Lesson 1

I am

he/she/it is; they

are

what?

yes

and, too, also

(colloq. )

the (masc.)

the (fem.)

the (neut.)

Thank you
(literally, I thank)

this; this one

(m.), (f.), (n.)

that; that one

(m.), (f.),
(n.)
(colloq. , , )

book

pencil

box

table

magazine

window

Ed. notes:
1. Written Greek uses ; for the question mark.
2. has a colloquial alternate form, , which is often used both in speech and
informal writing before a word beginning with a vowel sound.
3. Every Greek noun has a grammatical gender, as indicated by the definite article
(masculine), (feminine), or (neuter).
4. Colloquial , , are common in speech, but not normally seen in
formal writing.
5. These Learn Greek Online (LGO) Audio Lessons were first recorded on Cyprus in
the mid-1960s. At that time a more formal language, katharevousa, was the
basis of educated speech and especially of writing. The LGO Lessons contain a
small number of these older katharevousa pronunciations, words, or phrasings
which are no longer the norm in mainland demotic Greek. Such katharevousa
forms are noted in the appropriate Lesson Notes, Vocabulary listings, or
Discussion Forums. For example, throughout the first 25 Lessons the speakers
use the older katharevousa (K.) for demotic (D.) ,
"listeners". In addition, the LGO Lesson Vocabularies occasionally include the

formal, katharevousa (K.) version of a word, because these formal versions are
still used in educated speech or writing.

. .
. .
. What you've just heard means "I'm Andreas. I'm Ellie". Listen again.
. .
. .
N. You have noticed that Andreas uses the sound before his name, ,
whilst Ellie uses the sound before hers, . and are definite articles, for
the masculine gender and for the feminine gender. Allow me to introduce myself:
. Now, listeners, say who you are, beginning with , I am,
and using before your name if you are a man or a boy, and if you are a woman or
a girl. Remember: if you are a man or a boy, if youre a woman or a girl.
- thank you. Theres a table here in front of me with a few objects on it.
Well start by giving you the names of these objects. Andreas is holding a book and
Ellie is holding a pencil. Listen to what theyre going to say:
. .
N. This is a book.
. .
. .
N. This is a pencil.
. .
N. Listen again and repeat after them.
. . , (yes) .
. . , .
. .
. .
N. Andreas takes a box. Listen.
A. .
N. This is a box.
. .
N. Ellie touches the table and says:
. . .

N. Andreas holds up a magazine.

. .
N. This is a magazine.
. .
N. Now listen again and repeat after them.
. . , .
. . , .
. . , .
N. Good. Andreas holds up a box and touches the table. Listen.
. .
N. This is box and this is a table.
. .
N. Ellie holds up a book and a pencil.
. . .
N. Andreas takes a magazine and a book.
. .
N. Now listen to Andreas and Ellie again and repeat after them.
. . ,
.
. . ,
.
. . .
N. Andreas is going to ask Ellie some questions now and Ellie will answer them. Listen
carefully. Andreas holds up a book.
. , ;
N. What's this, Ellie?
A. ;
. .
N. It's a book. Ellie could have answered , but unless one wants to
emphasize the word , this, it's more natural not to use it. will do.
. ;

. .
. ;
. .
. ;
. .
. , ;
. .
. ;
. .
. Now, listeners, try to answer the questions that Andreas and Ellie are going to ask
you. Speak up, please. Ellie touches the table.
E. ;
. , .
. Andreas holds up a magazine.
. ;
. .
. Ellie takes a pencil.
E. ;
. .
. , , thank you, listeners. Listen now to Andreas. He
points to the window at the other end of the room and says:
. .
N. That's a window. Listen again.
. .
N. Now repeat after Andreas.
A. . .
.
N. That's very good. Now, listeners, point to a window yourselves and say with me:
. Again: .
Answer my question: ; .
A few more questions, please. Andreas and Ellie will help you answer them. Listen.

A. . ; .
; , .
E. . ; .
; .
. . ; .
; .
N. Now, listeners, let's go over what we have learned in the last fifteen minutes or so.
We have learned the names of six objects: , , , ,
.
We have also learned the structures or the sentence patterns: ,
, etc., when an object is near us, when we touch it or hold it,
, , etc., when an object is away and we point to it.
We've learned also the question pattern: ; or ; I expect you
haven't found it too hard and you've found it interesting. Looking forward to being
with you again next week, goodbye.


Lesson 2
Hi, Hello (sg. polite /
pl.)

lesson

clock, watch

key

vase, jar

basket

cupboard, cabinet,
wardrobe

or

not

no

N. Hello, listeners. , . This is our second lesson in Greek,

Lesson two. . I hope you remember what you learned in the previous
lesson. are here to repeat it for you.
. .
. .
. .
. .
. .
. .
. ;
. .
. ;
. .
. ;
. .

. ;
. . .
N. Ellie points to the clock on the wall.
. ;
. .
. ;
. .
. Ellie points now to the watch on her wrist.
. , ;
. .
N. This is a watch, too. Touch your watch and say: . Repeat: .
Andreas takes now a key and says:
. .
N. Again.
A. .
. Repeat after Ellie.
E. . .
N. Andreas points to a vase.
. .
. ;
. .
. , ;
. .
. This is a basket.
. ;
. .
. .
. , .
. Andreas walks to the cupboard and touches it.

. .
N. Again.
. .
E. , ;
. .
N. Now, listeners, we want you to speak these new words yourselves. Listen and
repeat.
. .
. .
. .
. .
. .
. .
. .
. .
. Now listen to Ellie asking a slightly different type of question. She holds up a
pencil. Listen.
. ;
N. Is this a key or a pencil? Listen again.
. ;
. .
N. Ellie points to the cupboard.
. ;
. .
N. She takes a box.
E. , , ;
. .
[Ed. note: there is a logic error in the answer here -- the answer should be
, since Nikos states that Ellie took a box.]
. She holds up a book.
. , ; ;

. .
. She points to the basket.
. , , ;
. .
N. Ellie will ask you now. You will give the answers. So listen carefully. I'll help you by
whispering to you the name of the object.
. ; .
. .
. , .
. , ; .
. .
. , .
. , ; .
. .
. , .
. . So far our answers were in the affirmative. ,
. But suppose they are not: "This isn't a book, that isn't a window."
Listen: , . Again:
, . Before , we've added the little word .
Listen to Andreas and repeat.
. . , .
. It isn't a pencil; it's a key.
. . . . .
, .
. , , listen to these questions and answers. Andreas holds
up a book.
A. ; ;
. , .
. , ; ;
. , .
. ;
. .
. No.

. , .
. No, it isn't.
E. . .
. , ;
. .
. , ;
. .
. , ; ;
. , . .
N. You may have noticed that the words can be put almost anywhere in
the sentence when we ask a question. Unlike English, there is no strict word order in
Greek. You will find that very convenient, I'm sure. is the statement.
Listen to the questions: ; ; ; On
some occasions you can even say ; Andreas and Ellie go on with
their questions and answers.
. , ;
. , .
. ;
. .
. , . , ;
. .
. , ;
. This is a basket, isn't it?
. , .
. , ;
. , . .
. , , listen to Andreas' statements and answer Ellie's
questions.
. .
.
. ; , . ; .
. .
.

. ; . ; , . ; ,
. , ; , . ;
. ; .
. . .
. , ; , . ; . ;
. ; .
. , this is the end of our second lesson. . .

Lesson 3

here

(colloq.
)

there

(colloq.
)

where?

the (neut.)

radio

desk; office

telephone

night

you (sg. familiar)

(colloq.
)

How are you? (sg.

familiar)

very; much (adv.)

Good evening

Good night

Ed. notes:
1. , , and are often elided in colloquial speech to , , and
respectively. Although elided , , and should properly retain the accent
mark and have an apostrophe to indicate the elision (', ', ), in practice
the accent and apostrophe are often not written, especially with .
2. refers to either a male or a female.
3. Written Greek uses ; for the question mark.

N. Hello, listeners. , . This is our third lesson in Greek.

Lesson three. .
. , . . Say to me.

. . .
N. We'll begin today with a short conversation which will help you remember the
sentence patterns we practiced in our last lesson.
. , ;
. ;
. . .
. , ;
. , .
. .
. , .
. ;
. ; .
. , , .
. , ; , , ;
. , ;
. .
. .
. , .
. Before we go on to new sentence patterns, let's learn a few more words. On the
table here there's a radio. Andreas touches it and says:
. .
. Again.
A. .
N. Repeat after Andreas.
A. .
N. Touch your wireless set [radio] and say it. Do you know what to say? You do? .
. Ellie touches her desk and says:
E. .
N. Again.
E. .
N. Repeat after Ellie.

E. . .
. can be a desk or an office. On Ellie's desk there's a telephone. Andreas
points to it and says:
A. , ;
. ;
. , . , ;
. , .
N. We have introduced three new words. Say them, please: , ,
. So far, , dear listeners, all the words we have learned
belong to the neuter gender. There are three genders in Greek: masculine, feminine,
and neuter. The gender of a Greek noun is known by the article which precedes the
word.
You may, perhaps, remember that in the first lesson we met two of these articles: ,
for the masculine ( ), for the feminine gender ( ). The article for the
neuter gender words is .
We say therefore, please repeat after me: . . .
. . . . . .
. . . . .
You have noticed that neuters end in - and -. A few neuters end in -, but you
haven't met one so far. It is, I must say, a little difficult to know the gender of a Greek
noun, so in these first lessons, we shall try to keep, as much as we can, to words of
the neuter gender. , , listen carefully.
A. . .
N. The table is here.
. . .
N. The cupboard is there. Repeat.
A. .
E. .
N. We very often say , . , here and there. Listen again.
A. . .
. , .
. , .
. .
. , . .
. . .

N. Now listen and repeat.

A. .
. .
. .
. .
. . .
. , .
. , .
. .
. . .
. . .
. Thank you, listeners. is now going to introduce a new type of question:
where?, ; Ellie will answer his questions. Listen.
. ;
N. Where's the table Ellie?
. .
. ;
. .
. ;
. .
. , ;
. . .
. ;
. .
N. This is here, too.
. ; ;
. .
. ;
. .

. You have noticed that is used for one object or person as well as for two or
more objects or persons. We say . But we also say
.
A. , ;
N. . . Now try to answer the following
questions. Andreas will help you.
. .
. ;
. I hope you have answered: .
. .
. ; .
. .
. ; .
. .
. ; . ; .
; . ; , .
. Andreas will now give you the answers. You will ask the questions. Begin with the
question word .
. . , ; .
; .
;
. Now please use the "or" type of question. For example: . You say:
, ;
. . , ; .
;
N. Before we finish for today, please listen to a meeting of two friends at night.
. The two friends are .
. , .
N. Good evening, Ellie.
. , .
N. Good evening, Maria
. ;
N. How are you?
. , . ;

N. Fine, thank you, you?

. , .
N. Very well, thank you.
. .
N. Good night.
. .
N. Good night. Now listen again, I'm not going to translate this time.
. , .
. , .
. ;
. , . ;
. , .
. .
. .
. , , .


Lesson 4
you are (sg.
familiar)
Mr.

other

(< adj. , -,
-)
, -, -

room

thing

floor

ceiling

in the, into the

on the, onto the
at the

(m.)

Ed notes:
1. The adjective , -, - will be formally introduced in Lesson 65.
2. Greek adjectives must always agree grammatically with their noun in gender
(masculine, feminine, or neuter), number (singular or plural), and case
(nominative, accusative, genitive, or vocative). For example, neuter
, but feminine . Similarly, singular
(colloquially called simply ), mobile/cell phone, plural
(colloq. ).
3. While (a word of Turkish origin) is the standard colloquial word for
"ceiling", (a slightly more formal word of Greek origin) is also
frequently used with the same meaning.
4. , , and express either position (in, on, at) or motion (into, onto).

N. , . , Lesson four. At the

beginning of this course, you may remember, Andreas and Ellie introduced
themselves to you. They said:
. .
. .
N. I introduced myself too. I said . Later on we learned
. We know, therefore, the first and the third
persons of the verb "to be". , I am, , he, or she, or it is. We might as well
learn the second person. Listen.
A. . . .
. . . .
. , . , . ,
.
. , , . Let's repeat the three persons. Say after me: , ,
. Again: , , . . We'll come back to this form shortly.
Listen now to Andreas and Ellie.
A. , ;
. .
. ;
. .
. ;
. . . . .
. ;
. .
. ;
. , .
. Ellie has now introduced a little new word, . She has added the sound "" to the
article . .
. , .
. usually means "in the desk", but it can also mean "on the desk", "at
the desk". We don't exactly specify where the object is. Listen to a few more
sentences.
A. .
. .
N. You may have to search for the key in or on the cupboard.

A. .
. . .
. .
. Andreas and Ellie will go on now with their questions and answers, in the course of
which they will introduce a few more words. Listen to them.
. , ;
. .
. ;
. .
N. Ellie has used a new word, . , room. . This is
a room.
. , ;
. .
. , ;
. , .
. ;
. .
. ;
. .
. ;
. .
. ;
N. We have here two new words: , thing, , and , other.
, other thing. , what other thing? Listen to the question again.
. ;
. .
. ;
. .
. ;
. .
. , . . ;

N. He points to the floor.

. .
. ;
. .
. , . , ;
N. He points to the ceiling.
. .
. ;
. .
. , . ,
;
. .
. ;
. , , .
. We have learned five new words. Please repeat after me: , ,
, , . . Listen carefully please, to two sentences
that Andreas is going to give you, because Ellie will ask you questions based on them.
A. . .
N. Listen again.
. . .
N. Do you remember them, or would you rather repeat the sentences yourselves after
Andreas? You do. Right.
. . .
N. Now try to answer these questions.
E. ;
N. I hope you've said: .
. ; .
; .
; , .
; .
; .

N. Now listen to this sentence.

A. .
N. Again.
A. .
. ; .
; .
; .
. So far we have been talking about single objects: , ,
, . Andreas holds up two books and says:
A. .
N. Again.
A. .
N. Have you noticed the changes? , this, becomes , these. (for one
book) becomes (for two books). remains unchanged. We know that it is
third person singular and plural. Listen to some more sentences.
. .
. .
. . , .
. . , .
. .
. .
N. Andreas will now say a sentence in the singular, and Ellie will turn the sentence
into plural. You repeat after Ellie.
. .
. .
. .
. .
. .
. .
. .
. .

. .
. .
. .
. .
[Ed. note: The final of , the neuter plural definite article, is often dropped
("elided") in colloquial speech when the following word begins with : '
-- the other boxes, ' -- the other books, -- in the other
rooms.]
. .
. .
. .
. .
. ;
. ;
. .
. . , .
N. Neuters ending in - change the final into : becomes . , . ,
. , . , .
Neuters ending in - add an : , . , .
[Ed. note: neuter nouns ending in stressed (-) stress the final in the plural: ,
.]
Neuters already ending in - add the syllable : , . ,
. -- lesson, .
[Ed. note: this syllabic - ending is unrelated to the neuter plural definite article .]
I'm now going to give you words and phrases in the singular and I will ask you to give
the plural form. For example: . You say .
A. .
. .
A. .
. .
A. .
. .
A. .
. .

A. .
. .
A.
. .
A. .
. .
A. .
. .
A. .
. .
A. .
. .
. , , .