear from you. I have proofread these materials many times, but I always find more misprints, so if you discover one, please let me know.

Table of Contents

UNIT ONE: SCRIPTS

Rules for Transliteration of Greek

2

Script One

5

Script Two

9

Review of Scripts One and Two

15

Practice Quiz One

20

Answers: Practice Quiz One

22

Script Three

24

Script Three, Part 2, Alphabet

28

Practice Quiz Two: Script 3 and Alphabet

35

Answers: Practice Quiz Two

37

Script Four

39

Script Five

42

Script Six

45

Review: Scripts Four, Five, Six

53

Practice Quiz Three: Scripts Four, Five, Six

55

Answers: Practice Quiz Three

56

Script Seven

58

Script Eight

64

Script Nine and Cumulative Vocabulary

69

Practice Quiz 4A Vocabulary

75

Answers: Practice Quiz 4A

76

Practice Quiz 4B Vocabulary

77

Answers: Practice Quiz 4B

78

Review for Unit One Examination

79

Answers for Unit One Review

86

Practice Test Unit One Examination

88

Answers: Practice Test One

91

UNIT TWO: LESSONS 1-11

94

Lesson 1

95

Practice Quiz 5: Lesson 1

101

Answers: Practice Quiz 5

103

Lesson 2

105

Lesson 3, Verb Accents

113

Lesson 3. Noun Accents

119

Review of Lessons 2 and 3

126

Answers: Review of Lessons 2 and 3

128

Practice Quiz 6. Lessons 2 and 3

130

Answers: Practice Quiz 6

132

A Note about Accents

134

Lesson 4

135

Lesson 5

141

Lesson 6

153

Practice Quiz 7

157

Answers: Practice Quiz 7

160

Lesson 7

162

Lesson 8

170

Lesson 9

177

Practice Quiz 8: Lessons 7. 8. and 9

184

Answers: Practice Quiz 8

186

Lesson 10

188

Lesson 11

192

Practice Quiz 9: Lessons 10 and 11

197

Answers: Practice Quiz 9

198

Review for Unit Two

200

Cumulative Vocabulary: Unit Two Examination

201

Practice Quiz 10 A: Vocabulary

206

Answers: Practice Quiz 10 A

207

Practice Quiz 10 B: Vocabulary

208

Answers: Practice Quiz 10B

209

Case Endings Reference Chart

210

Verb Endings Reference Chart

211

Review Exercises wih Case Usage Reference Chart

212

Practice Test Unit Two Examination

223

Answers for Unit Two Examination

226

UNIT THREE:LESSONS 12-19

229

Relative Pronoun Chart

230

Lesson 12

231

Practice Quiz 11. Lesson 12

239

Answers: Practice Quiz 11

241

Lesson 13

243

Lesson 14

249

Practice Quiz 12: Lessons 13 and 14

256

Answers: Practice Quiz 12

258

Lesson 15

260

Lesson 16

264

Lesson 17: Part 1

274

Practice Quiz 13: Lessons 15. 16 and Story, Lesson 17

277

Answers: Practice Quiz 13

279

Lesson 17: Part 2

282

Lesson 18

288

Practice Quiz 14. Lessons 17 and 18

299

Answers: Practice Quiz 14

301

Lesson 19

303

Practice Quiz 15. Lesson 19

313

Answers: Practice Quiz 15

315

Cumulative Vocabulary, Unit Three Examination

317

Review for Unit Three Examination

323

Answers: Review for Unit Three Examination

330

Practice Test 3: Unit Three Examination

335

Answers: Practice Test 3

340

UNIT FOUR;LESSONS 20-24

345

Lesson 20

346

Lesson 21

351

Lesson 22

359

Practice Quiz 17

363

Answers: Practice Quiz 17

366

Lesson 23

369

Lesson 24

376

Practice Quiz 18:Lessons 23-24

382

Answers: Practice Quiz 18

384

Checklist of New Materials: Lessons 20-24

386

Cumulative Vocabulary

387

Practice Test 4

390

Answers: Practice Test 4

394

Review Lessons 1-24

396

Quiz 19A Vocabulary

397

Answers: Quiz 19A

398

Quiz 19 B Vocabulary

399

Answers: Quiz 19 B Vocabulary

400

APPENDIX: REFERENCE CHARTS

401

Verbs

Chart One: Verb Endings: Scripts

1

Chart Two: Verb Endings: Lessons 1-24

2

Chart Three: Verb Constructions and Aorists: Lessons 1-24

3

Nouns

Chart Four: Case Endings: Lessons 1-11

4

Chart Five: Case Constructions: Lessons 1-11

5

Chart Six: Relative Pronoun: Lesson 12

6

Chart Seven: Third Group Case Endings: Lessons 13 – 19

7

Chart Eight: Third Group Case Endings: Lessons 13-24

8

Chart Nine: Case Constructions: Lessons 1 -24

9

UNIT ONE: SCRIPTS 1-9

SOME RULES FOR THE TRANSLITERATION OF GREEK WRITING

Since you will be learning how to pronounce Greek before you will be able to read Greek, the following English transliterations of Scripts 1-4 will enable you to practice the oral conversation in the scripts.

Further, learning how to read these transliterated scripts will be helpful when you read Greek writing, since the rules you will learn here will apply also to Greek writing. In fact, the same rules are used on a number of websites, like Perseus, which have many classical works, dictionaries and other aids for the student of Greek, in Greek script as well as in transliteration.

1. VOWELS

In Greek, every vowel is pronounced, unlike English which has silent vowels. Greek, like English, also has long and short vowel sounds. The chart below illustrates the vowel sounds in Greek; long vowels have a circumflex to indicate that they are long Practice the sounds by saying the words aloud for the long and short vowels:

Vowel

Short Vowel

Sound

Long Vowel

Sound

-a-

a

drama

â

drama

-e-

e

let

ê

gate, hay

-i-

i

intrigue

î

intrigue, me

-o-

o

pot

ô

tone

In the transliterations used in this Workbook, only two vowels will be marked with a circumflex, ê and ô, because they represent separate letters in the Greek alphabet, ‘eta’ and ‘omega’. So it is important that you pay attention to these two letters and their sounds. The eta, ê as in gate or hay, is the one most likely to prove troublesome in transliteration, because it does not have an “e” sound, so be sure to practice it well.

( Exercise 1

Using the chart above, indicate which short or long vowel symbol would be used for transliterating each of the vowels in the following English words, as indicated in the first and second answer.

1. sit

-i- (short: sounds like the first –i- in intrigue

2. late

-ê- (long: sounds like the long a in gate)

3. say

_______________________

4. hot

_______________________

5. get

_______________________

6. they

_______________________

7. need_______________________

8. play

_______________________

2. DIPHTHONGS

Diphthongs are two letters pronounced as a single vowel. Here are some common Greek diphthongs and their sounds.

Diphthong

Sound

-ai-

aisle

-au-

sauerkraut

-ei-

weigh

-eu-

feud

-oi-

noise

-ou-

group

( Exercise 2

What Greek diphthongs would be represented by the following sounds which are in bold and underlined? Notice that the spellings in English may differ from the Greek diphthong, so be sure to check the sounds represented in the chart above.

1. island

_______________________

2. neighbor

_______________________

3. cool

_______________________

4. boy

_______________________

5. cow

_______________________

6. feudal

_______________________

3. SYLLABLES

A Greek word has as many syllables as it has vowels or diphthongs, for there are no silent letters in Greek. Breaking a word down into syllables is often a helpful guide to pronunciation. In general, a syllable ends with the vowel or dipththong and the next consonant goes with the following syllable.

Khairete

khai-re-te

3 syllables (1 diphthong, 2 vowels)

Horaousin

ho-ra-ou-sin

4 syllables (3 vowels, 1 diphthong)

Erôtae

e-rô-ta-e

4 syllables (4 vowels - ae is not a Greek

diphthong but two separate syllables).

Khalepoterônkha-le-po-ter-rôn5 syllables (5 vowels)

(Exercise 3

Divide the following Greek words into syllables. In these words, the syllable ends with the vowel or diphthong, and the succeeding consonant goes with the next vowel or diphthong.

1. khaire

_______________________

2. onoma

_______________________

3. authis

_______________________

4. philoi

_______________________

5. erotêma

_______________________

SCRIPT ONE

Students should consult the language tapes which provide English translations and pauses to practice at https://catherinefreis.wordpress.com/. Listen to them and attempt to answer any of the questions. The more you use the tapes and practice, the easier you will find learning Greek.

I. DIALOGUE

1- Khairete, ô philoi.

2- Khaire, ô phile. Khaire, ô philê.

3- Gignôskomen allêlous?

4[pantes hama]

5[authis]

6- Ou gignôskomen allêlous.

7- Gignôskômen allêlous.

10- To onoma mou ________ estin.

11- Ti esti to onoma sou? Lege moi. Ti esti to onoma sou?

12- [euge]

13- Ti esti to onoma autou? Lege moi.

14- Ti esti to onoma autês? Lege moi. Lege hêmin.

15- Oistha?

16- Ouk oida.

19 - Erôtae, “Ô phile, ti esti to onoma sou?

II. CONCEPTS

It will be important for you to learn the names of the concepts that will be introducted in each of the scripts.

1. Some Parts of Speech

· A Noun is the name of a person, place or thing. English example: friend.

· A Pronoun is a word used in place of a noun. English examples: I, you, he, she.

· An Adjective describes a noun. English example: all people.

· A Verb describes an action. English example: we know.

· An Adverb describes the action of a verb. English example: Try again.

2. Number

· Singular is used for nouns, pronouns, adjectives and verbs which refer to one person. English example: friend.

· Plural is used for nouns, pronouns, adjectives and verbs which refer to more than one person. English example: friends.

3. Gender

Nouns, pronouns, and adjectives in Greek have different genders: masculine, feminine or neuter. It is easy to tell the gender of nouns or pronouns referring to people, but the gender of objects must be learned. Although gender is crucial for Greek, it is not an important concept in English except for pronouns. English examples: he, she, it.

4. Case

In Greek, the endings of nouns, pronouns and adjectives change to indicate how the word is used in the sentence. English does not generally use cases, but instead relies on prepositions and word placement, except for certain pronouns. English example: he ( him. In the dialogue, two different cases of pronouns were introduced: genitive (= “of” meanings in English), and dative (= “to” meanings in English).

5. Word Meanings

In this script, you are learning two different words which generally translate into English as “know”. They come from different roots and have different connotations. Later on, you will learn more about these words, but at this point in the course, you need only learn the basic meaning.

III. VOCABULARY

Nouns

to onoma (neuter, singular)

the name

phile (masculine, singular)

Oh, friend (male)

philê (feminine, singular)

Oh, friend (female)

philoi (masculine, plural)

Oh, friends

Pronouns

autou (masculine, genitive)

of him

autês (feminine, genitive)

of her

hêmin (plural, dative)

to us

mou (singular, genitive)

of me, my

moi (singular, dative)

to me

sou (singular, genitive)

of you, your (singular)

ti (neuter, singular)

what?

Adjectives

allêlous (plural)

each other

pantes (plural)

all

Verbs

khaire (singular)

be joyful, hello (singular: addressed to one person)

khairete (plural)

be joyful, hello (plural: addressed to more than one person)

estin or esti (singular)

is

erôtae (singular) e-rô-ta-e

ask (singular)

gignôskomen (plural) gi-gnô-sko-men

we know

gignôskômen (plural) gi-gnô-skô-men

let’s get to know

lege (singular)

say, tell, speak

oida (singular)

I know

oistha (singular)

you know

Adverbs and Other Words

authis

again

euge

good, well done

hama

together

ô

O! Hey!

ou

not (before a word beginning with a consonant)

ouk

not (before a word beginning with a vowel)

IV. (Summary Exercises

Say and write in transliterated Greek. Be sure always to use the long mark over the long -e- and long -o- sounds (ê, ô) because these transliterate Greek letters which are different from the short -e- and short -o- sounds.

1. Hello, O friend (female). Let’s get to know each other. My name (= the name of me) is John. Tell me. What is your name (= the name of you)?

__________________________________________________________________

2. O friend (male), do you know her name (= the name of her)? We do not know each other. I don’t know her name.

__________________________________________________________________

__________________________________________________________________

3. O friend (female), ask again, “What is his name?”

__________________________________________________________________

__________________________________________________________________

SCRIPT TWO

I. DIALOGUE

Paragraph 1.

· Gignôskô se. Kai gignôskô se. Kai gignôskô se. Ô phile, gignôskeis me?

· Ah,* ho ________ ** gignôskei me.

· Kai su, ô philê, gignôskeis me?

· Ah, hê _________ gignôskei me.

Paragraph 2.

· Horaô se. Kai horaô se. Kai horaô se. Horaeis me?

· Ah, ho _________ horaei me.

· Kai su, horaeis me?

· Ah, hê _________ horaei me.

Paragraph 3.

· Kai su, horaeis auton? Horaeis autên? Lege moi: Horaeis autên?

Paragraph 4.

· Ô philê, horaeis tên khelônên? Horaeis autên? Lege hêmin: Horaeis autên? Kai gignôskeis autên? Lege hêmin.

Paragraph 5.

· Ô phile, horaeis me? Kai nun horaeis me? Oukhi. Nun oukh horaeis me.

Paragraph 6.

· Kai su, ô philê, horaeis tên khelônên? Kai su, ô phile, horaeis autên? Hê ____________ kai ho ______ horaousi tên khelônên. Horaousin autên.

Paragraph 7.

· Ô phile, gignôskeis auton. Ti esti to onoma autou?

· Kai su, gignôskeis auton? Kai ho ____________ kai hê __________ gignôskousin auton.

*Whenever Ah occurs in the scripts, it is not a Greek word but that word in English.

**Arbitrary male and female names will be inserted in the answers.

Boxes 1-3

ou gignôskô

ouk oida

oukh horaô

gignôskousi tên khelônên

gignôskousin autên

A kai B

kai A kai B

Paragraph 8

· Ô phile, ekhô onoma. Ekhô glôttan, ekhô kheira, ekhô biblion.

Paragraph 9

· Ekhô onoma. Kai su, ekheis onoma? Ti esti to onoma sou?

· To onoma mou ________ estin.

· Ti esti to onoma sou?

Paragraph 10.

· Kai ho __________ ekhei onoma? nê ton Dia ekhei onoma.

· Kai hê __________ ekhei onoma? nê tên kuna ekhei onoma.

· Kai hê __________ kai ho __________ ekhousin onoma.

Nê ton Dia by Zeus

Nê tên kuna by the Dog

Boxes

I

You

He, she, it

They

ekhô

ekheis

ekhei

ekhousi(n)

gignôskô

gignôskeis

gignôskei

gignôskousi(n)

horaô

horaeis

horaei

horaousi(n)

II. CONCEPTS

1. Case

In this dialogue, two new cases are presented:

· The nominative is used for the subject of a sentence and performs the action of the verb. English example: The girl sees the turtle.

· The accusative is used for the object of the action of the verb, the receiver of the action. English example: The mother sees the girl.

Although English makes no distinction in the form of the words for each situation, Greek does. Greek does not rely on word order, as English does, to convey meaning, but uses different case endings to do so.

2. Article

The article is an adjective with the meaning “the”. In the dialogue, nominative and accusative forms of the article were presented. The endings of the article vary according to the gender and the case of the nouns they describe. English does not vary the form of the word “the” as Greek does. Further, in Greek, the article almost always precedes the name of the person (the John = the [person] John= John). The following chart outlines the forms of the Greek article:

Masculine

Feminine

Neuter

Nominative (Subject)

ho

hê

to

Accusative (Object)

ton

tên

to

Although Greek has a word for the English word “the”, it does not ordinarily express the article “a”, “an”. You should insert it into the English translation whenever it seems suitable.

3. Personal Endings

Greek verbs change their form in accordance with the person who is doing the action. English verbs sometimes change their form, but not as consistently as the Greek does. English example: I walk, but he walks. There are three singular endings and three plural endings, according to the subject of the verb, as the following chart outlines:

Singular

Plural

First Person

I

We

Second Person

You

You (all)

Third Person

He, she, it/ or a singular noun.

They/ or a plural noun

In the dialogue, all the singular endings were presented, along with the third person plural ending. Greek, unlike English, often omits the pronouns found in the chart and depends on the verb endings alone to indicate the doer of the action. Hence, it is important to learn them and to pay attention to these verb endings. In Greek, the personal endings are added to the stem of the verb, which is formed by removing the final vowel (ô) of the first person singular. The following table charts the personal endings of the verbs.

Singular

Plural

First Person

ekh-ô, I have

X (Not yet learned)

Second Person

ekh-eis, You have

X (Not yet learned)

Third Person

ekh-ei

ekhousi(n): The n is added before a word beginning with a vowel or at the end of a sentence.

4. Changes in Spelling

Greek often changes the spelling of certain words to preserve a smooth flowing sound and to avoid what is called hiatus, a break between two words. English sometimes does this too. For instance, we say “a book” and “an apple”. The n inserted before words beginning with a vowel preserves the smooth sound. Greek does the same with a number of words. So far you have seen the changes in the negative: ou before consonants, ouk before words beginning with a vowel and oukh before words beginning with an “h” sound. In addition, the 3rd person plural endings add an n before words beginning with a vowel or if the verb occurs before a punctuation mark.

III. Vocabulary

Nouns

biblion (object: accusative)

book

kheira (object: accusative)

hand

khelônên (object: accusative)

turtle

tên khelônên (object: accusative)

the turtle

ton Dia (object: accusative)

the (person) Zeus = Zeus

glôttan (object: accusative)

tongue

tên kuna (object: accusative)

the dog

Pronouns

autên (object: accusative)

her

auton (object: accusative)

him

me (object: accusative)

me

su (subject: nominative

you (singular)

se (object: accusative)

you (singular)

Adjectives

ho, hê, to (subject: nominative)

the

ton, tên, to (object: accusative)

the

Verbs

ekhô

I have

horaô

I see

Adverbs and Other Words

kai

and

kai…kai

both…and

nun

now

oukh

not (before a word beginning with an “h” sound)

oukhi

no

Phrases

nê ton Dia

by Zeus!

nê tên kuna

by the Dog!

IV. ( Summary Exercises

a. Fill in the chart for the forms of the article

Masculine

Feminine

Neuter

Nominative

Accusative

b. Fill in the charts for the verbs ekhô and horaô, giving translations for each form.

Singular

Plural

First Person

ekhô, I have

X

Second Person

X

Third Person

Singular

Plural

First Person

horaô, I see

X

Second Person

X

Third Person

c. Say and write in transliterated Greek.

1. And you, O friend (female), don’t you see the turtle? By Zeus, both John and Mary see her.

________________________________________________________________________

________________________________________________________________________

2. No, I don’t see the turtle. And I don’t know you. And he doesn’t know me.

________________________________________________________________________

_______________________________________________________________________

3. She has a tongue and a hand; she doesn’t have a book.

________________________________________________________________________

REVIEW OF SCRIPTS ONE AND TWO

I. VERBS

1. Moods

Verbs have moods (= mode of indicating different kinds of action). So far, there have been three.

· The Indicative is the mood of facts: I see, you know, we have.

· The Imperative gives orders: be joyful.

· The Subjunctive anticipates a possible action: let’s learn.

2. Conjugation of Regular Ô Verbs

Conjugation is laying out all the forms of a verb. The following chart shows all the forms learned in Scripts One and Two, as well as the first person plural, and the second person plural of the indicative, which resembles the imperative.

Indicative (Factual)

Person

Singular

Plural

First Person

leg-ô I speak/ say/tell

leg-omen We speak

Second Person

leg-eis You speak

leg-ete You all speak

Third Person

leg-ei He, she, it speaks

leg-ousi(n) They speak

Imperative (Gives an Order)

Singular

Plural

Second Person

leg-e Speak!

leg-ete Speak!

Subjunctive (Possibility)

Singular

Plural

First Person

X (Not yet learned)

leg-ômen Let’s speak

Any of the following regular verbs which end in a long -o- (ô) in the “I” person may be conjugated in the same way:

Greek

English

Greek

English

khairô

I am joyful

ekhô

I have

erôtaô

I ask

gignôskô

I know

horaô

I see

legô

I say, I tell

3. Irregular Verbs

Irregular verbs do not follow the pattern given above; their patterns will be learned later. Some of their forms have been introduced, however, and must be learned:

esti(n) he, she, it is

oida I know

oistha you (singular) know

(Exercise 1

a. Chart all the forms of the verbs, gignôskô and khairô in the charts provided. Include translations for each form. It is important to mark the long -o- sounds, since they represent a separate letter in Greek.

Indicative

Person

Singular

Plural

First Person

gignôsk-ô I know

Second Person

Third Person

Imperative

Singular

Plural

Second Person

Subjunctive

Singular

Plural

First Person

X

Indicative

Person

Singular

Plural

First Person

khair-ô I am joyful

Second Person

Third Person

Imperative

Singular

Plural

Second Person

Subjunctive

Singular

Plural

First Person

X

b. Give the transliterated Greek for the following irregular verbs:

1. I know

_________________

2. He is

_________________

3. You know

_________________

c. Translate the following Greek verbs into English:

1. erôtaete!

_________________

2. horaousin

_________________

3. legômen

_________________

4. ekhei

_________________

5. gignôskeis

_________________

II. NOUNS, PRONOUNS, ADJECTIVES, AND ARTICLES

1. Cases

There are five cases in Greek, and they have all been used in Scripts One and Two. The following chart outlines these cases:

Name

Use in Sentence

English

Nominative

Subject

The girl

Accusative

Object

The girl

Genitive

“of”

Of the girl

Dative

“to”/”for”

To/for the girl

Vocative

Direct Address

O girl!

2. Declension

A declension is laying out all the forms for a noun or pronoun in a specific order. Scripts One and Two have not fully presented all the forms for the words that have been introduced. But the following chart indicates how some words change, and they must be learned. Generally, the vocative, the case for direct address, is not included in a declension chart.

3. Pronouns: Singular

“I”

“You”

“Him”

“Her”

Nominative (Subject)

egô, “I”

su, “you”

Doesn’t exist

Doesn’t exist

Accusative (Object)

me, “me”

se, “you”

auton, “him”

autên, “her”

Genitive (“of”)

mou, “of me”

sou, “of you”

autou, “of him”

autês, “of her”

Dative (“to”

moi, “to me”

X

X

X

4. Articles: Singular

Scripts one and two have given two cases of the article as the chart indicates below:

Masculine

Feminine

Neuter

Nominative

ho

hê

to

Accusative

ton

tên

to

(Exercise 2

a. Fill in the chart for the forms of the pronouns. Include translations.

“I”

“You”

“Him”

“Her”

Nominative

None

None

Accusative

Genitive

Dative

X

X

X

b. Fill in the chart for the forms of the article. It is important to mark the long -ê- sounds, since they represent a separate letter in Greek.

Masculine

Feminine

Neuter

Nominative

Accusative

III.( Summary Exercises

1. Read aloud and translate the following story.

Hê Melissa legei, “Khaire, Ô phile. To onoma mou Melissa estin. Ti esti to onoma sou? Ou gignôskomen allêlous. Gignôskômen allêlous. ” Ho Marcus legei, “Ekho onoma, Marcus. Nê ton Dia, lege moi to onoma sou authis.” Nun ho Marcus gignôskei autên kai hê Melissa gignôskei auton. Hama khairousin.

________________________________________________________________________

________________________________________________________________________

2. Say and write in transliterated Greek.

Both Melissa and Marcus see the turtle. The turtle has a book. They ask her name. She does not have a tongue and she does not speak. Melissa says, “I do not know your name. Tell us”.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

PRACTICE QUIZ : ONE

1. Forms

a) Fill in the chart for the verb ekhô. Include translations. Be sure to mark long vowels.

Indicative

Person

Singular

Plural

First Person

ekh-ô I have

Second Person

Third Person

Imperative

Singular

Plural

Second Person

Subjunctive

Singular

Plural

First Person

X

b) Fill in the chart for the forms of the pronouns.

“I”

“You”

“Him”

“Her”

Nominative

None

None

Accusative

Genitive

Dative

X

X

X

c) Fill in the chart for the forms of the article

Masculine

Feminine

Neuter

Nominative

Accusative

2. Aural Comprehension

Listen to the last part of Script 2 which begins after the first set of boxes and ends before the second set of boxes. . Write and translate the Greek you will hear. Be sure to include long marks.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. Reading Comprehension

Translate the following story.

Hê Maria kai ho Joel ekhousi khelônên. Ho John horaei tên khelônên kai erôtaei, “Ô philoi, ti esti to onoma autês? Lege moi nun.” Hê Maria ou gignôskei ton John kai legei, “Ouk oida se. Gignôskômen allêlous.”

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Part 4: Writing

Translate the following into transliterated Greek.

Both John and Melissa see Joel. She does not know him. Melissa asks, “What is his name”?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

ANSWERS: PRACTICE QUIZ ONE

Part One: Forms

a) Fill in the chart for the verb ekhô. Include translations. Be sure to mark long vowels

Indicative

Person

Singular

Plural

First Person

ekh-ô I have

ekh-omen We have

Second Person

ekh-eis You have

ekh-ete You have

Third Person

ekh-ei She has

ekh-ousi(n) They have

Imperative

Singular

Plural

Second Person

ekh-e Have!

ekh-ete Have!

Subjunctive

Singular

Plural

First Person

X

ekhômen Let’s have

b) Fill in the chart for the forms of the pronouns.*

“I”

“You”

“Him”

“Her”

Nominative

egô

su

None

None

Accusative

me

se

auton

autên

Genitive

mou

sou

autou

autês

Dative

moi

X

X

X

(Note the following patterns – ou is often a genitive ending. Accusatives often end in the letter “n”. )

c) Fill in the chart for the forms of the article

Masculine

Feminine

Neuter

Nominative

ho

hê

to

Accusative

ton

tên

to

Part Two: Aural Comprehension

Listen to the last part of Script 2 which begins after the first set of boxes and ends before the second set of boxes. . Write and translate the Greek you will hear. Be sure to include long marks.

· Ô phile, ekhô onoma. Ekhô glôttan, ekhô kheira, ekhô biblion.

· Ekhô onoma. Kai su, ekheis onoma? Ti esti to onoma sou?

· To onoma mou ________ estin.

· Ti esti to onoma sou?

· Kai ho __________ ekhei onoma? nê ton Dia ekhei onoma.

· Kai hê __________ ekhei onoma? nê tên kuna ekhei onoma.

· Kai hê __________ kai ho __________ ekhousin onoma.

Part 3: Reading Comprehension

Translate the following story. *

Hê Maria kai ho Joel ekhousi khelônên. Ho John horaei tên khelônên kai erôtaei, “Ô philoi, ti esti to onoma autês? Lege moi nun.” Hê Maria ou gignôskei ton John kai legei, “Ouk oida se. Gignôskômen allêlous.”

Maria (the [person] Maria) and Joel have a turtle. John sees the turtle and asks, “O friends, what is her name (the name of her). Tell me now.” Maria does not know John and she says, “I do not know you. Let’s get to know each other”.

* Remember that proper names in Greek are preceded by the article and that the article changes according to the case of the word it modifies. Remember also that the verb ending by itself can indicate a pronoun subject.

Part 4: Writing

Translate the following into transliterated Greek.

Both John and Melissa see Joel. She does not know him. Melissa asks, “What is his name”?

Kai ho John kai hê Melissa horaousi ton Joel. Ou gignôskei auton. Hê Melissa erôtaei, “Ti esti to onoma autou?”

SCRIPT THREE

I. DIALOGUE

- Ô philê, erôtae auton erôtêma. Kai erôtae autên erôtêma. Allo erôtêma. Kai allo erôtêma. Polla erôtêmata erôtaei.

- Ô phile, lege moi to onoma autês. Kai lege moi to onoma autou. Kai allo onoma. Polla onomata legei.

erôtêma (singular)

erôtêmata (plural)

onoma (singular)

onomata (plural)

- Ô philê, horaeis touto? Ti esti touto? Touto esti gramma. Kai to gramma ekhei onoma? Ti onoma ekhei touto to gramma? Ekhei to onoma alpha.

- Kai horaeis touto to gramma? Touto estin allo gramma. Ti onoma ekhei touto to gramma? Touto to gramma ekhei to onoma beta.

gramma a letter

touto this

to gramma the letter

touto to gramma this letter

- Kai tis gignôskei touto to gramma? Kai tis gignôskei touto to gramma? Polla grammata gignôskei. Alêthôs polla grammata gignôskei.

- Ô philê, gignôskeis polla grammata? Alêthôs gignôskeis panta ta grammata? Tis gignôskei panta ta grammata?

tis Who?

ti What?

polla grammata many letters

panta grammata all letters

panta ta grammata all the letters

- Kai nun, ô phile, ti poieô? Graphô grammata. Graphô polla grammata. Graphô panta ta grammata.

erôtaô erôtêma I ask a question (= an asking)

graphô gramma I write a letter (= a writing)

- Egô ethelô graphein ta grammata. - Kai su, ô philê, etheleis graphein ta grammata? Alêthôs? Etheleis graphein ta grammata? - Kai su, ô phile, etheleis graphein ta grammata? Panta ta grammata? Euge. Graphômen panta ta grammata.

graphô ta grammata. I write the letters.

ethelô graphein ta grammata. I want to write the letters.

- Kai nun legômen ta grammata. Legômen panta ta grammata.

II. CONCEPTS

1. Neuter Plural

In the dialogue, the plural forms for three neuter nouns were presented as well as the neuter plural article. The three nouns all form their plurals by adding –ta to the singular form; the article changes the final -o- to an -a-:

Singular

Plural

to the

ta the

erôtêma question

erôtêmata questions

gramma letter

grammata letters

onoma name

onomata names

2. Complementary Infinitive

An infinitive is a verb form that has no person and number. In English, the infinitive is the verb preceded by the word “to”: to dance, to sing. In English, just as in Greek, certain verbs require an infinitive to complete their meaning: “I want to go”, “I ought to stay”. A complementary infinitive is therefore an infinitive that completes the meaning of another verb. Hence its label: complement (with an “e”) means to complete. The Greek infinitive is formed by removing the -ô- sound of the first person singular and replacing it with an -ein ending. Complementary infinitives in English immediately follow the verbs that require such infinitives to complete their meaning: “I want to write the letters. In Greek, these infinitives may be separate from their verbs and you will be required to find the infinitives to make sense of the sentence: ethelô ta grammata graphein.

3. Cognate or Inner Accusative

English sometimes uses cognate (= related) words in such phrases as: I fight the good fight; I sing a song. Greek uses these kinds of phrases to a much greater extent, enjoying the word play of using verbs and nouns which have the same root in the same sentence: erôtaô erôtêma (I ask an asking = I ask a question), graphô gramma (I write a writing = I write a letter).

4. Article with “This” and “These”

Although English speakers say, “this letter” and “that letter”, Greek idiom requires an article with the words this or these. Thus, “this letter” in Greek is touto to gramma, which is literally“this, the letter” or “the letter, this one”. “These letters” in Greek is tauta ta grammata, “these, the letters” or “the letters, these ones”. You need not translate these phrases literally but must remember the idiom when writing or saying Greek.

III. VOCABULARY

Nouns

to erôtêma

the question

ta erôtêmata

the questions

to gramma

the letter

ta grammata

the letters

to onoma

the name

ta onomata

the names

Pronouns

tis masculine and feminine singular

who?

ti neuter singular

what?

Adjectives

allo neuter singular

another

panta neuter plural

all (=English“pan”as in Pan-American)

polla neuter plural

many (= English “poly” as in polygamy)

touto neuter singular

this

tauta neuter plural

these

Verbs

ethelô

I wish

graphô

I write

graphein

to write

poieô

I do, I make

Adverbs

alêthôs

truly

IV. ( Summary Exercise

Say and write the following dialogue in transliterated Greek.

- Who knows this letter? And another letter? – I know these letters, alpha and beta. – What am I doing? -You are writing many letters. Truly, I want to write all the names and to ask many questions.

________________________________________________________________________

________________________________________________________________________

SCRIPT THREE: PART 2. THE GREEK ALPHABET

I. SOME TIPS ABOUT LEARNING THE ALPHABET

1. Sounds of the Letters

The sounds of the Greek letters are often the same as the initial sounds of their names. This is true for Ββ beta, Γγ γαμμα, and all the letters except for two letters, Αα alpha and Ιι iota, which should not be learned as they are commonly pronounced. The -a- in alpha should be like the final -a- in drama. And the -i- in iota should be like the second -i- in intrigue.

2. Grouping

It helps to learn the alphabet in the following groups which break down the letters into easily memorized units. Memorize the units by saying the letters aloud. Since dictionaries are alphabetical, it is imperative to know the alphabet and its order well:

1. Αα, Ββ, Γγ, Δδ, Εε: alpha, beta, gamma, delta, epsilon

2. Ζζ, Ηη, Θθ: zêta, êta, thêta

3. Ιι, Κκ, Λλ, Μμ: iota, kappa, lambda, mu

4. Νν, Ξξ, Οο, Ππ: nu, ksi, omicron, pi

5. Ρρ, Σσς*, Ττ, Υυ: rho, sigma, tau, upsilon.

6. Φφ, Χ χ, Ψψ, Ωω: phi, khi, psi, omega

*(The σ is used within words; the ς is used at the end of words)

3. Capital Letters

All the Greek capital letters are the same size:

ΑΒΓΔΕΖΗΘΙΚΛΜΝΞΟΠΡΣΤΥΦΧΨΩ.

4. Small (Lowercase) Letters

Most Greek books and manuscripts use small letters, even at the beginning of sentences, because they are easier to read than the capital letters. Capitals are generally used only for proper names of people and places. Small letters are not all the same size:

α β γ δ ε ζ η θ ι κ λ μ ν ξ ο π ρ σ τ υ φ χ ψ ω.

Some letters are double the size of others: β, δ, ζ, θ, λ, ξ (τ is not one of them). And some letters have extensions below the letter: β, γ, ζ, η, μ, ξ, ρ, φ, χ, ψ.

( Exercise 1

Write the capital and small Greek letters below, checking to make sure that the letters are the proper size. Capital letters should fill almost the whole space, like the capital alpha and beta below in exercise 1a, whereas the single size small letters should take up only half the space, like the small alpha below, and the double sized small letters, like the beta in exercise 1b, should be double the size, and have an extension below the line. Refer to the Textbook, top of page 4, for a clear depiction of the size and extensions of the lowercaseletters.

a. Capital Letters (All the same size, contained within the line)

________________________________________________________________________AB_____________________________________________________________________

b. Small Letters (Differing sizes, and some with extensions below the line)

________________________________________________________________________

αβ_____________________________________________________________________

II. SOME DIFFICULT LETTERS

Pay particular attention to the following pairs of small letters which easily confuse readers of English. Note that the letter ξ can easily be confused with two other Greek letters and thus appears twice in the chart.

Name

Greek Letter

Name

Greek Letter

zêta

ζ

ksi

ξ

êta

η

nu

ν

mu

μ

upsilon

υ

omicron

ο

sigma

σ

khi

χ

ksi

ξ

pi

π

rho

ρ

( Exercise 2

Write, while saying aloud, the specified letters, four times each in the chart below:

Name

Greek Letter

Name

Greek Letter

zêta

ksi

êta

nu

mu

upsilon

omicron

sigma

khi

ksi

pi

rho

III. DIPHTHONGS

The diphthongs in Greek are exactly the same as the diphthongs learned in the transliteration rules. Nonetheless, speakers of English often find them difficult so it is necessary to practice them diligently. In addition, there is one Greek diphthong that has no English equivalents.

αι

aisle

αυ

sauerkraut

ει

weigh

ευ

feud

-

ηυ

slur vowels together

οι

noise

ου

group

(Exercise 3: Drill on Difficult Letters and Diphthongs

For the letters below, give their name. For diphthongs give an English word with the same sounds.

1. η

_________________________________

2. ει

_________________________________

3. ν

_________________________________

4. οι

_________________________________

5. ζ

_________________________________

6. αυ

_________________________________

7. ρ

_________________________________

8. ευ

_________________________________

9. π

_________________________________

10. αι

_________________________________

11. ξ

_________________________________

12. ου

_________________________________

13. σ

_________________________________

14. χ

_________________________________

IV. BREATHING MARKS

1. Smooth Breathing Marks

All Greek words which begin with a vowel have a breathing mark to indicate whether the word has an ‘h’ sound. A “smooth” breathing mark indicates that the word has no ‘h’ sound and is pronounced normally. Note the following:

· A smooth breathing mark resembles a comma and is placed directly over a single vowel: ἀ, ἐ, ἠ, ἰ, ὀ, ὐ.

· The breathing mark is placed over the second vowel of a diphthong which begins a word: αἰ, αὐ, εἰ, εὐ, ηὐ, οἰ, οὐ.

· And the breathing mark precedes a capitol letter: Ἀ, Ἐ, Ἠ, Ἰ, Ὀ,᾿Υ.

2. Rough Breathing Marks

A “rough” breathing mark indicates that the word begins with an “h” sound. Note the following

· A rough breathing mark resembles the letter “c” and is placed directly over a single vowel: ἁ, ἑ, ἡ, ἱ, ὁ, ὑ. The sounds of these initial vowels would be: ha, he, hê, hi, ho, hu. A word beginning with a rho also receives a rough breathing, since the ‘h’ sound is part of that letter: ῥ.

· As with smooth breathings, rough breathings are placed over the second vowel of an initial diphthong: αἱ, αὑ, εἱ, εὑ, ηὑ, οἱ, οὑ and these diphthongs would all be preceded by an ‘h’ sound: hai, hau, hei, heu, hêu, hoi, hou.

· And the rough breathing mark precedes a capitol letter: Ἁ, Ἑ, Ἱ, Ἡ, Ἱ, Ὁ,῾Υ.

(Exercise 4: Drill on Breathing Marks

a) Insert smooth breathing marks for the following:

ε, αι, Α, ευ, η.

b) Insert rough breathing marks over the following:

οι, υ, ου, Η, α.

V. ACCENTS

There are three accents:

ʹ

acute

‛

grave

῀

circumflex

Originally these accents indicated rises and falls of pitch, but most English speakers of Greek give a stress accent to the syllables which contain one.

Accents may be combined with breathing marks if the initial syllable begins with a vowel or diphthong. The breathing mark precedes the accent if it is an acute or a grave, and it is placed beneath a circumflex:

῎

acute with breathing mark

῍

grave with breathing mark

῏

circumflex with breathing mark

Greek Punctuation Marks

The following chart outlines the Greek punctuation marks:

English

Greek

Comma

,

, The same as English

Period

.

. The same as English

Semi-colon

;

· Raised period

Question mark

?

; Resembles a semi-colon

VI. ( Summary Exercises

1. Write and say the Greek alphabet until it is effortless to do so.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________

2. Rewrite the following words in alphabetical order.

σχολή, ξένος, φάρμακον, Δία, γλῶττα, χελώνη, ζωή, σοφός, Σωκράτης, ἥλιος

_______________________________________________________________________

________________________________________________________________________

3. Translate the following Greek sentence into English by using the dictionary in the back of Ancient Greek Alive.

μέγας θεὸς ἔχει χρυσόν.

________________________________________________________________________

4. A portion of Script One (Ancient Greek Alive 1) is reproduced below. Turn it back into Greek, using breathing marks over all initial vowels and diphthongs, but no accents. Remember that ê is the Greek letter η, that ô is an ω, that kh is χ, that a final sigma is written as ς, and that Greek sentences do not begin with a capital letter. Use Greek punctuation. Check your answers by comparing them to page 1 of the Textbook.

- Khairete, ô philoi. Khaire, ô phile. Khaire, ô philê.

________________________________________________________________________

- Gignôskomen, allêlous? [pantes hama] [authis]

________________________________________________________________________

- Gignôskômen allêlous.

________________________________________________________________________

- Ti esti to onoma autês? Lege moi. Lege hêmin.

________________________________________________________________________

- Oistha? - Ouk oida.

________________________________________________________________________

- Erôtae, “Ô phile, ti esti to onoma sou?

________________________________________________________________________

5. Practice reading Script 3 aloud from the Textbook (AGA 3) until it is effortless to do so. Pay attention to the breathing marks and give a stress to every syllable with an accent mark. Break difficult words down into syllables for easier pronunciation.

6. For further practice, read the Textbook, pages 4-8. These pages reiterate the information given above and include further interesting facts about punctuation. There are also additional exercises. Ιn addition, there is an essay on Greek writing and literacy.

PRACTICE QUIZ TWO: SCRIPT THREE AND ALPHABET

1. Write the alphabet in lowercaseand capital letters, being sure to get the sizes correct.

________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________

2. Give the words in English (if possible) that keep the same sound as these Greek diphthongs.

a. αι

_______________________________

b. ηυ

_______________________________

c. οι

_______________________________

d. ευ

_______________________________

e. ου

_______________________________

f. αυ

_______________________________

g. ει

_______________________________

3. What are the names of the following letters:

a. ψ

_______________________________

b. ζ

_______________________________

c. χ

_______________________________

d. ν

_______________________________

e. μ

_______________________________

f. η

_______________________________

g. ξ

_______________________________

4. Rewrite the following words in alphabetical order:

χελώνη, νοσέω, αὐτῆς, μοι, ποιέω, ἡμῖν, ὑγιεινός, χρή, ἤθελον, ξένος.

________________________________________________________________________

_______________________________________________________________________

5. Insert smooth breathings on the following: η, αυ, Ε

6. Insert rough breathings on the following: ει, Υ, ω

7. Change the following into Greek, with correct breathing marks.

- Kai su, ô philê, horaeis autên? - oukh horaô autên.

________________________________________________________________________

_______________________________________________________________________

8. Translate the following dialogue:

-καὶ σύ, ὦ φιλή, γιγνώσκεις τοῦτο τὸ γράμμα; –γιγνώσκω πάντα τὰ γράμματα καὶ ἀληθῶς ἐθέλω γραφεῖν πολλὰ ἐρωτήματα. -ἐρώταε αὺτὴν ἄλλο ἐρώτημα. – τί ποιέω; τίς γιγνώσκει ταῦτα τὰ ὀνόματα;

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

ANSWERS: PRACTICE QUIZ TWO: SCRIPT THREE AND ALPHABET

1. Write the alphabet in lowercase and capital letters, being sure to get the sizes correct.

Αα Ββ Γγ Δδ Εε Ζζ Ηη Θθ Ιι Κκ Λλ Μμ

Νν Ξξ Οο Ππ Ρρ Σσς Ττ Υυ Φφ Χχ Ψψ Ω ω

2. Give the words in English (if possible) that keep the same sound as these Greek diphthongs.

a. αι

aisle

b. ηυ

slurred êta and upsilon

c. οι

noise

d. ευ

feud

e. ου

group

f. αυ

sauerkraut

g. ει

weigh

3. What are the names of the following letters:

a. ψ

psi

b. ζ

zêta

c. χ

khi

d. ν

nu

e. μ

mu

f. η

êta

g. ξ

ksi

4. Rewrite the following words in alphabetical order:

χελώνη, νοσέω, αὐτῆς, μοι, ποιέω, ἡμῖν, ὑγιεινός, χρή, ἤθελον, ξένος.

αὐτῆς, ἤθελον, ἡμῖν, μοι, νοσέω, ξένος, ποιέω, ὑγιεινός, χελώνη, χρή

5. Insert smooth breathings on the following: ἠ, αὐ, Ἐ

6. Insert rough breathings on the following: εἱ, Ὑ, ὡ

7. Change the following into Greek, with correct breathing marks, but with no accents. Include Greek punctuation marks.

- Kai su, ô philê, horaeis autên? - oukh horaô autên.

-και συ, ὠ φιλη, ὁραεις αὐτην; –οὐχ ὁραω αὐτην.

8. Translate the following dialogue:

-καὶ σύ, ὦ φιλή, γιγνώσκεις τοῦτο τὸ γράμμα; –γιγνώσκω πάντα τὰ γράμματα καὶ ἀληθῶς ἐθέλω γράφειν πολλὰ ἐρωτήματα. -ἐρώταε αὺτὴν ἄλλο ἐρώτημα. – τί ποιέω; τίς γιγνώσκει ταῦτα τὰ ὀνόματα;

- And you, o friend (female) do you know this letter? -I know all the letters and truly I want to write many questions. -Ask her another question. – What am I doing? Who knows these names?

SCRIPT FOUR

I. DIALOGUE

II. CONCEPTS

1. Use of Article with Adjectives

In English, whenever we wish to add an adjective to a noun that has an article, we always place the adjective between the article and the noun: the lowercase letters. Greek can do the same, τὰ μικρὰ γράμματα, “the small letters”, but it can also say τὰ γράμματα τὰ μικρά “the letters, the small ones”. Both ways express the same idea: “the small letters”.

2. Compound Verbs

In English, we can change the meaning of a word by adding a prefix: appear ( disappear. Greek can do this too. The dialogue presented one such change: the verb γιγνώσκω (I know) with the prefix ἀνα (upwards, completely, again) becomes ἀναγιγνώσκω (I know well, I recognize, I read).

3 -μαι Verb Pattern

So far, the dialogues have presented verbs of the ω pattern, such as ὁράω (I see), γιγνώσκω (know), ἔχω (I have). Another conjugation for verbs follows the –μαι pattern, a pattern which also must be learned.

I want

you (singular) want

he, she it wants

they want

βούλομαι βούλεαι βούλεται

βούλονται

III. VOCABULARY

Adjectives

μικρά neuter plural

small

οἱ Ἕλληνες

the Greek (people), the Greeks

φίλοι masculine plural, or mixed gender group

friends

Verbs

ἀνα-γιγνώσκω

I read

βούλομαι + complementary infinitive

I want to…

ἔχω

I have

ἔχω + complementary infinitive

I have the ability to…., I am able to….

Adverbs

ναί

yes

Prepositions

ἐκ

from, out of

Phrases

ἐκ τοῦ βιβλίου

from the book

IV. ( Summary Exercises

1. Fill in the charts for the forms of βούλομαι

English

Greek

Greek

I want

βούλομαι

you (singular) wants

He, she, it wants

They want

2. Translate the following dialogue into Greek, using the correct breathing marks, Greek punctuation marks, but no accents. Vary the pattern you use to translate “the small letters”.

· Do you want (use βούλομαι) to read the small letters? Both John and Mary do not want to read the small letters. -Yes, I want to read and write all the letters from the book. Τhe Greeks are able to write these letters.

· ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

SCRIPT FIVE

Ι. POEM

This dialogue introduces an ancient Greek poem originally composed to be sung at symposia (drinking parties). You will be reciting it in Greek meter whose rhythm is measured by the length of time it takes to say a syllable. Traditionally, short syllables are marked with this symbol: ˘ . Long syllables are marked thusly: ˉ . Long syllables last twice as long as short syllables.

˘ ˘ ˉ ˘ ˉ ˘ ˉ ˘

χαλεπόν τὸ μὴ φιλῆσαι· A difficult thing the not loving

˘ ˘ ˉ ˘ ˉ ˘ ˉ ˘

χαλεπόν δὲ καὶ φιλῆσαι· And difficult also to love

˘ ˘ ˉ ˘ ˉ ˘ ˉ ˉ

χαλεπώτερον δὲ πάντων And more difficult than all

˘ ˘ ˉ ˘ ˉ ˘ ˉ ˘

ἀποτυγχάνειν* φιλοῦντα. Ιs to fail although in love.

* Gammas change their sound before khi: pronounce as if ἀποτυνχάνειν

ΙΙ. DIALOGUE

III. CONCEPTS

1. Neuter Adjectives

An adjective that describes a singular neuter noun has an –ον ending. Example: τὸ ποίημα ἐστι μακρόν “the poem is long”. Greek may also say “The poem is long” in this pattern: τὸ ποίημα μακρόν ἐστιν.

2. Conjunctions

Conjunctions are words that connect words (John or Mary) and phrases (over the sea and through the woods) together. Previous dialogues introduced καί (and), καί....καί (both…and). This dialogue introduces ἤ (or). In the poem another conjunction is used: δέ, a weak “and” “but”. Although it is usually the second word of a sentence, it connects a new sentence to the previous one. Greek likes to connect almost every sentence to the previous one: Notice in the translation of the poem how the second and the third lines begin with an “and”. Conjunctions also connect clauses, groups of words that contain a subject and a verb, within a single sentence. Such conjunctions are classified as clause markers and are important to learn, because they set up the structure of the sentence. The dialogue introduces ὅτι (that): λέγω ὅτι τὸ ποίημα μακρόν ἐστιν “I say that the poem is long”. The word εἰ (if) is also introduced: εἰ βούλεαι ἀναγιγνώσκειν τὸ ποίημα, χρὴ γιγνώσκειν τὰ γράμματα “If you want to read the poem, it is necessary to know the letters”.

ΙV. VOCABULARY

Nouns

τὸ ποίημα

the poem (the made thing)

τὰ ποιήματα

the poems, poetry

Adjectives

μακρόν neuter, singular

long

πάντων

than all, of all

ῥᾴδιον neuter, singular

easy

χαλεπόν neuter, singular

difficult

χαλεπώτερον neuter, singular

more difficult

Verbs

μανθάνω

I learn

φιλέω

I love, I like

φιλῆσαι

loving

τὸ μὴ φιλῆσαι

not loving

χρή + infinitive

it is necessary to….

Adverbs

μή

not (used only with particular verb forms which will be learned later)

Conjunctions

δέ

and, but

εἰ

if

ἤ

or

ὅτι

that

V. (Summary Exercise

Translate the following into Greek, inserting breathing marks, but no accents.

John says that it is necessary to learn the difficult and long poem. If I truly like the poem, I say that the poem is not long. The poem is easy.

_______________________________________________________________________

________________________________________________________________________

________________________________________________________________________

SCRIPT SIX

I. DIALOGUE

II. STORY: “The Alphabet Grows”

A. Running Vocabulary

From now on, you will be reading stories that have unfamiliar vocabulary. This new vocabulary will be listed in the order in which the words occur in the reading passage. All the unfamiliar words for the story in this script are given to you in the running vocabulary which follows. It is customary in vocabulary lists to give nouns in the nominative along with their article and to give the first person singular of the verbs, even if these are not the forms contained in the passage. Going over a story a number of times is a helpful way of learning the vocabulary, since context helps the memory process.

Sentence

Greek Word

Meaning

1

ὁ ποιητής

poet

τις (no accent)

a certain

2

διὰ τί

on account of what? why?

3

διότι

because

4

τὸ δεῖπνον

dinner

4

μέγα

big (neuter)

5.

καλέω

call, invite

5

ἐπί

to

6

τίνα

which…?

7

τὰ λοιπά

the remaining ones or things, the rest

10

οὐδέ.....ουδέ

neither…..nor

11

διὰ τί *

see sentence 2: on account of what? why?

* Some editions contain a misprint: the words should be διὰ τί.

13

ὁ μῦθος

story

14

ἐπὶ τῷ δείπνῳ

at the dinner

14

ἐσθίω

eat

14

πολλά

many (things), a lot

14

πίνω

drink

15

ὁ οἶνος

wine

16

ὅτε

when

16

μεθύω

get drunk

17

ὧδε

thusly, in this way

18

γαμέω

marry

19

ἔστι

there is

19

ἡ μάχη

battle

19

μεγάλη

big (feminine)

20

τέλος

finally

20

ἡ νίκη

victory

21

τίνα

see sentence 6: which….

B. Reading

After giving numbers to each sentence of the story, using the running vocabulary, read the story.

Note that the story is in keeping with some misogynistic facets of Greek thought: Stanley Lombardo’s translation of the Greek sentence from the seventh century poet Hesiod found at the bottom of page 13 of the Textbook is, “Don’t let a sashaying female pull the wool over your eyes”.

III. CONCEPTS

1. Past Tense

The term “tense” refers to the different “times” a verb may express: present tense, I walk now; past tense, I walked yesterday; future tense, I will walk tomorrow. So far all the verbs in the scripts have been present tense. This dialogue introduces the past tense. The word ἦν, “he, she, it was” is a past tense equivalent for ἐστί, “he, she, it is”. You will learn more about this form later in the course. For now, be sure to memorize this important and useful word.

2. Aorist Indicative

In the dialogue, the aorist indicative is introduced. In the indicative mood (the mood of facts: I walk, I sing, I dance), the aorist is equivalent to the English past tense: I walked, I sang, I danced. Notice that English often adds an “ed” to the end of the verb to change a verb from a present to a past (I learn ( I learned) or changes the stem (I sing ( I sang). For the verbs charted below, Greek adds an -ε- before the verb and also changes its stem as well as the endings. Note the addition of the -ε- as a prefix, the change of stem from μανθαν- to

μαθ-, and λαμβαν- to λαβ-, and the new personal endings –ον, -ες, ε(ν) for the aorist.

Present Indicative

Aorist Indicative

μανθάν-ω

I learn

ἔ-μαθ-ον

I learned

μανθάν-εις

You learn

ἔ-μαθ-ες

You learned

μανθάν-ει

He, she, it learns

ἔ-μαθ-ε(ν)

He, she, it learned

Present Indicative

Aorist Indicative

λαμβάν-ω

I take

ἔ-λαβ-ον

I took

λαμβάν-εις

You take

ἔ-λαβ-ες

You took

λαμβάν-ει

He, she, it takes

ἔ-λαβ-ε(ν)

He, she, it took

3. Aspect in the Present and Aorist Infinitives

Not all Greek verb forms are concerned, as are most English ones, with time. Many forms of the Greek verb indicate a concept called “aspect”. The word “aspect” comes from Latin (“to look at”) and indicates how the action of the verb is conceived. The present aspect refers to “continuous” or repeated motion, the kind of movement you see in a motion picture. The aorist aspect fixes the motion as an event or a single, non-repetitive occurrence, just as a snapshot does. Infinitives do not have time signification but only aspect. The present infinitive, although commonly translated as “to X” has the idea of “to be X-ing; to be in the process of X-ing; to keep X-ing”. The aorist infinitive also translates as “to X” but has the idea of “to X once as a simple occurrence”. Since the aorist infinitive merely has aspect, it will not have the ε inserted as a prefix (which is used only for indicative forms and is called in this Textbook a “time marker” although its usual name is “augment”).

Present Infinitive

Aorist Infinitive

μανθάν-ειν

to learn (to be in the process of learning; to keep learning

μαθ-εῖν

to learn (once)

λαμβάν-ειν

to take (to be in the process of taking; to keep taking)

λαβ-εῖν

to take (once)

( Exercise 1

Chart the present and aorist indicative and infinitive forms with the translations below as indicated being sure to check your answers with the charts on the previous page.

Present

Aorist

I

μανθάν-ω

I learn

I learned

You

He,she, it

Infinitive

“to”

Present

Aorist

I

λαμβάν-ω

I take

I took

You

He,she, it

Infinitive

“to”

4. Nouns and Their Articles

In vocabulary lists, nouns are always given in the nominative case along with their article. The article indicates the gender of the noun, which, as you will see later, is important information. The article, once learned, is very consistent and is a very helpful clue about case when meeting unfamiliar words whose endings you may not know. The nominative feminine article will always by ἡ, and the nominative masculine article will always be ὁ. This is particularly useful since, in Greek, the subject of a sentence need not be at the beginning of the sentence, as is usually the case in English, and may even be the last word in the sentence. For instance, lines 5-6 of the story contain this sentence: οὐδὲ τὸ ξῖ οὐδὲ τὸ ψῖ καλέει ὁ ποιητής “The poet calls neither the ksi nor the psi”. English speakers do not expect the last word in a sentence to be the subject and might be tempted to translate the sentence as “Neither the ksi nor the psi call the poet”, according to English word order rather than Greek case endings. Yet the article ὁ can only be the nominative case and ὁ ποιητής must be the subject.

Here is a chart of the Nominative and Accusative of the article. Memorize it well:

Masculine

Feminine

Neuter

Nominative

ὁ

ἡ

τὸ

Accusative

τὸν

τὴν

τὸ

(Exercise 2

Translate the following, using nominative articles as cues.

1. τὸν ποιητὴν γαμέει ἡ χελώνη.

____________________________________

2. πίνει τὸν οἶνον ὁ ἰατρός (doctor).____________________________________

3. φιλέει ἡ σίγμα τὸν ἰατρόν.

____________________________________

5. Spelling Changes

One of the important ways in which Greek words change is caused by the combinations that the sigma makes with other consonants, as the chart in the Textbook, page 14, illustrates. Try pronouncing each of the consonants in that chart alone and then in combination with a sigma in order to familiarize yourself with these combination sounds.

(Exercise 3

What letter results from the following combinations?

1. π sounds (π, β, φ) + σ = _________________

2. κ sounds (κ, γ, χ) + σ = _________________

3. δ sounds (τ, δ, θ) + σ = __________________

6. Prepositions

Prepositions are words which indicate the relationship between a noun or pronoun and other words in the sentence, for example, from the house, into the house, in the house. Script Six introduced the preposition ἐκ “from”. In this script, the prepositions διά “on account of”, ἐπί “at, to” and περί “ concerning, about” are introduced. Prepositions together with the nouns or pronouns that go with them are called prepositional phrases. But Greek does not always need prepositions to express ideas that, in English, require prepositions. We have seen that the genitive case, merely by the case ending alone, means “of X” and similarly, that the dative case means “to/for X”.

7. Derivatives

Derivatives, words in English which resemble the Greek closely in look and meaning, are very important clues to learning vocabulary (see Textbook, page 15). The Workbook will indicate derivatives in running vocabularies in this fashion: τὸ φάρμακον, drug -> pharmacy. The Textbook will use a similar symbol: ἔργον -- > erg. Becoming skillful at discerning derivatives on your own, as well as paying attention to the derivatives found in the Textbook, will lessen your memory chores considerably. You will also increase your English vocabulary. (Cognates, also discussed in the Textbook, page 15), although fascinating, are generally not as useful for learning vocabulary).

( Exercise 4: Drill on Derivatives

Generate derivatives for the following Greek words. Many of the words have a number of derivatives. Remember that the Greek letter upsilon becomes a “y” in English, and that a kappa often becomes a “c” in English.

1. ἡ σχολή, leisure -> ____________________________________________

2. σοφός, wise -> ______________________________________________

3. τὸ φῶς, light -> ______________________________________________

4. ὁ ἥλιος, sun -> _______________________________________________

5. φέρω, carry -> _______________________________________________

6. ὁ πλοῦτος, wealth -> __________________________________________

7. νεός, new, young -> ___________________________________________

8. καλός, beautiful -> ___________________________________________

9. τό ὕπνος, sleep -> ____________________________________________

10. ἡ γύνη, women -> ____________________________________________

IV. VOCABULARY

Nouns

τὸ δεῖπνον

dinner -> deipnophobia

ἡ μάχη

battle (nominative, subject)

ὁ μῦθος

story (nominative, subject) -> mythology

τὸν μῦθον

story (accusative, object)

ἡ νίκη

victory (nominative, subject)

τὴν νίκην

victory (accusative, object)

ὁ οἶνος

wine (nominative, subject) -> oenology, oenomania

τὸν οἶνον

wine (accusative, object)

ὁ ποιητής

poet (nominative, subject) -> poet

τὸν ποιητήν

poet (accusative, object)

Adjectives

ἡδύ

sweet (neuter, singular) -> hedonist

λοιπά

remaining [ones] (neuter, plural)

καὶ τὰ λοιπά

and the remaining ones, and the rest

κτλ is the Greek equivalent of the Latin etc. (= and the rest)

μέγα

big (neutuer, singular) -> megalith

μεγάλη

big (feminine, singular)

μῶρον

foolish (masculine, accusative) -> sophomore

τίνα

which …(neuter, plural)

τις (no accent)

a certain

Verbs

ἀκούω

hear -> acoustics

γαμέω

marry -> polygamy

ἔμαθον

I learned (aorist) -> polymath

ἔμαθες

you learned (aorist)

ἔμαθε(ν)

he, she, it learned (aorist)

ἐσθίω

eat

ἐστι(ν)

he, she, it is -> is

ἔστι(ν) Accent on first syllable

there is

ἦν

he, she it was

καλέω

call, invite -> call

λαμβάνω

take

ἔλαβον

I took (aorist)

ἔλαβες

you took (aorist)

ἔλαβε(ν)

he, she, it took (aorist)

λαβεῖν

to take (once)

μαθεῖν

to learn (once)

μεθύω

get drunk

πίνω

drink

Adverbs

τέλος

finally -> teleology

ὧδε

thusly

Conjunctions

διότι

because

ὅτε Note the final epsilon, which distinguishes it from ὅτι “that”

when Note the -e- , like the epsilon in the Greek equivalent

οὐδέ....οὐδέ

neither….nor

Prepositions

διά

through, on account of -> diaphragm

ἐκ

from, out of ->exit

ἐπί

to, at -> epigraph

περί

about, concerning -> peripheral

Prepositional Phrases

διὰ τί

on account of what? why?

ἐπὶ τὸ δεῖπνον

to the dinner

ἐκ τῶν γραμμάτων This case ending will be learned later

from the letters

ἐπὶ τῷ δεῖπνῳ This case ending will be learned later

at the dinner

περί τῶν γραμμάτων This case ending will be learned later

concerning the letters

( Summary Exercise 5

Read aloud and translate the story and the dialogue until it is effortless to do so, making sure to fix the aorist forms and vocabulary firmly in your memory. Then check your grasp of the new vocabulary and forms by working with the vocabulary list.

REVIEW OF SCRIPTS FOUR, FIVE, AND SIX

1. CHECKLIST OF NEW MATERIALS

· Formation of Neuter Plurals: τὸ γράμμα ( τὰ γράμματα

· Alternate Ways of Using Adjectives with Nouns with Articles:

The small letters: τὰ γράμματα τὰ μικρά or τὰ μικρὰ γράμματα

· Alternate Ways of Saying “ Τhe neuter noun is X” τὸ ποίημα

μακρόν ἐστιν or τὸ ποίημα ἐστι μακρόν

· Formation of –μαι Verbs:

βούλομαι (I want)

βούλεαι (you want)

βούλεται (he, she, it wants)

βούλονται (they want)

· Formation of Aorist Indicative and Infinitive:

ἔμαθον (I learned)

ἔμαθες (you learned)

ἔμαθε(ν) (he, she, it learned)

μαθεῖν (to learn, once)

· ἐστι ( (he, she, it, is)

· Accented on First Syllable Form of ἐστι ( ἔστι (there is)

· Past Form of ἐστί ( ἦν (he, she, it was)

· Complementary Infinitive with χρή, ἔχω and other verbs ( χρή ἀναγιγνώσκειν (it is necessary to read), ἔχω λέγειν (I am able to speak)

· Recitation of Poem and Reading Aloud

· New Vocabulary

2. WORD FAMILIES

Note how Greek uses a single root for forming different words and phrases. It is necessary to be very careful with word families to avoid mistranslations.

ὁ ποιητής (noun) the poet

ποιέω (verb)

make, do

τὸ ποίημα (noun) the poem, the thing made

τίς

who?

τις (no accent) a certain

τί

what?

διὰ τί

on account of what? why?

διότι

because

τίνα

which…?

(Exercise 1

a. Translate the following. Use correct breathing marks, Greek punctuation, but no accents.

The poet says, “It was not easy to write these poems”. Now he wants to invite all the small letters to dinner, if they are able to read. The dinner is long. At the dinner, they eat a lot (=many things), and they read many poems.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

( Exercise 2

Translate the following into English:

ἡ δὲ Sίγμα οὐκ ἐσθίει ἤ ἀναγιγνώσκει. οἶνον πίνει καὶ μεθύει. ὅτε τὰ γράμματα ὁράουσι τοῦτο, ἔστι μάχη μεγάλη. διὰ τί; διότι πάντα τὰ γράμματα βούλονται τὴν Sίγμα γαμεῖν. τέλος, τὴν νίκην ἔχει ὁ ποιητής.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

PRACTICE QUIZ THREE: SCRIPTS FOUR, FIVE, SIX

1. Recitation and Reading: Prepare to recite the poem (and its meaning) from memory and to read aloud a passage from any of the scripts.

2. Fill in the verb chart below, using correct breathing marks but no accents.

Present

Aorist

I

μανθαν-ω

I learn

I learned

You

He, she, it

Infinitive

“to”

3. Fill in the chart below:

Present

I

βουλομαι

I want

You

He, she, it

They

4. Translate the following:

a. τίνα ποιήματα ἔμαθε ἡ σίγμα;

b. εἰ βούλεαι ἀναγιγνώσκειν τὸ ποιήμα τοῦτο, χρὴ τὰ γράμματα τὰ μικρά γιγνώσκειν;

c. λέγει ὅτι ἡδὺ ἦν μαθεῖν τὸ μῶρον ποίημα.

d. καὶ ἐπὶ τῷ δείπνῳ, ἔστι νίκη, νίκη μεγάλη.

5. Give the Greek word for the following, using correct breathing marks, but no accents.

do, make

from

the rest

thusly, in this way

when

finally

take

ANSWERS:PRACTICE QUIZ THREE: SCRIPTS FOUR, FIVE, SIX

1. Recitation and Reading: Prepare to recite the poem (and its meaning) from memory and to read aloud a passage from any of the scripts.

2. Fill in the verb chart below, using correct breathing marks, but no accents.

Present

Aorist

I

μανθαν-ω

I learn

ἐ-μαθ-ον

I learned

You

μανθαν-εις

You learn

ἐ-μαθ-ες

You learned

He, she, it

μανθαν-ει

He, she, it learns

ἐ-μαθ-ε(ν)

He, she, it learned

Infinitive

“to”

μανθαν-ειν

to learn, to be in the process of learning

μαθειν

To learn (once)

3. Fill in the chart below:

Present

I

βουλομαι

I want

You

βουλεαι

You want

He, she, it

βουλεται

He, she it wants

They

βουλονται

They want

4. Translate the following:

a. τίνα ποιήματα ἔμαθε ἡ σίγμα; The sigma learned which poems? or Which poems did the sigma learn?

b. ε