Practice writing all the Greek capital letters with their matching small letters

in their alphabetical order. Pronounce each letter as you write it. Write

and say these letters until you can do so with ease.

How to write Greek letters

The arrows show you where to start when you write Greek letters. Always remember to write the accents and breathing marks, as well as the iota subscripts!

A a

B b

D d

Lesson One: The Greek Alphabet

Sight and Sounds of the Greek Letters ________________________________________________________________

K k

L l

M m

N n

C c

O o

P p

Lesson One: The Greek Alphabet Page

Sight and Sounds of the Greek Letters

________________________________________________________________

S s

S j

T t

U u

X x

W w

Final Sigma

Lesson One: The Greek Alphabet Page SA1:44

Sight and Sounds of the Greek Letters (Module A)

________________________________________________________________

Practice writing all the Greek capital letters in their alphabetical order in the

space provided below. Aim for simplicity, clarity, and ease of recognition.

The Greek Alphabet
Do you know your letters?
Part 1

You may use this NTGreek Lesson Aid to see if you know the different Greek alphabetical characters. 

Directions: A Greek alphabetical character is displayed on the left.  Use the pull-down menu to choose the correct answer.  At the bottom of the page, you may choose the option to see the correct answers and your score, as well as try other Greek alphabetical characters.

When r begins a word, it must have what is called the rough breathing mark, (a & on top of it), and when any word begins with a vowel it also must have either a rough breathing mark, or a smooth breathing mark ( an 0 on top of it). For example:

r& = a rough breathing mark (pronounced with an "h" sound)

a0 = a smooth breathing mark pronounced simply as "a"

The marks found above letters in Greek are called accent marks (apart from the rough and smooth breathing marks we have already discussed). These marks help in pronunciation of words; but we will simply note them and not memorize them. Usage will, in the long run, make these marks self explanatory.

In Greek there are 4 punctuation marks; the comma (,) and period (.) correspond to the English comma and period. The colon (:) appears above the line and corresponds to the English colon. The question mark (;) is this sign.

In Greek, as in English, there are different parts of speech: verbs, which are words that describe action; nouns, which name objects; and adjectives, which modify nouns. There are other parts of speech which we will discuss later. For now, we will focus on one particular type of verb.

When one talks about Greek verbs one must be very clear as to which kind of verb one is talking about. Greek verbs, you see, have "Tense", which describes both kind and time of action. They also have "Voice", which indicates whether the subject of the verb is acting (active voice) or being acted upon (passive voice). Greek verbs also have "Mood", which shows the verb's relation to reality. And finally, Greek verbs also have number (singular or plural). We will see many examples of aong; so do not worry now about whether or not you fully grasp these ideas. You will!!!!

The first kind of verb we will discuss is the one which occurs most often in the New Testament: Present, Active, Indicative. That is, the tense is present (describing action taking place now), the voice is active (meaning that the verb's subject is acting and not being acted upon), and the mood is indicative (which demonstrates true reality). Present, Active, Indicative verbs are translated by a present tense English verb. (See the examples below in the vocabulary).

Before we go any further, the following words will need to be memorized by the student for vocabulary. These words occur very frequently in the New Testament.

ginwskw = I know

grafw = I write

didaskw = I teach

e0geirw = I raise up, lift up

lambanw = I receive, take to myself

legw = I say, I speak

pempw = I send

ferw = I bear, I carry, I bring

ASSIGNMENT: Memorize these vocabulary words and learn to correctly pronounce them.

You will notice that each of these verbs ends with the letter w. And they are all translated by "I...." In Greek, the verb called the present, active, indicative, always ends with the following endings (called conjugations):

-w = I ...

-eij = you ...

-ei = he, she or it, depending on the context

-omen = we...

-ete = you

-ousi= they

-ein = infinitive

Thus, to learn to recognize the Present, Active, Indicative, you simply need to recognize the verbal ending. You can take any of the verbs ending, add the endings above, and have the correct conjugation.

For instance:

legw= I say

legeij= = You say

legei= He, she or it (depending on the contexts) says

legomen= We say

legete= You say

legousi= They say

legein= to say

ASSIGNMENT: Take each of the verbs from the vocabulary above and conjugate them, then translate them.

Example:

didask + w = I teach

didask + eij = you teach

didask + ei = he, she or it teaches

didask + omen = we teach

didask + ete = you teach

didask + ousi = they teach

didask + ein = to teach

Now, do the rest of the verbs for yourself (but don't include the + marker, it is simply there to show you how conjugation is done).

1. Verbs

a0gw- I lead

a0kouw- I hear

blepw- I see

e0xw- I have

luw- I loose, I destroy

2. Second Declension Nouns

a0ggeloj- messenger

a0delfoj- brother

douloj- slave, servant

karpoj- fruit

logoj- word

a0nqrwpoj- man

a0postoloj- apostle, messenger

a0rtoj- bread

gamoj- marriage

dwron- gift

qanatoj- death

i&eron-- temple

liqoj- stone

nomoj- law

o0xloj- crowd

ui&oj- son

kai- and

ASSIGNMENT: Memorize the vocabulary words above. Note that list 1 are verbs, and list 2 are nouns of the second declension.

There are three ways of classifying nouns in Greek. The second declension (class) are the most frequent in the New Testament, so it is with these that we begin our study of nouns.

The following endings are attached to the noun root to obtain the endings of the second declension:

All that one needs to do to decline a noun in Greek, if it is a second declension noun, is add these endings to the stem.

For example, the stem of a0nqrwpoj is a0nqrwp- to which are added the endings of the second declension as follows:

To find the stem of any noun, simply drop off the nominative ending (the way it is listed in the dictionary) and add the endings above. (See how simple it is!)

ASSIGNMENT: Decline (or add the appropriate endings, as above) all the nouns in the vocabulary at the beginning of lesson 4.

Now, we must briefly discuss the meanings of these endings:

The Nominative case (or ending) is the case that the subject of the sentence is found in.

The Genitive case is the case used to describe ownership of something. For example, oi0kou a0nqrwpou means "a man's house" or "a house of a man".

The Locative case indicates where something is located. "oi0kw| " means "in a house"

The Instrumental case indicates the means by which something is. "oi0kw| " means "by means of a house".

The Dative case indicates the direction of something. "oi0kw| " means "to a house".

The astute reader will notice that the Locative, Instrumental and Dative cases are all the same in form. The correct translation can only be gained by means of the context.

The Accusative case shows limits. "oi0kon" means "the house" (only).

The Vocative (which occurs only in the singular) is the case of address. "a0nqrwpe" means "man!"

Accurate translation means that the translator must know these forms and their meanings.

ASSIGMENT: Translate the following sentences:

a0nqrwpoj ginwskei ton nomon

pempete dwra tw| i&erw|

lambanw dwra karpou kai a0rton

As we begin this lesson the student needs to be reminded that learning Greek is like washing an elephant. We have washed a little, and we have a lot more to go. But don't get discouraged! Stick with it and the rewards will far outweigh the trouble.

ASSIGNMENT: write and memorize this vocabulary list.

This lesson will help the student recognize and translate 1st declension nouns. The student is urged to review lesson 4 and its description of the various cases. They also apply here, as in 2nd declension nouns.

The following table must be memorized:

These endings are simply added to the stem of the feminine nouns of the 1st declension (masculine nouns of the 1st declension are different): for example:

Easy, right? Well it gets a little complicated now. For when the stem of a noun ends in j, ll or a double consonant (z, c, s, y) then the following table applies:

As before, these endings are simply added to the stem of the noun. And, as before, these endings must be memorized.

Now, when a 1st declension noun is masculine in gender, then it has the following endings:

ASSIGNMENT: Memorize the table above.

Now we can turn to our last item of business in this lesson; an examination of the definite article. Greek has no indefinite article (the english "a" or "an"). The definite article is declined like any other noun, in the following manner (in the masculine, feminine and neuter genders):

ASSIGNMENT: Memorize the table above, and translate the following sentences:

1. o( a0postoloj didaskei parabolhn toij a0nqrwpoij

2. legomen logouj a0lhqeiaj o0xloij a0nqrwpwn kai maqhtwn

ASSIGNMENT: Memorize the vocabulary list above.

Like nouns, adjectives have gender, number, and case. An adjective is a word that modifies a noun- i.e., "a new house". the adjective is "new" and the noun is "house".

When an adjective is used in Greek it will agree (match) the noun in gender, case, and number. For example:

and so on.

Thus, there is nothing new to memorize here, since the student has already memorized the 1st and 2nd declension nouns. What one MUST remember is that an adjective WILL agree with the noun it modifies in gender (masculine or feminine), case (nominative, genitive, etc), and number (singular or plural).

Of particular importance in translating Greek is whether or not the definite article is used IMMEDIATELY before the adjective. Note the following sentences very carefully, paying particular attention to the placement of the article and the translation given:

and

If you noticed, when the article immediately precedes the adjective then it is translated "the... (whatever the adjective is). When the article does not precede the adjective, the English wore the translation accurate.

(Note: all of these rules are subject to fine tuning as we learn more of this tremendous language).

ASSIGNMENT: Translate the following sentences as accurately as possible:

1. o( a0gaphtoj maqhthj a0kouei touj a0gaqouj logouj

2. o( basilikoj nomoj didaskei thn doxan a0gaphj

3. o( a0postoloj ginwskei touj dikaiouj kai taj dikaiaj

4. o( dikaioj a0nqrwpoj grafei parabolhn

a0na- up, again

a0nti- against, instead of

a0po- from, away from

dia- through, by (with genitive); because of (with accusative)

e0k- out of (before a word begining with a vowel = ex)

e0ij- into, unto

e0n- in, on (with locative); by (with instrumental)

e0pi- upon, on, at (with genitive); over (with locative); up to (with accusative)

kata- down from (with genitive); according to (with accusative)

meta- with (with genitive); after (with accusative)

para- from (with genitive); beside (with locative); along (with accusative)

peri- about, concerning (with genitive); about, around (with accusative)

pro- before

proj- at (with locative); to (with accusative)

sun- with, together with

u(per- over (with accusative)

u(po- by (agency) (with genitive); under (with accusative)

The first thing the student will notice is that some of the prepositions have different meanings when they occur with a particular case. These distincitions must be learned.

ASSIGNMENT: The vocabulary above must be memorized.

Prepositions are words that help nouns, verbs and adjectives express themselves clearly. Prepositions do not change in form, as do nouns, verbs and adjectives. The forms above are the forms that will always occur, with one small exception.

Prepositions ending with a vowel (except pro and peri) drop that vowel when the next word in the sentence begins with a vowel. For example:

Note: Prepositions have shades of meaning that are not indicated above. The translator must be sensitive to the context to translate them correctly, as well as make liberal use of the lexicon.

ASSIGNMENT: Translate the following sentences:

1. o( a0postoloj didaskei e0n th| e0kklesia|

2. o( maqhthj legei parabolhn peri thj basileiaj

3. o( messiaj legei parabolhn e0n logoij a0lhqeiaj

ASSIGNMENT: Memorize the vocabulary list above. Notice that the list contains both verbs and nouns.

The passive verb, (the topic of this lesson) is used when the subject of the verb is being acted upon, rather than acting. For example:

The following table shows the endings of the present, passive, indicative:

These endings are added to the stem of the verb, and a connecting vowel is added (o before m or n, e before any other letter). For instance:

lu-o-mai = I am being loosed lu-o-meqa = we are being loosed

lu-h| = you are being loosed lu-e-sqai = you are being loosed (pl)

ASSIGNMENT: Memorize the vocabulary words above.

The present, middle, indicative is used to show that the subject is acting so as to participate in some way in the results of the action. This means that such verbs should be translated reflexively; i.e., o( a0nqrwpoj e0geiretai = the man is raising himself up.

Now, for the good news! The form of the present, middle, indicative is exactly the same as the present, passive, indicative.

So, the difference is function rather than form. The context of the passage will indicate whether the verb is middle or passive in function.

Since the student has already learned the form, the following table shows the function of the present, middle, indicative:

ASSIGNMENT: Translate the following sentences as present, middle, indicatives.

1. oi( a0nqrwpoi lambanontai a0rton kai karpon

2. krinetai e0n th| parabolh| tou profhton

3. oi( o0cloi e0sqiousin (note the -n on the end of this verb. This letter is called a moveable -n and it occurs quite frequently on the end of the 3rd person plural verb) a0rton kai o( messiaj docazetai

ASSIGNMENT: Memorize the vocabulary list above.

Some notes of importance:

The word de never stands at the beginning of a clause.

In Greek the negative particle is normally found immediately in front of the word is negates.

Now, to the personal pronouns. They are declined as follows:

(The student should note that the abbreviations for the cases are given above, and will be used from this point on. This should cause no difficulty, as you know the case names by now).

ASSIGNMENT: Memorize the personal pronouns above.

A pronoun agrees with the noun it is replacing in case, gender and number (just like an adjective).

Whenever the phrase o( au0toj occurs it must be translated "the same".

All of these pronouns must be carefully translated according to their context. Only practice in this art can help one correctly render these pronouns.

ab Now, to our next toto be".

The verb ei0mi (to be) is conjugated below.

ei0mi- I am e0smen- we are

ei0- you are e0ste- you are

e0sti (n)- he, she, it is ei0si(n)- they are

The moveable -n occurs frequently in this verb. When it occurs, simply note it. It does not change the translation at all. It was simply used as a syllable closer.

ASSIGNMENT: Memorize the verb ei0mi as it is conjugated above. Then, translate the following sentences:

1. didaskw touj ui0ouj mou kai legw au0toij parabolhn

2. e0gw ei0mi douloj, su de ei0 a0postoloj

3. oi( a0delfoi h(mwn blepousin h(maj kai h(meij didaskomen au0touj

ASSIGNMENT: Memorize the vocabulary words above.

There are two demonstrative pronouns in Greek. The near demonstrative ou(toj points to something near at hand; while the far demonstrative e0keinoj points to something further away.

For example:

The Demonstratives are declined like adjectives. See the table below:

ASSIGNMENT: Memorize the tables above, then translate the sentences below.

1. ou(toj o( a0nqrwpoj ginwskei e0keinon ton a0nqrwpoj

2. a0kouomen tauthn thn parabolhn peri thj e0kklhsiaj

3. ou(toj didaskei touj a0gaqouj kai au0toj didasketai u(po tou kuriou

ASSIGNMENT: Memorize the vocabulary words above.

Deponent verbs are verbs which appear in the middle or passive form (which have already been learned); but are translated as though in the active form. This makes it essential that the student know which verbs are deponent in form, so that they can be translated correctly. A clue: when verbs are listed in the dictionary as the vocabulary words are, with a middle/passive ending, they are deponent in form, and should be translated actively.

ASSIGNMENT: Translate the sentences below.

1. poreuomai e0k tou oi0kou kai ei0j thn e0kklhsian

2. o( profhthj e0cerxetai e0k tou i9erou

3. o( a0nqrwpoj ginetai a0ggeloj tou kuriou

4. luontai ou(toi douloi u(po tou kuriou

ASSIGNMENT: Memorize the vocabulary words above.

The following is the conjugation of the imperfect, active, indicative of luw:

The e at the beginning of the word is called an augment, and it illustrates that this is a secondary tense that expresses past time. When a word begins with a vowel that vowel is lengthened thus:

a becomes h

e becomes h

o becomes w

For example:

a0kouw, becomes, in the imperfect, active, indicative, h0kouon and e0geirw becomes h0geiron, etc.

ASSIGNMENT: Learn the endings of the imperfect, active, indicative as indicated above.

These endings are added to the stem of the verb, and e is added as the augment (unless there is already a vowel beginning the word, in which case it is lengthened as demonstrated above).

The imperfect, active, indicative of ei0mi is as follows:

ASSIGNMENT: Memorize the imperfect of ei0mi above.

The imperfect tense is used to indicate continuous action in past time. I.E., "I am loosing" (present tense); "I was loosing" (imperfect tense).

ASSIGNMENT: Translate the sentences below:

1. ponhroi h0te, a0gaqoi de e0ste

2. o9 messiaj a0pestellen (note that when a preposition is attached to an imperfect verb, the prefix of the verb itself is changed, and not the preposition) a0ggelouj proj h9maj

3. e0n tw/ kosmw/ h0n kai o9 kosmoj ou0k e0ginwsken au0ton

ASSIGNMENT: Memorize the vocabulary above.

The imperfect middle and passive indicatives are identical in form. Thus, the translator must be sensitive to the context to determine whether the verb should be translated middle e0luomhn (I was loosing myself) or passive e0luomhn (I was being loosed).

The following table shows the form of both the middle and the passive (the translation is, of course the passive. Yet it could also be middle, as stated above, since they are identical in form):

Notice that the imperfect middle and passive have the e prefix just as does the imperfect active (and the same rules apply to it). To this prefix is added the verbal stem, and then the connecting vowel, and then the endings; thusly-

e0+lu+o+mhn, etc.

A Note On kai

Kai can mean "and" as learned above; but it can also mean "also, even". Only the context can help decide between these options.

ASSIGNMENT: Memorize the imperfect middle and passive forms above, and translate the following sentences.

1. ou(toi oi( logoi e0n tw| bibliw| e0grayonto

2. tote o0xloj e0ceporeueto proj au0ton, nun de ou0keti e0kporeuetai

ASSIGNMENT: Memorize the vocabulary above.

The future active indicative of luw is:

The future middle indicative of luw is:

ASSIGNMENT: Memorize the future active and middle indicative forms above.

As the student can see, the future simply adds s to the stem of the verb, and the rest remains the same.

There are, unfortunately, exceptions to this simple rule which MUST be learned. They are as follows:

When a stem ends in-

ASSIGNMENT: Memorize the vocabulary above.

The First Aorist Active Indicative is a vn that is completed in the past. The vocabulary words above are all first aorist, active, indicatives, and the way they are translated are the way that all first aorist verbs are translated.

The form of the verb is obtained by doing the following:

1- add the augment e (as in the imperfect verb learned earlier; and all the same rules apply as there) to the stem of the verb

2- add the endings of the first aorist active indicative as shown below:

For example, if the stem is luw-

e0+lu+sa e0+lu+samen

e0+lu+saj e0+lu+sate

e0+lu+sen e0+lu+san

All of which would be translated - I was loosed, etc.

ASSIGNMENT: Memorize the First Aorist Active Indicative endings above.

The first aorist middle indicative form is given below: (with the stem of luw)

The student will note that the augment and the stem remain, as above; but the endings change. These first aorist middle indicative endings must be learned.

ASSIGNMENT: Memorize the first aorist middle indicative endings above, and translate the following sentences:

1. e0lusen o( kurioj touj douloj au0tou

2. e0pemyamen ta tekna e0k tou oi0kou

3. oi( maqhtai e0docasan ton qeon kai ton ui(on au0tou

ASSIGNMENT: Memorize the vocabulary above. The second aorist, like the first aorist, indicates completed action in the past. 2nd aorist verbs are very irregular, follow no particular pattern, and can only be recognized by the augment (as learned before) the unusual stem, and the endings.

The 2nd aorist active indicative endings are shown below:

The 2nd aorist middle endings are shown below:

ASSIGNMENT: Memorize the active and middle endings above. As the student can see, the 2nd aorist and the imperfect are identical in form. Only the context and the irregular stem can indicate whether the verb should be translated aorist or imperfect.

ASSIGNMENT: Translate the following sentences.

1. e0genonto oi( maqhtai tou kuriou

2. kai ei0domen ton kurion kai h0kousamen twn logwn au0tou

3. tauta ei0pete h(min e0n tw| i(erw| e0keina de e0n tw| oi0kw|

ASSIGNMENT: Memorize the vocabulary above.

The Aorist passive of luw is:

Note, that the aorist passive indicative is formed by placing the augment on the stem, and adding the aorist passive endings. I.e., e0+lu+qhn, etc.

ASSIGNMENT: Memorize the aorist passive indicative forms above.

The future, passive indicative of luw is:

Note, again, that the future passive indicative is formed by taking the stem, adding the passive marker, and then adding the future endings; thusly, lu+qh+somai, etc.

ASSIGNMENT: Memorize the future, passive indicative conjugation above, and translate the following sentences.

1. e0didacqhte u(po twn e0n e0keinh| th| h(mera| oi( nekroi e0gerqhsontai e0n tw| logw| tou qeou

2. tauta e0grafh e0n taij grafaij

ASSIGNMENT: Memorize the vocabulary above.

Third declension nouns are irregular. They have irregular stems and irregular endings. The endings below are those COMMONLY used; but there are many, many others. What the student must do, therefore, is learn these basic endings and then learn to recognize these nouns when they occur, and that will only happen with practice!

These are the normal endings of the third declension:

ASSIGNMENT: Memorize the normal 3rd declension noun endings above, and translate the following sentences:

1. e0lpida ou0k e0xomen o(ti ou0 ginwskomen ton kurion

2. o( logoj mou menei ei0j ton aiwna

(NOTE: the definite article which comes before the normining case, gender and number)

This lesson is not quite over, dear student. Please continue on from here with what follows.

ASSIGNENT: Memorize the vocabulary above and translate the following sentences:

1. e0swqhmen th| xariti dia pistewj

2. stasij e0n th| e0kklhsia| e0sti kakh

ASSIGNMENT: Memorize the vocabulary above.

The present, active participle of luw is:

The present middle and passive participle of luw is:

The Present participle of ei0mi is:

ASSIGNMENT: Memorize the paradigms above.

The participle is a verbal adjective. The present participle of any regular verb may be formed by adding the above endings to the stem.

A participle, as a verb, has tense, voice and mood. And, as an adjective, it has case, gender and number.

The function of the participle. The participle is used in sentences to describe the action of the subject. As a verb, it shares the tense of the main verb of the sentence, and as an adjective, it shares the case, gender and number of the subject of the sentence.

Note the following sentences and the way that the participles are translated:

Note: When the article precedes the participle it is translated "the one who...", "he who...". When there is no article it is translated "while" or "as". I.e.,

Participles in Greek nt must grasp well these principles in order to correctly translate them.

ASSIGNMENT: Translate the following sentences.

1. o( dexomenoj se dexetai ton kurion

2. oi( lambanontej thn xarin tou qeou swzontai

3. to fwj tou qeou fainei e0n tw kosmw

4. h0san e0n tw oi0kw tw luomenw

5. ei0domen ton a0postolon o0nta e0n th e0kklhsia

.

ASSIGNMENT: Memorize the vocabulary above.

The First Aorist active participle of luw is:

The first aorist Middle participle of luw is:

Note: The TIME of action indicated by the Aorist Participle is PRIOR to the action of the main verb. Otherwise, everything else has been noted in the preceding lesson.

ASSIGNMENT: Memorize the paradigms above and translate the following sentences.

1. e0celqwn e0k tou oi0kou tauta ei0pen

2. o( mh i0dwn ton kurion ou0k e0pisteusen ei0j au0ton

ASSIGNMENT: Memorize the vocabulary words above.

The aorist passive participle of luw is:

To form the aorist passive participle, simply add the endings to the stem. All the other rules for participles learned earlier also apply here, except that these participive voice and not the active or middle. That is, the subject is passive in the action of the verb.

ASSIGNMENT: Memorize the tables above.

NOTE: One of the most frequent uses of the participle is what is called the "genitive absolute". A genitive absolute is a participle in the genitive case plus its noun or pronoun. These two words are independent of the main clause and thus are translated as independent clauses.

For example, a regular participial phrase is:

• ei0pon tauta oi9 a0postoloi a0phlqon

   

• "having said these things, the apostles went away".

   

A genitive absolute looks like this:

• ei0pontwn tauta twn maqhtwn oi9 a0postoloi a0phlqon

   

• "The disciples having said these things; the apostles went away".

   

The participle, you see, with its noun is "absolute"; that is, loosed or seperated from the main part of the sentence, and hence is in the genitive case. Practice will make this construction quite clear to recognize and translate.

ASSIGNMENT: Translate the sentences below:

1. e0pelqontoj tou a(giou pneumatoj e0p au0touj e0labon dunamin

2. makarioj e0stin o( i0dwn thn swthrian tou qeou

The Perfect Active Indicative of luw is:

The perfect middle indicative of luw is:

NOTE: The perfect is formed by adding a "reduplicating augment" to the stem. This reduplicating augment is formed by taking the first letter of the stem (or in certain cases a similar sounding letter) and adding it to e at the front of the stem. Then, after the stem the endings are added, as before. For instance: le+lu+mai ; the reduplication is l added to e, added to the stem lu, and then the ending mai, etc. See, it's very simple!

The perfect tense is used to show action completed in the past, but with results that last into the present. For example: leluka = I have loosed (and it remains loosed!). This tense is VERY important theologically, as the student will learn from translating it correctly in the New Testament.

ASSIGNMENT: Memorize the conjugations above.

The perfect active participle of luw is:

ASSIGNMENT: Memorize the perfect active participle abov perfect middle participle of luw is:

ASSIGNMENT: Memorize the perfect middle participle above, and translate the following sentences.

1. ta gegrammena e0n tw bibliw tou nomou e0stin a0gaqa

2. xariti e0ste seswsmenoi dia pistewj

3. oi9 bebaptismenoi maqhtai ei0sin e0n th e0kklhsia

ASSIGNMENT: Memorize the vocabulary above.

The verbs we have studied so far have all been indicative in mood. (Remember, verbs have voice (active or passive), tense (past, present, future, etc), and mood.

The subjunctive mood indicates action that is possible or potential. For example:

• Indicative Mood- The child runs (indicating action taking place).

   

• Subjunctive Mood- If the child runs, he will escape (possible action).

   

• Optative Mood- Oh, that the child would run! (indicating a wish).

   

• Imperative Mood- Run, child (indicating a command or order).

   

We have learned verbs of the indicative mood and we are now learning verbs of the subjunctive mood (the other two moods listed above will be learned later, but are given here for purposes of comparison).

The subjunctive mood is used in the following ways:

1- The Hortatory Subjunctive- exhorting someone to action.

2- The Prohibitive Subjunctive- action is prohibited.

3- The Deliberative Subjunctive- the same as the rhetorical question in English.

 

These possibilities will be clear in the context of the sentence which is being translated.

The Subjunctive Mood is also used in conditional sentences. In the Greek New Testament there are 4 kinds of conditional sentences. They are:

• 1st Class- The reality of the condition is affirmed.

  (ei0 with the indicative mood)

   

• 2nd Class- The contrary to fact condition.

  (ei0 with the indicative followed by an with the indicative)

   

• 3rd Class- The Probable Future condition

  (e0an with the subjunctive)

   

• 4th Class- The possible future condition

  (ei0 with the optative followed by an with the optative)

   

For Example:

• 1st class- Since he is studying Greek, he will learn Greek.

   

• 2nd class- If he had studied, he would have learned Greek

   

• 3rd class- If he studies, he will learn Greek

   

• 4th class- If he would study, he would learn Greek.

   

ASSIGNMENT: Memorize the uses of the Subjunctive mood and the 4 classes of conditional sentences above.

Now we will learn the forms of the Subjunctive Mood.

The Present Subjunctive of ei0mi is:

The Present Active Subjunctive of luw is:

The First Aorist Active Subjunctive of luw is:

The present Middle and Passive Subjunctive of luw is:

The 1st Aorist Passive Subjunctive of luw is:

Notice that the paradigms above have no translation with them. This is because subjunctive verbs cannot be correctly translated without a context. The student must know whether a sentence containing a subjunctive verb is 1st, 2nd, 3rd or 4th class to correctly render it. There will be plenty of time to practice translating these verbs -- they are all over the New Testament.

ASSIGNMENT: Memorize the paradigms above, and translate the following sentences.

1. ei0 au0th e0stin h9 marturia tou i0dontoj ton kurion pisteuw au0thn

2. ei0 e0khruxaj to eu0aggelion, oi9 a0n a9martwloi e0pisteusan

3. e0an ei0selqhte ei0j thn oi0kian tou maqhtou, didacai u9min touj logouj thj zwhj

4. mh ei0selqhj ei0j touj oi0kouj twn ponerwn

ASSIGNMENT: Memorize the vocabulary above.

The imperative mood appears in the New Testament in only the present and aorist tenses. There is no 1st person in the imperative mood. The 2nd person is translated as a command, and the third person with "let him..." etc.

The present active imperative of luw is:

The present middle and passive imperative of luw is:

The 1st Aorist active imperative of luw is:

The 1st aorist middle imperative of luw is:

The 1st aorist passive imperative of luw is:

The Present Imperative of ei0mi is:

ASSIGNMENT: Memorize the paradigms above and translate the following sentences.

1. a9giaze to i9eron tou qeou

2. kurie, katabhqi prin a0poqanein to paidion mou

ASSIGNMENT: Memorize the vocabulary above.

Contract verbs are verb whose stems end in a, o, or e. Because a connecting vowel is added to the stem when a verb is formed, these verbs undergo a change. The following table shows how the connecting vowel, when added to the vowel at the end of the stem, change:

I.e., when the connecting vowel is e and the stem ends in e, the resulting vowel is ei, etc.

ASSIGNMENT: Memorize the contract verb table above, and translate the following sentences.

1. e0zhtoun au0ton oi9 ponhroi, i9na qewrwsi ta poioumena u9p au0tou.

2. o9 maqhthj e0lalhsen tauta toij peripatousin e0n tw i9erw.

3. o9 0Ihsouj legei tw maqhth, Simwn, fileij me;

We have already learned the personal pronouns and the demonstrative pronouns. he other kinds of Greek pronouns. All of these will be declined, just like all the other nouns and pronouns we have studied.

1- The relative pronoun, o9j, who, which, that.