grek 1001 text
TRANSCRIPT
Homework Text for Greek 1001 (for use with Athenaze vol. 1)
by
Prof. Naomi J. Norman
(with additional material by Prof. T. Keith Dix)
Table of Contents
Greek 1001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
General Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Homework Assignments for Week 1, 16-17 August . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Homework Assignments for Week 2, 21-24 August (Chapter 1) . . . . . . . . . . . . . . . . . . . . . . . . . 5Chapter 1 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Greek Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Punctuation Marks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Breathing Marks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Accent Marks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7The Alphabet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Alphabet Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Pronunciation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Speech Acts and Sentence Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Exercise on Speech Acts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Tips on Translating Greek . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Identifying Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Sentence Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Thematic Verbs in the Present Active Indicative, Imperative, Infinitive . . . . . . . . . . . . . . . . . . . 19
Present Active Indicative, Imperative, Infinitive of eimi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Homework Assignments for Week 3, 28-31 August (Chapter 2) . . . . . . . . . . . . . . . . . . . . . . . . 21Chapter 2 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Second (o) Declension, Masculine and Neuter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Accentuation in Greek . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Enclitics and Proclitics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Homework Assignments for Week 4, 5-7 September (Chapter 3) . . . . . . . . . . . . . . . . . . . . . . . 28Chapter 3 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Homework Exercises for Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Table of Contractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Homework Assignments for Week 5, 11-14 September (Chapter 4) . . . . . . . . . . . . . . . . . . . . . 32Chapter 4 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Homework Exercises for Chapter 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
First Declension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
First Declension Masculine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Homework Assignments for Week 6, 18-21 September (Chapter 5) . . . . . . . . . . . . . . . . . . . . . 38Chapter 5 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Homework Exercises for Chapter 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Alpha Contract Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Adjectives: Attributive vs. Predicative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Homework Assignments for Week 7, 25-28 September (Chapter 6) . . . . . . . . . . . . . . . . . . . . . 44Chapter 6 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Homework Exercises for Chapter 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Present Middle Indicative, Imperative, Infinitive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Notes on the Middle Voice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Homework Assignments for Week 8, 2-5 October (Chapter 7) . . . . . . . . . . . . . . . . . . . . . . . . . . 50Chapter 7 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Homework Exercises for Chapter 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Third Declension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Homework Assignments for Week 9, 9-12 October (Chapter 8) . . . . . . . . . . . . . . . . . . . . . . . . . 57Homework Exercises for Chapter 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Third Declension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Paradigm of pas, pasa, pan and heis, mia, hen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Homework Assignments for Week 10, 16-19 October (Chapter 9) . . . . . . . . . . . . . . . . . . . . . . . 64Homework Exercises for Chapter 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Present Active Participles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Third Declension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Homework Assignments for Week 11, 23-25 October (Chapter 10) . . . . . . . . . . . . . . . . . . . . . . 72Homework Exercises for Chapter 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Formation of the Future Tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Homework Assignments for Week 12, 30 October-2 November (Chapter 11) . . . . . . . . . . . . . . 77Homework Exercises for Chapter 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
The Aorist System in Greek . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Personal Endings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Second or Root Aorist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Homework Assignments for Week 13, 6-9 November (Chapter 12) . . . . . . . . . . . . . . . . . . . . . . 84Homework Exercises for Chapter 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
First Aorist Active and Middle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Homework Assignments for Week 14, 13-16 November (Chapter 13) . . . . . . . . . . . . . . . . . . . . 89Homework Exercises for Chapter 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Imperfect of eimi and eimi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Worksheet on Relative Pronouns and Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Third Declension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Paradigm of upsilon-stem Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Homework Assignments for Week 15, 20-21 November (Chapter 14) . . . . . . . . . . . . . . . . . . . . 98Homework Exercises for Chapter 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Comparative and Superlative Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Homework Assignments for Week 16, 27-30 November (Chapters 14-15) . . . . . . . . . . . . . . . 103
Homework Assignments for Week 17, 4-5 December (Chapter 16) . . . . . . . . . . . . . . . . . . . . . 104Homework Exercises for Chapters 15-16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Omicron Contract Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111Review Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Greek 1001 Fall 2000 Dr. N. J. Norman email: [email protected] Park Hall 227, 542-2187 Office Hours: M-Th 9 - 10 am
COURSE TEXTS:
• Balme and Lawall, Athenaze vol. 1 • Supplementary text by N. Norman (available via the course website)
GENERAL COURSE INFORMATION:
• We will go through all of volume two of Athenaze this semester & the supplementary text. • There will be a test approximately every two weeks, on a Monday. Each test will focus on
material covered in the previous weeks, but will, of course, be cumulative. Make-up tests will only be administered for excused absences.
• There will be many short quizzes, usually twice a week. No make-up quizzes will be given, but your two lowest quiz grades will be dropped.
• There will be a final, cumulative examination on Mon, May 3, 2004, 12:00 - 3:00 pm • The Classics Department provides free tutors for elementary Greek students in Park Hall 229.
A schedule will be distributed as soon as possible. • We will have a Vocabulary Jeopardy on the last day of class. Study hard because the winner
will get an excellent prize! COURSE REQUIREMENTS:
• Class attendance and participation is essential. Excessive absences (more than four unexcused) will result in your being dropped from the course; please note that it is within my prerogative to assign a grade of WF even if you drop or are dropped from the course before the withdrawal deadline, depending on the quality of work up to that point. If you enroll in this course, you have made a commitment to attend and to do the work. If you are not willing to do that, drop the course now.
• You are required to take all quizzes, tests and the final. GRADING:
Participation 5% Quizzes 15% Weekly tests 45% Final Exam 35%
I grade on a 100 point scale, as follows: 100-95: A 94-90: A- 89-86: B+ 85-83: B 82-80: B-
79-76: C+ 75-73: C 72-70: C- 69-60: D 59-00: F
UNIVERSITY HONOR CODE AND ACADEMIC HONESTY POLICY: All academic work must meet the standards contained in “A Culture of Honesty.” You are responsible for informing yourself about those standards before performing academic work. See http://www.uga.edu/ovpi/honesty/acadhon.htm for more detailed information about academic honesty. SOME ADVICE FOR THE AMBITIOUS & WISE:
• Do not write your translation in your book. Instead, keep a special notebook to record vocabulary, difficulties, questions, and points made in class. Review your notes regularly, each time you are going to work through next day=s assignment and before a test.
• Do not write out a translation of the stories in Athenaze. If you do, you will probably look more closely at your English translation than at the Greek text. The more often you work through the Greek text, the better you will understand it and the more quickly you will learn the vocabulary. Furthermore, trying to correct your English translation during class will keep you from looking at the Greek, but looking at the Greek again will help you far more in developing your translation skills than will a correct written English translation.
• Regular study habits are crucial for successfully completing this course. In this course, I expect you to spend two hours outside of class to prepare for every hour spent in class.
• Study via “study bursts” (10-15 minute periods of intense study). Four “study bursts” spread over the course of the day are much more effective for learning vocabulary and memorizing paradigms than one 60-minute “study hall.”
• Work every day. Last minute cramming is a waste of time and energy. • Consider using ANKI (a free open-source software) for creating flash cards for vocabulary,
paradigms etc. • Read and pronounce all Greek out loud as you are learning it. If you have any doubts or
questions regarding the pronunciation of forms, please ask me. You don’t need to be able to order a coffee in ancient Greek, but we do need to be able to understand one another in class.
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General Introduction
Fifth century Greeks wrote in CAPITAL LETTERS, with NOGAPSBETWEENWORDS, withno accents and no breathing marks and virtually no punctuation. All of these conventions sprangup later, some very much later. Consequently the act of reading required a high level ofconcentration and a high degree of literacy. Try it in English on this fragment of Plato’s Apology.
HOWYOUMENOFATHENSHAVEBEENAFFECTEDBYMYACCUSERSIDONOTKNOWBUTIFORMYPARTALMOSTFORGOTMYOWNIDENTITYSOPERSUASIVELYDIDTHEYTALKANDYETTHEREISHARDLYAWORDOFTRUTHINWHATTHEYHAVESAIDBUTIWASMOSTAMAZEDBYONEOFTHEMANYLIESTHATTHEYTOLDWHENTHEYSAIDTHATYOUMUSTBEONYOURGUARDNOTTOBEDECEIVEDBYMEBECAUSEIWASACLEVERSPEAKER
Now, look at it in Greek.
?I39+;K9+3ES!;)C+E!1/S;!3?3A+A?;1!I+KA?IS;+9S;5!I/'?CS;?K5?3)!+'S)?K;5!3!KI?EKA!KIS;?73'?K+9!KI?K+A+7!1?9/;?KISA31!;SE+7+'?;5!3I?3!7/1+EK+SE+A?E+3A+3;?K)+;+3A/5!E3;9!73EI!)+!KIS;+;+1!K9!E!IS;A?77S;S;+Q+KE!;I?I?KI?+;S3+7+'?;SEOC/K9!E+K7!#+3E1!3;/KA+9?K+=!A!I/1/I+SE)+3;?K?;I?E7+'+
Notice that this Greek excerpt also does not have punctuation marks, accents, or breathing marks.These were all added later when the Greek language became widespread as a universal means ofcommunication and others needed help with pronunciation.
4
Homework Assignments for Week 1, 16-17 August
for Thursday: study the Greek alphabet
read and study Athenaze (Ath.), pp. ix-xx
for Monday: quiz on the Greek alphabet
read and study Ath. pp. 4-6
read and study course pack pp. 6-8
do alphabet exercise, course pack pp. 7-8
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Homework Assignments for Week 2, 21-24 August (Chapter 1)
for Monday: quiz on the Greek alphabet
read and study Ath. pp. 4-6
read and study course pack pp. 6-8
do alphabet exercise, course pack pp. 7-8
for Tuesday: read and study course pack pg. 11-14 and do the exercises on pg. 11
read Ath. pp. 6-7 ("The Athenian Farmer")
read and translate Reading 1" (p. 3)
for Wednesday: vocabulary quiz, chapter 1 (vocabulary lists in Ath. + the addendum
in course pack)
read and study course pack pp.15-17
read Ath. p. 9
do exercise 1g, Ath. pg. 10
read and translate Reading 1$ (p. 8)
for Thursday: quiz on conjugation in the PAI (Present Active Indicative)
read and digest grammar on Ath. pp. 13-15
read and translate Reading 2" (pp. 12-13)
for Monday: quiz on conjugation in Pres. Act. Indicative and Imperative of eÞmÛ
do exercise 2a (odds) and 2g (evens)
read Ath. pp. 15-16 ("Slavery")
read and digest grammar on Ath. pp. 20-21 and 31
6
Chapter 1 Vocabulary
Addendum to the Vocabulary List on Athenaze (Ath) page 2
Nouns:�grñw, �groè õ: field
�nyrvpow, �nyrÅpou õ: man, human being, person
aétourgñw, aétourgoè õ: farmer
oäkow, oàkou õ: house, home, dwelling
pñnow, pñnou õ: toil, work
sÝtow, sÛtou õ: grain, food
Adjectives:kalñw, kal®, kalñn: beautiful, good
makrñw, makr®, makrñn: long, large
mikrñw, mikr®, mikrñn: small
polæw, poll®, polæ: much, (plural) many
Addendum to page 8:
Nouns:´liow, ²lÛou õ: sun
xrñnow, xrñnou õ: time
Adjectives:Þsxurñw, Þsxur®, Þsxurñn: strong
xalepñw, xalep®, xalepñn: difficult
NOTE: The vocabulary lists in the course pack use the standard format found in Greek
dictionaries. For nouns, the standard listing consists of nominative singular (�grñw),
genitive singular (�groè), gender, indicated by the appropriate form of the article (õ
indicates masculine, ² indicates feminine, tñ indicates neuter), and English equivalent.
For adjectives, the Greek forms listed are all nominative singular, in the standard order
nominative singular masculine (kalñw), nominative singular feminine (kal®), nominative
singular neuter (kalñn). For vocabulary quizzes, you need to learn the information both
in Athenaze and in the course pack.
7
Greek Text
A printed page in a modern edition of a Greek text includes punctuation marks, word
divisions, breathing marks, apostrophes, and accents.
Punctuation Marks:
C The period (.) indicates that the sentence is complete and that all syntactical
expectations have been met.
C The comma (,) operates as it does in English.
C The question mark (;) indicates a questions and that all syntactical expectations
have been met.
C The semicolon (:) operates as it does in English.
Breathing Marks:
C The rough breathing ( � ) corresponds to the English “h” sound.
C The smooth breathing (� ) signals the absence of the “h” sound.
C All initial vowels and diphthongs show breathing marks and so does the letter =.
Accent Marks:
C The acute accent (t) originally indicated ascending pitch on the accented syllable.
C The circumflex accent (y) originally indicated ascending and descending pitch on
the accented syllable.
C The grave accent (x) originally indicated descending pitch on the accented
syllable.
C Today we pronounce all accents with a stress.
C The apostrophe (z) signals a zero, that is the absence of a sound or sounds which
have dropped out, as in the English “don’t.”
8
The Alphabet:
The standard Greek alphabet consists of twenty-four letters, as follows.
Form Name Form Name
! " alpha
# $ beta
' ( gamma
) * delta
+ , epsilon
- . zeta
/ 0 eta
1 2 theta
3 4 iota
5 6 kappa
7 8 lambda
9 : mu
; < nu
= > xi
? @ omicron
A B pi
C D rho
E F H sigma
I J tau
K L upsilon
M N phi
O P chi
Q R psi
S T omega
The alternate sigma form, H, is used only at the end of the word; elsewhere the standard
form, F, is used.
The ancient Greeks used only capital letters; the lower case letters came into use during
the Middle Ages.
Alphabet Exercises
Exercise 1: Practice writing the Greek letters in this space.
9
Exercise 2: Many English words contain Greek roots which are sometimes recognizable
without much difficulty. In the English words below, the segments in bold type are Greek
roots. With the help of a dictionary, suggest a meaning for these Greek roots. Then copy
them in Greek letters.
English word meaning of Greek root Greek spelling
1. telegraph
2. apocrypha
3. logical
4. charitable
5. elliptical
Exercise 3: Transliterate the following words into Greek.
i.e., daimon = daimon
1. Kadmos
2. Hektor
3. Agamemnon
4. automatos
5. Sophocles
6. Hera
7. phenomenon (=phainomenon in Greek)
8. sphinx
9. Artemis
10. logos
10
Pronunciation:
A top/father a/ha a/mare dr�ma
B bible biblÛon
G ganglion (voiced velar plosive; velar nasal, before g, y, k, x, m) g�gglion
D decade d¡ka
E epic ¦pow
Z double consonant [sd]; zd, z adds, zone zÅnh, �Ay®naze
H they ³dh
Y aspirated voiceless dental plosive (aspirated tau); fricative th.Top/atheist
yeñw
I intrigue ¤pip2iptv
K kind kairñw
L logic lñgow
M bilabial nasal; meter m¡tron
N dental nasal; noon nèn
J double consonant [ks]; axiom næj
O obstacle �pñ
P bilabial voiceless plosive; poet poiht®w
R trilled alveolar liquid; rhinoceros ¦rvw
S voiceless fricative [s]; voiced fricative [z] before voicedconsonants b, y, d, m. symbol, plasma
sofñw, pl�sma
T voiceless dental plosive; topography tñpow
U put, boot gumnastik®, Kèrow
F aspirated voiceless bilabial plosive; aspirated pi. Becamefricative in postclassical times: philosophy
filosofÛa
X aspirated voiceless velar plosive; aspirated kappa. cat xorñw
C double consonant [ps]; eclipse cux®
V long o. ode �nyrvpow
11
ai aisle kairñw
au how paæei
ei freight; also, digraph representing a single sound læei
eu eh-oo; feud eétæxei
hu ei-oo hìrhka
oi toil kaloÛ
ou boot oëtiw
ui u + semivocallic i [y]; in classical times iota was weakened to a glidebetween vowels and sometimes omitted in spelling
ußñw
12
Speech Acts and Sentence Types
[Adapted from Gerda M. Seligson, Greek for Reading (Michigan, 1994), 1]
We speak for a variety of reasons; whenever we speak, we commit a speech act:
1. to give information, we make a statement
2. to get information, we ask a question
3. to demand an action from someone, we give a command
4. to suggest an action, we utter an exhortation
5. to wish for something, we make a wish
6. to ask for advice, we ask a deliberative question
This information about speech acts will be useful as we consider mood and aspect in
Greek.
Exercise on Speech Acts:
Exercise 1: Label the speech acts in the sentences below.
1. Shall I wash the dog
2. Let her wash the dog
3. Is he washing the dog
4. Would that I were washing the dog, instead of studying Greek
5. Wash that dog
6. I am washing the dog
Exercise 2: Add punctuation marks to the sentences above.
13
Tips on Translating Greek
Word order is VERY important in English. For example, in English there is a profound
difference between
The boy hit the ball. and The ball hit the boy.
And between
I am strong. and Am I strong.
By contrast, word order in Greek is unimportant. Whereas English uses word order to
distinguish the difference between subject and object (e.g., The boy hit the ball vs. The
ball hit the boy) and between statement and question (e.g., I am strong vs. Am I strong),
Greek instead uses different forms to make those distinctions. Therefore you must
correctly identify forms in order to translate Greek.
Indeed, translating Greek into English involves a 4-step process:
1. Identify the form of all of the words in the sentence.
2. Identify what kind of sentence it is.
3. Transpose the Greek sentence into English word order.
4. Translate.
Important Note on Identifying Forms:
Nouns and adjectives have three characteristics: CASE, NUMBER, GENDER.
About Gender:
Every noun in Greek has a gender: masculine, feminine or neuter. It is important to note
that nouns can not usually change their gender; in other words, once a masculine noun,
always a masculine noun. It is also important to note that it is almost impossible to
predict the gender of a Greek noun; therefore it is imperative that when you memorize
vocabulary you also MEMORIZE THE GENDER OF ALL NOUNS.
About Number:
Number is the difference between a singular noun and a plural noun; in English it’s the
difference between man and men or between horse and horses. In English most singular
14
forms of nouns are different from their plurals. The same is true of Greek; usually the
singular form of the noun is not identical to its plural form.
About Case:
Case tells you what syntactical function the noun fulfills in the sentence. For example in
our sentence “The boy hit the desk,” “boy” is the subject and “desk” is the direct object;
in other words, the subject, “boy,” is performing an action on the direct object, “desk.” In
our second sentence, “The desk hit the boy,” the subject is now “desk,” while “boy” is
now in the position of the direct object receiving the action. This difference is clear in the
English sentence because of the word order; but note that the forms “boy” and “desk” are
exactly the same in both sentences though they occupy two different syntactical positions
in the 2 sentences. In a Greek sentence, the form for the subject “boy” would be different
from the form for the direct object “boy.” It is this difference in form which tells you
how to interpret and thus how to translate the nouns in a Greek sentence.
In Greek, there are 5 cases, each of which occupies distinct syntactical positions in Greek
sentences.
Case Name Primary Syntactical Function in a Sentence
Nominative Subject of sentence
Genitive To show possession; object of prepositions conveying a
sense of separation or of going away from
Dative Indirect object; object of prepositions conveying the notion of
place at which
Accusative Direct object of sentence; object of prepositions conveying
the idea of going towards
Vocative To address someone directly
Each case has its own form; for example, for a certain category of nouns (called the
second declension) the cases are as follows:
Nominative �nyrvpow
Genitive �nyrÅpou
Dative �nyrÅpÄ
Accusative �nyrvpon
Vocative �nyrvpe
Note that the difference in both case and number is reflected in these forms.
15
Each form is composed of two parts (called morphemes) both of which convey meaning–
a stem (called a stem morpheme) and a case ending (called inflectional morpheme). The
stem conveys the root meaning of the word, while the ending indicates case and so
suggests possible syntactical functions for the word within a sentence.
Important Note About Adjectives:
As you all know adjectives modify nouns. Let's add some adjectives to our basic
sentence:
The angry boy hit the red ball.
The addition of adjectives “angry” and “red” gives us additional information about the
nouns in the sentence. Again, in our English sentence, we know that “angry” is
describing the boy because of word order. In a Greek sentence, however, the sentence
could be written in any of the following ways:
The boy angry red the ball hit.
The ball the boy hit angry red.
The red boy hit the angry ball.
etc.
Since word order does not provide telltale clues on matching adjectives to their nouns,
again Greek depends on form to do that. Thus, adjectives must mimic the case, number
and gender of the nouns they modify. For example in our modified sentence,
The angry boy hit the red ball.
Since boy is the subject it would be in the nominative case in Greek; it is singular and the
Greek word for boy is a masculine noun. Thus the adjective “angry” in this sentence
would be a nominative, singular, masculine form. Similarly, “red” would be an
accusative (to indicate direct object), singular masculine form to modify the accusative,
singular, masculine “ball.”
Since adjectives must be able to modify not only masculine, but also feminine and neuter
nouns, adjectives have forms for all three genders.
16
Important Note on Verbs:
Verbs have 6 characteristics: Person, Number, Tense, Voice, Mood and Aspect. In order
to translate Greek verbs correctly, you must first identify its characteristics.
About Person:
The person of a verb refers to its subject. The person can be
1st singular/plural = “I”/ “we”
2nd singular/plural = “you”/ “you”
3rd singular/plural = “he,she,it”/ “they”
About Number:
Number is the difference between a singular verb and a plural verb, in English the
difference, for example, between “is” and “are.” Each person has a singular form and a
plural form, eg., I am (1st person singular) and we are (1st person plural).
About Tense:
Tense indicates the time of the action. Did it occur in present time, past time or future
time--I eat, I ate, I will eat.
About Voice:
Voice indicates the relation between the subject and the verb. In active voice the subject
performs the action of the verb; in passive voice, the subject receives the action of the
verb. Our basic sentence is in the active voice:
The boy hit the desk. (note that the subject is doing the action of the verb)
Let’s change our basic sentence to the passive voice:
The boy is hit by the desk. (note that now the subject is receiving the
action of the verb.)
Greek also has a middle voice. But more about voice later.
17
About Mood:
Mood indicates how the subject views/thinks about the action of the verb. It is the
difference between
The boy hit the desk.
and
The boy would like to hit the desk.
and
Hit the desk!
In our basic sentence, we have a plain statement of fact so the verb in Greek would be in
the indicative mood; in the second example, we have a wish which would be expressed in
Greek by either the subjunctive or optative moods; and in the third example, we have a
command which would be expressed in Greek by the imperative mood. More about
mood later.
About Aspect:
Aspect reflects whether or not the action of the verb is completed. It is the difference
between
The boy hit the desk.
and
The boy is hitting the desk (while he . . . .)
More about aspect later.
An Extra Note about Verbs:
Just as the three characteristics of nouns and adjectives (case, number and gender) are
expressed by their form, so are the six characteristics of a verb (person, number, tense,
voice, mood, aspect) expressed by their form. Thus in order to translate a Greek verb
correctly, it is necessary first to identify fully its form.
18
Important Note on Identifying Sentence Types:
There are several different types of sentences. The three types which we will see most
often this quarter are: 1. the Transitive Active Sentence (TAS), 2. the Intransitive Active
Sentence (IAS), and 3. the Linking Sentence (LS).
The TAS is governed by a transitive verb, a verb which transfers action from a subject to
a direct object. The English word order for a TAS is
Subject + Verb 6 Direct Object.
The boy + hit 6 the desk.
The IAS is governed by an intransitive verb, a verb which does not transfer action to a
direct object. The English word order for a IAS is
Subject + Verb
I + think.
The LS is governed by a linking verb, a form of the verb “to be” which links a subject
with a predicate. The English word order for a LS is
Subject/Predicate Verb Predicate/Subject
A = B
The rose is red.
or
Red is the rose.
Another pattern
I am a teacher.
or
A teacher am I.
Note how a linking verb can link either a noun with an adjective (called a predicate
adjective) or a noun with another noun (called a predicate noun).
An Important Note about LS in Greek:
When a linking verb is linking a noun with an adjective, that adjective must agree with
the noun in terms of case (always nominative), number and gender; in other words, if the
noun is singular and feminine, the adjective must also be singular and feminine.
19
Thematic Verbs in the Present Active Indicative, Imperative, Infinitive
Vowel verbs:
Singular 1st læv -v lengthened thematic vowel
2nd læeiw -eiw Probably from lue-si > lueó > luei, to which -w has
been added from secondary endings
3rd læei -ei The derivation of the ending is disputed.
Plural 1st læomen -omen
2nd læete -ete
3 læousi(n) -ousi(n) -onti > -onsi > -ousird
nt before final i becomes ns, which drops n; the
preceding vowel undergoes compensatorylengthening, o> ou.
Epsilon contract verbs:
Singular 1st filÇ -Ç < fil¡v
2nd fileÝw -eÝw < fil¡eiw
3rd fileÝ -eÝ < fil¡ei
Plural 1st filoèmen -oèmen < fil¡omen
2nd fileÝte -eÝte < fil¡ete
3 filoèsi(n)rd -oèsi < fil¡ousi
Contractions: e + e/ei > ei (2 sing., 3 sing., 2 plu.)nd rd nd
e + o > ou (1 plu.)st
e + long vowel/diphthong > e drops out (1 sing., 3 plu.)st rd
Present active imperative of thematic verbs:
2 singular:nd lèe fÛlee > fÛlei Present stem + thematic vowel
2 plural:nd læete fil¡ete > fileÝte Present stem + thematic vowel + te
Present active infinitive of thematic verbs:
læeen > læein fil¡een > fileÝn Present stem + thematic vowel + en
20
Present Active Indicative, Imperative, Infinitive of eimi
Singular 1st eÞmÛ -mi < *es-mÛ, with compensatory lengthening
2nd eä -si < *¤si, originally ¤s-si (truncation of sequence of two
identical consonants)
3rd ¤stÛ(n) -ti ¤s-tÛ retains the original ending ti
Plural 1st ¤sm¡n -men s before m or n usually disappears with compensatory
lengthening; the s is due to the influence of ¤st¡
2nd ¤st¡ -te
3rd eÞsÛ(n) -nti < PG *ehenti nt before final i becomes ns, which drops n; the preceding
vowel undergoes compensatory lengthening, e > ei
Note: The accents of the present indicative forms of eÞmÛ (with the exception of the second
singular) are enclitic rather than recessive.
Present active imperative of eÞmÛ:
2 singular:nd àsyi Present stem + yi ("àsyi is an enigma")
2 plural:nd ¦ste Present stem + te
Present active infinitive of eÞmÛ:
¦snai > eänai Present stem + nai s before m or n usually disappears with
compensatory lengthening; e > ei
21
Homework Assignments for Week 3, 28-31 August (Chapter 2)
for Monday: quiz on conjugation in Pres. Act. Indicative and Imperative of eÞmÛ
do exercise 2a (odds) and 2g (evens)
read Ath. pp. 15-16 ("Slavery")
read and digest grammar on Ath. pp. 20-21 and 31
for Tuesday: quiz on 2nd declension forms
do exercises 2d and 2e
read and translate Reading 2$ (pp. 18-19)
for Wednesday: vocabulary quiz, chapter 2
read and digest grammar on Ath. pp. 26-27
for Thursday: read and translate Reading 3a, lines 1-16 (pp. 24-25)
do exercise 3a (odds)
read and digest grammar on Ath. pp. 31-33
read Ath. pp. 28-29 ("The Deme and the Polis")
do exercises 3g and d
for Monday: STUDY, no class on Monday
for Tuesday: read and translate Reading 3a, lines 17-26 (p. 25)
do form ID chart (all form ID charts are in this course pack)
22
Chapter 2 Vocabulary
Addendum to the Vocabulary List on page 10:
Nouns:
�rotron, �rñtrou tñ: plow
doèlow, doælou õ: slave
Adjectives:
�rgñw, �rgñn: lazy [a "two-ending" adjective, in which the first form is nominative
singular masculine AND feminine, the second form is nominative singular neuter.
Two-ending adjectives are compound words. �rgñw < �-ergñw, "not working."
Compound adjectives do not have separate feminine forms, but the masculine forms serve
for feminine as well.]
Addendum to page 16:
Nouns:
boèw, boñw õ: ox
d¡ndron, d¡ndrou tñ: tree
despñthw, despñtou õ: master
Note: In chapter 2b, Athenaze changes the vocabulary form listed for verbs from the
third person singular present active indicative (l¡gei) to the first person singular present
active indicative (�gv).
23
Second (o) Declension, Masculine and Neuter
Masculine Masc. Endings Neu. Endings Neuter
Sing. Nom. õ kalòw �grñw o-w o-n tò kalòn d¡ndron
Gen. toè kaloè �groè o-io > oo (with loss of i in
diphthong before following
vowel) > ou (with contraction)
toè kaloè d¡ndrou
Dat. tÒ kalÒ �grÒ (PIE *-Çy>) vi > Ä tÒ kalÒ d¡ndrÄ
Acc. tòn kalòn �grñn o-n tò kalòn d¡ndron
Voc. Î kal¢ �gr¡ e o-n Î kalòn d¡ndron
Plu. Nom. oß kaloÜ �groÛ o-i a t� kal� d¡ndra
Gen. tÇn kalÇn �grÇn (PIE *Çm >) vn tÇn kalÇn d¡ndrvn
Dat. toÝw kaloÝw �groÝw o-iw toÝw kaloÝw d¡ndroiw
Acc. toçw kaloçw �groæw o-nw > ouw a t� kal� d¡ndra
Voc. Î kaloÜ �groÛ o-i a Î kal� d¡ndra
Notes on accent:Final -oi in nominative plural masculine counts as short for purposes of accent.
Any noun of the o declension with an accented ultima has circumflex on the ultima in allgenitives and datives.In Ä, the long open vowel of v had completely overpowered the i by 100 BCE, so that i ceased
to be written in antiquity. The custom of writing i under the line is as late as about the eleventh century CE.
24
Accentuation in Greek
The long vowels are h and v; diphthongs are also long except for ai and oi at the ends of words.
The short vowels are e and o.
Originally in Greek, accents denoted changes in pitch; in English, accent is shown by an increasedstress on the accented syllable.
The accent of a Greek work must be learned as a part of its spelling, just as we learn how to stressEnglish (e.g., relative, religious, reconstruct).
In Greek, the accents for nouns and adjectives are persistent, that is they try to stay on the samevowel or diphthong in all forms of the word unless forced by the rules of accentuation to move. But the accents for verbs are recessive, that is they go back from the end of the word as far aspossible.
No matter how many syllables a word has, the accent can appear only over one of the last threesyllables: the ultima (U, the last syllable of the word), the penult (P, the next to last syllable ofthe word) or the antepenult (A, the third syllable from the end).
The ACUTE accent: appears over U, P or Aappears over short vowels, long vowels or diphthongs
Restrictions:CAN appear over the U ONLY when a pause followsCANNOT appear over the P when it is accented and contains a longvowel or diphthong and the U contains a short vowelCAN appear over the A ONLY when the U contains a short vowel
The GRAVE accent: appears ONLY over the Uappears over short vowels, long vowels or diphthongs
Restrictions:CAN ONLY replace an acute accent over the U when there is nopause
The CIRCUMFLEX accent: appears ONLY over the U and Pappears ONLY over long vowels or diphthongs
Restrictions:MUST appear over the P when the P is accented and contains a longvowel or diphthong and the U contains a short vowelCANNOT appear over the P when the U contains a long vowel ordiphthong
25
POSSIBILITIES OF ACCENTS
Antepenult Penult Ultima Examples
3 - �nyrvpow
3 2 �nyrÅpou
y5 - n°sow, lèon
35 5 n®sou
.3 - fñbow
.3 5 l¡vn
35 lelukÅw
.3 potamñw
y5 Perikl°w
4 kaÜ m¡nv
- = short vowel 2 = long vowel
The "Contonation" Rule:
contonation = accent + return to standard pitch
short syllable = 1 mora; long syllable = 2
The rule: Contonation can be followed by no more than one mora before the end of
the word (or phrase pronounced as one word unit).
Accent Exercise:
Given the form kÛndunow, put the proper accent on these forms.
kindunou kindunÄ kindunoi kindunoiw kindunouw kindunon
Given the form mèyow, put the proper accent on these forms.
muyon muyÄ muyoiw muyouw muyou muyvn
Given the form Þatrñw, put the proper accent on these forms.
Þatron ÞatrÄ Þatroiw Þatrouw Þatrou Þatrvn
26
Enclitics and Proclitics
Some words do not appear to have any accent. They are so closely attached to the
preceding or following word as to become a part of it. Such words are called enclitics and
proclitics. Compare, for example, what happens to the English word “not” when
combined with “is” into “isn’t.” Some Greek enclitics are tiw (the indefinite pronoun),
mou, moi, me, sou, soi, se (personal pronouns), te (conjunction), ge (particle), pou, pvw,
pot¡, poy¡n and poi (indefinite adverbs), and most forms of the present indicative of eÞmi
(sum).
In Greek, an accented syllable cannot be followed by more than two unaccented syllables
(the "contonation" rule); so the following changes occur when an enclitic leans onto a
word:
1. When preceding a 1-syllable enclitic:
a word with a circumflex on the ultima (kaloè) keeps its accent and the enclitic has no
accent: kaloè ge.
a word with an acute on the ultima (�delfñw) keeps its accent as acute and does not
change it to a grave and the enclitic has no accent: �delfñw tiw.
a word with an acute on the penult (fÛlow) keeps its accent and the enclitic has no accent:
fÛlow tiw.
2. When preceding a 2-syllable enclitic:
a word with an acute on the penult (fÛlow) is followed by enclitic with accent on ultima
(acute on short ultima and circumflex on long ultima): fÛlow ¤stÛn or �nyrÅpvn tinÇn.
3. When preceding a 1- or 2-syllable enclitic:
a word with an acute accent on the antepenult (filñsofow) adds an acute (never a grave)
on its ultima and the enclitic has no accent: filñsofñw tiw or filñsofñw ¤stin.
a word with a circumflex on the penult (doèlow) adds an acute (never a grave) on the
ultima and the enclitic has no accent: doèlñw te or doèlñw ¤stin.
If an enclitic is followed by another enclitic, all but the last adds an acute to its ultima:dunatñn ¤stÛ soÛ pote
Some words of one syllable never have an accent of their own, but attach themselves
closely to the following word; these words are called proclitics. Examples are õ, oß, oé,
oék, oéx, ¤n, eÞw, ¤k.
If a proclitic is followed by an enclitic, the proclitic is accented: eÞ l¡gei but eà tiw
27
antepenult penult ultima 1-syllable enclitic 2-syllable enclitic
�delfñwretains accent, none onenclitic�delfñw tiw
kaloèretains accent, none onenclitickaloè ge
fÛlowretains accent, none onencliticfÛlow tiw
retains accent; accent on ultimaof encliticfÛlow ¤stÛn
doèlowadds acute on ultima: none on enclitic
doèlñw te doèlñw ¤stin
filñsofowadds acute on ultima; none on enclitic
filñsofñw tiw filñsofñw ¤stin
Mark the accents on the words below:
�nyrvpow tiw �nyrvpow ¤stin �nyrvpoi tinew �nyrvpon ge
�nyrÅpoiw ¤stin �nyrÅpou tinow �nyrvpon tina �nyrÅpouw poyen
�nyrÅpvn ge pou
28
Homework Assignments for Week 4, 5-7 September (Chapter 3)
for Monday: STUDY, no class on Monday
for Tuesday: read and translate Reading 3a, lines 17-26 (p. 25)
do form ID chart (all form ID charts are in this course pack)
for Wednesday: read and translate Reading 3$ (pp. 30-31)
for Thursday: vocabulary quiz, chapter 3
for Monday: STUDY FOR TEST (chapters 1-3)
29
Chapter 3 Vocabulary
Addendum to the Vocabulary List on page 24:
Nouns:lÛyow, lÛyou õ: stone
Adjectives:aàtiow, aÞtÛa, aàtion: responsible, to blame
dunatñw, dunat®, dunatñn: possible
m¡gaw, meg�lh, m¡ga: big
Addendum to page 30:
Nouns:deÝpnon, deÛpnou tñ: dinner
paÝw, paidñw õ or ²: child, boy, girl
pat®r, patrñw õ: father
Adjectives:�ndreÝow, �ndreÛa, �ndreÝon: brave
polloÛ, pollaÛ, poll�: many
tosoètow, tosaæth, tosoèto: so great (plural), so many
30
Homework Exercises for Chapter 3Form Identification
paidÛon, paidÛou tñ paidikñw, paidik®, paidikñn paideæv
Given the dictionary listings above, identify fully the forms below. LIST ALL POSSIBLE
IDENTIFICATIONS (ignore the Vocative case). For each identification, first list the
relevant part of speech (e.g., noun, verb, adjective) and then its characteristics (5 for a
verb, 3 for a noun or adjective).
Part of Verbs Nouns/Adjectives
Form Speech Person # Tense Voice Mood Case # Gender
paideæeiw
paidikoè
paidikñw
paideæein
paidÛÄ
paidikÒ
paideæv
paidÛa
paidÛou
paideæousi
paideæete
paidikñn
31
Table of Contractions
Combinations Result Combinations Result Combinations Result
a + a e + a h + i
a (long) + a a (long) e + a (long) h h + ai
a + a (long) e + h h + ei ú
a + i e + ai h + ú
a + ai ai e + ú ú h + h
a (long) + i e + e h + e h
a + & & e + i ei h + oi Ä
a + e e + ei
a + h
a + ei#
a (long) e + oi oi o + e
a + ei* e + o ou o + o ou
a + ú & e + v v o + ei
a + o e + Ä Ä o + oi oi
a + v
a + ou#
v e + u eu o + ú
a + oi Ä o + h
o + v v
o + Ä Ä
* = genuine diphthong with the sound of one vowel gliding into another, though in
classical times the sound eventually became single
# = spurious diphthong: a long vowel which occurs as the result of contraction or
compensatory lengthening
32
Homework Assignments for Week 5, 11-14 September (Chapter 4)
for Monday: TEST (chapters 1-3)
for Tuesday: read and digest grammar on Ath. pp. 38-42
do exercises 4b (evens), 4g (odds), 4d (evens) and 4e (odds)
read Ath. pp. 43-45 ("Women")
for Wednesday: quiz on first declension
read and translate Reading 4" (pp. 37-38)
read and digest grammar on Ath. pp. 47-50
do exercise 4k
for Thursday: vocabulary quiz chapter 4
do noun-adjective agreement worksheet (all noun-adjective
worksheets are in the course pack)
read Ath. p. 284 on syllables and accents
read and translate Reading 4$ (pp. 46-47)
for Monday: quiz on m¡gaw, meg�lh, m¡ga
read and digest grammar on Ath. pg. 56-59
do exercises 5b (odds) and 5g (evens)
read and translate Reading 5" (p. 55)
33
Chapter 4 Vocabulary
Memorize all parts of the dictionary entry; know this vocabulary list in either direction,
i.e., from Greek to English and from English to Greek
Addendum to page 36:
Nouns:�ggelow, �gg¡lou õ: messenger
�n®r, �ndrñw õ: man, husband
gun®, gunaikñw ²: woman, wife
¥ort®, ¥ort°w ²: festival
yug�thr, yugatrñw ²: daughter
kairñw, kairoè õ: time, right time
kr®nh, kr®nhw ²: spring
m®thr, mhtrñw ²: mother
êdrÛa, êdrÛaw ²: water jar
xorñw, xoroè õ: dance, chorus
Addendum to page 46:
Nouns:g°, g°w ²: land, earth, ground
õdñw, õdoè ²: road, way, journey
Note: In chapter 4a, Athenaze begins to list all three nominative singular forms for
adjectives; so that information will no longer appear in the course pack vocabulary lists.
34
Homework Exercises for Chapter 4
Noun/Adjective Agreement Worksheet:
Nouns Adjectivesdespñthw, despñtou õ kalñw, kal® , kalñn
oÞkÛa, oÞkÛaw ² m¡gaw, meg�lh, m¡ga
d¡ndron, d¡ndrou tñ
Given the dictionary entries listed above, identify each form listed below by case, number
and gender and then write the correct form of the adjective/s to modify the noun. (Ignore
the Vocative case.)
Form Case # Gender Adjective/s
despñthw
oÞkÛaw
oÞkÛai
d¡ndra
despñtou
despotÇn
d¡ndroiw
d¡ndrÄ
oÞkÛan
despñtaw
despñthn
d¡ndron
despñtú
oÞkÛaiw
35
First Declension
Table of stem vowel + case endings:
Feminine Masculine
Sing. Nom. a2 or a- h a2-w h-w
Gen. a2-w or h-w h-w a2-o (< a2-o(i)o)
Dat. a2-i or h-i h-i a2-i h-i
Acc. a2-n or a--n h-n a2-n h-n
Voc. a2 or a- h a2 a- or h
Plu. Nom./Voc. a-i
Gen. (V2 -Çn/Ionic ®-vn > ¡-vn > ) Çn
Dat. a-iw
Acc. (a-nw >) a2w
1. In East Ionic, the change from original a2 to h was uniform.
2. a2 did not become h in Attic:
a. when preceded by r, as in ²m¡ra2, ²m¡ra2w
b. when preceded by e or i, as in oÞkÛa2, oÞkÛa2w
36
First Declension Feminine
(A) art. (A) adj. (A) noun (B) adj. (B) noun (C1) (C2)
Sing. Nom. ² kal¯ kr®nh =&dÛa2 oÞkÛa2 y�latta- m�xaira-
Gen. t°w kal°w kr®nhw =&dÛa2w oÞkÛa2w yal�tthw maxaÛra2w
Dat. t» kal» kr®nú =&dÛ�2 oÞkÛ�2 yal�ttú maxaÛr�2
Acc. t¯n kal¯n kr®nhn =&dÛa2n oÞkÛa2n y�latta-n m�xaira-n
Voc. Î kal¯ kr®nh =&dÛa2 oÞkÛa2 y�latta- m�xaira-
Plu. Nom. aß kalaÜ kr°nai =�diai oÞkÛai y�lattai m�xairai
Gen. tÇn kalÇn krhnÇn =&dÛvn oÞkiÇn yalattÇn maxairÇn
Dat. taÝw kalaÝw kr®naiw =&dÛaiw oÞkÛaiw yal�ttaiw maxaÛraiw
Acc. t�w kal�w kr®na2w =&dÛa2w oÞkÛa2w yal�tta2w maxaÛra2w
Voc. Î kalaÜ kr°nai =�diai oÞkÛai y�lattai m�xairai
A. Eta in the nominative, eta throughout the singular. (= Type 1)B. Long alpha in the nominative, long alpha throughout the singular. (= Type 2)
C1. Short alpha in the nominative, after s (j, c, tt, ss), z, ll, ain: -a-, -hw, -hi, -a-n, -a-. (= Type
3)C2. Short alpha in the nominative, after e, i, r: -a-, -a2w, -a2 i, -a-n, -a-. (= Type 4)
[My rule: If you know the nominative and genitive, you can predict the dative and accusative.Nominative and accusative vowel are always the same; genitive and dative vowel are always thesame.]
Notes on accentuation:1. In nominative plural, final -ai is treated as short (as with -oi in 2 decl. masc. nom. pl.)nd
2. Genitive plural of all first declension substantives has Çn. But, feminine genitive plural of
adjectives and participles in -ow has the same accent and form as the masculine and neuter (as in
=�diow, =&dÛa2 , =�dion, genitive plural =&dÛvn).
37
First Declension Masculine
Sing. Nom. despñthw -w imported from 2 decl. masc. -ownd nea2nÛa2w
Gen. despñtou 1 decl. -a2w replaced by -a2o, with -o takenst
over from 2 decl. gen. o-io, oo nd
(Attic -ou in place of expected -v)
nea2nÛou
Dat. despñtú nea2nÛ�2
Acc. despñthn nea2nÛa2n
Voc. d¡spota Nom. in a2w, voc. in a2; nom. in thw, voc. in a-;
other nom. in hw, voc. in h
nea2nÛa2
Plu. Nom. despñtai nea2nÛai
Gen. despotÇn nea2niÇn
Dat. despñtaiw nea2nÛaiw
Acc. despñta2w nea2nÛa2w
Voc. despñtai nea2nÛai
38
Homework Assignments for Week 6, 18-21 September (Chapter 5)
for Monday: quiz on m¡gaw, meg�lh, m¡ga
read and digest grammar on Ath. pg. 56-59
do exercises 5b (odds) and 5g (evens)
read and translate Reading 5" (p. 55)
for Tuesday: quiz on -av contract verbs
do form identification worksheet
for Wednesday: do noun-adjective agreement worksheet
read and digest grammar on Ath. pp. 64-69
for Thursday: vocabulary quiz chapter 5
read and translate Reading 5$ (pp. 62-64)
read Ath. pp. 59-61 ("Gods and Men")
for Monday: STUDY FOR TEST (chapters 1-5)
39
Chapter 5 Vocabulary
Addendum to the Vocabulary List on page 54:
Nouns:kævn, kunñw õ or ²: dog
lagÅw, lagÅ õ: hare
lækow, lækou õ: wolf
oÞkÛa, oÞkÛaw ²: house
örow, örouw tñ: mountain, hill
p�ppow, p�ppou õ: grandfather
Adjectives:�krow, �kra, �kron: top (of)
=�yumow, =�yumon: careless
Addendum to page 62:
Nouns:mèyow, mæyou õ: story
Adjectives:�gayñw, �gay®, �gayñn: good
�griow, �grÛa, �grion: savage, wild, fierce
prÇtow, prÅth, prÇton: first
aétñw, aét®, aétñ: -self, -selves; him, her, it, them
40
Homework Exercises for Chapter 5Form Identification:
tim�v timhtñw, timht®, timhtñn
tim®, tim°w ² timht®w, timhtoè õ (note, this will decline like õ despñthw)
Part of Verbs Nouns/Adjectives
Form Speech Person # Tense Voice Mood Case # Gender
tim�w
timhtaÝw
tÛma2
tim�
timhtñn
timht®w
timÇmen
tim�n
timht�w
tim�w
tim�te
timÇn
timhtoæw
tim®
timÇ
timht®n
41
Noun/Adjective Agreement Worksheet:
Nouns Adjectives/Pronounsdespñthw, despñtou õ aétñw, aét®, aétñ
õdñw, õdoè ² polæw, poll®, polæ
kr®nh, kr®nhw ²
Given the dictionary entries listed above, identify each form listed below by case, number
and gender and then write the correct form of the adjective/s to modify the noun. (Ignore
the Vocative case.)
Form Case # Gender Adjective/s
despotÇn
õdoÝw
despñthn
despñtú
õdñn
õdñw
kr®naw
krhnÇn
õdoæw
despñtaiw
despñthw
kr®nhn
kr®nh
õdoè
õdÒ
despñtaw
kr®nú
õdÇn
42
Alpha Contract Verbs
Present Active Indicative:
Singular 1st timÇ -Ç < tim�v
2nd tim�w -�w < tim�eiw
3rd tim� -� < tim�ei
Plural 1st timÇmen -Çmen < tim�omen
2nd tim�te -�te < tim�ete
3 timÇsi(n) -Çsi < tim�ousird
Present Active Imperative:
2 singular:nd tÛma2 -a2 < tÛmae Present stem + thematic vowel
2 plural:nd tim�te -�te < tim�ete Present stem + thematic vowel + te
Present Active Infinitive:
tim�n -�n tim�een > tima2en > tim�n Present stem + thematic vowel + en
Contractions: a + v/ o/ ou > v (1 singular, 1 plural, 3 plural indicative)st st rd
a + ei > & (2 singular, 3 singular indicative)nd rd
a + e > a2 (2 plural indicative, 2 singular and 2 plural imperative,nd nd nd
present active infinitive)
43
Adjectives: Attributive vs. Predicative
ATTRIBUTIVE PREDICATIVE
tò �kron örow the lofty mountain �kron tò örow the top of the mountain
tò örow �kron
² m¡sh �gor� the central market m¡sh ² �gor� the center of the market
² �gor� m¡sh
² ¤sx�th n°sow the farthest island ¤sx�th ² n°sow the edge of the island
² n°sow ¤sx�th
õ mñnow paÝw the only son mñnow õ paÝw paÛzei the boy plays alone
õ paÝw mñnow paÛzei
õ aétòw �n¯r the same man aétòw õ �n¯r the man himself
õ �n¯r aétòw
oß p�ntew polÝtai the whole body of
citizens
² p�sa SikelÛa the whole of Sicily
oß polÝtai p�ntew all the citizens
p�ntew oß polÝtai
44
Homework Assignments for Week 7, 25-28 September (Chapter 6)
for Monday: TEST (chapters 1-5)
for Tuesday: read and digest grammar on Ath. pp. 74-78
read course pack pages 47-49
read and translate Reading 6" (pp. 73-74)
for Wednesday: quiz on present middle verb forms
do form ID chart
do exercises 6g, 6d, 6e (evens), 6z (odds)
read Ath. pp. 81-83 ("Myth")
for Thursday: read and digest grammar on Ath. pp. 86-89
read and translate Reading 6$ (pp.84-86)
do exercise 6n (1-6)
for Monday: read and digest grammar on Ath. pp. 96-101
do exercise 7b
read and translate Reading 7" (pp. 95-96)
vocabulary quiz chapter 6
45
Chapter 6 Vocabulary
Addendum to the Vocabulary List on page 72:
Nouns:basileæw, basil¡vw õ: king
¥taÝrow, ¥taÛrou õ: comrade, companion
²m¡ra, ²m¡raw ²: day
naèw, neÅw ²: ship
n°sow, n®sou ²: island
næj, nuktñw ²: night
p�ppaw, p�ppou õ: father
pary¡now, pary¡nou ² : maiden, girl
Addendum to the Vocabulary List on page 84:
Nouns:pælai, pulÇn aß: gates
English derivatives:
phobia, labyrinth, parthenogenesis, basil, hegemony, nautical, pylon, ephemeral,
tympanum, nyctophobia, genesis
46
Homework Exercises for Chapter 6
Form Identification:
bouleæv boul®, boul°w ²
boulhtñw, boulht®, boulhtñn boælomai
Given the dictionary listings above, identify fully the forms below. LIST ALL
POSSIBLE IDENTIFICATIONS (excluding the Vocative case). For each identification,
first list the relevant part of speech (e.g., noun, verb, adjective) and then its
characteristics.
Part of Verbs Nouns/Adjectives
Form Speech Person # Tense Voice Mood Case # Gender
bouleæv
boul°w
boælú
boælesyai
boulhtoÛ
boulaÝw
bouleæete
boulñmeya
boulaÛ
boulhtoÝw
boælesye
bouleæein
boulhtñn
boulÇn
boulht»
bouleæei
boulhtÒ
47
Present Middle Indicative, Imperative, Infinitive
læv fil¡v tim�v
Indicative
mai læ-o-mai læomai fil¡-o-mai filoèmai tim�-o-mai timÇmai
sai læ-e-sai læú, læei fil¡-e-sai fil», fileÝ tim�-e-sai tim�
tai læ-e-tai læetai fil¡-e-tai fileÝtai tim�-e-tai tim�tai
meya lu-ñ-meya luñmeya file-ñ-meya filoæmeya tima-ñ-meya timÅmeya
sye læ-e-sye læesye fil¡-e-sye fileÝsye tim�-e-sye tim�sye
ntai læ-o-ntai læontai fil¡-o-ntai filoèntai tim�-o-ntai timÇntai
Imperative
so læ-e-so læou fil¡-e-so filoè tim�-e-so timÇ
sye læ-e-sye læesye fil¡-e-sye fileÝsye tim�-e-sye tim�sye
Infinitive
syai læ-e-syai læesyai fil¡-e-syai fileÝsyai tim�-e-syai tim�syai
Second person singular indicative:e-(s)ai yields long ei (written EI in the Old Attic alphabet, before 403 BCE, and HI in other
dialects); ú is usually given as the proper spelling in the texts of the tragic poets, whereas ei is
printed in the texts of prose and comedy. ei was often written for hi (ú) after 400 BCE, since both
had the sound of a close long e. -ei is sometimes called Attic and Ionic in contrast to -ú of the other
dialects, including the Koine. (Smyth 628)
NOTE: Final -ai is counted short (-mai, -sai, -tai, -ntai, -syai).
48
Notes on the Middle Voice
From Smyth, Greek Grammar:
Middle usually denotes that subject acts on himself or for himself, as loæomai wash myself ,
�mænomai defend myself (lit. ward off for myself).
The passive borrows all its forms, except in the future and aorist tenses, from the middle.
Deponent verbs have an active meaning but only middle (or middle and passive) forms.
The middle represents the subject as doing something in which he is interested. He may dosomething to himself, for himself, or he may act with something belonging to himself.The object of the middle (1) may belong in the sphere of the subject, as his property, etc: I washmy hands, or (2) it may be brought into the sphere of the subject: they sent for the hoplites, or (3)it may be removed from the sphere of the subject: I sell my house (lit. give away).
Direct Reflexive Middle: subject acting directly on himself. Self is here the direct object. Verbsexpressing external and natural acts: anoint oneself, wash oneself, adorn oneself, crown oneself,exercise oneself.Indirect Reflexive Middle: subject as acting for himself, with reference to himself, withsomething belonging to himself. Self often the indirect object: provide for oneself, guard against,choose (take for oneself), furnish.Causative Middle: subject has something done by another for himself: for I had you taught this;to have food served up.Reciprocal Middle: With dual or plural subject middle may indicate reciprocal relation. Verbs ofcontending, conversing (questioning, replying), greeting, embracing, etc.
Middle lays stress on conscious activity, bodily or mental participation, of agent.In verbs that possess both active and middle:bouleæesyai deliberate, bouleæein plan
staym�n measure, staym�syai calculate
skopeÝn look at, skopeÝsyai consider
¦xesyai cling to
paæesyai cease
Active is often transitive, middle intransitive.
Passive voice represents subject as acted on. Passive voice has been developed from the middle. With the exception of some futures and the aorist, middle forms do duty as passives: aßreÝtai,
takes for himself, ie chooses, and so is chosen.
49
From Seligson, Greek for Reading:
Subject of active verb = agentDirect object of active verb = patient
Subject of passive verb = patient
Subject of middle verb = agent and beneficiary, or= agent and patient
Agent and beneficiary: subject both acts and benefits by action:f¡rei, carries; f¡retai, wins (for his own)
ful�ttei, guards; ful�ttetai, guards against
Agent and patient: may seem simply reflexivekosmeÝ, adorns; kosmeÝtai, adorns himself
faÛnei, shows; faÛnetai, shows himself, seems
50
Homework Assignments for Week 8, 2-5 October (Chapter 7)
for Monday: read and digest grammar on Ath. pp. 96-99do exercise 7b
read and translate Reading 7" (pp. 95-96)
vocabulary quiz chapter 6
for Tuesday: quiz on 3 declension formsrd
do form ID chart read and digest grammar on Ath. pp. 100-101do exercise 7d
for Wednesday: vocabulary quiz chapter 7read and digest grammar on Ath. pp. 106-109do noun-adjective agreement chart do exercises 7z (evens) and 7h (odds)
for Thursday: quiz on 3 declension formsrd
read and translate Reading 7$ (pp. 104-106)
read Ath. pp. 102-103 ("Homer")
for Monday: STUDY FOR TEST (chapters 1-7)
English derivatives:dialogue, erg, ergonomics, theater, vespers, theology, poet, cathedral, agora, politics
51
Chapter 7 Vocabulary
Addendum to the Vocabulary List on page 94:
Nouns:aÇj, aÆgñw, õ or ²: goat
y�latta, yal�tthw, ²: sea
önoma, ônñmatow, tñ: name
pñliw, pñlevw ²: city
NOTE: Beginning with chapter 7b, Athenaze lists nominative, genitive, and gender for
each new noun; so there will no longer be an addendum for each chapter here in the
course pack.
English derivatives:
xenophobia, ophthalmologist, pyromaniac, ballistic, eureka, thalassocracy, politics,
eponymous, anonymous, oenophile = enophile, oenology = enology, panorama
52
Homework Exercises for Chapter 7
Form Identification:pèr, purñw tñpur®, pur°w ²
pursñw, purs®, pursñnpèrow, pærou õ
purñv
Part of Verbs Nouns/Adjectives
Form Speech Person # Tense Voice Mood Case # Gender
pèr
purÇ
pèrow
purs�
purñw
puroèmen
pur®
pærou
pursñn
purs®
puroèsi(n)
pursÛ(n)
pursoè
pursÇn
pur°w
purÛ
53
Noun/Adjective Agreement:
Nouns AdjectivesxeimÅn, xeimÇnow õ m¡gaw, meg�lh, m¡gapèr, purñw tñ tÛw, tÛ
paÝw, paidñw ² sÅfrvn, sÇfron (3rd declension adj.)
Given the dictionary entries listed above, identify each form listed below by case, number andgender and then write the correct form of the adjective/s to modify the noun. (Ignore Vocative.)
Form Case # Gen. Adjective/s
xeimÇnow
purÇn
paidÛ
paisÛ
paÝda
xeimÅn
xeimÇna
purñw
pèr
purÛ
paÝdew
paidñw
pursÛ
xeimÇsi
xeimÇni
54
Third Declension
Stems in the 3 declension end either in consonants (hence the alternate name, "consonantrd
declension"), or in the vowels -i and -u. The third declension shows much more variety than the
1 and 2 declensions because some of its nouns have variable stems, with different forms of thest nd
stem appearing in different sets of cases, and some feature contraction of vowels in the endings.
I. Case Endings:
Masc./Fem. Neuter
Singular Nom. – or -w –
Gen. -ow -ow
Dat. --i --i
Acc. -a- or -n –
Voc. – or -w –
Plural Nom./Voc. -ew -a-
Gen. -vn -vn
Dat. -s-i(n) -s-i(n)
Acc. -a-w -a-
II. Accentuation:
Stems of one syllable (monosyllabic stems) accent the case ending in genitive and dative of allnumbers; -vn takes the circumflex accent. The gen. plu. of paÝw is an exception to this rule.
Singular Nom. aÇj paÝw
Gen. aÆgñw paidñw
Dat. aÆgÛ paidÛ
Acc. aÉga paÝda
Voc. aÇj paÝ
Plural Nom./Voc. aÉgew paÝdew
Gen. aÆgÇn paÛdvn
Dat. aÆg-sÛ(n) > aÆjÛ(n) paid-sÛ(n) > paisÛ(n)
Acc. aÉgaw paÝdaw
55
III. General Rules:
A. for nouns ending in -p, -b, -f (labials) or -k, -g, -x (velars/palatals)
These nouns use -w in the nom. and voc. singular and -a- in the acc.
Note that the presence of -w in the endings will result in double consonants in the nom.
and voc. singular and dat. plural.
Singular Nom. klÅc fælaj
Gen. klvpñw fælakow
Dat. klvpÛ fælaki
Acc. klÇpa fælaka
Voc. klÅc fælaj
Plural Nom./Voc. klÇpew fælakew
Gen. klvpÇn ful�kvn
Dat. klvcÛ(n) fælaji(n)
Acc. klÇpaw fælakaw
B. for nouns ending in -d, -y, -t (dentals)
All dentals are lost before sigma: note the forms of the dative plural.Neuter nouns use no ending in nom. and voc. singular, and either the final tau is dropped(in accordance with the law that says a noun can end only in a vowel, -r, -n, or -w) or an
alternative stem is used in nom. and voc. singular. The nom. acc. voc. plural form of the neuter has short a, like all neuter forms.
Singular Nom. paÝw pr�gma fÇw
Gen. paidñw pr�gmatow fvtñw
Dat. paidÛ pr�gmati fvtÛ
Acc. paÝda pr�gma fÇw
Voc. paÝ pr�gma fÇw
Plural Nom./Voc. paÝdew pr�gmata fÇta
Gen. paÛdvn pragm�tvn fvtÇn
Dat. paid-sÛ(n) > paisÛ(n) pr�gmasi(n) fvsÛ(n)
Acc. paÝdaw pr�gmata fÇta
56
C. for nouns with stem ending in -l, -r (liquids) or -n (nasal)
These nouns either:(1) use no ending in the nom. singular with strong-vowel form of stem, or(2) use -w in the nom. singular.
Nouns with final -n- do not have the -n- in the dat. plural, but there is no compensatory
lengthening.
Singular Nom. xeimÅn daÛmvn �lw
Gen. xeimÇnow daÛmonow �lñw
Dat. xeimÇni daÛmoni �lÛ
Acc. xeimÇna daÛmona �la
Voc. xeimÅn daÝmon –
Plural Nom./Voc. xeimÇnew daÛmonew �lew
Gen. xeimÅnvn daimñnvn �lÇn
Dat. xeimÇsi(n) daÛmosi(n) �lsÛ(n)
Acc. xeimÇnaw daÛmonaw �law
Note the accents in xeimÅn: acute in nom. and voc. sing, circumflex in most other forms,
because an accented long penult followed by short ultima must have a circumflex.
The adjective sÅfrvn, sÇfron follows the same pattern as the nouns above:
Masculine/Feminine Neuter
Singular Nom. sÅfrvn sÇfron
Gen. sÅfronow
Dat. sÅfroni
Acc. sÅfrona sÇfron
Voc. sÇfron
Plural Nom./Voc. sÅfronew sÅfrona
Gen. svfrñnvn
Dat. sÅfrosi(n)
Acc. sÅfronaw sÅfrona
57
Homework Assignments for Week 9, 9-12 October (Chapter 8)
for Monday: TEST (chapters 1-7)
for Tuesday: read and digest grammar on Ath. pp. 114-116do exercise 8b
read and translate Reading 8" (pp. 112-114)
for Wednesday: quiz on present middle participle forms (with correct accents!)read and digest grammar on Ath. pp. 124-129, course pack pp. 61-63do noun/adjective agreement chart do form ID chart
for Thursday: quiz on B�H, B�F", B�< and ,ÍH, :\", ª<do noun/adjective agreement chart study the place words on Ath. pg. 124 (Word Building)read and translate Reading 8$ (pp. 122-124)
for Monday: vocabulary quiz chapter 8read Ath. pp. 117-120 ("Athens: A Historical Outline")read and digest grammar on Ath. pp. 135-137do exercises 9b (evens) and 9g (odds)
read and translate Reading 9" (pp. 133-135)
58
Homework Exercises for Chapter 8
Noun/Adjective Agreement:
Nouns Adjectivespèr, purñw, tñ sÅfrvn, sÇfronyeñw, yeoè, õ luñmenow, luom¡nh, luñmenony�latta, yal�tthw, ²poiht®w, poihtoè õ
Form Case # Gen. Adjective/s
pèr
yal�tthw
purÛ
yeoè
poihtoè
yeoèw
y�lattan
poiht®n
yeÇn
yeÒ
yal�ttaw
yeoÛ
purÇn
yeñw
purñw
yalattÇn
59
Form Identification:
j¡now, j¡nou õ jenÛa, jenÛaw ² jenÛzv j¡niow, jenÛa, j¡nion
Given the dictionary listings above, identify fully the forms below. LIST ALL POSSIBLEIDENTIFICATIONS. For each identification, first list the relevant part of speech (e.g., noun,verb, adjective, participle) and then its characteristics (5 for a verb, 3 for a noun or adjective, 5for a participle [tense, voice; case, number, gender]).
Part of Verbs Nouns/Adjectives
Form Speech Person # Tense Voice Mood Case # Gender
j¡nouw
jenÛaw
jenÛzein
jenÛzv
j¡nou
jenÛaiw
j¡non
jenizñmenoi
j¡nvn
jenizom¡nú
jenizom¡noiw
jenÛa
j¡nia
jenizñmeya
j¡nÄ
j¡noiw
jenÛzousi(n)
60
Noun/Adjective Agreement:
Nouns Adjectives�n®r, �ndrñw õ eåw, mÛa, §n or dæo (as appropriate)m®thr, mhtrñw ² p�w, p�sa, p�nd¡ndron, d¡ndrou tñ
Form Case # Gen. Adjective/s
�n®r
d¡ndron
mhtrñw
d¡ndrÄ
mht¡ra
mhtrÛ
�ndrñw
d¡ndroiw
mht¡rew
�ndra
d¡ndra
mhtr�si
�ndrÇn
mht¡rvn
�ndrew
d¡ndrou
�ndr�si
61
Third Declension
D. for nouns with irregular stem ending in -r
The nouns pat®r, m®thr, and yug�thr have three visible stems: a strong-vowel stem
ending in -thr, a short-vowel stem ending in -ter, and a weak grade (no vowel) ending in
-tr (or -tra in dative plural, where -r- between consonants becomes -ra-).
The strong-vowel appears in nom. sing.; the weak grade in gen. sing., dat. sing., and dat.pl; the short-vowel in acc. sing. and all plural cases except dat. Accentuation on these nouns in the nom. and voc. sing. is irregular: the voc. sing. ofpat®r has recessive accentuation (p�ter), as do the nom. and voc. sing. of m®thr
(m®thr, voc. m°ter) and of yug�thr (yug�thr, voc. yægater).
Elsewhere the accent of these three words falls on the stem-ending -er- (or -ra- in dat.
pl.) or on the case ending.For pat®r and m®thr, the monosyllabic stem rule applies, while yug�thr is treated
similarly by analogy.The noun �n®r is similar: the strong-vowel stem appears in the nominative (�n®r), the
short-vowel in the voc. sing. (�ner), and the weak form in -r- in the other cases, where
-d- is developed between -n- and -r-.
The monosyllabic stem rule applies to �n®r, except that the nom. sing. and dat. plur.
(based on disyllabic stems) are accented on the second syllable and the voc. sing. hasrecessive accent.
Singular Nom. pat®r m®thr yug�thr �n®r
Gen. patrñw mhtrñw yugatrñw �ndrñw
Dat. patrÛ mhtrÛ yugatrÛ �ndrÛ
Acc. pat¡ra mht¡ra yugat¡ra �ndra
Voc. p�ter m°ter yægater �ner
Plural Nom./Voc. pat¡rew mht¡rew yugat¡rew �ndrew
Gen. pat¡rvn mht¡rvn yugat¡rvn �ndrÇn
Dat. patr�si(n) mhtr�si(n) yugatr�si(n) �ndr�si(n)
Acc. pat¡raw mht¡raw yugat¡raw �ndraw
62
E. for nouns with stem ending in -nt-
These nouns either:(1) use -w in the nom. and voc. singular, in which case the -nt drops out and the
preceding vowel exhibits compensatory lengthening; or(2) use a strong-vowel (i.e., long vowel/diphthong) form of the stem without the tau (dropped for phonetic reasons) and with no ending in the nom. singular.The voc. sing. is either like the nom. (ôdoæw, voc. ôdoæw) or has the weak-vowel form of
the stem with no ending (and final -t- is simply dropped) (gÛga2w, voc. gÛga-n; g¡rvn, voc.
g¡ron).
In the dat. plur., the ending -si causes elimination of -nt- and compensatory lengthening
of the preceding vowel: ôdñnt-si(n) > ôdoèsi(n), gÛgant-si(n) > gÛga2si(n), g¡ront-si(n)
> g¡rousi(n).
Singular Nom. ôdoæw gÛga2w g¡rvn
Gen. ôdñntow gÛgantow g¡rontow
Dat. ôdñnti gÛganti g¡ronti
Acc. ôdñnta gÛganta g¡ronta
Voc. ôdoæw gÛga-n g¡ron
Plural Nom./Voc. ôdñntew gÛgantew g¡rontew
Gen. ôdñntvn gig�ntvn gerñntvn
Dat. ôdoèsi(n) gÛga2si(n) g¡rousi(n)
Acc. ôdñntaw gÛgantaw g¡rontaw
63
Paradigm of pas, pasa, pan and heis, mia, hen
Adjectives of the consonant declension with a separate set of forms for the feminine inflect thefeminine like a noun of the first declension ending in -a-.
The feminine is made from the stem of the masculine/neuter by adding the suffix -=ia
(semivocalic i), which is combined with the preceding syllable in different ways.
Singular Nom./Voc. p�w p�sa p�n
Gen. pantñw p�shw pantñw
Dat. pantÛ p�sú pantÛ
Acc. p�nta p�san p�n
Plural Nom./Voc. p�ntew p�sai p�nta
Gen. p�ntvn pasÇn p�ntvn
Dat. p�si(n) p�saiw p�si(n)
Acc. p�ntaw p�saw p�nta
p�sa stands for pantsa from pant-=ia.
a2 of p�n (for pa-n(t)-) is irregular and borrowed from p�w.
The accents of pantñw and pantÛ follow the monosyllabic stem rule; p�ntvn and p�si(n) don't.
p�si(n) is from p�nt-si(n).
pasÇn follows the usual pattern for first declension nouns (-Çn from �-vn).
Singular Nom. eåw mÛa §n
Gen. ¥nñw mi�w ¥nñw
Dat. ¥nÛ mi� ¥nÛ
Acc. §na mÛan §n
The stem for eåw, mÛa, §n is sm (m with zero-grade vowel).
The stem ¥n is from sem- . Initial s before a vowel becomes the rough breathing. Original final
m preceded by a vowel becomes n.
mÛa stands for sm-Ûa.
eåw is from ¥n-w.
The accent of ¥nñw and ¥nÛ follows the monosyllabic stem rule.
Note the accent of the feminine genitive and dative, mi�w and mi�.
64
Homework Assignments for Week 10, 16-19 October (Chapter 9)
for Monday: vocabulary quiz chapter 8
read Ath. pp. 117-120 ("Athens: A Historical Outline")
read and digest grammar on Ath. pp. 135-137
do exercises 9b (evens) and 9g (odds)
read and translate Reading 9" (pp. 133-135)
for Tuesday: quiz on present active participle forms
do exercise 9d
do noun/adjective agreement chart
do exercise on personal pronouns, reflexive pronouns, possessive
adjectives in course pack
read and digest grammar on Ath. pp. 145-148
for Wednesday: quiz on declensions of basileæw, pñliw, �stu
do exercise 9z (2, 4, 6) and 9h (2, 4, 6)
do form ID chart
read and translate Reading 9$ (pp.142-144)
for Thursday: vocabulary quiz chapter 9
read Ath. pp. 139-140 ("The City of Athens")
for Monday: STUDY FOR TEST (chapters 1-9)
English derivatives:sarcophagus, panegyric, stoa, aristocracy, ambidextrous, theology, hieroglyphics, Nike,parthenogenesis, gerontology, democracy, Uranus, pomp, and Mesolithic
65
Homework Exercises for Chapter 9
For practice with personal pronouns, reflexive pronouns, and possessive adjectives, translate thefollowing:
1. t¯n õdòn aétòw õr�.
2. aétoè t¯n oÞkÛan aét¯ õr�.
3. aétòw õr� aétoæw.
4. aét¯ õr� t¯n s¯n oÞkÛan.
5. aét¯ õr� tò aétò d¡ndron.
6. aétòw õr� aétÇn tòn kæna.
7. sç õr�w me.
8. sç l¢geiw aétoÝw tòn mèyon.
9. sç õr�w tòn sòn paÝda.
10. õrÇ ¤mautñn, �ll� oéx õrÇ êm�w.
11. õ paÝw õr� tòn ¥autoè kæna.
12. õ paÝw õr� tòn kæna aét°w.
13. ²meÝw g�r oék ¤y¡lomen ²m�w aétoçw sÐzein.
14. sç l¡geiw seautÒ.
15. sç l¡geiw seaut».
16. sç l¡geiw ¤moÛ.
17. �gv t� êm¡tera prñbata pròw t¯n ¤m¯n oÞkÛan.
18. kayÛzv êpò tò ²m¡teron d¡ndron.
19. oék ¤y¡lomen ²m�w aétoçw ¤paÛrein.
20. t� m°la met� aétÇn feægei.
21. t� m°la ¥aut� fileÝ.
22. õ paÝw ¥autòn fileÝ.
23. õ paÝw aét¯n fileÝ.
24. õ paÝw tòn kæna aét°w fileÝ.
25. ² paÝw ¥aut¯n fileÝ.
26. ² paÝw tòn kæna aétoè fileÝ.
66
Noun/Adjective (Participle) Agreement:
Nouns Adjectives�rister�, �rister�w ² timÇn, timÇsa, timÇn
ßerñn, ßeroè tñ lævn, læousa, lèon
pat®r, patrñw õ
Given the dictionary entries listed above, identify each form listed below by case, number andgender and then write the correct form of the adjective/s to modify the noun. (Ignore theVocative case.)
Form Case # Gen. Adjective/s
pat®r
ßerñn
�rister�n
�rister�w
�rister�w
ßeroÝw
pat¡rew
patr�si(n)
�risteraÝw
�rister�
ßer�
ßerÇn
pat¡ra
pat¡raw
�rister�
ßerÄ
patrÛ
67
Form Identification:
basileæw, basil¡vw õ basileæv, basileæsv, ¤basÛleusabasileÛa, basileÛaw ² basÛleiow, basileÛa, basÛleionbasilÛw, basilÛdow ²
Given these dictionary listings, identify fully the forms below. LIST ALL POSSIBLEIDENTIFICATIONS.
Part of Verbs Nouns/Adjectives
Form Speech Person # Tense Voice Mood Case # Gender
basil¡vw
basileÛaw
basileæomen
basileuñmenow
basÛleia
basilÛda
basileèsi
basileævn
basileÝ
basileæontew
basileæousai
basileÛan
basilÛdew
basileuom¡nvn
basÛleiow
basil¡a
68
Present Active Participles
Participles of the active voice have stems in nt. The masculine and neuter follow the third
declension, the feminine follows the first declension.
Most stems in ont make the nominative singular masculine without w, like the noun gervn,
dropping the t and lengthening o to v.
But stems in ont in the present and second aorist of mi-verbs (didoæw, doæw), and all stems in
ant, ent, unt add w, lose nt, and lengthen the preceding vowel (-ouw, -a2w, -eiw, -u2w).
The nominative neuter singular of all participles drops final t of the stem.
The feminine singular is made by adding -=ia (semivocalic i) to the stem:
læousa < luont-=ia, oïsa < önt-=ia.
The accent of monosyllabic participles is an exception to the monosyllabic stem rule.
69
Present active participles of contract verbs
Singular Nom./Voc. fil¡-vn > filÇn fil¡-ousa- > filoèsa- fil¡-on > filoèn
Gen. fil¡-ontow > filoèntow file-oæshw > filoæshw fil¡-ontow > filoèntow
Dat. fil¡-onti > filoènti file-oæsú > filoæsú fil¡-onti > filoènti
Acc. fil¡-onta > filoènta fil¡-ousa-n > filoèsa-n fil¡-on > filoèn
Plural Nom./Voc. fil¡-ontew > filoèntew fil¡-ousai > filoèsai fil¡-onta > filoènta
Gen. file-ñntvn > filoæntvn file-ousÇn > filousÇn file-ñntvn > filoæntvn
Dat. fil¡-ontsi > filoèsi file-oæsaiw > filoæsaiw fil¡-ontsi > filoèsi
Acc. fil¡-onta-w > filoèntaw file-oæsa2w > filoæsa2w fil¡-onta > filoènta
Singular Nom./Voc. tim�-vn > timÇn tim�-ousa> timÇsa tim�-on > timÇn
Gen. tim�-ontow > timÇntow tima-oæshw > timÅshw tim�-ontow > timÇntow
Dat. tim�-onti > timÇnti tima-ousú > timÅsú tim�-onti > timÇnti
Acc. tim�-onta > timÇnta tim�-ousan > timÇsan tim�-on > timÇn
Plural Nom./Voc. tim�-ontew > timÇntew tim�-ousai > timÇsai tim�-onta > timÇnta
Gen. tima-ñntvn > timÅntvn tima-ousÇn > timvsÇn tima-ñntvn > timÅntvn
Dat. tim�-ontsi > timÇsi tima-oæsaiw > timÅsaiw tim�-ontsi > timÇsi
Acc. tim�-ontaw > timÇntaw tima-oæsa2w > timÅsaw tim�-onta > timÇnta
70
Third Declension
F. for nouns with stems in i and u
Stems in i and u vary with stronger stems, of which e in the cases other than nom., acc.,
and voc. sing. is a survival.ei and eu before vowels lost their i and u. i and u of diphthongs often disappear before a
following vowel; they become semivowels, =i and =u, which are not written.
So pole(=i)-i, pole(=i)-ew, which contract to pñlei and pñleiw.
There is also a stem in h, as in Homeric pñlh-ow, whence pñle-vw, by transfer of
quantity (quantitative metathesis).Dat. pl. pñle-si for pñli-si is due to the analogy of forms from stems in ei, eu.
Final -vw of the genitive singular does not prevent the acute from standing on the
antepenult: pñlevw retains the accent of the earlier pñlh-ow, which became pñlevw by
transfer of quantity. The accent of the gen. pl. follows that of the gen. sing.Acc. pl. pñleiw is probably borrowed from the nom. pl.
Singular Nom. pñliw (< pñli-w) �stu
Gen. pñlevw (< pñlh-ow) �stevw (< �sth -ow)
Dat. pñlei (< pñlei-i) �stei (< �steu-i)
Acc. pñlin (< pñli-n) �stu
Voc. pñli �stu
Plural Nom./Voc. pñleiw (< pñlei-ew) �sth (< �ste -a)
Gen. pñlevn (< pñlei-vn) �stevn (< �steu -vn)
Dat. pñlesi(n) �stesi(n)
Acc. pñleiw �sth (< �ste -a)
71
G. for nouns with stems in eu, au, ou:
Stems in eu show pure form only in vocative; other forms are derived from the stronger
stem hu.
hu and a2u before a consonant become eu, au, as in basileæw, basileèsi, from
basilhuw, basilhusi.
Stems lose u before case endings beginning with a vowel, =u (semivocallic u) passing into
W (vau, "digamma").basil¡vw, basileÝ, basil¡a2 , basil¡a2w come from basil°(W)-ow, basil°(W)-i,
basil°(W)-a, basil°(W)-aw, by transfer of quantity ("quantitative metathesis").
In basil¡vn, e is shortened from the h of basil®vn (a long vowel may be shortened
before another long vowel).Nominative plural of eu nouns in older Attic ended in -°w (basil°w), derived either from
-°ew by contraction or from -¡hw by transfer of quantity.
Singular Nom. basileæw < basilhuw naèw < na2uw boèw
Gen. basil¡vw < basil°(W)-ow neÅw < nh(W)-ñw boñw < bo(W)-ñw
Dat. basileÝ < basil°(W)-i nhý < nh(W)-Û boý
Acc. basil¡a2 < basil°(W)-a naèn boèn
Voc. basileè naè boè
Plural Nom./Voc. basil°w n°ew bñew
Gen. basil¡vn < basil®vn neÇn < nhÇn boÇn
Dat. basileèsi(n) < basilhusi nausÛ(n) < na2usi bousÛ(n)
Acc. basil¡a2w < basil°(W)-aw naèw boèw
72
Homework Assignments for Week 11, 23-25 October (Chapter 10)
for Monday: TEST (chapters 1-9)
for Tuesday: vocabulary quiz chapter 10
read and digest grammar on Ath. pg. 152-155, 158-160
read and translate Reading 10" (pp. 156-157)
do noun/adjective agreement worksheet
for Wednesday: Quiz on future forms
read and digest the grammar on Ath. pp. 166-170
read and translate Reading 10$ (pp. 165-166)
do exercise 10b (odds) and 10g (evens)
do form ID charts
for Monday: quiz on future forms
read Ath. 162-163 ("Festivals")
read and digest grammar on pp. 176-181
Chapter 10 Vocabulary
Beginning with Chapter 10, Athenaze lists three principal parts for every verb.
English derivatives:Nike, encephalitis, hydraulic, sophomore
73
Homework Exercises for Chapter 10
Noun/Adjective Agreement:
Nouns Adjectivespñliw pñlevw ² sÅfrvn, sÇfron�stu, �stevw tñ lævn, læousa, lèonbasileæw, basil¡vw õ
Form Case # Gen. Adjective/s
pñliw
�stu
�stei
basileæw
pñlin
pñleiw
�stevn
basileÝ
basil¡a
basil°w
pñlevn
pñlesi
�stesi
�sth
basileèsi
basil¡aw
74
Form Identification:
polÛteuma, politeæmatow tñ polÛthw, polÛtou õ poliñw,poli�, poliñnpoliteæv, politeæsv, ¤polÛteusa pñliw, pñlevw ²
Part of Verbs Nouns/Adjectives
Form Speech Person # Tense Voice Mood Case # Gender
politeæeiw
politeæmata
pñlevw
poli�w
pñleiw
politeæontow
pñlesi
polÛtú
politeæmatow
pñlin
politeæousi
politeuom¡noiw
polÛthn
politeæmasi
pñlei
poliñn
polÛtaiw
poliÇn
75
Formation of the Future Tense
1. The future stem is formed by adding the tense-suffix -s o/e to the verb-stem: læsv,
læsomai; y®sv from tÛyhmi; deÛjv from deÛknumi.
2. In verbs showing strong and weak grades, the ending is added to the strong stem:
leÛpv leÛcv, t®kv t®jv, pn¡v pneæsomai, dÛdvmi dÅsv.
3. Verb stems ending in a short vowel lengthen the vowel before the tense suffix (a to h
except after e, i, r): tim�v tim®sv, fil¡v fil®sv.
4. Verb stems ending in liquids (l, r) or nasals (m, n) add -es o/e-; then s drops and e
contracts with the following vowel: faÛnv (fan-), fanÇ from fan-¡sv.
5. Labial (p, b, f) and palatal (k, g, x) stops at the end of the verb-stem unite with s to
form c or j. Dentals (t, d, y) are lost before s.
kñp-t-v (kop-), kñcv, kñcomai; bl�p-t-v (blab-), bl�cv, bl�comai; gr�fv, gr�cv,
gr�comai;
pl¡kv, pl¡jv, pl¡jomai; l¡gv, l¡jv, l¡jomai; tar�ttv (tarax-), tar�jv, tar�jomai;
fr�zv (frad-), fr�sv; peÛyv (piy-, peiy-), peÛsv, peÛsomai.
6. When e or o is added to the verb stem, it is lengthened to h or v: boælomai (boul-e-),
boul®somai; �lÛskomai (�l-o-), �lÅsomai.
7. So-called "Attic futures" occur when s is preceded by a- or e and these vowels are not
preceded by a syllable long by nature or position. s is dropped and -av and -ev are
contracted to -Ç. When i precedes s, the ending is -i-(s)¡v which contracts to -iÇ.
kal¡v, kalÇ, kaloèmai; ¤laænv (¤la-), ¤lÇ; kay¡zomai (kayed-), kayedoèmai;
m�xomai (maxe-), maxoèmai; öllumi (ôl-e-), ôlÇ.
a. All verbs in -annumi have futures in -�(s)v, -Ç: sked�nnumi (skeda-), skedÇ.
Similarly some verbs in -ennumi: �mfi¡nnumi (�mfie-), �mfiÇ; stñrnumi (stor-
e), storÇ.
b. Verbs in -izv of more than two syllables drop s and insert e, thus making -
i(s)¡v, -i(s)¡omai, which contract to -iÇ and -ioèmai: nomÛzv (nomid-) makes
nomis¡v, nomi-¡v, nomiÇ. nomiÇ etc. are due to the analogy of the liquid verbs.
76
Homework Assignments for Week 12, 30 October-2 November (Chapter 11)
for Monday: quiz on future forms
read Ath. 162-163 ("Festivals")
read and digest grammar on pp. 176-181
for Tuesday: vocabulary quiz chapter 11
read and translate Reading 11" (pp. 175-176)
read and digest grammar on Ath. pp. 189-191
do exercises 11k (odds), 11m (evens), and 11n (odds)
for Wednesday: read Ath. pp. 184-184 ("Greek Science and Medicine")
read and translate Reading 11$ (pp. 187-188)
for Thursday: quiz on 2 aorist formsnd
do noun/participle agreement sheet
do form ID chart
for Monday: quiz on 2 aorist participle forms, active and middlend
read and digest grammar on Ath. pp. 196-199
read and translate Reading 12" (pp. 194-196)
PLEASE NOTE:
It is expected that all of you will do the Word Building Exercises in each
chapter on your own. These are very useful for building vocabulary.
English derivatives:
genesis, paschal, scope, Philadelphia, psychiatrist and all the other -iatrist words,
anthropology and all the other -ology words
77
Homework Exercises for Chapter 11
Noun/Adjective Agreement:
Nouns Modifiers�delfñw, �delfoè õ labÅn, laboèsa, labñn
�rgærion, �rgurÛou tñ genñmenow, genom¡nh, genñmenon
draxm®, draxm°w ² ²dÛvn, ´dion
Form Case # Gen
.
Modifiers
�rgærion
draxm°w
�delfoÝw
�rgæria
draxm»
draxm�w
�delfñw
�rgurÛou
draxmÇn
�rgurÛoiw
�delfoæw
�delfoÛ
draxmaÛ
�rgurÛÄ
draxm®n
�delfÇn
�delfñn
78
Form Identification:
many�nv, may®somai, ¦mayon mayht®w, mayhtoè õ
m�yhma, may®matow tñ mayhtñw, mayht®, mayhtñn
Part of Verbs Nouns/Adjectives
Form Speech Person # Tense Voice Mood Case # Gender
¦mayon
mayhtñn
many�nvn
manyanom¡nhw
mayñnti
¤m�yomen
many�nein
may®masi
mayhtoÝw
¦mayew
mayoèsa
many�nousa
mayht»
m�ye
manyanoæsaiw
mayhtaÝw
mayÅn
79
The Aorist System in Greek
In the indicative mood, aorist is used to refer to simple, unique occurrences in the past:
C Dikaiopolis’ brother opened the door.
C The god Asklepios healed Philip.
You have already noticed that the temporal augment ¤ for the aorist occurs only in the
indicative mood. This is because, in the aorist, only the indicative mood emphasizes time.
All other forms of the aorist usually emphasize, instead, aspect.
Aspect refers to how one views the action of the verbSthat is, whether the action is
viewed as completed vs. incomplete, customary vs. a single occurrence, a general truth vs.
a specific occurrence. Present tense has an incomplete, customary, or habitual aspect;
aorist tense conveys a completed or simple (i.e., one time occurrence) aspect.
Note the difference between these two indicative sentences.
C Mother takes her medication every day. (present time, customary aspect = present
tense = lamb�nei)
C I took a present to the party. (past time, simple aspect = aorist = ¦labon)
Outside of the indicative, aorist emphasizes aspect and does not refer to time. Note, for
example, the difference between these two imperatives:
C Mother, take your pill every day! (customary aspect = present imperative =
l�mbane)
C Take the money and run! (simple aspect = aorist imperative = l�be)
Note, l�mbane and l�be are each translated into English by “take!” but that two
different aspects are conveyed.
Also, note that certain verbs denote a state of being or an action which by its nature is
continuous; these verbs may require a somewhat different translation in the aorist to
denote simple aspect (i.e., the action at a single moment in time). Often the aorist of such
verbs refers to the single moment in time at which the subject enters in the state of being
or begins the continuous action; these are called ingressive aorists.
C ¦xv = I have ¦skon = I came to have, I got
C basileæv = I am king ¤basÛleusa = I became king
C dakræv = I am crying ¤d�krusa = I began to cry
80
In progress, mere occurrence, completed
1 principal part: Progressive (imperfect) aspect stemst
Aorist: merely names action– aorist or neutral aspect
a-oristow = unlimited, indefinite, undefined time. Doesn't show limitation of
continuance (expressed by imperfect) or of completion with permanent result (expressed
by perfect)
Perfect: completed action
Progressive Aorist-Neutral Perfective
Past was teaching taught had taught
Present is teaching teaches has taught
Future will be teaching will teach will have taught
Aorist = mere occurrence of action in past.
Action regarded as event or single fact without reference to length of time it occupied.
Uses of aorist may be explained by figure of point in time:
1. The starting point (ingressive aorist): "become ruler," "fell in love," "become silent"
2. The end point (resultative aorist) "I brought"
3. The whole action, concentrated to a point (complexive aorist)
Aorist enumerates and reports past events. It may be employed in brief continuous
narration. As a narrative tense it is often used to state the chief events and facts, while the
other past tenses set forth subordinate actions and attendant circumstances.
Greek aorists active and middle have no future
Exist only as past tense
Outside of the indicative, aorist emphasizes aspect and does not refer to time.
81
Personal Endings
Primary/Secondary = Non-past/Past
ACTIVE MIDDLE
PRIMARY SINGULAR 1 –, -mist -mai
2 -w (for -si), -ya (-sya)nd -sai
3 -si (for -ti) rd -tai
PLURAL 1 st -men -meya
2 nd -te -sye
3 -nsi (for -nti)rd -ntai
SECONDARY SINGULAR 1 st -n -mhn
2 nd -w, -sya -so
3 – rd -to
PLURAL 1 st -men -meya
2 nd -te -sye
3 rd -n, -san -nto
82
Second or Root Aorist
Active Middle
Indicative Singular 1 st ¦lipon ¤lipñmhn
2nd ¦lipew ¤lÛpou
3rd ¦lipe (n) ¤lÛpeto
Plural 1st ¤lÛpomen ¤lipñmeya
2nd ¤lÛpete ¤lÛpesye
3rd ¦lipon ¤lÛponto
Imperative 2 Singularnd lÛpe lipoè
2 Pluralnd lÛpete lÛpesye
Infinitive lipeÝn lip¡syai
Participle lipÅn, lipoèsa, lipñn
(gen. lipñntow, lipoæshw, lipñntow)
lipñmenow, lipom¡nh,lipñmenon
Most 2 aorists belong to a type which has the weak vowel grade in the root and the accent originally onnd
the thematic vowel. The accent on the thematic vowel has been regularized in the indicative, partiallyregularized in the imperative, and preserved in the infinitive and participle.
1. Indicative: temporal augment + aorist stem + thematic vowel + secondary personal endings.Accent is regular: that is, recessive.Note loss of intervocalic sigma in 2 sing middle: ¤lÛpeso > ¤lÛpound
2. Imperative: aorist stem + thematic vowel + secondary personal endings.Accent is regular: that is, recessive; EXCEPT 2 sing middle, lip¡so > lipoè, where accent shifted tond
thematic vowel.NOTE: the accent of 2 sing active imperative lab¡, eÞp¡, ¤ly¡, eêr¡, Þd¡, has the accent shifted tond
thematic vowel; but this shift only applies to these five verbs.
3. Infinitive: note that the accent has shifted to the thematic vowel; this is the regular pattern in thesecond aorist. lip¡en > lipeÝn
4. Participle: note that the accent has shifted to the thematic vowel; this is the regular pattern in thesecond aorist. As an adjective, the participle's accent is persistent.
83
Homework Assignments for Week 13, 6-9 November (Chapter 12)
for Monday: quiz on 2 aorist participle forms, active and middlend
read and digest grammar on Ath. pp. 196-199
read and translate Reading 12" (pp. 194-196)
for Tuesday: quiz on 1st aorist forms
do form ID chart
do exercises 12g, 12h (evens)
for Wednesday: vocabulary quiz chapter 12
read and digest grammar on pp. 207-209
read and translate Reading12$ (pp. 204-206)
for Thursday: read Ath. pp. 200-203 ("Trade and Travel")
quiz, 1 aorist participlest
for Monday: STUDY FOR TEST (chapters 1-12)
84
Homework Exercises for Chapter 12
Form Identification:
frontÛzv, frontiÇ, ¤frñntisa frontist®w, frontistoè õ
frontÛw, frontÛdow ² frontistikñw, frontistik®, frontistikñn
Part of Verbs Nouns/Adjectives
Form Speech Person # Tense Voice Mood Case # Gender
frontÛzvn
frontÛzontow
¤frontÛsamen
¤frontÛsv
frontÛsasyai
frontistikñn
frontÛda
frontistaÛ
frontÛzein
frontizñmeya
frontÛsate
frontÛsasa
frontistikoÛ
frontistÇn
¤frñntise(n)
¤frñntisaw
frñntison
¤frontÛsanto
frontÛzousi
85
Form Identification:
læv, læsv, ¦lusa læsiw, læsevw, ² læsiow, lusÛa, læsion
Part of Verbs Nouns/Adjectives
Form Speech Person # Tense Voice Mood Case # Gender
læsete
læsia
læontow
læsei
læsevw
læsousi
¦luse
luom¡nhn
læsetai
lusoæshw
læsesyai
læein
læsin
lèsai
lusÛoiw
¤læsv
læsesi
lèson
86
First Aorist Active and Middle
Athematic formation Active Middle
Indicative Sing. 1st ¤lus-m ¦lusa ¤lus�mhn
2nd ¤lus-w ¦lusaw ¤læsaso > ¤læsv
3rd ¤lus-t ¦luse From perfect, nopersonal ending
¤lésato
Plural 1st ¤lus-men ¤læsamen ¤lus�meya
2nd ¤lus-te ¤læsate ¤læsasye
3rd ¤lus-n(t) ¦lusan ¤læsanto
Imperative 2 Sing.nd lèson Endings obscure inorigin
lèsai
2 Plu.nd læsate læsasye
Infinitive lèsai Old dative ending læsasyai
Participle lusantw,lusant=ia,
lusant >
læsaw, læsasa, lèsan
lus�menow, lusam¡nh, lus�menon
The secondary endings of the 1 aorist active were originally added to the stem ending in -s- (athematicst
formation).From ¤lus-m came ¦lusa (a vowel may take the place of an original liquid or nasal after a consonant).
The alpha spread to the other forms of the indicative (except 3 singular active), imperative (except 2rd nd
singular active and middle), infinitive, and participle.
87
Homework Assignments for Week 14, 13-16 November (Chapter 13)
for Monday: TEST (chapters 1-12)
for Tuesday: quiz on vocabulary chapter 13
read and digest grammar on Ath. pp. 213-217
do exercise 13d (1-10)
read Ath. pp. 218-221 ("The Rise of Persia")
for Wednesday: quiz on imperfect indicative forms
read and translate Reading 13" (pp. 212-213)
do form ID chart
read and digest grammar on Ath. pp. 224-225
for Thursday: quiz on relative pronoun
do worksheet on relative pronouns and clauses in course pack
read and translate Reading 13$ (pp. 223-224)
read and digest grammar on Ath. pp. 226-228
do exercises 13h (odds)
for Monday: read and digest grammar on Ath. pp. 234-238
read and translate Reading 14" (pp. 233-234)
English derivatives for chapters 12 and 13:
gerontology, cacophony, orthodontics, taxometer, emporium, nautical, euphony, megalopolis,
barbarian
88
Homework Exercises for Chapter 13
Form Identification chart:²sux�zv, ²sux�sv, ²sæxasa ²suxÛa, ²suxÛaw ² ²sæxiow, ²sæxion
Part of Verbs Nouns/Adjectives
Form Speech Person # Tense Voice Mood Case # Gender
²sux�zvn
²suxÛaw
²sæxion
²sæxazon
²sux�zon
²suxÛoiw
²sæxasan
²sux�san
²suxazñmenow
²suxazñmeya
²suxiÇn
²suxÛvn
²suxÛan
²sæxaze
89
Imperfect of eimi and eimi
Imperfect of eÞmÛ sum (the verb "to be"):
Singular 1 st ·, ·n Old Attic · is from ·a (Hom.) = ±sm < ¤s- augmented + the secondary
ending m, which becomes a (as in the first aorist).
·n was formed by analogy to ·men ·ste.
2 nd ·sya -ya is a perfect ending
3 rd ·n The 3 plural was originally ·n, contracted from ·en (Hom.); this ·n came tord
be used as 3 singular.rd
Plural 1st ·men
2 ·te, ·stend
3rd ·san -san is imported from the sigmatic aorist.
Imperfect of eämi ibo (the verb "to go"):
Singular 1 st Âa, ¾ein ú is the stem ei augmented (hi with the iota "gone subscript")
2 nd ¾eisya, ¾eiw
3 rd ¾ein, ¾ei
Plural 1st ¾men
2nd ¾te
3rd ¾san, ¾esan
90
Worksheet on Relative Pronouns and Clauses
In the following English sentences, underline the relative clause, circle the relative pronoun, and
place a box around its antecedent (when one is expressed).
1. The poet who wrote the book is good.
2. The poet whose book we sent to the publisher is good.
3. The poet to whom we dedicated the book is good.
4. The poet whom we educated is good.
5. The girl who helped the children will get the reward.
6. Who(ever) helped the children will get the reward.
7. Who steals my purse steals trash.
8. Many people dislike what they don’t understand.
9. Whoever wins will be praised.
Rewrite these sentences to include a relative clause.
1. I love hot coffee.
2. A biting dog is a nuisance.
3. The big book is a bad thing.
4. A small book is a better thing.
In the following Greek sentences, the relative pronoun has been omitted, and its antecedent has
been underlined. Give the number, gender, and case for each underlined noun; supply the
missing relative pronoun; and identify it by number, gender, and case. Then translate the
sentence.
91
1. ² naèw, fñrtia ¦fere, ·n meg�lh.
2. õ �nyrvpow õrÇ ·n kalñw.
3. ¦stin dÛkhw ôfyalmñw, t� p�ny� õr�.
4. mak�riow �nyrvpow, noèn ¦xei.
5. oß yeoÜ filoèsin, aétòw �poyn¹skei n¡ow.
6. õ �n¯r, ² �Atñssa yerapeæei, DareÝñw ¤stin.
7. ² naèw, ¤n �Atñssa ¦plei, ·n meg�lh.
8. ² gun¯, �n¯r ·n basileæw, �Atñss� ¤stin.
9. õ neanÛaw, tÇn MousÇn ¤pilany�netai, tòn bÛon diafyeÛrei.
dik®: justice
�poyn®skv: die
n¡ow, -h, -on: young
yerapeæv: help, heal
¤pilany�nomai: forget
something (+gen. case)
diafyeÛrv: destroy
Transform the two simple sentences into a single complex sentence by replacing the personal
pronoun with a relative pronoun and then translate into Greek.
The boy was blind. The man led him onto the ship. õ paÝw tuflòn ·n ùn õ �n¯r eÜw t¯n naèn
³gagen.
1. They prayed to Asklepios. His temple was at Epidauros.
2. The boat was big. It was in the harbor.
3. The boat was big. On it Dikaiopolis and Philip were sailing.
92
Third Declension
H. for nouns with stems in -s-
Stems in sigma are contracted where -s- falls out between the vowel of the stem and the vowel of
the ending.So, g¡now (stem genes-), gen. gene(s)-ow g¡nouw, dat. gene(s)-i g¡nei.
In a large group of neuter nouns the -es- ending appears in the o-grade form -ow in nom., acc.,
voc. sing., as in g¡now.
Neuters with stems in -as- (tò g¡raw) have -aw in these cases.
Masc. and fem. acc. plu., when contracted, borrow the form of the contracted nom. plu. The acc. plu. -eiw is not derived from -eaw.
In dat. plu., union of s of the stem and s of the ending produces ss, which is reduced to s
without lengthening the preceding vowel.Masculine stems in es with nominative in -hw are proper names (õ Svkr�thw, õ Dhmosy¡nhw);
the feminine tri®rhw is an adjective used substantively ("triply fitted:" ² tri®rhw (naèw), "ship
with three banks of oars").Proper nouns in -hw have recessive accent in the vocative.
tri®rvn ( from trihr¡-vn) has irregular accent by analogy to the other forms.
Singular Nom. tò g¡now ² tri®rhw Svkr�thw tò g¡raw
Gen. g¡nouw < g¡nes-ow tri®rouw < tri®res-ow Svkr�touw g¡rvw < g¡ras-ow
Dat. g¡nei < g¡nes-i tri®rei < tri®res-i Svkr�tei g¡rai < g¡ras-i
Acc. g¡now tri®rh < tri®res-a Svkr�th g¡raw
Voc. g¡now tri°rew SÅkratew g¡raw
Plural Nom./Voc. g¡nh < g¡nes-a tri®reiw < tri®res-ew g¡ra < g¡ras-a
Gen. genÇn < gen¡s-vn tri®rvn < trihr¡-vn g¡rÇn < ger�s-vn
Dat. g¡nesi(n) < g¡nes-si tri®resi(n) < tri®res-si g¡rasi(n) < g¡ras-si(n)
Acc. g¡nh tri®reiw g¡ra < g¡ras-a
93
When -es- of the stem is preceded by e, the forms are inflected as follows:
Singular Nom. Yemistokl°w < Yemistokl¡hw
Gen. Yemistokl¡ouw < Yemistokl¡e(s)ow
Dat. YemistokleÝ < Yemistokl¡e(s)i
Acc. Yemistokl¡a2 < Yemistokl¡e(s)a After e, ea contracts to a2 .
Voc. Yemistñkleiw < Yemistñkleew
The adjective �lhy®w, �lhy¡w also has its stem in -es- and shows contraction.
Masc./Fem. Neut.
Singular Nom. �lhy®w �lhy¡w
Gen. �lhyoèw < �lhy¡s-ow > �lhyoèw
Dat. �lhyeÝ < �lhy¡s-i > �lhyeÝ
Acc. �lhy° < �lhy¡s-a �lhy¡w
Voc. �lhy¡w �lhy¡w
Plural Nom./Voc. �lhyeÝw < �lhy¡s-ew �lhy° < �lhy¡-a
Gen. �lhyÇn < �lhy¡s-vn > �lhyÇn
Dat. �lhy¡si(n) < �lhy¡s-si > �lhy¡si(n)
Acc. �lhyeÝw �lhy°
94
Paradigm of upsilon-stem Adjectives
Like B�H, B�F", B�<, adjectives with u-stems have masculine and neuter forms of the 3rd
declension, with a separate set of forms for the feminine which inflect like a noun of the first
declension ending in -a-.
The feminine is made from the stem of the masculine/neuter by adding the suffix -=i a
(semivocalic i) to the e-grade stem, taxe=u--=i a. The masculine and neuter forms follow the
pattern of nouns with stems in i and u.
Masc. Fem. Neu.
Singular Nom. taxæw taxeÝa taxæ
Gen. tax¡ow taxeÛaw tax¡ow < taxe=u-ow
Dat. taxeÝ taxeÛ& taxeÝ < taxe=u-i
Acc. taxæn taxeÝan taxæ
Voc taxæ taxeÝa taxæ
Plural Nom./Voc. taxeÝw taxeÝai tax¡a
Gen. tax¡vn taxeiÇn tax¡vn
Dat. tax¡si(n) taxeÛaiw tax¡si(n)
Acc. taxeÝw taxeÛaw tax¡a Masc. acc. is from the
nominative
95
Homework Assignments for Week 15, 20-21 November (Chapter 14)
for Monday: read and digest grammar on Ath. pp. 234-238
read and translate Reading 14" (pp. 233-234)
for Tuesday: quiz on comparative and superlative adjectives and adverbs
do exercise 14b (all)
do first noun-agreement chart for Chapter 14
read and digest grammar on Ath. pp. 244-246
for Monday: quiz on demonstrative adjectives
do second agreement chart for Chapter 14
do exercise 14d
read and translate Reading 14$ (pp. 243-244)
During the Thanksgiving break, you should STUDY, STUDY, STUDY–make good use of this time toreview and master your forms and vocabulary.
English derivatives for chapter 14:oligarchy, praxis, hoplite soldier, polemic, metaphor, strategic, monarchy, agonistic
96
Homework Exercises for Chapter 14
Nouns Adjectivesm�xh, m�xhw, ² �meÛnvn, �meinon
pl°yow, pl®youw, tñ �lhy¡statow, �lhyest�th, �lhy¡staton
stratiÅthw, stratiÅtou õ
Given the dictionary entries listed above, identify each form listed below by case, number and
gender and then write the correct form of the adjective/s to modify the noun. (Ignore the
Vocative case.)
Form Case # Gen. Adjective/s
m�xhw
pl°yow
pl®yei
stratiÅthn
stratiÅtú
pl®yesi
pl®yh
maxÇn
stratiÅtaiw
m�xaw
pl®youw
m�xhn
stratiÇtai
stratiÅtaw
m�xh
m�xai
stratiÅthw
97
Nouns Adjectives
m�xh, m�xhw, ² ÷de, ´de, tñde (gen. toède, t°sde, toède)
pl°yow, pl®youw, tñ oðtow, aìth, toèto (gen. toætou, taæthw, toætou)
basileæw, basil¡vw, õ
Given the dictionary entries listed above, identify each form listed below by case, number and
gender and then write the correct form of the adjective/s to modify the noun. (Ignore the
Vocative case.)
Form Case # Gen Adjective/s
m�xhw
pl°yow
pl®yei
basil¡a
basileÝ
pl®yesi
pl®yh
maxÇn
basileèsi
m�xaw
pl®youw
m�xhn
basil°w
basil¡aw
m�xh
m�xai
basileæw
98
Comparative and Superlative Adjectives
I. Comparative in -terow, -tera2, -teron
Masculine Feminine Neuter
Sing. Nom. �lhy¡sterow �lhyest¡ra �lhy¡steron
Gen. �lhyest¡rou �lhyest¡raw �lhyest¡rou
Dat. �lhyest¡rÄ �lhyest¡r& �lhyest¡rÄ
Acc. �lhy¡steron �lhyest¡ran �lhy¡steron
Voc. �lhy¡stere �lhyest¡ra �lhy¡steron
Plu. Nom./Voc. �lhy¡steroi �lhy¡sterai �lhy¡stera
Gen. �lhyest¡rvn �lhyest¡rvn �lhyest¡rvn
Dat. �lhyest¡roiw �lhyest¡raiw �lhyest¡roiw
Acc. �lhyest¡rouw �lhyest¡raw �lhy¡stera
II. Superlative in -tatow, -tath, -taton
Masculine Feminine Neuter
Sing. Nom. �lhy¡statow �lhyest�th �lhy¡staton
Gen. �lhyest�tou �lhyest�thw �lhyest�tou
Dat. �lhyest�tÄ �lhyest�tú �lhyest�tÄ
Acc. �lhy¡staton �lhyest�thn �lhy¡staton
Voc. �lhy¡state �lhyest�th �lhy¡staton
Plu. Nom./ Voc. �lhy¡statoi �lhy¡statai �lhy¡stata
Gen. �lhyest�tvn �lhyest�tvn �lhyest�tvn
Dat. �lhyest�toiw �lhyest�taiw �lhyest�toiw
Acc. �lhyest�touw �lhyest�taw �lhy¡stata
99
III. Comparative in -ivn, -ion
Masculine/Feminine Neuter
Sing. Nom. kallÛvn k�llion
Gen. kallÛonow
Dat. kallÛoni
Acc. kallÛona/kallÛv k�llion
Voc. k�llion
Plu. Nom. Voc. kallÛonew/kallÛouw kallÛona/kallÛv
Gen. kalliñnvn
Dat. kallÛosi(n) (< kallÛon-si)
Acc. kallÛonaw/kallÛouw kallÛona/kallÛv
The accusative plural masculine/feminine form kallÛouw is borrowed from the nominative
plural.
100
Homework Assignments for Week 16, 27-30 November (Chapters 14-15)
for Monday: quiz on demonstrative adjectives
do second agreement chart for Chapter 14
do exercise 14d
read and translate Reading 14$ (pp. 243-244)
for Tuesday: read Ath. pp. 238-240 ("The Rise of Athens")
quiz on vocab. for chap. 14, including adjectives and adverbs on pp.
234-236
for Wednesday: vocabulary quiz chapter 15
read and digest grammar on Ath. pp. 252-254
read and translate Reading 15" (p. 251)
for Thursday: quiz on athematic second aorist forms
read and digest grammar on Ath. pp. 261-263
do exercise 15b (evens) and 15g (3, 6, and 7)
read and translate Reading 15$ (pp. 259-261)
for Monday: quiz on o-contract verbs
read and digest grammar on Ath. pp. 269, 276-277
read and translate Reading 16a (pp. 267-268)
read Ath. pp. 255-256 ("Aeschylus's Persae")
do verb synopsis chart in course pack
English derivatives for chapter 15:cosmology, necrophiliac, Nike shoes, patriotic, progeny, ambidextrous
101
Homework Assignments for Week 17, 4-5 December (Chapter 16)
for Monday: quiz on o-contract verbs
read and digest grammar on Ath. pp. 269, 276-277
read and translate Reading 16a (pp. 267-268)
read Ath. pp. 255-256 ("Aeschylus's Persae")
do verb synopsis chart in course pack
for Tuesday: quiz on verbs with athematic presents and imperfects
read and translate Reading 16b (pp. 275-276)
do exercise 16b
do form ID, noun-adjective agreement worksheets
read Ath. pp. 271-273 ("The Athenian Empire")
Students in the morning section:
Your final is scheduled for Monday, 11 December, noon-3 pm.
Students in the afternoon section:
Your final is scheduled for Monday, 11 December, 3:30-6:30.
THE FORMAT WILL BE LIKE YOUR WEEKLY TESTS, ONLY LONGER.
ESTIMATED TIME FOR COMPLETION: 2 HOURS.
PLEASE CONSULT THE TUTORS IN PARK HALL 246 FOR EXTRA HELP.
Grading:
Participation 15%
Tests 35%
Quizzes 15%
Final exam 35%
102
Homework Exercises for Chapters 15-16
Give a synopsis in the 2nd person singular of the verb ¤leuyerñv, ¤leuyerÅsv, ±leuy¡rvsa
(Note: you do not yet know the forms in the shaded boxes.)
ACTIVE VOICE M IDDLE VOICE PASSIVE VOICE
INDIC. SUBJ. OPT. INDIC. SUBJ. OPT. INDIC. SUBJ. OPT.
PRES. PRES.
IM PF. IM PF.
FUT. FUT.
AOR. AOR.
PERF. PERF.
PPF. PPF.
INFINITIVE PARTICIPLE INFINITIVE PARTICIPLE INFINITIVE PARTICIPLE
PRES. PRES.
FUT. FUT.
AOR. AOR.
PERF. PERF.
For participles, give the nominative singular masculine form.
Write out here the: 2nd person singular present active imperative:
2nd person singular present middle imperative:
2nd person singular aorist active imperative:
2nd person singular aorist middle imperative:
103
Noun/Adjective Agreement:
Nouns Adjectivesnoèw, noè õ �lhy®w, �lhy¡w
m¡row, m¡rouw tñ dhloæmenow, dhloum¡nh, dhloæmenon
naæthw, naætou, õ
Given the dictionary entries listed above, identify each form listed below by case, number
and gender and then write the correct form of the adjective/s to modify the noun. (Ignore
the Vocative case.)
Form Case # Gender Adjective/s
naæthw
m¡rvn
m¡resi
noèw
naætou
nautÇn
noè
m¡rh
noÝw
naætaw
m¡row
104
Form ID:
dænamai, dun®somai, ¤dunhs�mhn dænamiw, dun�mevw ²
dunatñw, dunat®, dunatñn
Part of Verbs Nouns/Adjectives
Form Speech Person # Tense Voice Mood Case # Gender
¤dun�meya
dunatñn
dænasyai
dænamin
dænasye
dunatoÛ
dun�menoi
dunataÝw
dænaso
dun�mevn
dun�mesi
¤dænasye
dun�menow
dun�meiw
¤dænato
dunat®n
dunatoÝw
dunatÇn
dænantai
105
Noun/Adjective Agreement:
Nouns Adjectives
naèw, neÅw, ² �jiow, �jÛa, �jion (gen.�jÛou, �jÛaw, �jÛou)
boèw, boñw, õ sÅfrvn, sÇfron (gen. sÅfronow)
¦tow, ¦touw, tñ �lhy®w, �lhy¡w (gen. �lhyoèw)
Form Case # Gen. Adjective/s
¦th
neÅw
boèn
¦touw
¤tÇn
naèw
boñw
¦tesi
n°ew
boý
nausÛn
boèw
bousÛ
¦tow
nhý
106
Omicron Contract Verbs
Present Active Indicative:
Singular 1st dhlÇ < dhlñv
2nd dhloÝw < dhlñeiw
3rd dhloÝ < dhlñei
Plural 1st dhloèmen < dhlñomen
2nd dhloète < dhlñete
3rd dhloèsi(n) < dhlñousi(n)
Present Active Imperative:
2 singular:nd d®lou < d®loe Present stem + thematic vowel
2 plural:nd dhloète < dhlñete Present stem + thematic vowel + te
Present Active Infinitive:
dhloèn < dhlñeen Present stem + thematic vowel + en
Present active participles:
Sing. Nom./Voc. dhlñvn > dhlÇn dhlñousa- > dhloèsa- dhlñon > dhloèn
Gen. dhlñontow > dhloèntow dhlooæshw > dhloæshw dhlñontow > dhloèntow
Dat. dhlñonti > dhloènti dhlooæsú > dhloæsú dhlñonti > dhloènti
Etc. Etc. Etc.
Contractions: o + e/ee/o/ou > ou
o + ei/oi/ú > oi
o + h/v > v
107
Present Middle Indicative:
Singular 1st dhloèmai < dhlñomai
2nd dhloÝ < dhlñesai
3rd dhloètai < dhlñetai
Plural 1st dhloæmeya < dhloñmeya
2nd dhloèsye < dhlñesye
3rd dhloèntai < dhlñontai
Present Middle Imperative:
2 singular:nd dhloè < dhlñeso Present stem + thematic vowel + so
2 plural:nd dhloèsye < dhlñesye Present stem + thematic vowel + sye
Present Middle Infinitive:
dhloèsyai < dhlñesyai Present stem + thematic vowel + syai
Present middle participles:
dhloñmenow > dhloæmenow dhloom¡nh > dhloum¡nh dhloñmenon > dhloæmenon
Etc. Etc. Etc.
Imperfect:
Imperfect Active Imperfect Middle
Singular 1st ¤d®loun < ¤d®loon ¤dhloæmhn < ¤dhloñmhn
2nd ¤d®louw < ¤d®loew ¤dhloè < ¤dhlñeso
3rd ¤d®lou < ¤d®loe ¤dhloèto < ¤dhlñeto
Plural 1st ¤dhloèmen < ¤dhlñomen ¤dhloæmeya < ¤dhloñmeya
2nd ¤dhloète < ¤dhlñete ¤dhloèsye < ¤dhlñesye
3rd ¤d®loun < ¤d®loon ¤dhloènto < ¤dhlñonto
108
Review
For the final exam, you need to know:
FORMS:1. how to decline 1st declension nouns and adjectives (including those that end in a
instead of h)
2. how to decline 2nd declension nouns and adjectives
3. how to decline 3rd declension nouns
4. how to decline 3rd declension adjectives
5. how to conjugate regular verbs and -�v , -¡v, and -ñv contract verbs in the present,
imperfect, and aorist active indicative and imperative moods, the present, imperfect, and
aorist middle indicative and imperative, and the future active and middle indicative.
6. how to form the present, future, and aorist active infinitive and the present, future, and
aorist middle infinitive
7. how to form and decline the active and middle participles in the present, future, and
aorist
8. how to decline the adjectives for “one” and “all”
9. how to decline reflexive, interrogative, and relative pronouns
10. how to decline the definite and indefinite articles (õ, ², tñ and tiw, ti)
CONCEPTS:1. transitive, intransitive and linking sentence structure and word order
2. the complementary infinitive
3. agreement between nouns and adjectives or participles
4. use of dative as indirect object, object of preposition, in expressions of time, to show
means or instrument, to show respect, and to show possession
5. use of genitive to show possession, as object of preposition, and in expressions of
amount (partitive genitive)
6. use of accusative as direct object, object of preposition and in expression of time
7. aspect
8. relative clauses
9. comparison of adjectives and comparative constructions
10. substantive
11. appositive
12. attributive vs. predicate position
VOCABULARY:1. all the vocabulary presented on vocabulary lists + addenda for volume I
2. verbs which take dative direct object
3. verbs which take genitive direct object
109
Review Exercises
Noun/Adjective Agreement:
Nouns Adjectives�n®r, �ndrñw, õ lævn, læousa, læon
m®thr, mhtrñw, ² p�w, p�sa, p�n
d¡ndron, d¡ndrou, tñ
Form Case # Gen Adjective/s
�n®r
d¡ndron
mhtrñw
d¡ndrÄ
mht¡ra
mhtrÛ
�ndrñw
d¡ndroiw
mht¡rew
�ndra
d¡ndra
mhtr�si
�ndrÇn
mht¡rvn
�ndrew
d¡ndrou
�ndr�si
110
Noun/Adjective Agreement:
Nouns Adjectives
pèr, purñw, tñ ²dÛvn, ´dion (gen. ²dÛonow)
yeñw, yeoè, ² timÇn, timÇsa, timÇn (gen. timÇntow, timÅshw, timÇntow)
y�latta, yal�tthw, ± pol¡miow, polemÛa, pol¡mion
poiht®w, poihtoè, õ
Form Case # Gen. Adjective/s
pèr
yal�tthw
purÛ
yeoè
poihtoè
yeoèw
yal�ttan
poiht®n
yeÇn
yeÒ
yal�ttaw
yeoÛ
purÇn
yeñw
purñw
yalattÇn
111
Form Identification:
ßereæw, ßer¡vw õ ßereæv
ßerñw, ßer�, ßerñn ßerÛa, ßerÛaw, ²
ßereÝon, ßereÛou, tñ
Part of Verbs Nouns/Adjectives
Form Speech Person # Tense Voice Mood Case # Gender
ßer¡vw
ßerñn
ßereæonti
ßerÛan
ßereÝon
ßer¡a
ßerÇn
ßereuom¡nÄ
ßeriÇn
ßereèsi
ßereæousi
ßereuoæshw
ßerñw
Part of Verbs Nouns/Adjectives
Form Speech Person # Tense Voice Mood Case # Gender
112
ßerÒ
ßereæeiw
ßereÝ
ßereuom¡nhw
ßereæonta
ßerÛ&
ßerÇn
ßer¡aw
ßer�
113
Verb Review: Synopsis Chart
Give a synopsis in the 3rd person singular of the verb fil¡v, fil®sv, ¤fÛlhsa
(Note: you do not yet know the forms in the shaded boxes.)
ACTIVE VOICE M IDDLE VOICE PASSIVE VOICE
INDIC. SUBJ. OPT. INDIC. SUBJ. OPT. INDIC. SUBJ. OPT.
PRES. PRES.
IM PF. IM PF.
FUT. FUT.
AOR. AOR.
PERF. PERF.
PPF. PPF.
INFINITIVE PARTICIPLE INFINITIVE PARTICIPLE INFINITIVE PARTICIPLE
PRES. PRES.
FUT. FUT.
AOR. AOR.
PERF. PERF.
For participles, give the nominative singular masculine form.
Write out here the 2nd person singular present active imperative:
2nd person singular present middle imperative:
2nd person singular aorist active imperative:
2nd person singular aorist middle imperative:
114
Verb Review: Synopsis Chart
Give a synopsis in the 3rd person plural of the verb feægv, feæjomai, ¦fugon
(Note: you do not yet know the forms in the shaded boxes.)
ACTIVE VOICE M IDDLE VOICE PASSIVE VOICE
INDIC. SUBJ. OPT. INDIC. SUBJ. OPT. INDIC. SUBJ. OPT.
PRES. PRES.
IM PF. IM PF.
FUT. FUT.
AOR. AOR.
PERF. PERF.
PPF. PPF.
INFINITIVE PARTICIPLE INFINITIVE PARTICIPLE INFINITIVE PARTICIPLE
PRES. PRES.
FUT. FUT.
AOR. AOR.
PERF. PERF.
For participles, give the nominative singular masculine form.
Write out here: 2nd person singular present active imperative:
2nd person singular present middle imperative:
2nd person singular aorist active imperative:
2nd person singular aorist middle imperative:
115
Verb Review: Synopsis Chart
Give a synopsis in the 2nd person singular of the verb tim�v, tim®sv, ¤tÛmhsa
(Note: you do not yet know the forms in the shaded boxes.)
ACTIVE VOICE M IDDLE VOICE PASSIVE VOICE
INDIC. SUBJ. OPT. INDIC. SUBJ. OPT. INDIC. SUBJ. OPT.
PRES. PRES.
IM PF. IM PF.
FUT. FUT.
AOR. AOR.
PERF. PERF.
PPF. PPF.
INFINITIVE PARTICIPLE INFINITIVE PARTICIPLE INFINITIVE PARTICIPLE
PRES. PRES.
FUT. FUT.
AOR. AOR.
PERF. PERF.
For participles, give the nominative singular masculine form.
Write out here the 2nd person singular present active imperative:
2nd person singular present middle imperative:
2nd person singular aorist active imperative:
2nd person singular aorist middle imperative: