Mastering New Testament Greek Speed Textbook






Ted Hildebrandt

 

© 2016 by Ted Hildebrandt version 1.0

 

All rights reserved. This publication is intended for the personal use of the licensee. It may be stored in a retrieval system and reproduced for personal use only. It may not be transmitted in any form or by any means—for example, electronic, photocopy, recording—without the prior written permission of the publisher. The only exception is brief quotations in printed reviews.

Verses from the New Testament selected for reading and translation are from The Greek New Testament, edited by Kurt Aland, Matthew Black, Carlo M. Martini, Bruce M. Metzger, and Allen Wikgren, 4th revised edition, © 1966, 1968, 1975 by United Bible Societies, 1983, 1994 by the Deutsche Bibelgesellschaft, Stuttgart. Used by permission.

 

 

 

 

To my father,

Ted Hildebrandt,

who instilled in me the basics of life:

discipline, persistence, a love of God’s word,

and the blessed hope of Christ’s return.

May your entrance into

His glorious presence

be joyous!

Your grateful son,

Ted

Table of Contents

CHAPTER 1 The Alphabet 316

CHAPTER 2 Accents, Syllables, and English Grammar. 320

CHAPTER 3 Present Active Verbs. 331

CHAPTER 4 Second Declension Nouns. 337

CHAPTER 5 First Declension Nouns. 344

CHAPTER 6 Prepositions. 348

CHAPTER 7 Adjectives. 355

CHAPTER 8 Personal Pronouns. 360

CHAPTER 9 Present Middle/Passive Verbs. 365

CHAPTER 10 Future Verbs. 370

CHAPTER 11 Demonstrative, Relative, Reflexive, and Reciprocal Pronouns. 374

CHAPTER 12 Imperfect Verbs. 379

CHAPTER 13 Third Declension Nouns. 384

CHAPTER 14 Second Aorist Verbs. 389

CHAPTER 15 First Aorist Verbs. 393

CHAPTER 16 Aorist and Future Passive Verbs. 398

CHAPTER 17 Contract Verbs. 403

CHAPTER 18 Perfect Verbs. 407

CHAPTER 19 Present Participles. 413

CHAPTER 20 Aorist Participles. 420

CHAPTER 21 Perfect Participles. 426

CHAPTER 22 Infinitives. 432

CHAPTER 23 Subjunctive Verbs. 437

CHAPTER 24 Imperative Verbs. 444

CHAPTER 25 The -μι Verbs. 448

CHAPTER 26 Numbers and Interrogatives. 454

CHAPTER 27 Comparatives, Conjunctions, Adverbs, and Clause Types. 458

CHAPTER 28 Case Revisited. 465

Commencement 470

Works Cited. 474

Appendix 1 Vocabulary Lists by Chapter. 77

Appendix 2 Paradigms. 84

Appendix 3 Chapter Summaries. Error! Bookmark not defined.

Appendix 4 Verb Principal Parts. 100

Appendix 5 Total Review Quick Starters. 117

Appendix 6 27 Greek Chants. 125

Appendix 7 Lord’s Prayer (Mat. 6:9b-13). 129

English-Greek Glossary. 130

Greek-English Glossary. 175

Greek Vocabulary Builder. 209

down to 9 times. 209

Greek-English Lexicon. 246

Index. 311

Preface

The potentials of the digital medium are just beginning to be realized. Recently there have been major upheavals in the music industry due to the MP3 format that allows the putting of hundreds of songs (rather than a dozen) on a single CD-ROM. Ebooks are beginning to appear on the web and elsewhere. Many of these technologies hold great promise for use by the Christian community.

This etextbook attempts to take what was formerly made available in my interactive Greek program and put it in an ebook format paralleling the interactive Greek program found on this disk. It can be universally viewed and/or printed using the Adobe Acrobat Reader (freely available at http://www.adobe.com/products/acrobat/readstep.html or as found on the CD-ROM). Mastering New Testament Greek is an interactive multimedia program that has proved quite effective in teaching first-year Koine Greek to thousands who have used it since it was published in the mid-1990s. I have seen a need in my own Greek classes at Gordon College for a hardcopy that the students can have at hand when away from the screen. The new ebook format makes this textbook option a possibility. In addition to the interactive multimedia program (which includes an interactive easy-reader with the full text of 1 John and John 1–5) and the textbook, the CD contains a workbook with exercises coordinated with the textbook, a vocabulary frequency list to aid in learning words that appear nine or more times in the New Testament, and a full Greek-English lexicon with definitions for every word in the Greek New Testament. These are printable in the Adobe Acrobat (pdf) format on any computer. Additional learning resources are available free from http://faculty.gordon.edu/hu/bi/ted_hildebrandt/index.cfm including over three thousand pages of advanced grammars and a complete text of the Greek New Testament.

For instructors, an answer key to the workbook is available, as well as PowerPoint material for the presentation of the twenty-eight chapters.

I wish to thank Jim Kinney at Baker Book House for opening the door and shepherding this project through to completion. A great debt of gratitude is owed to Wells Turner and Dave Mathewson whose editorial suggestions, corrections, and oversight are evident on every page of these digital texts. I would also like to thank Daniel Holman for editing all the Greek characters into Unicode for these digital texts. Finally, I’d like to thank Dr. Roger Green and the rest of my colleagues at Gordon College for allowing me the pleasure of opening the door to Greek for students at Gordon, returning the favor that Dr. Robert Newman and Dr. Gary Cohen did for me in my own seminary training so many years ago.

The original goal was to give my students at Gordon College all the tools they need for first-year Greek in one disk. The goal now is to leverage the technology so that anyone who desires to can learn New Testament Greek.

Enjoy Greek!

Ted Hildebrandt

Introduction

The New Testament was written in Koine (koi-NAY) Greek. It provided a magnificent medium for proclaiming the gospel message because Greek was so widely known after Alexander’s conquests of the west and east. There are many challenges to mastering Greek: the difficulty of learning any language for those who are monolingual, differences in the alphabetic script, the highly structured grammatical nature of Greek, and the fact that Koine Greek is not spoken today. In order to conquer the difficulties of this journey, we need to know clearly why we are undertaking this awesome endeavor.

God used Greek to communicate. If aliens had come to this planet and left documents explaining how the universe functions and how humans can make a contribution to the galaxies and ultimately attain eternal life, with certain genetic modifications, of course, there would be tremendous interest in decoding this incredible message. Indeed, one has come from another world and has addressed all the major issues of life/death, meaning/meaninglessness, joy/sorrow, love/hate, presence/absence, right/wrong that provide the matrix of human existence. God has spoken in His son (Heb. 1:1–2; Jn. 1:14, 18) whose life was recorded in the stories of those who witnessed and experienced this divine encounter. The writer of John notes that he was an eyewitness of the life of Christ, saying “This is that disciple who saw these events and recorded them here. And we all know that his account of these things is accurate” (Jn. 21:24). The writer knew and witnessed that these divine truths were confirmed not only by a single witness, but by a community of witnesses he identified as “we.” The purpose of this recorded message was to provide a factual basis for belief and a guide to life: “These are written that you may believe that Jesus is the Christ, the Son of God, and that by believing you may have life in his name.” This is the good news, the gospel. It was recorded so that others, even denizens of the third millennium after Christ, may have the privilege of being able to hear its wonderful message. If our understanding of the message is cloudy, so will our thinking and belief on these matters of great import.

The prophets also recognized that they spoke messages from God (Amos 3:8). Jeremiah, when asked why he prophesied, clearly stated, “The Lord sent me to prophesy” (Jer. 26:12). He heralded warnings against those who “are prophets of deceit, inventing everything they say” (Jer. 23:25f.). Many, even in our day, like to project their own thoughts into the mouth of God, feeling compelled to bend the text to whatever ideology or agenda they are seeking to promote. Learning Greek will help us reverse that process.

These recorded messages from God may be carefully and passionately studied as one would read an email from one’s beloved. So the psalmist writes, “I will study your commandments and reflect on your ways. I will delight in your principles” (Ps. 119:15f.). The New Testament writers also acknowledged that “no prophecy in Scripture ever came from the prophets themselves or because they wanted to prophesy. It was the Holy Spirit who moved the prophets to speak from God” (2 Pet. 1:21). Thus, because of the unique nature of this communication, we seek to carefully examine the message in its original form, stripping away the translations to hear the original message.

We desire to accurately unleash the meaning of God’s word. The unique nature of this communication did not stop when it was recorded as a static, culturally locked, historical text. No, the message came with the transforming power and presence of the One who gave it. So the writer of Hebrews observes, “For the word of God is full of living power. It is sharper than the sharpest knife, cutting deep into our innermost thoughts and desires. It exposes us for what we really are” (Heb. 4:12). It is our goal to hear this message more carefully and unleash its transforming power within this postmodern context in a way that is consistent with the original intent of the divine and human authors. Learning Greek will allow us to move one step closer to the source.

We need guidance for our lives. Because the Bible offers divine guidance for our lives, we want to carefully hear its message, clearly separating it from the myriad of voices that are calling for our attention in this information and media-saturated age. Learning Greek will help slow and quiet us so that we may hear the voice of God amid the din of modern marketing schemes. It is from Scripture that we seek to find moral guidance, as the psalmist said, “I have hidden your word in my heart, that I might not sin against you” (Ps. 119:11). It is there that we will find wisdom from sages, by listening and retaining their instructions. They admonished, “Lay hold of my words with all your heart; . . . Get wisdom, get understanding; do not forget my words” (Prov. 4:4f.). It is in a close reading of the words of the biblical text that we will find wisdom.

The Scriptures open us up to a relationship with God. Jesus pointed out the connection of His words to life and relationship with God: “The very words I have spoken to you are spirit and life” (Jn. 6:63). “Faith comes by hearing the word of God,” Paul tells us (Rom. 10:17). It is through reading and obeying His word that we come to know him. Greek will be a tool in disciplining our minds in the pursuit of life from God.

We enjoy hands-on reading. Finally, we like to experience things firsthand. Being dependent on another’s point of view or passively accepting the interpretation or spin of another is contrary to our desire to know and experience for ourselves. Learning Greek allows us to shed layers of intermediary voices to listen more closely to what God has said. That is not to say we should ignore the voices of others; but we should be able to read and evaluate for ourselves. All language communication is at points ambiguous and vague. Learning Greek will not solve all linguistic problems. However, knowing Greek will assist us in weighing and evaluating the possibilities in order to select the most appropriate options.

As a residual benefit, learning Greek will help us better understand English. Greek is a highly structured language and lies behind much of Latin, which in turn connects with English. Many have claimed that learning Greek has taught them much that was elusive in their previous study of English grammar.

 

 

One may ask why we should not save time and energy by letting the linguistic experts do the translation work for us. There are several limitations of translations that are overcome in reading Greek for ourselves. A personal reading of Greek allows for a closer reading of what the authors originally wrote. As one becomes aware of the writer’s style, observing structures and idiosyncrasies that are only seen in reading Greek, one is better able to render what the author originally meant. Oftentimes what may be ambiguous in English is cleared up by the Greek. Cultural issues and metaphors that may be critical to understanding a passage are again more visible in the Greek original and often smoothed over into modern idioms. Translators must make choices, and often a Greek word may have a broad area of meaning, but in translation one English word must be chosen. There is not a perfect word-for-word match between languages. One who reads Greek is more aware of the breadth, diversity, and possibilities of meanings. To the one who can read Greek, the choices made by the translator are no longer buried by the translation.

Many politically correct biases are currently being read into modern translations. Being able to read it in Greek for ourselves helps cut through those modern spins to hear the original voices more clearly. Thus, while translations are quite helpful, being able to read the original Greek has many benefits.

One final word should be voiced in terms of improper motivations for learning Greek. A person may want to learn Greek to get ahead of others or because it is impressive and authoritative to say, “In the Greek it means. . . .” Learning Greek must be coupled with humility or it will do more damage than good. It is also not good to learn Greek because we have some specific agenda we are pushing and desire to add a Greek cannon to blast out our theme. Listening to the voice of God needs to be the focus more than proving our particular point of view. Loving God and others is the goal, not putting ourselves up on an academic pedestal or putting others down because they do not share our “enlightened” perspective (Phil. 2:5ff.).

It’s amazing, when you think of it. You can learn Koine Greek now and for the rest of your life you will be able to read the New Testament for yourself. Having said that, we’ve got some work cut out for us.

First, learning any new language is difficult. It’s like learning to play basketball. Initially one stumbles while trying to dribble and run at the same time. Air-balls are shot, and how each position works is a mystery. One initially feels uncoordinated. With repetition, practice, and good coaching, a mastery is gained, and the game becomes a source of fun and refreshment while still retaining a sense of challenge. Greek will follow a similar pattern. There are certain fundamentals (passing, dribbling, footwork, positioning, etc.) that must be mastered in order to enjoy basketball. So also in Greek there are several foundational skills that must be mastered in order to have the enjoyment of reading Greek.

Here are some hints. “Inch by inch it’s a cinch, yard by yard it’s too hard.” Applied to Greek, what this means is, Greek is learned best by taking little steps because large ones (staying up all night cramming) may trip you up. “The turtle wins the race” in Greek. Consistent daily study is better than pressure-filled weekly cram sessions that lead to quick learning and quick forgetting. “Step by step you scale the mountain.” When you do not understand something, ask for help or go over it until you understand it. If you don’t “get it,” work on it, but continue on. Frequently the picture will become clearer further down the road. Repetition, persistence, and small bites are the three keys. Be careful about missing a step. In some ways it’s like math. If you miss a step, it catches up with you later on.

Your mastery of Greek will depend on learning three things: vocabulary, morphology, and syntax. In order to retain the vocabulary, it is suggested that you write the words on flash cards.  Recently, we have provided flashcards with graphics on them to help you remember using images.  These cards can be carried with you and reviewed frequently in the brief moments between the activities of your life. If you enjoy using the web for review, there is an online Vocabulary Builder available at all times with free mp3 downloads that have musical backgrounds to help make the process enjoyable and relaxing. There are 5,437 different Greek words in the New Testament (the elexicon has all of them listed). We will learn those that occur most frequently. By learning the words used more than 50 times, 313 words, you will be able to read about 80 percent of the New Testament (Mounce, Basics, 17). It will be important to say the words out loud. The mouth can teach the ear. The interactive program will allow you to hear how Greek is being pronounced and drill you with biblical examples. Seeing is one way of learning, but hearing adds another gateway into your memory. You may want to make associations or wordplays in English or mentally picture the object to which the word refers. Repetition is the best teacher. The program and the Vocabulary Builder will help reinforce your mastery of the vocabulary.

The morphology (how the words are formed; e.g., book/books; “s” indicates a plural) and syntax (the grammar of how words come together into sentences: subject/verb/ object/modifier) will require brain aerobics. Here is where the mental wrestling will take place. Some of the concepts will be difficult to grasp initially. We will try to start with explanations from English and then move to Greek, showing how Greek makes a similar move. The problem is that many do not understand English grammar. We will build the language from parts of speech—nouns, verbs, adverbs, adjectives, conjunctions, and prepositions. Many of these will take different endings, depending on how they are used. These ending and forms will be mastered in a series of twenty-something memorable chants.  Mastering these sets of endings will be a good part of the course early on. “Inch by inch it’s a ________.”

The parts of speech will work in sentences. The syntax, or relationships between words, will manifest roles for words, such as subjects, verbs, objects, and modifiers. These concepts will be illustrated in the context of the drills and exercises taken directly from Scripture. Some of these concepts may not come initially but continue on, and the eureka moments will come as you look back. It is of great benefit to work out examples. Frequent reviews are also critical for making the connections. Small, frequent breaks, dividing and repeating the material in short study sessions, help avoid an overwhelming sense of frustration and gives the needed space to regain the motivation needed to continue on.

Another factor that has shown itself to be critical, if one is taking Greek in a class, is staying plugged into the community of those learning Greek. It is not advisable to skip classes or assignments as that often leads to serious difficulty. If you miss a step you may end up on your face because learning Greek is sequential. Catching up becomes harder and harder. Being in class has proved itself important. Be there!

Studying with a “buddy” is also very helpful. Two heads are better than one in trying to understand sticky points. Teamwork is frequently necessary if you want to play in the game, and it makes the learning task a little more enjoyable. This will provide incremental accountability as we move chapter-by-chapter through the material.

Time and consistency on this task is the key to mastering Greek. Learning Greek is a good time to tone your mental muscles. At points, the urge will surge to quit and give up. At those points remember why you are tackling Greek in the first place. Remember the inch-by-inch principle. Take one small step at a time. Do not worry about the big picture. Take the next little step and review, review, and review. After you’ve climbed a while, you may be encouraged to look back and see how far you have come. Giving up is fatal. You learned English, which in many ways is harder than Greek. It just takes time and energy. Hopefully, we will make that time fun, and you will be able to see some of the rewards along the way.

Several learning resources are available to help you. First, you will have access to printed materials in the form of easily printed materials in Adobe Acrobat PDF file formats. The printed materials will include this etextbook and an eworkbook. For each chapter in the book, a one- or two-page summary has been developed, distilling the essence of the chapter (see appendix 3). The book will teach and structure the concepts, and the workbook will allow you to practice and reinforce what you have learned. The Mastering New Testament Greek interactive program will present the same material in a interactive multimedia format, with sound and immediate responses. The benefit of this is that after presenting the material, the computer will drill you over the material, giving you immediate feedback on how well you have done. In the future we will have streaming video and interactive materials available online. Thus there are four ways to approach this: in-class instruction, printed materials and workbook exercises, interactive multimedia, and online resources. The point is to use whatever combination works best for you. The font supplied with Mastering New Testament Greek is also available in your word processor. Learning to type in Greek can be a real time-saver and looks impressive in other classes and papers.

There are two resources beyond these that may be helpful: (1) a Greek New Testament, either the UBS 4th edition or Nestle-Aland 27th edition New Testament text (the Westcott/Hort/Robinson New Testament text available online at:

 http://faculty.gordon.edu/hu/bi/ted_hildebrandt/index.cfm, and (2) A Greek-English Lexicon of the New Testament and Other Early Christian Literature, 3d ed., by Bauer, Danker, Arndt, and Gingrich (BDAG). William Mounce’s Basics of Biblical Greek or Gerald Stevens’s New Testament Greek are both good first-year grammar resources if you want to supplement the materials here.  There are several advanced grammars and mp3 audio resources at our web site for free.  1 John is found there with Mozart in the background which actually helps make it more memorable.  

Greek is one of the oldest members of the Indo-European family of languages. Other members of this family are Sanskrit, which is older, and Latin (the Romance languages: French, Spanish, etc.), which is younger. English is derived from the Teutonic branch and Russian from the Slavic branch of the Indo-European family. Hebrew is found in a totally different, Semitic family of Near Eastern languages, akin to Aramaic, Akkadian, Arabic, Ugaritic, and others.

The Greek language has developed through five stages:

      1.   Formative Period (pre–900 b.c.): This period extended from “Linear B” (ca. 1200 b.c.) down through the time of Homer (ca. 900 b.c.).

      2.   Classical Period (900–300 b.c.): The Classical Period was from the time of Homer down to Alexander the Great (330 b.c.). There were numerous dialects during this period (e.g. Doric, Aeolic, and Ionic). Attic, a branch of Ionic, became the predominant dialect at Athens and was used by most of the famous classical Greek authors such as Plato, Aristotle, Xenophon, Thucydides, and others.

      3.   The Koine Period (330 b.c.–a.d. 330): As Alexander unified Greece and needed a single Greek language for his army before he could begin to spread Hellenistic culture through the ancient world, many of the subtleties of classical Greek were lost. Greek was simplified and changed as it interfaced with, and was influenced by, other cultures. This common language came to be known as Koine (common) Greek. It was in this language that the Septuagint (LXX, the Greek translation of the Hebrew Old Testament), the New Testament, and the works of the early church fathers were written. The nature of Koine eluded modern scholars because of its simplicity when compared to Classical Greek. This led some scholars in the nineteenth century to explain it as a “Holy Ghost” language, created just for the Bible. In the early part of the twentieth century, Deissmann, Moulton and others found that the recently discovered Egyptian papyri, inscriptions, and ostraca were written in the same common everyday language used by the New Testament. God speaks in the language of the people. At points the New Testament will manifest Hebraisms, where the influence of Hebrew and/or Aramaic may be seen.

      4.   The Byzantine Period (a.d. 330–1453): During the Byzantine Period, Greek was spoken in the eastern half of the Roman empire, which was centered in Constantinople. In 1453 Constantinople fell to the Turks. That concluded this period. Tension between the Greeks and Turks persists until this day.

      5.   The Modern Period: The Modern Period dates from 1453 to the present. Modern Greek is closer to Koine than it is to Classical Greek. Modern pronunciation and grammatical structures, however, are quite different from the Greek that Jesus spoke. We will focus on Koine Greek. As recently as 1982, major changes have taken modern Greek further from its Koine roots. In the latest edition of Standard Modern Greek, established by the Center for Educational Studies in Greece, the number of accents has been reduced to one, the breathing marks dropped and the dative case, middle voice and optative mood are not present in modern Greek.  

The recent merging of katharevousa (hybrid of ancient and Modern used for official and academic purposes) has given way to the more populace oriented Demotic (ca. 1976) as Modern Standard Greek which is another step further away from Koine (vid. Holton, Mackridge and Philippaki-Warburton, Greek:  A Comprehensive Grammar of the Modern Language (Routledge, 1997) or Greek Today: a Course in the Modern Language and Culture (Dartmouth College Press, 2004) by Peter Bien, Dimitri Gonicas, et al.  Those looking for advanced grammars on Koine should pursue books by Stanley Porter, Daniel Wallace and David Black, as well as the articles by James Boyer and books by A. T. Robertson, Moulton and Burton freely available on the web-site and this disk.

 

 

α / Α	Alpha sounds like “a” in father.
β / Β	Beta sounds like “b” in Bible.
γ / Γ	Gamma sounds like “g” in gone.
δ / Δ	Delta sounds like “d” in dog.
ε / Ε	Epsilon sounds like “e” in met.
ζ / Ζ	Zeta sounds like “z” in daze when it begins a word, dz when it’s in the middle of a word.
η / Η	Eta sounds like “e” in obey.
θ / Θ	Theta sounds like “th” in think.
ι / Ι	Iota short sounds like the “i” in sit. Iota long sounds like the “i” in machine. In initial position on Hebrew name, it sounds like a “y.”
κ / Κ	Kappa sounds like “k” in kitchen.
λ / Λ	Lambda sounds like “l” in law.
μ / Μ	Mu sounds like “m” in mother.
ν / Ν	Nu sounds like “n” in new.
ξ / Ξ	Xsi sounds like “x” in axe.
ο / Ο	Omicron sounds like “o” in not. Some pronounce it like modern Greek long “o” as in “obey.”
π / Π	Pi sounds like “p” in peach.
ρ / Ρ	Rho sounds like “r” in rod.
σ / Σ	Sigma sounds like “s” in set. Sigma looks like ς when it comes at the end of a word (final sigma)—σοφός (wise).
τ / Τ	Tau sounds like “t” in talk.
υ / Υ	Upsilon sounds like “u” in “universe.”
φ / Φ	Phi sounds like “ph” in phone.
χ / Χ	Chi sounds like “ch” in chemical.
ψ / Ψ	Psi sounds like “ps” in lips.
ω / Ω	Omega sounds like “o” in tone.

 

Ø  Vowels: Short: ε, ο; Long: η, ω; Either: α, ι, υ

Ø  Eight diphthongs: αι—ai as in aisle, ει—ei as in eight, οι—oi as in oil, υι—ui as in suite, αυ—au as in sauerkaut, ευ, ηυ—eu as in feud, ου—ou as in soup (two letters, one sound)

Ø  Iota subscripts: ᾳ, ῃ, ῳ

Ø  Nasal gamma: g sound changes to an n sound when put before: γ, κ, χ, ξ. ἀγγελός pronounced: “angelos.” This is called a “nasal gamma.”

 

 

 

 

Chapter 1 Vocabulary

 

ἄγγελος	angel (175)—angel
ἀμήν	truly, verily (129)—amen
ἄνθρωπος	man, human (550)—anthropology
ἐγώ	I (1,175)—ego
θεός	God (1,317)—theology
καί	and, even, also (9,153)
καρδία	heart (156)—cardiac
λέγω	I say (2,354)
προφήτης	prophet (144)—prophet
Χριστός	Christ, Messiah, anointed one (529)—Christ

      1.   A consonant or pronounceable consonant cluster (i.e., any consonant combination that can begin a Greek word) goes with the vowel that follows it.

      2.   Split two consonants if they are the same letter or if they create an unpronounceable combination (i.e., any consonant combination that cannot begin a Greek word).

      3.   Split two vowels (except for diphthongs), allowing only one vowel or diphthong per syllable.

      4.   Split compound words into their original parts before applying the rules of syllable division.

 

Syllable Names

Antepenult	Penult	Ultima
	κό	σμος	world
προ	φή	της	prophet
ἀ	δελ	φός	brother

      1.   Acute (  ´) angles upward, originally indicating a rising pitch. λέγω

      2.   Grave (  `) angles downward, originally indicating a falling pitch. ἀδελφὸς

      3.   Circumflex (  ῀) angles upward then downward, originally indicating a rising then falling pitch. αὐτοῦ

      1    Acute may occur on any of the last three syllables.

      2.   Circumflex may occur only on the last two syllables (but only if the vowel is long).

      3.   Grave may occur only on the last syllable.

      1.   Nouns are retentive. They attempt to keep their accents on the syllable of the base form.

      2.   Verbs are recessive. Their accent recedes toward the first syllable as far as possible.

      3.   If the ultima is long, then the antepenult cannot be accented.

      4.   If the ultima is long and the penult is accented, then that accent must be an acute.

      5.   If the ultima is short and the penult is both long and accented, that accent must be a circumflex.

      6.   If an acute is on the ultima, it becomes a grave when followed by another word.

      1.   Proclitic comes before the word that carries the accent. ὁ λόγος

      2.   Enclitic comes after the word that carries the accent. πρῶτός μου

      1.   Smooth breathing (  ᾽) does not affect pronunciation: ἀδελφός

      2.   Rough breathing (  ‛) adds an “h” sound before the sound of the initial vowel: υἱός

1. Period ( . )	λόγος.
2. Comma ( , )	λόγος,
3. Colon ( · )	λόγος·
4. Question Mark ( ; )	λόγος;

Vowels that drop out are marked with an apostrophe (e.g., it’s).

διά + αὐτοῦ becomes δι᾽ αὐτοῦ

καί + ἐγώ becomes κἀγώ (Jn. 1:31, 33) (internal breathing mark)

Ἠ σα ΐ ας Isaiah (Jn. 1:23) (shows a vowel is pronounced separately)

      1.   Noun names a person, place, thing or idea (e.g., book).

      2.   Adjective is a word used to qualify the meaning of the noun (e.g., good book).

      3.   Definite Article is a word that specifies a particular noun (e.g., the book). The indefinite article is “a.”

      4.   Pronoun is a word used instead of a noun (e.g., the book, it).

      5.   Preposition is a relational word that connects an object (often a noun) to its antecedent (e.g., in the book).

      6.   Verb is often an action or state-of-being word that makes a statement, asks a question, or gives a command (e.g., read).

      7.   Adverb qualifies the meaning of the verb (e.g., read quickly).

      8.   Particle is indeclinable and assists in expressing the meaning of the sentence.

The sentence is divided into two parts:

      1.   Subject, about which something is said. Terry went to the store.

      2.   Predicate, what is said about the subject. Joy walked home. Predicate Nominative: It is I.

A phrase is a group of words used as a single part of speech (e.g., Read in the morning).

A clause is a group of words that includes a subject and predicate. A clause has a verb; a phrase does not (e.g., The person who owns the store).

Tense generally describes the time of action (present, future, past). However, Greek tenses are used to denote aspect, or type, of action, rather than time. Joy walks everyday (present tense).

Aspect denotes the type of action:

 

        In progress, immediacy, foregrounded (the event as a process): I was studying.

        Complete whole (the event simply happened): I studied.

        Perfect (the event happened, with effects continuing into the present): I have studied.

 

Voice shows who does or receives the action of the verb.

 

        Active: Subject does the action: Zachary shot the ball.

        Middle: Subject does action on or for itself: Zachary was hit.

        Passive: Subject is acted upon: Zachary hit himself.

 

Mood shows how something is said

 

        Indicative: Statement of fact: He learned Greek well.

        Subjunctive: Desire, prossible: He may learn Greek well.

        Imperative: Command: Learn Greek!

        Optative: Wish, remote possibility: Oh that you might learn Greek

Nouns in Greek have gender, number and case.

Gender: The Greek has masculine, feminine, and neuter genders.

Number: As an “s” often marks an English word as being plural, Greek has, likewise, endings that mark whether a noun is singular or plural (e.g., book, books).

 

Case: In English we have three cases that are seen in how we use our pronouns.

      1.   Subjective or Nominative Case:

She = subject (She did it.)

      2.   Objective or Accusative Case:

Her = object (The car hit her.)

      3.   Possessive or Genitive Case:

Hers = possessive (The car was hers.)

 

Greek adds two more cases:

      4.   Dative case: The case marking the indirect object.

(I told the story to the apostles.)

      5.   Vocative case: The case of direct address.

(O Lord, save me.)

 

ἀδελφός	brother (343)
ἀκούω	I hear, obey (428)
δόξα	glory, fame (166)
ἔχω	I have, hold (708)
κόσμος	world (186)
κύριος	lord, Lord, sir (717)
λόγος	word (330)
Πέτρος	Peter (156)
υἱός	son (377)
Φαρισαῖος	Pharisee (98)

 

Verbs are words of action or state of being.

Tense: Present, past, future. (I swim, I swam, I will swim). In Greek, tense forms are used not so much to refer to time (when the event happened), but to aktionsart (how the action takes place [punctiliar, durative, iterative, inceptive, gnomic/omnitemporal, timeless) but most of all to aspect (how the writer portrays the action of the verb):  Present/imperfect: progress, immediacy, description, foregrounding; aorist: whole/complete background; and perfect/pluperfect:  state of affairs, frontgrounding dwelt upon action. 

      1.   Active voice: The subject does the action of the verb. (He hit the ball.)

      2.   Passive voice: The subject receives the action of the verb. (He was hit by the ball.)

      3.   Middle voice: Emphasizes the subject’s particpation in the action of the verb (most frequently translated active), for the interest or benefit of the subject (loose [for herself]; more rarely the subject acts on him/herself (reflexive), or members of a group interact among themselves (reciprocal). Middles will usually be translated active. Some consider many of the middles as deponent (missing the active form) hence they are translated as active as well.

Mood refers to the kind of reality of the action, or how the action of the verb is regarded.

      1.   Indicative mood: The verb portrays reality or indicates that something simply happened.

      2.   Imperative mood: The verb gives a command, entreaty or exhortation.

      3.   Subjunctive mood: The verb expresses a wish, possibility, or potentiality.

      1.   First person indicates the person(s) speaking (I studied Greek.)

      2.   Second person indicates the person(s) spoken to (you [singular or plural]). (You studied Greek.)

      3.   Third person indicates the person(s) or thing(s) spoken about (he, she, they, it). (She studied Greek.)

Verbs must agree with their subjects in both person and number.

        He rides the wave. They ride the wave.

We will translate the Present tense either undefined (event simply happens) or continuous aspect (event was a process).  The present tense form however can refer to events past, present, future, omnitemporal or timeless.  It is important to realize that aspect seems to be more the function of the present tense form (progress, immediacy, description, foregrounding material).  The time will be more a function of the adverbial, prepositional or conjunctions of the context than of the strict tense form. 

 

1. Undefined action:	I loose, I run
2. Continuous action:	I am loosing, I am running

Greek will often use the present tense to reference an event that actually happened in the past.

 

 

Present Active Indicative (PAI) Paradigm

Singular		Plural
1. λύω	I loose/am loosing	λυόμεν	We loose/ are loosing
2. λύεις	You loose/are loosing	λύετε	You loose/are loosing
3. λύει	He/she/it looses/is loosing	λύουσι(ν)	They loose/are loosing

 

Pronominal Suffixes

-ω	I	-ομεν	we
-εις	you	-ετε	you (you-all)
-ει	he/she/it	-ουσι(ν)	they

Sometimes a nu ( ν ) is added to the end of words ending in σι or ε, especially when it is followed by a word that begins with a vowel.

Tense, voice, mood, person, number, lexical from, English meaning.

        λύω PAI, 1 sg. from λύω “I loose, destroy”

 

ἀλλά	but, yet (638)
ἀπόστολος	apostle, sent one (80)
βλέπω	I see (133)
γάρ	for, then (1041)
Γινώσκω	I know (222)
Ἰησοῦς	Jesus (917)
λαμβάνω	I take, receive (258)
λύω	I loose (42)
οὐρανός	heaven (273)
πιστεύω	I believe (241)

 

Chant #1:  Present Active Indicative (PAI) Verb: λύω I loose

      λύω                 λύομεν                         I loose                          We loose

      λύεις                 λύετε                            You loose                    You loose

      λύει                  λύουσι(ν)                      He/she/it looses            they loose

                       

 

A noun is commonly defined as a word that stands for a person, place or thing.

        Natanya = person; store = place; book = thing.

A declension is a grouping of nouns that are inflected with a shared set of endings.

      1.   First declension nouns are characterized by an η or α and are mostly feminine.

      2.   The second declension nouns are characterized by an ο as the final letter of the stem. They are largely masculine or neuter.

      3.   Third declension nouns have stems that end in a consonant.

Greek nouns are assumed to be indefinite unless marked by the definite article (“the”). ὁ = masculine (“the”); ἡ = feminine (“the”); τό = neuter (“the”).  The article can also, at points, be translated as a personal pronoun (I, you, he/she/it, they), a demonstrative pronoun (this/that//these/those) or a relative pronoun (who/which).  Sometimes with names and abstracts it is best left untranslated. 

Greek nouns are masculine, feminine, or neuter in gender. Often this gender is more a syntactic feature than a metaphysical statement as many inanimate objects are given grammatical gender. Gender is indicated by the definite article.

As in English, Greek has both singular and plural nouns. The verb must match the number of the subject noun the same way as in English: Students love Greek. The student loves Greek.

There are five inflectional forms that mark the various cases or roles that nouns play in sentences.

 

Nominative form marks the subject of the sentence.

        Music calms the heart.

 

Genitive form expresses a description or possession.

        The Pharisee went to the house of God.

 

Dative form marks the indirect object, agency, location etc. (to, by, for, at, with):

        He spoke a word to the apostle.

 

Accusative form indicates the object of the sentence.

        Joy saw the ball.

 

Vocative form is used for direct address.

        O Lord, how majestic is your name.

 

 

 

 

 

 

Masculine Second Declension Forms

       λόγος = word

	Singular		Plural
Nom.	λόγος	a word	λόγοι	words	(subject of sentence)
Gen.	λόγου	of a word	λόγων	of words	(possessive)
Dat.	λόγῳ	to a word	λόγοις	to words	(indirect object)
Acc.	λόγον	a word	λόγους	words	(direct object)
Voc.	λόγε	O word	λόγοι	O words	(direct address)

 

Neuter Second Declension Forms

       ἱερόν = temple

	Singular		Plural
Nom.	ἱερόν	a temple	ἱερά	temples	(subject of sentence)
Gen.	ἱεροῦ	of a temple	ἱερῶν	of temples	(possessive)
Dat.	ἱερῷ	to a temple	ἱεροῖς	to temples	(indirect object)
Acc.	ἱερόν	a temple	ἱερά	temples	(direct object)
Voc.	ἱερόν	O temple	ἱερά	O temples	(direct address)

 

ἀγαπάω	I love (143)
γράφω	I write (191)
δέ	but, and (2,792)
δοῦλος, -ου, ὁ	servant, slave (124)
εὑρίσκω	I find (176)
ἱερόν, -οῦ, τό	temple (71)
λαός, -οῦ, ὁ	people (142)
νόμος, -ου, ὁ	law (194)
οἶκος, -ου, ὁ	house (114)
ὡς	as, about, how (504)

 

Feminine First Declension Forms (Stem Ending in η)

	Singular		Plural
Nom.	γραφή	a writing	γραφαί	writings	(subject of sentence)
Gen.	γραφῆς	of a writing	γραφῶν	of writings	(possessive)
Dat.	γραφῇ	to a writing	γραφαῖς	to writings	(indirect object)
Acc.	γραφήν	a writing	γραφάς	writings	(direct object)
Voc.	γραφή	O writing	γραφαί	O writings	(direct address)

 

Feminine First Declension Forms (Stem Ending in α)

ὥρα = hour

	Singular		Plural
Nom./Voc.	ὥρα	hour	ὧραι	hours	(subject of sentence)
Gen.	ὥρας	of an hour	ὡρῶν	of hours	(possessive)
Dat.	ὥρᾳ	for an hour	ὥραις	for hours	(indirect object)
Acc.	ὥραν	hour	ὥρας	hours	(direct object)

 

Masculine First Declension Forms

προφήτης = prophet

	Singular		Plural
Nom.	προφήτης	prophet	προφῆται	prophets	(subject)
Gen.	προφήτου	of a prophet	προφητῶν	of prophets	(possessive)
Dat.	προφήτῃ	to a prophet	προφήταις	to prophets	(indirect object)
Acc.	προφήτην	prophet	προφήτας	prophets	(direct object)
Voc.	προφῆτα	O prophet	προφῆται	O prophets	(direct address)

λόγος	“word” or “a word”	Nom. sg. masc. (Acts 13:15)
ὁ λόγος	“the word”	Nom. sg. masc. (Jn. 1:1)

 

Article Forms

	Singular			Plural
	Masc.	Fem.	Neut.	Masc.	Fem.	Neut.
Nom.	ὁ	ἡ	τό	οἱ	αἱ	τά
Gen.	τοῦ	τῆς	τοῦ	τῶν	τῶν	τῶν
Dat.	τῷ	τῇ	τῷ	τοῖς	ταῖς	τοῖς
Acc.	τόν	τήν	τό	τούς	τάς	τά

Chapter 5 Vocabulary

ἀγάπη, -ης, ἡ	love (116)
ἀλήθεια, -ας, ἡ	truth (109)
ἁμαρτία, -ας, ἡ	sin (173)
βασιλεία, -ας, ἡ	kingdom (162)
γραφή, -ῆς, ἡ	writing, Scripture (50)
ἐγείρω	I raise up (144)
ἐκκλησία, -ας, ἡ	assembly, church (114)
ἔργον, -ου, τό	work (169)
μαθητής, -οῦ, ὁ	disciple (261)
ὥρα, -ας, ἡ	hour (106)

 

Chant #2:  2-1-2 Nouns

           2                                        1                                                  2

λόγος   (word: Subject)      γραφή  (writing: Subject)         ἱερόν  (temple: Subject)

λόγου   (of a word)                        γραφῆς  (of a writing)              ἱεροῦ   (of a temple)

λόγῳ     (to/by/for a word) γραφῇ   (to/by/for a writing)    ἱερῷ    (to/by/for a temple)

λόγον   (word:  Object)      γραφήν  (writing: Object)         ἱερόν  (temple: Object)

λόγοι   (words: Subject)     γραφαί  (writings: Subject)       ἱερά    (temples: Subject)

λόγων  (of words)              γραφῶν  (of writings)               ἱερῶν  (of temples)

λόγοις  (to/by/for words)   γραφαῖς (to/by/for writings)     ἱεροῖς  (to/by/for temples)

λόγους  (words:  Object)    γραφάς  (writings: Object)        ἱερά     (temples: Object)

Prepositions are usually small function words that link or relate two words together. Often they tell position in space or time: Put the book on the table.

A phrase is a string of closely connected words.

A prepositional phrase is usually composed of a preposition followed by a noun which is called the object of the preposition.

 

Prep. + noun = in + the car (“the car” is the object of the preposition “in”)

 

 

 

Ἐν	ἀρχῃ	ἦν	ὁ	λόγος,
in	beginning	was	the	Word,

 

καὶ	ὁ	λόγος	ἦν	πρὸς	τὸν θεόν.
and	the	Word	was	with	God.

It is difficult learning the prepositions as vocabulary items. They are short, but the cases must be learned with each definition. They also have many more meaning possibilities than “normal” words. In Greek, you need to pay particular attention to the small words. Take extra time to master these well. Learn each case of the word almost as a separate item for those that come in more than one case.

ἀπό	from (with gen.) (646)
διά	through (with gen.) (667)
	on account of (with acc.)
εἰς	into (with acc.) (1,768)
ἐκ	out of (with gen.) (914)
ἐν	in (with dat.) (2,752)
ἐπί	on, over (with gen.) (890)
	on, at, on the basis of, against (with dat.)
	on, to, toward, against (with acc.)
κατά	down, against (with gen.) (473)
	according to (with acc.)
μετά	with (with gen.) (469)
	after, behind (with acc.)
περί	about, concerning (with gen.) (333)
	around, near (with acc.)
πρός	to (with acc.) (700)

 

An adjective is a word used to modify a noun or pronoun. The soft snow.

      1.   An attributive adjective attributes a characteristic to the noun it modifies. The good book

      2.   A predicate adjective assigns a characteristic to the subject of the sentence. The book is good.

      3.   As a substantive, an adjective acts independently, as a noun itself. The good die young.

 

Adjective Paradigm

    ἀγαθός (good)

Declension	2	1	2
Singular	Masc.	Fem.	Neut.
Nom.	ἀγαθός	ἀγαθή	ἀγαθόν
Gen.	ἀγαθοῦ	ἀγαθῆς	ἀγαθοῦ
Dat.	ἀγαθῷ	ἀγαθῇ	ἀγαθῷ
Acc.	ἀγαθόν	ἀγαθήν	ἀγαθόν
Plural
Nom.	ἀγαθοί	ἀγαθαί	ἀγαθά
Gen.	ἀγαθῶν	ἀγαθῶν	ἀγαθῶν
Dat.	ἀγαθοῖς	ἀγαθαῖς	ἀγαθοῖς
Acc.	ἀγαθούς	ἀγαθάς	ἀγαθά

 

Attributive position = Adjective has article

ὁ ἀγαθὸς λόγος	the good word
ὁ λόγος ὁ ἀγαθός	the good word

 

Predicate position = Adjective has no article

ἀγαθὸς ὁ λόγος	the word is good
ὁ λόγος ἀγαθὸς	the word is good

 

Substantive use: Adjective used as a noun

The substantive use often has the article.

        οἱ δὲ δίκαιοι εἰς ζωὴν αἰώνιον

        and the righteous unto eternal life (Mat. 25:46)

Present Indicative of ἐιμί

Singular		Plural
εἰμί	I am	ἐσμέν	We are
εἶ	You are	ἐστέ	You are
ἐστί(ν)	He/she/it is	εἰσί(ν)	They are

      1.   οὐ before a consonant;

      2.   οὐκ before a vowel with a smooth breathing mark; and

      3.   οὐχ before a vowel with a rough breathing mark.

 

 

 

Ἐν	ἀρχῇ	ἦν	ὁ	λόγος,
In	beginning	was	the	Word,

 

καὶ	ὁ	λόγος	ἦν	πρὸς	τὸν	θεόν,
and	the	Word	was	with	the	God,

 

καὶ	θεὸς	ἦν	ὁ	λόγος.
and	God	was	the	word.

 

Note: ὁ λόγος is the subject of the last clause.

ἀγαθός, -ή, -όν	good (102)
ἅγιος, -α, -ον	holy (233)
δίκαιος, -α, -ον	righteous (79)
εἰμί	I am (2,460)
Ἰουδαῖος, -α, -ον	Jewish, a Jew (195)
μέγας, μεγάλη, μέγα	great, large (243)
νεκρός, -ά, -όν	dead (128)
οὐ, οὐκ, οὐχ	no, not (1606)
πρῶτος, -η, -ον	first (155)
φωνή, -ῆς, ἡ	voice (139)

Chant #4:  Present Act Indicative (PAI) εἰμί  Verb

      εἰμί       (I am)                           ἐσμέν  (we are)

      εἶ          (you are)                      ἐστέ      (you are)

      ἐστίν                (s/he/it is)                     εἰσί(ν) (they are)

 

Definition: A pronoun is a word that stands in place of a noun usually for brevity or to avoid repetition. The person or object to which the pronoun refers is called its “antecedent.” It (the ball) hit him (Elliott) in the head.

      1.   Personal pronouns stand in for a person: Bill did it. He was there.

      2.   Demonstrative pronouns point to a person or object that is near (this/these) or far (that/those): This book belongs to that student.

      3.   Relative pronouns relate a subordinate clause to a noun: It is a great person who attempts to master Greek.

      4.   Reciprocal pronouns state an interchange between two things/persons: They loved one another.

      5.   Reflexive pronouns direct the action of the verb back to the subject: She hid herself behind the door.

      6.   Interrogative pronouns ask a question: Who broke the chair?

 

First Person Pronoun Paradigm

	Singular		Plural
Nom.	ἐγώ	I	ἡμεῖς	we
Gen.	μου	of me/my	ἡμῶν	of us/our
Dat.	μοι	to me/for me	ἡμῖν	to us/for us
Acc.	με	me	ἡμᾶς	us

 

Second Person Pronoun Paradigm

	Singular		Plural
Nom.	σύ	you	ὑμεῖς	you
Gen.	σου	of you/your	ὑμῶν	your
Dat.	σοι	to/for you	ὑμῖν	to/for you
Acc.	σε	you	ὑμᾶς	you

 

Pronoun Enclitics: Many personal pronouns are enclitics

(e.g., μου, μοι, με, σου, σοι, σε).

 

Declension Format:	Person +	Case +	Number
ἐγώ	First	nominative	singular (I)
σοί	Second	dative	singular (to you)

 

Third Person Pronoun Paradigm: 3 Genders

                          Masculine

	Singular		Plural
Nom.	αὐτός	he	αὐτοί	they
Gen.	αὐτοῦ	his	αὐτῶν	their
Dat.	αὐτῷ	to/for him	αὐτοῖς	to/for them
Acc.	αὐτόν	him	αὐτούς	them

 

 

 

 

 

                         Feminine

	Singular		Plural
Nom.	αὐτή	she	αὐταί	they
Gen.	αὐτῆς	hers	αὐτῶν	their
Dat.	αὐτῇ	to/for her	αὐταῖς	to/for them
Acc.	αὐτήν	her	αὐτάς	them

 

                           Neuter

	Singular		Plural
Nom.	αὐτό	it	αὐτά	they
Gen.	αὐτοῦ	its	αὐτῶν	their
Dat.	αὐτῷ	to/for it	αὐτοῖς	to/for them
Acc.	αὐτό	it	αὐτά	them

αὐτός can be used in three ways:

      1.   As a pronoun, matching its antecedent in number and gender and translated as “he,” “she,” “it,” or “they.”

      2.   As a reflexive intensifier, when αὐτός is used as an adjective in the predicate position (usually in the nominative case) it is translated reflexively (e.g. he himself will get the car).

      3.   Adjective meaning “same,” when αὐτός is used in the attributive position.

 

 

αὐτός, -ή, -ό	he/she/it (5,595)
γῆ, -ῆς, ἡ	earth, land, region (250)
ἐγώ, ἡμεῖς	I, we (2,666)
ἡμέρα, -ας, ἡ	day (389)
ὅτι	that, because (1,296)
οὖν	so, then, therefore (499)
ὄχλος, -ου, ὁ	crowd (175)
παρά	from (with gen.) (194)
	beside, with (with dat.)
	alongside, beside (with acc.)
σύ, ὑμεῖς	you, you (pl.) (2,905)
ὑπό	by, at the hands of (with gen.)
	under, below (with acc.) (220)

 

 

Chant #5:  Personal Pronoun—Cow call

 

ἐγώ   (I: Sujbect)        σύ    (you: Subject)             ἡμεῖς    (we: Subject)   

μου   (my)                  σου              (your)                         ἡμῶν   (our)

μοι    (to/for/at me)                σοι   (to/for/at you)              ἡμῖν    (to/for/at us)

με   (me:  Object)       σε     (you: Object)                           ἡμᾶς     (us: Object)

                             

                  αὐτός               (he),     αὐτή     (she),   αὐτό     (it)

 

 

Definitions: There are two voices in English.

In the active voice, the subject of the sentence does the action: Zach hits the ball.

In the passive voice, the subject is acted on by the verb: Zach was hit by the ball.

Aktionsart:           Punctiliar (single point in time): Zach is hit by the ball.

                            Continuous: Zach is being hit by the ball.

The middle has two functions:

      1.   As a true middle it is translated as active emphasizing the subject’s participation in the action of the verb. Some see most middles (75 percent) are deponent and should be translated as active (Mounce): “Tanya splashed Rebekah.”

      2.   As expressing self-interest (you loose [for yourself]), or rarely reflexive sense (he loosed himself).

 

Present Middle Indicative Paradigm λύω

Singular		Plural
1. λύομαι	I am loosing (for myself)	λυόμεθα	We are loosing (for ourselves)
2. λύῃ	You are loosing (for yourself)	λύεσθε	You are loosing (for yourselves)
3. λύεται	He/she/it is loosing (for himself/herself/itself)	λύονται	They are loosing (for themselves)

 

Present Passive Indicative Paradigm

Singular		Plural
1. λύομαι	I am being loosed	λυόμεθα	We are being loosed
2. λύῃ	You are being loosed	λύεσθε	You are being loosed
3. λύεται	He/she/it is being loosed	λύονται	They are being loosed

 

Present Middle/Passive Indicative Primary Endings

Singular	Plural
1. -ομαι	-ομεθα
2. -ῃ (-σαι)	-εσθε
3. -εται	-ονται

Deponent verbs are middle in form but translated as actives.  This is a debated topic in Greek.  Others, including this writer, will simply take most of these forms as true middles (emphasizing the subject’s participation in the aciton of the verb and translating them active). They have no active form and are easy to tell in vocabulary lists because they have the middle ending -ομαι.

 

Frequently Used “Deponent” Verbs

ἀποκρίνομαι	I answer (231)
εἰσέρχομαι	I come in (194)
ἔρχομαι	I come, go (634)
ἐξέρχομαι	I go out (218)
γίνομαι	I become (669)
πορεύομαι	I go (132)

Often with passives there is a need to express the agent, instrument, or means by which the subject is acted on, by

      1.   using ὑπό or διά with the genitive to expresses agency (e.g., Elliott was hit by Zach.), or

      2.   using the dative case to indicate means or instrument. The translation will use “with” or “by” (e.g., Elliott was hit by the ball).

 

Compound Verbs

ἔρχομαι	I go in, enter
εἰσέρχομαι	I go in, enter (εἰς prefix).
ἐξέρχομαι	I go out, leave ἐκ prefix).
διέρχομαι	I go through (διά prefix).

ἀποκρίνομαι	I answer (231)
ἀποστέλλω	I send (132)
βάλλω	I throw (122)
γίνομαι	I become (669)
εἰσέρχομαι	I come in (194)
ἐξέρχομαι	I go out (218)
ἔρχομαι	I come, go (634)
θέλω	I wish (208)
οὕτως	thus, so (208)
πορεύομαι	I go (153)

 

Chant #6:  Present Middle/Passive Indicative (PM/PI) Verb

λύομαι        (I am loosed/loose myself)                 

      -ῃ,  -εται,        -όμεθα, -εσθε,  -ονται

In the present tense we say, “We go to college.”

In the past we say, “We went to college.”

In the future we say, “We will go to college.”

 

Future Active Indicative Paradigm λύω

Singular		Plural
1. λύσω	I will loose	λύσομεν	We will loose
2. λύσεις	You will loose	λύσετε	You will loose
3. λύσει	He/she/it will loose	λύσουσι(ν)	They will loose

Future Middle Indicative Paradigm

Singular		Plural
1. λύσομαι	I will loose (for myself)	λυσόμεθα	We will loose (for ourselves)
2. λύσῃ	You will loose (for yourself)	λύσεσθε	You will loose (for yourselves)
3. λύσεται	He/she/ it will loose (for himself/herself/itself)	λύσονται	They will loose (for themselves)

 

Future Connective σ Transformations

Velars	Dentals
κ, γ, or χ + σ = ξ	τ, δ, or θ + σ = σ
Labials	Liquid (Lemoners)
π, β, or φ + σ = ψ	λ, μ, ν, or ρ + σ = ῶ
Sibilants
σ or ζ + σ = σ

 

Future of the Verb of Being: εἰμί (I am)

Singular		Plural
1. ἔσομαι	I will be	ἐσόμεθα	We will be
2. ἔσῃ	You will be	ἔσεσθε	You will be
3. ἔσται	He/she/it will be	ἔσονται	They will be

Sometimes there are verbs that in the present tense are not deponent but in the future they are:

 

Present	Future
ἀκούω	ἀκούσομαι	I will hear
λαμβάνω	λήμψομαι	I will take, receive
γινώσκω	γνώσομαι	I will know

 

Irregular Futures

Present	Future
ἔρχομαι	ἐλεύσομαι	I will come, go
γινώσκω	γνώσομαι	I will know
λέγω	ἐρῶ	I will say

 

ζωή, -ῆς, ἡ	life (135)
θάνατος, -ου, ὁ	death (120)
κρίνω	I judge (114)
μένω	I remain (118)
μόνος, -η, -ον	only, alone (114)
νῦν	now (147)
οὐδέ	and not, nor (143)
Παῦλος, -ου, ὁ	Paul (158)
σῴζω	I save (106)
τότε	then (160)

 

Chant #7:  Future Active Indicative (FAI) Verb

      λύσω                (I will loose)                λύσομεν       (we will loose)

      λύσεις               (you will loose)                        λύσετε         (you will loose)

      λύσει                (s/he/it will loose)        λύσουσι(ν)  (they will loose)

     

Chant #8:  Future Middle Indicative (FMI) Verb

λύσομαι      (I will loose myself)                

      -ῃ, -εται,                   -ομεθα, -εσθε, -ονται

Demonstratives are pointers. They point to things near (“this/these”) or things far (“that/those”). “These” and “those” are the plural forms.

 

ἐκεῖνος	that (plural = those)
οὗτος / αὕτη / τοῦτο	this (plural = these)

 

ἐκεῖνος (that/those)

	Singular			Plural
	2	1	2	2	1	2
	Masc.	Fem.	Neut.	Masc.	Fem.	Neut.
Nom.	ἐκεῖνος	ἐκείνη	ἐκεῖνο	ἐκεῖνοι	ἐκεῖναι	ἐκεῖνα
Gen.	ἐκείνου	ἐκείνης	ἐκείνου	ἐκείνων	ἐκείνων	ἐκείνων
Dat.	ἐκείνῳ	ἐκείνῃ	ἐκείνῳ	ἐκείνοις	ἐκείναις	ἐκείνοις
Acc.	ἐκεῖνον	ἐκείνην	ἐκεῖνο	ἐκείνους	ἐκείνας	ἐκεῖνα

 

οὗτος (this/these)

	Singular			Plural
	2	1	2	2	1	2
	Masc.	Fem.	Neut.	Masc.	Fem.	Neut.
Nom.	οὗτος	αὕτη	τοῦτο	οὗτοι	αὗται	ταῦτα
Gen.	τούτου	ταύτης	τούτου	τούτων	τούτων	τούτων
Dat.	τούτῳ	ταύτῃ	τούτῳ	τούτοις	ταύταις	τούτοις
Acc.	τοῦτον	ταύτην	τοῦτο	τούτους	ταύτας	ταῦτα

Relative pronouns are words like who, whom, which, that, and whose.

ὅς (who/which)

	Singular			Plural
	2	1	2	2	1	2
	Masc.	Fem.	Neut.	Masc.	Fem.	Neut.
Nom.	ὅς	ἥ	ὅ	οἵ	αἵ	ἅ
Gen.	οὗ	ἧς	οὗ	ὧν	ὧν	ὧν
Dat.	ᾧ	ᾗ	ᾧ	οἷς	αἷς	οἷς
Acc.	ὅν	ἥν	ὅ	οὕς	ἅς	ἅ

Reflexive pronouns are used to indicate that the antecedent is acting on itself. This is similar to one of the functions of the middle voice in Greek.

Terry threw himself into the water from the bridge.

Reciprocal pronouns are used to indicate that several subjects are acting on each other. ἀλλήλων(“one another”) is the reciprocal pronoun.

               

 

 

 

 

 

Reflexive Pronouns

First Person (myself)

	Singular		Plural
	2	1	2	1
	Masc.	Fem.	Masc.	Fem.
Gen.	ἐμαυτοῦ	ἐμαυτῆς	ἑαυτῶν	ἑαυτῶν
Dat.	ἐμαυτῷ	ἐμαυτῇ	ἑαυτοῖς	ἑαυταῖς
Acc.	ἐμαυτόν	ἐμαυτήν	ἑαυτούς	ἑαυτάς

 

Second Person (yourself)

	Singular		Plural
	2	1	2	1
	Masc.	Fem.	Masc.	Fem.
Gen.	σεαυτοῦ	σεαυτῆς	ἑαυτῶν	ἑαυτῶν
Dat.	σεαυτῷ	σεαυτῇ	ἑαυτοῖς	ἑαυταῖς
Acc.	σεαυτόν	σεαυτήν	ἑαυτούς	ἑαυτάς

 

Third Person (himself/herself/itself)

	Singular			Plural
	2	1	2	2	1	2
	Masc.	Fem.	Neut.	Masc.	Fem.	Neut.
Gen.	ἑαυτοῦ	ἑαυτῆς	ἑαυτοῦ	ἑαυτῶν	ἑαυτῶν	ἑαυτῶν
Dat.	ἑαυτῷ	ἑαυτῇ	ἑαυτῷ	ἑαυτοῖς	ἑαυταῖς	ἑαυτοῖς
Acc.	ἑαυτόν	ἑαυτήν	ἑαυτό	ἑαυτούς	ἑαυτάς	ἑαυτά

ἀπέρχομαι	I go (away), leave (117)
ἐκεῖνος, -η, -ο	that (265)
Ἰουδαῖος, -α, -ον	Jewish, a Jew (195)
καθώς	as, just as (182)
ὅς, ἥ, ὅ	who, which (1365)
ὅταν	when, whenever (123)
οὗτος, αὗτη, τοῦτο	this (1388)
πάλιν	again, back (141)
Πέτρος, -ου, ὁ	Peter (150)
ὑπέρ	for, about (gen.) (150)
	above, beyond (acc.)

The Greek imperfect tense is used for unfolding action in progress or dwelled upon action. In English, it will usually be translated with the helping verb was/were + the participle form of the verb (e.g., was singing).

 

Augment +	Verb stem +	Connecting vowel +	Secondary active endings
ε +	λυ +	ο +	ν =	ἔλυον
Aug	Stem	CV	Ending

 

The connecting vowel: ο before μ and ν and ε elsewhere

 

Imperfect Active Indicative of λύω

Singular		Plural
1. ἔλυον	I was loosing	ἐλύομεν	We were loosing
2. ἔλυες	You were loosing	ἐλύετε	You were loosing
3. ἔλυε(ν)	He/she/it was loosing	ἔλυον	They were loosing

 

Secondary Active Endings

Singular	Plural
1. -ν	-μεν
2. -ς	-τε
3. -ε	-ν

 

Learn: ἔλυον, ς, ε, μεν, τε, ν (n s e men t e n)

 

Imperfect Middle/Passive Indicative of λύω

Singular		Plural
1. ἐλυόμην	I was being loosed	ἐλυόμεθα	We were being loosed
2. ἐλύου	You were being loosed	ἐλύεσθε	You were being loosed
3. ἐλύετο	He/she/it was being loosed	ἐλύοντο	They were being loosed

Secondary Middle/Passive Endings

Singular	Plural
1. -μην	-μεθα
2. -ου	-σθε
3. -το	-ντο

 

Learn: ἐλυόμην, ου, το, μεθα, εσθε, οντο

 

 

 

 

 

 

 

 

The augment (prefix) is added in four ways:

      1.   Before consonants it is ε.

      2.   Before vowels the augment contracts with the vowel according to the following rules:

 

Vowels	Diphthongs
ε + α = η	ε + αι = ῃ
ε + ε = η	ε + ει = ῃ
ε + η = η	ε + οι = ῳ
ε  +  ι = ι	ε + αυ = ηυ
ε + ο = ω	ε + ευ = ηυ
ε + υ = υ

 

Four patterns:

      1.   α and ε lengthen to η

      2.   ο lengthens to ω

      3.   ι ending a diphthong subscripts

      4.   υ ending a diphthong stays strong

 

      3.   Compound verbs with prepositions ending in a consonant: insert the augment between the prepositional prefix and the verb stem. ἐκβάλλω becomes ἐξέβαλλον.

 

      4.   Compound verbs with prepositions ending in a vowel: the final vowel of the preposition is dropped and the ε augment inserted in its place. ἀποκτείνω becomes ἀπέκτεινον.

 

Imperfect Indicative of εἰμί

Singular		Plural
1. ἤμην	I was	ἦμεν	We were
2. ἦς	You were	ἦτε	You were
3. ἦν	He/she/it was	ἦσαν	They were

Πάτερ	ἡμῶν	ὁ	ἐν	τοῖς	οὐρανοῖς·
Father	our,	the one	in	the	heavens;

 

ἁγιασθήτω	τὸ	ὄνομά	σου·
hallowed be	the	name	your

ἀποθνῄσκω	I die (111)
ἐκεῖ	there (105)
ἕως	until (146)
ἰδού	behold (200)
ἵνα	in order that (663)
Ἰωάννης, -ου, ὁ	John (135)
μέν	on the one hand, indeed (179)
ὅλος, -η, -ον	whole, entire (109)
ὅτε	when (103)
σύν	with (128)

 

Chant #9:  Imperfect Active Indicative (IAI) Verb

      ἔλυον  (I was loosing)                         

            -ν, -ς, -ε,     -μεν,  -τε, -ν

     

Chant #10:  Imperfect Middle/Passive Indicative (IM/PI) Verb

      ἐλυόμην  (I was being loosed)                         

                  -ου, -ετο,          -ομεθα, -εσθε,  -οντο

     

Chant #11:  Imperfect Act Indicative (IAI) εἰμί  Verb

      ἤμην    (I was)                         ἦμεν     (we were)

      ἦς        (you were)                   ἦτε       (you were)

      ἦν        (s/he/it was)                 ἦσαν    (they were)

Labials: π, β, or φ + σ = ψ

Velars: κ, γ, or χ + σ = ξ

Dentals: τ, δ, or θ + σ = σ

Nu drops out when followed by a sigma.

 

Tau/Delta Final Stems

       χάρις, χάριτος, ἡ (grace)

	Singular	Plural
Nom./Voc.	χάρις	χάριτες
Gen.	χάριτος	χαρίτων
Dat.	χάριτι	χάρισι(ν)
Acc.	χάριτα	χάριτας

 

Iota Final Stems

      πίστις, πίστεως, ἡ (faith)

	Singular	Plural
Nom./Voc.	πίστις	πίστεις
Gen.	πίστεως	πίστεων
Dat.	πίστει	πίστεσι(ν)
Acc.	πίστιν	πίστεις

 

-ματ Final Stems

      ὄνομα, ὀνόματος, τό (name)

	Singular	Plural
Nom./Voc.	ὄνομα	ὀνόματα
Gen.	ὀνόματος	ὀνομάτων
Dat.	ὀνόματι	ὀνόμασι(ν)
Acc.	ὄνομα	ὀνόματα

 

πᾶς (all)

	Singular			Plural
	Masc.	Fem.	Neut.	Masc.	Fem.	Neut.
Nom.	πᾶς	πᾶσα	πᾶν	πάντες	πᾶσαι	πάντα
Gen.	παντός	πάσης	παντός	πάντων	πασῶν	πάντων
Dat.	παντί	πάσῃ	παντί	πᾶσι(ν)	πάσαις	πᾶσι(ν)
Acc.	πάντα	πᾶσαν	πᾶν	πάντας	πάσας	πάντα

ἐλθέτω	ἡ	βασιλεία	σου·
Let come	the	kingdom	your;

 

γενηθήτω	τὸ	θέλημά	σου.
let happen	the	will	your.

ἀνήρ, ἀνδρός, ὁ	man, husband (216)
βασιλεύς, -έως, ὁ	king (115)
δύναμις, -εως, ἡ	power, miracle (119)
ὄνομα, -ματος, τό	name, reputation (231)
πᾶς, πᾶσα, πᾶν	all, each, every (1,244)
πατήρ, πατρός, ὁ	father (413)
πίστις, πίστεως, ἡ	faith, belief (243)
πνεῦμα, -ατος, τό	spirit, wind (379)
σάρξ, σαρκός, ἡ	flesh, body (147)
χάρις, -ιτος, ἡ	grace, kindness (155)

 

Chant #12:  3-3-3 Nouns

      3                                              3                                                   3

χάρις     (grace: Subject)     ὄνομα       (name: Subject)       πίστις     (faith: Subject)          

χάριτος  (of grace)             ὀνόματος   (of a name)                        πίστεως  (of faith)

χάριτι    (to/for/at grace)     ὀνόματι     (to/for/at a name)    πίστει    (to/for/at faith)

χάριτα   (grace:  Object)     ὄνομα       (name: Object)        πίστιν    (faith: Object)           

χάριτες   (graces: Subject)  ὀνόματα    (names: Subject)     πίστεις   (faiths: Subject) 

χαρίτων  (of graces)                       ὀνομάτων   (of names)                         πίστεων  (of faiths)

χάρισι(ν) (to/for/at graces) ὀνόμασι(ν) (to/for names)        πίστεσι(ν) (to/for/at faiths) 

χάριτας  (graces:  Object)   ὀνόματα    (names: Object)      πίστεις    (faiths: Object)

Form: The second aorist is built from the second aorist verb stem. It is preceded by an (ε) augment and followed by secondary endings like the imperfect.  The aorist is understood as a backgrounding tense form portraying a complete or wholistic action. It is the most frequently used tense form and the least semantically marked base for general writing. 

 

Augment +	Verb stem +	Connecting vowel +	Secondary endings
ε +	λαβ +	ο +	ν =	ἔλαβον
Aug	Stem	CV	Ending

 

The connecting vowel is ο before μ and ν and ε elsewhere

Second Aorist Active Indicative of λαμβάνω

	Singular		Plural
1.	ἔλαβον	I took	ἐλάβομεν	We took
2.	ἔλαβες	You took	ἐλάβετε	You took
3.	ἔλαβε(ν)	He/she/it took	ἔλαβον	They took

 

Note: The ν, σ, ε, μεν, τε, ν endings are the same as for the imperfects.
Chant:  ἔλαβον   ν,  ς,  ε,    μεν,  τε,   ν 

 

Second Aorist Middle Indicative of γίνομαι

	Singular		Plural
1.	ἐγενόμην	I became	ἐγενόμεθα	We became
2.	ἐγένου	You became	ἐγένεσθε	You became
3.	ἐγένετο	He/she/it became	ἐγένοντο	They became

 

Note: The μην, ου, ετο, ομεθα, εσθε, οντο endings are the same as for the imperfects.
Chant:  ἐγενόμην, ου, ετο,    ομεθα, εσθε, οντο 

Aorist augments = Imperfect augments

Here is a list of second aorist forms of verbs already learned. Master these forms.

 

Present	Aorist
ἀπέρχομαι	ἀπῆλθον	I departed
ἀποθνῄσκω	ἀπέθανον	I died
βάλλω	ἔβαλον	I threw
ὁράω	εἶδον	I saw (cf. βλέπω, ὄψομαι)
γίνομαι	ἐγενόμην	I became
γινώσκω	ἔγνων	I knew
εἰσέρχομαι	εἰσῆλθον	I entered
ἐξέρχομαι	ἐξῆλθον	I went out
ἔρχομαι	ἦλθον	I came, went
εὑρίσκω	εὗρον	I found
ἔχω	ἔσχον	I had
λαμβάνω	ἔλαβον	I took
λέγω	εἶπον	I said

ὡς	ἐν	οὐρανῷ	καὶ	ἐπὶ	γῆς·
as	in	heaven	so also	on	earth;

 

αἷμα, -ματος, τό	blood (97)
αἴρω	I raise, take up (101)
διδάσκω	I teach (97)
ἴδιος, -α, -ον	one’s own (114)
καλός, -ή, -όν	good (100)
μέλλω	I am about to, intend (109)
ὁδός, -οῦ, ἡ	way (101)
πολύς, πολλή, πολύ	much, many (416)
σῶμα, -ματος, τό	body(142)
ψυχή, -ῆς, ἡ	soul, life (103)

Chant 13:  Second Aorist Active Indicative (AAI) Verb
                      ἔλαβον   -ν,  -ς,  -ε,    -μεν,  -τε,   -ν 

Chant 14:  Second Aorist Middle Indicative (AMI) Verb
               ἐγενόμην,  -ου, -ετο,  -ομεθα, -εσθε, -οντο

 

 

Like English with the past, Greek forms the aorist in two ways. The first aorist is formed off the present stem, with an augment and a suffixed σα. The second aorist is built from a different aorist stem, which adds endings identical to the imperfect. The aorist is understood as a backgrounding tense form portraying a complete or wholistic action. It is the most frequently used tense form and the least semantically marked base for general writing. 

Augment +	Verb stem +	Tense formative +	Secondary endings
ε +	λυ +	σα +	ς =	ἔλυσας
Aug	Stem	Tense connective	Ending

 

Aorist Active Indicative of λύω

	Singular		Plural
1.	ἔλυσα	I loosed	ἐλύσαμεν	We loosed
2.	ἔλυσας	You loosed	ἐλύσατε	You loosed
3.	ἔλυσε(ν)	He/she/it loosed	ἔλυσαν	They loosed

 

Note:The -, σ, ε, μεν, τε, ν endings are the same as the imperfects except that in the first person singular the ν is dropped.

 

Aorist Middle Indicative of λύω

	Singular		Plural
1.	ἐλυσάμην	I loosed (for myself)	ἐλυσάμεθα	We loosed (for ourselves)
2.	ἐλύσω	You loosed (for yourself)	ἐλύσασθε	You loosed (for yourselves)
3.	ἐλύσατο	He/she/it loosed (for himself/herself/itself)	ἐλύσαντο	They loosed (for themselves)

 

Note: The μην, ω, το, μεθα, σθε, ντο endings are the same as the imperfects except in the second person singular, where the ου shifts to ω.

The sigma ending is added in basically the same way as the sigma was added for future tense verbs (see chap. 10).

Velars (κ, γ, or χ) + σ becomes ξ

        διδάσκω + σα = ἐδίδαξα

Labials (π, β, or φ) + σ becomes ψ

        βλέπω + σα = ἔβλεψα

Dentals (τ, δ, or θ) + σ drops the dental

        πείθω + σα = ἔπεισα

With liquids (λ and ρ) and nasals (μ and ν), lemoners, often the sigma is dropped and the preceding vowel in the stem is changed. μένω + σα = ἔμεινα

 

 

 

Here is a list of first aorist active indicative forms of verbs already learned.

 

Present	First Aorist
ἀκούω	ἤκουσα	I heard
ἀποστέλλω	ἀπέστειλα	I sent
βλέπω	ἔβλεψα	I saw
γράφω	ἔγραψα	I wrote
διδάσκω	ἐδίδαξα	I taught
πιστεύω	ἐπίστευσα	I believed
θέλω	ἠθέλησα	I wished
μένω	ἔμεινα	I remained
κρίνω	ἔκρινα	I judged
σῴζω	ἔσωσα	I saved

τὸν	ἄρτον	ἡμῶν	τὸν	ἐπιούσιον
the	bread	our	the	daily portion

 

δὸς	ἡμῖν	σήμερον·
Give	us	today;

ἄλλος, -η, -ο	other (155)
ἄρτος, -ου, ὁ	bread (97)
δεῖ	it is necessary (101)
ἐξουσία, -ας, ἡ	authority (100)
ἕτερος, -α, -ον	different (98)
ἔτι	yet, still (93)
ὀφθαλμός, -οῦ, ὁ	eye (100)
τέκνον, -ου, τό	child (99)
τόπος, -ου, ὁ	place (94)
φῶς, φωτός, τό	light (73)

Chant #15:  First Aorist Active Indicative (AAI) Verb

      ἔλυσα  (I loosed)      (-- pronounce noise sound “aahh”)                    

                --,  -ς,  -ε,            -μεν, -τε, -ν

     

Chant #16:  First Aorist Middle Indicative (AMI) Verb

      ἐλυσάμην         (I loosed myself)                    

                     -ω, -ατο,          -άμεθα, -ασθε, -αντο

Passive verbs go with subjects acted on by the action of the verbs. In English, we form the past passive indicative by using a helping verb (e.g., I was struck by the foul ball). Similarly, the future passive indicative is formed with the helping “will be” (e.g., I will be flown to Indianapolis).

Form: The aorist passives are formed by adding θη before the ending:

 

ἐ +	λυ +	θη +	ν =	ἐλύθην
Aug.	Stem	Passive connective	Ending	I was loosed

 

The future passives add θησ before the ending and drop the augment.

 

λυ +	θησ +	ομαι =	λυθήσομαι
Stem	Passive connective	Ending	I will be loosed

 

Passive Connective Transformations

Consonant Shifts
Velars:	κ, γ	+ θ	= χ
Labials:	π, β	+ θ	= φ
Dentals:	τ, δ, θ	+ θ	= σ
Sibilants:	ζ, ξ, ψ	+ θ	= σ

 

First Aorist Passive Indicative of λύω

Singular		Plural
1. ἐλύθην	I was loosed	ἐλύθημεν	We were loosed
2. ἐλύθης	You were loosed	ἐλύθητε	You were loosed
3. ἐλύθη	He/she/it was loosed	ἐλύθησαν	They were loosed

 

Future Passive Indicative of λύω

Singular		Plural
1. λυθήσομαι	I will be loosed	λυθησόμεθα	We will be loosed
2. λυθήσῃ	You will be loosed	λυθήσεσθε	You will be loosed
3. λυθήσεται	He/she/it will be loosed	λυθήσονται	They will be loosed

Passive Stems

Present Active	Aorist Passive	Future Passive
ἀποστέλλω	ἀπεστάλην	—
βάλλω	ἐβλήθην	βληθήσομαι
γίνομαι	ἐγενήθην	—
γινώσκω	ἐγνώσθην	γνωσθήσομαι
διδάσκω	ἐδιδάχθην	—
δύναμαι	ἠδυνήθην	—
ἐγείρω	ἠγέρθην	ἐγερθήσομαι
εὑρίσκω	εὑρέθην	εὑρεθήσομαι
θέλω	ἠθελήθην	—
κρίνω	ἐκρίθην	ἐκριθήσομαι
λαμβάνω	ἐλήμφθην	—
λέγω	ἐρρέθην	—
πιστεύω	ἐπιστεύθην	—
πορεύομαι	ἐπορεύθην	—
σῴζω	ἐσώθην	σωθήσομαι

καὶ	ἄφες	ἡμῖν	τὰ	ὀφειλήματα	ἡμῶν,
and	forgive	for us	the	debts	our

 

αἰών, -ῶνος, ὁ	age, eternity (122)
ἀλλήλων	one another (100)
ἀρχιερεύς, -έως, ὁ	high priest (122)
γυνή, -αικός, ἡ	woman (215)
δύναμαι	I can, am able (210)
ἔθνος, -ους, τό	nation (162)
ὅσος, -η, -ον	as great as (110)
πόλις, -εως, ἡ	city (162)
τέ	and, and so (215)
χείρ, χειρός, ἡ	hand (177)

Chant #17:  First Aorist Passive Indicative (API) Verb

      ἐλύθην (I was loosed)  (-- pronounce noise sound “aahh”)     

                  -ν,  -ς,  --,        -μεν,  -τε,  -σαν

Chant #18:  Future Passive Indicative (FPI) Verb

      λύθησομαι        (I will be loosed)          (-- pronounce noise sound “aahh”)     

                        -ῃ, -εται,      -ομεθα, -εσθε,  -ονται