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Dedication

Preface

Introduction

Table of Contents

Acknowledgements:
 

Corporate Disk Company 1226 Michael Drive Wood Dale, IL 60191 Phone: 800 634-3475 Fax: 630 616-9171 http://www.disk.com

Little Greek 101: http://sunsite.und.edu/koine/greek/lessons Jonathan Robie jwrobie@mindspring.com

Adobe Systems Inc. 345 Park Avenue San Jose, CA 95110-2704 http://www.adobe.com

As one sets out to produce a new beginning Koine Greek grammar, reasons for such an endeavor should be clearly in the mind of the author, as well as be clearly articulated to the potential reader and user. With a flood of such grammar's available, the basis for a new grammar should be well established.

For one who has been teaching Koine Greek and German about a quarter of a century, as well as having worked extensively with classical and Septuigental forms of ancient Greek, the basis for this endeavor grows out of continual dissatisfaction with present grammars that never seem to adequately address the grammar issues and especially the pedagogical strategies for teaching a foreign language. This grammar attempts to address those issues, especially for the undergraduate beginning student of elementary Greek.

Some of those issues relate to learning form and function together rather than artificially separating them as is usually the case. This slows down the learning of forms but enables a better grasp of the forms and what they signify. Another issue addressed in this grammar is to emphasize language learning as a window into the thought-world and culture of the first Christian century. Unlike the pattern of modern foreign language grammars, the typical beginning ancient Greek grammar ignores this essential aspect of language learning. This has disastrous consequences. Students find sustained motivation for grammar study enormously more difficult. A false conception of the Greek language as somehow detached from real life in the ancient world usually results, thus limiting the student's ability to interpret ancient texts. This grammar attempts to lay the foundations for correcting this with the Learning the Culture through the Language section of the lessons, as well as the short stories in Greek in the early lessons.

Also, this grammar seeks to break new publishing ground by being released only in electronic form. With an exploding number of individuals having access to computers and the internet, a grammar published in this format makes sense as a way to be environmentally sensitive, as well as be cost effective to the purchaser. Especially useful will be the hyperlinks both inside and to URLs outside the grammar. The user can quickly go to the desired place inside the grammar by simply clicking on a hyperlink.

This format has been tested out during the 1998-99 academic year at Gardner-Webb University with a rough draft of this grammar used in the first year undergraduate Elementary Greek class. This class provided invaluable help and suggestions for how to take advantage of an electronic format for teaching. Many changes have taken place from the original vision of the grammar. As time passes I'm quite confident additional insights will lead to modifications of the grammar. The electronic format of the grammar makes these changes much easier to do.

My prayer is that the study of biblical Koine Greek will inspire a life-long study of the Greek New Testament in a quest to gain more and more spiritual insights for serving our Lord.

Preface to Second Edition
The second edition greatly expands the coverage of the grammar to include practice exercises, vocabulary lists for individual learning, and the written exercises in word processing formats enabling homework to be completed electronically. Additionally, the material in the grammar has been revamped for sixteen lessons with a program of study that can cover either two or three semesters depending upon the class needs. The electronic format of the grammar facilitates continual revision much easier than a print edition and thus makes incorporation of classroom insights much easier.

The written exercise files have been inserted in the MS Word .doc files. Since other programs now contain excellent import filters for MS Word .doc files, the wpd and lwp files have been removed. The .doc files are formatted in Word 2000, but should be backwards compatible to Word 97. MS Word 95 will not pick up the hyperlinks inserted in the files. Some reformatting may be necessary when these .doc files are brought up inside Word Perfect or Lotus Word Pro.

The periodic updating of the appendeces will be made to the web site PDF files, thus enabling the user to access the very latest updates. Some rearrangement of content along with insertion of graphics are included in this edition with the aim of making the material more readable and understandable.

The CD-ROM disk will also contain the latest windows version of the Adobe Acrobat Reader ready for installation on the user's computer. This will overcome the limitations that some face with a slow dial-up modem and the very large Acrobat Reader download. Also, the user will want to experiment with the new Adobe eBook Reader from www.adobe.com; this free download program creates an audible voice reading of PDF files, including the grammar.

Also included for the first time is Appendix 10 containing the list of the six principle parts of verbs occurring at least twenty times in the New Testament. This list will be invaluable for determing the spellings of the basic vocabulary verbs as they occur across the various tenses in the Greek New Testament.

The PDF files on the CD-ROM have been reformatted to enhance print outs of the files. This should address some of the problems a few have had with printing.

Preface to Fourth Edition
With this revision of the grammar several new features have been incorporated in order to make the grammar more user friendly as well as to provide additional information. Note the following:

(1) Sound bites are included for the first time in order to assist in the pronounciation of Greek words and sentences. These can be readily identified by the  icon located by the side of Greek text. For you to be able to listen to these files your computer will need an installed sound card that is activated, along with a software program such as Windows Media Player that can play files in the .wav format. Any audio software that can play the wav files should work fine. If this software is associated with your Acrobat Reader, then the mere clicking on the Open button, when the icon is activated by a left-mouse double click, will activate this software and play the file.

(2) The files of the appendix etc. are attached at points in each lesson. This is in addition to the hyperlink to these appendix files at Cranfordville.com. This will enable you to access these files while working offline from the internet.  The appendix files link is identified by the  icon. A mere clicking on the icon will automatically bring up these PDF formatted files inside the Acrobat Reader.

(3) A Tips section has been added in order to provide summary helps and learning emphases. These highlight crucial aspects of the Greek grammar that need to be mastered as a part of the learning experience with the language. This expands the earlier use of the  icon that emphasizes important matters.

(4) For the first time, hyperlinks to the various lessons etc. are embedded in the gkgrm00.pdf file. Thus, you can use either the gkgrm00.htm file or the gkgrm00.pdf file in order to navigate to the entire grammar. If you only want to use the Acrobat Reader software for viewing the files, then bring up initially the gkgrm00.pdf file. In either case, to bring up the Windows Explorer utility software in a PC and then click on the desired file will load either the Acrobat Reader or your default internet browser.

(5) In the lesson files you will occasionally notice a key  icon. These contains a popup note giving further explanation of the subject at hand. The intent is to provide helpful information that will anticipate questions arising from the lesson material. Just click on the icon and the note will come up as a submenu on your computer screen. In order to print these out, along with the file itself, make sure to click on the Comments button in the printer submenu when you prepare to print the pdf file from inside the Acrobat Reader.

(6) The above features that have been incorporated into the fourth edition of the grammar require the Adobe Acrobat Reader version 4.0 or above. Earlier versions of the Reader will not activate these features. Of course, the CD-ROM disk containing your grammar also contains version 5.0.5 of the Reader for the Windows operating system. It can be installed onto your computer hard drive for use with the grammar. If you are using a MAC system then go to the Adobe website (http://www.adobe.com) and download the free MAC version of the Reader for your computer.

(7) The pdf lesson files have been created in a new format that should be less error prone in printing out the files. After receiving professional training in programing inside Adobe Acrobat this past spring, I have learned more about anticipating possible computer problems with the Acrobat system. Hopefully these files won't cause difficulties with an unimaginable range of computer systems that have been used with this grammar. If difficulties arise, then please email me at CLV@cranfordville.com for assistance.

(8) Some additional Learning The Culture Through The Language sections have been added to the earlier lessons. These have proven quite helpful in providing insights into the world of the Greek New Testament. Also, a new double column format has been incorporated for a cleaner visual effect that should make the grammar easier to read.

The format of this grammar needs some explanation so that the user will be able to use the materials efficiently and trouble free. The grammar is set forth for use at two different levels: (1) purely electronically through a computer screen, and then if desired, (2) in printed form -- by the individual user. The use of the Adobe Acrobat PDF file format makes this possible, and with color and graphics, but at a very reasonable cost.

Very important to the use of this material is understanding the layout intended for study. The design includes both the grammar material and the written exercises, thus combining into one text the two basic parts of beginning Greek study. Each Lesson following the first is set up in a similar manner and includes the following elements. Specific learning actions are set off with a symbol in order to associate activities in the Written Exercise with the appropriate section in the text.

Learning Objectives. The first item in each lesson will be the following list of learning objectives for the lesson. These are listed for each lesson and remain the same for lessons two through seventeen. The content of each lesson is related to these objectives. Another important note: hyperlinks to the sections of each lesson are set up in the objectives. To go directly to the desired grammar discussion simply click on the learning verbs. To go directly to the appropriate section in the Written Exercise simply place your cursor over the number in front of the learning verb. Your Acrobat Reader cursor will change from a hand spread out, the a hand with the index finger pointing upward when the cursor is placed over a hyperlink. The model below is set up for the contents of the Introduction as an example of the structure in the Lessons. Test it out to become familiar with how it works.
 

Upon successful completion of this lesson, you can correctly:

1.  Conjugate specified Greek verbs and/or verbals.
2.  Declines pecified Greek nouns or noun derivatives.
3.  Parse specified words contained in Greek sentences.
4.  Classify specified dependent clauses.
5.  Translate specified Greek sentences into English sentences.
6.  Diagram specified Greek sentences.
7.  Read aloud specified Greek words and sentences.

Elements of the Sentence. At the top of the priority list for learning Koine Greek is to learn the way sentences are put together. This section will systematically treat the various aspect of the sentence structure, both in English and in Koine Greek. Both language forms are necessary to examine for the process of translation involves moving the perceived thought in the source language, Greek, into the receptor language, English. Crucial to correct transferal of the thought is comprehension of how it was set up to begin with, and then how to best preserve that thought in the
appropriate English structure. In almost thirty years of teaching elementary Greek at both the seminary and undergraduate university levels, I have come to the conclusion that most English speaking students do not adequately understand how their language puts thoughts together in order to create ideas in sentence form.

Both sentence form and function will be treated in the lessons. Beginning with the simple sentence form in a declarative function in lesson two, the study will move toward the full range of possibilities, both in English and Greek. The goal is to learn to think analytically every time the Greek text of the New Testament is opened. Since the study is intended to do more than simple reading of an ancient text, concern with the structure of ideas becomes essential in order to exegete an ancient text. This necessitates a detailed grasp of the structure of Greek sentences. The ancient world thought in ways drastically different from modern American thinking, especially in the writings attributed to the apostle Paul. The huge stylistic variations contained in the writings of the New Testament documents is a important part of the analytical process, and particulary important since the translation process into English generally obliterates these variations completely.

Gaining a basic comprehension of Greek sentence structure and how it compares to English sentence structure is a major goal of this first year of study. It will be continued during the second year in greater detail. One very helpful tool for doing this analysis of Greek sentences is a process I've labeled Block Diagraming. The objective is to visually lay out the core thought expression on a base line, and then insert the expansion elements at the appropriate points above or below the base line depending upon whether the modifier is located before or following what it modifies. The principles for doing this will be gradually introduced. The next stage of analysis is then to evaluate how these core thought expressions are connected to one another in order to create a flow of thought from start to finish. In the later lessons of this grammar the process for doing this level of analysis, called Semantic Diagraming, will be introduced. This will provide a basis for grasping the 'arguments' of a writer in order to better determine the intended point(s) being made in a document.During the second year of study, additional elements of dealing with the significance of literary form, genre, will be brought into the picture for more expert level of analysis.

Elements of Grammar. The component elements of a sentence are words. Words which relate to one another in specific ways in order to create the complete thought contained in a sentence. This implies two aspects of analysis.

First, words are referents; that is, they contain references to perceived meaning within themselves. This has to do with the origin of the word, the etymology, and the history of its use. For example, the word 'woman' comes from the Old English wifman, later wimman. Its etymology breaks down into two component parts: wif = wife, man = man in the primitive sense of human being. Thus the pure etymology of the word 'woman' suggests the meaning of the word is "wife-person." This may have been true in an earlier period of English culture, but one would not want to argue that this is the present meaning of the word. In today's culture the word simply refers to a female person who has moved in age beyond childhood and teen years into adult life. She may or may not be married, and thus a 'wife,' an entirely different word to specify a different situation for a woman. A couple of observations: to base a word's meaning on etymology alone is woefully inadequate, yet a lot of very bad theology has been developed on just that basis. Also, the study of the history of changes in meaning over time can provide helpful insights that tell us how the present meaning has come into being.

Second, words have not only cognant meaning but connative meaning. They can convey different levels of emotion according to the context in which they are used. Contrast the difference between these two uses of the word 'woman.' First, "the man noticed how beautiful the woman is." Second, "her husband defiantly declared, 'She is my woman!'" Two entirely different emotional feelings are attached to the same word, one positive, one derogatory and demeaning. These same levels of cognative and connative meaning are found in Greek words. Because sentence context plays such an important role in the determination of the latter sense of meaning, we will attempt to give special attention to the context of a word's use in order to conclude how best to render it in English.

Context in part means how the word is connected to other words in order to form a sentence thought. Determining this connection is a particular challenge in Greek. In English the connection is largely determined by where the word is placed in the sentence: typically the subject goes before the verb, the direct object comes after the verb; short modifiers go before the word they modify while lengthy modifiers follow it etc. Style in English is in part the creative placement of words that although are still grammatically correct (that is they can be identified as subject, object etc.) are variations from the basic structure so as to create interest and anticipation in the mind of the reader. In order words, the reader has to think before meaning becomes clear from the visually read words.

In Greek the possibilities of variation in word placement are infinitely greater than in English. This is due to the inflectional endings placed on the stems of words. These endings define the role the word is playing in the sentence -- subject, object etc. -- irregardless of where they are placed in the sentence. Thus for example, every Greek noun has ten different spellings to the two normally for the English word. The Greek word via these different spellings can be assigned a specific function in the sentence merely by the ending, and then be placed virtually anywhere in the sentence. And Greek sentences tend to be much, much longer than English sentences! Note Eph. 1:3-14 is one sentence in the Greek text, and is followed by another long sentence in 1:15-23. Unravelling such sentence structure can be achieved only through learning what role each word plays.

Thus a lot of attention will be given to learning to identify what these different spellings tell us about the precise meaning of the word and about its role in the sentence.

Parsing Models. To cut up words into their basic aspects in order to grasp their precise meaning is the process known as parsing. This activity, although sometimes tendious and time-consumning, is necessary especially for the beginning student of Koine Greek, if he/she is to know how to correctly translate the word into English. Parsing, as defined in this grammar, contains two significant dimensions: morphology and syntax. Morphology has to do with identifying the form of the word. For example, levgei" is broken down into the elements, present tense, active voice, second person singular. The syntax of levgei" means at minimum to identify the role of the present tense, that is, Descriptive (the label for simple linear action). Identification of both the form and the function are important not only to the translation but also to the exegesis of the word.

The models for different parts of speech will differ from one another according to the appropriate information needed in the word analysis. Two common elements of all the models will be the lexical form and the translation.

The Lexical Form simply refers to the sequence of alphabetical listing of the word in the dictionary. For example, most lexicons list verbs in the sequence of the present indicative first person singular spelling. Thus one has to know the lexical form in order to look up the meaning of the word. In addition, learning the lexical form becomes a significant part of vocabulary knowledge of the Greek language. This means drill work with vocabulary lists!

The other common element to the parsing models is the Translation. This means translating the word being analyzed, not the lexical form! The Translation activity is intended as the climax of the analysis process. After you have identified the component elements of the word, as signaled by the ending, and the root stem meaning of the word, you are now ready to translate the word according to the context in which it is used in the exercises. To be sure, some of this activity will seem to be tedious at times, but it is absolutely necessary to get to the point where this 'parsing' takes place instantly in your mind when you read a word in the Greek text. Writing it out in repetitious drill in the Written Exercises will help internalize the analytical process.

Each lesson will list in the Parsing Model section the appropriate parsing models to be used for the grammar emphasis of that lesson. Also, Appendix 2 contains the entire listing of the parsing models, for quick reference.

Conjugating Verbs/Verbals. The foundation of all western languages is the verb, the actions world that defines the activity being described in the sentence. Verbs, along with their derivatives, infinitives and participles, are basic to comprehending the concepts expressed in each sentence. The richness of expression possible with highly inflected spellings challenges the English reader who is not accustomed to so many different ways to spell each verb. However, by learning a core set of spellings one can master the recognition of most every verb in the Greek New Testament in terms of parsing it, that is, breaking it down into its component elements of tense, voice, mood, person, and number. Once the lexical meaning of the verb stem is understood (usually by looking it up in a lexicon), comprehension of the verb's meaning is obtained.

The process of listing verbs according to their component elements is called conjugation. The activity is a necessary part of learning the details of the spellings of verbs in order to understand their meaning. Appendix 3 contains a tabular listing of all the spellings to be learned in this grammar.

Declining Nouns and Noun Derivatives. Nouns and those words derived from them, adjectives and pronouns, are major building blocks of a Greek sentence as the core idea of the verb is expanded. Greek nouns come in three basic sets of spellings, i.e., three declensions. The first two declensions are closely related to one another in spellings etc., while the third declension is something of a catch-all category reflecting the richness of dialectical background to the common (Koine) form of the Greek language established by Alexander the Great in the fourth century B.C.E. Different forms of Greek developed in the isolated mountain villages of the Grecian peninsula, with the Attic dialect exerting the greatest influence especially in the classical form of the language. The unification and symplicification of the language under Alexander, as well as the extensive use of the language throughout the eastern part of the Mediterranian world, brought about a universally used language by the beginning of the Christian era. But this didn't mean that everyone in Paul's day spoke or spelled the language exactly the same way. Many different pronounciation systems existed in the ancient world, as well as spellings based on dialects.

For that reason, complete mastery of Koine Greek used during the first Christian century remains a challenge for the linguist scholar who spends a life time studying the language. For example, take a look at the insights of one of the linguistic giants of the twentieth century, A.T. Robertson, in his massive historical grammar. But, via the modern study of languages and the printed Greek texts of the New Testament, a basic pattern of word spellings emerges and forms the basis of the learning of the foundations of the language. These will form the basis of our learning adventure in this grammar.

The process of listing nouns according to their component elements is called declining. The activity is a necessary part of learning the details of the spellings of nouns etc. in order to understand their meaning. Appendix 4 contains a tabular listing of all the spellings to be learned in this grammar.

Vocabulary. Not only is it essential to learn how to spell Greek words, one must also learn the root meaning of Greek words. Translation and exegesis of scripture texts are impossible otherwise. Three aspects of a Greek word are central to determining its meaning: (1) spelling, (2) etymological meaning both cognatively and connatively, and (3) context of occurrence. Conjugating, declining, and parsing concentrate on meaning through the spelling of the word. The lexicon (dictionary) provides sources of information about the etymological and historical meaning of the word. Word definition evolves over a period of time with the continued use of a word; it goes different directions via use in different geographical regions; different cultures' use of the term imposes distinct shades of meanings via the concept originating in other languages indigent to the culture rather than in Greek. The latter is especially important for New Testament Greek because of the enormous influence of the Septuigant's translation of Hebrew as the basis for so many words used in the New Testament.

Learning vocabulary has been considered a pain for Greek students for decades, but only with expanding knowledge of word meaning in one's head can proficiency for reading the text of the New Testament rise to a level to make studying possible within the typical limits of timeimposed by vocational demands. The minimum level of vocabulary skill established in this grammar is a 20 word plus frequency; such words are listed in bold print in the vocabulary section of the grammar. Other words are listed for developing a general awareness of word meanings. You should seek to master the basic vocabulary by using flash cards etc. so that it becomes unnecessary to look these words up in the lexicon when reading Greek texts. Read through the other words repeatedly, reflecting on their meanings, as a part of your expanding skill in the language.

The word meanings used in this grammar are based on Johannes P. Louw and Eugene A. Nida, Greek-English Lexicon of the New Testament based on Semantic Domains , 2 vols (New York: United Bible Societies, 1988). This lexicon breaks new ground in attempting to determine word meanings utilizing late twentieth century principles of lexicography. Appendix 1 contains a summary listing of the words in the first half of the grammar. By lesson nine the assumption is that the student will have purchased the Louw-Nida lexicon either in the print or the electronic copy which comes as a part of the utility packages of most of the leading Bible study software, such as Gramcord, Bible Works, or Logos Systems.

Written Exercise. As someone once observed, learning takes place when thought procedes from the eyes and ears through the brain and to the index finger. Each lesson contains a written homework assigned emphasizing the items covered in that lesson with some ongoing review work. The design of the grammar is for each lesson to cover two or three weeks of class time with the final class period to be the grading of the homework in class. The user will want to take note of the hyperlinks embedded in the written exercise section at the end of each grammar lesson; these will enable quick explanations and illustrations of the assigned task. In addition to the written exercise being contained in PDF format at the end of each lesson, it is also available in MS Word 7.0 (.doc), Word Perfect 9.0 (wpd), and Lotus Word Pro 9.5 (.lwp) formats for completion electronically. Using this HTML file, simply click on the desired file in the hyperlink at the end of each lesson. The BST Greek fonts will need to be downloaded and installed first; download and install the free BSTGreek True Type fonts from Bible Study Tools.

The best use of the learning experience is to begin working on the assignments at the beginning of the study of each lesson. This prevents the hurried, last minute rush toget an assignment completed thus short circuiting the learning experience. Foreign language study can only be effective when a consistent pattern of regular study is completed over an extended period of time. Given the complexities of the Greek language for the English language student, this principle of learning is all the more important!

Appendix 9 contains a comprehensive listing of all the elements of Koine Greek grammar with an indication of the lesson where each item is covered. You will want to refer to this appendix often for reference purposes since it serves as a massive index of the grammar.

File Name:Title Page...........................................................................................................GKGRM00.HTML
Acknowledgements............................................................................................GKGRM00.HTML
Dedication.........................................................................................................GKGRM00.HTML
Preface..............................................................................................................GKGRM00.HTML
Introduction.......................................................................................................GKGRM00.HTML
Table of Contents..............................................................................................GKGRM00.HTML

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Lesson 1: "Getting Acquainted"....................................................................GKGRM01.PDF
The Greek Alphabet
Groupings of Vowels and Consonants
Accent Marks
Practice Drill 01...................................gkgrm01p1t.pdf.........gkgrm01p1key.pdf
Written Exercise 01............................ gkgrm01we.doc

Lesson 2: "Speaking and Writing"................................................................GKGRM02.PDF
Sentences:
Simple Form
Subject, Verb, and Objects
Verbs:
Present-Active-Indicative of Omega Conjugation Vowel Stem
Present-Active-Indicative of mi-Conjugation divdwmi
Nouns:
First & Second Declensions Nominative, Dative, Accusative
Pronouns:
Third Person Personal Nominative, Dative, Accusative
Adjectives:
First & Second Declensions Nominative, Dative, Accusative Attributive Function
Basic Vocabulary List..........................gkgrmv1-02.pdf
Practice Drill 1.....................................gkgrm02p1t.pdf..........gkgrm02p1key.pdf
Practice Drill 2.....................................gkgrm02p2t.pdf..........gkgrm02p2key.pdf
Written Exercise 02............................ gkgrm02we.doc

Lesson 3: "Listening, Reading, and Speaking"...............................................GKGRM03.PDF
Sentences:
Compound Sentence Form using Independent Clauses
Uses of kaiv and ajllav
Modification with Genitive, Ablative, Locative, Instrumental Cases
Verbs:
Imperfect-Active-Indicative of w-Conjugation Vowel Stem
Imperfect-Active-Indicative of mi-Conjugation divdwmi, tivqhmi
Present-Active-Indicative of mi-Conjugation tivqhmi
Nouns:
Second (Genitive/Ablative) and Third (Dative/Instrumental/Locative) Endings
Basic Vocabulary List........................gkgrmv1-03.pdf
Practice Drill 1...................................gkgrm03p1t.pdf..........gkgrm03p1key.pdf
Practice Drill 2...................................gkgrm03p2t.pdf..........gkgrm03p2key.pdf
Written Exercise 03...........................gkgrm03we.doc

Lesson 4: "Cause, Preaching and Teaching"...................................................GKGRM04.PDF
Sentences:
Compound Sentence Form using gavr
Complex Sentence Form with Subordinate Conjunctive Clauses using o^ti, ejpeiv etc. to express cause
Infinitives using diav to express cause
Prepositions and Cases expressing cause
Verbs:
Present-Indicative of eijmiv Verb
Imperfect-Indicative of eijmiv Verb
Clauses:
Conjunctive Adverbial Causal use of Dependent Clauses
Basic Vocabulary List..........................gkgrmv1-04.pdf
Practice Drill 1.....................................gkgrm04p1t.pdf..........gkgrm04p1key.pdf
Practice Drill 2.....................................gkgrm04p2t.pdf..........gkgrm04p2key.pdf
Written Exercise 04............................ gkgrm04we.doc

Lesson 5: "Time and Age"..............................................................................GKGRM05.PDF
Sentences:
Direct Objects using single words, infinitival phrases, and subordinate clauses
Verbs:
Future-Active-Indicative of w-Conjugation Vowel Stem
Future-Active-Indicative of mi-Conjugation divdwmi, tivqhmi
Future-Indicative of eijmivv Verb
Infinitives:
Subject and Object Functions
Pronouns:
First Person Personal ejgwv
Second Person Personal suv
Adjectives:
Predicate Function
Clauses:
Substantival Object function of Conjunctive Dependent Clauses
Basic Vocabulary List..........................gkgrmv1-05.pdf
Practice Drill 1.....................................gkgrm05p1t.pdf..........gkgrm05p1key.pdf
Practice Drill 2.....................................gkgrm05p2t.pdf..........gkgrm05p2key.pdf
Written Exercise 05............................ gkgrm05we.doc

Lesson 6: "Real/Unreal, True/False, Genuine/Phony".......................................GKGRM06.PDF
Sentences:
Substantival Subject and Adverbial Temporal uses of Conjunctive Dependent Clauses
Adverbial Time uses of the Infinitive
Temporal Expressions with Prepositions and Cases:
Locative, Genitive, Accusative Cases
Adverbs of Time
Verbs:
1/2 Aorist-Active-Indicative of w-Conjugation Vowel Stem
1/2 Aorist-Active-Indicative of mi-Conjugation divdwmi, tivqhmi, i&sthmi
Present-Active-Indicative of mi-Conjugation i&sthmi
Imperfect-Active-Indicative of mi-Conjugation i&sthmi
Pronouns:
Near Demonstrative ou|to", au&th, tou'to and Remote Demonstratives ejkei'no", -h, -o
Basic Vocabulary List..........................gkgrmv1-06.pdf
Practice Drill 1.....................................gkgrm06p1t.pdf..........gkgrm06p1key.pdf
Practice Drill 2.....................................gkgrm06p2t.pdf..........gkgrm06p2key.pdf
Written Exercise 06.............................gkgrm06we.doc

Lesson 7: "Religious Leadership Roles"..........................................................GKGRM07.PDF
Sentences:
Asking and Answering Yes/No Type Questions
Asking a Deliberative Question
Asking a Rhetorical Question
Types of Comparisons: (1) less than, (2) equal to, (3) more than
Verbs:
1/2 Perfect-Active-Indicative of w-Conjugation Vowel Stem
Perfect-Active-Indicative of mi-Conjugation divdwmi, tivqhmi, i&sthmi
Deliberative Function of Future Tense
Interrogative Function of Indicative Mood
Subjunctive Mood Forms and Uses
Prepositions:
Explicitly Adjectival Constructions
Basic Vocabulary List..........................gkgrmv1-07.pdf
Practice Drill 1.....................................gkgrm07p1t.pdf..........gkgrm07p1key.pdf
Practice Drill 2.....................................gkgrm07p2t.pdf..........gkgrm07p2key.pdf
Written Exercise 07............................ gkgrm07we.doc

Lesson 8: "Places and Locations"..................................................................GKGRM08.PDF
Sentences:
Inferences using the coordinate conjunctions ou\n and a\ra
Asking and Answering Information Questions: Where? Why? How? When?
Greek Relative Dependent Clauses
Verbs:
Pluperfect-Active-Indicative of w-Conjugation Vowel Stem
Pluperfect-Active-Indicative of mi-Conjugation divdwmi, tivqhmi, i&sthmi
Optative Mood Forms and Uses
Infinitives:
Verbal Purpose Use
Verbal Result Use
Absolute Use
Nouns:
Using Prepositions and Cases to identify Places and Location:
Genitive, Ablative, Dative, Locative, Accusative Cases
Independent Nominative Case
Accusative of Purpose Case
Accusative of Result Case
Pronouns:
Quantitative Correlative Relative Pronouns o&so", -h, -on
Clauses:
Adverbial Local Clauses
Adverbial Purpose Dependent Clauses
Adverbial Result Dependent Clauses
Adjectives:
3 Declension Mixed Adjectives pa'", pa'sa, pa'n
Basic Vocabulary List..........................gkgrmv1-08.pdf
Practice Drill 1.....................................gkgrm08p1t.pdf..........gkgrm08p1key.pdf
Practice Drill 2.....................................gkgrm08p2t.pdf..........gkgrm08p2key.pdf
Written Exercise 08............................ gkgrm08we.doc

Lesson 9: "Associations and Relationships"....................................................GKGRM09.PDF
Sentences:
Setting up Disjunctive Statements using h[
Verbs:
Middle Voice Forms of the w-Conjugation Vowel Stem
Middle Voice Forms of mi-Conjugation divdwmi, tivqhmi, i&sthmi
Intensive Middle Voice Function
Deponent Verbs
Nouns:
Using Prepositions and Cases to express association:
Genitive, Instrumental, and Accusative Cases
Ablative of Agency, Ablative of Means
3 Declension Mute Consonant Stem Nouns
3 Declension Liquid Consonant Stem Nouns
Pronouns:
Intensive Pronouns
Clauses:
Adverbial Conditional Dependent Clauses
Basic Vocabulary List..........................gkgrmv1-09.pdf
Practice Drill 1.....................................gkgrm09p1t.pdf..........gkgrm09p1key.pdf
Practice Drill 2.....................................gkgrm09p2t.pdf..........gkgrm09p2key.pdf
Written Exercise 09............................ gkgrm09we.doc

Lesson 10: "Possession"................................................................................GKGRM10.PDF
Sentences:
Asyndeton
Verbs:
Impersonal Verbs
Reflexive Middle Voice Function
Reciprocal Middle Voice Function
Infinitive:
Modifier Function
Nouns:
Cases expressing Possession: Genitive, Dative, Accusative Cases
Pronouns:
Reflexive Pronouns
Reciprocal Pronoun
Adjectives:
Possessive Adjectives/Pronouns
Prepositions:
cavrin
Clauses:
Adverbial Concessive Dependent Clauses
Basic Vocabulary List..........................gkgrmv1-10.pdf
Practice Drill 1.....................................gkgrm10p1t.pdf..........gkgrm10p1key.pdf
Practice Drill 2.....................................gkgrm10p2t.pdf..........gkgrm10p2key.pdf
Written Exercise 10............................ gkgrm10we.doc

Lesson 11: "Informational Questions"...........................................................GKGRM11.PDF
Sentences:
Asking 'What' Questions
Verbs:
Contract Verbs - Alpha: Forms in w-Conjugation
Permissive / Causative Middle Voice Function
Historical Present Tense Function
Nouns:
Vocative Case
Subjective / Objective Genitive Case Functions
Pronouns:
Qualitative Relative Pronoun oJpoi'o", oJpoiva, oJpoi'on
Interrogative Pronoun poi'o", -a, on
Basic Vocabulary List..........................gkgrmv1-11.pdf
Practice Drill 1.....................................gkgrm11p1t.pdf..........gkgrm11p1key.pdf
Practice Drill 2.....................................gkgrm11p2t.pdf..........gkgrm11p2key.pdf
Written Exercise 11............................ gkgrm11we.doc

Lesson 12: "Naming"...................................................................................GKGRM12.PDF
Sentences:
Words used to identify persons
Verbs:
Contract Verbs -Epsilon: Forms in w-Conjugation
Causative Active Voice Function
Nouns:
3 Declension Neuter Nouns
Basic Vocabulary List..........................gkgrmv1-12.pdf
Practice Drill 1.....................................gkgrm12p1t.pdf..........gkgrm12p1key.pdf
Practice Drill 2.....................................gkgrm12p2t.pdf..........gkgrm12p2key.pdf
Written Exercise 12............................ gkgrm12we.doc

Lesson 13: "People Designations"................................................................GKGRM13.PDF
Sentences:
Ways of Identifying Ethnic Groups
Verbs:
Contract Verbs - Omega: Forms in w-Conjugation
Passive Voice Forms of the w-Conjugation Vowel Stem
Direct Personal Agency Passive Voice Function
Direct Impersonal Agency Passive Voice Function
Indirect Personal Agency Passive Voice Function
Indirect Impersonal Agency Passive Voice Function
Nouns:
Prepositions and Cases expressing direct personal and impersonal agency:
Ablative of Agency, Instrumental of Means
Prepositions and Cases expressing indirect personal and impersonal agency:
Ablative of Agency, Ablative of Means
3 Declension Mute Consonant Stem Nouns
3 Declension Liquid Consonant Stem Nouns
Adjectives:
3 Declension Mixed Adjectives pa'", pa'sa, pa'n
Basic Vocabulary List..........................gkgrmv1-13.pdf
Practice Drill 1.....................................gkgrm13p1t.pdf..........gkgrm13p1key.pdf
Practice Drill 2.....................................gkgrm13p2t.pdf..........gkgrm13p2key.pdf
Written Exercise 13............................ gkgrm13we.doc

Lesson 14: "Birthing"...................................................................................GKGRM14.PDF
Sentences:
Ways of describing pregnancy and giving birth
Expressions of Apposition
Asking 'who' Questions
Verbs:
Liquid Stem Verbs
Nouns:
3 Declension Vowel Stem Nouns
Predicate Accusative Case Function
Pronouns:
Interrogative Pronouns tiv", tiv
Indefinite Pronouns ti", ti
Adjectives:
3 Declension Mixed Adjectives poluv", pollhv, poluv
3 Declension Mixed Adjectives mevga", megavlh, mevga
Comparative / Superlative Degrees of Adjectives
Basic Vocabulary List..........................gkgrmv1-14.pdf
Practice Drill 1.....................................gkgrm14p1t.pdf..........gkgrm14p1key.pdf
Practice Drill 2.....................................gkgrm14p2t.pdf..........gkgrm14p2key.pdf
Written Exercise 14............................ gkgrm14we.doc

Lesson 15: "Childhood"...............................................................................GKGRM15.PDF
Sentences:
Childhood Terms
Verbs:
Palatal (Gutteral) Mute Stem Verbs
Labial Mute Stem Verbs
Participles:
Adjectival Uses:
Substantival Use
Attributive Modifier Use
Predicate Modifier Use
Periphrastic Constructions
Present Tense Forms
Pronouns:
Indefinite Relative Pronouns o{sti", h{ti", o{ti
Adjectives:
3 Declension e" Stem Forms
3 Declension u Stem Forms
Basic Vocabulary List..........................gkgrmv1-15.pdf
Practice Drill 1.....................................gkgrm15p1t.pdf..........gkgrm15p1key.pdf
Practice Drill 2.....................................gkgrm15p2t.pdf..........gkgrm15p2key.pdf
Written Exercise 15............................ gkgrm15we.doc

Lesson 16: "Youth and Adulthood"............................................................GKGRM16.PDF
Sentences:
Youth and Adulthood Terms
Issuing Commands
Verbs:
Dental Mute Stem Verbs
Sibilant Stem Verbs
Present and Aorist Imperative Mood Forms and Functions
Participles:
Aorist Tense Forms
Adverbial Uses:
Adverbial Temporal Use
Adverbial Modal Use
Adverbial Imperatival Use
Adverbial Telic Use
Adverbial Causal Use
Adverbial Conditional Use
Adverbial Concessive Use
Adverbial Instrumental Use
Adverbial Complementary Use
Adverbial Circumstantial Use
Nouns:
Ablative of Rank Case Function
Pronouns:
Negative Pronouns
Basic Vocabulary List..........................gkgrmv1-16.pdf
Practice Drill 1.....................................gkgrm16p1t.pdf..........gkgrm16p1key.pdf
Practice Drill 2.....................................gkgrm16p2t.pdf..........gkgrm16p2key.pdf
Written Exercise 16............................ gkgrm16we16.doc

SUPPLEMENTARY HELPS

Vocabulary List (Appendix 1).....................................................................GKGRMA01.PDF
Guidelines to Parsing (Appendix 2).............................................................GKGRMA02.PDF
Conjugation Tables of Verbs and Verbals (Appendix 3)..............................GKGRMA03.PDF
Declining Tables of Nouns and Noun Derivatives (Appendix 4)....................GKGRMA04.PDF
Steps to a Literary Structural Analysis of the Greek Text (Appendix 5).........GKGRMA05.PDF
Guidelines for Classifying Sentences and Subordinate Clauses (Appendix 6)..GKGRMA06.PDF
General Rules for Accenting Greek Words (Appendix 7)..............................GKGRMA07.PDF
Grammar Reference Index (Appendix 8).....................................................GKGRMA08.PDF
Guidelines for Contract Verbs (Appendix 9)................................................GKGRMA09.PDF
List of Six Principle Parts of Verbs (Appendix 10).......................................GKGRMA10.PDF

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