O^ann SI

ual
TO LEARN
C
O
GREEK
J
 CONTENT

BIBLIOGRAPHY IN SPANISH:.................................................................................................9
BIBLIOGRAPHY IN ENGLISH:.................................................................................................9
Importance of the Greek language.........................................................................................1
Importance of learning the Greek alphabet............................................................................2
Classification of letters...........................................................................................................4
The spirits...............................................................................................................................5
The accents.............................................................................................................................5
stravteuma splagcnivzomai prosporeuvomai.............................................................................9
jEn ajrch`/ h\n oJ lovgo", kai; oJ lovgo" h\n pro;" to;n qeovn, kai; qeo;" h\n oJ lovgo"..........9
Pevtro" blevpei a[nqrwpon......................................................................................................12
oJ a[nqrwpo" e[cei ajdelfo;n....................................................................................................12
Nouns...................................................................................................................................12
Pevtro" e[cei ajdelfo;n.............................................................................................................12
oJ a[nqrwpo" the man..............................................................................................................12
Verbs....................................................................................................................................12
oJ a[nqrwpo" blevpei Pevtron..................................................................................................13
« Cai're, Ma'rke », levgei Pevtro"............................................................................................13
Subjects................................................................................................................................13
Pevtro" blevpei to;na[nqrwpon................................................................................................13
Direct complements.............................................................................................................13
Pevtro" blevpei to;na[nqrwpon................................................................................................13
Appositions..........................................................................................................................13
oJ a[nqrwpo" e[cei ajdelfo;n, Pevtron.....................................................................................13
Grammatical functions and inflectional forms.....................................................................14
Nominative Case ( DE subject)............................................................................................14
Pevtro" blevpei to;na[nqrwpon................................................................................................15
Accusative Case ( DE direct object)....................................................................................15
Pevtro" blevpei to;n a[nqrwpon ..............................................................................................15
Vocative Case ( DE direct treatment)..................................................................................15

i
« Cai're, Ma'rke ».....................................................................................................................15
The definite article...............................................................................................................15
The indefinite article............................................................................................................15
The menu is only fruit..........................................................................................................18
Present time..........................................................................................................................20
ejsqivete karpovn. Eat Fruit!....................................................................................................20
Active voice.........................................................................................................................20
e[cei" a[rtonÉ You have bread?............................................................................................20
Fivlippo" e[cei ajdelfovn. Felipe has a brother........................................................................20
Indicative mood....................................................................................................................20
oujk e[cw a[rton.......................................................................................................................20
e[cete a[rtonÉ...........................................................................................................................20
Imperative mode..................................................................................................................21
fevre to;n karpovn....................................................................................................................21
oJ a[nqrwpo" fevretw to;n karpovn.........................................................................................21
Number................................................................................................................................21
Person...................................................................................................................................21
Conjugation..........................................................................................................................21
Way of indicating GENDER in the vocabulary...................................................................27
Genitive case of possession..................................................................................................27
to; tevknon Nikodhvmou Nicodemus's child .......................................................................27
to;n kalo;n karpo;n tou` dou`lou the good fruit of the slave . to;n oi\non Ma'rkou Mark's
wine . 27
to;na[rton Pevtrou Peter's bread ...........................................................................................27
Genitive case of separation or origin...................................................................................27
oJ dou'lo" fevrei to; ajrnivon ejk tou' oi[kou ..........................................................................27
.................................................................................................................................................27
[

Case: Distinction between the genitive of possession and the genitive of separation.........27
Dative case of place.............................................................................................................28
Prepositions..........................................................................................................................28

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ajpov........................................................................................................................................28
eij"............................................................................................................................................28
ejk............................................................................................................................................28
ejn............................................................................................................................................28
Paradigms of the second declension ...................................................................................29
Way of indicating the declension of names in the vocabulary............................................34
Dative case of indirect object...............................................................................................34
Dative case of direct object..................................................................................................34
Filivppw/ douleuvei Lavzaro".................................................................................................34
kalo;"dou'lo"............................................................................................................................35
"oJ dou'lo"................................................................................................................................35
oJ kalo;"dou'lo"........................................................................................................................35
Agreement of adjectives.......................................................................................................35
Adjectives of the second declension....................................................................................36
Future time...........................................................................................................................36
The present active infinitive.................................................................................................37
ijsquvw qerapeuvein I can cure...............................................................................................37
Causal CLAUSES................................................................................................................37
Fivlippo" to;n dou'lon ajpoluvei o{ti oJ dou'lo" tevkna qerapeuvei........................................37
17) ajpoluvsw......................................................................................................................38
18) douleuvsei"...................................................................................................................38
Lesson 6...............................................................................................................................41
Tools....................................................................................................................................41
Paradigms of the first declension.........................................................................................47
Way of indicating the declension of adjectives in the vocabulary.......................................49
Complete declension of the definite article..........................................................................49
Pevtro" blevpei to;n ajdelfovn.................................................................................................49
Dative case of manner..........................................................................................................50
Position of adjectives: unlimited attributive........................................................................50
Exercises..............................................................................................................................50

iii
1) naiv, pavntote levgw parrhsiva/........................................................................................50
Genitive case used as a direct object....................................................................................54
a. pivnw................................................................................................................................55
b. ejsqivw.............................................................................................................................56
c. ajpoluvw...........................................................................................................................56
d. e[cw......................................................................................................................................56
7/ 7/..........................................................................................................................................56
e. ijscuvw.............................................................................................................................56
Reference list of verbs presented up to this point................................................................57
Recognizing the shapes........................................................................................................57
Defined temporary clauses...................................................................................................58
o{te e[blepe Marivan, makavrio" h\n Lavzaro".......................................................................58
nominal predicate.................................................................................................................58
Mariva Kai; Lavzaro" h\san tevkna.........................................................................................58
micro; Lavzaro" h\n dou'lo".....................................................................................................58
Dative of time.......................................................................................................................58
ejn crovnw/ mikrw/' pevmpei a[ggelon...................................................................................58
oJ a[ggelo" e[lege o{ti douleuvsousi oiJ ajdelfoiv..................................................................59
1) Lavzaron ajpevlue Fivlippo" o{te tevkna ejqeravpeue Lavzaro".....................................60
1) ejlpivzousi blevpein tou;" ajggelou"................................................................................61
2) mnhmoneuvete to;n crovnon o{te ajpoluvsomen to;n kalo;n dou'lon..............................61
3) e{lpivzei pevmpein ta;" ijdiva" dwreav"..........................................................................61
4) levgei parrrhsiva/peri; tw'n ejpiqumiw'n Pevtrou.............................................................61
5) levgousi Mariva kai; to; tevknon peri; th'" parrrhsiva" Lazavrou....................................61
b blevpw..................................................................................................................................64
c ajpoluvw................................................................................................................................64
Recognizing the shapes........................................................................................................65
ajkouvw...................................................................................................................................65
b blevpw..................................................................................................................................65
c ajpoluvw................................................................................................................................65

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 Distinction between the present and the aorist imperative..................................................65
a. ajkouvw : ajkou'sai...........................................................................................................66
b. blevpw : blevyai...............................................................................................................66
c. ajpoluvw : ajpoluvsai........................................................................................................66
Future of verbs whose stems end in certain consonants......................................................66
blevpw blevyw...................................................................................................................66
pevmpw pevmyw.................................................................................................................66
Fundamental parts of Greek verbs.......................................................................................67
Summary of the endings of the first declension...................................................................74
Position of adjectives...........................................................................................................74
oJ kako;"gewrgov"...................................................................................................................75
oJ gewrgo;"kakov"...................................................................................................................75
oJ gewrgov" kakov", (o) kakov" oJ gewrgov"........................................................................75
oJ gewrgov" h\n kakov"...........................................................................................................75
gewrgov"kakov"......................................................................................................................75
Modifying genitives used as adjectives...............................................................................75
to; Mariva" ajrnivon.................................................................................................................75
eij" to;n tou' gewgou' oi\kon....................................................................................................75
Adjectives used as nouns.....................................................................................................75
To cheer yourself up:...........................................................................................................77
Second aorist tense of the active indicative.........................................................................80
7/ . . 5....................................................................................................................................81
$ 7/...........................................................................................................................................81
7/..............................................................................................................................................81
ei\pa ei[pamen ei\pa" ei[pate ei\pe ei\pan................................................................................82
eijpovn, eijpe ei[pate.............................................................................................................82
eijpavtw eijpavtwsan............................................................................................................82
eijpei'n......................................................................................................................................82
Using a lexicon.....................................................................................................................82
Summary of accents.............................................................................................................87

v
blepevtwsan (NOT blevpetwsan )...........................................................................................88
lambavnete (NOT lavmbanete )...............................................................................................88
qeravpeuson to;n gewrgovn.....................................................................................................88
kardiw'n , dw'ron , (NOT ka'rdiwn , not dwro'n either )..........................................................88
a[nqrwpo" , kardiva , gewrgov"...............................................................................................88
a) ajnqrwvpou (NOT a[nqrwpou )........................................................................................88
b) douvlou (NOT dou'lou )...................................................................................................88
c) grafhv, grafw'n.................................................................................................................88
Summary of the SPIRITS....................................................................................................88
Examples of recessive accent...............................................................................................89
ajpoluvsomen, h[gagon............................................................................................................89
ajpoluvei, ajpoqnhvskw...........................................................................................................89
ei\ce..........................................................................................................................................89
ece............................................................................................................................................89
caivrw......................................................................................................................................89
levgei........................................................................................................................................89
Examples of persistent accent..............................................................................................90
The accents in other parts of the sentence, other than verbs, adjectives or NOUNS ..........92
Far away, towards a new land..............................................................................................94
Personal pronouns................................................................................................................97
The ARTICLE defined with a proper name.........................................................................97
Using an ANALYTICAL lexicon........................................................................................97
Using a Linguistic Key........................................................................................................98
Other linguistic aids in Spanish...........................................................................................98
Lesson 14...........................................................................................................................102
Stepsister: half true.............................................................................................................102
Vocabulary.........................................................................................................................102
A choice and a promise......................................................................................................107
Vocabulary.........................................................................................................................107
Masculine Nouns of the First Declension..........................................................................107

vi
 Lesson 16...........................................................................................................................112
A glimpse into Lot's future................................................................................................112
Future of LIQUID or nasal verbs.......................................................................................113
Present of LIQUID and nasal verbs...................................................................................114
Aorist of LIQUID or nasal verbs.......................................................................................114
Lesson 17...........................................................................................................................118
Abram comes to the rescue................................................................................................118
Vocabulary.........................................................................................................................118
Perfect first, active voice....................................................................................................118
Perfect second, active voice...............................................................................................119
Summary of the types of perfect prefix.............................................................................120
ANALYSIS EXERCISE....................................................................................................127
BIBLE TRANSLATION ..................................................................................................127
1) JAgaphtoiv, ajgapw'men ajllhvlou", o{ti hJ ajgavph ejk tou' qeou' ejstin.....................128
2) Pavlin ou\n aujtoi'" ejlavlhsen oJ jIhsou'" levgwn, jEgwv eijmi; fw'" tou' kovsmou.. . .128

PREFACE
I thank God for allowing me to finish this selection of materials to share and teach the basics of
Koine Greek. I want to confess that if it had not been for the teaching of my Greek teacher, Aliver de la
Cruz, I would not have known of the great richness that this language has, now I understand why God
decided that the NT be written in this language.

I made this compilation thinking as a student, knowing how complex it is to learn a new
language. I learned with Clarence Hale's material, for this reason, I dedicated myself to complementing
it with some other help taken from other sources. Without a doubt, the Internet is a valuable tool for
acquiring information today, and that is where I added some tools of this material.

The language to be studied was the common language for the entire Roman Empire in the first
centuries of our era. Due to its character as a popular and universal language, Greek of the first century
(and of the entire period from 300 BC — 330 AD) is called Greek Koine (common). It is not modern
Greek, however, it is the language in which the entire New Testament and many great literary works
were written. In this subject, only the basic elements of the language will be presented, in addition to
learning to use the basic tools to read and translate it.

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 Some goals that this Manual has are:

1. That the student learns the basic forms of the Koiné Greek language.
2. That the student learns to read the Greek language.
3. That the student learns to use the existing tools to study and translate the Greek of the NT.
4. That the student learns to identify the basic forms of Greek (all tenses in the Active voice in the
Indicative, Imperative and Infinitive mood, with the exception of the Pluperfect) based on their
declensions.

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 BIBLIOGRAPHY IN SPANISH:

Dana, H. AND. , Mantey, Julius R. Greek Grammar of the New Testament . El Paso, Texas: Baptist
Publications House. 1984.

Davis, Guillermo H. Elementary Grammar of New Testament Greek . El Paso, Texas: Baptist
Publications House. 1984.

Foulkes, Irene. The Greek of the New Testament: Programmed Text . Miami, Florida: Editorial Caribe.
1990.

Hale, Clarence. Let's Learn New Testament Greek . Miami, Florida: Unilit Publishing. 2001

BIBLIOGRAPHY IN ENGLISH:

Moulton, Harold K. The Analytical Greek Lexicon Revised . Grand Rapids, Michigan: Zondervan
Publishing House. 1981.

9
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LESSON 1

IMPORTANCE OF THE GREEK LANGUAGE.

Dear brother, you are beginning the study of one of the most important languages in the world. Its
importance is not based on the number of people who currently use it, because the kind of Greek
presented in these lessons is no longer spoken, written, or read as a modern means of communication. Its
importance is rather based on the literature that has been preserved in this language.

The Greek language has undergone an evolution, complicated by the geographical factor, which
initially manifested itself in the form of dialects: Ionic, Aeolian, Doric and Attic. The latter, despite being

Prof. Arvin A. Mendez Balderas 1

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spoken by a minority of Greeks, became the strongest and most vital, thanks above all to the cultural
weight of Athens.

With the conquests of Alexander the Great (334-323 BC) and with the progress of commerce,
Greek became the “common language” (koiné dialectos) of almost all the people who approached the
Mediterranean, especially those who lived in the cities or were dedicated to commerce. It was the Greek
of business people, simplified compared to that of the classics; less rigorous in agreement and use of
cases.

As regards the New Testament, the language of its authors, in some more in others less, was also
influenced by the Greek of the Septuagint (LXX), that is, by the Greek translation of the Old Testament,
carried out by the Hebrews in Egypt.

A large and growing percentage of our words come from Greek. As you progress in mastering this
language, your understanding of both the Spanish language and the Greek used in the New Testament will
increase.

IMPORTANCE OF LEARNING THE GREEK ALPHABET.

The first step in studying any language is to learn the letters of which it is composed. Greek is no
exception. Learning the names, order, and sounds of the Greek letters will help you in a variety of ways.
The barrier of foreign things between you and the Greek will gradually fade. So when you see the Greek
letters or their names, you will experience the pleasure of recognition. When you want to look up a word
in the Greek-English lexicon, your knowledge of the alphabet will enable you to find the word and learn
its meaning. When your teacher pronounces a Greek word slowly, you will have some idea of the way it is
spelled. Although you are not expected to speak the language or understand another person who speaks it,
it is nevertheless frequently necessary in class to talk about Greek words and expressions. These
discussions require a knowledge of letter sounds.

Prof. Arvin A. Mendez Balderas 2

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THE GREEK ALPHABET.
SHIFT. MINUS. NAME SOUND
TO to ALPHA TO

b b BITT b

g g Gamma g (in front of a , o , w and consonants) y (in

front of e , ai , h , i , u , ei , oi ) ng (when
combined with g , k , x )
d d Delta d
AND and Epsilon and
Z z Dzita dz
h h Ita Yo
Q q Thita th
Yo Yo Iota Yo
K k Kappa k
l l Lambda l
M m My m
N n Neither n
x x Xi x- (cs)
EITH eithe Omicron either
ER Q r p Pi p
R r Rho r
Yes Sigma yes
0 Q

final sigma yes

T t Tav/Taf t
OR or Ipsilon Yo
F F Fi F
c c Ji j
AND and Psi ps
W w Omega either

Capital letters are used less in Greek than in modern languages: printed books often follow the
usage of beginning a phrase or period, after the full stop, with a lowercase letter rather than a capital letter.
The same thing happens in direct prayer. Nouns that refer to public positions, courtesy titles and the name
of God itself are normally written with a lowercase initial. The proper names of person and place, on the
other hand, have a capital initial.
Along with the alphabet, we remember the punctuation marks: the comma and the period have the
same value as in Spanish. A full stop is equivalent to our 'semicolon' and 'colon'. The sign «;» is used for
the question mark. The exclamatory mark has no counterpart in Greek.

Prof. Arvin A. Mendez Balderas 3

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CLASSIFICATION OF LETTERS.

a) The vowels.

The vowels are: a, e, h, i, o, u, w .

To know how to pronounce words, vowels are classified as long or short. These terms
refer to the type of sound. A “long” vowel is pronounced with the mouth more open, and a
“short” vowel is pronounced with the mouth more closed.

always short long or short always long

and to h
either Yo w
or

b) The consonants.

Consonants are the letters that are not vowels ( b, g, d, z, q, k, l, m, n, x, p, r, s ("),

t, f, c, y ). They can be classified as follows:

MOVES DOUBLE SOUNDS

Powerful soft Sucked Spirals Nasal Liquid
Guttural k g c x yes, " m l
Lipstick p b F and n r
Dental t d q z g (=ng)
THE DIPHTHONGS.

a) Proper diphthongs are combinations of two vowels pronounced in quick succession. They are
pronounced as follows:

DIPHTHONG SOUND
ai and

ouch af when followed by k, p, t, f, c, q, s, x, y .

av when followed by b, g, d, z, l, m, n, r .
hey Yo
eu ef/ev
huh if/iv
I heard Yo
ou or
ui Yo
b) Improper diphthongs consist of a , h , w , with a small iota below: ( aæ, hæ, wæ ). This little
letter i is called subscribed iota. Improper diphthongs are pronounced the same as long a , h , and
w , respectively.

Prof. Arvin A. Mendez Balderas 4

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c) The length of the diphthongs and syllables. All diphthongs are long, and all syllables containing
diphthongs are long, with certain exceptions (The final ai and final oi are considered short for
purposes of stress placement.)

THE SPIRITS.

Every Greek word that begins with a vowel has to carry a “rough” spirit or a “soft” spirit, in the
vowel or in the initial diphthong.

In ancient times the rude spirit indicated that the word was pronounced with an aspirated sound
(as well as a jot) in front of the initial vowel. However, in modern Greek it is not pronounced. The soft
spirit does not affect the pronunciation.

SPIRITS NAME
j Gentle

J. Rude

Examples:

e, oti w\ eu|ron oi[nou" eij ga;r levgei

Note (1) that both spirits and accents are placed on the second vowel of diphthongs, (2) that a circumflex
accent is placed on the accompanying spirit, and (3) that all other accents are placed after the spirits that
carry words.

THE ACCENTS.

Three kinds of accents are used when spelling Greek words:

ACCENTS NAME
v Sharp

; Serious
` Circumflex

Only the last three syllables are stressed.

Prof. Arvin A. Mendez Balderas 5

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EXERCISES.

to. Learn the letters of the alphabet so that in 30 seconds you can repeat their names out loud
in the correct order.

b. Practice writing lowercase letters.

Lower case Name Minus. Name Minus. Name Minus. Name.
to Alpha
b Bitt
g Gamma
d Delta
and Epsilon
z Dzita
h Ita
q Thita
Yo Iota
k Kappa
l Lambda
m My
n Neither
x Xi
either Omicron
p Pi
r Rho
0 Q

Sigma, final
Sigma
t Tav/Taf
or Ipsilon
F Fi
c Ji
and Psi
w Omega
c. Identify these lowercase letters. Write their names.

g
d
to

Prof. Arvin A. Mendez Balderas 6

 Greek
I

w
z
yes
r
t
F
"
x
and
b
n
m
l
q
x
k
Yo
or
eith
er h
p
and

d. Practice writing capital letters.

Capital letter Name Shift. Name Shift. Name Shift. Name
TO Alpha
b Bitt
g Gamma
d Delta
AND Epsilon
Z Dzita
h Ita
Q Thita
Yo Iota
K Kappa
l Lambda
M My
N Neither

Prof. Arvin A. Mendez Balderas 7

 Greek
I

x Xi
EITHER Omicron
Q Pi
R Rho
Yes Sigma
T Tav/Taf
OR Ipsilon
F Fi
c Ji
AND Psi
W Omega
and. Identify these capital letters. Write their names.

K
M
R
N
l
Yes
AN
DT
Q
Yo
Q
TO
d
b
F
g
h
x
Z
EIT
HER
OR
c
AN
DR
W

Prof. Arvin A. Mendez Balderas 8

 Greek
I

F. Write the following words in alphabetical order:

"cavri" zhlwthv" "philosopher"
ijscuvw Exodus" o{lo"
yhfivzw "tevlo" "new"
ajnavqema savrx uJpevr
"lovgo" devcomai "mevso"
kaqarivzw rJabbiv "paravklhto"
basileuv" ginwvskw

1._________ __ 2._________ __ 3.____________

4._________ __ 5._________ __ 6.____________
7._________ __ 8._________ __ 9.____________
10.________ ___ 11.________ ___ 12.____________
13.________ ___ 14.________ ___ 15.____________
16.________ ___ 17.________ ___ 18.____________
19.________ ___ 20.________

g. Say the following words out loud:

givnomai kairov" eujdokiv
sphvlaion dou'lo" a paivzw
jHliva" jIhsou'" aujtov"
ei\con devcomai au[rion
oi\ko" latreuvw iJerovn
agio" "eujquv" "livqo"
stravteuma splagcnivzomai prosporeuvomai

h. Look up the meaning of words in a Greek-Spanish lexicon.

TO CHEER YOURSELF UP:

Read John 1:1 aloud:

jEn ajrch`/ h\n oJ lovgo", kai; oJ lovgo" h\n pro;" to;n qeovn, kai; qeo;" h\n oJ lovgo".

“In the beginning was the word, and the word was face to face with God, and the word was God.”

Prof. Arvin A. Mendez Balderas 9

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LESSON 2

GREETINGS.

Read the following dialogue aloud. Don't try to translate it yet. Just try to pronounce it correctly
for now.

Pevtro" blevpei a[nqrwpon, kai; oJ a[nqrwpo" blevpei Pevtron.

« Caire, Marke », levgei Pevtro".
« Caire, Pevtre », levgei oJ a[nqrwpo" Marko".
Prof. Arvin A. Mendez Balderas 10
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I

oJ a[nqrwpo" Marko" e[cei ajdelfo;n Nikovdhmon. Pevtro" blevpei kai; to;n

ajdelfo;n Nikovdhmon, kai; oJ ajdelfo;" blevpei Pevtron.
« Caire, Nikovdhme », levgei Pevtro".
" Caire, Pevtre ", levgei Nikovdhmo".
Pevtro" kai; e[cei ajdelfo;n Fivlippon. Fivlippo" kai; blevpei to;na[nqrwpon
Markon kai; to;n ajdelfo;n Nikovdhmon.
" Caire, Marke ", levgei Fivlippo".
" Caire, Fivlippe ", levgei Marko".
" Caire, Nikovdhme ", levgei Fivlippo".
" Caire, Fivlippe ", levgei Nikovdhmo".
VOCABULARY.

ajdelfo;n brother (direct object of the verb)

ajdelfo;" brother (subject of the verb)
a[nqrwpo;n man (direct object of the verb)
a[nqrwpo" man (subject of the verb)
blevpei go, look
e[cei has
kai; also
levgei says, speaks
Marke Frames (used in direct treatment)
Markon Marcos (direct object of the verb)
Marko Marks (subject of the verb)
Nikovdhme Nicodemus (used in direct treatment)
Nikovdhmon Nicodemus (direct object of the verb)
"Nikovdhmo" Nicodemus (subject of the verb)
eo the (article used with singular subject
male)
Pevtre Pedro (used in formal address)
Pevtron Pedro (direct object of the verb)
Pevtro" Pedro (subject of the verb)
to;n the (article used with masculine singular direct
object)
Fivlippe Felipe (used in formal address)
Fivlippon Felipe (direct object of the verb)
"Fivlippo" Felipe (subject of the verb)
Cai're greetings, welcome, good morning, goodbye,
rejoice.
PRAYERS.

Prof. Arvin A. Mendez Balderas 11

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The sentence is a group of words that expresses a complete thought. For example:

Pevtro" blevpei a[nqrwpon.

Peter sees the man.

oJ a[nqrwpo" e[cei ajdelfo;n.

The man has a brother.

The sentence can ask a question, express an exclamation, give an order, or make a statement. All
of the sentences in this lesson are statements or greetings.

NOUNS.

The noun is used to name people, things, or animals.

Pevtro" e[cei ajdelfo;n.

Pedro has a brother.

There are six Greek nouns in this lesson.

NUMBER .

The noun that represents a single thing is a singular number. The noun that represents more than
one thing is a plural number.

Brother : singular.
Brothers : plural.

All nouns used in this lesson are in the singular number.

GENDER .

The Greek language has three grammatical genders: masculine, feminine and neuter. Many times
there is no agreement between the grammatical classification and the sex of the object represented, and
this lack of agreement has not been satisfactorily explained.

oJ a[nqrwpo" the man

Here gender and sex are both masculine. All Greek nouns used in this lesson are masculine.
Feminine and neuter nouns appear in the following lessons.

VERBS.

The verb is a word or group of words, that makes a statement or a question, or that gives an order.
All of the verbs in this lesson are used to make statements or express greetings.

Prof. Arvin A. Mendez Balderas 12

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I

oJ a[nqrwpo" blevpei Pevtron.

The man sees Pedro.

« Cai're, Ma'rke », levgei Pevtro".

"Good morning, Marcos," says Pedro.

SUBJECTS.

The subject is the person or thing that acts in the sentence.

Pevtro" blevpei to;na[nqrwpon.

In this sentence, “Peter sees the man,” Peter is the subject.
In the sentence, "The tree fell," the tree is the subject.

Sometimes, instead of expressing action, the sentence simply indicates a state.

In the sentence, "Peter is good," Peter is the subject.

The verb must agree with the number of the subject.

"Peter and Mark see the man."

Not all sentences mention the subject explicitly. Sometimes the subject is understood in the
context, and the verb indicates the number.

«Marcos sees Pedro. Walk towards him."

In the second sentence, the subject is not mentioned, because it is understood in the context
(the first sentence has mentioned Mark, and we already know that he is also the subject in
the second sentence). The verb "walks" indicates that the subject is singular.

DIRECT COMPLEMENTS.

The direct object is one or more words that represent the person or thing that immediately
receives the action of the verb.

Pevtro" blevpei to;na[nqrwpon.

In this sentence, "Peter sees the man," man is the direct object.

APPOSITIONS.

Apposition is a word added to another to explain it. It is usually in the same case as the word it
explains.

oJ a[nqrwpo" e[cei ajdelfo;n, Pevtron.

The man has a brother, Pedro.

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GRAMMATICAL FUNCTIONS AND INFLECTIONAL FORMS.

In Spanish, the functions of the subject and direct object of a verb are almost always represented
by the same form of the word. So we distinguish the subject from the direct object by the order of the
words in the sentence, and in the case of people, by the use of the personal "a" in the direct object.

In the following sentences in Spanish, the words change their use, without changing their form.

A house (subject) has a lot (direct object).

A lot (subject) has a house (direct object).
Pedro (subject) sees the man (direct object).
The man (subject) sees Pedro (direct object).

In Spanish, only pronouns have different forms for these two functions, such as "yo" and "me",
"him" and "lo".

I (subject) see it (direct object).

He (subject) sees me (direct object).

However, in Greek, all nouns and pronouns have forms by which the subject is distinguished from
the direct object. Therefore the Greeks could place the words of a sentence in any order they wanted. The
Spanish order is used in the reading of this lesson only because this is the first reading exercise. Other
models will be used in subsequent lessons.

Pevtr o" (subject) blevpei Fivlipp on . (direct complement)

Pedro sees Felipe.

Pevtr on (direct object) blevpei Fivlipp o~ . (subject)

Felipe sees Pedro.

Fivlipp o~ (subject) blevpei Pevtr on. (direct complement)

Felipe sees Pedro.

Fivlipp on (direct object) blevpei Pevtr o". (subject)

Pedro sees Felipe.

The endings o" and on are inflectional forms and are variable depending on their use in the
sentence. The ending o" indicates that the word is a subject, and on indicates that the word is a direct
object.

To distinguish these inflectional forms in Greek, different cases are used. In this lesson we will
study the nominative , accusative and vocative cases.

NOMINATIVE CASE ( DE SUBJECT).

The nouns that serve as subjects are in the nominative case .

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Pevtro" blevpei to;na[nqrwpon.

Peter sees the man.

In this example, the nominative case is indicated by the ending o" .

ACCUSATIVE CASE ( DE DIRECT OBJECT)

The nouns that serve as direct objects are in the accusative case .

Pevtro" blevpei to;n a[nqrwpon .

Peter sees the man .

In this example, the accusative case is indicated by the ending on .

VOCATIVE CASE ( DE DIRECT TREATMENT).

When a noun is used to address a person directly, the noun is in the vocative case .
« Cai're, Ma'rke »
Greetings, Marcos!

In this example, the vocative case is indicated by the ending e .

THE DEFINITE ARTICLE.

In Spanish the definite article is: "el", "la", "los", "las", according to the gender and number of the
noun that modifies them. In Greek, the form changes to agree with the name not only in gender and
number, but also in case.

o J ajdelfo;" blevpei to;n a[nqrwpon.

The brother sees the man.

Later you will learn all the forms of the article.

THE INDEFINITE ARTICLE.

In Spanish the indefinite article is "un", "una", "ones", "unas". In Greek, there are no words
equivalent to those. Often, but not always, a Greek name without a definite article can be translated by a
Spanish name preceded by the indefinite article. In other cases it is translated without using the article.

Pevtro" blevpei _ a[nqrwpon.

Pedro sees a brother.

Ma'rko", ajpovstolo" Cristou', blevpei to;na[nqrwpon.

Mark, apostle of Christ, sees the man.

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EXERCISES.

a. Translate the reading at the beginning of the lesson.

b. Reading aloud, fill in the blanks with the correct endings.

1) Fivlipp e[cei ajdelfovn.

2) Pevtro" blevpei Fivlipp .
3) Fivlipp, blevpe Pevtron.
4) oJ a[nqrwp e[cei ajdelfovn.
5) oJ ajdelfo;" blevpei a[nqrwp .
6) a[nqrwp , blevpe Pevtron.

c. Write the following sentences in Greek, placing the direct object first in the sentence. (Don't
worry about accents. Note the letters only.)
1) Pedro sees a man.

2) Felipe has the brother.

3) The man sees the brother and Pedro.

4) The brother sees Felipe.

5) "Good morning, Marcos," says Nicodemo.

d. Translate these sentences using the order indicated for each group of sentences (Don't worry about
accents.)
1) Subject - verb - direct object .
a) Pedro sees a brother.

b) Pedro sees a man.

c) Peter sees Nicodemus.

2) Verb - subject - direct object .

a) Pedro sees Felipe.

b) Pedro sees his brother.

c) Peter sees the man.

3) Verb - direct object - subject .

a) Pedro sees Marcos.

b) Pedro has the man.

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4) Direct object - subject - verb .

a) Marcos says, “Man!”

b) Mark says, “Brother!”

c) Marcos has a brother.

5) Direct object - verb - subject .

a) Marcos has a man.

b) Marcos has Felipe.

c) Mark has Nicodemus.

e. Note carefully the following Spanish words in their relationship to the Greek words in the
vocabulary of this lesson.

1) anthropology : "the science of man ."

2) Pedro : name that means " Stone ", "petrified" means turning into stone.

3) Fil adelfia : name that means " brotherly " love.

Prof. Arvin A. Mendez Balderas 17

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LESSON 3.

THE MENU IS ONLY FRUIT.

Read the following dialogue aloud. Don't try to translate it yet. Just try to pronounce it correctly
for now.

« Ma'rke, ecei" artonÉ », levgei Pevtro" .

« oujk ecw arton, Pevtre », levgei Ma'rko" .
« Pevtre kai; Fivlippe, ecete artonÉ », levgei Nikovdhmo" .
Prof. Arvin A. Mendez Balderas 18
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« oujk ecomen arton. ecomen karpovn », levgousi Pevtro" kai; Fivlippo" .

« Ma'rko" kai; Nikovdhmo" oujk ecousi arton kai; karpovn, Fivlipppe »,
levgei Pevtro". « fevre to;n karpovn ».
« ejsqivomen karpovn, ejsqivete karpovn, Ma'rke kai; Nikovdhme »,
levgousi Pevtro" kai; Fivlippo" .
« fevre to;n karpovn Pevtre », levgei Fivlippo", « kai; Ma'rko" kai;
Nikovdhmo" ejsqievtwsan karpovn ».
« fevretw Pevtro" to;n karpovn », levgei Ma'rko" .
karpovn ejsqivousi.

VOCABULARY.

7
arton bread (accusative singular of arto )
ejsqivete comed (2nd person plural present active
imperative), or eat, you are eating (2nd person
plural present active indicative)

ejsqievtwsan let them eat (3rd person plural, present active

imperative).
ejsqivomen we eat, we are eating (1st person plural, present
active indicative)
ecei" you have, you are having (2nd person singular,
present active indicative)
ecete you have, you are having (2nd person plural,
present active indicative).
ecomen we have, we are having (1st person plural,
present active indicative)
ecousi have, are having (3rd person plural, present
indicative)
ecw I have, I am having (1st person singular,
present active indicative).

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karpovn fruit, fruit (accusative of karpov" ).

they say (3rd person plural, present indicative
levgousi
asset)
levgei says (third person singular, present active indicative)
No
oujk bring you, bring you (2nd person singular, present active imperative)
fevre let him bring, let him bring (3rd person singular, present active imperative)
question mark used in Greek.
fevretw
PRESENT TIME.

All of the verbs in this lesson represent an action that is progressing at the moment of speaking or
writing. In the Greek, the emphasis is rather on the progressive quality of the action itself, rather than on
the present tense aspect it indicates. The present tense is based on the idea of an action that is being
carried out and that continues to be carried out. Perhaps the English form known as “Present Progressive”
defines it better: “I am saying = I am saying.”

levgousi They are saying.

ejsqivete karpovn. Eat Fruit!
These verbs are in the present tense.

ACTIVE VOICE.

As in Spanish, the active voice indicates an action performed by the subject of the action. All the
verbs in this lesson represent an action performed by the subject.

e[cei" a[rtonÉ You have bread?

Fivlippo" e[cei ajdelfovn. Felipe has a brother
INDICATIVE MOOD.

The indicative mood is the declarative mood, which denotes a simple statement or question. This
is the most used mode in Greek, due to its declarative quality. Some of the verbs in this lesson make a
statement or a question.

oujk e[cw a[rton.

I don't have bread.

e[cete a[rtonÉ
Do you have bread?

These verbs are in the indicative mood.

(Because they indicate something!)

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IMPERATIVE MODE.

This is the mode of command or supplication. Some verbs in this lesson express a command.

fevre to;n karpovn

You bring the fruit.

oJ a[nqrwpo" fevretw to;n karpovn

Let the man bring the fruit.

These verbs are in the imperative mood.

NUMBER.

Verbs, like nouns, can be singular or plural. In verbs, the number indicates whether the subject of
the verb is singular or plural.
7/
Singular: ecw I have
Plural: e[comen we have

PERSON.

(1) If the subject of the verb is the person or group of people who is speaking, the verb is in the first
person. (I we).
(2) If the subject of the verb is the person or group being spoken to, the verb is in the second person.
(You you)
(3) If the subject of the verb is the person or group or thing being talked about, the verb is in the third
person . (he she They they)

CONJUGATION.

All this information about the verb can be summarized in the following tabular arrangement,
called the conjugation of the present active indicative and the present imperative 7/
ecw asset. A conjugation is the inflection or paradigm of a verb.

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P RESENT I NDICATIVE ACTIVE OF [CW

Singular Plural
e[cw e[eat
e[cei~ e[cete
e[cei e[cousi(n)

P RESENT ACTIVE IMPERATIVE OF [CW

Singular Plural
---------------------- --------------------
ece
»/ e[cete
ejcevtw ejcevtwsan

P RESENT INDICATIVE A TIVE OF BLEVPW

Singular Plural
blevpw blevpomen
blevpei~ blevpete
blevpei blevpousi(n)

PRESENT BLEVPW ACTIVE IMPERATIVE

Singular Plural
--------------- --------------------
blevpe blevpete
blepevtw blepevtwsan

PRESENT INDICATIVE INDICATIVE OF LEVGW

Singular Plural
levgw levgomen
levgei~ get up
levgei levgousi(n)

PRESENT LEVGW ACTIVE IMPERATIVE

Singular Plural
--------------- --------------------
levge get up
legevtw legevtwsan

EXERCISES.

a. Translate the dialogue at the beginning of the lesson into Spanish.

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b. Write the forms of the following verbs, guided by the conjugation of the verbs e[cw , blevpw , and
levgw above.

c. Write in Greek (without worrying about accents):

1) I see bread.

2) I bring bread.

3) Like bread.

4) Nicodemus says, “I see fruit; I bring fruit; like fruit."

5) Mark says, “We have a man; we bring the man; "We do not eat man."

6) Is Peter saying, “Welcome!”?

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LESSON 4.

NOW IT IS A REAL MEAL.

Read the following dialogue aloud. Don't try to translate it yet. Just try to pronounce it correctly
for now.

« e[comen dei'pnon ejn tw'/ khvpw/, Fivlippe kai; PevtreÉ » , levgei to;
tevknon Nikodhvmou. Nikovdhmo" ga;r tevknon e[cei.

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Pevtron kai; Nikovdhmon kai; to; tevknon kai; Ma'rkon ejk tou' oi[kou
Fivlippo" pevmpei.

« dou'le » , Fivlippo" levgei, « fevre to;na[rton Pevtrou kai; to;n oi\non

Ma'rkou ejk tou' oi[kou » .

« ejsqivete to; ajrnivon, FivlippeÉ » , levgei oJ dou'lo" Filivppou.

« fever to; ajrnivon eij" to;n kh'pon. ejsqivomen gavr ajrnivon, dou'le » ,
levgei Fivlippo".

ejk tou' oi[kou Fivlippou fevrei oJ douvlo" to;na[rton kai; oi\non kai; to;
ajrnivon.

« Pevtre, e[cei" ojyavrionÉ » , levgei to; tevknon.

« oujk e[cw ojyavrion, tevknon » , levgei Pevtro".

« ojyavrion e[cei Fivlippo"É » , levgei to; tevknon.

« oujk e[cei Fivlippo" ojyavrion » , levgei Pevtro".

« pivnomen to;n oi\non Ma'rkou ejk tou' pothrivou » , to; tevknon levgei. «
ouj pivnomen to;na[rton. ejsqivomen ga;r to;na[rton » .

« dou'le, fevrei" dei'pnon kalovn » , levgei Nikovdhmo". « Fivlippe, e[cei"

dou`lon kalovn » .

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Fivlippo" pevmpei to;n kalo;n dou`lon ajpo; tou` khvpou, kai; oJ dou`lo~
fevrei karpo;n kalo;n eij~ to;n khvpon Filivppou.

to;n kalo;n karpo;n Fivlippo" blevpei kai; levgei, « Nikovdhme kai; Ma'rke
kai; ajdelfe; Pevtre kai; tevknon kai; dou`le, ejsqivete to;n kalo;n karpo;n tou` dou
`lou ' .

« e[comen dei`pnon kalo;n ejn tw/` khvpw/ Filivppou » , to; tevknon

Nikodhvmou levgei.

VOCABULARY.

ajpo
ajpo; tou` khvpou from
from the garden
ajrnivon, tov
lamb, lamb
gavr
because (usually used as a second word)
dei`pnon, tov lunch, dinner
dou`lo~, oJ servant, slave
eij~ to, in (towards the interior of)
eij~ to;n khvpon ejk to the garden
inside
ejk tou' oi[kou
from the house
ejk tou' pothrivou ejn
of the cup
ejn tw/` khvpw
in, inside
kalovn khvpo", oJ oi\ in the garden
ko", oJ oi\no", oJ ouj good, beautiful
vegetable patch
home
came
no (used before a word that begins with a consonant)

oujk no (used before a word that begins with a vowel)

ojyavrion, tov fish, fish shipping

pevmpw pivnw I drink
pothvrion, tov cup boy, girl
tevknon, tov tov

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WAY OF INDICATING GENDER IN THE VOCABULARY.

In the vocabulary just presented, and in all the following, the gender is indicated by the article that
is added to them.

2 _______ '
arto", or pan is a masculine name. dei`pnon, tov meal, dinner is a neuter noun.
GENITIVE CASE OF POSSESSION

In the following expressions, the underlined words indicate the possessors.

to; tevknon Nikodhvmou Nicodemus's child .

to;n kalo;n karpo;n tou` dou`lou the good fruit of the slave . to;n oi\non Ma'rkou Mark's
wine .
oJ dou'lo" Filivppou Philip's slave .
to;na[rton Pevtrou Peter's bread .

These Greek words that end in ou , and which, depending on the context, indicate possessor, are
called genitives of possession .

GENITIVE CASE OF SEPARATION OR ORIGIN.

,, , 2, —e. and_____________________________________________________________
In the reading at the beginning of the lesson, the nouns in the phrases ek tou oikou and j; `
apo tou khpou , they name things from which something is separated by the action of the verb. The
words apo (of) and ek (from within) give the idea of separation.

Some call this phenomenon the "Ablative Case", but this can be confusing, since the ending is the
same. Perhaps the easiest thing is to simply remember that each preposition requires a certain case of the
nouns that follow it. apo and ek require the genitive case.

oJ dou'lo" fevrei to; ajrnivon ejk tou' oi[kou .

The slave brings the lamb from the house . (from within)

In this sentence, it is clear that the house is the point of origin from which the slave brings the
lamb.

[
Because the names oikou and khpou in the reading at the beginning of the lesson end in ou ,
and because at the same time the immediate contexts have words that express the idea of separation or
origin, these names are called genitives of separation or origin .

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CASE: DISTINCTION BETWEEN THE GENITIVE OF POSSESSION AND THE GENITIVE OF SEPARATION.

It can be seen that Nikodhvmou , Pevtrou , Ma'rkou , Filivppou , and douvlou (called
genitives of possession), and oi[kou and khvpou (which are called genitives of separation or origin) all
have the same ending ( ou ). It is clear, then, that the two uses are not distinguished in their grammatical
form, but only in their contexts.

DATIVE CASE OF PLACE.

In the reading at the beginning of the lesson, the noun in the phrase in tw/ khpw (in the garden)
indicates the place where the food is served. Due to the ending w/ and the presence in the immediate
context of a word that expresses the idea of place, this name is called dative of place .

PREPOSITIONS.

In the reading apo (de), ei" (a), ek (from within), and en (en), have been used with nouns.
These words are called prepositions. Their function is to help demonstrate the relationship that the noun
they accompany has with its context. The noun ending restricts it to a certain extent, but the preposition
adds a more exact restriction.

ajpov
Original Meaning: of, since.
In composition: of, back. This preposition is very common. It implies separation, and is therefore used
only with the ablative case.
Remote Meanings: for, because of.
It differs from ek since ek has the idea inside .

eij"
Original Meaning: inside, in. It was derived from en and gradually took on its functions, so much so
that in modern Greek en does not appear.
In composition: inwards, in.
Resulting Meanings: With accusative, inside, until or to, for, for. ei" is used over 1700 times in the NT
and only appears with the accusative.
Remote Meanings: in, upon, against, between, in the midst of, with respect to, with reference to, as
(expressing equivalence), due to, for the purpose of.

ejk
Original Meaning: from within.
In composition: completely (2 Cor. 4:8).
Resulting Meanings: with the ablative case (the only case with which it is used), outside of, inside.
Remote Meanings: a (only before the words “right” or “left”), through, because.

ejn
Original Meaning: inside.

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In composition: inside, in.

Resulting Meanings: With the Locative case; in, on, to, within, between. In this case it is used mostly
with words of place, but it also appears with words of time. With the Instrumental case; with, through.
Remote Meanings: furthermore (used only once Lk. 16:26), because of.

SUMMARY OF THE INFLECTIONAL FORMS USED.

For masculine nouns the following endings have been used.

Nominative ( o" )
Genitive ( ou )
Dative ( w/ )
Accusative ( on )
Vocative ( e )

The endings for neuter nouns are the same as the masculine ones except for the nominative and
vocative.
Nominative ( on )
Genitive ( ou )
Dative ( w/ )
Accusative ( on )
Vocative ( on )
PARADIGMS OF THE SECOND DECLENSION .

Both the masculine and neuter names used until now belong to the second declension. A
declension is a pattern of inflectional forms or a paradigm of a noun, an adjective, or a pronoun. Only the
singular forms have been used up to this point.

That is, a declension is a group of words that show similar behavior. A language is not planned

Prof. Arvin A. Mendez Balderas 29

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and created in a logical and simple way, but rather a language is developed according to spoken usage. A
language is as unpredictable as the human being. Then linguists study it, find certain patterns, and
organize the words into groups, so that they are easier to learn.

Why do we start with the second declension, and not the first? Because it is more regular and
easier to learn.

Note the endings (singular) of the following names of the second declension:

nominative "oJ ajdelfov"

genitive tou' ajdelfou'
dative tw/' ajdelfw/'
accusative to;n ajdelfovn
vocative -- ajdelfev

nominative to; tevknon

genitive tou' tevknou
dative tw/' tevknw/
accusative to; tevknon
vocative -- tevknon

nominative to; pothvrion

genitive tou' pothrivou
dative tw/' pothrivw/
accusative to; pothvrion
vocative -- pothvrion
nominative "oJ dou'lo"
genitive tou' douvlou
dative tw/' douvlw/
accusative to;n dou'lon
vocative -- dou'le

EXERCISES.

a. Translate the dialogue at the beginning of the lesson.

b. Write in Greek:
1) I don't drink wine.

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2) You don't drink wine

3) He does not drink good wine in the garden.

4) We eat fruit.

5) You eat dinner.

6) Eat the lamb in the house.

7) They bring good bread.

8) Send the child to the garden.

9) You bring the cup home.

10) Take the cup from Philip's house.

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LESSON 5

Dr. LÁZARO .

Read the following dialogue aloud. Don't try to translate it yet. Just try to pronounce it correctly
for now.

puretou;" e[cousi ta; tevkna Mavrkou kai; Nikodhvmou kai; Pevtro" kai;
Fivlippo". a[rton kai; ajrnivon oujk ejsqivousi. toi'" tevknoi" kai; toi'" ajnqrwvpoi"
a[rtou" kaiv oyavria oiJ dou'loi fevrousi. oujk ejsqivousi kai; oujk ijscuvousi
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ejsqivein kai; pivnein o{ti puretou;" kakou;" e[cousi.

qerapeuvein puretou;" ijscuvei oJ dou'lo" Lavzaro". tou;"kakou;" puretou;"

tw'n ajnqrwvpwn kai; tw'n tevknwn qerapeuvein ijscuvsei. qerapeuvsei tou;"
kakou;" puretou;".

Filivppw/ Lavzaro" levgei, « qerapeuvsw ta; tevkna kai; tou;" ajnqrwvpou" »

.

Filivppw/ douleuvei Lavzaro". Lavzaron ajpoluvsei Fivlippo" o{ti tou;"

kakou;"puretou;" qerapeuvein ijscuvsei oJ dou'lo". o{ti Fivlippo" to;n kalo;n
dou'lon Lavzapon ajpoluvsei, ouj douleuvsei Lavzaro" Filivppw/.

levgei Fivlippo" tw/' kalw/' douvlw/ Lazavrw/, « Lavzare, ajpoluvsw to;n

kalo;n dou'lon. ouj douleuvsei" Filivppw/ » .

VOCABULARY.
ajpoluvw dismissal, book, repudiation
ajpoluvsw I will say goodbye
douleuvw I serve, I am a servant or
douleuvsw slave
qerapeuvw I will serve
qerapeuvsw cured, healthy
qerapeuvein curare
ijscuvw ijscuvsw cure

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kakov" kalov" bad, vicious beautiful, good Lazarus

Lavzaro", -ou, oJ e, that, because fever, fever
oti
puretov", -ou', oJ WAY OF INDICATING THE DECLENSION OF NAMES IN THE VOCABULARY.

The notation " pureto", -ou, or fever", indicates (by the -ou ),
that the second inflectional form is puretou' . With this advantage we can follow the declension pattern
used for ajdelfov" , dou'lo" , and a[nqrwpo" .

DATIVE CASE OF INDIRECT OBJECT.

In reading the word Filivppw/ has the same ending as tw/' khvpw/ from the previous lesson
(where it is called the dative of place). Remember that the ending w/ plus the use of the preposition en (
in tw/ khpw/ , in the garden) defines that construction. But in this reading we have Filivppw/
Lavzaro" levgei, Lazarus says to Philip. This form is called, in grammatical tradition, dative indirect
object . What Lázaro says is the direct object of the verb levgei , but Felipe is the indirect object. Felipe
receives the action of levgei more indirectly than the words that Lázaro says.

DATIVE CASE OF DIRECT OBJECT.

In the reading of this lesson Filivppw/ is used in another construction as well.

Filivppw/ douleuvei Lavzaro".

Lazarus serves Philip.

Since Filivppw/ directly receives the action of the verb, it is the direct object of douleuvei ,
although it is not in the accusative case, but in the dative case.

This use of the dative with a direct object is an exception, and is used with some verbs such as
douleuvw . This was probably formed to avoid confusion. That is, if Philip were in the accusative case,
it would look like Lazarus was serving Philip on a plate to eat!

Prof. Arvin A. Mendez Balderas 34

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PLURAL FORMS OF NOUNS OF THE SECOND DECLENSION AND OF THE ARTICLE.

Before this lesson, only singular names and articles have been used. In this lesson all masculine
and neuter forms of the definite article have been used. Below, two complete paradigms:

2nd Declension (Male)

Case Singular Plural
Nomin. oj a[nqrwpo~ oiJ a[nqrwpoi
the man the men
Genitive tou` ajqtrwvpou of men's tw`n
man ajnqrwjpwn
Ablative tou` ajnqrwvpou tw`n ajnqrwjpwv
from man from men
Dative tw/` ajnqrwvpw/ toi`'~ ajnqrwvpoi~
year for man year for men
Locative tw/` anj qrwvpw/ in toi`'~ ajnqrwvpoi~ in
man men
Instrum. tw/` ajnqrwvpw/ toi`'~ ajnqrwvpoi~
with or by man with or by men
Accusative to;na[nqrwpon the tou;~ ajnqrwvpou~
or the man the or the men
Vocative a[nqrwpe a[nqrwpoi
Oh man! Oh men!

2nd Declension (Neutral)

Case Singular Plural
Nomin. to; tevknon ta; tevkna
Genitive tou` tevknou tw`n tevknwn
Dative tw/` tevknw/ toi`'~ tevknoi~
Accusative to; tevknon ta; tevkna
Vocative tevknon tevkna

ADJECTIVES.

The adjective is a word that describes or qualifies the meaning of a noun or pronoun. The definite
article is a type of adjective.

kalo;"dou'lo" a good slave

"oJ dou'lo" the slave
oJ kalo;"dou'lo" the good slave

AGREEMENT OF ADJECTIVES.

Adjectives agree with the nouns or pronouns they modify, in gender, number and case.

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kalw/' douvlw/ for a good slave

ta; tevkna children
tou;"kakou;" puretou;" bad fevers

ADJECTIVES OF THE SECOND DECLENSION.

All the masculine and neuter forms of the adjectives used up to this point belong to the second
declension. Consequently, they use the same endings of the names they modify.

tou;"kakou;" puretou;"
ta; kala; tekna;
tw'n kalw'n ajnqrwvpwn
douvloi"kakoi'"
oiJ kaloi; kh'poi

However, sometimes nouns of one declension are used with adjectives of another declension. In
those cases, the endings of the adjectives do not always coincide with the endings of the nouns. In the
following lessons, we will see examples of these combinations.

FUTURE TIME.

The verb forms used before this lesson all belong to the present tense. In this lesson the following
verb forms are not from the present, but from the future.

ajpoluvsw
ajpoluvsw
douleuvsei
douleuvsei"
qerapeuvsei
qerapeuvsw iscuvsei

These forms should be recognized by the sigma ( -s- ) in front of the endings.

ajpolu vs ei
qerapeuvsw

The future tense expresses anticipation of an event that will occur. The future tense represents an
action at some time after the moment of speaking or writing. It can be a specific or progressive action.

The future active indicative compared to the present.

present future
ijscuvw ijscuvsw
"ijscuvei" "ijscuvsei"
Prof. Arvin A. Mendez Balderas 36
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ijscuvei ijscuvsei
ijscuvomen ijscuvsomen
ijscuvete ijscuvsete
ijscuvousi ijscuvsousi
All the other new verbs in this lesson form the future active indicative of the ? /
same way as the iscuw pattern, but the verbs in lessons 2, 3 and 4 do not follow this pattern, and will be
explained later.

THE PRESENT ACTIVE INFINITIVE.

The form qerapeuvein is a present active infinitive and is translated as "heal." ? /

It can be called a complementary infinitive because it complements the idea of iscuw . Actually ? /
is the direct complement of iscuw .

ijsquvw qerapeuvein I can cure

All the verbs presented so far can form the present active infinitive by adding ein to the stem of
the present active.

indicative infinitive
blevpw blevpein
pivnw pivnein
ejsqivw ejsqivein

CAUSAL CLAUSES.

A clause introduced by oti may indicate, in a suitable context, the reason for the statement to
which it is subordinated.

Fivlippo" to;n dou'lon ajpoluvei o{ti oJ dou'lo" tevkna qerapeuvei

Philip frees the slave because the slave heals children.

EXERCISES.

a. Translate the dialogue at the beginning of the lesson.

b. Translate the following forms and write the corresponding present form of each. (Don't worry
about accents.)
1) ajpoluvsomen

2) douleuvsete

3) qerapeuvsousi

Prof. Arvin A. Mendez Balderas 37

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4) "ijscuvsei"

5) qerapeuvsomen

6) douleuvsousi

7) ajpoluvsete

8) "qerapeuvsei"

9) douleuvsomen

10) ajpoluvsei

11) ijscuvsousi

12) qerapeuvsete

13) ajpoluvsousi

14) ijscuvsomen

15) ijscuvsete

16) douleuvsei

17) ajpoluvsw

18) douleuvsei"

c. Write in Greek.
1) I will free the slave.

2) You will free the slave, Peter.

3) She will free the slave.

4) We are freeing the slave.

5) You are freeing the slave, Mark and Nicodemus.

Prof. Arvin A. Mendez Balderas 38

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6) They are freeing the slave.

7) Be a slave to Philip, Lazarus.

8) Will you serve Philip, Lazarus?

9) I will not be a slave to Felipe, Pedro.

10) I will not serve Felipe, Pedro.

11) Can you serve Philip, Nicodemus?

12) Heals Philip, Lazarus.

13) Good morning, Felipe.

Prof. Arvin A. Mendez Balderas 39

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Prof. Arvin A. Mendez Balderas 40

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LESSON 6
OOLS.

Dear brother, I recommend that you purchase, or have on hand, some useful tools in the study of the New Testament in
reek.

1) First, you need a copy of the Greek New Testament . The most convenient thing is to approach the Bible
Society since they offer several versions, including one with a dictionary.

2) If you can purchase just one book to accompany your study of the
Greek New Testament, we recommend Linguistic Key to the Greek
Clue
Linguistics
New Testament , by Fritz Rienecker, Challenge Books. This
of the excellent text is a combination of lexicon and grammar help.
New Testament
Greek
Analyze both vocabulary and grammatical forms in the order in
which they occur in the NT. Provides an analysis of the verbs, giving
their voice, mood, tense, and their root form.

3) Thirdly, it is essential to have a good Greek-Spanish dictionary or lexicon.

a) Concise Greek-Spanish Dictionary of the New Testament , Bible Societies, some versions of the
Greek New Testament already include it.

b) Greek-Spanish Lexicon of the New Testament , by Alfredo Tuggy, Editorial

Mundo Hispano.

c) Lexical Help for Reading the New Testament , by Roberto Hanna, Editorial
Mundo Hispano.

Prof. Arvin A. Mendez Balderas 41

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4) I also recommend the following concordances:

a) Greek-Spanish analytical concordance of the New

Testament , by A. AND. Tuggy and J. Stegenga, CLIE
Publishing.

ÜILMIILNEMTMII

b) Greco-Spanish concordance of the New Testament , by Hugo Petter,

Editorial CLIE.

5) There are other grammar analysis tools. Since we do not claim to know all the
Greek vocabulary, it is prudent to use these tools to analyze a text and to further
analyze a text.

a) Grammatical Help for the study of the Greek New

Testament , it is the sister of Lexical Help, also by Roberto
Hanna.

b) Exegetical syntax of the Greek New Testament , Roberto Hanna,

Editorial Mundo Hispano.

c) Greek Grammar of the New Testament , by H. AND. Dana and Julius

R. Mantey, CBP. It is currently no longer in print, but it is an excellent
tool in the study of advanced grammar in Spanish.

6) There are very useful materials for the study of the Greek words used in
the new Testament.
a) The Compendium of the Theological Dictionary of the New
Testament , editor Gerhard Kittel, Challenge Books. This tool is
complete in German and English, Desafío Books makes it
available to the Spanish-speaking public in a compendium, that
is, in a summary, however, its effectiveness in explaining the
meaning of the words, in addition to their origin and its
different uses in the Septuagint and the NT, remains the same.

Prof. Arvin A. Mendez Balderas 42

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b) The Commentary on the Greek Text of the New Testament , by A. T.

Robertson, CLIE Publishing, presents a commentary on the Greek words used
in the New Testament that expresses the experience and analysis of a scholar
on the subject such as Dr. A. T. Robertson. In addition to analyzing the key
words of each verse, add specific comments about the passages.

7) Finally there is a tool that I recommend, but at the same time I

suggest using it as little as possible. I'm talking about the Greek-
Spanish Interlinear New Testament . This version of the NT has
the Greek text, and below each word is the English translation. I
recommend it but with many reservations, since it can be abused.
We are supposed to be learning to translate, therefore I recommend
using Interlinear only for quick reading, and not for serious study.

AN URGENT MATTER INTERFERES WITH DINNER.

Pevtro" kai; Fivlippo": « ejn tw/' oi[kw/ dei'pnon kalo;n ejsqivomen. ejn tw'/
khvpw/ ajnqrwvpou" blevpomen. Nikovdhmon kai; Ma'rkon blevpomen.
levgomen toi'" ajdelfoi'", “ Caivrete, a[nqrwpoi kaloiv, Cai're, Nikovdhme. Cai're,
Ma'rke. ” fevromen tou;" kalou;" ajdelfou;" j;\ ;/
“ jv j A 7/ A ga
ei" ton oikon kai legomen, “ iscusete en tw/ oikw deipnon ejsqivein ” É »
Nikovdhmo" kai; Ma'rko": « oujk ijscuvsomen ejsqivein, Pevtre kai;
Fivlippe, o{ti kakou;" douvlou" ajpo; tou' khvpou pevmpomen. oiJ ga;r dou'loi
toi'" kaloi'" tevknoi" pothvria oi\nou fevrousi. ouj fevrei oi\non toi'" tevknoi" oJ
kalo;" dou'lo" Lavzaro". qerapeuvei puretou;" oJ kalo;" "Lavzaro." to;n kalo;n
dou'lon Fivlippo" ajpoluevtw. ta; tevkna kai; oiJ dou'loi kalw'n ajnqrwvpwn
ojyavrion kalo;n ejsqivousi kai; ouj pivnousi kako;n oi\non. oi\non kako;n kakoi;
dou'loi pinevtwsan. tw/' oi[nw/ ga;r kai; oujk toi'" ajnqrwvpoi" dou'loi kakoi;
douleu;ousi, oJ ga;r kako;" oi\no" tou;" kakou;" douvlou" oujk ajpoluvsei » .
Pevtro" kai; Fivlippo": « ajpo; tou' oi[kou kai; ajpo; tou' khvpou kai; ajpo;
tw'n tevknwn tou;" kakou;" douvlou" pevmpete. levgete toi'" kaloi'" tevknoi", “
ejsqivete ajrto;n kai; ajrnivon kai; karpo;n kai; ojyavrion ”» .

Prof. Arvin A. Mendez Balderas 43

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Nikovdhmo" kai; Ma'rko": « Caivrete, Pevtre kai; Fivlippe » .

Pevtro" kai; Fivlippo": « Caivrete, Nikovdhme kai; Ma'rke » .

Prof. Arvin A. Mendez Balderas 44

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LESSON 7

CHAT AROUND THE TABLE.

Read the story aloud, without worrying about the translation yet.

su;n toi'" ijdivoi" ajdelfoi'", Pevtrw/ kai; Filivppw/ ejsqivei ajrnivon kai;
ojyavrion Mariva. peri; tou' ejleuqevrou Lavzavrou levgousi.
Pevtro": « oujkevti douleuvsei Filivppw/ oJ ejleuvqero" Lavzaro" » .

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Mariva: « pavntote tou;" puretou;" tw'n tevknwn qerapeuveiÉ »

Fivlippo": « naiv. Dikaivan ga;r kardivan e[cei Lavzaro" » .
Pevtro": « kai; nu'n dwrea;" e[cei makavrio" Lavzaro" » .
Fivlippo": « Creivan dwrew'n e[cei o{ti oujkevti ejn tw/' oi[kw/ Pevtrou kai;
Filivppou su;n toi'" douvloi" ejsqivei » .
Mariva: « Nikovdhmo" kai; Ma'rko" Lazavrw/ dwrea;" pevmpousiÉ »
Pevtro": « nai;, ajlla;pevmpousi tou;" ijdivou" kakou;" douvlou" ajpo; tw'n
ijdivwn makarivwn tevknwn » .
Mariva: « dikaiva" kardiva" e[cousi pavntote » .
Fivlippo": « parrhsivan nu'n e[cei oJ makavrio" Lavzaro". parrrhsiva/
levgein ijscuvei » .
Petro": « ajlla; e[cousi aiJ kardivai kalwvn douvlwn dikaivan ejpiqumivan
parrrhsiva" » .
Fivlippo": « nai; ajlla; ejpiqumivan oi[nou e[cousi aiJ kardivai kakw'n
douvlwn » .
Mariva: « to;n makavrion kai; ejleuvqeron Lavzaron, ajdelfoiv, eij"
to;ni[dion oi\kon fevrete » .
Pevtro" kai; Fivlippo": « e[eat kai; ejpiqumivan ejn tai'" ijdivai" kardivai"
kai; creivan levgein su;n Lavzarw/. ijscuvsei" blevpein Lavzaron. ijscuvsomen
fevrein to;n ejleuvqeron Lavzaron kai; levgein parrrhsiva/peri; tw'n dwrew'n » .

VOCABULARY.

a j key but, but

divkaio", -a, -on fair
dwreav, -a'", hJ gift

ejleuvqero", -a, -on free

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ejpiqumiva, -a", hJ longing, desire

i[dio", -a, -on own
kardiva, -a", hJ heart
makavrio", -a, -on happy
Mariva, a", hJ naiv Maria
Yeah
nu'n
now
oujkevti
not anymore
pavntote parrrhsiva,
always, at all times
-a", hJ
frankness, boldness, confidence (when speaking)
parrrhsiva/ ( parrhsiva with dative case is used as an adverb) frankly, openly
a. With genitive case: (figuratively) about, concerning
b. With the accusative case: around, near
periv (with dative) with
need

PARADIGMS OF THE FIRST DECLENSION.

The nouns used in the previous lessons belong to the second

suvn declension and are of the masculine or neuter gender. In this lesson the
creiva, -a", hJ nouns dwreav , ejpiqumiva , kardiva , Mariva , parrrhsiva ,
and creiva belong to the first declension and are of the feminine gender.
It is noted that all of these nouns end in – a preceded by – e or – i . When, as in these examples, the
stem of a first declension noun ends in e , i , or r followed by a in the nominative singular, the
following pattern prevails, using kardiva and dwreav :

1st Declension (Feminine)

Case Singular Plural
Nomin. hJ kardiva aij kardivai
Genitive th`~ kardiva~ tw`n kardiw'n
Dative th/ kardiva/ tai`'~ kardivai~
Accusative th;n kardivan tav~ kardiva~
Vocative kardiva kardivai

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Case Singular Plural

Nomin. hJ dwreav aiJ dwreaiv
Genitive th`~ dwrea'~ tw`n dwrew'n
Dative th/ dwrea'/ tai`'~ dwreai'~
Accusative th;n dwreavn tav~ dwreav~
Vocative dwreav dwreaiv

PARADIGMS OF THE FEMININE FORM OF FIRST OR SECOND DECLINATION ADJECTIVES .

The feminine forms of the adjectives presented in this lesson ( divkaio" , ejleuvqero" ,
i[dio" , makavrio" ) have the same endings as the nouns presented above. The only difference is the
accent of the genitive plural, since it is not circumflex.
Case Singular Plural
Nominative dikaiva divkaiai
Genitive dikaiva~ dikaivwn
Dative dikaiva/ dikaiivai"
Accusative dikaivan dikaiva"
Vocative dikaiva divkaiai

COMPLETE PARADIGM OF FIRST AND SECOND DECLENSION ADJECTIVES.

The following paradigm serves as a model for adjectives of this declension whose stems end in
e , i , or r .

Singular
Case Male Female Neutral
Nominative divkaio~ dikaiva divkaion
Genitive dikaivou dikaiva~ dikaivou
Dative dikaivw/ dikaiva/ dikaivw/
Accusative divkaion dikaivan divkaion
Vocative divkaie dikaiva divkaion

Plural
Case Male Female Neutral
Nominative divkaioi divkaiai divkaia
Genitive dikaivwn dikaivwn dikaivwn
Dative dikaivo" dikaiivai" dikaivoi"
Accusative "divkaiou" dikaiva" divkaia
Vocative divkaioi divkaiai divkaia

There is no special form for the vocative, except in the masculine singular.

Prof. Arvin A. Mendez Balderas 48

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WAY OF INDICATING THE DECLENSION OF ADJECTIVES IN THE VOCABULARY.

The notation « divkaio" , - a , - on » is the abbreviated way of presenting the nominative

singular forms written above in full. This annotation style will be used from now on.

COMPLETE DECLENSION OF THE DEFINITE ARTICLE.

Since some feminine forms of the definite article have already been used, it will be very useful
to see all the forms at once.

NOTE: Although usually, oJ , hJ , to; mean "the" or "the", often the definite article has the
force of a possessive adjective.

Pevtro" blevpei to;n ajdelfovn.

Pedro sees his brother.

Singular
Case Male Female Neutral
eo
Nominative hJ tov
Genitive tou' th'" tou'
Dative tw'/ th/ tw'/
Accusative tovn thvn tov

Plural
Case Male Female Neutral
Nominative oiJ aiJ tav
Genitive tw'n tw'n tw'n
Dative toi'" tai'" toi'"
Accusative "touv" "tav" tav

DATIVE CASE OF ASSOCIATION.

At the beginning of the story at the beginning of the lesson is the phrase su;n toi'" ijdivoi"
with his own brothers. This is called the dative of association, because the phrase

Some call it the instrumental case of association, but it is preferable not to call it
ajdelfoi'" ,
indicates a
relationship.
that for reasons of our study. The important thing is to remember that the preposition sun is followed
by a noun with the endings of the dative case.

Prof. Arvin A. Mendez Balderas 49

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DATIVE CASE OF MANNER.

In the parrrhsiva prayer/ levgein ijscuvei Lavzaro" , Lazarus can speak /

openly, parrhsia/ expresses the way in which Lazarus can speak. This is called dative manner. (Some
call it instrumental manner.)
/
This is an idiom. A noun ( parrhsia , trust) is used in the dative case to function as an adverb.

POSITION OF ADJECTIVES: UNLIMITED ATTRIBUTIVE.

In the locution, su;n toi'" ijdivoi" ajdelfoi'" , with its own brothers, the position of ijdivoi"
between the noun and its definite article is called unlimited attributive.

EXERCISES.

to. Translate the story from the beginning of the lesson.

b. Select the adjective from list II that matches each noun from list I.
List I List II

1) "creivai"
2) tevknw/
3) parrhsivan
4) "puretouv" a) tav
5) Mariva/ b) dikaiva"
6) Kardivwn g) ijdivan
7) ojyavria d) makarivwn
8) "ejpiqumiva" e) i[dio"
9) oi\ko" z) ejleuqevra
h) dikaivw/
q) kalovn
i) ijdiva/
k) "kakouv"
l) dikaivai" m) makavrie n) i[dioi x)
ejleuqevrai
c. Translate to Spanish:
1) naiv, pavntote levgw parrhsiva/.

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2) nu'n oujkevti levgw peri; believew'n.

3) ajllav nu'n levgw peri; parrrhsiva".

4) oujkevti qerapeuvsw pavntote puretouv".

5) naiv, ajpoluvsw tou;" douvlou" Mariva".

6) nu'n douleuvsw Mariva/.

d. Note carefully the following English words related to the new Greek words in this lesson.
1) Teodoro: proper name that means gift from God .

2) Language: language of a nation, its own way of speaking.

3) Cardiac: relating to the heart .

e. Conjugate in the present indicative and imperative of the active voice: levgw

f. Conjugate in the future indicative of the active voice:

1)
qerapeuvw

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LESSON 8
BECAUSE OF THE PAST TIME.

Read the story aloud, without worrying about the translation yet.

ejn crovnw/ mikrw'/ pevmpei ajpo; tou' oi[kou Filivpou eij" to;n oi\kon
Lazavrou a[ggelon Pevtro". levgein Lazavrw/ ejlpivzei.
« Cai're, Lavzare » , levgei oJ a[ggelo".
« Cai're, a[ggele » , levgei Lavzaro".
« mnhmoneuvousi Mariva kai; Pevtro" kai; Fivlippo" » , levgei oJ a[ggelo",
« to;n crovnon o{te h\" mikro;" dou'lo". tovte h\te oJmou' pavntote, Mariva kai;
Pevtro" kai; Fivlippo" kai; "Lavzaro." ejlpivzousi pavlin blevpein Lavzaron ejn tw/'
oi[kw/ Filivppou kai; pavlin ejsqivein su;n Lazavrw/ kai; levgein peri; tw'n
crovnwn o{te h\san tevkna ejleuvqera kai; o{te h\" mikro;" dou'lo" » .
« levge Mariva/ kai; Pevtrw/ kai; Filivppw/ » , levgei Lavzaro", «
mnhmoneuvw o{te h[mhn mikro;" dou'lo", o{te hjsqivomen oJmou', o{te
ijsquvete levgein parrrhsiva/ ajlla; o{te oujk ijscuon levgein parrrhsiva/.
mnhmoneuvete oJti ei[comen dei'pnon ejn tw/' khvpw/'É tovte a[pton kai;
ojyavrion h[sqion, ajlla; oujk e[pinon oi\non. makavrioi h\men » .
tovte pavlin eij" to;n oi\kon Filivppou to;na[ggelon Lavzaro" pevmpei.
tovte Lavzaro" mnhmoneuvei tou' cpovnou o{te h\n mikro;" dou'lo" kai;
o{te h\n tevknon ejn tw'/ oi[kw/ Filivppou.
« ajrnivon mikro;n ei\ce Mariva » , levgei Lavzaro". « h\men tevkna
oJmou'. h\mhn makavrion tevknon ejn toi'" crovnoi" o{te to; ajrnivon Mariva"
h[sqie su;n Pevtrw/ kai; Filivppw/ kai; Lavzarw/. ejlpivzw o{ti mnhmoneuvei
pavlin Mariva tou' ajrnivou, kai; ejlpivzw levgein parrrhsiva/ su;n Mariva kai; toi'"
ajdelfoi'" Mariva" peri; tw'n makarivwn crovnwn » .

VOCABULARY.

a[ggelo", -ou, oJ angel, messenger

ejlpivzw h\men wait
h[mhn we were, we were I
was, I was

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7 hours he (it, she) was, was
$
you were, you were
h"
they were, they were
h\san you were, you were
h\te little
mikrov", -av, -ovn I remember (followed by the accusative direct object or, more
mnhmoneuvw frequently, by the genitive direct object together
when
over again
oJmou' always
e, ote pavlin so
pavntote tovte time
crovno", -on, oJ
GENITIVE CASE USED AS A DIRECT OBJECT.

Twice in the story above the genitive case is used for the direct object /
from the verb mnhmoneuw . This construction is also found with other
verbs.

These are exceptions to the rule of using the accusative case for the direct object, and can be
considered idioms. When a verb requires the genitive it will be noted in the dictionary.

TEMPORAL AUGMENTATION PARADIGM

I ICI CVCL
to h ajkouvw I hear h[kouon
to/ h/ a[/dw singing h\/don
and h ejgeivrw awake h[geiron
Yo Yo ijmativzw seen iJmavtizon
eithe w oJmologevw I confess wJmolovgoun
r or or uJsterevw I lack uJstevroun
III ITEM
I heard w/ oijkew habit w/[koun
ai h/ aiJtevw I ask h/[toun
ouch huh aujxavnw increase hu[xanon
III and
and hey e[cw I have hey[with

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II YOU V.L.
ajpov ajpev ajpoqnhvskw I die ajpevqnhskon
for stop parakalevw I exhort parekavloun
pro proe propevmpw forward shipping proevpempon
peri perie peripatevw I walk periepavtoun
II YOU V.L.
ek exe ejkbavllw expel ejxevballon
sun sune sullevgw I pick up sunevlegon
in jan ejmbaivnw I go up, I enter ejnevbainon
CONCLUSIONS OF HISTORICAL TIMES

n men
" tea
- n ( or san )

IMPERFECT TENSE.

77/ 2
In this lesson a new time has been presented. The forms eice, epinon, hn, hsan,
hsqion, iscuete, and iscuon belong to the imperfect active indicative . This new tense represents
an action or state maintained or repeated in the past tense. It can be translated in several ways.

h[sqion I ate
I used to eat
I continued eating
I kept eating
I ate and ate and ate and ate repeatedly

PARADIGMS OF THE IMPERFECT ACTIVE INDICATIVE.

a. pivnw

e[pinon ejpivnomen
e[pine" ejpivnete
e[pine e[pinon

The e at the beginning is called increase , that is, compared to the present tense form of the
word, it has become longer. Since this e adds a syllable to the word, it is called syllabic rise .

K, , 2---------------- , , ,Ec,
After epin -, the next letter is always omicron ( o ) or epsilon ( e ). These letters are referred to
as variable or thematic vowels.

The endings follow the variable vowel.

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I
b. ejsqivw

h[sqinon hjsqivomen
h[sqie" hjsqivete
h[sqie h[sqion

The h does not add a syllable to the word, but it does increase the amount of the first syllable.
That is why the lengthening of the e in ejsqivw to h in h[sqion is called temporal increase , that is,
an increase in the time necessary to pronounce the first syllable.

c. ajpoluvw

ajpevluon ajpevluomen
"ajpevlue" ajpevluete
ajpevlue ajpevluon

Note that the augment is placed between the prepositional prefix ajpov and the verb luvw and
that the o in apo is elided (omitted) before the augment.

d. e[cw

ei\con hey[eat
ei\ce" ei[cete
ei\ce ei\con
7/ 7/
The e in ecw is lengthened into ei in the word eicon . This is another form of temporary
increase. By observation you will learn when to use h and when to use ei as an augmentation of e .

e. ijscuvw

i[scuon ijscuvomen
i[scue" ijscuvete
i[scue i[scuon

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 Greek
? / I nr

Here a short i , in iscuw , becomes a long i in iscuon .

?/

f. eimi I am, I am
(In Greek there is no distinction between "ser" and "estar." Only the context indicates which
is.)

h[mhn h\men, h[meqa

h\" h\te
h\n h\san

This verb is studied first in the imperfect because of certain difficulties in the present and future.
For now it is best to learn these forms by heart since they are used a lot.

REFERENCE LIST OF VERBS PRESENTED UP TO THIS POINT.

Present Imperfect
ajpoluvw ajpevluon
blevpw e[blepon
douleuvw ejdouvleuon
eijmiv h[mhn
ejlpivzw h[lpivzon
ejsqivw h[sqion
e[cw ei\con
qerapeuvw ejqeravpeuon
ijscuvw i[scuon
levgw e[legon
mnhmoneuvw ejmnhmovneuon
pevmpw e[pempon
pivnw e[pinon
fevrw e[feron
RECOGNIZING THE SHAPES.

So far, we have studied the following verb tenses: present, future, and imperfect. The future
tense is recognized by the s added to the root word (———— s -). The imperfect is recognized by the
increase ( e ) in the prefix ( e—— ).

DEFINED TEMPORARY CLAUSES.

A specific time can be indicated by means of a clause introduced by ote , when, and a verb in
Prof. Arvin A. Mendez Balderas 57
 Greek
the indicative. I

o{te e[blepe Marivan, makavrio" h\n Lavzaro".

When he used to see Mary, Lazarus was happy.

NOMINAL PREDICATE.

In previous lessons, the nominative case has been used to indicate the subject of a verb. 2 /
In this lesson, the nominative is also used after forms of eimi , I am, I am.

Mariva Kai; Lavzaro" h\san tevkna.

Mary and Lazarus were children.

micro; Lavzaro" h\n dou'lo"

Little Lazarus was a slave.

This use is called predicate nominal.

DATIVE OF TIME.

In past lessons it was explained that the dative of place (locative of place) indicates the place
where an action happens. The dative case can also indicate when it happens.

ejn crovnw/ mikrw/' pevmpei a[ggelon.

In a short time he sends a messenger.

It is possibly easier to simply remember that en is always used with the dative case, that is, it is
followed by a noun in the dative case.

EXERCISES.

to. Fill in the boxes with the correct forms of the Greek words.

The imperfect of pinw

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I

c. Translate the following sentences, noting that a Greek verb in the future tense that is in a
subordinate clause of an imperfect verb must be translated into Spanish with the conditional. (In
Greek there is no conditional form) For example:

oJ a[ggelo" e[lege o{ti douleuvsousi oiJ ajdelfoiv

The messenger said that the brothers would serve.

1) Lavzaron ajpevlue Fivlippo" o{te tevkna ejqeravpeue Lavzaro".

2) o{te douleuvsomen toi'" ajnqrwvpoi" ejn tw'/ khvpw/, ijscuvsomen

Prof. Arvin A. Mendez Balderas 59
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I
ejsqivein tou;" karpou;" tou' khvpou.

3) ejlevgomen o{ti oujk hjsqivomen tou;" karpou;" kai; oujk

ejpivnomen to;n oi\non Pevtrou.

4) hjlpivzete o{ti oi\non oujk ijscuvsousi pivnein oiJ dou'loiÉ

5) Ma'rke, e[fere" ojyavrion Nikodhvmw/É

6) naiv, e[feron ojyavrion kai; a[rton tw'/ ajdelfw/' kai; e[pempon

tou;" karpouv" ejk tou' khvpou.

7) e[pempe" pothvria oi[nou toi'" tevknoi"É

8) oujk e[pempon, ouj ga;ri[scuon pivnein oi\non.

9) Ma'rke kai; Nikovdhme, o{te h\te mikra; tevkna, ijscuvete

mnhmoneuvein pevntote tw'n ijdivwn creiw'nÉ

10) o{te h\" ejn tw'/ oi[kw/, e[blepe" ta; ajrnivaÉ

11) h[lpize oJ a[ggelo" o{ti h\te makavrioi.

12) naiv, h[mhn makavrio" tovte kai; h\men makavrioi pavntote.

13) h[mhn suvn Mariva/ tovte ga;r oJmou' h\men pavntote.

14) h\n ejleuqevra, ajlla; dou'lo" h[mhn.

15) h\te oiJ ajdelfoi; "Mariva."

d. Change the underlined verbs to the imperfect tense.

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I
1) ejlpivzousi blevpein tou;" ajggelou".

2) mnhmoneuvete to;n crovnon o{te ajpoluvsomen to;n kalo;n dou'lon.

3) e{lpivzei pevmpein ta;" ijdiva" dwreav".

4) levgei parrrhsiva/peri; tw'n ejpiqumiw'n Pevtrou.

5) levgousi Mariva kai; to; tevknon peri; th'" parrrhsiva" Lazavrou.

e. Note carefully the following English words as they relate to the new Greek words in this lesson.

1) angel: a heavenly messenger.

2) mnemonics: art of increasing the range of memory.
3) Chronology: way of computing times.
4) microscope: instrument that magnifies the image of very small objects.
5) palingenesis: back to life again.
6) synchronous: occurring at the same time.

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LESSON 9

LÁZARUS returns TO SLAVERY.

Read the reading aloud, practicing the pronunciation, but don't worry about the translation just
yet.

o{te h[sqion dei'pnon ejn tw'/ oi[kw/ Lavzaro" kai; Mariva kai; oiJ ajdelfoi;
Mariva", ajpo; tou' khvpou ajpevluse to; ajrnivon Mariva" kako;" gewrgov".
ejn th'/ skotiva/ to; gewrgovn oiJ dou'loi Filivppou kai; Pevtrou oujk
e[bleyan, ajlla; h[kousav tou' ajrnivou, kai; e[legon tw'/ ajnqrwvpw/.

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I
ejn tw'/ oi[kw/ e[legon oiJ dou'loi Filivppw/ kai; Pevtrw, « hjkouvsamen
a[nqrwpon ejn tw'/ khvpw/ » .
« ajpevlusa" to; ajrnivonÉ » ejn th'/ skotiva/ ejlevgomen.
« naiv, ajpevlusa » , hjkouvsamen. « ajlla; oujk ejblevyate o{te ajpevlusa
to; ajrnivon. nu'n ejlpivzw fevrein to ajrnivon eij" to;ni[dion oi\kon. caivrete,
dou'loi. »
o{te tou;" douvlou" h[kouse Mariva, oujkevti makariva h\n. tovte oujkevti
makavrio" h\n Lavzaro" o{ti oujkevti makariva h\n Mariva.
« shvmeron ejn tw'/ khvpe/ e[bleya a[nqrwpon mikrovn. e[bleyen to;
ajrnivon » , ejmnhmovneuse dou'lo". « oujk h\n dou'lo", ajlla; h\n ejleuvqero" » .
tovte Lavzaro" kakou' mikrou' gewrgou' ejmnhmovneuse.
« ejlpivzw shvmeron blevyai kai; fevrein pavlin to; ajrnivon Mariva/ » ,
e[lege Lavzaro". « cai're, Mariva. caivrete, ajdelfoiv. caivrete, dou'loi » .
oujk i[scue Lavzaro" blevyai ejn th'/ skotiva/, ajlla; ejmnhmovneuse to;n oi\
kon tou' kakou' gewrgou'. h[plisen ijscuvein blevyai to; ajrnivon ejn tw'/ oi\kw/
tou' gewrgou'.
goal; mikro;n crovnon e[bleye Lavzaro" to; ajrnivon ejn tw'/ oi[kw/ tou'
gewrgou'. ajlla; h[kousen oJ gewrgov" su;n toi'" ijdivoi" douvloi". e[pemyen ejk
tou' oi[kou kai; teriv to;n oi\kon tou;" ijdivou" douvlou".
« blevyate. fevrete to;n kako;n eij" to;n oi\kon, dou'loi » , e[legen oJ
gewrgov". goal; mikro;n crovnon ei" to;n oi\kon Lavzaron fevrein i[accusan.
« blevyon tou'" dou'lou", Lavzare » , e[lege oJ gewrgov". « ouj ga;r
ijscuvsei" fevrein to; ajrnivon pavlin Mariva/. ouj levgw, “ ajpolusavtwsan
Fivlippo" kai; Pevtro" Lavzaron ” , ajlla; levgw, “ douleusavtw Lavzaro" tw'/
gewrgw'/. dou'loi, mnhmoneuvsate, e[cete pavntote Lavzaron ”» .
o{te oJ kakov" gewrgov" parrhsiva/ e[legen, oujkevti ejleuvqero" h\n
Lavzaro" ajlla; h[plisen o{ti mnhmoneuvei Mariva tou' kai; Lazavrou.

VOCABULARY.
ajkouvw, ajkouvsw, I hear, I hear (followed by the
h[kousa
direct object in accusative or genitive)
gewrgov", oJ Labrador
metav (with genitive) with; (with accusative)
after.
mhv no (used with the imperative)
periv (with acknowledgment) around
shvmeron today
skotiva, -a", hJ darkness, darkness

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AORIST TENSE. I

In this lesson the aorist tense is introduced, which represents an action as an event. Generally
the aorist indicative refers to the past tense, but the major emphasis is not on time, but on the punctual
quality of the action (not progressive or continuous, but momentary ). In the subjunctive, optative, and
imperative moods there is no indication of past tense. Therefore, it is important that from our first
encounter with this verb tense, we get used to thinking about the quality rather than the time of the
action. Multiple translations are supported.

7/
hkousa I heard (on one occasion) or, I started to hear.

PARADIGMS OF THE FIRST AORIST OR SIGMATIC TENSE OF THE ACTIVE INDICATIVE.

ajkouvw
h[kousa hjkouvsamen
h[kousa" hjkouvsate
h[kouse h[kousan

This group has a temporal increase as some verbs have in the imperfect 2
indicative ( See previous chapter ). The aorist tense suffix -sa- is added to the augmented theme -
hkou- (except in the third person singular where -se- is used.) The sigma of the suffix motivates the
title "sigmatica." The following endings are added to the suffix -, -, -men, -te, -n .

b blevpw

e[ble to ejblev amen

e[ble to" yejblev tie
e[ble and y e[blean

Syllabic augmentation is used here. To the stem -ejblep- he adds -sa- or -se- , with the
result that e[blepsa writes with the -ps- combined into -y . pevmpw follows this pattern.

c ajpoluvw

ajpevlusa ajpeluvsamen
"ajpevlusa" ajpeluvsate
ajpevluse ajpevlusan

Here, as in the imperfect indicative, the increase is introduced between the prepositional prefix
and the verbal stem: ajpo-e-lusa . Then the vowel -o- in ajpo- is elided. The temporal suffix -sa-
and the endings are the same as those of the two previous paradigms.

Prof. Arvin A. Mendez Balderas 64

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RECOGNIZING THE SHAPES. I

So far, we have looked at the present, imperfect, future, and aorist tenses. They can be easily
distinguished in the indicative mood. Basically it goes like this: the future tense adds an -s- to the end
of the stem, the imperfect adds a prefix of e- , and the aorist adds both e--------------------s- .

present blevpw I see

future blevyw I will see
imperfect e[blepon I saw
aorist e[bleya vi

PARADIGMS OF THE FIRST AORIST OR SIGMATIC OF THE ACTIVE IMPERATIVE

ajkouvw

a[kouson ajkouvsate
ajkousavtw ajkouvsatwsan
It is very important to note that the aorist imperative has no increase. Only the indicative mood
has increase. The ending -son must be taken into account when learning by heart, since it does not
have the suffix -sa- .

b blevpw

blev on blevtie
ble avtw bleavtwsan

c ajpoluvw

ajpovluson ajpluvsate
ajpolusavtw ajpolusavtwsan

DISTINCTION BETWEEN THE PRESENT AND THE AORIST IMPERATIVE.

Just as the present indicative indicates a progressive or repeated action, the present imperative
commands an action that must progress or be repeated. On the other hand, the aorist, indicative or
imperative, emphasizes the punctual quality of the action. The aorist can focus on either the beginning
of the action, the effect of the action as a whole, but not its progress or repetition.

bleyavtw (May) he begin to see. (Let) him see. (aorist) blepevtw (Let him) continue
to see. (That) see repeatedly. (present) mh; blepevtw (That) do not continue
watching. (That) I stopped seeing. (present)

Prof. Arvin A. Mendez Balderas 65

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I /

No example of mh is presented with the aorist imperative since the /

Prohibitions of this kind are generally expressed by mh with the aorist subjunctive.

FIRST AORIST OR SIGMATIC OF THE ACTIVE INFINITIVE.

a. ajkouvw : ajkou'sai
b. blevpw : blevyai
c. ajpoluvw : ajpoluvsai

The aorist ending of the active infinitive is -sai . The accent falls on the penultimate syllable:
acute when the syllable is short, and circumflex when it is long.

n MOVABLE

In the sentence oJ Fivlippo" ajpevlusen to; ajrnivon , the verb is in the third person
singular aorist active indicative of ajpoluvw . But at the end it has a letter that is not seen in the
paradigm. This letter is called movable n . The movable n is used (1) at the end of third-person
singular verb forms that end in -e , and (2) at the end of every word that ends in -si , or -fi .

FUTURE OF VERBS WHOSE STEMS END IN CERTAIN CONSONANTS.

a. Verbs in p , b or f . Just as blevpw forms the aorist e[bleya by combining the p and s
in y , it also forms the future tense using the same combination.

Present Future
blevpw blevyw
pevmpw pevmyw

Similarly, b and f join with s to form y .

b. Verbs in k , g or c . When -s- is added to the verbal stem that ends in k , g , or x
-. the future of ecw is exw . The rude spirit is an irregularity
that should be carefully noted, but will not be explained here.

c. Verbs in t , d or q . The letters t , d or q disappear when s is added.

FUNDAMENTAL PARTS OF GREEK VERBS.

The fundamental parts of Greek verbs are the first person singular indicative forms of the
following tenses:

Prof. Arvin A. Mendez Balderas 66

 Greek
Time I The fundamental parts of
ajpoluvw are:
to. present active ajpoluvw
b. active future ajpoluvsw
c. active aorist ajpevlusa
d. perfect active ajpolevluka
and. perfect middle or passive ajpolevlumai
F. passive aorist ajpeluvqhn
Of these six, the first three have already occurred in ajpoluvw and several other verbs. Over
time you will be able to develop any form (with few exceptions) of a Greek verb, if you know the
fundamental parts.

In the following lessons the fundamental parts of all the verbs will be given as they appear.

EXERCISES.

a. Translate the reading at the beginning of the lesson.

b. Familiarize yourself with the fundamental parts of the following verbs cataloged in this
summary. Some spaces on the list will be filled with details that will be presented in other
lessons.

Present Future Aorist

ajkouvw ajkouvsw h[kousa
ajpoluvw ajpoluvsw ajpevlusa
blevpw blevyw e[blevya
douleuvw douleuvsw ejdouvleusa
ejlpivzw
ejsqivw
e[cw exw
qerapeuvw qerapeuvsw ejqeravpeusa
ijscuvw ijscuvsw i[excuse
levgw
mnhmoneuvw ejmnhmovneusa
pevmpw pevmyw e[pemya
pivnw
fevrw

Prof. Arvin A. Mendez Balderas 67

 Greek
I Greek form in List I.
c. Look in List II for the translation for each

List I List II
1) pemyavtwsan to) You keep listening.
2) ejmnhmovneuen b) carry and carry
3) i[scuse g) They will wait
4) qerapeuevtw d) I could
5) e[lpison an Did you see
6) ejdouleuvete d) z) You used to be slaves
7) ejblevyate h) You start waiting
8) a[koue q) you keep waiting
9) fevrein Yo I was remembering
10) ejcevtwsan ) k) Remember
l) Let them start sending
m) They are about to send
n) could
x) You will be able to
eit Let's heal
her)
p) May it heal repeatedly
r) that they have
d. Identify only the tense (present, future, imperfect, or aorist) of the verb forms. (They are all in
indicative mode).
Verb Time
e[blepon
e[bleye
blevpei
blevyete
pivnomen
e[pinon
ijscuvsei
qerapeuvsousi
h[kousa
e[pemye
ajpeluvsamen
pevmyw
levgw
e[legon
e. Note carefully the following Spanish words in their relationship to the new words in this lesson.

1) acoustic: relating to the organ of hearing .

Prof. Arvin A. Mendez Balderas 68
 Greek
2) Jorge: proper name that means Ifarmer .
3) perimeter: the outline of a figure.
4) metaphysics: the treatise after physics in the works of Aristotle.

J. ------------TO,
f. Complete each of the following sentences with the appropriate form of o gewrgo" , s
or from h skotia , as the context requires.

1) pevmpete ______________ goal; tw'n ajdelfw'n.

2) ejn ___________ h\san oiJ kaloi; a[ggeloiÉ
3) ejk ___________ ejblevyamen ta;" dwrea;" teri; ___________

4) puretou;" __________________ mh; qerapeusavtw meta;

mikro;n, ajlla; nu'n.
5) suvn _____________ ejn _______________ h\men pavntote
makavriai.
6) mh; pivne oi\non, ______________.
7) goal; ___________________ shvmeron e[pemya" dou'lon
peri; to;n oi\kon.
8) peri; to;n kh'pon ejn _______________ h\teÉ
9) shvmeron e[bleye kala; ajpniva peri; Marinan _____________

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Prof. Arvin A. Mendez Balderas 70

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LESSON 10

RESCUED: THE lamb , BUT NOT LÁZARO .

Read the reading aloud, practicing the pronunciation, but don't worry about the translation just
yet.

jIavkwbo", oJ gewrgov" oJ kakov", makavrio" h\no{ti Lavzaron to;n

ejleuvqeron kai; to; Mariva" ajrnivon ei\cen.
jIavkwbo" : « creivan deivpnou kalou', dou'loi, e{xw. ejpiqumivan tou'
mikrou' ajrnivou nu'n e{xw. ejn ajlhqeiva/ e{xw kalovn dei'pnon, Lavzare » .
Lavzaro" : « kake; jIavkwbe, pw'" ijscuvei" ejlpivzein ejsqivein to; Mariva"
ajrnivon to; mikrovnÉ e[cei" ga;r plou'ton ejn ajlhqeiva/. e{xei" ouj creivan tou'
Mariva" ajrnivon » .
jIavkwbo" : « pw'" ijscuvei" levgein th;n ajlhvqeian parrhsiva/É dou'lo"
levgein parrhsiva/ oujk ijscuvei, kai; dou'lo" kako;" levgein th;n ajlhvqeian oujk
ijscuvei. dou'le Lavzare, mhv levge peri; tou' plouvtou jIakwvbou » .
Lavzaro" : « kake;, meta; mikro;n crovnon ajpoluvsousi Lavzaron kai; to;
Mariva" ajrnivon oiJ a[nqrwpoi th'" kwvmh". blevyei" meta; mikro;n crovnon,
jIavkwbe kakev » .
jIavkwbo" : « mhv levge, kakev » .
Lavzaro" : « ejn ajlhqeiva/ shvmeron Fivlippo" kai; Pevtro", ejleuvqeroi,
tou;" ijdivou" douvlou" meta; tw'n ejleuqevrwn th'n kw'mh" pevmyousin ei" to;n
tou' kakou' gewrgou' gewrgou' oi\kon » .
jIavkwbo" : « pw'" ijscuvei" levgein peri; th'" ajlhqeiva"É hJ ga;r ajlhvqeia
Lavzaron, to;n tou' kako;n dou'lon, oujk ajpoluvsei » .
Lavzaro" : « pw'" ijscuvsei" e[cein ejleuvqeronÉ »
jIavkwbo" : « e{xw to;n dou'lon to;ni[dion ejn sphlaivw/ suvn tw/' ijdivw/
plouvtw/. ouj blevyei" to;n plou'ton ejn th'/ tou' sphlaivou skotiva/ pw'" blevyei"
to;n plou'ton tou' sphlaivou ejn th'/ skotiva/É oiJ th'" kwvmh" ejleuvqeroi ouj
blevyousi Lavzaron kai ; oujk e{xousin to;n plou'ton tou' gewrgou' th'/ kwvmh/ » .
goal; mikro;n crovnon e[pemyan Fivlippo" kai; Pevtro" tou;" douvlou" tou;"
ijdivou" suvn toi'" th'" kwvmh" ajnqrwvpoi" eij" to;n jIakwvbou oi\kon. ajlla; oujk
ejn tw'/ oi[kw/ h\n Lavzaro". i[accused;

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ajrnivon pavlin Mariva/ fevrein, ajlla; ouj Lavzaron to;n ejleuvqeron blevyai.
VOCABULARY.

alhvqeia, -a", hJ ecw, TRUE

exw, (aorist later) I have
jIavkwbo", -ou, oJ
kakov" Jacob, Santiago
"kalov" bad, vicious
kwvmh, -h", hJ good, beautiful, beautiful,
noble
plou'to", -ou, oJ pw'"
village, town
sphvlaion, -ou, tov wealth
as
cave
MORE paradigms OF THE FIRST DECLENSION.

In lesson 7 the forms of kardiva and dwreav were pointed out. These paradigms serve as a
model for all nouns ending in -ea , -ia , or -ra . In this lesson, two more models are used for nouns
ending in -h and for nouns ending in -ea , -ia , or -ra . (The a is short).

a. Names in – h

kwvmh kw'mai
"kwvmh" kwmw'n
kwvmh/ kwvmai"
kwvmhn "kwvma"

b. Names in –ea , -ia , or ra .

ajlhvqeia ajlhvqeiai
ajlhqeiva" ajlhqeiw'n
ajlhqeiva/ ajlhqeivai"
ajlhvqeian ajlhqeiva"

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SUMMARY OF THE ENDINGS OF THE FIRST DECLENSION.

Since the plural of all first declension nouns is the same, our special interest must be directed to
the differences in the singular.

Singular Plural
after e, i, r after of
other letters
-a (short) or -h -ai
-a (long)
-to" -h" -wn
-to/ -h/ -ai"

-an (with short a ) or -hn -to"

-an (with long a )
MORE paradigms OF ADJECTIVES OF THE FIRST OR SECOND DECLENSION.

In lesson 7 , divkaio" was presented as an example of first and second declension adjectives
whose feminine nominative ends in –ea , -ia , or -ra . Another class of first and second declension
adjectives has the feminine singular nominative ending in –h . These two models cover almost all
adjectives of the first and second declension.

Singular
"kalov" kalhv kalovn
kalou' kalh'" kalou'
kalw'/ kalh'/ kalw'/
kalovn kalhvn kalovn
kalev

Plural
kaloiv kalaiv kalav
kalw'n kalw'n kalw'n
kaloi'" kalai'" kaloi'"
"kalouv" "kalav" kalav

POSITION OF ADJECTIVES.

a. Limited attribution. (See Lesson 7) The adjective is placed between the definite article and the
noun it modifies.

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oJ kako;"gewrgov"
the bad farmer

b. Restrictive attributive. The adjective is placed after the modified noun and the repeated definite
article.

oJ gewrgo;"kakov"
the farmer, the bad one

This position is somewhat more emphatic than the unlimited attributive position and may be
translated, in the present example, "the husbandman, (I mean) the wicked," as if there were other
husbandmen who are not wicked.

c. Predictive. The adjective is not placed in the positions explained above, but it does modify a noun
that has a definite article.

oJ gewrgov" kakov", (o) kakov" oJ gewrgov"

The farmer is evil, (o) Bad is the farmer.

oJ gewrgov" h\n kakov"

The farmer was evil.

Note (1) the absence of the verb in the first two examples – very common in Greek, and (2) the
fact that these adjectives in predicative position also function as a nominal predicate (See Lesson 8).

d. Ambiguous. When a noun is not modified by any definite article, it is often impossible to assign
an attributive or predicative position to the adjective that accompanies it.

gewrgov"kakov"
It can mean: "a farmer is evil" or "a farmer, I mean, an evil one."

MODIFYING GENITIVES USED AS ADJECTIVES.

Sometimes the genitive of a noun can serve as the corresponding adjective.

to; Mariva" ajrnivon

Mary's lamb.

eij" to;n tou' gewgou' oi\kon

to the farmer's house.

Mariva" and gewgou' are used as adjectives in unlimited attributive position.

ADJECTIVES USED AS NOUNS.

In reading this lesson we have several examples of adjectives that are used without modifying

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any expressed noun. Take as an example: tou;" ijdivou" douvlou" meta; tw'n ejleuqevrwn
pevmousin , «…they will send their own slaves with the free (men)…" The context helps us
understand with ejleuqevrwn the noun ajnqrwvpwn , but the adjective itself serves as a noun.
Suppose we had aiJ ejleuvqerai . We would translate this "the free women" unless the context
indicated some other feminine and plural noun that would be the noun understood with aiJ
ejleuvqerai . Likewise, ta; Ejleuvqera generally means "the free things."

EXERCISES.

to. Translate the reading at the beginning of the lesson.

b. Give the forms of kalov" , makavrio" , and divkaio" that agree with each of the following words:
"kalov" makavrio" "divkaio"
1) th'" ajlhqeiva"
2) kwvmh/
3) gewrgoi'"
4) ta;"creiva"
5) ajggelou"
6) cardiva
7) dwreavn
8) splaivwn
9) jIavkobe
10) skotiva/
11) kwvmhn
12)kwvmh
c. Associate the following Spanish words with the new Greek words used in this lesson.
1) cacophony: mixture of unpleasant (bad) sounds.
2) plutocrat: someone who has power because of his wealth.

d. Write in Greek:

1) Bad hearts.

2) The bad hearts.

3) The hearts, I mean, the bad ones.

4) The small cups.

5) In the little cups.

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6) To the cups, I mean, the small ones.

7) For the brothers, the free.

8) In the beautiful house.

9) A happy labrador.

10) About his own wealth.

11) You see the village, I mean the happy one.

TO CHEER YOURSELF UP:

Matthew 6:9-10 (First part of the "Our Father")

Pavter hJmw`n oJ ejn toi`" oujranoi`", aJgiasqhvtw to; o[noma sou, ejlqevtw hJ
basileiva sou, genhqhvtw to; qevlhma sou, wJ" ejn oujranw`/ kai; ejpi; gh`".

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O"AEF13 1 T I-
FE CTT13*

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LESSON 11

A CONSUMMATE SINNER IS FRIGHTENED BY DEATH.

Read the reading aloud, practicing the pronunciation, but don't worry about the translation just
yet.

Lavzaron eij" to; sphvlaion jIavkwbo" h[gagen kai; h\lqen eij" to;ni[dion oi\
kon pavlin.
« ejnevgkate nu'n ojyavrion kai; a[rton, dou'loi. creivan ga;re[scon fagei'n »
, ei\pen jIavkwbo".
tovte h[negkan ojyavrion kai; a[rton jIakwvbw/.
« ei[pate o{ti to; Mariva" ajrnivon hjgavgete pavlin eij" to;n kh'pon
FilivppouÉ » ei\pen jIavkwbo".
« oujk hjgavgomen, jIavkwbe, ajlla; oiJ ejleuvqeroi th'" kwvmh" kai; oiJ
Filivppou dou'loi to; ajrnivon ejk tou' oi[kou h[gagon » , ei\pan oiJ dou'loi.
« oujkevti to; ajrnivon e[cw, ajlla; e{xw pavntote Lavzaron » , ei\pen oJ
kako;" gewrgov". « nu'n su;n jIakwvbw/ fagevtwsan kai; pievtwsan oiJ dou'loi » .
« labevtw to; pothvrion oi[nou kalou' oJ makavrio" gewrgov" » , ei\pan oiJ
dou'loi.
e[foot kai; e[pion. e[pinon. o{te e[pine, pureto;" jIavkwbon e[laben. oJ
pureto;" kako;" h\n.
goal; mikro;n crovnon oJ kako;" ajpevqnhsken. tovte ejmnhmovneusen o{ti
kakov" a[nqrwpo" kai; o{ti oujk h\ne{toimo" ajpoqanei'n. oujkevti h\n makavrio".
« ejlqe; nu'n eij" to; sphvlaion » , ei\pe douvlw/. « They washed a[gage.
ejlpivzw o{ti qerapeuvsei to;n kako;n gewrgovn » .
h\lqen eij" to;n oi\kon meta; mikro;n crovnon Lavzaro".
« kako;n pureto;ne[cw, naiv, kako;n puretovn. creivan Lazavrou e[cw.
qeravpeuson to;n gewrgo;n to;n kako;n kai; ijscuvsei" ejlqei'n pavlin eij" to;ni[dion
oi\kon » , ei\pe jIavkwbo".
« o{ti puretou;" qerapeu'sai ijscuvw h[kousa"É h[kousa" th;n ajlhvqeian » ,
ei\pe Lavzaro".

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« pw'" ijscuvsw ajpoqanei'nÉ kako;" ajpoqanei'n oujk ejlpivzei. nu'n,

Lavzare, qeravpeuson to;n gewrgo;n to;n kakovn. oujkevti ajkouvsei", “
shvmeron kako;" h\n jIavkwbo" ” . » ei\pe oJ gewrgov".
« ejlpivzw o{ti levgei" thvn ajlhvqeian » ei\pe Lavzaro". ejqeravpeuse to;n
pureto;n, kai; oJ gewrgo;" Lavzaron ajpevluse kai; e[pemye dwrea;" kala;" ejk
tou' ijdivou plouvtou eij" to;n oi\kon Lazavrou.

VOCABULARY.
I carry, I bring, I go I die
a[gw, a[xw, h[gagon
ajpoqnhvskw, (future later) , I eat
ajpevqanon
ejsqivw, (future later) , prepared, rigged I have
e[fagon e{toimo", -h, -on I came, I went
e[cw, e{xw, e[scon h\
lqon, (pres. and fut. later) I take, I receive
lambavnw, (future later) , e
[labon I say, I speak
levgw, (future later) , ei\pon
/ I drink
pinw, (future later) ,e [pion
fevrw, oi[sw, h[black I carry, I bring, I endure

SECOND AORIST TENSE OF THE ACTIVE INDICATIVE.

The forms h\lqen , ei\pen , fagei'n , and hjgavgomen

used in this lesson are the second aorist forms. In meaning, such an aorist is the same as the aorist using -
sa , generally called the first aorist. Few verbs have both aorist forms. However, the formation of the
second aorist differs from the first and is very similar to the imperfect. Both tenses have (1) rise, (2) the
thematic vowel o / e , and (3) the endings -n, -", -, -te, -v , known as the secondary endings of the
active voice. Generally the imperfect can be distinguished from the second aorist by the theme. Compare
the following examples of the two times.

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Present Imperfect Second Aorist

a[gw h\gon h[gagon
ajpoqnhvskw ajpevqnhskon ajpevqanon
ejsqivw h[sqion e[fagon
e[cw ei\con it's with
lambavnw ejlavmbanon e[labon
levgw e[legon ei\pon
pivnw e[pinon e[pion

The differences in the topic are due to several causes:

a. Different roots are used in h[sqion and e[fagon and in e[legon and ei\pon . In Spanish,
compare iba with iba .

b. The suffixes used in the present system, to which the imperfect belongs, explain the following
differences:

Imperfect Suffix Second Aorist

ajpevqnhskon -sk- ajpevqanon
( -qnh- is an altered form of -
qan- )
ejlavmbanon -an- e[labon
(The m was introduced into
the topic of the system
present.)
e[pinon -n- e[pion
7/ . . 5
c. The second aorist of agw reduplicates (repeats) the root, that is, ag - becomes ajgag -.
$ 7/
d. eicon arises from e-sec-on due to the loss of the intervocalic s and the contraction of
7/
e + e in ei , and escon uses the stem -sx-.

PARADIGMS OF THE SECOND ACTIVE AORIST.

to. Indicative
h[gagon h\lqon it's with e[labon
h[gage" h\lqe" e[sce" e[labe"
h[gage h\lqe e[sce e[labe
hjgavgomen h[lqomen e[scomen ejlavbomen
hjgavgete h[lqete e[scete ejlavbete
h[gagon h\lqon it's with e[labon

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b. Imperative
a[gage ejlqev "scev" washbe
ajgagevtw ejlqevtw scevtw labevtw
ajgavgete e[lqete scevte wash
ajgagevtwsan ejlqevtwsan scevtwsan labevtwsan
c. Infinitive
ajgagei'n ejlqei'n scei'n labei'n
V ARIATIONS WITH « a » INSTEAD OF « o » OR « e »

The first aorist and perfect endings influenced the second aorist, resulting in the appearance of -a-
instead of -o- or -e- in several cases. This substitution was not consistent, but you should be prepared to
find some forms like those presented in the paradigm below, if they appear from here on.

a. Indicative

ei\pa ei[pamen ei\pa" ei[pate ei\pe ei\pan

b. Imperative.

eijpovn, eijpe ei[pate

eijpavtw eijpavtwsan

c. Infinitive

eijpei'n

USING A LEXICON.

To learn how to use a lexicon, look at what the Spanish New Lexicon of the New Testament
(Jorge Fitch McKibben, Casa Bautista) says, under the words divkaio", dikaiosuvnh , and
dikaiovw .

divkaio", -aiva, -on, just : of God, Rom. 3:26; of Christ, Acts. 3:14, 1 John. 2:1; of men, Mt.
1:19; 10:41; Mc. 6:20; Lc. 23:50; Rom. 1:17 (S)… (78 times). v. ajgaqov", kalov", pistov", crhstov"
.

dikaiosuvnh, -h", hJ, justice (of life) Mt. 5:6; Rom. 4:3 (S); 5:6; Eph. 5:9; opposite to
ajmrtiva , Rom. 8:10, to ajnomiva , 2 Cor. 6:14, achdikiva , Rom. 3:5; justice (of divine judgment):
Acts. 17:31, 2 Pet 1:1… (91 times). v. dikaivwma , dikaiokrisiva , divkh , ejlehmosuvnh , pivsti" .

dikaiovw , -w' , I do just, I justify : pres. Lc. 16:15; aor. pas., Lc. 7:35; before God, Gl.
2:16;3:8, 11, 24… (39 times).

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What can we learn from all this?

1. First of all, we know that divkaio" is an adjective, from the three endings that occur ( -o" , -
aiva , -on ), that dikaiosuvnh is a noun (from the three endings and especially from the
article hJ ), and that dikaiovw is a verb.
2. We also know the basic meaning of each word.
3. We see references to key passages where the term is used, with differences in usage indicated.
4. We know how many times the word is used in the New Testament (78 times, 91 times, and 39
times respectively).
5. We see that divkaio" follows the pattern of adjectives of the first and second declension. (In
fact this adjective is the guideline for the others).
6. We know that dikaiosuvnh is a feminine noun that probably follows the pattern of kwvmh .
7. Another possible form of dikaiovw is dikaiw' .
8. The (S) indicates that the quoted verse contains a quotation from the Septuagint, the Greek
translation of the Old Testament.

To find the other fundamental parts of a verb, you will have to look up the verb in another
dictionary, such as the one at the end of the book: Let's Learn Greek by Clarence Hale, Unilit Publishing.
Also the Greek-Spanish Lexicon of the New Testament , by Alfredo Tuggy from Editorial Mundo
Hispano.

EXERCISES.

a. Translate the reading at the beginning of the lesson.

b. Write the (aorist) forms of the verbs:

to. Indicative
1s h[gagon h\lqon it's with ei\pa e[labon
2s
3s
1pl
2pl
3pl

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b. Imperative
2s a[gage ejlqev "scev" eijpev washbe
3s
2pl
3pl
c. Infinitive

c. Write, where possible, (1) tense, (2) mood, (3) voice, (4) person, (5) number, and (6) the first of
the fundamental parts of the following verb forms.

time mode voice person number 1st part founded

e[pemyen
e[cei
qerapeu'sai
h\n
ijscuvsousin
"scev"
wash
ajgagei'n
ejgravfete
eijpev
hjnevgkate
scei'n
oi[seven
ei\pan
lambanevtwsan
e[sce"

d. Translate to Greek:

1) I was eating the fish.

2) I ate the fish.

3) You weren't drinking your own wine, Pedro.

4) You didn't drink your own wine, Pedro.

5) She went to the house.

6) We brought the lamb (only once).

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7) We brought the lamb (every night).

8) (Let) them continue talking.

9) (Let) them speak (just once).

10) She was ready to continue talking.

11) We were ready to talk (just once).

12) The gift came from the man, from the one (who is) ready to die.

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LESSON 12

This lesson is a review, especially dedicated to accents. If you have had some doubts regarding
accents, here you will reinforce the placement of accents and spirits when writing in Greek.

SUMMARY OF ACCENTS.

The accents .

Classification :

In the oldest manuscripts of the New Testament, only capital letters were used, without accents,
and without punctuation. The context indicated the meaning of the sentences where ambiguity existed.
In later manuscripts, punctuation began to be used in the 5th century, accents in the 7th century, and
lowercase letters in the 10th century. Even so, it is good to understand accents to know how to
pronounce words, and how to distinguish some forms that are similar.

There are three kinds of accents in Greek: acute ( ov ), circumflex ( o' ) and grave ( o; ).
Originally, they indicated a musical tone, rather than an emphasis. But, since we do not know how to
use them as they were originally used, they are used today to indicate emphasis only, just as in Spanish,
and we do not distinguish between the pronunciation of the three.

The correct placement of the three accents follows complex rules:

General rules:

Verbs, nouns and adjectives:

1. The accents on verbs try to move back as far as possible from the last syllable.
/
For example: ginwskomen –we know, we know.

2. The accents on nouns and adjectives try to stay on the same syllable as in the original form
(nominative singular)

For example: gewrgov" –labrador.

Long or short:
1. The "long" syllables are those that contain the vowels – h , - w , - ei , - ou , - ui , - au .
2. The "short" syllables are those that contain –e , and –o .
3. Syllables with vowels - a , -i , -u , are usually "short", but sometimes they are long.
4. Syllables with the diphthongs – oi and – ai are “long” when they end in a consonant and
“short” when they are without a consonant.

Other general rules:

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1. No accent can go back beyond the third syllable, the penultimate one.
Examples:
blepevtwsan (NOT blevpetwsan )
lambavnete (NOT lavmbanete )

2. The grave accent can only be on the last one, and is used only when the word is immediately
followed by another word, without punctuation in between.
Example:
qeravpeuson to;n gewrgovn.

3. The circumflex can be only on the last or penultimate syllable, and only on a long syllable.
(Frequently falls on a w )
Example:
kardiw'n , dw'ron , (NOT ka'rdiwn , not dwro'n either )

4. The acute accent can be on any of the last three syllables.

Example:
a[nqrwpo" , kardiva , gewrgov"

5. When the last one is long: a) the accent cannot fall on the penultimate, b) if the penultimate has
an accent, it must be acute, and not circumflex, and c) if the last one has an accent, it can be
acute or circumflex. (Other factors will determine whether it is acute or circumflex.) Examples:
a) ajnqrwvpou (NOT a[nqrwpou )
Although the rule is to keep the original stress of the noun, in this case, the last one is
long, and the stress has to be on the penultimate one.
b) douvlou (NOT dou'lou )
Although the original form (nominative singular) is dou'lo" , and the accent tries to
stay on the same syllable, in this case, the last one is long, forcing a change, and the accent on
the penultimate one has to be acute.
c) grafhv, grafw'n

6. When the last one is short: a) the accent can be on any of the last three syllables (last,
penultimate, or antepenultimate), b) if the penultimate is long and has an accent, it has to be
circumflex.

Exceptions .

1. Accents on other words follow special rules that will be observed.

2. There are exceptions to the normal rules explained above that will be noted. Many words will
have to be memorized with their corresponding accents.

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SUMMARY OF THE SPIRITS.

The spirits are placed on the first syllable of each word that begins with a vowel. When learning
a new word, you have to observe carefully whether that spirit is soft ( a ) or rough ( o ). If the word
begins with a diphthong, the spirit is placed over the second vowel ( ei ). See Lesson 1 to review the
information.

EXAMPLES OF RECESSIVE ACCENT.

a. In verbs of three syllables or more.

1) Verbs that have the last short: acute on the antepenultimate.

ajpoluvsomen, h[gagon

2) Which have the last long: acute on the penultimate.

ajpoluvei, ajpoqnhvskw

b. In finite two-syllable verbs.

1) Verbs that have the last short and the penultimate long: circumflex over the penultimate.

ei\ce

2) That have the last short and the penultimate short: acute on the penultimate: »/
ece

3) Which have the last long and the penultimate long: acute on the penultimate.

caivrw

4) That have the long last and the short penultimate: acute on the penultimate.

levgei

c. In finite one-syllable verbs.

,, , • ...
1) Long: circumflex hn
2) Short: acute or serious: scev" , sce;" tovpon

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EXAMPLES OF PERSISTENT ACCENT.

a. In the adjectives.

1) When the accent is on the last in the nominative masculine singular.

Singular
"kalov" kalhv kalovn
kalou' kalh'" kalou'
kalw'/ kalh'/ kalw'/
kalovn kalhvn kalovn
kalev
Plural
kaloiv kalaiv kalav
kalw'n kalw'n kalw'n
kaloi'" kalai'" kaloi'"
"kalouv" "kalav" kalav

a) Acute in the first and fourth inflectional form (plus the vocative) of singular
and plural.
b) Circumflex in the second and third inflectional forms of singular and plural.

2) When the accent is on the antepenultimate in the nominative masculine singular.

a) Acute in all cases.

b) Accent on antepenultimate when the last one is short.
c) Accent on the penultimate when the last is long.

Male Female Neutral

divkaio~ dikaiva divkaion
dikaivou dikaiva~ dikaivou
dikaivw/ dikaiva/ dikaivw/
divkaion dikaivan divkaion
divkaie dikaiva divkaion

b. In the nouns

1) When the accent is on the antepenultimate in the nominative singular.

a) In the second declension:

1. Names ending in – or" are modeled after the masculine column of

divkaio" .

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2. Neutral names, such as the neutral column of divkaio" .

b) In the first declension:

1. About the penultimate when the last is short: acute.

2. On the penultimate when the last is long: acute (with the exception of
the second inflectional form of plural where the last is accented with the
circumflex).

ajlhvqeia ajlhvqeiai
ajlhqeiva" ajlhqeiw'n
ajlhqeiva/ ajlhqeivai"
ajlhvqeian ajlhqeiva"

2) When the accent is on the penultimate in the nominative singular.

a) In the second declension.
1. Names that have an acute accent on the penultimate in the singular
nominative: acute on the penultimate in all cases.

to; tevknon tou' tevknou tw/' tevknw/ to; tevknon

-- tevknon

2. Those that have a circumflex accent on the penultimate in the

nominative singular: circumflex transformed into acute when the last
one is long.
"oJ dou'lo"
tou' douvlou
tw/' douvlw/
to;n dou'lon
-- dou'le

b) In the first declension: acute accent on the penultimate in the nominative

singular.
kwvmh kw'mai
"kwvmh" kwmw'n
kwvmh/ kwvmai"
kwvmhn "kwvma"
1. The acute accent is preserved when the latter is long, with the exception
mentioned in (3) below.
2. The nominative plural has a circumflex accent on the penultimate.
3. The second inflectional form of the plural has a circumflex accent in the
last one.

3) Accent on the last in the nominative singular.

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a) Names ending in – or" are modeled after the masculine column of kalov" .
b) Neutral names, such as the neutral column of kalov" .
c) Female names like the kalov column" .

THE ACCENTS IN OTHER PARTS OF THE SENTENCE, OTHER THAN VERBS, ADJECTIVES OR NOUNS .

They will be learned by observation.

EXERCISES.

a. The following words are the only ones studied so far that have the rude spirit:

aiJ
exw
e{toimo"
and
h
€
either
oiJ
oJmou'
and,
ote
and,
oti

If you are familiar with this list, it will be easier for you to see in the following exercises the soft
spirit in the other words that begin with a vowel.

b. Applying the principle of recessive stress, stress and put the spirit in the following verbs.

1) lambanete
2) hgagon
3) ecousi
4) apoqnhskei

5) emnhmoneusan
6) hsan
7) "iscuei"
8) stinks"
9) pemyomen
10) ebleyen

c. After making sure you know where the stress falls on the nominative singular of each of the
following adjectives, place correct stresses and spirits on the corresponding syllables.

1) kakou
2) dikaioi

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3) idia/
4) "eleuqerai"
5) mikra tekna
6) Maria Maria

d. After making sure you know where the stress falls on the nominative singular of each of the
following nouns, place correct stresses and spirits on the syllables to which they correspond.

1) kwmhn
2) artw/
3) Filippou
4) "oinou"
5) aggelwn
6) dwrewn
7) Lazarw/
8) "chronou"
9) adelfoi"
10) "sphlaioi"

e. Put into practice everything you have learned about accents, and place the spirits and accents
properly in the following sentences.

1) mnhmoneuete twn teknwn in tw/ sphlaiw/.

2) oi gewrgoi elabon ton plouton peri th" kwmh".

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LESSON 13

Note: You will notice that the size of the Greek letters is reduced from this lesson onwards. This
new size is closer to the normal size in New Testament texts, and therefore, it is good to get used to
reading it that way. In the first few lessons a larger font has been used to give you an advantage at the
beginning of learning Greek.

FAR AWAY, TOWARDS A NEW LAND.

Read the reading aloud, practicing the pronunciation, but don't worry about the translation just
yet.

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oJ kuvrio" tw'/ Abram ei\pen, « ejlqe; ejk th'" gh'" sou' kai; ejk tou' oi[kou sou' » .

tovte ejn th'/ Mesopotamian/ h\n oJ Abram. ajlla; oiJ a[nqrwpoi ejn th'/ Mesopotamiva/ h\san kakoiv,
ouj divkaioi, oujc e{toimoi douleuvein tw'/ kurivw/.

h\lqon ou\n ejk th'" gh'" Mesopotamian" oJ Abram kai; hJ Sara kai; oJ Lw't.

o{te oJ Abram ejk th'" ijdiva" gh'" h\lqen, tavca ei\pan oJmou' oJ Abram kai; hJ Sara.

Sara : « Abram, ajdelfe; ejmou', ei\pen a[ggelo" tou' kurivou soivÉ »

jvj; 'v [ J j '

\j “ j
Abram : « ouci ecw hkousa tou kuriou axw hmwn en th/ skotia/. eipen emoi, “ ecw o kuvrio" a[xw
uJma'" ejk th'" gh'" uJmw'n kai; ejk tou' oi[kou uJmw'n, kai; blevyete uJmei'" gh'n makarivan, kai; e{xete th;n
gh'n, su; kai; oJ oi\ko" sou'. his; ga;rh\" divkaio". ejgw; ga;re[bleya sev ”» .

Sara : « pavntote ou\n kakoi; h\san oiJ a[nqrwpoi peri; hJma'"É »

Abram : « naiv. hJmei'", su; kai; ejgw; kai; Lwvt, ejdouleuvomen tw'/ kurivw/, ajlla; oiJ a[nqrwpoi th'"
Mesopotamiva" oujk ejdouvleuon tw'/ kurivw/ su;n hJmi'n. pollovki" ou\ne[pempon ejme ejk tw'n ijdivwn oi[kwn
o{ti ejgw; ejdouvleuon tw'/ kurivw/. uJmi'n, soi; kai; tw'/ Lwvt, kaka; ei\pan oiJ kakoi; th'" gh'" o{ti uJmei'", su;
kai; Lwvt, ejdouleuvete tw'/ kurivw/É »

Sara : « nai;, pollovki" e[legon kaka; hJmi'n, ejmoi; kai; tw'/ Lwvt » .

AO , \[ j { j \J “
j;[ J 2 A
Abram : « makario" oun hmhn egw ote emoi eipen o kurio", “ egw axw uma" ek th" gh'" uJmw'n, kai;
th;n ijdivan gh'n th;n makarivan blevyete uJmei'" »» .

Sara : « pw'" ou\na[xei hJma'" oJ kuvrio" hJmw'nÉ »

Abram : « blevyomen hJmei'". tavca oiJ kakoi; th'" Mesopotamian" ouj blevyousin, ajlla; hJmei'"
blevyomen » .

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VOCABULARY.
Abram, oJ gh', gh'", hJ ejgwv
ejmev ejmou' ejmoiv hJma'"
hJmei'" hJmi'n hJmw'n kuvrio", Abram (indeclinable)
oJ Lwvt, oJ Mesopotamiva, hJ land, region, country
oujn oujc I
me (accusative of ejgwv )
(genitive of ejgwv )
(dative of ejgwv )
we (accusative of hJmei'" )
us
(dative of hJmei'" )
(genitive of hJmei'" )
Lord, master, sir
Lot (indeclinable)
Mesopotamia
so, so, therefore not (form of ouj , used before a word that has spirit

oujciv rude)
no, not at all (emphatic form of ouj )

often, many times Sarai

(accusative of suv )
(genitive of suv )
(dative of suv )
you
maybe
"polkavki" (accusative of uJmei'" )
Sara, -a", -an, hJ sev sou' soiv you
suv tavca uJma'" uJmei'" uJmi'n (dative of uJmei'" )
uJmw'n (genitive of uJmei'" )

D ECLINATION OF gh'

Since gh' is the contraction of the form geva, it has a circumflex accent throughout the
declension.

gh'
gh'"
gh'/
gh'n

The plural is not used in the New Testament.

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PERSONAL PRONOUNS.

First person
Singular
ejgwv I
ejmou', mou from my
ejmoiv, moi for me
ejmev, me I

Plural
hJmei'" us
hJmw'n of us
hJmi'n for us
hJma'" us

Second person
Singular
suv you
sou' of you.
soiv for you
sev tea

Plural
uJmei'" you
uJmw'n yours
uJmi'n for you
uJma'" you

THE ARTICLE DEFINED WITH A PROPER NAME.

Sometimes the article is used with a proper noun, but very rarely can such articles be translated.

ouj douleuvei tw'/ Filivppw/

He is not Felipe's slave.
He doesn't serve Felipe.

USING AN ANALYTICAL LEXICON.

Even if you have studied a lot of Greek, when you read the New Testament you still find many
words that you do not recognize. Sometimes you don't even know what the root is to look up the word in
a dictionary. That is what an analytical lexicon is for.

For example, suppose you are reading John 1:1 in the Greek:

jEn ajrch`/ h\n oJ lovgo", kai; oJ lovgo" h\n pro;" to;n qeovn, kai; qeo;" h\n oJ lovgo".

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You may not know where the word h\n comes from. You can look it up in an analytical lexicon,
such as The Analytical Greek Lexicon , Bagster and Sons.

First, you have to be careful to distinguish this word from another very similar word, h{n . The
difference is in the accents only. Under h\n , the lexicon says:

3 pers. sing. imperfect ( ā 12 rem. 2)… eijmiv

This explains to us that the root verb is eijmiv (I am), and that this form is the third person
singular of the imperfect ("was" or "was"). What is in parentheses ( ā 12 rem. 2) points to section #12 of
paradigms in the beginning of the lexicon, and note 2 of the same section.

Unfortunately, there are no analytical lexicons in Spanish, the closest thing to an analytical
lexicon is the Greek-Spanish Lexicon of the New Testament by Alfredo Tuggy, published by Editorial
Mundo Hispano.

USING A LINGUISTIC KEY.

Instead of looking up every unknown word in an analytical lexicon, some prefer a linguistic
key, which follows the order of the New Testament, verse by verse, giving analysis of the least frequent
words.

Suppose you are reading John 3:16:

Ou{tw" ga;r hjgavphsen oJ qeo;" to;n kovsmon, w{ste to;n uiJo;n to;n monogenh` e[dwken, { `J vjj; ;jv
jÆ [ ?/
ina pa" o pisteuwn ei" auton mh apolhtai allÆ ech/ zwhn aiwnion.

We will see what the Linguistic Key of the Greek of the New Testament, ISEDET, Challenge
Books, says about this text. (The first text was originally written in German by Fritz Rienecker,
Sprachlicher Schlüssel zum Griechischen Neuen Testament . It was translated into English and modified
by Cleon Rogers. ISEDET has made a new modified version, using both Rienecker and Max Zerwick's
A Grammatical Analysis of the Greek New Testament .)

hjgavphsen aor. (=historical manifestation of the love of God). ajgapavw love. monogenhv"
only begotten. e[dwken ind. aor. (=accomplished fact) divdwmi . ajpovlhtai subj. aor
(=characterizes perdition as something momentary, the pres. e[ch/ contrarily describes the
possession of life as a lasting situation) ajpovllumai perish, be destroyed (we do not think
only of the natural end of life, but of its violent destruction as a consequence of the sentence
of judgment that God pronounces).

It presents us with an analysis of some words, giving us the meaning of the most important and
least frequent ones. It is very easy to understand it.

OTHER LINGUISTIC AIDS IN SPANISH.

I also recommend Ayuda Grammatical , and its companion, Ayuda Léxica , both by Roberto
Hanna, Editorial Mundo Hispano. These tools also follow the order of the New Testament. They are two

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different volumes, so you should have both texts open while studying the New Testament in Greek.

Since the Lexical Aid only contains words that occur less than 50 times in the New Testament (it
is assumed that we already know the others), in John 1:1, there is no mention of vocabulary.

The Grammar Help , by contrast, contains a full page of explanations of the verse John 1:1. This
is due to the last phrase, qeo;" h\n oJ lovgo", which has been the subject of theological discussion.

Two quotes from these explanations will give us an idea of the usefulness of this tool:

In this verse, the literal idea of prov" is evident: face to face with God .

The fact that qeov" has no article does not transform the word into an adjective. It is a
nominal predicate whose subject is lovgo" . A very universal rule in New Testament Greek
is that, when a predicate nominal precedes a verb, that noun lacks a definite article.
Grammatical considerations, therefore, do not necessarily require that there be a doctrinal
meaning in the omission of the article, because it is simply a matter related to the order of
the words...

EXERCISES.

a. Translate the reading at the beginning of the lesson. Please note (1) that the definite article in
front of a proper noun generally does not influence the translation, and (2) and that more
personal pronouns than necessary have been used in this passage.

b. Fill in the blanks with personal pronouns:

First person
Singular Plural
I us
from my of us
for me for us
I us
Second person
Singular Plural
you you
of you yours
for you for you
tea you

c. Fill in the personal pronouns that are missing in the following sentences.

1) pevmpete ou\n tavca to;n plou'ton _______________ (of you) eij" to;n oi\kon ___
_______ (from my) .

2) cai're, jIavkwbe. Levgei oujc oJ ajdelfo;" __________________ (of you) parrrhsiva/

shvmeron.

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3) oi[somen tavca a[rtou" _____________ (of us) .

4) oujciv. ouj douleuvete pollovki" _________________ (me) .

5) oujciv. oujk ijscuvsomen fagei'n ___________ (to you) , tevkna ____________ (of
my) .

6) "polkavki" ___________ (to us) h[gagon dwreav".

7) oujc ejmnhmovneuse hJ Mariva ___________ (us) .

8) __________ (me) blevyousi, Ma'rke.

9) ei[pomen _________________ (to you) , ajdelfoiv, o{ti e[fere dwrea;n

"Nikovdhmo" ___________ (to you) , Pevtre.

10) __________ (me) blevpete, a[ggeloi, ________________ (I) ijscuvw ojyavrion

fagei'n.

d. Write the following sentences in Greek, remembering that many times the personal pronoun
used as a subject emphasizes the personal idea of the verb endings. To indicate this emphasis,
several pronouns have been underlined in these sentences.

1) Are you talking to me, Felipe?

2) No. I 'm not talking to you, but Maria hopes to talk to you.

3) Yeah. I'm talking to you , not to Maria.

4) Maria, did they take your little lamb from the garden?

5) Yes, Marcos, and they have our fish too.

e. Associate the following Spanish words with the new Greek words from this lesson.
1) selfishness: excessive love of the self.
2) geography: description of the earth

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LESSON 14

STEPSISTER: HALF TRUE.

Read the reading aloud, practicing the pronunciation but don't worry about the translation yet.

ejpei; eij" th;n gh'n th;n makarivan h\lqen oJ Abram su;n th'/ Sara kai; tw/' Lw;t ejn tauvth/ th'/ gh'/
creivan a[rtou e[scon. eij" th;n Ai[gupton ou\nh\lqon oJ Abram kai; hJ Sara hJ gunh;.

ejpei; ou\n eij" th;n Au[gupton h\lqe, th'/ Sara ei\pen ou|to", « ejpei blevyousi se; oiJ Aijguvptoi, ou|toi
tavca foneuvsousin ejme; kai; oi[sousi se; eij" to;n oi\kon tou' Farawv, se; th;n kali;n Saran. ejgw; ga;r touvtou"
tou;" Aijguptou" foneu'sai oujk ijscuvsw, ajlla; ou|toi oiJ Aijguvptoi ejme; foneu'sai ijscuvsousi. levge ou\n tou\
toi" toi'" Aijguptivoi" toi'" Aijguptivoi", “ blevpete th;n ajdelfh;n touvtou tou' Abram ”» .

o{ti ga;r hJ Sara h\n ajdelfh; tou' Abram, tou'tou h\n hJ ajlhvqeia, ajlla; h\n kai; hJ gunh; tou' Abram.

ejn th'/ Aijguvptw/ ou\n hJ Sara hJ gunh; kai; hJ ajdelfh; tou' Abram ei\pe tau'ta toi'" Aijguptivoi", kai;
ou\toi to;n Abram oujk ejfovneusan, ajlla, th;n ajdelfh;n touvtou h[gagon eij" to;n oi\kon tou' Farawv. tovte
touvtw/ thv" Sara" tw/' ajdelfw'/, dwrea;" kala;" e[pemyen oJ Farawv.

goal; tou'to e[laben oJ Faraw; ajpo; tou' kurivou kakav. ejpei; ou\nh[kouse oJ Faraw; o{ti au{th h\n hJ
gunh; tou' Abram, touvtw/ ei\pen oJ Farawv, « ouj parrrhsiva/ ejmoi; ei\pe" teri; tauvth". his; ga;r ei\pe" kai;
au{th ei\pen, “ blevpei" th;n ajdelfh;n tou' Abram ” . lavbe ou\n tauvthn kai; e[read ejk th'" gh'" kai; HE; ouj
foneuvsw » .

ejpei; oJ Faraw; tau'ta ei\pe touvtw/ kai; tauvth/, ejk th'" Aijguvptou h\lqon Abram kai; Sara, hJ gunh;
kai; Lwvt.

VOCABULARY.

ajdelfhv, -h'", hJ sister

Aijguvptio", -a, -on Egyptian
"Ai[gupto"
gunhv, hJ Egypt
woman, wife (not of the first
declension; other forms will be
ejpeiv presented in the course of Greek II)
ou|to", au{th, tou'to when, since, after, because this, this,
Farawv, O.J. this
foneuvw, foneuvsw, ejfovneusa Pharaoh (indeclinable)
I kill, murderer
THE DEMONSTRATION ou{to"

a. Use.

The words tauvth/ , touvtou" , and ou{toi are inflectional forms of the demonstrative ou{to", au{th,
tou'to : este , and can serve as pronouns when they go alone, or as adjectives when they accompany a
noun with its definite article.

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Adjectival use.
ejn tauvth/ th'/ gh/'
on this earth

pronominal use
th'/ Sara ei\pen ou{to"
This one said to Sarai.

Note that the demonstrative adjective in Greek precedes or follows the combination of definite
article and noun; You cannot place yourself in the middle of them.

b. Decline.

Singular
Male Female Neutral
ou|to~ au{th tou'to
touvtou tauvth~ touvtou
touvtw/ tauvth/ touvtw/
tou'ton tauvthn tou'to

Plural
Male Female Neutral
ou|toi au|tai tou'to
touvtwn touvtwn touvtwn
touvtoi~ tauvtai~ touvtoi~
touvtou~ tauvta~ tauvta

Note that the endings are the same as those found in the article ( oJ , hJ , tov ), except in the first
form ou|to~, where it has the ending a[nqwpo" . They will be easy to recognize.

Note also that the accents follow the normal rules. ou|to~ is the original form, with the
circumflex accent on the penultimate, and this accent is maintained where possible. But when the last
one is long, the circumflex becomes acute ( touvtou , au{th , etc.).

EXERCISES.

a. Translate the reading at the beginning of the lesson.

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b. Fill in the spaces with the demonstrative form ou|to~ :

Singular
Male Female Neutral

Plural
Male Female Neutral

c. Match the adjectives from list II with the nouns from list I.

List I List II
1) toi'" ajnqrwvpoi" a) touvtw/
2) ta; ajrniva b) tauvthn
3) tou;" a[rtou" g) tou'to
4) to; dei'pnon d) tauvtai"
5) tw'/ douvlw/ e) au{th
6) th;n ejpiqumivan z) touvtou"
7) tai'" kardivai" h) tau'ta
8) hJ parrrhsiva q) tauvth"
9) th'/ skotiva/ i) tauvth/
10) th'" ajlhqeiva" k) touvtoi"

d. Note carefully the following Spanish words related to the Greek words in this lesson. new

1) Egyptology: study of the antiquities of Egypt.

2) gynecocracy: government of women.
3) gynecologist: doctor who specializes in the treatment of women.

and. Translate to Greek:

1) You kill this Egyptian.

2) These sisters.

3) These caves.

4) In this fish.

5) Concerning this land.

6) For these children.

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7) Of these lambs.

8) You take this cup.

9) From inside this cup.

10) We will not kill these Egyptians.

11) About these needs.

12) In these truths.

13) From these farmers.

14) With these sisters.

15) For these gentlemen.

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LESSON 15

A CHOICE AND A PROMISE.

Read the reading aloud, practicing the pronunciation, but don't worry about the translation just
yet.

pavlin eij" th;n gh'n th'" ejpaggeliva" tou' kurivou h[gagon ta; provbata aujtw'n kai; tou;" kamhvlou"
aujtw'n oiJ a[nqrwpoi Abram kai; Lw;t. ajlla; oujk ejn tw'/ aujtw/ tovpw/ i[scuson ejsqivein kai; pivnein oiJ
kavmhloi kai; ta; provbata. mikro;" ga;rh\n oJ tovpo".

ei\pen ou\n oJ Abram tw'/ Lwvt, « oujk ijscuvsomen e[cein to;n plou'ton hJmw'n ejn tw'/ aujtw'/
tovpw/. blevpe peri; hJma'". blevpe ejkevnhn th;n gh'n tou' jIordavnou, kai; tauvthn th;n gh'n peri; hJma'". his;
lavbe ejkeivnhn kai; tauvthn e{xw ejgwv, h{ lavbe tauvthn kai; ejkeivnhn e{xw » .

tovte e[bleyen oJ Lwvt th;n gh'n tou' jIordavnou, gh'n kalhvn. kai; aujtov" e[laben aujthvn. eiJ" ou\n
ejkeivnhn th;n gh'n h[gagen oJ Lwvt tou;" kamhvlou" kai; ta; provbata ajpw; tou' Abram.

goal; tou'to tw'/ Abram aujto;" oJ kuvrio" ei\pen, « su; e{xei" tauvthn thvn gh'n, su; kai; ta; tevkna sou'
» . au{th h\n hJ ejpaggeliva tou' kuvriou tw'/ Abram.

VOCABULARY.

aujtov", aujthv, aujtov ejkei'no", -oneself, oneself, he, she, it, that
hJ, -o ejpaggeliva, -a", hJ one, that one, that one
»/ promise
h
or what
jIordavnh", -ou, oJ kavmhlo", -ou,
Jordan (the river)
oJ o hJ provbaton, -ou, tov tovpo",
camel
-ou, oJ
sheep
place
MASCULINE NOUNS OF THE FIRST
DECLENSION.

The first declension nouns studied above are feminine and end in short – a , long – a , and – h .
In this lesson a first declension masculine name that ends in –h " has been introduced. Its endings differ
from the models already presented only in the first, second and fifth inflectional forms of the singular.

jIordavnh"
jIordavnou
jIordavnh/
jIordavnhn

There is no plural for this noun. The plural endings, however, for this class of first declension
nouns are the same as those of the other classes.

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THE DEMONSTRATION ejkei'no"

Just as ou|to" is used to indicate the closest people or things, in the same way ejkei'no" is used to
indicate what is further away

Singular
Male Female Neutral
ejkei'no~ ejkeivnh ejkei'no
ejkeivnou ejkeivnh~ ejkeivnou
ejkeivnw/ ejkeivnh/ ejkeivnw/
ejkei'non ejkeivnhn ejkei'no

Plural
Male Female Neutral
ejkei'noi ejkei'nai ejkei'no
ejkeivnwn ejkeivnwn ejkeivnwn
ejkeivnoi~ ejkeivnai~ ejkeivnoi~
ejkeivnou~ ejkeivna~ ejkei'na

The vocative is not used.

Note that the endings are the same as in ou|to" .

Note that these forms follow the normal accent rules. The original form is ejkei'no" , and the
accent tries to stay there. However, when the last one is long, the accent is changed to acute.

THE INTENSIVE aujtov" : DECLINATION

The declension of aujtov" is the same as that of ejkei'no" except for the accent.

Singular
Male Female Neutral
aujtov~ aujthv aujtov
aujtou' aujth'~ aujtou'
aujtw'/ aujth'/ aujtw'/
aujtovn aujthvn aujtov

Plural
Male Female Neutral
aujtoiv aujtaiv aujtav
aujtw'n aujtw'n aujtw'n
aujtoi'~ aujtai'~ aujtoi'~
aujtouv~ aujtav~ aujtav
The vocative is not used.

THE INTENSIVE aujtov" : USE

There are three uses of aujtov"

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a. To give emphasis to the noun or pronoun with which it agrees.

Abram aujtov" ei\ce douvlou"

Abram himself had slaves.

oJ a[nqrwpo" aujtov" (aujto;" oJ a[nqrwpo")

The man himself.

Note that aujtov" «emphatic» cannot be placed between the noun and the definite
article.

b. To indicate a noun or pronoun mentioned above.

ejn tw/' aujtw/' tovpw/

In the same place.

Note that aujtov" «identical» has to be placed between the noun and the definite
article.

c. As a personal pronoun.

hJ gh' h\n kalnv, kai; aujthvn e[laben Lwvt.

The land was beautiful, and Lot took it.

EXERCISES.

a. Translate the reading at the beginning of the lesson.

b. Fill the spaces with the forms of the intensive aujtov" .

Singular
Male Female Neutral
aujtov~ aujthv aujtov

Plural
Male Female Neutral

c. Translate into Spanish:

1) hJ aujth; jun; h\n ajdelfh; aujth;.

2) ta; provbata ejkei'na kai; oiJ kavmhloi ou|toi h\san touvtw/ h{ ejkeivnw/É

3) ejk tou' jIordavnou aujtou'

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4) eij" ejkei'non to;n jIordavnhn

5) h[meqa ejn th'/ aujth'/ skotiva/

6) h\te su;n tw'/ jIakwvbw/ aujtw'/É

7) ejkei'noi oiJ gewrgoi; h\san e{toimoi touvtoi" toi'" kamhvloi".

8) h[gagon ejkeivnou" peri; th;n aujth;n kwvmhn.

9) blevpete touvtou" tou;" ejleuqevrou"É

10) oujciv. ajlla; ejgw; blevpw tou;" douvlou" ejkeivnou".

11) oJ jIordavnh" h\n oJ tovpo"É

12) oujk h\n oJ jIordavnh" ajlla; ejkei'no" oJ tovpo".

13) oJ jIordavnh" oujk h\n tw'/ Lw;th] tw'/ Abram.

d. Match the following Spanish words with the Greek words learned in this lesson.
1) automobile: vehicle that moves itself .
2) camel: the Spanish word camel comes from Greek through Latin.
3) surveying: the art of outlining the surface of a place .

e. Write in Greek:
1) This promise.

2) That promise.

3) The same promise.

4) The promise itself.

5) His promise.

6) Her promise.

7) These camels or those sheep.

8) The same sheep.

9) In that place or in this place.

10) In the same place.

11) To Jordan himself.

12) These (things) or those (things).

13) The camels themselves or the sheep themselves.

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14) That promise or the same gift.

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LESSON 16

A GLIMPSE INTO LOT'S FUTURE.

Read the reading aloud, practicing the pronunciation, but don't worry about the translation yet.

« menw' ejn toi'" Sodovmoi" » , ejrei' Lw;t tavca o{te e{xei tovpon toi'" kamhvloi" aujtou' kai; toi'"
probavtoi" aujtou' ejn th'/ gh'/ tou' jIordavnou.

j '[ J; v; j “ A 2 AA ? A.N.
« apostelw aggelon ei" ta Sodom kai erw, “ menoumen en th/ gh/ auth/ sun uJmi'n ”» .

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ajpostelei' de; tavca uJphrevthn oJ Lwvt pro;" tou;" ajnqrwvpou" tw'n Sodovmwn ejpei; a[xei ta;
provbata kai; tou;" kamhvlou" ajpo; tou' Abram eij" th;n gh'n tou' jIordavnou.

oiJ de; a[nqrwpoi tw'n Sodovmwn oiJ kakoi; oujk ajpoktevou'si Lw;t kai; tou;" uJphrevta" aujtou'.
menou'si ou\n Lw;t kai; hJ gunh; aujtou' ejn toi'" kakoi'" tw'n Sodovmwn kai; blevpousi ta; kaka; tou' tovpou
ejkeivnou.

o{te oiJ ejcqroi; tw'n Sodovmwn oi[sousi tou;" ajnqrwvpou" tw'n Sodovmwn kai; to;n plou'ton aujtw'n
ajpo; th'" gh'" tou' jIordavnou, tovte ejrou'sitavca ejkei'noi tw'/ Lwvt, « ouj menei'te ejn touvtw/ tw'/ tovpw/, suv
kai; hJ gunh; sou'kai; oJ plou'to" sou'. uJphrevthn of; oujk ajpostelei'" tro;" Abram. oujci;. ajlla; hJmei'" se; kai;
touvtou" ajnqrwvpou" oi[somen eij" gh'n makravn » .

uJphrevthn of; Lw;t ajpostelei' pro;" Abram peri; tw'n ejcqrw'n touvtwn. kai; Abram ouj menei' ejn tw'/
ijdivw/ tovpw/ o{te ajkouvsei. aujto;" de; oJ Abram oi[sei to;n Lw;t kai; to;n plou'ton ajpo; tw'n ejcqrw'n ejn
ejkeivnh/ th'/ makra'/ gh'/.

VOCABULARY.

ajpokteivnw, ajpoktenw', ajpevkteina kill

ajpostevllw, ajpostelw', ajpevsteila shipment, dispatch
dev more, but, and
ejlpivzw, ejlpiw', h[lpisa wait
"ejcqrov" enemy
levgw, ejrw', ei\pon I say, I speak
makrov", -a, -on long, far away
mevnw, menw', e[meina I remain, I remain
pro;" with dative: close to; with
accusative: to, for, next to
Sovdoma, -wn, tav Sodom (name with plural form,
but meaning
singular) bred
uJphrevth", -ou, oJ
FUTURE OF LIQUID OR NASAL VERBS.

In this lesson we have already introduced the future form of ajpokteivnw , ajpostevllw , levgw (
ejrw' ) and mevnw . The future stem of these verbs is called liquid or nasal, depending on whether it ends
in a liquid or nasal consonant. l and r are liquid, g , m and n are nasal. They differ from the future forms
previously observed by not having the -s- of the temporal suffix and by having a circumflex accent.

Indicative
menw' menou'men
menei'" menei'te
menei' menuu'si

It seems that these shapes come from the following shapes (which are not used):

Indicative
menevsw menevsoumen menevsei" menevsete menevsei
menevsousi

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The -s- disappeared and the vowels on both sides of the -s- combined to produce the endings
already indicated. Although ejlpivzw does not have a liquid or nasal theme, the future form of the
indicative, active voice, is ejlpiw' , ejlpiei'" , etc.

PRESENT OF LIQUID AND NASAL VERBS.

In most of the verbs used before this lesson, the future tense has been constructed by adding -s-
to the present stem, between the stem and the present endings, for example:

Present: ajpoluvw
Future: ajpoluvsw

In the regular pattern of liquid and nasal verbs, the verbal stem, for example ajpostel -, was
altered by the addition of - iw , iei" , etc., in the formation of the present. The -i- was assimilated into an -
l- .

( ajposteliw ) → ajpostevllw
( ajposteliei" ) → ajpostevllei"

In mevnw the pattern of nasal verbs for the present tense is not followed.

AORIST OF LIQUID OR NASAL VERBS.

The first or sigmatic aorist was presented in Lesson 9 and the second aorist in Lesson 11. In
reading this lesson, verbs with a liquid or nasal theme were used in the future. Generally these verbs
also have peculiarities in the aorist, where the theme differs from the future, and the -s- of the temporal
suffix does not appear.

Indicative e[meina ejmeivnamen

e[meina" ejmeivnate e[meine e[meinan
Imperative
mei'non meivnate
meinavtw meinavtwsan

Infinitive
mei'nai

It seems that these forms come from the following (which are not used):

Indicative
e[mensa ejmevnsamen
e[mensa" ejmevnsate
e[mense e[mensan

Imperative
Mevnson mevnsate mensavtw mensavtwsan

Infinitive
mevnsai

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It is assumed that men - became mein - to compensate for the loss of the - s -. The aorist theme
of ajpokteivnw and ajpostevllw manifests the same relationship with the theme of the future:

Future ajpoktenw' ( ajpoktenevsw )

Aorist ajpevkteina ( ajpevktensa )

EXERCISES.

a. Translate the reading at the beginning of the lesson.

b. Write down the forms of mevnw .

Indicative Future
1s 1pl
2s 2pl
3s 3pl
Aorist (first) Indicative
1s 1pl
2s 2pl
3s 3pl

c. Translate to Spanish.

1) ejlpiou'men ajpoktei'nai tou;" ejcqrouv".

2) oujk ejlpiei'te, ejcqoiv, ajpospei'lai hJma" pro;" tou;" uJphrevta".

3) a[nqrwpoi tw'n Sodovmwn, ejlpiei'te ajpoktei'nai hJma'"É

4) oJ uJphrevth" ajposteilavtw to;n ejcqro;n pro;" makra;n gh'n.

5) ajpovkteinon hJma'", ejcqrev: ejlpiou'men de; o{ti oJ kuvrio" menei' su;n hJmi'n.

6) dou'le, ajpostelei'" ajrnivon pro;" to;n ajdelfo;n ejmou'.

7) ajposteivlate aujta;" ajpo; tw'n Sodovmwn.

8) e[meina" su; ejn tw'/ tovpw/ ejkeivnw/: hJmei'" de; ajpesteivlamen tou;" ajggevlou" ajpo; sou'.

9) meivnate: ejlpiou'men de; o{ti oujk menei'te crovnon makro;n.

10) meivnate ejn th'/ ajlhqeiva/.

11) Abram kai; Lw;t meinavtwsan pro;" touvtw/ tw'/ tovpw/.

12) oJ uJphrevth" tw'n Sodovmwn meinavtw pro;" toi'" Sodovmoi".

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d. Associate the following Spanish words with the new Greek words from this lesson.
1) apostle: one whom Jesus sent to preach.
2) macrobiotics: art of living long.

e. Write in Greek.

1) You are speaking ( prov" ) to the servant.

2) You will speak to the ( prov" ) servant.

3) You did not speak to the servant .

4) We do not kill (present tense) the enemy.

5) We will not kill the enemy.

6) We do not kill (past tense) the enemy.

7) They remain in a distant land.

8) They will remain in a distant land.

9) They remained in a distant land.

10) He sends a servant to ( prov" ) a remote village.

11) He will send a servant to ( prov" ) a remote village.

12) He sent a servant to ( prov" ) a remote village.

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LESSON 17

ABRAM COMES TO THE RESCUE.

Read the reading aloud, practicing the pronunciation, but don't worry about the translation just
yet.

o{te e[mene Lw;t ejn toi'" Sodovmoi", ejcqroi; h\lqon kai; e[labon aujtovn. a[ggelo" de; pro;" Abram h\
lqe kai; ei\pen, « eijlhvfasin oiJ tw'n Sodovmwn ejcqroi; to;n Lw;t kai; a[llou" kai; ejlhluvqasi pro;" gh'n
makravn » .

ejpei de; h[kousen Abram tou'to, e[labe tou;" ijdivou" ajnqrwvpou" kai; ejdivwxan tou;" ejcqrouv". ejn
th'/ skotiva/ Abram aujto" kai; oiJ i[dioi ajpevlusan Lw;t kai; tou;" a[llou". Pavlin from; pro;" ta; Sovdoma h\lqen
Abram. ouj ga;r ejdivwxan aujto;n oiJ ejcqroi; tw'n Sodovmwn.

h\lqe of; oJ basileuv" tw'n Sodovmwn pro;" Abram o{te ou|to" h\lqe pavlin suvn tw'/ Lw;t kai; toi'"
a[lloi". a[llo" of; basileu;" h[negken a[rtou" kai; oi\non tw'/ Abram. ou|to" oJ basileu;" h\n uJphrevth" tou'
kurivou. ou|to" ou\n kala; tw'/ Abram ei\pe kai; e[labe dwrea'" kala;" ajpo; tou' Abram.

tovte of; ei\pen oJ basileu;" Sodovmwn pro;" Abram, « menevtwsan oiJ a[nqrwpoi ejmou' su;n
ejmoiv, ta; of; a[lla e{xei". ei[lhfa" ga;r ejkei'na ajpo; tw'n ejcqrw'n. e{xei" ou\n ejkei'na » .

pro;" de; aujto;n ei\pen Abram, « ei[rhka tw'/ kurivw/, “ oujc e{xw ejkei'na. oujciv. oJ basileu;" tw'n
Sodovmwn oujk ejrei', ' Abram e[cei to;n plou'ton ejmou' ' . Ajpevlusa tou;" ajnqrwvpou" sou' kai; soi aujtou;"
h[gagon. lavbe aujtou;" kai; ejkei'na. memenhvkasi su;n soi; kai; menou'si "».

VOCABULARY.

a[llo", -h, -o other

oiJ a[lloi the others, the others
basileuv", oJ king
diwvkw, diwvxw, ejdivwxa ei[lhfa" I chase
you have taken (perf. ind. act. 2nd
eijlhvfasin
person sing. from lambavnw )
have taken (perf. ind. act. 3rd
ei[rhka
person plural of lambavnw )
ejlhluvqasi
I said (perf. ind. act. 1st person
sing. by levgw )
PERFECT FIRST, ACTIVE VOICE. have gone (perf. ind. act. 3rd
person plural of the same verb as h\
We are going to learn a lqon )
new tense of the verb, the perfect. In the above reading ei[rhka is a form of perfect first. The clause
ei[rhka tw'/ kurivw/ is translated, "I have said to the Lord."

This time refers to an action that was completed in the past, but that has left a more or less

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lasting result. In the comic, Abram is presented as if he were saying, "I have made this statement that
still persists."

The first perfect is composed of (1) a reduplication or an increase, (2) the verbal stem, (3) a
temporal suffix - k -, and (4) the endings: - a , - a" , - e , - amen , - ate , - like this .

Typically, the key to recognizing the first perfect is the -ka- added to the end of the verb stem. If
the - k - is present, it can be recognized by the endings with - a -, and by some type of augmentation or
reduplication. So as not to get confused, remember that the first aorist has almost the same endings
(except the third plural), but has an -s- added to the stem of the verb.

A very common type of reduplication appears in: mnemoneuvw .

Indicative
memevnhka memenhvkamen memevnhka" memenhvkate memevnhke
memenhvkasi

Infinitive
memenhkevnai

Here the initial - m - of the simple stem is repeated before the verbal stem – menh , adding an e
to form the reduplication.

In the case of the verb ei[rhka , eij- is an augmentation of the e- of the future form.

Remember that the other fundamental parts of this verb are levgw (I say), and ejrw' (I will say).

Indicative
ei[rhka eijrhvkamen
ei[rhka" eijrhvkate
ei[rhke eijrhvkasi

Infinitive
eijrhkevnai

PERFECT SECOND, ACTIVE VOICE.

In the reading at the beginning of the lesson, eijlhvfsin (they have taken), and ejlhluvqasi (they
have gone), are forms of the perfect second. The second perfect does not differ from the first in
meaning. As for the formation, it differs only in the spelling of the temporal suffix, which here does not
have the - k -, but only the - a - (- e - in the 3rd singular) in the endings.

The endings are: -a, -a", -e, -amen, -ate, -asi .

Perfect lambavnw , take:

Indicative.
ei[lhfa eijlhvfamen
ei[lhfa~ eijlhvfate
ei[lhfe(n) eijlhvfasi(n)

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Infinitive eijlhfevnai

The perfect of h\lqon ( was ) is as follows: (We have not studied the present tense yet)
Indicative .
ejlhvluqa ejlhluvqamen
ejlhvluqa~ ejlhluvqate
ejlhvluqe(n) ejlhluvqasi(n)
Infinitive ejlhluqevnai

SUMMARY OF THE TYPES OF PERFECT PREFIX.

a. Reduplicated prefix, made up of the first two letters of the verbal stem ( ejlhvluqa ) (Comes
from the stem ejluq- : ejluq + ejl = ejlhluq- ).

b. Initial vowel rise ( ei[rhka ) ( e + e = ei[ ).

In fact, since some of the verbs change so much to form the perfect, it is advisable to memorize
the fundamental parts of each verb. (See the list in the exercises).

EXERCISES.

a. Translate the reading at the beginning of the lesson.

b. Learn by heart the following list of the fundamental parts of the verbs we have studied. The
perfect tense has been added to the present, future, and aorist tenses, which we studied in lesson
9. Some of the targets on this list will be completed with information from the Greek II course.

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Present Future Aorist Perfect

a[gw a[xw h[gagon *********
ajkouvw ajkouvsw h[kousa ajkhvkoa
ajpoqnhvskw ********** ajpevqanon *********
ajpokteivnw ajpoktenw' ajpevkteina *********
ajpoluvw ajpoluvsw ajpevlusa *********
ajpostevllw ajpostelw' ajpevsteila ajpevstalka
blevpw blevyw e[blevya *********
diwvkw diwvxw ejdivwxa *********
douleuvw douleuvsw ejdouvleusa dedouvleuka
eijmiv *********v ******** *********
ejlpivzw ejlpiw' h[lpisa h[lpika
ejsqivw ********* e[fagon *********
********* ********* h\lqon ejlhvluqa
e[cw e{xw it's with e[schka
qerapeuvw qerapeuvsw ejqeravpeusa *********
ijscuvw ijscuvsw i[excuse *********
lambavnw ********* e[labon ei[lhfa
levgw ejrw' ei\pon ei[rhka
mevnw menw' e[meina memevnhka
mnhmoneuvw ********* ejmnhmovneusa *********
pevmpw pevmyw e[pemya pevpomfa
pivnw ********* e[pion pevpwka
fevrw oi[sw h[negka *********
foneuvw foneuvsw ejfovneusa *********

After learning the shapes, fill in the blanks in the chart below:

Present Future Aorist Perfect

a[gw h[gagon *********
ajkouvw ajkouvsw
ajpoqnhvskw ********** *********
ajpokteivnw ajpoktenw' *********
ajpoluvw *********
ajpostevllw ajpevsteila
blevyw *********
diwvxw ejdivwxa *********
douleuvw douleuvsw ejdouvleusa
eijmiv *********v ******** *********
ejlpivzw ejlpiw' h[lpisa
ejsqivw ********* e[fagon *********
********* ********* h\lqon
e[cw
qerapeuvsw *********
ijscuvw ijscuvsw *********
lambavnw ********* e[labon
levgw
menw' e[meina

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mnhmoneuvw ********* ejmnhmovneusa *********
pevmpw
pivnw *********
fevrw *********
foneuvw foneuvsw *********

c. Translate to Spanish:

1) pevpwkas oi\non, kakev ejcqrevÉ

2) memenhvkasin ejn tw'/ oi[kw/ crovnon makrovnÉ

3) ajpevstalke to; te;knon oJ basileuv"É

4) ajkhkoevnai

5) oujk pepovmfamen.

6) to;na[ggelon ajpestavlkateÉ

7) h[lpika scei'n a[rton.

8) oJ Lwvt tw'/ Abram ouj dedouvleuke.

9) ejlhvluqe eij" ta; Sovdoma.

10) ejschvkate tou;" a[llou" uJphrevta".

11) pw'" ei[lhfa" tou;" ejcqrouv"É

12) uJmi'n eijrhvkamenÉ

d. Translate into Greek.

1) We have waited.

2) The king has been a slave of the Lord.

3) You, Peter, have sent the slave.

4) They have said.

5) I haven't expected to see you.

e. Match the following Spanish words with the new Greek words in this lesson:

1) allopathy: the therapeutic treatment that uses medications to produce symptoms contrary
to the disease. (Contrast with homeopathy).

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2) basilica: royal palace.

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PARADIGMS

PARADIGMS.

PARADIGMS OF THE REGULAR VERB: “ luvw ”

PRESENT ACTIVE INDICATIVE

Singular Plural
luv-w luv-omevn
luv-ei~ luv-ete
luv-ei lu-vousi(n)

PRESENT ACTIVE IMPERATIVE

Singular Plural
--------------- --------------------
lu`'-e luv-ete
lu-evtw lu-evtwsan

PRESENT AND ACTIVE INFINITIVE

luv-ein

IMPERFECT INDICATIVE ACTIVE

Singular Plural
e[-lu-on ej-luv-omen
e[-lu-e~ ej-luv-ete
e[-lu-e(n) e[-lu-on

FUTURE ACTIVE INDICATIVE

Singular Plural
luv-sw luv-somevn
luv-sei~ luv-sete
luv-sei luv-sousi(n)

AORIST FIRST INDICATIVE ACTIVE

Singular Plural
he uses ej-luv-samen
e[-lu-sa~ ej-luv-sate
e[-lu-se(n) e[-lu-san

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AORIST FIRST ACTIVE IMPERATIVE
Singular Plural
--------------- --------------------
lu`'-son luv-sate
lu-savtw lu-savtwsan

AORIST FIRST INFINITIVE ACTIVE

lu`'-sai

AORIST SECOND ACTIVE INDICATIVE

Singular Plural
h[-gag-on hj-gavg-omen
h[-gag-e~ hj-gavg-ete
h[-gag-e(n) h[-gag-on

AORIST SECOND ACTIVE IMPERATIVE

Singular Plural
--------------- --------------------
a[gag-e ajgavg-ete
ajgag-evtw ajfag-evtwsan

AORIST SECOND INFINITIVE ACTIVE

ajgag-ei'n

PERFECT(FIRST) ACTIVE INDICATIVE

Singular Plural
lev - lu - ka le - luv - kamen
lev - lu - ka~ le - luv - kate
lev - lu - ke(n) le - luv - kasi(n) lev - lu -
kan

PERFECT ( FIRST) INFINITIVE ACTIVE

le-lu-kevnai

PERFECT(SECOND) ACTIVE INDICATIVE

Singular Plural
ei[ - lhf - a eij - lhvf - amen
ei[ - lhf - a~ eij - lhvf - ate
ei[ - lhf - e(n) eij - lhvf - asi(n)

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PERFECT (SEG UNDO) INFI NITIVE ACTIVE eij - lhf - evnai
1st Declension (Male)
Case Singular Plural
Nomin. oj profhvth~ oiJ profh'tai
Genitive tou` profhvtou tw`n profhtw'n
Dative tw/` profhvth/ toi`'~ profhvtai~
Accusative to;n profhvthn tou;~ prohvta~
Vocative proph`ta profh'tai

1st Declension (Feminine)

Case Singular Plural
Nomin. hJ kardiva aij kardivai
Genitive th`~ kardiva~ tw`n kardiw'n
Dative th/ kardiva/ tai`'~ kardivai~
Accusative th;n kardivan tav~ kardiva~
Vocative kardiva kardivai

2nd Declension (Neutral)

Case Singular Plural
Nomin. to; tevknon ta; tevkna
Genitive tou` tevknou tw`n tevknwn
Dative tw/` tevknw/ toi`'~ tevknoi~
Accusative to; tevknon ta; tevkna
Vocative tevknon tevkna

2nd Declension (Male)

Case Singular Plural
Nomin. oj a[nqrwpo~ oiJ a[qtrwpoi
Genitive tou` ajnqrwvpou tw`n ajqtrwjpwv
Dative tw/` ajnqrwvpw/ toi`'~ ajnqrwvpoi~
Accusative to;na[nqrwpon tou;~ ajnqrwvpou~
Vocative a[nqrwpe a[nqrwpoi

ANALYSIS EXERCISE
a[nqrwpoi ajdelfh'/ ajpevstalke douleuvomen blevpe pothvrioi
Analyze the following words: fevrete ejlavbete ei[lhfa" pisteuvsai ejpivsteue"

BIBLE TRANSLATION .

As a conclusion to your Greek I course, try translating these biblical texts. You can use all the
tools we have learned to use: a dictionary, an analytical lexicon, a linguistic key, the grammar help, and
the lexical help. Do not try to look up these passages in the Bible to see the translation, until you make
your own translation. We have not studied some of the words and forms found in these texts. The idea is
to encourage yourself, knowing that you can already do enough, but also challenge yourself to continue
studying more!

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1) JAgaphtoiv, ajgapw'men ajllhvlou", o{ti hJ ajgavph ejk tou' qeou' ejstin.

2) Pavlin ou\n aujtoi'" ejlavlhsen oJ jIhsou'" levgwn, jEgwv eijmi; fw'" tou'
kovsmou.

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