Must, have to

. , . We talked about commands and prohibitions in the

previous lesson and how to report them. Here are a few sentences to remind you, which I
will ask you to repeat.
E. .
A. .
E. .
A. .
. .
. .
. .
. .
. Thank you, listeners. You may remember, in our last dialog, that Andreas was
undecided whether to take a cigarette offered to him or not.
A. ;
N. He finally decided not to take it, because he made up his mind to give up smoking.
A. . .
N. You will hear more patterns with the word in todays dialog. Listen carefully, please.
A. , ;
E. : ;
A. , ;
. , .
A. . ;
. , . , .
, . , , ;
. . .

. , .
. , .
. ;
. , . , , ,
.
. ;
. , . .
. ;
. . .
. , ;
. .
. , .
. . . ;
. . .
. .
. .
. . .
;
. . .
. , .

. .
. , ; .
. . , .
;
. , . ;
. ;
. .
. , ; ; ;
. . .

. . . .
.
. , . ;
. . .
.
. , .
.
. .
. . , .
. .
. The little word is one of the most important function words in the Greek language,
with a heavy load of duties. We used it very early in this course to point to things or
persons.
E. .
A. .
.
N. And in the last lesson in commands and prohibitions with continuous and noncontinuous verb forms.
E. !
A. !
. !
. !
. !
. !
. We also used it in reported speech patterns. He told me to or he told me not to.
E. .
A. .
E. . = Ive decided not to go.
N. We had further uses of the word today. It was used in questions to ask permission.
A. , ;
N. Shall I close, or may I close the window, Ellie?

A. ;
;
;
;
N. When they finished tidying up the room, Andreas suggested they should sit down.
A. , .
N. Let us sit, then.
. .
. Then we used with . means must, have to, and is always used in the
third person.
E. .
N. We must buy a carpet.
A. .
E. .
A. .
N. I must be going now.
E. .
N. And finally with . I want to do something. Andreas wants to meet Ellies
children.
A. .
E. .
.
N. We also used the pattern with question words, but the meaning should have been fairly
obvious.
A. ;
N. Where shall I put the books?
E. ;
N. What shall I do with the magazines?
Here are more examples with other words: :
E. ;
. :

A. ;
N.
. ;
. .
. ;
. Etcetera. Very often, when at a loss, people exclaim:
E. ;
N. What can I do?
A. ;
. ;
. Time now for exercises, listeners. We begin with a repetition exercise. Please, listen and
repeat.
E. .
A. .
E. .
A. .
E. .
A. ;
E. ;
A. .
E. .
A. .
N. , . In the next exercise you will add to the
sentences you hear. Like this:
E. .
A. .
N. Are you ready?
E. .
A. .
E. .
A. .

. .
. .
. Thank you. Now add , must not. Like this:
A. !
E. .
N. Right?
A. !
E. .
A. !
E. .
A. !
E. .
N. In our last exercise, you will begin your sentence with . Here is an example.
E. .
N. You say:
E. .
N. Are you ready?
E. .
A. .
E. .
A. .
E. .
A. .
N. Thank you. Now listen again to the conversation.
A. , ;
E. : ;
A. , ;
. , .
A. . ;
. , . , .
, . , , ;

. . .
. , .
. , .
. ;
. , . , , ,
.
. ;
. , . .
. ;
. . .
. , ;
. .
. , .
. . . ;
. . , .
. .
. .
. . .
;
. . .
. , .

. .
. , ; .
. . , .
;
. , . ;
. ;
. .
. , ; ; ;
. . .

. . . .
.
. , . ;
. . .
.
. , .
.
. .
. . , .
. .
. , . .



Married

Single

Unfortunately

Fortunately

Strong

Weak

N. Ellie and Andreas are planning to go to Troodos next Sunday. Troodos is the highest
mountain in Cyprus. The coolest place in summer and the coldest in winter with very
beautiful spots. Ellies children, who have never been up there, but have heard a lot
about Troodos from their mother, are looking forward to seeing it. Ellie has invited
Mary, a friend from Australia, to go with them. She knows Ellies eldest brother, who
went to Australia fifteen years ago. He is married there with three children. They have
agreed to put on warmer clothes, because the weather on Troodos will be colder.
. , ;
E. . ;
, , ;
.
,
, , -
.
. . . , ;
. ; . , .
. , ; , , .
. , .
.

. , .
. ; , ;
. , . ,
, .
. , . , .
. ;
. ; . .
. - .
.
. , . .
;
. . .
. . .

.
. ;
. , . .
. , ;
. . . .
. .
. , . .
. , ;
. , . , .
.
. . . .
;
. , . .
. We had four new words in the above conversation. Andreas wanted to know whether
Ellies brother is married or single. , married, or , single.
A. , ;
E. . .

N. literally means free, but in contrast to it means single. The

third word was , unfortunately. Andreas regrets that his car wont be ready.
. , , .
. The opposite of is , fortunately. , . The last word
was , strong. The opposite is , weak. , .
Listen again to these new words in sentences and please repeat.
E. , .
A. .
E. , .
A. .
E. .
N. Thank you. And now I come to the main objective of this lesson, which is to teach the
comparison of adjectives. To do this, we place the word before the adjectives.
E. .
. Stronger.
A. .
. Weaker
E. .
. Lower.
A. .
. Taller or higher.
E. .
. Shorter. This is followed by the preposition with the accusative. Nikos is taller
than Paul.
E. .
N. So Paul is shorter than Nikos.
A. .
N. Here are more examples:
E. .
A. .
E. .

A. .
E. .
A. .
. If we want to use a pronoun after , it must be an object pronoun, preferably in its
strong form. Older and younger are rendered as , .
. ;
. .
. .
. .
. .
. The superlative degree is formed by putting the definite article before the
comparative.
E. .
A. .
N. Poorer
E. .
N. The poorest.
A. To .
E. .
A. .
E. .
A. .
. Lets begin our exercises with a repetition exercise. Please, listen and repeat.
. .
. .
. .
. .
. .
. .
. .

. Thank you, listeners. In the following exercise you will complete the sentence you
hear with a comparative form. Here is an example:
E. ,
N. You complete it with:
E. .
N. Are you ready?
A. , .
E. , .
A. , .
E. , .
A. , .
N. Thank you, listeners. In the next exercise you will use both the comparative and the
superlative degrees. Listen to this example:
A. .
E.
N. And you will say:
A. .
. ...
. You will say:
A. .
N. So we had three sentences:
A. .
.
.
N. Are you ready?
A. .
E. ...
. .
. ...
. .
. .

. ...
. .
. ...
. .
. .
. ...
. .
. ...
. .
. Thank you, listeners. Now, listen again to our dialog.
. , ;
E. . ;
, , ;
.
, ,
, .
. . . , ;
. ; . , .
. , ; , , .
. , .
.
. , .
. ; , ;
. , . ,
, .
. , . , .
. ;
. ; . .
. - .
.

. , . .
;
. . .
. . .

.
. ;
. , . .
. , ;
. . . .
. .
. , . .
. , ;
. , . , .
.
. . . .
;
. , . .
N. , . .



Easy

Difficult

N. I explained to you in the previous lesson that to form the comparative degree of
adjectives, we place the word before the adjective.
E. .
A. .
. .
. .
. The superlative is formed by placing the definite article before the comparative form.
E. .
A. .
E. .
. .
. There is also an absolute superlative, which shows that a noun has a characteristic to a
high degree, without necessarily comparing it to other nouns. We use the word .
Nikos is very clever.
E. . = Nick is very clever.
N. If he has the quality to a very high degree, we use .
. .
. Or -.
. - .
. A place is very beautiful indeed.
A. .
N. Or:
E. - .
N. Hercules was very strong.

A. - .
N. Or:
E. .
N. , , or -, can also be used with comparisons. Anna is much
more beautiful than Elene.
E. .
N. Or:
E. .
A. - .
N. Here are a few more examples, listeners, for you to repeat.
E. .
A. , .
E. .
A. - .
E. .
E. .
N. , . This is all you need about the comparison of
adjectives. The word can serve you in every case, with both the comparative and
superlative degrees. There is still another way of forming the comparative and
superlative, which you can ignore if you like in your own use, but which you must know
about and understand. Many adjectives, not all, can form their comparative by adding the
ending . So we can say , or . ,
.
. .
. .
. .
N. The superlative is again formed by adding the definite article.
A. .
E. .
N. Unfortunately, the commonest words have irregular forms. Listen:
A. .

. The comparative is:

E. .
. Better.
A. .
. .
. Greater.
A. .
. .
. Worse.
A.
E. .
. ore. Listen to them again, and please repeat.
. > .
. > .
. > .
. > .
. Here are examples of their use. Well use the irregulars first.
E. .
A. .
E. .
A. .
E. .
A. .
E. .
A. .
E. .
A. .
E. .
A. .
E. .
A. .

E. .
A. .
E. .
A. .
N. The word , less, can also be the opposite of . We use to show
superiority in the comparison: , , . And the word to
show inferiority > , less tall.
E. .
A. () ().
E. .
N, Lets have some exercises, now. In the first exercise, you will hear the comparative
form, and you will give the superlative. You will use the appropriate definite article, of
course. Here is an example.
E. .
N. You say:
A. .
N. Are you ready?
E. .
A. .
E. .
A. .
E. .
A. .
. .
. .
. .
. .
. Thank you listeners. In our second exercise, we will use two more adjectives. ,
easy, and , difficult. In this exercise, you are expected to give the opposite of
what you hear. Like this.
A. .

N. You say:
E. .
N. Lets begin.
A. .
E. .
A. .
E. .
A. .
E. .
A. .
E. .
A. .
E. .
. In our last exercise, you will hear a sentence with the form, and you will
repeat the sentence with the form.
E. .
A. .
E. .
A. .
E. .
A. .
. .
. .



University

Study

Hard

Soon

N. , . Today we are going to talk about the comparison of

adverbs. After the comparison of adjectives, this shouldnt present any difficulty. The
rules are the same, even simpler. We begin again with a conversation. Andreas inquires
about Ellies brother, who is studying at a university. . He is in his
final year, and he studies much. .
Then Ellie talks about her father who is sick in hospital, but who is fortunately much
better now, . Ellie visits him often and she is sometimes late at her work.
. , ;
E. ;
. , ; ; , ;
. , .
, .
.
. , , .
. . ,
.
. . ;
. . , .
. , , ;
. , .

. . , , ,
.
. ;
. , . . , .
. . ;
. , , .
. . .
. .
. ; ;
. , .
. . ; ;
. , .
. . , . .
.
.
. .
, . ;
. .
. .
. ;
. ; ;
. , , ; ;
: , .
. , , .
. Thank you, Ellie and Andreas. Let me now explain the new words and phrases in the
conversation, listeners.
Takis goes to the university, .
. , I study. The use of is rather limited in Greek. We
use it only in the context of studying a book or a lesson. We use another word to say I
study medicine or I study at a university.

Then we had the adverbs , hard, and , briefly.

E. .
.
N. The corresponding adjectives are , hard, and , brief.
We had another use of the verb , I pass. Andreas is older than Takis:
. Literally: he passes him in years. means I am ahead of him in a
competitive activity.
E. .
N. Dont overtake a car on a corner.
A. .
N. Finally we had the expression , a short while ago.
E. .
N. And , he will go far.
A. .
. Here are the new words in other sentences, which I will ask you to repeat.
E. .
. , , .
. .
. .
. .
. .
. .
. .
. .
. .
. . Now to the main purpose of our lesson, which is
the comparison of adverbs. We use the word again, and the adverb, followed if
necessary by the preposition .
. .
. .
. .

. .
. , !
. !
. .
. As with the adjectives, we can say: or - , and, in comparing,
. This is very easy to understand and use. is also used
with adverbs showing place.
E. .
. = lower down
. .
. .
. .
. .
. Etcetera. This is nearly all you need, listeners, about the comparison of adverbs. But as
with the ~ forms in adjectives, we have here, too, for many of the adverbs a oneword comparative form. This time it is ~. So we say:
E. .
. Or:
A. .
. .
. .
. .
. .
. .
. .
. As with the adjectives, again there are irregularities in the one-word comparative
forms, and these forms are quite common, too. So, try to remember them.
. ,
. ,
. .
. Better

E. ,
. ,
. .
. Worse.
E. ,
. ,
. .
. Less.
E. .
. ,
. .
. More.
Listen again and please repeat.
E. ... .
. ... .
. , .
. .
. .
. .
. In the following exercise you will respond with the comparative form. Use the word
. Here is an example.
E. .
N. You say:
A. .
N. Are you ready?
E. .
A. .
E. .
A. .
E. .
A. .

E. .
A. .
N. Thank you, listeners. Now, please respond with the one-word comparative form.
E. .
A. .
E. .
A. .
E. .
A. .
E. .
A. .
N. . Now, listen again to the dialog.
. ;
E. ;
. , ; ; , ;
. , .
, .
.
. , , .
. . ,
.
. . ;
. . , .
. , , ;
. , .
. . , , ,
.
. ;
. , . . , .

. . ;
. , , .
. . .
. .
. ; ;
. , .
. . ; ;
. , .
. . , . .
.
.
. , .
, . ;
. .
. .
. ;
. ; ;
. , , ; ;
: , .
. , , .
N. , , .

Main

Live

Entrance

Exit

Modern

Food

Quiet (adj)

Quiet (noun)

Noise

For the time being

As

Nearly as

N. Andreas has rented a new flat and has invited Ellie to see it. It is quite a big flat, nearly
as big as Ellies. It has the same number of rooms, but they are smaller, and the furniture
is not quite as modern as Ellies. Andreas shares his flat with Antonis, a friend who has
spent many years in America.
. , ! , ;
. , . .
. , . .
E. . ,
, , , , , .
. , .
, .
. .
.

. , ;
.
. , ; , .
. . .
;
. . .
. . ;
;
. , .
, , , ,
.
. ;
. . , .
. ,
.
. ;
. . . , ,
.
. Andreas new flat has five main rooms, . This is a new use of the
word , as an adjective. You will also find it in , the main road and
, the main entrance. You find the words in many
public buildings. , entrance, , exit.
Ellies flat has the same number of rooms, , But it is more
modern, . , , .

. .
. Life in America was compared with life here. , the life. The verb is , I live.
E. ;
A. . .
N. Things cost more in America, . Only food doesnt cost more.
, the food.
. .
. It costs about the same.
A. .
N. We had the word before, as an adjective. / / .
. .
. .
. .
. is an expression. We came across it earlier in , its the same to me.
E. , .
. .
. .
. .
. .

N. Antonis prefers to live here, because life is quiet. . /

/ .
. .
N. The noun is , .
. .
. He doesnt like noise, . , the noise.
A. .
N. Antonis may return to America, but for the time being, he is pleased here.
, for the time being.
A. .
N. Here are the new words again in different sentences. Please, listen and repeat.
E. .
A. .
. .
. .
. .
. .
. .
. .
. .

. .
. .
. .
. .
. , .
. . We talked of the comparison of adjectives and
adverbs in previous lessons, to show superiority or inferiority. A quality can be shown
with the word .
A. . .
.
. . .
. There are a few things I would ask you to notice. If the second term of the comparison
is a pronoun, it must be an object pronoun in its strong form.
E. .
N. Or sometimes with . .
. .
. .
. .
. If it is a noun, with the article, again it must be in the accusative.
. .

. .
. .
. .
. If the noun is without the article, then it is in the nominative case.
E. .
A. .
E. .
A. .
N. Nearly as is rendered with the word .
A. .
. .
. . = Its almost 3:00 sharp (on the dot).
. Notice also comparative forms with , I prefer.
A. .
. .
. .
. Lets go over these sentence patterns again in a repetition exercise. Please listen, and
repeat. Lets begin with sentences with the word .
. .

. .
. .
. .
. .
. .
. .
. Now sentences with .
. .
. .
. .
. Now sentences with the word .
. .
. .
. .
. .
. And with .
. .
. .

. In the following exercise you are going to hear a small sentence. You will respond
with the phrase . Are you ready?
E. .
. .
. .
. .
. .
. .
. .
. .
. Now listen carefully once again to our conversation.
. , ! , ;
. , . .
. , . .
E. . ,
, , , , , .
. , .
, .
. .
.

. , ;
.
. , ; , .
. . .
;
. . .
. . ;
;
. , .
, , , ,
.
. ;
. . , .
. ,
.
. ;
. . . , ,
.
. , . .

Tired

Stone

Grass, weeds

Lawn

Light

Cook

Tidy up

Lose

Leave

Clean

Water

Light

Put off

. Ellie is very tired today. She has had a busy day at the office and at home. Her mother,
who usually does the housework, lost her purse on her way to the market and returned
home late, so Ellie had to cook for the children and clean the house. Andreas went to bed
early last night, because he, too, was tired. He had worked in the garden.
E. . , ;
. , . .
;
. .
. , ;
.

. , .
.
. , ;
. . , ; !
. ;
. . .
. ; ;
. .
, , .
.
. ;
. .
. .
. . .
.
. .
. . .
. , , .
. ; .
. , .
. The conversation referred mostly to past actions, and a number of verbs in their past
forms, including a few (new?) ones have been used. In this and in the next two lessons

we shall try to deal with the past tense a little more systematically. We begin with verbs
ending in ~ and not accented on the last syllable. Like , , , etc.
You know all about the additional ~ at the beginning of the verbs in their past tense.
, , when it is used and when it is omitted. So lets concentrate on other
things.
Firstly, there is a change in the position of the accent. It moves one place back to the third
syllable. , . , .
And secondly, the ending changes, usually into ~. Here are examples.
E. . > . .
. . > . .
. . > . .
. . > . .
. . > . .
. Now join in, listeners. Say the past tense before Andreas does.
E. . > . .
. . > . .
. . > . .
. . > . .
. . > . .
. . > . .
. . > . .

. . > . .
. . > . .
. . > . 0.
. . > . .
. But sometimes the ~ ending becomes ~. This is so with verbs ending in ~, or
~/~, or ~. The sounds /p/, /v/, /f/, followed by /s/ do bring out a sound like /ps/,
dont they? So we have:
E. . > . .
. . > . .
. . > . .
. . > . .
. Similarly, verbs ending in ~, ~, ~, or ~ turn the of the ending into ,
and we have ~.
E. . > . .
E. . > . .
. . > . .
. . > . .
. . > . .
. . > . .

. Verbs ending in ~ take a ~ ending usually, as we have seen. But there are a few
exceptions, which take ~ instead. is the only one you know. It becomes
.
Lets have an exercise now. You will hear sentences in the present tense, and you will
turn them into past.
E. .
A. .
E. .
A. .
E. .
A. .
E. .
A. .
E. .
A. .
E. .
A. .
E. .
A. .
. .

. .
. We had a number of new words in the dialog. Ellie is very tired.
E. .
N. She thinks she looks tired.
E. ;
N. Andreas, too, was tired the night before.
A. .
N. He had cleaned his garden of stones, ( , the stone), and grass, .
, the grass, usually the weeds. The lawn is .
Ellie had cooked, , and tidied up the house, . The verbs are
, I cook, and , I tidy up.
E. .
N. Ellies mother lost her purse. . The verb is , I lose. She left
it in a taxi:
. , I leave.
E. . .
. Andreas cleaned the garden and watered the trees.
A. .
N. The verbs are , I clean, and , I water. Ellie put on the light.
. , light. Andreas had turned it off. . , I put out. ,
.

Here are the new words in different sentences, which I will ask you to repeat.
E. .
A. .
E. .
. .
. .
. .
. .
. ...
. ... .
. .
. Thank you, listeners. Now listen once again to the dialog, please.
E. . , ;
. , . .
;
. .
. , ;
.
. , .
.

. , ;
. . , ; !
. ;
. . .
. ; ;
. .
, , .
.
. ;
. .
. .
. . .
.
. .
. . .
. , , .
. ; .
. , .
N. , . .



Telephone call

Rather

Parents

Old man

Old lady

Down, on the ground

Appetite

Forget

Slide, slip

Invite

Please

excuse

N. This is our second lesson of the past tense. We shall deal today with the other category
of verbs ending in : those accented on the last syllable. Listen carefully for these forms
in our dialog, in which Ellie will tell us of her visit to Alexis village. She and her family
had lunch with Alexis parents, whom they liked very much.
. , ;
. , ; , .
. .
. . ;
. ; ;
. ; . .
.
. , .

. , , . .
. ; . .
. .
. ; ;
. ,
. .
.
. .
. , . .
. ;
. , .
. ! , .
. , ,
, . .
. .
. .
. ;
. , .
. ;
. , . .
. .
. .
. ;
. , .
. , .
.

. Let us now explain the new words, listeners. Ellie had an early call last Sunday.
. , the telephone call.

A. , .
. The road to Alexis village was rather bad, so it took them almost two hours to get
there. Rather bad: . Rather, .
. .
. Alexis parents live at the village. , the parents. Alexis father is an old man.
. And his mother is an old lady. . , . The opposite is
, . Alexis parents are old.
E. . .
N. They had lunch outside under the trees. They sat on the ground. , on the ground,
down.
E. .
N. And they ate with great appetite: . , the appetite.
E. .
N. We had three new verbs, , I slip.
E. .
N. , I invite.
E. .
. , I forget. , . Here are more sentences with the new words,
which I will ask you to repeat.
A. .
E. .
A. .
. , .
. .
. .

. .
. , .
. .
. .
. Thank you, listeners. Now the grammar part of the lesson. How we form the past tense
of verbs accented on the last syllable. The accent in the past tense is again on the third
syllable. The commonest ending is ~. Listen to the following examples.
E. , > . .
. , > . .
. , > . .
. , > . .
. Now join in listeners, you give the past form.
. , > . .
. , > . .
. , > . ,
. , > . .
. , > . .
. , > . .
. , > . .
. , > . .
. , > . .
. , > . .

N. And so on. The other endings are ~ and ~. You will have to remember these
verbs, Im afraid, but they are fortunately very few. Ill point them out to you as we come
across them. Here are the ones we know. The following end in ~.
. , > . .
. , > . .
. , > . .
. , > . .
. , > . .
. , > . .
. The following verbs form their past tense in ~.
. , > . .
. , > . .
. , > . .
. , > . .
. Lets have a conversion exercise now, listeners. You will hear a sentence in the present
tense, and you will turn it into the past.
. .
A. .
E. .
A. .
E. .
A. .
E. .
A. .

E. .
A. .
E. .
A. .
E. .
A. .
N. Thank you listeners. Now listen again carefully to our dialog.
. , ;
. , ; , .
. .
. . ;
. ; ;
. ; . .
.
. , .
. , , . .
. ; . .
. .
. ; ;
. ,
. .
.
. .
. , . .
. ;

. , .
. ! , .
. , ,
, . .
. .
. .
. ;
. , .
. ;
. , . .
. .
. .
. ;
. , .
. , .
.
N. , . .

Lucky

Animal

Life

Cat

Dog

Miau
Go up

Come down

Go in

Come out

Die

Wash

N. In our third lesson on the past tense we shall group together verbs with irregular past
forms. They are mostly verbs you know, but there will be a few new ones as well. Many
of these irregular verbs will be used in the following dialog, to which I will ask you to
listen carefully. Its about Lucky, Ellies cat. , Lucky. She has been called ,
because everybody in the house loves her.
E. , ;
.
. , , .
. , , .
. . , , .
E. , , .
. .
. .

. . ! . ,
!
. ;
. . .
, , .
.
. ;
. .
. ;
. .
. ; ;
. , , . .
. , , .
. . . .
. , .
. , .
. , ; . . ,
, .
. , . .
: , .
. We had a few new verbs in the above dialog. The couple of verbs
, go up and I come down. I climb and I descend. , go up, ,
go down. The cat climbs the tree and then comes down.
E. .
N. If he action is continuous, the two verbs can be combined in one: .
The past forms are: and .

A. , .
N. There was a second couple of verbs, , I go in, and , I come out. ,
. The two can again be combined: , I go in and out. The past tense is
and .
. There was one other verb. , I died. The
present tense is , I die. , . Ellies dog was hit by a car and it died.
E. .
. The verbs with an irregular past belong to the first category of verbs. Those not
accented on the last syllable. I suggest we go over the list of verbs with irregular past
forms, those we have learned that is, and remind ourselves of them. Here are those we
have used more and you are sure to remember.
E. , , , , , .
. , , , , , .
. Listen to the rest, the present tense as well and please repeat.
E. > A. .
E. > A. .
E. > A. .
E. > A. .
E. > A. .
. > . .
. > . .
. > . .
. > . .
. > . .
. > . .
. > . .

. > . .
. > . .
. > . .
. Thank you, listeners. Listen now to sentences in the present tense and try to turn them
into the past.
E. .
A. .
E. .
A. .
E. .
A. .
E. .
A. .
E. .
A. .
E. .
A. .
N. In the following exercise you will respond with the opposite verb of the one you hear.
E. .
A. .
E. .
A. .
E. .

A. .
E. .
A. .
N. Now here are the rest of the new words of the dialog. Ellie and Andreas talked of two
animals.
. T , the animal. , I live, , the life, , the animal.
They talked about Ellies cat, , the cat, and the dog, .
, Lucky. , , . Notice that in Greek a
cat says .
We also had , the bird. Here are the new words in different sentences, for you to
repeat.
E. .
A. .
E. .
A. .
E. .
A. .
E. .
A. .
E. .
N. Thank you, now listen to the dialog again, please.
E. , ;
.
. , , .
. , , .
. . , , .
E. , , .
. .

. .
. . ! . ,
!
. ;
. . .
, , .
.
. ;
. .
. ;
. .
. ; ;
. , , . .
. , , .
. . . .
. , .
. , .
. , ; . . ,
, .
. , . .
: , .
. . .

Bird

Post
. , . In todays lesson we are going to use sentences
expressing purpose. To express purpose in Greek we use the words , or simply .
We say: or: Listen carefully for these
patterns in the following dialog:
E. , . ; ;
. , .
. . . ;
. , . .
. . .
, .
. ;
. .
. .
. .
. .
.
. .
. , .
. ;
. , .
. .
. . . .
. .
. ,
.
.
. .
. , .

 .
. .
. . .
***
. Now lets examine more closely these sentences in which purpose is expressed. We
have the simple sentence with the word followed by a noun or pronoun in the
objective case.
E. .
A. .
. .
. .
. .
***
. If the part of the sentence showing purpose is a clause with a verb we use , or
simply with a continuous or non-continuous verb form. is perhaps a little more
emphatic than , showing purpose more clearly. But both forms are perfectly correct and
acceptable. Listen to a few sentences from the dialog expressing purpose.
A. .
N. Andreas could have said: . The meaning is the same.
E. .
A. .
E. .
A. .
E. .
***
N. Lets use these patterns in situations here in the studio. The room is a little dark here,
we cannot see well. Ellie says:

E. , , .
N. Andreas wants a pen to write.
A. .
N. Ellie wants a magazine to read.
.
N. The producer keeps telling us to be near the microphone so that you may hear us. He
says:
A. .
N. He also advises us to speak slowly and clearly, so that you may understand what we
say.

A. .
N. Here are more sentences, please, listen and repeat.
E. .
A. .
. .
. .
. .
. .
***
. Thank you, listeners. Ellie said in the dialog that her husband left the house in order
not to help her in the garden.
E. . .
N. So insert the word between or and the verb in order to show negation.
Ellie arrived here in a taxi so as not to be late.

E. .
. Andreas draws the curtains.
E. ;
. .
. Here are more sentences for you to repeat, listeners:
E. .
A. .
. .
. .
***
N. , . In the following exercise you will hear a couple of
small sentences, which you will combine using . Like this:
E. . .
N. You say:
A. .
N. Are you ready?
E. . .
A. .
E. . .
A. .
E. . .
A. .
E. . .
A. .

E. . .
A. .
E. . .
A. .
***
N. Thank you, listeners. Now let us explain the new words in the dialog. Andreas is
expecting his cousin form America. . , the cousin. The
feminine is . , .
. .
. Ellie is going to send a telegram. , the telegram.
. .
. Andreas will go to the post-office to post a few cards. , I post. The past is
of course . So we have:
A. .
N. We also had the word , I believe, .
. .
. And , lemonade, .
***
Now listen carefully to the dialog again, please.
E. , . ; ;
. , .
. . . ;
. , . , .
. . .
, .

. ;
. .
. .
. .
. .
.
. .
. , .
. ;
. , .
. .
. . . .
. .
. ,
.
.
. .
. , .
.
. .
. . .
. , . .

Cousin

Telegram

lemonade

Can

Play

Try

Try

Can

. Today we are going to talk about the uses of the word , I can. The past form
ends in , . So the future is . , , .
, unlike other verbs accented on the last syllable, ends in in the second
person, instead of . Listen to all the persons:
E. / / / / / .
N. There is a group of these verbs, and we have learned some of them:
, I live.
, I forgive, I pardon.
, I invite.
A. / / / / / .
. / / / / / .
. / / / / / .

. Ill point out other verbs in the group as we meet them.

The verb can be used to show ability, permission and possibility. But well discuss
its uses after you have listened to the dialog. Andreas has come to ask a favor from Ellie
***
. , . ;
E. . . ; , , .
. , .
.
. , !
. , .
. ; .
. .
. ; . .
. . .
.
. , . , .
. , . . !
! .
. !
. ;
. , .
.
. . , .
;
. ;
. ; . .
. , ;

. , .
.
. , ;
. . ;
. , .
. .
;
. .
***
. Let us now discuss the three uses of the word . It can be used to show ability.
Andreas couldnt open the window:
A. .
N. Ellie had tried, too, without success.
E. .
N. is followed by and the continuous or non-continuous verb forms.
E. .
A. .
E. .
A. .
E. , .
A. .
. .
***
. can also be used to express permission. Andreas wanted to open the window.
He said:
A. ;

N. May I open the window? Ellie answered:

E. .
N. Ellie gave permission to her children to go out.
E. , .
N. Listen to more examples:
E. .
A. .
E. .
A. ;
E. .
A. ;
E. .
A. ;
E. .
***
N. Finally the word is used to express possibility, but only in its third person
singular form, . Andreas saw the clouds and said:
A. .
N. It may rain in the afternoon. The bank manager might not come to his office.
.
. Here are more examples:
E. .
A. .
E. .

. Some friends we are expecting are late, and we start guessing. ;

. .
. .
. .
. .
. .
***
. Time for an exercise, now. Please, repeat after Ellie and Andreas.
expressing ability.
E. .
A. .
E. .
A. .
E. .
***
N. Now expressing permission.
E. ;
A. ;
E. ;
A. .
. .
***
. expressing possibility.

A. , .
E. , .
A. .
. .
***
. , . Let me now explain the new words in the dialog.
Ellies children went out to play: . , I play. > >
.
. , .
. is the verb. is the child, obviously because it plays. The game is
. , , . is also the plaything, the toy. So we can
say:
E. .
N. Children play games. And:
A. .
. Children play with their toys.
The other two words were , and . They both mean I try, but with a
difference. means I attempt, I make an effort. In there is usually no
effort implied. It is simply finding out. It can be applied to drinks, for example, in the
sense of taste. , . , . is like ,
and and , with the second person in .
. / / / / / .
***
. Now listen again carefully to the dialog.
. , . ;
E. . . ; , , .
. , .
.

 . , !
. , .
. ; .
. .
. ; . .
. . .
.
. , . , .
. , . . !
! .
. !
. ;
. .
.
. . , .
;
. ;
. ; . .
. , ;
. , .
.
. , ;
. . ;
. , .
. .
;
. .

. , . .

East

Sunrise
West

Sunset

Top

Sight

Exceptionally

View

Camera

Photograph

Pothographer

Truth, Really?

Present

Past

Imperative

Future simple

Photograph

Need

: ;
: . ;
: .
: .
. (more than) ( + = for you to
arrive) .
.
: .
: ; ;
: .
: ! ;
: .

: ;
: ,
.
: ;
: .
: , .
: , . .
. . .
: () ;
: , . = In order to take pictures, of course.
. = And in order for
[some]one to take pictures he needs a camera.
; = snt that so?
E: , .
;

. = And when [some]one goes somewhere to take pictures, he ought to
remember to take his camera.
;
: , .
: ;
: , .
: . .
; .
: ;
: .

: , ( + = I would like) .

= the rising of the sun / sunrise

= the east / the rising (of the sun)
= the sun rises
. = The sun rises in the east and sets in
the west.
= sets
= the west / the setting
= the setting of the sun / sunset
. = Andreas went to the summit of the mountain.
= the top / the summit
= the top of the tree
. = I climbed up to
the top of the mountain in order to see the sunrise.
= sight / spectacle
. = The sight is very beautiful.
= exceptionally
. = Its an exceptionally pretty sight.
,
, . = Ellie didnt see the spectacle of the sunrise, but she went up
the mountain once again and she liked the view.
= the view
() . = Once I went up there
and I remember that the view was wonderful.
= the machine

 () = the camera
. = Unfortunately I forgot my camera.
= I photograph / I take pictures
= the photo[graph]
= the photographer
= I take pictures
= I take pictures
= I took pictures
= I need
(Note: It will help to learn the following verb forms:
= I take off / I take (pictures) > = I took > = that I take
(subjunctive) > = that you take)
. = For someone to take
pictures he needs a camera. (Note: , meaning one (someone), is the subject of
.)
. = Of course you need a
camera to take pictures.
= the truth / really?
. = I ascended to the summit yesterday morning.
; = Really?
. = Im telling the truth.
; = Do you want to see them?
, ( + ) . = Yes, I would very much like to see them.
; = Do you want a drink?
, . = Thanks, Id like it a lot.

 . = We took photos with the camera.

. = The weather is exceptionally hot today.
. = The view is beautiful from your house.
. = I need money to buy a car.
. = Id like a glass of cold water.
. = We returned home after the sunset.
. = (The) dirty streets are not a pretty sight.
. = To take pictures you need a
camera.
; = How can you take pictures
without a camera?
.
;
.
;
.
;
. > ;
. >
;
( = I live > = I lived > = that they live [subjunctive])
. >
;
; = How can you know (tell) the time without
a watch?
. = You need a watch to know the time.

 ;
.
;
.
;
.
(The dialog is repeated here.)

Student

Change

Professor

Middle, waist

Present

Past

Imperative

Future simple

N. So far we have used the word as a question word, meaning where.

E. ;
A. ;
E. ;
N. Today we are going to use the word in a new capacity, as a relative pronoun. Who,
which, whom, whose. I am sure you will find this use of the word very convenient. It
is an invariable word, used with nouns of all three genders, in the singular and plural
numbers. Listen to this new use of , please, in the following conversation.
***
Andreas is looking at an old photograph, which brings back happy memories of old
friends.
E. ;
. . , .
. .
. ;
. .
. ; ;
. ;
. . .
;
. .
.
.

E. , ;
. .
. ! .
, , ;
E. .
. ; .
. ,
. .
E. ;
. , .
E. ;
. , .
, .
.
E. !
***
. So as a relative pronoun can be used with persons, as well as things, in both the
singular and plural numbers.
E. H .
A. .
. .
. .
. .
***
. Here are further examples: , ,
. .
.
A. .

N. .
E. .
A. .
***
N. The following sentences are for you to repeat, listeners. Please listen and repeat.
!
E. .
A. .
E. .
. .
. !
. .
. .
. .
***
. , . In the following exercise you will hear two short
sentences. You will join them with the word . Here is an example.
E. . ... .
A. .
. Are you ready?
E. . ... .
A. .
E. . ... .
A. .

E. . ... .
A. .
E. . ... .
N. You begin here with:
. .
. . ... .
.
. .
***
. . The word can also be used where in English you would use an
accusative or a genitive form, whom or whose. You had two such examples in the
conversation. Andreas said:
A. .
N. It was the man whom I showed to you at the cinema. And:
A. , , .
N. This one here, whose hand Im holding, was a friend of mine. You notice that in such
cases is usually reinforced by a genitive personal pronoun in its weak form:
, . The weak pronoun is also used usually
where a preposition is required in English. Listen to these examples. The stranger whom
we sat next to:
E.
N. The boys with whom we played
A.
N. The friend Im staying with
E.
***

N. Here are more examples. . .

. .
. .
. .
. .
. .
. .
. .
***
. . Now let us look at the new words in the conversation. Andreas has
changed much in ten years. . , I change. ...
. ;
. .
. They are looking at a photograph taken when Andreas was a student at a university.
, the student.
. , . = Its an old photo
when I was a student at the university.
. A professor is with them, , the professor. is the university or
secondary school teacher. /
He is sitting in the middle of the picture. , the middle.
. .
. is also the waist, the middle of the body.
***
.
E. ;

. . , .
. .
. ;
. .
. ; ;
. ;
. . .
;
. .
.
.
E. , ;
. .
. ! .
, , ;
E. .
. ; .
. ,
. .
E. ;
. , .
E. ;
. , .
, .
.
E. !
. , .

Exhibition

Subject

Hobby

Useful

Collection

Greengrocer

Butcher

Tomato

cucumber

Present

Past

Imperative

Future

Interested
Collect

. Ellie and her husband Peter will visit a furniture exhibition. Furniture making is
Peters hobby and he might spend a lot of time looking at the exhibits. But Ellie has to
return early to prepare supper for her guests. She will stop at the greengrocers and the
butchers for some shopping on her way home. Andreas is not interested in furniture. He
collects matchboxes as a hobby.
E. .
;
. ! , ,
. ;
. , . .
. . ,
, . .
A. X , . .
. ;
A. .
. ; ,
. ;
A. , . ,
;

. , . , .
.
.
A. ;
. .
.
A. , , ; .
. . .
. , .
, , , ,
. , , .
A. ;
. .
***
. Let us explain the new words in the dialog. Ellie invites Andreas to an exhibition of
furniture. . , the exhibition, the display. Andreas is not
interested. The subject, .
A. .
N. This is not exactly what Andreas said. He chose the passive form of the verb.
, Im interested. He said:
A. .
N. .
Here is a nice English word for you, listeners, adopted by Modern Greek. Andreas
remarks that Peters hobby is useful. . / /
.
. , . .
. Andreas collects matchboxes, . But his collection is small.
, the collection.

. , .
. ,
.
. .
, the greengrocer. , the butcher.
. .
. .
. ..
, , .
, the tomato. , the cucumber.
***
N. Here are the new words in other sentences. ,
.
E. .
. .
. .
. .
. .
. .
. .
. .
. .
***
. In the previous lesson, we talked about the use of as a relative pronoun. Today I
have introduced another relative pronoun, and you must wonder why. is by far the
commonest word, and the one I would recommend to you. It is also much easier to use.
But sometimes, where the meaning of might be ambiguous, and this can happen

where prepositions come in, we borrow from the more formal language the relative
pronouns: , who masculine, , who feminine, , which, neuter.
These pronouns are inflected like normal adjectives. It is difficult for example to fit
in a sentence like: This is the house outside which I met you. The inflected pronoun
will make the meaning clearer.
E.
N. The meaning of will certainly be ambiguous in sentences like: The gentleman for
whom I bought the house. So we say:
E. .
. .
. Let us quote from todays dialog. Andreas says that furniture is a subject he is not
much interested in.
A. .
N. . = Petros makes furniture.
,
, .
. Who is a greengrocer?
E. .
N. .
A. .
***
N. Here are more sentences for you to repeat, listeners. .
E. .
A. .
E. .
. .
. .

. .
***
. , . Let us go back to again with an exercise.
Ellie defined in the dialog as:
E.
N. We will help you give similar definitions about other people. Here is an example.
E. .
N. You say:
A. .
N. Are you ready?
E. . = The teacher teaches.
A. .
E. .
A. .
E. .
A. .
E. .
A. .
E. .
A.
E. .
A. .
E. .
A. .

***
. . ,
E. .
, ;
. ! , ,
. ;
. , . .
. . ,
, . .
A. , . .
. ;
A. .
. ; ,
. ;
A. , . ,
;
. , . , .
.
.
A. ;
. .
.
A. , , ; .
. . .
. , .
, , , ,
. , , .
A. ;

. .
. , . .

Enough

Perhaps

Since

At least

Regards

. There is a clear distinction in English between expressions like very small and too
small. This distinction is not quite so clear in Greek, unless the sentence is further
qualified. You say in English: This house is very small and this house is too small. In
Greek we say in both cases: . The idea of too small is
made clear by the context.
A. ;
E. , .
N. in this context means too small. But the idea can be made clearer, if a
second term is added to the sentence, introduced by or .
E. . .
.
***
N. Listen to these patterns, please, in the following dialog.
. , , ;
E. , , , .
.
. .
. , , , , , .
. , , ,
.
. , . , . ,
; ;
. . . - .

. .
.
. , . .
. , , ;
. .
. ! .
. .
.
. , .
;
. , , .
. ;
. , . .
E. , ;
. .
. ,
.
. ;
. , , . .
***
. Let us look at these patterns closely. Ellie is too tired today to go out.
E. .
N. Ellie invites Andreas to stay for dinner, but he thinks it is too early for eating.
A. .
N. He wants to walk home, but Ellie thinks his house is too far to go on foot.
E. .

N. Andreas has sold his car, or too little according to Ellie.

. .
***
. The same pattern is used with the word , enough. Ellie asks Andreas whether
he has enough money to buy another car.
E. ;
N. He hasnt got enough to buy a new car.
A. .
N. Notice here that we use the adverb if an adjective follows.
E. .
N. It is quite good, or it is good enough.
A. .
E. .
A. .
N. And so on. But we use the adjective / / if a noun follows.
E. .
A. .
E. .
A. .
***
N. Here are more of these sentences, listeners, please, listen and repeat.
.
A. .
. .

. .
. .
. .
. .
. .
. .
. .
***
. , . , perhaps.
E. .
N. Perhaps youre right.
A. .
. In previous lessons we used the word to express possibility. .
. We can substitute , but without . here is more wishful
than .
. .
. .
. .
. .
***
. Notice, please that we did not use the word in the above examples, although the
sentences referred to the future. We use if the word comes after the verb.
E. .
A. .
E. .

***
N. , , , since.
E. , .
N. Since you are here now, you will stay and eat (with us). Here are more examples:
A. , .
E. , .
A. , ;
. , .
***
. In the dialog you heard also the word ().
A. , .
. And regards. We send or give our regards, so the word is in the
accusative form: .
. .
. Or, simply:
A. .
. Two other expressions you could easily guess, I am sure. Andreas will part of the
money in advance. . And the rest in monthly installments. M .
A.
***
. Here are more sentences with these words, listeners. ,
.
E. .
A. .
E. .

A. .
E. , .
A. , .
E. .
. .
. .
***
. In the following exercise, you will hear sentences with and you will respond
with . You will have to use the opposite adjective. Here is an example:
E. .
N. You say:
A. .
N. Ready?
E. .
A. .
E. .
A. .
. .
. .
***
. , . .
. , , ;
E. , , , .
.

. .
. , , , , , .
. , , ,
.
. , . , . ,
; ;
. . . - .
. .
.
. , . .
. , , ;
. .
. ! .
. .
.
. , .
;
. , , .
. ;
. , . .
E. , ;
. .
. ,
.
. ;
. , , . .
. , .



Refreshment

Chat

Next to

Present

Past

Imperative

Future simple

Take out

Chat

Offer

Shout, call

N. Today we are going to talk about past continuous actions. The past continuous is a
particularly useful tense in narrative and, compared to the past simple, it is quite easy to
form.
Andreas telephoned Ellie at home, but nobody answered the phone, because at that time
they were all working in the back garden. Ellie's mother, who was in the kitchen, was
washing the dishes and she did not hear the phone.
Andreas wanted to tell Ellie that while having a drink at a seaside hotel He met the
manager of the bank in which Ellie worked.
. ;
E. , ;
. . , .
. ; ;
. .
. . .
, , .
.
. ;
. .
. .
, , , -, ,
.
. , ;
. . . ;

. . , ! .
, . -
. .
. ; ;
. .
, .
, .
.
. , , ;
. , .
. , .
. .
***
. Before I explain the formation and use of the new tense, let me give you the meaning
of the new words.
, I take out or take off. It is the opposite of . , . , .
. .
. .
. Andreas offered Mr. Antoniadis a drink. . , I offer.
, .
. is the friendly, leisurely
talk, the chat. The verb is .
. is next to.
A. . .
. means I shout, or I call. , .
. .
. .

. You know the adverb , usually. The phrase means as usual.

E. , , .
N. Finally we have the word , refreshment, .
***
. Here are the new words in other sentences. .
E. .
.
. .
. .
. , .
. .
***
. Now let us look closely at the new tense, with which we express actions that happened
continuously in the past. It is quite easy to form. Let us start again with the first category
of verbs ending in , those not accented on the last syllable. , ,
etcetera. The ending changes into , and the accent moves one position backwards,
from the second syllable to the third, starting from the end of the word.
E. .
. .
. I was going.
. .
. .
. .
. .
. .

. .
***
. You join in, listeners. Give the past continuous, before Andreas does.
E. .
. .
. .
. .
. .
. .
. .
. .
. .
. .
.
. .
.
. .
***
. And so on. If the verb has two syllables only, we add an at the beginning of a word,
as is the case with the past simple.
E. .
A. .
. .
. .

. .
. .
.
. .
***
. Join in again, listeners, please.
E. .
. .
. .
. .
. .
. .
. .
. .
E. .
A.
***
N. And so on. Two verbs, and take an instead of an at the beginning:
, . But it isn't terribly wrong if here, too, you keep to the rule, adding an .
Notice also that the forms , , and are the same for the past
simple and past continuous tenses.
The person endings of the past continuous tenses are exactly the same as those of the past
simple.
E. / / / / / .
. Or:

A. / / .
***
N. This much about the formation of the past continuous tense listeners. Now its use. Let
us draw examples from the dialog. Ellie said:
E. .
N. When you called, my mother was washing the dishes.
So we have a short or momentary action, occurring during a continuing activity. We use
when and the simple past for the short action.
E.
N. And the past continuous for the continuing action.
E. .
.
. Continuing action.
A. .
N. Momentary action.
Instead of , Ellie could have said , at the time when.
, at the time you called.
. .
.
. The phrase , at that time, has also been used.
E. .
.
***
N. Listen to more examples.
A. .

E. .
A. .
E. .
A. , .
***
N. We had another pattern in the dialog, with the word , while.
A. .
N. While we were talking, Mrs. Antoniadis came.
We have here and the past continuous for the continued action, and the simple past
for the short action.
E. , .
A. , .
***
N. Here are more sentences. .
E. , .
A. , .
E. , .
A. , .
E. , .
***
N. In the following exercise, you will hear a sentence with , and you will respond
with . Here is an example:
A. .
E. , .

N. Are you ready?

A. .
E. , .
A. .
E. , .
A. .
E. , .
A. .
E. , .
***
N. .
. ;
E. , ;
. . , .
. ; ;
. .
. . .
, , .
.
. ;
. .
. .
, , , -, ,
.
. , ;
. . . ;

. . , ! .
, . -
. .
. ; ;
. .
, .
, .
.
. , , ;
. , .
. , .
. .
***
A. . .